1、小学教师研究课教案小学教师研究课教案时间时间2019.03执教者执教者学科学科英语英语年级年级六年级六年级班级班级1个人课个人课题名称题名称提高小学高年级学生英语小作文写作能力有提高小学高年级学生英语小作文写作能力有效方法的研究效方法的研究授课授课题目题目Module5 Unit 2 Some childrenare jumping in the water.课题研课题研究内容究内容通过教学实践，探寻提高小学高年级学生英语小作文写作能力的有效方法。通过教学实践，探寻提高小学高年级学生英语小作文写作能力的有效方法。本节课预设解决本节课预设解决及关注的问题及关注的问题利用思维导图的形式启发学生的写
2、作思维利用思维导图的形式启发学生的写作思维，为学生为学生搭建写作台阶搭建写作台阶，培养学培养学生写作能力生写作能力突破研究点预设的教学活动过程突破研究点预设的教学活动过程设计意图设计意图教师活动教师活动学生活动学生活动Step 1Greetings and & Warming-up1. Greet the class.2. Free talk:T: Whats the weather like today?S: Its sunny.T: Do you like sunny day?Ss: Yes.T: I like sunny day, too. Because Ilike travellin
3、g and taking somephotos in the beautiful days. Doyou want to enjoy my photos?Ss: Yes.T: Im so happy. But you shouldguess“Where am I”?3. T shows the pictures one by one4. T: Last weekend, I had a trip. Theweather was foggy. Look at thetrees. I can hardly see the trees.Step 2Lead-in1. T: Ok. Please co
4、me back, my dearstudents. They are my photos. Didyou take photos about your trips?Ss: Yes.2. T: So todays task is talking aboutyour trips.Step 3Text-learning1. T shows a picture of our text.2. T: Look and answer1Where is the girl?2Whats the weather like?3What is the girl doing?3. Learn the phrase “l
5、ook out of”4. Listen, watch the text and answerT: What does she see?5. Listen and repeat, then completeS: Its sunny.Ss: Youre on the beach.Youre on the bus/train/plan.Learn the usage of “hardly”Ss to find out “hardly”-“hard”+ “ly”1S: She is on the train.2It is raining.3She is looking out of the wind
6、ow.Learn “look out of ” pigs people a man somechildren从身边的天气开始谈论，引入本节课的主题从自己的照片导入，让学生感兴趣，更好的的学习新的知识，表达onthetrain/bus学习 hardly， 让学生 自 己 发 现hardly 的构词法从老师再谈论到学生自己身上，让 学 生 有 参 与感，有话可说先观察课文的图片，思考并猜测课文的内容和背景，教会学生阅读方法：先猜测再带着问题去阅读听课文，找出谈到的物体和人物some sentences.1Pigs are .2People are.3Aman is .4Some children
7、are6. Watch a mini-class video to reviewthe Present Continuous Tense7. Do some exercises.8. Read the paragraph 2 by Ss andanswer 2 questions:1Where does the train go?2Where does the train arrive?9.Learn “tunnel”10. T shows pictures to teach thephrase “go into the tunnel” and “comeout of the tunnel”T
8、: What happened?11. Compare “arrive at” and “arrivein”12. Ss read the text together.Step 4 Consolidation1. Lets do Activity 3 on Page 30.(2 mins)2. Talk show - Lets talk about ourtrips.“Our last spring outing”3. T: Do you remember where did wego last spring?4. T shows some pictures of lastspring and
9、 remind Ss and ask Ss todescribe the photos.5. Lets make a summary.6. T: Its your time to write about“our last spring outing”(6 mins)Pay attention to 2 points”1When we describe the photos,we should use “现在进行时”2When we write the passageabout “our last spring outing”,we should use “一般过去式”Step 5 Summar
10、y & Homework1Pigs are sleeping under a tree.2People are carrying umbrellas.3A man is wearing a big hat and araincoat.4Some children are jumping in thewater.S:The train goes into a tunnel.The train arrives at the station.S:The rain stops. The sun isshining.The train arrives at the station.Ss retell t
11、he text based on the Bbdesign.S: We went to .Ss: In this photo, we/he/she are/isDraw a mind map with Ss to talkabout “our last spring outing”“When”, “Where”, “How”, “Who”,“Weather”, “Feelings”, “What”Ss write a short passage about “ourlast spring outing” on a piece of paperSs to show their passage i
12、n the class.再次跟读，完成句子，明确描述图片的时候要用“现在进行时”通过看微课复习已学的“现在进行时”知识并通过练习进行检测通 过 看 图 的 形式，形象的展现出这两个重点词组的意思和用法利用课文的思维导图串联起整篇课文，让学生能够自然复述出课文的内容运用所学进行操练，描述图片要用“现在进行时”由课文谈论到自己：运用去年春游帮学生拍的照片进行描述照片的操练，并帮助学生回忆写游记的内容要素看完照片后让学生运用“思维导图”的形式归纳总结出如何写游记 ， 要 素 要 哪些？学以致用，让学生在课堂上完成“去年春游”的游记小作文选取几篇作文在班上与全班同学一起分享，纠错并请学生进行点评教教学
13、学效效果果检检测测题题Draw a mind map bout your last trip教教学学反反思思本节课我的授课内容为第五模块第二单元的内容。内容为一篇游记，主要运用一般现在时和现在进行时来进行描述。里面涉及的短语比较多，我的教学设计就是从身边的天气着手，展示自己的照片让学生感兴趣，并学习和操练要学习的单词 hardly 和短语 onthe train/boat/bus.。在学习课文短文时我教会学生用先观察图片和猜测内容的方法来进行阅读，然后再找出文章中出现的人物、事物，并完成句子的表达。让学生了解到描述照片是用“现在进行时” 。在讲解的时候，我运用 PPT 图片动画的形式展现难点短
14、语的用法和理解，让学生有更加直观的感受。接着运用学生上次春游的照片让学生继续操练，学生看到自己的照片，更有表达和展示的欲望。在描述完照片之后，我引导孩子运用思维导图的方式来自己总结写游记需要提到的内容和要素，起到了一个教会学生归纳总结的方法，从读到写的转变。学生谈论到自己身边的内容，就会变得更加有话可说，思维导图的形式让学生能更加形象具体的总结思维和发散思维。最后的写作环节时间不够，可以把它放在下一节课进行。整节课感觉拓展的内容比较多，课文学得还欠扎实一点，如果能先通过思维导图的形式进行复述课文，然后再进入拓展环节会更加好。本节课应该把最后的设计改为为“我们的上次春游”画一幅思维导图，而不是写一篇作文。
