1、Lesson 31: Games课题：U4 L31: Games 课时：40 分钟教学目的与要求：1. 学生能够听懂、会说下列词汇： games 、 cards 、 checkers 、 badminton 、 ping-pong；能够通过图片理解词汇 hard、soft 以及短语 go for a walk，达到听懂、会说；学生能够在插图的帮助下理解本课故事。2培养学生乐于模仿、敢于开口的能力，激发学生用英语表达的欲望；让学生在理解故事的过程中体验学习英语的快乐，使学生保持兴趣，树立自信。3通过故事渗透德育教育。教学重点：1掌握新学单词；正确运用本课表达法。2培养学生敢说的勇气，使学生在口语
2、交际中能灵活运用本课会话。教学难点： 对故事的理解及深化。课型：故事课 教具：单词卡片；游戏用品的实物或图片；录音机及磁带。板书设计: Lesson 31：Games badminton, hardgames cards, softcheckers go for a walkping-pong 作业: 完成活动手册.教学过程：教学设计 设计意图Class Opening and Review1. Greeting.2. Numbers.数字是本单元的重点内容,应Quickly review the numbers from 130. 3. Words.Use the cards to revi
3、ew “doll, ball, kite and skipping rope”.New conceptsGames, badminton, cards, checkers, ping-pong.DEMONSTRATEIntroduce “games, badminton, cards, checkers and Ping-pong” with real objects. (适时板书)GAMET: Lets play a game. What game do you want to play?Ss: Ping-pong/BadmintonT: OK. First, lets play Ping-
4、pong. What do we need to play Ping-pong?Ss: Ping-pong ball. 球拍，球台。T: Right. We need ball, ping-pong paddle and ping-pong table. (Use gesture and action to help the students understand “paddle”.)Introduce the other games: badminton, cards and checkers. Supply the English word for each game.SING A SON
5、G: THIS IS THE WAY WEChange the words with” play with cards, play with checkers, play with badminton, play with ping-pong, play with a ball, play with a doll, play with a kite.”DRILLT: Whats this? (Hole up a card of a game.) Ss: Its _.T: I want to play. Do you want to play?（找点头的学生回答。 ） Ss: Yes.T: Ye
6、s. I want to play. Say it, please.Ss: Yes, I want to play. T: Very good. T: Do you like to play?（找摇头的学生来回答。 ）Ss: No. T: No, I dont want to play. Say it, please.SS: No, I dont want to play.不断地进行复习。复习旧词带出新学词汇。利用实物教学，直观形象，效果更好。联系实际适时扩展，使学生语言接触面更宽，课堂教学不局限于课本。老调新词唱歌曲，既增加趣味性，又及时巩固新词汇，熟悉的旋律中不失新鲜感。学生根据自己的实际
7、喜好来回答，参与性T: What do you want to play? Ss: I want to play_.T: Great! Me too ! Lets play ，ok ? Ss: Ok!STUDENT BOOK: L31N1LISTEN, ANSWERLook at the pictures. Listen to the tape. Answer the questions: Does Li Ming want to play badminton?Does his friend want to play badminton?What game will they play? (他
8、们打算玩什么呢？)FOLLOW THE TAPEMAKE UP DIALOGUES Make up dialogues in groups. Use as much of the vocabulary for games, action activities and toys as you can. Such as: what do you want to do? Lets play_. I like_. /I dont like_. Okay. Great!Assess the students use of language informally.PRESENTEncourage the
9、students to try saying different words and phrases. Hard, soft.课件出示几件对比图片，并打出相应的句子：The _ is hard/soft. 感悟hard, soft 的意思。再出示 go for a walk 的图。适时板书。Listen to the tape and follow it.3. Story:” Goldilocks and the Three Bears.”1) Prepare for the story.Explain that the class will read a story that is very
10、 popular in Canada. Almost every Canadian child learns this story.T: What do you think is happening in the story?Explain that Goldilocks is the name of the girl: gold refers to the colour of her hair (like “blond”) and locks is an old word for “hair”.SILENT READINGT: Please read the story silently,
11、class. Underline the words and phrases you 更强，语言的学习迎合学生当时的心理，学习速度会更快，效果会更好。带着问题听对话，目地性强，利于学生思维，理解起来也快。小组练习给所有学生一个开口的机会。且此话题为运动项目，多数学生应该很感兴趣，谈起来会更轻松容易。教师走下去多与学生接触，除了发现问题及时处理外，还增加一个与学生联络感情的机会。dont know.2) Listen. Questions: What does Goldilocks do first? How about the first bowl of porridge?How about
12、the second bowl?Whose porridge does Goldilocks eat?3) Act.按顺序先后打出 Goldilocks 喝粥、坐椅子、上床的图片，选不同的学生扮演 Goldilocks 来评论粥、椅子、床，看谁说得更形象。发现学生身上不同的优点给予表扬。再按顺序先后打出三只 bears 回到家的情景，选九位同学先后扮演三只熊对话，结束后让其他学生对他们的表演给出客观的评价。4) Listen and discuss.Why do you think Goldilocks went into the bears house?Do you like Goldilo
13、cks? Why?If you are Baby Bear what would you do ?Class Closing1. Summary.2. Activity Book. 3.Homework: 学生课后自己找搭档排演这个故事并准备在“英语show”活动中表演。( 表演故事能充分调动学生的学习积极性和主动性，让他们在课后愉快地学习和复习相关词汇和句型。日积月累，对语言的运用会达到一个较高的层次。)通过猜测、感悟来学习词汇，印象更深刻，记忆更牢固。看图讨论帮助理解故事内容，发挥学生想象力，提高注意力。猜测故事內容有助于提高学生的学习兴趣与听故事时的注意力。学生默读故事，理解故事大意（借助图片的帮助） 。全语言教学理论认为，应在“自然”、“真实”、 “完整”的语言环境中进行学习，让学生感知整个语篇的意义。解答学生的问题，如果有其他学生知道，可让其回答，积极性会更高。学生听故事录音后，回答教师的相关提问。此过程是学生的一个信息反馈过程。教师通过提问可了解学生对这个故事的理解程度及词汇的认知度。此活动可让学生精力更集中地关注故事及故事的表演，并学会正确评价他人。同时，也可让的小演员更投入地表演。讨论的过程中，进行文明礼貌教育；另一方面，引导学生友善对待周围的人，特别是需要帮助的人。讨论深化了对故事的学习。
