激趣——导入和呈现的1

激趣导入和呈现的切入点各位老师，下午好，今天我给大家介绍的是PEP Book Unit 4 Part A Lets talk的导入和呈现部分的教学设计本课图教学内容：PEP Book Unit 4 Part A Lets talk教学目标：让学生明白每个人都应承担相应的家务，有做力所能及的事。 学会用英语询问某人会干什么事和表达自己会做的事。活动目的：1、巩固词组 sweep the floor, Water the flower cook the meal, empty the trash, clean the bedrooom, etc.2、唤起学生学习的注意力和兴趣，为进入课文对话学习作准备。导入呈现：以歌谣激趣活动过程Step1. Prepare for the English classBefore the class, play the tape for the students.上课前几分钟播放英文儿歌或小诗歌，营造学习英语的氛围。【良好的开端是成功的一半，在一节课的开始，学生的兴奋点有时还停留在上节课内容或课间所从事的活动中，能否把学生从课下导入课上，使他们全身心地投入学习中，在相当程度上决定着一堂课的成败，因此，我总是在课间休息时进入课堂，然后播放旋律优美、朗朗上口的英文儿歌或小诗歌，这样可以让学生精神放松，同时做好上英文课的心理准备。此时，我就在教室四处走动，或与个别学生进行简单的英文对话或提醒学生拿出书本，作好上课准备工作，这样不仅可以与学生交流沟通，增进情感，还有利于学生保持良好的课堂纪律。】Step2. Warm-upTeacher and students chant and do the actions together.Sweep, sweep, sweep the foor.Cook, cook, cook the meals.Water, water, water the flowers.Clean, clean, clean the bedroom.Empty, empty, empty the trash.Wash, wash, wash the clothes.Im, Im, Im helpful.通过深受学生喜爱的琅琅上口的chant结合TPK活动，极大调动了学生多个感官参与到教学中来，活跃了课堂气氛，复习旧知，为新授作准备。Step3. Read and match图 词组复习旧知，培养学生的认读能力，培养学生的记忆力和空间识别能力。（用机器人干家务的图）Step4. Read a poem.机器人干家务图Im a happy robot.I can do many things.Would you like to see?I can sweep the floor.I can wash the clothes.I can cook the meals.I can clean the window.Am I helpful? Yes, Yes, Yes.Are you helpful? Please tell me.由第3环节的Read and match这个步骤自然引出Robot会干家务，引出这首歌谣，此时就水到渠成了，再让学生扮演Robot一起来说童谣，学生的兴趣高涨，进入了最佳的学习状态，此时既巩固了旧知，又自然导入了新内容。Step5. Ask and answer.T: Is robot helpful at home?Ss: Yes.T: Are you helpful at home?Ss: Sure.S1S2.利用学生非常感兴趣的机器人和师生之间的交注，自然引出新句型。Step6. Presentation.T(acts a robot)Are you helpful at home?S1: Sure.T: What can you do?S1: I canT: Great. Youre helpful.S1:(acts a robot)S2S1, ect.让学生扮演自己喜爱的机器人与学生对话，增强了学生的参与热情和自信心，进一步激发了学生学习语言的兴趣。导入呈现：以情境激趣Step1. 同上。Step2. Duty report.（用情景剧的形式来做此次Duty report）M:(Pretend to sweep the floor).F:(Read newspaer) Darling, please give me a cup of coffee.M:(Hurried to get a cup of coffee ready) Here you are.F: Thank you.S: Monny! Monny! Wheres my skirt? Please look for it.D: Mum. My clothes are dirty. Please wash my clothes first.S: Im hungry. Please cook the meal first.M: OK.(Preatend to run here and there) Oh. I feel tired.(Pretend to fall down on the floor.)E: Whats the mather, Mommy?(M: mother. F: father. S: Son. D: danghter. E: everyone)Step3. Discuss.T: We see mother fall down, why?S1: Because she is too tired.T: Why is she too tried.S1: She does many housework.T: Yes. She does all the housework for the family.T: Is father / her son / her danghter helpful at home?S1: No.T: Are you helpful?Ss: Sure.T: What can helpful?Ss: Sure.T: What can you do at home?S1: I can .T: Great, youre helpful.学生自己表演的情景剧具体、生动，吸引了其他学生的眼球，极大地激起了学习英语的情绪。培养学生的主体意识，促进学生艺术才有和英语表达能力的发展，同时自然而然为下一步的讲座提供了素材。学生在讨论中积极地用英语参与思考，提高了学生开口说英语的能力，同时又自然不露痕迹地导入新授内容。更难能可贵的是学生明白了在家要做力所能及的家务活这个道理。Duty report是一项富于综合性、灵活性和交际性的口语活动，将它运用于教学的导入环节，可以培养学生的主体意识，鼓励学生大胆地创新，能够使学生在真实的语言环境中达到运用语言的目的。学生在Duty report中体验到成功的愉悦和交流的快乐。导入呈现：以活动激趣Step1. 同上。Step2. 同上。Step3. Lead-inT:（作惊讶状）Oh, our classroom is dirty. Lets clean it, OK?S1: Miss Chen. Let me clean the board.S2: I can sweep the floor, ect.教师和学生一齐打扫教室，某个学生完成任务的教师马上加以表扬：Youre helpful.Step4. PresentationT: Our classroom is clean again. Youre so helpful at school? Are you helpful at home?Ss: Sure.Ask and answer in pairs.S1: Are you helpful at home?S2: Sure.T(面向全体)Now, I know youre helpful at home.Please tell me what you an do at home?引导学生用I can句型联系学过的词组给出尽量多的回答。教师自然从学生清洁教室这个活动中导入，导入显得真实、自然有意义。小学生天性好动，教师如能“投其所好”为他们提供一些动的时间和空间，充分发挥其天性，有时可以事半功倍。在具体教学实践中新授内容的呈现往往不是独立存在的，而是与其他教学环节交叉的，有时它溶入了导入环节，有时又隐含在教学的操练中，本课的难点句型Are you helpful at home?就是溶入在导入环节之中的。而重点句型What can you do? I can则是溶在Are you helpful？句型的操练之中。导入呈现：以歌曲激趣Step1. 同上。Step2. Warm-upListen and sing1 2 3 11 2 3 1 3 4 5 0What can you do? What can you do? I can sweep the floor.What can you do? What can you do? I can sweep the bedroom.3 4 5 0 5 6 5 4 3 5 6 5 4 3 1I can sweep the floor. What can you do? What can you do?I can sweep the bedroom. What can you do? What can you do?2 5 1 2 5 1 I can cook the meals. I can cook the meals.I can cook the trash. I can cook the trash.Step3. Lets sing男女对唱，集体问唱，一个答唱，教师问唱一个答唱，教师加以表扬Youre helpful。Step4. Lead inT: Are you helpful at home?S1: Sure.许多教学内容采用歌曲导入都会收到良好的效果，美妙的音乐容易唤起学生的知、