EEC第四册《Whatareyoudoing》part.doc

EEC 第四册What are you doing?part (I)电碳小学 王丽教材及学情分析： 本课选自EEC英语教材第四册第九课第一课时，授课的学生是我校四年级的学生，活泼好动，学习兴趣浓。本课时的重点是通过节拍语、体态语、图片等，让学生学会用英语询问现在的状态及应答和图形名称的认识，并复习用英语打电话。教学设计理念： 英语课程标准指出：在英语教学中，要关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习成就感和自信心，使他们在学习过程中发展综合语言运用能力，而且通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。本课的教学，就是依据课改的新理念，以及小学生生理、心理特点，遵循语言学习的规律，力求满足不同类型和不同层次学生的需求，使每个学生的身心得到健康的发展。本节英语课，主要是这样设计教学的：运用节拍语和体态语使学生学会“What are you doing? I m drawing.”询问及应答现在的状态句型。通过看图片，做动作，使学生学会用“First，draw a square,Then draw two circles.” 学习简单图形的英语说法。学习目标：让学生学会用英语询问现在的状态及应答和图形名称的认识教学重点：What are you doing? I m drawing. First，draw a square,Then draw two circles.教学流程：Step One :listening a song：what are you doing？Step Two: Leading in the class（When I ask the questions,my mo-bile rings. The screen shows: A girl is calling to me. We are speaking.）Girl: Hello. Is Miss Sun there?This is Miss Chen.T:Hi,Miss Chen.This is Miss SunGirl :What are you doing？.（The screen shows: the picture of an elephant.,）T: Im drawing an elephant ( draw an elephant on the blackboad)Girl: Thats great! What do you draw at first?T: First,I draw a square. Then draw two cicles. (The teacher draw it on the blackboad)Girl: Thats great! Let me try! Bye！T: Good-bye。简评：教师运用真实情境导人新课，通过和大屏幕里的朋友通话，把奉节课重点句式“What are you doing？Im drawing an elephant”生动直观地呈现，使学生迅速吸收新的语言信息，理解新的语言含义，整体感知语言全貌。Step Three:Teaching the newlesson1. T: When we ask somebody now the state,we should say: “What are you doing？.” T: Hello. Is S1 there?SI: Hi, Miss Yao. This is SI.Teach: What are you doing？SI: Im drawing an elephant（Then the students ask and an-swer each other.）2.T:Open the books to Page116, and listen to the tape carefully.3. T: Hello. Is S4 there?S4: Hi, Miss Sun.This is S4.T: What are you doing？（The screen shows: an elephant ）T: drawing an elephant（Read it one byone.）T: Im drawing an elephant （Read it one by one.）4. Show the word cards:draw-drawing, doing,circle(s),square(s), elephant（When the students see the word,they write it on their small paper. Ask two students put the cards onthe blackboard in a right way. And oth-ers do it on their chairs. ）5. T:Look at Page117. Lets listen and speak.6. Page 117: Cheek it out. 简评：这一环节是整节课的关键。教师在确认学生领悟语言含义，模仿正确的基础上，转入操练，引导学生把学到的语言知识转化为语言技能。值得提倡的是，教师把听说读写有机地融合在一起，是小学英语课堂教学以学生为本这一教育思想的朴素实践，而且四项技能训练安排得条理清晰，层次分明，环环递进，独树一帜。Step Four: Consolidation1.Chant（the screen shows:the song lyric）Mr.Bear,Mr.BearWhat are you doing? I m dancing,dancing,dancing. Cha,cha,chaMiss.Rabbit,Miss.RabbitWhat are you doing? I m hoping, hoping, hoping. Hop,hop,hopMr.Monkey,Mr.MonkeyWhat are you doing? I m crying,crying, crying. Boo-boo-booChange drill:（ The screen shows: dancing, crying, hoping,drawing a sun.,walk,sleep,make a panake. run .Ask the students make sentences use these words. ）2. Games: Make a dialogue:1）（show me what are you doing）让每个学生做出一种动作。教师向个别学生提问。T: What are you doing?S:I am _ing.T: whats he/she doing?Ss: He/she is _ing.（The students make their dia-logues as they like in groups for two minutes.Then ask two or three groups act their dialogues.）2) square ，circle 练习：仔细听老师的话，画出适当的图形T：First,draw a square.then,draw two cicles for the eyes出示预先准备好的图形给学生看，检查自己是否画正确T：First,draw abig circle.Then,draw two small squares for the eyes.Then,draw a circle for the mouth. 准备几张同样形式的花,反复练习.简评：教师通过chant操练、对话操练、表演操练、自由扩展等一系列生动有趣的活动，巩固所学内容，并对重点句式进行了有效拓展，形式为内容服务，兴趣为学习导引，符合小学生的学习特点和认知水平。Step Five: Sam up /!Homework: What have you got this class?（ The screen shows: a phone）Girl: Hello.Is Miss Wang there?T: Hi. This is MissWang.Girl: Time is up. Please say“good-bye” to your students.T（sad）: OK. I see.T: Oh, sorry, my friends, Time is up, I have to go. Good-bye everyone.Ss: Good-bye, Miss Wang.What are you doing？教学反思 在这一课的教学中，我以和大屏幕中的女学生打电话导出本课的新知识，运用教师的语言描述、道具的使用，创设出符合这一课语言材料的情境，用丰富的肢体语言引领学生感知这一课的语言材料，并结合这一课语言素材的特点，将重点语句置于优美的韵律中教学，较好的完成了本课预期的教学目标。在整节课的教学中，有这样两个环节是我认为最闪亮的：一是Presentation环节中的Lets do the exercise.这一环节，并不是简单地逐个呈现要学的新单词及句型，而是借助于肢体语言和图片，运用直观教学法为学生的学习提供了一个较真实的情境，不止让他们对所学新知识的意思有比较好的理解，同时也大大激发了学生学习英语的兴趣。在此环节中，我鼓励学生大胆尝试，提高他们英语学习的能力。二是Make new dialogs and act it.这一环节在这一课中非常重要，因为在这一环节中学生说和与别人交流的能力得到很好的锻炼。用多媒体创设真实情境，鼓励学生