5BU8全国中小学“教学中的互联网搜索”优秀教学案例评选

全国中小学“教学中的互联网搜索”优秀教学案例评选教案设计译林版本牛津小学英语Book5BUnit8Attheweekends（英语五年级）一、教案背景1、面向学生：□小学2、学科：英语3、课时：第一课时4.学生课前准备：（1）听录音了解课文的大意，圈划不能理解的单词。（2）完成一张自我的名片制作（内容有Englishname/favoritefood/fruit/hobbies…）二、教学课题1、词汇：talk,weekend,spend,very,often,learn…from…,sport,catch2、句型：Howdoyouspendyourweekends?Ioften…Sometimes…Howdoeshe/shespendhis/herweekends?3、日常交际用语和短语talkabout,Icanlearnalotfromit.Ofcourse,Ido.4、理解课文大意，能够正确流利地朗读课文。5、通过小组表演活动培养他们的表现力、表演能力、交流合作的能力。三、教材分析教学内容：牛津英语5BUnit8Attheweekends学情分析：本课是第八单元的第一课时，本单元的核心教学内容是“谈论周末活动”其内容是对本册Unit4《AnEnglishfriend》的延伸和拓展。在学习本单元之前，学生已经初步掌握了解一般现在时主语是第三人称表达法，而本节课是“周末活动”这一话题的深入展开，促使学生能灵活地运用三单形式表达。本节课是本单元的第一课时，从A部分入手的依据是生词少，新的句型少，文本也是学生较感兴趣的话题。教学目标：1、能听得懂、会说、会读和会拼写单词talk,weekend,spend,very,often,learn…from…,sport,catch2、能听得懂、会说、会读日常交际用语ofcourse,watchcartoons,butterfly3、能运用句型Howdoyouspendyourweekends?Ioften…Sometimes…Howdoeshe/shespendhis/herweekends?进行交流。4、能熟练地朗读对话，理解对话含义。教学重难点：1、教学重点：正确地理解课文，并能流利、准确地朗读。2、教学难点：主语是第三人称单数时，动词的变化；在实际语境中运用所学内容。教学准备：1、准备单词卡片、多媒体课件。2、利用百度搜索找到相关的图片和视频。教学方法：交流法、讲读法、观察法。四、教学过程课前一分钟播放百度视频Singthesong《Hobbies》=2010913103045987957178歌中的词组watchTV,growflowers,takephotos等能为新课作铺垫，自然导入新课.Step1Freetalk教师连续询问3-5名学生同时PPT显示以下百度图片提示学生。T:Doyouhaveanyhobbies?S1-5:Yes,Ido.Ilike……T:WhatdoyouusualydoonSaturdays/Sundays?/Howaboutyou?S1-5:Iusually…T:DoyougotoschoolfromMondaytoFriday?S5:Yes,Ido.T:DoyougotoschoolonSaturdaysandSundays?Why?S:No,Idon’t.Step2Presentation1教师学生自由交谈学习课文中的新词、句子1）Teach“attheweekends”T:AllofuscometoschoolfromMondaytoFriday.Wedon’tcometoschoolonSaturdaysorSundays.T:Because“DaysfromMondaytoFriday,Wecallitweekday(工作日).SaturdayorSunday,Wecallitweekend.Teach:周末weekendweek(一周)end(结束)周末weekend=Saturday+Sundayweekends=Saturdays+Sundays在周末Wecansay“attheweekends”.T:Todaylet’stalkaboutourweekends.(揭题Unit8Attheweekends)2）Teach“Ofcourse,Ido.”T:DoyouusuallywatchTVattheweekends?Ss:No,Idon’t./Yes,Ido.T:Youcanalsosay“Ofcourse,Ido.”T&S1,2：DoyouloveyourDadandMum?（让学生来猜测的含义）T&S3,4：Doyoulikeplayingcomputergames?DoyoulikesurfingtheInternet?S：Ofcourse,Ido.3）Teach“Often”T:Whatdoyouusuallydoattheweekends?T&S1,2,3:Iusually…(多个学生进行句型操练)(师生对话设计意图：通过跟老师的问答中，教授一些新单词和词组，这样可以为后面的句型的学习降低难度.）T:Whatdoyouoftendoattheweekends?Teach“Often”T&S1,2,3:Ioften…T:WhatdoIoftendoattheweekends?Canyouguess?S1,2,3:Youoften…T:Sorry,you’rewrong.AttheweekendsIoftenreadbooks.SometimesIsurftheInternet.(ppt出示双休日活动表，帮助学生理解often和sometimes)理解often(经常)重复的频率达60%sometimes(有时)重复的频率达30%T:Ioftenreadbooks.SometimesIsurftheInternet.IcanlearnalotfrombooksandInternet.Teach“learn…from…”4）Teach“spendone’sweekends”T:IcanwriteE-mailstomyfriendsontheInternet.T:Doyoudoitattheweekends?S:Yes,Ido./No,Idon’t.Teach“Howdoyouspendyourweekends?”师生对话引出Howdoyouspendyourweekends?Ioften…SometimesI…Teach“spendone’sweekends”tenpenendweekendspend(度过)小组内调查Howdoyouspendyourweekends?Ioften…SometimesI…5）Teach“talkabout”“Howdoeshe/shespendhis/herweekends?”T：let’stalkaboutourweekends.Teach“talkabout:谈论有关。。。”T-S对话Howdoyouspendyourweekends?Howaboutyourfriends?Howdoeshe/shespendhis/herweekends?He/Sheoften……Sometimehe/she…..(提醒学生主语是第三人称单数时动词的形式)Workinpairs.2.学习课文1）初步感知课文T:Ithinkallofushavecolourfulweekends.HowaboutWangBingandhisfriends?Let’swatchthecartoon.Teach“cartoon”百度卡通视频：A部分课文=rec1（设计意图：通过动画片来初步感知课文，音形并茂，形象而生动.）Answerthequestions:Q1:Whatdayisittoday?Q2:Howmanystudentsarethereinthecartoon?2）细读课文：解决Howdotheyspendtheirweekends?(自读课文，完成表格每位同学的周末活动。先给出HowdoesWangBingspendhisweekends?的例子)WhoHowWhy?oftensometimes学生汇报时Teach:learn…from…watchcartoons,catchbutterflies学生汇报时，教师将表格的内容板书。（设计意图：通过细细品味完整的语篇使得学生对本单元对话内容深入了解透彻。）3）再次整体了解课文Readthewholetext.(1)Readafterthetaperecorder.(2)Readaftertheteacher.(3)看着板书复述课文。（设计意图：在通过看、听、读三方面来理解课文后，再设计了读和写的环节，又一次巩固了课文内容，加深了学生的印象。最后，设计了一个看着提示图来复述课文内容的环节，可以说是画龙点睛之处，使学生的说话能力又上升到了又一个层次。）Step3.拓展延伸向同学介绍你和家人或好朋友的周末活动WeknowIWangBingandhisfriendshavecolourfulweekends.Doyouwanttoknowmyweekends?教师师范Myfamily’sweekendsMynameisNancy.I’mateacher.Ihaveahappyfamily.Ilikeweekendsverymuch.Icandoalotattheweekends.Ilikereading.SoIoftengotothelibraryonSaturday.Icanlearnalotfrombooks.SometimesIsurftheInternet.SometimesIgoshopping.Myfatheroftengoesclimbing.Sometimeshegoesfishing.Butmymotherdoesn’t.SheoftenwatchesTV.Sometimesshedoeshousework.SometimesIhelpherathome.Ioftenhaveaniceweekend.Makefriendswithyou,writealettertome.Myfamily’sweekendsDear……..:Mynameis____.I’mastudent.Ihaveahappyfamily.Attheweekends,Ioften______.Sometimes,Ioften____.Myfatheroften______.Sometimeshe_____.But,mymotherdoesn’t.Sheoften______.Sometimesshe____Haveaniceweekend.（过一个愉快的周末）Yours_____.Homework:1..ListenandreadParkA.2.CopysomephrasesinPartA.3.Saysomethingabout“attheweekends”.五、教学反思在设计本课时我首先想到的是如何调动的学生习积极性，上课前一分钟播放歌曲《Hobbies》为新课作铺垫，自然导入新课。利用跟老师自由交谈的问答中，教授一些新单词和词组。语篇的教学时教师也引导学生紧紧围绕“weekends”这个主题，先从整体感知语篇，然后局部细致分析语篇，最后从不同角度、以不同形式再次整体呈现语篇，整个过程体现了整—分—整的教学过程。这样做不仅有利于学生多方位、多角度地审视语篇、理解语篇，而且对于学生的理解能力以及综合语用能力的培养都是大有裨益的。整体语言教学法对于我们今天的小学英语的语篇教学有着重要的启示作用。教师不仅要懂得借助恰当的教学手段完整地呈现语篇内容，而且要善于“瞻前顾后”地设计任务以及“