常周小学2021年春集体备课记录表(二)
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时 间 |
3月 16 日 下午第 一 节 |
地点 |
教导处 |
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主 持 人 |
朱鑫 |
主备教师 |
朱鑫 |
记录人 |
秦海燕 |
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参与人员 |
朱鑫、陈兵、张娟、秦海燕、蔡卫艳 |
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此后一周教学内容 |
Unit3单元复习 |
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本次集体备课内容 |
Unit3
Asking the way |
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上周教学反思 |
本周内容是第三单元Askingthe way的第一课时,主要教学问路句型Howdo I get to
...?。在教学的过程中,我首先由学生如何到学校引入教学。通过复习第二单元的内容,让学生很自然的过度到本课时的教学。在教学过程中,学生对于get to的用法,问题是很大的。部分学生在get there中也要加to;部分学生在get to the bookshop中,漏掉了the;有部分学生在get to Moon Street中加了the。这种种的错误真是令我感到十分的头疼。这一重要的知识点,需要在之后的教学中,多加以巩固。在其他部分的教学中,学生的表现是非常不错的,能够令人满意。 教学Grammar
time和Fun time。在本课时的教学中,学生对Grammar
time的教学中,学生掌握是可以的。How do I get to...?这一句型的教学是非常可以的,学生对这一句型的掌握是能够令人满意的。在该句型的回答过程中,学生对回答的一个顺序存在一些问题。所以我在回答中,我引入了上学期的四个表示顺序的词First...Next...Then...Finally...让学生在回答中,思路更加的清晰,顺序更加的明确。在Fun time的教学中,学生的操练非常的不错。学生对句型的掌握还是很不错的,能够令人满意,达到了预期的教学效果。 |
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主备教师发言 |
教材的编写意图及分析: 本单元主要围绕“问路”这一话题展开各项语言活动,重点学习问路中常涉及的相关用语How do I get to the…? ?及其答语,同时学习与问路相关的一些词汇。在之前已经学习了介词的用法及Where ...?的句式,我们可以进一步结合本单元的话题引导学生进行交际。 |
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教学起点及确立理由:Asking the way是译林版英语五年级第三单元的教学内容。对于cartoon time第三课时的教学,重点还是在练习使用 How do I get to the…? Go along…Turn
left/right at..的句型,我在设计上由通过Bobby 和Tina 对话的图片猜测以及观看动画,教授文本内容,这是一堂常规课,在设计上我坚持学生的主体性,倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径,在教学过程中注重小组合作自主学习,将课堂与生活相互结合。 |
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教学目标及确定依据:1.能熟练掌握字母sh在单词中的发音。 2.能够听懂、会说、会读卡通故事中出现的词汇:film, wait
for, stop, full, over. 3.能够整体理解并初步表演卡通对话。 |
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重点、难点及突破方法:1.能熟练掌握字母sh在单词中的发音。 2.
能正确理解、朗读Cartoon。 Step 1 Warm up 1. Free talk T:Hello, boys and girls. S:… T:Where do you live? S:I live in... T:Where does she live? S:She lives in... T:How do you come to school? T: Can you ask me? S:How do you come to school? T:I come to school by car. What do you like doing? S:I like… 2. Play a game T:Do you like playing games? S:… T:Let’s play a game, see the pictures and speak out loudly and quickly.(最后显示shop图片) Step 2 Sound time 1. Look and talk T:Do you like shopping? S: Yes. T: Look, this girl also likes shopping. Her name is Sharon.(呈现Sharon图片,播放录音 Hi, I’m Sharon.) Let’s say “Hi” to her. S: Hi, Sharon. T: Now, Sharon wants to go to the shoe shop. But she doesn’t know the way. Can you help her? Work in pairs and talk about it. S:Go along … and turn…at… You can see…on your…. T:Look! Sharon finds the shoe shop. She is in it now. What can you see in the shop? S:I can see a lot of shoes. T:Yes! There are so many shiny shoes. She likes them very much. (读新单词“shiny”) But there are so many shoes. She has a problem. What is it? S:She doesn’t know which to choose! 2. Follow the tape T: I have a chant about Sharon and shoes. Let’s enjoy it. T: Now, let’s learn it sentence by sentence. (第一句)Group 1 tries it. Group 2 … (第二句)Try it together. (第三句)Invite a student to have a try. (第四句)Boys try, then girls. T: Let’s try together. T:Boys and girls. I think you can read it well. Look! What do they have in common? S: “sh” T: Yes, they have the letters “sh”. (出示sh) So what’s the pronunciation of letters “sh”? S: /ʃ/ T: Let’s listen. T: Can you read these words? S: sheep ship shoe shop T:Do you know any other words with “sh”(将学生说出的单词在黑板上板书)(show mushroom wish fish shirt shout可以口型 动作等提示) T: I have some other words. Let’s read them.(PPT呈现新单词 学生尝试读,老师给予提示) T: Look! There is a girl in the picture. I have a rhyme about this girl. Let’s enjoy. Step 3 Cartoon time 1. Look and say T:What does the shy girl want to do? S:She wants to see a film. T: So do Bobby and Tina. (呈现新单词“film”,指导朗读) Where do they want to go to see a film? S:City Cinema T: (呈现课文中的三幅图) Look! Here are 3 pictures about Bobby and Tina. Can you tell me: How do they go to the cinema? S:Maybe they go to the cinema by… T:Let’s watch the cartoon and check the answer. (Check the answer) 2. Check and order T:How do they go to the cinema? S:They go to the cinema by… T:Yes! First, they go by bus. Then, they go to the cinema by taxi. Finally they take the metro. T:Boys and girls. We know: First, they go by bus. But then they go by taxi. Why don’t they go by bus? Or why do they go to the cinema by taxi? S: Because the bus is full(满的). T: Good! The bus is full (呈现新单词“full”,指导朗读) . Look! At last, they take the metro. Why? S: Because there are too many cars in the street. T: Well done! (呈现新单词“over”) T: Boys and girls. Now, Bobby and Tina get to the cinema. But the film is … S:Over. T: Yes. It’s over. (呈现新单词“over”指导朗读) How does Bobby feel? S:Sad. T: Please try to read this sentence (We are too late, Bobby!) (注意人物心情) Read after the tape. T: What will Bobby say at last? Guess. S:What a pity! Let’s go home now. Oh, my god! What a day! (多么糟糕的一天啊!) T: Great! I like your answers. 3. Listen and repeat(注意:人物的语气、动作和表情哦!) 4. Happy reading (跟读,齐读,分角色读) 5. Happy acting 小组表演故事,可以加入你的表情、动作以及创意结尾哦! 6. Let’s show (one two three action) T: You’ll did a good job. 7. Think and talk Make up a dialogue T: Bobby is sad, yes or no? S: Yes. T: It takes Bobby a lot of time to get to the cinema. Bobby is hungry now. (呈现Bobby和 Tina的对话) Look! Where do they want to go? S:Supermarket. T: Yes! They want to go to the supermarket. But they do not know the S:… T: Good! They can ask many people for help. The man, the worker, the policeman and so on. Now please work in groups and make up a dialogue to help them find the supermarket. (呈现示例) T: Look! You can take my dialogue for example. T: Let’s share.(学生成果展示) T: Now, they get to the supermarket and buy a lot of snacks. So they are very… S: Happy! 8. 情感升华 T: Yes! In our daily life, help others, help yourselves. Let’s try our best to help others. OK? S: OK! T: Boys and girls. Please take out the sheet and do some exercises. T: OK! Time is limited. So you can finish the exercises after class. |
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教师评议 |
张娟:在本课中,朱老师安排了多样的学生活动,其中有个人、两人、小组和全班性的,有教师指导性的,也有需学生独立或合作完成的。活动均有明确的目标与要求,并能够安排在一定的语境和情景中进行,突出了培养学生用英语做事情和用英语进行交流的能力,体现了交际语言教学的思想。评价一节课成功与否,主要应看学生在活动中的参与程度 (外显的语言行为和内部语言思维过程),学生言语交际的有效性,以及学生在学习中表现出的情感、合作精神和学习与交际策略等方面的发展情况。在本次课上,学生能够积极参与讨论且活动量大,并有自由发挥的空间,教学效果良好。教师在教学活动中,注意了自己角色的转换与控制,在启发与示范后,能够把足够的时间留给学生,让学生努力实践与展示自己。另外,这节课的活动安排张弛有度,活而不乱;同时,教师能根据学生的接受能力和表现状况适时调整活动安排与教学要求,表现了该教师较强的教学能力和教学组织能力,体现了以学生为主体、教师为指导的教学原则。 陈兵:教师以复习自然而巧妙地展开本课的话题,使课堂教学从一开始就进入真实的交际场景,形成活跃的课堂气氛。学生为能够运用自己熟悉的内容与教师交流而获得成功感,并为能通过交流帮助了教师而感到兴奋,从而使学习的自信心倍增。同时也使课文对话变成实际交流中的表达和交流需求。在接下来的教学中,教师抓住师生之间的信息差。学生在教师的引导下 (教师询问问题),既进行了存在信息差的实际交流,又练习和掌握了问路与指路的语言结构和用法。 蔡卫艳:根据实际课程内容设置评价制度。本堂课一开始,朱老师就公布评价制度,并通过评价制度在课堂中一直让学生重复本节所学短语。使学生的注意力在最短的时间里,被激活。 秦海燕:在本课中,朱老师安排了多样的学生活动,其中有个人、小组和全班性的活动。有教师指导,也有学生独立或合作完成的。活动均有明确的目的与要求,并能够安排在一定的语境与情境中进行,突出了培养学生用英语做事情和用英语进行交流的能力,体现了交际语言教学的思想。 |
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作业设计 |
1. 听录音,背诵Cartoon time。 2.完成第三单元第三课时学案。 3.预习Culture time、Checkout time和Ticking time。 |
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