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Unit6 第二课时的案例与反思
Teaching contents and analysis:
① Teaching content: Part A Let’s learn & Let’s do
② Teaching aims and demands:
Hopeful students be able to:
a. Listen, say and read the words: big, mall, long, short and tall.
b. Use these words in sentences such as “My eye is big/ small. I’m tall/short.”
c. Understand and try to act: Tall, tall, tall, make yourself tall …
Main points and difficulties
① To grasp and use the new words in sentences.
② To listen and do the actions.
③ Pay attention to the pronunciation of “long and short”
Teaching aids
Word cards, tape, recorder, tape, a big ball, a small ball and a rubber band
Teaching design
Step1. Warm-up / Review
1. listen and act
Act like a cat,
Act like a duck,
Act like a dog,
Jump like a rabbit,
Walk like an elephant,
Fly like a bird.
2. Play passing balls
学生边听本节课的Let’s do部分的录音,传递老师给的两个不同大小的球,音乐停时持球的学生合唱let’s chant
Look at cat, it is fat.
Look at pig, it is big.
Look at monkey, it is funny.
Look at mouse, it is in my house.
Ah …
[此两个环节通过TPR活动和歌谣调动学生的情绪，同时可以训练学生的听力、反应能力，以及用英语进行的思维能力。通过听说演的方式鼓励学生积极参与、大胆表现、提高学生对语言的干支能力。传球的游戏活跃了气氛，让学生用手感触了两个球的大小为下面学习big、small做了铺垫。当然这个环节开展的比较不好，课堂气氛是活跃了可是显得有点乱，这里我不是很满意。之所以要选择有关动物的歌谣和TPR活动也是为教授新知识做准备的。]
Step2. Presentation / practice
1. Get to know the words : big & small
a.教师拿起学生传递的球
T: Look at the ball, what color is it?
S: It’s yellow
T: Is it big or small (教师配上肢体语言)
Ss: Small
T: Yes, it’s small
Teacher shows the word card “small”
Teach “small” and write it on the blackboard, ask students read one by one.
b. Guessing
T: Now. Boys and girls listen carefully and guess what this animal is.
T: It’s white. It’s fat. Its eye is small
Can you guess?
Ss: Cat? /rabbit? /…
T: Now. Please look! It’s a big elephant.
This elephant is so “big”.
Teach “big” read together. Read one by one.
Teacher shows some pictures or things about big or small! Let students say what is big what is small freely. For example,
2. Make a chant
T: Now boys and girls let’s make a chant!
Ball, ball, is it big or small? It’s small, small, small.
Elephant, elephant, is it big or small? It’s big, big, big.
3. Play a guessing game
a. Teacher holds a rubber band in her hand, let students guess what it is. Students may guess it is eraser, sharpener and so on. Then teacher shows it and draw out the rubber band, saying: “It it l-o-n-g? Yes, it’s long, long, long.” Teach “long”, and ask students to read one by one.
b. The rubber band is retracted, and T: Look, is it long, too? Ss: No! (Ss shake heads)
T: Hmm… yes, it is s-h-o-r-t, short, short. Teach “short”.
c. Let students talk about something is long or something is short!
4. Teach “tall”
a. When the last student is standing up, teacher compares with him / her.
T: Am I long? (配上手势)
Oh, no! I am t-a-l-l, tall, tall. You are short!
b. Asking some students to stand up and say, I am tall!
c. Asking students to compare in pair and say I am tall, you are short! Or you are tall I am tall.
5. Students read words on the blackboard together. Then listen to the tape, repeat and point twice. [对于本节课的新知识我分五个活动环节来完成，每个环节都借助实物、图片、单词卡片等直观的手段来创设情景，通过编歌谣、猜等活动来激发学生的兴趣，让学生在处于真实的环境中西的语言。在这个环节中，学生能够在活动中能很好很快学的语言，但是在让学生自由发言描述身边事物的特征长短大小时，学生还不能很好的运用所学语言，这个环节完成的比较辛苦不是很顺利，可我也发现了生成了比较多的我没有想到的东西。比如有些同学注意到了大小的相对性。我觉得学完新的知识后听录音机跟读几遍是很重要的，这样学生可以对本节课的内容有个整体感，同时也可以纠正他们的语音语调。]
Step3. Extension / Consolidation
1. Hide and seek
教师请一位学生闭上眼睛不看，教师将tall short long big small的单词卡片藏起来，请这位闭上眼睛的同学回来根据其他同学读这个单词的高低声音来寻找该单词。近时声音变高，远时声音变低来提示这位同学。
2．Sing the song “head, shoulders, needs and toes”
3. Let’s do
a. Listen to the tape of “let’s do”.
b. Students do exercises follow teacher one by one.
c. Listen to the tape and do together.
4. Play a game “bomb”
This game is to practice the words, the student who bombed should stands up and act “let’s do”.
5． Students put out a piece of paper and a pencil, teacher asks students to draw as her says. Invite two students draw on the blackboard. At last teacher invites them to describe what they draw, and gives assessments.
[在这个巩固拓展的环节中，Let’s do部分我主要是采用了分成教学通过师示范到生模仿，一齐做到个别做的分成教学。这些也主要通过游戏活动来操练巩固，利用游戏的趣味性和竞争性激发学生的好胜心和自信心。最后学生在听听、画画、说说这个活动中表现的都不错，大部分的学生都能找老师说的画并能很用踊跃很积极的描述他们所画的滑稽小人朋友。]
[反思]
本节课我的设计主要的特点是以任务为依托，以活动为骨干。通过各种有趣的活动帮助学生将枯燥、抽象的语言变的生动，让学生在感知、体验、参与中获取知识，形成能力。比如在教授抽象的形容词时把它们放在句型 “It is big/small.”让他们观察身边的事物来谈谈。在操练过程中利用竞争性的游戏使学生进入紧张、兴奋的状态，既提高了学生的学习兴趣，也巩固了单词的读法。可是我觉得我这节课也存在许多问题，课堂纪律还是有点乱有个别活动如自由发言完成的不是很到位。我想在今后的教学中我还是要多注意这方面的问题。
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