善教乐学构建和谐课堂

1、北碚区双主共学卓越课堂征文赛善教乐学 构建和谐课堂“Is this your skirt？对话教学”课堂实录天府镇教管中心 唐海燕 小学英语 案例学是一门艺术，它的美离不开课堂中教师和学生的完美结合。教师善教，学生乐学，是我们构建和谐课堂，提高学习效率，增强学习效果的最为有效的策略。结合我区“双主共学”卓越课堂建设，本节课针对学生实际，充分利用各种教学资源，采用听、说、唱、玩、演的方式，以活动为核心，灵活执教，让学生在老师的“善教”中“乐学” 。整节课课堂气氛活跃，学生学得轻松，不管是哪个层次的学生都能轻松、愉快掌握所学知识。Step1. Warm-up 1、Gree

2、tingT: Hello! Boys and girls!Ss: Hello! Miss Tang!T: Nice to meet you! Ss: Nice to meet you!T: How are you?Ss: Fine, thank you. How are you?T: Im fine, thank you. Sit down please!2、介绍评价方式T: This class wellhave two groups. This is Group A. This is Group B. Lets have a match. If you are the winner, yo

3、u can get a blue dress、a yellow Tshirt 、a green skirt、a red shirt、a brown jacket or white sweater for your group. Ok?Ss: Yes.T: Lets go!3、Lets chant.T: At first, lets chant. Boys and girls, clap your hands!（课件出示）Ss：Where where where, where is my T-shirt?What what what , what colour is it?Who who who

4、, who are you?T：Who are you?S: Im.T：Nice to meet you? Can you read this word? S: T-shirt, shirt, skirt, dress, sweater, jacket.T：Please read together.Ss: T-shirt, shirt, skirt, dress, sweater, jacket.【设计意图：上课开始，师生互致简单的问候，消除了学生的紧张情绪。然后一首简单的chant活跃课堂气氛，激发学生的学习热情，同时也为下面的where is my T-shirt? What colour

5、 is it? Whose is it? 教学做铺垫。教师以一种平等、友好的组织者的身份来组织教学，学生轻松自如地参与课堂活动，营造出积极主动的英语学习氛围。】Step2、Presentation1. 学习Is this your skirt？Yes，it is.Is that your T-shirt？No，its not.（1）呈现Isthisyourskirt? Yes,itis.T：Look！There is a basket. Do you want to know whats in the basket?Ss: Yes.T：Let me see. Oh, so many cloth

6、es! Whats this?S1: Its T-shirt.T: What colour is it?S1: Yellow.T: IsthisyourT-shirt? （拿衣服问个别学生）S1： Yes， it is.T: Isthisyour skirt? （拿衣服问个别学生）S2: Yes，it is.T: Isthisyour skirt? Yes， it is.(板书教读三遍)Ss: Isthisyour skirt? Yes，it is.（学生跟读）T: Isthisyour skirt? Skirt读升调，Yes，it is. it is连读。黑板上标注。T: Can you r

7、ead it? Lets try! Group A Group B.（分小组读）T: Boys! Girls! (分男女读)T: Isthisyour skirt? （拿衣服问个别学生）S3：Yes，it is.T: Isthisyour skirt? （拿衣服问个别学生）S4：Yes， it is.T: OK! Now, lets chant. Boys and girls, clap your hands!Ss：Is this your skirt？Is this your skirt？Yes, Yes, Yes.Yes, It is.【设计意图：利用猜猜篮子里有什么，复习旧知，巩固了原有

8、的重点单词与句型。在现实情境中，通过问答法很自然的呈现主要句型，易于学生理解。运用有节奏感的chant操练所学的内容，降低了句型的难度。使之在乐中学、学中乐、嬉中趣、趣中获，这将营造生动有趣的课堂氛围，学生参与意识强、思维活跃，学习效果会事半功倍。】（2）呈现Is that your T-shirt？No，its not.老师挂一件课前准备的自己儿子的小T-shirt在黑板上，指着T-shirt问学生T: Is that your T-shirt? (指着挂起的衣服问学生)S1: No, its not.T: Is that your T-shirt? (指着挂起的衣服问学生)S2: No,

9、its not.T: Is that your T-shirt? No, its not. (板书教读三遍)Ss: Is that your T-shirt? No, its not.T: Now, I ask and you answer. And then, you ask and I answer.T: OK! Lets drive a train. Train train，go,go,go. One by one.(学生开火车问，并回答)T: Is that your T-shirt? (指着挂起的衣服问学生)S3: No, its not.T: Is that your T-shir

10、t? (指着挂起的衣服问学生)S4: No, its not.T: OK! Now, lets chant. Boys and girls, clap your hands!Ss: Is that your T-shirt？Is that your T-shirt？No No NoNo，its not.【设计意图：利用实物引出句型，同样采用了一首chant促使学生大胆地开口。老师准备的自己儿子的小T-shirt，也为后面Whoseis it?的学习埋下了伏笔。】(3)操练：a、Playagame:谁是小侦探？T：Lets Playagame: Whereismydress?Ss: OK!T:

11、Look, where is my skirt? Use the two sentences:“Whatcolourisit?Is this you skirt?” ask me. (课件出示各种短裙)S1: Whatcolourisit?T: Blue.S1: Is this your skirt?(指着NO1)T:老师做否定的手势。Ss: No，its not.S2: Is this your skirt?(指着NO3)T:老师做肯定的手势Ss: Yes, It is.T: You are so clever. This T-shirt for you! (及时对猜出来的小组评价)T: L

12、ook, where is my dress? Use the two sentences:“Whatcolourisit?Is that you dress?” ask me.(课件出示各种连衣裙)S1: Whatcolourisit?T: Blue.S1: Is that your dress?(指着NO5)T:老师做否定的手势。Ss: No，its not.S2: Is that your dress?(指着NO1)T:老师做肯定的手势Ss: Yes, It is.T: Wonderful! This T-shirt for you!(及时对猜出来的小组评价)【设计意图：游戏教学法富于趣

13、味性，符合小学生年龄特点，在玩中学，乐中学，行之有效。“谁是小侦探？”这个游戏能激发学生的兴趣以及好胜心理。通过这个游戏让学生熟练掌握句型，并能运用所学的句型进行提问并回答。】b、Lets sing.教师播放 “两只老虎”的曲调，引导学生用下面所学的句型进行演唱：T: OK! Can you sing? Lets sing together.Ss: Isthisyourskirt?Isthisyour skirt?Yes,itis.Yes,itis.Whatcolourisit?Whatcolourisit?Itsblue.Itsblue.IsthatyourT-shirt?Isthatyou

14、rT-shirt?No, its not. No, its not.Whatcolourisit?Whatcolourisit?Itsblue.Itsblue.T: So good. This T-shirt for you!(及时评价) Once more.学生再次拍手演唱。【设计意图：这首歌是本节课的一个小高潮，在进行了前面的小侦探游戏以后，再让学生唱上一首改编的歌曲，将学生的学习兴趣进一步激发，与前面的句型教学“动”“静”结合。营造出生动活泼的乐学气氛】2.学习Whoseis it?Its my T-shirt. Whoseis this? Itsyourbaby brothers.老师

15、指着一直挂起的T-shirt，疑问的表情问T: Whoseis it? 同时呈现课件，教读。Ss：Whoseis it?T: Its my babys.(出示老师宝贝的图片)T:表示是谁的就在人物的后面加上s。T:课件出示：Whose is this? S：Its baby brothers!T: Its your baby brothers!老师刻意强调baby brothers.并且教读。T: Whoseis it? 老师拿出一件学生的衣服。S1：Its my T-shirt. 引导这件衣服的主人说一说,教读。T: Whoseis it? 拿着T恤问全班同学。Ss：Its *s T-shi

16、rt.T: Whoseis it? 老师再拿出一件学生的衣服。S2：Its my T-shirt. 引导这件衣服的主人说一说，教读。T: Whoseis it? 拿着T恤问全班同学。Ss：Its *s T-shirt.【设计意图：挂在黑板前的这件T恤的主人，在这一部分揭晓，孩子们都非常的好奇，babys的出现也为后面Itsyourbaby brothers.这个句型教学降低难度。】Step3:Practice回归课本T: Now, boys and girls take out your English books and turn to page29.Look at the lets tal

17、k. Listen to the tape, think four questions. （1）Whoseskirtisit? （2）Whatcolouristheskirt? （3）WhoseT-shirtisit? （4）IsthisT-shirtMikesbrothers?学生听对话后T: Who can answer my question?T: Whoseskirtisit? (对正确回答的学生及时评价)S1: Its Alices.T: Whatcolouristheskirt?S2: Its blue.T: WhoseT-shirtisit?S3: Its moms.T: Ist

18、hisT-shirtMikesbrothers?S4: Yes, it is.T: OK! Let us follow the tape. (全班学生跟录音读对话)T: Once more. (全班学生再次跟录音读对话)T: Now, Please read the dialogue together. (学生看书齐读对话)T: Please read the dialogue in group. OK?Ss: OK! (学生在小组里分角色朗读、给人物配音。)T: Who want try?S1,S2,S3,S4四个学生上台角色朗读、给人物配音。S5,S6,S7,S8再请四个学生上台角色朗读、给人物配音。【设计意图：四个问题的设计有利于引导学生带着问题进行有目的地听、读对话。设计了四个不同层次的对话练习，首先是听对话回答问题，其次是跟读对话，然后自己朗读对话，最后在小组分角色朗读、配音。层层递进降低了对话的难度，这样学生最终才能开口读。】Step4:Add-activitiesLets play.（课件）T: Lets play. Use your cloth ask and answ