Looking around教学设计

11-07 15:44:48   浏览次数:563次  栏目：四年级英语教学设计

标签：四年级英语教学设计大全,http://www.lexue88.com Looking around教学设计,

认知目标:
    1、能听、说、认、读本单元所学的8个新单词( a flower, a tree, a frog, a bird, a bus, a car, a spaceship, a bike)。
    2、能听懂会说句子:How do you go home? By ______. What’s this/ that? It’s a _____并能在语境中进行交际。
    能力目标:
    1、在日常生活中初步学会用英语询问物体的英语名称及回家的交通方式。
    2、训练学生良好的听说习惯,掌握学习语言的一些方法。
    情感目标:培养学生对大自然的热爱之情。
    重点难点
    重点:学习并掌握8个单词:a flower, a tree, a frog, a bird, a bus, a car, a spaceship, a bike和两组主要句子。
    How do you go home? By ______.
    What’s this/ that? It’s a _____。让学生愿意结合自己已学过的英语进行交流。
    难点:教学难点是培养学生通过所学知识进行有效交流的能力。语音难点单词spaceship和that is的正确读音。
    学情分析
    本次受教对象是小学四年级的学生,接触英语的时间不过一年多。由于地域的关系,孩子们除了课堂上接触一些英语,课外学习英语的时间很少。我将培养良好的学习习惯,保持浓厚的学习兴趣放在首位,用形象的肢体语言、丰富的游戏去激发学生的兴趣。
    媒体资源
    卡片、图画、挂图、录音机和课件。
    学时分配
    7课时
    方法策略
    遵照小学英语教学目标和以学生为主体,以人为本的原则,我主要采用了情景教学法,肢体语言法,任务型教学以及小组探究等教学方法。
    作业活动
    听录音,唱chant,采访记录等
    附一教案
    Unit 2 lesson l
    课时教学设计
    Teaching Procedure:
    Step I: Warm up
    Teacher takes out Bobo and Dongdong’s puppets and asks: This term we have two new friends. Who’s he? Who’s she?
    Ss: Dongdong, Bobo.
    T: Can you greet to them?
    (Encourage Ss to say the sentences they’ve learned in Unit 1.)
    T: Today, Bobo and Dongdong come to our Earth by spaceship.
    (利用可爱的小布偶将学生的注意力一下子吸引过来,引导他们用刚刚一单元所学习过的问候语和小布偶打招呼。Spaceship是个发音难点,我在这里为突破这个语音难点做了铺垫。)
    Step II Presentation.
    1. T: Bobo and dongdong come here the first time. They want to know many things. Can you help them?
    Ss: Sure.
    Teacher draws a tree on the blackboard, then point and asks: What’s this?
    Ss: Tree.
    T: It’s a tree.
    (Tree以前学过,不是难点,但我用What’s this?来提问,并用It’s a tree.来回答,为以后的重点句子的学习做好准备。)
    Teacher reads and Ss repeat.
    Then teacher points to the tree and makes a chant: tree, tree, look at the tree. It’s tall.
    Encourage Ss to chant and to do the actions.
    Teacher sticks a picture of a bird in the tree. Asks: What’s this? Ss: 小鸟。
    T: It’s a bird.
    Makes a chant again: bird, bird, look at the bird, it’s cute.
    Teacher sticks a picture of a flower under the tree. Asks: What’s this?
    Ss: 小花。
    T: It’s a flower. It’s big.
    “flower, flower, look at the flower, it’s big.”
    Teacher sticks a picture of a frog in a pond near the tree. Asks: What’sS this?
    Ss: 青蛙。
    T: It’s a frog. It’s fun.
    “frog, frog, look at the flog, it's fun.”
    Have Ss chant the four sentences. Then make a match between the four groups. Give some gifts to the winners.
    (在教学前四个单词时,已经渗透进行了对话1和2的教学了,运用简笔画,边画边进行教学,学生的兴趣很浓,用可爱的动物图片进行教学并作为小礼物奖励给胜利者,不需要教师做多少准备却效果很好。)
    2. T: Are you happy? But it’s time to go home. (师指着手表) let’s look at the screen. (大屏幕里,Jiaming,Meiling,Donny和Beth等乘坐不同交通工具回家,Bobo和Dongdong乘坐spaceship回家了。)
    T: Jiaming, how do you go home?
    Ss: Bus.
    T: By bus.
    T asks: Meiling, how do you go home?
y bike.
    T: Donny, how do you go home?

www.lexue88.com     Ss: By car.
    T: Bobo and Dongdong, how do you go home?
    Ss:宇宙飞船。
    T: By spaceship.
    (spaceship是一个多音节争词,学生较难掌握,采用开火车的形式,让大部分学生都能说一说。)
    T: But, Chuck, how do you go home?
    Ss:…Teacher acts and say’s: On foot.
    Play games:
    A: Act and Guess.
    Teacher models, then students practice in groups.
    B: What’s missing?
    Stick the pictures of the four transports on the blackboard. One student chooses one (unknown). The other asks: how do you go home? The student guesses and answers.
    Step III consolidation
    Perform the dialogs.
    T: Now, I'll give you some pictures, let’s make dialogs.
    S1: Look at the bird.
    S2: It’s cute.
    (有了前面的大量铺垫和听说练习,学生可以不费力的说出图片上的内容,对于掌握程度不高的同学,老师要给予关注和帮助,尽可能让每个学生都有成功的体验。)
    Step IV Summary.
    T: Today, Bobo and Dongdong got to know many things.
    What are they?
    Encourage Ss to sum the words and sentences they’ve learnt.
    Teacher takes out the puppets and says: It’s time to go home. Let’s say goodbye to them.
    Ss: Bye!
    (在结束时,让学生和小布偶说再见,和开始授课相呼应,在情境中学生不知不觉完成本节课的学习任务。)
    Step V Homework
    Interview your family about how to go home.
    Blackboard design.
    点评:
    在本课的教学设计中,王琴教师能围绕实践活动,结合孩子们好动、好玩、有强烈好胜心和好奇心的心理特点,注重了教学活动的多样性、趣味性、新颖性和竞争性,使活动面向全体。
    通过歌曲、游戏这些儿童喜闻乐见的形式让学生动口、动手、动耳、动眼、动脑,让学生在说说、唱唱、做做、听听、读读、玩玩中体验学习乐趣。王琴教师基本功扎实,板书设计巧妙。特别是简笔画的使用,不仅调动了学生的学习兴趣,更加巩固了学生对知识的学习和掌握。此外,王老师在教学中为学生提供了自主学习、探究学习的空间和时间。开展小组讨论,有助于促进学生的小组合作和自学能力,也充分体现了学生在课堂上的自主性。

，Looking around教学设计