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案例分析

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案例分析牛津小学英语6AUnit1Public Signs南炼小学倪晓媛课题Unit1Public signs课型结构句型课教学目标
教学目标:
1 能正确地听,说,读,写单词mean, must, should, shouldnt和句型What does it this that mean It means you we must should shouldnt.
能正确地听,说,读公共标志名称No smoking. No littering. No parking.
Danger! No eating or drinking. Keep off the grass. Keep quiet. Do not touch.
能正确地理解各种公共标志的含义并在场景中正确运用.教学重点难点
教学重点:能掌握本课的公共标志名称和相关句型.
教学难点:
策略:
将本节课的教学内容放在一个真实的情景中进行教学,设计丰富有趣的各项活动和游戏,使原本枯燥的单词教学变得生动起来.引导学生在完成具体任务的过程中运用语言、达到学以致用的目的.
准备
教具准备:设计并制作成多媒体课件;公共标志的图片.
板书准备:在黑板上预先写好课题Unit1 Public signs板书设计What does it this that meanIt means .It means you we .
No smoking Danger!No littering Keep off the grassNo parking Be quietNo eating or drinking Do not touch教学内容教和学的过程设计目的课后反思Free talk
1. T: Class begins, boys and girls. Be quiet, please. We have spentahappy holiday. Can you tell me how do you spend your holidays
Ss:Ioften .
T: Do you usually go to the park
T: Shall we go to the park now
T: Lets go by bus.
2. Singasong The wheels on the bus (学生边做开车动作边唱歌)
通过师生自由对话、一步步的将学生带入情景之中.歌曲的安排既是下一步学习的过渡,又营造了活跃轻松的课堂气氛、使学生带着积极和活跃的心态投入课堂中.
本环节的设计既复习了旧知,又为新课做好铺垫、在演唱中、教师可安排学生走下座位、一个接一个的在教室里开火车,这样课堂气氛会更加活跃.
Presen-tation and practice
1. (多媒体出示标有各标志牌的公园图片,在参观游玩的路途中逐一学习短语)
a T: Look, boys and girls, this is the park.
We can park our bus here. But look at thissign. What does it mean
Ss: No parking.
T: Yes. It means No parking.
(板书,领读)
T: So we cant park here.
(板书句型What does it mean It means you cant .)(领读数遍)
b T: Look at this sign. What does this meanIt means Danger! So we should stay awayfrom it.
(板书句型What does this mean It meansyou should .及Danger!领读)
运用多媒体课件创设语言环境.带领学生沿着游玩路线逐一学习公共标志和相关句型.通过场景的设置和老师的引导,让学生充分理解各标志的含义.
新课的教学始终是在到公园游玩这一场景中进行、体现了单词教学情景化,句型教学任务化这一教学理念.
c T: Lets go into the park. Should we play on the grass
T: Look at that sign. What does it mean It means Keep off the grass. So we shouldnt walk on the grass.
(板书句型What does that mean It meansyou shouldnt .及Keep off the grass. )
(领读)
d 同法教授No littering. Do not touch. Be quiet. No smoking. No eating or drinking.
2.a(多媒体出示标志与标志语)
T: Look at these signs. Lets read and match. What does it mean
.
b T(手中拿一标志牌、反面对学生): sign. Can you guess what it is. It means you shouldnt walk on the grass.
Ss: Its Keep off the grass.
T: Yes, youre right. Now lets play the guessing game.
Practice:
S1(背对屏幕): What does it mean
Ss: It means you shouldnt .将标志与其对应的标志语相连接,对号入座,进行初步巩固.游戏是小学生生活中的重要组成部分,我设计了猜谜游戏,在游戏过程中、学生不断重复使用所学句型,加深了学生对标志含义的理解.鼓噪乏味的句型也因为这个游戏而变得生动活泼.
真实的场景既有利于学生学习新知,又是一次很好的德育和安全教育机会.
操练环节由浅入深,由易到难,循序渐进的对新授内容进行巩固、符合学生的心理特点.
采用游戏的形式操练单词和句型,学生的学习兴趣高涨,在不知不觉中掌握了新知.教学效果很好.
1.(多媒体出示一场景图片)
T: Look at the picture. Which sign should we use(出示有标志的该场景)
T: Yes. Youre right. But what does the sign meanPratice
2.T(出示标志卡片): Boys and girls, we have learnt so many public signs. But thereare no public signs in our classroom. Whichsigns should we put here Can you put theminacorrect place of our classroom学生将各种标志贴在教室相应的地方、并用语言表述It means .将标志放到真实的情景中.引导学生在这些情景中思考、讨论、使他们能正确地理解各种公共标志的含义并在场景中正确运用.
运用任务型教学法设置任务,让学生通过放置标志,谈论标志,亲身体验、大胆实践,积极参与.
本环节设计了让学生讨论在不同的场景中应使用什么公共标志的教学活动,体现了让学生在学中用,在用中学,学用结合,学以致用的教学思想.
学习英语的最终目的是为了让学生在生活中能运用它解决问题.本环节帮助学生在任务性的教学途径在发展综合语言运用能力
Step4:Singa song
T: Boys and girls, we knownalot aboutpublic signs. Lets learnasong about thepublic signs. First lets listen.
Ss: Watch and listen to the song
T: Do you like it
T: Lets sing together.歌曲的安排既巩固了本课所学,又是对学生紧张学习的放松.Assign home-work
1 T: Boys and girls, after class, you can draw the signs we learned today, then putthem inacorrect place of our school.
2 T: Look for the public signs and get to know the meaning of them.
3 T: Design some signs, then explain to us whats the meaning of the sign.作业的设计是本节课的延伸、体现了作业设置的开放性原则.后记本节课是单词、句型结构课,围绕询问公共标志含义及其应答展开教学活动,教学内容比较枯燥.为了使学生更好地掌握学习内容、我在教学设计及教学过程中、注重单词教学情景化,句型教学任务化.
通过交谈和歌曲一步步将学生带入情景中、自然地导入新课;利用多媒体课件创设情景,使学生在真实的情景中学习语言、运用语言;Read and match,Listen and guess,讨论及张贴标志等一系列教学活动的设计,由浅入深,由易到难,循序渐进、体现了让学生在学中用,用中学,学用结合,学以致用的教学思想.帮助学生在任务性的教学途径下发展综合语言运用能力、使语言学习的过程成为学生形成积极的情感态度,主动思维,大胆实践和形成自主学习能力的过程.

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