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1、 小教師備課錄 課題新標(biāo)準(zhǔn)第四冊(cè)Module7 Unit2 Were having a picnic.總課時(shí)授課日期教學(xué)目標(biāo)1.Words: picnic, flying, eating, sleeping, drawing2.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 the Ss to use the v+ing words correctly in a real s

2、ituation.課前準(zhǔn)備錄音機(jī)，磁帶，單詞卡，圖片，課件Step1:Warm-up/Review1. Greeting2. Lets sing: Its Childrens Day.Step2: Presentation1.(1) T: Its Childrens Day today. The children are very happy. Are you happy? Ss: Yes. (2) T: What can you do on Childrens Day? Ss: Its Childrens Day today. Ican_.2.(1) T: Theres a girl , s

3、hes happy too. Look . Whos she?Ss: Shes Tingting.T: Tingting is happy because her parents are going to give her a gift. Guess. Whats the gift?Ss guess. (2) T: In fact, Tingtings family is going to have a picnic. (3) Word card: have a picnic3. (1) T draws a sun on the Bb. T: Look , whats the weather

4、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. It is sunny and warm. Lets have a picnic. (3) Group work: Act out.4.(1) T: Now they are in a park . Guess, whats the park like? Ss: The park is_. I can see_

5、. (2) T: Tingting is happy. She says: Im at the park with my family. Were having a picnic. We are very happy. (3) Pair work: Practice the 3 sentences.5. (1)T: What are they doing? What is Father doing?Ss: Tingtings father is flying a kite. (2) Pairwork: F: Im father. Im flying a kite. High, high, hi

6、gh. T: Im a tree. Im big and tall.F: Oh, no! The tree!6.(1) T:What is mother doing?Ss: Shes eating. (2) Ss practice: My mother is eating.Shes eating_.Yummy, yummy, yummy. (nice/good/sweet)7.(1) T: What about grandma?Ss: Shes sleeping.(2) Ss practice1: Im grandma. Im sleeping. Oh! Im_. Practice2: Im

7、grandma. Im sleeping.Oh! Its Tingting. Shes _. 8.(1)T: What is Tingting doing? Ss: Shes drawing a picture. (2) Ss practice1: Im drawing a picture.Its a _.Its very_. Practice2: Im drawing a picture._.9. Lets chant: Father is flying a kite. High, high, high!Mother is eating. Yummy, yummy, yummy!Grandm

8、a is sleeping. Z Z ZI 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? Ss describe: My names_.Im at the park with my family.Were having a picnic.My_ is _.I am _.The weather

9、 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)

10、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。板書設(shè)計(jì)： Unit2 Were having a picnic. The weather is _. father is _. It is _ and _. My mother is_. grandma is _. Im _.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

11、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

12、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。4