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作业标题 :实践研修成果提交要求 作业周期 : 2017-07-032017-09-15

作业要求 :

提交一篇教学设计与反思,要求如下:

1.内容为参加实际教学实践活动或相关教研活动后的所得所获,需包含教学设计及反思两方面;

2.教学设计需主题明确,内容详实,反思需包含备课过程中对教材内容、教学理论、学习方法的认知变化;

3.字数不少于500;

4.抄袭计0分,发现抄袭可直接进行举报。

发布者 :培训管理员

实践研修成果提交要求

提交者:学员张育枢    所属单位:南通市鹤涛小学    提交时间: 2017-07-23 16:54:43    浏览数( 10 ) 【举报】



三年级上册  第四单元

1课时教案

Teaching contents 教学内容

Story timeTeaching aims and learning objectives  教学目标

1. 能听懂、会读、会说father, mother, brother, sister, me, family

2. 能听懂、会读、会说日常用语This is …

3. 能正确地理解并朗读课文,在教师的引导和帮助下尝试复述课文内容。

4. 能初步运用本课所学的词汇和日常用语介绍家庭成员。

Focus of the lesson and predicted area of difficulty  教学重点和难点

教学重点:能正确地理解并朗读课文,在教师的引导和帮助下复述课文内容。

教学难点:能初步运用本课所学的词汇和日常用语介绍家庭成员。

Teaching procedures 教学过程

Step1 Greeting & Warm up

1. Greeting

T: Hello, boys and girls.

S: Hello, Teacher.

T: Nice to meet you.

S: Nice to meet you, too.

2. Sing a song

T: Do you like songs? First let’s sing a song Do you know this man? (播放歌曲一遍)

3. Show the picture in P24.

T: Look at the picture. Do you know these boys and girls?

S: Yes.

T: Who are they?

S: She’s Yang Ling/Su Hai. He’s Liu Tao/Mike.

Step 2 Story time

1. Look and guess

T: What are they looking at?

S: 看相册。

T: They’re looking at the album. What is the album about?

S: …

T: What is the album about? Let’s listen to Mike. (播放录音)

S: Family.

T: Yes. It’s about family. (板书family,并教读)And Mike is saying: This is …

S: This is my family.

T: Good. Today we’re going to learn Unit 4, My family.(板书My family,示意齐读课题My family)

S: My family.

T: Is your family big or small? (适当渗透bigsmall)

S: My family is big/small.

T: Look, these are Mike’s family members.(PPT出示Mike一家人的照片)

T: Who’s this girl/boy?

S: He’s Tim/Mike. She’s Helen.

T: Tim is Mike’s brother. Helen is Mike’s sister. (PPT 呈现单词brothersister,并教读)

S: Brother/Sister. (开火车跟读)

T: So Mike is Tim’s _______. Helen is Tim’s ________. Tim is Helen’s _______.

S: …

T: Who’s this man/woman? Are they Mike’s brother and sister?

S: Father/Mother. (部分学生可能会读)

T: (PPT呈现单词father/mother,突出单词与brother相同的部分ther).Can you read them?

S: Father/Mother. (集体朗读)

T: So he’s Mike’s ________. She’s Mike’s ________.

T: Now, do you know Mike’s family?

S: This is his brother/sister/mother/father.(板书This is …)

3. Look and say

T: Now you’re Mike. This is your family. Can you introduce your family? (PPT呈现P25图片)

S: (This is my … She’s my … He’s my …介绍)

4. Watch and learn

T: How does Mike introduce his family? (播放课文动画)

T: How does Mike introduce himself?

S: This is me.

T: Me. (板书me,并教读)

5. Read the story

T: Now let’s read the whole story.

S: (全班齐读)

T: Can you be Mike?

S: (个人朗读或脱离书本介绍)

Step 3 Enjoy the song

1. Watch the video

T: Here is a video about family. Let’s watch it.

(播放公益广告“Father and Mother I Love You)

T: Father and Mother I Love You. The beginning letters make the word “family”.

2. Enjoy the song

T: Do you love your father and mother?

S: Yes, I love my …

T:Yes, we love each other. At last, let’s enjoy Family song. You can just listen or sing alone.(播放歌曲)

Homework  家庭作业

1.听磁带,读故事3

2.准备若干张家人的照片,并能尝试模仿Mike介绍自己的家人。

3.搜集并自学一些其他家庭成员的英文说法。

Teaching aids 教学准备(含板书设计)

教学准备:人物卡片

板书设计:               Unit 4 My family

                             This is my family.

                                         sister

                                       brother

                                       father

                                      mother

                                         me

                             I love my family.



 

教学反思:

    在本节课导入部分,以歌曲导入问题Do you know this …?结合课文部分的第一幅图片,了解故事的主要人物角色。要注意的是,这首歌是一首课外歌曲,需要教师提前渗透。接下来通过观察图片,揭示课文主旨,也是单元主题My family。然后呈现Mike家人的照片,分别学习四个主要家庭成员的词汇father,mother, brother, sister。可以先从人物的名字入手,再过渡到人物之间的关系。最好先教brothersisterfathermother的构词与brother相近,因此可以引导学生根据brother的发音尝试认读fathermother。当然,新词教授的过程中,也要灵活运用学生资源,势必有学生已经学习过这些单词,可以让他们充当小老师,给其他学生作示范,指导新词的发音。在熟悉新词的基础上,结合新句型This is …巩固词汇。

    在课文学习部分,先让学生尝试运用已学的词汇和句型进行家庭成员介绍,然后再通过看动画,学习其他新的表达,让学生感受一种学习的过程。课文朗读部分,先齐读,再自己读,有能力的学生也可以脱离书本介绍。给予不同层次的学生以表现的机会。

    课文学习后,围绕本单元主题family,进行了适当的情感提升。先是播放了一个关于family的公益广告,再是播放了歌曲family song,情感升华的同时,也为学生下一节课的学习做铺垫。

    作业的布置考虑到了课内知识的复习巩固和课外知识的拓展延伸,旨在培养学生听读能力的同时发展学生综合运用语言的能力和自学能力。



 



 



 



 



 


老师评语

评语时间 :2017-07-27 15:59:59

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