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unit1 This is my day
作者:刘赢    备课共享来源:本站原创    点击数:    更新时间:2013-5-29             ★★★   【字体:

 

Unit 1 This Is My Day

           Part B  Read and write(阅读课)

 

 一、教学目标:

1语言知识目标

1)学生能听、说、认读、写本课时句型:What do you do on the weekend? Usually I watch TV and go shopping. /Sometimes I visit my grandparents. /I often play football. /Sometimes I go hiking.

2学生能用What do you do on the weekend? I usually/often…向别人描述自己的周末活动安排。

2、过程方法目标:

1)通过说、唱、问环节调动学生积极性,通过chantfree talk 复习旧知识感知课文大体内容,导入主题,引出What do you do on the weekend? 句型。

2)通过创设情景,自然地过渡到新授环节,烘托课堂气氛,激发学生学习积极性。

3)通过设置问题,使学生有的放矢地阅读课文,理清文章思路,概括文章中心内容,有利于培养良好的阅读习惯。

4)通过填写表格,培养学生抓住细节、处理信息的能力。进而引出难点either 的语法知识,更好地为阅读内容扫清障碍。

5)通过阅读课外短文,拓宽学生的知识面,检验学生是否真正掌握所学知识并加以运用。

6)通过让学生看板书设计,总结知识,有效地锻炼学生的综合语言运用能力。

3、情感、策略、文化目标

1)合理安排自己的周末生活,引导学生养成良好的作息习惯。

2)训练学生的角色扮演能力,学会思考如何更好地安排作息时间。通过游戏、歌曲活跃气氛,复习旧知引出新知,各个环节通过师生互动和生生互动,激发学生的学习兴趣,任务的引入提高了学生用英语进行交际的能力。

3)通过谈论自己或朋友的日常生活,加强朋友间相互了解,增进朋友之间的情谊。

二、教学内容:

本课是PEP小学英语五年级下册第一单元围绕描述周末活动主题展开学习。本课教学内容是B Read and Write Let’s play 部分,是一节阅读课,询问对方周末有什么安排的简单句型。如What do you do on the weekend? I …. 深化B Let’s LearnLet’stalk的内容,进一步巩固频率副词的语法点,如 often , usually , sometimes 等。本节课主要任务是层次性阅读短文,找出主人公周末做什么。如 Zoom usually watches TV and go shopping. Sometimes Zoom visits his grandparents. Zip often plays football, sometimes goes hiking. 等。在教学过程中,注重以旧带新,引导学生掌握阅读技巧,提高阅读能力。

三、学情分析:

教授对象是五年级学生,他们对自己的日常活动有了一些认知,内容贴近他们的生活,能够激发他们参与的兴趣。通过五上第四单元动词短语的铺垫,再加上本单元前几节课的学习,学生基本掌握以下词组:climb mountains , go shopping , play the piano , go hiking 和句子 What do you do on the weekend? 等。学生能够根据自身经历谈论 What do you do on the weekend?这一话题,为本节课的学习奠定良好语言基础。

四、教学重点:

1、听、说、认读四会句子:What do you do on the weekend? Usually I watch TV and go shopping. /Sometimes I visit my grandparents. /I often play football. /Sometimes I go hiking.

2、渗透阅读技巧,培养学生的阅读能力。

教学难点:

1、句子The weather report says it’s going to rain tomorrow. I can’t play football in the rain. I can’t go hiking ,either.的理解和运用。

2、学生逐步掌握阅读技巧,能够具有抓关键词的能力。

五、主要教学步骤:

   I. Pre-reading.

   1. Enjoy an English song “Weekend”

 

设计意图:一首英文儿歌能让学生快速的进入到上课的氛围中。)

    2. Free Talk

     T: What do you do on the weekend?

     S1: I play the piano.

     T When do you play the piano?

     S1: I play the piano at 3:00.

        What do you do on the weekend?

     S2: I usually….

     S1: When do you …?

     S2: I … at….

(设计意图:通过Free Talk 环节,复习本单元学过的短语和句型,以旧带知识,为学习Read and Write做铺垫。)

  II. While-reading.

    1. Extensive reading

     T: On the weekend I like to climb mountains. Different people have different activities on the weekend. Today my friends Zip and Zoom are talking about their weekends.

 

 

 

 

 

   

 

Now read the passage quickly and answer the questions and tick out the answers:

(1) What do you do on the weekend, Zoom  

(2) What do you do on the weekend, Zip

Name

  watch

TV

 play football

go

 shopping

visit

grandparents

go

hiking

Zoom

   

 

 

Zip

  

 

 

Let individuals say the answers.

Then write down their weekend activities on the books.

.

 

Zoom

 

Zip

 

 

 (设计意图:第一遍阅读的目的在于通过寻找问题答案的形式,让学生从整体感知文本内容。)

2. Intensive reading

1T lets Ss listen to the whole text again, then fill in the blanks.

Name

usually

sometimes

often

watch TV

visit my grandparents

 

go shopping

 

 

 

 

go hiking

play football

 

 

 

设计意图:第二遍阅读培养学生抓住细节、处理信息的能力,通过精读课文,利用填写表格的形式,来检测学生对文章的理解程度,进一步巩固频率副词的运用。 在阅读过程中,教授重点,并指导学生加以勾画。)

 

2T lets Ss listen to the whole text again. Help Ss understand the following sentences:

The weather report says it’s going to rain tomorrow.

(Pay attention to its pronunciation: says)

I can’t go hiking, either.

I can’t go hiking, either.

 

 

 

 

 

 


Compare sentences like this:

I usually do homework on the weekend. You usually do homework, too.

I don’t watch TV on the weekend. You don’t watch TV on the weekend, either.

Explain the grammar about the words: too/either

设计意图:通过形象的图片和句型的对比,理解、运用教学难点。)

    3. Imitation

  Listen to the tape and repeat it. Pay attention to the pronunciation.

Read it in roles.

设计意图:通过大声朗读课文,校正学生语音语调,增强学生的语感。)

III. Post-reading

   1. Let’s play

Talk about the topic in groups. Let Ss answer the question first and pass it on one by one in the group, using the knowledge which we have learned.

 

 

 

 

 

 

 


(设计意图:培养学生在语境中灵活运用所学知识。)

2. Read the dialogue and tick or cross.

Let Ss read a short dialogue and tick or cross.

 

 

 

 

 

 

 

 

1. Dog usually climbs mountains this weekend.           ( × )

2. It’s going to rain this weekend.                      ( × )

3. Monkey usually plays the piano.                     ( )

4. Zip’s mother bought some new story-books for him.     ( )

 

(设计意图:高年级段的阅读课可以在学生阅读文本后,再找一篇容量相当的材料进行拓展性阅读,培养学生语言运用的能力。既增强了趣味性,又使学生拓展了视野。)

 

IV. Homework:

1. Listen to the tape and repeat the text.

2. Make a survey with your friends about weekend schedule.

设计意图:课堂活动的延伸,将所学语言运用到真实的情景中。)

 

   六、板书设计

Unit1 This Is My Day

What do you do on the weekend?

     Usually I watch TV and go shopping.

    Sometimes I visit my grandparents.

         I often play football.

           Sometimes I go shopping.

 

   七、教学反思:

本课是五年级下册Unit1 This is my day 中第六课时 Read and Write 部分。本节课的教学目标是1. 能够听、说、读、写本课四会句子:What do you do on the weekend? Usually I watch TV and go shopping. Sometimes I visit my grandparents. I often play football. Sometimes I go hiking. 2.能够理解Read and Write 部分课文内容,并能找出Zoom Zip 周末做什么活动。本节课是一节阅读课。教学重点和难点是让学生读懂对话,并会书写四会句子。

通过前几课学习,学生已具有一定的口头表达能力。对于本单元主题并不陌生。在本节课中,我依然将听、说、读、写这四方面技能贯穿于教学之中,设置一系列任务,让学生突破读和写的技能。

在热身环节,我先让学生欣赏一首欢快的English song, 让学生从紧张气氛中尽快进入学习状态。然后,利用 chant free talk 环节,复习已学旧知识,为学习新知识做铺垫。在呈现新授环节,我采用情景教学和任务型教学相结合,巧妙地设置问题,让学生带着问题阅读全文,从大体上理解内容,提高学生阅读能力。在操练环节,通过创设真实环境,让学生完成任务,从而达到巩固和应用知识的效果。

但本课还存在很多不足:

1.在巩固和运用知识方面,应多给学生机会,设置不同练习形式,由易到难,层层深入地渗透所学内容。最好能给时间让学生根据自己的实际情况,仿写一篇小短文或小对话,并加以展示。

    2. 针对句子 I can’t go hiking, either.此处教学设计环节衔接不够自然,练习形式较少。

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