Unit 8 Helping at home 第三课时教学文字实录.docx

1、Unit 8 Helping at home 第三课时教学文字实录Unit 8: Helping at home第三课时教学文字实录一课程概况： I. 内容： Unit 8: Helping at homeII. 源自：四年级开心英语上册III. 课型：语音课二教学过程（课堂实录）：I. Greeting and warming up ( 2) Step 1: GreetingT: Good afternoon, everyone!S: Good afternoon, Kim!T: Sit down, please!S: Thank you, Kim!T: One, two, three!S:

2、 A, B, C!Step 2: Present the title and introduce the group competition mechanismT: Ok, boys and girls, today we are going to learn Unit 8 Helping at home “Sounds and words”. Now, lets have a look, we have two teams today. There are two bees here. What color is this bee?S: Its a green bee.T: OK! Gree

3、n bee for boys. And what about this one?S: Its a pink bee.T: Good! Pink bee for girls. Are you clear?S: Yes!T: OK! Lets have a match today.S: Yes!设计意图：将小蜜蜂“bee”作为教学中的主线，通过我能说，我能读，我能写三个不同层次的飞跃帮助小蜜蜂得到蜂蜜。男生是绿色蜜蜂组，女生是粉色蜜蜂组。. Review (2) T: Ok, Boys and girls, Lets check homework. Look, this is picture A,

4、 and this is picture B. Please find the difference between picture A and picture B. OK?S: Yes.T: For example, in picture A, what is Gogo doing? Is Gogo singing?S: No.T: Is Gogo dusting?S:Yes.T: OK. In picture A, Gogo is dusting. What is Gogo doing in picture B?S1: Sweeping the floor.T: Good. So we c

5、an say: In picture A, Gogo is dusting, but in picture B, Gogo is sweeping the floor. Now, who can say something about Tony?S2 : In picture A, Tony is folding the clothes, but in picture B, Tony is sleeping.T: Excellent! Follow me, “old-fold-folding-folding the clothes.” S:Old-fold-folding-folding th

6、e clothes.T: Good, What about Mum? Can you make a sentence?S3: In picture A, Mum is cooking, but in picture B, Mum is washing the dishes.T: You did very good job! Ok, the last one, what is Lisa doing?S4: In picture A, Lisa is playing, but in picture B, Lisa is singing and dancing.T: Good! One step f

7、or you.设计意图：利用找不同的游戏复习上节课所学内容，巩固知识点。. Presentation (5) Step1：Lead inT: OK! This is our homework. Now, lets have a relax, sing a song together. Are you ready?S: Yes.T: The alphabet song.S: I know the letter A says.T: You did a good job! Look, Who has big eyes? Please read these letters.?S：UT: And thi

8、s one?S: A. (边复习元音字母边画图，利于学生理解)T：OK! Today were going to learn the pronunciation of “ee”.设计意图： 进行语音教学前，齐唱歌曲让孩子们对26个字母的发音先热身。然后教师通过卡通图片复习a, e, i, o, u五个元音字母并巧妙的将五个元音字母组合成一个脸谱从而引出本节课新授知识点。T: Now, boys and girls, Look, Whats this?S: Its a bee.T: Good, look at my mouth, “ee” says /i:/. Follow me, /i:/.S

9、: /i:/.T: This is a little bee, he wants to get some honey. Can you helep him?S：Yes.设计意图： 本环节中的蜜蜂单词“bee”既是新授的一部分，又是整堂课的主线。通过对小蜜蜂的帮助让学生对将要完成的学习任务有一个心理准备。这个任务型活动的创设可以自然地激发起学生的助人为乐的精神与求知欲。Step2: I can sayT：OK！Lets fly, are you ready?S: Yes.T: Look, what are these?S: Feet.S: “ee” says?T: /i:/.S: I know

10、the letter “F” says.T: /f/, /f/, /f/.T: And the last letter is.S: /T/.T: Follow me, feet.S: Feet.(Show students the picture of tree, green, sleep, sweep and guide Ss to say the words.)T: Please read all of words twice, one, two, go.S: Feet, feet.T：You did a very good job!设计意图：采取“直观教学法”，让学生感知、体验，自己总结

11、出字母组合“ee”在单词中的发音规律，为接下来的学习内容做铺垫。Step3:I can readT: Ok, boys and girls, the little bee wants to fly again. Les fly!S: Yes!T: Now, its our story time.The story is about Petes sheep. You can take out your paper and read the story “Petes sheep” , and then circle the words about /i:/ according to the sto

12、ry. For example, “sheep”. OK? (Show them the main character of story. Then ask them to read the story and finish the exercises.) S:OK.T: Are you fininshed it?S: Yes.T: Good! Now, lets listen to the story and check the answers.T: Can you find the words about /i:/ according to this sentence?S: Sleep.T

13、: Can you read this sentence?S1: Pete can not sleep. Sleep.T: Good, one step for you. And next one, who can have a try?S2: Needs, Pete needs help.T: Yes, I know the letter “N” says.S: /n/, /n/, /n/.T: Follow me, need.S: Need.T: Needs.S: Needs.T: Pete needs help.S: Pete needs help.(Read the sentences

14、 one by one, then check the answers.)T: Well done. The sheep run past the tree. Who wants to be a tree? S1: I want to try.T: OK! Come here. You are a tree and Im a sheep. T：Do you know whats the meaning of “past”?S: Yes.T: OK! This is a story about Petes sheep. Who can read all the words about this

15、story?S1: Sheep, sleep, need, three, see , tree.T: Who wants to try again?S2: Sheep, sleep, need, three, see , tree.T: Excellent! Now, please read the words with your partner, and then fill in the blanks.S: .T: Lets have a bingo game! Who is the first one to say bingo and you can answer the question

16、, OK?S: OK.T: Group three.S1: Bingo! “Think of sheep” says Mum.T: Good.设计意图：本环节采用的教学方法是启发式教学法。通过第一阶段对本节课新授知识的认知与小结：字母组合“ee”在单词中的发音规律，从而在故事中帮助学生将本课的信息进行加工、储存，从而明确教学目标、重点和难点。Step4: I can writeT: The little bee wants to fly and fly. Now, please listen and write. Take out your pen and listen to me caref

17、ully!S: OK!A _ and a _A _ is _ ing under a _.A _ is dancing near the _s _ .Phil _ s the _.Phil _ s the _.Phil says to himself(他自己),“What a funny _ and _!”(Listen to me three times and write the words in correct place.)T: Are you finished it?S: Yes.T: Now, lets check the answers. You should change yo

18、ur paper with partner.A sheep and a bee A sheep is sleeping under a tree. A bee is dancing near the sheeps feet.Phil sees the sheep.Phil sees the bee.Phil says to himself,“What a funny sheep and bee!”T: Good! Who has got one hundred points? Show me your hands, please!S: .T: This time , please listen

19、 and repeat.S: .(Listen to the tape and chant after by the tape, Pay attention to the pronunciation and the rhythm.)T: Can you read it by yourself?S: Yes.设计意图：此环节是本节课的升华。以学生为主体，重视学生学习方法的引导和学习习惯的养成。通过歌谣锻炼学生的拼读与听写综合能力，让学生采用直呼式拼读法由“见词能读”上升到“听词能写”的高度。. Activity: Show time T: Boys and girls, Id like to g

20、ive you five minutes to act this chant? Look, Im a sheep. Who wants to be a bee and who wants to bee a tree?S1: Let me try!S2: Let me try!T: Hello, Im a sheep. (做示范：带着学生表演一次) .T: Now, please chant and act with your partner.S: .T: One, two, three.S: A, B, C.T: Who wants to have a show?S: Let me try.（

21、Ask Ss to have a role play !）S1: Hello, Im a sheep.S2: Hello, Im a tree.S3: Hello, Im a bee.S4: Hello, Im Phil.S1234: One, two, action! Lets read a story “A sheep and a bee”.S: Thank you!T: You did a very good job! Who wants to try?S:. 设计意图：此环节采用的是TPR教学法。学说chant不仅可以使知识变得简单、生动、印象深刻，而且通过说和演相结合的训练，真正将语

22、音教学落到实处。学生通过亲自参与体验和合作的方式更能激发学生学习的兴趣，不仅考察学生的分析与记忆能力，还使学生形成积极的学习态度。. Summy and homework (3) T: Boys and girls, the little bee gets his favorite honey, thank you so much! Todays homework is try to make a new chant or story with the words on the blackboard. Ok?S: OK! T: Now, class is over, goodbye!S: By

23、e!设计意图：学生通过自己的努力帮助小蜜蜂得到了蜂蜜，这个阶段使学生获得了成就感。家庭作业的设计目的在于：在学生有了简单的英语基础知识和听说读写的能力基础上，尝试让学生初步自主探究，运用所学发音规律创造自己的歌谣，培养学生的创新能力。教学后记：本节课各教学环节衔接自然、层次清晰，教学目标明确，教学重点突出。主要亮点如下：一、教学过程体现了学生的主体性。本节课我将小蜜蜂 “bee”作为教学中的主线，通过“我能说、我能读、我能写”三个不同层次的飞跃帮助小蜜蜂得到蜂蜜。这个任务型活动的创设可以自然地激发起学生的助人为乐精神与求知欲。通过对小蜜蜂的帮助让学生对将要完成的学习任务有一个心理准备。二、教学

24、方法有针对性，能帮助学生形成有效的学习策略。第一步：“I can say”采取“直观教学法”。运用多媒体课件、单词卡片形象直观的教学手段，让学生感知、体验，自己总结出字母组合“ee”在单词中的发音规律。第二步：“I can read”采用“启发式教学法”。让学生在对本节课新授知识认知与小结的基础上，利用故事教学帮助学生将本课的信息进行加工、储存，从而明确教学目标、重点和难点。第三步：“I can write”环节是本节课的升华。以学生为主体，重视学生学习方法的引导和学习习惯的养成。通过歌谣锻炼学生的拼读与听写综合能力，让学生采用直呼式拼读法由“见词能读”上升到“听词能写”的高度。三、注重学生合作学习。课堂的活动设计都是为了让学生学会通过彼此合作去互相学习，互相交流。尤其是最后的show time环节，采用的是TPR教学法。学说chant不仅可以使知识变得简单、生动、印象深刻，而且通过说和演相结合的训练，真正将语音教学落到实处。学生通过亲自参与体验和合作的方式更能激发学生学习的兴趣，不仅考察学生的分析与记忆能力，还使学生形成积极的学习态度。