英语空中课堂教学案例.doc

英语空中课堂教学案例 《A pair of》
许家畈小学 胡绍成
教学目标：
1．通过教学使学生能会听，会说，会读，会写服饰类的单词和词组；
2．能正确运用由“whose”引导的单复数句型。
教学重、难点：
1．能科学地运用“a pair of ”；
2．能快速、正确的区分和使用“Whose .. is this ?It’s… .”和“Whose …s are they ? They’re … .”。
教具准备：
幻灯片，服饰等实物
教学过程
导入
Step 1 : Greeting
Good morning ,boys and girls
Step 2: Revision
Free talk :
T:I’m Miss Huang .What’s your name ? Nice to meet you .
T:Hello, what’s this in English ? May I have your pencil ?A lovely boy !
T:Hi ,is this your crayon ? (拿起他同桌的蜡笔) S: No.
T: It’s…’s .(提示学生说出答案并出板书：It’s …’s .)简单领读该句型 （再对该生说）This is your crayon .Do you like drawing?
S:Yes ,I do .
T: Me too .Today I draw an egg .(课件出现一个蛋)Look ,it’s golden.What’s in the egg ?A bike ?Apuzzle ?Guess !
Step3 : Teach the word :
jacket ,sweater ,scarf
1．T: What’s in the egg ?A bike ? A puppet ? Guess !(当学生说到jacket时课件出现该图形和单词)领读，拼写
2．T:Who can spell “jacket”?(请能拼出单词的学生上台来继续砸蛋)Wonderful . Come here and punch the egg please .What’s this ?S:dress,cap,vest,sweater… (当学生说到sweater时课件出示sweater领读并拼写)
3．T: Who can spell “sweater”? What’s in the egg ? Please punch the egg ,go on !(课件出示scarf，领读，和单词car，park比较发音，指名读，拼写)
Step 4: Teach the sentences :
Whose … is this ? It’s …’s .
1.(CAI)T: Look ,this is a scarf . Whose scarf is this ?(说两遍，放慢语速，边说边出现句型：Whose scarf is this ? It’s …’s .) → (课件出现Miss Li)T : Whose scarf is this ? S:It’s Miss Li’s .→(板书出示句型：Whose scarf is this ?)领读，分段读whose，whose scarf，两两读，Whose scarf is this ?（教师举不同的东西，学生代读：Whose ruler is this ?）
2.(CAI) T: It’s a jacket.Can you ask me ?(指名学生问)→领读→变换形式问答
3．（CAI：出现三幅图）Pair work
Step 5: Teach the words:
a pair of (socks ,shoes,gloves,jeans,shorts)
1.(CAI:在Step 4-3课件的基础上出现一个包)：Whose bag is this ? S:Perhaps it’s… .(当待生猜一两后教师告之)It’s Miss Huang’s .(边说边拿出实物包)Look,it’s Miss Huang’s bag .What’s in the bag ?Please touch and guess .Who will try ?(学生摸出一双袜子)Oh,it’s a pair of socks .→(课件出现一只袜子)领读：a sock (比较发音)→two socks (领读/s/，板书，拼写)→a pair of socks (领读pair并比较发音，板书)→领读，请生读→rhyme :socks,socks,a pair of socks .
2.Who would like to touch ?What ?socks,too ?Oh,shoes .→(课件出示shoe)领读→shoes（领读，板书，拼写）→a pair of shoes (领读)→儿歌
3．Let’s go on .Who will try ?They’re gloves .Are they lovely ?→(课件出示glove)领读,，比较love→gloves(领读，板书，拼写)→a pair of gloves (领读)→儿歌
4．T:What’s in the box ?Can you touch ?shorts →(课件出示shorts)领读,板书，两两读，拼写→a pair of shorts(领读)→儿歌
5．T:What’s else in my bag ?Last one . jeans→ (课件出示jeans)领读,(比较trousers)板书，两两读，拼写→a pair of jeans (领读)→儿歌
6．知识总结：a pair of +名词s
7．Rhyme ：gloves gloves a pair of gloves
jeans jeans a pair of jeans
shorts shorts a pair of shorts
shoes shoes a pair of shoes
socks socks a pair of socks
8．Quickly respond
Step 6:Teach the sentences:
Whose …s are they ? They are …’s .
1. 教学课题：They’re gloves .Whose ?Whose gloves ?(出现课题教学)
2. Teach : they’re :T : Whose gloves are they ?They’re Kitty’s /… ?(边说边出现五个卡通人物) →领读they’re =they are →领读They’re Kitty’s/… . →T:Whose gloves are they ? S: They’re …’s .(猜) →教师呈现gloves后面的失主。T:Whose gloves are they ? S :They’re Kitty’s .
3. Teach : Whose … are they ? T: (教师指着jeans问)Whose jeans are they ? S : They’re …’s .(猜) →教师呈现jeans后面的失主得出答案→T: Who can ask me ?引导教学问句：Whose jeans are they ?are they ,are they ,Whose jeans are they ? →大小声读→口头总结：当whose后面加的名词有“s”时，后接are they ,答句用“They’re …’s .”回答。→Whose socks /… are they ?
4. （全班问一个学生）Whose shorts are they ? S1:They’re …’s .(问出三个不同的答案)→ T:Come here and have a look .(请一生上台揭示答案) →再一起问答
5. 第四幅图半班问答→生问师答
6. 学生自问自答
7. Pair work :five pictures on the blackboard
Step 7: Consolidation
1. 知识总结
2. Rhyme : scarf scarf whose scarf
Helen’s Helen’s it’s Helen’s
gloves gloves whose gloves
Kitty’s Kitty’s they’re Kitty’s
3. Pair work : Part C
4. Listen and choose
教师小结单复数的运用
通过rhyme更好地巩固和掌握新授词组
Step 8: Homework :
(举起手中的实物)It’s a sweater/…. They’re shoes/… .Whose are they ?Can you use the sentences to find the owner ?

教学反思：本节课中，我结合教学内容，恰当运用服饰实物，读儿歌。我又在多个教学环节中巧妙地使用了这些服饰，比如在操练“a pair of ，Whose .. is this ?It’s，Whose …s are they ? They’re…句型和最后的任务活动中都将有关服饰作为操练对象，同时，在有几个环节进行奖励时，我还让学生自由选择喜欢的服饰，一方面体现了评价的主体性，一方面又让他们再次得到了语言操练的过程。
再回头看这堂课的教学，还存在不足，有一些地方还有待改进，我也深深感受到教师具备良好的语言素质和教学组织能力以及富有创新精神的重要性。这节课上，我对调节课堂的能力，应变能力，组织语言的准确性、严密性等还有需要琢磨之处。同时，在教学节奏和教学时间的把握上不准确，使得教学节奏稍慢了点，以致在最后的任务活动中没有留有足够的时间给学生去思考、练习和展示。在新课程标准改革的大潮中，身为一名稚嫩的小学英语教师，我愿虚心地向同行们学习，以新课程标准的理念积极地去探索、大胆地去尝试、勇敢地去实践！