Unit 2 What does Lingling have at school?公开课教案

Module 6 Unit 2 What does Ling ling have at school?教学设计课前分析:小学英语的学习是一个循序渐进、承上启下的过程。本课作为一个新授课,我认为教学环节应该是:

1.热身活动;2.复习旧知、学习新知;

3.巩固练习;4.拓展延伸;5.课堂检测6.家庭作业。

一、教材分析:

(一)教学内容分析

本课是外研版新标准英语第二册第六模块第二单元“What does Ling ling have at school?”. 本单元学习重点是“I have…She has Chinese/Maths…”以及”What does Ling ling have…?结构。由于本模块第一单元学习了What do you do...?句型,大多数学生好奇自己学习的各门功课的英语表达方式,以学生已知的认知的水平以及兴趣为切入点,学习本课句型、各学科单词难度学习相对较大一些,所以本节课可以仅要求学生描述当天上什么课,以及用这些单词练习说句子。

二、教学对象分析

三年级的学生活泼好动,爱表演,乐于接受新奇的事物,本节课从学生的实际出发,学习句型What does Ling ling have…?及学科单词。教学过程中我适当的加入一些竞赛、游戏,利用游戏教学“无意注意”的特性,让学生在玩中学,在兴趣中学,有利于化难为易,

减轻学生的负担,努力提高学生学习英语的兴趣及自信心。日常课堂教学以听说训练为主,认读能力一般。

(三)、教学目标分析:

1、知识目标:

(1)能听、说、认读新单词:Chinese、 Maths 、Science、Art 、Music 、PE、has、today、classes。

(2)学生会说句型:What do you have ? -----I have…并能在日常生活中运用。

(3)学生会说句型What does Ling ling have at school ? She has …. 并能运用语句描述别人上什么课。

2、能力目标:

通过系列活动的学习与练习,学生能借助于图片关键词的提示,能达到交流简单信息。

3、情感目标:

在小组合作学习中积极与他人合作,共同完成学习任务,体会到学英语的乐趣。渗透思想教育,倡导学生学习功课要全面发展,避免偏科。

(四)、教学重难点:

教学重点:1、听、说、认读新单词Chinese、 Maths 、Science、

Art 、Music 、PE、has、today、classes。

2.能听懂、理解、会说句型:--What do you have ? --I have ……

--What does he/she have? --He/she has…

教学难点: 1.灵活运用句型--What do you have ? --I have …… --What does he/she have? --He/she has…进行问答练习。

(五)、教学准备:多媒体课件、单词卡片、视频、磁扣

多媒体课件、自制图片。

(六)教法、学法分析:

教法:整堂课围绕“学生为主体,教师为主导”的教学理念,通过CAI辅助教学,创设一系列情景,让学生在具体的情景及语境中学习新单词、新句型,然后再运用于语言交流,使整个教学源于生活,又用于生活,创设了真实的生活场景,使学生学有所用,体验成功的喜悦。具体采用以下几种方法:

(1)情景教学法;(2)全身反应法(TPR);(3)任务型教学法; (4)交际法;(5)游戏法;(6)多媒体教学法。

学法:(1)充分利用已学的知识利用学习正迁移作用,为本课的学习做铺垫;

(2)在单词及会话教学中鼓励学生大声说,并有感情,有条理的说,培养学生口头表达能力。

(七)、教学过程: Step1 Warming-up:

1) 2) T/s:sing a song<>(播放视频). Greetings:

T:Hello,boys and girls.

S:Hello,Miss Yu.

T:Ok.Sit down,please.

T:Today we are in groups of four.Are you clear? S:Yes.

T:Group1/2/3/4(粘贴数字图片,学生以数字分成四个小组)。

S: Stand up.(起立明确自己的组别)

3)T: Look at this picture.What do you do on Sundays? S:answer.(I play basketball /football/watch TV/ go swimming on Sundays.)

(设计意图:通过师生同唱英文歌曲缓解学生的紧张情绪间接引入本节课要学习的意境。通过简单的问候语拉进师生之间的距离,复习旧知检测学生对上节课所学知识的掌握程度,为本节课的学习做好铺垫。)

Step2 Presentation:

1.T:Look at this picture .What’s this?(出示课件)

S:It’s school.

T:Yes.At school we learn and play every day.Are you clear? S:Yes.

T:Look!Guess.Who is she?

S:Ling ling.

T:Good.Today We will learn M6U2 What does Ling ling have at school?(出示词条并粘贴词条)

S:Follow me.(齐读课题)

T:Look at this picture.(出示课件)

Today is Friday.Are you clear.

S:Yes.

T:Follow me,today.(t-o-d-a-y,today)

S1:read it.(男女生读、分组读、人人读)

T:Look at this picture.What do you do at school today?(出示课件)

S1:I go swimming.

S2:I play football.

T:Good.I have classes.(出示单词卡片并粘贴)

S2:read them.(分行读,人人读,have,classes,I have classes.) T:Good.Look at this picture.What do you have at school today? (出示课件)

S: Er....

T: I have maths.(板书单词maths)

S:read it(齐读、分行读、人人读).

T:Look at this picture What do you have at school today?(出示课件)

S:I have.....

T: I have Chinese.(板书单词Chinese)

S:Follow me.(分行读、人人读I have Chinese.)

T:In the same Learning(以同样的方式学习单词science/music/English/PE/art)

S:Read together,one by one.

(设计意图:利用多媒体课件让学生直观形象的从情境入手,由易到难、层层递进,进行单词及句型的教学。学生能够轻松地掌握单词及句型并培养了学生的口语表达能力从而提高其学习英语的兴趣。) 2、Practice:

1)T:For example: Ask and answer.

What do you have at school today?(出示课件)

S: I have....

2)T:Let’s play a game,Ok?

S:Ok.

T:Look at this picture.(出示课件)

S:Say it again.

3)T:Look at this picture.Who can?

S:answer.(What do you have at school today?I have

Chinese/maths/English.)

(设计意图:通过小组合作学习、游戏检测、解决问题,这三个方面检测学生对单词、句型的掌握程度。此环节从读、说、看这三个方面培养学生学习英语的思维。从多角度、多方面提高学生学习英语的能力,为课文学习做好铺垫。)

Step3.Learning the text

1)T: A cat and dog are go to school.Listen carefully.(播放课文第一段视频)

S:Listen to the tape.(听录音)

T:Open your books.Turn to page35th.

S:Read the tape.(跟读录音).

(设计意图:通过视频播放,学生利用听录音及模仿录音达到英语中要求的对读的培养。)

2)T:Point to a student(指一名学生):

Hello,XuYifan.

S:Hello,Miss Yu.

T:What do you have at school today?

S: I have....

T:Ask the others.What does Xu Yifan have at school today?(板书does)

S:She has...

T:She has...(板书)

4)T:Point to another student.

T:Hello,Tian Jinbo.

S:Hello,Miss Yu.

T:What do you have at school today?

S: I have....

T:What does TianJinbo have at school today?

S:He has....

T:He(板书)

(设计意图:通过师生简单的对话,揭示对不同人称的问句的表达方法以及答语的不同。使学生明确What does...? She/He has...的用法。)

Practice:

T:Look at the picture.(出示课件)

S:Answer questions.(She has Science./She has English./He has Chinese.)

(设计意图:检测学生对句型的掌握程度。锻炼了学生的口语表达能力。)

T:Good.Look,Who is she?

S:She’s Ling ling.

T: What does Ling ling have at school today?

Listen carefully.(播放视频)

S:Listen to the tape.(听录音)

S:Read to the tape.(跟读录音)

Practice:

1)T:Who are they? They are Li li/Daming/Sam.Let’s read group by group.(小组内分角色朗读课文)

S:Read the dialogues.

2)T:Act it out.(自我展示)

S:Show time.

3)Evaluation exercise(评测练习)(出示课件)

测评练习

一、单项选择。

My sister____Music at school today.

A.have B. is C. has

二、小猫钓鱼。读单词。选择相应的汉语意思。

()(1)

(

)(2)

A、音乐B、今天

三、根据句意选出合适的单词,完成句子。

In the afternoon,she____(have/has)Music.

(设计意图:本环节检查了学生是否对课文的理解和培养了学生自主学习的能力。)

T: Look at the blackboard.Which winner?Let’s count. S:Group four.

Step4 Homework:

T:Look at this picture.(课件出示作业Make a schedule in English. If you don’t know how to say in English,you can use your dictionary.用英语制作一个课程表,如果遇到不会的单词可以查字典。)Are you clear?

S: Yes.

T: Ok.Class is over.Goodbye,boys and girls.

S: Goodbye,Miss Yu.

Step5:Blackboard design:

M6U2 What does Lingling have at school?

does..

T:Practice: (What do you do at school?I have classes.)with your partner.

S:Practice.

T:Look at this schedule.()Ask:What do you have at school today. S:Er...(English)

T:Show me the picture.I have Chinese.(boys or girls,one by one) In the same learning(Maths/Science/Art/PE/music)

Practice:

T:Let’s play a game.ok?

S:Ok.

T:Listen and read.()

S:Read them.

3)T:Point a pupil:

What do you have at school today,Xu Yifan?

S:I have....

T:Ask students.What does XuYifan have at school today?() S:Try to answer.

T:repeat.She has....()

T:Hello,Tian Jinbo.

S:Hello,MissYu.

T:What do you have at school today?

S:I have...

T:What does he have at school today?

S:Er....

T:He has....

Practice:

T:Now Look at this picture.Ask and answer with your partner. S:Read.

T:Good.

T:Listen and read.

S:Listen and read.