Amy's blue dress is wet英语教案及教学反思
Amy's blue dress is wet英语教案及教学反思
怎么才能做出一个好的小学英语教案呢?下面学习啦小编为大家带来小学英语Amy's blue dress is wet英语教案及教学反思，供教师参考。
Amy's blue dress is wet英语教案：
教学目标：
1. Get the students to grasp the new words.
2. Use the possessive pronouns correctly.
3. Describe the objects.
重点难点：
1. New words: skirt, laugh
2. Key sentence: Amy’s blue dress is wet.
3. Enable the students to use the possessive pronoun correctly and describe the objects.
教学准备：
Computer, tape-recorder, cards PPT
教学过程：
一、Warmer:
1.Greetings
2. Review the adjctive words.
二、Presentation:
1.Do a survy.
2. play a guessing game:What is he/she doing? What are they doing?
2.Lead in new content.
T: Do you know what the children doing today ?now ,let’s read the story and find out the answer.
三、Practice:
1. Read the text and judge the questions
The weather is sunny.( )
Amy’s black dress is wet.( )
Lingling’s skirt is dirty.( )
Sam’s shoes is wet and dirty.( )
2.Listen and answer the questions.
What’s the weather like ? It’s raining.
Is Amy’s dress dirty ? No,it’s wet.
Are Sam’s shoes clean? No, they’re wet and dirty.
3.Words teaching and make sentence :skirt laugh
4. Listen and read.
5.Read the text and practice.
6.Report it or retell it.
四、 Production:
1.1. Read a short passage and fill in the blanks.
2. DO relevant exercies.
五、Summary
1.Words: skirt laugh poem
Drills: Amy’s blue dress is wet.
It’s raining.
Children are running home.
It isn’t yours at all.
Homework
1. Make sentence with main words.
2. Talk about your possessions with your friends or family.
3. Writing practice.
Amy's blue dress is wet教学反思：
本课根据学生的实际情况基本上完成了教学任务，学生对四会词汇能够理解并运用，对于功能句的理解尚可，灵活运用欠佳。对于课前形容词的导入，复习及后来的运用，基本上达成了较好的效果，大部分学生能够正确运用形容词表达事物或自己拥有事物的状态。有的学困生也能在老师引导下说出较完整的句子，进步很大。在进行时的表达和运用方面，学生也较以前有所进步，能够在说话造句时顾及到不失be动词而较准确地运用，这是孩子的亮点，让我欣慰。在对名词所有格的理解和运用上也基本能够表达清楚，小部分学生的发音不是很准确，在课堂中已根据实际情况及时纠正。
不足
因为在朗读课文到练习再到对课文的复述方面用了过量的时间，导致学生对本堂课综合知识的练习时间不够，没能在课堂内完成检测及总结，这是今后应该注意的问题。应该省时高效，在适当的时候及环节尝试放手，让学生能够有足够的时间自主学习，难度很大，但可以逐步尝试。而且在今后的教学中进一步训练学生听力理解能力，尽量用英语组织课堂教学，多英少汉。
改进措施
1.继续加强学生对基础知识的理解掌握和运用，在语境中训练;
2.对于目标语句加大巩固运用的强度，穿插相应的练习让学生活学活用;
3.根据课文内容及知识结构，逐步训练学生的写作意识，提高学生写作能力。
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