2019-2020年外研版新标准小学英语第六册Willyouphoneme说课稿.doc

2019-2020年外研版新标准小学英语第六册Willyouphoneme说课稿这节课我所选择的是新标准英语第六册第三模块第二单元Will you phone me?这一课，这一模块的第二单元是由一小段对话和一首诗歌组成，所以这节课的目的是让学生在了解上节课课文的基础上，理解本课对话内容，并能够运用Will句型做简单的交流，会诵读和表演诗歌。这一模块课文所讲的中心主题是周末计划，通过本课的学习要求学习能够谈论自己这个周末的计划，这一课的知识点是：学会问句Will you ? I ll 本课的新单词是：phone.我所教授的对象是三年级的学生，这是个过度年级，既要有灵活轻松的教学形式，又要注意课堂的实效性，从听、说、读、写几方面让学生都得到训练。知识的扩展对于三年级也相当重要，这个年级的部分学生书本内容不能够满足他们了，所以就要从实际运用和难度提升上花些心思。这一节课我先歌曲来活跃课堂的气氛，让学生从一开始就感受到轻松的气氛，用单词卡和提问来复习上节课的内容，达到帮助学生回忆和巩固的目的。由于本课的对话和上节课是连续的，我就用一段话来引入新课，学生们会带着好奇进入新课的学习。对话的学习我设计由易到难，先听、理解、再读，最后就对话提问并回答问题，让学生掌握得更牢固，理解得更透彻。诗歌的学习应该是轻松愉快的，我把学生们分成几个小组，在理解的基础上，让他们研究表演诗歌，这样既发挥学生们的想像力，让他们在课堂上真正动起来，又加深他们对诗歌的理解。最后的扩展训练我设计的是让学生制订周末的计划，真正把所学的句子应用到生活中去。小组讨论，给了学生互相交流，表达自己理解的机会，并在组内交流，最后汇报出来，给学生展示的机会，增强语感的训练。本课我采用了适当的奖励，激发学生学习的兴趣。本课教学环节较多，对教学过程的效率求很高，我会竭尽所能，努力把课上好。附送：2019-2020年外研社小学四年级英语Module9IhelpedMum教学设教学内容：外研社四年级英语Module 9I helped Mum（The first period）设计理念:本模块着重是运用过去时态一般疑问句的方式来描述周末的活动。通过联系生活，使学生真实体会语言的意义，并通过创设情境，激发学生学习英语的兴趣，训练学生口语的表达能力。结合本册新标准小学英语第四册的要求，课堂教学活动主要以听、说、玩、唱、演为主，为学生创造尽量真实的外语环境。教材分析:Unit 1的课文是通过打电话的方式来询问周末做了些什么，以过去式的一般疑问句来表达周末的内容，并注意句中动词过去式的运用。而Unit 2则是在Unit 1学习的基础之上，让学生来描述自己或者自己的家人周末一天的活动，既复习了过去学过的句子，又训练了学生对过去发生事情的表达。使学生在情境中体会了句型的用法，增加了拓展新知的训练，也为教师设计课堂提供了导向和足够的空间。学情分析:四年级的学生已经初步接触了过去时态的简单结构，了解了部分规则变化的动词过去式的形式。因此在本模块教学前可以通过歌曲和TPR活动，激活学生头脑中已有的动词词组，通过自由交谈了解信息，并实现对旧知的复习和巩固，为新知做好铺垫，力求使学生在体验参与的基础上，进行语言实践中掌握知识，以达到本节课的教学目标。教学目标1.语言知识目标（1）能够听、说、认读句子：Did you cook meat yesterday? Did you listen to music? Yes, I did. No, I didnt.（2）能够听、说、读、写，看图片或实物读出如下单词和词组： walked, talked, cooked; listen to music, walk in the park, talk to friends2.语言技能目标（1)能简单描述自己及他人过去做过的事情。（2)能用“Did you?Yes, I did./No, I didnt.”与他人进行对话交流。（4)学习chant，并能模仿创作。3.学习策略（1）学生学会积极与他人合作，小组内共同完成学习任务；（2）遇到困难,能够主动向老师或同学请教；（3）对所学内容能主动练习和实践。4.情感态度目标学生在Free talk、Say the poem、Watch courseware、Have a match等课堂活动中体验学习英语的兴趣；学生通过模仿课文和学唱歌等语音语调练习活动, 强化敢于开口、积极参与学习活动、乐于用英语交际的效果。5.文化意识通过文本的解读，让学生了解在西方国家，孩子作为家庭的一员，会主动承担一些家务事；大点的孩子会利用业余时间参加社会实践，增长见识，锻炼实践能力。教学准备:配套教学光盘、phoned, cooked, walked, listened, talked, rained, helped, played, watched单词卡片、多媒体课件、课文配套挂图教学流程与设计意图Step 1: Pre-task1、GreetingsT: Lets begin our class. Good morning, children!Ss: Good morning, teacher!T: How are you today?Ss: Im fine, thank you. And how are you?T: Im great, thanks.设计意图：通过师生问答，快速拉近师生之间的距离，营造出一定的英语氛围。2Say the chant “A Little Chick”.T：You did a good job. In this chant, the chick was young and cute before. What about you? Were you cute before?Ss: Yes!T: I think so. Tell me something about yourself before.S1: I was short.S2: I was fat.S3: I was naughty.T: Oh, you were naughty then. Did you help your mum before?S: Yes.T: Really? You were nice. You helped Mum.helped（Put the card “helped” onto the left side of the blackboard.）设计意图：通过这个活动热身，复习已经学过的过去时的句型，并渗透本节课的新句型Did you?和新单词helped，并调节气氛，调动学生学习的积极性，创设英语学习氛围。3. Review the verbs.T: Wow, you can help your mum. Thats great. And I know that you can do many things. Right?Ss: Yes.T: What can you do?S1: I can play the erhu.S2: I can run fast.S3: I can play basketball.T: Lets play a game. Sharp Eyes.Some verbs will pass by on the screen. The students read the words as quickly as they can and do the actions at the same time.设计意图：通过师生对话引出动词词组的复习。学生则需要在看到屏幕上快速闪过的单词时，快速地、大声地读出单词，并作出相应的动作。通过学生的快速抢答，既集中了学生学习的注意力，复习了已经学过的动词词组，又在此过程中呈现了cook meat, cook fish, listen to music, walk, talk, play puter, watch TV这些课文中出现的动词词组，弱化、分散了教学难点，又为新课的学习做了铺垫。4. Lead inT: I can swim. But I didnt swim yesterday (Shaking head). Because its cold. Do you know “yesterday”? Today is Tuesday. Yesterday is Monday. So “yesterday” means 昨天. yesterday(Put the card “yesterday” onto the right side of the blackboard.)Lead the class in reading aloud. Then read it one by one.设计意图：通过教师讲述自己的情况引出和教授新单词yesterday，并初步理解didnt的否定意思，为课文情境的呈现扫清障碍、做好准备。Step 2: While-task1.Presentation1)Show the first picture of the text. Make the students watch it carefully and answer.T: Look! This is Amy. This is Amys Grandma. What are they doing? You can answer it in Chinese.S: 他们在打电话。T: Yes, they are making a phone.phoneShow the card “phone” to the class and lead the class in reading aloud.T: It was last Monday. So we should say Amy PHONED Grandma.phonedShow the whole card “phoned” to the class and put it onto the left side of the blackboard.设计意图：通过观察课文的图片了解课文情境，知道这是一通电话的通话内容，并了解到课文谈论内容的整体时态，同时引出并教授了新单词phoned。2)T：There are five people in this dialog. Who are they? Watch the story.Play the flash of the text.引导学生回答：Grandma, Amy, Sam, Dad, Tom3)T：What did Grandma do? Grandma做了些什么呢？ Play the flash to the 3rd picture. Then circle the right pictures. What did Grandma do?T: Suppose you were Grandma. Did you cook meat? (板书)Ss：No, I didnt. (板书)T: Did you cook fish?Ss: Yes, I did. (板书)T: Oh, you cooked fish yesterday. (Put the card “cooked” onto the left side of the blackboard. )Teach “cooked”a. follow meb. read it one by onec. chant: cook, cook, today.cooked. cooked, yesterdayT: Did you listen to music?Ss：No, I didnt.T: Did you walk in the park?Ss: Yes, I did.T: Did you talk to some friends?Ss: Yes, I did.T: Oh, you walked and talked. (Put the cards “walked” and “talked” onto the left side of the blackboard. )Teach “walked” and “talked”a. follow meb. read it one by onec. chant: walk, walk, today.walked, walked, yesterdaytalk, talk, today.talked, talked, yesterday4) Lead the class in reading aloud the sentences on the blackboard. And practice them.a. follow meb. Ask and answer in pairs.c. Change the verbs with the word cards. Then ask and answer in pairs.play basketball Did you_ yesterday?设计意图：通过带着问题看原版课件，让学生感知情景，理清故事主要人物之一Grandma所做的事情，同时学习cook, walk, talk的过去式，并初步学习、替换巩固操练Did you? Yes, I did. /No, I didnt.的新句型。5)T：What about the others? What did they do? Watch again and match.Amy played on the puterSam watched TVDad helped MumTomTeach the word “played”, “watched”6) T: (Point to the cards on the left side of the blackboard.) Watch the words here carefully. Can you find the same point?引导学生发现这些词后面都有ed，并向学生解释动词过去式的规则变化。7）Game 1：Finding home.listened cooked help walked talk listen watchedcook talked watch played walk play helped now then8) Game 2: Finding friends.组内一半同学手中的卡片是原形，另一半同学手中的卡片是过去式，计时30秒内，找到自己手中卡片相对应的原形或者过去式，两人即成为朋友。两人各用手中的卡片造一个句子，就可以完成任务了。play-playedS1: play I play basketball today.S2: played I played the flute yesterday. 设计意图：通过同类词摆放在一起进行比较，引导学生发现动词过去式的变化规律，并能够举一反三，看见过去式知道如何变回原形。并通过两个游戏的形式巩固动词原形和过去式，并能够在时态上加以区分。9) Watch again. Circle all the past form of the verbs. Read and check in the groups of four.10) Watch for the third time. Underline the sentences with “Did you?” Read, ask and answer in pairs.Step 3: Post-task1. Listen and repeat, try to imitate the pronunciation. 跟读对话，模仿语音语调。1) Listen and point.2) Listen and repeat.3) Try to imitate the pronunciation全班跟课件朗读。 设计意图：提醒学生朗读过程中注意模仿原版语音语调，打下良好的语音基础。2.Finish Activity 1 on P34 in Activity Book. Please read and choose T or F.Q1: Who is hungry? S1: Amy is hungry.Q2: What did Amy ask? S2: Can I have some sweets?Q3: What did Ms Smart say? S3: Sorry , you cant.设计意图：通过判断对错题，来检验学生对课文内容是否理解，并帮助学生理清课文的脉络。3. Retell the text according to the pictures. The students watch the pictures on page 35.a.Discuss them in the groups.b.One student says one sentence about one picture.c.They put all the sentences together.d.Retell the text.4. Guessing game:每一小队有一组动词词组（原形）的卡片。每组派出一人（通常以座位决定，比如每一组左边的第三个同学），抽取一张卡片放在手中。第一名同学抽好之后，其余三名同学用Did you ?的句型来进行猜测，如果猜测的与卡片上不符合就回答”No, I didnt.”，如果相符就回答”Yes, I did.”。每人有两次机会，猜中即给本组加一分。5. Group work: I yesterday.每四人小组一套动词词组的卡片，每个人都从中抽取几张卡片。抽到什么就代表自己昨天做了些什么事情，就要用相应的正确形式描述出来。S1: (Pick a card with “play the erhu”) I played the erhu yesterday.S2: (Pick a card with “listen to music”) I listened to music yesterday.S3: (Pick a card with “phone my friends”) I phoned my friends yesterday.S4: (Pick a card with “play football”) I played football yesterday.设计意图：学生每四人小组手中都有一组动词词组的卡片，利用所学的句型进行相应的问答，极大地调动了学生的积极性，培养了学生的合作能力，也达到了复习、巩固和强化重点的目的。在这一环节中的小组合作形式具有广泛性和时效性，学生人人都能参与课堂活动，每人手中都有一张或者几张卡片，利用所学的句型进行相应的连锁问答，极大地调动了学生的积极性，培养了学生的合作能力，也达到了以优带差的目的。Step 4: PracticeFinish Activity 2 on page 35 in Activity Book.a.Listen and point.b.Try to retell the story about the little mouse.c.Make a new schedule for the mouse. Say it in the groups, the others will point to the pictures according to your sentences.e.g. S1: On Monday, Little Mouse helped his friends.S2,3,4: (Point to the third picture.)S1: On Tuesday, Little Mouse played basketball.S2,3,4: (Point to the fifth picture.)Step 5: Production1. T: Just now, we talked about Little Mouses schedule. What about your own schedule? Did you talked to your friends on Monday, too? Please finish your own schedule of last week. Fill in the blanks.My Last WeekDaysActivitiesMondayplayed puter gamesTuesdaywatched TVT: OK. Now please tell your friends about your last week. Maybe you two did the same thing in the same day.设计意图：情景转换，从课文及老师创设的情景引向课外，引向学生自己的实际生活，增加运用语言的真实性，激发学生运用语言、用英语做事情的意识，结合本课所学知识，让学生自然交流。2. T: Do you want to know my last week? I did seven things(play puter games, listen to music, watch TV, walk in the park, phone my parents, play tennis, play the guitar) last week. Can you ask me some questions? So you can finish my schedule according to my answers. Please try!Ss: (Write “played puter games” into the blank next to “Tuesday”.)DaysActivitiesMondayTuesdayplayed puter gamesT: Now please retell my last week.S: Ms Zhang listened to music on Monday. Ms Zhang played puter games o