2019-2020年北师大版英语四年级上册4AUnit3It’stooexpensive获奖教学案例教案设计.doc

2019-2020年北师大版英语四年级上册4AUnit3Itstooexpensive获奖教学案例教案设计设计意图小学英语新课程标准强调指出：英语教学要重视对学生实际语言运用能力的培养，强调课程从学生的学习兴趣、生活经验和认识水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力。也就是说，要通过适合儿童年龄、心理和生理特点的生动活泼的课堂活动，把学习英语与用英语做事情联系起来，创设良好的语言环境和语用环境，使学生在愉快和自信的情绪中，保持积极的学习态度，在大量的语言实践中形成语感，养成良好的英语学习习惯。这就要求教师在教学活动设计中要做到能准确的把握教材，灵活的运用教材，创造性的使用教材。北师大版英语试验教材就为教师的英语教学提供了一个良好的教学基础，整册教材的设计注重引导孩子在情景中学习，每个单元都设计了故事情景呈现语言，不同层次的对话强调语言，丰富的活动巩固语言，扩展性的阅读和练习丰富语言。 北师大版的教材给了教师的教学很大的灵活性，教师可以在充分理解和把握教材的基础上，创造性的使用教材。我选择的教学内容是北师大版4A Unit 3Its too expensive.的第二课时。首先谈谈我对本单元教材的分析（一） 教材分析：1 本单元的主要学习内容是掌握购物过程中涉及的句型：Do you have any 。? 并结合购买衣物的主题学习询问号码句型：“What size do you want?”本课时作为本单元教学的第二课时，主要的教学目的是巩固复习：“Do you have any ?”句型的问答及衣物的相关词汇，并在情景中学习新句型：“What size do you want?”引导学生在模拟的购物情景中灵活的运用语言。本课时主要学习的是Talk together部分的对话。2 教学设计的联系点：（教材的前后联系）l 有关购物的主题学生已经在3A.3B的两个单元中有所学习，本课时的教学就要充分的调动学生的已掌握的购物词汇和句型，指导孩子在本课时的学习中大胆的运用。l 本册教材Unit 1 学习了有关职业的词汇，Unit 2 学习了询问对方爱好:Do you like rabbits/ them?的句式。在本课时的教学设计中，教师要有意识的通过活动等形式引导孩子在新的情景中灵活的运用已掌握的知识。3 教学设计的扩展点作为购买衣物这样一个与学生生活实际紧密相连的话题，教师的教学活动设计要符合和贴近学生的生活实际，对学生的生活实际有所指导，这就是本课时设计的扩展点。本课设计了扩展活动Make a shopping list.让孩子学会有计划的购物，学会就“What do you want ? What size do you want? What price do you want?”对自己的购物活动进行规划，从而能引导孩子能在真实的情景中指进行有计划的购物。（二）学生学情分析四年级学生作为中年级的孩子通过三年的实验教材的学习，已经具备了初步的语言能力，我所任教的班级的孩子在英语学习中乐于表达，参与学习活动的积极性很高，在英语学习中能主动参与学习活动，爱动脑筋进行发现式的学习。许多孩子在课外进行各种英语知识的学习，具备一定的词汇量和表达能力。对于购物主题，孩子们很感兴趣，通过之前的学习学生已经能够灵活的运用购物的基本句型进行初步的购物活动。（三）本课时的教学设计本课时作为本单元教学的第二课时，主要的教学目的是巩固复习：“Do you have any ?”句型的问答及衣物的相关词汇，并在情景中学习新句型：“What size do you want?”引导学生在模拟的购物情景中灵活的运用语言。教师把教学重点设计为掌握What size do you want?句型。教学难点为运用句型进行综合语言运用。教学环节如下1歌曲开篇，引入情境教学以一首“Who is wearing yellow today.”开始，即活跃了课堂，又引出了句型Im wearing 的表达。引出给Mocky 购买衣物的活动。2巧用情景，发现问题在本课时的教学设计中教师没有教句型，而是让孩子通过实际购物中遇到的问题引出句型的学习。教师设计了让孩子给Mocky买衣服，给Mocky试衣服的环节，孩子通过衣服不合适发现了自己购物时忘记了询问号码这一情况，引出What size do you want句型的学习。3在任务活动中灵活运用语言在学习了句型后，教师设计让孩子再去给Mocky购买合适的衣物的任务活动，让孩子在情境中操练，运用语言。在扩展活动环节中，教师设计make a shopping list的任务活动，引导孩子有计划的进行购物活动。4让孩子在乐趣中学习，对孩子进行做事情有计划的教育通过给Mocky 买衣服，试衣服的环节，孩子们在乐趣中学会了新的句型。通过谈论自己的衣服号，鞋号，孩子们体会到了学习英语的乐趣。通过扩展活动，培养了孩子有计划做事情的习惯。 在本课教学过程中，我采用听、做、说、唱、玩、演的方式，通过各个有趣、实用、轻松、活泼的活动，使每个学生都参与进来，充分调动了学生的积极性和主动性，并以“如何买到自己合适的衣物”这一主题贯串整个教学过程。 为了提高教学效果，我利用多媒体整合英语教学，优化了课堂教学过程，真正体现了在情境中教学，在活动中学习英语的活动式教学模式。 4AIts too expensive第二课时教学设计一、教学目标：1认识目标：(1)能听说认读衣物的名称。a sweater, a skirt, a coat, shorts, jeans, shoes, socks, trousers, pajamas,a coat.能在听说读运用small, medium, large词汇(2)能灵活运用Do you have any ?句型及相关购物句型。(3)能听懂会说句子What size do you want?及回答Size 37/small, medium, large并在一定的语境中进行交际。2情感目标：通过谈论如何买到合适的衣物，培养孩子运用英语做事情的兴趣，培养孩子做事情有计划的好习惯。3学习策略目标：(1)培养学生的注意力、观察力，激发学生积极思维，进行主动的发现式学习。(2)通过小组活动，培养学生积极与他人合作，共同完成学习任务。(3)在任务中，引导学生积极运用所学英语进行表达与交流。4文化意识目标：了解英文中的号码的表示，即S,M,L号的含义二、教学重、难点教学重点：掌握What size do you want?句型的问答。教学难点：运用句型进行综合语言运用。三、教学准备：1多媒体课件：呈现Talk together购物情景，指导如何完成Shopping list2教师准备的不同号码的衣物卡片3学生自己准备的单词卡片4学生用来制作shopping list的表格四、教学过程4AIts too expensive第二课时Step 1Warm-up1. Sing the song 2. T: Good morning, boys and girls.Whats the weather like today? Is it hot? S: Its sunny. Its cool and cloudy.3. T: What are you wearing now?S: Im wearing the school uniform. / a sweater and jeans./4. T: Look , what is Mcoky wearing now?S: Nothing.T: Winter will ing soon. Lets buy some clothes for Mocky , OK?歌曲导入学习谈论天气，引出句型Im wearing .引出给Mocky买衣服的活动Step 2Review1. T: Now , lets go to a clothes store. Im a seller. I work in the store. Do you know “What do we have? ”Guess. S: Do you have any socks/shoes/sweaters? (衣物的卡片背向贴在黑板上，价格背向贴在黑板一侧) T: Yes, we do. （把衣物翻过来）通过seller引出clothes store情景通过猜，复习Do you have ,?句型复习衣物词汇Step 3New sentences&words1 Im the seller. Who want to e here, buy something for Mocky? (几个)教师示范，引导孩子充分运用句型T: Can I help you?S: Yes. Do you have any sweaters?T: Yes, we do. Which one do you like? Do you like it?S: Yes, how much is it/ are they?T: Its / Theyre 100 Yuan.S: Its too expensive.T: We have some cheap jeans? Do you like them?S: How much are they?T: They are 40 Yuan.S: Here is the .T: . 教师请孩子做seller2. T: What do you buy for Mocky?Lets have a look. Is it right now for Mcoky? S: No, its too big/small. T: Whats Mockys size? (板书单词：size) S: . T: 板书单词：large, medium, smallIf you know your size. For example: My shoes size is 37. You can say Size 37.3. T：Can you buy the right size trousers for Mcoky?What size do you want?Large.教师板书句型：What size do you want? Large/ medium/small/ Size 37. 带读句型通过孩子给Mocky买衣服的活动引导孩子运用自己学过的所有购物相关的句型进行初步的交流，从而引出给Mokcy 穿衣服的情景。通过给Mocky试衣服，引出新句型What size do you want?Large, medium, small通过孩子再次给Mocky买合适的衣服，操练句型，进行认读Step 4Watch itRead itLets watch “Ken how to buy the shoes.”Open your books,(Talk together)read by yourselfRead after the tape通过观看Ken购物的情景，给孩子实际购物提供情景示范让孩子再次进行完整的认读，语言的整体感受Step 5Make a shopping listDo you want to buy something?Fist, lets make a shopping list.You will think about “What do you want?What size do you want?What price do you want?”Look at the shopping list:clothessizepriceCarryshoes3750-70 YuanCan you make the shopping list like this?Talk about it into pairs.Lets talk about it! 通过Make a shooping list活动，引导孩子就What do you want?What size do you want?What price do you want?进行提问，培养孩子购物有计划的习惯。StepShoppingLets go to buy something you like.让孩子在实际的购物情景中综合的运用语言。教学反思：本课时的教学设计在实际的教学中收到了良好效果，孩子们不但掌握了语言，而且认识到学习语言对自己实际生活的是有用的，形成了初步用英语做事情的意识和习惯。尤其是对“What size do you want?” “Size 30./large/medium/small”句型的印象深刻，运用自如。在实际的教学中，我也有一些的收获和反思1 通过和孩子的本课时的交流，我充分感受到当学习内容贴近孩子的生活实际时，孩子的学习兴趣是空前高涨的。当教学活动设计贴近孩子的生活时，师生和生生间的交流才变得自然，融洽，流畅。这对我在教学上的探索是个鼓励。2 在教学活动设计中应当给孩子留出思索的空间，培养孩子自主学习，主动发现的机会。在实际的教学中，作为从教者的老师总是出现过于急于从学生那里要答案的情况。当教师提出问题时，孩子的思索空间不够，很多的答案都是教师引出来的，而不是孩子充分思考出来的。比如教学新句型时，很多孩子对于large, medium, small三个词有所了解，正当他们调动自己的记忆寻找词汇的时候，我就迫不及待的说出了答案，我明显的感到孩子的遗憾，其实他们已经知道了。在今后的教学中，我要切忌急功近利，给孩子流出思索的空间。3 教学活动的设计应当增加语言的广度，教师应当除了课本中提供的情景，给孩子提供更多的贴近生活的情景，引导掌握更多的句型，如打折的说法，如何砍价等，并适时的介绍一些国外的购物小知识，使那些学有余力的孩子掌握得更多。 获得北京市第二届“外研社”杯教与学展示活动教学设计二等奖附送：2019-2020年北师大版英语四年级上册4AUNIT4Whereisit6课时英文教案附反思Teaching aims:1 can read, write and understand the words “on understand in behind next to sad happy now look floor water sofa in front of ”2 can ask “where is the ” and answer “its ( ) the desk” in life2 can understand the text and can read it 3 can sing the song and can understand the story知识技能：1 Listen:Can understand the sentences “where is the ” and the text2 Speak Can ask “where is the ” and answer “its ( ) the (desk)” in life3 Read Can read the text yourself and read the words 4 WriteCan write the words correctly and can write the sentence yourself过程及方法：1 通过实物操练让学生真正的理解表示方位的介词，培养学生正确的表示某些物品的方位。2 通过录音机让学生尽量模仿原生的发音，加强学生的语音练习。Teaching difficulty:1 Can express the words “on under behind in front of next to” in life2 Can understand “where is the ” and answer “its ( ) the ( )”3 Can understand and read the textTeaching emphasis:1 Express the words “on under behind in front of next to” in life2 can use “where is the ”and “its () the ()”Teaching process:The 1st perTeaching aims:1 can understand, read and write the words “on under behind in front of next to”1 Can understand and read the textTeaching difficulty:1 can read and express the words “on under behind in front of next to”2 can read the text and understandTeaching emphasis:1 can read and express the words “on under behind in front of next to”2 can understand the textTeaching process:T: take out a book on the desk “whats this?”S: its a book T: The book is on the desk Write the sentence on the blackboardS: to guess T：The book under the desk Write the sentence on the blackboardS: to guessT: read the sentence and the word “on under”S: read after the teacherLike this to teach “behind in front of next to”T: take out a bag on the desk and ask “Is the bag on the desk”S: yes, it isT: is the bag under the deskS: no, it isntLike this do exercise T: point the book and ask “where is the book?” and write it on the blackboardS: it is on the deskT: write the sentence “it is on the desk”Like this to do exercise with on under in front of behind next toT: open the book and look at the picture and ask picture 1: where is the Mocky (he is in front of the tree and teach rock)Picture 2: what is happening nowPicture 3: what can you see in this picture（困）Picture 4: what do you think Mocky is looking forPicture 5/6: where are Mocky and lulu looking(in the water and under the rock, ground)Picture7: what is happening nowPicture8: what is squirrel giving to MockyT: listen to what they saidS: listen and point out the matching pictureT: listen to the radio and repeatS: read after the radio（困）HW: read the text after class and tell the story to your familyBlackboard writing Where is the pen? Its on the desk. Its behind the door next to Under in front of rock ground 课后反思：学生对所学习的故事很感兴趣，学习兴趣浓厚。能够根据图片复述故事内容。The 2nd perTeaching aims:1 can read and write the new words: sofa floor2 Use “on under behind in front of next to” in life3 Do some exercise Teaching difficulty:1 can read and write the new words correctly2 can do exercise with on under behind in front of next toTeaching emphasis:1 can understand and do exercise Teaching process:T: use the flashcard to review the words on under behind in front of next toS: read the wordsT: play the tape with page 40S: listen to the radio and point the matching wordsT: play the tape again and stopping after each wordsS: read after the radio（困）T: look at the picture and point one to ask “where is (she)?”S: (she) is (on) the carLike this to ask othersT: look at the picture with “write the numbers” and ask “what is this?”S: its a hatT: where is the hat?S: its on the tableLike this to ask other picturesThen listen to the radio , write the numbers with listeningT: turn page 46 and look at the “read and write” Write the words yourselfS: to write the wordsT: look at the picture and ask “where is the bird?”S: its on the rockT: the bird is (on the rock)Like this to do 1-3T: do the next yourselfT: turn page 49 and plete “where is the squirrel?” do it yourselfS: to do it HW :to read the textBLACKBOARD WRITINGSofa chair floor课后反思：大部分学生能够掌握所学习的表示方位的单词，并能够根据图片读出单词，并能够用英语说出物品的位置。The 3rd perTeaching aims:1 can sing the song 2 can understand and use “is it on your desk?” and answer “no, it isnt/yes, it is”Teaching difficulty:1 can sing the song with the radio, then sing yourself2 can ask “where is your book? Is it on your desk?” and answer “no, it isnt /yes, it is”Teaching emphasis:Can ask “where is your book? Is it on your desk?” and answer “no, it isnt /yes, it is”Teaching process:T: turn page 41 and point to the picture to ask “whats this?”S: its a catT: where is itS: its under the tableLike this to do others “duck bird”T: to read the first line S: to point the matching wordsLike this to do othersT: play the tape again S: by listening by actingT: listen again（困）S: sing after the radioT: divide into three groups to sing the songS: sing the songT: turn page 42 and do “listen and number” Look at the picture and ask “where is the r