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Guessing gameGuessing game What does he/she do? What does he do? He wears a blue uniform, a blue hat He wears a blue uniform, a blue hat He wears a blue uniform, a blue hat He wears a blue uniform, a blue hat and a pair of black shoes.and a pair of black shoes.and a pair of black shoes.and a pair of black shoes. What does he do? He wears a T-shirt, a pair of shorts He wears a T-shirt, a pair of shorts He wears a T-shirt, a pair of shorts He wears a T-shirt, a pair of shorts and sneakersand sneakersand sneakersand sneakers What does he do? H H H He wears a white coat and a white hate wears a white coat and a white hate wears a white coat and a white hate wears a white coat and a white hat What does she do? ShShShShe wears a pretty dresse wears a pretty dresse wears a pretty dresse wears a pretty dress singersingers stage stage Who are they talking about? Who are they talking about? What do you want to know about her? Listen and Tick Who is she? Saras cousin Saras aunt What does she do? A singer A dancer Listen and Tick What does she wear on stage? Pretty dresses Pretty skirts Which one does she love to Which one does she love to Which one does she love to Which one does she love to wear?wear?wear?wear? She loves to wearShe loves to wearShe loves to wearShe loves to wear . . . . pretty dressespretty dresses Why?Why?Why?Why? practice practice in pairsin pairs Different jobsDifferent jobs Different clothesDifferent clothes What does he wear at work? He wears. A suit with a tieA suit with a tieA suit with a tieA suit with a tie What does she wear at work? She wears. Formal clothesFormal clothesFormal clothesFormal clothes Formal clothes Different Different placeplaces s d different clothesifferent clothes Match clothes for themMatch clothes for them At the partyAt the party On the weddingOn the weddingOn the weddingOn the wedding At homeAt home In the park in the Running manin the Running man At the gymAt the gymOn my weddingOn my wedding At schoolAt schoolAt homeAt home TipsTips 1. Six students are in each group. 1. Six students are in each group. 2. Talk about your 2. Talk about your name/wearing/hobby/future job with your name/wearing/hobby/future job with your partners and write down your wearing.partners and write down your wearing. 3. Share your photo album with your 3. Share your photo album with your classmates.classmates. Make a posterMake a poster Classmates photo albumClassmates photo albumClassmates photo albumClassmates photo album HomeworkHomework 1.1. Listen Listen and read the words, and read the words, sentences and the sentences and the dialogue.dialogue. 2.2. Talk about what you wear at Talk about what you wear at different places and write it different places and write it down. down. UnitUnit 6 6 WhatWhat is is hehe wearing?wearing? 教学基本信息 课题Unit 6 What is he wearing? (Lesson20) 学科英语学段:小学年级六年级 是否属于地方课 程或校本课程 否 相关领域对话词汇教学 教材 书名:英语 出版社:北京出版社 出版日期:2014 年 7 月 教学设计参与人员 姓名单位联系方式 设计者 实施者 课件制作者 指导思想与理论依据 英语课程标准中将英语二级目标描述为:能借助图片、图像、手势听懂简单的 话语或录音材料。能在教师的帮助和图片的提示下描述或讲述简单的小故事。能正确朗读 所学故事或短文。能根据图片、词语或例句的提示,写出简短的语句。能在教师的帮助下 表演小故事或小短剧。 在教学过程中,教师充分运用多媒体课件作为辅助教学手段,通过多种适合学生年 龄、心理特点的教学活动为学生创设了真实、丰富的英语环境。学生利用图片和教师的解 释,调动学生的已有知识,学习新知识。在活动过程中,学生勇于表达,能够进行师生, 生生之间的交流。整节课结构严谨,层次分明, ,循序渐进,详略得当,课堂活动由浅入 深,有效地优化教学过程,极大地提高了课堂教学的实效性。 教学背景分析 教学内容:教学内容: 本课所学的内容是北京版六年级第 6 单元的 20 课。本单元主要围绕服装话题展开。本 课内容也是前一课对话的继续,在前一课讲述了 Mr Brown 的职业以及该职业的的穿着服 饰。但是也给我们留下了悬念。不同职业的人群分别需要穿什么特定的服饰呢?同一个人 参加不同场合的活动需要什么样的穿衣打扮?怎么样的穿衣搭配是恰当合理的?等等。抓 住这些趣味点,激发学生的求知欲,引导学生养成出席不同场合需要穿着恰当服饰的好习 惯,从而提高个人生活素养。所授内容与学生的实际生活联系紧密。 学生情况:学生情况: 六年级 3 班的学生,学习英语的兴趣较高。也基本形成了初步的英语语言能力.特别是 在听说上,形成了良好的听说习惯,再加上本课内容贴近实际生活,很容易引起共鸣.但学生 完整的表达语言和输出语篇能力还很欠缺,在读写方面也是弱点.为此针对学生,我会设计 不同形式,不同层次的教学活动,达成教学目标.本节课的一个重要活动就是让学生自己动 手制作海报,达到了较好训练学生语言表达能力的目的。 教学方式教学方式: : 利用师生对话,对比实际生活,观察图片细节,自制海报以及多媒体手段等多种方式, 为学生搭建学习平台,引导学生学会学习。 教学手段:教学手段: PPT,视频,音频 教学目标及教学重难点 一一 教学目标教学目标 (一)知识与技能目标:(一)知识与技能目标: 1. 能够理解课文,获取课文中的相关信息,能正确朗读对话内容。 2. 在情景中能听懂、会说“What does she wear on stage?”及其答语“she wears pretty dresses.”能理解、认读单词 singer, stage, formal clothes,pretty. 3. 在情景中运用“What does wear at?”wears at 询问及描述不同职业在 工作时的穿着,某人在不同场合穿着的服饰; 4. 通过话题的学习让学生形成不同场合着装要得体的意识。 (二)过程与方法目标:(二)过程与方法目标: 1. 学生借助课件、视频资料等学习活动,感知、理解课文大意,在情境中体会重点词汇 和句型。 2. 学生在朗读对话、分角色表演、制作海报等活动中,学习操练并尝试运用语言。 (三)情感态度与价值观目标:(三)情感态度与价值观目标: 1. 学生能够通过话题的学习形成出席不同场合要穿着恰当服饰的好习惯,提升个人素养。 2. 通过本课内容的学习,帮助学生建立起关心了解他人的意识。注重语言知识和语言技 能相结合,培养学生用英语语言做事的能力。 二二 教学重点:教学重点: 1. 功能句型:某人在不同场合穿不同衣服的询问和回答: “What does she/he wear at ?”“He /She wears .” 2. 学生能听、说、读、写 singer、stage、dress、sing 等单词,认读 formal clothes,会用 pretty dresses、a suit with a tie、 formal clothes 等有关词语 描述不同场合的着装。 3. 学生能够正确理解课文对话,获取课文中的有关衣着服饰的信息,正确朗读课文,表 演对话。 三三 教学难点:教学难点: 1. 学生能认读单词及短语:singer、stage、dress、sing 等单词和 pretty dresses 和 formal clothes 等短语。 2.学生能运用今天所学到的句子交流不同场合穿着不同服饰,不同工作穿着不同的服饰。 教学过程 (一)(一)WarmingWarmingupup 游戏活动,初步感知游戏活动,初步感知 play a guessing game What does she/he do? T: I have four photos. What do they do? Try to remember their jobs and their clothes. Lets guess. T: He wears a white coat and a white hat. What does he do? S: Is he a doctor? T: No, he isnt. S: Is he a cook? T: Yes, he is. And so on 【设计意图】通过猜测不同职业穿着不同服装的游戏活动进行热身,呈现本课主题,根据不 同职业不同衣着打扮的复现,让学生体会本课主要知识,激发他们对主题内容的兴趣,唤起 学生思维的兴奋状态,迅速进入学习状态,为后面的学习奠定基础。 (二)(二)PresentationPresentation听读学习,理解语言听读学习,理解语言 对话学习 (1) 内容预测 教师引导学生观察主题图,由主要人物所做的事情对整体内容进行预测。 show the topic pictures T: Who are they? S: Sara and Guoguo. T: They are talking about a photo. (2) 通过视听动画,学习对话内容 A. 倾听问题,整体感知 T: Who are they talking about? S: They are talking about the girl and the man. B.根据所谈论文的这两个主要人物,将课文分成这两部分来学习。 T: First, lets look at the girl. a. 倾听教师提问 What do you want to know about her? b. 头脑风暴,鼓励学生大胆表达。 S: name/age/doing/job/who/favourite colour/where/wearing C. 倾听细节问题,提取关键词 Look at the first part about the girl. T: Who is she? S: Saras cousin. T: What does she do? S: She is a singer. D. 继续倾听细节问题,提取重要词汇 stage Pretty dresses (Beautiful dresses) T: What does she wear on stage? S: She wears pretty dresses 学生回答问题,模仿发音学说新单词 “stage”并且通过听其他的“st”组合的单词的 发音强化“stage”的发音。 Listen and find: stage, student Listen and say: stage, student, stand E.教师小结,帮助学生提取关键词 wearing: pretty dresses job: a singer F.学生继续倾听教师跟进的问题并提取关键信息 Favourite colour: purple T: Which one does Saras cousin love to wear? Why? S: She loves to wear purple dresses. Because purple is her favourite colour. 学生通过问题的理解和回答来领会 She wears和 She loves to wear这个句型的含义, 为拓展部分的语用环节打基础。 T: And then lets look at the other part about the man G.学生继续倾听问题,获取关键信息。 T: What is he wearing? S: He is wearing a pair of sunglasses. H. 教师继续提出问题,提炼重要句型,并在理解的过程中运用句型。 T: What does Guoguo wish to do? Why? S: She wishes she could sing on stage. Because she would love to wear pretty dresses. 在对话的学习过程中,教师逐步完成板书 【设计意图】教师指导学生整体把握对话大意,再视听细节,注重听的过程。将对话内容作 为听力材料来处理,巧妙地将其语境化,便于正确提取信息,学生通过听来辨别,最终达到 正确朗读的目的,教师巧妙地将句型学习贯穿其中。教师根据课文所谈论的两个人物将课文 分成两部分,并且教师对这两部分 做了详略处理,层次分明,详略得当,重点突出,结构清晰,降低了学生学习难度。 (三)(三)practicepractice 听说游戏,操练语言听说游戏,操练语言 1. 朗读内化课文 (1)小组合作 (2)自由选择 (3)表演课文 (4)学生评价 【设计意图】通过两人一组读课文的活动,在合作中检验朗读是否准确,培养学生的合作意 识。学生自主选择朗读第一或者第二部分,发挥学生的主题选择性,增强了学生学习英语的 积极性,通过表演课文,学生感受课文中的情感体验,通过学生的评价,教师引导学生注意 照顾他人的情感,在学习中相互鼓励。 3. 教师根据以下两条主线设置相应活动 (1) Different jobs Different clothes 教师给出特定情境,鼓励学生自由创编对话 T: What does she do? S: She is a teacher. T: What does she wear at school? S: She wears formal clothes. 【设计意图】通过语言操练活动,让学生在恰当的语境中运用功能句型进行交流,积累语 言,形成语言框架,为下一步完成语言任务搭建桥梁。 (2) Different places Different clothes Dengchao and Sunli wear different clothes at different places. Please match clothes for them. Boys design for Dengchao. Girls design for sunli. (四)(四)productionproduction 自制海报,灵活运用自制海报,灵活运用 1. 教师示范 紧密围绕本文的两条主线谈论自己日常生活中不同的场合不同穿衣搭配,为学生提供一 个真实的案例。 In our daily life different jobs wear different clothes in different places I am a bride. I wear a pretty dress on my wedding. I am a teacher .I wear formal clothes at school on Monday. I wear a blue T-shirt, a pair of shorts and sneakers at the gym. I wear my pink dresses on my birthday party. I wear a pair of pajamas and at home. I wish I could sing on stage. I would love to wear pretty dresses. T: What do you wear in different places? Would you like to share? 【设计意图】教师利用自己的照片结合本文主线简述自己的简短经历,为学生自制海报交流 海报信息搭设了台阶。教师为学生创设一个真实的语言环境,能够吸引学生的注意力,促使 他们积极主动地参与到语言交流的活动中去。 2. 学生照片,自制海报 3. 小组展示 【设计意图】学生根据自带的相册,组内交流,充分发挥想象力制作精美海报,并且针对各 组自制的海报进行组内交流。将情境化的教学贯穿始终。此项语言任务活动环节充分体现了 语言学习的真实性、语言的应用性和学生英语学习的自主性,充分体现学生的主体地位。真 实地因学生的需求而反馈、交流。让学生在真实的语言教学活动中体会到英语学习的乐趣, 乐于感知并积极尝试使用英语。让小组台上展示,给学生充分展示的空间,独立完成相应的 语言任务,与同学和老师分享自己的照片和想法。 (五)(五)EndingEnding 激励倾听,小结评价激励倾听,小结评价 1. Summary and assessment (1)师生、生生之间发言后的语言评价 T: What are you wearing? S: I am wearing a pink dress and a pair of white shoes. T: How beautiful you looks. S:I wish I could sing on stage. T: Why? S: I would love to wear pretty dresses. Pink is my favourite colour. I love to wear pink dresses very much. T: I hope your dream can come true. Best wishes. 【设计意图】在师生会话中,教师对于学生的回答并不仅仅给予一个肯定的答复。而是实 现了语言的交流。在这个过程中,既表达了教师对学生精彩回答的赞赏,又是对学生能认真 倾听教师的问题并作出反应的肯定。激励性评价策略,不仅注重学生学习的结果,更注重评 价学生的思维过程、方法和情感表达。 2. Homework Listen and read the words, sentences and the dialogue. Talk about what you wear at different places and write it down. (六)(六) 板书设计板书设计 学习效果评价设计 1.利用及时的激励性评价语言,激发学生的学习兴趣。当学生进行预测和小组活动时,教师 参与其中,并及时给予一定的鼓励性评价。 2 在小组合作展示环节,让学生开展合理有效的自评,互评, 3.在练习环节,采取小组自评,互评,教师评价.对学生在对话练习中是否能用语言正确表达观 点、是否能使用动词的恰当形式教师要做重点评价。 本教学设计与其他教学设计相比的特点 本课教学设计特点 1.创设了真实的语言情境,激起学生表达的欲望,让他们谈起自己亲身经历的一次旅行,注重 了语言的实践活动,培养了学生用英语做事情的能力. 2.加强了学习策略指导,培养学生自主学习能力. 3.采用了多种评价方式.,充分发挥了评价的积极导向作用. 4.设计了开放性的实践性作业,实现作业的多元化.
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