牛津4B全英文说课稿 Unit 7 At a snack bar英文说课

Unit 7 At a snack bar说课稿
Hello, everyone! Today, I’ll say something about Unit 7 Part A and B in Book 4 of Oxford English. Background on the reformation of curriculum, this book can connect the life and the act, the pictures are active and vivid. Grade four is the initial stage of English learning. This unit has 7 parts, we’ll learn Part A and B. According to the contents and the fact of the students, I establish the following three teaching aims of this period: The first one: Students can read and write the following words: biscuits, pies, sweets, noodles, coffee, juice, tea. The second one: Students can say these sentences: What would you like? How about you? Some…, please. Something to drink? Anything else? The third one: To develop students interest in learning English.
I think the most difficult point of this period is to make sure the students can use the new sentences to make dialogues. So, I design the following steps:
Step 1 Warm-up
1 Greeting 2 Free talk 3 Listen and do
Enable students to pay attention for the classroom. Both enliven the atmosphere of the classroom, the students also ease the tension.
Step 2 Presentation
1 Review some words about fruit.
2 Broadcast a flash song to lead to the topic <At a snack bar>
3 Teach words: biscuits, pies, noodles. Sentence: What would you like? How about you? (Use multimedia courseware to present a snack bar, ask students look., guess and answer “What would you like?” Learn the words.)
4 Chant (Through dynamic screen, showing the chant, mechanical drilling is no longer boring.)
5 Teach “sweets” (Through dynamic screen, a bird is flying. Guess “What does the bird bring?”) 6 Play games
(1) Look at teacher’s mouth and guess “What am I saying?” Enable students to deepen the impression of words’ pronunciation.
(2) Through courseware ,showing the playing cards, students use the sentences, the words that they learned to guess up playing cards, then to see whether the content of their own that agreement. (Not only to maintain the enthusiasm of the students, allowing students to experience a post-harvest knowledge of the meeting.)
7 Teach words: tea, juice coffee .Sentence; Something to drink? (Teacher says: I speak too much, I’m thirsty, I want something to drink. Through dynamic screen, students are very enthusiastic about learning)
Step 3 Practice
1 Play a game(There are lots of ways to practice the new knowledge. Playing game is a good way. Ask a student to come to the blackboard, face to the other students. Teacher puts up some things behind him, other students ask “What would you like? Anything else? Something to drink?” Let the student guess then answer.”)

2 Through courseware, present a shopping situation.. Let students do some shopping in the courseware. (Students operate the courseware by themselves. Training has become so lively and interesting.)
Step 4 presentation
1 Present Part A ， let students listen and look, then answer the questions. 2 Read after teacher 3 Act it out Through courseware, showing text screen. Help the students to deepen the understanding of the text..
Step 5 consolidation
1 Students make dialogues by themselves, then act out.( To provide students with the opportunity to speak in English. Enable students to participate actively in teaching activities.)

2 Ask students “Are you hungry? Are you thirsty?” Invite students to go to the snack bar.

3 Sing a song .Say goodbye to the teacher.

Diagnosis1 and solution(整合点诊断1及解决办法)
The students contact with the snack bar for the first time, use traditional teaching, explain it in Chinese, students are very boring to it. Through multimedia, present a snack bar, go into the snack bar, a waitress is there, some food is there, too. Without teacher’s explain, students are interested in understanding the meaning of the snack. Multimedia settles the boring teaching methods of the English learning.(小吃店（snack bar）的英文单词学生是第一次接触到，用传统的中文解释，学生学的很枯燥。运用多媒体创造一个snack bar的房子。点击门进入房内，出现女服务员并呈现部分食物。通过这几个画面，不用教师过多解释，学生较有兴趣的理解了snack bar的含义。多媒体的运用解决了英语教学中英翻译枯燥的教学方式。)

Diagnosis2 and solution (整合点诊断2及解决办法)
The difficult point of this period is to make sure the students use the sentences to make shopping dialogues. The students are boring to the mechanical drills.Use multimedia to present a shopping situation. Let students do some shopping in the multimedia ,then let them make dialogues like the multimedia. Students practice it very easy and interesting. In the course of the practice, students finish the tasks through the multimedia which the teacher expects.(本课的难点是让学生能用所学的单词、句型自创购物情境，进行购物。传统教学句型的机械操练学生学的很无味。运用多媒体向学生呈现了一个购物情境，让学生与课件中的服务员进行交流、购物，然后再让学生模仿课件中的购物情境，小组合作，自创购物情境。多媒体音、形、色、像、图文并茂的优势，让学生学得很轻松很有积极性。在这一过程中教师几乎是闭嘴教学的，但学生通过多媒体完成了教师所期待的教学任务。充分体现了“学生为主体，教师为指导”的教学理念，实现了信息技术与英语学科的有机整合。)

Diagnosis3 and solution(整合点诊断3及解决办法)
To understanding the meaning of the dialogue is another key point. Use the Chinese to explain the English is the traditional teaching. Students’ enthusiasm is different to move.Use multimedia present the text, through the status of the speaker, the situation of the dialogue, the content of the dialogue. Teacher’s boring explain is no longer need. Students understand the meaning of the text through it.(对英语对话的理解也是个教学重点，传统教学是对照中文学习，理解对话大意。学生的积极性难以调动。而多媒体解决了这一难点。课件呈现了对话的录音，对话任务的身份，说话时的情境画面，说的内容。教师枯燥的解释不再需要，学生在视听过程中已理解了课文大意。)
In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the students are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.

信息技术和课程整合的设计理念
信息技术与英语课程的整合，就是要在先进的教学思想和教育理论的指导下，把信息技术作为学生自主学习的认知工具、情感激励工具、教学环境的创设工具、课程整合的探究工具等，并将这些“工具”运用到教学中去，使各种教学资源、教学要素、教学环节及其各成分经过重新构建、有机联系、互相融合，在整体优化的基础上产生凝聚效益，从根本上改变传统的教师教、学生学的教学方式，对发展学生的主体性、创造性和培养学生的创新精神和实践能力有着极其深远的意义。
1、把信息技术作为英语课程整合的演示工具
　在这个教学过程中，我利用计算机辅助手段，以动画等形式，在教学过程中进行展示和创设教学情境，使学生在愉悦的氛围中获取知识。如在进行英语单词教学时，我利用多媒体课件进行教学。首先用静态设置了一个小吃店的画面，再呈现食物图。经过简单的练习，学生看食物的一角，猜猜是什么。　　这样集动、静、像、形于一体的多媒体教学，能全方位地刺激学生的感官，通过文字、图像、突破了传统的教学局限，使学生在设定的情境中获取了知识，收到了良好的教学效果。
　2、把信息技术作为英语课程整合的交流工具
　交流是英语教学的重要环节，师生互动、生生互动是教学成功的重要因素。因此，我在课件的设计中融入了大量让学生亲自操作课件学习知识的环节。突出学生的主体独立性、自主性和能动性，培养学生独立自主地获取信息资源，整合知识结构的能力，优化学生主体内在的知识结构。
3、把信息技术作为英语课堂整合的辅助工具
众所周知，每个人的个性和智能是有一定差异的，对事物的认识和处理方法有着不同的见解。只有因材施教，才能真正实现面向全体学生，促进学生全面发展和个性充分发展。教师要根据每个学生的个性和智能特点，确定不同的学习内容和学习目标，因材施教，分类指导。在教学过程中，我通过课件设置一些训练、对话、游戏、等环节，引导学生进行人机互动，部分学生实现了个别辅导及个别化学习的目标。这样做，克服了过去那种“教师满堂灌、学生跟着转”的弊病，学生主动参与学习的积极性越来越高，逐步成为学习的主人，大面积提高了教育教学质量。

That’s all. Thanks a lot for your attention..

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