Unit 2名师教学设计1

Unit 1 It’s big and light.

一．教学目标：

A．语言知识目标：

学习语句：It’s big and light. It’ll be easy for you. This black bag is nice. It’s big.

学习单词：light, broken, heavy, pocket, difficult

B.语言技能目标：

1.能口头运用This blue one is big and light. It’ll be easy for you.这类语句说明做出决定的原因。其他语句不做要求，让学生根据情况选择与掌握。

2.能识别单词light, broken, heavy, pocket, difficult,并能书写blue, her。其他词汇不做要求，让学生根据自己的实际情况选择学习与掌握。

C.语言功能目标：

让学生用形容词来描述事物的特征。

二．教学重点：

1.学习并能口头运用This blue one is big and light。It’ll be easy for you这类语句说明做出决定的原因。

2.学习并能识别单词light, broken, heavy, pocket, difficult,书写单词blue，her。

三.教学难点：

It’ll be easy for you/her/he.

四.教学用具：

CD-ROM,单词卡片，课桌，椅子

五．教学过程：

1. Greetings

2. Warm-up

（1）用单词卡复习颜色，并指着教室里的物品说颜色。

（2）让学生看大屏幕来复习，复习形容词

（3） play a game 2. Presentation

1．

学习 light和heavy.

（1）light

教师拿出自己的包，并问Look, What’s this?

Ss：书包

T: Yes, this is my bag,(自己的实物包)，It’s black. Its big.

Look, it’s empty. And I can take it very easy. So, its…

’’

Ss: 轻

引出单词light,并教授、板书。

(2) heavy

教师拿出牛津大辞典，并说Look，this is a big dictionary, I put it into my bag. Now, it’s…

SS: 重

T: Yes, heavy.并学习heavy

(3) Have a chant, 用chant 对比学习light 和 heavy.

(4) 找几个学生的包，展示给学生，并描述一下它们。

3. New lesson

(1) 导入课文，并教授broken

T: I’ve got a bag. Lingling has got a bag，too. 出示第一幅插图Let’s look, This is Lingling’s bag. And guess. Is it new?

SS: No. it’s old.

T: Clever, it’s too old, it’s broken.出示单词卡片，并教授broken. Follow me. Let’s write it. 并用课件展示坏的图片，加深印象。并让学生猜猜意思。

T: Boys and girls. Lingling will go back to China. We know Lingling’s bag is broken, Can she take it to China?

Ss: No.

T：That’s right. so Ms Smart will buy a new one for her.

出示第二幅插图问Now, Look at the screen. Look at the picture, and guess. Where are they?

（3）读图片，回答问题

T：There are so many bags there, first they should choose.

Now take out your book, turn to P18, Look the pictures, and then tell me.

…. How many bags do they see?

T: Ok, How many? Do you find?

SS: Three.

T: Yes. And what colours are they?

学生边说教师边张贴三个包的照片。

（4）Read and match.

先让学生读懂句子，然后再读课文并连线。

张贴句子卡，并操练句型。

（5）做决定

T: Now, after the comparison, which one do they buy at last?

同学们回答A，老师说：That’s right. Why?

SS: It’s big and light.

T: Very clever! What else? Any other reasons?

SS: 学生有提前学的会说出有四个轮子

T：Great. 大屏幕出示。It’s got four wheels. Look and follow me.

And it’ll be easy for her. 用easy 的单词卡

T: Class, look, I’ve got two…

Look at the green one. It has two….

Ss: 口袋

T: Yes，pocket.

学习并板书这两句话

(3)读课文，填一填

T：Ok，children. We talk about these bags just now. This time, I want you to read the text again, and then fill in the blanks. Take out your papers. Do it in your groups. Let’s have a competate. Let’s see which group is the winner? Now, begin.

学生完成之后，看看哪一组最先完成，并表扬他们

找学生读，并订正答案，然后教师领读。

(4) 听录音，跟读。

第一遍全体跟读，

第二遍分角色读。

T: Now let’s act it out. Boys will be Lingling, girls will be Ms Smart, I’ll be SA. Clear? Let’s go.

4. 拓展练习

出示超市的照片说：I’m going to go to the People’s department store. I’ll go shopping. Do you want to go with me?

SS: Yes.

T: Great, let’s go together.

First, I want to buy a watermelon. Look, I’ll buy B. It’s light.

Which one will you buy? And why?

并出示其他的物品，让学生挑选。

用更多的物品展示，让学生挑选

T: So class. We should believe that “The one you choose is the best”

5. Homework

（1）读课文三遍，并分角色表演。

（2）找一些物品，用所学的知识描述它们。

教学反思

1．对学生的学习评价采用：

答对问题，采取竖大拇指的评价活动，并将其贯穿整节课。教学中，我尽量使自己的课堂用语简练、风趣、幽默，教态自然、大方，为学生们营造一个宽松又和谐的教学氛围，对学生的点滴进步及时的激励表扬，更让她们乐于参与，游戏，竞赛，合作学习使得整堂课生动不已。

2．教师对教学效果自我评价。

A: 单词教授没能结合语音朗读，不利于学生的掌握。

B: 重点单词的教学不够突出，训练不够到位，教师的示范读音不明确，以至于出现学生语音错误，也影响了教学的开展，如pocket的发音不是太标准。

C: 时间安排不够合理，课堂调控能力有待改善。教学呈现出课文内容占用时间过多，以至于最后环节只能匆匆而过，达不到预定的效果。

D: 整节课的学习应该更多地关注学生之间的差异，教学目标应该针对学生差异而有所调整。