牛津2a教材|牛津2B Unit3 My room 教案及说课稿

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teaching aims:
1、basic aims: to learn seven words: window, door, bed, room, sofa, table, lamp.
2、developing aims: using the sentence to describe a room.,e.g. look, there is a ____ .
main points: to learn the words.
difficult points: using some english to describe the room .
materials: cassette, picture cards
teaching procedures:
pre-task preparation: warming-up
1. let’s play: paper ,a pencil ,i can see. paper ,a pencil, for you and me! a ruler , a rubber, i can see. a ruler, a rubber, for you and me ！
  let’s act :come here . go there . come back.. (重点强调there)
 2. make short dialogues.
 (1) teacher extend one hand , let students guess :what’s in my hand ? (rubber)
  t: this is a rubber .(put the rubber on teacher’s desk, go another place, say : i stand here. look ,the rubber is ( there) .
  elicit : look, there is a ______.  
  (2)point to the box (on the desk) and say :look. there is a box. something is in the box. guess?
guess.
show the things one by one .then say :look. there is a______.
while-task procedure: presentation
1.    to learn the word : window
(1). point to the window (in the classroom) and say.
   look, there is a window .
(2). read it.
(3). make some rhymes. 
e.g.  window, window, there is a window.
     window, window , for you and me .
2.    to learn the word: door
(1). t: this is a window.
   point to the door: is this a window? (no)
(2) learn “door” and say “look. there is a door. ”
(3) make some  rhymes.
  e.g. door ,door , there is a door.
      door ,door ,for you and me.
3.    to learn the word: room
(1) show a picture of room, say: look! i have a room.
(2)learn “room”
(3) stick the picture on the board ,point and say: “ look, there is a room.”       
(4)make some phrases.   e.g. a big room
4.    to learn the word: bed
(1) t: (show a picture)  this is my room. look.  what’s in my room?
     guess to elicit: bed
(2) learn “bed”
(3)point and say “look. there is a bed.”
5.    to learn the word: lamp
(1) point to the lamp. is it light? (no)
(2) learn “lamp”
(3)point and say “look. there is a lamp.”
  point to the light, say :look . there is a light.
(4)ask and answer: what colour is it ? is it big ? is it small ?
  make phases: it’s a small lamp . it’s a …(colour) lamp .12
6.    to learn the word: sofa
(1) what’s else in my room?
to elicit: sofa
(2)learn “sofa”
(3) point and say “look. there is a sofa.”
e.g.  what can you see in my room?
7.    to learn the word: table
(1) point and ask :what’s this in my room?  to elicit: table
(2) try to say.
(3) make some  rhymes.
e.g. table, table, i can see.
    table, table, for you and me.
8.    listen to the tape and follow.
9.  do workbook p9    .(机动)

牛津2b第三单元my room说课
小学英语新课程标准的基本理念是：面向全体学生，重素质教育；整体设计目标，体现灵活多样；突出学生主题，尊重个体差异；采用活动途径，倡导体验与参与；注重过程性评价，促进学生发展；开发课程资源，拓展学用渠道。基于这样的教学基本理念，我对自己的课堂设计认真推敲、琢磨，关注每一个细节，对最后的成型稿进行了梳理，就以下几个方面展开简单的说课。
一、说教材：本节课是牛津英语2b第三单元my room中的内容。教学内容主要是7个新授单词：window,door,bed,room,sofa,table,lamp以及句型look.there is a_____。本单元以room为主题开展一系列句词教学。在这一单元中首次出现了there be 句型，不管是对学生还是对教师而言，这都是一大挑战，这是一堂比较典型的单词句型课。
二、说教学目标：新课程标准在对教学目标的界定中，要求体现整体设计教学目标，体现灵活多样。如何做到统一性和灵活性的有机结合呢？在教学设计中，我从认知、能力、情感三方面具体规划了本课的教学目标。
1、认知目标：（1）学习表述与房间这一主题有关的名词，以家具、摆设为主。（2）学习客观存在某些物品这一即成事实的句型表述，look .there is a ____.对这个句型进行了一定的改变，为学生在表达与理解上减小了难度。
2、能力目标：（1）使学生获得综合运用语言知识和语言技能进行交流的能力。具体表现为能运用本节课所学“look .there is a ____”这一句型结构，结合一些简单的形容词等向别人描述房间。（2）加强听说能力的培养，贯彻“听为辅导，说为领先”的原则，鼓励学生大胆说，不要怕不会说。（3）生活化目标，从书本中走出来面向生活。鼓励学生指着教室中的一些会说的事物用“look .there is a ____”来进行表达。
3、情感目标：营造宽松、和谐的学习氛围，激发学生学习兴趣和求知欲望。
三、说教学程序：为了达到上述目标，为了使后续教学更加浏自然。在warming-up部分我引用了两个与本课教学内容紧密相关的环节。一是1a中的let’s play: paper ,a pencil ,i can see. paper ,a pencil, for you and me! a ruler , a rubber, i can see. a ruler, a rubber, for you and me 。主要是在后续学习中有一个与此很相似的rhyme ：door ,door , there is a door.door ,door ,for you and me. 另一个是let’s act，引用了上个单元的教学内容：come here!go there! come back!主要是强调there，然后猜测老师手里的是什么，激起学生猜测的兴趣。然后把该东西放到离老师远一点的地方，从而也就顺其自然地提问学生：look. the rubber is there .自然而然地把句子转化为：look .there is a （rubber）。接下来还是一系列的猜测活动，把学过的文具用品放入到一个盒子内猜：what’s in the box ?通过猜的练习反复进行口头表达“look .there is a ____”这个句型，不断地复现逐渐让学生留下印象。从这个盒子过渡到classroom，引导学生说“look .there is a window/door”，door与window都江堰市是教室里能见到的实物，比较贴近学生的生活实际，在每一个新单词的学习过程中，我都用了自编的rhyme : door ,door , there is a door.door ,door ,for you and me.从classroom过渡到room及相关的lamp,table,bed,sofa的教学，我采用了多媒体课件，使得教学更加形象直观。在这个环节的教学中，我本来的意图是通过问一问颜色、形状等将前知融入到这部分内容的学习中，使学生简单地说一些a red lamp 等简单词组，但发现效果不佳，学生对1b中所学的单词已经遗忘很多。此外，二年级的学生注意的时间较短，且本课单词量较大，基本上是单词的呈现、句型的练说、说唱rhyme这样三步走，故7个单词上下来显得有点枯燥，个别学生显然就耐不住性子了。在这种情况下，应该采用多样化的单词导入形式以吸引学生注意力，提高教学效率。
    以上是我对这堂课的一些简单理解与想法。

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