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Unit 5 Lesson 19 How is Saras school ? Do you know which high school they will study in ? Order the pictures . 1 ? ? ? I think this is number. Because I think so. / I dont agree with you. see behind uniforms welcome Part A Part B Read all out Choose one part Read and write behind stand welcome between supermarket restaurant cinema shoe shop library Homework 1.Read the dialogue on P38. 2. Which pair of shoes go well with the uniform? 1 2 3 4 5 Can you mark Baobaos schoolBaobao: Do you know the way to our high school. Maomao? How do we get there? Maomao: I dont know. Lets ask someone. Baobao: OK, Excuse me, sir, can you tell me the way to the No.1 High School? Man: Walk on and then turn right at the first corner. The school is behind the green building over there. Do you see it? BaoBao: Yes. Thank you very much. Lets go, Maomao. Maomao: Here we are. Look, those students are wearing uniforms in different colours. Baobao: They must be in different grades. Which colour do you like? Maomao: The blue one looks nice. My new sneakers go well with it. Guard: Hello, young men! Why are you standing there? Maomao: Hi, sir! Were going to be new students at this school soon. Can we go inside and have a look? Guard: Welcome to our school! But I cant let you in now. Its our Open Day this Saturday. Come between 9 am and 4pm.基本信息 课题Unit 5Weare going to high school Lesson 19 学科英语学段: 小学高年级年级六年级 设计者 教材书名:英语(六下)出版社:北京出版社 出版日期:2015 年1月 指导思想与理论依据 英语新课程标准明确指出,基础教育阶段英语课程的任务是:激发和培养学生学 习英语的兴趣,使学生树立自信心,培养学生的观察、记忆、思维、想象能力和创新精神。 让学生在教师的指导下,通过感知、体验、实践、参与和合作等方式,实现任务的目标, 感受成功。 丰台区小学英语学科教学改进意见落实方案明确提出,课堂活动的设计要以学生 积极有效的参与为基础,围绕听、说、读、写各种言语活动进行设计,让学生通过接触、 感知、理解、提炼和运用等环节内化语言知识, 在运用听、 说、 读、 写的技能做事情 的语言体验、参与过程中发展语言运用能力。 教学背景分析 教学内容: 教学目标 1. 能够在实际情境中听懂、会说“Can you tell me the way to ?” “How can I go to?” “Do you know the way to?”及回答。(教学重点) 2. 能理解、认读 corner,inside 等词汇,能运用 Behind,between,go well with,welcome 等词汇。 3. 能够正确理解课文对话,获取课文信息并能够正确朗读、表演和复述。 4. 能够使用多起的语言与人交流,调亮使用礼貌用语。 教学过程 (注:以下内容中,T 表示 teacher,P 表示 pupil,P1 表示 a pupil,Ps 表示 pupils, Bs 表示 boys, Gs 表示 girls。 ) 一Warming up 1. Free talk T: Last time ,we talk about Saras high school. How is Saras high school? Whats special? 【设计意图】复习旧知,运用本单元句型,让学生复述上节课内容。 二Lead in 1. T:You will go to high school too. Did you visit your high school? Can you introduce your high school? S1: I will go to Its 2. Set the scene. 出示主题图片, T: Today ,Maomao and Baobao are going to high school? Lets have a look. What happened? 【设计意图】由介绍自己的学校到去毛毛的学校,以 high school 为切入点,自然地 进入本课学习的话题。 三Listen and say(学习课文对话) 1. Make your story T: Here are four pictures .You can order them and try to make a story. Group work:Order and tell a story. Share stories in class. 【设计意图】引导学生观察图片,给图片排序,按图片顺序编一个故事,借助这个活 动即可以培养学生口语表达能力,又可以起到预测课文内容,了解课文大意的目的。 2. Learn the dialogue (学习对话) T: Do you want to know what happened? Here are some notes, read and match ,then stick them on the pictures. Group work:Read ,match and stick. Show in class. 选四组每组介绍一幅图。边介绍边理解对话。 Picture 1: 学生朗读对话 T: Do they know the way to high school? Ss:No. T: What will they do? S1: They will ask a person. Picture 2: 学生朗读对话 T: How does Baobao ask the way ? Why does he say excuse me? (礼貌教育) If you are Baobao ,can you find the way? Lets try. PPt 呈现地图,让学生根据对话找出学校位置。 理解、运用 behind Picture 3: 学生朗读对话 T: What does Maomao see? He sees some students wearing uniforms in different colors. T: Do you know why? What color does Maomao like? Why? PPt : Which shoes go well with the blue uniform? 理解 go well with Picture 4: 学生朗读对话. T: What do they want to do? S1: They want to go inside and have a look. T: Can you tell me what inside means? 学生用笔和笔袋示范讲解 inside ,outside。 T:Can they go inside? Why? S1: They can come between 9 and 4pm. PPt 呈现表盘,画一画,理解 between 【设计意图】引导学生通过为图片配对话,理解对话内容,同时培养学生阅读理解能 力。分组展示的过程,穿插提问让学生进一步理解句子含义及重点词汇 inside ,between 等。 3 练习朗读对话 1)Read follow the tape. 2) Group work:Act out (choose one part or act all out) 【设计意图】操练朗读课文,正确朗读词汇及句子。先整体朗读再分组角色朗读,关注学 生个体差异, 学生根据自己的能力可选择表演部分或整体对话。 4. Read and write 学生读短文根据对话写出所缺单词。 尝试复述课文。 【设计意图】 培养学生阅读理解及复述能力。考察学生对重点词汇掌握情况。 5. 归纳本课语言点: (板书句型) T:How to ask the way ? S1:Can you tell me the way to ? T:How to show sb the way? S2: walk on ,turn left 【设计意图】 培养学生归纳概括能力。 6. Listen and draw(听力活动) 1)出示小区街区地图,请学生观察图片说一说每一个建筑物都是什么。 T :What can you see ? 2)录音播放两遍。第一遍认真听音,第二遍根据内容连线。 3)订正答案。 4)请学生看图片,跟读录音。归纳问路、指路用语。 【设计意图】借助听力练习内容,归纳问路、指路用语。为后续活动铺垫。提高表达 运用能力。 7. 拓展延伸 Make your dialogues. (Group work ) a)PPt 示范制作 map Stick the pictures on the map. b)Make new dialogues. 学生根据图片信息,创编故事和对话。 c)Share dialogues. T: 【设计意图】 学生将本节课得到的奖励(有关地点场所图片)贴到街道平面图上, 制成自己的地图,然后利用图片信息自编对话。为学生搭建平台,展示所学,运用 问路、指路用语。培养学生口语交际能力和逻辑思维能力。 8. Homework a)Read the dialogue. b)Design your dream school uniform and explain why. 八板书设计: 学习效果评价设计 评价方式 1. 将学生分成六个小组,学生参与课堂活动,如回答问题,展示分享等都可获得小图片 的奖励,完成较好的得一张,非常好的得2张。获得图片最多的是获胜者。 评价量规: 1. 对课堂中,教师提出的问题进行抢答,回答最快并正确的得一张小图片奖励。 2.小组展示活动,如分角色朗读课文,汇报讨论结果时,根据学生表现,声音洪亮,语 音语调准确的小组得两张图片。次之得一张。 3. 纪律表现不好的组扣除图片。 本教学设计与以往或其他教学设计相比的特点(300-500字数) 1.板书采用思维导图方式归纳本课语言点,使学生整体掌握课本的知识内容,加深记忆, 梳理知识点之间的联系。 2.本课是对话教学,学习对话的方式与以往有很大不同,我借鉴绘本教学方式,将对话 分 成四部分,每部分配上插图。让学生分组给四幅图排序并说明原因。再让学生将四段 对 话分别与图搭配,还原对话原来面目。借助图片帮助学生理解对话之间联系。在讲故 事 的过程中,师生交流中自然的理解对话。 3.拓展活动与评价激励相结合,每个组获得的奖励(小图片)不同,展示成果也就各不相 同。激励学生积极参与课堂活动,为后面制作活动积累素材。
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