C教学评价实录

PEP小学英语四年级下册

Unit 1 My school

Part C --Story time

1.

Teaching Objectives: (1)

Knowledge Objectives: a.

Be able to master what we have learned in Unit 1. b.

Be able to know the general meaning of Part C--Story time. c.

Be able to learn the expressions such as “This way, please.”, “It’s time for

lunch.”, “I’m full.”, etc. (2)

Ability Objectives: a.

Be able to introduce one’s school to others via the target expression: “This is the library.”, “This is the library.”, etc. b.

Be able to understand and read out the story on page 11. (3)

Moral Objectives:

a.

Be able to know the establishments and facilities of one’s school. b.

Be able to inspire students to love school. 2.

Teaching Key Point: The content of the story on page 11.

3.

Teaching Difficult Point:

Expressions such as “This way, please.”, “How beautiful!”, “I’m full!”, etc. 4.

Teaching Methods: Task-based teaching approach

Audio-visual method 5.

Teaching Aids: PPT, electronic book, printed pictures, hand-made cardboard with story lines, etc.

6.

Teaching Procedure:

(1)

Greeting: Teacher greets students “Good morning!”

(2)

Warm-up:

a.

Brain storm: Where can we see the following things?

b.

Picture Description (热身环节设计意图：大脑风暴和图片描述是气氛比较好的热身项目，活跃气氛的同时可以帮助孩子回忆第一单元重要知识点。) (3)

Unit 1 language points consolidation: a.

Vocabulary: teachers’ office, library, playground, art room, music room, computer room, first floor, second floor, next to, homework, class, forty, way.

b.

Sentence patterns:

٠ Where is the library? --It’s on the second floor.

٠ Is this the teachers’ office? --Yes, it is. /No, it isn’t. It’s the art room.

٠ Do you have a playground? --Yes, we do. /No, we don’t. c.

Phonics: Pronunciation of “er”

（复习、巩固环节设计意图：教师先口头提问孩子第一单元已学词汇、句型和发音，再通过课件呈现已学内容，帮助孩子系统巩固所学。）

(4)

Part C--Story time a.

Presentation:

٠

Teacher presents the story scene to students, then ask some general questions about it.

٠

Teacher plays the video for students and ask them to watch and listen carefully.

（输入环节设计意图：本环节有两个输入活动，一是呈现图片并进行简单问答，二是播放视频请学生观看，两个活动均是为了让孩子了解即将学习的故事大意,为后面进一步学习做准备。）

b.

Practice: ٠ Teacher explains the unfamiliar and difficult parts to students.

٠ Teacher plays the audio for students and ask them to follow it sentence by sentence.

٠ Teacher invites students to read out the story together.

（教学操练环节设计意图：教师先通过课件及语言描述向孩子讲解故事内

容，再邀请同学进行跟读以操练语音语调，最后同学齐读课本作为整体操练。三个活动循序渐进地帮助孩子理解及掌握故事内容。）

c.

Production: Game--Find the speakers (Teacher presents the hand-made cardboard with story lines, then asks students to find out who said those sentences)

（输出环节设计意图：最后设计的输出活动是给故事句子找主人，这样可以让孩子在积极参与课堂活动的同时更加明确故事人物的主要关系，更加熟悉课本内容，为下堂课的情景再现做准备。）

(5)

Homework assigning:

a.

Read the story well (so that we can act it out next time as warm-up ) b.

Communicate with classmates about our school establishments and

facilities using the target sentence patters: “Where is the library?” etc. c.

Review the language points of unit 1. （作业部分设计意图：

作业部分有三项，一是为下次课故事扮演做准备，二是鼓励孩将所学运用于实际生活中，三是提醒孩子及时复习已达到最好的学习效果。）

7.

Board Design:

Unit 1 My school

Words contain “er”

Story: Mr. Hippo

teacher

father

full

brother

mother

I like storybooks.

8.

教学反思：

今天的课程内容是第一单元的C部分--故事的教学。这部分主要用来巩固第一单元所学，但就故事内容本身而言，也有新的语言点需要学习。在课程内容的设计上，开始部分是已学知识的复习、巩固，然后进入新故事的教学。从活动设计的完成情况来看，整体的框架是完整的，但在具体效果方面还是有待加强，比如在贴故事语句时开头速度有些慢，导致后面的时间比较紧张，节奏稍显混乱；另外，今天班级孩子们比较兴奋，这样有利有弊，利在于大部分孩子的课堂参与度是比较理想的，弊在于班级的纪律不是很理想。

今后的教学中，我会时刻提醒自己注意时间的把控，并严明课堂纪律，保证学生课堂参与度的同时也要确保良好的课堂纪律和活动氛围。

淮南市金岭中学

李越