教学案例3.doc

教学案例3牛津小学英语5AUnit6 Doing housework一设计思路：1、学生口头英语能力的训练应分步进行，让孩子在游戏、唱歌、表演、看图说话等多种形式训练中，逐步学会说话，不知不觉，积少成多，在教师的有效指导下，把话说地道。2、借助图片，训练学生运用现在进行时，叙述正在发生的事情， 使学生知道什么情况下使用现在进行时，现在进行时如何构成，在动词加上词尾ing后，发音有什么变化。3、从学生的生活经验和兴趣出发，创设与完成任务相关的情景进行语言训练，使学生在真实的情景和方式中学习英语知识，发展语言技能二教学详案：Teaching materials :Unit 6 Doing housework D Look and sayTeaching aims:1.Enable the students to use the following sentence patterns to talk about the things happening:What is he doing? What is she doing?Hes Shes2. Learn to say the following phrases and spell them:（ read books reading bookswatch TV watching TVsleep sleepingrun runningImportant points:重点掌握进行时的表达方式和四个短语动词的ing 形式。Difficult points:重读闭音节动词现在分词形式的变化。Teaching aids:CIA, tape recorder, picturesTeaching procedures:Step 1: Warm up1.Lets chant：（通过说唱、唱歌等形式，引入课堂）2. Sing a song: What are you doing?（唱一首歌引入主题） Step 2: Revision1.Show students some photos, ask and answer:What are you doing?（学生通过句型复习四个已学过的动作）Im drawing pictures, reading a book, washingclothes, cleaning the dolls.2.Students write down the phrases on the blackboard and read.学生书写词组于黑板上，检查书写、记忆情况）Step 3. Presentation1.T: What do you usually do at the weekend?S: I usually（通过对话，直接引出词组）T: But I usually read books at home. I like reading books very much.2.Learn to say and spell “read books”.（学生跟读词 组，并拼写词组）3.Show the photos, ask and answer: （从What are you doing 句型引出What is he doing?句型）Whats he doing?Hes reading books.4.Learn to say the following three phrases and write down the phrases on the blackboard:（继续引出其余三个词组，并将词组写 在黑板上，为学生以后的活动做准备）watch TV watching TVsleep sleepingrun runningStep4. Drill and practice:1.Look at the photos, ask and answer:（通过模糊画面，让 学生猜一猜他们在干什么，巩固词组）What is he/she doing?Hes/Shes2.Look and guess: （每幅图片上三个动作，看谁记得最快）There are three actions in the pictures, guess:Whats he/she doing?3.Showing the pictures of page 48.Practise the sentence patterns.(呈现书中D部分的图片，操练句型)4.Do an action: Students are divided into several groups. One acts teacher and says “Everybody. Do an action.”（做 “每个人做一个动作”游戏。让学生切实体会进行时的含义）Practice the sentence patterns:What are you doing?What is he doing?Step 5. Consolidation and extension:1.Listen to a short story.（听猫和老鼠的故事，回答猫正在 干什么。通过故事练习词组）1)Listen to the story twice.2)Answer the questions:Whats the cat doing first/next?2.Write and say: What a busy family!（仿造例子写自己一 家正在干什么，并以对话的形式表演出来）1) Choose the activities the family members doing and write them down.2)Make a short dialogue with your partners according to the chart.三教学反思： 学生语言表达能力的提高，要靠长期的学习积累。在小学英语学习的课堂上，利用看图说话，使学生语言能力的培养在活动中进行，让孩子灵敏的目光，扑捉画面的内容，从而萌发用英语表达这些内容的愿望，这个愿望催促他灵活地运用已经学过的单词和短语来叙述画面的内容，表达自己的理解和认识。1教学设计中的闪光点：1）因为所教的内容为进行时，所以教学动作都以录像形式出现，给学生以最真实的语言场景。2）听力理解时，为使学生更好地理解故事内容，将图片制成动画形式，以便吸引学生注意力。3）学生猜动作时，采用部分模糊图片及用学生自己真实的声音，以提高学生的学习积极性。2教学设计有待探讨之处：1）本节课为进行时态的动作学习，因此以真实的图片、动作、动画来教学起到较好的学习效果。教案中设计了“Everybody. Do an action.”这一活动，但试教后发现五年级学生做动