There were three children英語(yǔ)教案及教學(xué)反思
There were three children英語(yǔ)教案及教學(xué)反思
英語(yǔ)教案是小學(xué)英語(yǔ)教師課堂教學(xué)過(guò)程中的重要依據(jù)，下面學(xué)習(xí)啦小編為大家?guī)?lái)小學(xué)英語(yǔ)There were three children英語(yǔ)教案及教學(xué)反思，供你參考。
There were three children英語(yǔ)教案：
教學(xué)目標(biāo)：
1. 知識(shí)與能力目標(biāo)
能夠聽(tīng)說(shuō)的單詞和短語(yǔ)： good night in fact kiss
能夠聽(tīng)說(shuō)讀寫(xiě)句子 ： There were three children.
能夠聽(tīng)說(shuō)認(rèn)讀的語(yǔ)句 ： The monster wanted to eat the children.
2. 情感態(tài)度目標(biāo)
教育學(xué)生在真實(shí)生活中是沒(méi)有妖怪吃孩子的，樹(shù)立科學(xué)的世界觀。
重點(diǎn)難點(diǎn)：
掌握There be 句型的過(guò)去式形式，并能根據(jù)單復(fù)數(shù)準(zhǔn)確運(yùn)用。
課前準(zhǔn)備：
錄音帶、單詞卡片、圖片
教學(xué)過(guò)程：
Step 1 Warm up
1. 師生問(wèn)好
2. 詢問(wèn) 學(xué)生 昨天做過(guò)的事情，復(fù)習(xí)過(guò)去時(shí)態(tài)。
T: What did you do yesterday?
Ss: …
T: Did you …?
Ss: Yes, I did. / No, I didn’t.
Step 2 Presentation and practice
1. 學(xué)習(xí)單詞 run ( ran )。
T: Did you run yesterday?
S1: Yes, I did.
T: Oh, he ran yesterday.
出示單詞卡片，跟讀模仿，學(xué)習(xí)單詞 run—ran
2. 學(xué)習(xí)句式 There was/ were…
(1) 出示一張畫(huà)有一個(gè)怪物的圖片。一閃而過(guò)。
T: Look, what did you see?
Ss: I saw a monster.
T: How many monsters were there?
Ss: One.
幫助學(xué)生回答完整的句子 There was one monster.
(2) 出示一張三個(gè)怪物的圖片。一閃而過(guò)。
T: What did you see? How many monsters were there?
Ss: Three.
T: You can say “There were three monsters.”
(3) 比較 There was… 和 There were… 兩個(gè)句子
引導(dǎo)學(xué)生發(fā)現(xiàn)區(qū)別：There was…用于單數(shù)形式。There were …用于復(fù)數(shù)形式。(幫助學(xué)生理解 was, were 是 is , are 的過(guò)去式。
3. 學(xué)習(xí)課文。
(1) 出示Unit 1中Tom 看電視哭了的圖片。
T: Tom was crying, why?
Ss: He saw a monster on the TV
T: How many monsters were there?
How many children were there? Can you guess?
Ss: There was/ were…
T: Who is right? Let’s listen to the tape.
播放課文錄音，幫助學(xué)生找到正確的答案。
(2) T: What did the monster want to do?
Listen again and answer.
Ss:…
學(xué)習(xí)句子 The monster wanted to eat the children.
(3) 自讀課文，圈出課文中的動(dòng)詞過(guò)去式。
(4)聽(tīng)錄音，跟讀課文。
(5)Ask and answer in pairs.( Activity 2 )
4. 學(xué)習(xí)Activity 3&4.
(1) 出示練習(xí)4的圖片。
T: Once upon a time, there was an old woman.
Look, where did she live?
Ss: She lived in a house.
T: She had lots of children. How many were there?
Ss:…
(1) 聽(tīng)錄音，回答問(wèn)題。
How many children were there?” Activity 3
Learn “ in fact”
(3) Listen again and find the difficult words.
重點(diǎn)講解 kissed, good night
(4) Listen and say, then chant.
(5) Play a game. Ask and answer. Activity 4.
Step 3 Consolidation and extension
1.Finish the exercises in Activity book of unit 2.
2. What was in our classroom last year? Write down the answers and talk in groups.
TV(s)
Computer(s)
Student(s)
Blackboard(s)
學(xué)生填好表格后運(yùn)用There was/ were 句式進(jìn)行反饋。
Ss: There was one TV. There were …
Step 4 Summary
引導(dǎo)學(xué)生總結(jié)本節(jié)課所學(xué)內(nèi)容，引導(dǎo)學(xué)生發(fā)現(xiàn) There be 句型的一般現(xiàn)在時(shí)態(tài)和一般過(guò)去時(shí)態(tài)的區(qū)別。
Step 5 Homework
1. Copy the new words and important sentences.
2. a. Listen and repeat the dialog.
b. Try to make a new story about the monster. Use the sentences “ There was … There were …”
作業(yè)1為必做作業(yè)，作業(yè)2中的A B 兩部分學(xué)生可以根據(jù)實(shí)際情況選作一項(xiàng)。
There were three children教學(xué)反思：
本課的設(shè)計(jì)主要運(yùn)用了“任務(wù)型”教學(xué)法，能使用“There were…。”談?wù)撃芰?，在教學(xué)中采用多樣化的教學(xué)手段將聽(tīng)、說(shuō)、玩、演溶于一體，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣和愿望，使學(xué)生通過(guò)學(xué)習(xí)體驗(yàn)榮譽(yù)感和成就感，從而樹(shù)立自信心，實(shí)現(xiàn)了學(xué)生能用所學(xué)語(yǔ)言做事情，在學(xué)習(xí)的過(guò)程中發(fā)展語(yǔ)言、思維、交流與合作的能力。
堅(jiān)持“發(fā)展為本”的原則，在時(shí)間、空間上為學(xué)生提供充分條件，引導(dǎo)學(xué)生多思、多說(shuō)、多練，使學(xué)生在更輕松更愉快的環(huán)境下實(shí)現(xiàn)更多的信息交流，真正做到快樂(lè)學(xué)英語(yǔ)，扎實(shí)打基礎(chǔ)。在熱身、復(fù)習(xí)環(huán)節(jié)，用上節(jié)課學(xué)習(xí)的Chant,并用“There is/are?”的問(wèn)句來(lái)導(dǎo)入新課讓學(xué)生感受用“There is/are ”表示詢問(wèn)對(duì)方能力的方法。
四年級(jí)學(xué)生在小學(xué)階段屬于中年段，學(xué)生已經(jīng)基本成熟，但是還有小孩子的天真活潑，求知欲也有所增加，英語(yǔ)也有了一定的基礎(chǔ)，這一課時(shí)的教學(xué)內(nèi)容對(duì)于他們來(lái)說(shuō)是很簡(jiǎn)單的，沒(méi)有生詞，句型意思也很好理解，我注重學(xué)生對(duì)于這兩套句型的運(yùn)用，讓他們用身邊的事物進(jìn)行操練，完全把英語(yǔ)融入到生活中去，使我們學(xué)的英語(yǔ)有用武之地，使學(xué)生沉浸在英語(yǔ)的氛圍之內(nèi)。新課之前復(fù)習(xí)單詞，使學(xué)生不忘舊知識(shí)，利用舊知識(shí)學(xué)習(xí)新知，鞏固了以前的消化了現(xiàn)在的，真的是一舉兩得。
不足之處，如主句型操練時(shí)，活動(dòng)面不夠廣，還可以多叫一些人進(jìn)行練習(xí)對(duì)話。黑板上各組的顯性評(píng)價(jià)忘了作總結(jié)。小組長(zhǎng)對(duì)各組做調(diào)查時(shí)，有的人還是怕開(kāi)口說(shuō)英語(yǔ)，怎樣讓所有學(xué)生敢于說(shuō)，樂(lè)于說(shuō)，還是要不斷努力的方向。由于時(shí)間來(lái)不及，加上班級(jí)人數(shù)多，只好叫停，在學(xué)生興趣濃厚時(shí)而沒(méi)時(shí)間讓他們充分表達(dá)，這不能不說(shuō)是留下美中不足。有人說(shuō)：“教案在下課之后完成的”頗有同感，也為到別班上課能及時(shí)調(diào)整教法做鋪墊。
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