There were three children英語教案及教學反思
英語教案是小學英語教師課堂教學過程中的重要依據，下面本站小編爲大家帶來小學英語There were three children英語教案及教學反思，供你參考。
教學目標：
1. 知識與能力目標
能夠聽說的單詞和短語： good night in fact kiss
能夠聽說讀寫句子 ： There were three children.
能夠聽說認讀的語句 ： The monster wanted to eat the children.
2. 情感態度目標
教育學生在真實生活中是沒有妖怪吃孩子的，樹立科學的世界觀。
重點難點：
掌握There be 句型的過去式形式，並能根據單複數準確運用。
課前準備：
錄音帶、單詞卡片、圖片
教學過程：
Step 1 Warm up
1. 師生問好
2. 詢問 學生 昨天做過的事情，複習過去時態。
T: What did you do yesterday?
Ss: …
T: Did you …?
Ss: Yes, I did. / No, I didn’t.
Step 2 Presentation and practice
1. 學習單詞 run ( ran )。
T: Did you run yesterday?
S1: Yes, I did.
T: Oh, he ran yesterday.
出示單詞卡片，跟讀模仿，學習單詞 run—ran
2. 學習句式 There was/ were…
(1) 出示一張畫有一個怪物的圖片。一閃而過。
T: Look, what did you see?
Ss: I saw a monster.
T: How many monsters were there?
Ss: One.
幫助學生回答完整的句子 There was one monster.
(2) 出示一張三個怪物的圖片。一閃而過。
T: What did you see? How many monsters were there?
Ss: Three.
T: You can say “There were three monsters.”
(3) 比較 There was… 和 There were… 兩個句子
引導學生髮現區別：There was…用於單數形式。There were …用於複數形式。(幫助學生理解 was, were 是 is , are 的過去式。
3. 學習課文。
(1) 出示Unit 1中Tom 看電視哭了的圖片。
T: Tom was crying, why?
Ss: He saw a monster on the TV
T: How many monsters were there?
How many children were there? Can you guess?
Ss: There was/ were…
T: Who is right? Let’s listen to the tape.
播放課文錄音，幫助學生找到正確的答案。
(2) T: What did the monster want to do?
Listen again and answer.
Ss:…
學習句子 The monster wanted to eat the children.
(3) 自讀課文，圈出課文中的動詞過去式。
(4)聽錄音，跟讀課文。
(5)Ask and answer in pairs.( Activity 2 )
4. 學習Activity 3&4.
(1) 出示練習4的圖片。
T: Once upon a time, there was an old woman.
Look, where did she live?
Ss: She lived in a house.
T: She had lots of children. How many were there?
Ss:…
(1) 聽錄音，回答問題。
How many children were there?” Activity 3
Learn “ in fact”
(3) Listen again and find the difficult words.
重點講解 kissed, good night
(4) Listen and say, then chant.
(5) Play a game. Ask and answer. Activity 4.
Step 3 Consolidation and extension
sh the exercises in Activity book of unit 2.
2. What was in our classroom last year? Write down the answers and talk in groups.
TV(s)
Computer(s)
Student(s)
Blackboard(s)
學生填好表格後運用There was/ were 句式進行反饋。
Ss: There was one TV. There were …
Step 4 Summary
引導學生總結本節課所學內容，引導學生髮現 There be 句型的一般現在時態和一般過去時態的區別。
Step 5 Homework
1. Copy the new words and important sentences.
2. a. Listen and repeat the dialog.
b. Try to make a new story about the monster. Use the sentences “ There was … There were …”
作業1爲必做作業，作業2中的A B 兩部分學生可以根據實際情況選作一項。
There were three children教學反思：本課的設計主要運用了“任務型”教學法，能使用“There were…。”談論能力，在教學中採用多樣化的教學手段將聽、說、玩、演溶於一體，激發學生學習英語的興趣和願望，使學生通過學習體驗榮譽感和成就感，從而樹立自信心，實現了學生能用所學語言做事情，在學習的過程中發展語言、思維、交流與合作的能力。
堅持“發展爲本”的原則，在時間、空間上爲學生提供充分條件，引導學生多思、多說、多練，使學生在更輕鬆更愉快的環境下實現更多的信息交流，真正做到快樂學英語，紮實打基礎。在熱身、複習環節，用上節課學習的Chant,並用“There is/are?”的問句來導入新課讓學生感受用“There is/are ”表示詢問對方能力的方法。
四年級學生在小學階段屬於中年段，學生已經基本成熟，但是還有小孩子的天真活潑，求知慾也有所增加，英語也有了一定的基礎，這一課時的教學內容對於他們來說是很簡單的，沒有生詞，句型意思也很好理解，我注重學生對於這兩套句型的運用，讓他們用身邊的事物進行操練，完全把英語融入到生活中去，使我們學的英語有用武之地，使學生沉浸在英語的氛圍之內。新課之前複習單詞，使學生不忘舊知識，利用舊知識學習新知，鞏固了以前的消化了現在的，真的是一舉兩得。
不足之處，如主句型操練時，活動面不夠廣，還可以多叫一些人進行練習對話。黑板上各組的顯性評價忘了作總結。小組長對各組做調查時，有的人還是怕開口說英語，怎樣讓所有學生敢於說，樂於說，還是要不斷努力的方向。由於時間來不及，加上班級人數多，只好叫停，在學生興趣濃厚時而沒時間讓他們充分表達，這不能不說是留下美中不足。有人說：“教案在下課之後完成的”頗有同感，也爲到別班上課能及時調整教法做鋪墊。
There were three children英語教案及教學反思
