【文章內(nèi)容簡(jiǎn)介】 the sing ―ABC‖ by yourselves. 【設(shè)計(jì)思路】 培養(yǎng)學(xué)生把知識(shí)運(yùn)用到實(shí)際生活中，養(yǎng)成良好的學(xué)習(xí)習(xí)慣。讓他們自學(xué)字母歌為下節(jié)課做良好的鋪墊。 Teaching aids： PPT cards recorder tape Teaching ideas and notes： 課程標(biāo)準(zhǔn)倡導(dǎo)讓學(xué)生通過(guò)感知（觀看自己美麗的校園風(fēng)景向別人介紹自己的學(xué)校并對(duì)它進(jìn)行贊美）參與和合作等方式實(shí)現(xiàn)任務(wù)目標(biāo)，因此我以任務(wù)學(xué)為綱領(lǐng)結(jié)合實(shí)際創(chuàng)設(shè)情景，讓他們和別的學(xué)校的同學(xué)交朋友，通過(guò)聽(tīng)說(shuō)讀等一系列活動(dòng)激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的態(tài)度，使他們建立學(xué)習(xí)英語(yǔ)的自信心，培養(yǎng)學(xué)生的語(yǔ)感和良好的語(yǔ)音語(yǔ)調(diào)基礎(chǔ)從而真正培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力“做中學(xué)學(xué)中用”的樂(lè)趣。最后，我想加點(diǎn)自 己的小小感悟，我覺(jué)得對(duì)于英語(yǔ)的教學(xué)方法應(yīng)該到網(wǎng)上或者和同行多借鑒一下案例，或者多借鑒些好的優(yōu)秀的設(shè)計(jì)，多接觸些優(yōu)秀教師新穎的教學(xué)方法。這樣在寫(xiě)教學(xué)設(shè)計(jì)時(shí)自然就得心應(yīng)手了?? 第三課 一課時(shí) 【授課年級(jí)】 小學(xué)二年級(jí)第一學(xué)期 【教材分析】 本課主要句型“ What class are you in? I‘m in ? .”是詢(xún)問(wèn)對(duì)方是哪個(gè)班？的日常交際用語(yǔ)，課文圍繞此句型展開(kāi)的一段對(duì)話， 教學(xué)中抓住主要句型進(jìn)行多種教學(xué)操練。但在訓(xùn)練的過(guò)程中由于中英文語(yǔ)法結(jié)構(gòu)上的不同，防止學(xué)生出現(xiàn) I‘m in Grade?， Class? 的錯(cuò)誤。 Teaching aims Knowledge aims: 1. Make sure the students can grasp the four skill letters Aa/B b correctly. 2. To enable the students to listen, read and speak four new words: ant, album, bear, bus 3. To train the students to use the two patterns ―What class are you in? I‘m in Class…,Grade…. /Are you a … ?‖ in real life. Ability aims: 1. To be able to ask your friend ―what class are you in?‖ in real life. 2. To develop the students‘ abilities of speaking and listening 3. To train the students to use the pattern ―Are you a …?‖ to ask others. Emotion aims: 1. To arouse the students‘ interest of learning English and to have them participate actively in language munication. Stimulate the students‘ creativity. 2. To educate the students to protect the animals Important points and difficult points: 1. To grasp the five new words and two sentence patterns 2. Develop their lateral thinking through games 3. The pronunciation of ―album‖ Teaching methods: 1. Studentcentered teaching 2. Taskbased learning 3. Communication through learning Teaching procedure: Step in Greetings with students. T: Hello, boys and girls. How are you? Ss: I‘m fine, thank you. Do some revision. T: Wow! How happy you are! Now let me check you. look, who has a good memory? (show pictures of boy, girl, school, student, teacher. Get the Ss to say) Ss: boy, girl, school, student, teacher T: Great! Now I can introduce myself. I‘m Miss Li. Can you introduce yourselves to everyone? S1: Yes. I‘m Linda. T： Oh, are you Li Xiang? S1: Yes. T: Wonderful. I‘m a girl. Are you a girl? S3: No, I‘m a boy. T: Your English is good. Thank you, sit down, please. Do you remember the homework yesterday? Who can sing the song of the ―ABC‖ for us? 【設(shè)計(jì)思路】 由課堂開(kāi)始的簡(jiǎn)單問(wèn)候到對(duì)前兩節(jié)課的簡(jiǎn)單復(fù)習(xí)，讓學(xué)生鞏固以前的知識(shí)，使用一 般疑問(wèn)句讓學(xué)生做出正確的判斷，并有意安排一般疑問(wèn)句的問(wèn)答。為后文做好鋪墊。事先安排的家庭作業(yè)為新課的呈現(xiàn)起到了承上啟下的作用。 Step 2. Presentation ,drills and consolidation A． new letters T: Her voice is nice. Clap your hands for her. There are twentysix big letters and twentysix small letters in the alphabet. Today let‘s know the first one and the second one. Look. This is A, the big letter A /ei/. this is the small letter a /ei/. Look at my mouth carefully. Repeat several times then let the students imitate. Follow me. Drills: all students—group by group 開(kāi)火車(chē) T: Look carefully, how to write A and a. （寫(xiě)法略）大 A 梯子尖尖立，小 a 蝌蚪找媽媽。 Show me your fingers. Write again. Now write it in your exercisebooks. Look, who is the most careful one? （ …… ） T: Good boys and girls. Clap your hands for yourselves. Look, this is the big letter B /bi:/,this is the small letter b /bi:/ Look at my mouth carefully. Repeat several times .Then let the students imitate. Follow me. Drills: read loudly/ read in a low /read happily/read sadly/one by one T: Look carefully, how to write B and b. （寫(xiě)法略） 大 B 3 來(lái)握手， 小 b 1 下右半圓。 Show me your fingers. Write again. Now write it in your exercisebooks. Look, who is the most careful and quickest one ? (……) Consolidate the new letters. a. rushing to read the letters(搶讀字母 ) b. Make letter cards by themselves. The teacher makes the password:‖ Show me the big letter A/B. Show me the small letter a/b.‖ B: new words： T: Today, I brought some presents for you, guess! What‘s in my hand? (?? ) T: Ha ha, look, it‘s an ant. It‘s very small.(投影儀展示 ) Follow me : ant. T: Let‘s count fingers.(one finger :read once, two fingers :read twice, three fingers: speak Chinese.) (?? ) T: Who can touch and read it! T: Close your eyes, please. Now look, what‘s this? (實(shí)物展示 ) Ss: “影集”。 T: Right. Follow me. album (several times) Drills: a. left hand and right hand.(left hand: album right hand: speak in Chinese) b. left hand and right hand.( left hand: ant right hand: album make a fist: keep silence ) T: Look at the blackboard. ant album have the same letter a, a pronounce / 230。 / follow me: a a a / 230。 // 230。 // 230。 / a / 230。 / ant , a a a/ 230。 / / 230。 // 230。 / a / 230。 / album T: (draw a picture) What‘s this? Ss: It‘s a bear. T: Yes, we‘ve learnt last term. Jump and say: bear, beer bear, bear bear bear. (?? ) T: Now let‘s listen and guess. What is it? (?? ) T: You‘re right, “公共汽車(chē)”， follow me : bus (several times) Now let‘s blow balloons.(不停的說(shuō)單詞 ,伴有動(dòng)作 .老師一拍手說(shuō) :stop .學(xué)生立即說(shuō)漢語(yǔ) ,分別練習(xí) ) T: Look at the blackboard. bus bear have the same letter b, b pronounce /b/ follow me: b b b /b//b//b/ b/b/ bus , b b b /b/ /b//b/ b /b/ bear Consolidation a. big hands and big feet.(黑板上畫(huà)手和腳 ,指手就拍手 ,指腳就跺腳 ,指單詞說(shuō)單詞 ,指字母說(shuō)字母 ) b. Solitaire Games(一名同學(xué)說(shuō) a,另一名同學(xué)發(fā) / 230。 /,最后一名同學(xué)說(shuō)出以 a開(kāi)頭的且發(fā) / 230。 /的單詞 .前后的單詞不能一樣 .) C: new patterns T: I‘m a teacher. Are you a teacher? Ss: No. T: Are you a student? Ss: Yes. T: You can also answer: ―Yes , I am.‖ Once more. Are you a student? Ss: Yes, I am. T: Good. Now listen to me carefully. Are you a new student? Ss: No. T: Wonderful. Now boys ask, girls answer. (exchange) Group 1 ask, Group 2 answer (exchange) One ask, the other answer.(exchange) T: Now I‘m a new student, I‘m in Class 2, Grade 3. What class are you in, Bob? Bob: (教師輔助回答 ) I‘m in Class 1, Grade 2. T: What class are you in