Unit5 Our new home (The Second Period)
主备人:杨菲
Teaching Contents:Cartoon time,checkout time & Ticking time
Teaching Aims:
1. 能理解Cartoon time 部分的意思,并能配合此部分内容进行表达;
2. 能对照Ticking time的三个目标进行客观的自我评价;
3. 能综合运用本单元学到的单词和句型谈论自己家中物品摆放的位置。
4. 能初步把自己表达的内容在老师的帮助下写下来。
Main Points:
能理解Cartoon time 部分的意思,并能配合此部分内容进行表达。
Difficult Points:
能综合运用本单元学到的单词和句型谈论自己家中物品摆放的位置。
Teaching Aids:图片、光盘
Teaching Steps:
一、Warm up
1. T: Hello, boys and girls.
S: Hello.
T: How are you today?
S: Fine, thanks.
2. T: Do you like your home?
S: Yes, I do.T: Do you have a nice bed?
S: Yes, I do.
T: How many rooms do you have?
S: I have …
T: What room do you like?
S: I like …
T: Where is your cap?
S: It’s …
T: Where are your dolls? How many?
S: They are… I have six.
T: Can your dolls dance?
S: No, they can’t.
2. Practice in pairs. Ask and answer each other.
二、 Presentation
1. Show the four pictures and think :
What are they saying? Discuss in groups.
小组讨论,自主提问,猜猜他们在说什么?
2. 看看你猜的和他们说得一样吗?Watch the cartoon.
T: Boys and girls, you did a good job. Look, who are they?
S: They are Bobby and Sam.
T: Yes. They met a bird. How is the bird? What’s wrong with it? Let’s watch the cartoon. (播放动画)
T: How is the bird?
S: It’s hungry.
T: What would it like?
S: A worm.
3. Read and say ( 注意模仿Bobby和Sam的语气)
T: Now please open your books and read this story. It’s on your book, Page… When you are reading, try to remember what they say (阅读Cartoon time部分,记一记每一幅图中的对话)
(学生阅读Cartoon time)
T: Now close your books. (PPT逐图显示) Who can be Sam / Bobby/the bird?
S1: How are you?
S2: I’m hungry. ( 指导痛苦、可怜的语气)
S1: Would you like an orange? (指导安慰、同情的语气)
S3: What about a hot dog? (指导安慰、同情的语气)
S2: No! (指导痛苦、可怜的语气)
S1/S3: What would you like? (指导和蔼、安慰的语气)
S2: I’d like that. (指导渴望的语气)
S1/S3: Here you are. ( 指导高兴、愉悦的语气)
S2: Thank you. (指导开心、兴奋的语气)
4. T: Now read the story in pairs. (注意语气哦!)
5. Do the dubbing
T: Now can you dub for the whole story together? 你们能为这个故事配音吗?
S: Yes. (动画角色扮演Sam/Bobby/the bird 配音)
6. Act the dialogue
三、Practice
1. Ticking time (Self assessment)
T: Boys and girls, I think you did a good job just now. But did you do a good job for the whole unit 5? Let’s check it out.
T: What can you talk about?
S: I can talk about my home.
T: What can you say?
S: I can say where my things are.
T: What do you know?
S: I know the sound of the letter “k”.
T: You can see the Chinese meaning here. So now it’s your ticking time.
Please open your books and turn to Page 37 and tick it.
T: Have you finished it? Who gets three stars? (部分学生举手)
T: OK. Now can you talk about your home? (问几个学生,学生问问题)
T: And the next one, who gets three stars?
Well, let me check. (把东西放在某处) Where’s /Where are…? (检验几个学生)
T: And the third one, who gets three stars?
Well, can you remember any words with the sound /k/? (检验几个学生)
2. Checkout time
A. 先说说自己家的房间摆设
T: How many bedrooms do you have?
S: We have two bedrooms.
T: Where is your bedroom?
S: It’s near the living room.
T: Where is your bed?
S: It’s beside the window.
Ask each other and act the dialogue.
B. Show the picture on Page37.
Look at the picture and describe.
S: This is my home. We have a bathroom in our home. We have a sofa and a table in the living room. We have a fridge in the kitchen.
Describe in groups.
Act the dialogue.
四、Consolidation
1. Talk about the things in the classroom
This is our classroom. We have … in our classroom.
2. 先引导学生小组讨论并说一说。
3. 再指导学生写一写。在写句子时有拼写问题需要老师帮助的,请举手!(三个学生在黑板上写句子,并读出来展示)
五、Homework
A 1. 读Cartoon time对话5遍;
2. 如Ticking time没有达到3颗星的,有针对性地进行练习。
3. 试着复述课文。
B 1. 读Cartoon time对话5遍;
2. 如Ticking time没有达到3颗星的,有针对性地进行练习。
3. 和会说英语的家人或朋友谈一谈身边物品的位置,试试写下来(不会拼写的单词查字典)
六、Show on the blackboard
Unit 5 Our new home
A: This is my home.
B: We have … in our home. We have … in the living room. We have … in the kitchen.
综合整堂课的教学,有一些问题浮现出来,如:单词的教授较为集中,方式较为枯燥。绘本故事虽然学生对情节是熟悉的,但是英语句子太复杂,难度较大,学生不理解而且耗时较多。信息沟活动的说明不够清晰,学生活动效果没有达到预期的目标。小学英语课堂教学应提倡教学生活化,形式多样化。爱因斯坦说过:"兴趣是最好的老师。"在教与学的关系上,古人强调:"教必有趣,以趣促学"。而新《英语课程标准》又强调小学英语教学最主要的是激发小学生学习英语的兴趣。在课上教师针对小学生的年龄、生理和心理特征,结合了拍手操,歌谣,小组活动等等教学形式,并力求多而不乱。采用多样化的教学形式激发学生学习英语的兴趣,但活动形式不能只图表面上的热闹,而要有一定的语言知识和技能作支撑。
1.不厌其烦指导学生朗读,让朗读成为课堂最美的风景。学生能否在课堂上读好,读出人物的感情来?这并非易事,需要老师的点拨与示范,然后通过积极的操练,学生才会在语言实践中逐步领悟出感情来。杨老师采用用中文标注提醒的方式,让学生领悟,也是非常棒的方法。
2.重视评价,自评与他评结合,生生互动,让评价不流于形式。学生学得到底好不好?有时,当局者迷,学生自己不知道。有时老师或同学的一句简单点评,就能让学生焕发出满腔热情。好的评价,会产生积极的效果。杨老师审时度势,或亲自点评,或让学生互评,或让学生自评。这样,学生们能在评价中,找到不足,找回自信,共同提高。
建议:五年级学生,有了一定词汇量,可以让学生把说的训练内容,写下来。通过适当的写作练习,增强综合语言运用能力。