1、课标分析 工具性和人文性是义务教育阶段英语课程具有的双重性质。就工具 性而言，英语课程承担着培养学生基本英语素养和发展学生思维能力的 任务，本节课教师主要从四个方面入手，着力体现英语课程的工具性。 1、牢固掌握语言知识 学生需要明确本课的谈论话题是“Search-rescue dogs” ，能正确 朗读并理解文本中出现的和老师补充的新单词：could, couldnt, fire, firefighter，search, rescue, brave。 其次，要扎实掌握本 课的学习重点，主要是情态动词“could” “couldnt”和以前所学的 旧知“can” “cant”在时态上的区别，能正
2、确运用语言结构. could / couldnt do . then. . can / cant do . now. 进行情景表达。 2、积极发展语言技能 学生通过本模块的学习，能听懂并正确理解文本内容；能模仿 CD- ROM 中的语音语调准确地、较流利地朗读文本内容；在文本的学习中， 能大胆开口，积极回答老师所提的问题，实现师生间的有效交流。在完 成文本内容的学习后，学生能根据教师所设计的具体的生活情境，正确 运用“could” “couldnt”和“can” “cant”进行表达，并能根据 所学知识向他人描述在一次火灾中，搜救犬的出色表现以及关于搜救犬 更多的信息，实现语言的高质量输出。在
3、作业布置中，让学生们尝试着 写搜救犬 Mica 的故事，培养学生综合、灵活运用语言的能力，从听、 说、读、写四方面充分发展学生的语言技能。 3、提高交流能力 教师在课堂上尽可能多的为学生提供交流的情景或素材，通过师生 问答，个人反馈，同位交流，小组合作等学习方式，并辅助于表扬鼓励 等评价方式，让学生敢于表达、愿意表达，实现生生、师生之间互动交 流，让输入的语言进行有效的输出，真正实现英语的交际功能。 4、促进思维能力 思维能力是学生素质发展的重要指标，是学习能力，学习效果与智 力因素的综合反映。五年级的学生正处于思维由具体形象过渡到抽象逻 辑的转折期。在本课的教学中，教师设计了很多环节促学生思
4、维能力的 提升。如：1、在导入部分出现了一只小鸟，你们认为它是一只怎样的 鸟，为什么？ 2、小鸟说：“East or west, home is the best.”你 们同意它所说的吗？你是怎样理解的？3、在文本教学中，教师通过自 创故事的呈现与讲解，引导学生们自己归纳与总结本课的学习重点 “could” “couldnt”和以前所学的旧知“can” “cant”在时态上 的区别，并能正确运用。4、在拓展环节抛出问题，所有的狗都能成为 搜救犬吗？你是怎样认为的.？.通过各种问题培养学生的思考习 惯，并积极参与到学习中来。上述四方面的交融与促进，为今后继续学 习英语和利用英语学习其他相关知识奠
5、定了基础。 就人文性而言，英语课程承担着提高学生综合人文素养的任务。 本节课谈论的主题是搜救犬，学生们在日常生活中接触到的宠物犬比较 多，而对搜救犬了解的比较少。因此，教师专门布置了前置性作业，让 学生们通过网络等渠道了解哪些品种的狗容易成为搜救犬？它们都具有 什么样的特性？它们会在什么时候或什么地点进行搜救活动？这个教学 环节丰富了学生的生活经历，同时也培养了学生自主学习的能力。课堂 上，教师通过图片展示、观看录像等方式让学生们对前置性问题进行交 流探讨，互为补充，合作学习，深入了解搜救犬为人类做出的贡献，让 学生们发自内心的感受到狗是人类的朋友，我们应该爱护它们，保护它 们，帮助学生形成良
6、好的品格。 在本课教学中，课标所强调的工具性和人文性的统一和教学策略的 正确运用为学生的后续学习奠定了基础。 教学设计 一、Teaching Aims: 1. Aims on the knowledge (1) Enable all the students are able to listen, speak and read the following key words, phrases and key sentences: fire, firefighters, inside, could, couldnt. could / couldnt do then. can / cant do
7、now. (2) Most of the students are able to understand The report of a fire and A story of Mica. Try to master the new words and new phrases: brave, hero, crawl, frisbee, in danger, thick smoke. 2. Aims on the ability (1) All the students are able to read the report and the story correctly. (2) Enable
8、 most of the students to show their pre-class work. (3) Enable most of the students to say something to another search-rescue dog “麦兜” 3. Aims on the emotion (1) Educate students to know that dogs are our friends. We can love and help each other. 二、Teaching Key and Difficult Points: 1. Difficult Poi
9、nts: Students are able to use key patterns to talk about: could / couldnt do then. / can / cant do now. 2. Key Points: Enable students to know more and say more about search-rescue dogs. 三、Teaching & Learning Strategies: (1) With the support of pictures, phrases and structures, help students express
10、 what they have learned. (2) Make full use of pictures of the report and the story to help students collect information. 四、Teaching Procedures： Step1 Warm up 1. Look! Theyre Sam and Lingling. What did they talk about? Now lets watch the CD-ROM. Then try to fill in the blanks. 2. What do you think of
11、 the bird? Why do you think so? Teach the new word “could”. 3. What did the bird say? Please tell me its Chinese meaning. 4. Why do you think “Home is the best in the world?” 5. Listen and repeat. Try to imitate. Step2 Revision Look at the picture of module 7 unit 1. Whats the matter of the man? Can
12、 his dog help him? Its called_. Step3 Presentation and practice 1. This class, we are going to talk about Mica. Lets know it from a report of a fire. (Teach the new word “fire”). Now lets listen to the report. After that, please tell me: Mica is what kind of dog? 2. Mica is a search-rescue dog. Wher
13、e did it search and rescue? 3. Here are four questions about the fire. Read the report, then discuss them in the group, try to find the answers. (Teach the new word “firefighters”) 4. Could the firefighters see the people? Could they help them? Why? 5. Who could help the firefighters? What could it
14、do? Read the report again. Try to find the answers. And what do you think of it? 6. Try to retell the report. 7.Read a story about Mica. After that, please tell me: Mica was three days old then, what could / couldnt it do? Mica is three years old now, what can it do?(通过此环节对本课 重点知识进行归纳与总结。) 8. This g
15、irl couldnt do these things then. But she can do them now. Please talk about the pictures with your partner. Step4 Consolidation and extension 1. Check the pre-class work. Here are three questions: What kind of dogs can be search-rescue dogs? What are they like? When or where do they work? 2. Watch
16、a video about another search-rescue dog“麦兜”. Then try to answer the five questions: 1). 麦兜 died. How do you feel? 2). It was hurt, and it had worked for 10 hours, was it tired? 3). Why did he search and rescue people again and again? 4).What do you think of 麦兜？ 5).What do you want to say to it? Step
17、5 Summary From Module7 we know: Guide dogs can help blind people do a lot. And search-rescue dogs can help people in danger. Then try to fill in the blanks: People and dogs can _ each other. We are _. Step6 Homework 1. Read the report and the story 3 times. 2. Do activity book. (Page28-29) 3 .Watch a video .v_19rrlxhp8k
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