Unit5 Our new home (The First Period)
主备人:殷明
Teaching Contents:Story time
Teaching Aims:
1、通过游戏活动,能初步感知、体验单词“bedroom, living room, clock, table, bathroom,home, sofa, come, kitchen, fridge, hungry”并理解单词的意思。
2、通过在创设的情境中交流,能听、说、读句子:“Where’s/Where are …? It’s/They’re …”并会运用所学句型。
3、能正确地理解并朗读对话内容,在教师的引导和帮助下尝试复述课文内容。
4、能初步运用本课所学的词汇和日常用语谈论东西的位置。
Main Points:
1、通过游戏活动,能初步感知、体验单词“bedroom, living room, clock, table, bathroom,home, sofa, come, kitchen, fridge, hungry”并理解单词的意思。
2、通过在创设的情境中交流,能听、说、读句子:“Where’s/Where are …?It’s/They’re …并会运用。
Difficult Points:
1、能正确地理解并朗读对话内容,在教师的引导和帮助下尝试复述课文内容。
2、能初步运用本课所学的词汇和日常用语谈论东西的位置。
3、通过在创设的情境中交流,能听、说、读句子:“Where’s/Where are …?It’s/They’re …并会运用。
Teaching Aids:光盘、食物模型或图片
Teaching Steps:
一、Warm up
1. Greeting
T: Hello, boys and girls.
S: Hello, ….
T: Nice to meet you.
S: Nice to meet you, too.
2. Sing a song
Where is the bird?
T: Do you like singing?
S: Yes.
T: I like singing very much. Can you answer my question? Where’s the bird?
S: It’s in the tree.
T: But today the bird isn’t in the tree. It’s in Su Hai and Su Yang’s new home.
Let’s play a game. Where is the bird?
二、 Presentation
1. Play a game and learn the new words
T: (手中拿着一只折起来的小鸟) Now boys and girls, guess, where is the bird?
S: Is it in the bedroom?
S: Is it in the bathroom?
S: Is it in the living room?
T: Teach “bedroom, living room, bathroom”
S: Is it in the kitchen?
T: Yes, it’s in the kitchen. (Teach “kitchen”) But where is it? Can you find it?
It’s on the table.
Now it’s on the fridge.
Now it’s behind the clock.
Now it’s on the sofa. It’s beautiful.
Teach “table, fridge, clock, sofa” Read after the tape. Read one by one.
2. Show the pictures.
(展示的图片要能让学生操练到所学的单词:bedroom, living room, clock, table, bathroom, sofa, kitchen, fridge)
三、Practice
1. Listen to the tape and think:
T: Where are Su Hai and Su Yang?
S: They are in their new home.
揭题:Today we’ll learn a new lesson “Our new home”
S: Read the topic.
1. Match and say.
引导学生将对话中的人物、相关物品和房间位置进行搭配,然后用完整的句子进行表述。
skirt bedroom
Su Yang white cap living room
Su Hai bag kitchen
2. 四人(a, b, c, d)一组,b, c, d询问a家中的摆设,a要回答b, c, d每人提出的问题。b, c, d再根据a的回答,画出他/她家的摆设, 看谁画的最像,评选出优秀的一人。.
T: Where is Su Yang’s bag?
S: It’s in Su Yang’s bedroom.
T: Where is Su Yang’s white cap?
S: It’s in the kitchen.
T: Where are Su Yang and Su Hai’s skirts?
S: They are in the living room.
引导学生回答完以后,将相应的图连线。
Where is ? It’s
Where are ? They are
Where’s ? It’s
4. Listen to the tape and read after it. ( 注意模仿其语音语调。)
5. Read in three. (分角色朗读对话。)
6. Act the dialogue. (小组表演展示对话。)
7. 引导学生将课文变成歌谣,进行诵读。
Where, where, where’s the bag?
Here, here, in the bedroom.
Where, where, where are the skirts?
There, there, in the living room, on the sofa.
Oh, oh, in the kitchen.
四、Homework
1.听磁带,读故事3遍并试着背一背。
2. 用Where is /Where are…? It’s/They are … 的句型来说说物品的位置;
3. 试着复述课文。
五、Show on the blackboard
unit 5 Our new home
A: Where is /Where are…? B: It’s/They are …
A: Is it in …? B: Yes, it is. / No, it isn’t.
Where are…? It’s/They are … 的句型来说说物品的位置;
殷明老师的课堂环节设计紧凑,教学完整。利用歌曲导入吸引学生注意力,并且呈现重点句型。利用实物小鸟的位置操练新单词。环环相扣,让学生掌握本节课的重难点,在表演部分,四年级的学生较于活跃,课堂气氛比较融洽。
1.课堂教学目标设置鲜明,合理。学生在教师的指导下完成学习任务,能够轻松地达成学习目标,学习效果显著。
2.教学手段多样化。教师针对学情,因势利导,顺学而教,采用视听法、操练法、吟诵法等多种策略,激发学生的学习情趣,充分调动学生多种感官参与英语学习,课堂气氛活跃,学生表达顺畅。
建议:复述课文,最好能在课堂上展示。采用呈现关键词的方式,让学生用自己的所学,进行语言输出。
综合整堂课的教学,有一些问题浮现出来,如:单词的教授较为集中,方式较为枯燥。绘本故事虽然学生对情节是熟悉的,但是英语句子太复杂,难度较大,学生不理解而且耗时较多。信息沟活动的说明不够清晰,学生活动效果没有达到预期的目标。小学英语课堂教学应提倡教学生活化,形式多样化。爱因斯坦说过:"兴趣是最好的老师。"在教与学的关系上,古人强调:"教必有趣,以趣促学"。而新《英语课程标准》又强调小学英语教学最主要的是激发小学生学习英语的兴趣。在课上教师针对小学生的年龄、生理和心理特征,结合了拍手操,歌谣,小组活动等等教学形式,并力求多而不乱。采用多样化的教学形式激发学生学习英语的兴趣,但活动形式不能只图表面上的热闹,而要有一定的语言知识和技能作支撑。