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  3. 《Can I have a drink?》主要教学过程及板书设计 (一)教学过程 Step1 Warming up: Daily greeting, an

《Can I have a drink?》主要教学过程及板书设计 (一)教学过程 Step1 Warming up: Daily greeting, an

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解析《Can I have a drink?》主要教学过程及板书设计(一)教学过程Step1 Warming up:Daily greeting, and sing a song named Edelweiss with students.Step 2 Pre-listeningAsk students two questions “What do you like to drink” and “What do you like to eat?” Invite some students to answer the questions and get some answers. Show two pictures of an ice cream and biscuits, then teach the two words.Step 3 While- listeningPlay the tape for the first time, and ask students to answer the question “Who are talking in the tape?” Invite one student to answer the question. Divide students into two groups, play the tape for the second time, and ask one group to find answers about the question “What does Amy can eat in the tape” and the other group to find answers about the question “What does Amy can’t eat?” Then check the answer, and write down structures of Can I… / Yes, you can. /No, you can’t on the blackboard. Play the tape for the third time, and ask students to read after the tape, paying attention to the pronunciation.Step 4 Post- listeningAsk students to do role-play with their desk mates, acting Mum and Amy in turn. Then invite two pairs to perform the role-play and give them proper evaluations.Step 5 Summary and homeworkAsk one student to share what he learned in this class. Then give a little task to all the students, that is, when they go home, they could use the structures learned today to describe other kinds of drink or food to their parents.(二)板书设计Blackboard Design:[img]/upload/tiku/397/8711750_1.jpg[/img]答辩题目解析：1.请谈谈小学英语听说课可以分为什么类型?【教学设计问题】【参考答案】小学英语的课型中，听说课占了很大的比重，所以学会设计听说课，理解听说课的设计思路是一个重难点。小学听说课的课型分为let’s learn和let’s talk两类，其中前者侧重于单词的操练，而后者更侧重于句型的操练。不管是侧重单词还是侧重于句型的练习，在设计该课型的时候需秉承一个理念，即不可直接呈现单词与句型(即把单词句型写在黑板上，告诉学生是什么意思)，而是在情境之中把这些重点的单词与句型引出来。2.在这堂听说课中，你让课堂气氛活跃起来了吗?【教学实施问题】【参考答案】在这堂课上，我认为我让课堂气氛活跃起来了。首先，在热身阶段，我和同学们一起唱了一首歌曲。小孩子喜欢轻松活泼，因此，这样的开场方式，使得气氛开始活跃。其次，在授课的过程中，我通过组织不同的活动启发学生进行思考和参与，调动了他们的积极性，使得课堂气氛活跃。
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