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There should be some rules What rules do you know? Do you like these rules? What can you see in the cover? How did the boy feel? Wow, what a disaster without rules! Ben felt terrible. “There should be rules!”“There should be rules!” throw wish foughtnoisyrushquiet disaster hill Read out the words 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.” Ben felt _ because there were no rules in the_ People_ and it became_ What happened without rules classroomhappyfought and threwnoisy Jigsaw Reading Step1: Read your part of the story and finish your task sheet. Step2: Share with your partner what happened in your part of the story. Step3: Share in class Fill and share Where was Ben? What did people do? What was the result? How did Ben feel? A: B: In my part of the story, Ben felt _ because there were no rules in the_ People_ and it became (Ben couldnt)_ Where was Ben? What did people do here? How did Ben feel? Why? Fill and share In my part of the story, Ben felt _ because there were no rules in the_. People_ _ and Ben_ 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.” 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. Ben wasnt having any fun. He went to the zoo. He went to the monkey hill. “Dont feed the animals.” “Ha, no rules now.” Ben felt bad. He wanted to leave. Suddenly a bear rushed at him. Some one let the bear out! Ben ran away. Wow, what a disaster without rules! Ben felt terrible. “There should be “There should be rules!”rules!” Make rules Rules _ _ _ _ _ _ _ _ You may use sentences like: Do/Dont in the You should/ shouldnt/mustntin the ing is not allowed in the some other books about rules Homework 1.Share the story with your parents. 2.Write a reading log of this story. 3.Read other picture books about rules or safety. Module 5 Safety 第第 6 课时课时 There should be some rules 绘本阅读课研学绘本阅读课研学 案案 班别: 学号: 姓名: 【研学目标研学目标】 1. 我能自主读出单词的过去式、新词以及写出规则。【Task 1】 2. 我能通过小组合作拼读新单词。【Task 2】 3. 我能根据绘本内容选择填空。【Task 3】 4. 我能通过自主阅读完成学习任务并与同桌合作交流【Task 4】 5. 我能为绘本出现的地方制定规则【Task 5】 【研学路线研学路线】 【研学过程研学过程】 【Task 1】前置性作业:前置性作业: 1. Try to read the words Past Tense words: iswas isnt wasnt are were do did gowent runran letlet cancould feelfelt rushrushed wantwanted becomebecame fightfought Some new words: daydreaming hate throw wish hill quiet noisy rush at disaster 2. What rules do you know? Rules at home: _ Rules at school: _ Rules in the street: _ Rules in the_: _ 课堂研学课堂研学 【Task 2】I can read. 【Task 3】Choose the best answer and get to know what happen without rules 【Task4】 Read your part of the story and fill in the blanks. 【Task 5】Make rules for these three places. 【Assessment】学习评价学习评价 put a “”in the right place. ContentsAssessment 【Task 1】我能自主读出单词的过去式、新词以及写出规则。 Excellent( ) Good ( ) So so ( ) 【Task 2】我能通过小组合作拼读新单词。 Excellent( ) Good ( ) So so ( ) 【Task 3】我能根据绘本内容选择填空。 Excellent( ) Good ( ) So so ( ) 【Task 4】我能通过自主阅读完成学习任务并与同桌合作交流 Excellent( ) Good ( ) So so ( ) 【Task5】我能为绘本出现的地方制定规则 Excellent( ) Good ( ) So so Module 5 Safety 第第 6 课时课时 There should be some rules 绘本阅读课研学绘本阅读课研学 案案 班别: 学号: 姓名: 【研学目标研学目标】 1. 我能自主读出单词的过去式、新词以及写出规则。【Task 1】 2. 我能通过小组合作拼读新单词。【Task 2】 3. 我能根据绘本内容选择填空。【Task 3】 4. 我能通过自主阅读完成学习任务并与同桌合作交流【Task 4】 5. 我能为绘本出现的地方制定规则【Task 5】 【研学路线研学路线】 【研学过程研学过程】 【Task 1】前置性作业:前置性作业: 1. Try to read the words Past Tense words: iswas isnt wasnt are were do did gowent runran letlet cancould feelfelt rushrushed wantwanted becomebecame fightfought Some new words: daydreaming hate throw wish hill quiet noisy rush at disaster 2. What rules do you know? Rules at home: _ Rules at school: _ Rules in the street: _ Rules in the_: _ 课堂研学课堂研学 【Task 2】I can read. 【Task 3】Choose the best answer and get to know what happen without rules 【Task4】 Read your part of the story and fill in the blanks. 【Task 5】Make rules for these three places. 【Assessment】学习评价学习评价 put a “”in the right place. ContentsAssessment 【Task 1】我能自主读出单词的过去式、新词以及写出规则。 Excellent( ) Good ( ) So so ( ) 【Task 2】我能通过小组合作拼读新单词。 Excellent( ) Good ( ) So so ( ) 【Task 3】我能根据绘本内容选择填空。 Excellent( ) Good ( ) So so ( ) 【Task 4】我能通过自主阅读完成学习任务并与同桌合作交流 Excellent( ) Good ( ) So so ( ) 【Task5】我能为绘本出现的地方制定规则 Excellent( ) Good ( ) So so 义务教育教科书英语五年级下册(三年级起点) Module 5 Safety Period 6 There should be some rules 绘本阅读课教学设计绘本阅读课教学设计 一、一、 教材分析教材分析 本课是五年级下册 Module 5 Safety 第六课时,学生在前面的五个课时已 经学习了一些动词短语、Unit 9.Home Safety 听说文本、Unit10 Childrens Safety Dos and Donts, 学会用祈使句进行劝诫( Dont/You shouldnt) 、学会表 达做某件危险的事可能导致的后果( You may) ,这些语言和知识为本课的 绘本学习垫定基础。本课时绘本阅读材料选自攀登英语阅读系列分级阅读第 五级 There should be some rules. 该绘本与本模块 Safety 主题紧密相扣。故事 中,讨厌被规则约束的男孩 Ben 希望世界没有规则,当他的愿望实现后,却遭 遇了一系列不愉快的事情,最后 Ben 感悟到,没有规则的世界简直就是一场灾 难。该故事没有直接告诉学生规则有多么重要,而是通过 Ben 的际遇,让学生 领悟到规则存在的必要性。 二、二、 学情分析学情分析 学生为五年级的学生,已学习英语有三年,具备了一定的英语学习能力, 也有较强的自主学习的能力,能运用 phonics 自学单词;学生在五年级上册 Module6 Weather 已经接触过一般过去时,能理解过去式在情境中的功能;学生 在平时的生活中常被教育要遵守规则,然而部分并非心甘情愿第主动遵守规则, 通过这节绘本课,学生将能认识到规则的意义,具备规则意识。 三、三、 教学目标教学目标 (一) 语言能力目标 1. 知识与技能目标 (1)能读懂绘本故事,理解故事大意, (2)能通过 Jigsaw reading 获取绘本关键信息 2. 语用目标 通过学习绘本,认识到规则在日常生活中的重要性,用祈使句 DO/Dont/You shouldnt表达规则。 (二) 学习能力目标 1.能在小组合作中通过 Phonics 拼读出绘本的生词 2.能在拼图阅读(Jigsaw Reading)过程中与伙伴合作,互相提问、复述, ,共 同完成学习任务。 (三) 思维品质目标 1. 能在绘本阅读过程中,根据故事情节、图片信息进行想象、预测与推 理 2. 能通过略读阅读技巧快速查找目标信息 3. 能根据故事内容提取重要信息,进行总结归纳 (四) 文化品格目标 能认识到规则的意义,具备规则意识,主动遵守规则 四、四、 教学重难点教学重难点 ( (一一) )教学重点教学重点 1. 理解绘本故事。 2.通过合作的阅读方式获取信息差,理解绘本故事 (二)难点及解决策略(二)难点及解决策略 1. 流利朗读故事,因学生对一般过去时认识不深,因此在课前会给学 生自行研学绘本中出现的动词过去式 2. 拼图合作阅读并通过提问以及他人的复述中获取信息。在这过程中, 老师会先与学生共读一个平行部分,指导学生从哪方面进行提问,并 提供复述的语言支架。 五、五、 教学理念策略教学理念策略 1. 融合番禺区“研学后教”的理念以及“小学英语 IIO 课堂教学模式” 。 通过课前、课中研学,把时间还给学生,以生为本,通过问题进行导读, 提供支架帮助学生内化,让学生能理解故事,复述故事,综合模块所学, 制定规则,学以致用。 2. Phonics 教学。 学生在积累了三年多 Phonics 基础上,教师大胆放手让 学生自学符合发音规律的新单词,让学生体会到运用 Phonics 进行词汇学 习的成功感。 3.以新课程标准为指导,注重培养学生的人文素养。通过绘本阅读中逆向 思维(没有规则的世界)的故事引发学生思考,培养学生的规则意识, 提高对规则的认知,改变被动接受规则的状态,成为规则的主动尊重者。 4. 培养学生的思维品质。设计问题链,激励学生思考,发展学生的理解、 分析、判断、推理、评价能思维能力,引导学生与文本互动、同伴互动、 文化互动, 5. 小组合作学习。通过小组合作学习 Phonics 以及拼图合作阅读,提高学 生阅读的积极性,促进学生间的交流与表达,内化学生的自学能力。 六、六、 教学媒体教学媒体 PPT、研学案、绘本 七、教学过程七、教学过程 (一)(一)课前研学课前研学 1. Try to read the words Past Tense words: iswas isnt wasnt are were do did gowent runran letlet cancould feelfelt rushrushed wantwanted becomebecame fightfought Some new words: daydreaming hate throw wish hill quiet noisy rush at disaster 2. What rules do you know? Rules at home: _ Rules at school: _ Rules in the street: _ Rules _: _ (二)(二)课中研学课中研学 I. Preparation 1.Show the pictures of warning signs 【设计意图:呈现生活中常出现的警示语标志,激活学生背景知识,引出课题 关键词 rules】 2.Free talk: T:What rules do you know? Do you like these rules? Why or why not? 【设计意图:检查课前研学效果,询问学生对 rules 的看法,引发学生对 rules 的存在的思考,为绘本的呈现作铺垫】 3.Telling rules of the group Competition (1)个人学号积分。 (长效、累计机制) (2)班级积分竞赛,group 1 and group 2. 【设计意图:个人学号积分是长效的激励机制,认真听课、积极回答问题,老 师即把学号写到黑板上,每个月统计一次,学号最多的前 20 名可得到相应奖励。 班级大组的激励机制是课堂上最直观的竞赛,能激起学生表现的欲望,活跃课 堂气氛。 】 II. Input and Internalization 1.Guided Reading 1) Read and talk about the cover T: What can you see in the cover? How does the boy feel? Guess what happened to the boy. 【设计意图:引导学生关注封面,培养文本意识与读图习惯】 2) Read the beginning part(P2-3) and the ending part(P14-15) of the story T: Did Ben like rules at the beginning? How do you know that? In the end, how did Ben feel without rules? So what happen in the middle of the story? 【设计意图:阅读故事的开头与结局,制造悬念,让学生预测故事情节的发展】 3) Learn the words in groups Ps: group work: throw wish felt suddenly quiet noisy became hill rush at disaster were fought T & Ps: check 【设计意图:绘本新词较多,通过小组合作自学拼读新词,为学生阅读绘本扫 清认读障碍】 4) Picture walk: T: Read P4-7 with Ps, set up an example of retelling part of the story. Ps: Choose the best answer and get to know what happened without rules in the classroom. How did Ben feel? Where was Ben? What did people do here? What was the result? 【设计意图:图片环游,以问导读,与学生共读第一个 in the classroom 的场景, 为下一步学生微型拼读阅读作示范与铺垫】 2. Jigsaw Reading:read P8-9 and P10-13 respectively in pairs) 1) Read and fill in the task sheet 2) Share their own part with the partner 3) Share and retell in class 4) T: summary the story 【设计意图:微型 Jigsaw reading,给学生独立阅读的时间。同桌 2 人分别阅读 in the cinema 和 in the zoo 两个场景,制造 2 人之间的信息差,让学生与文本互动, 与同伴互动,在复述过程中检查学生对绘本的理解。 】 3. Independent reading 1) Watch the video 2) Read in groups. 【设计意图:把阅读时间还给学生,让学生看绘本动画,自主小组朗读绘本】 III . Output 1.Think and talk: 1) Do you like rules now? Why? 2) Are you willing to follow the rules? 2.Make and share: 1) Try to help Ben to make rules in the classroom/cinema/zoo 2) Share in class 【设计意图:再次引发学生对 rules 存在的思考,树立学生的规则意识,并尝试 制定规则】 3.Summarize and introduce 1) Sum up with a video 2) introduce other picture books about safety or rules 【设计意图:以遵守规则对建设和谐、文明社会的重要性视频作结,让学生主 动做规则的维护者;推荐相关绘本,培养学生阅读的兴趣与习惯】 IV. Assessment 1. 完成研学案评价 2. 总结小组评价。 4. 作业布置 (1)跟父母分享绘本 (2)完成本绘本的 reading log. (3)读其他相关安全、规则绘本。 八、板书设计八、板书设计
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