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

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2019-2020年四年級(jí)英語(yǔ)下冊(cè) 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(diǎn)比較集中。除了要進(jìn)一步熟悉一般現(xiàn)在時(shí)，當(dāng)主語(yǔ)是第三人稱單數(shù)動(dòng)詞的變化這樣的難點(diǎn)外，還有一般現(xiàn)在時(shí)和現(xiàn)在進(jìn)行時(shí)兩個(gè)時(shí)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(shí)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(gè)頻率副詞之間的關(guān)系和區(qū)別這個(gè)教學(xué)目標(biāo)時(shí)，我考慮到，首先這幾個(gè)單詞都是新詞匯，學(xué)生初次見(jiàn)到，學(xué)生雖然在生活中經(jīng)常用到從不，幾乎不，有時(shí)候，時(shí)常，經(jīng)常，通常，總是這些中文詞匯，但對(duì)這些詞之間的關(guān)系肯定是模糊的，可以說(shuō)在日常生活中，他們也不見(jiàn)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(yǔ)法書籍，制作了這樣一個(gè)形象的倒三角形，來(lái)幫助學(xué)生借助視覺(jué)效果理解這部分難點(diǎn)： 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(gè)設(shè)想沾沾自喜，還拿來(lái)和同組的老師分享，我認(rèn)為這個(gè)倒三角形可以很形象地呈現(xiàn)了課堂的教學(xué)重點(diǎn)，也是教學(xué)難點(diǎn)內(nèi)容，肯定會(huì)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(shí)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(wèn)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(wèn)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(gè)“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(jué)上的幫助?？墒?，當(dāng)我板書完這些單詞，詢問(wèn)其中文意思時(shí)，只有幾個(gè)孩子（學(xué)著劍橋英語(yǔ)的學(xué)生）應(yīng)答，也只是其中的某一個(gè)，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(jí)1版的優(yōu)秀生）還在問(wèn)我，“張老師，frequently到底是什么是意思?。俊币?yàn)?，下課鈴已經(jīng)響了，眼保健操的音樂(lè)已經(jīng)響起，我只能把李偉叫到了前面，重新跟他說(shuō)了一遍，我是采用了舉例的方法：比如10次檢測(cè)，你從來(lái)都沒(méi)有不合格，這叫never ，而如果你有1次，這叫hardly …… 正是這個(gè)例子，讓李偉不住地點(diǎn)頭。也是到這個(gè)時(shí)候，我才意識(shí)到學(xué)生根本沒(méi)有理解本科的重點(diǎn)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(méi)有見(jiàn)到過(guò)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(yǔ)言，讓我恍然大悟。這個(gè)“倒三角”沒(méi)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(jué)。我們總是在談備課、備學(xué)生，也總是在說(shuō)我們的教學(xué)設(shè)計(jì)要從學(xué)生已有的經(jīng)驗(yàn)出發(fā)，可我們?cè)撛鯓尤チ私鈱W(xué)生的已有經(jīng)驗(yàn)?zāi)兀侩m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(méi)有了解學(xué)生有了多少數(shù)學(xué)知識(shí)，有了多少語(yǔ)文知識(shí)， 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(jí)英語(yǔ)下冊(cè) Unit 9(1)教案 新世紀(jì)版 Ⅰ. Teaching aim: 1. New words: rain, sun, wind, snow, cloud, rainy, sunny, windy, snowy, cloudy 2. Make some sentences using these words. Ⅱ. Difficult point: Make the sentences. Ⅲ. Preparation: Word cards; some pictures; Ⅳ. Teaching procedure: 1. Rhymes 2. Revision: Ask and answer: What day is today? What’s the date today? What’s the weather like today? 3. New lesson: （1）Introduce: rain, rainy T: What can you see in the picture? S: I can see… Read –spell-make the phase Practice in pairs: There is a lot of rain … What’s the weather like today? It’s 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 sentences 6. Writing on the blackboard: Unit 9 Rain sun wind snow cloud Rainy sunny windy snowy cloudy The Second Period Ⅰ. Teaching aim: 1. Sentences: What’s the weather like? It’s … 2. Make some dialogue using new sentence. Ⅱ. Difficult point: Make the dialogue. Ⅲ. Preparation: Word cards; some pictures; Ⅳ. Teaching procedure: 1. Rhymes 2. Revision: Ask and answer: What day is today? What’s the date today? What’s the weather like today? Do you like rainy or windy? What can you do on a sunny day? 3. New lesson: （1）Introduce: What’s the weather like? It’s… T: Is it a fine day? S: Yes. What’s the weather like tomorrow? It’s … Practise: What’s the weather like? It’s… （2）Introduce: Do you like rainy? No, I don’t 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 69 5. Assignment: （1）Copy the words （2）Recite the words and dialogue （3）Make the sentences and dialogue. 6. Writing on the blackboard: Unit 9 What’s the weather like? It’s… The Third Period Ⅰ. Teaching aim: 1. Sentences: Can we…/Shall we…? 2. Make some new dialogue. Ⅱ. Difficult point: Make the dialogue. Ⅲ. Preparation: Word cards; some pictures; Ⅳ. Teaching procedure: 1. Rhymes 2. Revision: Ask and answer: What’s the weather like today? 3. New lesson: （1）Introduce: What’s the weather like? It’s… Shall we go to the beach? Sure... Can we go the zoo this afternoon? Ok. （2）Practise: What’s the weather like? It’s… 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 9 What’s the weather like …? Can we…/shall we…? The fourth period Ⅰ. Teaching aim: 1. Kid’s Palace: Weather 2. Read and match Ⅱ. Preparation: Word cards; some pictures; Ⅲ. Teaching procedure: 1. Rhymes 2. Revision: Ask and answer: What’s the weather like today? 3. New lesson: （1）Introduce some new words: sand, puddle, snowman Spell-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? What’s your favourite thing? Do you like rain? 5. Assignment: Workbook Writing on the blackboard: Unit 9 weather What weather do you like? I like… The fifth period Ⅰ. Teaching aim: 1. Music box: /w/ /h/ 2. Rhyme Ⅱ. Preparation: Word cards; some pictures; Ⅲ. Teaching procedure: 1. Rhymes 2. Revision: Ask and answer: 3. New lesson: （1）Sound: /w/ Show some words: where when which Read after the teacher:/w/ Ask: Which words contain /w/sound? Why what… （2）wh /h/ Show the words: who whose whom Read after the teacher: /h/ Ask: Which words contain /h/ sound? （3）Play the cassette. （4）Rhyme Listen-read-make a new rhyme 4. Consolidation: Workbook Fill in blank: _ _ere _ _at _ _ich _ _y _ _all _ _o _ _ose _ _om _e _ _ere 5. Assignment: Copy /w/ /h/ Make some new sentences. 6. Writing on the blackboard: Unit 9 wh /w/ where when which wh /h/ who whose whom