发挥网络资源的优势实现优质高效的英语课堂.doc

发挥网络资源的优势 实现优质高效的英语课堂 -牛津小学英语4B Unit3 Whats your job教案设计一、 教案背景：1、 面向学生：连云港市东辛农场小学四年级学生。2、 学科：小学英语3、 课时：第一课时4、 课前准备：（1） 预习Unit 3 A Read and say,了解对话内容。（2） 查询百度网站找到歌曲视频。（3） 课前准备：录音机、磁带、单词卡、PPT课件、头饰等。 二、教学课题：牛津小学英语4BUnit 3 Whats your job ?第一课时 三、教材分析：本课的教学内容是“牛津小学英语” 4BUnit 3 Whats your job ?PartA部分，主要围绕“谈论人物”这一话题展开教学，主要涉及询问有关人物姓名Whas your name?年龄How old are you? 职业Whats your/his/her job ? Im/Hes/shes 句型。在导入新课时，利用已有知识对新知学习进行铺垫，运用学生喜爱的实物、生活情景来导入本课所要谈论的职业话题，激发其兴趣和求知欲。接着，通过师生、生生的互动来练习本课句型,使不同层次的学生有机会开口说话，保持着较高的学习热情。而后利用课件和头饰创设一个虚拟的真实的环境，让孩子们来设想未来的职业及最喜欢的职业是什么？通过不同任务的布置来培养学生的创新思维，提高学生的语言能力。教学目标【知识目标】1、能听得懂、会说、会读和会写a policeman , a policewoman, a waiter ,a waitress.2、能听得懂、会说、会读和会写句型Whats your/his/her job ?Im/Hes/shes 【能力目标】能熟练掌握本课所学的单词，能熟练地在情景中运用所学的日常交际用语，大胆交流，做到学以致用。【情感目标】1、感受现代科技的发展步伐及知识的力量。2、鼓励学生学好英语，能用英语介绍祖国的变化，培养学生跨文化的意识。教学重点1、能听得懂、会说、会读和会拼写a policeman ,a policewoman, a waiter ,a waitress .2、能听得懂、会说、会读和会写句型Whats your/his/her job ? Im/Hes/shes 教学难点1、灵活运用所学句型Whats your/his/her job ?Im/Hes/shes 询问对方及他人的职业。2、能运用句型What do youwant to be?I want to be a /an 进行调查，了解信息。四、教学方法:充分发挥教师的主导作用，为学生提供自主学习和相互交流的机会，给他们自我表现和展示的空间，利用师生互动，小组合作讨论，分角色扮演等方法，让学生在做中学，在学中思。五、教学过程 Step1 Warm up1.Free talk:T: Whas your name? How old are you? S： Im T: Boys and girls ,you did a good job .Today well have a wonderful class .You see ,Im your teacher today .Im a teacher .Yes ? Teacher is my job .Today well talk about jobs .2.Listen and act .通过【百度搜索】播放一首欢快活泼的英语歌曲They sing happy/m?ct=134217728&lm=-1&word=They+sing+happy(设计意图：在一定节奏下让学生说唱英语，能为培养学生良好的语音语调打下良好基础，同时优美的旋律，生动的画面，把学生一下带进了英语情境，活跃课堂气氛，激发了学习欲望。)Step 2 Presentation 1、T: Whats “jobs” in Chinese ? Who can tell me ?S1: 职业T: Very good .Please look at here .a .Look at the pictures on the wall . Try to remember the jobs what they are .T: There are so many jobs here . Tell me:Which one do you know?S1: doctor T: Wheres the doctor ? Point it.(OK.very good.)T: Which job do you know?S2:nurseT: Now ,please tell us .Lets read together,ok?b.Review some jobs in the same way.(设计意图：导入新课，利用已有知识对新知识学习进行铺垫，通过墙上职业图片引出Lets talking about jobs话题，并询问Which job do you know?充分体现了新课标以学生为本，学生之间的差异就是一种资源，也较好地培养学生的观察力及记忆力，激发学生的兴趣和求知欲。)c:T: Im a teacher .whats your job?Ss:Im a student.d: Have a discussion in groups.(设计意图：运用小组讨论法，使不同层次的学生有机会开口说英语。)2、Teach: a policeman , a policewoman ,a waiter ,a waitress 及Whats his/her job? Hes /shesa、Teach: a policeman ,a policewoman. Show a baton and a gun .Guess: Whats your job ?T: Im a policeman (Read after the teacher)T: Policemen are very clever and great!T: Whats his job ?Ss:Hes a policeman (教师在四线格中板书单词policeman,并分音节示范读音，学生书空)T: Do you love policemen ? T: The policemen are very important to us .Look ,Im a policewoman .Shes a policewoman ,too . Whats her job ?(出示CAI课件)Ss: Shes a policewoman.(教师板书并领读单词policewoman .教学该单词方法同上。) Follow the teacher to act out a policeman /policewoman . b 、Teach : a waiter ,a waitress Guess : （出示网上搜索的职业图片来操练）【百度搜索】/zhuanji/66.htmWhats your/his/her job ?（设计意图： Lets guess my friends job 的游戏，复习了所学职业类词汇，学生能够很好地感知Whats his/her job ?让学生循序渐进地自然获得语言，培养了学生思维能力及逻辑推理能力，同时也培养了学生的提问能力，最后学生可体验到成功的喜悦之情）T: Whats his job ? Listen carefully . Hes a waiter .(Reat after the teacher ,two by two ) T:Please look at the picture . Whats her job ?Shes a waitress .(引导学生找出该词与waiter 异同，区别记忆。) Ask and answer in pairs . Act out a waiter / waitress .（设计意图：此环节能满足学生好表演的特征，让学生放松一下，给人人有机会开口说英语的机会。） (设计意图：) After learning the words: waiter,driver ,the student can say the word“worker” by themselves .(设计意图：帮助学生找到含单词后缀er 的职业名词规律，培养其自学能力，为其进一步学习打下基础。）3、Practice in groupsSummary : Now ,children ,please look at the blackboard .Today we have learnt how to ask jobs .Now ,if we want to ask a girl or a boy how to ask ?Step 3 .Consolidation 1、Listen to the tape and repeat .(Part B)2、Listen and match .According to the contents what the students have listened ,they can match the correct person the correct thing.3、Check out .（设计意图：训练学生听的能力，即培养学生感知语言材料后，根据所听材料进行推理，判断，得出结论的能力）。Step 4 .Do a survey T: Now ,children .Please look at here .(课件出示各行各业)15years later ,whats you job ?T: Hi,girl .How old are you now ?S1: 25 years old .T: So .I think youll have your job at that time .Whats your job ? What do you want to be?S1: I want to be a 1、利用课件和头饰创设环境，引导学生用I want to be a/an回答。T: Now ,therere something in your desk .Take them out .Ok?Ss: 头饰。T: Show me .Yes ?T: Hello , what do you want to be ?S1: I want to be a doctor .2、Ask your friends what they will do in the future .3、Choose your favourite job and find your job .T: Now , I want to know 15 years later ,which job do you like? Please put it on .4、统计出各类职业的男生，女生数，完成书上的统计表格。T: Now , I see 15 years later ,youll have your job . Please tell me how many are there in our class ?(You did a very good job today )（设计意图：利用课件和头饰创设了一个虚拟的真实环境，在15年后孩子们做哪些职业？最喜欢的职业又是什么呢？通过布置不同任务来培养学生创新思维，让课堂动起来，学生自由组合，畅谈未来，自由地去采访，去问朋友，让学生通过做事情，通过交流、合作、体验，充分发挥自己的主体作用）Step 5 . Homework:1、Describe the jobs using their own words2、Would you like to know other jobs in English ? Tell us next time ,ok?Blackboard design:Unit 3 whats your job ?A : Whats your/his /her job ?职业图片B : Im /Hes/shesA : What do you want to be ?B : I want to be 六、教学反思：利用互联网的优势，英语课堂教学进入了现代化的平台。多媒体网络课件辅助教学，创设了新颖的情境，从整节课的设计和取得的教学效果来看，学生的听说读写能力协调发展。整堂课都在孩子们积极的参与中有序地进行着，学生们通过观察、讨论、体验、合作等学习方式，充分发挥了自己的主体作用，取得了较好的效果。我有以下几点思考：1、在新授单词时，我采取随文学习，结合重点句型操练，达到举一反三的目的，培养其自学能力，为进一步学习打下基础。2、在学生能力培养方面，通过多种方法和手段为学生创设了一个模拟的真实的环境，妙用职业课件和Guessing 的游戏，通过小组讨论、合作，使不同层次的学生有机会开口说话；让孩子们自由组