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Starter Unit 2 What’s this in English?教學設計及說明

2016-12-02 22:14:24劉歡歡張麗華
黑龍江教育·中學 2016年10期
關鍵詞:單詞教學學生

劉歡歡 張麗華

一、教學內容與分析

本課選自新目標英語七年級上Starter Unit 2,是其中的預備單元。預備篇是為了使沒有英語學習基礎的學生更好地使用本套教材而編寫的。它的主要內容為26個英文字母和最基本的英語日常用語。本單元的教學內容為:Ii — Rr10個字母;ruler,map,quilt,jacket,key等7個單詞;辨認物品What is this/that in English? 及其回答。

學生在實踐中學會和使用目標語,同時借助“任務型”教學,通過聽、說、寫、練等一系列教學活動,充分利用圖片、實物、卡片等輔助教學,創設更多、更完善的情景,為學生提供更多真實的語言實踐機會。同時在小組活動中培養學生的合作意識和團隊競爭意識。

二、教學目標

1. 語言知識目標:

①復習字母Aa-Hh; ②學習并掌握字母Ii-Rr;③學習一些日常用品的單詞;④學習如何識別事物。

2. 語言技能目標:

①學會在單詞中識別所學字母;②學會詢問和識別周圍事物的名稱;③學會用簡單的日常用語與人交流。

3. 情感態度與價值觀: 通過完成各種教學任務,培養學生對事物的辨別能力。

三、教學重、難點

重點:①學會并掌握字母Ii-Rr及map,orange,jacket,key,pen,ruler等單詞;②學習并掌握what 引導的特殊疑問句。

難點:靈活運用所學字母,在識別事物的過程中培養學生的辨別能力。

四、教學步驟

Step I Greeting

T: Class begins! Good morning, boys and girls.

S: Good morning, teacher.

T: How are you?

S: Im fine, thanks.

T: Im fine, too. Sit down, please.

Step II Review the letters A-H

① Read the letters

T: In the last unit, we have learnt the letters from A to H. Now lets read the letters together.

設計說明:學生用升降調齊讀字母A-H,復習之前所學的字母的讀音。

② Write the letters

T: Now, open your books. Turn to Page... Look at the picture in 1a. Try to find out the small letters for A-H and write the small letters next to the big letters on your book.

(Ask one student to write the letters on the blackboard.)

(Textbook Starter P5 1a)

T: Lets check the answers together.

(The students say the answers and the teacher checks the letters on the blackboard.)

設計說明:完成課本1a的任務,找出A-H對應的小寫字母,復習前一單元所學的字母。

Step III New letters

①Present the New letters I-R

T: Look at the picture again. Do you know the names of other letters? Who can try?

(Some students try to name them.)

S1: J, L.

S2: I.

T: Very good. This is “I”. Read after me, “I”.

Ss: “I”.

(Show the letter cards and teach the letters one by one.)

(Write the letter “Ii ”on the blackboard. Teach how to write big letter and small letter. The students read and write. Then teach the other letters“ Jj,Kk,Ll,Mm,Nn,Oo,Pp, Qq,Rr” in the same way.)

設計說明:利用書上的圖片創設語言情境,引入新字母的學習。教授新字母的讀音、大小寫的區別及書寫時占格情況。

②Practice the letters.

T: The letters are not arranged alphabetically. Please put them in order.

(Ask one student to come to the blackboard to put the letters in order, the others do this with the partner.)

(Give the students letter cards before class.)

設計說明:通過打亂字母卡片的順序,讓學生按字母表順序排序,在游戲中鞏固所學字母。

Step IV New words

①Present the new words.

T: My good friend Helen has a big room. And this is a picture of her room.

(Draw a picture of a room with the things around us on the blackboard before class.)

T: There are many things in it. Today I bring some things here.

T: Whats this in English?

(Hold a pen.)

Ss: It is a pen.

T: Yes, its a pen. Read after me, P-E-N, pen.

Ss: P-E-N, pen.

T: This is an orange. Read after me, O-R-A-N-G-E, orange.

Ss: O-R-A-N-G-E, orange.

T: Orange, the first letter is “O”. Its an orange.

(Teach the other words “map, key, jacket, ruler, cup, quilt”in the same way.)

設計說明:利用黑板上的房間圖片創設情境,引出新單詞的學習并利用實物教授單詞。

②Practice the new words.

(1) Read the words

T: Read the new words after me. Map.

Ss: Map, map, map.

(2)Task One:Match the pictures with the words

T: Now take out the pictures and the word list. Work in groups of four. Put the picture next to the word.

T: Who can help me to finish it on the blackboard?

(Students put the pictures next to the words by working in a group. When they finish, they put up the paper on the blackboard. Ask one student to come to the blackboard to do it.)

(Give the students some pictures and a word list before class.)

設計說明:在任務中練習單詞。任務一:學生把圖片貼在單詞旁邊,圖文并茂地幫助學生記憶,同時小組合作的形式,既讓人人都參與,又消除了獨立完成的緊張感。

(3)Task Two:Write down the words according to the pictures

T: Please pay attention to how to spell them. Then I am going to wipe the words off the blackboard.

(The students try to memorize how to spell the words.)

T: Please take out the pictures and try to write down the words next to the pictures.

(Ask one student to come to the blackboard to write down the words and the others write on the paper.)

(Give the students a piece of paper with the pictures.)

T: Now lets check the answer. Who is right? Who is wrong?

S1: I made mistakes in spelling “quilt”.

T: Please spell it.

S1: Q-U-I-L-T.

(Check the answers and share the mistakes.)

設計說明:任務二:讓學生看圖寫單詞,從讀音轉化為書寫的訓練。音、字、圖三者結合,讓學生的學習過程扎實有效。任務后展示拼寫中的錯誤,加深印象。

Step V Drills

①Present the drill “Whats this in English?”

T: Look at the picture of Helens room. Whats this in English? Its a pen. And whats this in English?

(Stand next to the picture and point at the things.)

S1: Its a ruler.

T: Whats this in English? Its an orange. And whats this?

S2: Its a map.

T: If the things are close to us, we want to know the name of the things in English, we can ask “Whats this in English?” and use the drill “Its a/an ...” to answer it.

(Write “Whats this in English? Its a/an...” on the blackboard.)

② Practice this drill with your school things in pairs.

S1: Whats this in English?

S2: Its a/an...

S3: Whats this in English?

S4: Its a/an...

③Present the drill “Whats that in English?”

T: Look at the picture of Helens room. Whats that in English? Its a pen. And whats that in English?

(Stand far away from the picture and point to the things.)

Ss: Its a map.

T: If the things are far away from us. We can ask “Whats that in English?” and use the drill “Its a/an...” to answer it.

(Write “Whats that in English? Its a/an...” on the blackboard.)

④Practice the drill by chain work in the group.

S1: Whats that in English?

S2: Its a ...And whats that in English?

S3: Its a...And whats that in English?

S4: Its a ...

設計說明:用實物操作呈現句型,通過教師站位的遠近,使學生明白this和that的區別。并且教師領讀,糾正發音,再進行師生間的示范練習,最后讓學生以小組為單位進行接龍式展示,充分調動了每個學生的積極性。

Step VI Summary

(Let the students sum up what they learned in this class.)

T: What have we learnt today?

S1: The letters from Ii to Rr.

S2: The new words.

S3: How to ask the names of things in English.

設計說明:學生進行小結,再一次回顧了課堂所學的知識。

Step VII Sing a song

T: Lets sing the alphabet song together.

設計說明:學生齊唱“字母歌”,在愉快的氛圍中結束本節課的學習。

Step VIII Homework

Draw a picture of your ideal room and say the names of the things in the room.(略)

五、課后反思

本節課為Go for it! Starter Unit 2,是三個預備單元中的第二個單元。大多數學生剛剛接觸英語,對新事物充滿好奇,學習的主動性大部分取決于興趣。我認為要培養學生的學習興趣就要創造一個和諧融洽的師生關系,輕松愉快的學習環境,采用靈活多變的教學方法,讓學生在做中學,學中用,從而激發學習興趣,學得主動,學得有效顯得尤為重要。因此在本節課的教學中,為了培養學生的學習興趣,激發學習熱情,采取了如下幾種方式:

1.創造輕松、愉快、和諧的課堂氣氛

(1)面帶微笑

教師的微笑教學,能給學生創造一個輕松自如、生動活潑的環境,這樣的環境可以減少學生的精神壓力,促使學生愉快地參與學習。

(2)語言贊美

教學語言是師生雙方傳遞信息和交流思想的載體,親切感人的教學語言能保持學生積極順暢的學習。當學生能流利地回答問題時,用“Very good!”并用輔助手勢“V”表示高興;當學生能以正確的方式表達時,可用“Right!”或“You do very well!”來表明態度;當學生舉棋不定的時候,用“Believe yourself. Dont worry about making mistakes!”來激勵。當他們回答完畢時,一定要用“Thank you very much! You are very brave!”等來贊美學生。這樣盡可能地讓每一個學生都有機會,盡力多鼓勵和贊揚他們,讓他們在愉快的心情下上完一堂課,就會很好地掌握和記住課堂所學內容。

2.教學要“以人為本”“寓教于樂”“學用結合”

(1)活動多樣,扎實有效

在教學各個環節中,采用不同的活動方式讓學生充分動起來,全員參與教學過程,融入課堂。多樣的活動讓學生興趣濃厚而且對簡單重復的內容不會厭煩,都樂在其中。例如:在學字母環節,變換各種方式讓學生跟讀字母,齊讀,豎排按順序讀。在講授新單詞時,采用領讀,齊讀,橫排齊讀的方式,讓所有學生熟練發音。為了鞏固學生對新單詞的識記,采取兩種互動方式,反復訓練。讓學生將小圖片貼在單詞旁邊,既讓學生感興趣,又圖文并茂幫助記憶,同時小組合作的形式既讓每個人感受到了成功的喜悅,又消除了獨立完成任務的緊張感。在學生做完看單詞匹配圖片的任務后,馬上讓學生看圖寫單詞,從讀音轉化書寫的訓練。音、字、圖三者巧妙結合,使學生對目標語言鞏固再鞏固,讓學生的學習過程扎實有效。在練習句型時,用實物操作,簡單明了,使學生很快明白了this和that的區別。讓學生有團隊合作的意識,充分調動每個學生的積極性。

(2)優選教具,輔助教學

在本節課中,充分準備了四類教具(房間圖片、字母卡片實物、學生用圖和單詞單),并且每類教具都用了不止一次。例如在黑板上畫的圖,在講字母時,用它來承上啟下。既復習了Aa-Hh, 又引出了本節課新學的字母Ii-Rr。同時導入新單詞時也利用了這張圖,導入語Everyone has his own room. I have a good friend Linda. This is a picture of her room. There are a lot of things in it. Today I brought some here. 這張圖起了兩次作用,自然地把學生的關注點從圖片引到了具體的實物上。當教師把課前充分準備好的尺子、鑰匙、地圖、橘子、 被子等拿出來時,學生一下就感興趣起來。并且這些實物也用在了學生表演對話上,使他們的表演大方自然有熱情。字母卡使用三次,讓學生看字母發音,掌握書寫順序,并且用它們在黑板上排序,熟記所學字母在字母表中的順序。

(3)以學生為本,參與面大

學生參與的積極性很高,每個人平均都回答了4-5次問題,課堂由原來的滿堂灌變成了教師的導、學生的學。

在英語教學中,要激發并保持學生的學習積極性,使學生樂學。在教學過程中,將培養學生的學習興趣貫穿于教學始終,培養和鞏固學生學習英語的興趣,才能提高他們學習的主動性。

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