冀教英语Book4 Lesson 25 My Favourite Colour 教学设计.doc

冀教英语Book 4 Lesson 25 My Favourite Colour 教学设计河北省唐山市古冶区唐家庄第一小学 张春香教学设计思路: 根据英语课程标准的基本理念，本节课试图采用活动途径，倡导体验参与，使学生在老师的指导下，通过感知，体验，实践，参与和合作等方式，实现教学目标，感受成功。课上以多种活动培养学生积极的学习态度促进语言实际运用能力的提高。Teaching Topic:Lesson 25 My Facouite ColourTeaching Aim:1. knowledge:使学生在认读black brown green orange pink purple white这些颜色词的基础上，达到正确书写和运用的水平。并能将这些表示颜色的词与后面名词组成短语，正确运用。 使学生能正确表达对颜色的喜爱：I Like . My favourite colour is . 学生能正确运用人称代词we , you , 物主代词 our , their。2、Skill:通过让学生描述身边的事物。eg: This is a .等。培养学生用英语交流，用英语做事情的能力。 Talk about your favourite clothes, your favorite food .活动。培养学生对所学知识举一反三的能力。3Feelings:通过在小组内讨论喜爱的颜色这一活动，培养学生热爱生活的情感，初步培养学生积极动脑，乐于与他人合作的健康向上的好品格。Important Points:使学生正确表达对颜色的喜爱：I like .My favorite colour is .Difficult Point:人称代词we ,they 和物主代词our ,their 的正确使用。Teaching Tools:1.单词卡片（提前将画面涂好颜色）a red skirt a blue marker a purple sweater two yellow chairs four black keys ten brown kites 2.教师用书后附带的光盘3.自制多媒体课件。Learning Tools: 事先用自己喜欢的颜色做好胸牌，并配带好。Teaching Procedures:提前将学生按其喜欢的颜色编为七个组：black group brown group green group orange group pink group white group )Step one : Warming up1.T: Good morningafternoon, boys and girls.Ss: Good morningafternoon. Miss Zhang .2. T: Boys and girls. I have some colours. Can you say it ?Ss: yes.(Ss speak out the colours together.)T: Now, Lets say a chant about colours,OK?Ss: OK.(Ss say the colour-point chant together. T show the cards. When the Ss answer correctly. The T says: Yes, it s red, its a red skirt.Then Ss practice the plural form . After they answer, the T says : Yes ,they are yellow . These are yellow chairs . ) 设计意图：运用富有动感，合辙押韵的chant 形式，来复习前面学过的颜色单词，培养学生的语感，使学生在不知不觉中已经走入了学习新知识的大门。Step Two : Presentation .一、 No. 1. Colours 1 . Use the courseware to teach No.1 courseware 介绍：左上角是Mr. Wood图片，旁边是句子：Where is the white cat? 下面是标有数字的七个苹果，当点击每一个苹果时，都会出现一个与课本内容相同的句子。Courseware 出现步骤：Mr. Wood Where is the white cat ? 点击苹果，出某一句型的图出现与这一图片相一致的句子。T: Who is he ? S: Hes Mr. Wood .T: Mr. Woods cat is lost .Can you help him find his white cat ? “Where is the white cat ?”There are 7apples here .let me guess. No.1, Is this a white cat?Ss guess: Yes. This is a white cat. (No, it isnt。Its a ) T: What s this? ( 点击苹果1)Ss: This is a monkey. (Its a brown monkey.)T: Now, can you guess .Which is the white cat ?( Ss guess out the six apples.当出现white cat 时，T: Oh, here s the white cat ,若不是 white cat, T继续提问：Whats this? )设计意图：多媒体课件的运用，激发了学生的学习兴趣，猜谜的游戏可以使学生始终保持高涨的学习热情，在学生的一次次猜测中运用了所学的语言知识。2. Practice the sentences of No.1 (利用光盘)T: Now, let s listen and watch.T: This time, if you can follow, you follow it, if you cant, please listen carefully again.T: Now, please say the sentences loudly.设计意图：按静听-模仿-朗读的顺序，让学生学习句型，符合语言的输入，输出规律，满足不同水平学生的学习需求，培养学生听和读的能力。二. No.21. (T point to the colour sign.)T: What colour is this? Ss: Orange.T: I like orange. My favourite colour is orange. Whats your favorite colour?(S1, S2, S3 answer.)T: Who can ask? Who can answer?设计意图：学生在经过大量的语言输入后，在教师的引导下，开始语言的输出。先由教师问，学生答，之后学生互相问答，实现由易到难的过渡。这样，既符合学生的心理需要，使每个学生的身心得到发展，又满足了不同类型，不同层次学生的需要。2. (T walk to the orange group.)T: I like orange .You like orange .We like the same colour. Our favourite colour is orange. (板书)T：Read after me.T asks the volunteers: How about your group?S1: We like the same colour .Our favourite colour is black.S2: We like the same colour .Our favorite colour is white.Practice in groups.(T walks to the green group.) T: I like orange. They like a different colour. Their favourite colour is green.(板书)（Practice in the same way as ）设计意图：此句型早在三年级时，学生就已接触，所以学起来并不难，但我们的目的不仅是让学生学会朗读和书写，更重要的是他们能在现实生活中听懂，会用。本设计创设了语言环境，让学生亲自体验语言，在体验中学会语言。3 . Listen ,watch and read .(利用光盘)4. Let the students talk about their favourite food and clothes, according to the sentences they have learned just now.设计意图：在学生已经基本掌握句型的时候，安排这一拓展内容，既是对本课知识的巩固复习，又使学生做到了举一反三，将所学知识很容易地进行了正迁移，培养了学生的创造性。Step Three:Homework: finish the Activity book of Lesson 25 .Writing Design: Lesson 25We like the same colour. Our favorite colour is orange.They like a different colour. Their favourite colour is green. Lesson 26 My Favourite Clothes 教学设计河北省唐山市古冶区唐家庄第一小学 张春香教学设计思路： 本着教师在课堂中的角色要从对学生的教导改为对学生的引导的转变，以及学生从单纯的模仿和机械操练向多途径多渠道的学习的转变的思想，本课设计了各个活动，从而让更多的学生参与；使学生在英语课堂中不仅动口，而且动手动脑，使英语学习过程成为一个充满了智慧的思索过程和充满乐趣的操作运用过程。 Teaching Topic: Lesson26 My Favourite ClothesTeaching Aim:1、Knowledge:(1) 巩固、复习上一课所学人称代词we, they, 物主代词our, their.(2) 使学生能够正确表达对衣服的喜爱。(3) 使学生能正确地听、说、读、写、用but.2、Skill:(1) 培养学生用英语交流，用英语做事的能力。(2) 通过让学生听录音、勾答案这一步骤，培养学生静听的习惯和在听的过程中抓住关键词分析信息的能力。(3) Feelings:通过chain game 和 have a match等活动，培养学生团结协作的精神和合作竞争的意识。Important and difficult points:使学生正确表达对衣服的喜爱。Teaching tools:1、 光盘 （第二册、第四册各一张）2、 提前为学生每人准备一张表格。ClothesnameskirtsshortssocksDannyJennyKimStevenLearning Tools: paper , markersTeaching proceduresStep 1. Warming up1.T: hello, boys and girls. Nice to meet you.Ss: Hello, Miss Zhang .Nice to meet you, too.2.T: Lets sing a song about our clothes. Ok?(T play the disc of Book2, the teacher and the students sing the song together.)设计意图：一节成功的课是以师生之间愉快的心理体验为基础的，以欢快的歌曲开始英语课的学习，既复习了有关服装的单词，为本课的学习做了铺垫，同时，师生的共同演唱，又拉近了彼此之间的距离。Step 2. Presentation.1.T: (point to the sweater) whats this?Ss: sweaterT:Yes, I like sweater, sweater is my favourite clothes. Do you like sweater?S1 S2 answer: Yes, I like sweater, too. (No, I dont kike sweater.)T: Whats your favourite clothes?S3 S4 answer: My favourite clothes is-. T: Now, please draw your favourite clothes and then we talk about it, OK?设计意图：以个别问答的形式进行语言的操练，有利于教师发现学生在知识掌握上存在的不足，并且及时修正，目前，英语课堂提倡寓教于乐。讲授新知识之前，先让学生画画，调动学生的多种感官参与到学生中来，可以最大限度地激发学生的学习兴趣。2. T: Look, this is a sweater. I like sweater. Sweater is my favourite clothes. (T repeat it twice.)T: Who want to show us your picture, and tell us your favourite clothes . practice in pairs 通过学生画的服装, 教师选两个和自己一样喜爱sweater 的同学,展示他们练习的结果.T适时地补充:I like sweater, too. Were the same.(板书并领读 )T再选两个喜爱其他服装的学生，展示他们的练习结果。T适时补充：You like-, but I like sweater .(板书并领读)T shows several different clothes, say: I like -S1-4: I like-, too. Were the same. / You like -, but I like-设计意图：十岁左右的孩子的表现欲是很强的，学生利用自己画的画进行句型操练，不仅可以激发孩子的表现欲,有效的调动学生参与活动的积极性，将学习由被动变为主动，而且增强了孩子们学习英语的自信心。教师在活动中不仅仅是活动的指挥者，而且是活动的观察者。通过观察了解学生对所学句型的掌握情况，适时的导入新句型，教师通过创设交流的情景和交流活动，培养学生用英语交流的能力。3. T: Now, lets play a chain game.游戏说明：此游戏以小组为单位，一个接一个地表达自己对衣服的喜爱，直到最后一个，速度最快的为获胜组。Eg: S1 to S2:I like skirt. S2: I like skirt too. Were the same.(or: You like skirt ,but I like -)S2 to S3: I like -. (自己喜爱的衣服)S3:I like -, too. We re the same.(or: You like -, but I like-)S3 to S4:-.设计意图：将所学句型放在游戏、竞赛中加以巩固复习，避免了由于机械的重复而带来的枯燥和乏味，使学生饶有兴趣地练熟了所有的句型，从而避免了学生用语法规则指导说话的死记硬背的弊病。4.T:(ask a girl) Do you like shorts? S1: No, I dont like shorts. T: I dont like shorts, either. ( 出示单词卡片either, read the word after the teacher. Then read “ I dont like shorts, I dont like shorts, either.” after the teacher.) T: Do you like skirt? S2: Yes, I like skirt. T: I like skirt, too. ( 出示单词卡片 too,并领读,之后领读句子I like skirt, I like skirt, too.) T: Please practice the sentences in pairs5、T: Lets sing a song find a friend，you, please try to find your friends who like the same clothes as you.(T walks to the skirts group.)T:I like skirts .You like skirt We like skirts . Our favourite clothes are skirts.(Practice the sentences group by group.)T: He likes shorts .He likes shorts.They like shorts. Their favourite clothes are shorts.(Practice it group by group.)设计意图：在学习了部分知识之后，让学生利用自己画的服装找朋友，既使学生放松了身心，又有效地调动了学生参与活动的积极性，教师成为了活动的参与者，学生成为了活动的主体。6、Using the chart, tick the correct answer according to the disc.T: Take out this piece of paper. Listen and watch. Try to tick out their favourite clothes.设计意图：教师通过给学生布置任务，促使学生在带着强烈的内驱力去完成任务的同时，更在不知不觉中学会了英语，由此我们说，英语不仅仅是一门知识，更是一种完成任务的工具和技能。7、Listen .watch and read.Step 3. Homework: Complete the Activity Book of Lesson 26.Writing Design : Lesson 26 My Favourite Clothes.I like sweater, too .We are the same .You like pants, but I like sweater. Lesson 27 My Favourite Food 教学设计河北省唐山市古冶区唐家庄第一小学 张春香教学设计思路： 通过多种教学手段与课堂活动结合，并使学生在设置情境中灵活运用语言，是贯穿本课教学的重要思想。学生已掌握了一些有关食物的词汇，在本课学习中，教师创设和谐愉快的课堂气氛，使学生进行在自助餐馆内进行挑选食物品尝食物的活动，已倡导体验，实践，参与，合作等教学方式，发展学生的综合运用能力，鼓励学生在日常生活中大胆运用语言。Teaching Topic: Lesson 27 My Favourite FoodTeaching Aims:1Knowledge:使学生学会用英语介绍事物：This is . These are s.使学生能够表达对事物的喜爱：I like . I dont like .使学生能够正确运用单词 and ,but 2. Skill:培养学生与人英语交流，用英语做事情的能力。2 过猜词游戏，培养学生的观察力和注意力。 Feelings:通过多媒体教学手段与课堂活动相结合，创设和谐愉快的课堂氛围，激发学生英语学习的情感，使之积极参与课堂活动，体验英语学习的乐趣和成功的喜悦。Important Point: 表达对食物的喜好：I like . I dont like . and ,but 在句中的运用。Difficult Point: 用所学知识表达自己的真实感受。Teaching Tools:1. 多媒体课件2. 食物单词卡片(包括教师和学生两种)3. 布袋4. 光盘Learning Tools: 每人准备一个托盘。Teaching Procedures:Step 1.Warming-upT: Hello, boys and girls. Ss: Hello, Miss Zhang.T: How are you? Ss: Fine, thank you. And you ?T: Im very well.Step 2. Presentation:一、 No.1 Breakfast, lunch and supper1Show the times of day with the courseware.(课件说明：以太阳出现方位和月亮、星星的出现，呈现一天中的三个时间：morning, afternoon , evening .每出现一个时间之后，呈现几个人围坐在一起吃早、午、晚餐的图片)T: When is it /Ss: Its in the morning.T: What do they do in the morning ?Ss: They eat/have breakfast in the morning.T: How about you ? Do you have breakfast in the morning ?S1,S2分别回答：Yes, I have breakfast in the morning.T: I have breakfast in the morning, too.We have breakfast in the morning, too.Read after me.(Present the “afternoon , evening” in the same way as the “morning”.)设计意图：通过多媒体的演示帮助学生理解和运用句型，以达到丰富和刺激学生多种感官的目的，使英语学习变得更加立体，使看，听，学，用融合到一起。3. Review the words for food.T: I have so many cards for food here. Lets read them together.(Ss read them loudly.)T: Lets play a game with the cards -“ Whats missing?” You close your eyes. I take away one of the cards. And then, you open your eyes and see “Whats is missing?” OK?设计意图：游戏能充分调动学生的求知欲和好奇心。在游戏过程中，学生能充分表现自己的能力和愿望，轻松愉快地达到教师预设的教学目的，让学生在快乐中学习，复习，实践语言。T: Class, I put the cards in the big bag. You look at parts of the picture and tell me :Whats this ? or what are there ?(活动说明：将学生分为男、女生两大组。教师提问时，只露出图片的一部分，引导学生用This is -. 和 These are -. 回答。)设计意图：设计本环节的目的是在复习有关食物单词的同时，引导学生自己说出本课新授内容，小学生具有好奇，好活动，爱表现，爱游戏的特点，在教学中充分发挥学生的注意力、观察力、记忆力、联想力等智力因素，通过猜图的形式亦充分发挥学生的情感态度，兴趣等非智力因素，使学生很自然地学会知识，感受到成功的喜悦。4. Listen, watch and read .二、No. 2 , Whats your favourite food ?1. T ( show a clock): What time is it ? Ss : Its six oclock. (eight oclock ,two thirty, twelve oclock) T : Oh, its lunch-time. What are these ?(出示课件) Ss : These are rice, fish, and meat. (课件说明：点击之后，出现食物图片和单词，学生回答出These are rice, fish and meat.之后，再点击，每幅图片下分别出现笑脸和哭脸，笑脸代表 like，哭脸代表 dont like.)T : I like rice and fish, but I dont like meat .(板书) Practice the other 3 groups in the same way . A . milk ,sandwich, cake. B . hot dog, juice, dumpling. C . noodles,vegetable,fruit.设计意图：通过师生之间的交流，生生之间的互动，帮助学生整体感知并进行发散。该活动学生提供了参与的机会，有效地调动了学生参与活动的积极性，教师成为活动的参与者，学生成为活动的主体。2 .T: Class, its lunch-time. Im very hungry. Are you hungry? Ss: Yes, Im very hungry, too . T: Theres a self-service restaurant. Whats your favourite food for lunch? You can choose whatever you like in it. Who want to choose your favourite food with me?(T与S,手拿托盘选食物)T: Whats your favourite food for lunch?S1: I like -and -, but I dont like -.T: I dont like-, either, but I like - and -. Lets sit down here and eat. Oh, theyre delicious. (S2, S3 show their programmes.)T: Boys, come here and choose your favourite food for lunch in pairs. (Boys come to the front and choose.)(Girls do the same exercise .)设计意图：将本课所授句型放在一个特定的情境-self service restaurant 中进行巩固，复习，可以充分挖掘学生的语言潜能，对语言进行合理的组织运用，真正体现语言的交际功能，全面发展学生运用语言的能力。Step3 HomeworkDraw your favourite food and talk about the food.Writing Design:Lesson 27 My Favourite FoodI like -and -, but I dont like -. Lesson 28 My Favorite Desserts 教学设计河北省唐山市古冶区唐家庄第一小学 张春香教学设计思路： 这节课在设计时力求体现英语新课程改革中提出的“培养学生综合语言运用能力”的新理念。教师在设计本课教学活动时，充分考虑听，说训练内容和形式尽可能的贴近学生的实际生活，贴近真实的交际行为，贴近有目的的综合运用英语的活动。在授课过程中，教师能够通过教师与学生，学生与学生之间的互动活动，充分发挥学生的自主性，能动性。从而培养了学生在语言技能实践的过程中主动参与，乐于学习的学习态度。Teaching topic : Lesson 28 My Favorite DessertsTeaching Aims:1.knowledge; 使学生在学过表达对颜色、服装、食物的喜爱的基础上，进一步加强和巩固这一句型，并会用相同句式表达对甜食的喜爱：I like -. My favourite dessert is -. 使学生学会询问对方的爱好：Do you like ?2. Skill: 通过自由会话的形式，培养学生的创造性思维能力和交际能力。通过小组合作形式，培养学生的合作学习能力。3.Feelings: 培养学生勇于大胆表达，自由表现的精神。 培养学生相互团结协作，共同进步的精神。Important Point:表达对甜食的喜爱：I like -. My favourite dessert is -.Difficult Point:利用手中甜食进行自由会话。Teaching Tools:课件、光盘、一些甜食、纸盒。Learning Tools:学生每人自备一种或几种甜食。Teaching Procedures:Step 1.warming-up.1. Greetings:T: Good morning, everyone.Ss: Good morning, Miss Zhang.T: Nice to meet you.Ss: Nice to meet you, too.2. Review:T：I have some cards for food here. Lets read them together.(出示一个纸盒，盒里放一些实物甜食)T: Whats this?Ss: Its a box.T: There are some delicious desserts in it. Let me put my hand in it and touch them. Guess. Whats this? (look puzzled)Oh, I really dont know. Who can help me? (One volunteer come to the front, touch and guess out it.)T: Good, Thank you. This is a prize for you.（将学生摸到并猜出的甜食作为奖品发给该同学，以这种形式进行此活动，直到盒子里甜食全部送完。）设计意图：学生在不知道盒子里是什么的时候，通过触摸的方式来猜测，激发学生学习的热情和好奇心，同时，也给学生设计了一个任务，使学生在解决问题的同时练习了语言，另外，将各种甜食作为奖品送给学生, 是基于想开创一种创新的评价手段的想法，让学生开始就进入到通过自己的亲身体验初步感知学习内容的过程，并且让学生对下面的学习产生浓厚的兴趣。因此，此环节的设计起到了重要的呈上启下的作用，也是任务型教学的初步尝试。Step 2: Presentation.一、 No.1. Whats for dessert?1. Free talk: Talk about the desserts with the prizes in pairs or groups:Is this a ? Yes, its . /No, its a . This is a .These are s.This is not a .Its a .设计意图：学习语言的目的是交际，设计利用手中的实物甜食进行自由会话和自由问答的交际活动，使师生之间，生生之逐步互相了解，沟通感情，培养学生的创造性思维能力，提高学生的交际能力和综合素质。二、 No.2. Danny likes donuts.1. (Use the courseware to show the Picture 1of No.2 )T: Who are they?Ss: Jenny, Danny, Kim and Steven.T: Whats on the table?Ss: an apple, a donut, cookies. (desserts) T: Are they happy?Ss: Danny, Steven and Jenny are happy. But Kim is sad.T: Can you guess why Kim is sad? You can guess with your group members.设计说明：通过前三课的学习，本课内容对学生来说接受起来已不算难，所以对本部分的学习以采取学生自由讨论，自由会话的形式，对一些较长、较难的句子，老师可以适时领读，并加以练习。设计意图：使用课件呈现图片，吸引学习的注意力，看图片猜测主人公的谈话内容，又激发了学生说英语的欲望，学生在教师的指导下交流语言，可以深刻地体验到用英语交流的乐趣和愉悦感。2. (Use the courseware to show the Picture 6 of No.2)T: Now, lets listen and watch. And then, answer my questions. Is Danny happy or sad? Why?Ss listen, watch and answer the teachers question.Danny likes donuts, he doesnt like a donut .Do you like donuts? Do you like apples? Ask your partner.3. Listen, watch and read.设计意图：此项设计符合任务型的教学模式，学生在老师的指导下，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。4. Talk about the desserts taking by the students themselves in groups.T: Look at your desserts. Can you talk about them according to the disc?Ss: Yes.活动说明：本活动为小组活动，各小组由小组长负责。全体组员帮助不会的同学，然后各小组之间展开评比。活动意图：学生能自主学习和交流是每节英语课的灵魂。老师要求学生每人自带甜食，使学生具备了独立学习的条件，学生看过的与本课内容配套的光盘，为学生提供充分的语言材料，使学生想说并有的可说，另外通过小组合作学习，激发小组长的责任心，同时带动其他同学获得成功感。Step3 HomeworkDraw your favourite desserts and talk about it in pairs.Writing Design: Lesson 28 My Favourite Dessert Do you like ? Lesson 29 What Do You Like to Do? 教学设计河北省唐山市古冶区唐家庄第一小学 张春香教学设计思路： 根据新的教学理念，结合自己英语教学工作中积累的经验，并针对四年级学生认知水平，注意力长短，感官输入，情感因素，对语言的感觉等方面的特点，我在教学中采用TPR和情景教学法，设计生动活泼的教学活动以吸引孩子的注意力，利用多种教学手段充分调动孩子的各种感官以强化教学效果，培养学生的自尊和学习英语的兴趣，让学生在有限的40分钟里学真实有意义的语言Teaching topic: Lesson 29 What Do You Like to Do?Teaching Aims: 1. Knowledge:使学生熟练掌握一些和play有关的词组.使学生学会表达自己及他人对某项活动的喜欢和不喜欢: I like to play-. I dont like to play-. xxx likes to play -.2. Skills:培养学生整体感知语言规律, 灵活运用语言, 举一反三的能力.培养学生静听并能分析所听到的语言信息的能力.3. Feeling:通过Siman Says 和Guessing Game游戏, 培养学生学习英语的热情,激发学生开口说英语的热情.Important and Difficult Point: 表达自己及他人对某项活动的喜欢和不喜欢. I like to play-. I dont like to play-. xxx likes to play -.Teaching Tools:1. 自制词组卡片: play ping-pong, play cards, play checkers, play badminton, play with a doll, play with a car, play on the computer.2. 与课本配套光盘.3. 手偶Jenny4. 实物篮球Teaching Procedures:Step One: Warming up 1. Greeting 2. Sing a song (Choose a song that the students have learned. The teacher and the students sing together.)设计意图: 选择一首学过的歌曲开始一节课的学习, 不仅可以活跃课堂气氛, 复习所学知识,也使学生感受到教师和他们一样也在参与课堂活动,体现了师生关系的融洽.Step Two: Presentation1. Show the students the phrase cards, let them read the phrases after the teacher with actions.(Phrases: play ping-pong, play cards, play checkers, play badminton, play with a doll, play with a car, play on the computer)T( explain the phrases in Chinese): 如果玩的是有规则的游戏, 用play - 表示; 如果玩的是某种玩具, 用 play with -表示; 而玩电脑, 用play on the computer 表示.2. Play “Siman Says” with the phrases设计意图:本课学习内容涉及到了关于play 的动词次组, 所以不仅要让学生学会读,更重要的是让他们能在真实世界中听懂, 并能按照指令做出相应的动作. 这个设计就是为了创造语言环境, 让学生亲身体验语言, 在体验中学习语言.3. Show the students a puppet of Jenny and a basketball. Jenny: Whats this? Ss: Its a ball. Jenny: Yes, its a ball. Its a basketball. Read after me. Show the students the Pictur