集体备课记录look at the monkeys.doc

精河县第二小学五年级组 英语 学科集体备课记录集体备课时间4月 8 日（第 周）年级The fifth grade科目English出席教师Wang Hui Chen Yan An Fenglei主备人Chen Yan集体备课内容Unit5 Look at the momkeys. The first period一、主备人研讨教材，初备感知：说教材教材简析第五单元的主要内容是孩子们喜爱的各种动物所表现的动作的英语单词及句型。由前一单元介绍人所表现的动作行为词组及句型“What are they doing？”“They are”引入，要求学生能在一定的语境下运用“What isdoing？”“It is”。教师从中选择了“bird、rabbit、elephant、tiger、fish”这五种动物类单词和它们所表现出来的动作“flying、jumping、walking、running、swimming”单词，运用句型进行第一课时的教学。教学目标1、能听、说、认、读句子：Look at the tiger! Its running. The rabbit is jumping.2、能听、说、读、写动词短语的形式：flying ,walking, running, jumping, swimming.3、能听懂、说唱歌谣 Koalas are sleeping.教学重难点1、本课的教学重点是掌握五个动词的ing形式，并用现在进行时简单表达。2、本课的教学重点是running和swimming的拼写。说教法教学策略（教法设计） Demonstration method、games 、group work 、encouragement method and tournament method教学媒体使用PPT 、pictures、stickers说教学流程教学环节设计第一课时Step 1 Warm- up Greetings and free talkT: Good morning, boys and girls. How are you today? Ss: We are fine. T: What do you do on the weekend? (设计意图：学生通过三、四年级的英语学习，已养成了每节课前一两分钟进行简单的日常英文交流的习惯。教师通过这一活动，增强师生间的情感交流，创设英语氛围，复习有关家务的动词短语。活动类型：A)Step 2 Preview1. Guessing gameT: I have some friends. Look! Who are they? (课件出现一些动物 )S: They are Mr. Monkey, Miss Rabbit, Zoom and Zip.T: What do they do on the weekend? Guess!(让学生发挥想象，猜一猜) T: Look! What are they doing? (课件呈现动物们正在帮山羊妈妈做家务)S: They are doing housework.T: What is Mr. Monkey / Miss Rabbit / Zoom / Zip doing? 学生回答。T: Mother Goat cant do the housework. Because she is ill. The animals are helpful at home. They are helping Mother Goat. Do you like them?S: Yes, we do.T: Do you want to act them?S: Sure. T: Good. Lets act like them.2.Listen and act教师发指令, 学生做动作Jump jump， jump like a rabbit.Walk walk， walk like an elephant.Fly fly， fly like a bird.Run run， run like a monkey.Swim swim, swim like a duck.( 设计意图：通过呈现故事, 吸引学生的注意力，引入动物们正在做的事情，复习第四单元的现在进行时。并从故事引出TPR, 通过TPR的形式引入将要学习的ing动词的原形，以旧引新，降低学生的学习难度，同时也为后面的新授知识做铺垫。活动类型：R)Step 3 Presentation and mechanical practice 1. T: Mother Goat feels well with the help of the animals. Now Mother Goat wants to go to the zoo and see the animals. Do you want to go with her?Ss: Yes.T: OK. Lets go. （通过Mother Goat带领学生参观动物园，引出全文的主线。）播放多媒体课件：T: Mother Goat is introducing the animals to us. Listen, please.Mother Goat: Good morning! Welcome to the zoo. Look! The bird is flying .Its happy. The elephant has a long trunk. It is walking. The rabbit has red eyes and long ears. It is jumping. Why? Because the tiger is running. The tiger is running after the rabbit. There is a stream. Its clean. We can see many fishes. What is the fish doing? Its swimming.( 设计意图：通过Mother Goat带领学生参观动物园这一主题，逐渐呈现一些动物及他们正在做的事情，使学生亲临其境，让学生整体感知新语言，从而加深对单词的理解。活动类型：R)1. 教师按课件的按钮，动物在屏幕上快速地闪过，并随即消失。学生要大声地说出动物们正在做什么，动物才会再停留在动物园里。T: Oh, too many people come to the zoo today. The animals are shy. They dont want to stay. But if you can say what they are doing, they will come out and play with you.（1） 屏幕上飞过一只大鸟T: Look at the bird. What is it doing?引导全班同学回答：Its flying. The bird is flying.教师按课件的按钮，把大鸟留在动物园。教师在板书walking 的同时，运用phonics引导学生拼写出walking. 如：教师说/ w /,学生说出字母w。教师说,学生说出字母al。教师说/ k /, 学生说出字母k。教师告诉学生字母组合ing的发音，接着让学生拼读单词一次。（2） 用相同的方法教学单词walking, jumping, running, swimming（3） 五个单词学习完毕，教师手指黑板上的running, 问：How many “n”s are there in it? 引导学生回答，同法提示学生swimming中字母“m”也要双写。（4） 学生听录音跟读新单词。（5） 学生学唱P56 Lets chant, 巩固所学的单词。( 设计意图：通过情景设计和趣味游戏，把单词的操练融入在句中，词不离句，同时让单词的机械操练也具有一定的意义。在学习单词的环节中，让学生养成运用Phonics的知识来认读单词，不仅可以帮助学生速记单词，长期坚持，能使学生具备“听音会写 看词会读”的能力。活动类型：A/R)Step 4 Practice1. 开火车，说句子。T: Mother Goat is playing with her friends. Do you want to play with them? OK. First, tell me what they are doing? 教师出示单词卡，同桌开火车练说句子：The rabbit is jumping, j-u-m-p-i-n-g, jumping .( 设计意图：教师用开火车的形式检查学生的掌握情况。活动类型：R)2. Play a guessing game教师手持图片站在黑板前，找一名学生出来背对全班学生，全班学生看教师的图片说句子，如：Look at the bird. The bird is flying.该学生做相应的动作并拼出单词。（设计意图：这个游戏是集体操练本课时的目标单词 活动类型：R) 教师把学生分为两大组，每组各请两名学生上台，各从动物卡和动作卡中抽出一张卡片。抽完后 Team 1的同学用卡片提供的词造句：The bird is flying. 全班同学判断符合情理的，说：Yes, the bird can fly. Team 1加1分。Team 2同学用卡片提供的词造句：The bear is flying. 全班同学判断不符合情理，说：No, the bear cant fly. Team 2加1分。示范一次后由四人小组来进行比赛。( 设计意图：区分现在进行时和含有can/cant的句子的结构。活动类型Look at the rabbit, its jumping.Look at the elephant, its walking.Look at the tiger, its running.Look at the bird, its flying.Look at the fish, its swimming.（运用歌谣，不仅巩固新学的单词和句子，还调动了学生的积极性，活跃了课堂气氛。同时，学生学了半节课，注意力也不集中了，人也累了，轻松地歌谣可以让学生放松一下。）Summary.（学到五年级了，会出现很多语法，跟学生讲清楚是很有必要的。帮助学生总结，更有利于学生的学习。）Step3 Consolidation / Extension拓展/巩固1.Read the story2. Act the story out二、备课组成员共同研讨，提出建议：备课组成员发言记录 Step 1 Warm- up Greetings and free talkT: Good morning, boys and girls. How are you today? Ss: We are fine. T: What do you do on the weekendThe teacher shows the “ PPT ”of Lets do.Act like a cat. Act like a duck. Act like a panda.Act like a monkey. Act like a rabbit. Act like a dog.Hunt like a mouse. Walk like an elephant. Climb like a bear.Fly like a bird. Jump like a squirrel.? Step 2 Preview1（二）呈现新课 （Presentation）(15)1、Lead inT: Boys and girls, do you like animals? Today, Lets go to the zoo, ok?2、Teaching new words(1) Teach “jumping”（2）Teach “running”（3）Teach “walking”（4）Teach “flying”（5）Teach “swimming”. Guessing gameT: I have some friends. Look! Who are they? (课件出现一些动物 )S: They are Mr. Monkey, Miss Rabbit, Zoom and Zip.T: What do they do on the weekend? Guess!(让学生发挥想象，猜一猜) T: Look! What are they doing? (课件呈现动物们正在帮山羊妈妈做家务)S: They are doing housework.T: What is Mr. Monkey / Miss Rabbit / Zoom / Zip doing? 学生回答。T: Mother Goat cant do the housework. Because she is ill. The animals are helpful at home. They are helping Mother Goat. Do you like them?S: Yes, we do.T: Do you want to act them?S: Sure. T: Good. Lets act like them.2.Listen and act教师发指令, 学生做动作Jump jump， jump like a rabbit.Walk walk， walk like an elephant.Fly fly， fly like a bird.Run run， run like a monkey.Swim swim, swim like a duck.( 设计意图：通过呈现故事, 吸引学生的注意力，引入动物们正在做的事情，复习第四单元的现在进行时。并从故事引出TPR, 通过TPR的形式引入将要学习的ing动词的原形，以旧引新，降低学生的学习难度，同时也为后面的新授知识做铺垫。活动类型：R)Step 3 Presentation and mechanical practice2. Guessing game (3)Guess what is the animal doing?(课件出示图片，遮住动物部分身体，只露出一小部分，学生猜动物正在做什么。)运用句子：Look at the _, its _. The _ is _. 1. T: Mother Goat feels well with the help of the animals. Now Mother Goat wants to go to the zoo and see the animals. Do you want to go with her?Ss: Yes.T: OK. Lets go. （通过Mother Goat带领学生参观动物园，引出全文的主线。）播放多媒体课件：T: Mother Goat is introducing the animals to us. Listen, please.Mother Goat: Good morning! Welcome to the zoo. Look! The bird is flying .Its happy. The elephant has a long trunk. It is walking. The rabbit has red eyes and long ears. It is jumping. Why? Because the tiger is running. The tiger is running after the rabbit. There is a stream. Its clean. We can see many fishes. What is the fish doing? Its swimming.( 设计意图：通过Mother Goat带领学生参观动物园这一主题，逐渐呈现一些动物及他们正在做的事情，使学生亲临其境，让学生整体感知新语言，从而加深对单词的理解。活动类型：R)2. 教师按课件的按钮，动物在屏幕上快速地闪过，并随即消失。学生要大声地说出动物们正在做什么，动物才会再停留在动物园里。T: Oh, too many people come to the zoo today. The animals are shy. They dont want to stay. But if you can say what they are doing, they will come out and play with you.（1） 屏幕上飞过一只大鸟T: Look at the bird. What is it doing?引导全班同学回答：Its flying. The bird is flying.教师按课件的按钮，把大鸟留在动物园。教师在板书walking 的同时，运用phonics引导学生拼写出walking. 如：教师说/ w /,学生说出字母w。教师说,学生说出字母al。教师说/ k /, 学生说出字母k。教师告诉学生字母组合ing的发音，接着让学生拼读单词一次。（2） 用相同的方法教学单词walking, jumping, running, swimming（3） 五个单词学习完毕，教师手指黑板上的running, 问：How many “n”s are there in it? 引导学生回答，同法提示学生swimming中字母“m”也要双写。（4） 学生听录音跟读新单词。（5） 学生学唱P56 Lets chant, 巩固所学的单词。( 设计意图：通过情景设计和趣味游戏，把单词的操练融入在句中，词不离句，同时让单词的机械操练也具有一定的意义。在学习单词的环节中，让学生养成运用Phonics的知识来认读单词，不仅可以帮助学生速记单词，长期坚持，能使学生具备“听音会写 看词会读”的能力。活动类型：A/R) Step(四) 扩展性活动（Add-activities）(7)1、课件出示（1）看课件，自由表达。Now, we are in the party. So nice, what do you see? What are they doing?（2）补充短文：T: Boys and girls , its summer now ,lets go to the nature park,ok? (课件出示自然公园的美景，老师配乐 4 Practice1. 开火车，说句子。T: Mother Goat is playing with her friends. Do you want to play with them? OK. First, tell me what they are doing? 教师出示单词卡，同桌开火车练说句子：The rabbit is jumping, j-u-m-p-i-n-g, jumping .( 设计意图：教师用开火车的形式检查学生的掌握情况。活动类型：R)2. Play a guessing game教师手持图片站在黑板前，找一名学生出来背对全班学生，全班学生看教师的图片说句子，如：Look at the bird. The bird is flying.该学生做相应的动作并拼出单词。分(五)Lets check (5)Listen and match 完成本课中lets try的听力练习。六、The blackboard designUnit 5 Look at the monkeys Group work 三、主备人修订个案，形成共案：教学环节设计教学过程：（一）d. Jump like a squirrel.（二）呈现新课 （Presentation）(15)1、Lead inT: Boys and girls, do you like animals? Today, Lets go to the zoo, ok?2、Teaching new wor Step 1 Warm- up (5)1、 Greetings and free talkT: Good morning, boys and girls. How are you today? Ss: We are fine. 2、The teacher shows the “ PPT ”of Lets do.Act like a cat. Act like a duck. Act like a panda.Act like a monkey. Act like a rabbit. Act like a dog.Hunt like a mouse. Walk like an elephant. Climb like a bear.Fly like a bir ds(1) Teach “jumping”T: The animals are very cute. Look, whats this? Ss: Its a rabbit. T: Yes .The rabbit can jump. Look at the picture. Whats the rabbit doing? （T help Ss）: Its jumping. （2）Teach “running”T: The rabbit is jumping. Why?Ss: Because the tiger is running. The tiger is running after the rabbit.出示单词卡片“running”，师领读单词，强调running中的“n”要双写。（3）Teach “walking”T: Running, running, Im running and running- walking）Now, Im-Ss: Walking. T: Whats the elephant doing ?Ss: Its walking. （Read and act.）（4）Teach “flying”T: Can the elephant fly? Ss: No. T: Who can fly? Ss: Bird.T: Yes. The bird can fly. Look at the picture. Whats it doing? (T help Ss): Its flying. (T show the card , read and write, and put it on the blackboard.)（Read and act.）（5）Teach “swimming”T: The bird flys to a river. Whats in the river?S: Its a fish. T: Wha