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In the living room英语教案及反思

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  为了帮助各位小学英语老师做好英语教案备课,下面学习啦小编为大家带来In the living room英语教案及反思,供你参考!

  In the living room英语教案:

  学科名称:

  冀教版小学英语第七册

  学生分析:

  六年级共有40个学生,大多数学生对学习英语感兴趣, 们已经学习了英语两年,认识了日常的问候语及基本的交际用语。

  内容分析:

  本节课进一步复习知识代词的用法。掌握现在进行时的用法,同时复习一些方为介词 通过本课的学习,渗透热爱家庭、热爱生活的教育。

  教学目标:

  1、 知识与技能目标

  (1) 听、说、读、写客厅里的物品——TV,chair ,couch,以及描述或介绍各个房间及房间里的物品的名称、颜色、位置等。

  (2)能够牢固掌握现在进行时,并将之灵活运用到课文图片的谈论及实际生活中,就家人在家里的活动用现在进行时进行简单、准确的描述。

  2、 过程与方法目标

  激发学生听英语、说英语、用英语和他人进行交流的兴趣,敢于用英语进 表达,并能主动利用语言环境大胆实践。

  3、 情感态度与价值观目标

  (1)鼓励学生根据所学知识谈论自己家客厅的物品及家人,使之能在小组活动中积极参与他人合作,互相帮助,增强学生的团结合作意识。

  (2)通过学习客厅物品及能家人的描述,教育学生珍惜亲情,热爱家庭,增强学生对家的热爱及对父母的尊重。

  教学难点:

  ( 1) 变现在分词 的不同方法。如 : playing , reading , watching ,writing ,sitting

  (2)掌握现在进行时以及能够熟练运用。

  教学课时:

  一课时。

  教学过程:

  Step 1 Greeting and class opening

  T:Yesterday we made supper in the kitchen.Yes?

  The peas are delicious,yes or no?

  Today we are going to the livingroom to see “What’s in the livingroom?”

  Do you want to go and see?

  So do you remember,in a house, we have the——tegether,one two„„

  Step 2 Revision

  ①Read together:livingroom、bedroom、kitchen、bathroom

  ②T:“And we have many many things。This is the . This is the .”

  ③Read together:toilet、TV、bed

  ④T:“I know,the bed is in the bedroom,yes or no?

  What’s in the kitchen?” Ask someone to say the things in the livingroom with

  “The is in the livingroom.” Then read together. The teacher guides to make dialogue with “What’ s in the bathroom/ livingroom?”,review “dish、toilet、TV”。

  Step 3 New Concepts and Practice

  What’s in the livingroom?

  ①T:“Now there is a livingroom,What’s in the livingroom?

  one,two——(read together)” What else is in the livingroom?

  (teach to read “couch”, reading one by one.) I can read the newspaper on the couch.What can you do on the couch?

  (show the fingers to spell “couch”,and the spelling speed will become faster)

  ②Say “What’s in the livingroom?”: Read “picture、lamp/table、flowers/TV、chair、couch”by actions.

  ③T:“What’s in the livingroom?

  The picture is in the livingroom. What else is in the livingroom ?”

  (students answers with “The is in the livingroom.”)

  ④talk about with their partners:“What’s in the livingroom?

  The is in the livingroom.”

  ⑤Show their dialogues:“What’s in the livingroom?

  The is in the livingroom.”

  Step 4 Practice

  “What are they doing?”

  ①T:“This is a beautiful livingroom,yes?But do you want to know,who lives in the livingroom?”

  ②Listen to the tape for “Number2 What are they doing?”

  ③Ask a child to read “Number2 What are they doing?”

  ④Playing a competition for P1 and P2

  T:“Who is he?Where is he?Who are they?Where are they?”

  ( re a d a f t er the l ittle“teacher”)

  ⑤T:“But,now let’s look,what are they doing?”(play the tape, the children follow the recorder.)

  ⑥Teach “-doing”:watching TV、playing cards、reading the newspaper、 writing a letter

  ⑦Go on playing a competition for P1 and P2:“What are they doing?”or “What’s he/she doing?”A.“Let’s go to Jenny’s house.”B.Make a dialogue with par tners

  ⑧T:“What am I doing?What are you doing?What’s he/she doing? what are they doing” (asking、answering and doing the actions)

  ⑨Playing and talking by roles:师生扮演角色,情景对话模拟在线

  Step 5 “Good bye children”and class closing

  课堂练习

  请学生布置一间living room ,在教室前面摆放一些物品:台灯、一些花、几本书、钢笔等物品,教师进行描述。

  学生把物品陈列到相应的位置或画到黑板上。用下列一些句子:This is a living room . There is a chair/ couch/ desk/ picture/ window in the living room. There are fiower on the table . This is a lamp beside the couch . There are books on top of the TV. Class closing :Hello!Are you happy ?

  Good bye !

  作业安排

  回家后用英语说说自己房间里的陈设物品。

  In the living room教学反思:

  本课主要围绕Li Ming和Jenny一家在客厅所做的事情这一话题展开学习,在讲述中运用到现在进行时态和人称代词的宾格形式。学生之前已经对现在进行时态有了一定的认识和感知,而宾格是第一次如此系统完整的出现在同一节课的文本中,需要给学生以系统的感知,理解,因此本课的教学重难点是现在进行时的理解、掌握和运用以及对人称代词的宾格形式的理解应用。

  本课严格按照新的教学理念——以语篇语境带动语言学习来设计本课教学。上课伊始让学生看Jenny家起居室的图片进行描述,既对前几课的内容进行复习回忆,加以运用,又为本课教学进行了铺垫。然后马上进入文本学习,遵循5分钟以内进入文本的原则。首先播放录音让学生听音判断,使学生在对图片描述后进一步对文本有一个整体的认知。然后针对课文内容提出问题,让学生带着问题默读课文,寻找答案。此时,我特别注重默读这种阅读习惯的培养。因为默读是不破坏语义理解的,所以特别适合学生理解课文内容。同时我也强调了默读的方法,要不出声地读,不回视,不唇读,不指读。尤其快读、跳读的方式,能帮助学生快速抓住关键信息,获得答案,这些都是我逐渐要培养的。在学生回答问题理解文本的同时,又进行语言知识的学习,在文本中循环滚动,真正做到以语篇语境带动语言学习。

  本课学生对人称代词的宾格形式的理解应用还不到位。由于是初次接触,还需有一个练习、掌握的过程,因此以后我会多注意提醒,练习及巩固提高。

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