Let's talk教学设计

Lets talk教学设计教学目标：1)能听说、认读单词 donkey, hundred，能听懂对话内容，能听懂 Are they.? 并能在情景中进行运用。2)能以得体的方式询问名称，与人交际。3）让学生善于主动询问，学会与他人合作与沟通。教学重难点：1）能准确认读单词 donkey, hundred，能运用句型 Are they.? 并进行准确的回答。2）新单词 donkey, hundred 的发音，名词的复数形式及其读音，如： sheep 的复数形式，horses 的发音等。教学过程一、Warm-up1师生谈话活动，复习 How many. do you have?T: Whats the weather like today? S1: Its .T: Whats this? （教师拿起学生的一块橡皮） S2: Its an eraser.T: How many erasers do you have? S2: I have.T: How many pencils do you have? S3: I have.T: How many pencil-cases do you have? S4: I have.2 师生谈话活动，复习How much. is it? 并教学 hundredT: Your pencil-case is so nice. I like it. 教师做出很喜欢这支铅笔盒的样子。How much is it? S4: Its .T: Your pencil is colorful. I like it. How much is it? S5: .T: What color is my T-shirt? S6: Its red.T: Is it nice? Ss: Yes.T: How much is it? Do you know? Twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred. You may guess. S7: .T: No, its one hundred.教师板书 hundred 并教学 one hundred, 拓展教学 two hundreds, three hundreds, etc.设计意图：教师先询问学生熟悉的学习用品的价格，再让学生猜教师所穿服装的价格来引出新单词hundred，拉近了生活与课堂教学之间的距离。从旧知到新知，过渡自然，学生乐于接受， 并且学生能在轻松的 Free talk 中不知不觉地提高听说能力。3Lets do. 师生共唱共做 Part A Lets do 部分的内容4Lets do 结束后，教师及时表扬及介绍本节课的评价方式：学生分成两大组，各自拥有一个农场。每位学生的积极参与和认真都能为本组赢得动物。通过合作与竞争，得到动物图片多的小组获胜。T: There are many animals at the farm. They are farms too. 教师出示两张农场图片 This farm is for you, half A. And this farm is for you, half B. Well have a competition this class. Lets see who can get more animals，ok? Come on, half A! Come on, half B!设计意图：这节课的评价方式紧紧围绕着课文内容：自己拥有一个农场，并通过努力可以赢取动物为自己所有。形式新颖，并且能很好地发挥学生学习英语的主动性。小组比赛既能充分激发学生的积极性，又能引导学生学会与人合作。二、 Presentation1. 教师利用图片快速复习单词 cow, horse, sheep, lamb, goat, hen. 并在复习 hen 时，熟悉单词 fat。教师把图片贴在黑板上：T: Whats this? Ss: Its a cow.T: What.s this? Ss: It.s a hen.T: Wow, this hen is so fat. (事先把 hen 画的很胖) 教师板书 fat 并教学 fat。Its fat.2. 利用图片，教学新词汇：donkeyT: Is it a horse? Ss: No. T: Its a donkey. 教师带领学生用升、降调朗读单词。3. 利用图片，快速复习句型：What are they? They are. 并在复习 hens 中引出新授对话中的句子：They are fat.T：Look, what are they? Ss：They are donkeys.T: What are they? Ss: They are hens.T: Yes. And they are fat. 板书 They are fat. 并教学此句。教师分单数和复数两列板书所有动物单词，通过对比的方式让学生明白名词的单复数区别，并让学生感知名词复数的读音。4. 引导学生学会回答：Yes, they are./No, they arent.教师事先把动物图片反贴在黑板上，学生看到图片背面。T: Look, are they hens? Ss: No, they arent. ( with Ts help)T: What are they? Ss: They are cows.T: Are they cows? Ss: No, they arent.板书并教学句子：No, they arent.教师以同样的方式教学： Yes, they are.5利用图片，教师引导学生猜：Are they.? 师答: Yes, they are./No, they arent.设计意图：在旧知中引出和操练新知，学生一点都不觉得累，反而有更浓厚的兴趣。通过名词单、复数的对比和总结，让学生感知名词单、复数的不同表达方法，进一步强化新单词的读音。学生看到图片的背面并没有图案，这产生了一定的信息沟，进一步激发了学生学习的兴趣和积极性，解决了本课的重点。三、ets chant学生看着黑板上的板书及图片，吟诵如下歌谣：Donkeys, donkeys, are they donkeys?Yes, yes. Yes, they are.Horses, horse, are they horses?No, no. No, they arent.设计意图：让学生把新学的单词、难读的单词以及新学的句型用到歌谣中，不仅能达到正音、弱化难点的目的，还可以培养学生朗读的节奏感和韵律感，吸引学生的注意力，增添操练的趣味性。四、Practice教师出示一串游戏纸的反面，学生猜正面是什么动物。(结合小组比赛) 在猜的活动中操练句型：Are they.? 并利用学生以前学过的单词，进行滚动复习。教师作适当提示。T：They are fruits. They are red and round.Ss: Are they apples? T: No, they arent.Ss: Are they tomatoes? T: Yes, they are.T: They are a kind of shoes. We can wear them in summer.T: They are clothes. Girls often wear them in summer.T: They are fruits. They are yellow.T: They are animals. They are white and black. They like to eat grass.设计意图：结合旧知操练新句型，让学生猜动物、水果、服装等，能滚动复习旧知，以旧练新，能提高学生的学习效率，而且能发散学生的思维。在猜的活动中，教师给予适当的语言和肢体提示，不仅能降低学生猜的难度，而且能增大语言的输入量。五、 Lets talk1. 教师从上面的猜一猜活动引到对话。T: Yes, they are cow. We can see cows at a farm. 教师出示事先准备好的一幅大农场图片 T：Wow, this farm is so big. 边说边用动作表示出农场的大。然后领读句子：This farm is so big. 引导学生边说边做动作。2. 让学生听一遍录音，并思考以下问题：Can we see the cows here? How many cows? Lets listen.T: How many cows? Ss: One hundred.3再听一遍录音，学生思考问题：What animals are there at the farm?T: What animals are there at the farm? Ss: There are goats and donkeys.让学生找出动物图片贴在大农场的