Lesson 1课堂实录【2】

教学设计与反思

课题

科目

作者

一、教学内容分析

1．本课让学生理解并运用句型描述去哪里。在教学中可以把上一课的单词融入到新句型的操练中。在教学中可以运用滚筒式复习巩固单词与句型。

2．通过学习本课学生能理解方位词的表达，理解情境、听懂会说句型

Where are you going? I'm going to the bank. Is she going to the bank? No, she isn’t.Are they going to the beach ? Yes , they are.培养学生的注意力和观察力，激发学生积极思维，挖掘学生开心学英语第四册Unit 3Bank or beach 英语

梁艳云

年级

单位

四

课时

第一课时

乾务中心小学

运用语言的创造能力。

二、学情分析

1．

学生认知障碍点：运用感官来感知方位，形成初步的空间观念。

2.认知发展分析：四年级学生掌握的词汇量不多，主要通过学生有兴趣的话题，如动物、水果等，创设情景，通过games，如guessing game ,hide and seek等游戏加深学生的理解，逐步过渡到新句型Where are you going? I'm going to the bank. Is she going to the bank? No, she isn’t.操练。

三、教学目标

1通过学习本课学生能理解所去地方的表达，会读并能理解名词的意思；理解情境、听懂会说句型

Where are you going? I'm going to the bank. Is she going to the bank? No, she isn’t.

2通过游戏教学，学生能运用感官来感知方位，形成初步的空间观念。培养学生的注意力和观察力，激发学生积极思维，挖掘学生运用语言的创造能力。

四、教学重点和难点

重点: 1、学生能理解、模仿、学说句型：Where are you going? I'm going to the bank. Is she going to the bank? No, she isn’t.

2、学生能在真实的语境中运用新句型。

难点：对重点单词supermarket, bank, park, hospital, restaurant, swimming pool , shopping mall , movie theater 的理解及正确使用。

五、教学过程

教学环节

Step 1: Warm up.

教师活动及学生行为预设

设计意图

通过问答复习所学句型和动物、水果、文具等单词，为教学方位词时进行新句型操练做好准

备。

Talk about the sentences. What’s this? Is this a banana? What are these? Are these lions? What color is the pillow?

1. Free talk 2. Ask and answer.

Step 2: Presentation and drills.

(1)

Present and practice the words . (2)

Play a guessing game. Where are you going? I'm going to the bank. T :I have some 通过让学生地名，达到吸引学生兴趣的作用，同时引出新单词的教学。

1针对restaurant一词的读音较难掌握，我设计了“石头剪刀布”这个游戏，让学生在玩中大声读，

多次读，达到良好的效果。

2通过指令摆图片，让学生清晰各个单词的意义，并在游戏比赛

中加强记忆。

将来时时态的理解及正确使用是pictures. Do you want to have a look? T tries to find the box. Oh, where is my box ? At last, Teacher found it in the toy box.

(2)Show Ss a picture Let them look and think carefully and try t.Guessing game: Where are you going? I'm going to the ...

o say some sentences

about the picture.

Show some instructions and teaching the sentences: Where are you going? I'm going to the bank. 1.Watch and listen.

T: Is she gonging to the ...? S :Yes,she is./ No,she isn’t.

Play games Play ”rock—scissors—paper” for “restaurant”

Let Ss watch VCD, listen carefully, try to uLet’s play “simon saids”

Listen and do the

nderstand the main idactions. ea of the dialogue. Ex

本节课的难点。因此在呈现及操练新句型时，我均用旧单词融入句型中，达到分解难度的效果。

在此环节融入听力练习，加强学生对句型的巩固。

plain any difficulties t

o help them. 1.

Read the dialogue and answer the question below:

Where are you going? I'm going to the bank. Is she going to the bank? No, she isn’t.

Where are you going? I'm

going to the bank. Is she going to the bank? No, she isn’t.

Do the same with the picture of shopping mall. Where are you going to

…?

Where is he going to

…?

1用自己的图片操练句型，听听做做活动，培养动作的协调性、语Where are they

going 言的节奏性和和表演的技巧性；

T: Now look at column 课件配合教学，在动画色彩的on the right . Where’s Jenny going ?

S1:She’s going to the party . to

…?

CAI，能吸引学生注意力，激发学生学习热情，并面向全体学生。

Hide and seek Listen and draw.

Have Ss read the questions together .

Ask individual Ss to answer .

Let’s chant.

通过chant让学生巩固句型，并适当放松一下，活跃课堂气氛。

Step 4: Practice 1.Work in groups. 2Relaxing: (CD-Room) Now, let’s have a rest. Stand up, please. 通过听读作业巩固本节课学生对单词和句型的掌握。

Listen and sing a song. Do some actions. 3Talk about the map. And make it tidy. Step5Listen and chant. Step 6: Homework 1Listen to the tape and read the word

and

dialogue. 2 Writing.

六、板书设计

Where are you going? I'm going to the bank. Is she going to the bank? Yes,she is./No, she isn’t.

七、教学活动评价设计

当学生积极参与课堂活动时，教师与同学将给于掌声表扬。教师在黑板贴有小组比赛的评介表，每个同学回答问题正确或大声回答或参与比赛活动赢了，均可以为自己小组加一面红旗，每节课下课前小结评价，红旗数最多一组将做一半的作业。每四周教师小结一次，并对小组的每一位学生进行物质奖励。

八、教学反思

本课要求学生掌握将来时时态的表达，能运用重点句型进行询问将要去的地方。一开始我进行复习旧单词，为下面教学新句型做准备。为了调动氛围，首先吸引孩子们的注意力，我用了猜一猜的方法。通过让学生猜卡片，达到吸引学生兴趣的作用，同时引出新单词supermarket, bank, park, hospital, restaurant, swimming pool , shopping mall , movie theater的教学。针对

restaurant一词的读音较难掌握，我设计了“石头剪刀布”这个游戏，让学生在玩中大声读，多次读，达到良好的效果。在充分练习单词的基础上，再运用所学的school,home,KFC等单词进行新句型Where are you going? I'm going to the bank.Is she going to the bank? Yes,she is./No, she isn’t的教学。TPR（全身反应活动）的听听做做活动，培养动作的协调性、语言的节奏性和和表演的技巧性；课件配合教学，在动画色彩的CAI，

能吸引学生注意力，激发学生学习热情，并面向全体学生。不足之处就是让学生都清楚活动要求再开展活动。再次，在教学中句型操练还不够，要多些pair work的训练。