小学英语课题书稿203.5.2-第三章新

第三章有效教学课例的设计实践中发现课堂教学中出现的一些问题主要源于教师课前的教学设计上第一节以自主建构为主导的课例Module5Unit Happy GradeSix1FlagDayThanksgiving,special,mealcarry掌握重点词组haveaspecialmealsay“thank-youwatchafootballgame并在此基础上拓展相关单词turkey,pumpkin。能够认读、表达和掌握重点句CanyoulmemoreaboutAmericanWhatdoyoudoon Wehaveaspecial教学卡片、多课件，机（带Step1:Pre-taskEnjoyanEnglishsongWeWishYouaHappy通过欣赏英文歌曲，调节气氛，渐进语境。WeWishYouaHappyChristmas是一首圣诞歌曲，为下一步呈现与圣诞节相关的内容做好准备。PresentationofthestructureWhatdoyoudoon…?WeT:Doyoulikethissong?Whendoyousingit?S:OnChristmasDay.T:WhatdoyoudoonChristmasDay?S:Wealways…OffersomepicturesaboutChristmastohelpthestudentssaythe带领学生回顾有关圣诞节的内容，呈现并练习句型WhatdoyoudoWealways…为降低难度，给学生提供部分圣诞节PresentationofAskforthestudents’favoritefestivalstoelicitThanksgivingAskthestudentstowatchtheaboutthisfestival.HelpthemknowmoreaboutThanksgiving.Andelicitthreenewphraseshaveaspecialmeal,say“thank-you”andwatchthefootballgame.PlayagameHideandPracticethephrasehaveaspecialmeal.Andelicittwonewwordsturkeyandpumpkin.IntroduceThanksgivingDay让学生了解人庆祝感恩节的方式。由HideandSeek这个小引出turkey和pumpkin两个与感恩节相关的单词。利用电脑课件向学生简单介绍Step2:While-ListentotheAndaskthestudentstopayattentiontoFlagDay.Saysomethingaboutthisfestival.ListenwithaWhatdotheydoonThanksgivingListenandStep3:Post-Offersomematerialstohelpthestudentstalkaboutsomedifferentfestivalsinsmallgroups.DescribeMother’sDayasamodelfortheStep4:SumReviewthesentencesandwordsaboutListentothetapeandtrytoreadthetextGetmoreinformationaboutdifferentfestivalsafterModuleModule5Unit HappyWhatdoyoudoonThanksgivinghaveaspecial say“thank-watchafootball[教学本课的主要教学内容是介绍西方节日ThanksgivingDay。如何帮助学生了感恩和橄榄球比赛的情景，因此学生对haveaspecialmeal,say“thank-you”,watchafootballgame（2004年山东省小优质课比赛一等 路小学）在复现旧知的基础上自然练习WhatdoyoudoonWealways…这两个语言对ThanksgivingDay的了解，并通过《走遍》中的一个片断，让学生直观（评课教师：青岛市北区教研电教室）第二节以情景体验为主导的课例事、表演、画画以及等多种形式，创设出符合直观原则的情境，进行教学三年级起点第七册Module5unit1（六年级——《Pleasedtomeetyou!》教学设计本课内容为外语教学与研究NewStandardEnglish三年级起点第七册Module5unit1（六年级，课题为“Pleasedtomeetyou!”（一）学习目标语句：CanyouspeakEnglish?CanIwritetoyou?IcanspeaksomeEnglish.YoucanbemyChinesefriend.Yes,ofcourseThisismyaddressinChina.能够掌握词汇pleasedmeetaddresspen能够运用Canyou…?这类语句询问能力，并能口头运用CanIwriteto（二）培养学生熟悉生活以及对异国文化的了解和告诉学生“Ifyouthinkyoucan,youcan.”的道理。Step1:Warm-upDo通过师生互动复习句“Ican…, canyou?Yes,youcan.No,youcan’FreeT:I’manewteacherhere.I’mfromQingdao(PPT).YouknowmyCanIknowyournames?What’syourname?Pleasedtomeetyou!(解释Pleasedtomeetyou!)Itmeans“Gladtomeetyou!/NicetomeetStep2:GuessingT:Thereisaboy,hecandolotsofthings.Hecanmakeakite,hecanrideabike.HecanspeaksomeEnglish.HeisinNewYorknow.HiscousinisSimon.Who’she?(Daming)Whereishe(PPTWho’she?(Simon)Whereishefrom?Presentthequestions“Whoisshe?/Whereissheisshefrom?(Listenandchecktheanswers)PresentthethreequestionsCanyou…?CanCanyouT:ThisisthetimeDamingandLaurameeteachother.SoLaurahassomequestionstoask.Howdoessheask?Lookatyourbooks,listenandunderlinethequestionswith“can”.(explainpenfriendinChecktheanswersandwritethemontheHowdoesDaminganswer?1)Yes,IcanspeaksomeEnglish.Yes.Thisismyaddress.Yes,ofcourse.(explainaddressin2)Anotherquestion“CanLaurawriteChinese?”Listenandcircle.7.ListenandrepeatStep3:PracticeFillintheStep4:Brainstorm学生运用“Ican…”进行计时比赛，这个活动可以帮助他们复习以前学过“you（T:Therearesomethingyoucan’tdotoday,maybeyoucandothemtomorrow,sorememberthesentence“Ifyouthinkyoucan,youcan.”Andtryhard,please.通过师生示范，让学生用“Canyou…?”的句型来猜，之后在小组活动中Step5:ReadthewordsandsentencesontheblackboardpetitionscoresStepYouknowI’mfromQingdao.Look.In2008,theOlympicsailinggamewillholdinQingdao.Youcansee…(PPT)Youcanseemybeautifulschool.Theyaremystudents.Theywrotealettertoyou.Readittogether.Thisismystudents’letter,Canyouwritealetter?Thisismyaddress.Youcanwriteittome.ThenI’llgiveyourletterstothem.Pleasewriteitafterclassand etoQingdao.It’stimetosaygoodbyeGoodbyechildren.在PPTYoucansee…

Module5unit1 Pleasedtomeetyou！Canyou…?penCanIpenCanyou[教学青岛大枣园小 （2008身临其境的感觉，很好地激发了他们学的积极性第三节以问题探究为主导的课例Wild知识目标：学生能够听说认读单词wild,bamboo,whaledanger,句型Pandas/Bluewhaleslivein….Theyeat….Theycan….；通过学习，了解野生动物的生存环境，并能用can(can’t)句型表达如何保护动学生对熊猫、、白鳍豚等野生动物生存知识的描述Step1:Pre-Enjoythemovie“AnimalT:Today,wearegoingtotalkaboutanimals.Let’sgetintotheanimalworld.Watchthemovieandcalloutthenamesoftheanimals.Ss:Lions,fish,tigers,monkeysTalkaboutsomewell-knownwildWildTSomeofthemliveinthewild,theyarewildWildWhatwildanimalsdoyouknow?Ss:Snakes,giraffe….T:Whataboutournationaltreasure?Ss:Pandas.T:Whatdoyouknowaboutpandas?S1:Theyarecute.S2:TheyareblackandS3:Theirfavouritefoodisbamboo

Step2:While-ReadthewholepassageandfindouttheanimalsinT:I’vegotsagefrominternet.It’sabout2wildanimals.WhatareFastreadingandcirclethenamesofthewildBlueChecktheanswer.板书Blue “a”soundslike读单词，老师相机板画通过老师的问题“findouttwowildanimal”引导学生默读课文，整体感T：Youhaveknownsomethingaboutpandas.Whatotherinformationdoyouknow?Readthe1stparagraphwiththequestionsandunderlinethekeywords.WhereWheredopandaslive?Whatcantheydo?WhatdotheyChecktheS1:TheyliveinthemountainsofSichuan,ShaanxiandGansuinChina.T：Yes,pandashabitatisinSichuan,ShaanxiandGansuinChinaS2:TheycanclimbandT:Pandascanswim,that’sincredible.S3:Theyeatbamboo.领读T:Pandaslovebamboo.Theystarteatingbamboowhentheyareaboutsixmonthsold.Theyeatfor12hoursaday!板书mountains/climbandswim/bambooReadthe2ndparagraphindividuallyandtalkaboutthebluewhaleswithpartners.Thenwatchatoknowmoreaboutthem.T:You’veknownsomeinformationaboutpandas,howaboutblueS1:TheyareS2Theyliveinthesea.GetmoreinformationaboutblueT:Readandgetmoreinformationfromthepassage.Thentalkaboutthebluewhalestoyourpartner.S1:Theyliveinthesea.S2:Theycanswimfast.S3:Theyeatsmallfish.T:Doyouwanttoknowmoreaboutbluewhales?Let’swatcha andfindouthowbigthebluewhaleisandhowheavy.S1:30S2:T:Yes,it’sthebiggestanimalintheworld.It’sabout30meterslong,over200tons.学习拓展了空间，对特征有了更深的了解，如大约有30，体重超过200吨，舌头犹如大象般大，心脏像汽车一样大，单尾巴就有小型飞机那么GetmoreinformationfromtheT:Whatelsedoyouknowfromthepassage.Readthewholepassageagainandfindouttheinformationinpairs.Findoutthenumberofthe1600T:Whatdoyouthinkofthenumbers?S1:It’ssmall.T:TheseanimalsareinininShowsomepicturesandaskthestudentshowtheyfeel.S1:I’msad.S2:I’m…T:Ifyouweretheanimals,whatwouldyousaytothepeople?S1:I’mcold.Ihavenohome.S2:I’mhungry.Givemesome…Discussingroups:HowcanwehelptheT:Thoughanimalsareindanger.Manypeoplearetryingtosavewhatcanwedotohelpplantplantmanymakefriendswithmaketheair/seacutthekilltheplaywithfireintheS1:Wecanplantmanytrees.S2:Wecan’tcutthetrees.…文本中给学生留有一个发散思维的问题“Whatcanwedotohelpthem?ListentothepassageandfollowtheRelaboutpandasandbluewhales.T:Whathaveyoulearntfromthepassage?SsPandas/BlueWhalesliveinthe….Theycan….Theyeat….Step3:Post-KnowmoreaboutotherwildanimalsinT:Everyyear,manyanimals eextinct.Wecan’tseethemforever.Whatwildanimalsindangerdoyouknow?Ss:白鳍豚，东北虎，大熊猫……T:Howmanyaretheyleft?SaythenumbersLet’sknowsomeinformationaboutChineseriverdolphins.Ss:Theyliveintheriver.Theycanswim.Theyeatfish.T:Weshouldknowsomethingabouttheanimals,becauseweliveinthesameworld,animalsareourfriends,wearefamily.Elicitthetheme“WeareEnjoythepicturesof“Littlegirlandwild物保护，成立保护动物的组织，Tippi便是能够与野MakethepostersofprotectingwildT:Allofyoucanbegoodvolunteersofprotectinganimals.Talkaboutthe ,thenwritedownsentences,atlast,putthemonthe通过老师提供的及目前这些濒危动物生存的数量等使学生了解濒familyStep Getmoreinformationaboutwildanimalsfromtheinternetandtalkabouthowtoprotectthemwithfriends.Blackboard

Blue Climbandswim swimfast 教学本课的话题是Animals词了解Panda的情况；通过自主阅读、合作交流的策略获得的生存知识。情感得到了升华，揭示了本课“Wearefamily。（青岛市实验小学老师这节课曾在第四届小教学观摩研讨会上获得一等奖实现了阅读教学的三个目标：readforfun,readforinformation,readfor三、教学灵活多、、师除了运用教学卡片机等教学辅助还五次运用网上信息资源,用“Wearefamily”背景音乐恰到好处地表达了本课，使学生在良好氛围、、讲课过程中教师的评价语丰富有针对性当学生答得好时：Great.YouknowalotGood.You’vegotitExcellent.当学生尝试读新单词有误时，教师鼓励学生Nearlyright.Tryagain.当学从动物角度谈感受时，教师回应Peoplewillhelpsaveyou.PeoplewillgiveyouawarmhomePeoplecanhearyourvoice.当学生在用英语表达自己想法时，教师回应Goodsuggestion/idea/points/introduction.Howkindyouare！IagreewithBeautifulvoiceandwonderfulpictures.当学生猜白鳍豚数量少时That’stoobad，多时Ihopeso.教师较好的语言功底，为学生创设了语言运用的环（指导评析：青岛市普通教育教研室话题：动物教学目标:了解关于动物生存的有益知识，获得启示，明确人与动物WildPandasliveinthemountainsofSichuan,ShaanxiandGansuinChina.Theycanclimbandswim.Theylovebamboo.Theyeatfor12hoursaday!Now,thereareonlyabout1,600pandasinthewild.Bluewhalesarethebiggestanimals.Theyliveintheseaandeatsmallfish.Thenumberofthemisabout2,000.Therearelotsofanimalsinthewild,butsomeofthemareindanger.Peoplearetryingtosavethem.Whatcanwedotohelp第四 以合作学习为主导的课合作学习是以学组为主体的一种学习活动，它有明确的目标导向，强新标准英语（三年级起点）六年级（BookModule1Unit1TheGreat Period熟练掌握单词与短语：more,thousand,hundred,million,postcard,kilometer,lmemore熟练掌握重点语句：HowlongistheGreatIt’saboutsixthousandsevenhundredkilometers.Thesepostcardsaregreat.Yes,theyare.激发学生的爱国热情，以伟大的而骄傲，热爱，热爱的国家Step1Pre-Freetalkbetweentheteacherandthestudents.Makethestudentsaskteachersomequestionsaccordingtothewordsandpicturesonthescreen.T:DoyouwanttoknowmemoreS:Who’sIsthisyourDoyoulikeYantaiT:Thisismy lmemoreaboutyour lmemoreabout…（板书而引出本课的一个重要语言结构 lmemoreShowsomepostcardsofT:Thesepostcardsaregreat.S:Yes,theyare.”Showapictureofthisdialogue,thenlistenandanswerthequestion“HowlongistheGreatWall?”Beforelistening,makethestudentsguesswhichanswerisright.UsethethreechoicestoelicitthenewwordHowlongistheGreatA.It’saboutsevenhundredB.It’saboutsixthousandC.It’saboutsixthousandsevenhundredTalkaboutapostcardoftheGreatWallwiththekeystructure“ lmemoreabouttheGreatWall.”T:LookattheGreatWall.It’slong. lmemoreabouttheGreatWallS:It’s…Look,listenandunderlinetheanswerstothequestionsT:HowbigisBeijing?HowbigisNewYork?S:Beijing’sgotaboutfourteenmillionNewYork’sgoteightmillionlthestudentshere“howbig”means“howmanypeople?”andelicitthenewword“million”.Afterthatmakethestudentspayattention“it’sgot=ithas通过听音回答问题，引出本课的另一个语言重点“it’sgot”,并渗透语法gotbig”在这里的意思其实是“howmanypeople”,处理难点。Listen,pointandfind“is/’s,Makethestudentschoosethenumberhelikes.Andit’ll lsomeinformationaboutthenumbertheychoose.每一个数字都隐藏一个相关信息提供给学生，如，sixthousandthreehundred:TheChangjiangRiverisaboutsixthousandthreehundredeightmillion:Qingdao’sgotabouteightmillionpeople.sixmillion:Yantai’sgotaboutsixmillionpeople.Step2While-Game:lmemore.Suchas:T:It’sananimal.S:lmemore.T:It’sS:lmeT:It’sblackandwhite.S:It’sapanda. lmemore”真实的运用起来。Step3Post-Talkaboutthepostcardsthestudentshave.Presentademonstrationforthestudents.Thenthestudentstalkaboutthemingroupusing“Howlongis…?Howbigis…?Whereisit?”(ZhanqiaoPier,TheRiverThames)Eg.GroupA:HowlongisZhanqiao GroupB: (informationisontheirgroupcard)A:Whereis B:A:Howbigis B:获取他们想要了解的信息的能力。提供给学生一些他们熟知的景点（RiverThames/ZhanqiaoPier）最终获得正体现语言的交际能力Step4SumGuidethestudentstorecallwhattheylearntinthisclassaccordingtothejigsaws.TheyarethepicturesoftheGreatWallandTheStatueofListenandrepeattheSaysomethingaboutyourpostcardinyourgroupandtrytowriteitModule1Unit1TheGreatWalllmemoreabout…Howlongisit?It’sabout【教学习任务。在学生学会运用Howold…? Howbig…?来询问和纽约的信息不仅复习了以前所学到的形容词，还让学生感悟到lmemore.的真实意义。青岛台东六路小学（2008二、激发学生探究，培养真实语言运用能力。在学习新课文时，教师HowlongistheGreatWallHowbigisBeijing?HowbigisNewYork?学生带着任务有目的的阅读，自主找到答案，解决问题，同时在生探究的好奇心，让学生通过数字了解地理人文知识。在拓展活动中，教师提供给学生一些如：RiverThames，ZhanqiaoPier,YellowRiveretc，以及（青岛市北区教研电教 《新标准》一年级起点第十册Module8Unit2HowImadethekite.教学设计本课的教学内容是《新标准》一年级起点第十册Module8Unit2HowImadethekite.Daming用过去时描述自己制作风筝的过程，全文详见。教学目标知识目标：学生能正确认读、拼写新单词和词组：drew，apieceof，scissors，sticks，stings，并能在语境中正确运用；能用过去时简单描述风筝或其他纸制品的制造过程。能力目标：学生能够在学习过程中发展听说读写能力；能够在小组合作中学习交流，提高综合语言运用能力；能够运用过去时记录自己制作纸制品的过程，有条理有层次，掌握一定的写作策略。情感目标：学生能够通过学习过程开拓视野，激发创新精神，巧动手，让生活更加美好！教学重难点学生能够运用过去时描述风筝及其他纸制品的制作过程，体会文本的条理性，尝试自己说一说，写一写。风筝拼图卡片，单词等卡片，线绳小棍等实物，新标准CD-ROM，练习材料。Step1Warm1．Free（在学生走进教室的时候，教师本模块中的一首关于风筝的英文歌曲，教师在黑板上画大树和花草，贴一张纸。）教师和学生互相问候，并询问学生上课之前（师生）做了哪些事情，引出新单词：drew2．GuessingT：Idrewpictures.Iputapieceofpaperonthe教师拿出一个纸袋：IputsomepaperinmybagWhatcolourGuess.并提示运用语言apieceof去猜：S1:It’sapieceof…paper.学生猜对就可以得到教师事先准备好的彩色纸片：getapieceofpaper拼图引出动词过去时。猜出颜色之后，3张纸片变成一个简单的拼图，教师请学生帮忙结合黑板上的拼图区域完成拼图。引导学生运用语言：put…on…SsPutiton“A”.拼完之后，教师将拼图反贴，变成一幅龙的图案。教师进一步引导问：T：WhatdidIdoSs:YoudrewaT:Yes.AndIpaintedit.ThenIcutit.Imadeajigsaw【设计意图】通过与学生交流，为英语课学习创造宽松的氛围，并在交流中复习这节课中将要用到的过去式的内容；用猜的引起学生，渗透和操练词组apieceof，put…on…把猜出的贴在黑板上，呈现一条龙，为导入新课做好准备。Step2Lead课件出示大明T：WhatdidDamingdoyesterday?Whatdidhemake?Ss:HemadeaT:Whatkindofkite?Ss:AChinesedragon.T:Forwhom?Ss:Simon.T:WhoisSimon?Ss:Daming’sDamingwrotesomethingabouthowhemadethekite.出示文本内容Thetopicis“Howhemadethe【设计意图】学生通过看 文本内容，在问答的过程中不断追问复现第一单元的知识，并引出新内容，点出文本标题，体现对阅读、写作策略的指导。Step31．快速阅读，整体感知文本。教师通过课件出示一些材料，学生快速阅读，选择Daming制作风筝所用的材料。学习新单词：scissors:T：WhatcanyoudowithSs:cutpaper/hairwithsticks:T：DidDamingusechopsticks?Butheusedsticks.—strings:学生尝试自己读:ing—string—【设计意图】从制作风筝的材料入手，让学生带着问题自读，整体感知文本，并通过展示实物，以旧引新的方式解决新词：scissorssticks，通过小组活动完成任务。T：WhatdidDamingdowiththesethings?HowdidDamingmakethe学生先看课文光盘，然后在小组内，给制作风筝的6个步骤排序【设计意图】提出问题，让学生带着问题听文本，并通过小组合作完成任务，培养学生的和合作能力。板书呈现文本情境。呈现正确的步骤图，学生根据尝试描述Daming制作风筝的步骤，教师板书。教师展示实物：木棍支架和线绳：T:Whatarethey?Ss:They’resticksand（教师将木棍支架和线绳贴在黑板上的风筝上T：WhatdidIdo?Ss:Youputsticksandstringsonthekite.T:Whatisitnow?Ss:It’sakite.(教师贴大明，将风筝线牵到大明手中)T：WhatcouldDamingdowiththekite?Ss:Hecouldflythe【设计意图】在快速阅读和听音排序的铺垫下，学生尝试说出大明制作风筝的顺序，初步实现语言的输出。教师在板书风筝的制作过程时，通过提问帮助学生不断滚动复现新单词、句型，并在最后呈现出大明放风筝的情境，将文本情境完整而又鲜明的呈现在了黑板上。学生听音模仿文本。学生自读课文。学生抢答问题：WhatdidDamingdraw?WhatcolourwastheWhatdidDamingusetocutthepaper?WhatdidDamingputonthepaper?CouldDamingflythekite?【设计意图】学生在看图、快读、听音、模仿和自读内化之后，设计几个快速问答的题目巩固和反馈学生学习情况，复现文本。起到了调节气氛的作用，让学生始终保持浓浓的学习。根据课文填空【设计意图】填空内容不是简单的重复文本，而是对文本进行了改编，有利于进一步加深对文本的理解和灵活运用语言知识，巩固拼读拼写。Step41．拓展操练。T:WhatdidLinglingdo?学生看图，进行。欣赏精美的剪纸作品【设计意图】结束文本的学习，运用的拓展活动。教师并不急于让学生知道正确答案，而是鼓励学生运用过去时进行猜测，设计开放性的问题活跃学生思维。猜过之后让学生在美妙的音乐声中欣赏精美的剪纸作品，学生联系，得到答案。小组合作完成任务。T：HowdidLinglingmakethepaper-学生通过小组合作将图句连线。学生尝试给出语篇的题目：Howshemadethepaper-【设计意图】学生在这节课中第二次参与小组合作学习。通过连线，反馈了文本学习情况，在运用中检测知识掌握情况；让学生尝试给文章补充标题，培养学生的阅读、总结能力，体现了对学习策略的指导。Step5学 T:Linglingmadeapaper-cutwithapieceofpaper.Whatabout（课件呈现SamT:Whathadhegot? Ss：Hehadgotabigpieceofpaper.T:Whatdidhewanttodo?学生进行。2.学生阅读短文回答问题。Samhadabigpieceofredpaper.Hewantedtomakeabigbeautifulpaper-cut.Hedrewaverybigflower.Hecutit.ButhecuttooHeshouted:“Oh,MyGod!”Thenhedrewasun.Hecutit.Buthecuttoomuchagain.Hecried:“Oh,no!”Thenhedrewanapple.cutit.Butitwasverysmall.Hehadagoodidea.Heputitonapieceofpaper.Heputstringsonit.Hewrotehisname