① T: Can you guess: What’s in the No.1 cupboard?
Ss: There’s some rice/some bread/ a glass/a cup…
T: Who is right? Let’s go and see.
(教师利用投影仪呈现一个瓶子)
Ask the students to describe the bottles.
[设计意图:教师通过简短的说短语的方式,不仅避免枯燥、机械的训练,而且培养学生的发散思维能力,锻炼了学生的语言表达能力。]
② T: Now, Can you guess: What’s in the No.2 cupboard?
Ss: There’s/There are…
T: (Help the students to guess)It’s fat/round/short.
Ss: 碗。
(利用投影仪呈现一只碗,并同时呈现发音相同的字母组合的单词,ow 用醒目的颜色标出)
T: You are so good. Can you read the word?
Yellow--window—know—bowl.
Teach the new word: bowl.
Read and spell.
[设计意图:让学生体会ow的发音,尝试自己拼读,初步培养学生的语音识别能力。]
③ T: Last, there’s a friend of the bowl. They are two brothers. We often use them to have breakfast/lunch/supper. What are they?
[设计意图:如果单单将实物或图片拿出来让学生读,学生会觉得很乏味。将筷子拟人化,符合学生心理特征。
Step3. Game
T: You are so great! I’ll play a game. If you are right, I’ll give you a present. Look at the presents.
不错哦 Ss: cupboard , bottle, bowl, chopsticks…
Present the pictures quickly.
Ss: (guessing): A bowl?
T: Yes!
Give the student a present bowl.
[设计意图:教师设计一个有趣的、充满竞争力的游戏帮助学生巩固单词,并滚动复习了前后知识,同时培养了学生学习的自主性。以本课所教的各种厨具的彩纸卡片作为奖品,发给学生。将本课的教学内容与课堂教学评价紧密结合,注重了形成性评价的多样性、针对性和有效性。]
Step4. Presentation
1. T: Oh, I’m so thirsty.
Ss give some advice: A glass of milk/Some water…
T: I want to have some water. But where’s my bottle?
Ss: It’s in/on/near the…
T: Perhaps.
[设计意图:教师用Perhaps鼓励学生不断地发言,并且吸引了所有的学生参与到其中来。]
T: Where’s the bottle?
(利用投影仪出示瓶子的位置)
Ss: It’s near the bottle.
2. T: Yeah, thank you. Drink the water.
T: Now, I’m not thirsty. But I’m hungry.
Ss: What about …?
T: I’d like a bowl of noodles. And I need a pair of chopsticks. Where are my chopsticks?
Ss: They’re in/on/near…
T: Look, boys and girls. Where are my chopsticks?
(利用投影仪出示筷子的位置)
Tag:四年级英语教学设计，四年级英语教学设计方案，教学设计 - 英语教学设计 - 四年级英语教学设计