2013.4.15 Unit 7 ： Animals YaoJi primary school : HuLonghua
Ⅰ.Teaching contents : part 5—part 7 Ⅱ.Teaching aims:
1.Pupils are able to understand the meanings of the words such as “does/farm/live/eat/other/gra” etc, 2.Pupills are able to react with the questions like “can it swim? Is it white? Has it got two long legs? Does it eat other animals?” and can ask and answer them.3.Pupils are able to apply those questions into the gueing games: gue my animal.
Ⅲ.Teaching key and difficulties: 1.Understand the meanings of the words: farm, live, eat, other.2.Apply the structures into animal gueing game.
Ⅳ.Teaching aids : PPT Ⅴ.Teaching proce: Step 1 : warming up How many animal words can you remember? Can you tell me? Step 2 : presentation 1.Show two words :
①Show the picture of hippo and ask : what’s this ? it’s a … ②Show the picture of crocodile and ask like above. Then stre : cro-co-dile crocodile, crocodile 2.Show several words and structures with that pupils are familiar.①Show the picture of duck and ask : can it swim ? ②Show the picture of snake and ask : can it fly ? Has it got four legs ?
③Show the picture of fox and ask: can it fly? Has it got four legs? Is it brown? 3.Introduce new structures
①Show the picture of sheep and ask : does it eat gra? Then stre : eat, gra; the sound of the word :does.Read the sentence after me.
②Show the picture of tiger and ask : does it eat gra? Does it eat other animals ? then stre : other.
③Show the picture of lion and ask pupils to answer the questions with “yes or no” according to the picture: can it fly? Has it got four legs? Is it brown? Does it eat gra ? does it eat other animals ? etc.Step 3 :practice and consolidate 1.Pupils ask and answer : Teacher first shows his picture of wolf to four pupils and then ask others to ask the four pupils ,then decide what animal it is according to the answers given by the four.2.Gueing games : gue my animal.Ask pupils do it in groups.Teacher give the helpne on the screen.3.Show your games in the open.4.Gue teacher’s animal: elephant.Step 4 : Extension 1.Change the structures .2.Put these sentences into a complete text.
Ⅵ.Homeworke : Write a complete text about elephant.
The Blackboard Design:
Unit 7 : Animals 1.Has it got four legs ?
Yes,
It has got four legs.2.Is it white ?
Yes.
It is white.3.Does it eat gra ?
No.
It doesn’t eat gra.4.Does it eat other animals ?
Yes.
It eats other animals.
Animals教 学 反 思
胡龙华
本课属于animals单元，以疑问句的教学为主。我在教学的过程中贯彻了学生主体的原则，倡导情景教学，对学生的听说读写能力进行全方位的培养。运用信息沟和信息差原理创设认知冲突，激发学生的求知欲望和参与活动的积极性，本节课的教学实现了预定的目标。
一、以旧带新，层层铺排。
复习旧知，引出新知是教学中常用的方法。本节课的句子和生词众多。好在众多的句子中有几个是以前学过的旧知识，几个新句子也与它们有直接的关联，这为复习旧知，引出新知创造了条件。在教学中我先呈现“Can it fly? Has it got four legs? Is it white?”等几个旧句子，然后再呈现新句子“Does it eat gra? Does it eat other animals?”这种办法既复习了旧知也引出了新知，没有打的认知障碍，使教学得以顺利进行。
我用层层铺排的方法来组织教学。先呈现两个词，然后呈现几个熟悉的句型，之后是两个新句型，之后呈现所有的句型为后面的活动作铺垫，之后是运用句型参与活动，最后是句型变换。层层铺排使教学成为了一个有序的活动，各个层面的学生都有所获，而且获得了听说读写全方位的顺练。
二、适度留白，步步惊心。
课堂教学也有起承转合和抑扬顿挫，留白就是“顿”，是语言知识输入和输出之间的停顿，是学生把教师呈现和教授的新知内化的关键节点。把课堂还给学生，教师的教转化成学生的学，留白起着不可或缺的作用。留白是对学生的尊重，同时也给学生造成了一种压力，因为留白总是要对学生提要求和给任务的。教师留白时，学生可交流探讨，可质疑问难，可凝神苦思，这是思维最活跃互动最充分的时候，最有可能碰撞出惊心动魄的思维火花。在本节课中，我共有三处留白：一是呈现完了所有的句型之后，二是猜完老师喜爱的动物之后，三是学生互动结束之后。第一处留白主要是为了让学生消化刚刚呈现的所有句型，这是学生能否掌握所学的关键，也是后续活动的必要准备。第二次留白是为了让学生反思刚才的活动，从中汲取有用的东西，为自己的活动作准备。第三处留白是为了让学生总结和回想之前的所有活动，强化对一般疑问句的认识，为后续的句型变换作一个知识的和心理的准备。这三处留白起了很重要的作用，让教师的教学真正的着眼于学生，而不仅仅是为了完成预案。
本课的不足之处主要是间安排稍欠妥，应该做到前轻后重。另外留白还不够，应该多几处留白就完美了。
2013 .4 .15
教学设计与反思
五年级胡龙华 20
13、
4、15
