牛津小学英语 5A Unit7 After school 教案
一、教学内容: 教学内容: 牛津小学英语 5A Unit7 After school Part A 教学目标: 二、教学目标
  1.能听懂、会说、会读、会拼写单词及短语 after school, look for, join, study 等。 Is
  2.能进一步巩固在进行时的一般疑问句及其回答。 he/she …?Yes, he/she is. No, he/she isn’t. Are they …?Yes, they are. /No, they aren’t. They are …
  3.能听得懂、会说和会读日常交际用语和句型 Perhaps they are. I’ ll go and join them. Where are you going? 等。 教学重点: 三、教学重点: Is
  1.能进一步巩固在进行时的一般疑问句及其回答。 he/she …?Yes, he/she is. No, he/she isn’t. Are they …?Yes, they are. /No, they aren’t. They are …
  2.能听得懂、会说和会读日常交际用语和句型 Perhaps they are. I’ ll go and join them. Where are you going? 等。 教学难点: 四、教学难点:能听得懂、会说和会读日常交际用语和句型 Perhaps they are. I’ ll go and join them. Where are you going? 等。 教学准备: 五、教学准备:设计并制作 PPT,录音机,教学光盘 六、教学过程 Step1Warm up
  1.Listen and do 教师说出一系列动词短语,学生做动作,如 watch TV, play basketball, play the piano, sing 等。并说 stop,让学生暂停。 T: What are you doing? S: I’m … T: What’s he/she doing? S: He/She is … 【设计意图:让学生做做、说说,符合小学生的年龄特征,并活跃课堂气氛。在 做与说的过程中巩固现在进行时的用法。 】 Step2 Revision
  1. Show some pictures to the students and guess. (Eight pictures) Using: A: Is he/she/it …? 他/她/它正在……吗? B: Yes, he/she/it is. No, he/she/it isn’t. A: Are they …? 他们正在……吗? B: Yes, they are. No, they aren’t.
  2. An exercise.(将下列句子改为一般疑问句,口头练习) ? He is looking for a mouse. ? You are playing chess. ? They are playing cards. ? Your father is cooking in the kitchen.
【设计意图:利用信息沟,让学生判断图片上的人物在所什么,图片具有一定的 吸引力,学生较感兴趣,积极参与。目标:学生能较清晰地说出现在进行时的一 般疑问句式,并做出肯定或否定的回答。 】 Step3 Presentation and practice T: Where are we? What are we doing? S: We are in the classroom. We’re having an English lesson. (引出课题 Unit7 After school)
  1. Background ①T: “After school” means “Classes are over”. 教授这个句子,注意复数形式,把 复数句子改为单数句子。Class is over. ②T: Look at the picture! What’s the time? S: It’s three o’clock. T: Yes, it’s three o’clock in the afternoon. ③T: Who’s he?(呈现 Gao Shan 的照片)Is he playing basketball? S: … T: Gao Shan is looking for Wang Bing. (教授 look for,并与 find 进行区分。look for 强调寻找的过程 find 表示找到,强调结果。) ④Listen to the tape of background 【设计意图:小学英语课堂中强调故事情景的创设,这里学生在“下课了”情景的 创设及教师的引导中慢慢进入 A 部分的教学。通过对三句话的梳理,交代下面 Gao Shan 与 Miss Li 对话的背景。目标:学生能够理解背景知识中的三句话,分 别交代了时间、人物、事件,能试着说出这三句话,并基本能够区分 look for 和 find。 】
  2. Left part ①Listen to the tape and answer some questions a. Is Wang Bing helping Miss Li? b. Where are Mike and Wang Bing? c. Are they playing basketball? d. What will Gao Shan do? ②Some phrases a. perhaps b. I’ll=I will, he’ll=he will, she’ll=she will will 表示将要做某事,还没有做。 举例:I’ll go to the supermarket this evening. / I’ll wash clothes tomorrow. c. go and join them, join 的读音,join+宾格 ③V+宾格的讲解与练习 go and join them 去加入他们 come and join us/me 来加入我们/我 动词+宾格 help +you/me/him/her/it/us/them 帮助…… find +you/me/him/her/it/us/them 找到…… join+ you/me/him/her/it/us/them 加入…… Exercise 1 用括号内词的适当形式填空。 Please listen to (I).
Can you help (he)? Where are my shoes? I can’t find (they). Follow (she). Let (we) see. Look! They are running. Let (we) go and join (they). ④Watch a video and repeat, work in pairs, read together. ⑤Retell the dialogue according to some phrases.(将对话中一般疑问句标出) 【设计意图:先易后难,符合学生的认知规律。请学生先听录音,并根据几个问 题理解这部分大致内容之后,扫除语言知识障碍,再理解语篇内容,能让学生更 好地理解并记忆深刻。指导策略:1 泛听 理解语篇大意;2 详细讲解 重要语言 点的梳理;3 跟读 逐句跟读,模仿对话,边读边记;4 角色扮演 自由分组,体 验理解对话内容;5 复述 整体感知对话,并及时反馈当堂学习情况。目标:学 生掌握了这部分的大意并能熟练对话。对于动词后面+人称代词的宾格形式要有 深刻的印象。 】
  3. Right part ①Listen to the tape once A picture of Helen and Gao Shan T: What are they talking? a. Where is Gao Shan going? b. What are Su Hai and Su Yang doing? c. Is Helen going to the library? d. Are Su Hai and Su Yang studying/reading in the library? ②Watch and repeat, role play. ③Retell the story according to the form Who Doing what Where Helen going playground/library Gao Shan going playground Su Hai and Su Yang studying/cleaning library ④ A sentence. a. Where are you going? I’m going to… 你正要去哪里?我正要去……强调一下 where 询问去哪里。 b. Some pictures A: Where are you going? B: I’m going to … 【设计意图: 在“Gao Shan 与 Helen 相遇会说些什么”情景的渲染下学生对对话较 感兴趣。并通过听录音回答问题的方式理解大意,在此基础上看动画,并根据表 格来回忆对话内容都是能够调动起学生学习的热情。指导策略:同上。目标:学 生能够熟练朗读对话,能根据提示复述并完全理解对话内容,掌握现在进行时的 一般疑问句及其回答。本段中出现了现在进行时的特殊疑问句 Where are you going?引起学生注意,不要将 where 说成 what。 】 Step4 Consolidation
  1. Read Part A and try to recite it
  2. Group work (four in a group)

  3. Exercises Exercise 2 按要求完成句子,每空一词。 ① The girls are singing in the classroom.(改为一般疑问句) the girls in the classroom? ② Marry is studying English now. (改为一般疑问句) Marry English now? ③ Are you cooking?(作肯定回答) , I . ④ Is Li Lei singing a Chinese song?(作否定回答) , he . ⑤ I am reading a storybook now.(对划线部分提问) are you now? ⑥ I am going to the playground.(对划线部分提问) you going? Exercise3 阅读短文,判断对错,用“T”或“F”表示。 I’m Tom. I have three good friends. They’re Mike, Helen and Nancy. Today is Saturday. Mom and Dad aren’t at home. My good friends come to my home. We are very busy now. Mike and I are making a cake in the kitchen. Helen and Nancy are helping my sister do housework. Look, Helen is cleaning the windows. Where’s Nancy? Oh, she’s in the sitting-room. She is sweeping the floor. We’re tired, but we’re very happy. Questions: ( )
  1. Tomorrow is Sunday. ( )
  2. My parents are at home. ( )
  3. Mike is making a cake in the kitchen with me. ( )
  4. Helen is cleaning the windows with my sister. ( )
  5. We don’t like doing housework. 【设计意图:新课标中强调对于每节课的教授内容都要有一定的评价,这里通过 练习的设计来检测学生的掌握情况。练习 3 是课外阅读理解的练习,提醒学生将 每个题目在文中的依据找出。 课外阅读题的设计意在培养学生在短文中提取有效 信息的能力。 】 Step5 Assignment
  1. After school, listen to the tape of part A five times.
  2. Copy part A two times, and recite it. Step6 Blackboard design Unit7 After school A: Is he/she…ing? B: Yes, he/she is. No, he/she isn’t. A: Are they…ing? B: Yes, they are. No, they aren’t. I’ll=I will I’ll go and join them.
牛津小学英语 5A Unit7 After school 教学反思
本节课上得并不成功,总觉得学生学习的热情不够,也许是我在调动学生积 极性方面做得不好,我自己好好反思了一下,觉得可能这些因素的存在影响了整 节课。 第一、整节课的设计不够新颖。本节课教授的 A 部分的语篇理解。对于这 样的对话,若要有一定的出彩之处需多思考。我对于语篇的教学采用听录音、跟 读、利用短语及表格复述等较常用的方法,来让学生在理解对话大意的基础上记 忆并运用。所创设的情景也比较一般。通过这节课的学习,学生基本能够掌握 A 部分的语言点,但总的看来课堂上学生主动获取知识的积极性不高,以后在这方 面需狠下功夫。 第二、学生年龄大了不再像中低年级的学生那么好动,那么乐于参与各种课 堂活动。而且学生对本单元的知识掌握得都差不多了,班级学生都能将 A 部分 内容背出,习题也做得不少。课前,我发下去一张针对性练习纸,在讲到某些知 识点时可以及时地以习题来巩固。却发现有学生没有听好指令,趁我在讲课的时 候偷偷做练习,反映出个别学生听课习惯很差。自我感觉良好,不需要再认真听 讲,这些都是不成熟的想法,有必要提醒学生并引起重视,以培养学生良好的听 课习惯,掌握一个科学有效的学习方法。 第三、课上出现了突发情况。在上课没多久,第一次听录音之后突然发现屏 幕黑屏。我一下子慌了,也极大程度地分散了学生学习的注意力。他们有的死死 盯着屏幕看,期待它一下子就亮起来。当时我正好说到动词后面+人称代词的宾 格形式,可以说也是一个比较重要的知识点。没有课件的辅助作用我就靠着黑板 与粉笔讲解着,大部分学生在跟着我一起沉浸于英语学习,也不排除,有部分同 学一直游离在课堂之外。即使后来修好了,一节课中学生听课的黄金时段已经过 去,之后,学生以及我自己的状态总有不如意的地方。
 

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