Its-mine教学设计.doc

新标准英语（三起）第四册点读课教学设计Module 4 Unit 1Its mine.教学目标：1、知识目标：（1）熟练掌握和运用单词：mine, yours, hers, his。（2）能够运用Its mine/ yours/ his/ hers.和whose is this?句型谈论和询问物品的所属关系。2、语言技能目标：能正确表达物品的所属关系。能够模仿标准的语音语调朗读课文，通过有声阅读，培养学生的阅读能力。3、思想情感目标：激发学生学习英语的兴趣，让学生懂得遇事冷静思考，不要盲目争论。教学重点:理解mine,yours,his,hers 的意义及用法。结合课文理解Dont argue. Whats the matter?的意义及所运用的语境。教学准备：点读笔（听并模仿跟读课文） 多媒体课件教学过程一、Warmer 1、Greeting with the students. T：Hello, boys and girls. I hope well have a good time. This is a line. Line 1.Line 2. I say line 1, you stand up, please.This is Group A, You are Group B.2、Watch a cartoon.(通过观看动画歌曲，复习形容词性物主代词)二、Lead in.Look! This is my coat. Its mine. 板书课题并学习：“mine” 三、Presentation T：Heres a red T-shirt. Whose T-shirt? Look at this picture. What can you see?They are arguing. Look at the picture, look at their faces. They are very angry and hold a red T-shirt. So, they are arguing about a red T-shirt.Lets check.(有声阅读第一段)Sam thinks this T-shirt is his.,he said “Its mine.”Amy thinks this T-shirt is hers.,she said “ It isnt yours.Its mine.”（粘贴句子并利用课件展示连读）跟老师做动作，男女生分角色齐读 老师示范Im Sam. Wheres my T-shirt? Oh.Its mine. This time, please use your red T-shirt.Pair workThey are arguing.Their mum(Ms Smart) heard and said “Dont argue.” Whats the matter? ”(点读示范发音)Amy said “Sam took my T-shirt, he wants to wear it.”(书写) （课件展示连读，点读示范发音)Sam said “It isnt hers ,(粘贴)its mine(书写)” （课件展示连读，点读示范发音)Amy said “It isnt his(粘贴) ,its mine”(书写) Whose T-shirt is this? Look at Picture 2 ,what can you see? Listen to the dialogue.(第二段)Mum said “Your red T-shirts are on the line.”What did Ms Smart do? Yesterday their T-shirts are very dirty. So Ms Smart washed them. Did she wash linglings T-shirt? Why? Because Lingling didnt play basketball yesterday. Linglings T-shirt is clean.So this is Linglings T-shirt. What should they say to Lingling.?Look and listen to Part3.Watch the cartoon of Unit 12.T: Good job! Now open your books, lets imitate.(Listen and repeat.)(有针对性的点读)3.学生自由练习，Its your turn now. First, take out your reading pen. And then practice freely, wait a minute, then fill in the blanks. (填空)Whose,his,hers,mineAmyandSamlikeplayingbasketball.Yesterdaytheyplayedbasketball.Todaytheywanttoplaybasketballagain.ThereisaredT-shirtonthebed.Samthinks(认为)its_.Amythinksits_.ButtheirredT-shirtsareontheline.BecauseMsSmartwashedthemyesteday._T-shirtisit?Linglingsays“Its_.”LinglingsT-shirtis_.Becauseshedidntplaybasketballyesterday.MsSmartdidntwashit.五、Summary and homework.You should think over when you meet a difficult thing rather than arguing . 遇事冷静思考，不要盲目争论。1. Read and try to recite the dialogue.2. Write and remember the words “mine, yours, hers, his”.本课围绕了Amy 和Sam两人之间为一件红色T恤争吵的有趣故事。主要是让学生学会正确表达物品的所属关系。本课是功能型的交际训练课，是对话课，我上成了有声阅读课，我觉得在以对话为载体的文字材料中，也可以培养学生从对话文本中获取信息的能力。以听带说，言之有物。以读带写，才能写得准确。本节课主要以有声阅读为主，新知运用和写的训练放在下一节课进行。阅读是小学英语教学中的重要内容。英语课程标准对小学生的阅读能力要求作了如下的目标描述（即二级目标）:能借助图片读懂简单的故事或短文，并养成按意群阅读的习惯。帮助学生得到乐趣，获取信息，提高学生的英语阅读理解能力，使学生养成良好的英语阅读习惯，具有正确的阅读技巧，拥有主动学习的能力和合作的精神。我主要通过游戏和动画片兴趣导入-读图，初步了解文本信息-设疑，感知文本设置情境，模拟表演语篇整理，灵活运用这几个主要步骤来突破教材重难点的。在整个新授过程中始终进行有声阅读，有文字，就有声音，让学生视听双甬道参与学习，多途径达成任务。进行了两次听读，设置两个有梯度的问题任务，鼓励学生大胆质疑。拓展环节，我还是围绕本课主体情境整理了一段语篇，让学生先默读再快速阅读完成关键词填空。最后延伸教学，升华主题，对学生进行了德育教育的渗透。可以看得出来，有声阅读提高了学生回答问题时语言表述时的准确度和流利性。当然由于我个人能力有限，恳请各位专家给予批评指正。教学反思：本节课我认为比较成功之处是整堂课的重点突出，活动不多，但每个活动都比较有实效，且每个活动有梯度，难度逐层递进，让学生步步提高能力，且本节课给学生创造了很多自由发挥的机会，学生很踊跃，参与面广，最后一个活动能结合实际，设计一个动态的任务，学生积极参与，教学效果较好。本节课的学习效果基本达到预期目的，但我