Teaching case
Book 3 Unit 3 My friend A Let's study together.
"The best way to let outsiders know what's in the warehouse is to give him the key." In today's transformation from exam-oriented education to quality education, it is especially necessary to give students methods and cultivate their foraging skills! Therefore, in the teaching of friends, I will focus on cultivating students' autonomous ability, so that students can learn to think independently, be good at thinking, apply what they have learned, and learn to draw inferences from others. In addition, I will pay great attention to the use of spoken English, which can stimulate people's exploration spirit best. Language learning can only be consolidated and improved through application. The new curriculum standard is mainly to let students actively participate, cultivate students' autonomous learning ability, acquire more knowledge by scientific methods in a limited time and improve learning efficiency. Learning English, the real master of learning is the students themselves, so I will design some practical games and exercises in classroom teaching, so that everyone can participate and speak English as much as possible!
Teaching objectives:
A can listen and read long hair, short hair, strong, thin, quiet, friend.
B can describe the characteristics of the character, such as his short hair, big eyes and a small nose. She has long hair and small eyes.
Educate students to care about their friends and help each other.
Teaching emphases and difficulties:
Key point: words that describe a person's physical characteristics.
Difference: quiet pronunciation
Teaching materials:
A tape recorder and a tape.
Some pictures.
3 Cai
4-character card.
Analysis of students' situation
The fourth-grade students are about 10- 1 1 year old. They are lively and active, like intuitive thinking, and are particularly interested in games and competitions. And I have been in contact with English for one and a half years, and I have a preliminary listening and speaking ability. Moreover, in Part A of this unit, students will come into contact with many references' vocabulary, which is sure to stimulate students' enthusiasm for learning.
teaching program
Step 1 Warm-up
1, greetings.
Hi, kids. Haven't seen you for a long time.
Hello, Miss Chen. Haven't seen you for a long time.
T: How are you?
I'm fine, thank you. What about you?
T: I'm fine, thanks.
Let's start.
Now, children. What do you want to do with me?
Ss: Yes!
T: make yourself taller. Ss: High, high, high!
Shorten yourself. Ss: Short, short, short!
Make your arms longer. Ss: Very long, very long, very long!
Keep your eyes open. Ss: Big, big, big!
Make your eyes smaller. Ss: Small, small, small!
T: You did a good job!
Thank you, Miss Chen!
{purpose: the purpose of the above Let's do is to review old adjectives such as tall, short, big and small. Let students review the old ones and learn the new ones, so as to lay a good foundation for learning the new ones. }
preview
1 T: class! Let's play a game.
Ss: OK!
Next, play antonym games. The teacher said an adjective, such as Gao. Ask the students to say its antonym quickly and see who can react quickly.
Tall-short-short-long-big-small
Let's play: have a look and talk.
Show the heads of a boy and a girl through Cai. Both boys and girls have distinctive features, such as:
Boy: small eyes, big nose, big mouth, short hair, etc.
Girl: big eyes, small nose, small mouth, long hair, etc.
In the activity, divide the class into several groups to compete, and let each group describe its own characteristics respectively.
{Objective: Review before class enables students to consolidate old knowledge to a certain extent, and antonym games set up a stage for primary school students to show their individuality; "Let's play" not only enlivens the classroom atmosphere, but also directly reveals the theme of this class, paving the way for new knowledge. }
show
1 teaching long hair, short hair
Introduction: When students describe hair in Let's Play, the teacher reminds students that long hair is long hair and short hair is short hair.
Best practices:
Cai presents a girl with long hair and a boy with short hair.
This is a girl. She has long hair.
That's a boy. He has short hair.
Look at me! I have ... (The teacher deliberately stopped to signal the students to answer. )
Ss: Long hair.
T: you are so clever. Yes, Miss Chen has long hair. What about you? (Please answer the girls. )
S 1: I have long hair.
T: great! Do you have long hair, too (ask a boy. )
Ss: No, I'm not. I have short hair.
Look at the pictures and practice saying: hair-long hair-she has long hair.
Short hair-he has short hair.
Describe the hair of the students in the class:
Who has long/short hair in our class?
She/he/… has …
Extension:
(1) Guide students to talk about different colors of hair, such as black hair and yellow hair.
(2) What the teacher wants to emphasize here is that hair is an uncountable noun. Under normal circumstances, there is no S after it.
{Objective: To practice with students. Students are interested and apply the language to real life. Adding color here is closer to real life. }
2 Teaching is quiet
Introduction: After expanding the knowledge of hair, the teacher motioned the students to be quiet.
One, two, three.
Ss: Quiet! This is a fixed expression I use to signal students to keep quiet in class. )
B theory is quiet
C let the students go on stage and have the addiction of "little teacher" and say "quiet!"
D courseware shows a quiet girl and an active boy, please describe them.
E expansion: Tell me who is quieter in the class.
{Objective: Let students become primary school teachers occasionally, which can enhance students' self-discipline and stimulate students' enthusiasm for learning new words. }
3 parishioners
An introduction: The courseware presents a small part of the picture.
T: Miss Chen has a picture. Guess, who is in the photo?
After students' intense speculation, the courseware shows the whole picture, showing two characters, namely Wei Zi and Swallow.
Who is quiet?
Ss: Wei Zi is very quiet.
T: Yes, Wei Zi is very quiet. The swallow is not quiet. But they are good friends.
B theory friend
Do you have any friends?
Ss: Yes, I like it.
Who is your friend? (refers to a student asking questions. )
S 1:… is my friend.
Students, do you want to make new friends?
Ss: Of course.
Then the teacher showed the word card "Let's be friends". Please use "Let's be friends." Make new friends in class.
D expansion: guide students to understand that friends should help each other. Conduct ideological education.
{Purpose: Here, with the help of students' understanding of the characters in Princess Zhu Huan, the word "friend" is naturally derived from further consolidation of quietness. At the same time, I think it will be better to integrate ideological education into language education. }
4 strong teaching, thin
A brief introduction: The courseware presents two characters, a strong man and a thin woman.
Look, they are my friends. This man is very strong. This woman is thin.
B Choose a thinner girl and a stronger boy in the class, so that students can understand the meaning of being thin and strong. Guide the students to say:
This girl is very thin. The boy is very strong.
C expansion: tell students that thinness means "thinness" besides thinness, for example, a thin book.
Use the nursery rhyme "Look at that cat, it is very fat." Tell students in Book 1 that people are generally not described as fat, but as strong. Let the students understand.
It is impolite and uncivilized to say that others are fat.
{Objective: Courseware presents two characters in sharp contrast, so that students can better understand the difference between strength and thinness. }
practise
1 Courseware presents people familiar to students, such as their own teachers, classmates, stars, cartoon characters, etc. And ask students to describe it with newly learned words.
Students practice sentence patterns in groups: I am/she/he/Tom/my friend is ... (Try to use all the new words. )
Listen to PartA's recording, and let's study together.
Ask the students to find the pictures corresponding to the recording, so as to achieve "eyes, hands, mouth and heart".
4 guessing game
The courseware shows a group of pictures of people. The teacher chooses one of them and describes it according to its characteristics. Then ask the students to guess who the teacher described. Appropriate rewards should be given to students who guess correctly.
Objective: Sentence pattern practice will deepen students' understanding of new words and make them better used in oral communication. Through interesting guessing games, students can learn to express themselves in several complete sentences on the basis of consolidating their vocabulary. }
Consolidate and expand
1 Look, remember and say
The courseware shows pictures of people with distinct facial features. After the students observed 10 seconds, people disappeared. Ask the students to describe these people in words according to their memory, and the teacher will input the description with the keyboard. If the description is correct, the corresponding body parts will appear on the screen until a complete figure appears.
Show pictures of monsters. This monster has obvious characteristics: red hair, three blue eyes, big mouth, big body, short limbs and one ear. It can be described as: it has red hair, three blue eyes, a big mouth, a strong body, short arms and legs, and an ear. Ask students to compete in groups. After the group discussion, ask a representative to speak and see which group speaks the most.
3 Combine the activity manual to do classroom exercises.
Objective: By reading, memorizing and speaking, we not only consolidate the vocabulary we have learned, but also cultivate students' observation ability, memory ability and oral expression ability. In addition, the process of teachers inputting vocabulary will make students more familiar with the spelling of words. The appearance of monster pictures and the competition among groups just cater to the psychology of primary school students who like to compete for exciting pictures. Group discussion can give each student a chance to practice oral English. }
blackboard-writing design
my friend
Friends-let's be friends.
Long hair and short hair
Thin and strong
Quiet-she/he is quiet.
Teaching reflection:
This lesson launches a series of topics around the appearance characteristics of characters. We are all familiar with these image features and often use them in our lives. In the design process, I strive to carry out meaningful activities as the core, so that learning and life can be organically combined. By completing teaching in activities, students can learn English in a relaxed and pleasant atmosphere, and cultivate their interest in learning, autonomous learning ability and brain ability.
Although this English class is a bit messy, it is a real task-based teaching, which embodies the spirit of the "new curriculum standard" in middle schools. I basically gave the class to students, so that students can achieve their tasks in an independent and cooperative atmosphere and feel successful, which has promoted the improvement of students' practical English language ability. In this class, students fully display themselves, express themselves and become the masters of learning. But there are also the following questions worth considering:
(1) How to effectively get all students to actively participate in each activity and improve their language ability?
② At present, the class size is too large and there are too many people, so it is difficult for teachers to guide each group in time during group discussion or performance. Over time, it will definitely affect the actual teaching effect.
There are also two web pages for reference.
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/Post/ShowArticle.asp？ ArticleID= 14346
/userlog 2/58462/archives/2008/862 124 . shtml
In short, the lecture must be active ~ let the children like it ~