2019-2020年四年级英语下册 Unit 6(1)教学反思 苏教牛津版.doc

2019-2020年四年级英语下册 Unit 6(1)教学反思 苏教牛津版牛津小学英语4B Uint6的核心教学内容是“邀请别人外出”。要求学生掌握一些有关地点和交通工具的名词，并在一定的情景下能正确使用“Lets go to Shall we go by/on?进行交谈。为达成这些目标我在教学中设计了多种策略来开展教学活动，使“有限课堂”成为学生获取知识和技能的“无限空间”。一、课前准备中英文儿歌的策略课前准备是学生学习英语的热身阶段，此时教师将营造一个轻松愉悦的英语学习环境，为整堂课的教学打下伏笔。本节课的教学内容和3A Unit 8有一些联系，可以说本课知识是Unit 8的提高，因此我决定以此为切入点，引出新知。我先和学生交流问好，如：Hello, whats your name? Nice to meet you? Do you like? 拉近师生间的距离。接着引入儿歌：GO GO Go to_. OK OK Lets go. How How But how? _ _ Lets go by_. 让学生通过编儿歌的方法，再现3A Unit 8的内容，同时自然引入到本课的语言知识学习中来。二、复习环节中多种游戏的策略本节课主要是复习station, hospital, supermarket, library, theatre, airport六个表示地点的名词。教学中我采用游戏的策略，来提高复习效率。我先采用猜谜游戏（Guess: What place it is），根据一些生活标志等猜出地点名词，看一看，猜一猜，说出相应的单词。在学生熟读单词的基础上，我又设计了一个游戏(Magic eyes: Catch the flashing words),通过单词的快速闪现来识别单词，通过眼耳口心的合作练习来提高单词的记忆能力。三、词汇教学中肢体语言的策略本节课要求学生能熟练掌握短语by plane, by train, by minibus, by bike, by taxi, on foot。飞机，火车，小客车，自行车和步行在生活中都有着明显的特征，于是我决定采用肢体语言的策略，辅助老师的教学，通过模仿交通工具的形态让学生做一做，念一念，通过链状快速练习，快速反馈，快速检测的方法来练说短语。达到学生熟能生巧，深刻记忆的效果。四、句型教学中小组竞赛策略为了让学生更好地掌握重点句型：Shall we go by/on?在学完此句型后，我采用了小组竞赛的学习策略，也就是Magic ears：看看谁的耳朵最灵。分别给每组的第一个学生发一张卡片，上面用Shall we go by/on?写着一个句子，其他学生不能看，然后用耳语的方式把这句话传给第二，第三个同学，最后一名学生公布答案，正确率高且速度快的小组为获胜者。竞赛机智的引入，增加了学习的趣味性和刺激度，而且全班人人都能参加，每一位学生都不敢放松，注意力更集中了。只有学生真正成了学习的主人，学习的效率就一定能提高。五、会话教学中任务驱动策略会话教学是本节课的重心部分，是将本节课所学语言知识，言语技能推向生活的一个导向。我决定采用任务驱动语言学习策略。首先是在教学对话时，我让学生在听对话录音的同时明确所听任务，就是思考两个问题：Q1: Where are they going? Q2: How? 带着任务听是练习听力的好办法。听是说的前提，只有听清听懂了，学生才能很好地理解对话，才会增强学习的信心，才肯大胆开口说英语。在完成听力任务的同时，也培养了学生用英语进行思维的良好习惯。思考的过程，同时也是学生主动学习的过程，是学生用已有的知识去理解新知的过程，一旦被理解，新知将转化为学生内在的物质。那些不能被理解的部分，学生还能够通过大胆质疑的方法提出，经过教师讲解或师生讨论等方法获得。因此带着任务听也是培养学生自主学习，创新能力的一个方向。学完对话，我又布置了这样一个任务：争当光荣的小导游假如你是一名导游，你如何邀请你的游客去旅游呢？我利用幻灯片呈现了一些旅游情境：有本市著名的风景区，也有我国某些著名旅游城市，还有世界某些著名城市。学生可利用黑板上的重点句型，适当进行改编，创造出新的对话来。通过此活动不仅将新旧知识有机结合起来，同时训练学生综合语言运用能力，达到语言是交流的工具，是为生活服务的目的。六、作业中的趣味性策略作业是便于老师检查教学中的成功与失误之处，也是学生对自己业要有针对性，要迎合学生的年龄特点和口味。听音连线题，将抽象的语言文字和生动有趣的图片联系在起来，饶有趣味，同时也检查了学生对本节课所学知识的掌握程度。儿歌充满着童趣，朗朗上口，通过自编自唱的形式，复习单词，再有趣也不过了。让学生用英语邀请朋友去旅游，是课堂知识在课后的延伸，是知识的内化过程，孩子都喜欢交朋友，我想，他们在交流的时候一定是很开心的。总之，加强有效课堂的研究，采取有效的教学策略，不仅仅能提高英语学习者学习的效率，促进学习者更快的成长，也有益于教师的发展与提高，是我们今后努力的方向附送：2019-2020年四年级英语下册 Unit 6(1)教案 人教PEPTeaching Aims:1. Be able to listen, say, recognize the main words: horse, sheep, hen, cow, lamb, goat and their plural forms.2. Be able to understand and say: “What are they? They are”3. Be able to understand the orders of “Lets do”, and do the actions according to the orders.4. Get familiar with the song “Mary Has a Little Lamb.”5. Like to work.Importance and difficulties:1. The six main words and their plural forms.2. Pay attentions to “sheep”-the same form in the singular and plural; the pronunciation of “goats” and “horses”.3. Verb phrase：Feed the hens. Ride a horseTeaching Preparation:Word cards and VCD.2. Prepare the handy-drawing pictures of animals.3. The headgears of animals.Designing for the blackboard:What are they? sheep lamb goatThey are goats. cow hen horseSteps:Step1. Warm up 1. Greetings. 2. Free talk. 3. Sing a song “Old MacDonald Had a Farm”Step2 Presentation. 1. Lets learn1) T: Suppose our classroom is Old MacDonalds farm, we are all the animals. Which animal do you want to be? S: I want to be a duck, /a goose/a chick T: I want to be a sheep, Mei (T imitates the yell of the sheep) T teaches the pronunciation of sheep. T: Whats the meaning of sheep? S: It means 绵羊。 T: Great! They are pretty gentle. T: Who want to be a sheep, too? S: I want to be a sheep. T hands out the headgears of sheep to the best pronunciation students. T points at them: Boys and girls, look! What are they? S: They are sheeps. T: They are sheep. Only sheep has no “s”.2) T: It also yells like this: MeiBut its not a sheep. Its sheeps baby. It calls sheep “mother”. Whats it? S: 小羊羔。 T: Yeah! Its a lamb. (T shows the word card.) T teaches it as above.3) T: It still yells like this: Mei. But it has long goatee. Just like this. (T draws a goat with goatee.) Whats this? S: 山羊。 T: Super! Goat. Now, open your books. Draw some goatees on the goat.T teaches it as above.4) T shows the word card of a cow: Who can yell like a cow? Mmm. T teaches the pronunciation of “cow”. T teaches it as above.5) T imitates the yell of hens: Guess! What am I? S: Are you a chick? T: No, Im not. Im a hen. T teaches the pronunciation of “hen”. T teaches it as above. T teaches horse in the same way.6) T teaches horse in the same way. *Pay attention to the pronunciation of “goats” and “horses”. 2. Lets do. 1) T says and does: Feed the hens. Ride a horse. Milk a cow. Shear a sheep. Hold a lamb. Ss guess the meaning of each action. 2) Watch the VCD 3) Say and do with the VCD 4) T says, Ss do.Step 3. Practice. 1. Game: What are they? T asks 3 students to e to the teachers desk, S1 shows a word of animal which weve just learnt. S2 and S3 act like it. The rest of students guess what they are. S1: What are they? Ss: They are goats. S1: Yes, youre right. 2. Group work. (In four-person group.)S1: Feed the hens.Ss do. (每个组