【文章內(nèi)容簡(jiǎn)介】 S1: Hello,Mickey!T: Let’s go to my home!Ss: Ok!T: Look!My home is on this tall floor, can you guess?S2: On the first?T: No!S3: On the second floor?T: Yes. It’s on the second floor.Who can be Mickey?S4: Me. My home is on the second floor. 。T: This is Mickey’s school number. Chenjie is the….S5: First.T: Who is the second?S6: Mike is the second.T: I am the third.（戴上頭飾介紹） Who can be Mickey?S7: Me. I am the third. (戴上頭飾介紹）T：Who is the third in our class?S8: I am the third.T：Who is the second?S9: I am the second.T: Who is the first?S10: I am the first.T: Who is the first, second, third?Ss: S10 is the is the is the third.。T: Let’s go to Mickey’s classroom. Can you see Mickey? Where is Mickey?I am the fifth.S11: I am the fifth. ，根據(jù)一般序數(shù)詞的拼寫(xiě)規(guī)律學(xué)習(xí)fourth. 。T: I have a good friend. She is Mini.Hello! I am Mini.S12: Hello! Mini!T: Let’s go to my home. Let’s go!Ss: Go! Go!...T: My home is on the e….. road.S13: Eight.T: Eighth. It’s on the eighth road.S14: It’s on the eighth road.T: My home is on the fifth floor. Which floor is your home on?S15: It’s on the first floor. Which floor is your home on?S16: It’s on the fifth floor.S17: My home is on the third floor.。T: Let’s go to my home. Look! It’s a tall building.Ss:First /…sixth/seventh/..ninth/tenth/eleventh floor.T: Look! My home is on this floor. Twelve….S18: Twelfth floor.T: Yes. My home is on the twelfth floor. Wele to my home. Who can be Mini?S19: Me. My home is on the twelfth floor. Wele to my home.。T: Last week we had an English test, and I got I’m the…. Ss: Twentieth.T: Right! I’m the twentieth. You’re Mini now.S20: I’m the twentieth.。T: Look at my test paper. I’ ve got two choices wrong. Can you make them right? Children’s Day is on which day, do you know?S21: It’s June 1st.T: When is Tree—Planting Day?S22: It’s March 12th.T: Which festival is on March 8th?S23: It’s Women’s Day.：When is your birthday? My birthday is….T: Look! What’s this? (教師與學(xué)生先示范，再生生對(duì)話)S24: It’s a birthday cake.T: Good! It’s my birthday. My birthday is in April. April 1st.When is your birthday?S25: My birthday is May 3rd.T: Ask your good friend.S25: When is your birthday?S26: My birthday is July 6th. ……T: Take out the chart, ask your classmates.S27: When is your birthday, S28?S28: My birthday is….. When is your birthday, S29?S29: It’s…. When is your birthday, S30?S30: It’s…When is your birthday, S27?S27: My birthday is…T: Who has got the card?T: Maybe you don’t have a friend here, but others are your friends.T: You’re friends, right?Ss: March 12th.T: Which festival?S31: Tree—planting Day.Ss: March 8th. Women’s Day.Ss: Jan. 1st. New Year’s Day.Ss: October 1st. National Day.T: You’re all friends. At last I’ll give you a sentence.A friend in need is a friend indeed. Cherish the friends around you.教學(xué)后感：1. 以故事為主線教授新課。序數(shù)詞的學(xué)習(xí)本來(lái)是枯燥的，但故事教學(xué)是有趣的，將序數(shù)詞串聯(lián)成故事進(jìn)行教學(xué)，學(xué)生更樂(lè)學(xué)易學(xué)，提高了課堂的學(xué)習(xí)效率。通過(guò)故事教學(xué)能培養(yǎng)學(xué)生持久的學(xué)習(xí)興趣，讓學(xué)生在輕松愉快的氣氛中感受英語(yǔ)，掌握英語(yǔ)。通過(guò)讓學(xué)生聽(tīng)故事、理解故事，可以培養(yǎng)學(xué)生的聽(tīng)力、理解力。2. 發(fā)揮學(xué)生的學(xué)習(xí)主動(dòng)性。這堂課中，教師有意地只進(jìn)行一些特殊序數(shù)詞的教學(xué)，而一般的序數(shù)詞則是讓學(xué)生通過(guò)找出它們發(fā)音和拼寫(xiě)上的規(guī)律來(lái)進(jìn)行自主學(xué)習(xí)的，體現(xiàn)了“授之以魚(yú)，不如授之以漁”的教學(xué)理念，提高學(xué)生的自主學(xué)習(xí)能力，讓學(xué)生享受到學(xué)習(xí)的樂(lè)趣。3. 教授知識(shí)的同時(shí)教授做人。小學(xué)英語(yǔ)教學(xué)不僅要對(duì)學(xué)生進(jìn)行知識(shí)和能力的培養(yǎng)，更應(yīng)注重對(duì)他們品格因素的引導(dǎo)和滲透教育。因?yàn)樾W(xué)階段是學(xué)生品格、意志、價(jià)值觀世界觀初步形成和發(fā)展的時(shí)期，英語(yǔ)教學(xué)如果能注意挖掘和開(kāi)發(fā)課堂中德育教育的因素，尋求恰當(dāng)?shù)那腥朦c(diǎn)，將學(xué)科教學(xué)與德育教育有機(jī)結(jié)合，那不僅能直接促進(jìn)學(xué)生學(xué)習(xí)英語(yǔ)的興趣和技能，而且對(duì)學(xué)生人的未來(lái)發(fā)展具有不可忽視的重要作用。 4. 讓獎(jiǎng)勵(lì)變得更有意義。這堂課的亮點(diǎn)是在評(píng)價(jià)環(huán)節(jié)中，讓獎(jiǎng)勵(lì)變得更有意義，一方面是增加學(xué)生學(xué)習(xí)英語(yǔ)的自信心，另一方面是對(duì)新課知識(shí)的總結(jié)和鞏固，讓小小的獎(jiǎng)勵(lì)放出大大的光芒。PEP四年級(jí)下冊(cè)《At a farm》教學(xué)反思這節(jié)課是（PEP）四年級(jí)下冊(cè)第六單元《At a farm》的第一課時(shí)的教學(xué)內(nèi)容。教學(xué)目標(biāo)是：使學(xué)生能聽(tīng)、說(shuō)、認(rèn)、讀sheep, lamb, goat, cow, horse, hen等單詞；使學(xué)生能聽(tīng)懂理解“What are they? They are…. ”等句子，并能夠靈活運(yùn)用；使學(xué)生能聽(tīng)懂Let’s do中的指令并做出相應(yīng)動(dòng)作；培養(yǎng)學(xué)生靈活運(yùn)用所學(xué)知識(shí)進(jìn)行交流的能力。本節(jié)課的重點(diǎn)：掌握農(nóng)場(chǎng)上常見(jiàn)的牲畜的名稱和單詞的復(fù)數(shù)讀音。難點(diǎn)是：“horse”和“house”的發(fā)音區(qū)別，單詞的復(fù)數(shù)horses的讀音和單詞lamb的發(fā)音，及“sheep”的單復(fù)數(shù)一樣。本節(jié)課的情感目標(biāo)是培養(yǎng)學(xué)生注意觀察、認(rèn)真模仿的良好習(xí)慣和主動(dòng)競(jìng)爭(zhēng)的竟識(shí)；激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，使學(xué)生樹(shù)立學(xué)習(xí)英語(yǔ)的自信心；培養(yǎng)學(xué)生的合作交流能力。課的導(dǎo)入是用一首學(xué)過(guò)的歌曲《Old Macdonald》。針對(duì)這首歌曲再次讓大家明白了farm的意思，并讓大家說(shuō)說(shuō)你在這個(gè)農(nóng)場(chǎng)所看到的動(dòng)物，很自然地通過(guò)任務(wù)型教學(xué)達(dá)到了復(fù)習(xí)舊知和習(xí)得新知的效果。一節(jié)課首先要調(diào)動(dòng)學(xué)生的積極性，用活動(dòng)來(lái)刺激學(xué)生的大腦，給學(xué)生布置任務(wù)，讓學(xué)生主動(dòng)地去自主學(xué)習(xí)和合作學(xué)習(xí)，感受新知。接著我又采用了一個(gè)頭腦風(fēng)暴的活動(dòng)，讓學(xué)生先是用1分鐘在小組里討論說(shuō)說(shuō)自己知道的動(dòng)物有哪些，討論的同時(shí)我在屏幕上掛了一些已學(xué)過(guò)動(dòng)物的圖片，1分鐘過(guò)后采用了男女生比賽的形式，讓學(xué)生去說(shuō)，學(xué)生非常愿意去說(shuō)。然后老師再指導(dǎo)大家進(jìn)行重、難點(diǎn)的學(xué)習(xí)。頭腦風(fēng)暴已經(jīng)調(diào)動(dòng)了學(xué)生學(xué)習(xí)的積極性，但還要設(shè)計(jì)一些能夠刺激他們的活動(dòng)，用布置任務(wù)的形式讓他們完成，達(dá)到習(xí)得新知。重、難點(diǎn)的學(xué)習(xí)我是用聽(tīng)音猜單詞或者描述動(dòng)物特征讓學(xué)生猜單詞的方式，讓學(xué)生在我的指導(dǎo)下自主學(xué)習(xí)。中間包括新單詞的習(xí)得，單詞的單復(fù)數(shù)區(qū)分，Let’s do的穿插，發(fā)音容易出錯(cuò)的單詞的糾音。并對(duì)內(nèi)容進(jìn)行了延伸，延伸到了以前學(xué)過(guò)的水果、動(dòng)物和服裝。之后布置了第二個(gè)大活動(dòng)，同樣我也是采用大家在小組操練后男女生比賽的方式，讓男生問(wèn)女生答，女生問(wèn)男生答的方式運(yùn)用和掌握新知“A：What are they? B：They are….”在第二個(gè)活動(dòng)后中間過(guò)渡用了個(gè)Guessing game，讓學(xué)生來(lái)猜“A：Are they …? ” 我來(lái)說(shuō)：Yes, they are./No, they aren’t.”達(dá)到既復(fù)習(xí)了單詞的復(fù)數(shù)形式，又感受到了下節(jié)課的重點(diǎn)句型，為后面的學(xué)習(xí)打基礎(chǔ)。最后布置了第三個(gè)活動(dòng)，假設(shè)今天是六兒童節(jié)，讓學(xué)生去我的農(nóng)場(chǎng)，讓大家討論到了我的農(nóng)場(chǎng)，可根據(jù)我給的6組句型選擇性地說(shuō)說(shuō)：:What are they ? B: They are ….:What do you see in the picture? B:I see many ….:How many … can you see? B:1/ 2/….:Where are …? B: They are on the farm.:What are those/these? B: They are ….:Are they …? B: Yes, they are./No, they aren’t.這個(gè)活動(dòng)在調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性方面效果不是特別好，但也復(fù)習(xí)了舊知和練習(xí)了新知。反思這節(jié)課我采用了任務(wù)型教學(xué)和情境教學(xué)，倡導(dǎo)了自主和合作學(xué)習(xí)。一節(jié)課布置了3個(gè)大任務(wù)讓學(xué)生來(lái)完成，設(shè)計(jì)了大任務(wù)為主，小任務(wù)為輔的教學(xué)構(gòu)思。但是在最后拓展時(shí)，可設(shè)計(jì)一個(gè)更好的任務(wù)來(lái)達(dá)到效果，不僅是到我的農(nóng)場(chǎng)，比如大家到了我的農(nóng)場(chǎng)之后，自己去設(shè)計(jì)一個(gè)農(nóng)場(chǎng)，這樣學(xué)生能感