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Lesson 9 Teaching Design | ||
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Supplement |
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教学设计思路 Summary of Teaching Design |
教师和学生先借助图片，以教师出示图片学生拼读单词的形式复习食物的单词。之后，教师借助图片或挂图，通过让学生猜的形式激发学生的学习兴趣，并引入水果单词的学习。教师组织学生进行小竞赛， 激发学生的学习兴趣和热情。最后，教师和学生一起回顾本课的重点知识。 | |
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教学目标 Teaching Aim |
1.Knowledge and abilities (1) 听懂会说单词apple , banana , grapes , melon , orange , strawberry. (2) 听懂会用句子：How many bottles of pop/milk/juice/water? (3) 能够听懂会说本课会话，做到学以致用。 2.Course and methods (1) 通过创设情境，使学生感受并学会运用语言，进一步培养学生的口语表达能力。 (2) 通过有趣的小游戏激发学生的学习兴趣和热情，使教学过程轻松愉快。 3.Emotion and attitude 使同学们了解多吃蔬菜水果的好处，养成多吃水果蔬菜的好习惯。 | |
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教学重难点 Key Points and Special Difficulties |
1.Key Points (1)听懂会说strawberry, grapes. (2)听懂会说How many bottles of pop/milk/juice/water? 2.Special Difficulties (1)听懂会说strawberry, grapes及相关句型。 (2)听懂会说How many bottles of pop/milk/juice/water? | |
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教学媒体 Teaching Media |
radio and tape recorder, projector, pictures relating with the text, computer and disk | |
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教学过程 Teaching Course |
1.Lead in Step one: Greetings. Step two: 1.复习以前学过的有关食物的单词。Bread chicken cookies dumplings eggs fruit juice meat noodles rice soup drink eat 教师出示图片让同学进行拼读练习。 教师还可以播放动画课件中的“food”，教师让学生观看动画选出自己喜欢的食物。 2.Guess What’s in my hand? / What’s in the picture? 教师手中拿着一些水果的图片(或是手中拿着一张教学挂图，挂图的背面对着同学们) |
进行拼读练习时，教师可以通过一条龙的形式来进行。 教师做出很神秘的样子，激发学生的学习兴趣。 |
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2.Start new lesson Step one: 1.出示挂图或幻灯片，(strawberry, apple, grapes, orange, banana, melon) T: Look, so many nice fruit. Which one do you like? Ss: T: OK, Let’s have a fruit party. Ss: Great. 教师指着图上的水果或实物与同学对话。 T：Would you like to eat strawberry? S1: Yes, please. T: Would you like to eat apple? S2: Yes, please. T: strawberry…(教师领读几遍) Ss: strawberry… T: Would you like to eat grapes? S2: Yes, please. T: grapes… Ss: grapes… Step two: 同学二人之间对话练习。 S1：Would you like to eat banana? S2: Yes, please. S1: Here you are. S2: Thank you. S1: You’re welcome. Step three: 教师边读单词边在黑板上进行板书： Apple banana grapes melon orange strawberry Step four: 游戏：听音乐传水果 学生坐成环状，教师分别将两个水果交给两头的两名学生，音乐响起后，两头同时向里传水果，音乐停止后，拿水果的两名学生走到前面进行会话表演。 Step five: 介绍句型There are_____(数字) 教师手指书中挂图提问。 T: What’s this? S1: Pop. T: Yes, It’s a bottle of pop. T: How many bottles of pop? S1: Ten. T: Yes, ten bottles of pop. T: There are ten bottles of pop. Step six: 教师播放课本录音，然后教师向学生提问： What do you know about the text? 学生可以自愿站起来回答。 Step seven: 教师和学生一起回顾本课的知识。 |
参考interesting game（3） 音乐停止时，如果一个水果传到教师手中， 教师和另一名学生合作进行对话表演。 | |
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3.Interesting games (1) One line reading 教师让学生在拼读过程中，以一条龙的形式进行，及一个学生拼读后，他（她）后面的学生继续拼读下一个，下一个， 再下一个。。。。。。 (2) Passing the fruit while listening to the music 学生坐成环状，教师分别将两个水果交给两头的两名学生，音乐响起后，两头同时向里传水果，音乐停止后，拿水果的两名学生走到前面进行会话表演。 (3)Ask and answer 教师把全班学生分成两个小组，男生一组，女生一组，男女生进行比赛。比赛形式如下： 教师手中拿着图片，教师宣布：start后，学生们抢答，男生和女生哪组先给出正确答案， 哪组获得加分。最后积分最高的小组获胜，教师给小组成员发小奖品。 | ||
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课堂评价 Assessment in Class |
1.The teach checks the students’ usage of language by letting them play interesting little games. 2.The teacher let students take part in assessment by putting their judgment into account and let them comment on each other. 3.The teacher lets the students do exercise to check their mastery of language. | |