teaching aims:
1、basic aims: to learn seven words: window, door, bed, room, sofa, table, lamp.
2、developing aims: using the sentence to describe a room.,e.g. look, there is a ____ .
main points: to learn the words.
difficult points: using some english to describe the room .
materials: cassette, picture cards
teaching procedures:
pre-task preparation: warming-up
1. let’s play: paper ,a pencil ,i can see. paper ,a pencil, for you and me! a ruler , a rubber, i can see. a ruler, a rubber, for you and me !
let’s act :come here . go there . come back.. (重点强调there)
2. make short dialogues.
(1) teacher extend one hand , let students guess :what’s in my hand ? (rubber)
t: this is a rubber .(put the rubber on teacher’s desk, go another place, say : i stand here. look ,the rubber is ( there) .
elicit : look, there is a ______.
(2)point to the box (on the desk) and say :look. there is a box. something is in the box. guess?
guess.
show the things one by one .then say :look. there is a______.
while-task procedure: presentation
1. to learn the word : window
(1). point to the window (in the classroom) and say.
look, there is a window .
(2). read it.
(3). make some rhymes.
e.g. window, window, there is a window.
window, window , for you and me .
2. to learn the word: door
(1). t: this is a window.
point to the door: is this a window? (no)
(2) learn “door” and say “look. there is a door. ”
(3) make some rhymes.
e.g. door ,door , there is a door.
door ,door ,for you and me.
3. to learn the word: room
(1) show a picture of room, say: look! i have a room.
(2)learn “room”
(3) stick the picture on the board ,point and say: “ look, there is a room.”
(4)make some phrases. e.g. a big room
4. to learn the word: bed
(1) t: (show a picture) this is my room. look. what’s in my room?
guess to elicit: bed
(2) learn “bed”
(3)point and say “look. there is a bed.”
5. to learn the word: lamp
(1) point to the lamp. is it light? (no)
(2) learn “lamp”
(3)point and say “look. there is a lamp.”
point to the light, say :look . there is a light.
(4)ask and answer: what colour is it ? is it big ? is it small ?
make phases: it’s a small lamp . it’s a …(colour) lamp .
6. to learn the word: sofa
(1) what’s else in my room?
to elicit: sofa
(2)learn “sofa”
(3) point and say “look. there is a sofa.”
e.g. what can you see in my room?
7. to learn the word: table
(1) point and ask :what’s this in my room? to elicit: table
(2) try to say.
(3) make some rhymes.
e.g. table, table, i can see.
table, table, for you and me.
8. listen to the tape and follow.
9. do workbook p9 .(机动)
牛津2b第三单元my room说课
小学英语新课程标准的基本理念是:面向全体学生,重素质教育;整体设计目标,体现灵活多样;突出学生主题,尊重个体差异;采用活动途径,倡导体验与参与;注重过程性评价,促进学生发展;开发课程资源,拓展学用渠道。基于这样的教学基本理念,我对自己的课堂设计认真推敲、琢磨,关注每一个细节,对最后的成型稿进行了梳理,就以下几个方面展开简单的说课。
一、说教材:本节课是牛津英语2b第三单元my room中的内容。教学内容主要是7个新授单词:window,door,bed,room,sofa,table,lamp以及句型look.there is a_____。本单元以room为主题开展一系列句词教学。在这一单元中首次出现了there be 句型,不管是对学生还是对教师而言,这都是一大挑战,这是一堂比较典型的单词句型课。
二、说教学目标:新课程标准在对教学目标的界定中,要求体现整体设计教学目标,体现灵活多样。如何做到统一性和灵活性的有机结合呢?在教学设计中,我从认知、能力、情感三方面具体规划了本课的教学目标。
1、认知目标:(1)学习表述与房间这一主题有关的名词,以家具、摆设为主。(2)学习客观存在某些物品这一即成事实的句型表述,look .there is a ____.对这个句型进行了一定的改变,为学生在表达与理解上减小了难度。
2、能力目标:(1)使学生获得综合运用语言知识和语言技能进行交流的能力。具体表现为能运用本节课所学“look .there is a ____”这一句型结构,结合一些简单的形容词等向别人描述房间。(2)加强听说能力的培养,贯彻“听为辅导,说为领先”的原则,鼓励学生大胆说,不要怕不会说。(3)生活化目标,从书本中走出来面向生活。鼓励学生指着教室中的一些会说的事物用“look .there is a ____”来进行表达。
3、情感目标:营造宽松、和谐的学习氛围,激发学生学习兴趣和求知欲望。
三、说教学程序:为了达到上述目标,为了使后续教学更加浏自然。在warming-up部分我引用了两个与本课教学内容紧密相关的环节。一是1a中的let’s play: paper ,a pencil ,i can see. paper ,a pencil, for you and me! a ruler , a rubber, i can see. a ruler, a rubber, for you and me 。主要是在后续学习中有一个与此很相似的rhyme :door ,door , there is a door.door ,door ,for you and me. 另一个是let’s act,引用了上个单元的教学内容:come here!go there! come back!主要是强调there,然后猜测老师手里的是什么,激起学生猜测的兴趣。然后把该东西放到离老师远一点的地方,从而也就顺其自然地提问学生:look. the rubber is there .自然而然地把句子转化为:look .there is a (rubber)。接下来还是一系列的猜测活动,把学过的文具用品放入到一个盒子内猜:what’s in the box ?通过猜的练习反复进行口头表达“look .there is a ____”这个句型,不断地复现逐渐让学生留下印象。从这个盒子过渡到classroom,引导学生说“look .there is a window/door”,door与window都江堰市是教室里能见到的实物,比较贴近学生的生活实际,在每一个新单词的学习过程中,我都用了自编的rhyme : door ,door , there is a door.door ,door ,for you and me.从classroom过渡到room及相关的lamp,table,bed,sofa的教学,我采用了多媒体课件,使得教学更加形象直观。在这个环节的教学中,我本来的意图是通过问一问颜色、形状等将前知融入到这部分内容的学习中,使学生简单地说一些a red lamp 等简单词组,但发现效果不佳,学生对1b中所学的单词已经遗忘很多。此外,二年级的学生注意的时间较短,且本课单词量较大,基本上是单词的呈现、句型的练说、说唱rhyme这样三步走,故7个单词上下来显得有点枯燥,个别学生显然就耐不住性子了。在这种情况下,应该采用多样化的单词导入形式以吸引学生注意力,提高教学效率。
以上是我对这堂课的一些简单理解与想法。