They sit around tables英語教案及反思
爲了幫助各位小學英語老師做好英語教案備課，下面本站小編爲大家帶來They sit around tables英語教案及反思，供你參考。
教材目標：
1.知識目標
A. 能在聽錄音的過程中從語句中辨別出單詞：line, morning exercises , miss, they, we, around, together, start, finish, fun
B.單詞表中的詞：line, morning exercises, miss 課文中出現的詞：they, we, around, together, start, finish, fun
C.單詞表中的詞：line, morning exercises, miss 課文中出現的詞：they, we, around, together, start, finish, fun
D. 能抄寫單詞：they, we, miss, line
2.能力目標
A.能聽懂課文活動1的內容。
B.會描述學校的日常生活。
C.能朗讀Unit 1活動2中的句子;
D.能根據提示對課文中的重點句式進行選詞填空：They sit around tables.
E.瞭解英語書信的格式。 能在短文的閱讀中找出關於學校日常生活的相關信息。
3.情感目標
介紹學校生活，培養孩子們的合作學習意識。 Main points: In England, they sit around tables. We sit in lines in China. 即中國和英國學校的不同.
重點難點：
鞏固一般現在時They sit around tables. They start school at 9 o’clock.
教學準備：
Picture,cassette,tape,card,CAI
教學過程：
Step 1:Warmmer:
t let’be a little clock:one o’clock…12 o’clock
2.I say you do
T：(積極、熱情、大方)My dear class , today , you are in two different schools. Now you are in a Chinese school. And you are in an English school. You are my Chinese students, and you are my English students. Ok? (speak to my Chinese students : our school. Let them speak, then point to my English students , say : their school. Let them understand the Chinese meaning. )then let them point to each other and say : our school, their school
T: (point to the English school)， my Chinese students , their school is different from our school in China. Look , they sit around tables (point to the English students )， repeat it many times , ask: who can tell me the Chinese meaning? Then point to the Chinese students : look , they sit in groups .
who can tell me the Chinese meaning? When they tell me , I will write them on the board., then teach the word: row. then let them point and say after me. After that , let’s play a game.
Ask four students(two English students , two Chinese students) to the front,
T: now we are good friends.
Listen : if I say : stand in a row, please quickly stand in a row.
If I say : sit in a group, please do as I say. Now let’s begin . I will give orders , they do the actions. Then ask some students to be a little teacher to give orders . When this game is over, the teacher point to a school , and say : you see, their school is different from our school, let them understand the meaning.
And they can point and say the sentences
Step2 Learn the text.
T: their school is different from our school , and they have more differences , let’s go on se look at the screen , there are some English students, they are singing songs.
T: what do they do in the morning ?
Ss: They sing songs.
T: what do we do in the morning?
Ss: we do morning exercises .
T: you see , their school is …。.(let them say it out)。 Them write it on the board .
T: Shall we go on ?
Ss: yes.
T: look at the screen , what time is it now ?
Ss: it’s nine o’clock. .
T: what do they do ?
Ss: They go to school .
T: so they go to school at … ? let them say it out .
T: what time do we go to school?
Ss: 8 o’clock. .
T: yes, you see, their school is…。.(let them say : their school is different from our school )。
Step3 Consolidation
T: who can tell us more differences ? if they know , let them give a talk, if no, I can tell some.
T: In China, if you are late(with actions :a sad face, push the door , and a little afraid.) you must say : I am sorry . right? But in England , you just come in , no use to say : I am sorry (when I say , I will do the actions, so they can understand the Chinese meaning. ) . or I can tell in England you can eat in class, but in China , no. (with actions, help them understand)。
(設計意圖：這一環節，通過拓展延伸學習，讓學生既學到了課本上的知識，又拓寬了知識面，而且通過教師的肢體語言，學生能聽懂教師所表達的內容。)
Step4 Work in groups
Now you can discuss the difference between Chinese school and English school, or you can talk about the differences between our school and other schools in Zouping them four students a group to discuss.
Be sure every one has a role to do something. One write , one look at the time, one is leader , and one is speaker.
I will give you five minutes , now begin. After five minutes, let some group speak .
(設計意圖：這一環節，給學生一個任務，讓每一個學生都有事情可做。通過小組的合作，完成這一任務。再通過各小組的彙報，反饋學習的效果。)
Step5 Leare from the screen
Ok , now my class , look , a letter , I have a letter from lingling . if you want to write a letter , please look : on the screen , a letter on it . what have you learned? I can let them say it in Chinese , I will speak in English. Let them know how to write an English letter.
T: yesterday , Ling ling went to Amy and Sam’s school . do you want to know what Lingling told us ? please listen twice, then answer my questions. Let them just listen without looking at their book. Then let them look ,listen and point.
(設計意圖：這一環節，讓學生知道了英國書信的寫法。運用任務教學，鍛鍊了學生的聽力通過跟讀，讓學生模仿地道的口語。)
Step6 Homework:
T: in your group , you can write a letter to me, you can write some other schools you know , write the differences , now look at the screen , let’s follow the music , let’s chant again to end our class.
(作業的設置也是以任務的形式出現，讓每一個小組合作完成寫一封信。這樣就不但鍛鍊了學生說的能力，還能提高他們寫的能力。最後的chant讓整節課首尾相接。)
They sit around tables教學反思在本課的授課環節中，明顯地體現出一名第一次開始戴爾教學的教師尚未成熟的教育教學方法，在學生自己查找中英學校的不同的活動時，學生興趣很高漲，很積極參與了這次活動，並培養了學生的合作意識。因此，我要在以後的教學中不斷叮囑自己，時刻注意孩子的興趣，設計孩子喜歡的活動，激發學生的學習興趣。就是在這節課上，每一個活動的設計都是以學生爲主體，讓學生在活動中練習使用新句型，在使用中學習使用和鞏固本模塊句型，把文化知識切實的融入到真實的英語課堂中，及時糾正學生錯誤的語法知識，教師也要做到及時的引導，因此，在以後的教學中我要不斷的學習，不斷地聽課，不斷的嚴謹自己的教學態度，認真備課，更加細緻地備學生。
其次，課堂用語的準確性以及環節之間的導入語，都給學生自然的過渡。讓學生真正在英語的氛圍中學習不同的文化背景知識。因此，我要不斷深化自己專業化的思想，強化自己專業化的語言，在自己不斷走向專業化的同時，學生也會感受到一個專業化的氛圍。
以上就是我在這節課中比較重點的感悟，感謝這次授課機會，讓我有了這樣的感受與反思，更感謝爲此付出很多辛勞與汗水的孫士奇老師。就是他們使我有機會站在巨人的肩膀上，看得更高，望得更遠。
