[em05]现在我们写教案都需要教学案
既要备教师的活动   还要备学生的活动  然后还有这样做的意图
不知还有没是备教学案的
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下面是本人写的4A中一教学案


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牛津小学英语4A Unit9 What’s the matter? （第一课时）




备课教师：

执教者：




Teaching aims:
  1 Words: hot, cold, ill, tired, hungry, thirsty.
  2 Sentence structure: What’s the matter? I’m (not)……. Are you ……? Here’s ……for you .




Function:
  1 Students can read the dialogue.
  2 students can use the sentence structure.




Difficult Points:
  1 The leaning of words
  2 The leaning and use of the sentence structure.




Teaching tools:
  PPT , pictures , tape




Teaching Steps:




  Teacher’s steps

  Students’ steps

      Purpose




Warm-up:
1 Sing a song: What’s the matter?



2 Greeting:
T:Class begins
   Good morning boys and girls.
Nice to meet you .
How are you ?

Students sing the song follow the TV: (hungry, thirsty and sleepy? What’s the matter with you this morning? Please have some bread and tea. Or sleep under the tree?)

Ss: stand up
   Good morning Miss Zhang
   Nice to meet you too.
   Fine ,thank you.

课前的英语歌曲与师生间互相问候，拉近了师生间的关系，自然的把学生引入一个英语学习的氛围中。




Step 1:Words leaning
The teachers show the pictures of the words. Then teaches them with the action.
For example:（做扇的动作） hot  hot  hot

Students follow the teacher with the action to lean these words: hot, cold, ill, tired, hungry, thirsty.

新授单词时，与动作、表情相结合，易于学生接受。且较有课堂气氛，学生乐于模仿，积极性较高。




Step 2:Sentence structure  
T: I’m hungry.（动作）
  I’d like a cake.（出示图片）
T-S1
T: Are you hungry?
  Come and have a cake.


T-S2  T-S3

T:OK, boys and girls. I’m hot. （动作）
I’d like a fan.（出示图片）
T-S4
T: Are you hot?
  Here’s a fan for you .






S1: Yes, I’m hungry.
   OK\ Thank you.
(students lean to say : Come and have……)





S4: Yes, I’m hot.
   Thank you .
(students learn to say : here’s ^^for you )




在日常生活的情景中学习新句型，展示给学生一个真实的语言环境，学生易于接受。




Step 3: Sentence using
T: I’m happy today.
  Are you happy?










Ss: Yes, I’m happy.

为了让学生运用本课句型，把他们带入另一个情景中，学生在情景中对话，真实且自然。

























































































































































































































































































































































































































(PPT1)
But a boy is not happy. Look, he is Steven. He’s not happy.
Let’s ask:
What’s the matter?

(PPT2)
Steven: I’m hot .
(T: who can help him?)
Steven: Thank you .
(T: let’s ask :Are you happy?)
Steven: I’m not happy.
( T: who can ask him :what’s the matter?)
……





Ss: (learn to say) What’s the matter?


Ss: Here’s a fan for you .

Ss: Are you happy ?

Ss: what’s the matter?

………


为了让学生运用本课句型，把他们引入到另一个情景中，学生在情景中运用对话，真实且自然。




Step 4: Dialogue learning
T: Do you know : what’s the matter with Liu Tao ?
   Let’s listen and then tell me what’s the matter with Liu Tao. (twice)
T: What’s the matter with Liu Tao?
T: Listen and follow it.





T: Read the dialogue together .
  ( change the ways of reading)


Ss: No , I don’t.

Ss listen to the dialogue carefully.

Ss : He’s thirsty.
He’s tired.
Ss listen and read the dialogue .
( Pay attention:
Come and have , Why don’t you , good night )

Ss read the dialogue by the difficult ways .

课文对话的学习,让学生反复听,跟读,分角色朗读.尽可能多的给学生创造读的机会.




Steps 5: Make and act a dialogue
(PPT)
T: Look at the TV.
  (校爱心服务台招收服务员若干名，希望各位来报名。要求：能够运用简单英语进行交流)
T: You can have a try . But you
   Should practice in pairs first.
T: Who want to try ?
   




Ss read the note.




Ss try to make a dialogue with the deskmates.

S1: What’s the matter?  








































































































(PPT1)
But a boy is not happy. Look, he’s Steven. He’s not happy.
Let me ask:
What’s the matter ?

(PPT2)
Steven: I’m cold .
(T: who can help him ?)
Steven: Thank you .
(T: Let’s ask: Are you happy?)
Steven: I’m not happy.
(T: who can ask him ??) Steven: I’m hungry.
……






Ss: (learn to say) What’s the matter?


S1: Here’s a sweater for you .

Ss : Are you happy , Steven?

Ss: What’s the matter?

……




Step 4: Dialogue learning
T : Do you know:what’s the matter with Liu Tao ?
T : Let’s listen and then tell me what’s the matter with Liu Tao.(twice)
T: What’s the matter with Liu Tao?
T: Read the dialogue follow it.



T: Let’s read it together.
  (change the ways of reading)


Ss: No, I don’t.

Ss listen to the dialogue carefully.

Ss: He’s thirsty.
   He’s tired.
Ss listen and read it
(pay attention: Come and have…,Why don’t you …,Good night.)
Ss read it by difficult ways.

课文对话的学习，让学生反复听，跟读，分角色朗读，多给学生创造读的机会。


Step5: make and act a dialogue.
(PPT)
T: look at the TV
校爱心服务台招收服务员若干名，望各位同学前来报名参加，要求：会简单的英语交流.）
T: You can have a try, but you should practice in pairs first
T: Who want to try ?.




Ss read the note.




Ss use these sentences to make a dialogue.
S1: What’s the matter?
S2: I’m hungry.
S1: What do you like?
S2:I’d like a hot dog.
S1:Here’s a hot dog fou you.

学中用，用中学。创设情景，给学生充分发挥的空间。


Step 6: Homework
1)     Copy the words in the copybook
2)     Say good bye.


Write down the home work and say byebye.




教后记：
1） 本节课的单词是形容词性的，用动作形象的表示出来，学生很乐于用这样的方式去学习新的内容。
2） 本单元的句型是询问别人情况，课堂上创设无数情景，让学生在情景中运用句型，收到交好的教学效果，特别是最后make and act a dialogue部分，学生有了较大的发挥空间，做到了联系已有的知识丰富的完成了对话表演。
3） 本课个别单词发音学生未能正确把握，课后还需加强操练。

我们这前几年也曾这样搞过，但老师都说搞的形式主义，既浪费纸张，又无实效，后来就取消了。

你是课前写还是课后写呢？课前你不可能知道学生的反映吧，课后那就是课堂的回忆了，有很好的保存价值。

当然课前写

先专项复习后综合复习，效果比较好些

先专项复习后综合复习，效果比较好些

先专项复习后综合复习，效果比较好些

先专项复习后综合复习，效果比较好些

先专项复习后综合复习，效果比较好些