教学过程设计实例

1、【段落表述】Step 1 Presentation1. Free talk, 引出主句型T：How many teachers do you have? What are they?Ss:T: I have four questions. (出示名片)Whos your P.E. Teacher? Whats he like ?Ss:T: Is he strong?（教师根据学生描述画出体育老师简笔画，并引出一般疑问句。）(教师根据学生描述的特征分别画出体育老师、语文老师、数学老师和英语老师，根据这些老师的特点引出主句型Is she strict? Yes, she is ./ No, she

2、 isnt.并板书)设计意图：通过Free talk和简笔画创设尽量真实的语言环境，有利于学生的语言表达。2. 操练主句型利用各生读、竖排读操练句型读音，并通过同桌讨论黑板上出示的教师简笔画练习一般疑问句。3. 利用听力，感知对话教师展示图片 : “Look！Who is she? 引出young lady.设计意图：带着问题听对话，感知对话内容。通过学生自我检测，培养学生自主学习能力，同时，老师对学生的答题情况做以统计，便于及时了解学生的学习状况。4.跟读录音，美读指导T: Now lets listen to the tape and try to follow it. Please pa

3、y attention to your pronunciation and intonation ”T: Can you read these sentences:Is she strict ? Yes, she is.设计意图：让学生通过听录音，感受最纯正的发音，培养学生的语感。同时，通过升降调和重读符号，帮助学生规范语音语调。5.熟读对话，内化语言T: “Now lets read the dialogue together.”预设一：如果学生朗读的很流利，语音语调正确，可以继续进行。预设二：如果学生在朗读时，出现读错或语音语调不规范，老师可以再进行领读或听录音跟读T: Now pleas

4、e read the dialogue by yourself, no matter how many times you read , make sure you can read it influence.6.角色朗读，秀出自我T: Now Im John, you are Helen. Lets read it.T: This time exchange.T: One is John the other is Helen. Practice in pairs.T: Which pair wants to show?设计意图：由师生对话过渡到生生对话，并给学生提供展示自我的机会，更大的激发

5、了学生的学习兴趣。【表格】教学步骤教师活动学生活动设计意图Warm-up&lead-inChant创设情境Lets chantMy math teacher is very_ .My English teacher has a _ heart.My P.E teacher is very _ .My music teacher sings nice songs.They help us learn.They help us play.When school is over, I want to stay.Chant together，Fill in the forms.本环节的目的在于

6、创设与本节课相关的情境，并让学生复习上节课所学形容词。同时公布本节课的评价措施，有利于调动学生学习的积极性。Presenta-tion1. Free talk, 引出主句型T：How many teachers do you have? What are they?T: I have four questions. (出示名片)Whos your P.E. Teacher? Whats he like ?T: Is he strong?（教师根据学生描述画出体育老师简笔画，并引出一般疑问句。）(教师根据学生描述的特征分别画出体育老师、语文老师、数学老师和英语老师，根据这些老师的特点引出主句型I

7、s she strict? Yes, she is ./ No, she isnt.并板书)2.操练主句型3.利用听力，感知对话教师展示图片 : “Look！Who is she? 引出young lady.T: “I s she strict? Liston to the tape and try to answer my question.4.跟读录音，美读指导T: Now lets listen to the tape and try to follow it. Please pay attention to your pronunciation and intonation ”T: C

8、an you read these sentences:Is she strict ? Yes, she is.5.熟读对话，内化语言T: “Now lets read the dialogue together.”预设一：如果学生朗读的很流利，语音语调正确，可以继续进行。预设二：如果学生在朗读时，出现读错或语音语调不规范，老师可以再进行领读或听录音跟读T: Now please read the dialogue by yourself, no matter how many times you read , make sure you can read it influence.6.角色朗

9、读，秀出自我T: Now Im John, you are Helen. Lets read it.T: This time exchange.T: One is John the other is Helen. Practice in pairs.T: Which pair wants to show?1.学生回答问题。2.利用各生读、竖排读操练句型读音，并通过同桌讨论黑板上出示的教师简笔画练习一般疑问句。3.学生回答问题Listen to the tape and repeat it.4. 学生跟读录音，标注升降调。5. 学生朗读对话。6.分角色朗读对话。通过Free talk和简笔画创设

10、尽量真实的语言环境，有利于学生的语言表达。通过图片引出young lady，降低学生对生词意思的理解。带着问题听对话，感知对话内容。通过学生自我检测，培养学生自主学习能力，同时，老师对学生的答题情况做以统计，便于及时了解学生的学习状况。让学生通过听录音，感受最纯正的发音，培养学生的语感。同时，通过升降调和重读符号，帮助学生规范语音语调。本环节要求学生熟读对话，为下一环节的展示做以铺垫。由师生对话过渡到生生对话，并给学生提供展示自我的机会，更大的激发了学生的学习兴趣。Practice看VCR,回答问题。T: Friendship is important for us. _makes a new friend. Whos her friend? Lets have a look.根据VCR的示范以及所提供