教学案例（情境交融活学活用）蒋惠欢

1、PAGE PAGE 7情境交融 活学活用 Friends with English Book 3Unit 11 Whose bag is this? 教学案例分析荣获广东省中小学英语优秀教学案例评比三等奖设计教师：蒋惠欢教学年级：四年级课题名称：Unit 11 Whose bag is this?教材版本：广东省教育厅教学教材研究室和培生教育出版北亚洲有限公司合编的Friends with English授课时间：40分钟一、学生分析小学四年级的学生好奇心强，模仿性强，生性好动，而且注意力集中的时间不易持久，无意注意占优势。他们都希望在活中学、乐中学，在竞赛游戏中表现自我。该班学生在上本课之前

2、已在一至三年级的基础上学了三年的简单英语绘话，对形容词性物主代词my, your, his, her, our, their等已有了认识，而且有部分学生还学了少儿剑桥英语一级。在他们已有的英语知识基础上，对本课的句型是不难掌握的。因此，学生对本课所学的知识是非常感兴趣的，加上他们平时对英语已有着浓厚的兴趣，这使他们更容易地接受本课的知识。 二、教材分析我采用的教材是广东省教育厅教学教材研究室和培生教育出版北亚洲有限公司合编的Friends with English。本课是第三册书的第十一个单元，也是关于物品所属的知识。本教学案例分析是第一课时，课前 “Guessing game.”渗透了本课堂

3、的教学内容，让学生有了一个认识的基础，学生学完了这课后，他们已经掌握了如何运用 “Whose is this?”这个句型去询问物品的主人，特别是本课最后一个环节的警察抓小偷失物认领，学生可以运用“Whose is this? Its . Here you are. Thank you.”等句型去找到物品的主人。三、教学目标根据新课程标准的要求，结合学生的实际需要和实际情况，本节课的教学目标是：首先让学生掌握好本课的八个新单词：mine, yours, his, hers, ours, theirs, Jennys, Gogos，和本课的新句型Whose is this? Its my . Wh

4、ose is this? Its mine. 。然后运用新学的单词和句型结合已有的英语知识跟别人交流，并能运用到实际的失物认领中去。最后让学生在学习中受到节日（Christmas）喜庆的熏陶，热爱节日、热爱表演技能，从而发奋，努力学好知识本领。四、教学策略小学英语教学的关键不是把语言知识塞进学生脑子里，而主要是通过将听、说、读、写溶入教学游戏中来激发学生学习英语的兴趣。本节课，我采用的教学方法是：TPR（全身反应）教学、游戏教学、活动教学、情境教学等，而最主要的是采用情境教学。我把这一堂课设计成一个Christmas party。歌声、舞蹈、送礼物等贯穿于整堂课。上课前，我首先运用音乐、动画和

5、教室的摆设，让学生充分感受圣诞的气氛。开始上课我就把学生带进圣诞舞会，接着向学生送礼物导入新课，然后我让学生观看生动活泼的动画小电影，随后，让学生带着任务，在竞争游戏中以小组合作的形式练习，最后，用小品警察抓小偷失物认领把课堂教学推向高峰。通过创设情境，让学生活用语言，让学生脱离书本与生活实际相结合，学以致用，培养学生的英语思维能力和应变能力。五、教学过程五、教学过程五、教学过程、Greeting: T: Hello, boys and girls.、Warming-up :Chant: Head, head. Touch your head. Arm, arm. Touch your arm

6、s. Leg, leg. Touch your legs. Feet, feet. Go, go, go!T: Christmas is coming. Lets have a party. Do you like it? (Ss: Yes.) Well! Stand up, please. Lets chant and dance. (上课前通过Chant 进行律动，缓解学生的紧张感，把他们的注意力集中到课堂上来，同时又复习了上一单元的知识。)、Lead in the topic and learn the new words:Lead in the topic: T: Look! What

7、s this? (Ss: Its a bag. ) Yes. Its a bag. Its a big bag. Whose bag is this? Whose? Read after me. Learn the new words one by one with objects, a game and word cards .1. A game: T: Today I have many presents for you. Who can answer me? Then Ill give you the presents. Look, whats this? (Ss: Its a .) Y

8、es. Youre the first one. So its your watch. Its yours. （ 游戏导入新课，活跃气氛，同时游戏中的对话为新授内容埋下伏笔。此外游戏还把新单词有机地结合起来，帮助学生理解词意，增强新旧知识的联系。）2. learn the new words with objects and word cards :A) Learn the new words: mine, yours, his, hers, ours, theirsmine (1)T: Oh, theres a wallet in it. Whose wallet is it? Lets h

9、ave a look. Oh. Its my wallet. Its mine. Read after me. (Ss: .) Spell.(Ss: ) Do the action. (Ss: ) Whats this?(Point to the picture.) (Ss: Its a skateboard.) Whose skateboard is this? (Ss: Its mine.) Good! Look. This is my bag. Its mine. (2) Ask and answer with students things: T: Whose is this? S:

10、Its mine. T: Good. Its your . Its yours.yours (1) T: Whose book is this? (Ss: Its yours. ) Clever. Read after me. (Ss:) Spell.(Ss: ) Do the action. (Ss: ) (2) Ask and answer with teachers things: T: Whose bag is this? Ss: Its yours. Not bad. Whose pen is this? Ss: Its yours. his (1) T: Look. Whose i

11、s this? (Ss: Its his. ) Well done. Read after me. (Ss: .) Spell.(Ss: ) Do the action. (Ss: ) Whose balloon is this? (Point to the picture.) (Ss: Its his.) (2) Ask and answer with students things: T: Whose is this? S: Its his. （Continue with the words: hers, ours, theirs.）（运用实物和图文结合的卡片进行新授，形象直观，有助于学生

12、的理解和认知，加强学生对新单词的拼写记忆。）B) Review the new words with games: 1) T : Lets play a game “Soft and loud”. OK? (Ss: OK!) For example: When I say “mine” softly，you must say loudly. But when I say “mine” loudly，you must say softly. Understand? Ss: Yes. 2) Look and say: T: Now I do, you say . (Ss: .)3) Listen

13、and do: T: Now I say, you do. (Ss: .) Good.（通过游戏，活跃课堂气氛，巩固新单词的读音。）C. Learn the new words: Jennys, GogosJennys, Gogos 1) T: Today our good friends Jenny and Gogo join us, too. This is Jennys chair. Its Jennys. Jenny, please sit down. And this is Gogos chair. Its Gogos. Gogo, please sit down. Whose ch

14、air is this? (Ss: Its Jennys.) Good. (取回头饰) Read after me. (Ss: .) Spell.(Ss: ) Do the action. (Ss: ) Whose ruler is this? (Point to the picture.) (Ss: Its Jennys.) （Continue with the word : Gogos）2) Ask and answer with students things: T: Hello. Whats your name?(S: My name is .) Nice to meet you. L

15、ook. Whose book is this? (Ss: Its s. ) 3) Look and say: T: Now I do, you say . (Ss: .)Listen and do: T: Now I say, you do. (Ss: .) Good.(运用直观教学，有助于学生的理解和认知，听、说、做游戏，为下面的教学作好铺垫。)、Learn Target:1. Watch a play:T: Well, all of my presents have been sent to you. Now lets watch a play. Please remember what

16、 theyre talking about. （通过生动活泼的动画片段，集中学生的注意力，同时训练学生的听力能力。）2. Learn Target:1) Let the pupils repeat the dialogue, then write on board and learn it. （检查学生听音的效果。）2) Open the books and read .（让学生了解新内容在书本中的位置，同时加强学生的朗读训练。）3) Practice: T: Whose is this? (S1: Its . ) Now ask and answer with your partner.（通

17、过小组练习，操练句型。）3、Chant: Whose ball is this? Whose, whose, Whose? Its mine. Its mine. Its my ball.Whose toy is this? Whose, whose, Whose? Its yours. Its yours. Its your toy.Whose dog is this? Whose, whose, Whose? Its his. Its his. Its his dog.T: Now lets chant. Please chant after me.(Ss:) Good. Lets cha

18、nt together. Once again. “Whose ball” one two go!(Ss:)（通过Chant 活跃课堂气氛，巩固所学的新句型。）、Practice the sentences with a game: “Super.”T: Well done! Now lets play a game “super”. Guess. Whose thing is this? Each group has 45 seconds. Who can guess the most. Then you are the winner. （让学生带着任务，以小组合作的形式练习，激发学生独立思

19、考、发散思维和发扬团结合作精神。）、Sing a song:1. Make a model:T: Excellent. Let me sing and dance for you. 2. Learn to sing and dance:T: Now who can dance with me? Can you? (S: Yes.) Please sing and dance after us. 3. Sing and dance together: 4. Act the song. （通过歌曲活跃课堂气氛，增加学生的学习兴趣。通过舞蹈发扬团结合作精神，进一步拉近师生之间的距离。）、Practi

20、ce with a play:（详见录像）1. The thief steals the things.2. The policemen catch the thief.3. Lost and found. （通过创设情景，让学生活用语言，让学生与生活实际相结合，脱离书本进行操练，学以致用，培养学生的英语思维能力和应变能力。同时，检查学生对新学知识的反馈情况。）、Summary:1、Summary of what weve learned today.2、T: Look here. Today G1 is the winner. This present is for you. Its you

21、rs. Well. Christmas is coming. Its very beautiful outside. Lets go out and have a look. Bring your things. Come on. Lets go.、Writing on board:Unit 11 Whose bag is this? his hers ours theirsyours mineJennys Gogos Whose skateboard is this? Its my skateboard. Whose stuffed toy is this?Its mine.六、课后反思我个

22、人认为英语教学最重要的一点就是激发学生学习英语的兴趣，培养学生良好的学习习惯，但英语教学不单只是追求课堂好玩而已，我们要让学生有一种真正运用和交际的途径，所以我在自己的课堂中尽量设计一些真实、可操作的活动，让学生展开自己的联想去运用。我们都知道，小学英语就是运用语言交际，也就是让学生用学到的英语去跟别人交流，这才可以提高学生的英语交际能力。 我在教学里非常注重每个环节的设计，设计中，我力争做到每个环节都能吸引学生投入到教学情境中去。这需要做好充分的准备工作，包括从教具的准备到音乐的选材都要注意。配合一堂课的音乐要选得适当，例如，这堂课我是设计为用一个Christmas party贯穿于整堂课，

23、所以，课的开始我就播放圣诞歌曲，然后，选用一首动感节奏强的音乐，配上自编的Chant，把学生带进圣诞舞会，载歌载舞后，我就让学生在悠扬的音乐伴随下进行休息，最后，在圣诞歌曲伴随中带着学生去欣赏圣诞灯饰。要成功上好一堂课，我认为教师本身的素质要比较高，现在我们当小学英语教师，唱歌、跳舞、电脑、绘画等各种技能都要会，还要从各个方面了解一些信息，这才能更好地提高教学技巧、教学方法、教学能力等，除了教学，我们还要对学生进行一定的思想教育，爱护学生，关心学生，体恤学生。通过实践，我认为：非智力因素对智力因素起调节和催化的作用。有不少英语学得不好的学生并不是智力低下，而是因为非智力因素没有得到很好的发展。因为知识的掌握不在于老师能往学生脑袋里塞进多少，而在于学生是否对该知识的掌握感兴趣，是否掌握领悟知识的能力，从而最大限度地发挥个人的潜能。所以要让学生把英语学好，首先必须激发他们的兴趣，让学生在欢快的氛围中自然地接受英语，喜欢英语，学习英语，学好英语。七、课例评析这是一节有先进理念指导和一定创意的教学示范课。整个教学过程比较充分地体现了国家英语新课程标准的理念和要求，注重从儿童兴趣和认知特点出发，运用多种媒体，实现较好的语境设计，通过“圣诞节送礼品”这一较佳结合点，创设宽松、欢愉和谐的教学氛围，激励学生积极参与丰富多彩的语