英語人教版四年級下冊My school Part A Let’s learn.docx

【小學(xué)英語】教學(xué)設(shè)計Unit1 My schoolPart A Lets learn(Book 4 PEP)秦川小學(xué)：何光彩2017年4 月20 日【教材依據(jù)】本節(jié)教學(xué)設(shè)計是依據(jù)人民教育出版社小學(xué)英語四年級下冊第一單元A部分。一、設(shè)計思路（一）指導(dǎo)思想。1、本節(jié)課以提高學(xué)生的綜合素質(zhì),培養(yǎng)其創(chuàng)新精神和實踐能力，構(gòu)建高效課堂為指導(dǎo)思想。2、以學(xué)生會用英語做事，會自主學(xué)習(xí)為教學(xué)理念，重視學(xué)生的語言學(xué)習(xí)的實踐性和應(yīng)用性。 3、教材分析：本冊教材繼續(xù)以激發(fā)學(xué)生的學(xué)習(xí)興趣為目的，樹立學(xué)習(xí)英語的自信心，以積極地心態(tài)迎接每一節(jié)英語課。4、學(xué)情分析：學(xué)生經(jīng)過一年半的英語學(xué)習(xí)，有了一定的英語基礎(chǔ)。我設(shè)計的這節(jié)課是四年級下冊第一單元A部分第一課時，單元話題是My school學(xué)習(xí)內(nèi)容與學(xué)生的生活息息相關(guān)，雖然經(jīng)過一個長假，但看到校園的新變化，他們愿意積極表達(dá)出自己看到的不同。這套教材中是把句型和單詞分為一前一后兩個部分呈現(xiàn)，學(xué)習(xí)句型時有的學(xué)生明顯有些吃力，而學(xué)習(xí)單詞時無真實的情景，如果機(jī)械操練的話，學(xué)生學(xué)的毫無興趣,會降低學(xué)生的學(xué)習(xí)效果效率。今年在區(qū)教研員的帶領(lǐng)下，我嘗試著將對話教學(xué)和單詞教學(xué)整合為一起。通過導(dǎo)入-整體呈現(xiàn)-抓住重難點，進(jìn)行突破-再整體呈現(xiàn)的形式，始終把詞匯放在具體的語境中教授，學(xué)生不僅會聽說，最重要的是能在生活中運用，體現(xiàn)語言學(xué)習(xí)的工具性，同時要把情感教學(xué)貫穿整節(jié)課中，將冷冰冰的語句和詞匯賦予情感，感知生活中語言的魅力。（二） 教學(xué)目標(biāo):1、知識與能力目標(biāo)(1)能夠在情景中運用句型Where is the .? Its on the first/second floor, Is this the.? Yes, it is. / No, it isnt.(2)能夠聽、說、認(rèn)讀四個有關(guān)學(xué)校場館和位置的單詞、詞組：library, teachers office, first floor, second floor.(3)能夠運用上述句子和詞匯描述自己的學(xué)校場館教室的位置。(4)能夠理解課文并根據(jù)實際情況完成文本重置。(5)了解英語中簡單的問候語和告別語，在生活中能主動提問，并對別人的詢問能熱情回答。2、方法與途徑(1)利用多媒體設(shè)計真實情景學(xué)習(xí)場館部室的名稱。(2)利用學(xué)校實際的平面圖自由問答，將自己所知道的場館部室介紹給來參觀的(3)利用單詞卡操練和鞏固重點句型，做游戲，激發(fā)學(xué)習(xí)興趣。(4)利用過程性評價，引入競爭機(jī)制，激勵學(xué)生自覺學(xué)習(xí)。3、情感與評價：利用各種手段激發(fā)學(xué)生學(xué)習(xí)興趣，通過生生合作，師生合作培養(yǎng)其積極健康向上的思想品格。培養(yǎng)學(xué)生熱愛自己的學(xué)校，并以自己的學(xué)校為驕傲的思想感情。4、現(xiàn)代教學(xué)手段的運用：利用多媒體課件直觀呈現(xiàn)教學(xué)內(nèi)容。利用教學(xué)光盤使用角色表演，人機(jī)對話，學(xué)習(xí)積極性高、參與性強(qiáng)。（三）教學(xué)重點、難點:教學(xué)重點：1、正確聽說認(rèn)讀上述詞匯和句型。2、在情境中恰當(dāng)運用句型詞匯描述學(xué)校里場館或教室的位置。教學(xué)難點：1、Library、first floor的發(fā)音。2、序數(shù)詞的表達(dá)和用法。二、教學(xué)準(zhǔn)備1、單詞卡、教學(xué)光盤、多媒體課件、打印任務(wù)教學(xué)表格。2、教學(xué)內(nèi)容：（1）教材：Lets talk； look、 ask and answer；Lets learn.（2）詞匯：library, teachers office, first floor, second floor.（3）句型：Where is the teachers office? Its on the second floor. Is this the teachersoffice? No, it isnt. The teachersoffice is next to the library.3、教學(xué)方法：情境教學(xué)、交際教學(xué)、TPR、任務(wù)教學(xué)法。三、教學(xué)過程. Warming up: 1.Greeting: How are you? Fine, thank you!2.出示Mike頭飾，請同學(xué)們猜猜他是誰？This is our good friend. He hasbrown hair. He is from America. Who is he? 學(xué)生猜對后，老師引導(dǎo)This is Mike, where is he going? Wheres the teachersoffice? 老師播放教學(xué)光盤，請同學(xué)們仔細(xì)觀看并回答老師的問題。學(xué)生回答：Mike is going to the teachers office.老師又問 Wheres the teachersoffice?學(xué)生回答： The teachersoffice is next to the library. Its on the second floor.Presentation :1.出示本學(xué)校的平面圖介紹This is our school. It is so big and beautiful. Do you like it? Yes, we do.2. Today Mike will visit our school. Can you introduce our school to Mike? Yes, we can.3. 再利用多媒體呈現(xiàn)學(xué)校的各教室圖片，以及在學(xué)校場館里學(xué)生活動的圖片，請同學(xué)們欣賞，激發(fā)學(xué)生表達(dá)的欲望。最后把圖片停在微機(jī)室問：Wheres this? This is our new computer room. Its so big. There are many new computers.4.對全班提問：Do you have a library? Wheres the library? 請回答問題的同學(xué)在大屏幕上指出圖書館并回答:Here it is.老師板書Wheres the library? 領(lǐng)讀“l(fā)i-bra-ry”，示范字母“i”的發(fā)音|ai|.展示圖片This is Shanxi library. This is Xian library. This is Shanghai library. This is British library.引導(dǎo)學(xué)生看圖片說：There are so many books. What can you do in the library? Students: We can read books.Teacher: Its so clean and tidy. Can you talk loudly here? Can you sing? Can you dance? Student: No, we cant. We should keep quiet! Teacher: Good boys and girls!5. Now you understand “l(fā)ibrary”. Wheres our library? 學(xué)生齊說Its on the second floor. Its next to the science classroom. 板書Its on the second floor.示范讀second floor. 解釋：Every morning we often line up for exercise. The first one, the second one, the third one.利用簡筆畫示范，還可指著小組說：The first group, the second group, the third group, the fourth group.6. Wheres the teachers office? Point the picture of school and ask: Is this the teachersoffice? No, it isnt. Its on the third floor. Its next to class1 Grade4. 板書teachersoffice.分解讀 tea-cher o-ffi-ce， 師示范讀，引導(dǎo)學(xué)生注意字母組合的發(fā)音。利用多媒體點擊teachersoffice超鏈接到PE teachersoffice，maths teachersoffice，English teachersoffice等逐步加深對teachersoffice的理解和記憶， 簡單介紹單詞“third”。7.請同學(xué)們猜猜English teacher辦公室在幾樓，Wheres my office? Is it on the second floor? Is it on the third floor? No, it isnt. Its next to PE teachersoffice. Its on the first floor.板書first floor，請同學(xué)們仔細(xì)觀察third 和first,利用third 試著讀first，以舊帶新,讓學(xué)生們感悟字母組合ir的發(fā)音規(guī)則，讀準(zhǔn)單詞。8.回歸課本Our school is so beautiful! Do you like it? Yes, I do. How about Chen Jie and Amys school?播放教學(xué)光盤，學(xué)生聽音并跟讀，分解色讀，師生合作，生生合作。.Practice1.利用單詞卡問: Can you read these words? Yes, I can.學(xué)生讀出單詞后老師問: Wheres_? Its on the_.如果抽到的是first floorsecond floor.老師就問：Whats on the firstsecond floor? The libraryteachersoffice is on the second floor.2.把單詞卡發(fā)給四個同學(xué)，并邀請他們上臺，老師面對全班做口型，全班同學(xué)說出老師所做口型的單詞，臺上的同學(xué)舉起手中的單詞卡問：Wheres_? Its on the_.Consolidation and extension1. 拓展練習(xí)：在學(xué)生熟練掌握重點句型后，發(fā)給學(xué)生事先準(zhǔn)備好的學(xué)校各場館紙條，如:meeting room, Class2 Grade4, music room, art room利用紙條根據(jù)學(xué)校的實際情況同桌之間一問一答練習(xí)重點句子。2. Can you use these words and sentences to introduce our school to Mike?.Sum-up1.利用學(xué)生寫的對話，總結(jié)這一節(jié)課Mike, nice to meet you! Welcome to my school! Id like to tell you something about our school. This is our school. Its so clean and beautiful. This is playground. Its so big. We play basketball and football after class. We have PE class on the playground too. That is our school building. There are many classrooms and teachers offices. The meeting room is on the first floor. The computer room is on the second floor. The art room is on the third floor. Do you like it?2. Homework(1) Listen and read “Lets learn”(2) Try to describe our school.板書設(shè)計： Unit 1 My school A Lets talk - Where is the teachers office? third - Its on the second floor.first四、教學(xué)反思思得: 本節(jié)課教學(xué)思路清晰，教學(xué)過程流暢，教學(xué)環(huán)節(jié)過渡自然，教學(xué)內(nèi)容豐富，語言輸入量大，能夠始終圍繞學(xué)校話題展開對話教學(xué)，將對話與單詞教學(xué)巧妙融為一體。在語言應(yīng)用階段，大部分學(xué)生能夠在圖片和句型的提示下，運用語言進(jìn)行交際。并將語法知識的滲透和強(qiáng)化融于語言感知和操練之中；將語音知識滲透到詞匯教學(xué)，以舊引新，巧妙地化解了學(xué)生學(xué)習(xí)新詞的難度。制作的教學(xué)課件與教學(xué)重點緊密結(jié)合，實用性強(qiáng)，且對處理教學(xué)重、難點起到了關(guān)鍵性的突破作用。大部分學(xué)生掌握了本節(jié)課的重點單詞及句型,并能在介紹自己熟悉的校園的基礎(chǔ)上運用語言,緊密聯(lián)系生活,學(xué)生語言表達(dá)較為準(zhǔn)確,在學(xué)習(xí)詞匯過程中能夠體現(xiàn)語言的功能性,從音、義、形三方面讓學(xué)生體會語言的工具性特點，達(dá)到了預(yù)設(shè)的教學(xué)目標(biāo)。思失：個別學(xué)生語言基礎(chǔ)較弱，語言表達(dá)不熟練，學(xué)習(xí)興趣不濃，自信心不足，還需要教師多關(guān)注，調(diào)動其積極性，使其勇于張口說英語。思效：本節(jié)課教學(xué)理念新穎，教學(xué)環(huán)節(jié)清晰