I for ice cream_郑艳.doc

北京版课改实验小学英语一年级下册Lesson7 Ifor ice-cream 教学设计一、 指导思想与理论依据兴趣是儿童学好英语的关键，激发小学生对英语的兴趣是小学英语教学的首要任务。根据儿童好动、善模仿、爱说、爱唱、爱表演等心理、生理特点进行教学。让学生在愉快的课堂气氛中不知不觉学到要学的知识。本节课的教学设计力图通过多种激励的手段去激发和培养学生学习英语的兴趣，调动每位学生学习的积极性，面向全体学生使他们产生浓厚的兴趣和大胆实践的精神。充分发挥课堂评价的作用，采用小组合作的学习方式，发展学生自主学习的能力和合作学习的精神；通过看、听、说、用等方式培养学生的综合语言运用能力和观察、记忆、思维、想像能力和创新精神。二、 教学背景分析1. 教学内容分析：本节课所选的教学内容是北京版课改实验教材小学一年级下册lesson 7。根据学生的实际接受和学习能力，本节课重点围绕认读单词和能体会、熟读或背诵小韵文I for ice cream来展开。本节课是一篇新授课。本课教学仍然围绕学写字母，并在认读单词的基础上，学习小韵文展开。学生对这一部分知识的学习方式并不陌生，因为在以往的学习过程中，学生已有了前面学习的知识铺垫，比较易于深入与扩展。同时语音教学在整个小学阶段是学生学习的基础，在本节课教学时我也在单词、韵文教学中适当渗透了语音教学，让学生慢慢体会字母在单词中的发音，为今后学习做铺垫。2.学生分析本节课的授课对象是小学一年级学生，该年级的学生特点是性格特点活泼好动。对英语学习有积极的热情因此，教师运用了一些教学辅助手段来辅助教学，以此激发学生的学习兴趣，提高学生效率。本节课要学习2个字母的读写4个单词和1段小韵文，教学内容比较多，对于一年级学生难度比较大，在一节课里不易接受。我就突出重点并把难点分散在各个环节中。在确定本课教学目标后我找到了学生的上位知识，就本课而言，学生已经学习了字母A-H的书写，并且对for这个句型已经很熟悉了，所以在本课设计时，我把这部分作为复检部分。并由此展开教学。本课中关于对本课小韵文寓意的确切理解以及对所学句型 And so is的理解和在实际情景中运用，则需要教师在教学过程中给予相应指导2. 教学方式和手段根据英语这门课本身的特点及学生的兴趣，我通过对知识的分析，把知识从易到难，从字母单词韵文阶梯式设计方式，以此来分散教学难点，让学生直观地感知与理解。使学生在师生、生生之间的多向交流中进行有意义的练习与实践，充分发挥他们的学习主体性，培养他们学以致用的能力。 引导学生通过比较、观察、猜测的方法逐渐感悟新语言项目的功能，让学生在多层次的练习中体会到学习英语时“运用”的必要性，鼓励学生积极思维，大胆尝试。 本节课运用了图片展示、实物品尝、活动示范、PPT课件等手段，使学生的视觉、听觉，动手受到冲击，注意力更加集中和持久，心情愉悦。（四）前期状况问题对策等研究说明：本节课在正式讲课之前进行了几次试讲，主要问题集中在以下几个方面，经过不断的学习与实践进行了相应的调整：问题一：教学过程尊重学生主体性不够，有教师牵着学生走的现象。对策一：精心设计教学过程和方法，让每个环节都承载一个任务，让学生得到充分体验。如：在各个环节练习时给与学生充分时间思考，小组讨论还有哪些食品是甜味的？充分尊重学生的主体性，关注学生的学习过程；尽可能的给每一个孩子开口机会，面向所有孩子，防止出现教学的盲点、盲区。问题二：本节课要学习2个字母的读写4个单词和1段小韵文，教学内容比较多，对于一年级学生难度比较大，在一节课里不易接受。对策二：突出重点，适当缩短复检时间，对学生已接触过的字母书写做弱处理，集中学习单词，这样把更多的时间给予学生思考，巩固功能句，也为新语言的产出积累了充分的时间。三、 教学目标及重难点说明1.知识与技能：能听、说、读、写字母Ii,Jj能听懂、会说、整体认读单词ice, ice cream,jam,jello，sweet。能体会、熟读或背诵小韵文I for ice cream, 并能在理解的基础上进行拓展创编。、2.过程与方法：通过观察教师书写字母，培养学生认真观察，规范书写的习惯。教师借助主题背景、词卡、体态语等帮助学生听懂、认读单词，及运用所学句型进行拓展造句。3.情感态度与价值观：通过学习小韵文，认识到遇到困难时应积极地面对成功。通过小组合作和竞赛式学习的活动，培养学生的集体荣誉感和互相帮助的积极情感。教学重点： 会说、整体认读单词ice, ice cream,jam,jello,sweet。能体会、熟读或背诵小韵文I for ice cream for for is, And so is教学难点： 对本课小韵文寓意的确切理解以及对所学句型 And so is的理解和在实际情景中运用所学句型进行拓展创编。突破方法：1）在复习环节练习句型“for”， 会有助于学生理解体会句型在韵文中的含义及用法。降低韵文的学习难度2）通过品尝食品的形式引出新韵文，激发学生学习兴趣。 通过学生为食品分类，教师转述帮助学生理解句型and so is的含义。3）不断分层次的替换新内容，帮助学生们生成新的语言。4）开展小组竞赛，调动学习积极性，从始至终完成对学生学习状况的评价。四、 教学过程分析课前准备：单词卡片、教学课件、实物教具、等。教学过程:教学环节教师活动（主导）学生活动（主体）教学目标Warming up：Reviewing:New teaching:Product:The end：Home work:1.(1)Let the students sing a song：； (2)Greet to the students. (3)Oral practice:Glad to see you again!How are you? Nice to meet you!2.What do you do in the morning/afternoon/evening ?3. Lead them to review some words.4.Lead the students review some letters of Aa, Bb, Cc, Dd, Ee .Ff,Gg,Hh and phonograms. Then review the sentence pattern of for5.Teach them the new letter: Ii (1)Show them the word of nice and big, let them feel the pronunciations of i1& i2. Tell them its the new letter Ii.(2)Let them listen to Ii and repeat loudly.(3)Show the students that how to write it .(4)Write it with the students together.(5)Let them trace the letter Ii on their paper.(6)Lead them to spell some words of nice, big and feel the pronunciation of g1&g2.6.Teach them the new words: (1)iceLet them spell and read the word, then ask them “Whats for ice?”Show them a picture of ice and stick it to the blackboard, then let them read one by one (2)ice creamLet them spell and read the word, then ask them “Whats for ice cream?”Show them some ice creams and lead them to say a strawberry ice cream, chocolate ice cream, milk ice cream.7. Teach them the new letter Jj.(1) Let them listen to Jj and repeat loudly.(2) Show the students that how to write it.(3)Lead them to write the letter.(4)Let them trace the letter Jj8.Teach them the new words: jam,jello(1)jamLet them spell and read the word, then ask them “Whats for jam?”Show them a jam and Lead them to describe the gift“I see an apple jam. What do you see?”(2)jelloLet them guess “Whats in the gift?”. Then show them the word of jello, and let them spell and read it. Let them read the word of jello, and ask them “Whats for jello?”show some picture of food. and ask them which one is sweet, which one is sour?(green orange, jello, grapes, ice cream)Let them taste or show the picture. Say “and so is”to the students. Write “and so is”on the green board and let them try to say “and so is”. Let the students try to retell “and so is” 9.Teach them the new rhyme.(1)”look at the girl, she likes ice cream and jello.what does she say?”(2)Let them listen the rhyme and then try to answer the question.(3)Play the rhyme sentence by sentence and Let them repeat it. And write down the rhyme on the blackboard.I for ice cream, J for jello.Ice cream is sweet, And so is jello.(4)Let them read together.(5)Act it with a student for other students, then let the others act it in the front.10.Lead the students to make up some new rhymes.(1)Show them the courseware and lead them to do some practice. make a sentence like”is，and so is”(2)Lead them to make up some new rhymes in pairs according to the food picture they have got. And give those jellos to the best students.11. Summarize and end this class.13. Tell them the homework for today.Sing a song：Greet to the teacher.Glad to see you too.Fine. Thank you! And you?Nice to meet you ,too.I Read these letters and the phonograms. Then try to say A for,B for,C for,D for,E forF for,G for,H forLook at the word cards and listen to the teacher carefully.Listen to it and repeat.Look at the blackboard.Try to write the letter in the air.Take out that paper and trace it reading loudly.Spell and read those words and feel the pronunciation of i1 & i2. I for ice.Read Spell and read the word.I for ice cream.Say :Its anice cream.Listen and repeat.Look at the blackboard.Write the letter with the teacher together.Trace the letter jSpell and read the word.j for jam.I see ajam.Guess：“Whats in the gift?”“Its ”Spell and read it.J for jello.One student answers “jello is sweet, ice cream is sweet” The others listen to the teacher carefully. Then try to retell with “and so is”Listen to the teacher carefully.Listen to the rhyme and then answer the question.Listen and repeat loudly.Read together.Act the rhyme for other students.Try to fill in the blanks and read it.( big, small, cute, sweet, sour, yummy)Try to make up some new rhymes in pairs according to the food picture they have got.Listen to the teacher.Listen to the tape and try to make up some new rhymes for their parents.营造英语学习氛围,激发学习兴趣。日常口语交际练习，消除学生的紧张感。复习所学句型What do you do in the morning/afternoon/Evening? I通过课件中的词图表格复习所学字母、及单词，为创编韵文提供语言素材。复习所学句型for, 发散学生的思维,为后面环节的进行作铺垫。培养学生的观察能力，视觉上感受所学字母Ii。开展字母认读教学。观察教师书写字母，即视觉上感受字母的生成过程。进行初步的书空练习，为下一步动笔书写打基础。开展适当的描摹练习，教师给予有效指导。通过拼词练习体会字母在单词中的发音，并为新单词的认读奠定基础。根据所学字母I的发音拼读新单词ice.能很快回答出I for Ice，以逐步接近学习完整的韵文。根据教师出示的图片识读新单词由所学单词nice及big中的音图即字母i的发音引出新字母Ii。即是一个由单词在字母中的发音到字母的名称音的过程。根据所学字母i的发音拼读新单词ice。通过不同种类的冰淇淋图片操练巩固新单词ice cream.初步感知字母Jj的书写过程。进行初步的书空练习，为下一步动笔书写打基础。进行描摹练习，教师给予有效指导。通过拼词练习体会字母j在单词中的发音，并为新单词的学习奠定基础。由所学字母j引出新单词，拼读新单词，并体会字母在新单词jam中的发音。激发学生的学习兴趣并充分发挥学生的想象力。理解体会字母j在新单词jello中的发音，并更进一步接近完整韵文的学习。通过教师的转述帮助学生理解句型and so is的含义并强调单词sweet的发音。旨在突破韵文中的难点内容。培养学生带着问题有目的地认真倾听的能力。培养学生听后模仿复述的学习习惯以及文字认读能力。培养学生的独立文字认读及朗读能力。在流利朗读的基础上试图背诵表演韵文，旨在帮助学生充分理解韵文，对教师来说这是学生学习情况的一个反馈。在教师的指导下，借助文字及图片作改编练习。在充分理解韵文的基础上，运用所得小礼物小组合作形式进行大胆创编，既操练巩固了所学难点句型，开阔了思路，发散了思维，又培养了学生的综合语言运用能力。对学生的学习行为作以综合性评价。复习巩固所学知识。Board designing: UNITTWO WHAT DO YOU DO?LESSON 7ice ice cream I for ice cream, jam jello J for jello. Ice cream is sweet And so is jello五、 学习效果评价设计为了检验本课教学目标的达成度我设计了一下的学习效果评价。本课教学目标中要求能听、说、读、写字母Ii,Jj并能体会字母在单词中的发音。于是在课堂中我就利用学习小短文I for ice cream，听录音填字母的方式检验学生的学习成果。学生填写后组员之间进行互查。认读单词ice, ice cream,jam,jello和阅读小韵文。我设计了填写表格形式进行自评和小组组员之间互相评价.iceice creamjamjelloI for ice creamI can readXX can re