Unit2 At a party, Part A （第一课时）教案和反思
Unit2 At a party, Part A （第一课时）教案和反思常州市武进区寨桥小学 朱艳红
Central purpose for the lesson：
1、Learn the vocabulary: grandfather, grandmother, father, mother, brother, sister, hair, a head, an eye, an ear, a nose, a mouth; at a party, with, in.
2、Learn the patterns: Good evening. Who’s the … with/in …? He’s/She’s …. Nice to meet you. This is …. Is that … your …? Which one? The one in …. Yes, he/she is./No, he/she isn’t. He’s/She’s my ….
3、Train the skills about how to use English language.
4、Educate the cooperative skills.
5、Raise Ss interest to learn English.
Possible challenges:
1、Learn the vocabulary: grandfather, grandmother, father, mother, brother, sister, hair, a head, an eye, an ear, a nose, a mouth; at a party, with, in.
2、Learn the patterns: Good evening. Who’s the … with/in …? He’s/She’s …. Nice to meet you. This is …. Is that … your …? Which one? The one in …. Yes, he/she is./No, he/she isn’t. He’s/She’s my ….
3、Train the skills about how to use English language.
Lesson preparation:
1、cards, pictures, photos
2、Draw some pictures on the blackboard.
Lesson procedure:
Step1 Warming-up 3’
T: Hi, I’m Miss Zhu. Nice to meet you, boys and girls.
S: Nice to meet you, too/Miss Zhu.
T: What’s your name?
S: I’m ….
T: …, this is my friend, ….
S: Nice to meet you, ….
S: Nice to meet you, too.
T: What day is it today?
S: It’s Wednesday.
T: What’s the weather like today?
S: It’s sunny.
T: Let’s go and join a party. Look, it’s a big party. We’re at a party.
Teach the title: At a party
party-park, car
（教学意图：通过日常用语的交流，来对本课的学习内容进行渗透，并且逐渐引入到揭示课题的环节中去，这是一种“润物无声”的效果。）
Step2 Presentation 25’
T: Look, it’s six o’clock. At a party, we can know many friends. Good evening, ….
S: Good evening.
T: Who’s the girl/boy with black hair?
S: He’s/She’s ….
Teach: with, hair
(with-that, this, these, those, the; hair-pear, bear)
T: Who’s the boy/girl with a big/small head?
S: He’s/She’s ….
Teach: head-bed, sweater
Learn the words ‘eye, ear, nose, mouth’ with the same method.
I-eye; dear-ear; home, those-nose; blouse-mouth
（教学意图：笔者首先采用旧单词的呈现来进入新单词的学习，这是以旧带新的教学手法，并且能做好语音的归纳工作。另外，在不断的交流学习中，新旧单词的滚动出现，也是非常重要的。）
T: Look at my photo. This is my father. Please take out your family photos. Who’s the man/woman/boy/girl with …?
S: He’s/She’s my ….
Teach: grandfather, grandmother, father, mother, brother, sister
Drill:
A: Who’s the man/woman/boy/girl with …?
B: He’s/She’s my ….
（教学意图：这里6个单词都已经学过，教师只要稍作点拨，就可以放手让学生去学、去练。）
T: Who’s the man/woman/girl/boy in …?
S: He’s/She’s my ….
Teach: in
Drill:
A: Who’s the man/woman/boy/girl in …?
B: He’s/She’s my …
（教学意图：对于in的呈现，可以采用展示身上的衣服来进行导入和学习。）
T: Is that man/woman/boy/girl your …?
Teach: Which one?
Teach: with, chair-which
T: Is that man/woman/boy/girl your …?
S: Which one?
T: The one in ….
S: Yes, he/she is./No, he/she isn’t. He’s/She’s my ….
Drill:
A: Is that man/woman/boy/girl your ….?
B: Which one?
A: The one in the ….
B: Yes, he/she is./No, he/she isn’t. He’s/She’s my ….
（教学意图：学生的操练这时可以丰满一些内容，也需要一定的教师指导，但要充分给予学生操练的机会。）
Step3 Practice 7’
1、Review the words twice.
(read, play a game ‘Touching and saying’, play a game ‘Sparkle’,)
Chant: Hair, hair, long hair; Hair, hair, short hair. Head, head, big head; Head, head, small head. Eyes, eyes, big and blue eyes; Eyes, eyes, small and black eyes. Big ears and small ears. Big, big, a big nose; Small, small, a small nose. Mouth, mouth, open your mouth; mouth, mouth, close your mouth.
（教学意图：这是一种形象化的记忆方法，可以在游戏的过程中，理解单词所表示的意思。）
Sparkle: grandfather, grandmother, father, mother, brother, sister
（教学意图：这个游戏的设计，既是考验了学生对于单词的熟悉程度，也能体现学生的反应能力，更是合作意识的表现。）
2、Do exercise: Page7（补充习题）
(look at the picture, write the words, check the answers)
（教学意图：一定的笔头练习是很重要的，毕竟这6个单词也是旧单词的再次学习了。）
3、Read the Part A.
(read after the teacher, read it together)
4、Role-reading about Part A.
（教学意图：文本的回归是体现了对教材的尊重，更是深化学习内容的体现。）
Step4 Consolidation 4’
1、Make dialogues:
——A——
A: Good evening, ….
B: Good evening, ….
A: Who’s the man/woman/boy/girl with …?
B: He’s/She’s my ….
A: Thank you!
B: That’s OK.
——B——
A: Hi.
B: Hi.
A: Is that man/woman/boy/girl your …?
B: Which one?
A: The one in the ….
B: Yes, he/she is./No, he/she isn’t. He’s/She’s my ….
A: See you!
B: See you.
（教学意图：丰富多样的对话对于学生来说，是对学习内容的内化和提升。）
2、Teach: Part C and Part D.
（教学意图：一定的书面练习还是很重要的。）
Step5 Homework
Finish Part C and Part D.
教学反思：
一堂失落的课
前几天，我为了参与区骨干教师的评选，在学校上了一节常态课，40分钟下来，我感觉到了一些失落：
1、课堂教学的节奏把握得不好。我事先预设了容量比较大的课堂教学方案，在课堂上也是进行了一一实施，但是拖课了，这是我对课堂教学的节奏把握得不好。比如在单词的教学过程中，已经配合做了一些活动了，后面还进行了总的操练，这在某种意义上来讲，是一种重复的教学行为。还有在一些句型学习时，就可以展示比较完整的对话模式了，这不必要在最后再进行一次操练。正因为有了两处内容设计的重复，所以造成了我的时间不够。
2、给学生放手操练的机会不太多。我在进行这一次课堂教学前，没有充分考虑到学生的实际情况，所以显得在课堂上总以为他们这个不会、那个不会，不注意给学生创设自由的空间，所以虽然课堂气氛比较融洽，但似乎缺少那么一些默契。
当然，在我的课堂中还有许多问题存在，希望大家给予我最真诚的意见和建议，使我的课堂不在“失落”下去！ 非常好！谢谢啦！ 楼主辛苦了，谢谢。 非常好！谢谢啦！ 谢谢分享 还不要钱 学习了
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