Starter Unit 2 What’s this in English?说课稿
说课人:秦丽
一、 说教材
1.教材的内容
我说课的内容是七年级上册Starter Unit 2 What’s this in English? 第一课时Section A 1a—2c,Starter Unit 2是Go for it! 预备篇三个单元中的第二单元。预备篇是为了使没有英语学习基础的学生更好地使用本套教材而编写的。它的主要内容为26个英文字母和最基本的英语日常用语。Starter Unit 2第一课时的主要内容是谈论话题:“What’s this in English?”即确认物体的问答对话,通过这个话题的学习,让学生能够在日常生活中进行简单的问答交流,以此培养学生在日常生活中使用英语交流的兴趣,同时锻炼学生的英语口语能力。
2.教学目标
学生在小学时英语学习不规范,英语基础基本为零,鉴于此情况,在学习预备单元之前,我已将26个字母进行单独教学,在认真分析教材内容并借鉴相关参考书的基础上,将本课的教学目标及重点、难点确定如下:
A、 语言知识目标
1.词汇:复习Letters Ii——Rr
学习map,ruler,pen,orange,key,jacket,quilt等七个关于物体新单词
2.句型:What is this in English?
It is a map/an orange…
B、 语言技能目标
通过师生、生生情景对话展示、小组单词PK、小组对话PK等活动,培养学生灵活运用语言知识和勇于创新的能力。
情感目标:
1.激发学生学习英语的兴趣,发挥学生学习英语的主动性;
2.通过小组活动 、组间竞赛,培养学生的合作意识和团队精神;
3.教学重点、难点
教学重点:1.关于物品的七个新单词map,ruler,pen,orange,key,jacket,quilt;
2.What’s this in English? It’s a/an…句型.
教学难点:不定冠词a/an 的初步感知与正确使用
二、 说学情
本课的教学对象是刚从小学六年级升入初中的学生,在小学由于英语课程开设不规范、师生重视不够导致学习基础薄弱,又由于成长于中国这样的特殊环境,学生在日常生活中接触应用英语的机会少之又少,所以学生学习英语还是较为被动。另一方面来讲,此学段的学生,生性好动,好奇心强,求知欲旺盛,他们对英语既感到好奇又有些畏惧,需要老师适当灵活地鼓励和引导。所以,在整个教学过程中,我注重设置他们感兴趣的生活学习情境,以及有趣的交流活动来激发他们参与交流的热情,鼓励他们大胆开口,相互合作学习,在交流活动中体验学习的快乐。
三、 说教法、学法
为了突出学生主体地位和教师主导作用本课主要采用下列教法和学法。
教法:
主要采用情景教学法和任务驱动教学法。设置不同的小组交流PK活动任务,突出语言的应用性原则,把听说、讨论、表演、游戏贯穿于教学,使课堂形式多样化,充分发挥学生的主动性,让学生们在参与活动完成任务的过程中来达到学习主要语言知识的目标。
学法:
学生主要采用自主学习和小组合作探究相结合的方法,既锻炼学生的独立探究能力,又培养了合作学习的精神。
四、说教学过程
合理的教学过程是教学成功的关键,为了能让学生轻松的进入课堂,在愉悦的气氛中学习知识,在真实的情景中使用知识,在对话活动中,积极沟通和交流,我这样设计每一个教学环节:
(一)师生相互问候 (Greetings.)
T:Good morning, boys and girls !
S: Good morning, Miss Qin !
T: How are you today?
S:I’m fine, thanks! How are you?
T: I’m fine, thanks!
(设计意图:进行日常问候,提起注意进入正式课堂;复习上一单元所学日常生活打招呼、问候的句型。)
(二)学习新单词(Words)
Step 1:教师通过实物以及图片的展示来让学生从直观上认识这些新单词:map,ruler,pen,orange,key,jacket,quilt等。
Step 2:单词认读比赛,检验小组单词学习成果 (Check the new words between groups.)
两小组间比赛,一组随机出示物品,另一组马上答出对应单词。先进行示范:一组出示 key 图片,另一组回答:key , a key, it’s a key! 老师适当纠正a/an用法。
(设计意图:对刚才小组内教读单词的成效进行检验和展示,激起学生表现自我的积极性,同时培养小组集体荣誉感。)
Step 3: 全班一起认读新单词 (Check the new words together.)
老师出示物品图片,全班同学一起认读新单词。老师适度介绍a/an的基本用法。
示例:key , a key, it’s a key!Orange , an orange, it’s an orange !
(设计意图:全班同学进行新单词的整体感知与回顾,以加深记忆。)
(三)学习新对话句型(Sentences in conversations )
Step 1 : 师生一对一对话,导出新句型。(Act out new sentences by talking.)
老师主动与一学生对话,相互问候后拿出图片,对图中物品进行问答表演,导出What’s this in English? It’s a/an…句型,此时进行适当板书。
(设计意图:鉴于有一些学生有基础的实际情况,进行师生一对一对话,让其他学生初步感知这堂所要学习的新句型。)
Step 2 : 小组对话PK。(Group competition)
两小组各拿一份物品图片,运用What’s this in English? It’s a/an…句型,对随机选取的图片上的物品进行问答比赛,选出优胜组。
(设计意图:小组间相互检测运用正确句型对物品进行问答练习的熟练程度,通过相互考验与比赛的方式,让学生成为学习的主人,体验学习的快乐。)
Step 3: 学生搭档上台展示对话。(Perform the conversations in pairs.)
学生搭档持图片或实物进行问答练习展示。
(设计意图:对新的句型,经过单词的熟练,到小组教读句型,再到小组对话练习句型,经过这一步步的练习,学生从集体表演中得到对新句型的熟悉,到了可以单独表演的时候了,让学生个体得到表现自我的机会!)
(四)巩固练习
做练习册上的习题,巩固新单词和句型。
教学反思
不足之处:
1. 说课时,目光游移不定,且缺少与同学的目光交流。
2. 讲课时,出现了一些原本未曾想到的情况。
(1) 由于太过紧张,发音有些不清晰,语言有点乱。
(2) 由于过于紧张,原本设计的很多活动没有很好的展示出来。
(3) 在讲课的过程中,小组活动有点少,与同学的互动也欠充分。
(4) 教态不太自然,总是不自觉的就有一些小动作,手也不知道该放在何处,总之就是
不自然。
(5) 课堂上汉语使用较多,以后要尽量用全英语授课。
再教设计:
1. 教学内容应该再充分些,例如,可以再增加一些听力的部分。
2. 在练习对话的部分,可以再多找几组同学起来展示他们练习的成果。
3. 在教具使用上,我觉得我可以拿一些实物,如橘子,尺子等,有利于同学更好的掌
握本课单词。
4. 在整个教学过程中,要加强与同学之间互动。
5. 在整个教学过程中要尽量用全英语授课。
总之,只有自己真正站在讲台上,真正经历一回讲课的程序,才懂得当老师真的不那么简单。我会认真汲取本次讲课的经验教训,我相信这一次的讲课经历必将对我以后的学习产生十分重要的影响。
第二篇:全英文说课稿--What's the matter
Unit 2 What’s the matter?
Page 8 Section A 2a--2c
Good morning, everybody . I’m very glad to stand here to share my ideas about the lesson with you. I hope that you will give me some advice for my presentation.then , I will analyze the lesson from the six aspects:analysis of teaching material, analysis of students , teaching methods, learning methods, teaching procedures and blackboard design.
Part One :Analysis of teaching material
1 .Status And Function
This unit focus on a very important grammar point—I have a headache. shouldn’t = should not .The textbook start with a interesting topic -- what's the matter? By this way, it is great helpful to attract the attention of the students.Besides ,such a topic is related to our daily life, so it will raise learning interests of students and help them to improve their spoken English in class .
2.Teaching Aims and Demands
Knowledge Objects: New words; Some advice; Grammar Focus.
Ability Objects:Listening, reading and writing skills. Communicative competence.
Moral Objects : To be a doctor and serve the people heart and soul.
3. Teaching Key Points
toothache fever shouldn’t lie down and rest
hot tea with honey see a dentist drink lots of water
4.Teaching Difficulties
What’s the matter?
I have a toothache.
Maybe you should see a dentist.
That’s a good idea.
He has a stomachache.
He shouldn’t eat anything.
Part Two Analysis of students
The Students have learned English for a long time. So they can understand some words and some simple sentences.
And ,this lesson is talk about health, body .Students have been interested in English now.
Part Three Teaching aids and methods
Teaching Aids :
A tape recorder; A projector.
Teaching Methods:
Listening, reading and writing methods. Pairwork.
Part Four Learning methods
1. Teach Students how to be successful language learners.
2. Teach Students how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;
3. Get the Students to form good learning habits.
Part Five Teaching Procedures
Step I Greet the class .
Show the new words on the screen. Read the new words to students and ask them to repeat. Then ,discuss the Chinese meanings.
fever lie rest honey dentist water shouldn’t
Step II 2a
Now ,open your books and turn to Page 8. First , I will read the following items to students and ask them to repeat.
toothache sore throat stomachache fever lie down and rest
hot tea with honey see a dentist drink lots of water
Listen to the recording . Please pay attention to the first one has been done for you .
The boy has a toothache and the advice is to see dentist.
Then check the answers on the blackboard.
Step III 2b
First, look at the four pictures. Each picture illustrates one of the conversations .Now we’ll listen to the conversations again. This time, listen for the missing words and write the missing words on the blank
lines.(Play the recording one time only)Then check the answers.
Step IV 2c Pairwork
First, I’ll have two students read the dialogue in the box .
A: What’s the matter?
B: I have a toothache.
A: Maybe you should see a dentist.
B: That’s good idea.
Then ,ask students to practice the dialog in groups . After they practice a while, I will have several pairs of students present their conversations to the class.And ,then ,I will cheek out ,and point out their problems and give them some advice .
Step V Grammar Focus
(Show on the screen)
I have a headache.
He has a toothache.
You should go to bed.
He shouldn’t eat anything.
She should see a dentist.
shouldn’t = should not
Step VI Summary
During this class, we’ve learnt some advice to people who have health problems. And who wants to be a doctor in future?OK.Serve the people heart and soul.learned about how to be a good doctor in the future .
Step VII Homework
Practice the conversations and review the Grammar Focus.
Part Six Blackboard design
Unit 2 What’s the matter?
toothache lie down and rest
sore throat hot tea with honey
stomachache see a dentist
fever drink lots of water