科普版五年级下册Lesson 3 How many pupils are there -ppt课件-(含教案+素材)--(编号：b0791).zip

思路和理念在心中，打造新型高效课堂思路和理念在心中，打造新型高效课堂 今天的研讨课所讲的内容是科普版小学英语五年级下册第三课 Lets talk 的。 这是一节听说课，从构思备课到课堂实施，我认为有以下几点收获： 一、一、课堂环节的设计要简洁有效课堂环节的设计要简洁有效 备课时，本着线条明快、简洁高效的原则，从学生身边的环境和物品入手， 激发学生开口说的愿望，打开英语思维模式。Free talk 环节从谈论教室的物品 切入，逐步引入：glass blackboard/green plants 等词组。然后通过听说课的“三 读” ，逐步引导学生展开对文本的阅读和学习。 “一读”把握课文大意，提问： What are they talking about? “二读”深入把握文本细节：What is Kate doing? Whats in Kates classroom? “三读” 引导学生深入思考：Why does Kate like her classroom?从而引发学生对于自己教师的情感思考。 二、心中有学生，始终把握两个理念二、心中有学生，始终把握两个理念 1 始终注重引导学生用完整的句子来回答问题，逐步培养学生的英语思 考习惯及英语语言表达。在教学过程中，问题贯穿始终。在教师的潜意识中， 时刻注意让学生用完整的语言思考和输出，让学生用完整的句子来回答问题。 2及时用英语进行纠错，让学生在语言运用中明白词组、短语、句子的 用法。如：在回答 Whats in Kates classroom?这个问题的时候，学生混淆了 have/has 和 there be 的区别。老师用例句：I have/ he has a There is a clock on the wall. There are some desks in the classroom. 等句子让学生明白这两种用法之 间的区别。 三、对于教学中的几点反思：三、对于教学中的几点反思： 1. 对于难点句型操练的力度不够 如：We have a new clock and we have some green plants, too. 这句话由于教 师的忽略，有一部分学生不能熟练地读出。究其原因，是由于课堂上操练的力 度不够，因此，教师在把握教学难点方面还需要进一步加强敏锐性。 2. 教学环节还需进一步优化 blackboardclock 引入的方式和时机不太合适，需要做进一步调整。可调整 如下：热身环节问题先提出：Whats in our classroom？再提出 How many are there？然后在交流的过程中适时引入并学习：flowers glass blackboardclockgreen plants. 这样教学设计显得更加自然，符合学生的认知规 律，易于学生接受。 3. 板书的完整性和科学性欠缺 板书是一节课教学过程的充分体现，精髓所在。本节课由于板书经历推敲 的次数少，课后发现过于零散，缺乏整体感，呈现的方式、过程和时机也缺少 科学性。课后，将对文本元素再次科学融入板书中，学生将更加容易理解阅读 文本，有助于表演和组织对话，高效提升语言交际能力。 4. 表演和创编对话环节，学生的语言输出效果不够理想 在组织学生进行语言运用的时，教学设计的提问面较窄，制约了大部分学 生思维的发展和语言的输出。今后，在这个环节，尽量做到：面向广大学生。 通过今天的研讨课，在课堂调控、课堂设计、语言输出的路径等方面，我们 都有了更加深入的思考和探索。相信在今后的工作中，只要我们本着肯努力、 会思考、求创新的原则，就一定能够将英语教学水平推上一个更高的台阶。 Lesson 3 How many pupils are there? Lets talk No. 1 Experimental Primary School of Luolong District Wang Xiaolin What are they talking about? Listen and answer: Read and answer: 1. Whats Kate doing? 2. Whats in Kates classroom? Listen and repeat: D: Hi, Kate! What are you doing? K: Im making some flowers for our classroom. D: Do you have a new classroom this term? K:Yes, Dad. D: Is it nice? K:Yes. We have a big glass blackboard. D: Do you have a clock in your classroom? K:Yes, we have a new clock and we have some green plants,too. D:How many pupils are there in your class this term? K: There are forty-five. D: Oh, thats a big class. Write down a short passage about your classroom. Homework: 科普版五年级下册科普版五年级下册 Lesson 3 How many pupils are there? (Lets talk) 1、Teaching content: P38 Lets talk 2、Teaching introduction: Popular science edition primary English Grade 5( Book 2) Lesson 3 Lets talk,according to learning this lesson , enable the Ss to introduce the places in our life. 三、三、Teaching aims: 1. Knowledge aims:The Ss can grasp the three -skill words: blackboard/ pupil/ forty 2. Ability aims: Enable the Ss to read the dialogue fluently, enable the Ss to use the dialogue in proper scene. 3.Emotion aims: Enable the Ss to love the places around us. 四、四、1. Key points： (1) New words: blackboard/ pupil/ forty (2) Read the dialogue fluently. 2. Difficult point: To use the dialogue in proper scene. 五、五、Teaching aids: CAI 六、六、Teaching procedures: Step 1 Warm-up 1. Greetings: Good afternoon, boys and girls. 2. Free talk: How many .are there in.? 3. Lead-in: Lesson 3 How many pupils are there? (Design idea: Review the patterns we have learned last class, lead in the title, Let the Ss integrate into the new English class. ) Step 2 Presentation and practice 1. First reading: (1) T: What can you see in this new classroom? S: (CAI 1) blackboard (big/small, what is it made of ?glass blackboard/ paint blackboard/ magnetic blackboard/ whiteboard ) (CAI 2) green plant (plant: v. plant wheat. n. trees/ grass; green plant ) clock/ (new/ old ) Flowers(Do we have any flowers in our classroom? Make for: paper flower/ plastic paper) (Design idea: According to the Ss own classroom, leard in and learn the new words and phrases.) (2) T: Kate and his Dad are talking about Kates classroom. (Stick-pictures: Kate/ Dad) (3) Listen and answer: T: Whats in Kates classroom? T-S1: a big glass blackboard/ a new clock/ some green plants/ forty-five pupils (Design idea: By means of listening to the sound recording, let the Ss know the key mind of this dialogue.) 2. Second reading: (1) S: Read and and answer the questions: What is Kate doing? （make some flowers for. classroom） Does Kate have a new classroom this term? (Yes.) Is the classroom nice? (Yes) (Design idea: Let the Ss know further about the dialogue.) 3. Third reading: (S: Read and line down the answers.) T: Why does Kate think her classroom is nice? (a big glass blackboard/ a new clock/ some green plants) (Design idea: Let the Ss know the reasons of the classroom, prepare for their own dialogue.) 4. (CAI 3) S: Listen and repeat (Design idea: Enable the Ss know the correct pronunciation and intonation. 5. Drills: T-S, P1-P2, Bs-Gs, Pairworks, S1-S2.(Design idea: Enable the Ss can read the dialogue fluently.) Step 3 Extension (1)T 示范，S 观察模仿 (2) Pairworks:(Design idea: Enable the Ss can use the dialogue in proper scene. (3) P1, P2 Step 4 Homework: Write down a short passage about your classroom.