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宁静致远

天空中没有翅膀的痕迹,但我已飞过。

 
 
 

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(牛津英语2A ) Unit 4 Going about 课堂赏析  

2009-10-26 23:20:07|  分类: 高新区小学英语教 |  标签: |举报 |字号 订阅

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                                         ---高新区小学英语“疑难问题解决”研讨课

                                                                                       杨晓韵

    一、教学内容

本课是《牛津英语》2A Unit 4 “Let’s learn” “Let’s play”部分。

Let’s learn——Words: bus, car, van, taxi, train, plane, ferry. (其中bus & car为旧知。)

Let’s play——Sentence: I go to … by …

Extension——Question: How do you go to …?

二、教学目标

1.知识目标: A. 能认识掌握几种交通工具的名称并能熟练朗读。

              B. 能流利地问对方关于乘坐何种交通工具去某个地方的问     

                 题,并能对此问题进行回答。

2.能力目标: A. 通过本课的学习,训练学生听说读的能力,并培养小组合作精神。

              B. 在单词教学中渗透“直拼法”,帮助学生初步掌握字母和  字母组合的发音规则。

3.情感目标:帮助学生了解祖国各地,并培养他们热爱祖国的感情。

三、教学重点和难点

    教学重点是学会单词和句型,教学难点是能用学过的单词和句子在实际生活交际中灵活地运用。

四、教学准备

    单词卡片,各城市图片,地名卡片,评价卡片,练习作业,课件

五、教学过程

Step 1: Warming-up

    1. Read the pronunciation of the letters from A to H.

      A  A  [ ? ] [? ] [? ]apple       B  B  B  [b]  [b]  [b]  bird

      C  C  C  [k]  [k]  [k]  cat         D  D  D  [d]  [d]  [d]  dog

      E  E  E  [e]  [e]  [e]  egg         F  F  F   [f]  [f]  [f]  fish

     G  G  G  [g]  [g]  [g]  girl         H  H  H  [h]  [h]  [h]  hand

[设计意图]

通过朗读字母的发音,让学生对这些字母的发音有个初步的印象并为接下来的学习做好铺垫。

    2Sing a song “Wheels on the bus”.

[设计意图]

活跃课堂气氛,并由此引出本课内容。

Step 2: Presentation

1. T shows the last picture of the flash “The wheels on the bus”. (There are many people and Sam on the bus.)

  T: “They like to travel. Sam likes to travel, too. Look, he goes to the park by ______.”(Let Ss say out the word “bus”.)

  Then Ss read “bus” [b-?-s]

  Say a chant: “By bus, by bus, go to the park by bus.”

2. T: “But May doesn’t like to go to the park by bus. She likes to go to the park by _____.” (T shows a picture of a car and let Ss say the word “car”.)

  T shows the word “car” and Ss say: ar ar [a:] [a:] [a:].

  Then ask Ss to say the following words by themselves: bar, far, jar, dark, park.

  Next, read the chant: “By car, by car, go to the park by car.”

3. T: “We also can go to the park by ____” T shows the picture of a van and elicit the word “van”.

  T: “a a a”    Ss: “[ ? ] [? ] [? ]”

  Ss read the word by themselves.

  Say the chant “By van, by van, go to the park by van.”

  Read the following words by Ss themselves “fan, man, hand, sand”

4. T: “a a a”   Ss: “[ ? ] [? ] [? ]”t-a [t?]—— taxi (Elicit “taxi”)

  Say the chant: “By taxi, by taxi, go to the park by taxi.”

5. Say the chant according to the cards T gives.

  “By_____, by ______, go to the park by ______.”

[设计意图]

1.“bus”和“car”是旧知,教师用SamMay自然引出这两个单词,并由此分别导入新的单词。

2.教师特别注意字母和字母组合发音的练习,让学生了解发音规则,并能根据规则自己读出没学过的单词。

3. 通过“chant”来练习“go to by ”句型,为后面完整说句子打下基础。

6. T: “Sam goes to the park by bus. May goes to the park by car. I go to the park by taxi.  How do you go to the park?”  Lead Ss to say: “I go to the park by bus / car / van / taxi.”

[设计意图]

教师再次利用SamMay 来引出句型“I go to by

7. T asks Ss: “How do you go to Shanghai?” Ss answer: “I go to Shanghai by bus / car / van / taxi.”

  T: “I don’t like the bus or the car. Can you guess how I go to Shanghai?”

  Ss practise the question: “How do you go to Shanghai?”

T: “I like to go to Shanghai by a kind of transpotation. What is it? Please listen carefully.” T plays a voice of the train and shows the picture. (Elicit the word “train”)

  There is a tree and rain on the picture. T shows the word “tree” and “rain”. Ask Ss to say the pronunciation of “tr”[tr] and “ain”[ein], then lead Ss to say the whole word “train”[trein].

  Ss say the chant “By train, by train, go to Shanghai by train.”

[设计意图]

教师留一个悬念给学生,以此引出问句“How do you go to ?”然后继续以悬念的形式听声音引出单词“train”。为了让学生能对此单词有更形象的记忆,教师利用“tree”和“rain”两个单词的拆合,最终变成“train”。

8. T: “Can you go to London by train?” And elicit “plane”.               

    a-e [ei]  Read the word “plate” as this method.

    Chant: “By plane, by plane, go to London by plane.”

[设计意图]

教师用提问的形式引出“plane”是为了让学生明白交通工具的选择和距离长短有关系。

9. T: “What can the plane do?”  Ss: “The plane can fly.”

  T: “What can the bus/van… do?”   Ss: “The bus/van can run.”

  T: “What can swim?”  Elicit the word “ferry”

  T: “e e e”  Ss: “[e] [e] [e]” —— ferry

  Read the following words by Ss themselves: “berry, merry, Jerry”

  T: “Where can you go by ferry?”

  Ss: “Go to Zhoushan”

  Chant: “By ferry, by ferry, go to Zhoushan by ferry.”

[设计意图]

用动作引出“ferry”目的是1.复习上单元的动作单词;2.活跃课堂气氛,让学生在动作中感受记忆单词。

Step 3 Practice

1. Practice the words.

  a. Ss read the words as quickly as they can.

  b. Competition in groups. The quickest group wins.

  c. Competition between T and Ss. T points one word and reads. If she’s right, Ss follow. If she’s wrong, Ss say “sh--”.

[设计意图]

机械操练单词,使学生熟练掌握单词的发音和意义。

2. Say the chant with the rhyme.

  By car, by car, go to the park by cark.

  By train, by train, go to Shanghai by train.

  By plane, by plane, go to London by plane.

  By ferry, by ferry, go to Zhoushan by ferry.

[设计意图]

机械操练句型,为接下来的输出环节打下基础。

3Ask and answer

   T: “How do you go to …?”

   S: “I go to … by …”

[设计意图]         

从机械操练转化为意义性操练,学生能听懂问句并能熟练回答。

4. Turn plate Game

  T plays the turn plate. Ss say: “How do you go, how do you go, how do you go to…”while the needle is turning. When the needle stops and points to a place, Ss ask the question about the place. Meanwhile, T throws a soft toy to one S. The S answer the question: “I go to … by …”

[设计意图]

此游戏是对问句的机械操练,并活跃课堂气氛,激发学生的学习兴趣。

5. Group work                                                                  

  Divide the class into groups of four. Each of them goes to a place according to the card which is prepared before class.

E.g., group 1 goes to Shanghai. Ask and answer in groups.

S2, 3&4 ask S1: “How do you go to Shanghai?”    S1: “I go to Shanghai by…”

Then S3&4 ask S2, and go on.

[设计意图]

教师事先分发给每组学生一张地点卡片,并在教室的各个角落贴上各地点的图片。学生打开卡片后,根据地点提示和手上拥有的交通工具小卡片互相问答后到达各自地点。(交通工具小卡片是课堂中个体评价奖励)。此活动使学生与学生之间得到了充分的交流。活动结束后,教师朗读小儿歌,学生边拍手边念儿歌回座位。

Step 4 Production

T: “Are you happy? Sam and May are happy, too. They will go out on the weekend. Where do they go? How do they go? Please listen to the dialogue first.”

Ss listen to the dialogue and finish the exercises.

Then act the dialogue in pairs.

At last, ask some pairs to present.

[设计意图]

整节课的语言学习在此环节得以输出,学生先通过听录音来熟悉对话,然后再同桌之间练习,由浅入深,层层递进。

Step 4 Homework

Change the names of the places and transportations and make a new dialogue.

 [设计意图]

 拓展学生的思维,并了解祖国的大好河山。

六、教后反思

本节课是二年级的一节词汇、句型新授课。在词汇教学中我注重语音的练习,通过“直拼法”让学生初步了解、熟悉字母及字母组合的发音规则,养成良好的语音习惯。

在句型的教授中,我注意把句型渗透到词汇中学习,再用词汇来巩固、操练句型,两者相辅相成,最后拓展到语篇的运用,层层递进。

在整个教学过程中,学生学习英语的兴趣浓厚并能积极主动参与学习,最终达到较好的教学效果。

但纵观整节课,还有几点需要改进的地方:

1.要充分发挥小组合作的作用。比如当组内有同学对某个词组或句型有困难时,教师就要适时引导同组内的其他同学对他进行及时的帮助。

2.尽量在课中设计一条从单词到词组再到句子最后到语篇的主线,让学生对语言有适当的了解。

3.多给学生思维的空间,让他们自由发挥想象力和创造力。

4.在课堂上应该多注意TTTteacher’s talk timeSTTstudents’  talk time之间的关系和比例,增加单位时间里学生发言的机会和频率,充分发挥学生的主体作用。

5.注意学生文化知识和文化意识的培养,让学生在英语课堂中享受到更多学习语言的乐趣。

 

***Jennifer致读者:由于个别音标为特殊字符,尽管尝试N多次还是无法显示。请谅。(牛津英语2A ) Unit 4 Going about 课堂赏析 - Jennifer - 宁静致远 Jennifers Blog

 

 

 

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