中小学教育资源及组卷应用平台
人教版（新起点）小学英语五年级下册
Unit1 Keeping Healthy Lesson3说课稿
Dear judges and teachers,
Good afternoon! My name is... from ... Primary School . It's my great honor to stand here and share with you the teaching design of Keeping Healthy Lesson3, Unit 1 of the Second English Volume of Grade 5.
In the following time, I will explain from the following seven aspects: guiding ideology and theoretical basis, textbook analysis, learning situation analysis, teaching objectives and teaching key and difficult points, teaching methods and learning methods, teaching process and teaching reflection.
一. Guiding ideology and theoretical basis
《英语课程标准》强调发挥核心素养的统领作用，以落实立德树人为根本任务，在英语课程学习时应以主题为引领，以深入开展语篇研读为依托，加强单元教学的整体性，秉持学思结合、用创为本的英语学习活动观组织和实施教学，引导学生乐学善学，在课程学习中坚持以评促学，以评促教，注重教－学－评一体化设计，推进信息技术与英语教学的深度融合。
English Curriculum Standards emphasizes the leading role of core qualities, takes the implementation of moral cultivation as the fundamental task, takes the theme as the guidance in English course learning, relies on in-depth discourse study, strengthens the integrity of unit teaching, adheres to the combination of learning and thinking, organizes and implements English learning activities view, and guides students to enjoy learning and be good at learning. Adhere to the evaluation to promote learning and evaluation to promote teaching in curriculum learning, pay attention to the integration of teaching-learning-evaluation design, and promote the deep integration of information technology and English teaching.
二. Analysis of textbook
This lesson is from Lesson 3, Unit 1, Volume 2 of Grade 5. The topic is keeping healthy. The topic category is the “life and learning”theme group content of “person and self”category in English Curriculum Standards.
The lesson type is reading and writing. From Grade 1 to Grade 6, the teaching aims of reading and writing are as follows. This lesson can be divided into three parts. The first part is about Worried and Linda’s letters. The second part is some questions based on the passages, and the third is the writing part.
三. Analysis of learning situation
Now I’d like to talk about my students. They are in Grade 5. They have learned English for several years, so they have a relatively good foundation of English. They are active and they are willing to work in groups and help each other.
In the first two lessons, they have learned the following sentence patterns and they are familiar with the following key words and phrases.
However, they still have difficulties in describing their own health questions. Their reading and writing abilities haven’t been fully trained yet.
四. Teaching objectives and Teaching key and difficult points
According to the above analysis and《English Curriculum Standards》, I set the following goals from four aspects: language ability, cultural awareness, quality of thinking and learning ability.
The teaching focus is to Make the students be able to read and answer letters asking and answering others' health questions, and grasp the key idea and information.Make the students be able to describe your problems about health,and give some advice based on others' health problems.
The writing task is the difficult point.
五. Teaching and Learning Methods:
To achieve my teaching aims, I adopted communication approach and Task-based language teaching. The whole class were divided into groups of 6. The group members had to cooperate with each other to finish different tasks.
六. Teaching process:
Now lets come to my teaching process. In this lesson,I used the teaching model of three sections and five links is adopted, which includes pre-learning before class, follow learning during class and inspection after class.
Step1: 【 Pre-study 】
Students pre-study the learning content and complete the pre-study list.
Step2: 【Follow the learning in class】
1. Situation import, pre-study question.情景导入，预学质疑。
The first step is warming up.First,lets play a game:What's missing Review the words and phrases you learned in the game.Next,welcome to our talk show：If we want to keep healthy,what should/shouldn’t we do And then, the group exchanged pre-study results and raised questions.
In this way, their previous knowledge was quickly reviewed. This step laid a solid foundation for the following steps.
2. Cooperative exploration to break through the key points.合作探究，突破重点。
we come to the second step,It consists of 4 activities.
1)The teacher introduces the letter from Worried, and the students listen and answer the question:Do you have the same problems？Then underlined the Worried’s plete task 1 in class.
2) Read Linda's reply, find out what Linda's suggestions are and underline. Finish Task 2 in class.
3) Share and read the answers to each other in groups.
In this part I said to my students:“Have you got the right answer Now lets read and have a check. ”In this way, students not only thought independently, but also worked in groups and helped each other.
4) Read aloud and share.
Activity 4 is reading. Students read the letters more carefully. Students listened to the tape again and read after it sentence by sentence. During this process, students not only checked their pronunciation and intonation but also understood better.
3. Study effectively and break through difficult points.
有效学习，突破难点。
In this part,I guided students to discuss and give suggestions on Part B Mary，and try to write it out in the form of letters, so as to form their own draft letters.And then ,let the students discuss "How to keep healthy in our life " This part practiced their writing skills and trained their creation ability.
4.Internalize what you have learned and show the results.
内化所学，成果展示。
In this step, the students shared their letters with each other. Each group elected a best letter. Then, we elected the mistakes and the best letters of the class to comment.Students should review and revise their own replies according to the comments.
In this way, students can deepen their understanding of the subject of the text. In this way, students were proud of themselves and they were encouraged a lot to work as a team.
5.Point and summarize, sort out the summary.
点拨归纳，梳理小结。
Based on the above steps, I let the students review the puzzles in the pre-study, and test whether the puzzles have been solved.Then they made a brief summary.
Step3: 【After class inspection】
In this part,students can complete my homework according to their own situation.
The following is my blackboard design.
Teaching reflection
Reflection allows us to teach better, and here is my reflection:
反思可以让我们更好地教学，以下是我对课堂学习成果的反思：
1.教学过程中的阅读任务可以更好地帮助学生理解书信信息，达到培养学生自主学习能力的目标，帮助学生养成健康生活的好习惯并树立健康的生活观念。
2.学生大量的课堂活动时间，通过开展多样的小组讨论、诵读等形式，把体验、感悟权还给学生。并借助教学流程的步步推进，在读、说、写的层进训练中一一落实教学目标，最终突破教学重点和难点。
3.注重教－学－评一体化实施的理念。学生对课堂的兴趣投入和课堂任务的适应和完成程度通过口头、肢体语言等反馈方式随时给予学生积极的评价。
4.本节课仍有不足之处，少数学生语言水平略有欠缺，还需在今后的课堂中发掘更多引导及激励学生的分层活动，帮助学生增强自信心，获得成就感。
(1)Reading tasks in the teaching process can better help students understand letters and information, achieve the goal of cultivating students' independent learning ability, help students develop good habits of healthy life and establish a healthy life concept.
(2) Students have a lot of time for classroom activities, and the right of experience and perception is returned to students through various forms of reading and group discussion. With the help of the step by step progress of the teaching process, the level training of reading, writing and speaking is carried out one by one to implement the teaching objectives, and finally break through the teaching key points and difficulties.
(3) Pay attention to the concept of integrated implementation of teaching-learning-evaluation. Students' interest in the classroom and the degree of adaptation and completion of classroom tasks should be evaluated positively by oral and body language feedback at any time.
(4) There are still some shortcomings in this class. A few students are slightly deficient in language proficiency. More hierarchical activities should be explored in future classes to guide and motivate students, so as to help them enhance self-confidence and gain a sense of accomplishment.
Thank you so much for listening!
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人教版（新起点）小学英语五年级下册
Unit1 Keeping Healthy Lesson3说课稿
尊敬的各位评委、老师：
很荣幸在这里和大家分享关于人教版（新起点）五年级英语下册第一单元Keeping Healthy Lesson3的教学设计。在接下来的时间我将从指导思想与理论依据、教材分析、学情分析、教学目标和教学重难点、教法与学法、教学过程和教学反思七个方面进行说明。
一、指导思想与理论依据
《英语课程标准》强调发挥核心素养的统领作用，以落实立德树人为根本任务，在英语课程学习时应以主题为引领，以深入开展语篇研读为依托，加强单元教学的整体性，秉持学思结合、用创为本的英语学习活动观组织和实施教学，引导学生乐学善学，在课程学习中坚持以评促学，以评促教，注重教－学－评一体化设计，推进信息技术与英语教学的深度融合。
教材分析
1.本课选自人教版（一起点）五年级下册第一单元第三课，话题是保持健康。话题范畴为《英语课程标准》中“人与自我”范畴“生活与学习”主题群内容。
2.人教版（一起点）整套教材以《英语课程标准》设定的英语课程总目标作为课程体系基础，将《英语课程标准》设定的分级目标作为设定各册能力发展目标的重要依据。五年级下册的教材在读和写两方面旨在培养学生借助图片，综合运用速读和细读的阅读策略读懂每单元第三课的小短文，并仿照范例或在问题的提示下，写出几句意义连贯的话，从而全面提高综合运用语言的能力。
3.第一单元话题为保持健康，重点句型为能够听懂、会说用来询问他人身体有何不适的功能句：Whats wrong？及其答语：I’ve got a... 以及提出意见或建议的功能句：You/We should/shouldn’t...
4.本课内容分为三部分：第一部分Let's read.为阅读训练，通过书信的形式介绍了Worried的身体状况和健康问题，以及Linda给出建议的回信。第二部分Ask and answer. 为口语训练，引导学生通过问答复习巩固句型运用。第三部分Let’s write.为写作训练，是学生给Mary写回信。
二、学情分析
1.小学五年级的学生经过四年多的英语学习，已经具备了一定的语言积累和知识储备，在阅读和写作方面掌握了一定的学习方法与策略。
2.他们在课堂上发言积极，富有想法，并乐于参加小组合作学习。
3.学生通过对Unit 1前两课的学习，在语境中已基本掌握go to bed,early,exercise,tired,headache等重点词汇和短语，能在较短的对话中使用should/shouldn’t结构交流关于保持健康的话题，并能根据提示把表达健康的句子补充完整。
4.由于单元整体安排，学生还未就单元主题进行较长语段的输入与输出，英语阅读与写作技能还未得到充分训练。
三、教学目标、教学重难点
基于对教材和学生的分析，我设置了以下教学目标：
语言能力目标：
1.能够读懂咨询和回答他人健康问题的信件，抓住大意和关键信息。
2.能够口头描述自己的健康状况，并根据他人的健康问题，给出合理的建议。
文化意识目标：
1.能够了解日常生活中一些保持健康的基本常识，并给出有困惑的咨询者一些保持健康的合理建议。
2.能够通过健康的生活习惯，辨别自己的生活习惯是否健康，树立健康的生活观念。
思维品质目标：
1.能够借助图片和其他阅读策略识别、提炼、概括语篇的关键信息、主要内容、主题意义和观点。
2.能提出自己的想法并条理清晰地表达观点。
3.能比较语篇中的人物、行为、事物或观点间的相似性和差异性，并作出正确的价值判断。
学习能力目标：
1.对英语学习保持浓厚的兴趣和自信心。
2.能够掌握多种学习策略并积极运用，努力提高学习效率，初步形成自主学习意识，养成良好的学习习惯。
3.能够在学习活动中与他人合作共同完成学习任务，并能认真思考，主动探究。
教学重点：
1.能够读懂咨询和回答他人健康问题的信件、抓住大意和关键信息。
2.能够口头描述自己的健康状况，并能根据他人的健康问题，给出合理的建议。
教学难点：
结合本课内容，能够根据提示或要求，以回信的方式给咨询者提出一些保持健康的合理建议。
教法与学法：
《新课程标准》要求教师在研读语篇时回答三个问题，即：语篇的主题和内容是什么（what）；语篇传递的意义是什么（why）；语篇具有什么样的问题特征、内容结构和语言特点（how）。因此，我主要采用了以下四种教学方法：
教法：
1.任务型教学法：整堂课围绕学习任务展开，任务之间既彼此独立又密不可分。学生在完成任务的过程中，既复习旧知又操练新知，从而达成各项学习目标。
2.交际教学法：师生之间、生生之间无时无处不体现着交际教学法。
3.直观教学法：利用多媒体的直观教学来辅助教学，提升教学效果。
学法：
《英语课程标准》指出，义务教育课程体现工具性和人文性的统一。秉持着“在体验中学习，在实践中运用、在迁移中创新”的指导精神，本节课学生将主要运用以下几种学习方法：
1.自主探究法：在自己的语言基础上进行积极主动地思考，从而达到养成自主学习的能力。
2.合作探究法：通过小组合作学习，小组成员在共同完成各项任务的过程中，交流讨论、互帮互助、共同进步。
3.归纳总结法：通过归纳总结，学生不仅可以将所学知识进行串联，还可以建构自己的知识框架，提高听、说、读、写语言综合运用能力；而且一定程度上体现了课程标准中所提到的“引导学生运用所学解决生活中的问题”，从而形成正确的态度和价值判断。
六、教学过程：
《英语课程标准》指出，在关注知识与技能的同时，更应关注知识技能的形成过程中学生的体验参与方法以及发展学生积极的情感态度。因此在本课的学习中将学生进行分组，采用了三段五环节的教学模式。
Step1：【课前预学】
学生按照要求对学习内容进行预学，并完成预学单的各项内容。
【设计意图：帮助学生在预习任务的指引下系统地完成自主预学，为课上学习做好准备。】
Step2：【课中循学】
1.情景导入，预学质疑。
1）Game Time:What’s missing
在游戏中复习本单元所学核心词汇和短语。
Free talk.
创设talk show场景自由会话，直观感受本课咨询健康问题的主题情景。
【设计意图：图片闪现激发旧知，为学习新知做铺垫；创设真实的语言情境，充分调动学生的积极性，促进语言实际运用能力，让他们敢于说并乐于参与教学，为新课的学习打下基础。】
Preview detection and questioning.
以小组为单位交流预学成果，并针对预学中的困惑质疑。
【设计意图：鼓励学生通过合作探究的方式完成预习检测，提高自主学习能力以及与同伴协作的能力。】
2.合作探究，突破重点。
1）教师介绍来自Worried的信，播放音频，学生听并问答问题。学生自主阅读Worried的来信，找出Worried有哪些问题并勾画出来，完成课中任务一。
【课中任务一】完成信件后的第一个练习。
2）学生阅读Linda的回信，找出Linda有哪些建议并勾画出来，完成课中任务二。
【学习任务二】完成信件后的第二个练习。
【设计意图：培养学生通过阅读抓住文段大意及关键信息的能力，提高学生的阅读能力。】
3）小组内核对答案并互相分享与朗读。
a.学生独立完成学习任务一和二，小组内进行交流与讨论，并相互核对答案。
b.学生代表分享答案，教师进行订正，全班一起朗读分享补充完整的6个句子。
【设计意图：教师在学生讨论时通过针对性、具体化、目标性的指导和评价，引导学生达成读懂与咨询健康问题有关的文段，抓住大意和关键信息的学习目标。】
4）朗读与分享。
a.听音频跟读课文。教师引导学生在听录音的过程中用红笔记录朗读符号并模仿。学生模仿朗读时，小组成员互相学习，以此互相帮助和纠正朗读中存在的问题。
b.组内学生结对，用角色扮演的方式再次朗读信件，并以小组为单位展示朗读成果。
【设计意图：通过不同层次的朗读训练，提高学生语言表达能力，角色扮演的方式可以很好地鼓励学生积极参与课堂活动，并与同伴协同合作。】
3.有效学习，突破难点。
1）教师引导学生就Part B Mary的问题，展开讨论给出建议并尝试用书信的方式写出来，初步形成自己的信件草稿。
2）根据生活实际延伸讨论“How to keep healthy in our life ”
【设计意图：本环节通过引导学生完成Part B的练习提高学生的口语表达能力，书信的写作提高了知识的应用能力，谈论如何保持健康，则是对语篇育人价值的挖掘。】
4.内化所学，成果展示。
1）学生以小组为单位，相互朗读分享给Mary的回信。
2）教师选取具有典型性错误的作品和优秀作品，进行以学生为主全班点评和欣赏。
3）学生根据点评，再次查看、修改自己的回信。
【设计意图：课堂上的实时练习有效帮助学生内化所学知识，加深对本课主题的理解，建构自己的知识框架，整合并掌握本课知识点。教师针对共性问题适时进行点拨，可以帮助学生有效突破学习难点。】
点拨归纳，梳理小结。
1）以小组为单位，回顾预学中的困惑，自测通过课上探究合作学习是否已经解答了疑惑。如仍有疑惑，可以求助其他组同学及老师帮助答疑解惑。
2）学生代表对本课所学内容进行回顾梳理，其他同学补充发言。
【设计意图：以学生为主的小结方式可以有效提高他们的自主学习能力，教师针对共性问题适时进行点拨，可以帮助学生有效突破学习重难点。】
Step3：【课后检学】
分层作业，异步达标。
必做作业：听录音，并大声模仿，直至流利朗读课文。
选做作业（二选一）：1.查阅资料，总结改善青少年存在的健康问题（如肥胖、龋齿、困倦等）的方法，并与同学们交流。
2.尝试使用课上所学知识和查找到的信息为家人制定健康计划。
【设计意图：作业设计面向全体同学，必做作业是对该年段学生的基础性要求。但同时尊重学生的个体差异，进行分层训练，以此激发学生的学习兴趣和拓宽学生已有知识的表达与运用空间。】
七、教学反思
反思可以让我们更好地教学，以下是我对课堂学习成果的反思：
1.教学过程中的阅读任务可以更好地帮助学生理解书信信息，达到培养学生自主学习能力的目标，帮助学生养成健康生活的好习惯并树立健康的生活观念。
2.学生大量的课堂活动时间，通过开展多样的小组讨论、诵读等形式，把体验、感悟权还给学生。并借助教学流程的步步推进，在读、说、写的层进训练中一一落实教学目标，最终突破教学重点和难点。
3.注重教－学－评一体化实施的理念。学生对课堂的兴趣投入和课堂任务的适应和完成程度通过口头、肢体语言等反馈方式随时给予学生积极地评价。
4.本节课仍有不足之处，少数学生语言水平略有欠缺，还需在今后的课堂中发掘更多引导及激励学生的分层活动，帮助学生增强自信心，获得成就感。
感谢您的聆听！
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