Class 1 Textbook p.20含PPT的教学设计及点评

EEC版小学英语四年级上册

Unit 3

Whose bag Is This?

（Period 1）

张家口市桥西区下东营小学

王岩

一、学情分析

1、学生分析：本节课的教学对象是小学四年级上学期的学生。他们刚由三年级升入四年级，喜欢新鲜事物，对英语的学习怀有好奇心，能用英语进行简单的信息交流。能在图片的帮助下听懂、读懂简单的故事。他们能在词语与相应事物之间建立联想，也能对所学习的内容进行主动的练习和实践。

2、教材分析：本节课的教学内容是EEC版小学英语四年级Unit3 Whose Bag Is This? 的第一课时，在练习巩固Is this xxx’s ……?的基础上学习用Whose --- is this?来找到物品的主人，是个能让学生感兴趣、富有生活气息的话题。

二、本课学习目标

1. 知识目标

(1).

Students can listen, speak, read and write the following words:

bike , whose，his, her,

(2)

Students can listen, speak and use the sentences to communicate with each other:

Whose bag is this? It’s xxx’s ---. It’s her/his___. 2. 能力目标

By the end of the lesson, the students should be able to: (1).

listen, speak, read and write the words:

bike, her, his,whose

(2).

use the structure to ask and answer: “Whose …

is this? It’s …”

looking for the owner of the things. (3).

know about the words “his , her ,” speak them in the sentences correctly. 3. 情感目标

能够积极参与课堂活动，能与他人进行合作完成学习任务，感受到对话的乐趣并喜欢用英语来进行交流。

4. 重点

(1). To know the meaning of the whole dialogue. (2).Students can act out the dialogue in roles with the right pronunciation, intonation and sentence stress.

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Whose …

is this? It’s …

5. 预测难点: 1. Students can distinguish the two words “his ” and “her” in talking. 2.Students can write other’s name , and XXX’s ……,and speak them correctly. 三、Teaching methods: Task-based teaching approach, TPR,

Situational language teaching ,

四、Teaching aids: pictures, cards, objects, CAI 五、Teaching Procedures Step I : Lead-in: 1.Greetings 2. T: Invite Ss to guess

S1: Lili can’t find the ball.

S2: Robo can’t find the eraser.

……

3. Ss check the answer together by listening. 设计意图:以三个学生熟悉的人物开课，学生在猜测判断中被自然地带入课堂，既给了学生用英语表达的空间；又让学生通过听锻炼了听音捕捉信息的能力。

4. Play the game “Let’s find.”

设计意图: 学生通过参与游戏的方式复习了旧单词，增添了学习的趣味，也为学生在后面的语料输出上做了铺垫。

StepII : Presentation

1.

Ss learn “bike” and the sound of letter “i”. 2.

Ss watch a video and get information about a bike. 设计意图: 学生在看视频聊天的情景中复习理解句型，为下一步的对话作好语言知识上的铺垫，情景教学让英语学习变得生动、有意义。

3.T show the new dialogue “Whose bike is this?

It’s ___’s bike.” to the students, then the students compare and get to know the meaning and the usage of “Lisa’s”, xxx’s . 5. Ss learn “her” and “his”

by practice

设计意图:

通过名字和所有格的对比教学，使语法教学隐性化，便于学生的理解和应用；学生用身边的物品来练习，加深了对所有格的理解，让学生在口头体验中习得英语。 6. Ss read a chant to speak fluntly . 设计意图: 教师将本课的重点词句编成朗朗上口的chant, 既达到了让学生巩固前面所学知识的目的又自然地过渡到了下一个环节。

7. Ss read a magic book together.

Ss:…. Step III: Practice. 1.

Group work.

Three Ss make a group to make up a book, then read.

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Step IV:

Come to the text. Ss listen to the tape and read the text . Step V:

Fill in the blanks and act in three. Step V I: Exercise and self-assessment

Do the exercises on the paper and tick by themselves. StepVI: Homework. 1.朗读课文.

2.阅读绘本故事

Whose Mouse Are You ?

六、Blackboard design:

Unit 3

Whose Bag Is This?

A: whose bike is this?

B: It’s Lisa’s bike.

It’s her bike.

his 七、Teaching reflection:

在本课的教学中，我比较满意的地方有如下几点：1.我设计了同学们熟悉的教材中的人物丢失物品，寻找物品的情境，帮助学生在情境中学习语言。2、我设计了不同的猜测环节，为学生提供思考的空间以及充分表现和自我发展的一个空间。3、我努力创造各种合作学习的活动，如小组表演对话，小组制作绘本并读出来，促进学生互相学习，互相帮助，体验英语学习的过程，培养他们的合作精神。4.我引导学生在学习过程中，进行自我评价，提升英语学习的自信心。我自己感到不满意的地方有如下几点：针对四年级的学生，还应尝试设计或改编一些与课堂内容有关的song或action, 使课堂气氛更加活跃。

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