Unit 3 Seasons of a year Lesson 3 教案
文档属性
| 名称 | Unit 3 Seasons of a year Lesson 3 教案 |  | |
| 格式 | zip | ||
| 文件大小 | 121.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 重庆大学版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2018-01-30 18:11:40 | ||
图片预览
文档简介
Unit 3 Seasons of a year
Lesson 3 教案
授课材
料原教材
Spring is my favorites. season Lazy, make your house. Not now. I’ll do it tomorrow not now. I’ll do it tomorrow. Not now. I’ll do it tomorrow. Lazy, look for your food for winter. I’m cold and hungry. I’m dying. Help! Help! Where is Bird Lazy Spring comes: everything turns green. Bird Lazy flies to the woods. Where Lazy, catch insects. Swallows are making their houses.But Bird Lazy is just watching. Summer comes.Frogs are catching insects.But Bird Lazy sings and dance everyday. Autumn comes.Squirrels are carrying food home.But Bird Lazy sleeps everyday.
改编后教材
I’m cold and hungry. I’m dying. Help! Help! In summer. Frog is catching insects. But Lazy is singing and dancing. In autumn. Squirrel is carrying food home. But Lazy Bird is sleeping . In spring.The swallow is making the house.But Lazy Bird is watching. Where is lazy Where
一、整体设计思路、体现的理念依据新课标和小学英语卓越课堂五要素基本理念设计本课，体现以“学生为本、以学生为主体”的教学思想。充分考虑全体学生的发展需求，开展自学——小组互学——全班展学不同层次的学习，最大限度满足个体需求。关注学生英语语言能力循序渐进的发展特点，在故事教学中渗透阅读策略指导，提高学生自主学习能力。强调语言学习实践性，在学习过程中设计开放性问题，鼓励学生大胆参与、探究、合作、创新，促进学生的综合语言运用能力。课堂评价形式新颖，与教学内容巧妙联系，操作注意生评与师评相结合，激发学生学习兴趣。
二、教学背景教学内容分析：本课为重大版小学英语五年级下册三单元第三课中的故事教学课，旨在对本单元教学内容“Seasons of a Year”进行巩固和拓展延伸。根据本校学生水平对教材进行适当改编，在保证故事整体性和系统性基础上采用了倒序的授课方式，将图5故事结局开始先抛出，更好地激发学生的好奇心和求知欲，调动学生学习兴趣，同时让学生大胆对故事结局进行推理和创编，发展自主学习能力。学生情况分析：学生处在五年级下期，对于常用词汇和习惯用语有了一定的积累，学习故事的兴趣比较浓厚，想象力丰富，乐于展示，但学生水平参差不齐，部分学生羞于开口，造成小组成员对故事表演有一定的困难。同时大部分学生对故事学习的目标仅停留在听懂、会读和会演层面上，对于故事阅读策略、语言表达的系统性和逻辑性了解不够。本课将尝试对学生进行阅读教学策略指导，鼓励学生开放思维，大胆表达，创造性地改编故事。
三、教学目标
1. 语言能力：
①、学生能听、说、认读重点词汇：swallow，frog，squirrel，making the house，catching insects，carrying food home. ②、学生能听懂并合作表演故事。
2. 学习能力： ①、学生能快速浏览获取关键信息,并结合上下文合理推理。②、学生能借助关键词讲述故事。③、学生能合理想象创编故事。
3. 思维品质： 通过让学生想象What is the lazy bird doing now (懒鸟现在在做什么？)培养学生的发散性思维能力。并明白No pains，no gains.(没有付出，就没有收获)这个道理。
四、教学重、难点
1. 教学重点：学生学习重点词汇making the house，catching insects，carrying food home，理解故事大意。
2. 教学难点： 学生能借助板书提示讲述故事并能合理想象创编故事。
五、教学过程设计
Step1 Pre-reading 1.Greetings (设计意图:通过问候,拉近师生间的距离,营造英语课堂氛围。) 2.Sing a song:The sun is shining. (设计意图:通过歌曲，活跃气氛。) 3.分组并展示评比栏In this class，I’ll show you some animals.Swallow,squirrel,frog and bird.Look!Ok,You are birds group!and You are swallows group,You are frogs group,You are squirrels group. If you do well, you can get one point or more for your group. You should remember that No pains, no gains.Understand Ss: Yes. (设计意图:结合故事，将全班分成燕子组，松鼠组，青蛙组和鸟儿组,通过PK让学生明白没有付出就没有收获。） 4.Enjoy the pictures. I like .I can_________ .(设计意图:通过欣赏图片复习旧知，为故事学习做铺垫。）
Step2 While-reading
Lead-in Listen to the sound of the bird. T：Yeah , you can do so many things, but here is an animal , he did nothing, who is he let’s listen (bird,同时张贴图片在黑板上). Yes, it’s a bird .(看鸟的视频) He did nothing , so he is very very lazy，we call him lazy bird(贴lazy bird 的单词卡)。设计意图:用倒叙法激发学生对故事的兴趣。Let’s enjoy his story,and find out who is in the story (教师引导学生完成回答，并把那三个动物依次贴在黑板上，同时完成这3个单词swallow、frog。squirrel的教学.) 设计意图:借助完整的flash动画,让学生初步感知故事,更加引起学生对故事的兴趣。3.Read Picture 2,3,4.then underline what are they doing？小组合作阅读2.3.4图，找出燕子、青蛙、 松鼠所做的事下划线，相互交流图文意思Look at Picture 2 /Picture 3/ Picture 4 and then underline it. While reading you must find out the key words and underline it .OK come on！（教师巡视并指导）1）出示图片2并提问：T：What is the swallow doing S：making the house (找同学上回答) big hands 教学：making the house（播放建造房子的视频，aha，It’s very funny.What’s a funny cat!can you make a house 然后贴句子在黑板上并教读swallow is making the house，教读的时候模仿一个动作让大家练习，方便后面的游戏）2）分别出示图3和图4，用同样的方法完成故事大意。catching insects:做动作,重点教学catch,老师用throw the food的方式让学生catch the food,接到食物的同学读catch. carrying food home:老师肩扛食物,教学词组。3）The swallow is making the house /The frog is catching insects/ The squirrel is carrying food home, what is the lazy bird doing （默读课文）In spring, the swallow…, the lazy bird is watching . In summer, the frog is…, the lazy bird is singing and dancing.In autumn , the squirrel is…, the lazy bird is sleeping.设计意图:通过动作让学生动起来,生动形象的动作激趣,培养孩子学习英语的兴趣,活跃课堂氛围,为后面表演故事打下基础。4.Let’s chant 老师示范,给出节奏,师生按照节奏chant。What is he doing making、making What is he doing Watching、watching What is he doing catching、catching What is he doing Sleeping、sleeping What is he doing carrying、carrying What is he doing Singing、dancing 设计意图:通过chant引起学生的兴趣,并把本节课的重点词汇在chant中迅速掌握。6.Retell the story.(先指着板书,和同学一起复述) 出示幻灯片提示T：Can you retell the story , the key information is so important, and then retell. Work in groups , OK （小组合作学习复述）（请同学起来展示复述情况）设计意图:通过借助关键词或者图片的方式,教给孩子复述故事的方法。
Step3 post-reading
1、What’s the bird doing now 2、Change the ending of the story，then act it in the group. 改编故事结局并展示。设计意图:通过询问学生What’s the bird doing now 让学生展开发散性思维,让学生自由想象，这样就能充分尊重学生,体现“一切以学生为本,以学生的能力发展为本”的教学思想。3、小组点评T: Today, you did a very good job. And group x is the winner.No pains，no gains. Congratulations. Now, here is the homework.
4、Homework（家庭作业）1）Talk about the lazy bird to your friends 2）Change the ending of the story.
Lesson 3 教案
授课材
料原教材
Spring is my favorites. season Lazy, make your house. Not now. I’ll do it tomorrow not now. I’ll do it tomorrow. Not now. I’ll do it tomorrow. Lazy, look for your food for winter. I’m cold and hungry. I’m dying. Help! Help! Where is Bird Lazy Spring comes: everything turns green. Bird Lazy flies to the woods. Where Lazy, catch insects. Swallows are making their houses.But Bird Lazy is just watching. Summer comes.Frogs are catching insects.But Bird Lazy sings and dance everyday. Autumn comes.Squirrels are carrying food home.But Bird Lazy sleeps everyday.
改编后教材
I’m cold and hungry. I’m dying. Help! Help! In summer. Frog is catching insects. But Lazy is singing and dancing. In autumn. Squirrel is carrying food home. But Lazy Bird is sleeping . In spring.The swallow is making the house.But Lazy Bird is watching. Where is lazy Where
一、整体设计思路、体现的理念依据新课标和小学英语卓越课堂五要素基本理念设计本课，体现以“学生为本、以学生为主体”的教学思想。充分考虑全体学生的发展需求，开展自学——小组互学——全班展学不同层次的学习，最大限度满足个体需求。关注学生英语语言能力循序渐进的发展特点，在故事教学中渗透阅读策略指导，提高学生自主学习能力。强调语言学习实践性，在学习过程中设计开放性问题，鼓励学生大胆参与、探究、合作、创新，促进学生的综合语言运用能力。课堂评价形式新颖，与教学内容巧妙联系，操作注意生评与师评相结合，激发学生学习兴趣。
二、教学背景教学内容分析：本课为重大版小学英语五年级下册三单元第三课中的故事教学课，旨在对本单元教学内容“Seasons of a Year”进行巩固和拓展延伸。根据本校学生水平对教材进行适当改编，在保证故事整体性和系统性基础上采用了倒序的授课方式，将图5故事结局开始先抛出，更好地激发学生的好奇心和求知欲，调动学生学习兴趣，同时让学生大胆对故事结局进行推理和创编，发展自主学习能力。学生情况分析：学生处在五年级下期，对于常用词汇和习惯用语有了一定的积累，学习故事的兴趣比较浓厚，想象力丰富，乐于展示，但学生水平参差不齐，部分学生羞于开口，造成小组成员对故事表演有一定的困难。同时大部分学生对故事学习的目标仅停留在听懂、会读和会演层面上，对于故事阅读策略、语言表达的系统性和逻辑性了解不够。本课将尝试对学生进行阅读教学策略指导，鼓励学生开放思维，大胆表达，创造性地改编故事。
三、教学目标
1. 语言能力：
①、学生能听、说、认读重点词汇：swallow，frog，squirrel，making the house，catching insects，carrying food home. ②、学生能听懂并合作表演故事。
2. 学习能力： ①、学生能快速浏览获取关键信息,并结合上下文合理推理。②、学生能借助关键词讲述故事。③、学生能合理想象创编故事。
3. 思维品质： 通过让学生想象What is the lazy bird doing now (懒鸟现在在做什么？)培养学生的发散性思维能力。并明白No pains，no gains.(没有付出，就没有收获)这个道理。
四、教学重、难点
1. 教学重点：学生学习重点词汇making the house，catching insects，carrying food home，理解故事大意。
2. 教学难点： 学生能借助板书提示讲述故事并能合理想象创编故事。
五、教学过程设计
Step1 Pre-reading 1.Greetings (设计意图:通过问候,拉近师生间的距离,营造英语课堂氛围。) 2.Sing a song:The sun is shining. (设计意图:通过歌曲，活跃气氛。) 3.分组并展示评比栏In this class，I’ll show you some animals.Swallow,squirrel,frog and bird.Look!Ok,You are birds group!and You are swallows group,You are frogs group,You are squirrels group. If you do well, you can get one point or more for your group. You should remember that No pains, no gains.Understand Ss: Yes. (设计意图:结合故事，将全班分成燕子组，松鼠组，青蛙组和鸟儿组,通过PK让学生明白没有付出就没有收获。） 4.Enjoy the pictures. I like .I can_________ .(设计意图:通过欣赏图片复习旧知，为故事学习做铺垫。）
Step2 While-reading
Lead-in Listen to the sound of the bird. T：Yeah , you can do so many things, but here is an animal , he did nothing, who is he let’s listen (bird,同时张贴图片在黑板上). Yes, it’s a bird .(看鸟的视频) He did nothing , so he is very very lazy，we call him lazy bird(贴lazy bird 的单词卡)。设计意图:用倒叙法激发学生对故事的兴趣。Let’s enjoy his story,and find out who is in the story (教师引导学生完成回答，并把那三个动物依次贴在黑板上，同时完成这3个单词swallow、frog。squirrel的教学.) 设计意图:借助完整的flash动画,让学生初步感知故事,更加引起学生对故事的兴趣。3.Read Picture 2,3,4.then underline what are they doing？小组合作阅读2.3.4图，找出燕子、青蛙、 松鼠所做的事下划线，相互交流图文意思Look at Picture 2 /Picture 3/ Picture 4 and then underline it. While reading you must find out the key words and underline it .OK come on！（教师巡视并指导）1）出示图片2并提问：T：What is the swallow doing S：making the house (找同学上回答) big hands 教学：making the house（播放建造房子的视频，aha，It’s very funny.What’s a funny cat!can you make a house 然后贴句子在黑板上并教读swallow is making the house，教读的时候模仿一个动作让大家练习，方便后面的游戏）2）分别出示图3和图4，用同样的方法完成故事大意。catching insects:做动作,重点教学catch,老师用throw the food的方式让学生catch the food,接到食物的同学读catch. carrying food home:老师肩扛食物,教学词组。3）The swallow is making the house /The frog is catching insects/ The squirrel is carrying food home, what is the lazy bird doing （默读课文）In spring, the swallow…, the lazy bird is watching . In summer, the frog is…, the lazy bird is singing and dancing.In autumn , the squirrel is…, the lazy bird is sleeping.设计意图:通过动作让学生动起来,生动形象的动作激趣,培养孩子学习英语的兴趣,活跃课堂氛围,为后面表演故事打下基础。4.Let’s chant 老师示范,给出节奏,师生按照节奏chant。What is he doing making、making What is he doing Watching、watching What is he doing catching、catching What is he doing Sleeping、sleeping What is he doing carrying、carrying What is he doing Singing、dancing 设计意图:通过chant引起学生的兴趣,并把本节课的重点词汇在chant中迅速掌握。6.Retell the story.(先指着板书,和同学一起复述) 出示幻灯片提示T：Can you retell the story , the key information is so important, and then retell. Work in groups , OK （小组合作学习复述）（请同学起来展示复述情况）设计意图:通过借助关键词或者图片的方式,教给孩子复述故事的方法。
Step3 post-reading
1、What’s the bird doing now 2、Change the ending of the story，then act it in the group. 改编故事结局并展示。设计意图:通过询问学生What’s the bird doing now 让学生展开发散性思维,让学生自由想象，这样就能充分尊重学生,体现“一切以学生为本,以学生的能力发展为本”的教学思想。3、小组点评T: Today, you did a very good job. And group x is the winner.No pains，no gains. Congratulations. Now, here is the homework.
4、Homework（家庭作业）1）Talk about the lazy bird to your friends 2）Change the ending of the story.