教学内容:
EEC小学英语教材5年级上册。
教学目标:
1.运用图片、录音创设情境,使学生在理解对话的基础上学会课文,做到熟读课文。
2.用英语练习关于职业的表达方式。
3.在学习中通过对话朗读激发学生的学习积极性,培养学生主动参与的精神。
教学重点:
1.单词和课文的学习、理解和使用。
2.功能句的认识、理解、初步掌握。
教学难点:
1.Who lives in Australia?
2.What does your uncle do?
3.What are you going to do there?
教学过程:
一、Warming up
1.Greeting.
2.Let’s sing an English song together.
《Old Macdonald Had a Farm》
(通过演唱这首歌,复习了一些常见动物的名称,为本课教学进行了铺垫。教师将音乐融入教学中,使教学在快乐中进行,使学生的学习变成一种快乐的过程。)
二、Learning
1.Answer the teachers questions.
T: Do you have a good plan for Sunday?
S1: Yes,I do. I am going to go to a mountain.
T: How about you ?
S2: I am going to learn English.
T: What do you want to be?
S3: I want to be a teacher.
T: What about you?
S4: I want to be a pilot.
T: What do you want to be?
S5: I want to be a cook.
T:How about you ?
S6: I want to be a doctor.
T: You want to be a doctor. You want to help sick people. I hope your dream will come true in the future. Look at the cards. She is a doctor, too. But she is a doctor for animals. She is a vet. Now,today we are going to learn Lesson 3《She is a vet》.
(通过师生对话,拉近师生距离,同时也自然过渡到本课课题《She is a vet》这一句型的教学。)
2.The students read the title of the lesson after the teacher.
3. T: OK. First, let us look at the cards.
Who can read this word? What is the meaning of this word?
Read after me.
Read this word one by one.
Show me your fingers,please. Let us write it together
4. The teather shows the word card to the students.
First, the teather asks the students to read the word.
What is the meaning of this word?
Read it quickly / slowly/ loudly.
(每一个单词都用不同的方法来呈现,以促使学生主动获取知识。)
T: Read this word one by one.
T:Good.Ifyouknowthewordthenyousayitout.
Ss: vet.
T: Ifyouknowthewordthenyouspellitout.
Ss:V-E-T,vet.
5. T: Now please guess a word. If A is 1, B is 2, Z is 26. Guess 1+14+9+13+1+12+19.
Ss:animals.
T:Which animals do you know?
S:Dogs,sheep,cats,birds,snakes,elephants,tiger,pigs,hens,ducks and pandas .
T: There are so many animals in the world.Which animals do you like best?
Ss: I like dogs best.
6. T: Let us look at the last word. What is the meaning of this word?
Teach this word in some ways.
Play a game.What’s missing?
(教师在学习每个单词时设计不同的游戏,让学生在活动中熟悉并掌握所学内容,在看、听、说、唱等活动中感知语言,使课堂活起来,为顺利实现教学任务奠定基础。)
7.T: Let’s have a word game. I say English, you say Chinese. I say Chinese, you say English. If you can answer my questions, please stand up and answer.
(通过单词抢答游戏激发学生学习英语的兴趣。)
8. T: Now let’s listen to the tape and know what the lesson is about.
9. Read after the tape and then answer my questions:
Who lives in Australia?
What does Cody’s uncle do?
What does Cody’s aunt do?
What is Cody going to do in Australia?
(课堂教学中教师将语言材料当作听力材料来处理。在听之前,给学生提出问题,让学生带着问题去听,有目的、有意识地听,学生在任务的驱动下,在听的过程中思考问题。用问题引领学生阅读、理解文章,让学生在情境中体会语言。)
三 Practising
1.I give you a few minutes to fill in the blanks on Page 37. You can work in groups.
(小组合作解决文章中的新词、讨论关于文章问题的答案,培养了学生的合作精神。)
2.The teather asks the students to answer the questions on Page37. Listen and write.
(通过这两道听力题,培养了学生听力理解的能力。也进一步检验了他们在本节课中的学习效果。)
3.This time I give you two minutes to read the dialogue. Please read it loudly.
4.Now,let us read the dialogue in role play.Who wants to be Sandy? Who wants to be Cody? Who wants to be Billy?Who wants to be Jane ?Read the dialogue in role play.
(给学生展示的空间,通过分角色朗读来体会用英语对话的乐趣。)
5.Write a new dialogue in groups.
(教师让学生仿照课文去写作,使学生从学习语言到使用语言,从而达到语言的实际目的,同时能够拓展学生的思维,提高了学生的写作能力。)
评析:
本课主要学会关于职业的表达方式的问答。通过计划周末或假期活动的内容,学习将来时的表达方法。教师坚持学生主体性发挥,通过课前的相互问好和英文歌曲的导入,既能在短时间内拉近与学生之间的关系,又能帮助学生尽快进入学习状态。在新课引入时充分抓住学生的特点,结合图片,自然引出本节课的知识。通过游戏活动帮助学生迅速、高效地掌握单词,设计了很多符合学生年龄特点的活动,并能创设情境来运用语言进行交流,真正体现了语言的交流功能。教师将语言材料当作听力材料来处理,进行听音练习,提高学生的听音、辨音的努力。根据录音内容,自编对话,巩固练习本课学习的重点内容。教师在英语教学中开展分角色对话、多形式练习单词、小组合作学习等形式也培养了他们的合作精神。
本课的不足之处:教师应给学生设计更多操练的情境,课堂评价的形式应更加丰富。
总之,教师只有培养好学生的听说读写4项基本技能,才能形成综合语言运用能力,为真实语言交际打下基础。才能使我们的课堂教学成为“有效教学”。