Our new home教学反思
本堂课是5BModule 2 Unit3的第三课时Our new home, 整堂课围绕着Peter和Paul两兄弟在搬入新家后，和同学Danny谈论新家的故事情节而逐步展开教学。五年级学生通过几年的英语学习，已经积累了一定的语言知识。就词汇而言，学生在各类基础词汇方面有不少的积累；就句型而言，学生能运用to be句型、to have句型和can句型等。且本课时的话题关于home，非常贴近学生的生活。因此，大部分学生具有一定的语言学习和交流的欲望，也愿意与同伴合作交流。但在学习基础上，部分学生听说能力不足，需要加强相应能力的培养。
在课前导入活动中，先通过前一课时故事的回顾和提问，复习了一些表示各类房间的单词，并通过对话形式进一步加以操练。接着在教学过程中通过Peter、Paul和Danny的交谈，运用听一听答一答的形式引出share….with, through等词的教学，并运用儿歌及图片欣赏，让学生理解单词、掌握单词，同时渗透了情感教育，让他们学会分享，学会感受生活中的美。对于Which …? Why…?的句型教学，主要通过听说的形式引出，围绕着Peter, Paul和Danny互相交流各自喜欢的房间，以语句对话和语段复述加以操练，让学生掌握这一主要句型。之后自然过渡到Danny想参观Peter和Paul的新家，同时引出It takes…句型的教学，通过几幅实例图片，让学生直观感受，运用这一新授句型表达。接着让学生再听一遍全文对话，让他们试着复述文章，练习听说能力。在巩固环节，我让学生结合生活实际，用刚学的句型如Where is your home? How is your home? Which room do you like? Why …?等句型询问好友的家，真正起到学以致用的目的。最后，我以自己的家为例，让学生在音乐的伴奏下边欣赏我家的照片，边听我叙述。之后我让学生拿着自己家的照片或图片，上台说一说自己的家，让他们感受家的温暖，家的重要。其实在教学前两天，我就给他们布置了预习作业，让他们画画自己的家，或者去找找家里的照片，大部分学生都能兴致勃勃地去准备。这样，大部分学生在上课之前其实就已经学会了部分新语言，减轻了课堂负担，使补充教学内容和增大信息量成为可能。
在本堂课的教学中，我不仅在教学词汇和说唱时强调示范，更重要的是在任务实施过程中注重示范。我以自己的语言和动作感染学生，激发学生说与做的欲望。让学生介绍自己的家之前，我给出语言框架，先自己示范介绍，然后让尖子生学着模仿，再分成四人小组相互介绍，最后再让学生自由到好朋友地方介绍。这样，学生学得扎实，学习任务也能顺利完成。
虽然这堂课上得比较顺利，但是还有不少遗憾。例如在本节课的教学中，学习的氛围有时略显沉默，有些环节反应还不够热烈。今后在设计环节中，要给学生多一些练习的机会，多设计一些形式新颖有趣的活动，以便更好地激发学生的学习兴趣，培养学生的英语学习能力与语言运用能力。
课件30张PPT。5B Module 2 Unit 3 Moving home Period 3Our new homefvththfamilyflathavemonththinktheytheremoveLook and Read:Let’s readThe Chen family want to move to Shanghai next month. They want to find a dream home. There are so many nice flats. They think they will have a new home. So they choose one of them at last.the first flatthe second flatWhich flat do the Chens buy at last?
Are they happy with their new home?
What’s in their new home?Now Peter and Paul are telling their friend Danny about their new home.DannyPaulPeterWhere is their home?
How is their home?
3. How many bedrooms are there?Answer the questionsIt’s nice and clean.It’s on Garden Road.There are three bedrooms.Sally has a bedroom.
Mum and dad have a bedroom.
Peter and Paul share one bedroom. share/ ?e? / share sth. with sb.What can they share with family?
They can share … with…They share___________. They can share a cake with their family.They can share the happiness with their family.They can share an apple with their family.They can share the sadness with their family.They can share everything with their family.Let's read Peter and Paul’s new home is on Garden Road. It’s nice and clean. There are three bedrooms in it. Peter and Paul share one bedroom. Their mum and dad have a bedroom. Sally has a bedroom.Peter and Paul’s new home is on …
It’s …
There are …bedrooms.
Peter and Paul....
Their mum and dad...
Sally …Try to say:Which room does Peter like? Why?Which room does Paul like? I like…
Because… I like…
Because… the living room his bedroom
it faces south. The sun shines through the window. His bedroom becomes warm and bright it’s big. He can have some parties with his friends in itHe likes ___________.
Because ____________________
____________________________
_______________________________.He likes _______________.
Because _______________________
___________________________.… What about you, Danny?Listen and do pair work… What about you, Danny?Paul: Which room do you like in your home?
Danny: I like __________.
Paul: Why?
Danny: Because ______________________________.the studyI can read books and surf the InternetListen and do pair workA: Which room do you like in your home?
B: I like the ...
A: Why do you like it?
B: Because …Ask and answer Paul likes the living room because he can have some parties with his friends in it. Danny likes the study because he can read books and surf the Internet in it. Peter likes his bedroom. Because it faces south. The sun shines through the window. His bedroom becomes warm and bright.Listen and answer1. Is their new home far from school?2. How do they go to school?3. How long（多长时间） do they stay on the bus?………No, it isn’t.By bus.20 minutes.It takes 20 minutes by bus. 花费（时间）ABCD20 minutesDanny: Is your home far from school?
Peter: No. It only takes 20 minutes by bus.方便的，便捷的Danny: It’s convenient.Their New Home/ ? // i: /ABCD10 minutes10 minutes10 minutesDanny: Is your home far from the…?
Peter: No. It only takes … minutes ...
Danny: It’s convenient.
Their New HomeABCD15 minutesDanny: Is your home far from the…?
Peter: No. It only takes … minutes ...
Danny: It’s convenient.
Their New HomeListen and finishPeter and Paul’s new home is on ______ _____. It’s ____ and _____. There are some rooms in it. Peter likes ____________ because it ____ _____. The sun _____ _______ the window. Paul likes ___ ____ ____ because he can ______________. _____________ in it. Their school isn’t ___ ____ their new home. It only takes ___ _______ by bus. It’s convenient. They like their new home.Peter and Paul’s new home is on ______ _____. It’s ____ and _____. There are some rooms in it. Peter likes ____________ because it ____ _____. The sun _____ _______ the window. Paul likes ___ ____ ____ because he can ______________. _____________ in it. Their school isn’t ___ ____ their new home. It only takes ___ _______ by bus. It’s convenient. They like their new home.Garden Roadnice cleanhis bedroomfaces southshines throughthe living room have some partieswith his friendsfarfrom20minutes Listen and finishPeter and Paul’s new home is on ______ _____. It’s ____ and _____. There are some rooms in it. Peter likes ____________ because it ____ _____. The sun _____ _______ the window. Paul likes ___ ____ ____ because he can ______________. _____________ in it. Their school isn’t ___ ____ their new home. It only takes ___ _______ by bus. It’s convenient. They like their new home.Ask and answerA: Where is your home?
B: …
A: How is your home?
B: …
A: Which room do you like?
B: …
A: Why do you like it?
B: …
A: Is it far from …?
B: Yes./No. It takes …My home is on …
It’s …
There is/are … near my home.
It takes …
There is/are … in my home.
I can …
I like … because …
I like my home.Try to say: My homeWest or east,
Home is the best.Read the passage on the paperHomework2. Write a composition: My homePeter likes his bedroom. Because it
through/θru: /The sun shines _________ the window.
His bedroom becomes warm and bright.faces south.
Through the window, I see the blue sky.
Through the window, I see the nice garden.
Through the window, I see the lovely children.
Through the window, I see the colourful world.学业成果评价设计案例
5A Module 2 Unit 3 Moving home《英语》（牛津上海版）
【概述】
学业成果评价的设计要符合课程标准中学生在不同年级应达到的英语学习各项基本技能的要求。教师要依据各阶段学习要求具体制定评价目标，设计评价内容和方式。学业成果的评价方式是多样的，教师要把握不同评价方式的特性，合理选择评价方式。本案例为单元的第2课时，学生通过学习陈氏一家搬新家，谈论新家的故事，了解如何运用核心句型进行询问、应答,并阐述。评价内容从阐述自己喜爱的房间及理由，到通过调查阐述他人的喜好，再到最终以语篇形式描述理想中的房子，三个评价内容从易到难，逐步推进，有序完成。
【案例呈现】
评价目标
能运用核心句型I like ... Because ... 表达自己喜爱的房间并阐述理由。
能运用核心句型Which room do you like? Why do you like it?相互询问并回答。
能运用所学句型询问他人心目中理想的房子，并运用文本格式写一写。
评价内容
（1）说一说，写一写自己喜爱的房间并阐述理由。
（2）通过互相问答，完成调查表，并根据所填信息，把调查结果用句子的形式反馈出来。
（3）画一画自己梦想中的房子，并通过问答，获取信息，最终用语篇的形式描述一位同学梦想中的房子。
评价方式
课堂练习、课后作业
评价指标
评价维度
评价内容
观察点
等第标准
评价主体
学业成果
语言知识
用句子进行描述的情况
☆能基本正确描述。
☆☆能正确描述。
☆☆☆能正确且流利地描述
☆☆☆☆能快速、正确且流利地描述。
教师评
语言运用
在语境中，运用所学句型与他人进行问答，完成小调查的情况
☆能借助文本，在老师和同学的帮助下，通过问答，完成调查，单词拼写基本无误，基本正确读出调查结果。
☆☆能借助文本，完成调查，单词拼写无误，正确读出调查结果。
☆☆☆能独立完成调查，单词拼写无误，且正确、流利地读出调查结果。
☆☆☆☆能独立完成调查，单词拼写快速无误，且能流利地读出调查结果，语音语调正确。
教师评
学生自评
语言运用
运用文本阐述理想中的房子
☆能借助文本，在老师和同学的帮助下，完成语篇的阐述，语法基本无误。
☆☆能借助文本，完成语篇的阐述，语法基本无误。
☆☆☆能独立完成语篇的阐述，语法正确无误，内容达意。
☆☆☆☆能独立且快速地完成语篇的阐述，语法正确，内容达意，句型丰富。
教师评
学生互评
评价示例
5A Module2 Unit 3 Moving home
Class _____________ Name _____________ No. _____________
Task 1 Think, say and write（想一想，说一说家中你最喜欢的一个房间，并写下来）
I like __________________________. Because ____________________________.
● Task 2 Ask, answer and complete（同学间相互问答，完成调查表，并写成句子，读出调查结果）
Name
How many rooms
Which room
Why
____________ likes __________________. Because _________________________.
____________ likes __________________. Because _________________________.
Task 3 Our dream houses
Step 1 Think and draw （想一想，将你梦想中的房子画下来）
Step 2 Ask and answer （运用所学句型，相互问答，了解同学梦想中的房子是什么样子的）
e.g. Where is your dream house? How is it?
How many rooms are there? What are they?
Which room do you like? Why do you like it?
What is near your dream house?
Step 3 Think and write （根据提示，介绍某位同学梦想中的房子）
_____________’s dream house is ___________________________________.
It _____________________________________________________________.
There is/are _____________________________________________________.
There is/are _____________________________________________________.
He/She likes _____________ because ________________________________.
_______________________________________________________________.
说明：Task 1和Task 2为课堂练习，Task 3为课后作业
反思
本案例为单元的第2课时，我设计了三个不同坡度的评价练习，让学生逐步运用核心句型进行问答、阐述并最终书写。评价内容从阐述自己喜爱的房间及理由，到通过调查阐述他人的喜好，再到最后以语篇形式描述他人心中理想中的房子，三个评价内容从易到难，逐步推进。
第一个评价内容为：说一说，写一写自己喜爱的房间并阐述理由。学生参与积极性很高，几乎都能正确描述自己的喜好及理由。
第二个评价内容：通过互相问答，完成调查表，并把调查结果用句子反馈出来。大多数学生能独立地完成调查，正确地读出调查结果。个别基础薄弱的学生借助文本提示，在老师和同学的帮助下也完成了调查表，并能够基本正确地读出调查结果。他们的语言能力虽有欠缺，但他们能够开口说乐意说，也是一次很好的锻炼。
第三个评价内容：通过问答，获取信息，以语篇的形式描述一位同学梦想中的房子。这一项内容，是对学生综合运用能力的一个评测，让他们真正运用所学知识来表达心中所想，可以说是学以致用。五年级学生已经积累了一定的语言知识。比如就句型而言，学生能运用to be、there be、to have和can等句型表达对于dream house的构想。且话题关于dream house,很有趣味性。因此，大部分学生有较强的交流欲望，也愿意与同伴合作交流。
在进行活动评价时，我特地设计了学生自评和互评，大多数同学对于自己的表现和同伴的表现，都能给予比较公正合理的评价。整个评价过程，学生参与性较高，每个环节基本能顺利完成。今后在设计评价活动时，要给学生多一些表达锻炼的机会，多设计一些形式有趣且有意义的活动，以便更好地激发学生的学习兴趣，培养学生的英语语用能力。
