1、Unit3Is this your skirtUnit3 Is this your skirt? (初稿)Alets learnLanguage target:1. Important phrase: white sweater, green skirt, brown jacket, blue dress, yellow T-shirt, red shirt.2. Understanding and doing the actions: Put on your T-shirt, Take off your jacket. Hang up your skirt. Importance and d
2、ifficulties:1. Six phrases about clothes.2.I like the white with the green skirt. Explain the word withMaterials:1. Colourful cards and word cards.2. Cassette tape and cassette player.3. CAITeaching steps一Warm-up1. Greeting! 2. Students sing the song of grade3 “Colour song”, then repeat the words of
3、 colors.3. T show the colorful letters to students and ask: What color is it? Review the words again. Then stick the letters on the blackboard.二PresentationLets learn1. After using the things in our classroom point the student jacket and say : look, his jacket is brown. T repeat “Its a brown jacket.
4、 I like the brown jacket.” Using CAI and guessing game teach the other new phrases.2. T play the cassette tape, students listen carefully and repeat the phrase. Pay attention to the pronunciation.3.Guessing game.Lets doT do an action and repeat the sentence: Put on your jacket, students understand t
5、he meaning and learn the sentence.Lets go shoppingT: The weather is warm,maybe you need some new clothes, lets go shopping,OK?HOME WORK1 listen to the tape and follow it.2 Talk about your clothes with your parents. Unit3 Is this your skirt? (二次稿)A lets learnLanguage target:1. Important phrase: white
6、 sweater, green skirt, brown jacket, blue dress, yellow T-shirt, red shirt.2. Understanding and doing the actions: Put on your T-shirt, Take off your jacket. Hang up your skirt. Importance and difficulties:1. Six phrases about clothes.2.I like the white with the green skirt. Explain the word withMat
7、erials:1. Colourful cards and word cards.2. Cassette tape and cassette player.3. CAITeaching steps一Warm-up1. Greeting! 2. Students sing the song of grade3 “Colour song”, then repeat the words of colors.3. T show the colorful letters to students and ask: What color is it? Review the words again. Then
8、 stick the letters on the blackboard.Present the sentence:I like二PresentationLets learn1. Teaching jacketAsk the students that : So many colours do you like? S:I like red . S : I like blue .T: I like brown . Then point the students jacket and say : look, his jacket is brown. T: repeat “Its a brown j
9、acket. I like the brown jacket.” Then write the phraes on the board.Read the sentence: I like the brown jacket.Practice the sentenceT : I have many jackets here,which jackets do you like?S :I like the red jacket.2. Teaching shirtT: Is this a jacket?Ss : No . T :Its not a jacket .Its a shirt.Practice
10、 wash your shirt Take out a shirt ,lets wash it.pass one by one and wash it. 2. Teaching T-shirt.show CAI ask: is this a shirt. It looks like a T ,so we call it T-shirt.3. teaching sweater. Guessing game4. teaching skirt .show CAI.shirt change to skirt.5. Teaching dress6. Teaching with三practice 1. p
11、lay the cassette tape, students listen carefully and repeat the phrase. Pay attention to the pronunciation.2.Guessing game.Lets doT do an action and repeat the sentence: Put on your jacket, students understand the meaning and learn the sentence.Lets go shoppingT: The weather is warm,maybe you need s
12、ome new clothes, lets go shopping,OK?Group work.Tell the Ss the right one is the best one.HOME WORK1 listen to the tape and follow it.2 Talk about your clothes with your parents. Is this your skirt?第一课时教学反思我上课的内容是四年级下册第三单元Is this your skirt?第一课时。本课的内容主要是green skirt, brown jacket,yellow T-shirt, red
13、shirt, white sweater and blue dress, 涉及到的句子是I like the,I like the with the教学目标:1、知识目标:(1)认读Lets learn中的单词和句子。(2)理解Lets do中的内容,并能在老师的指导下和录音伴奏下听听做做。2、能力目标:(1)能听、说、认读单词:jacket、sweater、skirt、dress、shirt、T-shirt。(2)能听、说句型:I like the brown jacket,并进行有意义的替换。3、情感目标:培养学生生的创造力与想象力,能大胆设计自己喜欢的衣服。教学重点难点:(1) 本课时需
14、要重点掌握有关服装名称的六个单词。(2) 难点是表示服装的名词与颜色的形容词连用及其读法。(3) Lets learn部分的引入语 “I like the white sweater with the green skirt.” 中“with”的用法是难点。教具准备:教师准备课件(CAI)、魔幻书(自制教具)、自制颜色笑脸、单词卡片;教学过程本节课我创设了一个情景,讲一个芭比公主和穷人的故事,通过为芭比公主的着装,为穷人选礼物等活动,将衣服及颜色的搭配教学贯穿其中。()、单词教学我以三年级上册学过的关于颜色的一个歌曲Who is wearing yellow today?导入,通过谈论歌曲中的
15、颜色以及教室中物品的颜色来复习颜色。作为一个热身活动,主要是调动学生的学习兴趣与积极性,让学生一开始就能快速地进入英语学习的氛围,同时也是活跃课堂气氛的一种手段。通过主人公芭比公主的着装自然的引入单词dress,并结合句型what colour is it?来引出颜色,将颜色与衣服搭配。在此基础上通过魔法书来进行颜色变换,操练dress 与不同颜色单词的搭配使用,使学生熟练掌握。这一部分能够调动学生的积极性,从上课的反馈看学生对这部分的掌握达到了预期的目标。再由魔法书变出一条绿色短裙,教学单词skirt,通过让学生选择自己喜欢的颜色进行操练。另外几个词则是放在选礼物的过程中依次呈现的。从而将六
16、个新授单词,颜色与句子I like the在单词教学中贯穿进去。但总体来讲单词的操练还是没有落实到位,对元音的发音还是存在问题。对学生的层次没有足够的关注。()、句子教学这个句子对四年级的学生来说,并不是新内容,早在三年级就学过I like 这个句式,在这一课里,只是作为一个复习单词的一种方式,也赋予这些单词在现实生活的可运用性。因此教学这个句子上就较为简单,只是出示许多漂亮的衣服图片,课件出示I like the .我先做示范,然后再让学生选择自己所喜欢的,用语言表达出来。但是,对with这一难点的突破还是略显仓促,如果能用到前面的魔法书将各种衣服图片很好的搭配进行操练,效果可能会好很多。(
17、)、操练巩固在单词的操练巩固中主要是采用了一个活动,将图片贴到相应的单词下面,并评选出最受欢迎的两件衣服。在做题目之前,先复习一下衣服单词,加深对单词的印象。Lets do.则是通过实物操练,让学生明白每个动词短语的意思。本节课的不足之处:1在单词教学过程中,学生对于发音较难的单词,如sweater.不能很好的掌握。在本节课的教学中没有渗透音素教学,像shirt, skirt,T-shirt中的ir都是发同一个音,我应该把这几个单词归类出来,一起进行教学。这样学生应该会对这三个单词的印象更深。除此之外,单词教授的速度较快,量比较多,不仅要会念单词,而且还要说出相应的句子,有些只注重教给,而没注
18、意到学生到底有没有真正掌握。2在操练巩固过程中,学生有些茫然。原因就是学生没有真正掌握本节课的这几个单词,我只是想着把新单词教给学生而不是想着如何把这些单词深入到学生的脑子里去。单词教完之后的反复操练较少。而且单词的出示和操练花费了太多的时间,导致没有时间听最后的lets do部分的录音,收尾草率,有点虎头蛇尾的感觉。3.对学生整体的关注不够,问题的发散性,层次性还显不足。整堂课存在着很多的不足,时间上的把握不够准确,新授过程太简短,操练不够多,导致学生对新单词的掌握情况不是很好,句子操练方面也只用了简单的I like the.这个句型,争取在以后的教学中能够摸索出适合小学生心理特点的教学思路
19、,每节课都比上一节有所进步。本节课我个人认为课件做得还不错。研究专题:小学英语教学生活化的研究 Unit 4 Its warm todayThe second period【Teaching contents 】:A lets talk lets chant【Main points and difficulties】:Can I wear my? Yes,you can./No, you cant.words:wear can cant【Teaching aids】The video ofUnit 4 Lets talkTape_record【Teaching steps】(一)(Warm-u
20、p/Revision)1Greeting!2lets do unit3A lets do3 Talk about the clothes:Clothes for warm days / Clothes for cold days.(二)(Presentation)Lets talkT :Its hot/warm today. Can I wear my T-shirt(sweater, skirt, dress)? Do the action of wear the T-shirt.Help the students say:Yes,you can.or No, you cant.Then w
21、rite on the board.Pair work:A:Can I wear my?B:Yes,you can. / No, you cant.T :Mike has a new shirt. He likes it very much. Can he wear it?Watch the video.T :Can Mike wear his new shirt? Students:No.Read after the tape(三)practicePlay in the roles.Make a new dialogeLets go to the park!A:Its Can I wear
22、my?B:Yes, you can. / No, you cant.(四)ExtensionGroup workLets go to trip.Lets chantEmotion educationTell the students to take care of others .Lets chant:Make a new chant:MMM!Its warm today!Take off your !Phew! Its hot today!Put on your !Ooooh! Its cool today!Put on your !Brrr! Its cold today!Put on y
23、our !Home work :Listen to the tape and read the dialogue .Act the dialogue with your partner without book.Make a new dialogue.【the board writing】Unit Four Its warm todayCan I wear my?Yes, you can. No, you cant.教学反思:在教学过程中,我充分有效地利用了现代教育技术来拓展学生学习英语的渠道,辅助我的教学实践,起到生动直观的作用,从而激发出学生的学习欲望。本课的教学目的中的知识目标是让学生学
24、会用“Can I?”这一句型来征求别人自己该穿什么样的衣服(因为语言学习的目的在于使用,能够与人交流。)教学设计的中心目的就是让学生扎扎实实、一步一步将已知的知识和新接受的语言信息有机结合,提高语言的交际能力。例如:我手拿一件衬衣,有意使用“I can wear my new shirt.”或“Can I wear my new shirt?”.这样做的目的不只是关注课文,而是让学生感受在一定的语言环境中使用语言。同时,我为学生提供足够的机会用英语进行活动,课堂上不能拖泥带水,通过“pair work”和“group work”让学生当堂感受到运用所学语言成功地达到某种目的后的愉快,以此来提高
25、课堂教学效果。另外,我还创设了良好的英语学习环境,对小学生学英语起到潜移默化的影响。在磨课中感悟,在反思中成长” 作为远程研修的一名成员,我很有幸参与活动的整个过程。期间,我感触良深,收获颇多。下面,我谈谈自己对这次活动中“集体磨课”这个过程一点感受:“磨课”,是教师专业发展中“实践反思、同伴互助和专业引领”的综合体现,能有效地促进教师课堂教学设计能力、课堂教学水平的提高和教师专业素养的快速提升。当然,这次活动的成功离不开集体磨课,而这次集体磨课的形式也较为特别,由于工作室的成员和学员不在同一间学校,我们不方便集中在一起面对面地交流和讨论,集体磨课只能在网络上进行。参加磨课的每位老师都能认真积
26、极地思考教学设计的缺失,提出自己的教学修改建议。再接下来,执教老师根据反馈建议,对教学设计进行第一次修改;然后进行第一次试教,所有参与听课的教师都认真地做好听课记录,并从教师、学生、教学设计等方面进行有意关注。执教教师上完课,大家第一次有机会坐到一起,坦诚相待,相互评议,相互学习,相互交换意见、心得、体会。在讨论交流中大家的见解相互摩擦,思想相互碰撞,一方面挖掘课堂的亮点,另一方面亮出听课教师的观点和招数,促使上课的老师开拓思路,提升教学水平。 “宝剑锋从磨砺出,梅花香自苦寒来”通过这次活动的开展,我深刻地体会到团队的无穷力量魅力。同时,我也深刻地认识到,在小学英语课堂实现先学后教,提高教学的有效性,是一个值得探讨的课题,也是我们教师追求的目标。况且,我们现在还是在尝试中摸索,在摸索中前进,后面还有一段很长的路要走!不过,我坚信只要付出与坚持,成功就会离我们更近!
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