Lesson 6 Can I Help You?优秀教案说课稿

Lesson6 Can I Help You? 教学设计

宣化区二台子中心小学

赵海慧

课前三分钟

Let students make animals cards before class, then divide the students into four groups, and each group has a leader. 1.Guess and answer quickly. 2. Look and say fast. 3. Describe the characters and guess. Purpose: Improve students' interest in learning and also review the animal words in happy situation. Part1. Warm-up 1. Sing a song “Old MacDonald Had a Farm”. 2. Let the students think about what animals are on the farm? Purpose: Use the happy method to help students review the words and foster their learning interest. Part2 Presentation 1. Lead-in Let the students look at the PPT and guess the words. a. The man is on the farm. What does he do? b. Moo, moo! What animals sound like this? c. Da, da, da… What animals run? d. Guessing game: What animal is it? It has four legs, two small eyes, two big ears, and it can say “ Oink”. e. Look and think. Is this a duck or a chicken?

Divide the students into four groups, their group can get some marks if they can answer questions correctly. Purpose: It can help students review the words and provide a base for learning this story, give the students more guessing zone, and also increase their learning interest. 2. New concepts A. Enjoy the video (观赏自制视频，进入故事情境) Tell a story about an animal. First let students guess what animal it is? She has long ears and red eyes, she can jump, she likes to eat carrot. Ss: A rabbit .

Today the rabbit is coming. let students enjoy the video.

B. Listen to the story. According to the curriculum requirements for the students of grade3 in primary school, I try to train the students’ listening ability.

(Miss Rabbit is going to the forest to find her friends. What happened to her?) Purpose: To make the students know about the whole story firstly. C.

Understand the story following the teacher’s active expressions and body language.

The rabbit walks and walks. Oh, no, I can't walk. Help !Help！（把兔子黏在讲台上，做拔不出来状）I am stuck .(做卡住的动作) Ss: Stuck（学生跟读并学习做动作）

The teacher asked “What does she do next ?”

S1: Help! help! The the teacher asked “who is coming ?” and “what will he do ?”

S1: A farmer. S2: Help the rabbit.

(Maybe laugh at the rabbit). S3: 拽(做动作) Look, the farmer pulls the rabbit. (老师做拉的动作,学生模仿) Give the students praise, like “ good, great, you did a good job” and their group can get some marks.(加分) Then the teacher teaches words:

stuck

卡住(做动作), s-t-ʌ-k, st-sd浊化

[stʌk]. Compare duck, cup, stuck. [u] pronounce [ʌ]. Pull

拉，p-u-l, [pul]（做动作）, compare “push”推(做动作)，Let student follow to do. Compare pull, push, put, [u] pronounce [u]. Make a conclusion. 同一个元音字母可以发不同的音. Purpose: Make students master the pronunciation /u/ in different words. And also make a comparison, pull and push, so that the students can remember correctly.

Then let students give some examples, and their group can get some marks. Purpose: Competition makes students take part in actively and improve their co-operative spirit. D. Listen to the story again with the questions as follows: 1. Is the rabbit out ? 2.Who helps the rabbit? 3. Who is the first? Give the students praise if he answers the question correctly, like “ wonderful, give me five” and their group can also get some marks.(加分) Purpose: Practice the students’ understanding ability. E.

Read the story quickly and make the pictures in order. If the students answer correctly, I will give their group marks. Purpose: To make students understand the story deeply.. F. Try to retell the story, and give them appraise.

I will help students recall the story according to pictures, and encourage them to have a try. I will find a volunteer to say first and help him when he can’t express. Then four groups make a competition and give scores each other.

Purpose: Make students dare to express their ideas and find their shortage in competition.

Then make students think over a question

“Miss Rabbit has long ears, why???”

Purpose: Make students have a extension and try to think over the whole story, and also improve students’ thinking ability.

G.

Act the story out. Four groups act the story with their ideas and make a competition, and then give scores each other.

Purpose: To improve students' communicative and co-operative ability. We have known the story about the rabbit. What can we learn from this story? 1.We should help each other. 2.When we are in trouble, we should ask for help. I think we are a big family... When we are in the hospital, the doctor helps us. When we are on the street, the policeman helps us. When we are in the school ,our friends help us . When the earthquake happened, many people help us . So we should help each other. When we are in trouble ,we should ask for help.(配合幻灯片轻音乐)

H.

Homework Tell the story to your parents.

Purpose: Consolidate knowledge and let students learn to share with

others. Blackboard Design

Lesson6 Can I Help You?

pull

stuck

Help! What happened? Can I help you? Yes, please.

活动名称

Warm-up

评价标准

能说出两种动物，得1颗；

能说出两种以上动物，得2颗；

能猜对1个单词，得1颗；

能猜对3个单词，得2颗；

能猜对4个活动，得3颗；

能猜对5个单词，得4颗；

回答正确1道题，得1颗；

回答正确2道题，得2颗；

回答正确3道题，得3颗；

无

Lead-in

Listen to the story again with the question

Self-assessment Form Make the pictures in order 排列正确，得2颗；

retell the story

能张口说出3个句子，语法基本正确，得1颗；

能基本说出故事，语法基本正确，得2颗；

能流利讲出故事，无语法错误，得3颗；

能流利讲出故事，并加入自己的想法，无语法错误，

得4颗；

能大声表演故事，语法基本正确，得1颗；

能生动表演（肢体，语言，动作），语法正确，得2颗；

语言表达流利，动作神态丰富，并加入自己的语言，得3颗；

切合主题，有教育意义，酌情给分，最多3颗；

Act the story out

What do you learn from the story?

Teaching evaluation

In my English teaching, I mainly use class evaluation and extracurricular evaluation. In class, I mainly use the competition between four groups, everyone is interested in competition and I also give students some oral evaluation. For example, Good work, A good job, Excellent, You are so clever, and so on . During my teaching, I used the form in their talking, reading, vocabulary, testing, progress evaluation. At last, students will give themselves an evaluation. Self-reflection 由于该授课生源为刚刚接触英语的三年级学生，如何激发学生学习兴趣，养成良好学习习惯，学会综合运用语言是我这节课着力想解决的重点。课上，我作了如下两个方面的尝试：

1.创设宽松、愉悦的学习氛围。开课伊始，我通过与同学们一起唱演歌曲，悄然导出今天学习话题。并通过猜词引导学生说出更多与动物

相关的单词。同时，在之后观看视频中，我通过介绍学生喜爱的卡通人物Miss Rabbit，引出本课的故事，激发和调动了学生学习兴趣，为开展课堂教学注入了活力，学生们学的轻松、愉快、全身心投入。

2.开展形式多样的练习拓展活动。《英语课程标准》提出，小学英语课堂教学应具有活动性、互动性及体验性。因此，在完成课堂热身学习之后，我以游戏形式安排了五个趣味小练习（看图猜词、听音猜词、遮挡猜词、描述猜词），让学生在听一听、猜一猜的基础上锻炼英语听说能力，及时巩固课堂主体词汇。同时，我通过设计三大任务拓展活动来延伸学生的输出运用语言能力。①听短文，回答问题。该环节学生能够对文章有进一步理解并能找出关键信息。②尝试复述课文。此环节属于拔高难度，在对文章整体把握中能用自己的语言描述故事。③表演故事。该任务将趣味性及有效性有机统一，要求学生亲身实践的同时，学会用所学语言综合运用表达。

从课堂上学生们的参与热情，小组合作效率及展示成果时运用语言的情况来看，这些教学活动设计的目的均能基本达到，有效的培养了学生综合运用语言的能力。

但本节课也有几处不尽人意，需待改进的地方。由于教师没有深入研讨教材文本语境，导致该课主体句型过于单调，只有少数学生能融会贯通新知旧知话题词汇来综合运用表达。教师应该引导学生运用更多丰富的语言。在教学最后一个大任务活动时，只有两组同学表演完毕，其他组没有机会课上完成。今后的教学中教师应合理安排时间，有取有舍。