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B5-水云学校2018学年第二学期英语组陈茜茜老师上公开课(教案)

日期:2019-6-28 14:21 阅读:

集体备课活动记录表(定稿)

学校:水云学校

组别

英语

时间

5月22日

地点

五年级办公室

年级

五年级

课型

听说课

课时

1课时

课题

Unit6 Work quietly B Let’s try & Let’s talk

备课

成员

邵崇媚、陈茜茜、杨笑媚、陈小丽

教学

内容

分析

 

本课时是人教版五年级下册第六单元的第三课时,与第四课时紧密相连,围绕“Tom和John在图书馆”这个话题展开内容。主要是通过谈话的情景学会运用句型Talk quietly. Keep your desk clean.谈论一些行为规范。引导学生能够遵守行为规范和学习校规,鼓励学生大胆发言,激发学生用英语表达的热情。本课时的重点是能在情景中运用核心句型。

本课时包括Let’s try 和 Let’s talk 两个版块。Let’s try是听力训练,呈现的是新生Tom和John在图书馆搭讪,教师提醒他们要小声说话的场景,学生们获得了场景信息,为下面进入正确的对话做好准备。Let’s talk通过呈现新生Tom和John继续在图书馆小声交谈的情景,引出句型Talk quietly. Keep your desk clean.本课时在图书馆情景的设置,贴近学生的实际生活,激发了学生求知的欲望,鼓舞了学生想要用英语表达的热情。

设计本课教学时,我采用对话导入情境,然后根据教材设置的情境展开对话教学,最后给学生创设情境来拓展对话,帮助学生更好的理解和运用语言。

学情

分析

 

 

引导学生遵守行为规范和学校校规,如保持安静,保护环境干净等,有利于培养学生的规则意识。这节课贴合学生实际,学生学习兴趣浓厚。

 

 

教学

目标

1. Let’s try. 能够根据录音选出正确的词组。

2. 能够在图片和教师的帮助下理解对话大意。能够用正确的语音、语调朗读对话,并能进行角色表演。

3. 能够在情景中运用句型Talk quietly. Keep your desk clean. 谈论在图书馆等公共场所要遵守的行为规范。

4. 通过Match, say and act活动,能够将恰当的祈使句与图片相连。

 

教学

重点

1. 能够按照正确的语音、语调朗读对话,并进行角色扮演。

在情景中运用句型Talk quietly. Keep your desk clean.

2. 谈论在图书馆等公共场所要遵守的行为规范。

教学

难点

Talk quietly. Keep your desk clean.等祈使句结构特点和正确使用。

 

 

 

 

教学过程设计

活动1【导入】Introduce the new Haining Library and the two signs on the wall.

1. Show students the picture of new Haining Library.

T aks: Where is it? Do you often go to the library? Ss answer.

【设计意图:用海宁市新落成的图书馆图片,开门见山地导入到话题:In the library.】

2. Enjoy some pitures of the new library.

T asks: How do you like it? What can you do in the library? Ss answer according to their   own experiences.

【设计意图:图片展示了新海宁图书馆的儿童图书馆、儿童阅读区、电影欣赏区、自习室等功能区域后,进行师生交流:你喜欢新海宁图书馆吗? 在图书馆,你能做些什么?】

3. Lead in: The new library is so nice and quiet. I want to stay here for the whole day.   Can I eat my lunch here?

Ss guess and express.

 Then show Ss the two signs on the wall: No eating! Talk quietly.

【设计意图:导入图书馆墙上的两个标志,了解它们的读音及意思。】

There are also these two signs in John’s School Library. Look, he is at the library. He   is talking with a boy.

【设计意图: 充分考虑Let's try与Let's talk的整体性,从Let's try过渡到Let's talk的内容。】

活动2【讲授】Presentation.

1. Let’s try: Listen and circle. What does the teacher say to them? 

 Talk quietly.

2. Let’s say.

Ss will try and say:It is in a library. We should talk quietly.

Have Ss think and then express: Where or when should we talk quietly too?

【设计意图: 以文字的形式展示Let’s try的内容,让学生在选择的同时,详细了解对话的内容,为基础较弱的学生搭建理解对话的支架。主题交流: 根据学生的生活经验,说一说:在哪些场合或什么情况下我们也要轻声说话。】

3. Listen and answer: What books does Tom want in the library? He wants some .... 

【设计意图:学生在问题的引领下整体感知对话,在听个过程中抓住主要信息:An English book.】

4. Watch and answer: Can John help him? I can show you the English books.

【设计意图:观看视频,回答问题。并找到对话中含有这个信息的句子,使孩子们在整体情境中理解:I can show you ….的运用方法。】

5. Focus on the difficult sentence: Here they are. Help Ss understand it by putting it in the ordinary order and completing it. They are here. The English books are here.

【设计意图:倒装句对孩子们来说还比较陌生,让孩子们在情境中了解一个意思多种表达方式,为学生的语言表达拓展多样性。】

6. Guess: Does Tom take the books home or read in the library?

--Can I read the books here?

--Yes. Of course.

【设计意图:在主题情境下,运用本课时的功能性语言展开小对话:拓展话题,运用语言。】

7. Talk about it: What else should Tom do in the library? Keep your desk clean.

Then Ss think about it: What else should Tom   also keep it clean in the library?

【设计意图:情境中的主题表达:根据自己的生活经验,给Tom一些小建议:Please keep the / your ... clean.】

活动3【活动】Consolidation & Extension. 

1. Read the dialogue better. Ss will listen to the tape for the first time, mark the stresses and linking’s in the dialogue and check the marks according to the tape.

For the second time, Ss will listen and repeat the dialogue sentence by sentence.

【设计意图:指导学生进行语音语调模仿,为培养学生良好的语音语调和初步的语感打下基础。】

2. Role reading. Read in roles and then show the reading. Students will read in fine pronunciation and intonation through imitating. After that, they'll be able to read in roles in groups.

【设计意图:学生在角色化朗读、与人合作学习过程中,展示朗读、向同伴学习、获取同伴的认同等。】

3. Use it: Be a volunteer in new Haining Library. Volunteers are wanted in new Haining Library every Sumer Vacation. Volunteers will help readers find the books they want. And it is also needed for them to give readers some kind suggestions.

   Ss will get to know the roles for the dialogue.

   Make the dialogues with partners.

   Some groups show their dialogue. T and other students give their comments or suggestions.

【设计意图:根据新海宁图书馆每年暑假招募暑期服务志愿者的信息,在班级进行志愿者招募。明白志愿者职责:帮读者迅速找到他们需要的书; 提醒读者遵守图书馆的规则。让孩子们在真实的语言环境下运用今天所学语言。培养学生参与志愿者活动中去的兴趣,让孩子们树立“我也可以尽一份力量的”的公益观念。】

4. Extension:

We know some rules in the library. But there are many public places like the library.

What suggestions do you have for the people there?

 Ss will be able to express some rules in other public locations like in the restaurant, in the cinema etc.

设计意图:拓展活动:学生依据他们的已有的生活经历,说一说在其它的公共场所,我们需要注意些什么。将今天所学的内容应用到孩子们的实际生活中去。】

 

作业

设计

Level A(必做):1. Listen and read the new dialogue on Page 61 fluently .

2. Finish the exercises on page61.

Level B(选做):1. .Find more necessary rules around us and share them with friends.

2 Try to find rules of England and learn.

 

板书

设计

               Unit 6 Work quietly!

B Let’s try & Let’s talk

                    Talk quietly.

    Keep your desk clean.

Anything else?  

 

 

教学

反思

本节课重难点是在情景中运用句型Talk quietly. Keep your desk clean.等谈论行为规范。本节课我在英语教学过程中尽可能地少说中文,尝试利用手势、眼神、动作等辅助手段来组织教学。并且设计了很多小组合作的内容,可以充分发挥小组的合作能力和学生的主动性,促进学生积极学习。此外,在本节课我设计了多种练习方式,如师问生、生问师、生问生,有利于学生掌握所学的句型,从而保证了听说训练的质量。

但本节课感觉我对学生的评价过于单一,应加上手势和表情更好。

 

Tags:B5-,茜茜,教案,开课,老师