1、1 清华版小学英语四年级下册清华版小学英语四年级下册 UnitUnit 1 1LessonLesson 1 1 说课稿说课稿 我说课的内容是小学清华版英语一年级起始4B Unit 1 SWEET SWEET HOME， Lesson 1。 一、说教材一、说教材 本节课是一节会话课。 本单元的内容围绕SWEET SWEET HOME展开， 本课 是本单元的第一课，主要围绕“tree”和“forest”两个家园的相关话题展开，引 导学生通过学习文本内容，了解到环境对动物们的重要性，从而引发学生的环保 意识。 作为单元开篇的第一课，首先以人类的家来解释抽象的概念“home”，让 学生了解到不同的家，
2、从而引发对动物的家的思考。作为本课的四会单词，这些 单词全部都简单、易懂，都是在四年级之前学过的会读、会认的单词，所以对这 些单词做弱处理，将重点放在构成功能结构的名词复数上，引导学生对名词复数 不同的变化形式有一定的了解。再关注功能结构中who后使用动词单三形式攻克 难点，从而将重点知识的学习做到准确无误。 对环保意识的培养也是循序渐进的，将抽象的事物具象化，让孩子们从身边 的一点一滴了解到对环境的保护并不只停留在一句口号上， 而是潜移默化地让他 们分辨出那些行为是正确的，那些是错误的，从而引出take care of 的教授。让 学生将知识学得更接地气， 使学习能够帮助生活， 生活又不断地
3、为学习提供素材。 二者相互影响，达到知识能力的综合发展和不断提升。 二、说目标二、说目标 英语课程标准倡导学生在体验、参与、合作与交流的学习方式，发展综 合语言运用能力。因此，我针对学生实际，将本课时的教学目标确定如下： （一）（一）能力目标：能力目标： 1.能听说读写单词：bear, bird, monkey, deer, tree, forest, home 和 grass 并能够流 利的朗读课文。 2.能够初步了解 who 后面跟动词单三形式 Who lives ? （二二）技能目标技能目标： 1.理解文本的主要信息，并能够用准确的语音、语调朗读课文。 2 2.理解名词单复数的变化，初步
4、掌握名词复数变化的规律。 3.能够通过谈论不同的家来区分不同动物的特点。 （三）情感、策略、文化等有关目标：（三）情感、策略、文化等有关目标： 1. 情感态度： 让学生了解到环境对动物们的重要性， 从而引发学生的环保意识。 2. 学习策略： a.通过语音知识和英英释义的牵引进行新单词的学习。 b.在不断的观察和表达中，锻炼学生的英语思维和英语表达能力。 c.在课堂交流中，注意倾听，积极思考，积极与他人合作，共同完成学习任 务。 3. 文化目标：引发学生对环保问题的思考。 三、说重难点三、说重难点 教学重点： 1. 能听说读写单词：bear, bird, monkey, deer, tree,
5、forest, home 和 grass 并能够流 利的朗读课文。 2. 理解名词单复数的变化，初步掌握名词复数变化的规律。 教学难点： 1. 能够听懂 home，理解 take care of,并能够正确使用 take care of 造句。 2. 理解动词单三形式在句子中的表达，学会准确朗读并在功能句中正确使用。 3. 在本课学习的基础上，和同伴创编对话，并以表演的形式展示来提高学生英 语的综合使用能力。 四、教学方法四、教学方法 小学四年级的学生和低年级学生相比具有比较强的自行探究的能力， 学生在 观察能力、思维能力、语言表达能力方面都有了较好的提高，有着强烈的好奇心 与动手操作的能力。
6、所以在课堂中我使用了导入法，交际法，合作学习法等有效 的教学手段，使学生在自己的探索中获取知识，从而能够自觉地从生活中进行学 习，更好地把知识用于生活中。 五、五、教学准备教学准备 Video, PPT, stickers. 六、说教学过程六、说教学过程 步骤 1 ：Warming up 3 1. Greeting （设计意图：使用英语和学生打招呼是课堂开始的标志，也是英语学科不同于 其他母语学科富有特点的地方。亲切自然的打招呼让学生能够快速地投入到英 语的课堂，但是根据课堂设计的规划，本节课的问候环节稍显干脆利落。 ） 步骤 2：Presentation 1. Talk about the
7、new word “home”. 1.1Ask and answer: Where do we live? (预设：学生可能回答以下几种情况： I live in Xian. I live in the city. I live on the Earth. I live in my home.) T: Wherever we live, Xian, the city and the Earth are all the places we live in, we call them “home”. We eat, sleep and play there. 1.2 Enjoy some beau
8、tiful pictures about the different homes. (PPT) T: Homes are different. Some of them are big and beautiful. For example, the house is one kind of home. But for most of us, we live in this kind of tall building, we call it apartment. A home can also like this (igloo), or this (tree house). Some peopl
9、es homes are made of grass. Some peoples homes are made of stones. Some peoples homes are built on the water. Some peoples homes are built in the deep mountains. But they are all our homes, sweet sweet homes. 1.3 Find out the homes for the animals. T: But for the animals, whats the home for them? Do
10、 they live in the desk? Ss: No! S1: （设计意图：这节课是整本书第一单元的第一课，单元的话题是讨论我们的 “SWEET SWEET HOME” 。对于学生来讲，home 的概念很抽象，因为小到我 4 们的房子，到我们居住的城市，或者更大范围的地球，都是我们的家。我从 Where do we live?的问题着手，首先告诉孩子们这些不同的答案都叫做 HOME， 然后，由人类的不同形式的家思考学生找一找动物们的家，从而引出本节课所 将要学习的地点。 ） 2. Text. 2.1 Listen to the text twice and then find out
11、the two different homes in the text. Ask Ss to find out the correct pictures about the forest and the tree in many different place pictures. 2.2 Read the text as quickly as Ss can, then Q: Who lives in the forest? (Write on the BB.) T checks the answer.Ask 2 Ss to read the sentence. Bears and deer l
12、ive in the forest. (PPT) Make clear about the plural number of “bear bears” and “deer deer”. T: (PPT ) What are they? Ss: They are bears. T: How many bears can you see in the picture? Lets count! Ss: T: One bear. Many bears. (T writes “bears” on the BB.) T: Is there only one deer live in the forest?
13、 Ss: No! T: But there is no “s” in the end of the word “deer”? (Ss keep remember the word “deer deer”.) T: That means, there are many bears and deer live in the forest. Ask Ss to pay attention to the correct way of writing a sentence. ( Let 1 student add the capital letter and the full stop in the e
14、nd.) Read the patterns on the BB follow the T, then read in groups. T shows the Ss the right intonation. T: Bears and deer live in the forest. The forest is the bears and deers home. 5 We can also say The forest is home to bears and deer. (Let Ss read the sentence together, then T asks someone to re
15、ad.) 2.3Ask and answer. T: The forest is not only the home to bears and deer. There are many different animals live in the forest. Can you tell me who else live in the forest? (Ask Ss to answer the question: Who else live in the forest? _ live in the forest.) Talk about the different forms of the pl
16、ural numbers about the animal words. T: There are so many different animals live in the forest. Not only one. So you need to know these words. Can you spell the right words? Ask and answer with desk mates. A: Who live in the forest? B: _ live in the forest. A&B: The forest is home to _. 2.4 (PPT) T:
17、 There are some other guys live in the forest. Who are they? Ss: They are Guangtouqian, Xiongda and Xionger. T:The forest is the home to Guangtouqian, Xiongda and Xionger. 2.5. Talk about the tree. T: The forest is not only the home to the animals. What else live in the forest? What can you see in t
18、he forest? Ss answer the question. Enjoy the beautiful pictures about the trees. Talk about the trees with the patterns on PPT. (Part 3 in Lesson 1) Listen and fill in the blanks. a. Fill in the blanks with the words “live” and “lives”. Dont make mistakes. b. Find out the answer: Who lives in the tr
19、ee in Lesson 1? c. Read the sentences. d. Chain questions in groups. Ask 1 student in one group to ask the question and choose another student in the other group to answer the question. Praise a tree to the group. 6 Who live in the tree? _ live in the tree. 2.6 T: Trees and forests are important to
20、us. What can we do for the trees and forests? (PPT) Right or wrong. Explain the meaning of “take care of” with the pictures. Then let the Ss make sentences with “take care of” by PPT. T: Now, here comes the question, do only you or me take care of the trees? Ss: No! Everyone of us! T let Ss make sen
21、tences with “Lets ”. Explain lets means let us. （设计意图：通过对课文的初步泛听，在众多地点图片中快速筛选出本节课设计 的地点词汇； 再调整教授的顺序， 从 forest 入手， 以寻读的方式找到问题的答案， 并强调功能结构中复数形式的正确使用， 带领学生对名词复数的不同变化形式予 以归纳和总结。 句子规范书写的教授和强调是四年级学生正确书写必不可少的环 节，尤其对于英语程度弱，学习习惯不好的孩子十分重要。问答练习是开拓思路 和灵活运用的过程，学生在不断地重复中达到知识掌握的目的。 以图片赏析的形式处理课后练习是达到高效课堂，节约时间的方式。 学
22、生边 欣赏不同的树的图片，一边在老师的带领下，使用已经掌握的知识结构进行谈论 和描述。再通过听力练习着重强调 who 后使用动词单三的形式，简单明了的呈 现在，攻克了教学上的难点，达到了事半功倍的效果。 对抽象短语 take care of 的呈现和解释使用了 Yes/ No questions 的形式， 将复 杂的问题简单化，抽象的概念形象化，一步一步为学生搭建了理解的桥梁，最后 尝试造句，达到了与其的效果。用 together 来解释 lets 恰到好处，更符合四年级 孩子的知识认知和理解能力。 ） 步骤 3：Practice& Production 1. Read the text. 1
23、.1 Read it follow the teacher. 1.2 Read it together. 2. Make a dialogue between Guangtouqian, Xiongda and Xionger. Try to stop Guangtouqian to cut down trees. 2.1 Watch the video. 7 2.2 Group work. 2.3 Performance. （设计意图：截取学生喜闻乐见又熟悉的动画片段，以动画配音的形式，让孩子 们小组练习使用本节课所学语言，从而达到英语的综合运用语言的能力。在小组 表演的过程中，除了英语能力
24、的锻炼外，语音语调在具体情境中的把握，动作神 态的配合，已经小组成员间演绎的和谐搭配，都是英语作为一门语言交流的意义 所在。 ） 步骤 4：Homework 1. Tell your parents how to take care of the trees. 2. Copy the words and sentences for 3 times. 3. Read the text in Lesson 1. （设计意图：英语知识的学习不能够只停留在读单词背句子上，而是要将所学的 知识带到生活中的每个角落，使视野更宽，眼界更广，思维更活跃，从而使我们 的生活变得更加丰富多彩。但是，思维广度和深度
25、的学习是依托在基本词汇和句 型熟练掌握的基础上，两方面相互影响相互制约，共同进步。 ） 教学设计教学设计 教学内容Lesson 1课时1 教学目标：教学目标： 知识目标知识目标： 1.能听说读写单词： bear, bird, monkey, deer, tree, forest, home 和 grass 并能够流 8 利的朗读课文。 2.能够初步了解 who 后面跟动词单三形式 Who lives ? 技能目标技能目标： 1.理解文本的主要信息，并能够用准确的语音、语调朗读课文。 2.理解名词单复数的变化，初步掌握名词复数变化的规律。 3.能够通过谈论不同的家来区分不同动物的特点。 情感目标
26、情感目标： 让学生了解到环境对动物们的重要性，从而引发学生的环保意识。 学习策略学习策略： 1. 通过语音知识和英英释义的牵引进行新单词的学习。 2.在不断的观察和表达中，锻炼学生的英语思维和英语表达能力。 3.在课堂交流中， 注意倾听， 积极思考， 积极与他人合作， 共同完成学习任务。 文化意识文化意识：对环保问题的思考。 教学重点教学重点： 1. 能听说读写单词： bear, bird, monkey, deer, tree, forest, home 和 grass 并能够 流利的朗读课文。 2. 理解名词单复数的变化，初步掌握名词复数变化的规律。 。 教学难点教学难点： 1. 能够听懂
27、 home，理解 take care of,并能够正确使用 take care of 造句。 2. 理解动词单三形式在句子中的表达， 学会准确朗读并在功能句中正确使用。 3. 在本课学习的基础上， 和同伴创编对话， 并以表演的形式展示来提高学生 英语的综合使用能力。 教学过程教学过程： 步骤 1 ：Warming up 1. Greeting 步骤 2：Presentation 1. Talk about the new word “home”. 1.1Ask and answer: Where do we live? (预设：学生可能回答以下几种情况： I live in Xian. 9 I
28、 live in the city. I live on the Earth. I live in my home.) T: Wherever we live, Xian, the city and the Earth are all the places we live in, we call them “home”. We eat, sleep and play there. 1.2 Enjoy some beautiful pictures about the different homes. (PPT) T: Homes are different. Some of them are
29、big and beautiful. For example, the house is one kind of home. But for most of us, we live in this kind of tall building, we call it apartment. A home can also like this (igloo), or this (tree house). Some peoples homes are made of grass. Some peoples homes are made of stones. Some peoples homes are
30、 built on the water. Some peoples homes are built in the deep mountains. But they are all our homes, sweet sweet homes. 1.3 Find out the homes for the animals. T: But for the animals, whats the home for them? Do they live in the desk? Ss: No! S1: 2. Text. 2.1 Listen to the text twice and then find o
31、ut the two different homes in the text. Ask Ss to find out the correct pictures about the forest and the tree in many different place pictures. 2.2 Read the text as quickly as Ss can, then Q: Who lives in the forest? (Write on the BB.) T checks the answer.Ask 2 Ss to read the sentence. Bears and dee
32、r live in the forest. (PPT) Make clear about the plural number of “bear bears” and “deer deer”. T: (PPT ) What are they? Ss: They are bears. 10 T: How many bears can you see in the picture? Lets count! Ss: T: One bear. Many bears. (T writes “bears” on the BB.) T: Is there only one deer live in the f
33、orest? Ss: No! T: But there is no “s” in the end of the word “deer”? (Ss keep remember the word “deer deer”.) T: That means, there are many bears and deer live in the forest. Ask Ss to pay attention to the correct way of writing a sentence. ( Let 1 student add the capital letter and the full stop in
34、 the end.) Read the patterns on the BB follow the T, then read in groups. T shows the Ss the right intonation. T: Bears and deer live in the forest. The forest is the bears and deers home. We can also say The forest is home to bears and deer. (Let Ss read the sentence together, then T asks someone t
35、o read.) 2.3Ask and answer. T: The forest is not only the home to bears and deer. There are many different animals live in the forest. Can you tell me who else live in the forest? (Ask Ss to answer the question: Who else live in the forest? _ live in the forest.) Talk about the different forms of th
36、e plural numbers about the animal words. T: There are so many different animals live in the forest. Not only one. So you need to know these words. Can you spell the right words? Ask and answer with desk mates. A: Who live in the forest? B: _ live in the forest. A&B: The forest is home to _. 2.4 (PPT
37、) T: There are some other guys live in the forest. Who are they? Ss: They are Guangtouqian, Xiongda and Xionger. 11 T:The forest is the home to Guangtouqian, Xiongda and Xionger. 2.5. Talk about the tree. T: The forest is not only the home to the animals. What else live in the forest? What can you s
38、ee in the forest? Ss answer the question. Enjoy the beautiful pictures about the trees. Talk about the trees with the patterns on PPT. (Part 3 in Lesson 1) Listen and fill in the blanks. a. Fill in the blanks with the words “live” and “lives”. Dont make mistakes. b. Find out the answer: Who lives in
39、 the tree in Lesson 1? c. Read the sentences. d. Chain questions in groups. Ask 1 student in one group to ask the question and choose another student in the other group to answer the question. Praise a tree to the group. Who live in the tree? _ live in the tree. 2.6 T: Trees and forests are importan
40、t to us. What can we do for the trees and forests? (PPT) Right or wrong. Explain the meaning of “take care of” with the pictures. Then let the Ss make sentences with “take care of” by PPT. T: Now, here comes the question, do only you or me take care of the trees? Ss: No! Everyone of us! T let Ss mak
41、e sentences with “Lets ”. Explain lets means let us. 步骤 3：Practice& Production 1. Read the text. 1.1 Read it follow the teacher. 1.2 Read it together. 2. Make a dialogue between Guangtouqian, Xiongda and Xionger. Try to stop Guangtouqian to cut down trees. 12 2.1 Watch the video. 2.2 Group work. 2.3
42、 Performance. 步骤 4：Homework 1. Tell your parents how to take care of the trees. 2. Copy the words and sentences for 3 times. 3. Read the text in Lesson 1. 板书设计：Lesson 1 forest Who lives in the? tree Bears and deer livein the . Birds and monkeys The is home to . Lets take care of the 教学反思教学反思 我所执教的这节
43、课是清华大学出版社出版的小学英语4B Unit 1 SWEET SWEET HOME， Lesson 1。 这一个单元都是对“家”来进行学习和讨论的，整个单元的功能结构都十分 相似，从探讨不同动物和人类的家园，到引发学生对家园的保护和关爱。纵观我 的课，内容量大，对句型结构中的知识点进行了充分的讲解和练习。比如，名词 单复数的变化和who后面使用动词单三形式的强调，都为学生进行了说明。同时， 注意将书写规范加入课堂活动中，使学生发现问题，并在学生的帮助下完成规范 书写句子的任务。我也将课后题以赏析图片并完成填空的形式，引导学生边看图 片边描述，高效地处理了课本中的内容。 和细致处理文本内容相比
44、，我将环保的部分作为本课的弱环节，原因有三： 一是环保话题相对抽象，学生的环保意识薄弱，往往不知道怎么说，从何说；二 是受到词汇的限制，使得学生在遇到环保话题时不会表达；第三点也是最重要的 13 一点，本单元是通过对不同家园的学习，引发学生对环境保护的意识和思考，并 不是专门的学习环保相关话题的单元。 如果在课堂中设置了大部分的环节来进行 环保话题的学习， 会对主要的知识和内容造成影响， 对教学重点的把握不够准确。 基于以上的考录， 我选择使用判断对错的形式， 引导学生对抽象短语take care of 的理解。事实证明，这是一个不错的办法。 在本课的教授中， 考虑到四年级孩子正处于养成良好的
45、书写和学习习惯的阶 段，所以，我在课堂中将很多部分细化，为使学生能够在学习的开始就养成正确 的习惯而努力着。比如，通过调整课文顺序，先讲forest,再讲tree，从而让学 生感受到事物并不是独立的， 而是相互依存的。 讲到lets的时候， 也是通过you and me来引出together,帮助学生更好的对课文内容进行理解和记忆。 当然，课程完成后，我有以下几点反思： 一、对课本内容的层层挖掘，使得课堂容量大，节奏快，是否所有的孩子都 能够跟上老师的脚步，完成主要内容的理解和掌握。 二、经过一个学期的接触和磨合，中途接班的班级已经有了明显的进步。最 后的对话环节，学生能够根据我所给出的句子拼凑出一个小篇幅，但是，这并不 是我的预期，希望孩子们能够自己通过对自己知识结构的整合，在自己的思考下 独立完成编对话的任务，让自己学到的语言真真正正地在使用。 虽然在设计这节课的时候已经觉得自己考虑到了所有的地方， 甚至在上完课 后的第一时间依旧觉得如此。但是，随着内心的不断平静，总感觉在这节课在环 保部分的设计上考虑地不够全面，处理地不够扎实，仍需要不断的思考和努力。
