Unit 9 He’s kind to Children.（Period 1）教案（含反思）

Unit9
He
is
kind
to
children
Period
1
Part
A
and
B教学设计
一、教材
湘少版小学英语五年级下册Unit9
He
is
kind
to
children.
Part
A
and
B，属于新授课对话课。本次课主要学习关于描述人物性格特点的形容词和新句型，结合五年级上册已学的相关内容进行巩固拓展，升华主题，认识志愿者这门职业，也了解到在中国乡村有许多teachers,他们为了孩子，奉献自己的青春。词汇包括描写人物性格特点的形容词kind
,friendly,
smart,
active,
serious，和village,
primary
school,
be
interested
in.语言输出的支撑新句型有He/She
is…，He/She
looks
…,
He/She
loves…教材A部分综合了本单元的三种句型He/She
is…，He/She
looks
…,
He/She
loves…以串成对话的形式出现。B部分五个形容词kind
,friendly,
smart,
active,
serious.是单元要求的四会词汇。Part
A
and
B是本单元的重点词汇和目标语言，是第九单元最重要的部分，也是新课程标准二级目标关于描述他人话题的重要部分。
二、学情分析
学生的知识储备不足，内化的信息量有限，缺乏语言环境，语用能力受限制，出现反应拘谨，欠大方，被动接受学习的学生较多。因此，课堂参与学习的积极性需刺激调动。班额大，合作学习成效不明显。但有小部分学生具备一定的学习条件和能力，他们是课堂的主力军。与此同时，五年级上册第一单元已学过相关的单词和句子来询问介绍他人的外貌特征，如，本节课的学习做了铺垫。
三、设计思路
“核心素养”拒绝简单机械地教与学，避免牵强的情境，主张无痕教学，让课堂的每一分钟都高效，减少老师说话的时间，将说的主体交给学生。活动设计及课堂提问注重学生思维的启发，充分发掘他们的发散思维，层层递进扩充语言知识点，通过几个连续性的头脑风暴，让学生突破心理障碍，敢说、会说、能说，教学目标有效达成。另外，加强学法的指导和学生文化品格的培养。
四、教学目标
1.创设情境，结合图片等方式掌握单词
kind,
friendly,
smart,
active,
serious
的听、说、读和写能力。
2.在语境中体会并运用句型
He/She
is
…
He/She
looks…
He/She
loves
…简单介绍自己或他人的性格特点。
3.在语篇中读懂课文A部分的对话，理解teach,
teaching,
be
interested
in,进而感知故事的情感。
五、教学重点和难点
重点：在情境中掌握四会单词kind,
friendly,
smart,
active,
serious;
在语篇中读懂课文A部分的对话，体会故事的深层意义。
难点：在语境中体会并运用句型
He/She
is
…
He/She
looks…
He/She
loves
…，将这些句子串成对话的形式介绍自己或他人的外貌特征及性格特点。
Teaching
procedure
Step1
Warm-up
1.
Greetings
2.
Revision-Game:
Pat,
pat
the
words
you
hear
There
are
some
words
on
the
blackboard.
Teacher
chooses
two
students
standing
in
the
front
of
the
class.
They
pat
the
words
according
to
teacher’s
saying.
Step2
Presentation
1.
T:
Look
at
this
picture.
What
does
he
look
like?
S1:
He
is
old/tall/thin/….
S2:
He
has
short
hair/…
T:
What’s
he?
S:
He’s
a
teacher.
T:
You’re
smart.
(learn
smart)
How
do
you
know
he’s
a
teacher?
S:
I
can
see
a
blackboard.
T:
Great.
What
does
he
like?
(Pay
attention
to
the
picture,
it
can
tell
you
the
answer.
S:
He
likes
teaching.
T:
You
did
a
good
job.
Yes.
He
loves
teaching.
2.
T:
We’re
going
to
learn
a
story
‘He’s
kind
to
children.
This
man
is
the
hero.
What’s
the
story?
I’ll
give
you
other
two
pictures.
One
is
Peter,
the
other
is
a
village.
Please
think
the
story.
S:
Peter’s
grandpa
comes
to
a
village.
T:
Bingo!
Now,
he’s
in
the
village.
3.
Watch
and
answer
T:
What
does
he
do
in
the
village?
A:
He
teaches
English
in
a
primary
school.
B:
He
travels
to
the
village.
T:
Who
can
tell
us
the
answer?
S:
He
teaches
English
in
a
primary
school.
(T
corrects
the
sound
of
teaches
and
choose
others
to
read)
通过例句进一步强化、迁移并巩固
teacher,
teach/teaches,
teaching的读音和理解。He’s
a
teacher.
He
teaches
English
in
primary
school.
Now,
he’s
teaching.
I’m
a
teacher.
I
teach
English
in
primary
school.
Look,
I’m
teaching.
HongWei
is
a
primary
school.
Tianxin
Mingde
is
a
middle
school.以此来解决学生的课文阅读障碍。
4.
Read
and
answer
Q:
Do
children
like
his
lessons?
A:
Yes,
they
do.
(略读，找关键词
interested,比较interested,
interesting,
an
interesting
story,
an
interesting
lesson.
The
children
are
interested
in
his
lessons.
5.
Read
and
fill
in
the
blanks
Q:
How
is
Peter’s
grandpa?
A：He’s
tall,
old,
and
kind.
(温馨提示：在读的过程中遇到不会读或不懂的单词和句子，该怎么处理？问老师，同伴互助，这样将课文的教授在相互学习中解决，刺激他们主动学习，而不是等靠老师，促使他们激活已学知识，加强榜样示范，合作学习理解课文对话。)
Step3
Practice
1.
Learn
‘serious’
and
‘
He
looks…’
T:Look
at
this
man.
Is
he
kind?
S：No,
he
isn’t.
T:
He’s
kind.
He
looks
serious,
but
he
is
kind.
(结合图片创设的情境，掌握并理解serious,
look
serious,
he
is
…)
2.
比较“He
looks…/
He
is
…”的语用功能
Santa
Claus
looks
old
and
fat.
/
Santa
Claus
is
old
and
fat.
Snow
White
looks
beautiful.
/
Snow
White
is
beautiful.
He
is
kind
to
children.
She
is
friendly
to
animals.
(目的是通过例句和图片对比，体会这两种句型的引申含义：在描述他人外貌或性格时，
尊重事实，尽可能委婉地表达，不要冒犯他人)
3.
自由操练，激活语言细胞,同伴学习active
T：How
is
the
clown?
S:
He
looks
happy.
S:
He
is
funny.
S:
He
is
active.
Step4
Consolidation
1.
Summary
He/She
is
looks
He/She
has
long
hair/
big
eyes/…
wears
glasses/
coat/…
He/She
likes
drawing/…
He/She
can
play
basketball/
dance/…
well.
2.
Game—
Guess:
Who’s
he?
游戏规则：一人背对电脑，
其他同学根据电脑出示的人物图片进行描述，直至他猜出答案。注意一定要抓住人物的外貌及性格特点，
He/She
is/looks
…
He/She
has/wears
…
He/She
likes
…
He/She
can
……
well.
Show
time
3.
Emotional
experience
In
our
villages,
there
are
many
teachers
like
Peter’s
grandpa.
They’re
kind
to
children.
They
love
children.
Let’s
pay
our
respect
to
these
teachers.
Homework:
1.
Listen
and
read
Unit9
Part
A&B.
2.
Introduce
your
friends
or
family
members
to
others,
including
his/her
appearance,
character,
job,
or
hobby,
then
write
down.
教学反思：
没有经过试教的课，哪怕准备得再充分，也会遇到一些未知的情况，毕竟教学的对象是灵活多变的学生。本节课，“核心素养”教学理念的贯彻执行较好，无痕教学渗透整个课堂，弱化教的过程，通过合作学习，在语境中主动掌握四会词汇和句子支架，教学目标有效达成。回顾教学的每一个环节，存在以下需改进的地方：
1.teaches
这个词汇课堂的预设不充分，很多孩子凭“先入为主”判断它为
teacher,出现读音有误，理解错误。可利用迁移学习的方法，由teacher,
teach/teaches,
teaching,搭配句子进行操练巩固，我想学生能很好地掌握并能正确运用这三个词汇。
2.课堂中对学生参与学习的积极性和氛围调控未做到灵活自如，张弛有度，归根结底是对学情了解不够深入全面。高估了学生整体已有的认知水平和能力。
3.学生反馈看出，要改变学生已形成的靠老师一口一口教的被动学习状态，完全让学生成为课堂的主人，任重而道远。语境、语篇中将新知与就知融合内化，教与学的个别环节需调整，活动设计和安排正对性应更强，为学生流利自如的输出做铺垫。
4.
课一开始就出现冷场的情况，想想还是自己的教学指令不清晰、简洁、明了，说了一长串，其实一句话
What
does
he
look
like?就可以让学生理解，并能快速激活他们的知识储备，做到有效调动学生的学习积极性。
反思让人进步，反思促我成长。一节教研课，很大程度上反映了这位教师的教学理念，是否与时俱进，是否以学生为主体。因此，我还需不断学习，用理论充实自己的大脑，观摩借鉴优秀的教学案例，创新自己的课堂，逐步培养学生成为课堂的主体，变英语教学为英语教育。
kind,
tall,
old,
fat,
short,
beautiful,
smart,
sunny,
out-going,
quiet,
serious,
active,
funny,
friendly,
naughty,
clever
…
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