Proverbs优质课教案设计

Appendix 4 Proverbs

Period 1(P61)

I. Background information

1. The analysis of the teaching contents:

The content is just a appendix to the book. In fact, the proverbs should be introduced to the Ss in each Unit. But now it is taught as an individual part of the book. The proverbs are very interesting and they are related to our daily life and the culture, so it is helpful to raise the Ss' learning interest. This section is the 1st period. Some cultural information can be passed in the class.

2.The analysis of the students:

There are 12 Ss in the class. The Ss have learned English for almost 3 years so far. They are active and lovely. They can understand some words and some simple sentences. They have strong interest and confidence in studying English now. They are interested in different culture.

3.Teaching time: 40 minutes

III. Teaching aims and demands:

By the end of the lesson, Ss should be able to:

1.understand the meanings of the 4 proverbs. (Language Knowledge)

2.talk about the 4 proverbs in proper situations (Language Skills)

3.know that every proverb has its culture situation. (Cultural consciousness)

4.have more interest in learning English and western

culture.( Emotion)

IV. Teaching key points and difficult points:

A.P roverbs

Less is more.

All's well that ends well.

Life is what you make it.

All work and no play makes Jack a dull boy.

C. Difficult point:

Understand and use the 4 proverbs in different situations. V. Teaching methods:

Communicative approach, Situational

approach ,Group-work

VI. Teaching aids: CAI, chalks, board, some pieces of paper

VII. Teaching procedures:

Step1 Warm-up.(5mins)

1.Sing the song“An apple a day keeps the doctor away”;

2.Guess some proverbs with interesting clus;

(设计意图:以三年级学过的歌曲拉开课堂序幕,在组织教学的同时活跃了课堂气氛,还顺其自然地把本课话题引出来,过渡自然。而猜一猜的游戏使学生注意力集中、积极思考,同时对本节课内容引起了兴趣)

Step2 Presentation.(3mins)

1.Fun reading: Every student get a part of the story before the class. Now 6 of them are in a group. They should read all the 6parts by exchanging the paper with others. Then every group put the 6 pieces of papers in a right order to get an interesting complete story.

2.Choose a title for the story;

3.Match the main idea with every paragraph;

4.Discuss the luck things and the unlucky things in the story;

(设计意图:通过改编之后的“塞翁失马”的故事,把所学的谚语嵌入其中,让学生在情境中体会谚语的用法,加深思考。小组合作组成完整故事的活动促进了团队的交流与沟通能力,同时增加了他们对故事的兴趣。继而由选择故事标题来培养学生概括的能力,由每段段意概括入手推动学生对故事发展的理解,进一步理清故事里不幸和幸运的逻辑关系。)

Step3 Practice(16 mins)

1.Fill in the blanks with the right proverbs. (Two more are provided)

2.Match the proverbs with their Chinese meanings;

(设计意图:通过前面各项活动任务的完成,学生对文章已经加深了理解。让他们自主填入需要的谚语并且与中文意思配对,培养他们的逻辑思维能力,促进综合语言运用能力的提高)

Step3. Production (15 mins)

1. Talk about different proverbs with different culture;

2. Have Ss make their own proverbs.

(设计意图:通过文化背景下的谚语知识的讲解,使孩子们开拓了视野,进一步增强了对于带有文化背景的谚语的兴趣,同时更好地理解不同文化背景下的谚语用法,促使学习效果得到进一步升华。而鼓励他们自创谚语更是有利于培养学生的综合语言运用

能力,提高学生的素养。)

Step4. Summary and Homework(3 mins)

1.Have Ss summarize the whole class;.

2.Homework:

(1)Collect more interesting proverbs after class.

(2)Make more your own proverbs after class.

(设计意图:培养学生归纳总结的能力,让学生把课堂延伸到课后,使学习及时得到巩固,同时鼓励他们自己去发现更多的文化知识。)

附:Board Design:

Appendix 4 Proverbs

Unlucky things: A horse was lost.

The boy fell off the horse and was never walk again Lucky things: The horse came back with a big strong horse They were alive after the war.

教学反思:

本节课是一节基于阅读基础上的谚语拓展课,富有文化背景,也是我第一次接触此类型的课。当天由于停电的原因,最后在放学来电后留下了十二个学生配合录课,准备较为匆忙,自我感觉教学目标的完成度不是很好。可能文本的难度对于孩子们还是稍显大了一点。部分活动的设计契合度和阶梯性需要再次加强。不管怎样,这是一次新的尝试,也希望孩子们和教师本人能够在一次次地尝试中不断地总结经验教训,一起获得进步。

合肥市临湖小学鹿蕾蕾