(Happy Birthday to You!)教学设计
《Happy Birthday to You!》教学设计
教学内容:EEC小学英语教材第四册第五课《Happy Birthday to You!》的第二课时。
教材分析:
EEC小学英语教材以故事为情境,以话题为单元。本单元以生日为话题,本课时是在学生初步掌握祝贺生日用语的基础上,让学生熟练掌握祝贺朋友的生日并赠送礼物时的对话,同时培养学生善于表达谢意的生活礼节。本课时的教学重点是是使学生学会说“请某人做某事”的简单用语及表达自己的喜好。
学情分析:
本课的教学对象是小学四年级的学生,他们具有一定的英语基础、模仿能力和记忆能力较强,活泼好动,对英语有浓厚的兴趣,听和说的习惯较好,爱唱、爱游戏、爱活动是他们的天性。而本课时的内容贴近学生生活,学生对过生日很感兴趣,积极性高,从而为学生明确学习目标,为完成教学任务奠定了基础。因此,教师应善于激发其学习兴趣,用热情感染他们,用活动吸引他们,用贴近生活的任务调动他们,发挥其优势,全面提高学生的英语能力及综合素养。
设计理念:
《英语新课程标准》强调重视学生实际语言运用能力的培养,倡导任务型的教学活动。在教学中,注重创设真实的情境,力求通过课堂虚拟的birthday party. 使学生在玩中学、学中用,从而促进语言能力的提高,以培养学生真实交际的能力。由此,在教学设计中我力求体现以学生为主体,以情境为主线,以交际为目的的教学特色。
Teaching Aims:
根据新课程标准对知识与技能、情感态度与价值观三者统一的要求,结合对教材的认真分析和对学生的了解,本着为了每个学生的发展的宗旨,将本节课的教学目标,确定为以下三个方面:
1.Knowledge(知识):使学生掌握重点单词candle(s)/blow out/ robot(s)学生能熟练掌握重点句型:Blow out all the candles. Wow. It’s a robot. I like making robots.
2.Ability(能力):能够灵活运用赠送及收到礼物时的句子。自然地运用感谢及回应的用语。
3.Feeling(情感):通过赠送礼物,使学生知道友情的可贵,同时培养学生善于表达谢意的生活礼节。
Important points:祝贺朋友的生日并赠送礼物时的对话。
Difficult points:熟练掌握所学句型,培养综合语言运用能力。
Teaching aids:recorder,tape,a birthday hat, a birthday cake, candles, some picture and some presents,etc.
Teaching steps:
Step1: Warming -up/revision:
1) Greeting: Hello! Everybody. Nice to meet you.
2) Divide the groups: team pink, team red, team blue.
3) Warming-up: Sing “Ten Little Candles dance”
[设计意图:学生刚上课时,还没有进入学英语的状态。这时教师和学生进行简单的英语会话或者唱一支英语歌是必要的。所以,在课上我安排了师生相互问候,唱英语歌曲“Ten Little Candles dance”,营造一种轻松的学习氛围。同时通过分成三组,使学生尽快地进入到英语学习的氛围当中,为下面的学习做了铺垫。]
Step 2、Presentation:
1) Conversation:
T:Today is S
Show a birthday hat, Give S1 put on the birthday hat. point the title. Guide Ss say“Happy birthday to you”and handclap.
T&Ss: Sing“A Birthday Song.”
Give S
T: How old are you?
S1: I’m eleven.
T: Interpolation and count eleven candles.
Ss: Look at the candles and count eleven candles.
T: Light the candles and count the candles.
Ss: Look at the candles and count eleven candles.
T: Look at me. (do action)blow out.(Point the candles)all the candles.
Ss: Say the phrases after teacher.
Then let Ss say“Blow out all the candles.”in groups.
T asks S1: Blow out all the candles. OK?
S1: OK. (do action)
T: Are you happy?
S1: Yes, I’m happy.
T: OK. Go back to your seat.
[设计意图:创设情境,导入新知。联系生活中的情景学习英语知识,会令学生感到更亲切自然。通过给过生日的同学开birthday party. 为学生戴生日帽、送生日蛋糕、唱生日歌、数生日蜡烛等活动,大大吸引了学生的注意力。让学生在参与看、听、说、唱等活动中感知语言。这样的设计给学生一种真实的语言学习的氛围,能激起其学习兴趣,为顺利完成句型操练奠定情感基础。]
2)To learn the phrases:“blow out”. Follow me. blow out.
T: Spell the letter. Ss: Say pronunciation.
T: Say pronunciation. Ss: Spell the letter.
T: blow out (say and do). Then point Ss to say and do.
T: Say pronunciation. Ss: Spell the letter.
T: Write the phrases on the blackboard.
3) To learn the phrases:“all the candles”
Look at the card“candles”, and learn to spell and say.
T: (Show a candle) one candle
(To point some candles) candles. All the candles.
Point Ss remember the candles.
T: Write “all the candles”on the blackboard.
[设计意图:巧用TPR,学祈使句 全身反应法即TPR, 是通过身体动作教语言的方法,强调言语与动作的协调配合。运用TPR学习“Blow out ”, 给学生创造轻松愉快的学习氛围,让学生在做中学,也在学中做。让学生一边做动作,一边说短语“blow out”。一边指所有的蜡烛一边说短语“all the candles.”这样的设计给学生一种真实的语言学习的氛围,能激起其学习兴趣。]
4) To learn the words “robot” and“robots”
T: Showing the box. What’s this in it? Guess, please.
S6:(Guess)….
T&Ss: Wow, it’s a robot!
T: Spell the letter. Ss: Say pronunciation.
T: Say pronunciation. Ss: Spell the letter.
Ss say together: Wow, it’s a robot.
T: Write the sentence: Wow, it’s a robot.
T: (Showing the box) What’s this in it?
Ss: Guess….
T: (Showing a robot.)It’s a robot.
Ss: It’s a robot.
T: (Showing two robots.)What are these?
Ss: They are robots.
5)drill: I like making robots.
T: (do action)I like making robots.
Ss: I like making robots.
T:(Showing the word card“make” and making)Who can read?
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