教师面试：小学英语《《Sam is going to ride a horse》》说课稿

教师面试：

小学英语《Sam is going to ride a horse》说课稿

今天我说说课的内容是外研社小学四年级上册第八模

块第二单元。

本课的教学目标是：

让学生在课文学习中掌握新单词：tomorrow、fish、hooray。并能用本节课所学时态与朋友讲述自己的计划和

即将发生的事情。

教学重难点是：

如何理解与运用新句型“一般将来时”。

根据教学目标、教学重难点及学生情况，依据新课程

教学理念，我是这样设计教学程序的：

第一，为了降低学习难度，符合学生的认知规律，我

创造性地使用教材。按照教材编写，今天这篇课文应该是

作为第二课时学习，但我把它改为第一课时。这样改动的

原因是：本模块两个单元都是围绕“一般将来时”这种新

句型展开。但第一单元既要学生掌握大量生词，又要学习

新句型，学生接受起来颇有难度。相比之下，第二单元内

容就相对简单，生词只有三个，且句子都是很有规律的

“一般将来时”有利于学生掌握其句型结构。所以我把这

两个单元颠倒内容进行教学。

第二，根据学生的年龄特点，我的教学风格一贯是

“寓教于乐”。如：在刚上课时，我通过一个warming up

热身活动，让学生边唱边做动作，一方面能很快的集中学

生注意力，另外还能为学生创造一个轻松愉快的学习氛围，激发学生的学习兴趣。还有在课文学习环节，我播放教学

动画，让学生边看边听。这种教学媒体的运用能使教学变

得生动、形象，完全吸引学生。

第三，我来谈谈我是如何根据英语学科特点进行前臵

性学习的。首先，英语学科和其他学科是存在差异的。就

拿语文来说，学生通过自读就能了解课文大意；但是对于

英语来说没有教的情况下学生就不会读，更别说是自学类

似于“一般将来时”之类的新句型了。所以之前我认为前

臵性学习对于英语学科是不适用的。但是在我反复思索和

实践下，现在我认为前致性学习对英语教学来说也是非常

必要的。就拿这篇课文来说，本节课的教学重难点就是让

学生掌握“一般将来时”的句型。首先我把前臵性学习分

成两部分。前臵性学习的第一部分是“找一找”。让学生

通过预习课文找到含有动词的句子，抄写下来。这样设计

的意图有两个。一是，让学生发现这些句子中的动词和之

前学过的时态“现在进行时”中的动词形态不同。第二个

设计意图是“眼过千遍不如手过一遍”，在学生抄写句子

的过程中，有利于学生发现这几个句子的共同之处，从而

为下面的总结句型做铺垫。

前致性学习的第二部分是“我发现”。目的是让学生

在“找一找”的基础上进行思考从而得出结论。比如：我

发现以上动词都是动词原形。虽然学生在做前臵性学习第

一部分“找一找”时，他们就已经看出来这些动词都是作

为原形出现的。那我为什么还要在我发现环节中体现出来呢？原因有两个。一是因为动词原形是一般将来时句型的

重要组成部分之一，这里起强调作用。更重要的是，如果

一开始就让学生通过观察上面的句子总结句型，对大多数

学生来说稍有难度，再针对一些没有耐心的孩子，很容易

让他们觉得没有头绪，从而望而生畏。这里的动词原形其

实就是先给学生一点“小甜头”，消除学生的畏难情绪，

进一步激发学生自主学习的兴趣和探究的热情。

我设计前致性学习的整体目标是做到由词到句，由句

过渡到句型。在课堂上，我给学生搭建一个交流互动的平台。在平等尊重的氛围中，他们的思维是放松的，敢于说、敢于参与教学。教师要真心诚意地把学生当成学习的主人，

从而在教学中恰到好处地去启发、点拔、尽可能地给学生多一点思考的时间，多一点表现自己的机会，这样才能使课堂氛围充满活力。

以上三点都是我的课前预设。

但是，在今天上了这节课后，课堂上又出现了一些令我意想不到的情况。比如在小组展示课文时，按照我的预料，只要学生能流利地读出句子就可以了。但是令我意想不到的是，学生并不仅仅是是在读课文，而是在表演，甚至在课前自发准备了一些小道具。由此可见，学生学习的主动性和积极性是空前高涨。同时也存在一些不足之处。比如：由于我对学情预设的不够，没有估计到学生会发现这么多问题。

再加上我对灵活驾驭这种开放式课堂的经验还不足，导致这节课的时间没有把握好。这就是我目前的课改课题“如何灵活驾驭开放式课堂”。

以上是我对本课教学的预设以及课后反思，请各位领导和老师提出宝贵意见，谢谢大家！

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