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一、教学目标:
知识目标:
1. 能听得懂、会说、会读和会拼写单词:fridge, table, bread, egg, glass, 理解并会运用单词及短语:cupboard,breakfast, a carton of 。
2. 能听得懂、会说、会读和会拼写句型:Where’s...?/ Where are ...?以及答句:It’s .../ They are ...
能力目标:
1. 听懂、会说、会读日常交际用语What’s for breakfast?
2. 能听得懂、会说、会读和会拼写句型:Where’s...?/ Where are ...?以及答句:It’s .../ They are ...
3初步理解掌:There’s no ...in/on the..., 并能交际运用。
情感目标:
能围绕早餐的话题,与他人交流,询问早餐吃什么,以及东西在哪里。
二、教学重难点:
1. 能听得懂、会说、会读和会拼写单词:fridge, table, bread, egg, glass, 理解并会运用单词及短语:cupboard, breakfast, a carton of。
2. 初步理解和掌握句型:Where’s ...?/ Where are...? 以及答句:It’s .../ They are ...,
3.初步理解:There’s no ... in/on/near..., 并能够交际运用。
4.能够围绕早餐的话题,与他人交流,询问早餐吃什么,以及东西在哪里。
教学准备:
食物卡片:(反帖bread, egg, noodles, hamburger, milk, juice, soft drink, coffee)其它全部在黑板正面呈现。
场景布置: Fridge、 Table 、Cupboard、Helen’s dinning room帖展牌上
句型卡片: There is no ...Healthy Breakfast(健康早餐)
课前板书:What’s for your breakfast?milk,bread,eggs印发课堂练习。
教学过程:
Step1 Free talk
(通过看图和猜测复习学过的食物类单词,再通过师生对话,进行早餐话题的交流,教授单词:breakfast和句型What’s for your breakfast?让学生初步感知句型:There is no...)
师生问好。
T: Today, I take some delicious food for you.Can you read them?
Ss read the words.
T:Good!Can you guess? What are they?
教师课前将部分图片反贴在黑板上,学生猜食物,教师将图片贴正带领学生读单词。拼读四会单词:eggs,bread,glass
T:They are so many food.I have milk,bread and eggs for my breakfast.
(教师介绍自己早餐:milk,bread and eggs课前板书)
Teach:breakfast (单词卡)
T:What’s for your breakfast
S:I have ...
(学生回答之后,教师给相应图片奖励,图片没有时,教师可用There is no... )
Teach:What’s for your breakfast?(课前板书)
学生开火车进行问答。
Step2, Presentation
(通过师生讨论吃早饭的地方,引出句型和单词的教授。课前布置了餐厅的场景,学生看图学单词。通过猜测教师的早饭在哪,教授句型Where’s ...?/ Where are...? 以及答句:It’s .../ They are ...,同学之间的对话进行重点句型的操练,初步理解句型There is no...)
1. T: Boys and girls,where do you have breakfast?
S1:I have breakfast in the sitting room.
S2:I have breakfast in the kitchen .
S3:I have breakfast in the dinning room.
T:Helen has breakfast in the dinning room,too.
2. T: Look, this is Helen’s dinning-room.
What can you see in the dinning-room?
S:I can see a table, a fridge, a cupboard.
Teach: fridge, table,cupboard
(cupboard重点教授,注意board的发音)
在学生说单词时,教师板书单词,注意顺序。
3, Learn the new sentences
T: You can see a table, a fridge and a cupboard in her dinning room. There is no breakfast in the room. Can you guess what’s for her breakfast?
Ss guess. T:OK, listen carefully,you will find the answer.
学生听教师读课文,回答:What’s for her breakfast?
S: Juice, bread and eggs.
教师将之前milk改写为juice.(改写时,教师说There is no milk in the fridge .Have some juice then.)
T:Open your books,read after me.
学生跟老师读课文。
分角色读课文。
T:Look,there is no milk,no juice and bread in Helen’s dinning room.Can you put them on the right place?
T:The first one,where is the juice?(教师板书:Where is the )
S1:It’s in the fridge.(请回答的同学帖物品)(板书答句)
T:Where is the bread?
S2:It’s on the table. (请回答的同学帖物品) (板书答句)
T:Where are the eggs?(板书:Where are the)
S:They are on the table. (请回答的同学帖物品) (板书答句)
(提示学生复数的句子be动词用are, eggs前面的the发音特殊)
T:Can you ask and answer like this?
Work in pairs.
学生同桌对话,谈论Helen’sbreakfast.
T:Do you remember what’s for Helen’s breakfast?Where are they?
Ss :Yes.(如果学生反应不记得,教师可以提示学生看图)
T:OK,take out your paper,and finish it.
学生根据课文内容填空。
(此环节检查学生对课文内容的掌握情况)
Step3 Play a game(Good memery)
T: OK, boys and girls, there are so many foods on the blackboard.
Let’s put them in Helen’s dinning room, OK? Who want to try?
学生将食物图片,从黑板上移到展牌上。
S1放食物,教师提问,S2回答。(根据S1摆放的位置对话)
S3放食物,教师提问,S4回答。(根据S3摆放的位置对话)
其他食物全部由学生进行问答。
T:Can you work in pairs?
同桌对话,谈论图片。
Play a game.( Good memery)
(游戏环节,检查同桌对话的情况,进一步巩固重点句型)
游戏规则:一人问,一人答,集体判断,分组竞赛,三分制。
游戏之前,教师与一名学生示范。
Ss: Where’s the …?
S1: It’s …
Ss: Where are the …?
S1: They’re …
T:Can you use this dinning room make a new dialogue ?
Ss:OK!
(学生仿照课文编对话,教师可以给范例)
Step 6 Homework
(引导孩子们理解早饭非常重要,告知鸡蛋和牛奶对身体是有益的,汉堡和汽水对身体是无益的)
T:Boys and girls,breakfast is very important.We know eggs and milk are good for us.But soft drinks and hamburgers are not good.Can you make a healthy breakfast for your family?
(教师用单词卡呈现healthy breakfast及其意思)
Ss:OK.
板书设计:
Unit 9 Breakfast
Where is the milk(juice)? It’s in the fridge.
bread on the table.
glass in the cupboard.
Where are the eggs? They are on the table.
这次“江花”教学节,我们英语专场最初的主题是“一支粉笔的课堂也精彩”,那么在备课时就必须把PPT从脑海中完全忘掉,对于现在习惯用课件上公开课的我来说,确实有很大难度,尤其是英语课有一个课堂操练环节,这节课的内容是围绕“breakfast”展开话题,与生活很贴近,但是在课堂上不用投影,那么课文里面出现的fridge、table和cupboard在学校是无法呈现的。如何提供生活场景让学生操练?是我最头痛的问题。最初我采用的是打印一个餐厅的图片,让学生以图为场景,进行练习,但经过一次试教之后,我发现,虽然图片很贴近生活,但不够清晰,学生看不清楚,因此,这个想法被否决了。后来我考虑用卡纸做餐桌、碗柜和冰箱,用卡纸画所有的食物图片,进行一次试教之后,感觉效果比之前好很多。为了让图片的颜色更加鲜亮,我又把原来的图片改进了一下,全部都用水粉上色,在用透明胶带封一层,这样做的卡片颜色鲜艳,方便课堂上使用,学生看得清楚,激发学生的热情,产生浓厚的兴趣,收到好的教学效果。
经过这次上课,我有了很大收获。我觉得最大的收获就是我能够离开电脑上一节公开课了,过程虽然很痛苦,但现在回过头想想,还是很有意义的。经过教研员老师的指导,对我今后的教学,也有很大的帮助。这次上课,我觉得我们英语组的老师非常团结,真的就像姐妹一样。吉莉老师不仅帮我修改教案,还帮我做了第一次试教的餐厅场景图。张薇和盛敏老师也给我提出了很多宝贵的意见,还有其他老师在我每一次试教之后,都会给我指出不足之处,真的非常感谢大家。
这次上课,也存在一些不足之处,比如:在进行同桌对话时,我提出要求,让学生根据贴图编对话,其实,这个环节,完全可以放手让学生任意的说,不一定要局限于展牌上的贴图。还有,在最后,我进行了一个“健康早餐”的情感教育,在课堂上,学生不是太理解,可能四年级的孩子还没有“健康早餐”的概念,如果在课前预习时布置一项了解“健康早餐”的作业,那么在课堂上,情感教育的效果会更好。
知识目标:
1. 能听得懂、会说、会读和会拼写单词:fridge, table, bread, egg, glass, 理解并会运用单词及短语:cupboard,breakfast, a carton of 。
2. 能听得懂、会说、会读和会拼写句型:Where’s...?/ Where are ...?以及答句:It’s .../ They are ...
能力目标:
1. 听懂、会说、会读日常交际用语What’s for breakfast?
2. 能听得懂、会说、会读和会拼写句型:Where’s...?/ Where are ...?以及答句:It’s .../ They are ...
3初步理解掌:There’s no ...in/on the..., 并能交际运用。
情感目标:
能围绕早餐的话题,与他人交流,询问早餐吃什么,以及东西在哪里。
二、教学重难点:
1. 能听得懂、会说、会读和会拼写单词:fridge, table, bread, egg, glass, 理解并会运用单词及短语:cupboard, breakfast, a carton of。
2. 初步理解和掌握句型:Where’s ...?/ Where are...? 以及答句:It’s .../ They are ...,
3.初步理解:There’s no ... in/on/near..., 并能够交际运用。
4.能够围绕早餐的话题,与他人交流,询问早餐吃什么,以及东西在哪里。
教学准备:
食物卡片:(反帖bread, egg, noodles, hamburger, milk, juice, soft drink, coffee)其它全部在黑板正面呈现。
场景布置: Fridge、 Table 、Cupboard、Helen’s dinning room帖展牌上
句型卡片: There is no ...Healthy Breakfast(健康早餐)
课前板书:What’s for your breakfast?milk,bread,eggs印发课堂练习。
教学过程:
Step1 Free talk
(通过看图和猜测复习学过的食物类单词,再通过师生对话,进行早餐话题的交流,教授单词:breakfast和句型What’s for your breakfast?让学生初步感知句型:There is no...)
师生问好。
T: Today, I take some delicious food for you.Can you read them?
Ss read the words.
T:Good!Can you guess? What are they?
教师课前将部分图片反贴在黑板上,学生猜食物,教师将图片贴正带领学生读单词。拼读四会单词:eggs,bread,glass
T:They are so many food.I have milk,bread and eggs for my breakfast.
(教师介绍自己早餐:milk,bread and eggs课前板书)
Teach:breakfast (单词卡)
T:What’s for your breakfast
S:I have ...
(学生回答之后,教师给相应图片奖励,图片没有时,教师可用There is no... )
Teach:What’s for your breakfast?(课前板书)
学生开火车进行问答。
Step2, Presentation
(通过师生讨论吃早饭的地方,引出句型和单词的教授。课前布置了餐厅的场景,学生看图学单词。通过猜测教师的早饭在哪,教授句型Where’s ...?/ Where are...? 以及答句:It’s .../ They are ...,同学之间的对话进行重点句型的操练,初步理解句型There is no...)
1. T: Boys and girls,where do you have breakfast?
S1:I have breakfast in the sitting room.
S2:I have breakfast in the kitchen .
S3:I have breakfast in the dinning room.
T:Helen has breakfast in the dinning room,too.
2. T: Look, this is Helen’s dinning-room.
What can you see in the dinning-room?
S:I can see a table, a fridge, a cupboard.
Teach: fridge, table,cupboard
(cupboard重点教授,注意board的发音)
在学生说单词时,教师板书单词,注意顺序。
3, Learn the new sentences
T: You can see a table, a fridge and a cupboard in her dinning room. There is no breakfast in the room. Can you guess what’s for her breakfast?
Ss guess. T:OK, listen carefully,you will find the answer.
学生听教师读课文,回答:What’s for her breakfast?
S: Juice, bread and eggs.
教师将之前milk改写为juice.(改写时,教师说There is no milk in the fridge .Have some juice then.)
T:Open your books,read after me.
学生跟老师读课文。
分角色读课文。
T:Look,there is no milk,no juice and bread in Helen’s dinning room.Can you put them on the right place?
T:The first one,where is the juice?(教师板书:Where is the )
S1:It’s in the fridge.(请回答的同学帖物品)(板书答句)
T:Where is the bread?
S2:It’s on the table. (请回答的同学帖物品) (板书答句)
T:Where are the eggs?(板书:Where are the)
S:They are on the table. (请回答的同学帖物品) (板书答句)
(提示学生复数的句子be动词用are, eggs前面的the发音特殊)
T:Can you ask and answer like this?
Work in pairs.
学生同桌对话,谈论Helen’sbreakfast.
T:Do you remember what’s for Helen’s breakfast?Where are they?
Ss :Yes.(如果学生反应不记得,教师可以提示学生看图)
T:OK,take out your paper,and finish it.
学生根据课文内容填空。
(此环节检查学生对课文内容的掌握情况)
Step3 Play a game(Good memery)
T: OK, boys and girls, there are so many foods on the blackboard.
Let’s put them in Helen’s dinning room, OK? Who want to try?
学生将食物图片,从黑板上移到展牌上。
S1放食物,教师提问,S2回答。(根据S1摆放的位置对话)
S3放食物,教师提问,S4回答。(根据S3摆放的位置对话)
其他食物全部由学生进行问答。
T:Can you work in pairs?
同桌对话,谈论图片。
Play a game.( Good memery)
(游戏环节,检查同桌对话的情况,进一步巩固重点句型)
游戏规则:一人问,一人答,集体判断,分组竞赛,三分制。
游戏之前,教师与一名学生示范。
Ss: Where’s the …?
S1: It’s …
Ss: Where are the …?
S1: They’re …
T:Can you use this dinning room make a new dialogue ?
Ss:OK!
(学生仿照课文编对话,教师可以给范例)
Step 6 Homework
(引导孩子们理解早饭非常重要,告知鸡蛋和牛奶对身体是有益的,汉堡和汽水对身体是无益的)
T:Boys and girls,breakfast is very important.We know eggs and milk are good for us.But soft drinks and hamburgers are not good.Can you make a healthy breakfast for your family?
(教师用单词卡呈现healthy breakfast及其意思)
Ss:OK.
板书设计:
Unit 9 Breakfast
Where is the milk(juice)? It’s in the fridge.
bread on the table.
glass in the cupboard.
Where are the eggs? They are on the table.
这次“江花”教学节,我们英语专场最初的主题是“一支粉笔的课堂也精彩”,那么在备课时就必须把PPT从脑海中完全忘掉,对于现在习惯用课件上公开课的我来说,确实有很大难度,尤其是英语课有一个课堂操练环节,这节课的内容是围绕“breakfast”展开话题,与生活很贴近,但是在课堂上不用投影,那么课文里面出现的fridge、table和cupboard在学校是无法呈现的。如何提供生活场景让学生操练?是我最头痛的问题。最初我采用的是打印一个餐厅的图片,让学生以图为场景,进行练习,但经过一次试教之后,我发现,虽然图片很贴近生活,但不够清晰,学生看不清楚,因此,这个想法被否决了。后来我考虑用卡纸做餐桌、碗柜和冰箱,用卡纸画所有的食物图片,进行一次试教之后,感觉效果比之前好很多。为了让图片的颜色更加鲜亮,我又把原来的图片改进了一下,全部都用水粉上色,在用透明胶带封一层,这样做的卡片颜色鲜艳,方便课堂上使用,学生看得清楚,激发学生的热情,产生浓厚的兴趣,收到好的教学效果。
经过这次上课,我有了很大收获。我觉得最大的收获就是我能够离开电脑上一节公开课了,过程虽然很痛苦,但现在回过头想想,还是很有意义的。经过教研员老师的指导,对我今后的教学,也有很大的帮助。这次上课,我觉得我们英语组的老师非常团结,真的就像姐妹一样。吉莉老师不仅帮我修改教案,还帮我做了第一次试教的餐厅场景图。张薇和盛敏老师也给我提出了很多宝贵的意见,还有其他老师在我每一次试教之后,都会给我指出不足之处,真的非常感谢大家。
这次上课,也存在一些不足之处,比如:在进行同桌对话时,我提出要求,让学生根据贴图编对话,其实,这个环节,完全可以放手让学生任意的说,不一定要局限于展牌上的贴图。还有,在最后,我进行了一个“健康早餐”的情感教育,在课堂上,学生不是太理解,可能四年级的孩子还没有“健康早餐”的概念,如果在课前预习时布置一项了解“健康早餐”的作业,那么在课堂上,情感教育的效果会更好。