Go_straight_on_說課稿.doc

Module 2 unit l . Go straight on一、說教材本課是新標(biāo)準(zhǔn)英語（三年級起始）第三冊第二大模塊第一單元的內(nèi)容。本模塊主要學(xué)習(xí)方向詞，因此，我把第一單元的內(nèi)容分兩課時上，今天這一節(jié)課是第一課時。This class is the new standard English (start) of three grade 3 copies the contents of the second module for the first unit. This module mainly study direction of words, so, I put the content of the first unit is divided into two classes, the class today is the first class.二、說教學(xué)目標(biāo)：英語課程標(biāo)準(zhǔn)指出：激發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣，使學(xué)生樹立自信心，養(yǎng)成良好的學(xué)習(xí)習(xí)慣，發(fā)展學(xué)生自主學(xué)習(xí)的能力和合作精神是小學(xué)英語教學(xué)的基本任務(wù)。在認(rèn)真分析教材的基礎(chǔ)上,我針對學(xué)生實際，將本課時的教學(xué)目標(biāo)確定如下： English curriculum standard pointed out: to inspire and cultivate students interest in learning English, make students build self-confidence, develop good study habits, the development of students autonomous learning ability and spirit of cooperation is the basic task of the primary school English teaching. On the basis of careful analysis teaching material, I to students practice, will this class the teaching goal to determine the following:1、語言知識目標(biāo)：學(xué)習(xí)短語turn left / turn right / go straight on.Learn phrasesturn left / turn right / go straight on.2、能力目標(biāo)：（1）能運用所學(xué)的知識給別人指路。 Be able to use knowledge to others the way.（2）掌握主要語言結(jié)構(gòu)：To master the main language structure:Excuse me ,whrere is .,please?Go straight on./ Turn left . /Turn right.3、情感態(tài)度目標(biāo)：（1）培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣，激發(fā)他們學(xué)習(xí)的積極性。（2）培養(yǎng)學(xué)生懂禮貌的品質(zhì)，請別人幫忙要用“Excuse me ”“ please”等禮貌用語。To cultivate students interest in learning English, stimulate their learning the enthusiasm.(2) the quality of training students polite, asking other people for help with Excuse me please and so on polite expressions.三、說教材重、難點由于本課的主要任務(wù)是學(xué)習(xí)方向短語，因此，我確立本課的教學(xué)重點是“聽、說、讀三會短語： turn left .turn right .go straight on;”三會句型結(jié)構(gòu)：“Excuse me ,whrere is .,please? Go straight on./ Turn left . /Turn right.” 又根據(jù)小學(xué)英語的動態(tài)、真實任務(wù)型教學(xué)模式，我把“創(chuàng)設(shè)情境，學(xué)生能靈活運用所學(xué)知識幫助別人做事”定為本課教學(xué)的難點。為了激發(fā)學(xué)生的學(xué)習(xí)興趣，讓學(xué)生更加直觀、真實、生動地理解方向詞，我準(zhǔn)備了多媒體課件，錄音機，磁帶等教學(xué)用具。Because this class is the main task of the study direction of phrases, therefore, I establish the teaching focus is listening, speaking, reading three phrases: turn left, turn right. Go straight on, Three structures: Excuse me, whrere is., please? Go straight on. / Turn left/Turn right. and according to the dynamic, real task-based primary school English teaching mode, I put the establishment situation, students can apply what they have learned knowledge to do things to help others as the difficulties in teaching the course. In order to stimulate students interest in learning, let the students more intuitive, real and vivid understanding of the direction, Im going to the multimedia courseware, tape recorder, tape and other teaching AIDS.四、說教法我遵循小學(xué)英語動態(tài)、真實，任務(wù)型教學(xué)形態(tài)，因此，在教學(xué)中，我主要運用了（1）視聽法、直接法、全身反應(yīng)法等。（2）創(chuàng)設(shè)情景，相互交流，激勵情意，啟發(fā)學(xué)習(xí)動機，樹立學(xué)習(xí)信心，為學(xué)生提供使用英語進(jìn)行交流的機會（3）練習(xí)形式多種多樣，靜態(tài)、動態(tài)相結(jié)合。Dynamic, real, I followed the primary school English task-based teaching form, therefore, in the teaching, I mainly use the (1) the audio-visual method, direct method, the whole body reaction method, etc. Set (2) the situation, communicate with each other, inspire affection, inspired learning motivation, build up my confidence in the learning, provides students with the opportunity to use English to communicate (3) practice form varied, combination of static and dynamic.五、說學(xué)法因為教是為學(xué)服務(wù)的，為了激發(fā)學(xué)生學(xué)習(xí)英語的興趣，我引導(dǎo)學(xué)生運用全身反應(yīng)法，學(xué)生從模仿到自己做，從聽到說，從詞到句，從聽、說到相互交流到創(chuàng)設(shè)情境，幫助別人做事。引導(dǎo)學(xué)生一步步地獲得新知識，并從中嘗得學(xué)習(xí)的樂趣。Because teaching is in the service of learning, in order to arouse the students interest in learning English, I guide the student to use the whole body reaction method, students from imitation to do your own, say from hear, from word to sentence, from listening, speaking to communicate with each other to create situations, do things to help others. Step by step guide students to acquire new knowledge, and to taste the fun of learning.六、說教學(xué)過程根據(jù)學(xué)生學(xué)習(xí)語言的特點，循序漸進(jìn)，由易到難，通過小組組合，全班學(xué)習(xí)等方式，使每個學(xué)生都得到鍛煉的機會。（一）首先，Step 1 : Greeting 這環(huán)節(jié)，師生問好，既建立了和諧的師生關(guān)系又營造了良好的英語教學(xué)氛圍，做好上了課的準(zhǔn)備，接著出示左手，右手，引入方向詞left（左），right（右）。讓學(xué)生跟讀，邊做動作邊讀，然后listen and do (聽，出示左，右手)，再look and say .(看老師出示左，右手，學(xué)生說出單詞left，right)。學(xué)生充分掌握了這兩個方向詞后，再用肢體語言呈現(xiàn)“ turn(轉(zhuǎn))這個詞，接著出示turn left ,turn righ .這樣的展示即清晰，又明了，更能讓學(xué)生明白這兩個短詞的意思和方向，接著我通過listen and do 和 look and say 這樣的活動，讓學(xué)生不斷地聽、說。使學(xué)生達(dá)到學(xué)習(xí)語言的先輸入后輸出的學(xué)習(xí)規(guī)律。讓學(xué)生鞏固了新的知識 “turn left 、turn right ”。緊接著我又運用肢體語言引出 “go straight on” ,并進(jìn)一步操練，鞏固。學(xué)生就在這樣輕松、愉快的學(xué)習(xí)氛圍中完成了學(xué)習(xí)目標(biāo)一。（二）其次，在學(xué)生掌握了 “turn left turn right go straight on 這三個短語后，我設(shè)計了listen and do 和Find presents游戲。讓每個小組選派一名學(xué)生參加，看哪個小組做得好。搞一個形成性評價。這樣學(xué)生通過游戲，進(jìn)一步鞏固，并感受到了這三個短語，接著我又創(chuàng)設(shè)情境，讓學(xué)生運用所學(xué)的知識玩游戲，找我們附近的人民公園和森林公園，游戲規(guī)則是讓學(xué)生蒙住眼睛，聽指令，找禮物和地點?？茨膫€小組做得好。通過這個游戲，學(xué)生對這三個短語的聽、說、做都掌握得非常好了。在這種情況下，我設(shè)計了練習(xí)，讓學(xué)生聽，認(rèn)路標(biāo)；聽、畫路標(biāo)。使學(xué)生不僅會聽，會說，會做，還要會看，會畫路標(biāo)，培養(yǎng)了學(xué)生的動手能力。通過這些操練，達(dá)到學(xué)習(xí)目標(biāo)二。（三）最后，我以一句“Excuse me, where is the toy car , please?”引出句型Excuse me,where is,please?并向?qū)W生說明句子意思，同時為了操練這一句話，我設(shè)計了游戲，我把預(yù)先準(zhǔn)備好的學(xué)生卡拿出，向?qū)W生說明，我要尋找卡上的同學(xué)，你們能幫我嗎？我先做示范，讓學(xué)生給我指路，接著讓同學(xué)依次往下找別的同學(xué)。在游戲結(jié)束時，我又完成了教學(xué)目標(biāo)三。According to the characteristics of the students to learn a language, step by step, from easy to difficult, through the combination group, the whole class learning, make every student get the opportunity to exercise.(a) first, Step 1: the Greeting this link, say hello to the teachers and students, the establishment of a harmonious relationship between teachers and students and build a good English teaching atmosphere, ready to the class, then show me your left hand, right hand, and introducing the direction words left (left) and right (right). Let the students to read and do the action while reading, and then listen and do (listen to, show me your left, the right hand), and then look and say. (see the teacher show the left, right, students speak words left, right). Students to fully grasp the direction of the two words, then use body language to present turn (turn) the word, and then show me turn left, turn righ. It shows that clear, clear again, more can let students understand the meaning of the two short words and direction, then I through the listen and do and look and say such activities, let the students constantly listening and speaking. Make students to learn the language of learning law of input output after first. Let the students to consolidate the new knowledge turn left, turn right . Then I use body language to draw out go straight on, practice, and further consolidate. Students in such a relaxed and happy learning atmosphere completed the learning goals.(2) second, the students have mastered turn left, turn right and go straight on these three phrases, I designed a listen and do and Find presents game. Let each group select one student to participate in, well done. See which group make a formative assessment. So students through games, further consolidated, and felt in these three phrases, and then I establishment situation, let the students use what they have learned knowledge to play the game, looking for us near the peoples park and forest park, the rules of the game is to let students blindfolded, listen to instructions, looking for a gift and place. See which group do well. Through this game, the student to the three phrases of listening, speaking, is very well. In this case, I designed the practice, let the students listen, recognize signs; listen, draw the sign. So that the students will not only listen to, say, do, also can see, will sign, cultivate the students practical ability. Through these practice, to achieve learning goals.(3) finally, me by saying, Excuse me, where is the toy car, both please? Lead to sentences Excuse me, where is. , both please? And tell students the sentence meaning, at the same time, in order to practice this sentence, I design the game, I take the prepared student card out, explain to students, my classmates are looking for card, can you help me? Show me the way I do first demonstration, lets the student, and then let the students find classmates down in turn. At the end of the game, I finished the teaching go