1、石家庄市评优课展示课教学设计石家庄市评优课展示课教学设计 Lesson 14 Snow! Its Winter! 一、一、教教学学分析分析 一)一)学学生生分析分析 教学对象是六年级第一学期的学生,经过前面的学习和积累,已 经具备了一定的英语思维能力与理解运用能力。 他们已经有了基本的 英语语言积累,但也开始出现两级分化的趋势,有些学生甚至对阅读 产生恐惧心理。 因此教师需鼓励并引导学生发展阅读策略, 培养略读、 寻读等阅读策略;增强小组合作意识,利用小组合作的方式,让学生 能够互相帮助,完成学习任务。通过共同完成任务,降低阅读难度, 增强学生自信心; 在教学中设计不同层级的问题和活动增强他们
2、的课 堂活动参与意识,鼓励每一位学生发言,让每一个孩子都能体验英语 学习的成功和快乐。 二)教学内容分析二)教学内容分析 本课是六年级第三单元的第二课。 在本单元第一课学习的基础上, 学生已经对四个季节单词及四个季节的特点和在不同的季节的着装 做到了理解及掌握。 在此基础之上, 对本课的学习做到了很好地铺垫。 本课第二部分, 课文通过 Danny 想出去玩, 并为出去玩做准备 (穿 上衣服感觉热,打算脱下衣服;脱下衣服后感觉冷,打算穿上衣服; 穿上衣服后又感觉热)的情节,充分运用一般将来时进行描述。 三)三)教学目标教学目标 知识与技能目标:知识与技能目标: 1.学生能借助图片听懂、读懂本课第
3、二部分对话。 2.学生能够在语境中理解 be going to do 的意义,能正确运用 be going to do 进行简单的口头问答和书面表达。 3.学生能够在语境中正确运用短语 put on/take off。 学习策略目标学习策略目标: 1.学生能够利用寻读的阅读策略阅读文本。 2.学生能借助语境理解 be going to do 的含义,感知语言并主动 进行归纳总结。 3.学生能够通过观察、对比含有 be doing 和 be going to do 的 句子,发现 be doing 和 be going to do 的区别。 情感态度目标情感态度目标: 1.学生乐于参与小组活动,
4、能够积极与他人合作,完成任务。 2.学生在活动中体悟感恩,学会感恩。 四)四)教学重点和难点教学重点和难点 教学重点:1. 对比区分 be doing 和 be going to do. 2. 对 be going to do 的理解与运用。 教学难点:对 be going to do 的理解与运用。 二、教具准备二、教具准备 PPT 课件,板书贴条,丹尼图片 评价表 三、三、教学过程教学过程 一)教学步骤一)教学步骤 Step 1 Class-opening and warming-up(2minutes) 1. Greetings 2. Teacher asks the weather t
5、oday and the season of now. Students answer it. 【设计意图设计意图】: 师生互相问好,进行情感交流,将学生的注意力吸引到英语课堂上。 3. Watch a video about winter in Canada. Question: What season is it? Do you like this season? Why? Ss: I like it. Because. S1: I like cold. 【设计意图设计意图】: 设置问题观看视频,自然的引入对本课文本的学习。 Step 2 New concepts (17 minutes)
6、 Learn part2 1. Listen and tick. T:Right! Winter is cold. But how does Danny feel? 【设计意图设计意图】: 借助图片整体听,获取关键信息,培养学生听的能力。 2. Read pictures and answer. T: Danny feels hot. Why? S1: Because he puts on . T: Right! How do you know that? S1: I read pictures. T: Good job! Then Danny feels cold. Why? S2: Bec
7、ause he takes off . T: Then Danny feels hot again. Why? S3: Because he puts on . again. 【设计意图设计意图】: 在语境中读图,理解文本,培养学生自主学习能力,形成有效的学习策略。 3.Scanning T: Danny puts on, then takes off, then puts on. What does Danny want to do? S1: He wants to . T: You are so quick. How do you know it? S1: Picture 1, I wan
8、t to go out to play. T: He wants to go out to play. So Danny.then.(教师动作引导学生说) Ss: Puts on-takes off-puts on T: Danny feels hot. What does he want to do? Please find what Danny says. Ss: Read picture4 Danny feels cold. What does he want to do? Please find what Danny says. Ss: Read picture5 【设计意图设计意图】
9、: 通过默读文本快速找答案,培养学生阅读能力,形成略读的学习策略。 4. Read picture4 and 5 silently and think. Students read picture4 and 5, try to get the meaning of Im going to. 【设计意图设计意图】: 在语境中猜测be going to的意思,理解be going to的语用功能, 感知语言并主动进行归纳总 结。 5.Circle the pictures with Im going to 6. Ask questions about picture 1 and picture 3
10、 T: What is Danny doing? Ss: He is . 7.Compare T: Find the differences between picture(2,4,5) and picture(1,3) S1: Picture2,4,5 be going to do:计划做。/Picture1,3 be doing:正在做。 S2: Picture2,4,5 be going 后面加的是 to do/Picture1,3 be 后面加的是 doing T: Do you agree with him? Lets have a look. 【设计意图设计意图】: 通过观察、对比
11、含有 be doing 和 be going to do 的句子,发现 be doing 和 be going to do 的区别。 8. Lets imitate and do actions. Now lets imitate and do actions to feel and show the differences between be doing and be going to do. T: Team 2, What do you think of team 1s reading? T2: 3 points T: Team 1, What do you think of your
12、reading? T1: 3 points T: Team 1, What do you think of team 2s reading? T2: 3 points T: Team 2, What do you think of your reading? T1: 3 points T: All of you did a grood job. 【设计意图设计意图】: 采用多元评价机制激励学生在语境中理解体会 be going to do 的意义。 T: Danny is going out to play. How about you? What are you going to do? S
13、1: Im going to . T: When are you going to .? S1: This Saturday. T: Different people do different things. What are you going to do this Saturday? Lets make an Interview. Four students a group. Go! Step3 Activity (10minutes) Group Work : Make an Interview Show Time. T: Group 2, please! Others please l
14、isten carefully what he/she is going to do. And then try to answer teachers question, What is he/she going to do this Saturday? 【设计意图设计意图】: 学生在小组活动中运用 be going to,有助于形成团结协作的习惯,培养合作能力,并学会积极 主动的倾听。 T: Next Thursday is Nov. 24. Its a great day. There is a holiday that day. Do you know What holiday it i
15、s? (出示 PPT) Ss: Thanksgiving Day. T: Do you know the meaning of Thanksgiving Day? Ss: 感恩节。 T: Right. We give thanks that day. T: Look. They are . (出示 PPT) Ss: TF boys. T: They are kind. They are full of love. What are you going to do on Thanksgiving Day? Please read and complete the WeChat. If you f
16、inish please show me. Go! 1. Read and fill in the blanks about Karrys Thanksgiving Day. 【设计意图设计意图】: 创设语境,激活所学内容,使学生能够在语境中正确运用短语 put on/take off。 T: They give thanks to others. They show thier love. How are you going to show your love? What are you going to do on Thanksgiving Day? S1: Im going to . S
17、2: Im going to . T: You show your love in different ways. Now write it down please. If you finish please show me. Go! 【设计意图设计意图】: 根据所给出的情境进行书写训练, 并展示作品, 使学生在英语学习过程中发展综合语言运用 能力。 Step4 Class-Closing (1minutes) 1. Sum up T:Ok, boys and girls. Lets look at the blackboard. What have we learned today? S1:
18、 be going to do S2:put on/take off S3:正确表达自己打算做的事情 【设计意图设计意图】: 归纳总结本节课所学重点内容,帮助学生复习并梳理知识脉络。 2. Homework 1. Finish part 3 on page 41.(完成课本 41 页第三部分练习。 ) 2. Finish your writing about Thanksgiving Day.(完成感恩节小练笔。 ) 【设计意图设计意图】: 设计针对性较强的作业,帮助学生复习、巩固所学,帮助不同程度的学生都能在自己原有程 度上有所提高和进步,尽力得到最多的收获,进一步培养学生的综合语言运用能力
19、。 二)板书设计二)板书设计 Lesson 14 Snow! Its Winter! Im putting on. 四、四、教学反思教学反思 鉴于授课时间为三十分钟, 我将本节新授课的授课内容确定为第二部分的内 容,针对第二部分内容制定了本节课的教学目标。授课结束,我就目标达成度方 面做以下反思: 本节课教学目标基本达成。本节课是一节学生在教师引导下,在丰富多样的 语境中,自主观察探究发现的课堂,真正关注了生成。不足之处,主要有以下两 个方面:一、教学评价机制方面,学生自我评价运用欠佳。在下次的教学中我不 仅要使用教师评价,学生之间的互评,更要关注学生的自我评价,培养学生依据 评价标准对自己做出准确的评价的能力。 二、 在补全 TFboy 的微信聊天记录环节, 由于任务口令不到位,个别学生出现困难,我应该告诉孩子整体阅读后再填空, 而且要规范书写。 在以后的教学中我会刻苦锤炼自己的教学基本功,切实提高自己的教学能 力,提高课堂效率。努力做到真正的眼里有学生,以生本教育为主旨,促进学生 思维发展。 T1T2 Reading Listening Speaking Writing Im going to take off . Im going to put on .