北京版五下UNIT ONE WHAT ARE YOU DOING -Lesson 1-ppt课件-(含教案+视频+音频+素材)(编号：f0a72).zip

There should be some rules 一、教学内容分析： 我校智爱教育办学理念秉承总校“双主体育人”和“以爱育爱”的办学理 念，重视学生思维的发展。提倡在英语课中让学生通过参与去体会语言，体会 合作与挑战，体会快乐与收获。 我校地处农村，学生接触运用英语的机会较少，学校是他们英语学习的主 要来源。为了让学生更多的接触英语，加大知识的累加，我校通过一三五早读， 二四午自习，以及周一第七节课 20 分钟时间，加大对学生英语的渗透。其中包 括课外绘本的大量引入，让学生不光学习课内知识，同时补充课外绘本阅读。 本绘本的主题为“规则意识” ，讲述的是小男孩 Ben，由于每天都因为各种 原因被老师批评。所以心生对规则的恨意，许下愿望希望到处都没有规则。故 事中似乎 Ben 的愿望实现了，他不用上课不用写作业，可以跑出去到处玩耍。 于是他来到了电影院，他最喜欢的电影正在上映，但在没有规则的电影院人们 有的聊天有的来回走动，Ben 甚至都看不到听不清电影，他很不开心。之后他 来到了动物园，这里发生的一系列事情让他感觉更糟糕。最后当他跑到大街上， 一片混乱的场景使他不禁发自心底的大喊“真应该有些规则” 。故事最终留有悬 念，这个故事是真实发生的吗？还是只是 Ben 睡着后的一个梦？给学生充分的 想象空间。通过教师引导，或学生自主阅读此绘本，使他们真正发自内心的感 受到规则的重要性。并自发的遵守规则。 二、教学目标 1. 学生能够在图片的帮助以及教师的引导下了解故事情节，理解故事大意。 2. 学生能够通过快速浏览、观察、联想、想象等阅读策略预测故事发展。 3. 学生能够用简单的英语表达社会生活中的一些常见的规矩。 4. 学生能够通过故事的学习，了解到规矩对人们正常生活的重要性以及规 矩对自身安全的保护作用，树立遵守规矩的意识。 三、教学重难点 教学重点： 1. 学生能够理解故事内容。 2. 学生能够通过故事的学习，了解到规矩对人们正常生活的重要性以及规 矩对自身安全的保护作用，树立遵守规矩的意识。 教学难点： 1. 学生能够用简单的英语表达社会生活中的一些常见的规矩。 四、教学过程 【教学指导策略】 几名学生通过动作加语言例举生活中常见的规则，在生生互动中激活学生 对部分和规则相关的词汇的已知，为教师更好的将学生带到绘本故事中做铺垫。 1.1. Pre-readingPre-reading T: Today were going to read a story. It about rules.Do you know whats meaning of “rules”? S:Something we should do, something we shouldnt do. T:Yes, and these are the rules in our school. So what other rules do you know in our school or in our life? S:No running. No swimming. T:Great, there are so many rules in our life. So do you like rules? Maybe some of you say yes, and others say no. S:Yes, I do./No, I dont. 2.2. While-readingWhile-reading T:There is a little boy Ben. He doesnt like rules. Lets see why. T:Why doesnt Ben like rules? S:Because the teacher let Ben to stop daydreaming, no talking and dont eat in class. Q:If you were Ben, what do you want to say? (Discuss with you partners.) 【教学指导策略】 教师通过创造性使用非文本信息，引导学生观察图片，猜测故事内容，从 而激发学生学习的兴趣，发散学生的思维。同时教师给学生充分的时间去思考， 提取已有的知识储备，从而高效学习新知。 S:I dont like rules. S:I hate rules. T:Lets listen. T:Can you repeat what did Ben say? Pay attention to your tone and your face. 【教学指导策略】 利用听力的形式呈现部分文本信息，帮助学生深入理解文本信息。同时对 学生进行听力策略的培养。通过有语气朗读提高孩子读的意识，并感知主人公 心情。 T:Youre right. Ben hates rules, so he made a wish. He wished:No rules, no rules, no rules everywhere.” T:Now, look at this picture. How did Ben feel? Ss:Ben felt happy. T:Great, and why he felt happy now? Have a guess. (Discuss with you partners.) S:Because there are no rules now. T:Youre so clever.Now look at the whole picture. Where was Ben? Ss:Ben was in the classroom. T:What happened in this classroom? S:The boy is playing football. S:The boy is throwing bags, book and pencils. S:The boy is sitting on the desk. S:They are lying on the ground. T:There are no rules now, does Ben need to have classes?/do his homework? So Ben can go and play. -Read fast and find: Where did Ben go? Ask:Where can you find it? Which page can you find it? How do you know? -Read the whole story again and find: How did Ben feel there? -Read with your partners and find:Why did Ben feel.? 【教学指导策略】 教师基于内容引出语言。在培养学生通过阅读获取信息的能力的同时，让 学生在交流中自然的体会规则意识。同时通过朗读时语气的变换深入体会人物 的情感变化，为表演故事做准备。教师再通过问题“你为什么这样认为？你从 哪里找到的？” ，让学生进行反复阅读，增大绘本课的阅读量。 A) Cinema S:Many people were talking and walking. Ben couldnt hear or see the film. T:Talking and walking in the cinema is right or not? S:Not. We should. 【教学指导策略】 利用学生的生活常识，让学生在生生互动发散思维，初步感知生活中的规 则。 B) Zoo S:Someone feed the animals. S:Someone drop litters everywhere. S:Someone trick the animals. S:A bear rushed at him, someone let the bear out. T:Its very dangerous. Look the picture. People ran away and screamed. The man even climbed to the pole. Do you think these action are right or not? S:Not. T:Of course not. If you let the bear out, I let the tiger out, he lets the lion out. What will happen? S:Well be in trouble./ Well die. C) Street S:There are so many cars. S:The cars run everywhere and run very fast. S:No one look the traffic lights. T:What a disaster without rules. So at last Ben shouted out:“There should be rules.” Tittle T:After reading this story, what did you learn? Can you give a name of this story? Enjoy the whole story. 3.3. After-readingAfter-reading Time for acting T:Now you can choose the pages you like to act with your partners Real or dream? T:Oh, I forgot one page. Lets go back and see. The teacher ask Ben stop daydreaming./No talking./. Ben was unhappy. He felt bored and he wants to sleep. T:Do you think the whole story is real?Or just a dream? T:What will Ben do in the future? 【教学指导策略】 故事的转折，使孩子回归现实，故事中发生的一片混乱或许只是 Ben 做的 一个梦。意识到规则重要性的 Ben 醒来后会发生什么样的变化。切实的感受到 规则对我们的重要性，与主人公一起增强规则意识。 Contact to our life. T:Bens story had already the end. But ours are not. After this class. What should we do in these places? (Discuss with your partners.) Make a rule for yourselves. T:Now, lets make a rule for ourselves. For example: Ben: Ben! No talking in the class! 4. Summary Retell the story T:Even though we want free, we dont like rules. But if there were no rules, our life will in trouble. Rules can protect us. So, there should be some rules. 【教学指导策略】 故事的梳理对于绘本教学很有必要，一是检验学生是否真的读懂了故事的 起因经过结果。同时对故事中所蕴含的真理进行再次印证。 五、板书设计 六、课后反思 1.凸显学生课堂的主体地位 教师从学生生活所见所闻入手，通过各种开放性问题，启发学生的思维。 组织学生实践，培养学生的语言交际能力。作为学习的指导者，教师帮助和引 导学生在语境中理解语言的结构和意义；作为启发者，在教学中多次利用“为 什么” ， “猜一猜”等问题启发学生思考，引发学生根据实际情况表达自己的想 classroom cinema zoo street There should be some rules 法。作为示范者，在阅读与联系实际环节，教师运用自己丰富的表情及肢体语 言，引导学生明白一些较难懂的故事情节；作为课堂活动的组织者，组织学生 进行小组合作学习，给学生提供体验、实践和综合运用语言的机会，力求每个 学生的语言能力都有所发展。 2.注意挖掘教材的人文性，增强学生规则意识。 义务教育英语课程标准（2011 年版） 明确指出，英语课程具有工具性 和人文性的双重性质，因此在教学中我注意挖掘教材的人文性，在故事的阅读 后，用学生生活真是场景进行转换。并让学生为自己制定一个规则。用这样一 个关乎学生切身实际的话题，来引起学生对规则意识的重视，通过大家为自己 制定的规则，并用坚定的语气告诫自己来做最后的总结和提示。 3. 注重评价的作用。 本节课中教师运用了很多词汇表扬学生，如： Good, super, well done, Youre so clever.等等，对学生的表现进行及时的鼓励，激发学生学习的兴 趣。除了师生的口头表扬，还有生生间的表扬，如，You are the best actor. Please loudly next time.等。不足之处在于教师没有设置一些小组比赛奖励 机制来调动大部分学生的学习积极性。没有给本节课进行总结性评价，这是今 后需要改正的。Ben “I hate rules. I dont want any rules!” ? No rules! No rules! No rules! No rules everywhere! wish Suddenly, the quiet classroom became noisy. “Hey! Dont throw things in the classroom.” “Ha, there are no rules now.” “Did my wish come true?” Ben felt happy. “Now I can go play.” Rules Rules P8-15 Where did Ben go? P8-15 How did he feel there? P8-15 Why? Ben went to the cinema. His favourite movie was showing. In the cinema, many people were talking and walking. Ben couldnt hear or see the film. Rules Ben wasnt having any fun. He went to the zoo. He went to the monkey hill. Rules Ben felt bad. He wanted to leave. Suddenly a bear rushed at him. Someone let the bear out! Ben ran away. Rules Wow, what a disater without rules! Ben felt terrible. Rules “I hate rules. I dont want any rules!” End