四年级上册My-home--B-Let’s-talk教学设计与反思.doc

四年级上册MyhomeBLetstalk教学设计与反思一教学设计：Teaching Aims and Demands：1、能听懂、会说: Where are the ? Are they in/on/under/near the? Yes, they are. / No, they arent.并能在实际情境中运用。2、能够询问、猜测复数物品的位置,并做出相应的回答。3、通过整理文具等活动，教育学生要养成及时整理物品的好习惯。Teaching Keys and Difficulties:能听说认读句型Where are the? They re.Are they in/on/under/near the? Yes,they are. /No ,they arent.并在实际中运用。.Teaching Aids：1、书包、铅笔、故事书、电话机等实物。2、教学课件: Unit 4 B Lets talk Teaching Steps：（一）Warm-up/Revision1、 Greetings.2、看口型猜单词。复习单词：phone, table, bed, fridge, sofa.3、Unit 4 B Lets do.4、Guessing game.复习“Where is ?”“Is it in/on/near/under?”“Yes, it is.”/“No, it isnt.”（二）Presentation1、教授句型Are they? Yes, they are. /No, they arent.教师拿出一个装有书的黑色袋子说I have many books. What are they? Are they notebooks? 学生回答：No, they arent. 教师接着说：Guess！What are they? 引导学生用Are they? 来猜一猜, 最后出示:Look！They are story-books.板书：Are they? Yes, they are. /No, they arent. 教师先范读，再带读。可以集体读，分小组读，男女生读，个别学生读。2、教授句型Where are ? Are they in/on/near/under?教师把书藏在桌子里面，问学生：Where are the books? Are they on the desk? 学生回答：No, they arent. 教师接着说：Guess！Where are they? 板书：Where are? 教师先范读，再带读。引导学生用Are they in/on/near/under?来猜一猜。同法，教师把铅笔藏在电话旁边，操练句型Where are? Are they in/on/near/under?（三）Practice1、创设情境，导入对话。(1)、T: Now Ill put the things in my bag. Oh, wheres my bag? Let me see, its in that room. Lets go and have a look. 教师上前开门，发现没有钥匙：Where are the keys? Where are the keys? Are they on the table? Are they near the phone? 学生回答：No, they arent.(2)、Listen and choose.T: Please watch a cartoon, and find out “Where are the keys?”Play the CAI.(3)、Listen and read. 先跟录音读，再分角色朗读。小组操练。2、Lets show. 表演对话。3、Lets chant. 巩固对话。（四）Consolidation/Extension1、Group work. Play the CAI.Talk in groups. Where are the animals? 一张大图片上分三栏，第一栏上有dogs, cats, ducks, rabbits的图片，第三栏上有box, table, sofa, bed的图片。第二栏画了连接第一栏和第三栏的杂乱无章的线。先让学生去猜，最后公布答案。在此环节教师要放手让学生与学生对话，任其自由发挥，以培养学生的发散性思维。2、Memory game. Play the CAI.T: Look. This is Johns bedroom. Now try to remember where the things are.记住他们的位置. You will have 5 seconds.5,4,3,2,1.(点击课件, the things in the bedroom disappear)T: Where is the schoolbag? 提示Ss用:Is it in / on/ under/ near the ?来询问 (课件上设置声音Yes, it is. / No, it isnt.作出回答) 。 接着用：Where are the pears? 引导学生用Are they in/on/under the? 来询问(课件上设置声音Yes, they are./No, they arent.回答) 。(五) Assessment1、生活好习惯。Play the CAI.T：Look at Johns bedroom. The rulers are on the bed, the pears are under the table. Is that good? Ss: No.T: So we should put the things away and take good care of them.Play the CAI.T: Can you do that? Ss: Yes.2、Homework:（1）、Listen and read the dialogue .（2）、Act it out with your friend.3、Who is the winner today?T：All of you did a good job. Thank you very much!4、Sing a song. “My Bedroom”.Say “Goodbye” to the teachers.Blackboard Design:Unit4 My HomeWhere are ?Are they ?Yes, they are. / No, they arent.二教学反思：本堂课是PEP小学英语四年级上册第四单元B部分的会话教学。考虑到本班学生的英语基础薄弱，口语表达能力较差，我把教学内容和目标定位在学习和掌握Lets talk中的句型：Where are ? Are they ? Yes, they are. / No, they arent. 通过对A部分Lets play中的游戏的复习自然过渡到新知的学习，再创设一个找钥匙的真实情境引入本课的对话，接着Lets show让学生表演展示自我，最后通过Group work和 Memory game 来巩固和拓展本课新知。在这堂课上，我紧紧围绕“学生为主体，教师为主导”的教学思想，以学生的实际情况和学习兴趣为出发点，运用多种教学手段，充分地调动学生参与的积极性，增强他们的主体意识，让学生在学中玩，在玩中学。我用激情澎湃的态度和生动活泼的教法去感染学生，积极鼓励学生大胆去说、去做、去思考，努力做到“学、练、用”一致。但是，仍然有很多不足之处：教学设计有待改善，在导入新课的环节，由旧入新，由单数到复数，没用对重点句型Where are ? Are they in/on/under/near? 的教授和操练，紧接着就进行了Guessing game. 在学习的过程中，先有知识的输入才能有运用的输出，这点是我需要改正的