【小學英語】教學設計Unit1 My schoolPart A Lets learn(Book 4 PEP)秦川小學：何光彩2017年4 月20 日【教材依據(jù)】本節(jié)教學設計是依據(jù)人民教育出版社小學英語四年級下冊第一單元A部分。一、設計思路（一）指導思想。1、本節(jié)課以提高學生的綜合素質,培養(yǎng)其創(chuàng)新精神和實踐能力，構建高效課堂為指導思想。2、以學生會用英語做事，會自主學習為教學理念，重視學生的語言學習的實踐性和應用性。 3、教材分析：本冊教材繼續(xù)以激發(fā)學生的學習興趣為目的，樹立學習英語的自信心，以積極地心態(tài)迎接每一節(jié)英語課。4、學情分析：學生經(jīng)過一年半的英語學習，有了一定的英語基礎。我設計的這節(jié)課是四年級下冊第一單元A部分第一課時，單元話題是My school學習內(nèi)容與學生的生活息息相關，雖然經(jīng)過一個長假，但看到校園的新變化，他們愿意積極表達出自己看到的不同。這套教材中是把句型和單詞分為一前一后兩個部分呈現(xiàn)，學習句型時有的學生明顯有些吃力，而學習單詞時無真實的情景，如果機械操練的話，學生學的毫無興趣,會降低學生的學習效果效率。今年在區(qū)教研員的帶領下，我嘗試著將對話教學和單詞教學整合為一起。通過導入-整體呈現(xiàn)-抓住重難點，進行突破-再整體呈現(xiàn)的形式，始終把詞匯放在具體的語境中教授，學生不僅會聽說，最重要的是能在生活中運用，體現(xiàn)語言學習的工具性，同時要把情感教學貫穿整節(jié)課中，將冷冰冰的語句和詞匯賦予情感，感知生活中語言的魅力。（二） 教學目標:1、知識與能力目標(1)能夠在情景中運用句型Where is the .? Its on the first/second floor, Is this the.? Yes, it is. / No, it isnt.(2)能夠聽、說、認讀四個有關學校場館和位置的單詞、詞組：library, teachers office, first floor, second floor.(3)能夠運用上述句子和詞匯描述自己的學校場館教室的位置。(4)能夠理解課文并根據(jù)實際情況完成文本重置。(5)了解英語中簡單的問候語和告別語，在生活中能主動提問，并對別人的詢問能熱情回答。2、方法與途徑(1)利用多媒體設計真實情景學習場館部室的名稱。(2)利用學校實際的平面圖自由問答，將自己所知道的場館部室介紹給來參觀的(3)利用單詞卡操練和鞏固重點句型，做游戲，激發(fā)學習興趣。(4)利用過程性評價，引入競爭機制，激勵學生自覺學習。3、情感與評價：利用各種手段激發(fā)學生學習興趣，通過生生合作，師生合作培養(yǎng)其積極健康向上的思想品格。培養(yǎng)學生熱愛自己的學校，并以自己的學校為驕傲的思想感情。4、現(xiàn)代教學手段的運用：利用多媒體課件直觀呈現(xiàn)教學內(nèi)容。利用教學光盤使用角色表演，人機對話，學習積極性高、參與性強。（三）教學重點、難點:教學重點：1、正確聽說認讀上述詞匯和句型。2、在情境中恰當運用句型詞匯描述學校里場館或教室的位置。教學難點：1、Library、first floor的發(fā)音。2、序數(shù)詞的表達和用法。二、教學準備1、單詞卡、教學光盤、多媒體課件、打印任務教學表格。2、教學內(nèi)容：（1）教材：Lets talk； look、 ask and answer；Lets learn.（2）詞匯：library, teachers office, first floor, second floor.（3）句型：Where is the teachers office? Its on the second floor. Is this the teachersoffice? No, it isnt. The teachersoffice is next to the library.3、教學方法：情境教學、交際教學、TPR、任務教學法。三、教學過程. Warming up: 1.Greeting: How are you? Fine, thank you!2.出示Mike頭飾，請同學們猜猜他是誰？This is our good friend. He hasbrown hair. He is from America. Who is he? 學生猜對后，老師引導This is Mike, where is he going? Wheres the teachersoffice? 老師播放教學光盤，請同學們仔細觀看并回答老師的問題。學生回答：Mike is going to the teachers office.老師又問 Wheres the teachersoffice?學生回答： The teachersoffice is next to the library. Its on the second floor.Presentation :1.出示本學校的平面圖介紹This is our school. It is so big and beautiful. Do you like it? Yes, we do.2. Today Mike will visit our school. Can you introduce our school to Mike? Yes, we can.3. 再利用多媒體呈現(xiàn)學校的各教室圖片，以及在學校場館里學生活動的圖片，請同學們欣賞，激發(fā)學生表達的欲望。最后把圖片停在微機室問：Wheres this? This is our new computer room. Its so big. There are many new computers.4.對全班提問：Do you have a library? Wheres the library? 請回答問題的同學在大屏幕上指出圖書館并回答:Here it is.老師板書Wheres the library? 領讀“l(fā)i-bra-ry”，示范字母“i”的發(fā)音|ai|.展示圖片This is Shanxi library. This is Xian library. This is Shanghai library. This is British library.引導學生看圖片說：There are so many books. What can you do in the library? Students: We can read books.Teacher: Its so clean and tidy. Can you talk loudly here? Can you sing? Can you dance? Student: No, we cant. We should keep quiet! Teacher: Good boys and girls!5. Now you understand “l(fā)ibrary”. Wheres our library? 學生齊說Its on the second floor. Its next to the science classroom. 板書Its on the second floor.示范讀second floor. 解釋：Every morning we often line up for exercise. The first one, the second one, the third one.利用簡筆畫示范，還可指著小組說：The first group, the second group, the third group, the fourth group.6. Wheres the teachers office? Point the picture of school and ask: Is this the teachersoffice? No, it isnt. Its on the third floor. Its next to class1 Grade4. 板書teachersoffice.分解讀 tea-cher o-ffi-ce， 師示范讀，引導學生注意字母組合的發(fā)音。利用多媒體點擊teachersoffice超鏈接到PE teachersoffice，maths teachersoffice，English teachersoffice等逐步加深對teachersoffice的理解和記憶， 簡單介紹單詞“third”。7.請同學們猜猜English teacher辦公室在幾樓，Wheres my office? Is it on the second floor? Is it on the third floor? No, it isnt. Its next to PE teachersoffice. Its on the first floor.板書first floor，請同學們仔細觀察third 和first,利用third 試著讀first，以舊帶新,讓學生們感悟字母組合ir的發(fā)音規(guī)則，讀準單詞。8.回歸課本Our school is so beautiful! Do you like it? Yes, I do. How about Chen Jie and Amys school?播放教學光盤，學生聽音并跟讀，分解色讀，師生合作，生生合作。.Practice1.利用單詞卡問: Can you read these words? Yes, I can.學生讀出單詞后老師問: Wheres_? Its on the_.如果抽到的是first floorsecond floor.老師就問：Whats on the firstsecond floor? The libraryteachersoffice is on the second floor.2.把單詞卡發(fā)給四個同學，并邀請他們上臺，老師面對全班做口型，全班同學說出老師所做口型的單詞，臺上的同學舉起手中的單詞卡問：Wheres_? Its on the_.Consolidation and extension1. 拓展練習：在學生熟練掌握重點句型后，發(fā)給學生事先準備好的學校各場館紙條，如:meeting room, Class2 Grade4, music room, art room利用紙條根據(jù)學校的實際情況同桌之間一問一答練習重點句子。2. Can you use these words and sentences to introduce our school to Mike?.Sum-up1.利用學生寫的對話，總結這一節(jié)課Mike, nice to meet you! Welcome to my school! Id like to tell you something about our school. This is our school. Its so clean and beautiful. This is playground. Its so big. We play basketball and football after class. We have PE class on the playground too. That is our school building. There are many classrooms and teachers offices. The meeting room is on the first floor. The computer room is on the second floor. The art room is on the third floor. Do you like it?2. Homework(1) Listen and read “Lets learn”(2) Try to describe our school.板書設計： Unit 1 My school A Lets talk - Where is the teachers office? third - Its on the second floor.first四、教學反思思得: 本節(jié)課教學思路清晰，教學過程流暢，教學環(huán)節(jié)過渡自然，教學內(nèi)容豐富，語言輸入量大，能夠始終圍繞學校話題展開對話教學，將對話與單詞教學巧妙融為一體。在語言應用階段，大部分學生能夠在圖片和句型的提示下，運用語言進行交際。并將語法知識的滲透和強化融于語言感知和操練之中；將語音知識滲透到詞匯教學，以舊引新，巧妙地化解了學生學習新詞的難度。制作的教學課件與教學重點緊密結合，實用性強，且對處理教學重、難點起到了關鍵性的突破作用。大部分學生掌握了本節(jié)課的重點單詞及句型,并能在介紹自己熟悉的校園的基礎上運用語言,緊密聯(lián)系生活,學生語言表達較為準確,在學習詞匯過程中能夠體現(xiàn)語言的功能性,從音、義、形三方面讓學生體會語言的工具性特點，達到了預設的教學目標。思失：個別學生語言基礎較弱，語言表達不熟練，學習興趣不濃，自信心不足，還需要教師多關注，調(diào)動其積極性，使其勇于張口說英語。思效：本節(jié)課教學理念新穎，教學環(huán)節(jié)清晰