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1、Unit4 Peter is writing.教学设计及反思一、教学目标 能听懂、会说新单词sleeping, working, sweeping, cooking, painting, 通过学习字母组合“ee”、 “or”、 “oo”、 “ai”的发音，能推断出含有相同字母组合的单词发音。 能用现在进行时描述某人（第三人称）正在做某事。二、教学重点及难点重点：掌握新单词sleeping, working, sweeping, cooking, painting,能用现在进行时描述某人（第三人称）正在做某事。难点：通过学习字母组合“ee”、 “or”、 “oo”、 “ai”的发音，能推断出含有
2、相同字母组合的单词发音。三、教学准备PPT、教学碟片等。四、教学步骤The first PeriodStep1. Warming up and presentation.1. T: Good morning, boys and girls.Ss: Good morning, Miss Zhu.T: Nice to meet you.Ss: Nice to meet you, too.2. T: Please look at the blackboard. This picture is for Group1 and that picture is for Group2.If you can d
3、o well, I will give you books, ok?【设计意图】学校正在创建书香校园，老师以“赠书”的方式来激励学生，让他们在这种氛围中你追我赶，学英语的兴趣越来越浓。T: Look, can you say?(课件描述：PPT课件内容为学过的行为动词，如write、sing、run、jump、fly、climb、draw、play、read、swim.图片和动词同时出现，帮助孩子们复习了旧知，为后面的学习做铺垫。)T: Wonderful. Now, look, I can swim, too. Can you swim? Lily, I can swim. Can you
4、swim?S1: Yes,I can.T：Swim, please. Are you swimming? Look , Lily is swimming.Good. Jack, can you jump?S2: Yes, I can.T: Jump, please.板书：Jack is jumping.T: Hi, girl, can you run? Now, Lucy is.Ss: Lucy is running.T: Good morning, lovely girl, can you write? Who can say? Together.Ss: Sweet is writing.【
5、设计意图】以旧带新，用已学过的单词、句型，引出新的句型。3. 出示Peter的头像。T: Whos he?Ss: He is Peter.T: Peter is writing, too. Today we are going to learn Unit4.Peter is writing.4. Peter正在写字，今天我们不写字，我们去青青草原看看喜洋洋和他的伙伴们正在干什么，好吗？Lets go. Whos he?Oh, where is Xi yangyang? Is Xi yangyang writing? Yes or no?Good, We can also say Xi yang
6、yang is painting.(Bb)painting“ai”-ei-paint-paintingThis team one by one.Good. Xi yangyang is Who can read these words?(ppt) paint rain wait思考：大家发现它们的发音有什么规律？【设计意图】通过学习新单词painting和字母组合“ai”在painting中的发音，让孩子们能读出其他含有“ai”字母组合的单词，达到举一反三的效果。Look, Mei yangyang is painting. Yes?Mei yangyang is cooking.(Bb) c
7、ooking“oo”-u-cook-cookingThe team one by one.Mei yangyang is Lets read the words, who can?(ppt) foot look goodT:I like Man yangyang. Look, Man yangyang is working.(Bb)working“or”-:-work-workingThe last row one by one. Very good.Ok, Man yangyang isT: Oh, whos he?S: Hes Lan yangyang.T: Whats Lan yangy
8、ang doing? Can you guess? Maybe，Lan yangyang is sleeping.(Bb)sleeping“ee”-i:-lee-sleep-sleepingT: This team one by one. Good, Lan yangyang isLook at these words. Can you read?(PPT)bee meet sweepingT: Look，Nuan yangyang is【设计意图】在青青草原和这群可爱的小羊们的陪伴下，孩子们愉快的学习着。Step2:GamesYou did a good job. Now, lets pla
9、y games.The first game : “Bomb”The second game:“ Do and Guess.”（一名学生上台抽取卡片按卡片上的单词做动作，让其他同学来猜。）【设计意图】游戏能够对新学单词进行复习，把词汇放在句子中操练，做到词不离句，游戏中人人参与活动，学中玩、玩中学。Step3:Exercise1. A. Open your books at page14.读书的时候要做到眼到、口到、心到、手到。用手指着读，读书姿势最标准的是*。2. B. Practice in your group.每个人轮着读。不会的请教同学或老师。3. Now listen and nu
10、mber.a. cookingb. check the answerc. 全对的举手。You can draw a star in your book.【设计意图】让学生养成良好的学习习惯，终身受益。Step4. Lets practice.1. You did a good job. Lets go to ACG Festival.看看自己喜欢的动漫人物正在干什么，用今天所学的语言来描述。2. Take out the paper.A. Listen and match.B. Look and write.C. Check the answer.3. 评价【设计意图】在这个有趣的情境里学生自
11、由交际着，它调动了学生的学习积极性，增强了学生学英语的自信心。4. Homework画一幅家人在家中活动的画，并用英语讲述。【设计意图】创设情境、激发兴趣，画一画，说一说，让孩子们能自觉主动的说英语。教学反思Unit 4 Peter is writing选自湘少版四年级下册第四单元的课文。学生在上一单元已学习现在进行时态，本单元主要是人称上的变化即用现在进行时描述某人(第三人称)正在做某事。教材要求学生能听懂、会说新单词sleeping, working, sweeping, cooking, painting。在Step1.warming up and presentation这个环节，我把
12、上个单元学习的词语用PPT的形式呈现出来，接着用旧知带新知，I can swim, can you swim? Are you swimming? Look, Lily is swimming.最后点题Today we are going to learn Unit4 Peter is writing.我创设了一个青青草原的情境，依次呈现painting、working、cooking、sleeping、sweeping。painting “ai”-ei-paint-painting。我希望通过认读元音ei的发音能推出rain、wait的发音。但学生受到汉语拼音的影响，难点未能突破。但在接下来
13、的sleeping“ee”-i:-lee-sleep-sleeping 。学生马上能举一反三读出see、bee、 feet、meet、 sweeping的发音。在引出所学内容之后，操练环节我用了2个游戏。第一个游戏是埋炸弹。接着进行的是看卡片做动作并说句子。在经过这2个环节之后班上90%以上的学生都能掌握这几个单词，能用现在进行时描述某人（第三人称）正在做某事。下面就进入了拓展环节。我创设了一个情景，带孩子们参加一个动漫文化节。孩子们几个一组，讨论着不同的动漫人物正在做什么。孩子们的积极性很高。我想以后都可以交给学生更多不同类型的、不同层次的任务，给不同的学生不同的展示舞台。反思这节课，在教授painting “ai”-ei-paint-painting时，当时如果用中文讲解英语英标的发音和汉语拼音的区别，在这个地方点破，孩子们也许就不会拼读错误。今后我要着重引导学生学会自主学习和合作学习，让学生真正成为课堂的主人。
