概要：一、教学目标 能听懂会说会读 a cupboard , a bottle, a bowl, chopsticks.句型Where’s/Where are the/my…? It’s/They’re…并能在实际情景中运用。 二、教学重难点 1.理解名词的复数形式及与此相关的形式变化(如动词are的使用) 2.帮助学生在实际的情景中运用四会句型. 三、教具的准备 投影仪、厨具实物、厨具的卡片、彩纸图片 教学过程 Step 1. Warming-up 1. Sing a song“In the classroom”. [设计意图:课前热身,融洽课堂的气氛,拉近师生的距离。] 2. Free talk. T: Now, we are in a new classroom. What’s in the classroom? S: There’s a blackboard .
牛津小学英语4B Unit 9 Breakfast 教学设计1,标签：四年级英语教学设计模板,http://www.88haoxue.com一、教学目标
能听懂会说会读 a cupboard , a bottle, a bowl, chopsticks.句型Where’s/Where are the/my…? It’s/They’re…并能在实际情景中运用。
二、教学重难点
1.理解名词的复数形式及与此相关的形式变化(如动词are的使用)
2.帮助学生在实际的情景中运用四会句型.
三、教具的准备
投影仪、厨具实物、厨具的卡片、彩纸图片
教学过程
Step 1. Warming-up
1. Sing a song“In the classroom”.
[设计意图:课前热身,融洽课堂的气氛,拉近师生的距离。]
2. Free talk.
T: Now, we are in a new classroom. What’s in the classroom?
S: There’s a blackboard .
There are some lights.
There are some big windows.
There are …
[设计意图:从学生身边熟悉的事物询问,学生比较感兴趣。在轻松和谐的氛围中,教师利用谈话的方式,复现旧知、以旧带新,符合学生的认知水平。]
Step 2. Presentation
1. T: I have some nice pictures. Shall we go and have a look?
S: Ok!
(教师利用投影仪出示bedroom, sitting-room, dining-room, bathroom, study的图片Ss talk about the pictures.)
2. T: You see, these rooms are very nice. Do you want to have a look?
S: Sure.
T: Do you know whose rooms are these?
S: Sorry, I don’t know.
T: Ha, ha! They’re my rooms. Let’s go and have a look.
S: Great!
[设计意图:教师用漂亮的居室图片吸引学生的注意力,再告诉学生这是老师的家,这样子就一下抓住了学生的心,从而激起学生的学习欲望。]
3. T: Look, this is my kitchen. What’s in my kitchen?
(利用投影仪出示厨房的图片)
S: There’s some rice/a cup/a glass/some bread.
[设计意图:通过学生对厨房的描述,复现了以前所学习的食物类与厨具类单词,这是符合英语学习规律的。]
T: Oh, my kitchen is so untidy. Shall we put them to the cupboard?
S: Ok!
(再次利用投影仪出示整理后厨房的图片)
T: Wow, my kitchen is clean now.
Where’s the rice?
Where’s the cup/…?
It’s in the cupboard.
Teach the new word: cupboard.
[设计意图:教师通过创设厨房不整洁这个情境,巧妙引出新授单词cupboard,而且为即将学习的重点句型做了铺垫。]
4. (教师利用投影仪出示厨房一系列的cupboards)
Point to the cupboards.
T: This is a…
Ss: Cupboard.
T: This is a…
Ss: Cupboard.
[设计意图:教师利用投影仪、卡片等不同方式,激发学生的兴趣和求知欲,同时增强学生的记忆效果。
① T: Can you guess: What’s in the No.1 cupboard?
Ss: There’s some rice/some bread/ a glass/a cup…
T: Who is right? Let’s go and see.
(教师利用投影仪呈现一个瓶子)
Ask the students to describe the bottles.
[设计意图:教师通过简短的说短语的方式,不仅避免枯燥、机械的训练,而且培养学生的发散思维能力,锻炼了学生的语言表达能力。]
② T: Now, Can you guess: What’s in the No.2 cupboard?
Ss: There’s/There are…
T: (Help the students to guess)It’s fat/round/short.
Ss: 碗。
(利用投影仪呈现一只碗,并同时呈现发音相同的字母组合的单词,ow 用醒目的颜色标出)
T: You are so good. Can you read the word?
Yellow--window—know—bowl.
Teach the new word: bowl.
Read and spell.
[设计意图:让学生体会ow的发音,尝试自己拼读,初步培养学生的语音识别能力。]
③ T: Last, there’s a friend of the bowl. They are two brothers. We often use them to have breakfast/lunch/supper. What are they?
[设计意图:如果单单将实物或图片拿出来让学生读,学生会觉得很乏味。将筷子拟人化,符合学生心理特征。
Step3. Game
T: You are so great! I’ll play a game. If you are right, I’ll give you a present. Look at the presents.
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