课例.doc

What would you like?课例pre-reading1. warm-upt: good morning. boys and girls. say hello to the teachers.ss: t: im so happy. lets chant. ok?ss: ok.(chant and clap hands) dinner time chicken and fries, chicken and fries. what a surprise. chicken and fries. smell the chicken. taste the fries. dinners ready. open your eyes.2. reviewt: oh. its 12 oclock now(t 做看表动作). its time for dinner. what would you like for dinner? mmm id like some chicken and hamburger. what would you like?s1: hot dog.s2: french fries.(评析：复习已学的食物单词，且让学生初步感受句子what would you like? 及其回答id like some，但此处不要求学生说出。)3. presentation（1）t: ok. now lets go to have a buffet dinner. lets go.(利用cai, 将学生带到一间自助餐厅)cai: welcome. what would you like? soup, fish, rice, beef, noodles, vegetable. help yourself.(逐一呈现食物和食物单词，全部介绍完后消失。)t: so many foods. what are they?s1: beef.t: good. look (呈现食物图片)ss: beef.t: ee? (呈现食物单词卡)ss: | i:|t：|b| |i:|ss: |bi:|t: f ss: |f|t: beef.ss: beef.t: beef ,beef (升降调)ss: beef ,beef(单词呈现后用phonics来教学，其他单词同上。)2. (全部食物单词卡板书后)t: hmm. they look yummy. id like some soup and rice. what would you like?s1: i like some chicken.t: id like some chicken. (要及时给学生纠正)s1: id like some chicken.t: good. what would you like?s2: (评析：新授单词和重点句子的融合。在这里，学生必须说出句子，学生说错了的教师要及时给予纠正)while-readingt: look. this is my friend, little bear (附录图1). whats wrong with him?s1: he is hungry.t: may be.s2: he is full.s3: 他肚子痛。t: maybe. do you want to know what happen?ss: yes.1. first-reading(1) t: look. this is the little bears family. (展示big book) how many people are there in the family?ss: 4.t: who are they?ss: they are father, mother, grandpa and little bear.(2) 教师开始讲故事，并配以动作-oh. mama. im hungry.-what would you like, my baby.-id like some rice and fish.-here you are.-oh. papa. im hungry.-what would you like, my boy?(在此处停下，让学生猜测)t: can you guess what would he like?s1: rice/soup/vegetablet: lets go on.-id like some soup and beef.(奖励猜对的学生)-here you are.-oh. grandpa. im hungry.-what would you like, my honey? (再次停下，让学生猜测)s1：hot dog/ ice-creamt: ok. lets see.-id like some noodles and vegetables. (奖励猜对的学生)-here you are.-oh2. second-readingt: do you like the story?ss: yes.t: now lets read it together. ok?ss: ok.(师生一起一句一句读故事，当学生跟不上时，教师进行必需的帮助，这是榜学生解决句子的环节)3. third-reading (角色扮演t/ss)(1) t: now im little bear. youre mama, papa and grandpa. understand?ss: yes.(2) t: lets change. youre little bear. im mama, papa and grandpa. ok?ss: ok. (评析：这是教师与学生间的角色扮演。不同的角色及教师的参与能更大的激起了学生讲故事的热情，在讲的过程中鼓励学生用不同的语调并配上夸张的动作，并给讲得好的小组加红旗。) 4. forth-readingt: so great. now which group want to be little bear? group 2, please. what about mama?(按照座位将全班分成4组，每组扮演一角色，选出最好的表演小组)post-reading1. words gamet: lets play a game. you read the story together, if i say “rice, rice”. you should raise up the word card. ok?ss: ok.(在阅读中解决认读单词的任务)2. puzzle gamet：quite good. now, lets do a puzzle game. (show the envelope and the small book) while i am telling the story, you should find out the picture and put it in the right order, understand? four people are in a group. which group want to try here?(评析：这是一个听力与认记相结合的环节，以小组形式进行能培养学生的合作精神；活动中，学生听听、找找、贴贴，兴趣甚高。另外，让一组学生在投影仪下进行，其他各组即可与之竞赛，也可为下面的检查学生成果作铺垫。)t: finish? lets check it together.3. sentence gamet: lets put the sentences under the right picture.(看图找出正确的句子，贴在其下面，使小故事图文并茂)4. actingwhen the groups finish the story, let them act it out, then ask 4 groups to show in front of the class.(给学生自我展示的空间)5. the whole class read the story once again and circle out the food word: rice, fish, soup, beef, vegetable, noodles.6. making ending of the storyt: the story is not ended. whatll happen at last?ss: t: ok. this is the homework. you think about it, and if you have any ideas, draw it out and add it to the small book.(评析：发挥学生得想象力，给故事编结局，也为本课留下悬念，是本课一亮点。)7. t: good. the homework, first, tell the story to your parent; second, make an ending for the story. who is the winner today? ongratulation.goodbye.教学反思: 本课时在学习单词bread, fish,soup,ric