教师版Word文件下载.docx

1、争鸣角：“教材语篇阅读部分为什么没有录音？”主题论坛：Phonics Teaching课例教案提供：区实验小学 韩珣（第八课时）课时目标1.学生能够在游戏“hangman”中巩固、复习并正确拼写underbehindchairdesk等单词；2.学生能够在Pairs work/Guessing game等环节听辨、认读并应用本单元句型针对人物或物品所在的位置进行问答或描述；3.学生能够通过看图回答问题环节，应用并书写blackboard中四会句型；4.学生能够独立阅读短文，理解含义并回答相关问题。过程与方法:Step1. Warm up1. Sing the song: Where is my

2、 little bird?2.Words game: hangman: underbehindchairdesk Competition in groups.3.Free talk:T: Where is your pencil-box?S1: Its on my desk. Who is next to you?S2: A is next to me. Whats in your school bag?S3: There are some books. Is B behind you?S4: No, he isnt. Who is behind you? C is behind me. St

3、ep 2. The revision of the sentences1. Talk about the picture What can you see in the picture?Ss: I can see Where is /are the ? Its / TheyrePracticing in pairs.2. Game : Where is it? Where is your book? Is it on the desk?S: No, it isnt. Is it in the desk? Yes, it is.Have one S guess.Step 3. Read and

4、judgePassage provided:The children are in Anns house. Ann is washing her jeans in the living room. Ken is behind the door and he is washing his coat. The girl next to the sofa is Sue. She is looking for her shirt. Peter is cleaning his shoes , he is in front of the bed. Mocky cant wash clothes. He l

5、ikes playing in the water. Now he is in the bathroom.（ T ）1. Ann is washing in the living room.（ F ）2. Ken is washing his coat in front of the door.（ F ）3. Sue is looking for her skirt next to the sofa.（ T ）4. Peter isnt cleaning his shoes behind the bed.（ F ）5. Mocky is washing in the bathroom. Hav

6、e the Ss finish the reading comprehension .Have the Ss read and translate the essay.Check / explain the answers.Step 4 Sentences writing1. The bird is in the tree.2. The dress is on the bed.3. The bag is under the desk.4. The cow is next to the rock.Have the Ss complete the sentences.Check the answe

7、r.Step 4 summary设计意图通过歌曲复习介词词组的听说巩固四会词的拼写复习lets find out中句型问答，巩固介词的使用通过图片描述复习where句型的应用复习Is it.句型，同时通过游戏使学生放松情绪通过阅读检测学生对相关主题语篇的把握考察学生对四会句的书写板书设计: Unit 4 Where is it?Where is ?ItsTheyre课后反思： 通过本节课的复习，学生较好地从听、说、读、写四个方面复习了第四单元的内容。纵观这节课，比较好的环节有复习单词拼写的游戏hangman以及短文阅读。游戏hangman将枯燥的单词拼写生动化，调动了学生记忆单词的兴趣；短文阅

8、读考察了学生对本阶段学习内容的掌握情况,对学生提高语言的综合运用能力有一定帮助。与此同时，在这节课中也存在很多不足。如在guessing game中，大班额教学仅通过学生单人回答或是同位对话，较难实现全班性的练习，在以后班级的教学中本环节可以安排为group work，以达到全员参与的效果；此外，阅读环节的判断题目略显单薄，在此可以设置学生以短文为母体提出问题（可为判断或一般提问）、其他学生判断/回答的环节以提高学生阅读的兴趣，同时也可以锻炼学生对文章的把握能力并拓展其语言技能。课例点评： 今年是韩老师工作的第二年，今年也是韩老师执教先锋英语的第二年。本节课例是我在上月18日到她的学校调研时听

9、的课例。这位细致、腼腆的新教师给我留下了深刻印象首先是她的课的设计，能够体现出第四单元的重点，而且注重听、说、读、写与阅读的训练；第二是韩老师针对自己的大班额教学，有效地组织小组学习，让学生通过小组进行“guessing game”活动的反馈；第三，教师的教态极富亲和力，语言也很有激情。 本课课例的不足之处在于评价还是不够及时、到位；最后的阅读短文环节也应放在小组内进行，这样孩子们的参与面及开口说的机会就会更多！ 最后，希望本节复习课例能够在期末给大家的复习课备课提供参考。 “我爱先锋” 作者：王蔷Understanding how children learn another languag

10、e is an important starting point for developing skills and strategies for teaching children. The following principles are summarized to provide an understanding for teaching language to young learners.Principle 1: Children learn best when feeling happy and secure.Principle 2: Children are naturally

11、imaginative, active and creative.Principle 3: Learning is often a mutual accomplishment. Learning is collaborative, not adult driven. Children participate at their own level of understanding with the mothers help （Geekie, Cambourne and Fitzsimmons, 1999:13）.Principle 4: Children often learn through

12、guided participation and they profit from the support and encouragement of more competent people （ibid）.Principle 5: Children learn best when they are involved both physically and mentally.Principle 6: Children need plenty of opportunities to use similar language again and again.Principle 7: It is n

13、ot interaction itself but the quality of interaction that contributes to better learning （ibid）.Principle 8: Language is the means through which self-regulation of learning behaviour develops （ibid）.Principle 9: Learning depends upon the negotiation of meaning （ibid）.Principle 10: Children learn in

14、a similar way as they acquire their mother tongue. They learn the whole language rather than through analyzing language rules.作者：程晓棠新的教学观念带来了教材使用的新理念。教材使用新理念第一条是对教材的认识。过去是比较看重教材的。什么是教材？课本就是教材。认为教材是教学的法规，也是教育的法规。现在这种观念在逐步改变，新的教学理念已不再把教材看作是教学的金科玉律，而把它看作是一种教学资源。一门课使用的所有材料都是教材，课本是教材的主要部分。除了教材外，其他补充的内容也都是教学资源。首先，领导层对教材的认识有了改变，过去一提到“教材”就一定是统一编写、万无一失的事情，国家组织力量统编教材，教材编写后老师没有很多的主动性。新的观念认为，一套教材无论多好都不会时时刻刻适应各个班级和老师，总会有这样那样的问题。过去是一纲一本，现在是一纲多本，不同的学生、不同的学校可以选用不同的版本，对教学实践也提倡创造性的使用教材，也就是说，某教材适应一个地区，也不一定是每个单元都适应，教材内容对学生不合适时，新的教学理念认为教师应该采用删减、替代、补充、改编等方法，要考虑学习者的情况，而不是教材怎样编，就怎样教。对于教师来