Unit 3 Lesson 16公开课教学设计【河北】

2/4Unit3Lesson16公开课教学设计【河北】授课教师：沧县张官屯乡穆官屯学校石敏一、教学目标1.掌握重、难点单词：learn,teach,early,late,think和can。2.重点难点句型：Canyou________?Yes,Ican./No,Ican’t3.培养学生的口语表达能力和句型的书写能力。4.激励带动学困生的学习积极性及集体荣誉感。5.培养学生合作学习的团队精神。二、学情分析学生情况：我们是农村的一所小学，我班有19名学生，学困生约占26%。由于该班学生的基本学习基础较差，所以在授课前我先布置了课前任务，首先利用发放的磁带先顶习，使部分基础较好的学生先简单熟知新课知识，课上在学习时可帮助其他学困生，也能培养和增强学习能力强的学习积极性。在他们的帮助下，平时学生们都非常积极主动地互相帮助和学习。营造出了学生互帮互助的氛围。尤其是小组练习和活动时，更加体现出我班的团结和强烈的集体荣誉感。三、重点难点1.掌握重难点单词：learn,teach,early,late,think和can。2.重点难点句型：Canyou____?Yes,Ican./No,Ican’t四、教学准备自制卡片、录音带、课件。五、教学过程Step1:GreetingandReview1.Singasong“Skating,Skating”.（简单热身引入英语课堂中来）2.FreetalkT:Hello!Boysandgirls.Doyoulikethesong?C:Yes.T:Look!Whatseasonisit?（出示课件）C:It’swinter.THow’stheweatherinwinter?C:It’scoldandsnowy.T:（表现冷的动作）It’scold.Doyoulikewinter?C:Yes.T:Inwinterwhatdoyouliketodo?（选生答）（设计意图：简单的对话使学生的心境平和地回忆起英语知识，并拉近了师生关系。）3.Playagame:AskandanswerT:Clapyouhands.Askandanswer,lookandlistencarefully.Whatareyoudoing?Iamlistening.Whatareyoudoing?Wearespeaking.Whatishedoing?Heisstanding.Whatisshedoing?Sheissitting.WhatamIdoing?Youarereading.Whataretheydoing?Theyarewriting.（设计意图：复习关于动作的单词和现在进行时态，使用chant激发学生的学习兴趣，进一步营造课堂气氛，为下面新课打基础。）Step2:NewknowledgeT:Whendoyougetupeverymorninginwinter?（出示课件）Atabout6:00.Atabout6:30.Atabout7:00.Atabout7:30.（选生分别回答）Ithink“A”and“B”areearly.（think）ButDis“late”.Doyouknow?WhendidMissShigetupthismorning?Guess,please.（选生猜测回答同时学习运用“Ithink...”）Igotupat6:15thismorning.Oh,it’searly?Yes?（解释，板书“early”）At7:30,it’slate.（解释意思并板书“late”）T:Canyouskateinwinter?（板书句型“Canyouskate?”）C:Yes,Ican.（板书）T:Oh,no,Ican’t.ButIwanttolearn.Canyouteachme?（板书“skate”并做动作）C:Yes,Ican./IthinkIcan.（引导并板书）T:Iwanttolearn?（在“early”的下面板书“learn”）Theearlybirdcatchestheworm.（出示课件）T:TodayLiMinghaveaskatinglesson.Let’slearntoskatewithLi’Mingtogether.（出示课件并板书题目，对“skating”书写时先加“e”，再去掉。）OK,pleaselookatyourbook,let’slistenandthink.（出示课件）逐段带问题听课文并依次选生回答所提的问题。Thefirstparagraph:1.WhatisDannygoingtodo?HeisgoingtoteachLiMingtoskate.（板书“teach”通过课文学习，学生自然领悟。）2.IsDannyearlyorlate?Heislate.Thesecondandthethird:3.CanLiMingstandupontheice?Yes,hecan.4.DoesLiMinglearnfast?Yes,hedoes.Thefourth:5.WhathappenedtoDanny?Hefelldown.（设计意图：带着问题逐段听课文，使较长的课文降低了难度，吸引学生的好奇心和求知欲，并给学生出示了准确答案，为下一步做铺垫。同时利用小组比赛的形式来调动学生的参与和团队合作能力。）T:Lookatthepart2.Let’sreadafterthetapeandanswer.Pleasepayattentiontothepronunciationandintonation.（整体感知，听后由学生书写出答案，选生逐一回答并出示课件让学生对照答案。）T:Whatis/arehe/she/theydoing?（出示课件）（设计意图：利用现在进行时态的操练，先给学生扫清障碍，为下面的书写和口语练习做铺垫。）转变问题“Canyou?”师引导作答，口头回答后要求学生书写课本第二部分。小组操练后选学生做示范。利用chant。（设计意图：出示课件，利用诵唱形式帮学生总结记忆所学新知，朗朗上口，方便记忆，学生也喜欢。）Icanstandononefoot.Canyou?Canyou?Yes,Ican.Icanswim.Canyou?Canyou?No,Ican’t.Icanskate.Canyou?Canyou?IthinkIcan.Icandance.Canyou?Canyou?No,Ican’t.Icansing.Canyou?Canyou?Yes,Ican.Step3:Groupworkandshow（出示课件）—IcanspeakEnglish.CanyouspeakEnglish?—Yes,Ican.Icancookeggs.—Canyoucookeggs?—Yes,Ican.Icandance.Canyoudance?—No,Ican’t.ButIwanttolearn.—Canyouteachme?—Sure!（设计意图：小组展示对话，对本节课所学知识进行复习运用和展示。锻炼培