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公開課教案和反思
My Family Lesson 3 Teaching assignment: Ⅰ.Teaching content: 1. Vocabulary: father, mother, brother, sister, grandfather, grandfather. 2. Structures: He’s/ She’s my … ---- Who’s he/ She? ----He’s/ She’s my … Ⅱ.Analyzing student: They have just learned English and they will probably still maintain a high interest in English learning. They have competiveness of self-motivation. They need instructions for listening and speaking strategies and guidance to use language in the real situation. Designing concept: According to the students’ perception, experience, and practice, improve the students’ abilities of listening and expressing ideas, and develop their abilities of using English flexibly. Teaching aims: Ⅰ.Knowledge aims: 1. Enable the students to understand the text. 2. Enable the students to master the key words and structures. Ⅱ.Ability aims: 1. Improve the students’ abilities of listening and speaking. 2. Develop the students’ abilities of reading and expressing ideas. 3. Enable the students to introduce their family members to others. Ⅲ.Sensibility aims: 1. Evoke the students’ interests in English learning. 2. Train the students’ curiosity of studying. 3. Arouse the students’ consciousness of working together. Important points: Enable the students to understand and master the dialogs. Difficult points: The differences between “He’s” and “She’s”. Teaching methods: Cooperative Learning, Task-based Activities, Situational Studying. Teaching aids: CAI, a tape recorder, flashcards, real items. Teaching period: One period. Teaching procedures: Step 1. Warm up 1. Greetings. T: Hello, boys and girls. I’m Mary. Glad to see you. 2. Free talk. T: I’m mary. He’s … She’s … 3. Revision. Show the cards about family members, ask Ss to say out qickly. And ask them to spell if necessary. Give the best student one star. Step 2. Presentation 1. Lead-in. Show the cards about family members Lead the students to say the sentences: He’s/ She’s a … 2. Ask the meaning, then let the students to read those sentences by group. Give the best group one star. 3. (CAI: Show some family photos of the teacher’s own.) T: He’s/ She’s my … Then ask student to repeat. 4. Listen to activity A on P25 Let the students do the practice( read the four sentences together). Then, listen to the tape, check the answers. 5. Relaxing time. Let’s play a chant. 6.(CAI: Show photos without face.) T: Let’s play a guessing game-“Who’s he/ she? ” Ss: … T: Yes, he’s/ she’s my …( Evaluate the students.) Step 3. Practice 1. Listen to activity B and ask the students to repeat. 2. Ask the students to read the dialogs by role. 3. Pair-work. Do the practice. Make and show the four dialogs with your partner. Give the best pair two stars. 4. Close your book, try to recite those four dialogs. Step 4. Consolidation. 1. Group-work. Show your family photos and introduce your family members to your friends. 2. Role-play. Show your dialogs to the whole class. Give the best group three stars. Step 5. Sum up. 1. Read the blackboard. 2. Evaluate the students. Step 6. Homework. 1.Listen to the tape for 10~15 minutes. 2.Make your own dialoges with your partner. Blackboard design: My Family Who’s he? Who’s she? He’s my father. She’s my mother grandfather grandmother brother sister Teaching records: 在本課中，我通過CAI課件的圖片、動畫，以及各種游戲等生動活潑的方式，讓他們在興趣盎然的活動中學(xué)習(xí)英語。我在本課中創(chuàng)設(shè)了幾個情境，加入不少游戲、競猜的環(huán)節(jié)，是希望給孩子們創(chuàng)設(shè)生活化的語言情境，讓全體學(xué)生融入英語課堂。一節(jié)課下來，運用游戲、表演、競賽等教學(xué)形式，讓孩子們感到英語學(xué)習(xí)既容易又有趣，能夠培養(yǎng)他們的反應(yīng)能力和表達能力。學(xué)生通過主動參與、合作學(xué)習(xí)等方法，營造出有效的“主動、研究、合作”的學(xué)習(xí)氛圍，進一步完成介紹家庭成員的語言活動和體驗語言的交際用途，把語言的學(xué)習(xí)和語言的運用自然、有機的地結(jié)合起來。但是，本節(jié)課的不足之處在于沒有及時盡早地突破難點“he’s”和“she’s”，在課堂實效性方面仍需努力。【公開課教案和反思】相關(guān)文章：
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