Unit8Helpingathome公开课比赛教学设计.doc

20142015学年度第一学期Unit 8 Helping at Home 第一课时教学设计执教者：龙塘镇银盏小学 黄金连一、Teaching contents（教学内容）:四级上册Unit 8 Helping at Home 教学内容：Story 二、Teaching aims（教学目标）: 1、 Knowledge and skill objectives（语言知识和技能目标）: A学会四会单词：washcook, 三会单词：dish busy wait.B.理解句型：Is he? No, He isnt.C.会有表情地朗读story的内容，做到语音语调基本正确，能正确回答问题，能有声有色地表演课文内容，并在熟练表演课文对话的基础上，为课文对话续尾。2、 Strategic and ability objectives（学习策略和能力目标）:A. 学生的听、说、读、写、演的能力得到进一步加强，培养学生正确的语音、语调和语感。B. 学生基本能用句子进行对话且用对话进行拓展延伸，基本能运用所学句型进行交际，提高学生综合运用语言进行交际的能力。 3、 Moral objectives（情感目标）:A.通过比赛和小组合作学习，培养学生敢于竞争与学会合作的意识。B.通过表演课文、活用对话及对课文的续尾和表演，提高学生学习的兴趣和积极性，培养学生的表现能力，树立英语学习的自信心。 4、 文化意识目标：通过本课时教学，教育学生热爱劳动,关心父母,帮父母做力所能及的家务。让学生的思想、文化得到一个提升，与西式文化进行吻合。三、Teaching key points and difficult points（教学重点和难点）: 1、Key points（教学重点）: A、 Students can master the new words and the language structures in the story. B、 Students can read out the sentences with emotions and facial expressions after the tape. C、 Students can describe the pictures in the story correctly and fluently.D、学生能读懂对话内容、进行角色表演并能活用对话。 2、Difficult points(教学难点):A、Ss can act out the dialog with emotions and facial expressions. B、 Ss can continue the story according to the last picture in the story.C、能活用对话。四、Instructional strategies（教学策略）1、Teaching methods: 本课时我主要采用任务型教学法（Task-based approach）、合作学习法（Cooperative learning）和整体教学法，真正体现了以教师为主导、学生为主体的课堂教学模式，学生通过体验、参与、合作交流和完成任务逐步发展综合运用语言的能力。2、 Teaching aids: (1) Tony, Jenny ,Gogo, Mom的头饰。(2) CAI、PPT、video、exercise for every student.预计达到的效果：(1)真实的物品可以使教学内容更直观生动，降低教学内容的难度，使学生更容易理解教学内容，给学生树立学习的自信心。 (2) 直观生动的课件能给学生视觉、听觉的整体感知，让学生更好地模仿标准的语音语调，提高学生的听说技能。3、 Learning methods课前师生轻松的对话，调动学生的学习积极性并调节课堂气氛。让学生表演故事，可以更好地检查学习效果，提高学生语言交际能力。4、 Teaching aids and preparationblackboard, CAI, blackboard design, things for acting, exercises板书的设计能突出重点,更直观地展示教学内容；幻灯片的使用能较好地吸引学生的注意力、容量更大，学生能很好地利用视觉、听觉等感知语言；学生通过表演能较快地理解、掌握课文内容。五、教学流程：8Helping at Home. (1st period)Step2. Look say and write.Pre-readingWhile-readingLook and say: What are they doing in the park on Saturday?Step3. Have Ss listen, then repeat with emotions and facial expressions after the tape.Warm-upPost-readingThe endStep3.Summary. Step 1、Lead Ss to continue the story.HomeworkShow the result of the match.Greeting: What day is it today? .What do you do on ?What time do you get up ?Step2.Teach the words: busy, wash, cook, dish and wait.Step1. Enjoy the video, then match with sb. and doing sth.Step5.Have Ss read the story in roles. Then have them act the story.1.Continued the conversation. 2. draw and write.T: Can you see Jenny and Tony in the park? Where are they now? Oh, They are at home now. Lets go and see. What are they doing at home? Step4. Have Ss open the books, and read the story.Step6.Look and write.Lets chant: What are you doing?Step7.Are you helping at home ?六、Teaching procedures（教学过程）：一、Warm upa、Lets chant: What are you doing?【设计意图】歌谣既让学生放松，活跃课堂气氛。又巩固了 “What are you doing? Im ”句型。b、Greeting.T: What day is it today? ItsWhat do you do on ? What time do you get up?【设计意图】通过轻松自由的谈话，迅速让学生进入英语学习状态。二、Pre-readinga、T: Today is Saturday. Many children are in the park. Look! What are they doing now? Ss: 【设计意图】通过创新情景进行复习，迅速能够吸引学生的注意，提高学习的兴趣。b、T: Can you see Jenny and Tony in the park? Where are they now? Oh, they are at home now. Lets go and see. Look, they are Jenny and Tonys family. What are they doing at home?【设计意图】创设具体的语言情境来引出新的语言材料，学生印象深刻，容易理解，也能把学生的思维巧妙地转移到课文的学习。三、While-readingStep1、 Ss Enjoy the video ,then match with sb. and doing sth.【设计意图】让学生带着任务去听、去看，去思考。通过阅读不同的任务设置，逐步解决对话中的知识点。Step2、 Present the words: busy, wash/washing, cook/cooking, dish/dishes, wait/waiting.【设计意图】借助所创设的情景进行生词教学，为story的学习及表演打下基础。Step3、 Listen and repeat. ( T Encourages Ss to read expressively.)T: Now listen to the tape, please. Then repeat with emotions and facial expressions after the tape.【设计意图】阅读指导：通过模仿对话角色的语气、表情和情感，深化学生对阅读材料的理解和应用。Step4、Open your book and read together.(带读、全班读、小组分角色读)【设计意图】多种形式地朗读课文，进一步提高学生对课文内容的认读能力。Step5、 Ss read in roles and act .Divide the class into groups, have them read in roles. Then act.T: Whos Tony? T: Whos Jenny? .【设计意图】通过分角色朗读，然后进行表演，进一步深化学生对阅读材料的理解和掌握。Step5、 Look and write.【设计意图】通过读和写，让学生对课文内容进一步深入了解。Step6、 Are you helping at home?【设计意图】教育学生热爱劳动,关心父母,帮父母做力所能及的家务。让学生的思想、文化得到一个提升，与西式文化进行吻合。四、Post-readingStep 1、Lead Ss to continue the story.T: Boys and girls, lets look at the last picture. Gogo says Im waiting. What will be happen after 20 minutes? 【设计意图】通过给对话续尾，为学生提供了思考的空间，为学生的语言输出提供了平台，发展了学生的创造性思维。Step2、Look, say and write.T: Now Jenny, Tony and Gogo come to the park. Lets say out what they are doing? Can you? T: Now, look and write down your says. 【设计意图】通过充分地说和写，进一步深化和熟练语言的应用与表达。Step3、Sum