【教案培训心得】教案PEP5 Unit 1 My New Teachers Unit One 3rd period

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i. contents 
section b. let’s learn let’s chant   section c. good to know
1. words:
 1）kind, young, smart, active, funny (四会)
 2）principal, university student, strict (三会)
2.sentence structure
 who’s your principal?
  is she young?
  yes, she is./ no, she is old.
3. language function
 use what ss learned to describe different people
ii. difficult points
 1）how to master these words: kind, young, smart, active, funny
 2）how to read and understand these words: principal, university student, strict
iii. culture
 develop ss’ interest of english learning
iv. teaching aids
 word cards; tape recorder; picture
v. procedure
1. pre-task preparation
 step 1. let’s chant
a .who is your teacher?  mrs. heart.  is she kind?  yes. and she is smart.
b. who’s your teacher?  mr. rice.    is he strict.   yes, but he is nice.
 step2. ask and answer
t: now, answer my question. who are the two teachers?
ss: mrs. heart and mr. rice.
t. good. so what’s mrs. heart like?
s1: she is kind and smart.
t: and what’s mr. rice like?
s2: he is very strict, but nice.
2. while-task procedure
step 1. word task
t: great. mrs. heart is smart. mr. rice is strict.
(show ss the pictures of let’s learn)
t asks ss to read the two words and explains them.
t: do you know “柯南”？ he is very smart.
  who’s this man in the picture? guess, is he the father?
ss: no.
t: who’s he?
ss: he is a principal.
t: is he strict?
ss: yes, he is very strict?
t: what about this principal? is she strict?
ss: no, she is kind.
t: well done. so who’s our principal?
ss: mr. lin.
t: there is another way. how can we call him? please turn to page12, let’s find the answer.
(ss are given some time to read the dialogue and find the answer.)
 to make it easy, suppose our principal is called liu guoqiang. how can we call him?
ss: mr. liu or guoqiang.
t: excellent. now look at this picture, who is he?
ss: he is a university student.
t: is he young?
ss: yes, he is very young.
t: good. now look at the last picture. is the teacher quiet?
ss: no, she is active. and she is funny.
step 2 drill
(t shows ss the word cards and asks them to read these words in forms of all class, group and individual. )
step 3 sentence task
t asks ss to use the following dialogue to make a similar one.
 a: who’s your principal/…?
 b: miss./mr. ….
 a. is he/ she young/…?
 b: yes, he/she is.  no, he/she isn’t. he/she is…
3. post-task activity12
 step1 作业本p5 ex3
 t asks ss to do ex3 on作业本p5
suggested answers:
 thin, active, tall, music, short, smart
 step2
 t asks ss to do ex2 on作业本p6
suggested answers:
 abba
homework:
1)背p7单词，对话
2)会唱let’s chant里的歌曲
3)预习p8 let’s talk, 模仿语音语调  熟读p9 read and write

课后反思:
公开课结束了，反思在继续，经过各位前辈老师们的点评，再结合自己的上课过程，我给自己做了以下几点总结：
1）课堂的气氛不够活跃
  总体上下来，我感觉自己的课堂气氛不够活跃，我想这是因为我没有掌握好小学生的学习心理和学习方式。小学生的特点是好奇、好动、好胜又好表现，爱玩、爱唱、爱画、爱游戏、又爱活动。由于对小学生不是很了解，所以我在处理各个环节的教学时显得过于单一，缺乏新意和趣味性。这在很大程度上会影响学生学习英语的兴趣，所以在课堂的气氛制造上，我还要多下功夫。
2）教材的处理不够到位
  所谓教材分析，就是要对教材中的重难点进行区分，以便在教学的过程中，强调突出重点，并降低难点的难度。显然我在这点上做的还不够完善。听了各老师的点评，我知道了要对重点进行操练，而且是按集体到小组到个别的顺序。这也是考虑到学生的学习心理。每个学生在学习新知识的时候，总是存在着畏惧的心理。那么由集体的操练来缓解学生紧张的心理就显得尤为重要了。而对小组的操练是以竞赛的方式来激励学生更好地来学习新知识。至于对个别学生的操练是为了检测差生的学习情况。通过这样的操练，课堂上就能得到学生学习情况的反馈。
3）评价机制不够完善
每个人都需要鼓励，小学生更是如此。在课前我已准备自己的私人小印章，平时的我都是在课后给表现好的小组或个人敲印。但是在听过老师的点评后，我觉得鼓励的及时性很重要。而且我常常用的口头语言的表扬不够夸张，没有“煽动性”，久而久之，学生可能会对我的私人小印章失去兴趣，所以在这点上我要做到更加完善。
 当然作为一个新老师，要学习的东西很多，存在的问题也很多，我希望能在今后的教学中加以改善，让自己的课堂成为学习的乐园。

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