2010.4.27 教研活動教案及課后反思-邱瑤瑤

PEP  BOOK2  Unit 4  Do you like pears ? Part B Let’s learn & Let’s sing By Qiu Yaoyao  2010.4 Teaching materials: PEP2 Unit4 B Let’s learn & Let’s sing Teaching objectives: 1.Knowledge objectives: a.Ss will be able to listen, speak and read the fruit words: strawberry, grapes,bananas, and apple. And use them freely on daily life. 2.Ability objectives: Ss will be able to talk about fruits what they like or unlike. 3.Emotional objectives: Ss will be more interested in English learning. Teaching important points: Enable Ss to master the 4 new words. Teaching difficult points: Practise talking about the fruits. Teaching aids: CAI  tape recorder  word cards  Teaching procedures: I.Warm-up 1.Let’s do: Hunt like a mouse... 2. Greeting T: Good afternoon, boys and girls. Ss: Good afternoon, Miss Qiu. … 3.Play a Game(火眼金睛) T: Let’s play a game. Look carefully. Let’s see. II. Presentation & interest practice 1. Present strawberry. In the game above, T present strawberry, and teach: strawberry, strawberry. I can see a strawberry. I can see 2 strawberries. CAI show 3/4/5 strawberries and disappear quickly. Ss practice: I can see…strawberries. 2. Prensent grapes. According to the game above, CAI show a bunch of grapes. T: I can see some grapes. T teaches grapes. Practice reading in different students. Then say a tongue twister. 吃grapes ，不吐grapes皮，不吃grapes, 倒吐grapes皮。 T: Do you like grapes? Ss: Yes. 3.Present bananas. CAI shows a monkey. T: Who’s this?  Ss: This is Mr. Monkey. CAI show the sentences: Monkey, monkey, do you like grapes?(Ss read) Monkey: No, no, no! T: What does Mr. Monkey like? Ss… T(M): I like the banana. T teach “banana”, then “bananas”. Ss practice together, then from groups to individuals.  4. Present apple. T shows the word card: strawberry, bananas, and grapes. Ss read. Then T circle them all, and make the circle be an apple, T teach it. Ss practice it like this: a-p-p-l-e apple. III. Consolidation 1.  Let’s say CAI show a cup of juice, then some fruits they have learned just now. T: I like strawberry juice. I don’t like apple juice. What about you? Ss… 2. A talk between monkey and other animals. (Little monkey want to change the apples for bananas ) Monkey: Mouse, mouse. Do you like apples? Mouse: No, I don’t. I like strawberries. Monkey:Ah…Oh! Monkey: Bear, bear. Do you like apples? Bear: No, I don’t. I like pears. Monkey: Ah…Oh. Monkey:Squirrel, squirrel. Do you like apples? Squirrel: Yes, I do. Look! I have 2 bananas. Monkey: Great! Here you are. Squirrel：Thank you. Here you are. V. Homework 1. Read P44 fluently. 2. Do the workbooks on page32 No2. 3. Finish the copy book from page38-39.   課后反思：   在整堂課中，我把四種水果單詞，做一不同形式的呈現并進行不同程度的操練后，最終以一個趣味小故事：猴子換物記來運用新單詞，并通過這個故事提高學生的綜合語言運用能力，以達到能表達個人對水果的喜好。   在呈現完整堂課后，我有了以下幾點思考： 1. 合理地引導學生很重要， 由于我在進行其他各個環節時，沒有引導好學生成了我這堂課中最大的不足： (1). 操練部分體現不出意義操練，在意義操練時還是沒有放手讓學生去做，也正是由于學生根本沒有動機去做這樣的意義操練。我在出示各種水果時，讓學生輸出自己喜歡的果汁，學生沒能輸出，而是還停留在機械的造句當中，未達到語言的真正運用。 （2）.在故事表演“猴子換物記”中，也是引導不夠。在展示完這個故事后，應該先由四人小組合作，將這個故事演出來，然后再做匯報表演。 2． 對于單詞”grapes”的處理不夠合理。因為很少有表達”a grape”的，對于難一點的”a bunch of grapes”，學生說起來困難，不好花時間解釋，因此對于這樣的知識點，應該盡量避免。 3. 最后鞏固環節設計的故事學生參與度不廣，也就是在設計活動時，對游戲的目的性和有效性考慮得還不夠。或許可以由學生在底下先操練夠，避免出現后來的照著屏幕文本表演。    

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