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1、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 ?Its .”和“Whose s are they ? Theyre .” 。 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:Im Miss
2、Huang .Whats your name ? Nice to meet you . T:Hello, whats 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: Itss .(提示学生说出答案并出板书：Its 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
3、现一个蛋)Look ,its golden.Whats in the egg ?A bike ?Apuzzle ?Guess ! Step3 : Teach the word : jacket ,sweater ,scarf 1T: Whats 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 2T: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 .Whats this ?S:d
4、ress,cap,vest,sweater (当学生说到 sweater 时课件出示 sweater 领读并拼写) 3T: Who can spell “sweater”? Whats 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 ? Its 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
5、句型：Whose scarf is this ? Its s .) (课件出现 Miss Li)T : Whose scarf is this ? S:Its Miss Lis .(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: Its 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
6、 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 its .(当待生猜一两后教师告之)Its Miss Huangs .(边说边拿出实物包)Look,its Miss Huangs bag .Whats in the bag ?Please touch and guess .Who will try ?(学生摸出一双袜子)Oh,its a pair of socks .(课件出现一只袜子)领读：a sock (
7、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 3Lets go on .Who will try ?Theyre gloves .Are they lovely ?(课件出示 glove)领读,，比较 lovegloves(领读
8、，板书，拼写)a pair of gloves (领读)儿歌 4T:Whats 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 5T:Whats 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 7Rhyme ：gloves gloves a pair of gloves jeans jeans a p
9、air of jeans shorts shorts a pair of shorts shoes shoes a pair of shoes socks socks a pair of socks 8Quickly respond Step 6:Teach the sentences: Whose s are they ? They are s . 1. 教学课题：Theyre gloves .Whose ?Whose gloves ?(出现课题教学) 2. Teach : theyre :T : Whose gloves are they ?Theyre Kittys / ?(边说边出现五
10、个卡通人物) 领读 theyre =they are 领读 Theyre Kittys/ . T:Whose gloves are they ? S: Theyre s .(猜) 教师呈现 gloves 后面的失主。T:Whose gloves are they ? S :Theyre Kittys . 3. Teach : Whose are they ? T: (教师指着 jeans 问)Whose jeans are they ? S : Theyre 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
11、 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“Theyre s .”回答。Whose socks / are they ? 4. （全班问一个学生）Whose shorts are they ? S1:Theyre 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
12、the blackboard Step 7: Consolidation 1. 知识总结 2. Rhyme : scarf scarf whose scarf Helens Helens its Helens gloves gloves whose gloves Kittys Kittys theyre Kittys 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)Its a sweater/. Theyre shoes/ .Whose
13、 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 ?Its，Whose s are they ? Theyre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！
