PEP2 Unit4 B Let's learn教案及課后反思

PEP BOOK2 Unit 4 Do You Like Pears? Part B   Let’s learn                             2010.4 Teaching materials: PEP2 Unit4 B Let’s learn Teaching objectives: 1. Knowledge objectives: Ss will be able to listen, speak and read the fruit words: strawberry, grapes, bananas, and apple. Then use them freely on daily life. 2. Ability objectives: Ss will be able to talk about fruits what they like or unlike. 3. Emotional objectives: Ss will be more interested in English learning. Teaching important points: Enable Ss to master the 4 new words. Teaching difficult points: Practice talking about the fruits. Teaching aids: CAI  tape recorder   cards  headdress of animals  pictures Teaching procedures: I.  Warm-up 1.  Let’s do: Hunt like a mouse... 2. Greeting T: Good morning, boys and girls. Ss: Good morning, Miss Qiu. … 3.Play a Game(火眼金睛) T: Let’s play a game. Look carefully. Let’s see. II. Presentation & interest practice 1. Present strawberry. In the game above, T present strawberry, and teach: strawberry, strawberry. I can see a strawberry. I can see 2 strawberries. CAI show 3/4/5 strawberries and disappear quickly. Ss practice: I can see…strawberries. 2. Present grapes. a. T: Strawberry is a kind of fruit. Can you guess another fruit? CAI show: It’s purple. It is small and round. Ss:葡萄。 T: It’s a grape.(T teach it, and reappear some learned words: cake, face, crayon, eraser, so as to simplify the word grape ) Then T show the card, and teach grapes. b. Practice: I like purple grapes, I don’t like green grapes. I like green grapes, I don’t like purple grapes. 3. Present bananas. T: Do you like grapes? Ss: Yes. CAI shows a monkey. T: Who’s this?  Ss: This is Mr. Monkey. CAI shows the sentences: Monkey, monkey, do you like grapes? (Ss read) Monkey: No, no, no! T: What does Mr. Monkey like? Ss… T (M): I like the banana. T teach “banana”, then “bananas”. Ss practice together, then from groups to individuals.                                                                                4. Present apple. a. T shows the word card: strawberry, bananas, and grapes. Ss read. Then T circle them all, and make the circle be an apple, T teach it. Ss practice it like this: a-p-p-l-e apple. b. T: Now, Let’s enjoy a song “Apple Round, Apple Red”. III. Consolidation 1.      Let’s say CAI shows a cup of juice, then some fruits they have learned just now. T: I like strawberry juice. I don’t like apple juice. What about you? Ss… 2. A talk between monkey and other animals. (Little monkey want to change the apples for bananas) Monkey: Mouse, mouse. Do you like apples? Mouse: No, I don’t. I like strawberries. Monkey: Ah…Oh! Monkey: Bear, bear. Do you like apples? Bear: No, I don’t. I like pears. Monkey: Ah…Oh. Monkey: Squirrel, squirrel. Do you like apples? Squirrel: Yes, I do. Look! I have 2 bananas. Monkey: Great! Here you are. Squirrel：Thank you. Here you are. T: Let’s read a story. (CAI shows the pictures, Ss read together.) The monkey/ mouse/bear/squirrel likes…, (Ss make up the sentences). Now I’m the monkey, who want to be the mouse/bear/squirrel? (T practice with the Ss). Then Ss practice the story. V. Homework 1. Read P44 fluently. 2. Do the workbooks on page32 No2. 3. Finish the copy book from page38 to 39.   在整堂課中，我把四種水果單詞，做一不同形式的呈現(xiàn)并進(jìn)行不同程度的操練后，最終以一個(gè)趣味小故事：猴子換物記來(lái)運(yùn)用新單詞，并通過(guò)這個(gè)故事提高學(xué)生的綜合語(yǔ)言運(yùn)用能力，以達(dá)到能表達(dá)個(gè)人對(duì)水果的喜好。   在呈現(xiàn)完整堂課后，我有了以下幾點(diǎn)思考： 1. 合理地引導(dǎo)學(xué)生很重要， 由于我在進(jìn)行其他各個(gè)環(huán)節(jié)時(shí)，沒(méi)有引導(dǎo)好學(xué)生成了我這堂課中最大的不足： (1). 操練部分體現(xiàn)不出意義操練，在意義操練時(shí)還是沒(méi)有放手讓學(xué)生去做，也正是由于學(xué)生根本沒(méi)有動(dòng)機(jī)去做這樣的意義操練。我在出示各種水果時(shí)，讓學(xué)生輸出自己喜歡的果汁，學(xué)生沒(méi)能輸出，而是還停留在機(jī)械的造句當(dāng)中，未達(dá)到語(yǔ)言的真正運(yùn)用。 （2）.在故事表演“猴子換物記”中，也是引導(dǎo)不夠。在展示完這個(gè)故事后，應(yīng)該先由四人小組合作，將這個(gè)故事演出來(lái)，然后再做匯報(bào)表演。 2． 對(duì)于單詞”grapes”的處理不夠合理。因?yàn)楹苌儆斜磉_(dá)”a grape”的，對(duì)于難一點(diǎn)的”a bunch of grapes”，學(xué)生說(shuō)起來(lái)困難，不好花時(shí)間解釋，因此對(duì)于這樣的知識(shí)點(diǎn)，應(yīng)該盡量避免。 3. 最后鞏固環(huán)節(jié)設(shè)計(jì)的故事學(xué)生參與度不廣，也就是在設(shè)計(jì)活動(dòng)時(shí)，對(duì)游戲的目的性和有效性考慮得還不夠�；蛟S可以由學(xué)生在底下先操練夠，避免出現(xiàn)后來(lái)的照著屏幕文本表演。

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