(了解性听课)Story3

1、Teaching plan for story 3 (The second period of the story) Story 3 Tail, tail , wheres my tail?Teaching Aims : 1.Review the words. Long-short tall-short fat-thin big-small Eye-ear-tail-nose-mouth-leg 2. Ss can read the most part of the story.Teaching Difficulties and Emphasis1. Ss canread the words

2、correctly and quickly.2. Ss can read the most part of the story.Teaching Preparation: PPt some pictures and words cardsProcedures:Step 1 : spelling rules1. First : A-Z2. ong / or / all / ear / ai(拼读内容与该课的单词挂钩起来，让学生现学现用，效果会好些。)（反思： 拼读的力度还不够，学生还没有意识真正用拼读发法去学习。我想这个跟教师的教学意识密切有关。以后要加强拼读教学，每节课前用各种方式练习发音：教

3、师领读、学生领读、小组练习、小组竞赛。这项工作迫不及待！）Step 2 : Review some words1. Show some pictures on PPT and review the words. Long-short tall-short fat-thin small-big Have a match between boys and girls.(反思： 课后和张校长沟通，张校长建议在这样的一个好的课堂氛围中，可以完全撇开这种竞争机制。这一个环节反倒拖累了整个课堂。经校长这么一点拨，我也想起了上课时我点课件、加分数、顾及学生的忙碌样。对，下次不做这种画蛇添足的事了！) Say

4、 out the words loudly.T: If you know the words, please stand up and read the words.(这个环节很好，学生很是喜欢。既可以复习单词，又能让学生认真积极，何乐而不为呢！)2. Show some pictures on PPT and review the words.Eye-ear-tail-nose-mouth-leg Look at the cat , review the words Follow the teacher and do the action. Slowly-quickly !T: Cool ,

5、 cool ,very very cool !(反思： 做动作这个环节速度过于快，学生无法跟上。在教第一遍的时候要慢、慢、慢，懂了再加快速度，这样才有效果 ！) Step 3: Describe the animals1. Describe the catT: OK. Today Im not Jody. Im Susie. Look ! Its me. Who can describe me ? _ _ _ . My eyes are _. _ _ _ . My ears are _. _ _ _ . My legs are _. _ _ _ . My tail is _. Have a m

6、atch between boys and girls.Follow the teacher. Clap !Act like a cat.(本节课相当于复习课，所以我采取了这种提问的形式，能督促学生课外去读。从效果来看，还不错，一边复习，一边又能加强理解)2.Show a picture of a rabbit._ _ _ . My ears are _. _ _ _ . My tail is _.3. 2.Show a picture of a dog._ _ _ . My ears are _. _ _ _ . My tail is _.3. 2.Show a picture of a m

7、ouse._ _ _ . My ears are _. _ _ _ . My tail is _.Step 4: Find the mother.1. Ask and answer Put on a sad face. And ask: ”Why am I sad?” Let Ss answer. T: Why ? Ss: Because I cant see my mother. T: Woo, woo, mummy, mummy, Where are you? Ask some students ,and teach” Sorry, sorry, sorry.” And let Ss kn

8、ow when to use “sorry.” Write “sorry” on the blackboard.2. Play a game. Invite one student to act mother, and other students choose one animal to act. The teacher acts Susie. Then let Susie find the mother.(这一环节能很形象地帮助学生理解故事内容，学生也乐意参与进来)3. Act the story again.4. Ss act the mother, say out “Yes, yes,

9、 yes. Im your mother.”5. Learn “Come here, baby.” ”Big hug!” one by one.课后反思：一直担心不适合小学课堂。没想到，上完这节课，前辈和老师们给我了极大的肯定。谢谢你们，你们的肯定让我有了信心。张校长：建议完全撇开竞争机制，或者只在某个环节使用竞争，不能让竞争成为累赘。它只是一种手段。当然前提是教师能完全调控课堂。我会试着去做，希望能够更好地去驾驭课堂气氛。听到张校长对我课堂组织能力的肯定，心中还是蛮高兴的。嘻嘻。整个课堂少了写这一个环节。这跟袁老师给我的建议相同，看来我确实忽视了。如果能在最后多出来的几分钟作为笔头练习的话，

10、那整堂课就顺畅了，而且老师和学生都能休息一下，动静结合更好。Miss Xu : 1. 课堂结构处理得很好，思路清楚。每个学生选择一种动物进行扮演这个环节处理得不错。2. Miss Xu出来跟我说了一句话“你很适合教小学哦！”这句话让我消除了不少心理障碍，呵呵。3. 最后一个环节Work in four.(因为时间多出不少，临时想出来的一个环节)，没有呈现过程。可以邀请几个小组进行表演，让操练能做得有效果。这个步骤我老是要忘记，其实这在备课时要对每个环节都要思考，看来还不够严密。4. 另一个建议：用最后的”Big hug!”贯穿整个课堂，可以在开始就教给学生，作为这节课的奖励方式，当学生回答正确表现好的时候，给一个拥抱，形象地用了上去，比任何教学方式都要有效果。这就是M