Talentshow教學設計

1、«Unit8 Talent showLesson2 He' s thin,but he ' s strong教學設計教學目標：本課結束后：1、能在圖片的幫助下讀懂故事.2、能正確朗讀模仿故事人物對話.3、能聽懂會說并使用 big /small/tall/short/fast/slow/old/young/thin/heavy等詞匯描述人或物的特征.4、能初步使用句型 Who do you like? I like.He' s/She'詞間t' s.或表達自己的喜好并描述人或物的特征.教學重點：1、能在圖片的幫助下聽懂、讀懂、朗讀故事.2、正確使

2、用單詞句型描述人或物的特征.教學難點：正確使用單詞句型描述人或物的特征.教學過程：Step1: Warm-up.1 .Greeting.2 .Free talk.T: How old are you?Where are you from? What food do you like? Whodo you like?Do you like ？(設計意圖：通過Free talk拉近師生的距離,激活學生的舊知,并為新知 呈現(xiàn)搭好橋梁.)Step2:Presentation.1 .To learn the new words by showing Wukong/Bajie/Shaseng/Nezha.

3、T:Do you like them?(Show CAI)They are Wukong,Bajie , Shaseng and Nezha.Who do you like?( 呈現(xiàn)功能句型S1:I like .T:I like Wukong .He s'thin,but he s strong.呈現(xiàn)功能句型于黑板Get S s to read thin with action.教師示范動作,讓學生模仿Show the topic呈現(xiàn)課題T:What about Bajie? Is he thin?Ss:No!T:He is heavy.Get Ss to readheavy“'

4、; with action.T ： What about Shaseng?Is he heavy? He is tall.To learn tall "with action.T:Is Nezha tall?Ss:No!T:He s short.Get Ss to read the word"short "with action.T:He is short and young.Repeat the procedure to learn young and 01d .設計意圖：通過學生喜聞樂見的西游記人物直觀呈現(xiàn)單詞,并通過動作表演、書空單詞,讓學生能將單詞的音、形

5、、義建立形象的聯(lián)系,學生樂于記憶單 詞.2 .To learn the story.1RevisionT: What about Pandy , Kango and Elly?Do you like them?Do you remember them?Ss: Yes!T:How old is Pandy?Where is he from?T:What about Elly?Ss:She s from India,She is fifiteen.T:And she is a good dancer.Is Kango a dancer?Ss:No, he is a boxer.He is from

6、 Australia,he s eleven.設計意圖：通過師生討論復習上一課知識,激活學生的舊知,并為本課Talent Show 做好鋪墊.(2)Guesss whechtalent show,OK?T:Today,they want to show their talent for us.What can they do?Do you know?Can they sing?What will they show? Now, let設計意圖：在初讀故事前,先讓學生進行預測,滲透預測的意識3 3 The first reading.Show CAI.Get Ss to watch the vi

7、deo carefully.T:Wow,Not bad.Elly can dance.Kango can box.And Pandy can juggle.Let s give them a big hand.設計意圖：通過猜想,設疑,讓學生帶著疑問整體感知故事.并在問題解決中學習新單詞.)s dirty.Can you clean it?(4 ) The second reading: 補充 選手信 息.To learn the new words:big/small , fast/slow.This is their imformation.But itT : Now,let '

8、s listen and repeat,then underline the keywords.Check the answers.T:Pandy is heavy ,but he' s fast.Wow ,not bad.You We ' re so fast,Pcan fast ,too.(To learn fast and slow.)T:Elly is big and tall,But ,she' s great.Get Ss to repeat with action.(To learn big and small.)Kango is thin and str

9、ong.They ' re great!But Mockydoesn t think so.He says:I can do that,I can do that.Can he do that?Ss:No!T:What happens?Let' sgaatc(Snow P11)T:That ' s not easy,Mocky!Don't look down upon others.(設計意圖：通過設置選手信息臟污了的情境,先讓學生自己用前面學的形 容詞描述故事中的人物,再讓他們帶著疑問去跟讀故事,并畫出關鍵詞,滲透閱 讀策略的指導.)(5)The third

10、reading: 小組讀,選擇一圖并表演.T:Do you want to read the story again?Get Ss to read the story in group.T:Oh,look!The pictures are messy.Can you help me?(設計意圖：小組讀課文,通過重新排列板書復述故事,培養(yǎng)學生復述表達 的水平.)4 4) Let ' s chant.T:Wonderful.Now Lets chant.Heavy,heavy,heavy.Pandy is heavy.He is heavy but fast.Big ,big,big.El

11、ly is big.She is big and tall.Thin,thin,thin.Kango is thin.He is thin but strong.設計意圖：Let' schant.既是故事的復述,又是單詞的操練,讓學生在語 境中記憶單詞.5 .Body exercise.T:Let s do some body exercise.When I say big,big,big.You should say small small small.Let s say with actions.設計意圖：通過Body exercise進行單詞的穩(wěn)固操練,讓學生在富有節(jié)奏 感的ex

12、ercise中建構單詞的聯(lián)系,并通過動作表演建立單詞的語音與語義 的連接.Step3 Practice.1 .Talk togetherT:Look ,Who are they?Manyangyang,Xiaohuihui,Feiyangyang.They are coming to this talent show.Who do you like?I like Manyangyang,He s old and slow.What about you?Get Ss to use the stuctures to express :I like. He/She s.and He/She s.I

13、like. He/She s.but He/She s.Ask and answer with partner:Who do you like?I like. He/She s.and He/She s.I like. He/She s.but He/She s.2 .GameT:Are you really like them? I will test you.(Show CAI)Who is he? He is old and slow.Ss :He s Manyangyang!T: Yes! You ' re so Mevya ngyang is old and slow.設計意

14、圖：通過游戲猜猜他是誰？學生積極的調(diào)動自己所學的知識儲藏完成游戲,真正讓學生在玩中學,樂中學.Step4. Extension:Make riddles .T:Just now you riddle great!Can you make your new riddle?There aresome tips for you.Work in group, make some new riddles .Then get othersto guess.T:Which group wants to try?You can say with action.Riddle in class.設計意圖：讓學生小

15、組合作共同創(chuàng)編謎語,小組間進行猜謎游戲,讓學生 真正將本課所學運用到現(xiàn)實中來,并通過寫謎語,說謎語,聽謎語,猜謎語,真 正培養(yǎng)了學生的聽說讀寫的綜合語言運用水平.Step5:HomeworkT:Youre so clever!Thats the homework:I.Read the story after class.2.Make some riddles about classmates or animals.板書設計:Unit8 Talent ShowLesson 2 He s thin,but he s strong.Who do you like?I like .He's,b

16、ut he'ssmallshortslowoldyoung教學反思：應該說,在師生的共同配合下,本課的教學得以順利完成.回憶本堂課的教 學過程,我認為本課教學有以下成功之處：、保持單元整體一貫性.本課是本單元的第二課時,通過free talk , talktogether讓學生回憶了第一課時的內(nèi)容,并通過預測,為本課時學習打好鋪墊, 真正表達了整合教材,保持單元整體性.二、創(chuàng)設情境,直觀教學.通過西游記人物呈現(xiàn)：thin,heavy,tall,strong,young,short,old .通過觀察比照激發(fā)學生的學習興趣,同時通過表演動作操練單詞,使教學新單詞不再枯燥乏味.三、任務引領

17、,學用結合.本著 Learning by doing 的理念,采用任務型教學模式,由易入難,層層遞進.教學中,運用多種活動為載體來展開教學.如：整理選手信息、排列打亂的圖片、表演故事、Lets chant等,讓學生在情境中說一說、講一講、演一演,在充滿情趣的氣氛中輕松愉快的學習語言,激發(fā)學生 學習英語的興趣,使學習語言和情感熏陶相得益彰.四、練習方式形式多樣.通過呈現(xiàn)慢羊羊、小灰灰、懶羊羊等卡通人物圖片,讓學生運用本課所學句 型說說自己喜歡的人物及其特征,學生非常感興趣,舉手發(fā)言,氣氛熱烈,并在 其根底上讓學生通過人物特征猜想人物,最后自己編謎語,讓他人猜,真正做到了讓學生在玩中學,學中玩.在

18、創(chuàng)編謎語的過程中,學生們也大膽的發(fā)散思維, 調(diào)動自己的所有知識儲藏,通過寫謎語,說謎語,聽謎語,猜謎語,真正做到了 聽、說、讀、寫的綜合語言運用水平的開展.本課教學中我始終一條“趣為線索,激趣導學,學以致用,讓學生在樂趣 中真實感受語言,在語用中運用語言,最后再在樂趣中結束本課,使學生意猶未 盡,受益匪淺.謎語練習設計:Make some riddlestallshortbigheavythinsmallold youngfastslowstrongAnimals 動物or things 事物：People 人物英:I.Riddle謎面It sand it s.What is it?Answers謎底:It s.1.Riddle謎面He s.Who is he?Answers謎底:He s.2.Riddle謎面It and it s.What is it?Answers謎底:It s.2.Riddle謎面She s.Who is She?Answers謎底：She