幼兒園小班語言優(yōu)質(zhì)課《我不哭》繪本故事PPT課件【幼兒教案】

幼兒園小班語言優(yōu)質(zhì)課《我不哭》繪本故事PPT課件【幼兒教案】收錄于話題\o"語言教案"#語言教案\o"繪本故事"#繪本故事\o"PPT課件"#PPT課件【活動目標】1、知道“跌倒了不哭，打針吃*時也不哭”是勇敢堅強的表現(xiàn)。2、學習用簡單的語言“我不哭”提示自己努力控制情緒。3、能用語言調(diào)整自己的情緒和行為，做個勇敢的孩子?！净顒訙蕚洹空n件ppt、兒歌【活動過程】（一）圖片引入，引起幼兒興趣。1、教師出示動物圖片，了解兒歌中的人物。師：我們班不止來了許多客人老師，還來了三個小動物，我們來看看他們是誰？（小熊、小猴子、小貓咪）（二）理解兒歌內(nèi)容，知道“跌倒了不哭，打針吃*時也不哭”是勇敢堅強的表現(xiàn)。1、出示兒歌圖片，幫助幼兒理解兒歌，引導幼兒學說兒歌中的語言：“不哭、不哭……”。StudeAProperties:Recorder,OverheadProjectorandamapofworld.TeachingObjectives:

1.Practiselisteningability.

2.Revisethegrammar:theComparativeDegreesofAdjectiveandAdverbs

ThePastPerfectTenseLanguageFocus:Checkpoint18TeachingProcedures:I.ShowingtheteachingaimsII.Revision

Checkhomework,thenaskthestudentstoreadthepartners'homeworktosharewitheachother.

RevisetheuseoftheInfinitiveIII.leadingin

T:Todaywe'lllearnsomethingaboutCoco.Doyouknowwheresheisfrom?IV.Listeningpractice

Playthetapeorforthestudentstolistenandfindtheanswer,thenlookattheworkbook,Exercise1,gothroughthequestionswiththestudentsandmakesuretheycanunderstandwhattheymean.Playthetapeagain,letthestudentsdiscusstheiranswersinpainsbeforetheteachercheckstheanswerswiththewholeclass.V.Presentation

Showthestudentsamapoftheworld,andask:Whatmapisit?Helpthestudentsfind“China”and“India”onthemap.Letthestudentsdiscussthetwocountries:Theyaredevelopingcountries.Theyhavealargepopulationintheworld.

Ask:What’sthepopulationofChinaandwhat’sthepopulationofIndia?LetthestudentsreadPart2andanswerthequestions.(China'spopulationis1328000000andIndia'spopulationis1000000000).That’stosayIndia’spopulationissmallerthanChina’s.Askthestudentstousethewordsintheboxtocompletethepassage,thenreadtogether,finallyaskthestudentstoretellthetext.VI.Practice

RevisetheGrammar:ThePastPerfectTense,givesomeexamples:

1.Hehadleftbeforehiswifecameback.

2.IrememberedthatPeterhadalreadygotabike.

3.Bytheendoflastmonth,hehadlearned2000newwords.

4.WhenIgottothecinema,thefilmhadbegun.

ThenaskthestudentstodoExercise3.Theanswersare:1C2E3A4B5D.Letthe

studentsreadthesesentencestogether.VII.Practice

AskthestudentstodoExercise4first,thenchecktheanswers.Theanswersare:had,in,is,more,the,had,to,in,had,that,to,us,and,toVIII.Workbook

Givethestudentsfiveminutestofinishworkbook.DoExercises1,3and4.Thenchecktheanswers.

TheanswerstoExercise1are:took,went,found,was,called,told,hadhappened,said,wouldgo,came,wasfound,checked,founded,said,stole,went,enjoyed,came,found,hadstolen,had

TheanswerstoExercise3are:Iwornout2tryon3slowdown4madeupmymind5ampleasedwith6wereangrywith,deserveto7atleast8asif9carriedonIX.SummaryExercisesinclass

Fillintheblanksaccordingtothetextinthisunit.

LucyandLilyare___1___.Theyarelivingtogether___2___.Butsometimestheyfight.Itdoesn'tlasttoo___3___.They___4___verywellwitheachotheragain.

Theylook___5__,soit'shardforpeopletorecognizethem:WhoisLucy___6__Lily.Wealways___7___mistakes.Theyfeel___8__.Theylikemostofthesamethings,forexample:music,foodand___9__.ButLilylikesto___10__,Lucylikesto___11__,theydon’tlikethesamecolour,____12___.Sotheyhavesome___13____Sometimestheydisagree,buttheynever___14__.Theyloveeachotherandtheyare___15___happythattheyaretwins.

Answers:1.twins

2.mostofthetime

3.long

4.geton

5.thesame

6.or

7.make

8.thesame

9.books

10.dance

11.sing

12.either

13.differences

14.fight

15.bothX.Homework

Prepareforthefinalexamination.

Lesson70教學設(shè)計方案Properties:Computer,Projector,PPTdocumentprovided.TeachingObjectives:1.Letthestudentsunderstandthedialogueandlearnnewwords.2.GooverthePastPerfectTense.LanguageFocus:Newwords:British,fail,summit,misty,mistUsefulexpressions:disappearinto,thefirstmentodotins,trytoreachthetopofTeachingProcedures:I.ShowingtheteachingaimsII.RevisionAskthestudentstoactoutthedialogueisprovidedinLesson69-1.asfIII.LeadinGivethestudentssomeinformationandpicturesaboutMountQomolangma,andchecktheirhomework.LetthemspeaksomethingaboutthehistoryofclimbingtheMountQomolangma.Forexample:Itwasformed60millionyearsagoandascendstotheheightof8850.SurveyorGeneralAndrewWaughproposedtonamethemountainEverestafterhispredecessor,GeorgeEverest.Thisnameprevaileduntiltoday,althoughthemountainhastwolocalnames-QomolangmainTibetan,SagarmathainNepali.IV.WatchandlistenAskthestudentstowatchtheflashBecauseitisthere.swfwhichisprovided.Listenthetextcarefully,andfinishthequestions:TrueorFalse1.MountQomolangmaisthetallestmountainintheworld.()2.GeorgeMalloryisaprofessional(職業(yè)的)mountainclimber.()3.Malloryhadtriedfourtimestoreachthetopofthemountain.()4.In1921hetriedtoclimbthemountainforthefirsttime.()5.EdmundHillaryandTenzingNorgaywerethoughttobethefirstmentoreachthetopofthemountain.

()6.EdmundHillaryfoundMallory’sbodyin1999.()Answers：1.√

2.×

3.×4.√

5.√6.×V.ReadthetextLetthestudentsreadthetextcarefullyandgraspthemainideaofthisarticle.Andfindoutwhathappenedindifferentyears(1921,1922,1924,1953,1999).nne’sBestFriendDoyouwantafriendwhomyoucouldtelleverythingto,likeyourdeepestfeelingsandthoughts?Orareyouafraidthatyourfriendwouldlaughatyou,orwouldnotunderstandwhatyouaregoingthrough?AnneFrankwantedthefirstkind,soshemadeherdiaryherbestfriend.AnnelivedinAmsterdamintheNetherlandsduringWorldWarⅡ.HerfamilywasJewishsonearlytwenty-fivemonthsbeforetheywerediscovered.Duringthattimetheonlytruefriendwasherdiary.Shesaid,”Idon’twanttosetdownaseriesoffactsinadiaryasmostpeopledo,butIwantthisdiaryitselftobemyfriend,andIshallcallmyfriendKitty.”NowreadhowshefeltafterbeinginthehidingplacesinceJuly1942.Thursday15thJune,1944DearKitty,Iwonderifit’sbecauseIhaven’tbeenabletobeoutdoorsforsolongthatI’vegrownsocrazyabouteverythingtodowithnature.Icanwellrememberthattherewasatimewhenadeepbluesky,thesongofthebirds,moonlightandflowerscouldneverhavekeptmespellbound.That’schangedsinceIwashere.…Forexample,oneeveningwhenitwassowarm,Istayedawakeonpurposeuntilhalfpasteleveninordertohaveagoodlookatthemoonbymyself.Butasthemoongavefartoomuchlight,Ididn’tdareopenawindow.Anothertimefivemonthsago,Ihappenedtobeupstairsatduskwhenthewindowwasopen.Ididn’tgodownstairsuntilthewindowbadtobeshut.Thedark,rainyevening,thewind,thethunderingcloudsheldmeentirelyintheirpower;itwasthefirsttimeinayearantsexercise,fit,strong,pollutionshare…with…,notice,payattentionto,signals,safetyrules,helmets,light-colored,reflectors,incaseof,firstaid,call120Stage4：Post-readingFinishEx.2andatranslationtask.Stage5：ProjectHowcanwebesafeontheroad?Writeapassageaccordingtotheinformationin3,addyourownideas.Thefollowingwordsmayhelpyou.should(not)/must(not)/hadbetter(not)playontheroad;listentomusic;lookleft/right;payattentionto;obeytrafficrules;firstaid;Stage5：Summaryandhomework1.Summary:Newwordsandphrases:truck,notice,safety，inaword,lookout,payattentiontoUsefulexpressions:Bicycleridingisgoodexercise.Inaword,thebestwaytobesafeistobecareful.Safetyrulesforbikeriders:Theymustwearhelmetstoprotecttheirheads.…,bicycleridersshouldknowhowtogivefirstaid.2.Homework:a)ReviewthekeypointinSectionC.(2)CompletethepassageofProject.(3)PreviewSectionD.Collectinformationaboutbicycleraces.V.BlackboarddesignSectionCWordsandexpressionssafety,truck,notice,injury,signal,payattentionto,incaseofcanmastertherulesofchangingoriginalverbsintopasttense,forexample,learn-learnt,study-studiedandsoon.Abilityaims:Students’abilityoflisteningwillbeimprovedandtheycanmakeanewconversationbyusingsimplepasttense.Emotionalaims:StudentswillbeinterestedinlearningEnglishgrammarandtheywillhavethecouragetochallengethenewthings.Teachingkeypointsanddifficultpoints:Keypoints:Studentscanmastertherulesofchangingoriginalverbsintopasttense,forexample,learn-learnt,study-studiedandsoon.Abilityaims:Students’abilityoflisteningwillbeimprovedandtheycanmakeanewconversationbyusingsimplepasttense.Emotionalaims:StudentswillbeinterestedinlearningEnglishgrammarandtheywillhavethecouragetochallengethenewthings.Teachingkeypointsanddifficultpoints:Keypoints:Studentscanmastertherulesofchangingoriginalverbsintopasttense.Difficultpoints:Studentswillusesimplepasttensetodescribeanunforgettableexperiencethathappenedinthepast.Teachingprocedures:Studentscanmastertherulesofchangingoriginalverbsintopasttense,forexample,learn-learnt,study-studiedandsoon.Abilityaims:Students’abilityoflisteningwillbeimprovedandtheycanmakeanewconversationbyusingsimplepasttense.Emotionalaims:StudentswillbeinterestedinlearningEnglishgrammarandtheywillhavethecouragetochallengethenewthings.Teachingkeypointsanddifficultpoints:Keypoints:Studentscanmastertherulesofchangingoriginalverbsintopasttense.Difficultpoints:Studentswillusesimplepasttensetodescribeanunforgettableexperiencethathappenedinthepast.Teachingprocedures:Step1Lead-inGreetstudentsandsingasongYesterdayoncemore.Askstudentsthetopicofthissongthenleadinthenewclassnaturally.(Justification:thesong’stopicrelatestothepastanditisaveryclassicEnglishsong,sostudentswillbedrownedinthemusiceventrytostudythissong.)Step2Pre-listeningGivesomeexamplestointroducetherulesofchangingoriginalverbsintopasttense.Letstudentsmakesomesentencestodescribeanexperienceoftheirown.(Justification:studentswillbefamiliarwiththegrammarpointandtheycanhaveabasicawarenessoftheEnglishgrammar.)Step3While-lisening1.ExtensivelisteningListentothetapeforthefirsttimeandanswerthequestUnit1Howdoyoustudyforatest?Teachingaims:Knowledgeaim:Studentscanaccumulatesomeusefulwordsthroughreading,suchasfrustrating,conversationandsoon.StudentswilllearnmorewaystolearnEnglishbetter.Abilityaim:Studentscanusesomebasicreadingstrategiesincludingskimming,scanningandpredictiontoreadefficiently.Emotionalaim:StudentswillbeinterestedinlearningEnglishandcanfindthebestwaytolearnEnglishwell.Keypointsanddifficultpoints:Keypoints:Studentscanmastersomeusefulexpressionsandcomprehendthecontentofthispassage.Difficultpoints:Studentscanmastersomeusefulreadingstrategiesandputthemintopractice.TeachingAids:PPT.picturesTeachingProcedures:Step1leadin1.Greetingwithmystudents2.FreetalkLetstudentstalkaboutwhytheylearnEnglishfreelyandinvitesomestudentstosharetheirideawithus.S1:becauseitisveryusefulforustocommunicatewithforeigners…S2:becauseweshouldhaveagoodscoreinEnglishexamination.Bythisway,teacherwillleadstudentstothinkanotherquestionastheybelievedthatEnglishisveryimportantinourlife.“HowcanwelearnEnglishwell?”thenteacherwillleadintoday’stopic“howdoyoulearnbest?”Step2Pre-readingDiscussionandpredictionTeacherwillencouragestudentstodiscusswiththeirpartnersaboutthewaytheyusuallyusetostudyEnglish,atthesametime,letthempredictwhattheauthorwilltellusinthispassage.Step3While-reading1.GlobalreadingAskstudentstoskimthepassageandtrytosummarizethegeneralideaofit.Thenletstudentsscanthepassageforsomespecificinformationandanswerthefollowingquestions,“Howmanypersonsarementionedinthispassage?”“Howmanywaysdothecharactersmentioninthispassage?”2.DetailedreadingStudentswillberequiredtoreadthepassageagaintofinishthechartbelowthepassage.Step4post-reading1.DealwiththelanguagepointsAfterstudentshavefinishedreading,Teacherwillaskthemtrytofindthenewwordsandexpressionsinthepassage.Theyshouldtrytolearnthembythemselves.Thenwewilldealthemtogether.2.PairworkStudentswillworkinpairstodoasurveybyusingtheexpressionsonthetextbook.Thentheyshouldfinishthechartbelowthepassage.SummaryandhomeworkAskstudentstodoasurveyonmorestudentsabouttheirwaysoflearningEnglish.Blackboarddesignion:Whataretheytalkingabout?(Justification:students’abilityofgettingmainideathroughextensivelisteningwillbeimproved.)2.IntensivelisteningListentothetapeonemoretimeandanswerthequestions：1.WhatdoesLingling’sgrandmado?2.WhatdoesLingling’sgrandpado?3.IsLingling’sgrandpalearningEnglishnow?(Justification:thesequestionscanhelpstudentsgraspsomedetailedinformationofLingling’sfamily,andalso,theirlisteningabilitywillbeimproved.)Step4Post-listeningFourstudentsinagroup,shareanunforgettableexperiencewiththeirpartners.PaWoman:Goodmorning，sir！CanIhelpyou?Dad:Yes，please.Whatw1youlike，Ann?Ann:Al2bowlofnoodlesw3carrotandbeef.I’mhungry.Dad:Anythingtod4?Ann:Yes.Aglassoforangej5.Dad:OK.Whata6you，Tom?Tom:I’mnoth7.Justab8ofwater.Dad:Allright.AndI’dl9acupoftea.Woman:H10youare.Dad:Thankyou.yattentiontousethesimplepasttense.After5minutes,somestudentswillbeinvitedtoshareinfrontoftheclass.(Justification:thisactivitycanhelpstudentsimprovetheirspeakingability,andcanprovidethemachancetoapplytheknowledgeintorealsituation.)Step5SummaryandhomeworkSummary:Inviteonestudenttosummarizewhatwehavelearnedtoday,andtheteacherwillgivesomehelptocomplete.Homework:AskstudentstosharetheexperiencewiththeirparentsinEnglishafterclass.Blackboarddesign:Step1Lead-inGreetstudentsandsingasongYesterdayoncemore.Askstudentsthetopicofthissongthenleadinthenewclassnaturally.(Justification:thesong’stopicrelatestothepastanditisaveryclassicEnglishsong,sostudentswillbedrownedinthemusiceventrytostudythissong.)Step2Pre-listeningGivesomeexamplestointroducetherulesofchangingoriginalverbsintopasttense.Letstudentsmakesomesentencestodescribeanexperienceoftheirown.(Justification:studentswillbefamiliarwiththegrammarpointandtheycanhaveabasicawarenessoftheEnglishgrammar.)Step3While-lisening1.ExtensivelisteningListentothetapeforthefirsttimeandanswerthequestion:Whataretheytalkingabout?(Justification:students’abilityofgettingmainideathroughextensivelisteningwillbeimproved.)2.IntensivelisteningListentothetapeonemoretimeandanswerthequestions：1.WhatdoesLingling’sgrandmado?2.WhatdoesLingling’sgrandpado?3.IsLingling’sgrandpalearningEnglishnow?(Justification:thesequestionscanhelpstudentsgraspsomedetailedinformationofLingling’sfamily,andalso,theirlisteningabilitywillbeimproved.)Step4Post-listeningFourstudentsinagroup,shareanunforgettableexperiencewiththeirpartners.Payattentiontousethesimplepasttense.After5minutes,somestudentswillbeinvitedtoshareinfrontoftheclass.(Justification:thisactivitycanhelpstudentsimprovetheirspeakingability,andcanprovidethemachancetoapplytheknowledgeintorealsituation.)Step5SummaryandhomeworkSummary:Inviteonestudenttosummarizewhatwehavelearnedtoday,andtheteacherwillgivesomehelptocomplete.Homework:AskstudentstosharetheexperiencewiththeirparentsinEnglishafterclass.Blackboarddesign:Studentscanmastertherulesofchangingoriginalverbsintopasttense.DifficTheteacherasksthestudentstoread1aandmatchthetopicsentencewitheachparagraph.Thenwriteatitleforthepassageintheboxabove.2.Readandunderstand.Theteacherplaysaflashaboutthetext.Afterwatchingit,thestudentsshouldfindtheanswerstothequestionsin1c.(1)Whatdopeopleusebicyclesfor?(2)Whyisbicycleridinggoodexercise?(3)Howdobicycleridersprotecttheirheads?(4)Whatmustbicycleridersdowhenridingatnight?(5)Ifabicycleriderisbadlyhurtinatrafficaccident,whatshouldhe/shedo?3．Dosomelistening.Listento1aandfindout

ultpoints:Studentswillusesimplepasttensetodescribeanunforgettableexperiencethathappenedinthepast.Teachingprocedures:Step1Lead-inGreetstudentsandsingasongYesterdayoncemore.Askstudentsthetopicofthissongthenleadinthenewclassnaturally.(Justification:thesong’stopicrelatestothepastanditisaveryclassicEnglishsong,sostudentswillbedrownedinthemusiceventrytostudythissong.)Step2Pre-listeningGivesomeexamplestointroducetherulesofchangingoriginalverbsintopasttense.Letstudentsmakesomesentencestodescribeanexperienceoftheirown.(Justification:studentswillbefamiliarwiththegrammarpointandtheycanhaveabasicawarenessoftheEnglishgrammar.)Step3While-lisening1.ExtensivelisteningListentothetapeforthefirsttimeandanswerthequestion:Whataretheytalkingabout?(Justification:students’abilityofgettingmainideathroughextensivelisteningwillbeimproved.)2.IntensivelisteningListentothetapeonemoretimeandanswerthequestions：1.WhatdoesLingling’sgrandmado?2.WhatdoesLingling’sgrandpado?3.IsLingling’sgrandpalearningEnglishnow?(Justification:thesequestionscanhelpstudentsgraspsomedetailedinformationofLingling’sfamily,andalso,theirlisteningabilitywillbeimproved.)Step4Post-listeningFourstudentsinagroup,shareanunforgettableexperiencewiththeirpartners.Payattentiontousethesimplepasttense.After5minutes,somestudentswillbeinvitedtoshareinfrontoftheclass.(Justification:thisactivitycanhelpstudentsimprovetheirspeakingability,an