《Whose bag is this》教案及反思

时间:2021-08-31

  教案的优与劣,关系到一节课的成功与否,为了帮助教师做好备,下面小编为大家带来四年级《Whose bag is this》教案及反思,供你参考!

  《Whose bag is this》教案:

  教学目标:

  1、学会询问和回答东西的主人是谁。

  2、学会单词“whose,know,his”及名词所有格的表达。

  3、培养学会的语言交际能力,及继续学习英语的兴趣。

  重点难点:

  学会询问和回答东西的主人是谁。

  课程资源:

  录音机,录音带,单词卡片,图片。

  教学过程:

  一、Greetings:

  T: Good morning,class.

  Ss: Good morning,teacher.

  T: Nice to meet you.

  Ss: Nice to meet you,too.

  T: I’m happy today. I want to sing a song. Do you want to sing a song?

  Ss: Yes.

  T: Let’s sing together.

  二、Revision:

  T:(与一生交流)Hello. Nice to meet you.

  Ss: Nice to meet you,too.

  T:(拿同桌书)What’s this?

  S1: It’s a book.

  T: Is it your book?

  S1: No,it’s not.

  T: Is it your book?

  S2: Yes, it is.

  T: Here you are.

  S2: Thanks.

  T: You’re welcome.

  T:(拿铅笔)Is this your pencil?

  S3: Yes ,it is.

  T: Here you are.

  S3: Thanks.

  T: You’re welcome.

  T:(指一生书包)What’s this?

  S4:It’s a bag.

  T: Is it your bag?

  S4:No,it’s not.

  T:Is it your bag?

  S5:Yes ,it is.

  T: Here you are.

  S5: Thanks.

  T: You’re welcome.

  T:(出示书包)I have a bag,too. What color is it?

  Ss: It’s yellow.

  T: It’s a yellow bag. Is this your bag?

  Ss:No,it’s not.

  T: Whose bag is it? 这是谁的书包?

  This lesson we’ll learn Lesson 3 Whose Bag Is This?(partⅠ)

  板书课题。读课题。

  三、Teaching the new lesson:

  T: Open your books to page 32.

  Look at the picture . Who’re they?

  S1:They’re Jimmy, Steve, and Jess.(贴人物头像)

  T: What’re they talking?

  Now, please listen to the tape carefully. And think what are they talking.

  Listen to the tape.

  T;What’re they talking?

  生回答。

  T:(出示书包)What’s this?

  Ss: It’s a bag.

  T: Yes, it’s a bag. A bag!(板书A bag!)

  T: Is this your bag?

  Ss: No, it’s not.

  T: Whose bag is this?

  出示单词卡片(whose 谁的)

  Spell it.生依次拼读。

  T: Whose bag is this?(板书:Whose bag is this?)

  What’s meaning? 这是谁的书包?

  T: Ask me.

  Ss: Whose bag is this?

  T: Well, I don’t know.(动作耸肩,摊手)

  出示单词卡片know知道,生读know,出示单词卡片no不,讲解同音词。

  T:Ask me . Whose bag is this?

  Ss: Whose bag is this?

  T:Well,I don’t know.(板书Well,I don’t know.)

  T:(出示蓝色书包图片)Look!It’s a bag,too.

  What color is it?

  Ss: It’s blue.

  T: Whose bag is this?

  Ss: Well,I don’t know

  T: Oh, it’s Ken’s.Whose bag is this?

  Ss: It’s Ken’s.

  T:(走近学生)What’s your name?

  (拿起该生的书包)It’s S1’s bag.

  T:Whose bag is this?

  Ss: It’s S1’s.

  T:(出示蓝色书包)Is it Ken’s bag?

  Ss: Yes, it is.(板书Is it Ken’s bag?)

  T: Is it Ken’s bag?

  Ss: Yes, it is.

  T:(出示黄色书包)Is it Ken’s bag?

  Ss: No,it’s not.(板书No,it’s not.)

  T: It’s not Ken’s bag. This is Ken’s bag.

  What color is Ken’s bag?

  Ss: Blue.

  T: His bag is blue.

  出示单词卡片his 他的,拼读。

  T:(走近学生,指一男生书包)Look! This is his bag.

  (指一女生书包)This is her bag.

  His bag. Her bag.

  T: What color is his bag?

  Ss: His bag is… .

  T: What color is her bag?

  Ss: Her bag is… .

  T: What color is his coat?

  Ss: His coat is red.

  T:(出示图片)What color is Ken’s bag?

  Ss: His bag is blue.(板书His bag is blue.)

  T:(出示黄色书包图)Whose bag is this?

  Ss: Well,I don’t know

  T:(出示名字)Oh,it’s LiLi’s.(板书Oh,it’s LiLi’s.)

  读板书课文。

  出示Steve,Ken,和LiLi的书包,问答Whose bag is this? Oh,it’s…

  T:Let’s play a game.

  Guess: Whose bag is this?

  讲解游戏规则。

  T:I need a student to help me.

  It’s LiLi’s bag. It’s Ken’s bag. It’s Steve’s bag.

  You ask “Whose bag is this?”

  You guess “Is it Ken’s bag?” “Is it Steve’s bag?”or

  “Is it LiLi’s bag?”

  You have two times.

  If he is right,you can say “Yes,yes,yes.It’sKen’s.It’s Steve’s. Or It’s LiLi’s.”

  If he is wrong, you can say “No,no,no.”Then ask again.

  Do you understand?

  进行三组游戏,变化物品,如铅笔,帽子。获胜者得到奖励。

  听录音跟读课文。

  分角色朗读课文。

  创编对话。

  T:Good job! But it’s time to say good-bye.

  Bye-bye.

  Ss:See you.

  《Whose bag is this》教学反思:

  一、教学目标完成理想。

  本课主要围绕李丽寻找书包过程中发生的故事而展开。因此学习如何用英语询问和回答对方的状况以及如何询问和回答东西的主人是谁是本课的重点。拓展学生的知识视野,提高文化素养,从而更好地运用英语进行交际是我们主要的教学目标。整堂课始终围绕这一教学目标进行,在帮助学生学会英语知识的同时,激发学生的学习热情,拓展学生的知识视野。

  二、教学方法符合学生的学习及心理特点。

  四年级的学生活泼好动,喜欢在活动中学习语言,他们已有一年的的语言学习基础,能在教师的指导下进行自主的课堂学习。他们喜欢新鲜的事物,因此在课上运用多媒体辅助教学不仅能增加课堂容量,而且各种媒体的运用能充分调动学生的主动性和积极性,发挥学生积极主动参与的作用。为此,我精心设计了鲜明生动的英语教学课件。在教学中我坚持“任务领先”,循序渐进的教学方式,采用了“三主教学”模式,即以学生为主体,教师为主导,思维训练为主线的教学模式,充分发挥学生主体参与的作用,尊重学生的个性,让学生真正体验学习的过程,从而学会如何学习。

  学生很喜欢活泼的TPR教学法。课前,我利用自编的颜色歌曲配以活泼的动作拉开了序幕,学生很快融入其中,并对此表现出很高的热情,为后面的教学做了很好的情感铺垫。在巩固新知环节,我仍然以节奏感鲜明的Chant带领学生边做边说,学生的.学习热情再次被推向**。两个TPR的成功运用,为本节课的成功垫定了基础。

  三、教学难点有效突破。

  “学习如何询问和回答东西的主人是谁。”是本节课的教学难点。课前,我

  设计了几个方案,效果均不理想,在与同事的反复交流后,决定采用最简单的“替换练习”。通过字母“s”与几张图片的交相替换,学生很快明确了yours = your …随后的跟踪检测练习也进行得很顺利。

  四、以情促读,帮助学生体会对话中中蕴涵的情感。

  在教学过程中,我以自身对课文的理解,指导学生有感情的朗读,并通过生动的多媒体课件为学生展现视觉及听觉的美感,学生能够在教师满怀深情的带动下,感受并理解课文中蕴涵的情感,并将之很好地表现出来。

  存在的问题:

  一、缺少更多的个体展示空间,没有充分发展学生的个性及潜能。

  本节课,我没有给个体学生提供更多的展示空间,如果能够给学生提供更多的发挥空间,相信他们能带给我们更多的惊喜。

  二、时间没有掌控好,出现了拖堂现象。

  反思是为了今后更好的教学,我将不断汲取经验教训,使自己今后的教学之路走得更加坚实。

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