《Where are my glasses》教案及反思
教案是教師課堂教學過程中的重要依據,是教學活動正常開展的重要保障。下面學習啦小編為大家?guī)硭哪昙壣稀禬here are my glasses》教案及反思,供你參考!
《Where are my glasses》教案:
教學目標:
students can ask about and describing the location of things
Sentences: Where is/are my ……?/It’s behind the desk.ect.
教學重點:
to help students to comprehend Conversation.
教學過程:
1.Getting ready
Come to class wearing a pair of glasses on your head.
Squint and pretend to be looking for your glasses.
T: where are my glasses?(write glasses on the board and draw a quick sketch.)
T: Are my glasses behind the door?(point behind the door, then look behind the boor.)no, they aren’t.
Pretend to scratch your head while thinking. Touch your glasses and look surprised.
T: Here are my glasses! They’re on my head!(Remove your glasses and point on the top of your head.)
Put the glasses on properly, then review behind, under and on by pointing to the areas saying each word.
2.Using the book
T: Let’s listen to the tape.
Play the tape one time and have Ss point to the pictures in the book.
T: Listen and repeat.
Play the tape again, pausing after each sentence to let Ss repeat.
T: Where’s Tony’s white sock?(Point to the chair in picture 2.)[Ss: It’s on the chair.]
T:Where are Tony’s glasses? Glasses?(point to picture 6.)[Ss:They’re on the floor.]
3.Try to act out the dialogue in the class.(優(yōu)生完成)
4.Homework
Listen and read the dialogue.Learn the dialogue by heart.
Prepare for the new lesson.
板書設計:
Where are my glasses?
Where is „? It’s „。 Where are …s ? They are …。
next to behind in front of
《Where are my glasses》教學反思:
1、 呈現部分注意設置情境,整體輸入目標語言。
整體教學是英語教學的大勢所趨。本課的教學目標是六個語音部分的單詞和一首歌曲。但教師教授此課的目標單詞時不是一個個孤立地去教,而是通過一個學生感興趣的卡通人物Garfield把語言放在一個有意義的情境——語篇中整體輸入。這樣一來大大提高了課堂效率,二來卡通人物的出現激發(fā)了學生的興趣,三來情境教學音義結合,更利于學生理解語言的運用。
2、 授人以魚不如授人以漁,注重學法指導。
《開心學英語》系列書的每個單元最后設置的語音部分目的不僅是讓學生掌握幾個單詞,更是希望學生學會方法?!队⒄Z課程標準》也指出:教師應在教學中,幫助學生形成適合自己的學習策略。“教是為了不教”,本課教師通過Let’s create.這一環(huán)節(jié),不僅讓學生明白六個語音詞的發(fā)音、意義、用法,更注意指導學生怎樣去通過舊單詞和新學的讀音結合學會去讀、去記憶新單詞,這不僅有利于激發(fā)學生的學習興趣與動機,更有利于培養(yǎng)學生的獨立自主的學習態(tài)度和形成適當的學習策略,為他們的終身發(fā)展打下良好的基礎。
3.Phonics和閱讀相結合,提高學生綜合語言能力。
《英語課程標準》指出:小學中高年級學生應能能借助圖片讀懂簡單的故事或小短文,并養(yǎng)成按意群閱讀的習慣;能正確朗讀所學故事或短文。兒童心理學家指出,學齡期的兒童對事物的注意力往往帶有無意性和情緒性,合適的游戲、學習競賽、活動能滿足學生旺盛的學習欲望。本課教師在最后拓展部分設計了一個“Make a story book”的活動,讓學生在“做一做,讀一讀”的活動中更好地掌握目標單詞,懂得一定的朗讀技巧,這不僅拓展了學生知識面和視野,極大地豐富了學生的學習內容,還讓語言知識和生活實際結合起來,學生在體驗的過程更強烈地感受到語言的魅力。
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