李佳蔚绘本展示教研课教案

教学目标:

1.      知识目标：学会cushion, curtain, drawer这三个单词。并且学会三个句型。

_______ came to help.  She/he looked_________. She/He saw_________.

2、能力目标：能正确、流利地进行情境对话。

3．情感态度目标：激发学生的学习热情，并且让学生明白自己的东西要分类放好。

教学重点:

学会用句型_______ came to help.  She/he looked_________. She/He saw_________.

来表达谁过来帮忙，她在哪里找东西，她找到了什么东西

教学难点：过去式的表示方式。

教学准备：制作的教学道具，ppt。

课时安排：2课时

教学过程设计

二次备课或

即时反馈

Step1Greetings

T. I am your new teacher Miss Li. Do you want to know me? Do you want to ask me some questions? Do you know what do like doing?(做出看书的样子) S: You Like reading a book.

Step 2: Leading in

T: I read a book yesterday. Look at the cover. What can you see on the cover?

S:I can see glasses.

T: Whose glasses are these? Let’s listen and answer.

S:They are grandma’s glasses.

T: Look at this page, what can you see in the picture?

S:I can see a boy, a dog and a sofa.

T: What are they doing?

S: They are looking for something.

T: What are they looking for? Let’s learn the story.

Step 3: Presentation

T: Look at this picture. Who can you see in the picture?

S: I can see grandma.

T: Where is she? Is she at school?

S: No, she is at home.

T:Ok, let’s see her house. (Show the students the house on the blackboard)

T :This is the table. This is the cabia785b. This is the drawer. Teach them the word drawer. And show students drawer on the blackboard. Then Ask a student a785be to the blackboard and point at the drawer and teach other students this word. Teach students curtain and cushion in the same way.

T:Let’s go back to grandma. What is she doing?

S:She is reading a book.

T:Is she young or old? Can she see clearly?

S:No, she can’t.

T:Let’s listen what does grandma say?

S:She said where are my glasses?

T:So grandma lost her glasses. Then teach the students “Grandma lost her glasses.”

T: What would grandma do? She looked for her glasses. Listen, where did she look for glasses? Let’s listen and answer.

S:She looked the glasses under the table.

T:What did she find under the table? S:a pen

T: What did she say? S:That’s my pen.

T: Who wants to be grandma and look for the pen on the blackboard.

T: Did grandma find her glasses? Who came to help?

Ask the students to look at the picture. Ss: Grandpa.

T:Ask the students to look at the picture carefully. And ask them where did grandpa look. Ss: He looked in the drawer.

T: What did he find. Look at this picture. Is he happy?Ss: Yes.

T: Did he find grandma’s glasses? Ss: No.

T: What did he find? Ss: He found his book

T: What did he say? Ss: It is my book

T: Who wants to be grandpa?

T: One student a785be to the teacher’s desk, and the other students read “Grandpa came to help.He looked in the drawer. He found his book.”

T: So grandpa didn’t find grandma’s glasses. Who came to help?

S1: Her son. S2:Her daughter. S3 A boy ….

T: Ask the students to listen to the radio and check the answer.

T: Where did he look?Ss: He looked on the table.

T: What did he see? Ss: He saw a book

T: What kind of book did he see? Let’s listen

T:Teach the word “a785bic”

Ask the students to a785be in front of the classroom to act.

Teach how Megan and Mom find their things in the same way.

Discuss

Ask the students to discuss in four. One act and the other three say the three sentences.________  came to help.  ______ looked _______. _____found a ______.

T: oh, they looked and looked but they didn’t see grandma’s glasses. Where are they?

Then show the students the last picture. And ask the students where are grandma’s glasses.

Step 4 Consolidation

Ask the students to read the passage again. Retell the story with the help of the blackboard. And ask Ss what they learnt after learning the class.

通过让学生解读封面， 引出今天要学习的内容，并且激发学生的好奇心。

通过展示grandma家的陈设。让学生们学习几个新词， 为后面的课文学习做铺垫

让学生上来表演的时候， 一定要让他们把表情，动作做到位。

通过让学生听， 看，猜， 自己上台表演等多种方式引导学生学习并能够基本会读。

在最后discuss的环节中，多给学生词语和素材的支撑。这样学生表演会更自如。

板书设计：

教学反思或教学札记（教学札记是每单元一次）