Unit 4 Lesson 20 公开课教学设计【河北】

7/8Unit4Lesson20公开课教学设计【河北】授课教师：河北省石家庄桥西区曙光小学王虹一、教材分析本单元进一步扩展与旅行相关的知识、语言和技能。Jenny和Danny来到了中国，对中国的景点、节日和文化都有了一定的了解。本课主要内容是李明向他们介绍中国最重大的节日春节，所以容易引起学生的兴趣，在教学中也容易产生共鸣和互动。通过本课的学习，不仅能增进学生对传统文化的认识，还能培养学生交流文化的能力。二、学习对象分析本教材教授的对象是小学五年级的学生，学生经过了两年的学习后，在听、说、读、写、方面有了一定的基础，并掌握了一定的学习技巧。所以我在设计本课时，安排了大量的学生活动与练习，尽量把课堂交给学生，让他们通过一些简单的模仿从而延伸到实际运用。充分发挥学生的想象空间，让学生把自身的潜能最大限度地发挥出来，以达到良好的课堂学习效果。三、知识和技能目标1.能听懂会说一些关于节日的名称。2.能简单描述关于春节做的事情。3.掌握单词：room,door,window,make,kid和句子WhatdoyoudoforSpringFestival?并在描述时使用。四、情感态度目标通过对中国传统节日一春节的学习，让学生感受到传统文化的底蕴，促使学生热爱我国文化。五、学习策略通过表演、小组讨论和学生互评等方式培养学生英语思维及互助学习模式。六、重点难点1.词汇、句式及语法结构2.在老师的帮助下能够运用自己的语言描述春节。七、教学过程ClassOpeningandreview:1.Greeting.T:Hello,boysandgirls.Nicetomeetyou.S:Nicetomeetyou,too.2.Game.T:I’mveryhappytoseeyouhere.Howareyou?S:I’mfine,thanks.Andyou?T:I’mverywell,thankyou.Whatdayisit?S:It’sFriday.T:What’sthedate?S:It’sApril20th.T:yes,acleverboy/girl!TodayisApril20th,wejusthadQingmingFestival,right?Andweknow,therearemanyfestivalsinChina.Now,I’llshowyousomepictures.Ifyouknowit,standupandspeakitloudly.(ShowthepicturesoftheSpringfestival,Women’sDay,InternationalWorkers’Day,Children’sDay,Teachers’Day.NationalDay.)T:Whichfestivaldoyoulike?You,please.S:Children’sDay.T:Oh,it’sveryinteresting.Youwillbeveryhappyonthatday!Andyou,please.S:InternationalWorkers’Day.T:Oh,good!Andwecanhavearestonthatday.S:NationalDay.T:Okay,it’sthebirthdayofourcountry.（设计意图：通过与学生聊日期，节日，和讨论他们最喜欢的节日，引入春节，使学生对节日产生兴趣，课堂过渡自然。）Newconcepts:1.PicturesabouttheSpringFestival.Wordsof“room,door,window,makeandkid”.T:Doyouwanttoknowwhat’smyfavouritefestival?Listen!(ThemusicoftheSpringFestival.)...Yes!TheSpringFestivaliscoming!It’stheChineseNewyear.Icandomanyinterestingthings.Look!Therearefivebigredlanterns.ChooseoneandI’llshowyouwhatdoIdofortheSpringFestival.(ShowthepicturesoftheSpringFestival.Theyareinfivebigredlanterns.Thentalkaboutthepicturesandteachthenewwordsorsentencesonebyone.)（设计意图：用过年时大家耳熟能详的春节序曲进入课文正题。五个大红灯笼喜庆，醒目。让学生自主选择灯笼，和由灯笼所链接的学习内容，让学生新奇不已。这也降低了文本的难度，使学生逐层接受课文知识。）Wecleanourrooms.Wecleanthedoors,thewindowsandthefloor.T:youchoose“CHUN”?Let’ssee.Oh,afterdoingthis,ourhousewillbecleanandbeautiful,yes?S:Yes!T:Nowlet’sseethispicture.Thisisthe“door”.Showmeyourfingerandwritewithme,d-o-o-r,door.Thisisthewindow.Writewithme,w-i-n-d-o-w,window.Here’sthefloor.Alloftheseareintheroom.Let’swrite,r-o-o-m,room.T:Ok,nowIneedalittleteachertoteachusthesewords.Whowanttobethelittleteacher?S1:…S2:…S3:…T:Great!Thankyou,littleteachers.Canyoureadthesesentencesnow?Haveatry,please.(Stickthesentenceontheblackboard.Letthestudentsreadthesentenceonebyone.Thenreadittogether.)S:…T:Youdidagoodjob!Nowourhouseisclean.（设计意图：将学习内容放在情境中，使学习内容不单一。找出适合学生学习的途径，学生对于本课的三个重点单词“door,window,room”很熟悉了，所以教师不做过多的教授，而是把学习的主动权教给学生，让小老师带领学生们完成单词的学习，充分锻炼他们自主学习的能力。）Wecleanourrooms.Wecleanthedoors,thewindowsandthefloor.T:youchoose“CHUN”?Let’ssee.Oh,afterdoingthis,ourhousewillbecleanandbeautiful,yes?S:Yes!T:Nowlet’sseethispicture.Thisisthe“door”.Showmeyourfingerandwritewithme,d-o-o-r,door.Thisisthewindow.Writewithme,w-i-n-d-o-w,window.Here’sthefloor.Alloftheseareintheroom.Let’swrite,r-o-o-m,room.T:Ok,nowIneedalittleteachertoteachusthesewords.Whowanttobethelittleteacher?S1:…S2:…S3:…T:Great!Thankyou,littleteachers.Canyoureadthesesentencesnow?Haveatry,please.(Stickthesentenceontheblackboard.Letthestudentsreadthesentenceonebyone.Thenreadittogether.)S:…T:Youdidagoodjob!Nowourhouseisclean.（设计意图：将学习内容放在情境中，使学习内容不单一。找出适合学生学习的途径，学生对于本课的三个重点单词“door,window,room"很熟悉了，所以教师不做过多的教授，而是把学习的主动权教给学生，让小老师带领学生们完成单词的学习，充分锻炼他们自主学习的能力。）Wemakedumplings.T:Let’sgoon.youchoose“JIE”?OK!WhatdoIdofortheSpringFestival?Let’ssee.Wemakedumplings.Youknowdumplings,it’sourChinesefood.It’sdelicious.Andwhat’sthemeaningof“makedumplings”?S:...(Andthenshowthepictureof“makedumplings”.)T:Nowlookatthesewords:cake,lake,take,make.Let’sread.Payattentiontotheletter“a”and“e”.Let’sreadtogether.Wemakedumplings.S:…T:Nowshowmeyourfingerandlet’swrite.(Stickthesentenceontheblackboard.Letthestudentsreadthesentenceonebyone.Thenreadittogether.)Whocanreadthissentence?S:…T:Yourpronunciationisgood.（设计意图：在学习重点句子时，不忘提醒学生注意重点单词的发音规律。将学习的技能传授给学生。）Kidsgetluckymonkey.T:Youchooseone.“Fu”?Okay!Oh,thisisforyou.Kidsgetluckymoney.Doyouknowluckymoney?(Showthepictureofit.)Thisistheluckymoney.Look,theboyissohappy.Ifyougetluckymoney,youwillbeveryhappy,too.Yes?S:Yes!T:Andkid,istheteacherakid?No.Isthemanakid?No!Thisisthekid.Readit,please.Showmeyourfinger,andwritewithme.(Showthepictureofkid.Andthenkids.)S:…T:Okay,nowlet’sreadthesentence.S:…(Stickthesentenceontheblackboard.Letthestudentsreadthesentenceonebyone.Thenreadittogether.Wevisitourfamilyandfriends.T:Youchoose“KUAI”?Okay!Wevisitourfamilyandfriends.Payattentiontotheword“visit”.(Leadthestudentstoreadthisword.)Andwhenwevisitourfamilyandfriends,thegirlsmustdothis,putyourrighthandonyourlefthandandsay“HappySpringFestival”.Theboysmustdothis,putyourlefthandonyourrighthandandsay“HappySpringFestival”.Youshouldknowthis.It’sourcustoms.Okay?S:Okay!T:Nowlet’sreadthissentence.S:…(Stickthesentenceontheblackboard.Letthestudentsreadthesentenceonebyone.Thenreadittogether.（设计意图：在学习本课的文本时，注重文化的渗透。将中国拜年时男女不同的手势教给学生，这样不仅有利于学生增强交际文化的敏感性，而且对更好地了解中华民族文化是有裨益的。）Webuynewclothes.T:Youchoose“LE”?Okay!Webuynewclothes.IliketobuysomebeautifulclothesfortheSpringFestival.Ithinkthegirlsliketodoit,too.Nowlet’sreadthissentence.S:…(Stickthesentenceontheblackboard.Letthestudentsreadthesentenceonebyone.Thenreadittogether.)Readthefivesentencestogether.T:NowweknowwhatdoIdofortheSpringFestival.Let’sreadthesesentencestogether,okay?S:Okay!…（设计意图：将文本重点句型教授完毕，最后做总结，加深印象。）2.Practice:listentothetext.Thenreadandmatch.T:Ilikeyourreading.Nowlet’sgotoLiMing’shome.Let’slistenwhatdotheydofortheSpringFestival.Nowfirstlisten!…Okay,nowmatchthepictures....T:Okay,stop.Let’scheckyouranswer.(Picture1to5.)Areyouright?...Nowwhocanreadit?...（设计意图：听课文内容，让学生感受纯正的英语语音。根据课文内容找出和图片相对应的句子，锻炼学生听力，体现任务型教学。）3.Readinpairsandshowusyourfavouritepart.T:Okay.Boysandgirls.Youdidagoodjob.Nowreadinpairs.Igiveyouthreeminutes.Okay,stop!Andwhowanttoshowusyourfavouritepart?Andpleaselistencarefully.Youshouldgiveappraisetoyourclassmates.S:…(Inthispart,thestudentsgiveappraiseeachother.)S1:Ilikepart3.WealsomakedumplingsS2:……S7:Ilike…She/Heisgreat!S8:Ilike……（设计意图：学生互评也是英语课堂的一种评价机制。学生之间具有平等的地位，互评的过程，不仅检验了学生对英语单词和向型的把握程度，也可以促进学生对说读写能力评价标准提出自己的看法。同时，也促使学生学会尊重他人，尊重不同意见与建议，提高小组合作精神。）4.Takeoutyourpaperandfillintheblanks.T:Youaregreat!Nowtakeoutyourpaperandfillintheblanks.S:…T:Nowcheckyouranswer.Let’sreadtogether.S:…（设计意图：这道习题的难度加大，学生既要熟悉课文内容，又要掌握本课的重点单词和向子，是对本次课堂学习的一个检测。）5.Act.T:DuringtheSpringFestivalwecandomanythings.Nowlet’smakeanewfamily.ActoutwhatdoyourfamilydofortheSpringFestival.Okay,practicenow.S:…T:Whowanttotry?Yourfamily,please.Let’saskthemtogether.Ss:WhatdoyoudofortheSpringFestival?S1:…S2:……T:Wonderful!Let’sclapforthem.S:…T:Anotherfamily?Don’tbeshy!S:…（设计意图：小组活动则可以给学生提供更多的实践机会。它在真正意义上培养了学生自觉实践，提高运用语言进行交流-交互交际的能力。小组合作学习有利于创设良好的情感氛围。小