unit3案例分析.doc

Unit3 What Would You Like? 案例分析英语是一种语言,而非一般的知识。脱离了一定的情境，语言就难以恰当地表述，难以发挥其表达进行交际活动的本质作用。词汇教学是小学英语教学的一个重点，也是一个难点。小学生抽象思维能力较差，主要以机械记忆为主。他们对枯燥乏味的教学内容，难于集中注意力，容易产生厌倦感，以至于影响教学效果。因此，在词汇教学中，增强词汇教学的趣味性就显得尤为重要。我们尽可能根据教学内容、教学目标、小学生的心理特点等等，尽量采取丰富多样的教学形式，激发他们的学习兴趣，调动他们的 学习积极性，以达到课堂教学的最佳效果。一、教学内容：本节课是以“食物”为话题，主要教学“rice，noodle, fish, beef, soup, vegetable .”这6个新词，复习 “Can I have some, please? Sure. Here you are. 句型，并初步掌握What would you like for dinner ? Id like some新句型。并能积极的运用所学英语进行表达、交流，从而进一步激发和培养学生学习英语的兴趣，发展自主学习的能力以及综合运用英语的能力。二、教学设计：（一）、Warm-up1.Greetings.2. Lets sing：Apple song（二）、Revision1、Ask and answer:T: Good morning. Ss: Good morning.T: Whats your name? Ss: My name is .T: How are you ? Ss: Fine, thank you.T: How old are you? Ss: I am 11.2、Lead-inT: Look at the screen. This is my room. Whats this?Ss: Its a TV/sofa/shelf/fridge/bedT: Do you like it?Ss: Yes, I do. / No, I dont.T: Then whats on the table?Ss: Eggs/Bread/Milk/Chicken/Juice/Hot dog/Hamburger评析：用富有节奏的歌声将学生带入英语学习的乐园,调动学生的积极性,也为新的学习作好语言知识和情感态度上的准备。通过多媒体课件的演示，将内容直观地呈现在学生面前，创造逼真的语境。3、Game：Quick response.T: Lets do a quick response. Ill point to a picture. If you like it, you please say: Can I have some，please?S1: Can I have some milk, please?S2: Can I have a hamburger, please?S3: Can I have some juice, please?T: Sure. Here you are. (Give students the pictures.)评析：经过前面的热身后，学生的思维逐渐被打开。再通过游戏，更激发了学生学习的积极性。（三）、Presentation1、 T: Look at the screen. This is Zooms restaurant. In this restaurant, we can see a lot of nice food and drinking. What would you like?S1: I like bread.S2: I like milk.S3: I like chicken.S4: I like juice.T: So many people like to go to the restaurant. Look! This is the menu. What would you like?MENUJuice ￥3 rice ￥1bread ￥2 fish ￥8milk ￥1 beef ￥10chicken ￥9 soup ￥4hot dog ￥3 noodles ￥5hamburger ￥3 vegetable ￥22、If you want to go to the restaurant and you want to eat something, you must learn to say the new words: rice, fish, beef, soup, noodles and vegetable. Today I invite Zoom to help us. You can read the words after him.3、Lets do a quick response. Ill say a word, you please listen and raise your card quickly, ok?4、Wonderful! Would you like to eat the nice food? I think you should say: Can I have some,please?Raise the pictures and let the students practice: Can I have some noodles, please?Teacher answers: Sure. Here you are.5、Right! Then please open your books to Page 58. You can see a menu. Listen to the tape and then read after it.评析：运用多媒体课件，创设学习氛围，帮助学生从Zooms menu中学习单词。（四）、Practice1、Look at my picture. If you like the food , please stand up and say: Can I have some,please?Help the other students to say: Sure. Here you are.Practice in your groups.2. Then we can go to Zooms restaurant.Im the waitress. Welcome! Can I help you?Let the students buy something.Can I have some,please?Sure. Here you are.3、Who wants to be the waiter or waitress?评析：借助图片再次复现单词和句型，开展小组操练，有助于下一环节操练内容的开展。开始进行情境模拟，先由老师辅助练习。把活动的主动权交给学生，让学生真正体验活动的乐趣。（五）、Consolidation1、Today weve learnt Unit 5 What Would You Like, A. weve learnt 6 new words. And go to Zooms restaurant. Lets read the menu again.And if we want to buy food, we should say.2、 After the class, I hope you can use the words and sentences in your life.3、 Homework: Go to the KFC with your father and mother. Please try to speak English to buy food.（六）板书设计Unit three What would you like? sandwich salad hamburger ice cream tea - What would you like to eat / drink? - Id like 三、案例反思：本课教学中，我为学生创设了一个喜闻乐见的情境Zoom开餐馆，在情境中，学生可以练习所学的单词，可以练习实用的句型，还可以初步了解西方的饮食习惯，一举多得，我教得省力，学生学得开心。在这两年的教学实践中我们不难发现，学生对吃的食物总是有很高的热情。曾经有一个学生，平时的英语学习一团糟，但在学习食物单元时却获得了前所未有的好成绩。究其原因，就是“兴趣”两字在起作用。教食品单元时老师经常会带上一大堆可口的食物，大家边吃边学，吃得开心，学得顺心，就算真的没带事物来，也会带来有好看好吃的食物欣赏，无意识地学生就掌握了这一大堆的单词。除实物外，多媒体课件是教师营造逼真交际情境的最好手段。本课中教师除借助它创造了真实的情境外，还让多媒体开口，让Zoom教学生新单词，着实把学生的兴趣大大激发了起来，也确实收到了很好的教学效果。在教学中，我们不难发现任务型教学模式所倡导的教学理念鼓励师生之间进行互动，要求教师把教学内容融入具体的任务中，让学生边学边用，边用边学。在进行教学时，学生在明确的任务目标驱动下，常常能比较自觉、主动参与课堂实践。这真正实现了以话题为核心，以任务为主线，任务以活动为载体，活动以学生为中心的教学原则。 在教学中，教师的价值就在于组织学生开展适时、适当的活动，及时提供并调整学生学习运用交流过程中产生的问题，通过结合教学目标设计出意义的情境 任务活动，引起学生的共鸣，促进学生积极主动地投入英语学习中。本课在设计时，早早地提出了Zoom的餐馆的任务，不但让学生有明确的任务目标，而且引起了学