英语组董洁洁老师“The Ant and the Grasshopper”教案反思及评课稿

Lesson plan

Designed by: Mia

Teaching Content:Book 3 Unit 1 Little book

Teaching Aims:

To learn to catch the main idea of the story;

To learn to describe others’ daily activities with third personal singular sentence pattern;

To read the first two pages of the story fluently.

Teaching key points:

To try to understand the different personalities of the two roles and have a clear judgement of their behaviors.

Teaching procedures:

I. Warm up

1. Greeting

2. Free talk

What do you do every day?

What do the animals do every day?

(T shows the pictures of a cat, a pig and a bee. Then lead in the two adjectives: hardworking, lazy.)

3. Lead in the two roles of the story: ant and grasshopper. Ask students to read the words with phonics by themselves.

II. Presentation

1. Lead – in

T continue to ask the question about the animals.

T：How about these two animals? What does the ant do every day?(Watch a video about the ants’ hard work.)

Ss: The ants find food/catch food/work/… every day. (Try to express with their own words.)

T: That’s right. The ants are hardworking. How about the grasshopper? Do they work hard?

Ss: Yes/ No…

T: We don't know. So today we are going to read a story about the ant and the grasshopper.

2. Pre-reading: Talk about the pictures.

T: Now look at the pictures. Can you imagine what happened?(Give ss 30’’ to think.)

Ss: One day…… (Students show their stories.)

T: Your stories are so great. Now let’s come to the story on our book. Please listen to it carefully.

3. Pre-reading: Listen to the story.

1) Try to answer the question while listening:

Who works every day? Who plays every day?

2)Listen to page 1 again and share in groups what they heard.

Group work: share the information they got.

4. While Reading: Read aloud and answer questions.

Ask students to try to read the story by themselves.

Ask volunteers to read aloud in class.

Ask them to read with partners again and try to discuss some questions with group members:

After discussion, ask students to show their answers in groups.

5. AfterReading: Role play (page1&2)

Ask students to work in groups to practice acting out the story on page 1 and 2.

Then ask them to come to the front to show their performance.

Feedback:

本次课堂以三单为语法重点，让孩子们学习与欣赏了一篇勤劳的蚂蚁与懒惰的蚂蚱的寓言故事。整节课的设计突出了多样的学习方式，较好的吸引着孩子们的注意力与兴趣点，不论是看视频答问题还是表演故事，都让绝大多数的学生积极参与着课堂。从课堂一开始对故事猜想的独学，到听力部分的对学，再到读课文和表演课文的群学，都让孩子们主动探索着，较好的培养着他们的思维。课文学完以后，也能让他们较突出的感受到本文的情感目标。

本次课较好的让孩子们作为课堂的主体，进行独学对学群学活动，并突出了教学重点。但是，读课文答问题的部分，形式有点僵硬，处理得不够合理与自然；另外，

在最后的输出环节——即角色表演环节中，给孩子们预留的时间略少。

评董洁洁老师的课

评课人：封雁

本节课的授课对象为三年级的学生，教学内容为Book3 Unit1的小故事Ant and Grasshopper。董洁洁老师该堂课是精彩的，成功的。由独学到群学到展示充分发挥了学生的主体作用。学生们对本堂课非常感兴趣，课堂气氛活跃，同时董洁洁老师也设计了很多拓展学生思维的环节比如guess “What do the 3 animals(cat, pig and bee) do every day?在该堂课中，学生的思维场与兴趣场得到了很好的结合。

一、教学亮点

1．充分体现了学生的主导地位。

董洁洁老师教学很灵活，擅长引导学生去思考问题，通过让学生自己听，说，读，演，小组合作交流来让学生掌握所学知识，而不是死死地把知识点灌输给学生。所以整堂课，老师教的轻松，学生学的也很愉快。

2．教学方法多样，使得课堂活泼有趣。

首先董洁洁老师在导入部分让学生去猜pig和bee每天干的事情，从两种动物的日常活动中，自然而然导出本堂课所学故事的主题lazy and hard-working。接着董老师用一段录像引出ants每天要做的事情，既切合主题又激发了学生的极大兴趣，看完录像后，学生们纷纷积极发言表达他们在录像路面看到的ants’ activities.最后，董老师以Role Play的方式来结束本堂课，让学生将读与演相结合，非常有趣。

3．善于引导学生，鼓励人人发言。

董洁洁老师表情丰富，很有亲和力。她很善于去引导学生回答问题，比如有些后进生开始的时候只用单词或者短语来回答问题，她首先会肯定学生的回答，然后鼓励尝试用句子回来，当学生回答出来时，她会用夸张的语气去表扬学生，让学生感到很自豪，倍感自信。

二、教学建议

1. Talk about the pictures时，如果能够先给点时间让学生自己讨论，再叫学生来展示，也许能挖掘出更多让人surprise的观点。