激趣启情 重在交际——人教版Book 3 Lesson 13教学设计，本文主要内容关键词为：教学设计论文,人教版论文,激趣启情论文,Book论文,Lesson论文，此文献不代表本站观点，内容供学术参考，文章仅供参考阅读下载。
Step 1.Warning up
1.Sing some nice songs before class.
(e.g.Twinkle,twinkle,little star,Do Re Mi,etc.)
2.Talk about some everyday English when class begins.
(e.g.Hi,children!Glad to see you again.Haw are you?etc.)
3.Sing 2 English,songs(using CAI )
"Ten little Indian boys"&"What's your name?"
设计意图：孩子们喜欢唱歌，优美动听的歌声不仅能营造快乐、轻松的英语氛围，还能促使孩子们边唱边练，自觉而快速地进入英语世界。且后两首歌曲还为顺利衔接下一个环节作好铺垫。
Step 2.Revision
1.Free talk:What's your name?How old are you?
What class are you in?What's 4 & 5/3 & 6/2 & 10?etc.
2.Revise L12,Part 1(using CAI)
(1)Watch the vedio of the dialogue
(2)Ask questions:Who's that boy over there?Is he American? Who's this girl?Is she Dick's sister?
设计意图：短短2分钟左右的"Free talk"是我每节课必有的环节，它既能有效培养学生运用英语进行准交际的能力，又能很好地增进师生间的情感交流。本课中，我从"Free talk"引出L12的对话，再从L12引出女孩Lisa，为下面的新授："What's her name? Her name is (Lisa).作好准备，使学生在不知不觉中复习旧知，触及新知，学生易于接受。
Step 3.Presentation
(1)T:Look at this girl.Listen!-She's Lisa.-Her name is Lisa.-
-Her name is Lisa.-What's her name?Her name is Lisa.
(2)T asks 2 girls"What's your name?"and tells other Ss"What's her name?Her name is…",then says"What's her name?Her name is Lisa.Do you understand?
(3)Read after T"What's her name?Her name is Lisa."
设计意图：以学生熟悉的同班女生来解释新句型的含义，有利于学生主动接受，容易理解。
Step 4.Let's practise
1.Practise L13,Part 2.
(1)CAI shows photos and names of 4 girls,but the mames are disordered.T teaches"Mary".
(2)Let Ss guess what's the name of each girl.T asks"What's her name?"Ss answer"Her name is…"When the answer is right,CAI shows a line between the photo and the name.
(3)Look at the photos and have a competion between Half A and Half B:asking and answering"What's her name?Her nsame is…"
2.CAI shows nice photos of six famous women (peng Liyuan,Ju Ping,Ni Ping,Tao Luna,Wang Nan,Liu Xuan),Ss ask and answer"What's her name?Her name is…"in pairs.
设计意图：此处，我对教材进行了灵活处理，把Part 2 3提到Part1前进行教学，目的是为了分散难点，突出重点，让学生针对重点句型"What's her name?Her name is…"进行大量有意义的操练，为下面的对话学习、交际运用作好充分准备。针对小学生荣誉感强、爱比赛、爱美术的心理特征，我设计了大组比赛，并引入六张精美的人物照片，使学生们练得有趣、有劲、有数，很好地发挥了学生的主观能动性。
3.Practise"She's her mother/… Is she her mother/…?
(1)CAI shows a girl.Ss ask T"What 's her name?"T tells them"Her name is Ann."
(2)CAI shows Ann and other 5 photos.T says"They're Ann's mother,teacher,etc."Then T asks Ss"Who's she?"and Ss answer "She's her mother/teacher/friend/sister/classmate".At the same time,CAI shows a line(beween Ann & one photo)and the word(under the photo).
(3)Play a game:CAI shows Ann,back of 3 photos and the 5 words.Let Ss guess"It she her mother/…"At the same time,T move the word"mother"to one picture.If the answer is right,the word will stop and the photo will turn back,otherwise,the word Will return.
设计意图：针对小学生爱玩、喜欢新奇和刺激的年龄特征，我利用A thorware的热区和移动两种交互，设计了以上两种“设疑激趣”的情境，引导学生积极思考，激发了学生的求知欲，并很好地活跃了课堂气氛，能收到“解决本课难点”的效果。
Step 5.Learn to say
1.CAI shows the picture of L13,Partl.T says"Listen! Who's that girl over there?What's her name?Who's that woman?Is she her mother?"
2.CAI shows the vedio of L13,Part 1.Then Ss answer the above questions.
3.Open books.Listen and repeat after tape twice.
4.T and C practise the dialogue.
5.Pairwork:act out the dialogue.
6.Check 2 pairs.
7.Recite the dialogue together.
设计意图：让学生带着问题去看VCD，能促使他们更集中注意力。之后，师生间、同桌间开展的形式多样的对话、表演、背诵、比赛等活动，使学生们沉浸在浓厚的英语气氛中，毫无“机械操练”的厌烦感，熟练掌握本课对话已不是难事。
Step 6.Situational dialogue
1.CAI shows the following content.Let Ss make up situational dialogues.
情境对话：1.任选一张图片，同桌对话。
2.有用的表达：Who's that girl over there?…
What's her name?…
Who's that girl/woman?Is she her…?
A picture of
Mary and a girl
A picture of
Li Yan and a woman
设计意图：图片情境紧扣课文内容，又有“有用表达”提示学生，学生不会觉得难说，易于操练。从刚才的机械操练发展到现在的看图对话，不仅能帮助学生巩固所学的语言知识，还能训练学生的想象力和语言表达能力，开发学生的发散性思维。
2.T create 3 kinds of situation in class.Let Ss make up new dialogues.
(1)A tall girl and a short girl of class.
(2)A fat girl and a thin girl of class.
(3)Miss Qian and a girl of class.
设计意图：创设一种有实际训练价值的相对真实的情境，促使学生逐渐从单纯的方法模仿，发展到思维模仿，从而激发学生的创造性思维，并进一步激励他们的学习兴趣和创造激情，逐步掌握“活的言语交际能力”。
Step 7.Listening exercises(using CAI)
WB,L13,Exx 1
设计意图：利用CAI热区响应功能，给每题答案配上"Yes/No"声音和可爱的对错符号，使学生兴趣盎然，明明白白。
Step 8.Fun time(using CAl):
Game 1:nice song("Apple Tree")
Game 2:Funny words.
(CAI shows pictures of"beer/model/tank/angel/cartoon…"and"T says the words one by one,let Ss guess the translation according to the sound.")
设计意图：近一节课的快节奏教学后，通过歌曲、游戏等创设轻松自由的气氛，使学生消除紧张和疲劳，让学生在玩中拓展知识，并由被动接受知识转化为开放脑筋主动探索知识，发展创造思维。
Step 9.Sunmary(using CAl)
CAI shows the phonetics of"mother,her".T guides C to read the phonetics and spell the right words,then T writes the words on Bb and Ss write them in theat the same time.
2.CAI shows the photo of Mary.Let Ss say"What's her name?Her name is Mary."and spell"Mary".Then T and Ss write"Mary".
3.T:Attention,please.W,H,M are big letter.And don't forget"?"&".".OK?
4.CAI shows the following contents and Ss read after T.(reading words with both rising and falling tones)
mother 
her
What's her name?
Her name is Mary.
Is she her teacher?
No,she's her mother.
设计意图：除简明扼要的总结，我在此还结合语音、书写方面的扎实训练，使学生们“听说读写”全面发展，获得英语学习的成功感和喜悦感，培养他们对英语的持久性兴趣，为以后的“再发展”打下稳定的基础。
Step l0.Homework（略）