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1、Unit 2 Visiting FriendsLesson 1 What a Nice Room!付家乡小学：邓海艳 教学目标：1 .能通过对本课单词的学习了解各个房间的特点和用途，要求学生 能够理解单词大意，并正确朗读。2 .掌握如何询问别人具体房间位置的句型和回答方式，并能在对话 中正确使用。3 .能够听懂对话，并能应用所学单词和句型进行仿编。4 .通过学习，培养学生养成懂礼貌的好品质。教学重、难点：1 .本课单词的正确发音和拼读。2 .能使用本课句型进行问答和对话仿编。3 .能听懂对话和读懂课文。教学课时：第一课时教学过程：Step 1: Warm-up and lead-inGreet
2、ingT: Good morning, class!Ps: Good morning, Ms Deng.T: What class are you in?Ps: I m in Class 1, Grade 6.1. Creating situation (Show the Tingtings, house)T: Look, this is Tingting, s house. Would you come to Tingting, s home?Ps: Yes.T: Let s go. Welcome everyone! Do come in. (Learn : Do come in.)T:
3、How is the rooms?Ps: How big! (How nice! What a nice room?)(揭示课题，板 书)Step2: Task presentation1. Learn new wordsT: What is the room?Ps: It s bedroom. ( Learn : bedroom,)T: How is it?Ps：2. living room, dining room, bathroom, study, kitchen3. Practice mode个人读，小组读，男生女生读的各种方式练习。4. Play a What s the missi
4、ng word?” game5. Learn :where is the dinning room?(1) Creating situationT: What s the room?Ps: It s a dining room.T: There are some drinks in the dining room. What are they?Ps: tea, coffee, water, juiceT: What would you like to drink? ( Learn the sentence) Ps: I d like some .(2) Practice modeTo find
5、 a partner to practice and practice to pairs.(3) Learn uWhat would you like to eat?” in this way.Step 3 Text learning1. Show the text s picture and ask: What are they doing now? lead in avisiting friends”2. Listen and think some questions:What would Lele like to drink?What would Peter like to drink?
6、What do Sam and Rose want to do ?3. Answer the questions.4. Listen and read.5. Role play.6. Circle T or F.Step 4 Practice以拜访为情境，进行对话练习。A: Hello, B: Hi, .A: Welcome to niy home. Take a seat, please. What would you like to drink/eat?B: I d like some.A: Here you are.B: Thank you.Step 5Task completion同学
7、互相模拟练习。Step 6 Summary and Homework1. Summary:T： What did you learn in the lesson?Ps:2. Homework:Copy the dialogue and read the text three times.A: Hello, B: Hi, .A: Welcome to my home. Take a seat, please. What would you like to drink/eat?B: I d like some.A: Here you are.B: Thank you.板书设计：Unit 2 Vis
8、iting FriendsLesson 1 What a Nice Room!A: What would you like to drink/ eat?B: Id like some .A:Where is the living room?B:It s beside my bedroom.(living room, dining room, bathroom, study, kitchen)教学反思：本课我创设了让孩子们拜访婷婷家的情境，在参观房屋时学习了 新单词 living room, dining room, bathroom, study, kitchen, 这样把单词放在一定的语境中
9、，孩子们能很快理解相应的含义，记忆 更为深刻。在参观完房屋后，我设计了款待他们的情境，这样既学习 了新句型：What would you like to drink/eat? V d like some 又让孩子们觉得新奇有趣，所以孩子们的学习兴趣很浓厚。我认为在 本课中，我创设的情境教学让孩子们在语境中学习，单词和句型掌握 较好，但是还需注意kitchen与chicken的发音区别，以及would you 的连读发音。另外在教学中，我还注重对学生英语口语的输入和输出， 鼓励他们大胆说，多说，在说话中建立起自信，培养他们对英语学习 的兴趣。我个人认为，激发学生对学科兴趣的过程中，不能只停留在课
10、堂 表面的“活”，“乐”，“玩”中。我们更要注重学科本身，从学得 后产生的成功体验来不断滋长兴趣，挖掘学生学习的内驱力。在教学 中我们应该做到如下几点：一、面向全体，分层教学。在游戏教 学过程中，不可回避的如何对待优中差生。我们设计的游戏要注重面 向全体学生，难度适中，让大家都参与。可以根据学生的个人素质， 性格特点，记忆力反应速度等，因材施教，分层要求，以求最有效的 激励机制促学生不断上进。二、组织得法，严谨有序。做好游戏的组 织工作，做到有条不紊，活而不乱。小学生天性爱游戏，争强好胜, 有些学生做起来容易忘乎所以，甚至在课堂上，有时会情不自禁地高 声喊，因此，首先，有开始游戏之前讲清规则。纪律要求，评分标准， 防患未然。在游戏过程中即使还出现一些混乱，要能理解学生的心理, 不一味批评，而是积极讲清楚，在集体活动中，大家应该遵守规则。 三、适时适度。我认为不能力求面面俱到，游戏过多，而忽略了主 要教学内容的讲授和训练，喧宾夺主，把英语课上成游戏娱乐课，那 就适得其反了。课堂游戏应该为课堂教学服务，当他成为一种摆设, 或者是为游戏而游戏的时候，课堂游戏就失去了他的魅力了。