Unit6 第二课时的案例与反思教案及反思

教案系列Unit6第二课时的案例与反思教案及反思

①Teachingcontent:PartALet’slearnTEXT-INDENT:21pt;LINE-HEIGHT:24pt;mso-char-indent-count:2.0;mso-char-indent-size:10.5pt;mso-line-height-rule:exactly“>②Teachingaimsanddemands:

Hopefulstudentsbeableto:

a.Listen,sayandreadthewords:big,mall,long,shortandtall.

b.Usethesewordsinsentencessuchas“Myeyeisbig/small.I’mtall/short.”

c.Understandandtrytoact:Tall,tall,tall,makeyourselftall…

Mainpointsanddifficulties

①Tograspandusethenewwordsinsentences.

②Tolistenanddotheactions.

③Payattentiontothepronunciationof“longandshort”

Teachingaids

Wordcards,tape,recorder,tape,abigball,asmallballandarubberband

Teachingdesign

Step1.Warm-up/Review

1.listenandact

Actlikeacat,

Actlikeaduck,

Actlikeadog,

Jumplikearabbit,

Walklikeanelephant,

Flylikeabird.

2.Playpassingballs

同学边听本节课的Let’sdo部分的录音,传递老师给的两个不同大小的球,音乐停时持球的同学合唱let’schant

Lookatcat,itisfat.

Lookatpig,itisbig.

Lookatmonkey,itisfunny.

Lookatmouse,itisinmyhouse.

Ah…

[此两个环节通过TPR活动和歌谣调动同学的心情，同时可以训练同学的听力、反应力量，以及用英语进行的思维力量。通过听说演的方式鼓舞同学乐观参加、大胆表现、提高同学对语言的干支力量。传球的嬉戏活跃了气氛，让同学用手感受了两个球的大小为下面学习big、small做了铺垫。当然这个环节开展的比较不好，课堂气氛是活跃了可是显得有点乱，这里我不是很满意。之所以

要选择关于动物的歌谣和TPR活动也是为教授新学问做预备的。]

Step2.Presentation/practice

1.Gettoknowthewords:bigTEXT-INDENT:21pt;LINE-HEIGHT:24pt;mso-char-indent-count:2.0;mso-char-indent-size:10.5pt;mso-line-height-rule:exactly“>a.老师拿起同学传递的球

T:Lookattheball,whatcolorisit?

S:It’syellow

T:Isitbigorsmall(老师配上肢体语言)

Ss:Small

T:Yes,it’ssmall

Teachershowsthewordcard“small”

Teach“small”andwriteitontheblackboard,askstudentsreadonebyone.

b.Guessing

T:Now.Boysandgirlslistencarefullyandguesswhatthisanimalis.

T:It’swhite.It’sfat.Itseyeissmall

Canyouguess?

Ss:Cat?/rabbit?/…

T:Now.Pleaselook!It’sabigelephant.

Thiselephantisso“big”.

Teach“big”readtogether.Readonebyone.

Teachershowssomepicturesorthingsaboutbigorsmall!Letstudentssaywhatisbigwhatissmallfreely.Forexample,

2.Makeachant

T:N

owboysandgirlslet’smakeachant!

Ball,ball,isitbigorsmall?It’ssmall,small,small.

Elephant,elephant,isitbigorsmall?It’sbig,big,big.

3.Playaguessinggame

a.Teacherholdsarubberbandinherhand,letstudentsguesswhatitis.Studentsmayguessitiseraser,sharpenerandsoon.Thenteachershowsitanddrawouttherubberband,saying:“Ititl-o-n-g?Yes,it’slong,long,long.”Teach“long”,andaskstudentstoreadonebyone.

b.Therubberbandisretracted,andT:Look,isitlong,too?Ss:No!(Ssshakeheads)

T:Hmm…yes,itiss-h-o-r-t,short,short.Teach“short”.

c.Letstudentstalkaboutsomethingislongorsomethingisshort!

4.Teach“tall”

a.Whenthelaststudentisstandingup,teachercompareswithhim/her.

T:AmIlong?(配上手势)

Oh,no!Iamt-a-l-l,tall,tall.Youareshort!

b.Askingsomestudentstostandupandsay,Iamtall!

c.AskingstudentstocompareinpairandsayIamtall,youareshort!OryouaretallIamtall.

5.Studentsreadwordsontheblackboardtogether.Thenlistentothetape,repeatandpointtwice.[对于本节课的新学问我分五个活动环节来履行，每个环节都借助实物、图片、单词卡片等直观的手段来创设情景，通过编歌谣、猜等活动来激发同学的爱好，让同学在处于真实的环境中西的语言。在这个环节中，同学能够在活动中能很好很快学的语言，但是在让同学自由发言描述身边事物的特征长短大小时，同学还未能很好的运用所学语言，这个环节履行的比较辛苦不是很顺当，可我也发觉了生成了比较多的我没有想到的东西。比如有些同学留意到了大小的相对性。我觉得学完新的学问后听录音机跟读几遍是很重要的，这样同学可以对本节课的内容有个整体感，同时也可以订正他们的语音语调。]

Step3.Extension/Consolidation

1.Hideandseek

老师请一位同学闭上眼睛不看，老师将tallshortlongbigsmall的单词卡片藏起来，请这位闭上眼睛的同学回来依据其他同学读这个单词的凹凸声音来查找该单词。近时声音变高，远时声音变低来提示这位同学。

2

．Singthesong“head,shoulders,needsandtoes”

3.Let’sdo

a.Listentothetapeof“let’sdo”.

b.Studentsdoexercisesfollowteacheronebyone.

c.Listentothetapeanddotogether.

4.Playagame“bomb”

Thisgameistopracticethewords,thestudentwhobombedshouldstandsupandact“let’sdo”.

5．Studentsputoutapieceofpaperandapencil,teacherasksstudentstodrawashersays.Invitetwostudentsdrawontheblackboard.Atlastteacherinvitesthemtodescribewhattheydraw,andgivesassessments.

[在这个巩固拓展的环节中，Let’sdo部分我主要是采纳了分成教学通过师示范到生仿照，一齐做到个别做的分成教学。这些也主要通过嬉戏活动来操练巩固，利用嬉戏的趣味性和竞争性激发同学的好胜心和自信念。最终同学在听听、画画、说说这个活动中表现的都不错，大部分的同学都能找老师说的画并能很用踊跃很乐观的描述他们所画的滑稽小人伴侣。]

[反思]