There were three children英语教案及教学反思

2017-03-23

There were three children英语教案：

教学目标：

1. 知识与能力目标

能够听说的单词和短语： good night in fact kiss

能够听说读写句子： There were three children.

能够听说认读的语句： The monster wanted to eat the children.

2. 情感态度目标

教育学生在真实生活中是没有妖怪吃孩子的，树立科学的世界观。

重点难点：

掌握There be 句型的过去式形式，并能根据单复数准确运用。

课前准备：

录音带、单词卡片、图片

教学过程：

Step 1 Warm up

1. 师生问好

2. 询问学生昨天做过的事情，复习过去时态。

T: What did you do yesterday?

Ss: …

T: Did you …?

Ss: Yes, I did. / No, I didn’t.

Step 2 Presentation and practice

1. 学习单词 run ( ran )。

T: Did you run yesterday?

S1: Yes, I did.

T: Oh, he ran yesterday.

出示单词卡片，跟读模仿，学习单词 run—ran

2. 学习句式 There was/ were…

(1) 出示一张画有一个怪物的图片。一闪而过。

T: Look, what did you see?

Ss: I saw a monster.

T: How many monsters were there?

Ss: One.

帮助学生回答完整的句子 There was one monster.

(2) 出示一张三个怪物的图片。一闪而过。

T: What did you see? How many monsters were there?

Ss: Three.

T: You can say “There were three monsters.”

(3) 比较 There was… 和 There were… 两个句子

引导学生发现区别：There was…用于单数形式。There were …用于复数形式。(帮助学生理解 was, were 是 is , are 的过去式。

3. 学习课文。

(1) 出示Unit 1中Tom 看电视哭了的图片。

T: Tom was crying, why?

Ss: He saw a monster on the TV

T: How many monsters were there?

How many children were there? Can you guess?

Ss: There was/ were…

T: Who is right? Let’s listen to the tape.

播放课文录音，帮助学生找到正确的答案。

(2) T: What did the monster want to do?

Listen again and answer.

Ss:…

学习句子 The monster wanted to eat the children.

(3) 自读课文，圈出课文中的动词过去式。

(4)听录音，跟读课文。

(5)Ask and answer in pairs.( Activity 2 )

4. 学习Activity 3&4.

(1) 出示练习4的图片。

T: Once upon a time, there was an old woman.

Look, where did she live?

Ss: She lived in a house.

T: She had lots of children. How many were there?

Ss:…

(1) 听录音，回答问题。

How many children were there?” Activity 3

Learn “ in fact”

(3) Listen again and find the difficult words.

重点讲解 kissed, good night

(4) Listen and say, then chant.

(5) Play a game. Ask and answer. Activity 4.

Step 3 Consolidation and extension

1.Finish the exercises in Activity book of unit 2.

2. What was in our classroom last year? Write down the answers and talk in groups.

TV(s)

Computer(s)

Student(s)

Blackboard(s)

学生填好表格后运用There was/ were 句式进行反馈。

Ss: There was one TV. There were …

Step 4 Summary

引导学生总结本节课所学内容，引导学生发现 There be 句型的一般现在时态和一般过去时态的区别。

Step 5 Homework

1. Copy the new words and important sentences.

2. a. Listen and repeat the dialog.

b. Try to make a new story about the monster. Use the sentences “ There was … There were …”

作业1为必做作业，作业2中的A B 两部分学生可以根据实际情况选作一项。

There were three children教学反思：

本课的设计主要运用了“任务型”教学法，能使用“There were…。”谈论能力，在教学中采用多样化的教学手段将听、说、玩、演溶于一体，激发学生学习英语的兴趣和愿望，使学生通过学习体验荣誉感和成就感，从而树立自信心，实现了学生能用所学语言做事情，在学习的过程中发展语言、思维、交流与合作的能力。

坚持“发展为本”的原则，在时间、空间上为学生提供充分条件，引导学生多思、多说、多练，使学生在更轻松更愉快的环境下实现更多的信息交流，真正做到快乐学英语，扎实打基础。在热身、复习环节，用上节课学习的Chant,并用“There is/are?”的问句来导入新课让学生感受用“There is/are ”表示询问对方能力的方法。

四年级学生在小学阶段属于中年段，学生已经基本成熟，但是还有小孩子的天真活泼，求知欲也有所增加，英语也有了一定的基础，这一课时的教学内容对于他们来说是很简单的，没有生词，句型意思也很好理解，我注重学生对于这两套句型的运用，让他们用身边的事物进行操练，完全把英语融入到生活中去，使我们学的英语有用武之地，使学生沉浸在英语的氛围之内。新课之前复习单词，使学生不忘旧知识，利用旧知识学习新知，巩固了以前的消化了现在的，真的是一举两得。

不足之处，如主句型操练时，活动面不够广，还可以多叫一些人进行练习对话。黑板上各组的显性评价忘了作总结。小组长对各组做调查时，有的人还是怕开口说英语，怎样让所有学生敢于说，乐于说，还是要不断努力的方向。由于时间来不及，加上班级人数多，只好叫停，在学生兴趣浓厚时而没时间让他们充分表达，这不能不说是留下美中不足。有人说：“教案在下课之后完成的”颇有同感，也为到别班上课能及时调整教法做铺垫。