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Where is the science museum?
Where is the science museum?
作者:武丹    备课共享来源:本站原创    点击数:    更新时间:2013-11-11             ★★★   【字体:

教学设计 

一、            教学内容分析:

本课时为人教版六年级英语上册Unit 2 Where is the science museum?的第六课时,继续谈论指路的话题,选取的场景是Sarah过生日,邀请同学Amy 参加生日宴会,告诉Amy如何来她家的路线问题。教材的情景设计具有生活化和真实性,学生们能在实际的生活中遇到这种场景。此外,6年级的学生大部分在12~13岁左右,短文中的Sarah也是过12岁生日,正好与6年级的学生年龄吻合,所以有助于理解文本内容。

二、            学情分析:

六年级的学生年龄大约在12~13岁之间,与短文中的人物年龄相仿,拥有着类似的兴趣爱好,本课时学习制作邀请卡(Invitation card)学生们一定会很感兴趣。此外,6年级的学生有相当的英语基础,短文中出现的单词和句型大部分都不是生词,所以谈论本课时的话题已经良好的语言和心里基础,理解起来也不会太困难。

三、            教学目标

语言技能目标:

1.80%的学生理解并会读Let’s read部分,并能独立完成选词填空练习。 

2.70% 学生能够运用语言知识准确描述目标物的方位。

3.60%的学生能用在正确获取语篇信息的基础上,进行有意义的仿写,制作邀请卡。

语言知识目标:

1. 90%的学生能够在老师的帮助下理解文本大意。

2.80%的学生能够用正确的语音、语调朗读短文。

3.70%的学生能听说认读句子:Start from the bus stop in front of our school. Take the No.17 bus. Get off at the post office. Walk east …Find the white building on the left. Look for me near the school.

情感态度目标

1.学会与同学积极交流,团结友爱、发展友谊、分享传递快乐。

2.培养学生开放乐观的性格,锻炼学生交际能力。

学习策略目标:

1.课堂教学设计基于学生的学习优势和学习风格,采用观察、交流、聆听、书写并用的学习方式。

2.突出自主学习的学习策略,让学生在小组合作中既独立思考又合作共赢。

文化意识目标:

1.了解西方国家的孩子从小就形成了独立开放的性格特点

2.了解西方人开派对的文化意识。

四、教学重点和难点

教学重点:能够理解语篇大意,完成课后的习题,并进行正确朗读。

教学难点:听说认读Start from the bus stop in front of our school. Take the No.17 bus. Get off at the post office. Walk east …Find the white building on the left. Look for me near the school.

 

五、教学过程

Procedures

Teacher’s  Activities

Learner’s  Activities

Purposes

Warm-up

1. Greetings.

T: How old are you?

T: You are one year older than her.

T: When is your birthday?

T: Wow, today is your birthday. Happy birthday to you.

Let’s sing a song to him ,ok?

T: Happy birthday to you …

2. T: Are you happy, boy?

   T: Let’s see the picture.

1.       S: I am 11 years old.

S: I am 12 years old.

S: My birthday is on October 9th.

Ss sing the song for him.

2. S: Yes.

Pair work复习上节课的语言点为本课做语言铺垫。同时练习学生的空间思维能力。

Pre- reading

Who is that girl?

()

Is she happy? Why?

It’s her birthday party.

Where is it

Who is she?

 

1. S: She is Sarah.

  S: Yes, she is. Because it’s her birthday.

  SAt home.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2 .She is Amy.

针对较多的视觉优势学生,通过看图联想,解决背景问题:

Who, Where,

What.

Why

How

When

While-reading

T: Yes. Sarah invites Amy to her birthday party. But

how can Amy get to Sarah’s home?So she writes a letter to Amy.

Let’s read the letter. And finish the questions.

a. First reading

Read and choose.

1. When is Sarah’s birthday party?

A. Sunday

B. Saturday

C. Friday

2. How old is Sarah?

A. eleven

B.twelve

C. thirteen

   b. Detailed-reading.

1.Read the text silently and finish the route.

Teach the language points in detail.

2.Put the sentences in order.

( ) Get off at the post office.

( ) Find the white building on the left.

( ) Take the No.17 bus.

( ) Walk east for three minutes.

( ) Find me near the door.

( ) Start from the bus stop in front of our school.

  c. Third reading.

Finish the exercise in the book.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. (1) B

(2) B

6-3-1-4-2-5

 

 

 

 

 

 

 

 

 

 

 

 

1-3 CBA

 

 

通过设计有层次的题目引导学生逐步理解、内化文本内容,

采用三步阅读法,先整体后细节,培养学生整体阅读和细节阅读能力,提高处理信息的能力。

Post- reading

1. Listen and repeat. Find the points you don’t understand. Pay attention to the pronunciation and intonation.

2. Christmas day is coming. Amy invites Chenjie to the Christmas party at her home. She writes a letter to Chenjie.

Read the letter and choose the best answer.

3. T: The national day is coming. You want to invite your friends to your home to celebrate the National Day. First discuss with your partners: How to get to your home? Next Write an invitation card to your friend, and then show it to us.

Module:

Dear …,

Please come to my home at …on …Now let me tell you how to come:

1.      Start from…

2.      Take …

3.      Get off…

4.     

                   Yours ,

                   

1.      Listen, imitate and read by themselves. Find the points you don’t understand.

 

2.      Read the letter and choose the best answer

3.      Discuss the way to your home and write it down. Then show it.

 

Emotional education:

Enjoy the party and develop the friendship.

 

 

拓展部分让学生跟读,纠正发音。拓展阅读练习学生理解能力和应用能力。

然后根据实际情况设计操练的情景: 国庆节到了,邀请朋友到家里做客,发展友谊,增进感情。

Assignment

1. Listen and read the text.

2. Finish the invitation card, and decorate it after class.

 

Learn by using

DDesign of the blackboard

 

Unit2 Where is the science museum?

                  B Let’s read

              An Invitation Card

Dear …,

Please come to my home at …on …Now let me tell you how to come:

1.      Start from…

2.      Take …

3.      Get off…

4.     

                                      Yours ,

                                      

 

Brief and tidy.

Teaching reflection

 

本节课是6年级英语上册Unit2 Where is the science museum?6课时,这是一节高年级的阅读课,通过阅读生日邀请卡让学生获取到达Sarah家的信息,并能回答文本下面的问题。109号在我校微格教室上完课我发现本节教学设计有几个特点:

一、  处理文本既抓整体也抓细节

将文本前的图片截了几次呈现给学生,为了启发学生思考,通过层层递进的方式让学生自主的挖掘背景,后通过整体选项和单选题从全局和细节处处理文本,疏而不漏。然后打乱句子顺序让学生再次阅读文本,给句子排序。设计的教学环节层层递进,兼顾整体与细节之处。

二、创设真实语境供学生练习

创设情景我采用了从实际出发的情景创设原则,十一国庆节和圣诞节要到了,学生们有的出行,有的邀请朋友到家里做客,那么制作邀请函就是其中之一,这样就将课本的语言知识运用到了现实生活中,制作邀请函既有意义又体现郑重的礼貌的态度。

三、凸显生生互动互评

学生与学生讨论探究不理解的问题,先生生讨论,再师生讨论,

体现了小组合作的精神。然后各小组再组内互评,和组与组之间的互评,每一次的反思加改进,让每个成员在合作中进步。

四、存在的不足

虽然设计中体现了小组合作的学习策略,但是实际上课时小组讨论实施的并不理想,小组讨论无法真正的帮助学生学习,因为学生们不愿意张嘴说话,不愿意动脑筋思考,或许是问题太简单,讨论不起来,或者是问题太难,压根就没听懂老师的要求。本节课我尽量用英语来引导学生感悟,适时的加上道具,肢体语言等,但是学生反应还是很内敛,我了解孩子们能回答出来,也许是第一次在微格教室上课的缘故,大家讨论回答问题的声音和时间又小又短。

其次,我反思学生反应不理想还是因为老师语言引导不到位,下一步上课除了设计课程环节,一定要注意怎样用简单明了的语言引导学生理解,这是我感触最大的一点。

 

 

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