Unit 2 Life in the Arctic-Lesson 3-教案、教学设计--外研剑桥版五年级下册(配套课件编号：f0f1e).doc

1、 Unit 6 A story-Nicolas holidays 教学设计一、教学目标：教师教学目标：1. Leading students learn to use the new words and the sentences.Words: boring, fun, playground, shopping mall，grandad，grandma, pull和短语 go fishingSentences:(1)Do you like it here?(2)There are no shopping malls, no playgrounds and theres no TV.(3) We

2、re going to the shopping malls.(5) Can we go fishing again tomorrow?(6) Tomorrow Ill show you my TV.(7) Can I come again next year?(8) Wasnt it boring?2.引导学生读懂本故事情节，了解北极居民的生活，把握Nicola情绪先后变化的原因.3.通过分角色朗读和表演，培养学生的口头表达能力，激发学生学习英语的兴趣。学生学习目标：1. students learn to use the new words and the sentences.Words:

3、 boring, fun, playground, shopping mall，grandad，grandma, pull和短语 go fishingSentences:(1)Do you like it here?(2)There are no shopping malls, no playgrounds and theres no TV.(3) Were going to the shopping malls.(5) Can we go fishing again tomorrow?(6) Tomorrow Ill show you my TV.(7) Can I come again n

4、ext year?(8) Wasnt it boring?2能在图片的帮助下读懂、理解故事Nicolas holidays；3能尝试表演故事Nicolas holidays.二、学习任务：Task 1 Choose the answers.Task 2 Read and complete the exercises.Task 3 Read the story and fill in the form.三、检测工具：1. Choose one part to read in roles. 2. Retell this story.第二部分 过程设计一激情导课1.导入课题T: Hello, boy

5、s and girl. Im glad to meet you here. What do you like? （教师提示： playing computer，watching TV or playing football)T: Do you like travelling（旅游）？I like travelling.Look, there are some photos about my holidays. Look here, Im on holiday in Beijing, Im visiting the summer palace. I think this is great fun

6、.And this one, Im on holiday in _, Im visiting_ .Ss: Beijing, Tiananmen.T: Have you got some photos about your holiday?Students talk about their holidays. 学生谈论.T: Look, this is my new friend Nicola, where does she spend (度过)her holiday?2. 明确目标Now lets learn the story - Nicolas holidays(出示课题)3.预期效果Wh

7、at do you want to know about Nicola?二民主导学Task 1:1.任务呈现Read the story by yourself, and try toa. Circle the words and the sentences you dont know.b. Choose the answers. (1). Nicola spends (度过) her holidays in _. A. Beijing B. the Arctic (2).Who does Nicola visit? A. Her friends B. Her grandad and gran

8、dma2. 自主学习Students read the story, circle the new words and the sentences and try to choose the answers.3. 展示交流a. Students say the new words and the sentences, teacher leads students to learn them.b.S1: Nicola spends (度过) her holidays in the Arctic.S2: Nicola visits her grandad and grandma.Task 21.任

9、务呈现T: Does Nicola like here at first? Now lets listen to the story, and try to complete the exercises. (1). Does Nicola like there first (起初)? A. Yes, she does. B. No, she doesnt.(2). How does Nicola think about the Arctic? A. fun（有趣的） B. boringIn which picture , you can find the answer? （找出故事中相关的图片

10、或句子）2.自主学习(1)Ss listen to the story from picture 1 to picture 4 and do the exercises.(2) Discuss in pairs.3.展示交流S3: She doesnt like there.T: Where can you find?Students point the picture 4.T: But why?Students point the picture 5.(CAI出示图片)Teacher leads Ss to understand the words: shopping malls, play

11、grounds.看手势操练(CAI出示图片)T：the sentence: There are no shopping malls, no playgrounds and theres no TV.“no” means “没有”T: How is Nicola feeling now?Ss: sad.Can you mime the tune? （教师指导有感情地朗读）Students mime the tune.Task 31.任务呈现T: If youre grandad, what will you do?（学生各抒己见）T: There are no shopping malls，no

12、 playgrounds and theres no TV. Really? Listen to the story from picture5picture11.Task 3 Fill in the blanks. Nicola GrandadNo shopping mallsWere going to the _.No playgrounds Were _.No TV Ill show you my _. 2.自主学习(1)Ss read the Picture 5-11, and complete the forms.(2)Work in groups.3.展示交流(1)Students

13、 say the answers.(2) 由句子连接到图，教师引导学生体会Nicola当时的心情。T: At last, does Nicola think the Arctic is boring?Where can you find?CAI出示Picture 11师生合作读。T: Wasnt it boring？Ss：Yes，very boring。（Teacher leads Ss to体会 Nicola的话的隐含之意。）S1: She doesnt think its boring in the Arctic.男女学生合作读。三检测导结：1.目标检测T: Listen to the s

14、tory again. After this, well do a memory test.aChoose one part to read in roles. b. Retell the story. Nicola goes to the _ for her holiday. At first(开始)she _ like there. she thinks: Its boring, because there are no _ , no_ and theres _TV. Then her grandad takes her to the shopping mall, and they go_

15、 . Next day, grandad takes her to the _, and they build an _, then grandad shows her the TV ，they watch the polar bears . At last, Nicola alters her view(改变看法), and she says “Can I _?2.结果反馈Check the answers.3.反思总结T: Today weve learned the story -Nicolas holiday, in the class，most of you tend to join

16、 in the class and do your best. Well done, children.What do you learn form the story?(学生谈自己的收获)T：Therere beauty everywhere, if we can find them with our heart.（世界上到处都有美的存在，只要我们用心观察。） Unit 6 A story-Nicolas holidays 教学反思 我所执教的是我们六年级六单元life in the Arctic第六部分，这是一节故事教学课，在真实的课堂讲课后，我对自己的这堂课进行如下反思：一 对教材的处理

17、。在教材处理方面，我采用了保守的处理方法，没有充分的体现我们英语课改的精神，让孩子们主动的去说，去说出，总是不停的去给，应该把这种方式改为不停的引，引导孩子们去主动的发现，去主动的张嘴说，课堂上可以更灵活些。二 在故事教学中，应该注意阅读习惯的培养。（一）让孩子们体验阅读的过程。阅读是我们英语学习中很关键的一个部分，五年级的孩子在这个学期才真正意义上的接触到阅读的学习，所以我们教师应当在起步阶段培养好孩子们阅读习惯，让孩子们学会去读，体会真正的阅读过程。通过这次讲课，我感觉到，老师应该给予孩子们一定的时间，让孩子们真正的去读，不管是精读还是略读，都要让孩子们去读，不要打断孩子们的阅读。我感觉我

18、的这节课给予孩子们读的时间还不够多，还需改进。 （二）培养孩子们在一定时间内获取相应信息的能力。我们的阅读不仅仅要让孩子们去读，还要让孩子们带着任务去读，这样孩子们读的会更有效果，教师要适当的给孩子们一些支架，可以把任务以填空、选择、回答问题的方式呈现出来，最好是可以利用多媒体打出来，这样孩子们时时可以看到阅读任务，可以让孩子们更有效的去读。当孩子们遇到生词时，不要纠结于个别的生词迟迟不前，要整体的把握全文大意，教师可以鼓励孩子们根据自己已有的知识基础去猜测文中生词的意思，教师也可以通过多种方式，比如说动作、图片来生动的解释这些生词的意思，让孩子们体验阅读的乐趣。三 在设计整节课时，需要充分考虑好学情。在我的讲课过程中，我感觉孩子们的水平与能力是不一样的，有的感觉孩子吃不饱，有的感觉到孩子们消化不了，这两种课上起来都达不到自己的效果，所以我感觉在以后的设计中，要充分考虑好学情，针对不同的学情我该采取什么样的方法来调动，要充分预设好课堂中会发生的问题，做好充足的准备。在本次的赛讲活动中，我感觉到自己在短时间内收获了很多，也有了一些进步，我想把这些收获好好的内化一下，运用到我下一次的汇报课中去，争取更大的进步。