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标题: 小学英语高效课堂教学研究案例 Meet my family [打印本页]

作者: 网站工作室 时间: 2015-8-25 15:06
标题: 小学英语高效课堂教学研究案例 Meet my family
一．教学内容分析

本案例主要围绕“家庭”这一题材展开，使学生能用英语简绍自己的家庭成员以及他们的职业。主要内容如下：

----How many people are there in your family?

----My family has six members.

----Who are they?

----They are my parents, my uncle, my aunt, my baby brother and me.

----What’s your father?

----He is a farmer.

二．学情分析

本节课的授课对象是四年级的学生，他们已经具有一定的英基础，对于“家庭”这一题材比较感兴趣。这里用到的句型在以前学过，讲授课本时只需稍加提示让学生巩固训练即可。这也符合四年级学生彼此之间乐意向大家介绍自己的家庭成员的年龄特点。

三．设计思路

根据小学生爱表演的年龄特点和活动课的特点，我采用了听，说，玩，演，唱一系列的教学活动，具体设计为课堂热身----新知导入----趣味操练----拓展巩固。

四．教学目标

1.能够简单介绍自己的家庭，如：

This is my dad/uncle/…He is a farmer/driver/…

She is my mother/aunt/…She is a doctor/dancer/…

2.能够听，说，认读单词：

family, parents, uncle, aunt, baby brother, doctor, dancer, farmer, nurse.

五．教学重点，难点

1.教学重点：

（1）family, parents, uncle, aunt, baby brother的认读及在生活中的应用。

（2）句型What’s your father?的正确使用。

2.教学难点：

如何在生活中正确使用句型What’s your father/mother…?询问家庭成员的职业及这一句型的正确回答：He/She is a…

六．教学辅助

单词卡片，多媒体课件，录音机和听力磁带。

七．教学过程

Step1 Greeting

T: How are you today?

S: I’m fine, thank you. And you?

T: I am great. Are you happy today?

S: Yes, we are.

设计意图：简单的英文对话，让学生有说英语的意识。

教学效果:学生的注意力由课间向课堂转移，教学井然有序的开展。

Step2 Warming-up/Revision

T: What do you have for breakfast?

S1: I have a hamburger.

T: Who takes you to school today? (用汉语)

S1: My mother/father.

T: Do you love your father and your mother? Now let’s sing a song for our parents. (和同学一同跟着录音机轻唱I Love My Family)

设计意图：英语对话增强了学生的自信，歌曲的吟唱活跃了课堂气氛，又巧妙地引出主题“family”

教学效果:由日常交际用语向主题“family”的过渡巧妙，自然，学生也顺理成章地将注意力转向“family”，收到了很好的教学效果。

Step3: Presentation

1. Leading-in

T: As we know, everyone has a family. Today we’ll learn something about family. First, I would like to introduce my family to you. Now, come to meet my family.

T: How many people are there in your family? Can you guess?

S1: Five?

S2: Four?

T: Well, there are six members in my family. They are my parents, my uncle, my aunt, my baby brother and me. And what about your family?

T: How many people are there in your family?

S1: Three.

T: Who are they?

S1: My father, my mother and me.

2. Listen to the tape and answer the question

T: Class, I have a big family. From this picture, can you guess what their jobs are?

T: What’s my father? Guess.

Ss: Is he a teacher?

T: No, he isn’t. He is a farmer.

3. Ask and answer

T: What’s your father? Is he a farmer?

S: No, he isn’t.

T: Is he a doctor?

S: Yes, he is.

设计意图：导入部分由教师自我介绍家庭成员情况，能激发学生好奇心，学生愿意了解更多的信息，然后播放录音，让学生在感知语言材料的同时，提高注意力认真听录音，最后教师再询问学生的家庭情况，合乎逻辑，学生也乐意接受这样的提问。

教学效果:单词的新授从呈现到教授一气呵成，课件的播放使相关的单词更形象，学生的印象会更深刻，在操练阶段又娴熟的引入句型What’s your father?为下面的教学做好了铺垫。

Step4 Practice

1. Game

1) Test game: 看看谁的记性好

T: Now I would like to check who could remember all my family member and their jobs. This is my …

S1: Father.

T: What’s my father?

S2: He is a farmer.

2) Guessing game:猜猜你的家庭成员

T: What’s your father/mother…? Let me guess. Is he/she a …?

S1: No, he/she isn’t. He/she is a …

S2: Yes, he/she is.

2. Make a chant

3. Draw and say

4. Sing a song

Step5: Summary and Task

Blackboard Design

设计意图：板书分为两部分：一部分是所巩固的英语单词卡，图文并茂，一部分是本节课重点操练的句型问答，让学生一目了然的看清所学习的内容。

教学效果:整个板书重点突出，简洁易记。

八．教学反思

在这节课上，我始终关注学生的情感，营造出宽松，民主，和谐的教学氛围，通过提供趣味性较强的活动和内容，激发了学生的学习兴趣。联系学生的实际生活，我设置了尽量真实的语言运用情境，组织有交际意义的语言实践活动，并创设出各种合作学习的活动，促使学生互相学习，互相帮助，发展合作精神。

本课以素质教育为目的，结合教材重点，难点及英语学科特点，利用多媒体辅助教学，从视，听，说等方面使学生得到锻炼，在愉快，轻松的氛围中温故而知新，达到初步运用英语交际的能力。

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