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A3综合组集体备课《PEP3Unit4MyhomeAtalk》

(2019-11-16 15:48:26)
分类: 集体备课
活动主题:集体备课
活动时间:2019.11.7
活动地点:四年级办公室
课题:《PEP3 Unit4 My home A talk》
主备人:徐桂芳
参加对象:综合组教师
活动过程:
A3综合组集体备课《PEP3Unit4MyhomeAtalk》

A3综合组集体备课《PEP3Unit4MyhomeAtalk》

A3综合组集体备课《PEP3Unit4MyhomeAtalk》

初稿:

Unit 4 My Home

 Part A Let’s talk(初稿)

大若岩镇中心小学 徐桂芳

                                      

一、        教材分析

    本课内容是前几个单元学习之上继续强化学习指示代词引导的陈述句与一般疑问句,重点练习一般疑问句及其回答。如,Is she in the living room? No, she isn’t.

二、        学情分析

    四年级学生已有一定语言输入和输出能力,爱好新奇的失误,活泼好动。乐于表现自己,且要学习的内容学生也有一定的基础,在学习了解简单的疑问句:“Is it a...” 之后,“I this your...” 和“ Is she in the...” 采用适当的方法帮助学生学习起到积极的作用。

三、        整体设计思路

本课的教学设计主要采用故事教学法,以“cat”为一个主线,以猜测盒子里的“cat”导入,通过寻找“cat”切入文本,进而学习文本,解决重难点,最后以“cat”到教室旅行进行拓展训练。整个课堂以学生猜故事,教师讲故事、学生读故事、给故事配音和续写故事为主要教学环节,主要目的在于培养学生的学习兴趣。教师发挥启发引导作用,通过对故事配图的观察和推理来吸引学生,深刻理解故事,力图培养学生综合思维能力;通过分角色朗读,动画配音对学生进行语音训练;通过对文本中难点和“淘气小猫旅行记”的创新对话来培养学生联系现实和小组合作的能力。

四、        教学目标

1.     学生能理解对话大意,用正确的语音语调朗读对话;

2.     学生能在情境中运用句型Is she in the …? Yes, she is. / No, she isn’t.询问物品或者人物的位置,同时作出判断。

3.     学生能在语境中理解新词或词组living room, study, kitchen的意思并能正确发音。

4.     培养学生在生活中能够主动询问别人或者对别人的询问能够热情地回答。

五、        教学重难点

重点:学生能理解对话大意,用正确的语音语调朗读对话;学生能在情境中运用句型Is she in the …? Yes, she is. /No, she isn’t.询问物品或者人物的位置,同时作出判断。

难点:学生能在情境中运用句型Is she in the …? Yes, she is. /No, she isn’t.询问物品或者人物的位置,同时作出判断。

六、        教学方法:TPR、任务型教学法。

七、        教学准备:PPT、单词卡片。

八、        教学过程

Step 1: Warm-Up    

1.     Greetings.

Good morning, boys and girls!        Good morning, teacher!

Nice to meet you.               Nice to meet you, too.

2.     Guessing Game.

师生一起做一个猜测游戏,猜猜盒子里是什么?通过猜测引出cute cat, 然后通过magic魔法,让小猫消失,教师用本课重点句型提问,引出主句型,学生初步感知。

T: Boys and girls, I take a present for you today. Guess, what’s in the box? Who knows?

S1: …

S2: …

S3: …

T: Let’s have a look. 1, 2, go! Wow! It’s a cat. Is she cute?

Ss: Yes, she is.

T: I also think so. She’s cute. (教读cute两遍) And she’s Amy’s.

T: OK, boys and girls! Do you think magic? Let’s do magic together.

表演魔术,让cat变没!

T Oh, where is the cat? Is she in your hand? 师问其中一个同学。

S1No, she isn’t. (师引导帮助学生回答)

T Is she in your pencil-box? (师转问另一个同学)

S2No, she isn’t.

T:  Is she in your desk? (师转问第三个同学)

S3No, she isn’t.

(设计目的:通过观看魔术调动学生的学习兴趣,学生初步感知句型Is she in…?)

 

Step 2: Presentation

1.     Watch a cartoon

教师播放课文配套动画(无声音和文本),给出问题Which room is she in? 引导学生通过观察来推测猫的位置。

T: Where is she? Boys and girls, listen carefully!

PPT课件中传来猫叫声。

T: Oh, she is in Amy’s home. But which room is she in?

In the living room? Look, this room is living room. 教读living room, 板书。

We can watch TV in the living room.

Is she in the living room?

S1: …

T: Oh, maybe. Maybe she is in the study. 教读study. 板书。

We can read books in the study.

Is she in the study?

S2: …

T: Maybe. Maybe she is in the kitchen. 教读kitchen, 板书。

We can cook meals in the kitchen.

Is she in the kitchen?

S3: …

T: Oh, maybe.

(设计目的:以动画片的形式整体呈现故事让学生借助动画推测故事内容,并对故事情节产生兴趣,培养学生的观察力。学生感知living room, study, kitchen的意思,为文本学习做铺垫.)

2.     Watch the cartoon again

学生第二次观看动画(有声音和对话文本),完成表格,并在此过程中板书,帮助学生梳理故事情节。

T: We find the cat now! Can you fill in this form?

Ss: No.

T: Let’s see question 1 is, Is she in the living room? Look here, Is she in the living room? 领读,注意语调。

分组读,单个读,齐读!

TSo question 2 is… Who know?

S1: Is she in the study?

T: Good. You, please!

S2: Is she in the study?

T: Great! Is she in the study? 领读,板书!生开火车读,齐读!

TGood. Question 3 is … You, please!

S3: Is she in the kitchen?

T: You, please!

S4: Is she in the kitchen?

T: Good. Is she in the kitchen? 领读,个人读,齐读!

Now let’s read these three questions together! 学生齐读三个问题!

T: Let’s watch the cartoon again and answer it.

学生观看动画,填表格!

T: Ok, boys and girls. Is she in the living room? You, please!

S1: No, she isn’t.

T: Good, sit down! No, she isn’t. 板书,教读!

T: Is she in the study? You, please!

S2: No, she isn’t.

T: Question 3: Is she in the kitchen?

S3: Yes, she is.

T: Great! Sit down! Yes, she is. 出示板书,教读!

TNow let’s practice ask and answer. One ask, one answer, understand? Let’s go!

学生两人一组,训练句型!(设计目的:此环节是课堂的重点,教师通过不同形式的课堂讲解和提问,检测学生是否理解对话,并解决语言难点。)

Step 3: Practice & Progress

1. Listen and imitate.

TWould you like to read the whole dialogue?

Ss: Yes.

播放动画,学生跟读。

2. Dub the cartoon.

T: Can you read the dialogue with your partner? One is Amy. One is Sarah. Ready? Go!

1.     Group show.

T: Can you show your dialogue now? You two, please!

Homework:

Naughty cats 还会去那里旅行呢?仔细想一想,自由续编故事。

After class, where are the cats? Continue to tell or retell the story.

 

板书设计

              Unit 4 My Home

                          Part A Let’s talk

 

living room?      

 Is she in the   study?            No, she isn’t.

 

              kitchen?           Yes, she is.


定稿:

Unit 4 My Home

 Part A Let’s talk(修改稿)

 大若岩镇中心小学 徐桂芳                                     

一、        教材分析

    本课内容是前几个单元学习之上继续强化学习指示代词引导的陈述句与一般疑问句,重点练习一般疑问句及其回答。如,Is she in the living room? No, she isn’t.

二、        学情分析

    四年级学生已有一定语言输入和输出能力,爱好新奇的失误,活泼好动。乐于表现自己,且要学习的内容学生也有一定的基础,在学习了解简单的疑问句:“Is it a...” 之后,“I this your...” 和“ Is she in the...” 采用适当的方法帮助学生学习起到积极的作用。

三、        整体设计思路

本课的教学设计主要采用故事教学法,以“cat”为一个主线,以猜测盒子里的“cat”导入,通过寻找“cat”切入文本,进而学习文本,解决重难点,最后以“cat”到教室旅行进行拓展训练。整个课堂以学生猜故事,教师讲故事、学生读故事、给故事配音和续写故事为主要教学环节,主要目的在于培养学生的学习兴趣。教师发挥启发引导作用,通过对故事配图的观察和推理来吸引学生,深刻理解故事,力图培养学生综合思维能力;通过分角色朗读,动画配音对学生进行语音训练;通过对文本中难点和“淘气小猫旅行记”的创新对话来培养学生联系现实和小组合作的能力。

四、        教学目标

1.     学生能理解对话大意,用正确的语音语调朗读对话;

2.     学生能在情境中运用句型Is she in the …? Yes, she is. / No, she isn’t.询问物品或者人物的位置,同时作出判断。

3.     学生能在语境中理解新词或词组living room, study, kitchen的意思并能正确发音。

4.     培养学生在生活中能够主动询问别人或者对别人的询问能够热情地回答。

五、        教学重难点

重点:学生能理解对话大意,用正确的语音语调朗读对话;学生能在情境中运用句型Is she in the …? Yes, she is. /No, she isn’t.询问物品或者人物的位置,同时作出判断。

难点:学生能在情境中运用句型Is she in the …? Yes, she is. /No, she isn’t.询问物品或者人物的位置,同时作出判断。

六、        教学方法:TPR、任务型教学法。

七、        教学准备:PPT、单词卡片。

八、        教学过程

Step 1: Warm-Up    

1.     Greetings.

Good morning, boys and girls!        Good morning, teacher!

Nice to meet you.               Nice to meet you, too.

2.     Guessing Game.

师生一起做一个猜测游戏,猜猜盒子里是什么?通过猜测引出cute cat, 然后通过magic魔法,让小猫消失,教师用本课重点句型提问,引出主句型,学生初步感知。

T: Boys and girls, I take a present for you today. Guess, what’s in the box? Who knows?

S1: …

S2: …

S3: …

T: Let’s have a look. 1, 2, go! Wow! It’s a cat. Is she cute?

Ss: Yes, she is.

T: I also think so. She’s cute. (教读cute两遍) And she’s Amy’s.

T: OK, boys and girls! Do you think magic? Let’s do magic together.

表演魔术,让cat变没!

T Oh, where is the cat? Is she in your hand? 师问其中一个同学。

S1No, she isn’t. (师引导帮助学生回答)

T Is she in your pencil-box? (师转问另一个同学)

S2No, she isn’t.

T:  Is she in your desk? (师转问第三个同学)

S3No, she isn’t.

(设计目的:通过观看魔术调动学生的学习兴趣,学生初步感知句型Is she in…?)

 

Step 2: Presentation

1.     Watch a cartoon

教师播放课文配套动画(无声音和文本),给出问题Which room is she in? 引导学生通过观察来推测猫的位置。

T: Where is she? Boys and girls, listen carefully!

PPT课件中传来猫叫声。

T: Oh, she is in Amy’s home. But which room is she in?

In the living room? Look, this room is living room. 教读living room, 板书。

We can watch TV in the living room.

Is she in the living room?

S1: …

T: Oh, maybe. Maybe she is in the study. 教读study. 板书。

We can read books in the study.

Is she in the study?

S2: …

T: Maybe. Maybe she is in the kitchen. 教读kitchen, 板书。

We can cook meals in the kitchen.

Is she in the kitchen?

S3: …

T: Oh, maybe.

(设计目的:以动画片的形式整体呈现故事让学生借助动画推测故事内容,并对故事情节产生兴趣,培养学生的观察力。学生感知living room, study, kitchen的意思,为文本学习做铺垫.)

2.     Read and Match

教师要求学生通过观察图片来寻找对应的对话,学生通过图文匹配理解故事大意。

T: The cat maybe in the living room, in the study or in the kitchen. Where is she? Let’s watch these four pictures carefully and match it with the right sentences.

T: Let’s look picture one first. We should match it with … You, please.

S1: C.

T: Yes, very good. C is … Can you read it?

S1: …

T: Now picture 2. We should match it with … You, please!

S2: D.

T: Great! Can you read C?

S2: …

T: Now picture 3. We should match it with … You, please!

S3: A.

T: Good girl, give me five! Can you read A?

S3: …

T: Now picture 4. We should match it with … You, please!

S4: B.

T: Good boy, give me five. Can you read it?

Yes, now we know where is the cat? Let’s say together.

Ss: She’s in the kitchen.

(设计目的:在上一次观看无声动画的基础上,给出故事文本,帮助学生逐步理解文本,同时培养学生推理能力。)

3.     教学方法:TPR, 任务型教学法Watch the cartoon again

学生第二次观看动画(有声音和对话文本),完成表格,并在此过程中板书,帮助学生梳理故事情节。

T: We find the cat now! Can you fill in this form?

Ss: No.

T: Let’s see question 1 is, Is she in the living room? Look here, Is she in the living room? 领读,注意语调。

分组读,单个读,齐读!

TSo question 2 is… Who know?

S1: Is she in the study?

T: Good. You, please!

S2: Is she in the study?

T: Great! Is she in the study? 领读,板书!生开火车读,齐读!

TGood. Question 3 is … You, please!

S3: Is she in the kitchen?

T: You, please!

S4: Is she in the kitchen?

T: Good. Is she in the kitchen? 领读,个人读,齐读!

Now let’s read these three questions together! 学生齐读三个问题!

T: Let’s watch the cartoon again and answer it.

学生观看动画,填表格!

T: Ok, boys and girls. Is she in the living room? You, please!

S1: No, she isn’t.

T: Good, sit down! No, she isn’t. 板书,教读!

T: Is she in the study? You, please!

S2: No, she isn’t.

T: Question 3: Is she in the kitchen?

S3: Yes, she is.

T: Great! Sit down! Yes, she is. 出示板书,教读!

TNow let’s practice ask and answer. One ask, one answer, understand? Let’s go!

学生两人一组,训练句型!(设计目的:此环节是课堂的重点,教师通过不同形式的课堂讲解和提问,检测学生是否理解对话,并解决语言难点。)

Step 3: Practice & Progress

1. Listen and imitate.

TWould you like to read the whole dialogue?

Ss: Yes.

播放动画,学生跟读。

2. Dub the cartoon.

T: Can you read the dialogue with your partner? One is Amy. One is Sarah. Ready? Go!

1.     Group show.

T: Can you show your dialogue now? You two, please!

Step 4: Production

“Naughty cat’s travel” “淘气猫旅行记”

T: There are two cats, father cat and mother cat. They want to travel our classroom. Do you think where she (he) is? Can you guess? This time I choose father cat. Now children, close your eyes! Don’t open, just think where is he? Is he in the desk? Is he on the floor? Or is he under the chair?

T: Now open your eyes. Guess, where is he?

S1: … S2: … S3: …

T: Look, he’s ….

(设计意图:通过小猫到教室里旅行来还原对话,让学生试着输出语言。)

 

Homework:

Naughty cats 还会去那里旅行呢?仔细想一想,自由续编故事。

After class, where are the cats? Continue to tell or retell the story.

 

板书设计

              Unit 4 My Home

                          Part A Let’s talk

 

living room?      

 Is she in the   study?            No, she isn’t.

              kitchen?           Yes, she is.

 教学反思

本课时主要通过情景对话学习句型“Is it in/on/near/under...?,“Yes, it is./ No, it isn’t.” 课堂上,我首先用唱歌曲、Lets chant的方式激发学生学习的热情,然后再用师生回答的方式复习与本节课新授知识 相关的句型Where is the...? 为学习课文对话做了铺垫。然后运用已学句型 I have ...,Do you have...?, Where is ...?等导入本节课的新句型Is it in/on/near/under...?,及答语Yes, it is./ No, it isnt.通过猜一猜的游戏,初步设计课文内容,接着通过叙述故事情景的方式,导入课文对话。另外在设计本节课时复习介词,我就画了一个立体四边形,让学生尽可能说出最多的介词!孩子们磨拳檫掌,跃跃欲试,不仅把本节的知识涉及到了,而且还说出了很多初中生才能学到的介词,如 next to/ beside/ in front of/ behind ,这远远超出了我对孩子的预期,看来有时侯适时的放手是必要的,学生已经具备一些举一反三地能力。只要老师愿意给他们提供展示的机会和舞台!对话教学中,我设计了多种活动让学生操练本课时的主要句型。使学生在充满趣味性的活动中更好地掌握所学知识。例如小猫的cutenaughty,以及拟人的修辞手法,给学生渗透了国外的知识文化等,当调皮的小猫最后在厨房找到时引导学生要惊喜地读出本课时的重要句型:LookShe is in the kithchen!几个孩子站起来大大方方、一点也不扭捏的大声表演!不仅语音、语调、肢体动作模仿的惟妙惟肖,而且把那种找到小猫的惊喜感发挥的淋漓尽致!我们在上课时一定要善于找到这种让学生焕发本能的点!这样一节课孩子的积极性完全被调动起来了。总之,猜物游戏和歌曲的学习相得益彰,极好的激发了学生参与课堂活动的热情,进一步巩固了所学知识,使教学目标得以顺利完成。在今后的教学中,我会在英语对话教学上多下功夫,让学生从小养成学英语、用英语的习惯.

 

在以后的教学中,我也会不断学习优秀老师的先进经验,改进自己的教学方法,提高自己的教学水平。

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