北京版六下UNIT FIVE WE'RE GOING TO HIGH SCHOOL-Lesson 18-教案、教学设计(配套课件编号：00406).doc

1、1 课题名称课题名称 课题课时 Unit 5 lesson 18 Were going to high school. 学科 英语 年级 六 教材版本 北京版一年级新起点 教学设计参与人员教学设计参与人员 姓名 单位 联系方式 设计与实施者 指导者 指导研修员 本课研究专题本课研究专题 一、专题名称：城市副中心背景下小学教学质量管理研究英语会话教学中学生整体性思维能力的培养。 二、研究专题背景： 自 2016 年以来，我校致力于构建思维发展型课堂，学校一直倡导思维导图的学习和使用，以及思维发 展性课题研究专题。根据我校学生情况，部分学生长期以来养成的习惯比如学习英语比较机械零碎，无整体 性思维

2、能力，口语能力基础薄弱。通过绘制思维导图并讲解等活动发挥孩子的最大潜力，从而提高学生整体 性思维能力。 三、研究专题分析： 本课教授对象为六年级学生，经过五年的学习，他们中大部分能进行简单的口语交流，课上能回答老师 关于课文中出现方位，出行方式，体育运动等提问，在老师给出例句之后能用所给词汇替换，并描述自己未 来的学校。本课选自新版北京版教材六年级下册第五单元 We are going to high school.本单元以毕业为主 题，第 18 课介绍情景对话 Yangyang 和 Sara 在浏览中学的网站，谈论未来中学的情况。为学生复现了谈论 一个城市的地理位置，谈论出行方式，谈论喜爱的

3、体育运动和课余活动等的情景。 四、专题解决思路： 英语课程标准指出：语言既是交流的工具，也是思维的工具。课程标准设置分级课程，力求体现不 同年龄段的学习需求和认知特点，使英语课程具有整体性、灵活性和开放性。1，面向全体学生，关注语言 学习者的不同特点和个体差异。由于学生在年龄、性别、认知方式、生活环境等方面存在差异，他们具有不 同的学习需求和学习特点。只有最大限度地满足个体需求，才有可能获得最大化的整体教学效益, 2，强调学 习过程，重视语言学习的实践性和应用性。鼓励学生在教师的指导下，通过体验、实践、参与、探究和合作 等方式，发现语言规律，逐步掌握语言知识和技能，不断调整情感态度，形成有效的

4、学习策略，发展自主学 习能力。 本课教师将通过对话中提问，采用疑问词提问为主线，贯穿课文对话，由浅入深，降低学习课文对话难 度。之后通过小组合作方式，基础弱的孩子回答一些简单句，基础好一点的孩子回答长一点的句子，口语表 达能力强的孩子回答难句和分配任务，分工合作，小组合作。最后采取思维导图绘制自己未来学校等来训练 2 学生整体性思维能力。使学生在本课新的情景中，理解和更加深入地综合运用语言进行表达和交流。教师要 通过意义操练，帮助学生理解和掌握所学语言。 教学目标及教学重难点教学目标及教学重难点 一、 教学目标： 1. 学生在谈论中学生活的情境中复习、巩固，方位、出行方式、校园设施、体育运动、

5、课后活动这五个话 题，能综合运用语言对自己未来中学进行描述。 2.学生能在具体情景中听懂、会说“Where is California?”及其答语“Its in the west of the U.S.A.” 以及 California, campus, gym, activities, club 等词汇，并能在恰当情景中运用。 3. 学生能听懂、读懂、理解对话并能熟练地有感情地朗读对话，表演对话和复述对话内容。 4.通过思维导图的绘制和运用，学生能独立思考自己的梦想学校，提高学生的整体性思维能力和口语表达能 力。 二 、教学重点： 询问某城市的方位，并能做出相应的回答： “Where is?

6、 It is in the of”并且能运用思维导图综合 运用语言对自己未来中学进行描述。 三、 教学难点： 能运用思维导图综合运用语言对自己未来中学进行描述。 教学过程教学过程 3 一、Warming up 1. Greeting T: Good morning, boys and girls. Ss: Good morning, Ms. Li. 2. 3 Minutes Show. T：First, let enjoy the show. Welcome Liuxu. Liu：My speech is my school life What do you think of my speec

7、h? S1: I think your speech is wonderful. I learn a lot from your speech. Thank you. 3. Lead in T：Now, everyone, You re going to high school this summer. Ill miss you. I also took some pictures of our school life. Look here, lets enjoy it together. (教师呈现课件的照片,照片上呈现下面词组。) study in the classroom, do ex

8、periments, do exercises on the playground, visit the museum, have performances, have a sports meeting. Oh, look ,what were you doing? Ss:（学生欣赏大家共同经历的在学校生活的照片，并且根据提示词组，用过去进行时说一些句子。 ） We were studying in the classroom. T: Next one, you were doing experiments. They are interesting. Next one, what were

9、you doing? Ss: We were having performances. T: How wonderful! Next one, you were having a sports meeting. You were so happy ,right? Ss : Yes. 设计意图: 通过欣赏在校生活照片，引入学生将要升入中学主题。 研修员点评意见： 精彩三分钟学生个别发音要注意连续爆破发音技巧，平时要更加注意训练学生英语发音语音和语调变化，学 生评价也可以分小组说，让更多孩子参与进来。 二、Presentation 1. 教师呈现主题图，看图回答问题。 T: We have som

10、e sweet memories. But Were going to high school. How about our friends? Lets look at this picture. Who are they? Ss: They are Sara and Yangyang. T: What are they talking about? Lets watch the video together. T: What are they talking about? S1: Saras dream school. T: Right. They are talking about Sar

11、as dream high school. 设计意图: 教师展示主题图，通过先整个观看对话中提问，训练学生整体性思维能力。 2.T：Whats Saras dream high school like? Here are some pictures in the computer. This is the website for Saras high school. Where is it? Ss: Its in California. T: Now, everyone, this is a web. A spider often lives on it. Nowadays, people k

12、eep in touch with each other very 4 closely. Its just like a web. This is a website. If you want to find more information, you can go to a website. T: This is the map of the U.S.A. Where is California? Lets listen. Ss: : Its in the west of the U.S.A. 3.T:Is Saras high school far from her home? We do

13、nt know. How will she go to school every day? You can talk with your partner. You can ask and answer like this: How will she go to school? Shell go there by/on foot. Then change. T: OK, now, which group can tell me your ideas? S1: How will she go to school? S2: Shell go there by bus. T: Good. Next o

14、ne. S3: Shell go there on foot. T: Right. We can also say walk. Shell walk to school. What else? Ss: by subway, by car. T: Great. Now, lets listen, What does Yangyang ask? How does Sara answer? S1: How will you go to school every day? S2: Ill walk to school. T: How will she go to school? Ss: Shell w

15、alk to school. T: So Sara will walk to school. 设计意图: 通过小组讨论 Sara 出行方式，发散学生思维，提高学生口语表达能力。 4. T: Do you want to know other things about Saras high school? Please open your books, turn to page 36. Can you find other questions about Saras high school? S1: Whats so special about our school? T: Thats righ

16、t. Now, everyone, look at this picture. This is Saras high school. What are these? Ss: They are the playground , the gym and the classroom building. T: Can you find “whats so special about Saras high school” on your book? Ss: The playground and the gym are both large, but the classroom building is s

17、mall. T: Thats right. Do you know why? Can you find the answer on your book? S1: Ball games are very popular in American high schools, and so are many other sports. T: Great. Most of American people are sports lovers. 5. T: What do you do after class? Do you have a lot of activities ? Ss: Yes. T: Wh

18、at do you do after class? S1: I often play football. T: Maybe you have a lot of activities such as football, art and so on. How about Sara? Will she have a lot of activities? Can you find the answer on your book? Ss: Yes. T: Good. What else about Saras high school? Now ,everyone, look here, listen,

19、what does Sara say? S1: My school is famous for its science club. T: So whats famous for Saras high school? S2: Its famous for its science club. T: Do you remember what is Sanya famous for? 5 S1: Its famous for its sandy beaches. T: What about our school? S1: Its famous for basketball and art. T: Do

20、 you like Saras high school? Ss: Yes. T: Were going to high school. How exciting! Its wonderful. 设计意图: 采用疑问词提问为主线，贯穿课文对话，由浅入深，降低学习课文对话难度。提高学生整体性思维能力。 研修员点评意见： 1.教师应该给出本课框架，给支撑，要详略得当，讲重点，教师应给出关键词和句子让学生来复述，使语言 知识融合在框架里。 2. 对于听的教学策略，应采取多种方法，比如细听，略听等。对于读的教学策略，可以采取 Lets read, Lets circle, underline, find

21、 the information 等阅读方法，训练学生语言综合运用能力。 三、Practice 1. Listen and repeat. T: Now, lets read the dialogue together. Ss: Listen and repeat each sentence one by one. T: Lets do a role-play. Boys are Yangyang, girls are Sara. Ss: Boys and girls show. 2.T: Lets review about Saras high school. Where is Califo

22、rnia? S1: Its in the west of the U.S.A. T: How will she go to school? S2: Shell walk to school. T: Whats so special about her school? S3: The playground and the gym are both large, but the classroom building is small. T: Whats it famous for? S4：Its famous for its science club. 设计意图: 巩固所学课文内容。 四、Prod

23、uction 1. Lets watch a video.（教师呈现 1 所中学介绍视频，另外一所中学图片，并提出问题，学生回答。 ） T: This is a high school. Its a wonderful high school, right? Ss: Yes. T:Next one. Its about another school. Who can read it? Whats the name? S1: Its Ciqu high school. T: Where is it? S2: Its in the south of Tongzhou. T: Whats speci

24、al about it? S3: There is a big and nice classroom building. 6 T: What is it famous for? S4: Its famous for its boys football team. T: How will you go there? S5: Ill go there by bus. 设计意图: 通过视频和图片两种方式了解两所中学，锻炼学生听力和口语能力。 2. Make the table. T: Last class, I asked you to find some information about som

25、e famous high school in Beijing. Each group has your same dream high school. Each person has one piece of paper. You can say one sentence on your paper. You can talk with your group members. Lets make the table about your dream high school. Ss: Whats your dream high school? Group1: S1: Beijing NO.2

26、High School. Ss: Where is it? S2: Its in the east of Dongcheng. Ss: Whats special about it? S3: Therere more than 30 subjects in this school. Ss: Whats it famous for? S4: Its famous for its Golden Sail Dancing Team. Ss: How will you go there? S5: Ill go there by subway. T: Wonderful. 设计意图: 小组完成对梦想中学

27、的调查表，增强团队合作意识，训练学生整体性思维能力和自主学习能力。 研修员点评意见： 拓展部分，关于北京知名中学的介绍，教师应课前做好调研，还可以让学生介绍一下中学的各种科目。 3.Draw your Dream High School.(mind map) T: Just now, weve talked about some famous high schools. Maybe you like one of them. Maybe youll go to that school in the future. So whats your dream high school? This is

28、 a wish bottle. May all your dreams come true. You have to study very hard. You can choose one school you like best to draw the mind map. We can draw from these 5 parts. Which 5 parts? Ss: What, Where, How, Whats special? Whats it famous for? T: Here are some mind maps from other classes. Lets enjoy

29、 them. I think they are very beautiful. T: Now I can give you an example about one school. You can draw your dream high school from these 5 parts. Now take out your mind map paper, you can write some sentences of your dream high school, and then color it. S1: Come to the front and introduce her drea

30、m high school. 设计意图: 通过思维导图的绘制和运用， 学生能独立思考自己的梦想学校， 提高学生的整体性思维能力和口语表达能力。 五、 Homework 7 T: Stop here, our time is limited. If you havent finished, itll be your homework. Next class, you can show it. Another homework is: Try to find more information about your dream high school from the net. So much fo

31、r todays class, goodbye ,boys and girls. 板书设计板书设计 Unit Five lesson 18 My Dream High School 研修员指导意见汇总研修员指导意见汇总 一、本课优点： 1. 在上课前精彩三分钟环节，学生展示 My school life,图片与文字紧密结合，学生声情并茂，有感而发， 表现他们对小学生活的甜蜜回忆与依依不舍之情。在展示结束后其他同学评价多样性，发自每人肺腑之言， 充分发散了学生独立思考和整体性思维能力。 2. 本节课利用课前学生们欣赏在这六年中的生活照片创设语境，学生们觉得亲切自然，引入学生将要升入 中学主题，之

32、后通过提问题和学生交流 Sara 要去的中学情况，学习本课对话，使语境创设有整体性。 3. 拓展环节让学生用思维导图通过 Where, How, Whats special? 和 Whats it famous for?四部分介 绍自己未来的梦想中学，培养学生为实现自己梦想努力奋斗的精神。 二、本课不足： 1.精彩三分钟学生个别发音要注意连续爆破发音技巧，平时要更加注意训练学生英语发音语音和语调变化， 学生评价也可以分小组说，让更多孩子参与进来。 2. 本节课有话题，但无主线，教师应该思考如何处理话题与主线关系。 Saras dream high school How Whats specia

33、l? Whats it famous for? Where 8 3. 学生活动时培养学生听说能力时可以多样性，不见得只有角色扮演和复述课文两种形式。 三、教学建议： 1. 教师应该给出本课框架，给支撑，要详略得当，讲重点，教师应给出关键词和句子让学生来复述，使语 言知识融合在框架里。 2.对于听的教学策略， 应采取多种方法， 比如细听， 略听等。 对于读的教学策略， 可以采取 Lets read, Lets circle, underline, find the information 等阅读方法，训练学生语言综合运用能力。 3.本课最后拓展部分，关于北京知名中学的介绍，教师应课前做好调研，还

34、可以让学生介绍一下中学的各种 科目。 课后反思（不少于五百字）课后反思（不少于五百字） 英语课程标准指出：语言既是交流的工具，也是思维的工具。课程标准设置分级课程，力求体现不 同年龄段的学习需求和认知特点，使英语课程具有整体性、灵活性和开放性。本课利用思维导图便于学生记 忆、理解、思维激发和思维整理，通过文本的叙述和拓展部分学生对未来学校的畅想来培养学生的整体性思 维能力。下面我谈一谈本节课我对培养学生整体性思维能力的设计思路和不足之处。 1.创设语境，问题引领文本 本节课一开始我先通过欣赏大家熟悉的六年中参加各种活动的照片，引入本课要升入中学主题，之后通 过提问和交流的方式学习文本，使语境创

35、设有整体性。 2. 小组活动，训练综合运用语言能力 在小组活动中按照大家事先上网搜集到的信息完成调查表，根据老师给出的几个问题，谈论自己的梦想 学校，激发了他们学习的自信心和积极性，训练学生自主学习能力和整体性思维能力，提高了学生口语表达 能力，增强了学生互相协作，互相帮助的团队合作意识。 3.思维导图，激发学生思维 拓展环节让学生用思维导图画出自己梦想学校，激发了学生思维，巩固了本课学习的语言知识，培养了 学生独立思考能力，和整体性思维能力。 本节课我还有很多的不足和待改进之处。 首先，我应该给出本课框架，给出支撑，应给出关键词和句子让学生来复述，使语言知识融合在框架里。 其次，我对于听和读

36、的教学策略，应采取多种方法，训练学生语言综合运用能力。小学英语课堂教学应提倡 教学生活化，形式多样化。采用多样化的教学形式可以激发学生学习英语的兴趣，而要有必须的语言知识和 技能作支撑。因此，只有将语言融入生活，它才会绽放魅力，才能提高学生的学习兴趣。我需要充分发挥教 学法技能，努力将授课与实际生活相联系，让学生在生活中学习语言和运用语言，并构成良好的品质。 通过本次课，我深感自己的不足。我应不断提高自身的业务水平，打铁还需自身硬，努力提高和训练自 己的英语口语能力。在今后的教学过程中，我还会一如既往地在英语教学上努力工作，大胆尝试，多向有经 9 验的老师学习，提高自己的业务能力。 我也非常感谢在本次视导课过程中为我指导备课评课的各位领导，教研员和老师们，我会努力学习，不 断提升自己，争取百尺竿头，更进一步！