时 间 | 9月 22日 下午第1-2节课 | 地点 | 教导处 | ||||||||||||||||||||||||||||
主 持 人 | 朱鑫 | 主备教师 | 张娟 | 记录人 | 陈兵 | ||||||||||||||||||||||||||
参与人员 | 朱鑫、陈兵、张娟、秦海燕、蔡卫艳 | ||||||||||||||||||||||||||||||
此后一周教学内容 | 6A Unit2 What a day!(period 4)及练习评讲 | ||||||||||||||||||||||||||||||
本次集体备课内容 | 6A Unit2 What a day! (period 1 Story time ) | ||||||||||||||||||||||||||||||
上周教学反思 |
本单元话题是谈论自己喜欢和不喜欢的动物。教学重点是八个动物单词和句型What’s that? It’s a / an… I like … Do you like …? 及其回答Yes, I do. / No, I don’t. 关于农场动物的词汇已经在三年级下册第七单元中学过,句型What’s that? It’s a / an…也学过,所以可采用以旧引新的方法,用句型What’s that? It’s a/ an…引出本单元的目标词汇教学,并且复习了a与an的用法。在学习过程中单词elephant比较长,学生比较容易出现拼写错误,另外tiger这个单词也比较容易写成“tiget”,在新课教学中可多让学生进行拼读训练,并加以强调。 对于句型Do you like …? 及其回答Yes, I do. / No, I don’t. 学生在之前也有学习过,但难点在于1.like后面要用可数名词的复数;2.肯定和否定回答的正确表达。学生在做练习时比较容易在以上这两点上出错。我采取了句型改错的办法,将错误的句型表达写在黑板上让学生来改错,通过让学生自己来寻找错误并加以纠正,达到强化理解的目的,对大部分同学来说有比较好的效果。 为了达到复习巩固的目的,我在课上尽量多安排出时间,创造情境,让学生利用所学的单词与句型和同伴来编对话,并且课后让学生将对话写在作业本上,有针对性的训练学生对所学内容的听说读写。 | ||||||||||||||||||||||||||||||
主备教师发言
主备教师发言
| 教材的编写意图及分析: 本板块作为本单元的核心板块,主要内容是以日记的形式记录了杨玲和她的朋友们周末一天在公园的活动。日记通过天气的不断变换,逐步推动活动的发展和人物心理的变化。本节课的教学设计主要是针对文本特点,重点指导学生理解文本,同时培养阅读能力。整节课采用了“整—分—合”的阅读教学模式,同时以杨玲的日记为主线展开教学。通过让学生听课文录音,先整体感知和初步理解课文。接着,重点指导学生带着若干任务展开对文本的阅读,以达到逐步透彻理解文本的目的。最后,通过练读和复述来巩固所学内容。在教学中,注重了让学生采用不同形式进行阅读以及小组合作学习能力的培养。因为考虑到一节课有限的教学时间以及大多数学校学生的实际学习水平,所以拓展巩固环节没有安排更多的内容。 | ||||||||||||||||||||||||||||||
教学起点及确立理由: 着重帮助学生理解一般过去时的意义和构成规律,可以和一般现在时进行比较。日记板块重在理解,在理解的基础上让学生尝试描述。 | |||||||||||||||||||||||||||||||
教学目标及确定依据: 1.知识目标 A. 能听懂、会说、会读show,interesting,weather,high,honey,ant,bee,cloud,rain, lose,know,climb up,hold onto,fly away B. 能听懂、会说、会读、会写词汇:sunny, become, windy, cloudy, drink, rainy, meet, sky 句型:It was sunny/cloudy/windy. I /We/He/She brought/saw/flew…What happened? 2.能力目标 A. 能准确掌握字母ear在单词中的发音。B. 能正确地理解并朗读课文内容,在教师的引导和帮助下运用一般过去时描述刚过去的周末活动。 3.情感目标让学生在学习中,学会描述天气状况及周末活动。 三、教学重、难点 1.教学重点A. 掌握词汇sunny become windy cloudy drink rainy meet的听说读写。B. 掌握字母ear在单词中的发音。C.掌握句型It was sunny/cloudy/windy. I /We/He/She brought/saw/flew… 2.教学难点 A. 掌握不规则动词的过去式的构成及其读音。B.掌握一般过去式的陈述句形式。 教学准备:板书贴,课件、PPT等
| |||||||||||||||||||||||||||||||
Step1 Free talk T: Boys and girls, I’m your English teacher and I think you should know something about me. So guess where I live? S1: You live in Huangqiao. T: Yes, I live in Huangqiao. I am in Huangqiao now. But 8 years ago, I was in Tai Zhou . Because I was a student . I studied in Taizhou. T: What’s my favourite food? Jiaozi and honey.(新授) T: What’s my favourite animal? Parrots. They’re interesting. T: What’s my hobby?(图片) I like drawing and writing diaries. Look at my pictures.(sun, cloud, wind, rain) The sun means sunny. The cloud means cloudy. The wind means windy. The rain means rainy. They’re about the weather. T: Yang Ling likes writing diaries too.(show Yang Ling’s diary) Step2 Presentation and practice 1. T: But how to write a diary? S1: We should write the date, the weather and some special things. (show Yang Ling’s diary) T: Can you find the date? What date was it? 2.Watch the cartoon and find the answer T: What was the weather like that day? Watch the cartoon and find the answer Q1: Where did Yang Ling go? She goes to the park with SuHai, Mike and LiuTao. Q2: What was the weather like? Sunnywindy ,cloudyrainy 3.Find the sentences about the weather in the diary. ·It was sunny in the morning.(am, is 的过去式) ·Then, the weather became windy and cloudy.(become的过去式) ·In the afternoon, there were black clouds in the sky. It rained.(are的过去式)(rain的过去式) 4.Read the diary and underline the sentences. T: What special things did they do? Underline the sentences. ·Su Hai , Mike, Liu Tao and I went to the park by bike.(go的过去式) ·There was a parrot show in the park. We saw some interesting parrots.(see的过去式) ·We flew kites high in the sky .(fly的过去式) 5.Fast reading and find the sentences in the diary. T: It was time for lunch . How about their lunch? Q1:Find the food they brought. Q2:Could they eat their lunch? Q3:How did they feel? Step3 Reading time a. Read the text after the tape. b. Read in groups. c. Do the exercise on P18 Exercise1 Exercise2 Step4 Consolidation 1.Retell the diary
2. T: What do you think of their day? happy, sad(伤心的) terrible(糟糕的) interesting(有趣的) wonderful(很棒的) … Step 5 Homework
Try to write a diary in English. 板书设计:
Unit2 What a day! 原形 过去式 am, is was becomebecame are were flyflew gowent bringbrought seesaw cancould rainrained
| |||||||||||||||||||||||||||||||
教师评议 | 朱鑫: Story time 教学设计,可从整体入手,让学生进行读前猜测,读中抓主要大意,读后进行想象不同结尾,整体阅读文本,充分理解幽默之处,利于学生阅读理解能力的提升,丰富学生的想象。 建议: 导入环节的两个活动,比较新颖,能直接过渡到生词的学习,不仅能节约时间,还能提高学生听力训练。 蔡卫艳: 鼓励学生多元解读文本,让学生思考Could they eat their lunch?这样的问题设计,放飞学生想象,同时也提升学生的英语表达能力。毕竟,孩子要回答就得调动脑细胞,组织英语来回答。 建议:上课时,要让学生尝试用英语来回答,体验到生活中用英语的快乐。想象故事的不同结尾,带给学生更多的乐趣。 张娟: 通过体会人物的心情及语气,透过文字来理解文本要表达的内涵,步步为营,进行对文本的朗读指导,模仿跟读语音,让学生学习地道的语音,通过一定时间的练习巩固,让学生进行想象表演读,进一步提升了语言输出质量。 建议:重点句型How was the weather yesterday? 和What was the weather like yesterday?及其答语It was…,教学中应该要设置一定的场景,让学生进行具体的语言实践活动,让学生能够知道这两种句型表达的真实含义都是询问天气情况的,光用中文意思来解释还不行,尤其是中下生在做题时老是出差错。同时,板书时要再次引导归纳总结,让学生加深印象。
| ||||||||||||||||||||||||||||||
作业设计 | Homework: 1.Copy the new words. 2.Try to read the text.
| ||||||||||||||||||||||||||||||
备注 |
| ||||||||||||||||||||||||||||||