Talentshow教学设计

1、Unit8 Talent showLesson2 Hes thin,but hes strong!教学设计教学目标：本课结束后：1、能在图片的帮助下读懂故事。2 、能正确朗读模仿故事人物对话。3 、能听懂会说并使用 big /small/tall/short/fast/slow/old/young/thin/heavy 等词汇描述人或物的特征。4 、能初步使用句型Who do you like? I like.He s./She 询s.问/It s.或表达自己的喜好并描述人或物的特征。教学重点：1、能在图片的帮助下听懂、读懂、朗读故事。2 、正确使用单词句型描述人或物的特征。教学难点：正确使用

2、单词句型描述人或物的特征。教学过程：Step1: Warm-up.1.Greeting.2.Free talk.T: How old are you?Where are you from? What food do you like? Who do you like?Do you like .?(设计意图：通过Freetalk拉近师生的距离，激活学生的旧知，并为新知呈现搭好桥梁。）Step2:Presentation.1.To learn the new words by showing Wukong/Bajie/Shaseng/Nezha.T:Do you like them?(Show C

3、AI)They are Wukong,Bajie , Shaseng and Nezha.Who do you like?(呈现功1能句型）S1:I like .T:I like Wukong.He sthin,but hesstrong.( 呈现功能句型于黑板）Get S s to readthin ”“with action.（教师示范动作，让学生模仿）Show the topic(呈现课题）T:What about Bajie? Is he thin?Ss:No!T:He is heavy.Get Ss to readheavy”with action.T ：What about Sha

4、seng?Is he heavy? He is tall.To learn “tall ”with action.T:Is Nezha tall?Ss:No!T:He sshort.Get Ss to read the word”short ”with action.T:He is short and young.Repeat the procedure to learn“young ”and “old ”.（设计意图：通过学生喜闻乐见的西游记人物直观呈现单词， 并通过动作表演、书空单词，让学生能将单词的音、形、义建立形象的联系，学生乐于记忆单词。）2.To learn the story.(

5、1)RevisionT: What about Pandy ， Kango and Elly?Do you like them?Do you remember them?2Ss: Yes!T:How old is Pandy?Where is he from?T:What about Elly?Ss:She sfrom India,She is fifiteen.T:And she is a good dancer.Is Kango a dancer?Ss:No, he is a boxer.He is from Australia,heseleven.（设计意图：通过师生讨论复习上一课知识，

6、激活学生的旧知，并为本课Talent Show做好铺垫。）(2)GuessT:Today,they want to show their talent for us.What can they do?Doyou know?Can they sing?What will they show?Now, let s watchtheirtalent show,OK?(设计意图：在初读故事前，先让学生进行预测，渗透预测的意识。）(3) The first reading.Show CAI.Get Ss to watch the video carefully.T:Wow,Notbad.Ellycand

7、ance.Kangocanbox.AndPandycanjuggle.Let sgive them a big hand.(设计意图：通过猜测，设疑，让学生带着疑问整体感知故事。并在问题解决中学习新单词。）（ 4 ） The second reading: 补 充 选 手 信 息 . To learn the newwords:big/small，fast/slow.This is their imformation.But it s dirty.Can you clean it?3T ：Now,let s listen and repeat,then underline the keywor

8、ds.Check the answers.T:Pandy is heavy ,but he s fast.Wow ,not bad.YouWe re so fast,Pcan fast ,too.(To learn fast and slow.)T:Elly is big and tall,But ,she s great.Get Ss to repeat with action.(To learn big and small.)Kango is thin and strong.They re great!But Mockydoesn tthink so.He says:I can do th

9、at,I cando that.Can he do that?Ss:No!T:What happens?Let sgainwatch.(Showa P11)T:That s not easy,Mocky!Don't look down upon others.(设计意图：通过设置选手信息脏污了的情境，先让学生自己用前面学的形容词描述故事中的人物， 再让他们带着疑问去跟读故事， 并画出关键词， 渗透阅读策略的指导。）(5)The third reading:小组读，选择一图并表演。T:Do you want to read the story again?Get Ss to read t

10、he story in group.T:Oh,look!The pictures are messy.Can you help me?(设计意图：小组读课文，通过重新排列板书复述故事，培养学生复述表达的能力。）(4) Let s chant.T:Wonderful.Now Let s chant.4Heavy,heavy,heavy.Pandy is heavy.He is heavy but fast.Big ,big,big.Elly is big.She is big and tall.Thin,thin,thin.Kango is thin.He is thin but strong.

11、（设计意图： Let schant. 既是故事的复述，又是单词的操练，让学生在语境中记忆单词。）3.Body exercise.T:Let sdo some body exercise.WhenI say big,big,big.Youshould saysmall small small.Letssay with actions.(设计意图：通过Body exercise进行单词的巩固操练，让学生在富有节奏感的 exercise中建构单词的联系，并通过动作表演建立单词的语音与语义的连接。）Step3 Practice.1.Talk togetherT:Look,Who are they?Ma

12、nyangyang,Xiaohuihui,Feiyangyang.Theyarecoming to this talent show.Who do you like?I like Manyangyang,Hesold andslow.What about you?Get Ss to use the stuctures to express :5I like. He/Shes.and He/She s.I like. He/Shes.but He/Shes.Ask and answer with partner:Who do you like?I like. He/Shes.and He/She

13、 s.I like. He/Shes.but He/Shes.2.GameT:Are you really like them? I will test you.(Show CAI)Who is he? He is old and slow.Ss :He sManyangyang!T: Yes! You re so cleverManyangyang. is old and slow.(设计意图：通过游戏猜猜他是谁？学生积极的调动自己所学的知识储备完成游戏，真正让学生在玩中学，乐中学。）Step4. Extension:Make riddles .T:Just now you riddle g

14、reat!Can you make your new riddle?There aresome tips for you.Work in group, make some new riddles .Then get othersto guess.T:Which group wants to try?You can say with action.Riddle in class.（设计意图： 让学生小组合作共同创编谜语， 小组间进行猜谜游戏， 让学生真正将本课所学运用到现实中来，并通过写谜语，说谜语，听谜语，猜谜语，真正培养了学生的听说读写的综合语言运用能力。 ）Step5:Homework6T

15、:You re so clever!That s the homework:1.Read the story after class.2.Make some riddles about classmates or animals.板书设计：Unit8 Talent ShowLesson 2 He sthin,but hesstrong.PandyEllyKangoWho do you like?I like .Hes,but hes.smallshortslowoldyoungheavybigthinfasttallstrong教学反思：应该说，在师生的共同配合下， 本课的教学得以顺利完成。

16、回顾本堂课的教学过程，我认为本课教学有以下成功之处：7一、保持单元整体一贯性。 本课是本单元的第二课时， 通过 free talk，talktogether让学生回忆了第一课时的内容，并通过预测， 为本课时学习打好铺垫，真正体现了整合教材，保持单元整体性。二、创设情境，直观教学。通过西游记人物呈现：thin,heavy,tall,strong,young,short,old。通过观察对比激发学生的学习兴趣，同时通过表演动作操练单词，使教学新单词不再枯燥乏味。三、任务引领，学用结合。本着Learning by doing的理念，采用任务型教学模式，由易入难，层层递进。教学中，运用多种活动为载体来

17、展开教学。如：整理选手信息、排列打乱的图片、表演故事、Let s chant 等，让学生在情境中说一说、讲一讲、演一演，在充满情趣的氛围中轻松愉快的学习语言，激发学生学习英语的兴趣，使学习语言和情感熏陶相得益彰。四、练习方式形式多样。通过呈现慢羊羊、 小灰灰、懒羊羊等卡通人物图片， 让学生运用本课所学句型说说自己喜欢的人物及其特征，学生非常感兴趣，举手发言，气氛热烈，并在其基础上让学生通过人物特征猜测人物，最后自己编谜语， 让他人猜，真正做到了让学生在玩中学，学中玩。在创编谜语的过程中，学生们也大胆的发散思维，调动自己的所有知识储备，通过写谜语，说谜语，听谜语，猜谜语，真正做到了听、说、读、写

18、的综合语言运用能力的发展。本课教学中我始终一条“趣”为线索，激趣导学，学以致用，让学生在乐趣中真实感受语言， 在语用中运用语言， 最后再在乐趣中结束本课，使学生意犹未尽，受益匪浅。谜语练习设计：8Make some riddlestallshortbigsmalloldyoungheavythinfastslowstrongAnimals （动物） or things （事物）：People（人物类）：1.Riddle( 谜面）It s_and its_.1.Riddle( 谜面） He s_.What is it?Who is he?Answers( 谜底） : It s_.Answers( 谜底） : He s_.2.Riddle( 谜面） Itand its_.2.Riddle( 谜面） She s_.What is it?Who is She?Answers( 谜底） : It s_.Answers( 谜底） : She s_.3.Riddle( 谜面） Itand its_.3.Riddle( 谜面） He s_and_.What is it