[unit]Unit 4 My Home ( Period One )

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一：teaching contents and analysis
(1) teaching contents : a  let’s learn     let’s do
(2) teaching aims and demands:
   a: enable to listen and say :this is my home , and enable to describes their own room .
   b: enable to listen , speak , and read the four words : study , bathroom , living room , kitchen .
   c: enable to understand the order and do the actions .
二: main points and difficulties
(1)  main points : enable the ss to listen , speak and read the four words : study ,bathroom , living room , kitchen .
(2)  difficulties: the pronouciation of “bathroom , kitchen ”.
三: teaching aids :
   cai
   word cards
   school things
   some pictures of rooms
四: teaching process
 step1: warm-up \ review
let’s do
t gives the order , and let the ss do the actions .
t : show me your english book \ pen \ pencil \ eraser ……
  touch your eyes \ face \ head \ nose ……
  shake your body \ wave your arms \ clap your hands \ read a book \ watch tv ……
step2 : presentation
1: teach : home , study
(1) t shows a picture of monkey , and asks : now , look , what’s this ?
ss : a monkey .
t: what’s his name ?
ss: tom
t: yes , his name is tom , he has a new home , would you like to visit ?
ss: yes .
t: go , go , go to the monkey’s home .( cai )
   look , this is tom’s home . how many rooms can you see ?
ss; i can see 5 .
t: yes , there are 5 rooms , look at the red room .what can you see in this room ?
ss: i can see ……
t: this is tom’s study . ( show the word card )
(2) read the word “ study”. (together----individual )
(3) t: what can i do in the study ?
   s: i can read a book .
   t: do you like to go to the study ?
   s: yes .
   t: go , go , go to the study , read a book . ( do the actions together )
2: teach : kitchen
(1)  t: ( after the action of reading a book ) i’m hungry , which room shall i go ?
     please write the colour on your hand .
(2)  t: (show the answer ) oh ,yes , i should go to the purple room .
     it’s a kitchen .(show the word card )
(3) read the word “kitchen”.
(4) t: what colour is it ?
     what about your kitchen ?
     what can you do in the kitchen ?
( have a snack )
cai shows a snack and chicken , t: this is a snack , and that is chicken .(kitchen----chicken )
(5) say and do : go , go , go to the kitchen , have a snack .123
             go , go , go to the kitchen , have some chicken .
3: teach : bathroom
(1)  t: oh , the chicken is very delicious , but now we haven’t wash our hands , look , my hands are dirty .we can wash our hands in bathroom .
(2)  guess the colour : which room is the bathroom ?
(3)  t shows the word card and read the word .
(4)  t : is it big or small ? \clean ?
      what can you do in the bathroom ?
      ( take a shower )
      ask the ss to do the actions together .
4: teach: living room
(1): t: guess , what am i doing ?( read a book \ have a snack\ take a shower)
     where am i ? (study \ kitchen \ bathroom)
     t does the actions and let the ss guess.
(2) t does the action : watch tv
   t: now , where am i ?
( living  room)
(3)  read the word
(4)  t: what’s in your living room ?
(5)  do the actions : go , go , go to the living room ,watch tv .
5: teach: bedroom
(1)  (cai) t : is this a kitchen ? \ bathroom ? \ living room ?……
        ss : no !
        t: oh , it’s a bedroom .
(2)  read the word “ bedroom “
(3)  t : what in your bedroom ? ( discuss in pairs )
      you all have a nice bedroom , let’s go to the bedroom , have a sleep .
step 3 : practice
1: read the words together again .
2: let’s do ( look at the cai )
(1)  look at the screen , and do .
(2)  say and do together .
3: game : which room is it ? (cai )
step 4 : consolidation \ extension
1: cai shows some pictures about study \ living room \ bedroom ……
(1)  t describes one room about “bedroom”.
eg : it’s a bedroom , in the bedroom , there is a bed , a desk ,and a lamp , i can have a sleep in this room . it’s very clean and nice .
(2)  let the ss discuss the other rooms in pairs .
(3)  ask one student from each group to describe it .
2: let the ss make their home freely .
  eg : welcome to my home , this is my ……

教学反思:
本课是词汇教学课，不少老师会认为词汇课比会话课简单。而通常的词汇课也会侧重于各种游戏简单堆积，缺少一定的深度。针对这些普遍现象，我在本课的设计中给自己定下了以下三个标准，即“趣、实、新”。
所谓“趣”是指整堂课的设计应符合小学生的心理特点，能激发学生的兴趣和参与意识，使学生一直处于英语学习的兴奋状态，在本课中我根据四年级学生的特点，采用猜一猜，读一读，做一做，谈一谈，比一比等多种教学形式，让学生在宽松的氛围中体验到英语学习的兴趣。123
所谓“实”是指整堂课的教学活动应紧紧围绕本课的重点和难点，做到由浅入深，衔接自然. 本课中，对于5个新词的教学我基本做到先示范，再机械操练，然后进行意义操练，最后达到实际运用。努力使全体学生在有限的时间内实实在在的学到更多的英语知识。
所谓“新”，一是指教师的教学理念要新，本课我比较侧重于学生语言运用能力的培养。对于5个新授词我都尽量安排不同的问题让学生展开讨论让学生在思维中运用语言，并真正体会到成功的乐趣。
第一次上英语汇报课,出现了很多问题,比如对学生的课堂表扬语言过于单一,课堂教学设计上也有不足的地方,比如在教学的过程中没有为后面的活动做铺垫,以致后面的活动结束后,学生展示时语句单一,不能很好地扩展开来。
通过这堂课，让我明白了要上好一堂英语课必须准确定位目的，做到有的放矢，面向全体学生，力求人人参与。同时设计的活动要符合学生的年龄特征，贴近学生的生活，还可以采用合作学习。通过这次片活动，让我明白了注重细节的重要性：在自己制作单词时虽然可以剪成奇形怪状，但也要剪的有根据，可以按字母形状来剪，既能引起学生兴趣，又能帮助学生记单词；要充分利用课堂资源，特别是多媒体资源，不能把它当作是美化课堂的一个工具，只看不中用在引出一个个单词时要让学生有思考的时间，不能讲太多，所以老师在课堂上要注意自己的语言量。总的来说，这样的活动对我来说是非常珍贵的，能让我在批评与自我批评中成长。

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