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[作者:内详 来源:内详]

Module 6 Travel说课稿

[2013-8-10] [浏览:次] [编辑:Admin]

【设计意图】:带着简单问题看动画,让学生整体感知文本内容.
2. 二进文本:通过新疆图片和问题引导学生逐步解决文本。
听录音,回答问题。
T: Lingling went to Xinjiang. Do you have any questions of Lingling’s travel?
S: …
T: I also have some questions. Listen and answer.
Look,there are three questions about this photo.
Question1:When did lingling go to Xinjiang?
Question 2: Did Lingling go with her mother and father?
Question 3: How long had Lingling been? (玲玲新疆呆了多久?)
解决问题:Question1:When did lingling go to Xinjiang?
Answer1: She went there in July last year.
Question 2: Did Lingling go with her mother and father?
Answer2: Yes, she did.
Question 3: How long had Lingling been there?
Answer3: She stayed Xinjiang for a week in July.
T: How do you know it? How does Lingling say? 引出课文原句。Answer1: I went there last year.
Answer2: Yes, she did.
Answer3: We stayed with my grandmother for a week in July.
【设计意图】:设计有梯度的问题,让不同的孩子都有机会回答问题,体现分层教学的理念。
3,三进文本:通过新疆图片和问题引导学生逐步解决文本。
老师领读回答问题。
T: Lingling went to Hainan. Try to judge they are true or false.
(1) Lingling’s uncle lives Hainan with his three children.
(2) Lingliing’s uncle visit Beijing every year.
(3) Ms Smart met Lingling’s cousins in July.
(4) Lingling’s cousins are Li people. (照片呈现黎族人,体现文化渗透的思想)。
【设计意图】:判断题相较于简答题来说比较简单,通过这种形式引领孩子理解课文第三段的重点。
3. Read the text.
(1)Listen, point and imitate.
【设计意图】:通过跟读,加深学生对课文语境的理解;要求学生模仿语音语调和有感情地朗读课文,能够让学生潜移默化地具备良好的语音习惯。
(2)Read by yourselves.
(3)Read in roles.
(4)Discuss in groups. Choose one photo you like to retell. Finish this travel note.

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