lesson09 Open and Closeppt课件教学实录

桥西区小学英语学科教学设计

课题

名称

Lesson10: Open, Close 课型

New

教学分析

学习内容

分析

学习者

分析

知识

技能

教学目标

学习

策略

三年级学生活泼好动，对动态的东西、活动特别感兴趣，经过前段时间的学习，对英语会产生一定的兴趣，但学生年龄小，注意力不易持久，对机械单一的活动易厌烦。我通过多种活动激发学生积极参与，大胆实践，体验成功的喜悦，有了成就感，有了信心，就能够更好的展示自己。

本课出现的boy ,girl ,teacher ,door ,book等词以前学生都接触过，本课又再次出现，这正是《学英语》这套教材的特点：单词重现率高，这才便于学生经常复习达到掌握。字母只有四个可以让学生在初学阶段打好写的基础。Open your book .Close your book.学会后就可以帮助学生听懂老师课堂上的指令，这正符合《英语课程标准》的要求。

1. 能听、说、认、写字母：Kk, Ll, Mm, Nn 2. 能听、说、认读单词：close, open, window, key, lion, mouth, nose 3. 学生能够理解并能说和按指令用下列句子做动作：

Open the _____. Close the______. 1、创设轻松、活泼的英语学习氛围，让学生充分发挥主动性和创造性的空间。

2、以学生为活动主体，教师为教学活动的组织者和引导者。

3、学会通过小组之间的交流，通过创造真实的语境，提高英语的表达能力，使其学英语真正做到活学活用。

1、

以“朋友”为话题来促进师生、生生的感情，让学生能互相帮助、改善人际关系。

2、培养学生敢于开口，积极参与的学习态度。

文化意识情感态度

预习作业

教学1、字母Ii, Jj, Kk, Ll 重点

2、Jj与Gg读音的区别

难点

教学词汇卡片，教室内的物体，录音机

准备

板书设计

__

教学过程：

LESSON10: Open, Close Step1：CLASS OPENING AND REVIEW 1.Greeting T: Hello, boys and girls.

S: Hello, Miss Wang.

T: How are you? S: I’m fine, thanks. How are you? T: I’m fine, thank you. Can you sing the “ABC song”? (Play the song and sing with the students). 【设计意图：通过几节课的字母教学学生已经能唱这首英文歌曲了。这首歌既活跃了课堂气氛又巧妙地过渡到了下一个环节：字母教学。】

Step2：KEY CONCEPT 1.

Kk Ll Mm Nn T: A lovely song. We have learned “Aa Bb Cc Dd…Jj”. (Show them the letters from “Aa” to “Dd”. Show the word “key”). Look here, please. What’s this?

S: It’s a key. T: Yes, you are clever! (Lead them read and let some students read it. Then glue it on the blackboard.) T: (point to the first letter of key.) The first letter is “Kk”. (Read. First, lead them read. Then let several students to read. Write the letter on the blackboard. First, the big letter, then, the small letter.) Show me your finger, please. One, two, three. Again. One, two, three. “Kk”. (three times.)

T: (point to the letter Kk in the word key pronounce:) [k].

(The same way to teach the letters “Ll[el] Mm[em] Nn[en ]” and the words “lion, mouth, nose”.)

(Open the books and read after the tape.) 【设计意图：字母教学时我总是让学生伸出手指和我一起写，既强化了笔顺又让他们在老师写板书时有事可做。发音的辨认应用音标，使孩子初步认识音标，感悟其作用。重点的易混淆的字母重点讲解并在课本中寻找以便加深印象】

2. Listen to the tape. T: Now let’s listen to the tape and read after it, OK? S: OK! 3. Game 1). What’s missing.

T: You are very good! Do you like to play a game? I will divide you into two teams. Boys’ team and girls’ team, Ok? T: See, what’s this? (The letters we learned. Read them with the students.) Now, I will take out one card. What’s it? (Read them again. The team which guess rightly and quickly can get one point. The point is the letters. First, I give them a letter. Then ask them “Which letter do you like?”. Do two or three times, then add the four words in the cards.) 2). Write in the air T: Ok, now can you write these letters?

S: Yes! T: Please write with me. Kk, Ll, Mm, Nn. T: Good! This time, I say the letter and you write it, Ok? Who want to try?

(Ask some students to write the letters in the air. Give them some price.) 3). Go home Draw a house on the slide. There are four houses in all. On each house there’s a letter. Give word cards to some students. The student goes to the house which him\her include that letter. For example: the student who has the word key

goes to the house has “Kk” on it. If they go rightly give each student a point.) T: (To the class.) Look, class. I have some words, but they are lost. Can you help them fine their home? I’ll give you these cards. (first “Kk”) If you have “Kk” in your card, go to home “Kk”, please. (The whole class read the word cards have “Kk” on it.)

T: You did very well! 【设计意图：经过一节课紧张的学习，做一个游戏结束，不仅进一步巩固了所学的字母，而且使课堂再次活跃起来。】

Step3: REVISION SOME WORDS

1. window Because the students don’t know the word“window, so I teach them, first.

T: (To the student who has “window”.) Please give me the word. Do you know this letter? S: …

T: (Point to the window in the classroom.) Look, this is a window. Do you know window? S: Yes! 窗户！

T：Clever children. (Let some students to read this word and write it on the blackboard.)

2. Guess T: Look here, boys and girls. Guess what is it? (Cover part of the words. Let the students guess what is it. Teacher, boy, girl, school, blackboard, pen, marker. Then lead them read “It’s a _______.”Give the winner a price.) 3.

Show me your…

This time, the teacher give an order, ask the students to show the book\pencil\eraser\pencil case. Then lead the students to read “It’s a \an _______.”

4. point to …

At last, the teacher give an order, ask the students to point to the desk\chair\door\window. Then lead the students to read “It’s a ______.”

Give the winner a price. 【设计意图：复习这个环节既巩固了旧知又能引出新知。《英语课程标准》要求学生能用英语做游戏，做事情。这个游戏能培养学生的认读能力。】

5. practice

Ask the students to practice in pairs. Then let some of them to show us.

【设计意图：让学生在小组中练习，既让每个学生都有开口说英语的机会，又培养了他们的合作精神。】

Step4: KEY CONCEPT

1. T: You’ve done a good job! Now I’m very happy. And I’m very hot! Look! I must open the window！Ok, read after me. Open! S: Open.

(Write “open”on the blackboard. Let some students to read the word. Then read the sentence.)

T: Now I’m cold. So I must close the window. (The same way to teach “close”.)

【设计意图：教师的肢体语言有时会比课件更直观更形象。】

2. Listen and Repeat(Part3) Play the tape and the students read after it.

【设计意图：能根据录音模仿说英语是《英语课程标准》的要求。我每堂课都让学生跟标准录音模仿说英语，一周下来视听时间也够了。】

3. Practice 1）The teacher make an example first with “Open the ______. Close the ________.”

Then let the students say and do the actions. 2）Simon Says

1.

The teacher says, the students do the actions.

Simon says open your book .Close your book.

Simon says close your book .Open your pencil-case. Simon says show me your pencil. Touch the chair.

3）Ask some volunteers to be the little teacher and do this game again.

【设计意图：这个游戏可以检测学生能否根据简单指令做游戏、做动作。】

Step5: CLASS CLOSING T: Ok, class. I had a good time with you today. Are you happy, too?

Let’s count your price…congratulation, boys\girls. Now let’s sing a song and say goodbye! Sing a song: Goodbye to you T: Ok, boys and girls, class is over, see you soon! Bye! 教学反思

教学过程的要素包括学生、教师、教材、教学媒体与方法。

教学过程要研究这些要素及要素之间的关系，必须从动态的、综合角度加以考察。在实际教学中，教学过程的每一个要素都产生一定的力，但导致最后的教学效果的力并不是各要素的力的简单加和，而是每个要素之间构成的“合力”。这是教学过程的一条重要规律。

在本课中，我从知识、技能、能力方面分析了学习者目前的学***。设计了符合三年级学生的活动和学习方式。锻炼了学生的听、说、读、写等综合能力。但学生年龄小，注意力不易持久，对机械单一的活动易厌烦。我通过多种活动激发学生积极参与，大胆实践，体验成功的喜悦，并用积极地语言肯定他们的参与。有了成就感，有了信心，学生就能够更好的展示自己。”

在本次教学活动中有些活动没有让学生及时理解要做的事情，在今后设计活动时一定要注意使活动的要求更加细致，使学生更容易理解，积极参加。