口語教學(xué)案例與反思

英語口語教學(xué)設(shè)計(jì)與反思 潘云華What’sthematter?教學(xué)設(shè)計(jì)與反思一、教學(xué)目標(biāo)：Beabletomasterthepronunciation,meaningandspellingofthenamesofdiseases:fever,sorethroat,soreback;stomachache,headache,toothache,cold,cough;Beabletolearntheexpressionsofgivingadvice:liedownandrest,drinkhotteawithhoney,seeadentist,takethismedicine;Beabletotalkabouthealthproblemsbyusing"What’sthematter?Ihavea…“andgiveadvicebyusing“Youshould…Youshouldn't…”二、重點(diǎn)難點(diǎn)設(shè)計(jì)：Masterthenamesofdiseases:fever,sorethroat,soreback;stomachache,headache,toothache,cold,cough;教學(xué)過程：Step1WarmingupStep2:askSs:“What'sthematter?”(writeitontheblackboard)Forexample,whenIputthebandageonthestomach,askSs:“What,sthematterwithme?”HelpSssay:"I'mnotfeelingwell.Ihaveastomachache.”Thenteachtheothertargetwords:fever,sorethroat,toothache,sorebackinthefollowingway:Putthebandageontheotherpartofbodyandgetstudentstoask:What'sthematter?ThengetotherSstoguesstheproblem.2).ShowSspicturesofdiseaseshalfhidden,andgetSstoguessthenamesofdiseases:fever,sorethroat,toothache,soreback,cold,cough.Step3:PairworkPutthebandageonthepartofastudent'sbodyandask:“What'smatter?”andguidehimtousethepattern:I'mnotfeelingwell.Ihavea…ThenaskSstoworkinpairsandtalkabouthealthproblemsbyusingthebandagegivenandusingthetargetlanguage:What'sthematter?I'mnotfeelingwell.Ihavea…Step4Presentationofexpressionsofgivingadvice1).TellSsthatIhaveacold/cough,askthem:WhatshouldIdo?Ssmaygivedifferentanswers,collecttheiranswersandhelpthemtouse:Youshould/shouldn'tdo…Step5MakingaconversationShowSsthepictureinSectionA3a,askthemtolookatthepicture,andsupposetheyarethedoctor,whattheywillaskthepatient.CollectSs'answersandleadinthesentence:Whendiditstart?ShowthesampledialogueandaskSstocompleteitaccordingtothepictureorally.Step6RoleplayingAskSstomakeafour-peoplegroup,oneofthemisadoctor,theotherthreearepatients.AsktheSstoroleplaythedialogueabove.Thenaskseveralgroupstoperformbeforetheclassbyusingsometools:bandage,auniform,astethoscope.AskotherSs8、作業(yè)設(shè)計(jì)Giveadvicetothefollowingproblemsasmuchaspossible:sorethroat,toothache,headache,cold.Chooseonetomakeadialogue9、教學(xué)反思：1)在英語口語教學(xué)中如何培養(yǎng)學(xué)生用英語來思維的習(xí)慣，從而能流利地使用英語。2)如何幫助學(xué)困生在有限的課堂時(shí)間內(nèi)樹立英語信心，消除他們開口難、怕說錯(cuò)的顧慮。1、努力用英語教英語用英語組織課堂教學(xué)，用英語教英語有著十分重要的意義，可以說是英語教學(xué)成敗的關(guān)鍵。用英語教英語有利于提高學(xué)生的聽力水平，有利于向?qū)W生提供大量說英語的示范，便于學(xué)生口頭模仿，激發(fā)學(xué)生說英語的欲望，并提高學(xué)生學(xué)習(xí)英語的興趣。教師從一開始就要多說英語，用英語組織教學(xué)，只要教師堅(jiān)持說英語，學(xué)生聽的能力才會(huì)逐漸提高，聽力提高了，學(xué)生開口說才有了依據(jù)和保證。Healthyeating一潘桂瑜TeachingObjectives（教學(xué)目標(biāo)）：1.認(rèn)識(shí)并掌握有關(guān)食物及健康飲食習(xí)慣的單詞、詞組；2.用英語表達(dá)哪些是健康食物，哪些是垃圾食物，以及為什么；3.總結(jié)平衡膳食的定義，并且能提出一些健康建議?？诮虒W(xué)重難點(diǎn)：1.教學(xué)重點(diǎn):如何區(qū)分健康食品以及垃圾食品并且會(huì)用英語表達(dá);.2.教學(xué)難點(diǎn)：教會(huì)學(xué)生如何自如表達(dá)自己的意見和建議并且?guī)椭鷮W(xué)生總結(jié)出平衡膳食的定義。 口口教學(xué)步驟：Step1.導(dǎo)入（Warmingup） 1.以一句話：“Everybodyneedsfoods,sodo【”及麥當(dāng)勞、肯德基的相關(guān)飲食引入話題。（1-2分鐘）（Forexample:“HaveyouhadlunchorbreakfastinMcDonald’sorKFC?Doyoulikethefoodthere?Whichonedoyouprefer?”ThepurposeofthispartistostimulateSs’interestandcalltheirattentiontothetopic.）Step2知識(shí)展示（presentation）1、在電腦屏幕上展示食物的圖片，然后把學(xué)生分成兩組競賽，看哪組的同學(xué)認(rèn)識(shí)的食物單詞多，然后教師教導(dǎo)朗讀（5-6分鐘）2、老師先展示如何使用句型：“Ithinkthat（orthefoodname）isjunk/healthyfoodbecause,,.”來描述什么是健康食品，什么是垃圾食品。然后把學(xué)生按4人分成一組進(jìn)行討論練習(xí)，老師給出了對(duì)話該涉及的內(nèi)容范圍:Whatisthenameofthefood?/Whatnutrition（營養(yǎng)物質(zhì)）doesitmainlycontain?（10分鐘）Step3:活動(dòng)任務(wù)---做調(diào)查報(bào)告（10分鐘）給學(xué)生發(fā)一張表格，引導(dǎo)學(xué)生按照表格詢問周圍3個(gè)左右的同學(xué)，了解同學(xué)間的飲食習(xí)慣，并能提出一些健康建議，提問兩個(gè)左右的同學(xué)課堂展示。調(diào)查的表格如下：Name（名字）Breakfast（早餐）Snacks（零食）Lunch（午餐）Dinner（晚餐） Part4.了解國外一些飲食習(xí)慣（5分鐘左右）通過課間上的文字以及圖片了解一些國外，比如英國，美國的飲食習(xí)慣。Step5.定義平衡膳食（5分鐘左右）老師在課件上展示食物金字塔圖，讓學(xué)生了解飲食的營養(yǎng)應(yīng)如何平衡，然后布置作業(yè)：讓學(xué)生自己給自己制定一份理想的食譜。Step6:教學(xué)反思學(xué)生初學(xué)說英語，出錯(cuò)是難免的，因此教師應(yīng)注意改錯(cuò)的藝術(shù)性。有的教師一發(fā)現(xiàn)錯(cuò)誤就立即打斷學(xué)生，進(jìn)行直接糾正。變師生問答為教師問學(xué)生答、學(xué)生問教師答、學(xué)生問學(xué)生答，則可在有限的課堂時(shí)間內(nèi)大大地增加學(xué)生說英語的機(jī)會(huì)。英語教師應(yīng)該為學(xué)生創(chuàng)造更多用英語進(jìn)行交際的機(jī)會(huì)，以此來培養(yǎng)學(xué)生的交際能力，而不是代替他們進(jìn)行交際。要給學(xué)生提供機(jī)會(huì)，讓學(xué)生自己提問，由其他同學(xué)來回答，以便學(xué)生之間有機(jī)會(huì)互動(dòng)。TeachingPlansTime:October10,2015Class:Class2,Grade9Teacher:黃麗梅()UnitlMakingNewFriendsTopic3SectionATeachingaimsanddemands(教學(xué)目標(biāo))LearnwordsandexpressionsofSectionALearnhowtoinquireaboutone,sage,classandgrade:(1)一Howoldareyou?一Iamtwelve(yearsold).(2)一Whatclassareyouin?一I,minClassFour,GradeSeven.(3)一Whatgradeareyouin?一I,minGradeSeven.Practicestudents,oralEnglishTeachingdifficultandimportantpoints:(教學(xué)重難點(diǎn))Letthestudentsknowhowtointroducethemselves/theirfriends.TeachingPlans(計(jì)劃)SteplReview(復(fù)習(xí))DictationDutyreportsStep2PresentationAskandanswertoreview:.What’syourname?(2)Howoldareyou?(3)Whatclassareyouin?Askandanswer:Howoldis…？/Sheis…yearsold.Howoldis…？Heis…yearsold.Whatclassis…in?He/Sheisin…Step3ConsolidationLetthestudentslistentothetapeandrepeat1aLetthestudentscompleteJane’snamecard.ThenintroducehertotheclassStep4PracticeLetthestudentswritedowntheirfriendsnamecards.Thentrytointroducetheirfriendstoclassmates.Step5HomeworkAskthestudentstointroducetheirfriendsTranslate:.三班 2。七年級(jí)三班3在八年級(jí)四班4.他們在九年 .中國福建6.五歲教學(xué)反思：本課主要是通過學(xué)生學(xué)習(xí)，讓學(xué)生學(xué)會(huì)用年齡，性別。姓名，所在班級(jí)這幾點(diǎn)來介紹自己或朋友，讓學(xué)生在口語方面體現(xiàn)出對(duì)英語的興趣。整堂課下來，基本都做到了，但是也有些不足，有的學(xué)生基礎(chǔ)較差，領(lǐng)悟能力較弱，有的學(xué)生膽子比較小，不能很好的發(fā)揮，在以后的教學(xué)中會(huì)注意引導(dǎo)這些學(xué)生。TheTeachingPlanUnit6EnjoyingCyclingTopic3BicycleridingisgoodexerciseDate:Apr16th,2015Class:Class2,Grade8 Teacher:黃麗梅SectionB一、Aimsanddemands1、Masterthewordsandexpressions2、LearnAdverbialClausesofCondition3、Improvetheabilityofsayingandwriting4、letthestudentsknowhowtokeepsafewhenridingandlovetheirlives.二、Importancesanddifficulties:*AdverbialClausesofCondition三、StepsStep1、Reviewing:wordsandexpressionsStep2、Thenewtext:letthestudentswritedowntheexpressionsofSectionBandlearnthemneverridetoofastwearbicyclehelmetswhenridinghavelightsonthebicyclewearlight-coloredclotheslearn(moreabout)thetrafficrulesandobeythembecarefulwhenridingWhydon’twedosth.Ifwebreakthetrafficrules,wemaybeindangerorgetafine.Step3、1.listento1a、complete1bandthenread1a.LearnAdverbialClausesofConditionanddosomeexerciseA.IfI(have)time,I(meet)you.B.IfMaria(get)upearlier,she(catch)thebus;C.Ifyou(notobey)thetrafficrules,you(get)afine.D.He(be)healthierifhe(do)moreexerciese.E.(stay)athomeifit(snow).F.He(watch)moviesathomeifit(rain)tomorrow.G..We(go)campingifit(notrain)tomorrow..Lookat2a.Disscusstheresultsofbreakingthetrafficrulesandmakesentenceswithif.Step4、Retell:HowtokeepsafewhenridingaccordingStep2Step5、Homework:1ReviewwordsofTopic22Writeacomposition:Howtokeepsafewhenriding教學(xué)反思：學(xué)生在朗讀英語單詞、句子、課文時(shí)，語音方面所出現(xiàn)的錯(cuò)誤甚多，如發(fā)音不到位，不能正確朗讀開音節(jié)和閉音節(jié)、清輔音和濁輔音混淆，升降調(diào)不分等。2.口語能力差：①能正確用適當(dāng)?shù)脑~語和句子，完整流暢的表達(dá)話題內(nèi)容，但語音語調(diào)不符合要求。②不能正確回答問題，經(jīng)常答非所問，甚至有的學(xué)生用“Yes/No”回答所有的問題，話題簡述用詞不當(dāng)，句意含糊。(二)問題的具體解決策略或口語教學(xué)建議：1.就發(fā)音問題，可以鼓勵(lì)學(xué)生模仿磁帶或少兒英語廣播，反復(fù)練習(xí)。另外，注意以“國標(biāo)發(fā)音”為準(zhǔn)。2.就口語能力差問題：為學(xué)生營造語言訓(xùn)練的環(huán)境，使口語表達(dá)成為學(xué)生的內(nèi)在需求，TeachingplanUnit3GettingTogetherTopic2SectionB黃麗梅Themainactivitiesare1aand1b.本課重點(diǎn)活動(dòng)是1a和1b。TeachingAimsandDemands（教學(xué)目標(biāo)）I.Languagegoals:Learnsomeusefulwordsandexpressionswork,hospital,on,farm,onafarm,driveAbilitygoals:Talkaboutjobsandworkplaces:（1）—Whatdoesthemando?—He’sadoctor.（2）—Wheredoeshework?—Heworksinahospital.Emotiongoals:LettheSsknowhowtocooperateII、TeachingImportantPoints（重點(diǎn)）：1、Letthestudentsmasterthewords、expressionsandkeypoints2、Improvethestudents'speakingabilitym、TheDifficultPoints（難點(diǎn)）LetthestudentsgoonlearningthePresentSimpleIV.TeachintSteps（教學(xué)步驟）：Step1Review第一步復(fù)習(xí)1、Greetings2.Dutyreports（3groups）andleadin1a3.做“問答接龍”活動(dòng)，復(fù)習(xí)：Whatdoes…do?=Whatis…？=Whatisone’sjob? He/Sheisa…Step2Presentation第二步呈現(xiàn)I.Askastudent:Whatdoyoudo?Wheredoyoustudy?andpracticethenewsentence.thenasktheothers:whatdoesyour...do?wheredoeshe/shework?Andwritedownthewordsastudent—study-inaschoolateacher---work—inaschoolaworker—work-inafactoryafarmer—work---onafarmadriver—work-inacompanyadoctor/nurse—work—inahospitalanofficeworker—work-inanofficeStep3Consolidation第三步鞏固1..Letthestudentslistentothetapeandrepeat.1a2.-1b:T:LookatPicture1.Whatdotheydo?S3:Theyarefarmers.T:Wheredotheywork?Theyworkonafarm.LettheSsgoondialogueslikethese.Step4Practice第四步練習(xí).教師播放3錄音，然后讓學(xué)生獨(dú)立完成3。Andaskthemtodescribethefourpeople.2.（做活動(dòng)，復(fù)習(xí)職業(yè)類詞匯和相關(guān)句型。）讓學(xué)生說一說自己的家庭成員以及他們的職業(yè)。Example:T:Myfatheris43yearsold.Heisateacher.HeteachesatNo.1MiddleSchool.Heisaverygoodteacher.Mymotheris…Step5Project第五步綜合探究活動(dòng)（時(shí)間:8分鐘）.（老師可以先將自制的寫有worker,farmer,student等表示職業(yè)的轉(zhuǎn)盤演 示給學(xué)生看，轉(zhuǎn)動(dòng)轉(zhuǎn)盤，當(dāng)停住時(shí)，問一位同學(xué)，讓他她回答。然后讓學(xué)生拿出上次課外作業(yè)布置的自制轉(zhuǎn)盤，一個(gè)學(xué)生問，另一個(gè)學(xué)生回答。完成5。）Example:S1: Whatdoyoudo? S2: I’ma…Wheredoyouwork? S2: Iwork…..（做調(diào)查，完成4。每個(gè)學(xué)生至少要問三個(gè)學(xué)生，然后完成表格。先在小組內(nèi)匯報(bào)，然后每個(gè)小組挑選一個(gè)代表向全班匯報(bào)。）.Homework:（1）將所學(xué)過的表示職業(yè)類的名詞制成卡片，然后兩人一組操練Whatdo/does…血？和Wheredo/does…work?（2）寫一篇介紹家庭成員職業(yè)的文章，詞數(shù)在40個(gè)左右。板書設(shè)計(jì)：Whatdoesyourmotherdo?aworker-work-ina/thefactory —Whatdo/does…do?afarmer--work-ona/thefarm —He/Sheisa(an)…anofficeworker-work-inanoffice/Theyare…/Iam…Doctor/nurse-work-ina/thehospital —Wheredoeshe/shework?Teacher-works--ina/theschool —He/Sheworks…教學(xué)反思課堂上傳統(tǒng)的“教師問、學(xué)生答”的提問方式比較單一，學(xué)生不能主動(dòng)地提問和表達(dá)思想、積極參與。如果變師生問答為教師問學(xué)生答、學(xué)生問教師答、學(xué)生問學(xué)生答，則可在有限的課堂時(shí)間內(nèi)大大地增加學(xué)生說英語的機(jī)會(huì)。英語教師應(yīng)該為學(xué)生創(chuàng)造更多用英語進(jìn)行交際的機(jī)會(huì)，以此來培養(yǎng)學(xué)生的交際能力，而不是代替他們進(jìn)行交際。要給學(xué)生提供機(jī)會(huì)，讓學(xué)生自己提問，由其他同學(xué)來回答，以便學(xué)生之間有機(jī)會(huì)互動(dòng)。TeachingPlans潘桂瑜一、Teachingaims(教學(xué)目標(biāo))a.Goonlearningabout“wh-questions”objectclause.b.Learnthedressingondifferentoccasions.c.learn“Itis+adjective+(that)clause”andIt’s+adj+forsbtodosth二.Teachingmainandimportantpoints(教學(xué)重難點(diǎn))a.Talkaboutdifferentclothesondifferentoccassionsb.Trainforstudents,oralpractice.三.TeachingStepsf教學(xué)步驟)Step1(1)HaveadictationtoreviewthewordsandphrasesofSectionAdoareadingpracticeMakesentencesinordertolearnObjictClausesandIt,s+adj+todostha.(interesting.read)b.(important.listento)c.Couldyoutellme?WherewillTomgo?d.Sheasks.Whatdotheydo?e.Doyouknow?Whoarethey?Step2TeachIt's+adj+forsbtodosthaccordingStep1.(3)andtellthestudentsthatthesentencescanbechangedintoIt’s+adj+that…ThenletthestudentsmakesentencesaccordingthepictureswiththesetwosentencesandchecktheanswersStep3Learn1aa.Listento1aandletthestudentsfillintheblanketsandcomplete1boccasionWhattowear(do)HaveameetingGotoagymEntersomeone,shomeinJapanDosomeexerciseb.letthestudentsmasterthesentencesaboutobjectclauseswith“wh-questions”c.letthestudentsretell1aStep4Listento3andchecktheanswersStep5.Homeworka.Doareadingpracticeb.Retell1atothegroupleaderc.Finishtheexercisebookd.Review:SectionCe.PrepareforthetestofTopic2教學(xué)反思：用英語組織課堂教學(xué)，用英語教英語有著十分重要的意義，可以說是英語教學(xué)成敗的關(guān)鍵。用英語教英語有利于提高學(xué)生的聽力水平，有利于向?qū)W生提供大量說英語的示范，便于學(xué)生口頭模仿，激發(fā)學(xué)生說英語的欲望，并提高學(xué)生學(xué)習(xí)英語的興趣。教師從一開始就要多說英語，用英語組織教學(xué)，只要教師堅(jiān)持說英語，學(xué)生聽的能力才會(huì)逐漸提高，聽力提高了，學(xué)生開口說才有了依據(jù)和保證。同時(shí)，這主要是口語課對(duì)于學(xué)生在口語過程中出現(xiàn)的錯(cuò)誤要有耐心地聽完再加以改正，不要打斷學(xué)生的課，總之口語課要最大限度地激發(fā)學(xué)生的學(xué)習(xí)興趣。TeachingPlanUnit6ILovelearningEnglish潘云華一.Theaimsanddemands:.MasterthewordsandsentencesofUnit6.Goover:a,Howtomakephonecallsb,AskthestudentstotalkaboutEnglish.LetsomestudentsintroducehowtolearnEnglishwell二，TheImportantanddifficultpoints1.Takeamessage 2.現(xiàn)在完成時(shí)3.留言條三，TeachingstepsStep1,Dictation:GooverthewordsandsentencesofUnit6Step2,DutyreportStep3,GoovertheknowledgeofUnit6,ask6SstowritethemontheBbStep4,ListentothetapethendosomeexerciseStep5,Revise,Howtomakeaphonecall.Step6Ifthemanwhosomeonecallshimisn,tin,weshouldtakeamessageforhim,thenlettheSscompletethedialogueandtakeamessageforLiLeiJ：JaneM:MaryJ:Hello,1M:Sorry,heisn,tin2J:Oh,yes,thanks.3.Iwillhaveabirthdayparty.I,dlikehimtocometomybirthdayparty.M:—4—J:Itwillbeginat6:00atmyhomethisSaturday.M:OK.Iwilltellhim.J:thanksM:5ThisSaturdayismybirthday.MayIspeaktoLiLei?You,rewelcome.Whenandwherewillitbegin?CanItakeamessageforhim?Step7,SaysomethingaboutEnglishStep8,PastparticipleStep9,Homework1,復(fù)習(xí)第六單元的重點(diǎn)句子和語法，明天聽寫，準(zhǔn)備好第七單元課文該掌握的知識(shí)2,完成第六單元相關(guān)的練習(xí)3，作文：LearningEnglish教學(xué)反思：以小組為學(xué)習(xí)單位，互相幫助，共同提高。每個(gè)學(xué)習(xí)小組4—6人，注意按學(xué)生的英語成績進(jìn)行合理的組合搭配，課堂上可以小組為單位進(jìn)行對(duì)話訓(xùn)練、課本劇表演、問題討論等等，這樣可以使每個(gè)學(xué)生都有口語實(shí)踐的機(jī)會(huì)，同時(shí)優(yōu)等生可以在小組內(nèi)起到帶動(dòng)作用，收到一舉兩得的效果。小組討論完之后，還要挑選幾組當(dāng)堂表演或?qū)υ?，并且讓學(xué)生自己評(píng)出優(yōu)勝者予以鼓勵(lì)。為了獲勝，學(xué)生在上新課之前會(huì)自覺預(yù)習(xí)，這樣一來學(xué)生的預(yù)習(xí)習(xí)慣得以養(yǎng)成，真是一舉多得！Topic2SectionB潘桂瑜Themainactivitiesare1aand1b.本課重點(diǎn)活動(dòng)是1a和1b。TeachingAimsandDemands(教學(xué)目標(biāo)).Talkaboutjobsandworkplaces:(1)—Whatdoesthemando?—He’sadoctor.(2)—Wheredoeshework?—Heworksinahospital.II、TeachingImportantPoints:1、Letthestudentsmasterexpressionsandkeypoints、Improvethestudents’speakingabilityTeachintStepsStep1Review第一步復(fù)習(xí)1、Greetings2.做“問答接龍”活動(dòng)，復(fù)習(xí)：Whatdoes…do?) He/Sheisa…Step2Presentation第二步呈現(xiàn).Askastudent:Whatdoyoudo?Wheredoyoustudy?andpracticethenewsentence.thenasktheothers:whatdoesyour...do?wheredoeshe/shework?Andwritedownthewordsastudent—study-inaschoolateacher---work—inaschoolaworker—work-inafactoryafarmer—work---onafarmStep3Consolidation第三步鞏固1..Letthestudentslistentothetapeandrepeat.la2.-1b:T:LookatPicture1.Whatdotheydo?S3:Theyarefarmers.T:Wheredotheywork?S3:Theyworkonafarm.LettheSsgoondialogueslikethese.Step4Practice第四步練習(xí)1.教師播放3錄音，然后讓學(xué)生獨(dú)立完成3。Andaskthemtodescribethefourpeople.2.讓學(xué)生說一說自己的家庭成員以及他們的職業(yè)。Example:T:Myfatheris43yearsold.Heisateacher.HeteachesatNo.1MiddleSchool.Heisaverygoodteacher.Mymotheris…Step5Project第五步綜合探究活動(dòng)(時(shí)間:8分鐘).(老師可以先將自制的寫有worker,farmer,student等表示職業(yè)的轉(zhuǎn)盤演 示給學(xué)生看，轉(zhuǎn)動(dòng)轉(zhuǎn)盤，當(dāng)停住時(shí)，問一位同學(xué)，讓他她回答。然后讓學(xué)生拿出上次課外作業(yè)布置的自制轉(zhuǎn)盤，一個(gè)學(xué)生問，另一個(gè)學(xué)生回答。Whatdoyoudo?S2:I’ma…Wheredoyouwork?S2:Iwork…Homework:(1)將所學(xué)過的表示職業(yè)類的名詞制成卡片，然后兩人一組操練Whatdo/does…do?ffWheredo/does…work?(2)寫一篇介紹家庭成員職業(yè)的文章，詞數(shù)在40個(gè)左右。(3)讓有全家福照片的同學(xué)下節(jié)課帶上。(以備下一節(jié)課使用)教學(xué)反思：學(xué)習(xí)英語，需要開口、會(huì)念、會(huì)說?！庇嗅槍?duì)性訓(xùn)練就是在消除學(xué)生學(xué)習(xí)的緊張感、恐懼感之后，必須對(duì)學(xué)生進(jìn)行針對(duì)性口語語料輸入訓(xùn)練。在開始階段，教師可以將對(duì)話用朗讀、背誦、給上句接下旬的方式進(jìn)行處理。這些教學(xué)方式相對(duì)枯燥，但對(duì)于掌握基本的交流技能卻效果良好。為了避免技能訓(xùn)練的枯燥，可以適當(dāng)采取做游戲、猜字謎等形式來活躍課堂氣氛。同時(shí)，要對(duì)學(xué)生充分強(qiáng)調(diào)語青的正確性和語音語調(diào)的標(biāo)準(zhǔn)，培養(yǎng)口頭表達(dá)力求準(zhǔn)確的意識(shí)。MyFamily黃萍萍一、、教學(xué)目標(biāo)：能聽、說、認(rèn)讀本課有關(guān)家庭成員的主要單詞man:brother,,father(dad),grandfather(grandpa);woman:sister,mother(mom),grandmother(grandma)。二、教學(xué)重點(diǎn)：1、英語口語的發(fā)音2、新詞grandfather(grandpa),grandmother(grandma)3、新句子：Thisismyfamily.Thereare5peopleinmyfamily.三、、教學(xué)準(zhǔn)備(Teachingaids)：一張家庭照(包括grandpa、grandma、dad、mom、brother、sister)、5張家庭成員照片、單詞卡片、在黑板畫一個(gè)家庭樹六、教學(xué)流程：1、直接導(dǎo)入課題 (1)、熱身/復(fù)習(xí)(Warm-up/Revision) a、日?！跽Z練習(xí)： T:Goodmorning,boysandgirls.S:Goodmorning,MissChengT:Hi,boy.I'mfromChongqing.Whereareyoufrom?S1:I'mfromZhejiang.T:Nicetomeetyou.S1:Nicetomeetyou,too.T:Hello,girl.What'syourname?S2:MynameisA.?????? b、老師拿出自己的家庭照介紹：Thisismyfamilyphoto.Look,thisismydad,thisismymom,thisismygrandpaandthisismygrandma,thisismybrother.Oh,it'sme.(2)、新課導(dǎo)入(Presentation) a、出示5位家庭成員照片，如下自己的照片：MyfamilyGrandfather(grandpa)grandmother(grandma)father(dad)mother(mom)sisterIbrother b、老師指著黑板的家庭樹說：Thisismyfamily.Thereare7peopleinmyfamily:mygrandpa,mygrandma,mydad,mymom,mysister,mybrotherandme.c、然后指著本課要學(xué)的單詞教讀grandfather,反復(fù)幾遍后，將grandfather的單詞圖卡貼于黑板上，向?qū)W生指出grandpa,grandma象dad,mom一樣更多地用于日?？谡Z中。用同樣的方法教讀grandma,father,mother,(brother,sister不屬于我們該課掌握的內(nèi)容。)并將相應(yīng)的單詞圖卡貼在黑板上。 (3)游戲：看誰拿得快 a、分組比賽，分別請兩組的兩位同學(xué)上臺(tái)比賽，老師做出某個(gè)單詞的口型，但不出聲。臺(tái)下的同學(xué)根據(jù)老師的口型分辨出單詞并大聲的說出來，臺(tái)上的兩位同學(xué)一個(gè)要迅速的取下黑板上相應(yīng)的圖卡，一個(gè)要迅速重復(fù)一遍單詞。反應(yīng)快，讀得準(zhǔn)的同學(xué)可為該組贏得一分。 b、圖卡取下