小学英语课例观摩研讨What

1、小学英语课例观摩研讨：What is he doing?王江泾镇中心小学 高婧上课教师：温州市实验小学 夏恩力上课年级：五年级上课时间：2006年11月8日教学内容：1常见动词的现在进行式“walking, sleeping, watching TV, reading books, etc.”2句型“What is doing ?”相应答句 “is ing.”3故事“Summer and Mr. tiger”教学目标：1学生能掌握常见动词的现在进行式walking, sleeping, watching TV, reading books, etc.2学生能认读，运用句型“What is do

2、ing ?”相应答句 “is ing.”3学生能通过阅读，理解，复述并表演故事。教学重点：常见动词的现在进行式“walking, sleeping, watching TV, reading books, etc.”句型“What is doing ?”相应答句 “is ing.”教学难点：让学生在正确的语境下使用动词的现在进行式。让学生正确地理解故事并进行复述。教学流程：I. Warming up1. GreetingsTs name: Summer.2. TPRWalk, walk, walk. Run, run, run. Sit, sit, sit. Listen to music,

3、listen to music. Play computer games, play computer games, etc. （slowly-fast）3. Bingo and Ah-Oh Ss listen to the sentences. Say “Bingo!” if the sentence is right. Say “Ah-Oh” if the sentence is not correct.Eg. His name is Tony. Ss: Ah-Oh! Her name is Jenny. Ss: Bingo! Summer is a super teacher. Ss:

4、Bingo! Youre super students. Ss: Bingo! II. Preparation for the story1. Find out the wordsT writes the first letter of some verbs on the blackboard.Ss try to find out the words according to Ts action.Eg. Ss: Listen.T: Alice is listening to music now. Ss: Ah-Oh! T: Alice is listening to Summer now. S

5、s: Bingo! Listen listening ( spell, 板书)(CAI逐行出示单词，学生按上造句，全体按实际情况回答“Bingo!”or “Ah-Oh”) Do doing listen listening look looking walk walking teach teaching learn learning speak speaking stand standing sit sitting run running use using 2. T: Whats Bob doing?S1: Bob is sitting in the classroom.S2: Bob is

6、 listening to Summer.S3: Bob is looking at Summer.（按实际根据CAI上的动词造句）Together: Bob is _. Bob is _. Bob is_.T: What is Summer doing?Ss work in pairs.S1: Summer is walking in the classroom.S2: Summer is writing on the board.3. (CAI) a. What is he doing? S: He is running/walking. b. What is he doing? S: H

7、e is playing computer. When? Saturday morning. Where? In the study. He is playing computer in the study on Saturday morning.c. What is he doing? S: He is sleeping.When? 8:00 in the evening.Where? In the bedroomHe is sleeping at 8:00 in the evening in the bedroom.III. Teachers Presentation of the sto

8、ry1.（CAI） When? In the morning. In the evening. Where? At home. In the forest (森林). The bird is sleeping. The elephant is sleeping,too. The tiger is looking for its dinner. Summer is walking. The bee is Summers good friend. It is flying. Its evening in the forest.Ss choose the title for this short p

9、assage.2. T draw Summer, a tiger, and a bee.T: Summer is walking, tiger is looking for its dinner.Tiger: Ha, ha! Yummy Summer! Lets go home!(Draw tigers family and introduce Mr tigers family members.T: What are they doing now?Ss discuss in groups.S: Daddy tiger is sleeping. Mommy tiger is playing co

10、mputer. Baby tiger is drawing a picture. Grandpa tiger is watching TV. T: What is grandma tiger doing? (由学生续编故事)（教师揭示教师版本故事结尾） Summer: Hi, bee! What is Daddy tiger doing? Bee: Daddy tiger is sleeping. Summer: I can run away. Summer: Hi, bee! What is grandma tiger doing? Bee：Grandma tiger is looking

11、at you! Summer: Oh, no! Look! (glasses) Its just a picture. Grandma tiger is sleeping, too. I can run away. Bye! No yummy Summer!IV. Students Presentation of the story1. Ss paste the pictures into the right order.T tells the story with Ss.2. T acts the story with Ss.3. Ss acts the story in groups. P

12、erform.VI. Homework 1. Act out the story. 2. Make a zip-zap book (制作一本漫画书，tigers story)观摩反思：一、教师课堂构思巧妙夏老师自编的Summer and Mr. tiger的故事情节性特别强，把自己作为故事的一个主角，学生作为故事的配角纳入故事中去，营造了一个真实有趣的情境，充满了探险意味，非常符合学生追求新奇的心理特点。并且通过漫画的形式一步步呈现，充分激发了学生的探究心理。故事的结局并没有直接给出，而是先让学生去编，再呈现已有结局，并鼓励不同的故事结局，于无形中训练了学生的语言组织能力和口头表达能力。一堂课

13、的效果如何，课前的构思非常的重要。如果能够使学生感兴趣，乐意去学，能够在课堂上发挥出最大的潜力，比什么都重要！二、故事教学融合了词汇、语法等诸多元素透过故事这一形式，要求学生能够掌握并实际应用的是动词的ing形式以及句型“What is doing ?” “is ing.” 因此在故事的准备部分，夏老师通过教室里学生的实际动作，就地取材，大范围地操练了walking, running, listening, learning, standing等动词的ing形式。学生能够根据自己的观察充分调用、整合旧知，为己作用，减少了语法操练的枯燥性，强化了教学效率，并且为接下来的故事教学中的句子做了很好的

14、铺垫。从这一节课和这次技能展示的所有课来看，每个课型的课包括单词教学课，对话课，读写课，语音课，故事课都不是孤立的一部分，而是充分融合了其他的教学内容灵活调度的，各种课型之间需要融会贯通，相互整合，才能达到更高的教学目标。我刚开始教学的时候，单词教学课就单单教单词，学生学了不会用，这样的教学目标是最浅显的，对学生知识的灵活运用没有任何帮助。一、 游戏贯穿课堂始终Bingo and Ah-Oh这个游戏趣味性很强，又是让学生判断教学内容的一个很好的方式。夏老师让这个游戏作为课堂延续的一根主线。再枯燥的语法内容，学生也会感到趣味无穷！二、 作业形式有趣、有效课结束前，夏老师布置了两个作业，都是学生十

15、分感兴趣的内容。第一个作业，课后表演故事，只要故事是真正有趣的，深入学生内心的，课后学生就一定会去表演它，至少也会谈论它。第二个作业，小组内做一本漫画书。漫画是小学生比较喜欢的一种文学形式。做漫画书就从单纯地说故事，上升到了用英语编故事，写故事，课堂上时间有限，在课后可以训练学生的书写能力。三、 彰显学生能力的发展这一堂课，教师名副其实的进行全堂的引导教学，并没有框死学生的思维，而是任其自由发展。准备部分，教师写出单词的第一个字母，做动作，让学生猜单词，这是一种思维的拓展训练。让学生以不同内容的句子来讲一讲summer 正在干什么，又是一种思维的拓展练习。故事部分，让学生续编故事，表达故事等，无不体现了学生的自主表达能力。一堂成功的英语课，必须能够给与学生的思维一个自由驰骋的平台。按部就班的传授，只会使学生丧失创造能力和自我学习的能力。四、 教师扎实的基本功素