Talent show 教学设计及反思.doc

Unit8 Talent show Lesson2 Hes thin,but hes strong!教学设计 执教者： 陈婷指导老师：福鼎市教师进修校 吴红珍教学目标：本课结束后：1、 能在图片的帮助下读懂故事。2、 能正确朗读模仿故事人物对话。3、 能听懂会说并使用big /small/tall/short/fast/slow/old/young/thin/heavy等词汇描述人或物的特征。4、 能初步使用句型Who do you like? I like.Hes./Shes./Its.询问或表达自己的喜好并描述人或物的特征。教学重点：1、 能在图片的帮助下听懂、读懂、朗读故事。2、 正确使用单词句型描述人或物的特征。教学难点：正确使用单词句型描述人或物的特征。教学过程：Step1: Warm-up.1. Greeting.2. Free talk.T: How old are you?Where are you from? What food do you like? Who do you like?Do you like .?(设计意图：通过Free talk 拉近师生的距离，激活学生的旧知，并为新知呈现搭好桥梁。）Step2:Presentation.1. To learn the new words by showing Wukong/Bajie/Shaseng/Nezha.T:Do you like them?(Show CAI)They are Wukong,Bajie , Shaseng and Nezha.Who do you like?(呈现功能句型）S1:I like .T:I like Wukong.Hes thin,but hes strong.(呈现功能句型于黑板）Get Ss to read “thin” with action.（教师示范动作，让学生模仿）Show the topic(呈现课题）T:What about Bajie? Is he thin?Ss:No!T:He is heavy.Get Ss to read”heavy” with action.T：What about Shaseng?Is he heavy? He is tall.To learn “tall”with action. T:Is Nezha tall? Ss:No! T:Hes short. Get Ss to read the word”short”with action.T:He is short and young.Repeat the procedure to learn “young” and “old”.（设计意图：通过学生喜闻乐见的西游记人物直观呈现单词，并通过动作表演、书空单词，让学生能将单词的音、形、义建立形象的联系，学生乐于记忆单词。）2. To learn the story.(1) RevisionT: What about Pandy，Kango and Elly?Do you like them?Do you remember them?Ss: Yes!T:How old is Pandy?Where is he from?T:What about Elly?Ss:Shes from India,She is fifiteen.T:And she is a good dancer. Is Kango a dancer?Ss:No, he is a boxer.He is from Australia,hes eleven.（设计意图：通过师生讨论复习上一课知识，激活学生的旧知，并为本课Talent Show 做好铺垫。）(2) GuessT:Today,they want to show their talent for us.What can they do?Do you know?Can they sing? What will they show? Now, lets watch their talent show,OK?(设计意图：在初读故事前，先让学生进行预测，渗透预测的意识。）(3) The first reading.Show CAI.Get Ss to watch the video carefully.T:Wow,Not bad.Elly can dance.Kango can box.And Pandy can juggle.Lets give them a big hand.(设计意图：通过猜测，设疑，让学生带着疑问整体感知故事。并在问题解决中学习新单词。）（4）The second reading:补充选手信息. To learn the new words:big/small，fast/slow.This is their imformation.But its dirty.Can you clean it?T：Now,lets listen and repeat,then underline the keywords.Check the answers.T:Pandy is heavy ,but hes fast.Wow ,not bad.Youre so fast,Pandy!We can fast ,too.(To learn fast and slow.)T:Elly is big and tall,But ,shes great.Get Ss to repeat with action.(To learn big and small.)Kango is thin and strong.Theyre great!But Mocky doesnt think so.He says:I can do that,I can do that.Can he do that?Ss:No!T:What happens?Lets watch again. (Show P11)T:Thats not easy,Mocky!Dont look down upon others.(设计意图：通过设置选手信息脏污了的情境，先让学生自己用前面学的形容词描述故事中的人物，再让他们带着疑问去跟读故事，并画出关键词，渗透阅读策略的指导。）(5)The third reading:小组读，选择一图并表演。T:Do you want to read the story again?Get Ss to read the story in group.T:Oh,look!The pictures are messy.Can you help me?(设计意图：小组读课文，通过重新排列板书复述故事，培养学生复述表达的能力。）(4) Lets chant.T:Wonderful.Now Lets chant. Heavy,heavy,heavy.Pandy is heavy.He is heavy but fast.Big ,big,big.Elly is big.She is big and tall.Thin,thin,thin.Kango is thin.He is thin but strong.（设计意图：Lets chant.既是故事的复述，又是单词的操练，让学生在语境中记忆单词。）3. Body exercise.T:Lets do some body exercise.When I say big,big,big.You should say small small small.Lets say with actions.(设计意图：通过Body exercise进行单词的巩固操练，让学生在富有节奏感的exercise中建构单词的联系，并通过动作表演建立单词的语音与语义的连接。）Step3 Practice.1.Talk togetherT:Look ,Who are they?Manyangyang,Xiaohuihui,Feiyangyang.They are coming to this talent show.Who do you like?I like Manyangyang,Hes old and slow.What about you?Get Ss to use the stuctures to express :I like. He/Shes.and He/Shes.I like. He/Shes.but He/Shes.Ask and answer with partner:Who do you like? I like. He/Shes.and He/Shes. I like. He/Shes.but He/Shes. 2.GameT:Are you really like them? I will test you.(Show CAI)Who is he? He is old and slow.Ss :Hes Manyangyang!T: Yes! Youre so clever. Manyangyang is old and slow.(设计意图：通过游戏猜猜他是谁？学生积极的调动自己所学的知识储备完成游戏，真正让学生在玩中学，乐中学。）Step4. Extension:Make riddles .T:Just now you riddle great!Can you make your new riddle?There are some tips for you.Work in group, make some new riddles .Then get others to guess.T:Which group wants to try?You can say with action.Riddle in class.（设计意图：让学生小组合作共同创编谜语，小组间进行猜谜游戏，让学生真正将本课所学运用到现实中来，并通过写谜语，说谜语，听谜语，猜谜语，真正培养了学生的听说读写的综合语言运用能力。）Step5:HomeworkT:Youre so clever!Thats the homework:1. Read the story after class.2. Make some riddles about classmates or animals.板书设计：Unit8 Talent ShowLesson 2 Hes thin,but hes strong.Who do you like?I like .Hes ,but hes .small shortslow old youngKangoEllyPandyheavyfastthinstrongbigtall教学反思：应该说，在师生的共同配合下，本课的教学得以顺利完成。回顾本堂课的教学过程，我认为本课教学有以下成功之处：1、 保持单元整体一贯性。本课是本单元的第二课时，通过free talk，talk together让学生回忆了第一课时的内容，并通过预测，为本课时学习打好铺垫，真正体现了整合教材，保持单元整体性。2、 创设情境，直观教学。通过西游记人物呈现：thin,heavy,tall,strong,young,short,old。通过观察对比激发学生的学习兴趣，同时通过表演动作操练单词，使教学新单词不再枯燥乏味。3、 任务引领，学用结合。本着Learning by doing 的理念，采用任务型教学模式，由易入难，层层递进。教学中，运用多种活动为载体来展开教学。如：整理选手信息、排列打乱的图片、表演故事、Lets chant等，让学生在情境中说一说、讲一讲、演一演，在充满情趣的氛围中轻松愉快的学习语言，激发学生学习英语的兴趣，使学习语言和情感熏陶相得益彰。4、 练习方式形式多样。通过呈现慢羊羊、小灰灰、懒羊羊等卡通人物图片，让学生运用本课所学句型说说自己喜欢的人物及其特征，学生非常感兴趣，举手发言，气氛热烈，并在其基础上让学生通过人物特征猜测人物，最后自己编谜语，让他人猜，真正做到了让学生在玩中学，学中玩。在创编谜语的过程中，学生们也大胆的发散思维，调动自己的所有知识储备，通过写谜语，说谜语，听谜语，猜谜语，真正做到了听、说、读、写的综合语言运用能力的发展。本课教学中我始终一条“趣”为线索，激趣导学，学以致用，让学生在乐趣中真实感受语言，在语用中运用语言，最后再在乐趣中结束本课，使学生意犹未尽，受益匪浅。点评：本课陈老师准备得很精细，语言表达和课程设计很有特色。课堂容量大，结构紧凑，达成教学目标。陈老师以新课程理念为指导，充分考虑儿童的年龄特点，在本课的教学设计和组织上注重了以下几个方面。1、问题导入，亲切自然，拉近师生的距离，既复习了旧知，又很自然地引入新知。陈老师通过几个问句：Hello!How old are you ? Where are you from?What do you like?引出今天的功能句型Who do you like？Hesand.陈老师的课像师生对话，有真实意义的语言交流。2、创设情境。充分利用文本的预设情境进行教学。在情境中理解语言知识和内容，使难点易化，在情境中讲解语言知识，