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PEP5 Unit Five Part B Let’s talk教学设计及反思

2015-09-08柯铁军

校园英语·中旬 2015年8期
关键词:句型板书单词

柯铁军

一、本部分教学目标

1.学生在图片和教师的帮助下理解对话大意

2.学生正确的语音语调意群朗读对话,角色表演

3.学生在情景中运用核心句型Is he/she v-ing? Yes,he/she is / isnt.He/She is v-ing.询问并回答。

4.增强学生热爱动物的美好情感。

二、重点与难点

重点:学生在情景中运用句型Is he/she v-ing? Yes,he/she is / isnt.He/Sheis v-ing.询问并回答。

难点:培养学生对于v-ing的使用意识。

1.Warming-up

Play a game:打地鼠

T:Lets play a game.

(出示单词卡片) S s:… T:Good job!

2.Presentation

(1)情境导入

T:Do you like watching TV?

Ss:…

(出示Chen Jie看电视)

T:Chen Jie likes watching TV,too.Look,shes watching TV.

(出示人物阴影图)

T:Who is watching TV with Chen Jie?

Ss:…

T:Lets look.Wa~,a .He has a name.His name is .(Fido)

教读Fido。

T:I think Fido is small.What about you? You can say “Fido is .”

(2)Lets try

T:Do you like Fido? Ss:...

T:Yes,you like Fido.Chen Jie likes Fido,and Look!(出示Sam),this boy,Sam likes Fido,too.

(出示Lets try 图片)T:In picture 1,Fido is .

……

学生听录音,找到答案。

T:What is he doing? 引导学生 He is sleeping.出示sleeping.板书:“He is sleeping”

教读sleeping.引导学生拼读eating,drinking,利用板书内容,拼读其余单词。

(天暗下来)

T:Oh,its dark.Where is Fido? Lets go and see,where is Fido,OK?

出示书房照片,找到Fido.

T:Where is Fido? Ss:Hes in the study.

T:Yes,and what is he doing? Can you guess? Pleas guess like this:Is he ing?

学生猜测后,出示playing Ipad图片,用夸张的手势引导学生说:“Oh,hes playing Ipad.”

(出示所有房间图)T:Now,guess with your partner,you can guess like this:

Is he in the…? ……(与学生示范并练习)

(最终出现Fido is cooking.)T:Fido is so naughty! What do you think of him? Ss:Fido is so...

(3)文本学习

T:So we all like Fido very much! Sam likes him,too.He wants to play with him.

Look,where is him now?

Ss:……

T:Now,Lets listen.

引出Where is Fido now?

T:Where is Fido now? Lets watch the video and find out.

看一遍flash,找出答案。

T:Is he sleeping? Lets watch the video again.引出Hes eating,并板书。

T:I have another 2 questions.(出示两个问题,并教读him,take him to等)

Now,Open your book,watch the video and find them.

学生回答问题,并跟读。

3.Consolidation

(1)Read after the video.全班跟读视频

(2)Read after the video sentence by sentence.跟读视频

(3)Read by yourselves.自己读

(4)Act it out.角色扮演

(5)(出示公园图)T:Sam and Fido are in the park.Its so nice! They go here and there.

(Fido 进入草丛)T:What is Fido doing? Can you guess? 学生猜测后出示游泳场景。

(6)T:Look! Chen Jie goes to the park,too.She sees Sam.(教师扮演Chen Jie,请两名同学演示Sam 和Fido)进行对话,结束后。T:Now,three students a group,and make a dialogue.

(7)Appreciate a flash about animals.

4.Homework

(1)Listen to the dialogue and repeat 5 times.

(听读课文5遍)

(2)Make a new dialogue in a group of three.(三人小组编对话)

融入情境。

Suppose(如果)tomorrow you want to go to school together with your friend.Today you call him.But his mother answers the phone.

角色:1.Yourself(你自己) 2.Your friend 3.Friends mum

Mum:Hi,whos that?

You:Hi,this is … Can I speak to …?

Mum:Hes/Shes in the…

You:Oh,Is he/she…ing?

Mum:Yes…/No…

You:Oh,Is he/she…ing?

Mum:Yes…/No… wait a minute,please.

(Mum呼喊…)

Mum:…,come here.

Friend:Hello.

You:…Lets go to school together!

Friend:What time?

You:…

Friend:OK,bye.

You:Bye

本节公开课使我体会到,教师设计课堂时,虽了解要从学生的实际出发,从生本角度考虑,创编出一个贴近生活的情境。但这个真实的情境需要在引起学生情感共鸣的基础上才能实现,这就需要教师在各个环节中使学生不断体验紧扣主题真实的情境。因此,在日常的教学中,教师应该多考虑学生情境中的情感,以获得学生尽可能真实的情感输出。

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