5A Unit7 After school教案及反思- 教师活动- 常州市武进区潘家小学

在小学英语教学中培养学生语感的策略研究

课堂教学案例

教者	杨唯洁		执教时间		2013.11.19
教学内容	5A Unit7 After school
教学对象	五年级学生
教学目标	知识目标： 1．能听得懂、会说、会读和会拼写单词after, class, look for, join，study。 2．能听得懂、会说、会读现在进行时的一般疑问句及其回答。3．能听得懂、会说、会读日常交际用语和句型Perhaps they are. I’ll go and join them. Where are you going? 能力目标： 1．能根据声音、图片和情境说出单词及句型。能在设计的情景下进行简单的英语交流。2．帮助学生进一步掌握英语语篇学习的方法，提高阅读能力。情感目标： 1．通过本课的学习培养学生的语言表达能力。培养学生积极主动地参与课堂活动，大胆开口，主动模仿。2．进一步提高学生对英语语篇学习的学习兴趣。
教学策略	游戏，对话表演。
教学过程（可续页）
教学步骤	用时	教师活动		学生活动		设计说明
Step1 Warm up		1．Enjoy the song”what are you doing?”. T:can you tell me what’s Helen doing? What’s Mike doing? What are you doing now? What are the teachers doing? What am i doing? 2.T:Yes,i’m teaching.we can do different things in different places. Look,where am i in this picture? T:Good.Let’s imagine.what am i doing?Guess. T:No,i’m not./Yes,i am. 3.Here are three picutures.Look at them. A.where is she?S:she is at home. B.where is he? S:he is in the garden. C.where are they?S:they are in the music room. T:what are they doing?Make a dialogue. 4.Here is a chant about them.Let’s read it loudly.		sing S:You’re in the playground. S:Are you...ing in the playground? Say a chant.		通过唱歌让学生感受英语课堂的氛围，迅速进入学习状态，出示学习目标让学生了解今天的要求。
Step2 Presentation		1.T:can we wash now? T:we can wash after school.揭题unit7after school T:it means school is over.all the classes are over. 2.T:what is the time? T:it is three o’clock in the afternoon.classes are over. T:who is he?S:Gao Shan. T:what is he doing?Let’s listen. 3.T:Let’s read together.what’s happening?Let’s watch TV.i have two questions for you. 4.T:you know Gao Shan is going to the library.why?Who?What?Listen. T:what is Gao Shan saying?教这句话 T:join means... 5.T:Gao Shan is going in to the playground at first.is he giong at last? T:where is he going?Let’s read and judge. T:what do you think about Gao Shan?He is a ________boy.		S:No. S:Three. S:he looking for Wang Bing.教look for. S:i’ll go and join them. S:No.		分别通过听读回答问题、观看卡通完成T/F问题、小组内合作阅读回答问题三个不同的学习策略，指导学生学习；同时，利用问题紧密连接整个语篇
Step3 Consolidation		1.read after the tape. 2.read in groups.pattion the sentence where the words are. T:You can read together or follow someone or act it. 3.Let’s retell.Give me a sentence about the text. 4.Let’s retell.T:it is hard.but you can follow me. 5.T:fill in the blank. 6.T:If classes are over now,whom do you want to join?Why? T:someone say i don’t want to join them.Here are some other friends.You Can chose one to make a dialogue.		read		通过你想加入谁的环节，把本节课的句型串联一起，叫学生编对话。
Step4 Homework		1.Try to retell the story. 2.Listen to the tape three times.
板书设计	Unit7 after school Gao Shan Wang Bing playing basketball Helen Su Yang and Su Hai Cleaning the library
教学反思	1. 要以学生为主体，留以思考、交流的空间。游戏环节，环环相扣，学生复习得扎实到位，但学生仍处于被动思维，最后能给予学生一个自己发挥的机会，学生能回忆出更多的词汇，能表达地更好。导入课题after school/classes are over，通过课题的学习，学生一定也会有一些其他的想法，老师不应该直接出示after lunch/lunch is over等等，若先给学生一个词如after lunch，学生一定能够猜到它的意思，甚至还可能会想到其他词汇。 2. 情境创设要真实、完整。寻找溜溜球的情境真实有趣，学生的积极性非常高。在此环节中，我教授了look for/find并对比了它们的不同；通过who can help me?环节学习help的用法及I’ll go and join…学生们一个个踊跃帮忙。老师如果能够利用口头表达或者PPT上设计一个卡通人物来帮助学生缩小寻找的范围，并且最终学生能够找到目标，给学生以一定的成功体验，有助于树立学生学习的兴趣和学习信心。好的情境一定要完整真实，不能为了创设而创设，用完了就不管了，不能虎头蛇尾，要做到有始有终，这一点在教学时应注意。