引出今天学习的重点句型:
Picture6: T: Who is this?” Ss: “This is Cathy. T: “Where is she from?”
T elicit Ss: She is from Canada.[
Picture7: T: Who is that?” Ss: “That is Cathy. T:
“Where is he from?”
T elicit Ss: She is from Britain. (呈现国旗图片)
T: Where is she from?
T elicit Ss: She is from China.
(自然过渡到学习China.,为扩展学习I’m from ( ), China.做准备。)
T: I’m from Jiang Xi, China.(repeat)
Where are you from?
扩展学习句型I’m from ( ), China.
S1: I am from…T: Where is she from?
S2: I am from…T: Where is he from? (T point the students)
T: Can you tell your partner: Where are you from?”
小组对话练习句型。
Activity: T—S1: Where are you from?
Ss: I am from…
Let students come to blackboard
T do a model introduce them. “This is …She (he) is from…
(通过小组说从介绍自己来自哪里过渡到介绍别人来自哪里,结合生活实际灵活运用)
表演故事,自主编动作。
我通过开展师生之间,生生之间多种有意义的交互活动。引导学生进行大范围的听说训练,强化学生的听说能力及综合运用语言的能力。坚持做到词不离句,句不离篇,体现以言语交际为中心的教学思想。在活动过程中,适时予以精神鼓励和物质奖励。既培养了学生的团结协作精神,又使得语言知识转化为语言技能。实现灵活地,创造性地运用英语进行交流的目的。
反思:句型得到了充分的练习,但由于毕竟是二年级的学生,应设计一些游戏类的活动起到调节课堂气氛的作用。
以上就是牛津版小学二年级英语:Who’s that说课稿全文,希望能给大家带来帮助!
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