The story of rain Part A Let’s talk教案

概要：教学过程 Step 1: Greeting and free talk 1, Say hello to the kids 2,Free talk T: What day is it today? S: Today is Monday . T: What is the weather like today? S: It is sunny today. T: Which season do you like best? S: I like spring best. T: (和学生握手) Wow ,I like spring too .Why you like spring best ? S: Because it is warm in spring . T: I like spring too. Not only because it is warm but also for the beauticul flowers in spring. Step 2: Warm-up 1, L

教学过程
    Step 1: Greeting and free talk
    1, Say hello to the kids
    2,Free talk
    T: What day is it today?
    S: Today is Monday .
    T: What is the weather like today?
    S: It is sunny today.
    T: Which season do you like best?
    S: I like spring best.
    T: (和学生握手) Wow ,I like spring too .Why you like spring best ?
    S: Because it is warm in spring .
    T: I like spring too. Not only because it is warm but also for the beauticul flowers in spring.
    Step 2: Warm-up
    1, Listen to the chant on page 68
    2, Game---- 单词浪接浪
    让学生把单词卡放在桌面,老师说一个单词,看谁最先举起对应的单词卡,然后又最快的同学说一个单词,其他的同学举,依此类推!教师在此过程中给各组记分。
    Step 3: Presentation
    1.Presentaion of the basic structures.
    T: (总结刚才游戏过程中各组的表现情况) All of you have done a very good job ,especially the group * . (举起rain的单词卡) do you like rainy day?
    SS: Yes, I do.\ No, I don’t .
    T: I don’t like rainy days. Do you know: Where does the rain come from? (边问边将句子板书在黑板上,同时展示图片)
    展示图片(一)
    T根据图片,帮助引导学生回答问题
    SS: It comes from the clouds.(T板书句子在黑板上)
    T: Good !(然后举起 cloud 的单词卡) 问:Where does the cloud come from? (边问边将句子板书在黑板上,同时展示图片)
    展示图片(二)
    SS: It comes from the vapour.(T板书句子在黑板上)
    T: Excellent! (举起vapour 的单词卡) 问:Where does the vapour come from? (边问边将句子板书在黑板上,同时展示图片)
    展示图片(三)
    SS: It comes from the water.
    2. Practice.
    根据示意图, 教师引导学生练习句型,先集体练习,
    T: Where does the rain come from?SS: It comes from the clouds
    T: Where does the cloud come from?SS: It comes from the vapour.
    T: :Where does the vapour come from?
    SS: It comes from the water.
    然后Pair work ,要求学生和自己的同桌一起练习,一问一答。完成后,选取2---4对同学来演示对话。
    3, Drill
    让学生打开课本,跟读录音带两遍.
    T: Now we know the the circle of the water, but here are two more difficult sentences here , How can the water become vapour?The sun shines and the water becomes vapour. I don’t their meanings .Who can help me?
    SS:水是怎样变成水蒸气的呢?太阳照射下来,水受热就变成了水蒸气了。
    4.Develpment.
    T: Thank you for youe help .I know the circle of the water now. Here is VCD about the story of a little water drop. Let’s watch it.(播放VCD中the story of little water drop 片段)
    T:同学们,看了这个小水滴的故事,你们是不是对水的循环有了一个更加清楚的认识?实际上水循环,是一个雨降到地面以后经过蒸发又回到大气的过程。有了水循环,就有了降雨的过程.雨降到城市里可以净化空气,可以灌溉树木和草坪,特别是在炎热的夏天,下雨还可以给我们的酷暑降降温呢.水循环有那么多的好处,水对于我们来说,实在是太重要了,那我们是不是要从身边的小事做起,一起行动起来爱护水资源呢? SS:是.
    T:那我们可以做哪些事情来爱护水资源呢?(引导学生讨论回答)
    SS:1,要节约用水,用完水后要把水龙头拧紧.
    2,不要把垃圾扔进湖泊小溪,弄脏污染水资源等.
    F : Summary and the homework.
    1,总结本节课的内容
    2,布置作业: 画出水资源循环示意图,用所学过的句型解释后给家长听,并和家长相互提醒监督平时珍惜爱护水资源.
    以上是我前段时间看到的一个教学实录,是关于水循环的一个故事,自己正好也要上这么一篇文章,所以特地摘录下来,仔细琢磨,分析。
    基本教学理念
    1、让学生成为学习的主体,养成良好的学习习惯和有效的学习策略。
    2、创设生活化的情境,尽可能赋予语言意义。让学生习得语言,在玩中学,在学中玩。
    依据不同学生的特点,因材施教,调动学生的积极性,培养兴趣,符合其多元智能的发展。
    二、设计思路
    以新课程为指导,教学活动力求以学生为主体,以话题为线索,以活动为中心,让学生通过做事,通过思考,通过合作来体验语言,体验生活,体验学习的过程与快乐,采用任务型教学,活动的形式与任务的驱动紧密结合,使学生在“用”中发展思维能力、创新意识和各种语言应用能力。整堂课虽然没有华丽的课件,但是丝毫没有影响上课的效率,没有影响学生的听课积极性,看得出来学生始终处于非常兴奋的状态,教师的设计也是环环紧扣,过渡及其自然,看似很散,其实都是围绕着一个主题,教师始终处于引导者的地位。
    我觉得不足点是教师的备课不能只备教案,备学生,还要备时间,由于在导入环节使用时间较多,以致最后没能准时下课,有点虎头蛇尾,我觉得课堂气氛虽然活跃,学生也能积极参与,但学生的动也只是停留在模仿的阶段,没有他们自身的想法和创新。