《Ｉ’ｍ　Ｇｅｔｔｉｎｇ　Ｄｒｅｓｓｅｄ　Ｎｏｗ》教学设计反思与评析

教学设计、反思与评析教学内容：小学英语(EEC版)第五册第三课。 教学目标： 1知识目标 What time do yougo to school?Its already eight forty.Its late. Whos in the bathroom? Imbrushing my teeth. Im finished now. 2能力目标：通过学生感知、观察、参与、合作等形式，培养学生的语言综合运用能力。 3情感目标：鼓励学生大胆表达，树立他们的自信心；通过学生与他人合作，认识自己学习的优势与不足，养成合作的品质。 教学重点 :The word: already,late, bathroom, brush, finish. The sentences:What time doyou go to school?At nine oclock.Im brushing my teeth. Im finishednow. 教具准备：多媒体课件，录音机，磁带，各种卡片等。 1 .Organization T:Lets sing an English song,OK? Ss: OK! (Sing a song: Lifeslike a song.) 简评：用简单的英语歌曲热身，充分调动学生学习英语的热情和积极性，培养师生间良好的情感。 2Revision (1)通过多媒体出示桑迪家的切面图，复习各个房间名称的英语表达：bedroom，kitchen，bathloom，livingroom etc (2)通过提问Where is Sandy?Doyou know?让学生带着问题听PictureI and Picture 2的录音磁带。 简评：教师利用多媒体声像结合的特点，为学生提供桑迪的生活环境的画面，便于学生对知识的理解，为新课的展开做好了铺垫。 3New Teach (1)利用多媒体出示桑迪家卧室的钟表，学习对话：What time do you go to school? At nine oclock Itsalready eight forty ,Oh,no!Im late 简评：这一环节体现任务型教学，让学生带着任务学习，在学习中不断获得完成任务所需的各方面的积累，在用中学，在学中用。 (2)学习单词late及句子Imlate并巩固练习对话。 T: Where is Sandy? Ss: In the bedroom. ( Show the slide of the bedroomand give a clock on the wall ) T: What time is it? Ss: Its eight forty. T: Its already eight forty. ( Introduce the word alreadyand Ss practice it. Then Teacher showsthe clock and say: It s late. ) Ss practice the sentence: It s al-ready eight forty. It s late. Teacher shows the clock and say:It s already eight forty. I go to schoolat nine (oclock).Give the question:What time do you go to school? T:What time do you go to school? SI: At seven (oclock). S2: At seven thirty. 简评：教师注重学以致用的原则，设计了各种符合学生兴趣的活动和任务，有活动，有思考，发挥学生的主体性作用。 (3) Practice between Ss. (4)Show the slide and listen to thetape and give the question. T: Where is Sandy? Ss: In the bathroom. T: Whos in the bathroom? SI: Sandy. Its me, Sandy. (5)通过TPR教学法来学习单词brush及句型 Teacher: Use the action andhelp Ss understand it. ( Ss learn it one by one. )子I m brushing my teeth. (T help Ss understand the word“tooth (teeth)” and the sentence.SsPractice the sentence: I m doingsomething. ) S1: Im sleeping. S2: Im playing. S3: Im cooking. 简评：丰富学生的知识含量，培养他们独立驾驭英语语言的能力。 (7)通过TPR教学法来学习单词finish及句子Im finishednow，帮助学生初步了解一般现在时的表达。 Learn the word: finish. Teacher help Ss understandfinish(ed). Ss Learn the word: finish(ed). Learn the sentence (Teacher do the action andhelp Ss understand it.Ss Learn it by themselves.) 简评：给学生自由学习的空间，让他们自由表演，发挥自己的特长，张扬自己的个性。 4Consolidaiton (1)运用英语节拍Chant along帮助学生巩固本课所学内容。 (Teacher do the actions and saythe knowledge we have leamed inthis lesson. Ss say it according to thetext. ) 简评：英语节拍的运用，可以减缓学生学习过程中的疲劳感及厌学情绪，巩固所学知识。 (2) Act it out. (Teacher: help Ss make the dia-logue freely. Ss: act out the dialogue ingroups.) 简评：全面调动学生的每个细胞，让学生兴奋起来，同时也培养了学生的创造性，发展他们的创造性思维。 5.The end (1) Teacher point out the advan-tage and shorting and encourage themin their study. (2) Say Goodbye to each other. 反思： 1采用了任务型的教学活动。 在引出主题后，我布置任务，让学生带着任务去学习，通过感知、体验、实践、讲解和示范，获得语言知识和能力，加大了语言的实践量，培养了学生交际运用英语语言的能力。 2活动设计充分考虑了学生的主体地位。 在本课中，我安排了较多的学生活动，有个人的、小组的、全班的、师生间的，有指导性的，也有学生独立完成的，给学生留出了自由发挥的空间，体现了交际语言教学的思想，体现了以人