朗文教案

香港朗文英语Longman Welcome to English Teaching Plans for Chapter 6 Look at Me Part E 课型：任务课 教学内容分析： 本节课是Chapter 6的E部分内容，学生在A、B、C、D部分学了身体部位单词、描述人形体的形容词和有关于介绍自己身体特征的句型，如：I am …. I have …. He/She is …. He/She has …. 等，另外，学生还学了如何介绍他人及can, can’t 的用法，如：This/That is …. He/She can/can’t …. 本节课最重要的是让学生学习如何连贯地用所学英语去介绍和描述自己的同学、朋友或家人，在这过程中能够运用英语句型: This is …. He/She is …. He/She has …. He/She can …. 进行达。   教学对象分析： 学生从一年级就开始学习英语，每周6节英语课，能够书写英语字母、单词及简单的句子，能够认读较多的英语句子，有一定的口语基础，英语基础知识较为扎实。通过三个月在校的英语学习，他们对英语学习有着浓厚的兴趣，并已初步形成了良好的英语学习习惯，学生很喜欢上英语课，大部分孩子敢说英语、能说英语。孩子对单词的认读和课文的演读没有多大的问，但由于英语知识的不断加深，特别是出现让孩子连贯表达一些英语句子时，学生表现起来会有点吃力。因此，在教学过程中，我通过给予学生大量的信息输入，将学习重点和难点较好地化解于活动教学、游戏教学和情景教学中，让学生自发地多开口说练英语。本课主要任务在于创造更多的机会让学生学习新知识和运用语言。   教学策略： 1、通过运用歌曲、游戏、情景、媒体和活动等教学方式让学生主动获取信息。 2、结合课堂活动和游戏，促进老师与学生、学生与学生之间的交流。 3、让学生在“任务”活动中学习英语并用英语进行交流。   Objectives: Language Skill：  Be able to understand and to use the sentence structures: “Who is …? “ “That is ….” “He/She is ….” “He/She has ….” “He/She can ….” Language Knowledge：To know and to use the adjectives and the names of body parts and the sentence structures: “Who is …? “ “That is ….” “He/She is ….” “He/She has ….” “He/She can ….” Affect and Attitude：Like to speak English and to communicate with others. Get to know their friends more by describing their appearance and ability. Learning Strategies： 1. Train the pupils to think, observe, imagine and cooperate with others actively. 2. Enjoy the songs, games and activities in the class. Language Focus: 1.        Vocabularies: 巩固运用：ear  eye  nose  mouth  hair  short  long  fat  big  small  thin  tall 2.      Structures: Who is …? That is …. He/She is …. He/She has …. He/She can …. 3.      Skills listening  reading  speaking Learning difficulties: To use the sentence structures “Who is …? That is ….” to do the task.   Resources: 1. Teaching software  2. A mask.  3. Task paper   Teaching Procedure: Procedure Teacher’s Activities Pupil’s Activities Purpose Leading in and Pre-task 1.  Greeting. 2. A chant “Tall, tall, make yourself tall.” 3. The teacher introduces herself by using “I am …. I have …. I can ….”.Then ask some pupils to introduce themselves. 4. A guessing game: Introduce a friend “Pippy”. Ask the pupils to guess what Pippy is like. (CAI) 5.  Present the sentence structures by introducing Pippy: “This is …. He is …. He has …. He can ….” 1.  Greeting. 2. Chant together and do the actions. 3. Listen and try to use “I am …. I have …. I can ….” to introduce themselves.     4. Use “He is …. He has …. He can ….” to guess what Pippy is like.   5. Listen and try to speak out after the teacher.   Warming up to create a happy atmosphere of learning English. To arouse the pupils’ interests and give them more chance to speak English. While-task 1.        The teacher acts as Pippy to make some friends with the pupils. Present the sentence structures: “Who is …? That ….” 2.      In Longman School, Jenny, Nancy, Mike and Jack are good, too. Present the contents of the dialogue. (CAI)     3. Ask the pupils to do the exercise. 4.  A chant. 5. A video: the pupils’ school sports day. Pippy takes the video about the sports day. 6. Use “He/She is ….” “He/She has ….” “He/She can ….” to describe the pupils in the video. 1. Make friends with Pippy.         2. Listen and practise the sentence structures “Who is …? That is …. He/She is …. He/She has …. He/She can ….” 3. Do the exercise.   4. Chant together. 5. Watch the video.       6. Listen and talk about the pupils in the video.     To practice with the words and the sentences. To help them to use the sentence structures through the activities and keep their interests in speaking English. Post-task 1.        A task: Ask the pupils to introduce their friends or parents to their partner. 1.        Pair Work：Introduce their friends or parents to their partner. To offer more chances for the pupils to talk about the friends and communicate with others. To speak more by getting involved in the activities. Homework   1.    Listen to the CD, and read out the dialogue on P35. 2. Introduce your classmate to your father and mother in English.   Layouts: Who is …?                        He/She is …. That is ….                        He/She has ….                                   He/She can ….