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Who’s that , 教学案例及反思
一、教材分析
《先锋英语》2
上册教材信息量大、难度大、要求高,学生一下子很难适应。部分学生学习英语的兴趣和热情渐渐淡化。如何进一步增强孩子们的学习兴趣,重新燃起他们的学习热情,生活化的课堂教学不失为一种行之有效的策略和方法。本节课是这一单元教学的第二课时,在此之前同学们已经掌握Who’s this/that? This/That is…句型。因此,这一课时我们先采取复习旧知来引入新知,通过他们熟悉的人物形象Peter、Wang Ling、Tommy、Cathy来引入He/she is from…,显得自然而生动;又通过师生、生生之间的互动活动加深巩固所 学,最后的情境教学、小组合作的形式,体现了语言教学的根本目的。
二、学情分析
二年级的学生活泼好动,对事物有一种新鲜感,模仿能力强,他们的形象思维发达,喜欢生动活泼的讲解。通过一年多的英语学习,大多数学生对英语学习具有浓厚的兴趣。怎样保持他们稳定持久的英语学习兴趣是这一阶段的教学重点。在教学中,我们尽量利用多种教学手段,使学生始终处于惊奇、求知欲强、注意力集中、学习情绪高涨的良好氛围之中。 三、设计思路
新课标倡导的新理念,要求我们英语教学应遵循“为用而学,在用中学,学了就用”的原则,英语课不是一种知识课,而是一种运用知识进行语言交际的活动课。在教学中我们创设了两种生活化的情境,为孩子们的合作和自由交谈提供了时间和空间,使他们在愉悦的学习过程中,掌握相应的知识和技能,并培养了他们学习英语的兴趣和自信心。 四、教学目标
1、知识目标:
?学生能听懂会说“Who’s this/that?” “This/That is…”并且语音、语调正确。 ?学生能听懂会说四个国名America、Britain、Canada、China以及句型“Where is he/she from?”
“He/she is from…”
2、情感目标
?在课堂教学中利用各种教学手段,培养学生主动开口、大胆
现及善于与他人合作的习惯。 ?通过情境的创设,使学生初步了解到其他国家的风土人情,从而在小学阶段逐步渗透文化背景知识,大方、得体地运用语言。
3、能力目标
通过创设的实际情景,综合运用所学语言进行交流,培养学生在实际生活综合运用语言的能力和对语言的应变能力。
五、教学实录:
? 热身活动
1、Greetings.
T: Hello, boys and girls!
Ss: Hello, Ms Kong.
T: How are you?
Ss: I’m fine, thank you. And you?
T: I’m OK.
2、Sing a song.
T: Would you like to sing a song with me?
Ss: OK.
T: Let’s sing: who’s that?
Ss: Sing the song together.
屏幕上显示出Mocky and Lu Lu的图像,师生边指边唱。
[师生同唱歌曲能活跃课堂气氛,融洽师生之间的关系,并复习旧知。] ? 呈现新知并在互动问答活动中深入操练。
T: Today I’ll show you around some countries.
(今天老师带你们参观几个国家,它们是哪些呢,)
What are they? Look!
T: This is a globe (呈现).Where is our country? Let’s have a look. Oh! It’s here. (贴上中国国旗)China, I’m from China. You’re from China. We are all from China.
T: Please read after me together. China, China.
Ss: Read after the teacher.
T: Look, Who’s this? (唱着问)(在地球仪上贴上Wang Ling的图片)
Ss: This is Wang Ling.
T: (act Wang Ling) I’m Wang Ling. Welcome to China. Welcome to China.
T: Where is she from?
T: (act Wang Ling) Welcome to China. Welcome to China.
S1: Sorry.
S2: China.
S3: China.
Ss: China.
T: Yes. You’re right .She is from China. (重复两遍,教读并板书)
Ss: She is from China.
T: (point to a girl nearly): Who’s this?
Ss: This is Amy.
T: Where is she from?
S1: She is from China.
S2: She is from China.
S3: ……
T: (point to a boy far away):Who’s that?
Ss: That’s John.
T: Where is he from?
S1、S2: She is from China.
Ss: She is from China.
T: Yes or no? Please listen to me carefully. Ss: Yes.
T: He is from China .He is from China.(教读并板书)
Ss: He is from China.
T(Point to two girls and three boys to practise):Where is he/she from?
S1-S2-S3-Ss answer.
T: Ask some students to be teachers to practise the sentences like Ms Kong. Who wants to have a
try?
Ss: (very active to hold up their hands)Let me try!
S1: Who’s this?(point to a boy)
S2: This is Peter.
S1: Where is he from?
S2: He is from China.
T: S1 is a good teacher.S2 is an excellent student.
S3: Who’s this?(point to a girl)
S4: This is Amy.
S3: Where is she from?
S4: He is from China.
T: S3、S4 did a good job. But there is a mistake, can you find it?
S5: S4把she is 说成He is 了.
T: Wonderful ! Please clap your hands. Ss: clap.
T: OK! You know Wang Ling is from China. Do you know “where is Cathy from”?(转动地球仪)Let’s have a look!
……
In the same way to practise He/She is from Canada/Britain/America.
T: Act as you like.
Ss: Hold up the flags.
T: (point and ask)Where is he/she from? Ss: Answer.
[利用直观生动的教具,激发学生的好奇心,吸引学生的注意力,通过介绍他们所熟悉的人物Wang Ling、Cathy、Peter、Tommy来感知He/She is from……这个句型,并根据学生自己的意愿装扮不同国籍的人的活动来理解和掌握,以达到应用语言的目的。] ? 巩固应用。
1、Guessing game.
T: Let’s play a guessing game, ok?
Ss: OK!
T: Please watch cartoon, guess who’s that? Where is he from?
屏幕上显示Monkey King的模糊的图像。
S1: That is Mocky. He is from America. S2: That is Uncle Booky. He is from China. S3: That is Sun Wu-Kong. He is from China. T: Look at the screen carefully. Who is right? 图像由模糊变清晰。
Ss: S3 is right.
T: This gift is for you.(奖励一个粘贴画)
S3: Thank you.
T: Where is he from?
Ss: He is from China.
以同样的方式Guess Mickey mouse、Rooster、Beaver。
2、在生活情景中输出语言。
T: Work in five.(创设情境:参加2008年奥运会开幕式,一人当解说员,其余当不同国家的运动员并手持国旗卡片,播放背景音乐。)
Ss: 活动。
T: It’s time to act.
Group1、Group 4 act, the other groups look and listen.
学生评价:Group1的Mary发音很
,Tom 表演能力强,Jane 表演得不像外国人。 Group4的Anna声音很好听,Sam的解说能力强,Ken没有精神不像运动员。 教师评价:You did a very good job. The best group is Group 1,the best pupils are Mary、Tom and Sam .Please come and get your prizes. [通过CAI课件设计的看一看、猜一猜的活动,学生积极性很高,主动开口,大胆表现。运用竞赛的游戏方式增强了学生们的竞争意识和团结合作的精神,使他们获得了成功的体验。] ?Homework: Listen to the tape.
六、教学反思:
本节课是一节功能说话课。
在课堂上,我们摒弃了传统的英语教学方式,千方百计为学生营造宽松愉悦、民主和谐的学习氛围。教学时,我们十分注意培养学生的学习兴趣,创设生活化的教学情境,设计丰富的教学活动,让他们在猜猜看看、扮扮演演、说说唱唱中轻轻松松学知识,变机械枯燥的操练为真正的意义型操练,使学生的的个性得到充分发展。同时,我们也注重对学生及时做出真实正确的评价,多鼓励、多表扬,使不同层次、不同能力的学生都得到相应的发展。 感觉不足的是,在教学四个国名单词时,要注意示范到位,让学生正确发音。 七、教学点评:
本课教学体现了以下几个特点:
1、“以人为本”的生活化教学有利于学生良好态度的保持。整个教学过程都注重了以学生为主体,以活动为主线,以生活为源头来开展,充分体现了英语教学“在学中用、用中学、学了就用”的原则。
2、活动形式新颖多变,使课堂充满情趣。教学各阶段能围绕教学目标开展不同类型的丰富有趣的活动,吸引学生自始自终积极主动参与教学过程。
3、教师对学生的评价应该是真实的、发自内心的,本节课教师充分利用各种评价方式,充分促进了学生自主性的发展和自信心的建立。