Lesson 5 Where Is Danny?评课稿

Lesson5 Where Is Danny? 一、

课前分析

新课程标准要求在教学中要力求体现学生的主体地位，调动其参与、体验、交流与合作。在教师的引导下，学生通过观察、发现和归纳等方式，掌握语言规律，形成有效的学习策略，并通过交往互动发展交流与合作的能力。

本单元话题为Hello Again，主要学习与学校生活相关的以及由其引申出的词汇和用语，本课即为与方位介词相关的内容。由于四年级学生接触英语时间不够长，英语的累积量有限，所以我把在短时间内把新授内容自然地传授给学生掌握并熟练地运用，作为本课的主要任务。

二、

教学案例

教学目标：

1.知识技能目标：学生可以熟练掌握并运用以下句型进行对所处方位及所做动作方面的对话交流：

Where is …?

He/She/It is …(介词词组)

He/She/It is …(现在分词)

2.情感文化目标：（1）培养学生学习英语的兴趣，帮助其树立自信心。

（2）掌握基本交际策略。

教学重点难点：掌握并熟练运用新授句型进行对所处方位及所做动作方面的对话交流。

课前准备：

幻灯片课件。

板书设计：

Lesson5

1

Where is …?

reading

behind

playing

in front of

singing 教学步骤：

Greeting T: Hello, boys and girls. Nice to meet you! C: Nice to meet you,too! Warm up (Prepositions they’ve learned: in, on, under, beside, between) Show a picture of “a box with a ball in it”

on the screen and make a ask-and-answer drill to review the preposition “in” like this: T: Please look at the picture, boys and girls. What can you see in the picture? Can you see a ball ? S: Yes! T: Where is the ball? Is it on the box? S: No! It’s in the box! T: Good! Review other prepositions with the same method. Anytime you ask the pupils ,encourage them first. I can ask individuals or volunteers to answer, anyone give the right answer can get a “keep up！”

After the steps above, there will be some practice to show on the screen, ask the students to do the gap fillings according to the pictures. It’s better to ask individuals to give their answers. Don’t forget the “keep up”.

2

Presentation 1. behind, in front of T: (Show a picture of a ball behind a box)Look, here’s another picture.

Do you know where the ball is? Where is the ball? S: The ball is …

T: …behind the box! Read after me, behind! S: Behind! T: The ball is behind the box. S: The ball is behind the box. T: Good! Show them the picture of a ball in front of the box then, and read it several times to practice. 2. Where is Danny?

He is in the classroom.

He is reading a book. Show the picture on the screen and remind the students to say something about the picture, such as:

T: Boys and girls, is Danny on the playground? S: No! T: Where is Danny? S：He is in the classroom. T: Yes, he is in the classroom. Is he DRAWING a picture?(repeat the question or do actions to help their understanding)

3

S: No！

T：Danny is NOT drawing a picture. He is READING…

S: … a book. T: Excellent! Read after me, please! He is reading a book. S: He is reading a book. Next, let’s have a “words-spreading”, for example, show a picture of a bird singing in the tree, and through a dialogue like this: T: What animal is this in the picture? S: It’s a bird. T: Is the bird flying? S: No. The bird is sing…

T: …singing！The bird is SINGING. Read after me, the bird is singing. S: The bird is singing. T: Good! With the same method, I can teach other words with –ing. Consolidation 1. Show some pictures on the screen and practice to say something about them. There’s an example shown on the screen. Observe and see if they need help. 2.

There’s also another drill: listen and match. Ask the students write letters instead of drawing on their paper while you’re showing the pictures on the screen. Then ask the students to listen carefully to match the pictures and the phrases.

4

The leader of the groups need to gather their papers to see whether their answers right or not. Anyone get the right answer can get a “keep up”.

Homework Read part 1 and 2 in the student books. Class closing Say good-bye to them. 三、教学反思：

在本节课的教学过程中，我分阶段由易到难地安排了教学活动。在热身阶段通过复习旧知活跃了课堂气氛，也调动起了学生参与课堂的积极性。进而通过简单地问答自然地导入新课并创设了利于接下来教学活动展开的情境。

在呈现部分，我以幻灯片的形式出示behind,

in front of 等内容。这些词汇不抽象，易于形象地解释，通过图片的展示就非常易于学生理解和掌握。继而循序渐进稍加引导，本课的新授内容就很容易被学生掌握和理解了。

在巩固阶段，我更是出示了课本以外的图片吸引了学生的眼球，由于学生对本课的词汇的句型已基本掌握，通过对图片的讨论更增强了新授内容的实用性也扩大了与生活的联系。

本课仍有许多不足之处，如怎样使学生更加融入课堂，能够真正占据课堂主导地位，在教师的引导下自主地发现新知、获取新知，怎样能够更有效地调控课堂，面向全体学生，真正调动起每个学生参与课堂的积极性，等等问题，都值得我深思和探索。

5