小学英语湘少版四年级上册Unit 11 Where's the cat?教案
展开教学内容 | Unit 11 Where’s the cat？ 第 1 课时 |
教学目标 | 知识与技能
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过程与能力 a. The students can listen ,speak ,read and write the three location prepositions: in、on、under. b. The students can read and act out Part A .
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情感与价值观 The students can have the consciousness of taking care of their own things.
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重点、难点 | 1,The students can use the sentence pattern “Is she in /on /under…? “ to ask for the location of the item . 2,The students can use the three location prepositions correctly.
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教学方法 | cooperative learning method and intuitive teaching method |
教学准备 | a basket , three dolls ,cards , an apple, a pencil |
学情分析 | 四年级的学生已经有了一年多的英语基础，所以在教学上比三年级的孩子要容易些，而且人数也比三年级少，课堂管理比较有序。大部分学生课堂表现都很活跃、很积极。
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教材分析 | 本节课出现的部分单词和句型学生已经基本熟悉。 单词部分： 学生在第十单元已经学过一些关于房间的单词，如living room, kitchen, bathroom, bedroom,学生已经基本掌握。 Cat, pencil在三年级已学过，know在三年级下册第十二单元中出现过。 句型部分： 在三年级学过”Is it...?””Is he/she...?”为本单元的学习打下了基础，实现句型的滚动运用。 在本节课中，我会创设多种情境，如找小猫，小侦探等情境，让学生运用本节课的词汇和句型来询问并判断事物的方位。 |
教 学 过 程
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Step 1: Warm up 1, Greetings T:Today, Group 1, Group 2, Group 3 have a match. Who can get the hearts? OK? 2, Sing an English song 设计意图：在歌谣中初步感知目标语句，以确保上课时，能聚焦目标语句。 Step 2: Presentation and drills 1,T:Now please look, what’s this? S1:It’s a house. T:Is it beautiful? Ss: Yes, it is. T:One house, two houses, three houses. T:This is Anne’s house. This is Peppa’ s house. T:Do you want to have a look? Ss: Yes, we do. T: OK, first let’s go to Peppa’ s house. T:Now please have a look. This is Peppa’ s family. This is Peppa. They are playing hide and seek. T: Then please look carefully. T:Where’s George? Do you remember? S1:He is under the table. 2, T:Please follow me. T:Under. T:Under the table. T:He is under the table. T:Boys and girls, where is George? Ss: He is under the table. T:Then this time it’s Peppa’ s turn to hide. T: Now, where is Peppa? S1:She is in the basket. 3, T: In. T: In the basket. T:She is in the basket. T:Now, where’s Peppa? Ss: She is in the basket. T:Now, boys and girls, where is Peppa? Ss: She is on the basket. 4, T:On. T:On the basket. T:She is on the basket. 设计意图：学生通过观看动画，初步感知三个方位介词，为新课学习进行语言铺垫。 5, T:Boys and girls , train train train ,where is Peppa? T:Now,boys and girls, I ask you answer. T:Now where is Peppa? S1:She is on the basket. 6, T:Now who wants to be the little teacher? T:Oh ,what is it? Ss: It’s a cat. T:Where is the cat? S1:She is in Anne’s house. T: Yes or no. Now let’s have a look. T:Who’s she? Ss: She is Anne. T:Is she happy? Ss: No. T:No,she isn’t. Because her cat is missing. 设计意图：发展学生基于图片内容进行口语表达的能力，发展学生合理的想象力。 7, T:First, listen and answer. Where’s the cat? T:Where’s the cat? S1:The cat is in the kitchen. T:Then please open your book and turn to Page 53. T: Now , boys and girls. Please read after it. T:Is she under the table? Ss: No, she isn’t. T:Is she in the kitchen? Ss: Yes, she is. T: Boys and girls, please read it with your partners. T:Then, let’s role-play. This time Group 1, you will be mom. Group 2, you will be Anne. T:Now, Group 2, you will be mom. Group 3, you will be Anne. Step 3: Practice 1, T:Oh, it’s the time to do some exercises. Please take out your paper and finish it. Now ,let’s check it. 2, T: It’s so happy. Let’s chant. T:First,please follow me. where’s where’s Where’ s the cat? kitchen kitchen She is in the kitchen. where’s where’s Where’ s the cat? table table She is under the table. where’s where’s Where’ s the cat? chair chair She is on the chair. T:Now boys and girls ,let’s do it together. T:Everyone stands up. Please show me your hands. where’s where’ s Where’ s the cat? Ready go! 设计意图：chant朗朗上口，在活动中进行语言感知的同时，也进行了语音训练，提升学生的语言感悟力。 Step 4: Consolidation 1, T:The cat is so naught. Now she isn’t in the kitchen. Let’s find it. T:Where’s where’ where’s the cat? Is she in your desk? Is she on your table? Is she under your book? S1:No, she isn’t. T:Let me see. Is she in the basket? T:Wow ,it’s a cat. She is in our classroom. 2, T:The cat is so naught, but you are so clever and helpful today! So I bring some presents for you. Oh, they are missing. Who can help me? 设计意图：通过对物品的寻找，使课堂充满趣味性，并让学生对所学单词及句型灵活运用。 T:Now let’s have a look. Who is the winner? Ss: Group... T: Now, everyone, look here. We should take of your things. OK? Ss: OK. Step 5 :Homework Act out Part A Step 6 :Blackboard design Unit 11 Where’ the cat? in table? Is she on basket? under kitchen? Yes, she is. No, she isn’t. | |
教学后记（反思）
通过对学生和本课教材的分析，我在Where's the cat ?一课的教学活动时，注意突出了以下几点： 1、把学习的主动权交给学生。 在本课教学中，首先我播放了小猪佩奇的动画，并提出：“Where’s Peppa?”和“Where’s George?”这两个问题，让学生猜并作回答。这一活动为学生们创造了自己兴趣活动的条件，他们在活动中自主地完成了导入铺垫。 2、通过任务型交际活动培养学生综合运用语言的能力。本课教学中，我根据“Where's the cat ?” 这一目的明确的教学任务设计了小老师的游戏。我把一只玩具小猫任意放在一个篮子的上面、下面、里面，然后由学生担任小老师，其他同学运用本节课的句型回答小老师的问题。在本节课最后，我设计了小侦探的游戏。教师出示了苹果和铅笔，一个同学找，一个学生藏，全班同学边拍手边说物品的名称和句型，直到物品找到才结束这个游戏。他们用语言来交际、完成任务，并把一些日常用语融入其中。这样就符合了《课标》中“活动要能够促使学生获取、处理和使用信息，用英语与他人交流、发展用英语解决实际问题的能力”。 3、通过多元化教学方式，活跃课堂气氛。 4、此外，本课也存在着许多的不足。如：我和学生间的交流还不够深入；评价性语言也不多，这是我今后需要注意的地方。
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