教學目標

知識技能目標: 1. 語言知識: (1) 詞匯:house,kitchen,study,toilet,floor (2) 句型:There be 句型 2. 語言技能: (1) 能正確運用所學的單詞,對房子進行簡單描述。 (2) 能運用所學的知識去詢問別人,和別人交談有關房子的知識。 

學習策略: 本節課是新授課,我的設計主要的特點是以任務為依托,以活動為手段,通過各種有趣的游戲幫助學生將枯燥、抽象的語言變得生動,激發學生學習英語的興趣和愿望,讓學生在感知、體驗、參與中獲取知識,形成能力。

2學情分析

六年級的學生對英語學習興趣整體有所下降,兩極分化比較嚴重。教師應該面向全體學生,以學生的發展為宗旨,始終把激發學生的學習興趣放在首位,注意分層教學,引導學生端正學習態度,掌握良好的學習方法,培養學生良好的學習習慣。

3重點難點

教學重點:能運用There be 句型進行簡單的描述。

教學難點:綜合運用語言來介紹自己的房子。

4教學過程

4.1第一學時

4.1.1教學活動

活動1【導入】Step　1：Greeting　and　Warming－up

T: Hello, boys and girls! Let’s play a “Beach ball Game”. There are some questions on each side of the beach ball. I’ll throw it to you. When you get it, read the question where your thumb is on and answer it as quickly as you can. (設計意圖)活躍課堂氣氛,調動學生積極性。問題可以包括上一課的內容、自我介紹、時事新聞等等。

活動2【講授】Step　2：New　Concepts：

1) Teacher’s self-introduction 

T: Do you want to know something about me? This is me. My name is Lynn. I’m ...years old. There are ...people in my family. I like to ... in my spare time. I live in a house. 

(設計意圖)讓學生了解老師;增進師生關系的融洽度;利用最后信息:I live in a house.來引出今天主題:House。 

2) Teaching “house” and “floor” 

T: What is a house? Look, this is a house. A house doesn’t have many floors. This house has two floors. This is the first floor. This is the second floor. Which floor do you live on? 

(設計意圖)利用圖片和語言的引導一步步讓學生理解floor的意思,并能順利運用來回答自己住幾樓。板書書寫:on the first/ second floor。

3) Jenny’s House 

T: It’s Jenny’s house.(完成題目板書)We know Li Ming comes to Canada. He will live in Jenny’s house. Today let’s go to Jenny’s house with Li Ming. First I’ll show you the rooms in her house. 

4) Rooms in Jenny’s house 

T: How many rooms are there in Jenny’s house? Guess! Ss: Five rooms!/ Ten rooms!/ … T: Let’s check it out. There are eight rooms! Room One to room eight. Let’s go into Room One together. What room is it? Ss:(根據屏幕提示回答)This is the living room.(把living room單詞卡片隨意貼在黑板上) T: What’s in the living room?(引導學生運用There is …/are…回答) Ss: There is a TV in the living room./ There are three apples in the living room. … (Let the Ss choose one room to enter. Talk about the rooms one by one.) S1: I want to go to Room Three. T: Let’s go into Room Three. What room is it? Ss: Bedroom!(教授并貼于黑板,并提醒學生注意dr的發音) T: What’s in your bedroom? Talk about your bedroom with your partner. Don’t forget to use “There be” sentence. 

(設計意圖)為了避免重復性任務的出現,讓學生描述自己的臥室;同桌先進行交流再發言,給學生更多的交流英語的機會,也可以借鑒別人的句子。 (Jenny家有四個臥室,最后總結性地問一下學生:How many bedrooms are there in Jenny’s house? Ss: There are four bedrooms.) S2: I want to go to Room Two. T: Room Two. What room is it? This is the kitchen. (教授讀音并貼卡片) Who always works in the kitchen in your family? Ss: My mother always works in the kitchen. /My father and mother…/ My grandmother… T: Working in the kitchen is a tired job. Please help them do the housework. S3: I want to go into Room Seven. Look! What is it? T: Here’s the bathroom. This is the bathroom. (教授發音板書) What can we do in the bathroom? Ss: We can brush our teeth. / We can wash our hands and faces. / We can take a bath or a shower. … T:Great! What’s behind Jenny? It’s a toilet. (教授發音) Look! What is the man doing now? Ss: He is reading a newspaper. T: He is reading a newspaper on the ---(Ss:toilet!) in the ---(Ss: bathroom!). Very good! Who can say this sentence? Ss: I can! I can! (設計意圖)利用這幅有趣的圖片幫助學生快速掌握新詞bathroom 和 toilet。 T: Well done! What’s this?(指著墻上的衛生紙) News on the paper is newspaper. Paper we use in the toilet. We say--- Ss: Toilet paper! (設計意圖)不直接告訴學生這是什么,而是讓學生自己推測,記憶更深刻,也能充分鍛煉學生的聽力和理解能力。 T: Which room haven’t we been ? Ss: Room Eight! T: Let’s go into Room Eight now! This is a study.(教授并板書) What ‘s in the study? Ss: There are many books in the study. T: What can we do in the study? Ss: We can read books./ do our homework…. T: We can study in the study.(找幾個同學說此句) (設計意圖)讓學生通過練習此句逐漸明白study有兩種含義。 T: All right! So much for eight rooms in Jenny’s house. Let’s review the words together. (帶著學生參照板書詞卡朗讀一遍這些表示房間的詞匯。)

(設計意圖)利用選房間的游戲來激發學生的學習興趣和對新知識的求知欲。把新單詞:kitchen, study, toilet貫穿其中,學習過程自然而富有樂趣。

5) Text Learning a. Watch the video and answer two questions Q1:What rooms are on the first floor? Q2:What rooms are on the second floor? Ss: There is a living room, a kitchen and a bathroom on the first floor. There are four bedrooms and a study on the second floor. T: Can you put the room cards in their places? S1: Let me try. T: Well done. Thank you! Who can read the two sentences? (完整看完一遍課文動畫之后回答問題,并找學生上臺來完善板書。盡量多的叫不同學生讀板書上的重點句,并提醒他們注意連讀和升降調。) b.Listen and follow the tape. 讓學生打開書跟讀課文,并模仿。 c.Read aloud 大聲朗讀課文并感受其中的語音語調。 d.Show time 給學生機會來展示他們的閱讀能力,注意要及時評價和鼓勵。

(設計意圖)通過不同的閱讀任務讓學生學習課文,使文本的學習更加扎實。 

6) Exercise 

Read silently and fill in the blanks. 

(設計意圖)重點詞匯和句型的書寫練習能夠及時考查學生對于新授知識的掌握和運用程度。

活動3【作業】Step3：　Class　Closing：

Homework: 

T: You did very very good jobs today! I'm very enjoying!

     Here is our today's homework: Draw your house and write something about it.

 

優點：　　本節課基本上完成了教學目標中提到的要求，課堂氣氛融洽。本課主要實現兩個目標：知識目標（表示房間的詞匯及There be句型的運用）和情感目標（通過各種有趣的游戲幫助學生將枯燥、抽象的語言變得生動，激發學生學習英語的興趣和愿望，讓學生在感知、體驗、參與中獲取知識，形成能力。）。因此，在活動設計上，緊緊圍繞目標展開，思維訓練充分，突出了教學重點。語言教學中滲透了連讀、升降調練習，更好地引導學生發音、語言、聲音各個方面去改進，指導具體到位。強調語音的在英語學習中的重要性。課堂評價多樣、具體并且及時。板書設計新穎，突出了授課重點。

缺點：1.游戲規則的介紹還欠錘煉。游戲規則的演示應該循序漸進，從師師，師生再到生生之間的游戲活動，清晰明了的介紹讓學生置身于英語的活動之中，讓游戲真正為教學服務。 2.平日要加強對學生學習策略的指導，讓他們在學習和適用的過程中逐步學會如何學習。如：積極創造條件，讓學生參與到階段性學習目標，以及實現目標的方法。引導學生結合語境，采用推測、查閱和協調的方法進行學習。引導學生在學習過程中，進行自我評價，并根據需要調整自己的學習目標和學習策略。