Is this your skirt教學(xué)案例.doc

Is this your skirt? A Lets talk PEP Book 4B Unit 3 陳素娟【教學(xué)目標(biāo)】讓學(xué)生能聽(tīng)懂、會(huì)說(shuō)：Is this your skirt ? Yes, it is./ Is that your T-shirt ? No, its not./ Whose is it ? Its my T-shirt.并能運(yùn)用于實(shí)際情境中?！窘叹咧攸c(diǎn)】讓學(xué)生理解“ Is this your.? Yes, it is./ No, its not.”等句型在實(shí)際情境中的運(yùn)用?！窘虒W(xué)難點(diǎn)】本課對(duì)話形式靈活，句型多變，具有發(fā)散性特點(diǎn)，要求學(xué)生能根據(jù)事物的特征分析問(wèn)題。讓學(xué)生感知名詞所有格的正確使用。【教具準(zhǔn)備】1 教師準(zhǔn)備教材配套的光盤(pán)。2 教師收集幾位學(xué)生設(shè)計(jì)的衣服，不要寫(xiě)上姓名?！窘虒W(xué)過(guò)程】Step1: Warm-up & review（1） Sing a song:Who is wearing yellow today? T: Who is wearing yellow/blue/black.today? Ss: Im wearing yellow/blue/black.today! (Stand up and sing.) (2 ) Review the vocabulary T：Whats this? S1:Its a jacket/sweater/T-shirt/dress/sweater/shirt. T: What colour is it? S1: Its brown/red/blue. (3）Lets chant.A shirt, a shirt, a blue blue shirt.A T-shirt, a T-shirt, a red red T-shirt.A skirt, a skirt, a green green skirt.A dress, a dress, a yellow yellow dress.A jacket, a jacket, a brown brown jacket.A sweater, a sweater, a pink pink sweater. (4) Introduce your clothes and my clothes.介紹上節(jié)課自己設(shè)計(jì)的服裝圖。This is my jacket. That is your jacket.This is my sweater. That is your sweater.This is my . That is your.(5) A game: Im a judge.T：Im a judge. I like the green skirt. What about you ? You are a judge now! 請(qǐng)學(xué)生評(píng)選自己喜歡的衣服，要求使用響應(yīng)的句型，如：I like . 進(jìn)行評(píng)選。Step2: Presentation (1 ) 教學(xué) Is this your skirt ? Yes, it is./ No, its not.A. 游戲引入教師指著展覽的衣服說(shuō)：I have a skirt here. Where is my skirt ? Can you guess ? 引導(dǎo)學(xué)生邊指邊問(wèn)：Is this your skirt ? 教師根據(jù)實(shí)際情況回答：No, its not./ Yes, it is.B. 呈現(xiàn)當(dāng)學(xué)生屢猜不中時(shí)，教師可提示學(xué)生：My skirt is blue. 學(xué)生根據(jù)教師提供的信息很快找出來(lái)。引導(dǎo)學(xué)生主動(dòng)詢(xún)問(wèn)：What colour is it ?C. 用兩只老虎的曲調(diào)唱：Is this your skirt?Yes, it is. Yes, it is.What colour is it ? What colour is it ?Its blue. Its blue.D. 活動(dòng)：誰(shuí)是小神探？教師引導(dǎo)有設(shè)計(jì)圖參展的同學(xué)問(wèn)：Where is my dress?請(qǐng)其他同學(xué)猜。鼓勵(lì)學(xué)生動(dòng)腦筋，主動(dòng)使用句子：What colour is it ? 來(lái)找特征，縮小范圍，當(dāng)個(gè)真正的小神探。（2） 教學(xué)“Whose is this/it ? Its As.” A. 引入教師指著票數(shù)最多的設(shè)計(jì)圖說(shuō)：Look, 1,2,3,.,So many stars! Its No.1.Whose is this ?引導(dǎo)設(shè)計(jì)圖的主人回答：Its my skirt/dress.教師面向全體學(xué)生說(shuō)：Oh, its As skirt. You are the best. Congratulations!(獎(jiǎng)勵(lì)最佳設(shè)計(jì)師)板書(shū) As ,并舉例稍作解釋。如：Its Bs dress. Its Cs skirt. B. 尋物啟示教師拿出幾件學(xué)生的衣物，并逐件問(wèn)：Whose is it ?同時(shí)呈現(xiàn)幾個(gè)學(xué)生的照片，讓全般同學(xué)猜一猜：Its As. Its Bs. Its Cs. Step3: Lets talk(1) Lead in Present a small T-shirt and ask：Whose is it ?(2) Listen to the tape and answer the question.(3) Read after the tape, than read in four. 設(shè)計(jì)意圖 落實(shí)了詞句教學(xué)后，再通過(guò)聽(tīng)錄音、看Flash、跟讀、同桌對(duì)練表演多形式來(lái)操練對(duì)話，學(xué)生掌握起來(lái)就水到渠成了。Step3: Extension (Story time )Enjoy the story and act.The background of the story: Snoopy has a pretty kite.He invites Kitty to his home to have a look at it. Then, they will go to the park together. But, when Kitty comes, Snoopy cant find his kite!Snoopy: Hello, Kitty. Welcome to my home.Kitty: Hello. Where is your beautiful kite?Snoopy: Its in the box.Kitty: No, its not. Look, whose is it ? Is that your kite ?Snoopy: Oh! Yes, it is. Lets go!Step4: ConsolidationMake a dialogue with the sentence structure:A: Where is my .B: Is this yours?A: No, its not.B: Whose is it?A: Its Cs.設(shè)計(jì)意圖根據(jù)學(xué)生的心理特征，選用他們熟悉的動(dòng)畫(huà)人物作為故事的主角，激發(fā)了他們的興趣，學(xué)起故事來(lái)津津有味。同時(shí)配合生動(dòng)直觀的圖片，能夠幫助他們有效地理解故事內(nèi)容。（4）Brief summary：Do not make a mess, acquire good habits.(東西不亂放，養(yǎng)成好習(xí)慣。) 設(shè)計(jì)意圖 有針對(duì)性、目的性、多樣化的游戲，不僅能起到活躍學(xué)習(xí)氣氛，培養(yǎng)學(xué)生興趣，使學(xué)生主動(dòng)開(kāi)口、主動(dòng)思考等作用，它還把游戲與教學(xué)內(nèi)容有機(jī)地結(jié)合起來(lái)，有利于復(fù)習(xí)詞匯、常用表達(dá)方式與習(xí)慣用語(yǔ)，提高學(xué)生聽(tīng)音、辯音能力和觀察能力，培養(yǎng)語(yǔ)感、增強(qiáng)記憶，學(xué)以致用，提高語(yǔ)言交際能力。 Step5: Homework: 1. Practice the dialogue in pairs. 2. Tide up your clothes.【教學(xué)反思】 本節(jié)課是借班上課。筆者始終把激發(fā)、促進(jìn)和呵護(hù)學(xué)生的興趣放在首位，努力讓學(xué)生在有意義的、生動(dòng)有趣的情景和游戲中操練和運(yùn)用所學(xué)語(yǔ)言，并注意新舊知識(shí)的聯(lián)系，使教學(xué)活動(dòng)符合學(xué)生的心理特點(diǎn)和知識(shí)水平。 新課程標(biāo)準(zhǔn)指出，教學(xué)活動(dòng)要有明確的目的并具有可操作性，要以學(xué)生的生活經(jīng)驗(yàn)