四年級上冊My-home--B-Let’s-talk教學設(shè)計與反思

1、四年級上冊My home B Lets talk教學設(shè)計與反思一教學設(shè)計：Teaching Aims and Demands：1、能聽懂、會說: Where are the ? Are they in/on/under/near the? Yes, they are. / No, they arent.并能在實際情境中運用。2、能夠詢問、猜測復(fù)數(shù)物品的位置,并做出相應(yīng)的回答。3、通過整理文具等活動，教育學生要養(yǎng)成及時整理物品的好習慣。Teaching Keys and Difficulties:能聽說認讀句型Where are the? They re.

2、Are they in/on/under/near the? Yes,they are. /No ,they arent.并在實際中運用。.Teaching Aids：1、書包、鉛筆、故事書、電話機等實物。2、教學課件: Unit 4 B Lets talk Teaching Steps：（一）Warm-up/Revision1、 Greetings.2、看口型猜單詞。復(fù)習單詞：phone, table, bed, fridge, sofa.3、Unit 4 B Lets do.4、Guessing game.復(fù)習“Where is ?”“Is it in/on/near/under?”“Ye

3、s, it is.”/“No, it isnt.”（二）Presentation1、教授句型Are they? Yes, they are. /No, they arent.教師拿出一個裝有書的黑色袋子說I have many books. What are they? Are they notebooks? 學生回答：No, they arent. 教師接著說：Guess！What are they? 引導學生用Are they? 來猜一猜, 最后出示:Look！They are story-books.板書：Are they? Yes, they are. /No, they arent.

4、 教師先范讀，再帶讀?？梢约w讀，分小組讀，男女生讀，個別學生讀。2、教授句型Where are ? Are they in/on/near/under?教師把書藏在桌子里面，問學生：Where are the books? Are they on the desk? 學生回答：No, they arent. 教師接著說：Guess！Where are they? 板書：Where are? 教師先范讀，再帶讀。引導學生用Are they in/on/near/under?來猜一猜。同法，教師把鉛筆藏在電話旁邊，操練句型Where are? Are they in/on/near/under?

5、（三）Practice1、創(chuàng)設(shè)情境，導入對話。(1)、T: Now Ill put the things in my bag. Oh, wheres my bag? Let me see, its in that room. Lets go and have a look. 教師上前開門，發(fā)現(xiàn)沒有鑰匙：Where are the keys? Where are the keys? Are they on the table? Are they near the phone? 學生回答：No, they arent.(2)、Listen and choose.T: Please watch a

6、cartoon, and find out “Where are the keys?”Play the CAI.(3)、Listen and read. 先跟錄音讀，再分角色朗讀。小組操練。2、Lets show. 表演對話。3、Lets chant. 鞏固對話。（四）Consolidation/Extension1、Group work. Play the CAI.Talk in groups. Where are the animals? 一張大圖片上分三欄，第一欄上有dogs, cats, ducks, rabbits的圖片，第三欄上有box, table, sofa, bed的圖片。第

7、二欄畫了連接第一欄和第三欄的雜亂無章的線。先讓學生去猜，最后公布答案。在此環(huán)節(jié)教師要放手讓學生與學生對話，任其自由發(fā)揮，以培養(yǎng)學生的發(fā)散性思維。2、Memory game. Play the CAI.T: Look. This is Johns bedroom. Now try to remember where the things are.記住他們的位置. You will have 5 seconds.5,4,3,2,1.(點擊課件, the things in the bedroom disappear)T: Where is the schoolbag? 提示Ss用:Is it in

8、 / on/ under/ near the ?來詢問 (課件上設(shè)置聲音Yes, it is. / No, it isnt.作出回答) 。 接著用：Where are the pears? 引導學生用Are they in/on/under the? 來詢問(課件上設(shè)置聲音Yes, they are./No, they arent.回答) 。(五) Assessment1、生活好習慣。Play the CAI.T：Look at Johns bedroom. The rulers are on the bed, the pears are under the table. Is that go

9、od? Ss: No.T: So we should put the things away and take good care of them.Play the CAI.T: Can you do that? Ss: Yes.2、Homework:（1）、Listen and read the dialogue .（2）、Act it out with your friend.3、Who is the winner today?T：All of you did a good job. Thank you very much!4、Sing a song. “My Bedroom”.Say “

10、Goodbye” to the teachers.Blackboard Design:Unit4 My HomeWhere are ?Are they ?Yes, they are. / No, they arent.二教學反思：本堂課是PEP小學英語四年級上冊第四單元B部分的會話教學?？紤]到本班學生的英語基礎(chǔ)薄弱，口語表達能力較差，我把教學內(nèi)容和目標定位在學習和掌握Lets talk中的句型：Where are ? Are they ? Yes, they are. / No, they arent. 通過對A部分Lets play中的游戲的復(fù)習自然過渡到新知的學習，再創(chuàng)設(shè)一個找鑰匙的真實情

11、境引入本課的對話，接著Lets show讓學生表演展示自我，最后通過Group work和 Memory game 來鞏固和拓展本課新知。在這堂課上，我緊緊圍繞“學生為主體，教師為主導”的教學思想，以學生的實際情況和學習興趣為出發(fā)點，運用多種教學手段，充分地調(diào)動學生參與的積極性，增強他們的主體意識，讓學生在學中玩，在玩中學。我用激情澎湃的態(tài)度和生動活潑的教法去感染學生，積極鼓勵學生大膽去說、去做、去思考，努力做到“學、練、用”一致。但是，仍然有很多不足之處：教學設(shè)計有待改善，在導入新課的環(huán)節(jié)，由舊入新，由單數(shù)到復(fù)數(shù)，沒用對重點句型Where are ? Are they in/on/under/near? 的教授和操練，緊接著就進行了Guessing game. 在學習的過程中，先有知識的輸入才能有運用的輸出，這點是我需要改正