2019-2020年四年級英語下冊 Unit 9(1)教學(xué)反思 北師大版.doc

2019-2020年四年級英語下冊 Unit 9(1)教學(xué)反思 北師大版第九單元的內(nèi)容相當(dāng)多，而且難點比較集中。除了要進(jìn)一步熟悉一般現(xiàn)在時，當(dāng)主語是第三人稱單數(shù)動詞的變化這樣的難點外，還有一般現(xiàn)在時和現(xiàn)在進(jìn)行時兩個時態(tài)的比較，更有第一次出現(xiàn)的頻率副詞。所以結(jié)合單元目標(biāo)，我詳細(xì)制定了這一單元第一課時具體的教學(xué)目標(biāo)。當(dāng)設(shè)定初步感知頻率副詞，幫助學(xué)生了解各個頻率副詞之間的關(guān)系和區(qū)別這個教學(xué)目標(biāo)時，我考慮到，首先這幾個單詞都是新詞匯，學(xué)生初次見到，學(xué)生雖然在生活中經(jīng)常用到從不，幾乎不，有時候，時常，經(jīng)常，通常，總是這些中文詞匯，但對這些詞之間的關(guān)系肯定是模糊的，可以說在日常生活中，他們也不見得能夠正確的使用這些頻率副詞。所以，我認(rèn)真進(jìn)行復(fù)備課，反復(fù)分析和思考學(xué)生的狀況，查閱了語法書籍，制作了這樣一個形象的倒三角形，來幫助學(xué)生借助視覺效果理解這部分難點：always 100%usually 85%often 75%frequently 50% sometimes 20%seldom15%hardly 10%never 0%課前，我曾為自己的這個設(shè)想沾沾自喜，還拿來和同組的老師分享，我認(rèn)為這個倒三角形可以很形象地呈現(xiàn)了課堂的教學(xué)重點，也是教學(xué)難點內(nèi)容，肯定會幫助學(xué)生理解這些頻率副詞之間的區(qū)別和關(guān)系。課堂上，第一遍熟悉課文，整體感知故事內(nèi)容，學(xué)生知識了解了大概的故事情節(jié)。第二遍示，我們需要主圖的理解，抓故事中的具體情節(jié)，我提出了這樣的問題：When do they visit Uncle Booky?When does Uncle Booky do in the morning?When does Uncle Booky go to the store?當(dāng)學(xué)生不能夠準(zhǔn)確地回答我的問題，他們產(chǎn)生了想了解這些頻率副詞的迫切需要。于是，我在黑板上板書了這個“倒三角”，為了讓學(xué)生一目了然，我還分別用了不同顏色的粉筆，為學(xué)生理解提供視覺上的幫助?？墒?，當(dāng)我板書完這些單詞，詢問其中文意思時，只有幾個孩子（學(xué)著劍橋英語的學(xué)生）應(yīng)答，也只是其中的某一個，其他學(xué)生都是一臉茫然下課鈴就在這一片茫然中響起了而李偉（五年級1版的優(yōu)秀生）還在問我，“張老師，frequently到底是什么是意思??？”因為，下課鈴已經(jīng)響了，眼保健操的音樂已經(jīng)響起，我只能把李偉叫到了前面，重新跟他說了一遍，我是采用了舉例的方法：比如10次檢測，你從來都沒有不合格，這叫never ，而如果你有1次，這叫hardly 正是這個例子，讓李偉不住地點頭。也是到這個時候，我才意識到學(xué)生根本沒有理解本科的重點內(nèi)容。我詫異了，低頭思索了半天。班主任于老師進(jìn)到了教師，我跟他交流了我的困惑，于老師的話讓我找到了原因：學(xué)生數(shù)學(xué)課中還沒有見到過百分比，而且百分比不是數(shù)值，而是表示數(shù)量的關(guān)系這些數(shù)學(xué)語言，讓我恍然大悟。這個“倒三角”沒有幫助學(xué)生理解頻率副詞，反倒給學(xué)生呈現(xiàn)了更難以理解的東西，從而增大了理解的難度。反思這節(jié)課的教學(xué)，真讓讓我有些羞愧的感覺。我們總是在談備課、備學(xué)生，也總是在說我們的教學(xué)設(shè)計要從學(xué)生已有的經(jīng)驗出發(fā)，可我們該怎樣去了解學(xué)生的已有經(jīng)驗?zāi)?？雖然我通讀了教材，雖然我了解并激發(fā)了學(xué)生的需要，雖然我做了詳細(xì)的復(fù)備課，可是，我還沒有了解學(xué)生有了多少數(shù)學(xué)知識，有了多少語文知識， 我們還是要近距離接觸學(xué)生，近些，再近些附送：2019-2020年四年級英語下冊 Unit 9(1)教案 新世紀(jì)版. Teaching aim:1. New words: rain, sun, wind, snow, cloud, rainy, sunny, windy, snowy, cloudy2. Make some sentences using these words. Difficult point:Make the sentences. Preparation:Word cards; some pictures;. Teaching procedure:1. Rhymes2. Revision: Ask and answer: What day is today? Whats the date today?Whats the weather like today? 3. New lesson:（1）Introduce: rain, rainyT: What can you see in the picture? S: I can seeRead spell-make the phasePractice in pairs: There is a lot of rain Whats the weather like today? Its rainy.（2） Introduce: sun, sunny（3）Introduce: wind, windy（4）Introduce: snow, snowy（5）Introduce: cloud, cloudy（6）Play the cassette（7）Look at the book （page63）Make a short dialogue.4. Consolidation:（1）Read the new words.（2） Workbook 5. Assignment:（1）Copy the words（2）Recite the words（3）Make the sentences6. Writing on the blackboard:Unit 9Rain sun wind snow cloudRainy sunny windy snowy cloudyThe Second Period. Teaching aim:1. Sentences: Whats the weather like? Its 2. Make some dialogue using new sentence. Difficult point:Make the dialogue. Preparation:Word cards; some pictures;. Teaching procedure:1. Rhymes2. Revision:Ask and answer: What day is today? Whats the date today?Whats the weather like today? Do you like rainy or windy? What can you do on a sunny day?3. New lesson:（1）Introduce: Whats the weather like? Its T: Is it a fine day? S: Yes.Whats the weather like tomorrow? Its Practise: Whats the weather like? Its（2）Introduce: Do you like rainy? No, I dont like it./Yes, I do. Me, neither.（3）Introduce: Foggy , breezy , dry , warm , chilly, humid（4）Play the cassette. The students listen and repeat.（5）In groups of two , the students practise the dialogue in their books.（6）In groups with new words.（7）Look at the book （page65）Make a short dialogue.4. Consolidation:Workbook page 695. Assignment:（1）Copy the words（2）Recite the words and dialogue（3）Make the sentences and dialogue.6. Writing on the blackboard:Unit 9Whats the weather like? ItsThe Third Period. Teaching aim:1. Sentences: Can we/Shall we?2. Make some new dialogue. . Difficult point:Make the dialogue. Preparation:Word cards; some pictures;. Teaching procedure:1. Rhymes2. Revision:Ask and answer: Whats the weather like today? 3. New lesson:（1）Introduce: Whats the weather like? Its Shall we go to the beach? Sure. Can we go the zoo this afternoon? Ok.（2）Practise: Whats the weather like? Its Can we/Shall we?（3）Make a short dialogue in pairs,（4）Open the book. Listen to the tape.（5）Practise the dialogue in their books.4. Consolidation:（1）Question and answers（2）On your own.（3）Pair works.5. Assignment:（1）Copy the dialogue.（2）Recite the dialogue（3）Make the new dialogue.6. Writing on the blackboard:Unit 9Whats the weather like ?Can we/shall we?The fourth period. Teaching aim:1. Kids Palace: Weather2. Read and match. Preparation:Word cards; some pictures;. Teaching procedure:1. Rhymes2. Revision: Ask and answer: Whats the weather like today? 3. New lesson:（1）Introduce some new words: sand, puddle, snowmanSpell-Phrase-Sentences（2） Read the text.（3）Play the cassette.（4）Read and match.4. Consolidation:Ask: What weather do you like best? Why?What can you play? Whats your favourite thing? Do you like rain?5. Assignment:WorkbookWriting on the blackboard:Unit 9 weatherWhat weather do you like? I likeThe fifth period. Teaching aim:1. Music box: /w/ /h/2. Rhyme. Preparation:Word cards; some pictures;. Teaching procedure:1. Rhymes2. Revision: Ask and answer: 3. New lesson:（1）Sound: /w/Show some words: where when whichRead after the teacher:/w/Ask: Which words contain /w/sound? Why what（2）wh /h/Show the words: who whose whomRead after the teacher: /h/Ask: Which words contain /h/ sound? （3）Play the cassette.（4）RhymeListen-re