小教師備課錄 課題新標(biāo)準(zhǔn)第四冊Module7 Unit2 Were having a picnic.總課時授課日期教學(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 situation.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 , shes 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 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_. (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, high. 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 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!Grandma 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 is good.It is sunny and warm.Step4: Homework導(dǎo)入：通過朗誦歌謠的環(huán)節(jié)營造了輕松活潑的氛圍，同時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。在說句子的時候輔以動作演示，既符合三年級學(xué)生的特性，也能使他們印象深刻，幫助記憶。小組表演是對剛才所學(xué)的一個總結(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)過的知識進(jìn)行了滾動復(fù)習(xí)。奶奶的“夢”層層深入，由難到簡，符合學(xué)生的認(rèn)知規(guī)律，也開發(fā)了思維。這里的操練也體現(xiàn)了由簡入難的教學(xué)理念，學(xué)生的思維進(jìn)一步得到擴(kuò)展。小歌謠是對前面所學(xué)的總結(jié)，輔以動作，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)生提供語言框架，鍛煉了他們的思維與口語表達(dá)能力。板書設(shè)計： 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個步驟展開本課的教學(xué)。一、導(dǎo)入。課一開始，我以上一節(jié)課學(xué)習(xí)的歌曲讓學(xué)生進(jìn)行滾動復(fù)習(xí)，也很好地引出了第一個懸念：送禮物。學(xué)生的興趣馬上就得到了激發(fā)，也對have a picnic這個詞組印象深刻。二、展開。這一環(huán)節(jié)中，我以天氣為切入口，引發(fā)學(xué)生說出課文中的關(guān)鍵詞，一句一句進(jìn)行教授，同時輔以動作。很好地將這幾個比較難讀的句子各個擊破，學(xué)生掌握地較好，接下來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。同時采用表演、造句、說語段、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個步驟。第一：抓牢課文。用填空的方式將整片課文呈現(xiàn)出來，學(xué)生進(jìn)行朗讀的操練，對課文內(nèi)容有了深入的了解。第二、提升口語。我利用其他家庭野餐的圖片營造情境，同時為學(xué)生提供語言框架，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；在讓學(xué)生描述奶奶的夢境時，我可以將教室里的燈關(guān)掉，這樣學(xué)生更能體會到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，應(yīng)該更夸張一點(diǎn)，來激發(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、在教授的過程中“抓”得太牢。讓學(xué)生讀的部分過多，應(yīng)學(xué)會“放”，讓他們多說一點(diǎn)、多練一點(diǎn)。這些都是我在以后的教學(xué)活動中亟需解決的。4