牛津小学英语4B Unit 9 Breakfast 教学设计1

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标签：四年级英语教学设计大全,http://www.lexue88.com 牛津小学英语4B Unit 9 Breakfast 教学设计1,

一、教学目标
    能听懂会说会读 a cupboard , a bottle, a bowl, chopsticks.句型Where’s/Where are the/my…? It’s/They’re…并能在实际情景中运用。
    二、教学重难点
    1.理解名词的复数形式及与此相关的形式变化(如动词are的使用)
    2.帮助学生在实际的情景中运用四会句型.
    三、教具的准备
    投影仪、厨具实物、厨具的卡片、彩纸图片
    教学过程
    Step 1. Warming-up
    1.    Sing a song“In the classroom”.
    [设计意图:课前热身,融洽课堂的气氛,拉近师生的距离。]
    2.    Free talk.
    T: Now, we are in a new classroom. What’s in the classroom?
    S: There’s a blackboard .
    There are some lights.
    There are some big windows.
    There are …
    [设计意图:从学生身边熟悉的事物询问,学生比较感兴趣。在轻松和谐的氛围中,教师利用谈话的方式,复现旧知、以旧带新,符合学生的认知水平。]
    Step 2. Presentation
    1.    T: I have some nice pictures. Shall we go and have a look?
    S: Ok!
    (教师利用投影仪出示bedroom, sitting-room, dining-room, bathroom, study的图片Ss talk about the pictures.)
    2.    T: You see, these rooms are very nice. Do you want to have a look?
    S: Sure.
    T: Do you know whose rooms are these?
    S: Sorry, I don’t know.
    T: Ha, ha! They’re my rooms.  Let’s go and have a look.
    S: Great!
    [设计意图:教师用漂亮的居室图片吸引学生的注意力,再告诉学生这是老师的家,这样子就一下抓住了学生的心,从而激起学生的学习欲望。]
    3.    T: Look, this is my kitchen. What’s in my kitchen?
    (利用投影仪出示厨房的图片)
    S: There’s some rice/a cup/a glass/some bread.
    [设计意图:通过学生对厨房的描述,复现了以前所学习的食物类与厨具类单词,这是符合英语学习规律的。]
    T: Oh, my kitchen is so untidy. Shall we put them to the cupboard?
    S: Ok!
    (再次利用投影仪出示整理后厨房的图片)
    T: Wow, my kitchen is clean now.
    Where’s the rice?
    Where’s the cup/…?
    It’s in the cupboard.
    Teach the new word: cupboard.
    [设计意图:教师通过创设厨房不整洁这个情境,巧妙引出新授单词cupboard,而且为即将学习的重点句型做了铺垫。]
    4. (教师利用投影仪出示厨房一系列的cupboards)
    Point to the cupboards.
    T: This is a…
    Ss: Cupboard.
    T: This is a…
    Ss: Cupboard.
    [设计意图:教师利用投影仪、卡片等不同方式,激发学生的兴趣和求知欲,同时增强学生的记忆效果。
    ①    T: Can you guess: What’s in the No.1 cupboard?
    Ss: There’s some rice/some bread/ a glass/a cup…
    T: Who is right? Let’s go and see.
    (教师利用投影仪呈现一个瓶子)
    Ask the students to describe the bottles.
    [设计意图:教师通过简短的说短语的方式,不仅避免枯燥、机械的训练,而且培养学生的发散思维能力,锻炼了学生的语言表达能力。]
    ②    T: Now, Can you guess: What’s in the No.2 cupboard?
    Ss: There’s/There are…
    T: (Help the students to guess)It’s fat/round/short.
    Ss: 碗。
    (利用投影仪呈现一只碗,并同时呈现发音相同的字母组合的单词,ow 用醒目的颜色标出)
    T: You are so good. Can you read the word?
    Yellow--window—know—bowl.
    Teach the new word: bowl.
    Read and spell.
    [设计意图:让学生体会ow的发音,尝试自己拼读,初步培养学生的语音识别能力。]
    ③    T: Last, there’s a friend of the bowl. They are two brothers. We often use them to have breakfast/lunch/supper. What are they?
    [设计意图:如果单单将实物或图片拿出来让学生读,学生会觉得很乏味。将筷子拟人化,符合学生心理特征。
    Step3. Game
    T: You are so great! I’ll play a game. If you are right, I’ll give you a present. Look at the presents.

www.lexue88.com     Ss: cupboard , bottle, bowl, chopsticks…
    Present the pictures quickly.
    Ss: (guessing): A bowl?
    T: Yes!
    Give the student a present bowl.
    [设计意图:教师设计一个有趣的、充满竞争力的游戏帮助学生巩固单词,并滚动复习了前后知识,同时培养了学生学习的自主性。以本课所教的各种厨具的彩纸卡片作为奖品,发给学生。将本课的教学内容与课堂教学评价紧密结合,注重了形成性评价的多样性、针对性和有效性。]
    Step4. Presentation
    1.    T: Oh, I’m so thirsty.
    Ss give some advice: A glass of milk/Some water…
    T: I want to have some water.  But where’s my bottle?
    Ss: It’s in/on/near the…
    T: Perhaps.
    [设计意图:教师用Perhaps鼓励学生不断地发言,并且吸引了所有的学生参与到其中来。]
    T: Where’s the bottle?
    (利用投影仪出示瓶子的位置)
    Ss: It’s near the bottle.
    2.    T: Yeah, thank you. Drink the water.
    T: Now, I’m not thirsty. But I’m hungry.
    Ss: What about …?
    T: I’d like a bowl of noodles. And I need a pair of chopsticks. Where are my chopsticks?
    Ss: They’re in/on/near…
    T: Look, boys and girls. Where are my chopsticks?
    (利用投影仪出示筷子的位置)
    Ss: They’re in the cupboard.
    Ask and answer.
    3.    Chant.
    Bottle, bottle,
    Where’s the bottle?
    Bowl, bowl,
    Where’s the bowl?

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