一 : 《go shopping》教学设计
B: Yes, I want a sweater for my daughter, please.
A: How about this one?
B: Oh, good. The size is OK.
C: Mum, I don't like the colour.
A: Do you like this purple one?
C: Cool! That's my favourite colour.
B: How much is it?
A: Sixty-eight yuan.
B: Here's the money.
A: Thanks.
purple 紫色的
cool 棒的
2. 能运用会话中的句型进行扩展性的情景会话；
3. 能听懂、会说新单词：purple, size, cool。
T: Good morning, boys and girls. glad to meet you.
Step 2. Presentation
(1) Lead-in
T: You know, I'm new here. I thought it would be hot in Zhuha.But today it is cold. I'm just in a blouse.
Now I'm feeling a little cold. So I want to go shopping and buy some warm clothes. (Read the title "shopping".)
(2) Play a guessing game （课件：显示屏上出现一些碎片，碎片慢慢扩大，变成一件毛衣）
T: What am I going to buy? What do I want? Just guess and say: "YOu want ..."
(3)(课件：教师走进一家服装店，与售票员进行交谈。)
T=the teacher C=the computer Ss=the students
C: Can I help you?
(Learn to say:"Can I helpyou?")
T: I want a sweater, sir.
C: How about this one? （课件：售货员拿出一件很大的毛衣。）
T: I think it's too big.
C: How about this one? （课件：售货员拿出一件很小的毛衣。）
T：How about this one? What do you think?
Ss:It's too small.
C: How about this one? （课件：售货员拿出一件对教师来说大小合适的毛衣。）
（Learn to say:"How about...?"）
T: I think the size is OK. Do you think so?
Ss:yes!
(Learn to say:"size".)
(Read after the teacher:"The size is OK.")
T: The size is OK, sir. but I don't like this colour.
C: What's your favourite colour?
T: What's my favourite colour is ...（课件：毛衣随着学生的回答变换颜色，并由此引出新授单词"purple"。）
(Learn to say:"purple".)
T: (take out a purple sweater)I like this purple sweater.
Ss: How much is it?
S1 : ...yuan.
(If the price S1 guess is too low, the teacher will say:"Up, up, up."; if too high, the teacher will say:'' Down, down,
down." Each students has three chances to guess.)
After the students guess the price right, the teacher puts on the purple sweater and asks the students "Am I cool?"
(Learn to say:"Cool".)
Step 3. Practice
(1)Listen to the dialogue.
T: What have you heard in the dialogue?
(2)Listen to the dialogue and repeat it sentence by sentence.
(3)Pratice in groups of three.
Step 4 Consolidation
(1)Divide all the students into 5 groups: stationer's, toy shop, clothes shop, fruit shop and food shop. Put some goods in each
shop. Get the students to do the shopping in groups. （每组由一名学生当售货员，其它学生充当顾客。）
(2)Ask the students to go to different shops and buy different things. （把全班分成五个组，即五个“商店”，顾客可以到任
何一家“商店”“购买”自己喜欢的物品。教师到各组去指导，同时教师也当顾客，购买物品。
(3)教师总结全课，表扬做得好的学生。电脑计分牌显示胜方，并伴随胜方的欢呼声。
Step 5 Ending
The students sing a song "Good-bye."
二 : aieiui教学设计_rbexsinia
★aieiui教学设计之一
教学目的 1．学会复韵母ai、ei、ui及它们的四声，了解复韵母的组合特点。能够读准音，认清形，正确书写。 2．练习拼读音节，提高拼读音节的能力，掌握标调规则。正确书写规定的音节。 3．培养学生发现问题和勤于动脑的习惯，乐于运用所学知识。 教学重点 1．学会复韵母ai、ei、ui及它们的四声，了解复韵母的组合特点。能够读准音，认清形，正确书写。 2．练习拼读音节，提高拼读音节的能力，掌握标调规则。正确书写规定的音节。 教学难点 2．练习拼读音节，提高拼读音节的能力，掌握标调规则。正确书写规定的音节。 3．培养学生发现问题和勤于动脑的习惯，乐于运用所学知识。 教学准备 1。教学用字母挂图或幻灯片 2。拼音音节卡片 教学时间2课时 教学过程 第一课时
|
让北二小语文电子教案教学设计
★主备人教案
学科：语文授课年级：一年设计人：裴昕 | |||||||||||||
章节名称 | 苏教版小学语文第一册第三单元《aieiui》 | 计划学时 | 2 | ||||||||||
学习内容分析 | 1．学会复韵母ai、ei、ui及它们的四声，了解复韵母的组合特点。能够读准音，认清形，正确书写。 2．练习拼读音节，提高拼读音节的能力，掌握标调规则。正确书写规定的音节。 3．培养学生发现问题和勤于动脑的习惯，乐于运用所学知识。 | ||||||||||||
学习者分析 | 本课是学生在本册中接触到的复韵母，因此，学习方法的指导十分必要。所以，我们在教学中应重视教会学生如何学习，这不仅能培养学生的能力，又为往后的教学打下基础。 | ||||||||||||
教学目标 | 知识与技能 1、学习ai、ei、ui，能够读准音、认清形，并能正确书写。 2、能准确拼读由与声母组成的音节，继续练习带调音节的拼读方法。 3、教育学生要勇敢顽强。 | ||||||||||||
过程与方法： 通过反复地读、想象、学会拼音。 | |||||||||||||
情感、态度与价值观： 通过学、读复韵母培养学生们对语文的兴趣并培养学生丰富的想象力和语言表达能力。 | |||||||||||||
教学重点及解决措施 | 重点：掌握三个复韵母的发音。反复练习。 | ||||||||||||
教学难点及解决措施 | 难点：解决措施：反复读、练、想象、交流 | ||||||||||||
媒体内容与形式 | 多媒体实物投影仪 字母卡片 | ||||||||||||
教学过程 | |||||||||||||
教学环节 | 教师活动 | 学生活动 | 时间 | 设计意图 | |||||||||
第一课时 | |||||||||||||
揭题，激疑导入 | 1．观察情境图，教学语境歌。 (1)指名说说图上画的是什么地方?有哪些人?他们在干什么?教师根据学生回答，相机出示复韵母：ai、ei、ui。 (2)教学语境歌：扎篱笆，围树苗，一棵矮来一棵高。éi、éi、éi，小羊羔，快快过来吃青草。 | 看图，思考，说图意。 扎篱笆，围树苗，一棵矮来一棵高。éi、éi、éi，小羊羔，快快过来吃青草。 | 4 | 培养学生的观察能力 | |||||||||
学读发音 | 2．学习复韵母ai。 (1)教师叙述：这两棵树一棵高，一棵怎么样?(矮。)把“矮”的第三声去掉怎么发音呢?(指名尝试发音) (2)哪个韵母发ai这个音呢?教师贴上单韵母a的卡片，让学生认读；离a卡片远一点贴单韵母i的卡片，让学生认读。 教师叙述：单韵母的本事可大呢，单韵母有的可以自成音节，都能跟声母组成音节。还能自己单独作韵母，还可以组成新的韵母，叫复韵母。教师挪动i的卡片紧挨在卡片a的右边，就组成了复韵母ai。 (3)教发音方法：先发a的音，声音响亮，中间气不断，逐渐向i滑动，一口气读成ai。 (4)学生练习发音。 (5)在语言环境中进行ai的四声练习。引导学生发现“高矮”的“矮”是复韵母ai的第三声。学生进行说话或组词练习，其中要有ai的音。 3．学习复韵母ei。 (1)教师叙述：图中拉羊的小朋友憋足了劲，拉长声音发ei的音。声音短一点，就是我们今天学的第二个韵母ei的发音。 (2)教师板书ei。 (3)教发音方法：与ai的发音方法相同，先发e，再滑向i。 (4)学生练发音。 4．学习复韵母ui (1)教师叙述：小姑娘看见小羊啃树苗，她又是怎么做的呢?(围篱笆。)“围”去掉声调谁会读? (2)教学发音方法：先发u的音，接着发ei的音，中间气不断。 (3)学生练发音 教学标调规则 1．设置疑问。 (1)教师叙述：通过前面的学习，我们知道单韵母可以戴上声调小帽子，复韵母也可以，谁来试试看。 (2)学生尝试标调。 (3)教师叙述：复韵母由两个单韵母组成，那么声调小帽子究竟给谁戴呢? 2．教学标调儿歌：看见a母不放过，没有a母找o、e，i、u都有标在后。 3．学生上台分别给ai、ei、ui标上四声，并说说规则、念念儿歌。 4．学生练读al、ei、ui | 学生看图照出发音规律 练习朗读语境歌 学生练习发音。 图中拉羊的小朋友憋足了劲，拉长声音发ei的音。声音短一点，就是我们今天学的第二个韵母ei的发音。 学生说出发音要领 先发u的音，接着发ei的音，中间气不断。 学生练发音。 学生尝试标调。 学生练读al、ei、ui的 标调练习 学生练读al、ei、ui | 6 | 培养学生自主学习的能力 培养学生的观察能力 与生活实际相结合 通过观察图画自己找出发音规律 在学习发音的同时，使学生接受从小要爱护花草树木的教育。 | |||||||||
学写声母 | 1．教师范写ai、ei、ui。 2．学生练习书写。 | 1、观察笔顺，书空。 2、在书上描红。 3、在四线三格里练写声母。 | 能在四线三格里书写四个字母。 | ||||||||||
综合学习活 动 | 1、练习背诵语境歌。 2、练读四个声母。 | 1、汇报 2、练写生字 | 8 | 鼓励学生自主识字写字 | |||||||||
第二课时 | |||||||||||||
教学目 的要求 | 基础 | 能准确读由al、ei、ui与声母组成的音节。 | |||||||||||
发展 | 会正确拼读音节。 | ||||||||||||
教学重 点难点 | 认识音节，学习“两拼法”，能准确读由al、ei、ui与声母组成的音节。 | ||||||||||||
学法设计 | 练习法 游戏法 | ||||||||||||
学习准备 | 字母卡多媒体课件 | ||||||||||||
教学过程 | |||||||||||||
板块 | 学习内容 | 教师活动 | 学生活动 | 知识拓展 | 设计意图 | ||||||||
一 | 复习检查 | 1．出示复韵母ai、ei、ui，学生练习标调。 2．学生认读ai、ei、ui的四声。 1．出示：b p k h m w g h sh sai ei ui 2．学生分四人小组尝试练习，相互正音。 3．全班交流汇报，教师指导学生拼读音节。 | 抢读字母 | 各小组到语文书中或学校图书室里找找带有这几个复韵母的字，学会它，看哪个小组学得最多，咱们比一比! | 基本掌握了发音。 | ||||||||
二 | 学习拼读 | 1、板书本课三个韵母与声母组成的音节。 2、范读，指导运用前面所学两拼法的要领。 3、用实物投影出示21页的图画指导学生说图意。 | 1、试读老师板书的音节2、跟读拼音，反复练习。 3、看图，思考说图意，练习拼读带调的音节和有音节组成的词语。 | 拼读是学习汉语拼音的重点。 | 基本掌握三拼的方法 | ||||||||
综合学习活 动 | 1、打乱顺序自由拼读。 2、同桌互相纠正，小组学习拼读。 3、排火车拼读。 | ||||||||||||
板书 | al、ei、ui bái cài、méi huā、shū guì wūɡuī、bái tù、pá、shuì | ||||||||||||
三 : BODYLANGUAGE教学设计
BODYLANGUAGE
(ExtensiveReading)教学设计
I. The Analysis ofTeaching Contents
This is the second teaching period--ExtensiveReading in Unit 4 in New Senior English For China Student’s Book 4, in whichstudents can get the basic information about the body language indifferent culture through different reading skills.
Generally speaking, the students are quietfamiliar with the learning materials. However, they don’t haveenough knowledge about the background of different cultures. Thusthe teacher should give a brief introduction of body language indifferent cultures. Finally, the teacher should design someeffective and interesting activities to stimulate the students’interests and loves for learning bodylanguage.
II. TeachingAims
1. Knowledge aims
a. Useful new words and expressions
greet, represent, approach, expression, defend,misunderstand, adult, cheek, major, likely, in general
b. Spoken language
Act out the following meanings, please.
Please guess what I mean.
Please show the actions, using bodylanguage.
Please use either spoken words or body language toexpress your ideas.
2. Ability aims
a. Develop the students’ different reading abilitiesand let them learn different reading skills: skimming, scanning andcareful reading.
b. Help the students understand others when bodylanguage is being used.
3. Emotional aims
a. Let the students know the different body languagein different countries.
b. Stimulate the students’interests and loves for learning body language as well asto learn verbal language.
III. TeachingImportant Points
a. Let students get the detailed basic informationof the text, especially the structure.
b. Teach the students how to use body language inthe most appropriate occasions.
IV. TeachingDifficult Points
a. Let the students understand bodylanguage used in different countries or cultures as well as indifferent occasions.
b. Let the students know that there is bothpositive body language and negative body language.
V. TeachingMethods
a. Individual work, pair work and groupwork.
b. Skimming, scanning and carefulreading.
c. Task-based method and role-playingmethod.
VI. TeachingAids
Multimedia and othernormal teaching tools.
VII. TeachingProcedures
StepI.Lead-in
1. The teacher uses some pictures to arisestudents’ interests.
A furtherexplanation of the picture and lead in the topic of this unit—BODYLANGUAGE.
2.Invite all students to act the body languages.
Gesture | Meaning |
You are welcome. | |
Come on; be cheerful. | |
May you succeed! Or congratulations on your success! | |
I am not in favor of your idea or I’ll have to refuseyou. | |
He is very sad. | |
She is very happy. | |
They are waving goodbye to people around. |
Give a further explanation about the body languagewe used in our daily lives have the absolutely different meaningsaround the world.
Step II. Learningaims and Instructions
Showingthe teaching aims and Instructions on thescreen.
1. Learning aims
a. Enable the studentsto know different cultural body language when needed.
b. Help the students learn how to expressthemselves in body language to avoid misunderstanding inintercultural communication.
2. Instructions
Thestudents should prepare their textbooks, guiding papers,triple-color pens
and especially, their learningpassions.
Step III. Thecomments of the guiding papers
1. Strong points andshortcomings.
2. Encouragement
Step IV.Self-study
1.Check the answerstogether.
(1).Yesterday, another student and I,ouruniversity’s student association, went to the Capital InternationalAirport to meet this year’s international students.
(2).Tony Julia,her shoulder and heron the cheek.
(3).When we met yesterday, he movedmeas if I introduced myself.
(4).Most people around the world now greet eachother by, but some cultures use other greeting as well, such as theJapanese, who prefer to .
Suggested answers:
(1).Representing
(2).Approached, touched, kissed
(3). Veryclose to
(4). Shakinghands, bow
2.Let students read the sentences aloud.
Step V.Cooperatingstudy
1.Dividethe students into five groups and let them know their tasks andrequirements.
2.Discussin groups.
3.Invitethree students in different groups to show their achievements onthe blackboard.
Name | Description | Bodylanguage | Towhom |
Tony Garcia | Man from | ||
JuliaSmith | womanfrom | ||
AkiraNagata | man from | ||
GeorgeCook | man from | ||
AhmedAziz | man from | toman towoman | |
DarleneCoulon | womanfrom | shakehands and kiss twice on each cheek |
4.Anotherthree students give comments and solve students’ questions, ifnecessary. Then give fair scores.
5.Summaryby the teacher.
Addition:
This following chart is the key task forCooperatingstudy
Name | Description | Body language | To whom |
TonyGarcia | Man fromColombia | Kiss on the cheek | everyone |
Julia Smith | womanfrom Britain | no touching | everyone |
Akira Nagata | man fromJapan | bowing | everyone |
George Cook | man fromCanada | shaking hands | everyone |
Ahmed Aziz | man fromJordan | shaking hands nodding | toman towoman |
Darlene Coulon | womanfrom France | shakehands and kiss twice on each cheek | People she knows |
Step VI.Quiz
Judge the following statements whetherTURE or FALSE.
1.Thefirst person to arrive was Tony Garcia from Colombia.()
2.Juliaapproached Tony, touched her shoulder and kissed her on thecheek!
()
3.It isthe Japanese custom that people shake hands and then kiss eachother twice on each cheek when adults meet people theyknow.()
4.Menfrom Middle Eastern and other Muslim countries will often standquite close to other men to talk but will usually not touchwomen.()
5. English people do usually stand very close toothers or touch strangers as soon as they meet.()
Suggested answers:
(1).T
(2). F(Tonyapproached Julia, touched her shoulder andkissed her on the cheek!)
(3). F(It is the French custom that people shakehands and then kiss each other twice on each cheek when adults meetpeople they know.)
(4).T
(5). F(English people do not usually stand very close toothers or touch strangers as soon as they meet.)
Step VII.Role-playing
Invite some students to play My Thankful Heart to use bodylanguage to express themselves.
Step VIII.Assignment
Read the text after class and collect some information about bodylanguage in different cultures
The design of writing on the blackboard
Unit 4 Body Language
Name | Description | Body language | To whom |
Tony Garcia | Man from Colombia | Kiss on the cheek | everyone |
Julia Smith | woman from Britain | no touching | everyone |
Akira Nagata | man from Japan | bowing | everyone |
George Cook | man from Canada | shaking hands | everyone |
Ahmed Aziz | man from Jordan | shaking hands nodding | to man to woman |
Darlene Coulon | woman from France | shake hands and kiss twice on each cheek | People she knows |
四 : Wherecanyoufindoutaboutanimals?教学设计
一、教材分析
一、教材分析
《英语》第六册Module 4的主题是 Library，Unit 2 Where can you find out aboutanimals?主要学习如何运用Where can you find out about…?询问和寻找相关信息。
二、学情分析
本课的教学对象是五年级学生。他们的英语听说已有一定的基础。因此，在新语言点的学习过程中，教师要尽可能多地创造较好的语言环境，给学生充足的语言“习得机会”，让学生大胆实践，积极参与，形成积极的情感态度和自主学习的能力。
三、教学目标
（一）知识目标
1．能听懂、会说、会读单词information，timetable，dictionary，newspaper及短语findout；
2．能听懂、会说并认读句子Where can you find out about animals? You can find outabout animals in the library.
（二）能力目标
能够理解并运用句型“Where can you find out about …? You can find out about …in/on …”询问和寻找相关信息。
3．情感目标
提高学生自主获取信息的能力，培养关心、帮助他人的美好情感。
四、教学要点分析
（一）教学重点
1．能听懂、会说、会读单词information，timetable，dictionary，newspaper及短语findout；
2．能够在真实语境中理解并运用句型“Where can you find out about …? You can find outabout … in/on …”询问和寻找相关信息。
（二）教学难点
结合实际在真实的语境中运用所学句型。
五、教学准备
多媒体课件、录音机、单词卡片及句型条，用于奖励学生的小贴画
六、过程设计
Step 1. Warming up
1. Sing a song: Where did you go?
【设计意图】利用歌曲帮助学生复习所学内容，并以此激发学生的学习兴趣，活跃课堂气氛。
2. Revision
课件出示贴有Shelf A,Shelf B ,Shelf C,Shelf D,ShelfE的书架，书架从上到下分别摆有玩具(toys)、光盘(CD-ROMs)、苹果(apples)、书(books)、钢笔(pens)。利用书架上摆放的物品，复习上节课所学句型“Where are the …,please? They are on …”
For example: 老师对学生说，“Where are the apples, please?” 学生回答: “They areon Shelf C.”
……
【设计意图】上课伊始,用前一单元学过的内容和学生交谈，既复习了旧知识，又为本节课知识的拓展埋下了伏笔,起到了很好的过渡作用.
Step 2. Presentation
1. New words.
课件分别显示被遮住的timetable,dictionary,newspaper,information四个单词的图片。教师利用猜谜形式新授单词。如：课件显示被遮住的“字典”图片，只露出字典图片的一角。师问：“Youcan find out about new words in it. What isit?”生猜。猜对后，课件显示完整的字典图片，并出示单词dictionary。教师领读。出示dictionary单词卡，分组读，逐个读，然后张贴于黑板上。
“newspaper”和“timetable”采用同样的方法引出，不过要告诉学生它们的构词方法。比如，“newspaper”是由“news”和“paper”两个词合成的。“news”是“新闻”的意思，“paper”是“纸”的意思，两部分合在一起就是“写有新闻的纸”即“报纸”。
最后学生看黑板上的单词卡，集体巩固单词“information,timetable,dictionary,newspaper”。
课件出示书架，原来架上的物品换成两张火车时间表、两本字典、三份报纸。师问： “Where are the timetables？”生答： “They are on Shelf A. …”
【设计意图】利用猜谜的形式引出本节课的单词，可以吸引学生的注意力，提高学生学习新单词的兴趣。同时辅以图片、动态演示及单词卡，可以使学生直观地感受每个单词的含义。在猜谜过程中，教师反复运用本节课将要学习的句型Youcan find out about…,为后面的课文教学做好铺垫，也把教材活动任务5巧妙融入其中。利用新学单词再次操练上节课所学句型，既是对上节课所学内容的拓展，又巩固了新单词。
2.Dialogue.
（1）看图片，听录音，回答问题。
课件出示课本16页的图片，让学生分组讨论：平时查找所需资料和信息都是通过什么途径找到的？然后每组选一名同学进行交流。
（教师带上Mr. Smart的头饰） “I’m Mr Smart. Now I’m the first time to travelto China.Would you like to help me?”
课件显示问题:
Where can I find out about train information?
Where can I find out about Chinese words?
Where can I find out about Chinese food?
Where can I find out about the weather?
Where can I find out about Chinese books?
观察图片，让学生带着问题听录音。
【设计意图】先让学生整体感知课文，让学生带着任务有目的地听录音学课文，对所学句型有一个初步的认识。
（2）看课本，听录音，回答问题。
打开课本，再听录音。然后请学生回答。（在学生回答的同时，课件要在每个问题后面显示图片。即将挂图右边的小图分别拖到相应问题的后面。）第一个问题教师要根据学生的回答板书句型，如：
Where can I find out about train information?
You can find out about train information in this timetable.
教师领读句型。在学生基本掌握的基础上，将问句中的第一人称“I”改为书中第二人称“you”,再机械操练句型。
同桌练习，巩固句型。
【设计意图】学生根据教师所提问题听录音，使学生对课文有了初步的感知。然后再听录音，根据课文内容回答问题，从而调动学生的眼、耳、脑等多种感官参与学习过程，深入理解课文内容，并为后面的练习做好铺垫。
Step 3. Practice
1.集思广益找信息。
（1）师生问答，示范引路。
老师对学生说:“Where can you find out about animals?”
学生回答: “In the library./At the zoo./On TV…”
（2）生生问答，拓展巩固。
Where can you find out about sports?
Where can you find out about games?
Where can you find out about toys?
Where can you find out about food?
Where can you find out about China?
Where can you find out about England?
学生四人一组，轮流充当询问信息的人，其他三名同学集思广益，为他提供可找到相关信息的具体途径。比比看小组中哪位同学提供的途径最多，教师分发stickers予以奖励。
【设计意图】通过“集思广益找信息”的活动，巩固操练句型“Where can you find outabout…?”让学生明确询问和寻找信息的表达方式以及寻找信息的各种途径。
2.练习跟进，巩固强化。
课件显示，完成练习。
1. Look and complete.(Activity Book, Page 16, Exercise 1)
【设计意图】学生通过练习，在选词填空的过程中把握课文的主要内容。同时再次明确寻找信息的各种途径。
Step 4. Consolidation
1.Listen and point to the places, then write labels(Activity Book,Page 17, Exercise 2)
小组检查，然后运用今天所学句型进行对话练习。
【设计意图】拓展练习，巩固了新知，锻炼了学生的听说和运用英语的能力。
2.爱我家乡知识竞赛。
课件出示“烟台政区图”。（蓬莱市、莱州市、海阳市、牟平区用红色标出。）
要求学生根据大屏幕上显示的问题或问题录音进行抢答。
课件依次出示问题：
（1）Where can you find out about“Yangma Dao”?
（2）Where can you find out about“Penglai Ge”?
（3）Where can you find out about “Yangge”?
（4）Where can you find out about“Chinese rose”?
学生用今天所学句型进行抢答，首先抢到并回答正确给予贴画鼓励。
For example: Where can you find out about“Penglai Ge”?
学生回答：“You can find out about ‘Penglai Ge’ in Penglai.”
【设计意图】通过本环节使学生在语言运用的过程中，达到操练句型的目的，培养学生灵活运用所学语言的能力，同时也培养了学生关注生活、热爱家乡的积极情感。
Step 5. Summary
集体看板书，教师引导学生进行小结。
Step 6. Assignments
画一幅自己学校的平面图，并试着用本节课所学句型描述学校的重点建筑的方位，下节课交流。
【设计意图】从知识巩固和能力发展两方面考虑设计作业，让学生在有趣的活动中复习所学，引导学生把所学知识应用于实际生活中，最终提高实际运用语言的能力。
板书设计
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