C教学设计内容推荐

Unit One My school C.Story time content of courses: 1.Review and consolidate a unit of core vocabulary and sentence patterns. 2.Understand new sentences through pictures and contexts: It’s time for lunch. I’m full. Is that the lunch room ? Learning goals and requirements:

By reading interesting stories ,reviewing and consolidating the lauguage of a unit ,increasing the input of student’s language. key teaching points：

1.Review and consolidate a unit of core vocabulary and sentence patterns; 2.Increasing the input of students’ language.

Teaching Difficulties：

Increasing the input of students’ language.

Teaching Aids：PPT 、Our school’s future design.

Learning process：

Step1. Warm-up (PPT ) 1.Let’s do(P5). Go to the library. Read a book. Go to the teachers’ office. Say hello.

Go to the playground . Play football. Go to the garden . Water the flower. 2.Let’s sing :Our school. Step2. Lead in (PPT ):

T: This is our school. Welcome to our school. Make the dialogues like this . T：Is this /that the …? S1: Yes, it is . /No, it isn’t .

T:Our school is beautiful . Hippo’s school is beautiful ,too!Our old friends are visiting Hippo’s school .Do you want to have a look ? Now, let’s go!

Step 3 . Presentation (PPT ) 1.Watch the cartoon and answer the question :Where is Zoom ? 2.Teach the new phrase : lunch room（鼓励学生利用“字母

音标

音素”三位一体语音教学法试着自主拼读生词，让学生逐步提升“见词能读

听音能写”的自学素养。）

3.Ask the students to make the new sentences with the new phrase. (Teacher writes the dialogue on the Bb.) 4.师生互动---生生互动---生生合作展示此对话

5.Read the story by yourself and find the new words and new sentences you don’t know.

6.The teaching of new sentences :It’s time for lunch . I’m full. (师生互动---生生展示) 7.Read the story by yourself . 8. Listen and check your pronunciations. 9.Role Play (Four people try to perform the story for a group .) Step 4. Consolidation: Our school’s future design

1.Teacher and student demonstration 2.Work in pairs . (A student acted as a tour guide ,and a

student acted as a visitor.) 3.Show time (P K) Step 5. Summing up (Let’s chant ) (PPT) (打节拍) 当你不确定这是午餐室，你会问：

Is this the lunch room ?Is this the lunch room ? 肯定回答：Yes, it is . Yes, it is . 当你不确定那是午餐室，你会问：

Is that the lunch room ?Is that the lunch room ? 否定回答：No , it isn't . No, it isn't. 午餐时间到了，你会说：

It's time for lunch. It's time for lunch. 当你饿了，你会说：I'm hungry. I'm hungry . 当你饱了，你会说：I'm full . I'm full. Step 6. Homework : 1.

Read “Story time” for two times with your partner. 2.

和同桌设计数年后的我们学校，围绕本课或本单元核心句式，同伴进行问答练习。

3.

Copy the new words and sentences . Handwriting : Unit One My school C. Story time this Is the lunch room ? that Yes, it is. It’s time for lunch.

I’m full.

与

教学反思：

1.整个教学过程，教师整合各种教育资源，整体设计目标，充分考虑语言学习的渐进性和持续性，强化“兴趣是最好的老师”这一教育教学思想，学生在说唱、仿真情境训练、小组合作、分组表演、分组PK、师生互动、生生互动等形式多样的活动中综合运用言的意识及能力得到了长足的培养与发展。

2.整个教学过程关注每个学生，以学生“自主探究”与“合作探究”的形式展开教与学的活动，注重学生良好学习习惯的塑造、合作能力的培养及自学意识与自学能力的升华。

3.鼓励学生利用“字母、音素、音标”三位一体自然语音教学法自主拼读认读生词，进而记忆生词，孩子们对于

“lunch”及“full”这两个生词实现了“见词能读

听音能写”的自学效应。

4.让学生在仿真的语言情境中“自主地”学用语言，实践语言，孩子们大胆创新运用语言的能力在逐步提升，如：在情境问答中孩子们说出Zoom is in the lunch room…用生短语“lunch room ”造句时，孩子们说出Is that the lunch room ?...但是让学生创造性综合运用语言的能力仍待我们常抓不懈，我们可以从让学生“看图说话”抓起，强化由“输入”到“输出”的语言规律。

5.运用孩子们自己的生活、学习图片展开教与学活动，让孩子们自己设计我们学校数年后的图纸，孩子们兴趣浓厚，为其在生活及学习中综合实践运用语言奠定了基石。

6.教学中，强化学生自主阅读习惯的培养与发展，孩子们的自主阅读意识与能力得到了深化。

7.教师采用的评价机制有待提升，综合评价的形式如果能应用到本课中，相信孩子们自主学习的效果会更好。

明安小学

陈美霞