《Who’s that?》英语说课稿 -小学英语说课稿

《Who’s that?》英语说课稿 -小学英语说课稿,标签：说课稿范文,http://www.t6t5.com
      Step II Revision 
     T: Who’s this? This is (Ann). (Put the character masks  
     along the blackboard.) 
     T: Who’that? That is (mocky). (Put the character away  
     the teacher.) 
     Who’s this? This is … 
     Who is that? That is …. 
     T: 用两个相对的 同学引导。Who is (  )? (  ) is (  ). Who is (  )? (  
       ) is (   ). 
     Write the sentences on the blackboard. Read the  
     sentences. Correct “this, that.” 
     用远近不同的对象来作参照物引导学生理解的区别， 
     用学生本身形象化的直观教具，以唤起学生开口说英语的愿望，从而检测所学过的内容 
      Step III Practise  
     T does a model. Park work. can you make sentences like  
     this in pairs.师生师范，学生俩俩对话练习句型。(鼓励学生可以用老师作例)  
     在此环节中学生以周围的学生、老师为例俩俩说，联系生活实际，灵活运用句型。 
        Step IV  Picture talking 
     T: There are some pictures. You can choose one picture  
     to talk about using the key points.  
             提供3幅看图说话的图片，学生在Key points 的引导下进行自主说、俩俩说。 
     Picture A:  Key points: Who’s that? That is  
     father/mother… 
            Picture B:  
      Key points: Who’s that? That is Ken/Tommy  
     Picture C:      Key points: Who’s that? That is  
     Cathy/Ann…  
             
     （此环节根据学生已掌握的知识，选取学生感兴趣的话题，让学生围绕屏幕上展示的图片进行俩俩对话。这样，可以使学生将已学的知识和新学的词、句有机结合，从而实现语言的积累性发展，并逐步掌握灵活运用语言的能力。提供Key  
     points的目的在于启发学生说些什么以及如何说（必竟这些只是小学低年级的学生，语言能力还是很有限的），在课堂上要引导学生尽可能多说。在这个活动中学生并不只是一味地模仿，而是从教师提供5幅图的key  
     points中得到启发，自己动脑思考，所以在发展语言能力的同时还能锻炼其思维能力。） 
      Step V Story 
     T: Boys and girls let me tell you a story today. Now,  
     please listen to the story first. 
     please listen to the story by yourselves. 

上一页  [1] [2] [3] [4]  下一页