tudents will be able to learn to love families, friends, people of
all over the world, whether they are the white, yellow, black, they
may be kind, friendly, beautiful, we can all be good friends with
each other.
. Key Points and Difficult Points
1. Key Point
The students will be able to master the sentences:
She comes from…. She looks…and …. She likes….
She can… very …. She speaks...
2. Difficult Point
The students will be able to use the sentence to describe the
others correctly and freely.
. Teaching Methods and Learning Methods
1.Teaching Methods
Situational Teaching Method
Task-based Teaching Method
Cooperating Learning Method
Communicating Learning Method
TPR Teaching Method
2.Learning Methods
Guessing Learning Method
Situational Learning Method
Cooperating Learning Method
Communicating Learning Method
.Teaching Aids
Multimedia, material objects, book.
. Teaching Procedure:
Step1. Preparation
1.Warming Up
Sing a song about
The More We Get Together.
【
设计意图】创设情景,激情导入。通过学唱一首和本课相关的，且旋律是学生易于吟唱的英文歌曲，让学生在愉悦的氛围中迅速和老师,拉近师生间的距离,消除学生本有的压力感和紧张心理。进入英语课堂，也直观地为本节课预设的情感目标做了提前铺垫。
2. Leading In
Free Talk
【
设计意图】通过课前简单互动、交流,很快导入今天所学话题。
Step. Presentation
1. Read the picture
Ask the students to look at the picture and guess who she is? What
are they talking about Kitty?
【
设计意图】教师引导读let’s
talk中的插图,来引导学生了解主人公，并引发学生注意听文本。让学生上讲台来表演这个情景。一位学生上台饰演Kitty,另两名学生饰演Li
Na and Wu Chen。教师先与学生进行示范对话,可结合前几册学生用书中所学有关人物外貌句型对对话进行扩展。
2. Listen and answer the two questions
Q1.Where does Kitty come from?
Q2.What does she look like?
3. Listen, underline and answer
Q3.Does Kitty speak English or Chinese?
Q4.What does she look like?
4. Listen again and repeat it
Pay more attention to the pronunciation and intonation.
【
设计意图】通过多次听读保证学生充足的语言输入，以此来培养孩子良好的学习英语的习惯及优美的语音语调。
Step. Practice
1. Read by themselves.
2. Work in pairs.
3. Read in roles and act it out.
4. Ask and answer about someone of the pictures.
【
设计意图】让学生在语言实践中掌握本节课重点句型，模仿视频中的对话形式，进行一问一答的熟练对话，掌握本节课的重点功能句。
Step . Production
1.Work in group
Model:
A: Do you know the girl/boy/man/woman?
B:Yes, ___ name is ____. ___comes from_______.
She/He speaks ____ , and she/he can speak a little____.
A: She/He looks ___ and ___.
B: But she/he likes _____. She/he can ____ very well.
A: Oh, really?
B: Yes. We are good friends.
2. Act it out
让学生模仿对话情景，编造一个新的对话并表演对话。
【
设计意图】在学习旧知的基础上将本节课的重点句型灵活运用于实际的交流中，达到提高综合语言运用的能力，突破本节课的难点。
Step. Summary and Extension
Use the blackboard designing to summarize the key sentence patterns
they learned today.
There are many kinds of people in the world, whether they are the
white, yellow, black, may be they’re friendly, kind, beautiful, and
I think we can all be good friends.
【设计意图】通过师生再次看图问答对话，让学生自己对本课知识进行回顾与小结，帮助学生梳理重点和难点,兵进行情感渗透。
Step. Homework
1.Make a dialogue to descibe one of your parents, friends,
classmates with your deskmate.
2. Try to write it down.
【
设计意图】让孩子在实践中灵活运用所学的语言进行反复对话操练，实现发展学生语言综合运用的能力；尝试写下对话，再次巩固本课所用的几个功能句。
StepVII. The Blackboard Designing
Unit7 She Looks Tall and Thin
comes from the USA
looks tall and
thin
speaks English
a little Chinese
likes sports
run very fast
|
【
设计意图】以图文并茂的对话形式来呈现本节课的重点句型，符合课型，既帮助学生梳理知识、缕清思路，又不失美观，一目了然。
关于情景教学法的课后思考:
情景教学法如果运用得好,这堂课会很出彩并能让学生更扎实地学到知识,但注意情景教学法中情景的设计要因人而异,同时要具备趣味性。练习和活动是提高小学生英语运用能力的主要途径,学生只能在大量的活动及练习中去感悟英语,学习英语,运用英语,才能真正提升英语运用能力。教师如何设计情景活动及组织情景教学是一项创造性劳动,可以因人而异,没有固定的模式直接套用。例如本节课学习几种类型的书籍,可以采用日常生活中的买卖场景来进行模拟练习,也可以通过游戏场景来模拟。但是不管是哪种情景,活动首先应该充满趣味性,符合小学生的年龄特点,有助于激发学生的学习兴趣。情景活动还应当形式多样化,避免简单重复;活动还可以充满竞技性,通过激发学生的好胜心,而吸引大部分同学参与到活动当中来。
小学英语课堂中情景教学研究课例二
陕旅版小学英语五年级上册
Unit7 She Looks Tall and Thin
(The 2nd Period)
延安职业技术学院创新实验小学 顾 艳
I. Analysis of Teaching Material
本节课是陕旅版小学英语五年级下册第七单元第二课时。单元标题是Unit 7 She Looks Tall and
Thin.内容是PartA Let’s
Talk部分，教材第55页，课型是对话课。主要内容是通过学习重点句型谈论有关人物特征的描述。
II.Leaching Objects
1. Knowledge objects (知识目标)
By the end of the class, the students will be able to listen, read
and understand the dialogue. On the other hand, they can master the
sentence structures.
--She comes from….
--She speaks …,she can speak a little….
--She looks… and ….
--She likes….
--She can… very ….
2. Ability object（能力目标）
By the end of the class, They will be able to use the sentence to
describe the others correctly and freely.
3. Emotional object (情感目标)
By the end of the class, the students will be able to learn to love
families, friends, people of all over the world, whether they are
the white, yellow, black, they may be kind, friendly, beautiful, we
can all be good friends with each other.
. Key Points and Difficult Points
1. Key Point
The students will be able to master the sentences:
She comes from…. She looks…and …. She likes….
She can… very …. She speaks...
2. Difficult Point
The students will be able to use the sentence to describe the
others correctly and freely.
. Teaching Methods and Learning Methods
1.Teaching Methods
Situational Teaching Method
Task-based Teaching Method
Cooperating Learning Method
Communicating Learning Method
TPR Teaching Method
2.Learning Methods
Guessing Learning Method
Situational Learning Method
Cooperating Learning Method
Communicating Learning Method
.Teaching Aids
Multimedia, material objects, book.
. Teaching Procedure:
Step1. Preparation
1.Warming Up
Sing a song about
The More We Get Together.
【
设计意图】创设情景,激情导入。通过学唱一首和本课相关的，且旋律是学生易于吟唱的英文歌曲，让学生在愉悦的氛围中迅速和老师,拉近师生间的距离,消除学生本有的压力感和紧张心理。进入英语课堂，也直观地为本节课预设的情感目标做了提前铺垫。
2. Leading In
Free Talk
【
设计意图】通过课前简单互动、交流,很快导入今天所学话题。
Step. Presentation
1. Read the picture
Ask the students to look at the picture and guess who she is? What
are they talking about Kitty?
【
设计意图】教师引导读let’s
talk中的插图,来引导学生了解主人公，并引发学生注意听文本。让学生上讲台来表演这个情景。一位学生上台饰演Kitty,另两名学生饰演Li
Na and Wu Chen。教师先与学生进行示范对话,可结合前几册学生用书中所学有关人物外貌句型对对话进行扩展。
2. Listen and answer the two questions
Q1.Where does Kitty come from?
Q2.What does she look like?
3. Listen, underline and answer
Q3.Does Kitty speak English or Chinese?
Q4.What does she look like?
4. Listen again and repeat it
Pay more attention to the pronunciation and intonation.
【
设计意图】通过多次听读保证学生充足的语言输入，以此来培养孩子良好的学习英语的习惯及优美的语音语调。
Step. Practice
1. Read by themselves.
2. Work in pairs.
3. Read in roles and act it out.
4. Ask and answer about someone of the pictures.
【
设计意图】让学生在语言实践中掌握本节课重点句型，模仿视频中的对话形式，进行一问一答的熟练对话，掌握本节课的重点功能句。
Step . Production
1.Work in group
Model:
A: Do you know the girl/boy/man/woman?
B:Yes, ___ name is ____. ___comes from_______.
She/He speaks ____ , and she/he can speak a little____.
A: She/He looks ___ and ___.
B: But she/he likes _____. She/he can ____ very well.
A: Oh, really?
B: Yes. We are good friends.
2. Act it out
让学生模仿对话情景，编造一个新的对话并表演对话。
【
设计意图】在学习旧知的基础上将本节课的重点句型灵活运用于实际的交流中，达到提高综合语言运用的能力，突破本节课的难点。
Step. Summary and Extension
Use the blackboard designing to summarize the key sentence patterns
they learned today.
There are many kinds of people in the world, whether they are the
white, yellow, black, may be they’re friendly, kind, beautiful, and
I think we can all be good friends.
【设计意图】通过师生再次看图问答对话，让学生自己对本课知识进行回顾与小结，帮助学生梳理重点和难点,兵进行情感渗透。
Step. Homework
1.Make a dialogue to descibe one of your parents, friends,
classmates with your deskmate.
2. Try to write it down.
【
设计意图】让孩子在实践中灵活运用所学的语言进行反复对话操练，实现发展学生语言综合运用的能力；尝试写下对话，再次巩固本课所用的几个功能句。
StepVII. The Blackboard Designing
Unit7 She Looks Tall and Thin
comes from the USA
looks tall and
thin
speaks English
a little Chinese
likes sports
run very fast
|
【
设计意图】以图文并茂的对话形式来呈现本节课的重点句型，符合课型，既帮助学生梳理知识、缕清思路，又不失美观，一目了然。
关于情景教学法的课后思考:
情景教学法如果运用得好,这堂课会很出彩并能让学生更扎实地学到知识,但注意情景教学法中情景的设计要因人而异,同时要具备趣味性。练习和活动是提高小学生英语运用能力的主要途径,学生只能在大量的活动及练习中去感悟英语,学习英语,运用英语,才能真正提升英语运用能力。教师如何设计情景活动及组织情景教学是一项创造性劳动,可以因人而异,没有固定的模式直接套用。例如本节课学习几种类型的书籍,可以采用日常生活中的买卖场景来进行模拟练习,也可以通过游戏场景来模拟。但是不管是哪种情景,活动首先应该充满趣味性,符合小学生的年龄特点,有助于激发学生的学习兴趣。情景活动还应当形式多样化,避免简单重复;活动还可以充满竞技性,通过激发学生的好胜心,而吸引大部分同学参与到活动当中来。
