上海牛津版四年級英語下冊Module2 My favourite things教學設計
procedurecontentsmethod
purpose
pre-task
preparation
1.song
2.daily talk
3.revision
ps sing together
t-p
p-p rhyme
p-p practice: have you got a pet? yes, i’ve got a…
what colour…?
while-task
procedure
play a game
what is my pet?
t tape, p listen and follow in their books
p draw and colour their own pet or a pet they would like(if they haven’t got any pets)
p write a few sentences similar to the ones on p’s book
p for more able p.enconrage them to write a few more ps to describe their pets
it has got----eyes.
it likes-----
it is-----
p guess:it’s a…
通過對動物的描述，提高學生的會話能力。
post-task activities
draw and write
homework
copy the words and sentences
feedback：
融洽師生關系，建立一種真誠的、互相理解和信任的師生關系是非常重要的。課前，當我笑容可掬、精神飽滿地站在學生面前，就已經給學生帶來了愉快地情緒；課中，我用親切、鼓勵、信任地目光使學生不怕錯誤、積極地發表自己的見解，使他們主動地投入教學活動。我和這個班級師生關系就象朋友。
third period
contents:
ask and answer, learn the sound
language focus
asking ’how- ‘ questions to find out quantity
using numerals to show quantity
difficult points:
p1. child- children
asking ‘how’ questions to find out quantitymain point: using the sentences to express like and dislikes.teaching beach: using the toys and ask the questions.materials: some pictures, recorder
teaching breach: using the chart to ask and answer.
procedurecontentsmethod
purpose
pre-task
preparation
1.song
2.daily talk
3.revision
ps sing together
t-p
some pets
p-p:have you got a pet?
yes…進入學習英語氛圍
每堂課的日常對話有著不可輕視的作用。讓學生的能力真正發揮！
while-task
procedure
ask and answer
do a survey
a pet
learn the sound
1.t:are you teachers?
p:no.
t:are you babies/adults?
no,you are children..
p:read:children
t tape,p read
2.t go through the nouns at the bottom of the chart with the students,ask all questions about the pets of 4a
p-p pair work
how many children in class 4a/4b/4c have dogs/cats/…?three/four
3.t encourage ps to refer to the chart and check if the answer given by their classmates are correct
4. do a survey. ask and answer.
-sh the fish is on the dish
p follow the tape
通過從機械性到替換性到實際性操練，讓學生真正掌握句型。
post-task activities
workbook page 12
homework
copy the words and sentences
feedback：
情景的出示，在教師語言的支配下，使學生置身于特定的情景中，客觀的情景不僅影響兒童的認知心理，而且能充分調動兒童的情感參加學習，讓學生在其中體察，從而產生探求的動機。本節課上，我先通過圖片使學生置身于公園的場景，后來又通過詢問刺激其求知的需求并引導學生發現那些不應該做的事，繼而趁熱打鐵，教會他們如何勸解。