Looking around教学设计

Looking around教学设计,标签：四年级英语教学设计案例,http://www.5ijcw.com
    Makes a chant again: bird, bird, look at the bird, it’s cute.
    Teacher sticks a picture of a flower under the tree. Asks: What’s this?
    Ss: 小花。
    T: It’s a flower. It’s big.
    “flower, flower, look at the flower, it’s big.”
    Teacher sticks a picture of a frog in a pond near the tree. Asks: What’sS this?
    Ss: 青蛙。
    T: It’s a frog. It’s fun.
    “frog, frog, look at the flog, it's fun.”
    Have Ss chant the four sentences. Then make a match between the four groups. Give some gifts to the winners.
    (在教学前四个单词时,已经渗透进行了对话1和2的教学了,运用简笔画,边画边进行教学,学生的兴趣很浓,用可爱的动物图片进行教学并作为小礼物奖励给胜利者,不需要教师做多少准备却效果很好。)
    2. T: Are you happy? But it’s time to go home. (师指着手表) let’s look at the screen. (大屏幕里,Jiaming,Meiling,Donny和Beth等乘坐不同交通工具回家,Bobo和Dongdong乘坐spaceship回家了。)
    T: Jiaming, how do you go home?
    Ss: Bus.
    T: By bus.
    T asks: Meiling, how do you go home?
y bike.
    T: Donny, how do you go home?

www.5ijcw.com     Ss: By car.
    T: Bobo and Dongdong, how do you go home?
    Ss:宇宙飞船。
    T: By spaceship.
    (spaceship是一个多音节争词,学生较难掌握,采用开火车的形式,让大部分学生都能说一说。)
    T: But, Chuck, how do you go home?
    Ss:…Teacher acts and say’s: On foot.
    Play games:
    A: Act and Guess.
    Teacher models, then students practice in groups.
    B: What’s missing?
    Stick the pictures of the four transports on the blackboard. One student chooses one (unknown). The other asks: how do you go home? The student guesses and answers.
    Step III consolidation
    Perform the dialogs.
    T: Now, I'll give you some pictures, let’s make dialogs.
    S1: Look at the bird.
    S2: It’s cute.
    (有了前面的大量铺垫和听说练习,学生可以不费力的说出图片上的内容,对于掌握程度不高的同学,老师要给予关注和帮助,尽可能让每个学生都有成功的体验。)
    Step IV Summary.
    T: Today, Bobo and Dongdong got to know many things.
    What are they?
    Encourage Ss to sum the words and sentences they’ve learnt.
    Teacher takes out the puppets and says: It’s time to go home. Let’s say goodbye to them.
    Ss: Bye!
    (在结束时,让学生和小布偶说再见,和开始授课相呼应,在情境中学生不知不觉完成本节课的学习任务。)
    Step V Homework
    Interview your family about how to go home.
    Blackboard design.
    点评:
    在本课的教学设计中,王琴教师能围绕实践活动,结合孩子们好动、好玩、有强烈好胜心和好奇心的心理特点,注重了教学活动的多样性、趣味性、新颖性和竞争性,使活动面向全体。
    通过歌曲、游戏这些儿童喜闻乐见的形式让学生动口、动手、动耳、动眼、动脑,让学生在说说、唱唱、做做、听听、读读、玩玩中体验学习乐趣。王琴教师基本功扎实,板书设计巧妙。特别是简笔画的使用,不仅调动了学生的学习兴趣,更加巩固了学生对知识的学习和掌握。此外,王老师在教学中为学生提供了自主学习、探究学习的空间和时间。开展小组讨论,有助于促进学生的小组合作和自学能力,也充分体现了学生在课堂上的自主性。

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