Lesson 34PPT配套教学设计内容

教学设计与反思

Unit6 Would you 课题

like to take a 授课人

张丽娜

trip?Lesson34 一、教学内容分析（教材解读）

课时

1课时

本部分通过教师带领学生参观农场的马、牛的场景，在之前的基础上学习What are these?They’re horses. They’re cows.教师可以运用听录音、图片展示、情景模仿以及角色表演等方法激励学生感知、模仿、学习和体验，引导学生在生活情景中灵活运用目标和表示赞叹的功能语句What a/an …! Here’s the… Look here! 二、教学目标

What are these in English? They’re horses. 三、教学重点及难点

本部分重点教学词汇。利用马、牛的画面，要求学生能够听、说、读、写horse,cow,并能在四线格中规范书写；能够掌握名词复数的表达方式；进一步巩固What are these in Enlish? They’re…的语句，并把词汇融入句子中进行学习、操练，在对话交流的过程中完成目标词汇的学习和运用。

四、教学手段及方法

情景法、游戏法、chant

五、预习作业

试读

Listen and learn some more

六、教学过程（集体备课可以用不同颜色笔在相应区域书写即可）

教师活动

（一）Greeting.

T: Say hello to class. （二）Warm —up

1）教师带领学生演唱《Old MacDonald had a farm》。在歌声中迅速进入英语学习环境，在表演唱中复习农场动物的名称。

T：What do you hear? 2)教师将农场小动物的小图片展示给学生，告诉学生积极参加学习活动，发音准确，表演真实，将收到一张作为奖励。

T:Dear children,there are many 学生活动

设计意图

备课补充

学生根据多媒体唱歌，回答老师的问题听到了什么动物。

师生间相互问候，沟通彼此间良好的情感及

建立融洽的课堂教学氛围。

animal cards in my hand. They’re so nice. Would you like to have one? If you do a good job in class, you can get one. Ready?Go! 3)教师将八座农场的大图背面朝上放在黑板上，请六个小组各选派一个代表抽取一张，作为自己小组的标志。

（三）Revision

出示有关职业的1. Guessing game

图片，让学生用T: Let’s guess the words. (Let 英语说出单词。

students look at the PowerPoint)

2. Word match

T: Show students different

exercises and get them to spell.

S: They are divided into two bands

(boy band and girl band) and spell

in groups.

（四）New lesson

1、视听导入

学生跟读，然后T: Ask students to look at the 领读单词。对单pictures and try to answer 词进行操练，掌questions.

握单词的音、形、2、明确新知

意

T: Check students’listening and let

them grasp by match. 出示the best

runner /the champion /win the prize

Ss: Boys and girls remember as

possible.

3、讲解重点

T: Show students PowerPoint and

ask them to choose the right

answer.

（1）Who is the winner?

S1:Betty Smith. (If he chooses the

right answer, he can get one point)

（2）who is the best runner？

S2: Jenny Brown 学生回答老师提（3）Who is the champion? 出的问题用英语

S2:Jim Williams

（4）The best runner is +人名

主语

+ won the first prize

You won the game .

为了引出下一个教学重点。

通过讲解，帮助学生明确学习要点，掌握句型结构.

运用分角色朗读比赛，培养学生认读能力，及

S4: Look at the screen and finish the sentence.

4、角色朗读

T: Make students read the whole dialog in groups and add 3 points to each group (if each group has no mistakes).

学生分角色朗读课文

时纠正学生的错误，还能给予适当的鼓励，让学生更自信的学习。

（五）Consolidation

1、图型结合，操练重点

T: give students some suggestion; get them to find the regularity and to fill in the blanks.

Ss: watch carefully and think about them. Then complete the blanks in groups.

2. Listen and draw a line

3.Read and choose True or False

（六）Homework

Set up homework according to the key points and students’

demands.

1、Listen to the tape 5 times.

2、Read the text ten times.

3、Write one sentence with the drill “

Without …

can’t…”

4、Preview next part.

七、板书设计

让学生在有趣、开放式的语言环境中，学会观察，思考，讨论、体验和总结，培养学生自主学

习能力和语言表达能力，并为中学的语法学习奠定基础。

作业体现了英语学习的策略：听说读写坚固，

让学生从心里重视和喜欢英语。

Lesson 3 What Happened to You? winner runner champion The best runner is +人名

主语

+ won the first prize

You won the game .

八．教学反思或后记（教学的成败得失、学生的信息反馈、今后的教学建议）