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教学基本信息



单位

? 良乡第二小学

年级

? 四年级



学科

? 英语

课题

? What is nature?



教师姓名

? 李丹

观摩课例设计教师

? 李丹



观摩课例课题

What is nature??



指导思想与理论依据



指导思想与理论依据

《英语新课程标准》中提出，“小学阶段的英语学习从学生的生活经验和认知水平出发，采用活动途径，倡导体验、参与、合作和交流的学习方式，发展学生的综合语言运用能力。”本节课教师创设有趣的情境，以旧带新，激活学生的原有知识，并利用丰富的电子课件，充分的小组合作练习以及游戏等活动调动他们学习英语的积极性。从听、说、读等方面出发，循序渐进，通过观察、提问、小组合作，动作指示等一系列多样化的语言活动,力求“以学生为主体，面向全体学生，以话题为线索，以活动为中心”，让学生对英语产生兴趣，乐于学英语，提高学习效率。



教学背景分析



文本分析：

本课为小学英语（北京版）四年级上册第七单元第二十四课。重点学习询问某人居住地的表达法。本课以Mike和Sara的对话展开，通过他们谈论周末的安排来学习询问某人居住地的重点交际用语： “Where does he live?”以及回答“He lives on a farm.”学生在三年级已经接触过特殊疑问句句型“What does he do?”因此对此交际用语不难理解，并可以在Listen, look, and learn中进行替换练习，以巩固此交际用语。本课主要学习的词汇及短语是：weekends, take long walk, sounds interesting, close, visit, farmer等。其中weekends一部分学生有所接触，可以通过出示图片的方式讲授；walk是以前学过的内容，本节课要纠正单词中字母al的发音，并且通过图片和动作让学生理解“take long walk”的含义；close to nature让学生整体感知，体会短语中close的含义。 容易混淆的词汇是farm和farmer，先教授farm,在此基础上对比讲授farmer.在本课的词汇学习中，难点词汇是interesting，应在课堂的合适情景中提高复现率，便于学生理解词汇含义，掌握发音。同时，本节课胡内容与大自然息息相关，在此课要引导学生热爱大自然，保护环境，热爱家乡。



学情分析：

本课的教学对象是小学四年级学生，针对本课他们具有以下特点：

1. 从知识储备来看：学生接触过“What does he do?”这一句型，为理解新句型做了铺垫； walk和farm也分别在北师大版教材的二、三年级有过接触，已经掌握较好。

2. 从学生的兴趣来看：本课学习的内容来源于自然，来源于生活，跟实际生活紧密联系，学生的学习兴趣浓郁；

3. 从学习习惯方面看：经过两年多的英语学习，绝大部分学生对英语的兴趣比较浓郁，在英语课堂上养成了善于倾听、积极模仿、勇于开口、勇敢表达自己的好习惯。

4. 从学习能力方面看：学生具备了初步的观察、理解、朗读、合作等能力。



教学方式：学生在教师的引导下，通过观察、提问、小组合作、动作演示、说唱表演等一系列多样化的教学方式，让学生在情境中理解对话。



教学工具（手段）： Powerpoint课件及教材配套多媒体光盘、点读笔



?教学目标与重、难点



? 教学目标：

能在图片、动画、声音的帮助下，运用“Where does he live?”和“He lives...”询问某人居住地并做出回答。

能在视频、卡片、游戏的帮助下听懂、正确认读walk, interesting, close, farmer，并能在实际情景中运用。

能在充分理解对话内容的基础上，正确、流利地朗读对话。

能在本节课的学习中，养成热爱大自然的意识。

教学重点：

能用“Where does he live?”和“He lives ...”询问某人居住地并做出回答。

能认读词汇walk, interesting, close, farmer并能在实际情景中运用。

教学难点：

1．能在适当的语境中运用“Where does he live?”和“He lives ...”询问某人居住地并做出回答。

2. 能正确辨认单词，掌握interesting的发音和walk中字母组合al的发音。



教学设计



教学内容

师生活动

设置意图



step1:Warming up & lead in

活动一：学唱歌曲，激趣导入

活动二：Free talk，激活旧知，引出新知

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Step 2: Listen and say

活动一：Understand the dialogue

1.Predict what they are talking about. 看图片，预测信息

2. get the main idea 观看动画，理解对话大意

Get the details 理解对话内容，了解详细信息

Understand picture 1

(2) Understand picture 2

活动二： Read the dialogue 读对话，复习巩固

Listen and repeat.

Step3: Listen, look and learn

活动一：Study the main structures 呈现主要功能句型

活动三： Let’s chant. 利用小chant巩固功能句型

活动四：Read the words and structures 朗读词汇和句型，复习巩固

Step 4: Extension

活动一：A guessing game 利用趣味游戏，猜测卡通人物住在哪儿

Step 5: Homework:

 T: Boys and girls. Do you like singing? I like singing, too. Let’s sing a song together, OK? You can clap your hands like this.(走到学生中间和他们拍手)

Ss: Sing the song and do actions.

T: In this song. What does Old MacDonald have?

Ss: He has a farm. 讲授词汇farm

T： Look at this picture. What’s this?

Ss: It’s a farm.

T: Is it beautiful?

Ss: Yes.

T: So we can say: Farm, farm, a beautiful farm. （多设置几张图片）

Great! In this song. What does Old Macdonald do?

Ss: He’s a farmer. 讲授词汇farmer， 由farm引出farmer

T: Farmer lives on a farm.

T: We can go to the farm on weekends. 讲授词汇weekends

Look, I often go to parks on weekends. How about you?

What do you do on weekends?

Ss answer.

T: Sounds interesting. You are close to nature.

T: We can do many things on weekends. How about our friend Sara? What does she do on weekends? Can you guess?

Ss: Guess.

T: What does Sara do on weekends?

Do you want to know?

Look, our friend Mike also wants to know, what does he ask?

Ss: Answer.

T: What does Sara do on weekends? Let’s watch.

Ss: Watch.

T：Ok, what does Sara do? Can you tell me?

S: She goes to parks. Sounds interesting.

T: Great. Listen, can you fill in the blanks?

I often or .

Ss: Fill in the blanks.

T: “I often go to parks or take long walks.”

What does “take long walks” mean?

Look at me, what am I doing? Is it a long walk?

Show some pictures.

Ss: Answer.

T: Sounds interesting. Right？

Show some pictures to explain “interesting.”

Ss: Read the words.

T: So Sara is___ ___. Listen! Who can fill in the blank?

Ss: Close to nature.

T: Good job! Look at this man. He is riding a bike in the mountains.

He is close to nature. How about this girl?

Ss: She is playing in the park. She is close to nature, too.

T：These children are playing by the lake.

So they are close to nature.

T: But, how about this boy? Is he close to nature?

Ss: No.

T: We should love our nature. Do you love nature?

Does Sara love nature?

Can you read the sentences? Let’s read after the video.

Ss: Read after the computer.

Read by themselves.

T: Now, we know Sara goes to parks or takes long walks on weekends.

What is Mike going to do? Listen.

Ss: He is going to visit his uncle. Fill in the blanks.

T: Well done！He is going to visit his uncle this winter vacation.

What holiday is it? 对比讲授winter vacation , summer vacation.

T: Visit means“ Go to somebody’s home to see him.” 列举visit…

Mike will visit his uncle. How about this girl?

Ss: She will visit her grandma.

T: How about these children? They will visit their teacher. What else can you say?

Ss: Visit sister/ visit parents/ visit …

T：Mike will visit his uncle. Oh, look at this picture. Who’s this man? What do you want to know about him?

Ss: Ask questions.

T: What question does Sara ask?

Ss: Where does he live? 练习重点句

T： Look at this picture. Where does Mike’s uncle live?(listen)

Ss: He lives on a farm, he’s a farmer. 练习重点句

T: Who can ask? Who can answer?

Ss: Ask and answer.

T：Wonderful! Can you read it now? Let’s listen and repeat.

Ss: Listen and repeat.

（2）Read with teacher.

T: You read very well. Now, I am Mike. You are Sara.

（3）Read in roles

T: Now, let’s read in pairs. Two students a pair.

Show 2-3 pairs.

T: Good job! In this dialogue, where does Mike’s uncle live?

Ss: He lives on the farm.

T & Ss: Ask and answer.

活动二： Learn the new words 创设有趣的情境学习单词和句型

1. T: Today, Mike’s friends are here, too. I think you all know them very well. Who are they? (Show the pictures and music.) Oh, they are coming.

Ss： （Watch and listen.）

T: Do you like them? Now, they live in different houses. Where do they live?

Feynman chooses house No. 1. Do you like Feynman? I like him very much. First, listen and guess. Where does Feynman live?

Ss: (Listen to the music and guess.)

He lives in the forest.( Ask and answer.)

T: The forest is very beautiful. Which animal lives in the forest?

Ss: Answer. (bird…)

2. T: How about the lovely girl Grace? Do you like her?

She chooses house No.2.

Where does she live? Let’s see. It’s very beautiful.

Ss: Wow! She lives on the grassland. ( Ask and answer.)

T: Which animal lives on the grassland?

Ss: Answer(lion...)

3. T: Who is this boy? Oh, he is Yang Yangyang. Oh, look. It’s a very small room. Where does he live?

Can you ask? Can you answer?

Ss: He lives by the lake. ( Ask and answer.)

T: Which animal lives by the lake?

Ss: Answer.

4. T: Duoduo is a good girl.

Where does Duoduo live? Can you ask?

Ss: She lives in the mountains. ( Ask and answer.)

T: Which animal lives in the mountains?

Ss: Answer.

T: Nice. This time, can you try to say this chant?

Ss: Say the chant.

Where does he live? He lives on a farm.

Where does he live? He lives on the grassland.

Where does she live? She lives in the mountains.

Where does she live? She lives in the forest.

Where does he live? He lives by the lake.

Where does he live? He lives by the lake.

T: Open 内容过长，仅展示头部和尾部部分文字预览，全文请查看图片预览。 和理解真实语言，继而运用语言。



教学反思及活动改进设想(300-500字数)



 1.创新评价方式，巩固知识，激发兴趣

新课标中指出，要让学生对学习英语有兴趣，能运用语言，并能用英语做事情。

在本节课教学中，教师设置了新颖的评价方式，将整节课设置成一个“寻宝”的情境，每个藏宝的地点都给学生不同的奖励，根据学生的表现给予学生前进1-3步的奖励，最先到达终点的小组能获得最大的宝藏，这种方式很大程度地激发了学生的兴趣，学生参与率高。而且，宝藏所在的地点与本课的学习内容密切相关，是本课Listen，look and learn中要学习的主要词汇，能够帮助学生巩固所学内容。教师还将宝藏定义了不同的等级，让每一名学生都能体会到成功的乐趣。

2.创设良好的语言环境，渗透思想品德教育

由于本节课的话题是关于接近大自然，保护环境。所以在授课过程中，我应该一点一点的创设语言环境，将孩子们带进大自然，使他们融入大自然。通过出示图片，让学生进行谈论，哪些活动是接近大自然，哪些不是，然后让孩子们说说，我们应该怎样做才能保护好我们的环境。从而对学生进行德育教育。

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[文章尾部最后500字内容到此结束,中间部分内容请查看底下的图片预览]

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