牛津小學英語3A Unit 5 How are you?第一課時案例分析

一、背景
1. 教學內容與目標
(1) 能在情境中正確運用日常交際用語how are you?及其相應的回答：fine, thank you.
/not so good.
(2) 能聽懂、會說、會讀文具類單詞  a pen, a pencil ,a ball pen.
(3) 通過活動，游戲激發學生的學習興趣，逐步培養學生的口語交際能力，樹立學習英語的信心。
2. 教學重難點：
教學重點：文具類單詞和日常交際用語
教學難點：能熟練靈活地運用本課的日常交際用語。
teaching procedures:
課前板書課題 unit 5 how are you?
二、 教學案例
step1. warm up
1. t—s: greeting
t （事先把果樹貼在墻壁上，介紹比賽規則）: there’re four trees，if you do very well, you can put the fruit on the trees for your group. let’s see which group is the best. ok？
s: ok.
(設計思路：小學生一般都好勝心強，喜歡表現自己，但同時自控能力也差，注意力容易分散，會影響課堂教學效果。課始，引入競爭機制，激發學生的有意注意。課堂上的小組紀律競賽，增強了學生的自控能力，為課堂的有效性作了鋪墊。)
2. sing some songs:
   t: there are three songs. which one do you want to choose first?
 red? blue or green?
(課件展示三個不同顏色的圓，讓學生自主選擇)
（設計思路：歌曲在小學生中比較受歡迎，讓學生自主選擇歌曲來唱，讓學生動起來，創造了學習英語的氛圍，調動起學生的學習熱情。）
step2. revision
everyday english: hello, i’m miss wu. what’s your name?
 nice to meet you,(too).
 this is ….
  (學生自由對話，將自己的朋友介紹給他人認識)
（設計思路：通過師生對話、生生對話鞏固操練所學日常交際用語，同時還讓學生介紹朋友，既改變了以往師問生答的模式，融洽了師生的關系。）
step 3: presentation
1. how are you? fine, thank you.
t：（由學生自由對話引入）i think you will be good friends.
 miss wu has some good friends, too. look, they’re coming. (課件出示)
this is kitty (teddy).
s: nice to meet you, kitty (teddy).
kitty (teddy): nice to meet you, too.
t: how are you?
kitty (teddy): fine, thank you.
   出示 “how are you?”教師示范領讀。，注意“you”的發音。
(設計思路：用小朋友喜愛的卡通人物跟學生對話，操練所學過的日常用語，引出新的問候語，以舊帶新，促使他們對英語更感興趣。在對話中為新句型“how are you?”創設語境，同時滲透答語“fine, thank you.”為下一環節的教授作鋪墊。)
  b. boys ask teddy together and girls ask kitty together, listen to the answers carefully.
  c. teach “fine, thank you.” with body language. (拿出笑臉)
  d. play a game:the chain game: t asks a question to the students of the first row “how are you?” he or she may say: “fine, thank you.” then he or she passes the question to the students in the second row. then the students in the second row answer: “fine, thank you.” just do it one by one. the last one comes to the front and asks mickey: “how are you?” let’s see which group is the quickest.