1、教材分析教材分析 这是一节没有教材的口语课。这节口语课的教学设计承接于中年 级英语口语课题所做的研究。因此，这节课的教学设计专注于学生看 图说话，通过前半节课的单词和语句表达所做的铺垫，最终为了最后 的口语表达，既用完整的语言描绘图片。 学情分析学情分析 三年级的孩子已经经历了一年的英语学习，他们学习了颜色、着 装、 物品、 动物等类型的单词， 以及学过了最基本的语句， 比如： Its. This is. I like. etc. 然而， 学生在平时的常态课并不注重口语表达， 而是偏重知识学习和积累，学生在口语表达方面比较欠缺。 教学目标教学目标 一、一、知识目标：知识目标： 1.温习旧单词和
2、语句，重新拾起学过的单词和语句，这些单词有 kite, dog, park, pupil, color, pink, blue. 句型有: Its. This is. 2.新知：butterfly, picture, tree, there are/is 等。 二、能力目标：二、能力目标： 1.在游戏活动中，能说出单词和相应的语句。 2.在图片的辅助下，能用语句来描述图片。 三、情感态度：情感态度： 1.通过老师和同学的赏识和鼓励，收获说英语的自信心。 教学重点、教学重点、 难点难点 一、一、教学重点：教学重点： 1.温习旧知：单词和语句，并尽可能多的说出语句。 2.用完整的语句描述图片。 二
3、、二、教学难点：教学难点： 1.用完整的语句描述图片。 口语教学策口语教学策 略与模式略与模式 遵循学生语言学习规律和认知规律 由单词句子篇章 教学准备教学准备课件、音频、纸片课课 时时一课时 教教学学过过程程 教学环节教学环节教学设计教学设计 Step I. Warming up (2 mins) 1. Greeting Sing the song, Bingo, to warm up the students. I will ask students to stand up, clapping hands while singing the song. Step II. Leading i
4、n (4 mins) Here, I will design a game to inspire studengsinterest. And students will have a chance to choose one game between the two that they will play first, so as to make this step more interesting. Game make it longer 1. Letter to words In this game, students will use the first letter which is
5、given by me on the PPT. Such as b, students will compete touse b to makewords. S1 will say “big”. I will encourage other students to say more words with b as an initial letter. S2 may say “baby”. S3 may say “book”. 2. Words to sentences Two words are given to students on the PPT. They are He and It.
6、 Students will use the two words to make sentences. At the same time I will set an example for them. S1 will say “ He is a boy.” S2 will say “ He is cool.” S3 will say “It is a desk.” 1. Learn to speak A. Look and say Students look at the picture. They will say what they see in the picture. Students
7、 will say “a bird” “ kite” “two boys” When students have no more words to say, I will lead students to find Step . Speaking(18 mins) more things in the picture, so that students can have more to say. And I will write down key words on the blackboard, so that students can use them to speak more in th
8、eir tasks. In this task, most of the students just say words. But spoken English requires students to speak English with sentences. So, in next step, I will lead students to speak with sentences. B. Speak more in sentences Now, students are encouraged to speak English in sentences. And I will provid
9、e sentence structures and models as aids for students to speak fluently. Then, a text about the picture will be provided. Students will learn the text, and I will teach them how to speak when they see a picture. The text is like this. Look at the picture. It is pring. Two birds and a butterfly are f
10、lying.One bird is blue, one is yellow, and the butterfly is green. They are cute. The followers are beautiful. Three boys are playing in the park. Xiaoming and Xiaoli are flying kites. Xiaomings kite is blue, Xiaolis kite is brown. Xiaoyong is running. They are happy! This text is for students to ac
11、cumulate sentence structures, so that students will have more to speak and speak more fluently in the next step. Step . Production (14 mins) 1. Look and practice. Each student has a picture. They should look at the pictures, then say what they see in the picture. They should try to speak fluently an
12、d correctly. There are some key words for the pictures on the PPT as help for students. Students will have seven minutes to think and practice spoken English according to the pictures. They can also imitate the example text that students just learnt above. They can ask for help from their classmates
13、 and teacher. 2. Show-time It is time for students to show, to speak English. Some volunteers will be chosen to come to the front, and share what they see in their pictures. Loud applause will be given to the volunteers for their sharing, no matter their spoken English is good or bad. Step V. Summary & Homework （2 mins） 1. Summary 2. Homework 板书设计板书设计
