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1、1、学科： 英语2、课例名称：Module 2 Unit 1 Lesson 1 Where are you going?5、课型:.听说课型6、年级: 三年级7、教材版本:福建师范大学外国语学院Aa-Di-Da 工作室8、教学设计: Module 2 Unit 1 Lesson 1 Where are you going?The first PeriodShishi No.2 Experimental Primary School Hu Chenjing.学生分析: 中年级的学生活泼好动,积极性较高,学习兴趣浓,学习有目的性。学生能听懂简单的课堂用语,也掌握简单的地点名称。内容分析:学习的内容
2、主要是询问Where are you going?回答Im going to _,和新地点单词的教学。句型较简单,但地点单词读音教难,要把学习的新单词运用的句型中,有一定难度。.Knowledge aims: words: bookstore supermarket hospital cinemaSentences: Where are you going? Im going to _. .Ability aims:Ss can use the palace noun they learn before, practice the sentences .Moral education aims
3、:(1)Strengthen the Ss collective sense of honor and cooperative spirit by means of group competition and group discussion. (2) Enable the Ss to express different opinions. (3) Encourage the students to be brave enough to speak English more. . Teaching Difficult Points:Enable the students to use the
4、Personal pronouns to practice the sentences.Teaching Aids: The multimedia, the blackboard, cards and pictures.Teaching procedures:Teaching stepsTeachers activitiesStudents activitiesAimsStep1Warm up and greetingSing an English song.Sing and do the actions follow the teacher.Stimulate the Ss interest
5、 and passionStep2Review and Lead in.Use the CAI to review the words they learned before , and encourage the students to read them aloud. Read out the words.Form a better English learning surrounding for the students Step 3New words and new sentences1. learn the new words:bookstore, supermarket, cine
6、ma, hospitalLearn the new words and sentences attentively.Learn the key words and sentences in the true situation. Use different ways to help the children understand the meaning of them. 2. listening. Learn new sentences: Where are you going? Im going to the _3. Encourage the whole class to express
7、their opinions by using the sentences structures.Step 4 Listening Listening .finish the exam.The students have to finish the exam.Train students hearing and finish learning the ability applyingStep 5Lets talk.Use the paper to practice in groups.Listen and understand the examples. Practise in groups.
8、Develop the childrens ability of communication and train their ability of co-operationStep 6 Sum up.Review what we have learnt today according to the blackboard.Say out what they have learnt today.It is necessary for the pupils to have a review at the end of the class.Step 7Students notes.1. Make a
9、survey after classComplete the survey after class.Doing some extensive exercises after class is good for the pupils to consolidate the knowledge in learning English.2. Homework:find some palaces in our life. For example:The KFC, the MacDonalds, Guihu Park,Jielong supermarket.Use the words to talk.Ma
10、ke a survey My notesName_ Class_In class课堂表现 I can get After school课后表现Homework find some palaces in our life. For example: KFC, MacDonalds, Jielong supermarket.Use the words to talkMy parentsYou can get 板书设计:Module2 Unit 1 Lesson 1 Where are you going? schoolWhere are you going? park Im going to th
11、e _. zoo bank cinema bookstore supermarket hospital课堂练习:Listen and match.SamAnnyXiaolongLanlanBoobi9、课后反思:新课标中提到:根据小学生的特点,小学英语要创建活动课为主的教学模式,教学重点是培养学生用语言进行交流的能力。要充分利用教学资源,采用听做说唱 玩演的方式,鼓励学生积极参与大胆表达,侧重提高小学生对语言的感受和初步用英语进行听说唱演的能力。针对这几点要求针对这几点要求，在教学设计上,我首先组织学生以sing a song的形式，在唱的同时加入简单的动作，充分调动学生的积极性，让学生愉快的
12、走进英语课堂；在复习以前学习的地点,出示图片, 让孩子们自己说，把主动权交给学生；在学习新地点单词时,简单的描述加上图片,学生能很快的明白新单词的意思。在巩固过程中,采用多样化的练习形式,如：整组读、个人读、比大声、根据音节拍手读等。学生在不知不觉中巩固了单词,体现了在玩中学的过程；在句型呈现上,采用孩子们熟悉的课本卡通人物,通过旧的人物进行新知识的教学,降低了难度，孩子们学习兴趣浓厚。课中设计Listen and match,充分体现了培养孩子听和做的能力；最后设计的小组练习,给学生一个展示的舞台。孩子们在老师创设的这个舞台上尽情的发挥，让他们更加明确这堂课学习的重点。整堂课上,虽是借班上课
13、,但学生和教师配合默契,课堂气氛活跃,学生踊跃发言。新授知识的掌握是开展其他巩固练习的基础。通过设计多样化的教学,学生对于新授知识掌握到位,后半节课开展的听做演等活动非常顺利,达到了预期的效果。评价方式有教师评、同学自评，这样大大提高了同学发言的积极性。布置的家庭作业让孩子们去找身边的地点，再用学习的句型进行练习，把学习的内容运用到生活中是学习语言的最终目的。教学有法、教无定法，贵在得法。教师要善于结合实际教学需要，灵活地和有创造地使用教材，对教材的内容、编排顺序、教学方法等方面进行适当的取舍或调整。教师应该使课堂氛围既轻松愉快，又紧张刺激，让学生的有意注意和无意注意交替进行，吸引学生积极参与，让课堂教学始终活而不乱。让课堂成为学生的乐园。十、课例点评：本节课的授课教师很好地抓住了学生的年龄特征和教学内容得特点，从课前的热身到之后得新课讲授，都注意以学生为中心，将活动贯穿其中，形成了“主动互动活动动态生成”得课堂教学模式，突出了以下几个特点：1. 创造性地使用教材从教学设计看，授课教师能创造性地整合教材内容，不是为教教材而教，而是根据学生的实际情况重新安排教学流程，并设计了形式多样的活动内容，吸引了学生的注意力。授课教师充分利用了教材中的词汇和功能句，同时还联系了师生的生活经历提供相关词汇，对教材内容进行了拓展，这样的
