一、教學(xué)設(shè)計(jì)
Step 1 Warm up 熱身
1.greeting
2 .to sing a song finger family
T: Do you like to sing a song?
Ss: Yes.
Ask students to sing the song together
Step2. Presentation
1.to introduce “hat, pen” to the students by using a hat that is filled with pens…
Hat (new word)
T: Now, look, what’s this?
Ss: A hat.
T: Yes, it’s a hat.
(1)to teach the word “hat”
Let students read the word as they touch the hat.
T: There is something in my hat. Can you guess what they are?(Put the pen under the hat on purpose)
Ss: Pen, pencil, ruler…
(After the students’ guessing)
T: Oh, where’s my pen?
Ss: It’s under the hat.
2. To teach “where’s my pen?It’s under my hat.”
Where’s my pen?
It’s under my hat.
T: Where’s my pen, now?
Ss: It’s under the hat.
3. To teach “Where’s my hat? It’s on my hat.”
Use the same way to teach “It’s in my hat.”
Play the radio and let them read after the radio.
4. To learn the text
Read the text together. Let four groups have a train game. Read it one by one.
5 .games
(1) To play the first game to enhance their memorizing of “in, on, under”
T: Do you like games?
Ss: Yes.
T: Now, let’s play a game.
(2) to have a rest by doing exercise “up and down”
(3) to play the second game to practice the text
T: Now class, we will play the louder game. Do you like it?
Ss: Yes.
T: Ok, let’s begin. Who wants to have a try?
(To hide a pen in a student’s hat)
Ss: Where’s my pen? Where’s my pen?
Step3 Practice
To divide the students into four groups to read the text by having a competition
Step4 Check-up
To finish two exercises: One is finished together by the teachers and the students; the other is finished by the students themselves.
Step5 Summary
What we have learned this class? What they should master after the learning?
Step6 Homework
To read the text skillfully and try to recite
To practice part 3 with their parents
二、 設(shè)計(jì)說明
(一)話題 小學(xué)新標(biāo)準(zhǔn)英語第一冊Module 10 Unit1 “Where’s my pen?”
(二)課題 本課的教學(xué)內(nèi)容方位與學(xué)生日常生活密切聯(lián)系。教學(xué)重點(diǎn)是掌握
三個方位詞 “in, on, under”
(三)課時說明: 本案例是第十模塊第一單元的第一課時。本模塊是整冊書的最后學(xué)習(xí)內(nèi)容，學(xué)生在前面已經(jīng)學(xué)習(xí)了文具等內(nèi)容。因此，這節(jié)課的教學(xué)任務(wù)是如何在學(xué)習(xí)新知識的基礎(chǔ)上，拓展和利用所學(xué)的舊知識，真正達(dá)到學(xué)以致用。
(四)學(xué)情分析通過對第七模塊的學(xué)習(xí)，同學(xué)們對文具已經(jīng)有了較好的掌握，這為本單元的教學(xué)提供了有利的基礎(chǔ)。本單元的教學(xué)內(nèi)容方位詞與學(xué)生的實(shí)際生活息息相關(guān)，因而本單元的教學(xué)內(nèi)容對學(xué)生來說不難理解，關(guān)鍵是如何將分散的語言點(diǎn)進(jìn)行整合，拓展，并在實(shí)際生活中加以準(zhǔn)確運(yùn)用。
三、教學(xué)詳細(xì)案
課題名稱：Module 10 Unit1 “Where’s my pen?”
Teaching materials: 教材分析
This lesson is taken from New Standard English for primary school students, which includes three parts as listen, point and find “in, on, under”, listen and say, practice. In part 1, it mainly deals with the dialogue about “where’s my pen?” In part two, it is the extending of part 1. While the third part focuses on the practice.
Teaching aims: 教學(xué)目標(biāo)
Knowledge aims: 知識目標(biāo)
1 .To enable the students to master the new words and the sentence pattern.
2. To let them understand the text and use them in real situations.
Ability aims: 能力目標(biāo)
to cultivate their ability of distinguishing the positions “in, on, under”
Emotional aims: 情感目標(biāo)
to foster the students’ interest of learning English.
Teaching methods: 教學(xué)方法
In this lesson, I mainly use such teaching methods as Task-based Language Teaching Method and Communicative Teaching Method.在本節(jié)課中主要運(yùn)用任務(wù)型教學(xué)和小組合作教學(xué)，充分體現(xiàn)學(xué)生的主體地位。剪子包袱錘的游戲和尋找物品的游戲充分體現(xiàn)了學(xué)生的主體地位;而分組朗讀課文則充分體現(xiàn)了學(xué)生的合作意識。
The difficult and important points: 教學(xué)重難點(diǎn)
The difficult points are the use of the sentence to speak in daily life; while the important points are the mastering of the new words and sentences.教學(xué)重點(diǎn)主要是讓學(xué)生能夠在日常生活中靈活運(yùn)用所學(xué)英語句子;而難點(diǎn)則是課文單詞及句型的學(xué)習(xí)。
The teaching procedures: 教學(xué)過程
Step1 Warm-up 熱身
In this step, I use a song “Finger Family” related with this lesson. This step is employed to foster the students’ interest of learning English.
以與本課有關(guān)的歌曲導(dǎo)入課堂，激發(fā)學(xué)生學(xué)習(xí)興趣
Step2 Presentation 呈現(xiàn)和操練
1. to play a song to introduce the word “where’s”
Let them sing the song finger family, and guess the meaning of the word “where’s” ,通過歌詞引入本節(jié)重點(diǎn)單詞 “where’s”
2. to introduce the new word “hat” and the text by showing a hat filled with pens, pencils…Let them watch the hat that I prepared to master the word “hat”. Then let them guess the things in my hat. The proposing of this process is to review the words that we have learned and introduce the text.
通過向?qū)W生展示自制魔術(shù)冒，教授新單詞 “hat”，通過讓學(xué)生猜測帽子里裝的東西復(fù)習(xí)以前學(xué)過文具的單詞，新舊知識結(jié)合。同時引出本課課文。
3. to learn the text.
Let the students learn to read this text by listening to the tape and read after it.讓學(xué)生聽錄音并跟讀，學(xué)習(xí)課文。
4. to play a game to enhance their memorizing of “in, on, under”
通過玩剪子包袱錘的游戲，來加深本節(jié)課新授單詞的學(xué)習(xí)。
5. to have a rest
做課間操，使學(xué)生得到短暫的休息，以便達(dá)到更好的學(xué)習(xí)效果。
6. to play the louder game to enhance their understanding of the text
通過讓學(xué)生玩聲音由大到小的游戲練習(xí)課文，加強(qiáng)朗讀。
Step3 Practice 練習(xí)
To divide the students into four groups to read the text by having a competition 通過分組的競賽的形式讓學(xué)生朗讀課文，獲勝的小組獎勵他們一顆星星。
Step4 Check-up 檢測
To finish two exercises: One is finished together by the teachers and the students; the other is finished by the students themselves. 練習(xí)一以課件的形式展示，師生共同完成，主要是針對課文第一部分而設(shè)計(jì)，練習(xí)二以學(xué)案的形式，讓學(xué)生連線(圖片與句子連線)，本練習(xí)把知識擴(kuò)展到課文第二部分，學(xué)生獨(dú)立完成后，同桌互相檢查，最后師生通過課件共同檢查。
Step5 Summary 總結(jié)
What we have learned this class? What they should master after the learning? 總結(jié)本節(jié)課所學(xué)重要知識。
Step6 Homework 課后作業(yè)
To read the text skillfully and try to recite
To practice part 3 with their parents
熟練朗讀課文，爭取背誦;和父母一起玩練習(xí)三的游戲
Step7 Blackboard design 板書設(shè)計(jì)
I divide the blackboard into two parts. One part is used to write the main points of the text; the other part is used to show the ppt to the students. 把黑板分成兩部分，左邊板書課文及重要單詞，右邊向?qū)W生展示課件。
四、Self-reflection 教學(xué)反思.
本堂課開展的活動符合一年級孩子心理，適合他們對語言的學(xué)習(xí);課堂氣氛活躍，能調(diào)動學(xué)生學(xué)習(xí)英語的積極性;教學(xué)步驟上處理恰當(dāng)。
回頭看這堂課的教學(xué),我覺得還有一些有待改進(jìn)的地方：鼓勵學(xué)生的語言少，對學(xué)生要求過于嚴(yán)厲;鞏固單詞這一環(huán)節(jié)游戲時間過長，導(dǎo)致鞏固句子時間過短;課堂時間分配不夠合理;教學(xué)環(huán)節(jié)設(shè)計(jì)的還是不夠完善，不能靈活自如的銜接;上課過程中應(yīng)盡量用全英，培養(yǎng)孩子的語感;開火車的游戲在英語課堂當(dāng)中應(yīng)該換成英語的說法，比如何鳳老師在課堂中運(yùn)用的snowball(滾雪球)。
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