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领雁工程 学员教案PEP8 Unit2 B Let’s learn (A)

领雁工程 学员教案PEP8 Unit2 B Let’s learn (A)

04-03 14:46:42  浏览次数:715次  栏目:小学英语教案
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      excited

Pronauciation: i, i /ai/ /ai/ tired, excited

Ss read( group by group, one by one), spell and write ( on  Bb) “excited” “ tired”

( 6 )  PPT present the wolf—灰太狼

     T: Look! He watches TV, too. He’s too excited. So he doesn’t notice the sheep. The sheep run away.

     Ss read the sentences in pairs

( 7 )  PPT present the sheep—小羊们

     T: They run away. They’re free. They are excited.

     Ss read the sentences in pairs

( 8 )  PPT present the wolf

     The wolf is very very angry.

     Ss read the sentences in pairs

6.      Practice

( 1 )  pronauciation

     / æ /  / æ / , happy  sad  angry

     / ai /  / ai /  tired  excited

         / :/  / :/ bored

( 2 )  Ss read all the words and act out

( 3 )  Ss draw the face near the key words on Bb

( 4 )  Look and say

     T make faces: How do I feel?

     S1, S2, S3….: You feel….

( 5 )  look and guess

     PPT present parts of many different face (喜羊羊、灰太狼、懒羊羊、……)

     T: How does _____ feel?

S1, S2, S3…( guess their feelings): He’s/ She’s …..

Step4 Consolidation

1. PPT present the whole story sentence by sentence

 

He can’t eat the sheep. He’s very ______.

away.They’re so _______.

He can’t run away. He’s _______.           But he can

 

watch TV.

But he’s _______.

She’s _______.

He watches TV, too. He’s too______.

He doesn’t notice注意到 the sheep.

So they run

    He can eat the sheep. He’s very __ _______.

 

( 1 ) Ss read the story sentence by sentence and fill in th blanks

( 2 ) Ss retell the story in groups

( 3 ) Ss read and write the words in the blanks

Homework

Make a little comic book about your feelings.

Teaching Reflection

该课时是属于词汇课的课型,重点在于关于情绪表达的词汇,以及使用这些词汇和主要句型结构 “ How does he/ she feel? He/ She feels….”来表达个人的情感。该课时的设计主要的思路是将这几个重点词汇融入到《喜羊羊与灰太狼》的小故事中进行教学,并以这个故事为主线来展开教学活动,贯穿整个教学过程。整个教学设计中,采用了音乐、视频、图片等多种媒体手段,充分刺激了学生的多种感官,自然引出了关键词汇。主要句型结构“ How does he/ she feel? He/ She feels….”在词汇教学中穿插,做到词不离句,让学生学会运用所学词汇来表述情绪。而在词句操练部分,采用了猜表情、做表情、画表情和说表情等不同的方式进行操练,使学生能够充分熟练地运用所学的语言。最后环节故事的呈现,在第一次教授的时候,我是直接呈现篇章,让学生笔头填写。结果感觉对于中下水平的学生来说难度有点大,很多学生都没能很好地完成。于是在第二次教授的时候,我首先是一句一句呈现篇章,学生一句一句地读,理解故事的含义,然后口头填写关键词汇,小组进行故事的复述,最后才让学生拿起笔来写一写。这样一来,这个环节就有了一个从易到难的梯度,帮助学生更扎实地掌握只是。另外,通过第一次教授的情况,我了解到这个小故事里穿插的句型十分复杂甚至有些混乱,还有个别词汇(如notice, catch)对于学生来说还是有点难度的,学生读起来有些吃力。所以,在第二次教授的时候,我适当地简化了其中一些结构比较复杂的句型,但是仍然有一些句型比较难,效果还是不太明显。此外,在这个课时中,将词汇根据共同的音素进行分类,学生根据音素进行单词的认读、书写,帮助学生养成运用音素进行词汇学习的良好习惯。

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