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六、【设计思路】1．创设真实或近似真实地生活情境，引导学生运用所学语言做事情。 2．能够通过师生说、两两说和自主听读体验交际式英语教学的一般过程，掌握英语说听的基本方法。 3．关注学生情感发展，通过采用多元的复习检测方式，将复习检测与教学内容相结合，促进学生综合语言运用能力的形成。 4．在教授新知过程中要求学生能够仔细倾听老师和同学的发言，并且有语言表达和与同学交流的愿望。在学生两两交流和小组合作交流中，培养孩子合作意识和合作精神，能够相互配合完成一段通顺流畅的说话训练。 七、【教学过程】 Step1. 课前热身 Act and say （设计意图：复习旧知，最主要是复习一些动词及其动词词组的过去式。通过游戏的方式展开教学，不仅能激发学生的学习兴趣，且为接下来的教学做好更充分的准备。） Step2 Presentation 1、T: I’m your new English teacher. Do you want to know something about me? Let’s do the fast reading. (出示 Fast reading) （设计意图：在学生刚刚游戏的余味中，迅速展开教学，通过师生交流互动，进一步拉近师生距离，自然展开新课教学。） 文字：My English name is Juju. I am from Dapu primary school. I like toy bears very much. My favourite fruit is pear. I like visiting the farm. Q1: Where am I from? where Q2:What’s my favourite fruit? pear Q3:What’s my favourite toy? bear Where are the pear and bear? Look,they are over there. Read the words. “ear” is pronounced / / Can you read the other words? 出示：near year dear hear here等其它单词，让学生读一读区别读音。 （设计意图：通过相似字母组合的发音归纳总结各种发音，学生的语音掌握更扎实，并通过对比，帮助学生更好地辨音。） Q4: What do I like doing?学生根据Fast reading回答问题。 T：Yes, I like visiting the farm. Last weekend, I was on Uncle Lee’s farm. 2、Guess, what did I do?(学生猜) 学生思考，猜测老师上周末做的事情， 操练句型用到: “You … ，I think.” T: Now, I’ll tell you. Uncle Lee has a big house. I cleaned the house for Uncle Lee and worked on the farm. T: There are many things in Uncle Lee’s room. What are they? Can you guess? 1、If I want to take photos. I need 2、If Iwant to listen to music. I need 3、If I can’t see something clearly.(清晰地) I need 4、If I want to call my friend. I need 5、If I want to write something about myself.( 我自己) I need 生边读边说出物品，随机出示物品图片及单词。 T: Where is the CD Walkman? S：It is… 点图消失T： It isn’t there now. It was there a moment ago. T: Where are the glasses? They are… 点图消失： They aren’t there now. They were there just now. 点击所有物品消失： Do you want to know where the things are? Let’s have a look. 出示整理后的房间图片，学生操练句型： Where’s / Where are…？ It’s / They’re…. It isn’t / They aren’t there now. It was / They were there a moment ago / just now. 上一页 [1] [2] [3] [4] [5] 下一页
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