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Unit1 Which do you like better? Lesson2 北京版小学英语 五年级上册 ? I like best.I like best. Which classes do they like best? Why do they like the classes? Sunyang does best in swimming. Yaoming does best in basketball. Why do they like the classes? difficult 困难的 It is difficult to do his homework. It is difficult to carry the boxes. Why do they like the classes? useful 有用的,有帮助的 Which class does Mike like? Why? He likes drawing very much. And he does best in art class. calligraphycalligraphycalligraphycalligraphy ? Calligraphy is a traditional Chinese art. It is the art of handwriting. In Calligraphy class, we can write with a pen or a brush. sciencesciencesciencescience What do you think of calligraphy/science ? subjectssubjects Lets read! Show time! Our timetable On Tuesday, we have _. Everyday we have _. Chinese calligraphy Yuanyuans timetable Dear Mike, Sep.1st,2018 Summer is over and I am happy to come back to school. There are many subjects in Grade 5. English is interesting but I like maths better. My friend Tom likes Chinese best and he does best in it. Sams favourite subject is PE. He is in the school football Which class do you like best? What about your friends? Please team. We all like our teachers and classes. write to me. Yours Peter PeterPeterPeterPeter Dear Peter, Sep.7th,2018 I come back to school, too. It is cool in autumn. We also have many subjects. I like _ best My friend _ likes Our teachers are very nice and school is beautiful. I will tell you more about our school. Yours Mike because it is _. _ best and he/she does best in it. My friend _s favourite subject is _. _. Group workGroup workGroup workGroup work! HomeworkHomework 1. P5 制作你的timetable,写一写你最喜欢的科目。 _ is my favourite subject. I like _ best. 2. 告诉家人你最喜欢的科目及原因。 教学基本信息 课题Unit1 Which do you like better? Lesson 2 是否属于 地方课程或校本课程 否 学科英语学段 高年级年级五年级 相关 领域 学科 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 指导者 课件制作者 其他参与者 指导思想与理论依据 指导思想与理论依据指导思想与理论依据 2011 版英语课程标准中指出:“语言既是交流的工具,也是思维的工具。英语课 程承担着培养学生英语素养和发展学生思维能力的任务。 ”我国教育部在 2014 年印发的 关于全面深化课程改革落实立德树人根本任务的意见中,提出了“核心素养体系”概 念。思维品质作为英语学科四大核心素养之一,其重要性不言而喻。 教师需要通过语言教学训练让学生融会贯通,潜移默化地培养学生的思维品质。教师 要通过问题激发学生思考,促进学生语言表达,帮助学生形成自己的认识,将语言与思维 有机融合。教师与学生具有真实性交际特点的语言交流更能够促进学生的思维发展,激发 学生语言表达的欲望。 布鲁姆的教育目标分类中有六个认知维度:“记忆、理解、应用、分析、评价、创新” 。 教师不仅要让语言与思维相辅相成,还应在培养学生低阶思维的基础上进一步发展学生的 高阶思维,有意识地提高问题的层次,引导学生进行深度思考。 基于以上理解,在本节课教学中,我以“school life”为主题,带领学生由讨论学校 的教室、活动间开始,了解所学科目,引导学生体会各学科特点,讨论最喜爱的学科,帮 助学生在学习语言的过程中,思考、分析、探讨、评价,逐层递进地探究话题,通过语言 发展来促进学生思维发展,提高学生的认知水平,提升学生的思维品质。 教学背景分析 1 1、单元分析单元分析: 本课是第一单元的第二课。 第 1 课主要谈论了 Lingling 和 Maomao 逛超市谈论更喜欢哪种食物和饮品,主要词汇 为 chicken, fish, hamburger, cupcake, milk shake,功能句型为 Chicken or fish, which do you like better? I like fish better. 第 2 课主要谈论了 Yangyang, Sara, Lingling 三人最喜爱的科目,主要词汇为 English ,PE, Chinese, calligraphy, science, art,功能句型为 Which class do you like best? I like English best. I do best in English. 第 3 课主要谈论了 ,主要词汇为 ,功能句型为 。 本单元三课内容相辅相成,逐步递进。 2 2、本课时分析:、本课时分析: 本课主要围绕 Yangyang,Sara 和 Lingling 各自最喜爱的科目展开话题。课文中的重点 词汇为 English, Chinese, art, maths, calligraphy,science。重点句型为 Which class do you like best? I like best. I do best in 学生对于学校生活话题并不陌生,本课将在此基础上帮助 学生了解更多学科相关信息,并表达喜爱学科的原因,引导学生喜爱学校生活和所学科目。 学生情况分析:学生情况分析: 1 1、知识能力方面:、知识能力方面: (1)词汇: 学生在三年级上册第一单元学习了学科单词 Chinese, English, maths, PE。在四年级 下册第三单元学习了 computer lab,art classroom。大部分学生对于本课职业词汇 music 也 并不陌生,science 一词也在 science museum 中学习过。因此,教师可借助图片和语境帮助 学生简单理解这些词汇。只有 calligraphy 是完全陌生的词,单词较长,不好读,需重点强 调练习。另外,在对话的表述中,涉及了几个形容词,其中 interesting 在四年级上册第七 单元中已经学习过 Sounds interesting.这对学生的理解也有帮助。 (2)句型: 学生在三年级下册第三单元学习了句型 Whats your favourite food? Its jiaozi. I like jiaozi best.这对本课句型 I like English. I do best in English.的学习起到了很好的铺垫作用。因 此,本课句型对于学生而言难度不大,可以弱化处理。 (3)话题: 大部分学生喜欢学校,也有自己喜爱的科目,对于 school life 非常感兴趣。学生在三 年级已经接触过学校和学科的话题,因此,本课应在教材文本基础上,进一步引导学生思 考为什么学习这些科目,将来还会学习到哪些科目,从而更加热爱学校生活,更加热爱学 习。 2 2、学习能力方面:、学习能力方面: 五年级的学生经过四年的英语学习,已有一定的语言基础,能够听懂教师的课堂用语, 他们思维活跃,乐于表达。大部分学生对于自己的学校和所学的科目有想法,有表达能力 和意愿。 因此,本课重点放在引导学生借助所学语言,有逻辑、多方面地表达自己的想法,积 极跟同学交流,提问并表述原因。 教学方式:教学方式: 运用谈话法,引导学生结合已知独立思考,提出问题、解决问题,引发学生思维; 运用练习法,通过表演对话、综合表述活动,让学生实践语言; 运用课堂讨论法,引导学生小组、全班共同研讨,集思广益,碰撞思维的火花; 运用情境教学法,创设完整情境,激发学生兴趣。 教学手段:教学手段: 通过多媒体课件、图片等手段,吸引学生的注意力,使学生快速、有效地投入到英语学习 中; 技术准备:技术准备: PPT、实物投影、单词卡片 教学目标(内容框架) 教学目标教学目标 1. 学生通过听、跟读对话、观察图片与视频等方式理解对话大意并能正确朗读。 2. 学生能够听懂并认读 subject, difficult, maths, draw, calligraphy, science, art, Chinese, English, PE 等词汇。 3. 学生能够在情境中使用句型 “Which class do you like best?” “I like . best. I do best in”谈论最喜欢的科目。 4. 学生通过本课的学习了解所学科目,对学校的学习生活更有兴趣。 教学重点:教学重点: 理解对话并正确朗读,认读本课词汇及句型 教学难点:教学难点: 利用所学句型正确、流利的问答最喜爱的科目并说出原因 教学过程(文字描述) I Warm up 6 1. Sing a song. (My happy school) 活动目的:【歌曲热身】 2. Talk about our school life. T: What do you hear in the song? What is the song about? Ss: School/teachers/everyone Its about school. T: What do you do in our school? Ss: I play football / learn English / do homework in school. T: You do a lot of things at school. Do you have classes? Ss: Yes. T: What subjects do you have? Ss: We have Chinese, English, PE, maths. T: Wow, we have so many subjects at school. T: Which class do you like best? Why? Ss: I like . best. Because T: Oh, do you like maths? Why? Ss: Yes. / No. (教师在引导学生说出喜欢科目的原因时帮助学生说出原因,同时渗透课文中 即将出现的几个词:interesting, difficult 等) 活动目的:【由歌曲导入学校生活话题,通过师生谈论引出学科】 II Presentation 20 1. Talk about the picture. T: Show the picture. Look, What do you see in the picture? Which class do they like best? Guess. Ss: They are Sara, Lingling and Yangyang. Yangyang likes best. Lingling likes best. Sara likes best. 活动目的:【带学生观察图片,简单谈论图片,先猜测三个小朋友最喜爱的科 目,为理解故事做好铺垫】 T: Play the video. Lets watch the cartoon to check our answers. Ss: Answer the questions one by one. T: Do you like English? Why? Ss: Yes. Because it is interesting / I like Miss Li. 活动目的:【就上一问题引起讨论,发散学生思维,不局限在对话中】 2. Get to know the dialog (1) Talk about why they like the subjects. T: (PPT)They like different classes.Why do they like those classes? Please read and circle the answers. Ss: Read the dialog by themselves. Then circle the answers and share with the class. T: Explain these words: PPT do best in difficult useful 活动目的:【设置自主阅读任务理解对话】 (2) Talk about Mike. T: Now we know Yangyang, Sara and Linglings favourite subjects. Which class does Mike like best? Why? Lets watch and find. Ss: Mike likes art best. He likes drawing. He does best in art class. 活动目的:【由第一幅图自然引入 Mike 的喜好】 3. Go over the story. 活动目的:【利用板书回顾整个故事,再次梳理对话内容】 4. Get to know the two new subjects. T: Show a picture. Now we talked about some subjects. I have two other subjects. Can you guess? PPT Uncover the pictures little by little. Ss: Its calligraphy and science. T: You are so clever! PPT Explain the word “calligraphy”. What do you think of calligraphy / science? Ss: Its interesting / difficult / useful 活动目的:【用猜词的方式呈现两个新词,整合 Listen, look and learn 部分,同 时让学生谈谈对这一科目的看法,发散思维,帮助理解和记忆。 】 III Reading 7 1. Read and repeat. (声典蛙跟读) 活动目的:【纠正语音语调】 2. Role read in groups and show. 活动目的:【分角色朗读并展示,巩固并帮助学生进一步理解对话】 V Practice 5 1. Listen and tick. On P5. (听力练习) T: You did a good job! Look, this is our timetable. Everyday we have _. On Tuesday we have _. Ss: Try to say the right subjects - Chinese and calligraphy. T: Which subject do you have on Monday, Tuesday, Wednesday and Thursday? Ss: Its maths. T: Look, this is Yuanyuans timetable. What subjects do you see? Ss: Chinese, maths, English, science, PE and music. T: Lets listen and tick her subjects. OK? Ss: Listen and tick the answers and then s hare the answers. 活动目的:【听力练习,巩固词汇及句型】 2.Talk about our subjects. 8 (1) Ask friends to write a letter. T: Heres a letter from Peter. He tells Mike something about his school subjects. Please take out your paper and have a look. Ss: Read the short passages on the paper. T: Now Mike is writing a letter to Peter. Please help Mike to finish his letter. OK? Before you do it, you should ask two of your classmates. Ss: Work in groups to have dialogs and then finish the letter. 活动目的:【拓展阅读,给学生布置任务,产生信息差,创造较真实的对话情 景,利用对话内容完成书信。学生的对话和书写是对本课所学内容的巩固。 】 (2)Read the letter. The children read their letters to the class. 活动目的:【读一读自己的回信,自由表达最喜爱的科目和原因】 VI Homework 1 1. Write down our subjects and two sentences about your favorite subjects. 2. Tell your family the subjects we learned and your favourite subject and why. 板书设计板书设计 学习效果评价设计 评价方式评价方式 教师评价:教师评价:教师通过眼神、语言和肢体语言去鼓励、表扬学生,根据学生的表现随时进行监 控,表现突出的学生给与贴画奖励。 学生评价:学生评价:在课文学习和综合表述活动中,教师给出 good, very good, wonderful 的标准, 请全体学生评价,达到生生互评的效果。 评价量规评价量规 评价活动评价方法评价标准 课文学习学生评价 教师评价 Wonderful 能够在理解的基础上,自然分角色表演或朗读课文 对话。 Very good 能够在理解的基础上,正确、流利、有感情地朗读 课文对话。 Good 能够在理解的基础上,正确、流利地朗读课文。 综合表述学生评价 教师评价 Wonderful 能够有逻辑性地从多个方面介绍自己最喜爱的科 目和原因。 Very good 能够较有逻辑性地从不同方面介绍自己最喜爱的 科目和原因。 Good 能够简单仿照句型说出自己最喜爱的科目及原因。 本教学设计与以往或其他教学设计相比的特点(300-500 字数)
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