Lesson4 My Favourite Toy
教学目标
知识技能目标: 1. 能准确理解文本内容,进而流利地朗读课文。
2. 能理解、听说、认读重点语言结构Do you have a toy car ? Yes, I do ./ No , I don’t . What colour is it ? Red is my favourite colour.
语言水平目标: 1. 能听懂课文对话内容,能模仿或表演读课文。
2. 能使用重点语言结构来创设类似情境的对话。
情感文化策略目标: 1. 在老师的鼓励下大胆发言,大声模仿对话。
2. 进一步增强用英语思维的水平,能对对话的下一步实行推测。
3. 促动同学之间的交流,在和同学用英语谈论自己的物品时提升自信。
教学重点: 对对话内容的理解和模仿表演。
教学难点: 1. 对课文对话的模仿,并有情感的朗读,复述。
2. 能用重点句型来创设新的对话。
教学准备: 多媒体课件、磁带录音机,图片。
教学过程
一. 问候
T : Good morning boys and girls ! My name is Amy . What’s your name ?
Ps : Good morning Amy . My name is _________.
二. 热身复习
T : Today let’s sing the rainbow song together.
Ps : …
三. 给出评价
T : Today I have some toy pictures and 1234bags for you . If you did a good job , I’ll put a picture in your bag .
四.
T : Today I have 2 friends here . Can you guess, are they boys or girls ?
Ps : Maybe they are boys/girls .
T : Their name are Jack and Peter .
Ps :They are boys .
T : Where are they ?
Ps : Maybe they are in the ________.
T : What are they doing ?
Ps : They are talking .
T : What are talking about ? What does he say ? Guess. Discuss in four (四人小组讨论)
Ps : …
T : (Listen 1) Let’s check. Whose answer is right ?
Ps : They are talking about toys .
T : Do you like toys ? Ps : Yes, I do .
T : To they like toys ? Ps : Yes, they do .
T : How do you know ? Ps: Their face . they are smiling . ….
(listen2) q : What kind of toys are they talking ?
Ps : Toy car .
(listen3) Q : Do you know ,what is peter’s favourite colour ?(出示PPT)
Ps : It’s red .
T : How about Jck ? What colour does he like ?
Ps : Maybe he likes _______
五.
T : Peter’s favourite colour is red . But what colour of Peter’s toy car ?
Ps : Red .
T : Red? Are you right ? Let’s take out your paper. Listen ,① “Do you have a toy car ?---Yes, I do .”
T : Does peter has a toy car ? He’s very proud he has a toy car .
Ps : Follow the tape .
②. T : What do you want to know about the car ? If you are Jack .
Team1 PK Team2.
Ps : Big or small? What colour ? Who bought it for you ?
T : Let’s listen , what does jack want to know ? “What colour is it ? ---Guess, please .”
Ps : Follow it .
T 藏东西在手里, 让学生猜,来理解guess please . boys PK girls .
③T : What does Jack guess ? Let’s listen . “ It’s yellow. –No, please try again .”
T : Jack think , the toy car is yellow . Is he right ? Let’s go on to listen.(理解No, please try again. 让一个学生来猜颜色, 其他学生来判断Yes or no , 并练习No, please try again.
(work in pairs)( 师生练习,生生练习)
④. T: Then, what colour is the toy car? Listen!(生生练习,同桌练习)
Team 1234,stand up and say : You are right .
T : Green is my favourite colour . How about you ?
P1 : ________is my favourite colour .
⑤ T : Peter and Jack are playing guessing game .Are they happy? Let’s feel their happiness. Listen , point and repeat .
Ps : Point and repeat .
⑥T: Read it by yourselves.
Ps :..
⑦T : Look at the blackboard. Try to retell.
Ps : Follow T retell it . Do actions .
⑧T : Look at the screen . True or false .
Ps : Read it . Check it .
六. 重点句型操练及使用
T : Just now we know peter has a _____? How about you ?
Do you have a ______? (问一个孩子做示范,做调查)Let’s do this survey.
Ps : 同学之间互相调查,问句型:Do you have a …? 完成调查表。
七. 完成第三部分
T : I have a new toy . Do you want see it ? 出示PPT, 让学生听声音猜是哪种交通工具。Then, check it . plane, train ,ship 以猜声的方式表现。Car ,taxi, bus 以半副图的方式表现,并在出示卡片单词的同时融入拼读法:sh-i-p,tr-ain,c-c-c-k-k-k.
T : let’s read these words together .
T : What’s missing ? (游戏)
Ps : 参与游戏。
八. 综合使用活动
T : Today I know you have your own toys ,and stationeries, please take it out . Look at the screen. Let’s have a challenge .
找同学示范A/B对话,用自己的物品替换课文中的玩具,颜色等。
Ps : 以四人小组为单位练习对话,创设新的情境对话。
九. 布置作业
1 . Read this dialogue in fluent .
2. Recite the dialogue and act it with your friends .
3. Talk about your toys with your friends .
4. Talk about your stationery or other things with your friends .
教学反思
本堂课所设计的活动尽量做到以学生为主体,并适时、合理地借助精美的图画来优化教学过程,以激发学生的学习兴趣,提升学生的自信心。同时,注重培养学生语言交际的水平和思维发展的水平,并在教学中注重学生的状况。
单词句型教学突破传统的先单词后句型的独立教学模式,在单词教学中实行句型的输入教学铺垫,并降低句型教学的难度,使学生在教师提供的语境中感知语言的使用,轻松自然地习得语言;注重教学内容与学生的生活经验相结合,创设多种情境,采用儿歌、游戏、猜声等活动,给学生提供模仿、体验、实践和创造性使用语言的机会,实现学以致用的教学目标。通过小组间的合作交流,使学生实行了充分的语言实践。在课后作业的布置上,实行了分层设计,让不同层次的学生能够根据自己的水平来选择完成。
但在这堂课中,还有一些地方还做得不够。在做游戏时,缺乏对学生的指导,导致部分学生没有起到很好的使用语言交际的作用。
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