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Unit6 第二課時的案例與反思
Teaching contents and analysis:
① Teaching content: Part A Let’s learn & Let’s do
② Teaching aims and demands:
Hopeful students be able to:
a. Listen, say and read the words: big, mall, long, short and tall.
b. Use these words in sentences such as “My eye is big/ small. I’m tall/short.”
c. Understand and try to act: Tall, tall, tall, make yourself tall …
Main points and difficulties
① To grasp and use the new words in sentences.
② To listen and do the actions.
③ Pay attention to the pronunciation of “long and short”
Teaching aids
Word cards, tape, recorder, tape, a big ball, a small ball and a rubber band
Teaching design
Step1. Warm-up / Review
1. listen and act
Act like a cat,
Act like a duck,
Act like a dog,
Jump like a rabbit,
Walk like an elephant,
Fly like a bird.
2. Play passing balls
學生邊聽本節課的Let’s do部分的錄音,傳遞老師給的兩個不同大小的球,音樂停時持球的學生合唱let’s chant
Look at cat, it is fat.
Look at pig, it is big.
Look at monkey, it is funny.
Look at mouse, it is in my house.
Ah …
[此兩個環節通過TPR活動和歌謠調動學生的情緒，同時可以訓練學生的聽力、反應能力，以及用英語進行的思維能力。通過聽說演的方式鼓勵學生積極參與、大膽表現、提高學生對語言的干支能力。傳球的游戲活躍了氣氛，讓學生用手感觸了兩個球的大小為下面學習big、small做了鋪墊。當然這個環節開展的比較不好，課堂氣氛是活躍了可是顯得有點亂，這里我不是很滿意。之所以要選擇有關動物的歌謠和TPR活動也是為教授新知識做準備的。]
Step2. Presentation / practice
1. Get to know the words : big & small
a.教師拿起學生傳遞的球
T: Look at the ball, what color is it?
S: It’s yellow
T: Is it big or small (教師配上肢體語言)
Ss: Small
T: Yes, it’s small
Teacher shows the word card “small”
Teach “small” and write it on the blackboard, ask students read one by one.
b. Guessing
T: Now. Boys and girls listen carefully and guess what this animal is.
T: It’s white. It’s fat. Its eye is small
Can you guess?
Ss: Cat? /rabbit? /…
T: Now. Please look! It’s a big elephant.
This elephant is so “big”.
Teach “big” read together. Read one by one.
Teacher shows some pictures or things about big or small! Let students say what is big what is small freely. For example,
2. Make a chant
T: Now boys and girls let’s make a chant!
Ball, ball, is it big or small? It’s small, small, small.
Elephant, elephant, is it big or small? It’s big, big, big.
3. Play a guessing game
a. Teacher holds a rubber band in her hand, let students guess what it is. Students may guess it is eraser, sharpener and so on. Then teacher shows it and draw out the rubber band, saying: “It it l-o-n-g? Yes, it’s long, long, long.” Teach “long”, and ask students to read one by one.
b. The rubber band is retracted, and T: Look, is it long, too? Ss: No! (Ss shake heads)
T: Hmm… yes, it is s-h-o-r-t, short, short. Teach “short”.
c. Let students talk about something is long or something is short!
4. Teach “tall”
a. When the last student is standing up, teacher compares with him / her.
T: Am I long? (配上手勢)
Oh, no! I am t-a-l-l, tall, tall. You are short!
b. Asking some students to stand up and say, I am tall!
c. Asking students to compare in pair and say I am tall, you are short! Or you are tall I am tall.
5. Students read words on the blackboard together. Then listen to the tape, repeat and point twice. [對于本節課的新知識我分五個活動環節來完成，每個環節都借助實物、圖片、單詞卡片等直觀的手段來創設情景，通過編歌謠、猜等活動來激發學生的興趣，讓學生在處于真實的環境中西的語言。在這個環節中，學生能夠在活動中能很好很快學的語言，但是在讓學生自由發言描述身邊事物的特征長短大小時，學生還不能很好的運用所學語言，這個環節完成的比較辛苦不是很順利，可我也發現了生成了比較多的我沒有想到的東西。比如有些同學注意到了大小的相對性。我覺得學完新的知識后聽錄音機跟讀幾遍是很重要的，這樣學生可以對本節課的內容有個整體感，同時也可以糾正他們的語音語調。]
Step3. Extension / Consolidation
1. Hide and seek
教師請一位學生閉上眼睛不看，教師將tall short long big small的單詞卡片藏起來，請這位閉上眼睛的同學回來根據其他同學讀這個單詞的高低聲音來尋找該單詞。近時聲音變高，遠時聲音變低來提示這位同學。
2．Sing the song “head, shoulders, needs and toes”
3. Let’s do
a. Listen to the tape of “let’s do”.
b. Students do exercises follow teacher one by one.
c. Listen to the tape and do together.
4. Play a game “bomb”
This game is to practice the words, the student who bombed should stands up and act “let’s do”.
5． Students put out a piece of paper and a pencil, teacher asks students to draw as her says. Invite two students draw on the blackboard. At last teacher invites them to describe what they draw, and gives assessments.
[在這個鞏固拓展的環節中，Let’s do部分我主要是采用了分成教學通過師示范到生模仿，一齊做到個別做的分成教學。這些也主要通過游戲活動來操練鞏固，利用游戲的趣味性和競爭性激發學生的好勝心和自信心。最后學生在聽聽、畫畫、說說這個活動中表現的都不錯，大部分的學生都能找老師說的畫并能很用踴躍很積極的描述他們所畫的滑稽小人朋友。]
[反思]
本節課我的設計主要的特點是以任務為依托，以活動為骨干。通過各種有趣的活動幫助學生將枯燥、抽象的語言變的生動，讓學生在感知、體驗、參與中獲取知識，形成能力。比如在教授抽象的形容詞時把它們放在句型 “It is big/small.”讓他們觀察身邊的事物來談談。在操練過程中利用競爭性的游戲使學生進入緊張、興奮的狀態，既提高了學生的學習興趣，也鞏固了單詞的讀法�？墒俏矣X得我這節課也存在許多問題，課堂紀律還是有點亂有個別活動如自由發言完成的不是很到位。我想在今后的教學中我還是要多注意這方面的問題。
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