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二年级英语下学期Unit 11 I Can Climb教学设计
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Students’activity: A bird/a monkey/ a butterfly/ a frog/ a fish can … . Some individual Ss stick the word cards(sing, climb, dance, jump,swim) on the Bb according to the animals’abilities.
Purpose for preview: In this part, students will guess the following animals: a bird, a monkey, a butterfly, a frog, a fish. It’s easy to raise the Ss’ learning interests by a guessing game. And it is important to form a better English learning surrounding for the Ss. At the same time it provides situations to review what they have learned and get ready for the story in this lesson.
3. Presentation ( 7 minutes)
①Introduce the new sentences to the Ss: Can I join you? Come on, join us.
Students’activity: Ss will be showed a ball and asked, “Who can catch the ball?”They will answer, “I can catch the ball.”Some individual Ss come to the middle to play. Ss learn to say the new sentences“Can I join you? Come on, join us.”with the guidence of the teacher. Read the sentences for several times.
②Introduce the story to the students.
Students’activity: Teacher acts as Little Turtle and says, “I am sad, I am not happy.”Ss listen to a question before they watch the flash for the story. The question is: Why am I sad?
③Students answer the above question.
Students’activity: Students will answer the above question after they watch the flash. They will be guided to answer, “Because I can’t sing/climb/… .”
Purpose for presentation: The above steps are based on task—based languange teaching. The teacher gives a task to the Ss, then the Ss finish the task while their language skills are to be developed.
4. Drills ( 6 minutes)
①Read after the video sentence by sentence.
Students’activity: Students will read after the video sentence by sentence.
②Role play for this story.
Students’activity: Students will be divided into 5 groups and act as different roles while the teacher acts as Little Turtle.
③Try to identify the key sentences.
Students’activity: Read the key sentences for this part(What can I do?/Come here./Let’s sing.)and learn to use them.
Purpose for drills: These steps help the Ss to identify the dialogue, which sets a good foundation for the next step.
5. Practice ( 10 minutes)
①Read with the video.
Students’activity: The Ss read the story loudly with the video. They will be very active to join in this part.
②Read the story in groups.
Students’activity: Group leaders organize the group members to read the story with their books open.
③Game time:Look and read.
Students’activity: Ss will be showed some sentences by PPT on the screen, each group will be called by the teacher to read. And some smiling faces showed after each sentence will be given to them as a prize.
Purpose for practice: Conversation is an important part in this lesson. Students should be able to read the dialogue and act it out after class.
6. Consolidation. ( 7 minutes)
①Try to act out the story in groups.
Students’activity: Ss can get some minutes to practice to act in groups. Group leaders are in charge of it. They are encouraged to add more facial expressions and actions to the performance.
②Show time:some individual groups act out the story.
Students’ activity: Ss will be chosen to act in the class, they can get the chance to show.
Purpose for consolidation: Young students like acting very much. By acting out the story, their listening and speaking ability will be developed, which is the main teaching aim of this lesson. In this step, the ability of the Ss creation and co-orperation is to be well developed. They will act out the story in front of the class. Ss are allowed to add more language they know to the story.
7. Summery and homework. ( 2 minutes)
Summery: Summerize the story and read the key sentences together.(Can I join you? /Come on, join us! /What can I do? /Come here. /Let’s sing.)
Homework:Try to act out this story to your family in English.
8. Blackboard Designs:
Purpose for preview: In this part, students will guess the following animals: a bird, a monkey, a butterfly, a frog, a fish. It’s easy to raise the Ss’ learning interests by a guessing game. And it is important to form a better English learning surrounding for the Ss. At the same time it provides situations to review what they have learned and get ready for the story in this lesson.
3. Presentation ( 7 minutes)
①Introduce the new sentences to the Ss: Can I join you? Come on, join us.
Students’activity: Ss will be showed a ball and asked, “Who can catch the ball?”They will answer, “I can catch the ball.”Some individual Ss come to the middle to play. Ss learn to say the new sentences“Can I join you? Come on, join us.”with the guidence of the teacher. Read the sentences for several times.
②Introduce the story to the students.
Students’activity: Teacher acts as Little Turtle and says, “I am sad, I am not happy.”Ss listen to a question before they watch the flash for the story. The question is: Why am I sad?
③Students answer the above question.
Students’activity: Students will answer the above question after they watch the flash. They will be guided to answer, “Because I can’t sing/climb/… .”
Purpose for presentation: The above steps are based on task—based languange teaching. The teacher gives a task to the Ss, then the Ss finish the task while their language skills are to be developed.
4. Drills ( 6 minutes)
①Read after the video sentence by sentence.
Students’activity: Students will read after the video sentence by sentence.
②Role play for this story.
Students’activity: Students will be divided into 5 groups and act as different roles while the teacher acts as Little Turtle.
③Try to identify the key sentences.
Students’activity: Read the key sentences for this part(What can I do?/Come here./Let’s sing.)and learn to use them.
Purpose for drills: These steps help the Ss to identify the dialogue, which sets a good foundation for the next step.
5. Practice ( 10 minutes)
①Read with the video.
Students’activity: The Ss read the story loudly with the video. They will be very active to join in this part.
②Read the story in groups.
Students’activity: Group leaders organize the group members to read the story with their books open.
③Game time:Look and read.
Students’activity: Ss will be showed some sentences by PPT on the screen, each group will be called by the teacher to read. And some smiling faces showed after each sentence will be given to them as a prize.
Purpose for practice: Conversation is an important part in this lesson. Students should be able to read the dialogue and act it out after class.
6. Consolidation. ( 7 minutes)
①Try to act out the story in groups.
Students’activity: Ss can get some minutes to practice to act in groups. Group leaders are in charge of it. They are encouraged to add more facial expressions and actions to the performance.
②Show time:some individual groups act out the story.
Students’ activity: Ss will be chosen to act in the class, they can get the chance to show.
Purpose for consolidation: Young students like acting very much. By acting out the story, their listening and speaking ability will be developed, which is the main teaching aim of this lesson. In this step, the ability of the Ss creation and co-orperation is to be well developed. They will act out the story in front of the class. Ss are allowed to add more language they know to the story.
7. Summery and homework. ( 2 minutes)
Summery: Summerize the story and read the key sentences together.(Can I join you? /Come on, join us! /What can I do? /Come here. /Let’s sing.)
Homework:Try to act out this story to your family in English.
8. Blackboard Designs:
十、 教学检测安排：统一在整个单元完成后，进行综合检测，侧重点在学生听和说的检测。(见单元检测安排)
十一、课后反思：
本节教学层层递进，环环相扣。由于活动形式多样，非常吸引学生，如：①我开始在黑板上画一笔问“What’s this?”让学生去猜时，开始学生并没猜中，并且答案五花八门：ear; snake; butterfly等。我再逐渐增画几笔后学生就猜出是乌龟了。在教学中，我会根据课文的需要，向学生展示一幅色彩绚丽的图画，形象直观、生动活泼。不但有助于学生直接理解所学的内容，而且便于加深印象，强化记忆，训练口语表达能力，以“趣”为核心，又能唤起学生浓厚的学习兴趣。②我把5个小动物的眼睛从草丛中神秘地展示到黑板上，问“Whose eyes?”再把提前分割成好几块的小动物的身体分给学生，“These are their bodies.”进而请他们上来做拼图环节。全体学生积极参与，打破了沉闷的教学气氛，给课堂带来了勃勃生气。又如：老师在引入句子Can I join you? Come on, join us!时是通过巧设情境：展示一个球给学生，学生高举小手喊着“I can catch the ball!”时，老师又引导他们说出Can I join you?才可以加入游戏中。这样赋教学内容于演，玩，游戏之中，既增强了学生学习活动的动力，发挥了学生的学习自主性，又能在这种贴近生活的教学情境中唤起他们对学英语的欲望，激发他们的兴趣。小学英语进行“情趣教学”，可以让学生在形式多变的教学中，始终处于兴奋、活跃的状态，对于激发学生喜爱学习英语的兴趣，培养学生主动学习英语的求知乐趣，鼓励学生增强学习英语的成功志趣，引领学生探讨学习英语的创新奇趣都具有十分重要的作用。再如：在引导学生小组表演故事环节中，学生的思维一直处于积极的状态，他们的想象力被完全打开，合作的精神被完全开启。因为只有贴近学生生活的教学活动，以“展现”为突破口，才能将所学知识运用到实际中去，有助于培养学生的实际应用能力，有利于开发学生的创新能力和求异思维能力及口语表达能力，这样的活动既体现了“情趣教学”增加了趣味性，又有利于提高课堂教学质量。
