Unit 5 Ann is taller than Mocky 教学设计
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| 名称 | Unit 5 Ann is taller than Mocky 教学设计 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2023-05-15 20:29:19 | ||
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Unit 5 Ann is taller than Mocky 教学设计
教学目标
经过本课学习,学生能够
1.读懂故事的对话和叙述部分,与他人合作分角色朗读故事,尝试复述故事。
2.初步运用询问“身高与体重”的句型How tall ... How much ... weigh 及其答语与他人谈论相关信息,并进行简单的比较。
3.体会故事中的趣味环节,形成关爱他人珍视友谊的积极情感。
学情分析
本课时的授课对象为我校五年级一个班的学生,目前他们已经具备了一定的英语语言基础和良好的语言学习习惯。教师连续三年担任本班的英语教学工作,班中已经形成了积极、平等的英语交流氛围。学生敢于并乐于用英语与他人进行交流、表达个人观点、积极参与各项英语课堂活动。同时,他们早已熟悉并喜欢以故事的方式学习英语,擅于借助丰富的语言、表情及肢体动作讲故事,更乐于与同伴合作配合用英语做事情。但是,学生在理解故事情节和感悟语言知识方面仍然存在差异,特别是在初次接触某一故事文本或语言现象时学生的接受程度和理解水平会产生很大的不同。
重点难点
1. 教学重点
1)理解故事对话和叙述部分。
2)学生能够初步运用询问和说明身高、体重的表达法。
2. 教学难点
运用询问身高、体重的句型,并进行简单比较。
教学过程
【导入】Pre－story营造课堂氛围，激活已有经验
Warm up and Lead in
借助媒体渗透语言
T:Do you know him What do you think of him He’s not only very tall. He is the tallest man in the world right now. How tall is he Can you make a guess
He is 251 centimeters tall.
Let’s watch a short video. It’s about the shortest man and the tallest man.
What do you think of her Pauline is the heaviest woman in the world right now. How heavy is she Can you guess
T: We talked about the tallest man, the shortest man even the heaviest lady. Can you make a guess what will be our story about today
About comparing heights or weights. (板书)
【环节设计意图】
借助关于身高、体重的图片、视频,明确主题,激发学生学习故事的意愿。有意识地运用本课时关键语言进行此部分的交流,加强对后续语言学习的亲近感,降低难度。
【讲授】While story 精选文本内容，打造个性化学习平台
Language Input
1. 深挖图片,了解故事背景
What information can you get from this picture
Where are they They are in a town center. There are many shops in it.
【环节设计意图】
精选文本信息,挖掘主题图的非文本信息,提升学生的阅读策略,了解故事发生的整体背景,如:时间、地点、人物等。
2.启思置疑,推进故事学习
1)Observe the pictures and get general ideas about checking height
What did they do first Ann measured Mocky first.
Then Ken measured Ann, at last Ann measured Ken. So what do you want to know from this part
You want to know their height, how tall is he or she. How did they compare their height
【环节设计意图】
依据故事脉络进行测量身高部分的学习。学生结合自己已有经验,提出对此部分故事内容的期待及问题,教师因势利导,辅助学生理解故事语言,梳理文本结构。
2)Read and find out
So with all your questions, would you please read Picture 2, 3 ,4. Share your ideas in pairs.
How tall is Mocky He is 85 cm. (请学生写板书) Ken checked Mocky’s height, how did Mocky ask for his height How tall am I
How did Ken tell him the height You are 85 cm tall.
So how tall is Ann She is 135 cm tall.
How tall is Ken He is 147 cm tall.
So from the numbers can you compare their height
Talk in pairs. Ann is taller than Mocky. Ken is taller than Ann. Ken is the tallest. Mocky is the shortest.(学生一边说一边放板书)
【环节设计意图】
学生带着自己的问题阅读故事,自主找出人物的身高数据,交流中自然地完成关于身高问答句式的学习。在师生交流中,学生能够自主说出人物身高的比较,并将人物图片放在相应句式中,此过程学生主动地生成,也是检测学生理解的过程。
3)Read the story of checking height part in roles and measure the height in class
How about read this part in roles. In a group of three, with emotion and action.
Which group wants to show
How about you, do you want to check your height I will measure you.
Great! We had a lot of fun!
【环节设计意图】
基于测量身高部分故事学习后的角色朗读表演,学生在生生、师生间的真实互动交流中,体验语言在情境中的实际应用,激发学习兴趣。同时是阶段性学习反馈。
3. 自主研读,深化故事理解
1)Observe the pictures and get general ideas about checking weight
What will happen next
Ken weighed first. Ann weighed Ken.
2)Read and find out
What do you want to know from this part
So let’s find out the answer.
How much does Ken weigh He weighed 33 kilograms. (板书)
So when you want to ask for your weight, you can say how much do I weigh
If you helped somebody to check the weight, you tell him/ her with You weigh…kilograms. (板书)
In the story, how much does Ann weigh with Mocky’s foot It’s 35 kg. It’s not the real weight. Why Mocky put his foot on the scales.
【环节设计意图】
此部分围绕体重的测量,通过上一环节学生构建了阅读理解的基本思路,因此本环节请学生通过自主阅读,以合作的形式完成任务,给予学生独立思考探究的空间,引发学生对故事关键冲突的关注。从学生反馈引发对故事冲突答案的关注,顺势借助文字叙述与对话部分的信息差,通过快速阅读,学生自主找出答案,完成故事高潮及所有信息的学习。
3)Enjoy a short video about Mocky and share opinions about Mocky
What a friend we have! What do you think of Mocky Please think about it. Let’s watch a short movie. Sometimes…
So what do you think of Mocky in today’s story
【环节设计意图】
观看Mocky在以往故事中的视频片段,引发学生对此故事中Mocky表现的评价,创造积极的情感体验。
Language Intake
4. 整体回顾,内化故事语言
It’s time for us to read the whole story. Who is the shortest Why
【环节设计意图】
教师通过技术手段将对话部分及文字叙述部分的文本信息进行提炼、融合对应,向学生完整呈现。学生通过跟读操练语言,通过简单的问题留白引发思考,主动说出部分故事关键信息语言。通过新的形式激发学生操练语言的兴趣。
5.师生互动,梳理故事脉络
Let’s tell the story together! (师生共同讲故事)
One day, Mocky and his friends went to a town center. They wanted to check their height and weight. First, they checked their height. Ann is taller than Mocky. Ken is taller than Ann. Ken is the tallest. Mocky is the shortest. Then, they checked the weight. Ann is shorter but heavier than Ken. Why Mocky put his foot on the scales. He’s really naughty.
Is it easy to tell the story
【环节设计意图】
在机械操练后,教师依据板书,以师生共建的方式讲故事,学生在积极思考中对故事的脉络产生整体概念,同时是对后续语言产出做准备。
【活动】Post story
Language Output
1. 自由选择,合作表演
A. Read and Act
1. Find your friends.
2. Choose your favorite part to read and act (Part one Picture 12345 Checking height & Part Two Picture 6789 Checking weight)
B. Tell and Act
Tell the story with the information on the blackboard.
【环节设计意图】
学生依据自己的语言实力及兴趣自由选择展示故事方式,学生得到更大的自主发挥空间,在合作中积极发展语言,锻炼思维能力。
2. 自主续编,个性表达
What will the story happen next Think and share your ideas in pairs.
I really appreciate your all your new ideas. That’s great!
The homework today is to give a new ending to the story. Next class we will share.
【环节设计意图】
学生基于自己对故事后续可能发生的联想及预测,进行同伴间、师生间的交流,在宽松的思维表达氛围中积极地运用语言。
3. 欣赏图片,开阔视野
By the end of class, I would share some amazing things. Do you want to enjoy
What I want to share, it’s a book. It’s the Guinness World Records this year. First, let’s talk about some crazy animals. Why are these animals so crazy What makes them very different This cat is huge, that cat is tinny. This dog is very tall, it’s as tall as the woman. It’s the tallest dog in the world…
【环节设计意图】
学生观看最新吉尼斯世界纪录图片,视觉和语言上的调动,引发师生交流,进一步激发学生的兴趣及表达欲望。此环节是对课堂氛围的调剂,同时是对下一课时词汇教学的预热。
教学目标
经过本课学习,学生能够
1.读懂故事的对话和叙述部分,与他人合作分角色朗读故事,尝试复述故事。
2.初步运用询问“身高与体重”的句型How tall ... How much ... weigh 及其答语与他人谈论相关信息,并进行简单的比较。
3.体会故事中的趣味环节,形成关爱他人珍视友谊的积极情感。
学情分析
本课时的授课对象为我校五年级一个班的学生,目前他们已经具备了一定的英语语言基础和良好的语言学习习惯。教师连续三年担任本班的英语教学工作,班中已经形成了积极、平等的英语交流氛围。学生敢于并乐于用英语与他人进行交流、表达个人观点、积极参与各项英语课堂活动。同时,他们早已熟悉并喜欢以故事的方式学习英语,擅于借助丰富的语言、表情及肢体动作讲故事,更乐于与同伴合作配合用英语做事情。但是,学生在理解故事情节和感悟语言知识方面仍然存在差异,特别是在初次接触某一故事文本或语言现象时学生的接受程度和理解水平会产生很大的不同。
重点难点
1. 教学重点
1)理解故事对话和叙述部分。
2)学生能够初步运用询问和说明身高、体重的表达法。
2. 教学难点
运用询问身高、体重的句型,并进行简单比较。
教学过程
【导入】Pre－story营造课堂氛围，激活已有经验
Warm up and Lead in
借助媒体渗透语言
T:Do you know him What do you think of him He’s not only very tall. He is the tallest man in the world right now. How tall is he Can you make a guess
He is 251 centimeters tall.
Let’s watch a short video. It’s about the shortest man and the tallest man.
What do you think of her Pauline is the heaviest woman in the world right now. How heavy is she Can you guess
T: We talked about the tallest man, the shortest man even the heaviest lady. Can you make a guess what will be our story about today
About comparing heights or weights. (板书)
【环节设计意图】
借助关于身高、体重的图片、视频,明确主题,激发学生学习故事的意愿。有意识地运用本课时关键语言进行此部分的交流,加强对后续语言学习的亲近感,降低难度。
【讲授】While story 精选文本内容，打造个性化学习平台
Language Input
1. 深挖图片,了解故事背景
What information can you get from this picture
Where are they They are in a town center. There are many shops in it.
【环节设计意图】
精选文本信息,挖掘主题图的非文本信息,提升学生的阅读策略,了解故事发生的整体背景,如:时间、地点、人物等。
2.启思置疑,推进故事学习
1)Observe the pictures and get general ideas about checking height
What did they do first Ann measured Mocky first.
Then Ken measured Ann, at last Ann measured Ken. So what do you want to know from this part
You want to know their height, how tall is he or she. How did they compare their height
【环节设计意图】
依据故事脉络进行测量身高部分的学习。学生结合自己已有经验,提出对此部分故事内容的期待及问题,教师因势利导,辅助学生理解故事语言,梳理文本结构。
2)Read and find out
So with all your questions, would you please read Picture 2, 3 ,4. Share your ideas in pairs.
How tall is Mocky He is 85 cm. (请学生写板书) Ken checked Mocky’s height, how did Mocky ask for his height How tall am I
How did Ken tell him the height You are 85 cm tall.
So how tall is Ann She is 135 cm tall.
How tall is Ken He is 147 cm tall.
So from the numbers can you compare their height
Talk in pairs. Ann is taller than Mocky. Ken is taller than Ann. Ken is the tallest. Mocky is the shortest.(学生一边说一边放板书)
【环节设计意图】
学生带着自己的问题阅读故事,自主找出人物的身高数据,交流中自然地完成关于身高问答句式的学习。在师生交流中,学生能够自主说出人物身高的比较,并将人物图片放在相应句式中,此过程学生主动地生成,也是检测学生理解的过程。
3)Read the story of checking height part in roles and measure the height in class
How about read this part in roles. In a group of three, with emotion and action.
Which group wants to show
How about you, do you want to check your height I will measure you.
Great! We had a lot of fun!
【环节设计意图】
基于测量身高部分故事学习后的角色朗读表演,学生在生生、师生间的真实互动交流中,体验语言在情境中的实际应用,激发学习兴趣。同时是阶段性学习反馈。
3. 自主研读,深化故事理解
1)Observe the pictures and get general ideas about checking weight
What will happen next
Ken weighed first. Ann weighed Ken.
2)Read and find out
What do you want to know from this part
So let’s find out the answer.
How much does Ken weigh He weighed 33 kilograms. (板书)
So when you want to ask for your weight, you can say how much do I weigh
If you helped somebody to check the weight, you tell him/ her with You weigh…kilograms. (板书)
In the story, how much does Ann weigh with Mocky’s foot It’s 35 kg. It’s not the real weight. Why Mocky put his foot on the scales.
【环节设计意图】
此部分围绕体重的测量,通过上一环节学生构建了阅读理解的基本思路,因此本环节请学生通过自主阅读,以合作的形式完成任务,给予学生独立思考探究的空间,引发学生对故事关键冲突的关注。从学生反馈引发对故事冲突答案的关注,顺势借助文字叙述与对话部分的信息差,通过快速阅读,学生自主找出答案,完成故事高潮及所有信息的学习。
3)Enjoy a short video about Mocky and share opinions about Mocky
What a friend we have! What do you think of Mocky Please think about it. Let’s watch a short movie. Sometimes…
So what do you think of Mocky in today’s story
【环节设计意图】
观看Mocky在以往故事中的视频片段,引发学生对此故事中Mocky表现的评价,创造积极的情感体验。
Language Intake
4. 整体回顾,内化故事语言
It’s time for us to read the whole story. Who is the shortest Why
【环节设计意图】
教师通过技术手段将对话部分及文字叙述部分的文本信息进行提炼、融合对应,向学生完整呈现。学生通过跟读操练语言,通过简单的问题留白引发思考,主动说出部分故事关键信息语言。通过新的形式激发学生操练语言的兴趣。
5.师生互动,梳理故事脉络
Let’s tell the story together! (师生共同讲故事)
One day, Mocky and his friends went to a town center. They wanted to check their height and weight. First, they checked their height. Ann is taller than Mocky. Ken is taller than Ann. Ken is the tallest. Mocky is the shortest. Then, they checked the weight. Ann is shorter but heavier than Ken. Why Mocky put his foot on the scales. He’s really naughty.
Is it easy to tell the story
【环节设计意图】
在机械操练后,教师依据板书,以师生共建的方式讲故事,学生在积极思考中对故事的脉络产生整体概念,同时是对后续语言产出做准备。
【活动】Post story
Language Output
1. 自由选择,合作表演
A. Read and Act
1. Find your friends.
2. Choose your favorite part to read and act (Part one Picture 12345 Checking height & Part Two Picture 6789 Checking weight)
B. Tell and Act
Tell the story with the information on the blackboard.
【环节设计意图】
学生依据自己的语言实力及兴趣自由选择展示故事方式,学生得到更大的自主发挥空间,在合作中积极发展语言,锻炼思维能力。
2. 自主续编,个性表达
What will the story happen next Think and share your ideas in pairs.
I really appreciate your all your new ideas. That’s great!
The homework today is to give a new ending to the story. Next class we will share.
【环节设计意图】
学生基于自己对故事后续可能发生的联想及预测,进行同伴间、师生间的交流,在宽松的思维表达氛围中积极地运用语言。
3. 欣赏图片,开阔视野
By the end of class, I would share some amazing things. Do you want to enjoy
What I want to share, it’s a book. It’s the Guinness World Records this year. First, let’s talk about some crazy animals. Why are these animals so crazy What makes them very different This cat is huge, that cat is tinny. This dog is very tall, it’s as tall as the woman. It’s the tallest dog in the world…
【环节设计意图】
学生观看最新吉尼斯世界纪录图片,视觉和语言上的调动,引发师生交流,进一步激发学生的兴趣及表达欲望。此环节是对课堂氛围的调剂,同时是对下一课时词汇教学的预热。