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視頻標簽：Look at me
所屬欄目：小學英語優質課視頻
視頻課題：譯林英語3A Unit5 Look at me -Story time 泰興師范附屬小學
教學設計、課堂實錄及教案：譯林英語3A Unit5 Look at me --Story time 泰興師范附屬小學
譯林英語3A Unit5 Look at me ---Story time 教案
教學目標：
1. 能初步聽懂、會讀、會拼寫單詞：a shirt, a skirt, a T-shirt, a jacket，a cap 2. 能初步聽懂、會讀句型Look at…,并且能用It‟s nice./How nice!/It‟s
great./Great!/來回答。
3. 讓學生能理解中西方對待贊美的差異。 教學重點：
1. 能初步聽懂、會讀、會拼寫單詞：a shirt, a skirt, a T-shirt, a jacket, a cap 2. 能初步聽懂、會讀句型Look at…,并且能用It‟s nice./How nice!/It‟s
great./Great!/來回答。 教學難點：
能初步聽懂、會讀句型Look at…,并且能用It‟s nice./How nice!/It‟s great./Great!/來回答。 教學疑點：
本課時中，學生能夠熟練地拼讀這些單詞嗎，怎么樣讓在課堂上有效學習？ 教學準備：掛圖，卡片，PPT 教學過程： Teaching steps: Step一、Warm up
Enjoy the song “Good morning”. Step二、Presentation
(一)Teach and learn “nice, It‟s nice. How nice!”
過渡語：Hello, boys and girls. Look at this classroom. It‟s big and nice. (出示單詞卡片)
1.Teach „nice‟. Read the word in groups. Yes，it‟s nice.(出示句子卡片) 2.Chant: nice, nice, it‟s nice . (配動作)
There are some teachers in our class ,they are Miss Cai,Miss Xu, Miss Chen, Miss Qian and Miss Wang. Let‟s say “Hello” to them. They are all nice. Yes? You can say “How nice !”
3.Teach “How nice!” (出示句子卡片) 4.Chant: nice, nice ,how nice !
【設計意圖】：通過課前的對話，熱身活動，活躍了課堂氣氛，調動了學生的學習興趣，使課堂教學以輕松活潑的形式開始。 (二)Teach and learn “Look at me”
They know the teachers now, but they don‟t know who you are. Please introduce yourself with the pattern “Look at me. I‟m…” 1.Teach“ Look at me.” (出示句子卡片)
Here are some photos of you. When you see your photos ,please stand up and introduce yourself.
2.The students introduce themselves. Wow. You are so great. (出示單詞卡片)
3.Teach “great” .Read it like this “great，great，you are great .” (二)Teach and learn “skirt, T-shirt, cap, jacket
Look, this is my son. He‟s Yu Xiaoqian. Let‟s say hello to Yu Xiaoqian. Let‟s enjoy some photos of him .(播放PPT) Look, he‟s in a T-shirt. He‟s in a jacket. He‟s in a cap. He‟s in a skirt. He‟s so lovely. Let‟s learn the words together . 1.(板書單詞) Teach and learn “T-shirt”. Read it row by row. 2. (板書單詞) Teach and learn “skirt”. Read it in different tones. 3. (板書單詞) Teach and learn “jacket”. Read it in groups. 4. (板書單詞) Teach and learn “cap”.
Game: Rock-paper-scissors. The winner should spell the word. (三)Revise the words “skirt, T-shirt, cap, jacket”
You are so great, praise yourselves like this: Great, great, I‟m great. (課件)Game: When you see the shining words, say it quckly.
【設計意圖】：用老師寶寶的照片將單詞引出，讓學生有一種新奇的感覺，產生濃厚的興趣，通過觀察教師書寫，嘗試拼讀單詞，為以后的書寫打下良好的基礎，符合學生的認知規律和心理年齡特點。通過視覺觀察復習單詞，訓練學生的快速記憶能力，調動了課堂氣氛。 Step三、Story time
Look, who‟s she ? Yang Ling will go to a fashion show. So she is trying some clothes.But which one she will try.Let‟s watch a cartoon and tick the correct pictures on your exercise paper 1.Watch the cartoon. 2.Tick the correct pictures.
What clothes does she wear? Let‟s check your answers
3.板書貼圖片 She looks nice.She‟s so happy. What does she say. Let‟s read after the tape.
4.Does Mum like the clothes? Yes, how does Mum praise her clothes. Let‟s listen and match the pictures with the sentences 5.Check the answers.
6.Read the dialogue and try to imitate the pronunciation and intonation . 7.Read in pairs. 8.Dub the dialogue. Step三、Consolidation
Yang Ling is ready for the fashion show. Do you want to join her ? Take out tour clothes and show it in group of four. Who wants to show us your clothes . Thanks for your performance.
【設計意圖】：語言教學要貫徹整體性原則，“句不離詞，詞不離句！”單詞教學應放到句子中教學，對話中教學，讓學生學會應用新知,提高學生的聽、說、讀、寫能力。 Step四、Summary
Boys and girls. You did a good job. You have nice clothes. Are you happy ? How about these children. Look at her coat. Is it nice ?They are not nice. They are sad. After the party, Yang Ling and her friends will give their nice clothes to them. We can help them too. Try your best to help the people in need. Our life will become better. 【設計意圖】：給學生一個舞臺，讓學生靈活運用所學知識，有助于學生鞏固所學知識，提高學生的記憶能力，培養學生對知識的創新能力，達到學以致用
的目的。
Step五、Homework
1.Follow the tape and read the text 3 times .
2.Draw some clothes and try to praise your friends‟ clothes. 教學反思：
小學英語對話教學的主要任務是培養學生的口語交際能力。本節課的主要目標是學生能綜合運用所學語言學會談論有關時間的交際用語，圍繞這一話題進行簡單的交流。在本節課的教學過程中，筆者采用了以下的教學策略：
1.教材把握整體化
學習分層次展開，由詞到句，由句到篇。注重整體感知和理解語篇，讓學生帶著問題聽對話錄音；通過觀看動畫，再次感受對話內容并檢測自己是否理解了對話；通過跟讀對話錄音，模仿語音語調；通過自由朗讀，掌握朗讀技能；通過語言框架和圖片的提示，讓學生復述課文、表演對話；并引導學生用本課所學的新句型就對話內容進行描述。
2.情境創設一體化
本節課的教學始終圍繞展示某人的衣服這一情境展開，導入時筆者通過與談論楊琳衣櫥里的衣服和自己的衣服，滲透本課的語言知識點，重點學習本課的單詞和主要句型，并操練知識點，順利過渡到課文對話的理解與學習；最后，通過時裝表演的形式拓展延伸，讓學生對學習的知識有一個消化的過程，從而更好地培養學生歸納、理解、運用所學知識的能力。
3.教學重點分散化
Look at my T-shirt/skirt/cap„來展示自己的服裝，并用nice和great贊揚別人，是本課的學習重點。故事的理解及表演，是本課的難點，筆者設計了不同的活動：在上課伊始的欣賞歌曲和頭腦風暴中滲透；在模擬的的情景中學習，在表演中鞏固，在自編對話中運用，通過這些措施分散重點，循序漸進，穩步推進教學。
4.對話教學交際化
語言的基本功能是交際。本節課從上課伊始的師生對話到課文中的對話操練，再到新授對話的表演，從自編對話到整合所學語言知識進行描述練習，最終達到運用所學語言進行交際的目的。
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