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小教師備課錄
課題
新標(biāo)準(zhǔn)第四冊(cè)Module7
Unit2 We’re having a picnic.
總課時(shí)
授課
日期
教學(xué)目標(biāo)
1.Words: picnic, flying, eating, sleeping, drawing
2.Drill: Dad is _______.
教學(xué)重點(diǎn)
1. Sentences : Dad is flying a kite. Mum is _______.
2. Can use the v+ing words correctly in a real situation.
教學(xué)難點(diǎn)
Enable th
2、e Ss to use the v+ing words correctly in a real situation.
課前準(zhǔn)備
錄音機(jī),磁帶,單詞卡,圖片,課件
Step1:Warm-up/Review
1. Greeting
2. Let’s sing: It’s Children’s Day.
Step2: Presentation
1.(1) T: It’s Children’s Day today. The children are very happy. Are you happy?
Ss: Yes.
(2) T: What can you do o
3、n Children’s Day?
Ss: It’s Children’s Day today. Ican_______.
2.(1) T: There’s a girl , she’s happy too. Look . Who’s she?
Ss: She’s Tingting.
T: Tingting is happy because her parents are going to give her a gift. Guess. What’s the gift?
Ss guess.
(2) T: In fact, Tingting’s family is go
4、ing to have a picnic.
(3) Word card: have a picnic
3. (1) T draws a sun on the Bb.
T: Look , what’s the weather like?
Ss: It is sunny and warm. ( Do action.)
T: So the weather is good or bad?
Ss: The weather is good.
(2) Ss practice : The weather is good.
5、 It is sunny and warm.
Let’s have a picnic.
(3) Group work: Act out.
4.(1) T: Now they are in a park . Guess, what’s the park like?
Ss: The park is_____. I can see_______.
(2) T: Tingting is happy. She says: I’m at the park with my family.
We’re having a picnic
6、. We are very happy.
(3) Pair work: Practice the 3 sentences.
5. (1)T: What are they doing? What is Father doing?
Ss: Tingting’s father is flying a kite.
(2) Pairwork: F: I’m father. I’m flying a kite. High, high, high.
T: I’m a tree. I’m big and tall.
F: Oh, no!
7、The tree!
6.(1) T:What is mother doing?
Ss: She’s eating.
(2) Ss practice: My mother is eating.
She’s eating________.
Yummy, yummy, yummy. (nice/good/sweet…)
7.(1) T: What about grandma?
Ss: She’s sleeping.
(2) Ss practice1: I’m grandma. I’m sleeping.
Oh! I’m_________.
P
8、ractice2: I’m grandma. I’m sleeping.
Oh! It’s Tingting.
She’s _______.
8.(1)T: What is Tingting doing?
Ss: She’s drawing a picture.
(2) Ss practice1: I’m drawing a picture.
It’s a _______.
It’s very_______.
Practice2: I’m drawing a picture.
_________________.
9. Let’s chant:
F
9、ather is flying a kite. High, high, high!
Mother is eating. Yummy, yummy, yummy!
Grandma is sleeping. Z~ Z~ Z~
I am drawing a picture. Happy, happy, happy!
Step3: Practice:
1.(1) Fill in the blanks.
(2) Ss read the whole story.
2. T: There are other families in the park. What are they doing?
10、
Ss describe: My name’s______.
I’m at the park with my family.
We’re having a picnic.
My______ is _____.
…
I am _________.
The weather is good.
It is sunny and warm.
Step4: Homework
導(dǎo)入:
通過(guò)朗誦歌謠的環(huán)節(jié)營(yíng)造了輕松活潑的氛圍,同時(shí)也為下面的授課做了鋪墊。
以“送禮物”的情境引起學(xué)生的興趣,也順利引出下面的內(nèi)容。
在說(shuō)句子的時(shí)候輔以動(dòng)作演示,既
11、符合三年級(jí)學(xué)生的特性,也能使他們印象深刻,幫助記憶。
小組表演是對(duì)剛才所學(xué)的一個(gè)總結(jié)與鞏固,也激發(fā)了學(xué)生的學(xué)習(xí)積極性,活躍了課堂氣氛。
同桌表演既操練了句子,也保持了學(xué)生的興趣。
句子的擴(kuò)展不但操練了巨型,也把以前學(xué)過(guò)的知識(shí)進(jìn)行了滾動(dòng)復(fù)習(xí)。
奶奶的“夢(mèng)”層層深入,由難到簡(jiǎn),符合學(xué)生的認(rèn)知規(guī)律,也開(kāi)發(fā)了思維。
這里的操練也體現(xiàn)了由簡(jiǎn)入難的教學(xué)理念,學(xué)生的思維進(jìn)一步得到擴(kuò)展。
小歌謠是對(duì)前面所學(xué)的總結(jié),輔以動(dòng)作,更顯有趣,令學(xué)生印象深刻。
填空形式的操練將課文內(nèi)容完整呈現(xiàn),訓(xùn)練學(xué)生朗讀技能。
最
12、后的擴(kuò)展練習(xí)為學(xué)生提供語(yǔ)言框架,鍛煉了他們的思維與口語(yǔ)表達(dá)能力。
板書(shū)設(shè)計(jì):
Unit2 We’re having a picnic.
The weather is ______. father is ____________.
It is ______ and ______. My mother is____________.
grandma is __________.
13、 I’m ________________.
教學(xué)反思:
本課的主情境是野餐,重難點(diǎn)是動(dòng)詞加Ing形式的學(xué)習(xí)與運(yùn)用。本課的新單詞不是很多,但在朗讀方面有個(gè)別句子比較難。為了突破本課的難點(diǎn),使學(xué)生能循序漸進(jìn)地掌握,我利用4個(gè)步驟展開(kāi)本課的教學(xué)。
一、導(dǎo)入。課一開(kāi)始,我以上一節(jié)課學(xué)習(xí)的歌曲讓學(xué)生進(jìn)行滾動(dòng)復(fù)習(xí),也很好地引出了第一個(gè)懸念:送禮物。學(xué)生的興趣馬上就得到了激發(fā),也對(duì)have a picnic這個(gè)詞組印象深刻。
二、展開(kāi)。這一環(huán)節(jié)中,我以天氣為切入口,引發(fā)學(xué)生說(shuō)出課文中的關(guān)鍵詞,一句一句進(jìn)行教授,同時(shí)輔以動(dòng)作。很好地將這幾個(gè)比較難讀的句子各個(gè)擊破,學(xué)生掌握地較好,接下來(lái)的小
14、組表演也顯得水到渠成。
三、深化。這一部分是本課的重點(diǎn),介紹了一家人所作的不同的事情。我以PPT上的圖片向?qū)W生直觀地展示了人物造型,使學(xué)生很快理解詞組的意思。同時(shí)采用表演、造句、說(shuō)語(yǔ)段、唱歌謠等形式進(jìn)行了多樣、扎實(shí)的操練。學(xué)生在輕松活潑的氛圍中掌握了單詞、練習(xí)了句型。
四、提升。這一環(huán)節(jié)我分為2個(gè)步驟。第一:抓牢課文。用填空的方式將整片課文呈現(xiàn)出來(lái),學(xué)生進(jìn)行朗讀的操練,對(duì)課文內(nèi)容有了深入的了解。第二、提升口語(yǔ)。我利用其他家庭野餐的圖片營(yíng)造情境,同時(shí)為學(xué)生提供語(yǔ)言框架,讓學(xué)生進(jìn)行想象、反饋,很好地拓展了他們的思維,提升了口語(yǔ)能力。
本課重點(diǎn)清晰,脈絡(luò)分明,幾塊內(nèi)容之間銜接地較好,學(xué)生學(xué)得也很扎實(shí)。但是還存在不少的缺陷。
一、情境營(yíng)造還不夠真實(shí)。如在引出公園后,我應(yīng)該讓學(xué)生描述一下公園的風(fēng)景,讓他們能有身臨其境的感覺(jué);在讓學(xué)生描述奶奶的夢(mèng)境時(shí),我可以將教室里的燈關(guān)掉,這樣學(xué)生更能體會(huì)到dream的意境。
二、示范表演還不夠到位。我在給學(xué)生進(jìn)行示范表演時(shí),應(yīng)該更夸張一點(diǎn),來(lái)激發(fā)學(xué)生的表現(xiàn),而不應(yīng)該太拘束,反而遏制了學(xué)生的表現(xiàn)。
三、在教授的過(guò)程中“抓”得太牢。讓學(xué)生讀的部分過(guò)多,應(yīng)學(xué)會(huì)“放”,讓他們多說(shuō)一點(diǎn)、多練一點(diǎn)。這些都是我在以后的教學(xué)活動(dòng)中亟需解決的。
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