Unit 5 Lesson 3 He goes to school by school bus.教案（含教学反思）

教学设计Unit 5 Country Life Lesson 3 He goes to school by school bus.
教材分析
我执教的是鲁科版五四学制小学英语五年级下册 Unit 5 Lesson 3 He goes to school by school bus.一课。本课是一篇阅读课，主要训练提高学生阅读理解短文的能力。本单元的单元主题是 country life。本课介绍了 Guo Liang 的生活和学习情况，他乘校车去上学，有时他的科学课在田地里上，放学后帮父母喂养奶牛，周末他也经常去果园帮父母摘水果等。这些不同于城市的生活，对于生活在城市的孩子来说比较新奇，他们很乐意了解乡村，有学习的主动性和积极性。本课的语言功能是询问和回答 Guo Liang 放学后和周末经常做的事情，并能够在图片的帮助下阅读并理解文本，提高理解能力。本课主要是让学生听懂、会说、认读单词和短语“grade, field , cow , orchard , pick ,cherry ”等，并能够结合句型灵活运用。教学重点是能听懂、会说并认读句子 “What does he /she often do after school/ at the weekend ” “He / She often ...after school /at the weekend.”。教学难点是单词 field,orchard 的发音以及在真实情境中灵活地运用所学知识进行语言交际。在语法知识方面，本课通过动词的第三人称单数变化形式让学生感受、体会三单的含义和用法，并培养学生热爱自然，热爱生活，乐于与他人交流的品质
Teaching aims and demands:
1. To understand、 say、 read and write the words :cow
2. To understand、say and read the words: grade, field, orchard, pick, cherry
3. To understand、say and read the sentences:
He goes to school by school bus. After school he often helps his parents feed the cows. At the weekend, he usually goes to his father’s orchard.
4. Talk about Guo Liang’s country life.
Teaching difficulties:
1. The pronunciation of field and orchard.
2. Enable students to read and say the long sentences.
Teaching aids:
Multimedia, tape, recorder, book, writing papers
Teaching procedures:
Step 1. Warming- up
1.Greetings
2.About me. Students ask teacher some questions.
For example: Who are you
How do you go to work
What do you often do after work
What do you usually do at the weekend
What’s your hobby
Step 2. Presentation
1. About him Show the picture of Guo Liang and let students ask questions about him.
S1: Who is he
S2: Where does he live
S3: How does he go to school
S4: What does he often do after school
S5: What does he usually do at the weekend
Write on the blackboard: Who Where How What
2. Fast reading
Read the text quickly and silently, then answer the questions.
1. Who is he 2. Where does he live Check the answers:
1. He’s Guo Liang. He’s in Grade Four.
2. He lives in the country.
Teach: grade
3. Skimming
Read the text as quickly as you can and find the answer.
How does Guo Liang go to school
Check the answer:
He goes to school by school bus.
4. Let’s read
Show picture 1 and read the first part.
5. Let’s guess Show picture 2 and let students guess:
What are they doing
Where are they
Check and teach: Sometimes he has science classes in the field. Teach: field
6. Careful reading
Read the text carefully and slowly again. Then underline the answers. 1. What does Guo Liang often do after school
2. What does he usually do at the weekend
Check the answers:
1. He often helps his parents feed the cows.
2. He usually goes to his father’s orchard.
Teach: orchard
7. Let’s fill
After school he often helps his parents ___________. At the weekend, he usually goes to his father’s ______. His father has many fruit trees there. Guo Liang often helps him ________. Look! He is _____________. How happy he is!
Step 3: Practice
1. Read after the E-pen.
2. Read by yourself again, find your questions that you don’t understand. Then discuss in your group.
3. Let’s think:
What do you want to remind your classmates
Guide students to pay attention to the third person singular form of the verbs
4. Retell the text according to the pictures.
Step 4: Production
Time for writing
Choose a friend and write about him/her._______ is my friend. He/She lives in ______. He/She goes to school _________. After school he/she often ____________.At the weekend, he/she usually ________.He/She loves his/her life!
Home work:
1. Listen and repeat. Retell the text by yourselves.
2. Write your own life after class.
在最后的拓展提高阶段，我让学生在学会句型的基础上，调查同学的城市生活并写下来。
Writing time活动要求：
1. 四人一组，选择其中一位同学，写写他 / 她的生活。
2. 向他 / 她了解一下他 / 她的生活，你可以问以下问题：
Where do you live
How do you go to school
What do you often do after school
What do you usually do at the weekend
Do you love your life
你可能会用到的词组：
plays football plays basketball plays the piano reads a book does homework does housework goes shopping plays computer games draws pictures
教后反思
我执教的是鲁科版五四制小学英语五年级下册的 Unit 5 Country Life Lesson 3 He goes to school by school bus.这是一节阅读课，是本单元的第 3 课时。本课以 Country Life 为话题，设计了形式多样的活动对学生进行听、说、读、写等知识与技能方面的训练，以此来培养学生的综合语言运用能力和学生的思维和合作等各方面的能力的培养，培养了学生的人文素养。五年级的学生已经具备了一定的语言基础。他们已经初步养成了一定的英语听、说、读、写等方面的习惯。他们好奇心强，能较好地进行分析综合等逻辑思维活动，思维独立性有所表露，活动的坚持性较有显著的发展。英语学习有了一定的基础，对以往的知识可以进行进一步的拓展和延伸，对英语的兴趣也还在进一步培养的阶段。因此，课堂的各个环节，包括新授和操练，都必须符合五年级学生的特点。本课我设计了如 Brainstorming；Watch and answer；Think and say; Writting Time等活动。我从以下三方面谈谈我的体会：
一、“导、学、议、练”课堂教学模式的构建方面：在“导”（Presentation）这一教学实践中，充分运用情景图启发学生思维，促进语言表达。文本中的情景图为我们提供了大量的信息，既激发学生的学习兴趣，同时更有助于学生理解文本。让学生带着问题看视频回答，从而进入文本，让学生整体感知语言，导入本课内容比较自然、简洁、高效。在“学”（Practice）这一环节，通过师生、同桌交流，听录音跟读，操练新知，关注全体学生，为学生进行自主性学习搭建平台；“议”(Consolidation)这一环节是学生探究性学习和合作性学习的具体表现。通过读课文，回答问题；听音、对课文内容进行总结、填空等形式，激发了学生的学习热情。 “练”（Production）是对学生学习效果的检验。围绕“听说读写”四种能力的提高，开展了训练活动，让学生六人一组进行故事的讨论。
二、课堂教学有效性方面：新课程强调培养学生英语听说读写技能，让学生积极参与教学，重视学生个性发展，充分体现学生的主体地位。我在整堂课上，利用多种方式调动学生的积极性，强调学生的自主学习，运用小组合作互动，激发学生的主体参与意识。小组合作学习适应学生的心理特征，也体现了师生交往的互动过程，有利于师生互教互学，彼此形成一个真正的“学习共同体”。在课堂教学中，我把学生分成小组，灵活运用小组教学，在小组内形成一定的语言交际环境，诱导学生敢于说，最终使学生善于说。在分组合作学习的过程中，我在各小组间巡回指导，引导学生采用正确、有效地合作方法，以合作促进学习，及时给予点拨、鼓励和帮助，从而提高合作学习的效果。随文渗透阅读策略，学以致用文本学习过程中，我引导学生对文本进行自读、略读、精读、谈话交流等不同活动，渗透了多种阅读策略。而在拓展阅读中，学生们都很巧妙的运用了这些方法和策略，提高了阅读能力。
三、在师生评价方面：积极评价，让学生不断体验成功评价的目的是激励学生学习，帮助学生有效调控自己的学习过程，使学生获得成就感。在教学中，我能够以学生的综合语言运用能力为出发点，根据学生的年龄特征采取适当的评价方式，体现学生在评价中的主体地位，满足学生的成功需要，注意评价方法的多样性和灵活性。通过 Very good! Great！Super! Wonderful! Is she right 的方式对学生进行评价。通过一节课的学习，我感觉学生对于本课的重点内容能够掌握的非常扎实，能够灵活运用所学句型和他人交流，达到了我们英语教学的目的。在以后的教学中，我会继续加强与学生之间的交流，多进行生生评价，设计丰富多彩的活动，让每一位学生都学有所得，学有所获。本节课的不足之处是评价方式有点单一，对不同层次学生的学习需求还需再进一步关注，力求在今后的教学活动中不断改进。