小學英語課例觀摩研討What

1、小學英語課例觀摩研討：What is he doing?王江涇鎮(zhèn)中心小學 高婧上課教師：溫州市實驗小學 夏恩力上課年級：五年級上課時間：2006年11月8日教學內(nèi)容：1常見動詞的現(xiàn)在進行式“walking, sleeping, watching TV, reading books, etc.”2句型“What is doing ?”相應(yīng)答句 “is ing.”3故事“Summer and Mr. tiger”教學目標：1學生能掌握常見動詞的現(xiàn)在進行式walking, sleeping, watching TV, reading books, etc.2學生能認讀，運用句型“What is do

2、ing ?”相應(yīng)答句 “is ing.”3學生能通過閱讀，理解，復述并表演故事。教學重點：常見動詞的現(xiàn)在進行式“walking, sleeping, watching TV, reading books, etc.”句型“What is doing ?”相應(yīng)答句 “is ing.”教學難點：讓學生在正確的語境下使用動詞的現(xiàn)在進行式。讓學生正確地理解故事并進行復述。教學流程：I. Warming up1. GreetingsTs name: Summer.2. TPRWalk, walk, walk. Run, run, run. Sit, sit, sit. Listen to music,

3、listen to music. Play computer games, play computer games, etc. （slowly-fast）3. Bingo and Ah-Oh Ss listen to the sentences. Say “Bingo!” if the sentence is right. Say “Ah-Oh” if the sentence is not correct.Eg. His name is Tony. Ss: Ah-Oh! Her name is Jenny. Ss: Bingo! Summer is a super teacher. Ss:

4、Bingo! Youre super students. Ss: Bingo! II. Preparation for the story1. Find out the wordsT writes the first letter of some verbs on the blackboard.Ss try to find out the words according to Ts action.Eg. Ss: Listen.T: Alice is listening to music now. Ss: Ah-Oh! T: Alice is listening to Summer now. S

5、s: Bingo! Listen listening ( spell, 板書)(CAI逐行出示單詞，學生按上造句，全體按實際情況回答“Bingo!”or “Ah-Oh”) Do doing listen listening look looking walk walking teach teaching learn learning speak speaking stand standing sit sitting run running use using 2. T: Whats Bob doing?S1: Bob is sitting in the classroom.S2: Bob is

6、 listening to Summer.S3: Bob is looking at Summer.（按實際根據(jù)CAI上的動詞造句）Together: Bob is _. Bob is _. Bob is_.T: What is Summer doing?Ss work in pairs.S1: Summer is walking in the classroom.S2: Summer is writing on the board.3. (CAI) a. What is he doing? S: He is running/walking. b. What is he doing? S: H

7、e is playing computer. When? Saturday morning. Where? In the study. He is playing computer in the study on Saturday morning.c. What is he doing? S: He is sleeping.When? 8:00 in the evening.Where? In the bedroomHe is sleeping at 8:00 in the evening in the bedroom.III. Teachers Presentation of the sto

8、ry1.（CAI） When? In the morning. In the evening. Where? At home. In the forest (森林). The bird is sleeping. The elephant is sleeping,too. The tiger is looking for its dinner. Summer is walking. The bee is Summers good friend. It is flying. Its evening in the forest.Ss choose the title for this short p

9、assage.2. T draw Summer, a tiger, and a bee.T: Summer is walking, tiger is looking for its dinner.Tiger: Ha, ha! Yummy Summer! Lets go home!(Draw tigers family and introduce Mr tigers family members.T: What are they doing now?Ss discuss in groups.S: Daddy tiger is sleeping. Mommy tiger is playing co

10、mputer. Baby tiger is drawing a picture. Grandpa tiger is watching TV. T: What is grandma tiger doing? (由學生續(xù)編故事)（教師揭示教師版本故事結(jié)尾） Summer: Hi, bee! What is Daddy tiger doing? Bee: Daddy tiger is sleeping. Summer: I can run away. Summer: Hi, bee! What is grandma tiger doing? Bee：Grandma tiger is looking

11、at you! Summer: Oh, no! Look! (glasses) Its just a picture. Grandma tiger is sleeping, too. I can run away. Bye! No yummy Summer!IV. Students Presentation of the story1. Ss paste the pictures into the right order.T tells the story with Ss.2. T acts the story with Ss.3. Ss acts the story in groups. P

12、erform.VI. Homework 1. Act out the story. 2. Make a zip-zap book (制作一本漫畫書，tigers story)觀摩反思：一、教師課堂構(gòu)思巧妙夏老師自編的Summer and Mr. tiger的故事情節(jié)性特別強，把自己作為故事的一個主角，學生作為故事的配角納入故事中去，營造了一個真實有趣的情境，充滿了探險意味，非常符合學生追求新奇的心理特點。并且通過漫畫的形式一步步呈現(xiàn)，充分激發(fā)了學生的探究心理。故事的結(jié)局并沒有直接給出，而是先讓學生去編，再呈現(xiàn)已有結(jié)局，并鼓勵不同的故事結(jié)局，于無形中訓練了學生的語言組織能力和口頭表達能力。一堂課

13、的效果如何，課前的構(gòu)思非常的重要。如果能夠使學生感興趣，樂意去學，能夠在課堂上發(fā)揮出最大的潛力，比什么都重要！二、故事教學融合了詞匯、語法等諸多元素透過故事這一形式，要求學生能夠掌握并實際應(yīng)用的是動詞的ing形式以及句型“What is doing ?” “is ing.” 因此在故事的準備部分，夏老師通過教室里學生的實際動作，就地取材，大范圍地操練了walking, running, listening, learning, standing等動詞的ing形式。學生能夠根據(jù)自己的觀察充分調(diào)用、整合舊知，為己作用，減少了語法操練的枯燥性，強化了教學效率，并且為接下來的故事教學中的句子做了很好的

14、鋪墊。從這一節(jié)課和這次技能展示的所有課來看，每個課型的課包括單詞教學課，對話課，讀寫課，語音課，故事課都不是孤立的一部分，而是充分融合了其他的教學內(nèi)容靈活調(diào)度的，各種課型之間需要融會貫通，相互整合，才能達到更高的教學目標。我剛開始教學的時候，單詞教學課就單單教單詞，學生學了不會用，這樣的教學目標是最淺顯的，對學生知識的靈活運用沒有任何幫助。一、 游戲貫穿課堂始終Bingo and Ah-Oh這個游戲趣味性很強，又是讓學生判斷教學內(nèi)容的一個很好的方式。夏老師讓這個游戲作為課堂延續(xù)的一根主線。再枯燥的語法內(nèi)容，學生也會感到趣味無窮！二、 作業(yè)形式有趣、有效課結(jié)束前，夏老師布置了兩個作業(yè)，都是學生十

15、分感興趣的內(nèi)容。第一個作業(yè)，課后表演故事，只要故事是真正有趣的，深入學生內(nèi)心的，課后學生就一定會去表演它，至少也會談?wù)撍?。第二個作業(yè)，小組內(nèi)做一本漫畫書。漫畫是小學生比較喜歡的一種文學形式。做漫畫書就從單純地說故事，上升到了用英語編故事，寫故事，課堂上時間有限，在課后可以訓練學生的書寫能力。三、 彰顯學生能力的發(fā)展這一堂課，教師名副其實的進行全堂的引導教學，并沒有框死學生的思維，而是任其自由發(fā)展。準備部分，教師寫出單詞的第一個字母，做動作，讓學生猜單詞，這是一種思維的拓展訓練。讓學生以不同內(nèi)容的句子來講一講summer 正在干什么，又是一種思維的拓展練習。故事部分，讓學生續(xù)編故事，表達故事等，無不體現(xiàn)了學生的自主表達能力。一堂成功的英語課，必須能夠給與學生的思維一個自由馳騁的平臺。按部就班的傳授，只會使學生喪失創(chuàng)造能力和自我學習的能力。四、 教師扎實的基本功素