教育部参赛-阅读教学模式设计-!邓凤娇.doc

录像课时教学设计参考模板录像课时教学设计基本信息教师邓凤娇教学年级五年级课题名称Eat well, stay healthy!指导教师张凝教材版本Join in课时(period)第6课时一、整体设计思路、指导依据说明传统小学英语阅读课通常都是读一下文章，做一下判断等。孩子们对英语的阅读兴趣不浓。本课老师努力创设语篇环境，为学生精心编写了一篇有趣的文章，以大量的语言输入和适当的输出，试图在篇章环境中，让学生通过阅读，从Pit and Pat的故事，不断翻滚所学食物词汇，渗透新知识内容，同时让孩子们通过阅读，高位感受何为均衡饮食。整个教学设计以reading for fun, reading for information and reading for skills为宗旨，通过阅读最后为学校设计健康饮食餐单，整个教学过程，充分调动学生的积极性及情感、态度等非语言因素，有机提取、组合、运用学生分散的、独立的知识与能力，进一步发展他们语言运用能力。二、教学背景分析学生分析1、本课的教学对象是小学五年级的学生。英语的听说认读能力已有一定的。学生对饮食已有一定的取向，但是对于均衡饮食的了解还不够深。2、从情感态度方面来看，五年级学生对学习任务的价值取向、兴趣以及对学习本身的认识已有不同，有的学生乐于运用英语表达所见所闻并积极参与学习活动，有些学生则有畏难心理。教师应努力在教学设计中有针对性地处理。3、学生学习本课之前已具备的语言知识和技能。a. 学生已经掌握了很多食物词汇，并且已经初步知道食物的分类。b. 已具有课标二级目标所规定的阅读能力。教材分析本教学内容是在JoinIn教材的基础上编制的，本内容是教师自编的阅读教学内容，通过描写Pit和Pat的不同饮食习惯，帮助学生形成均衡饮食的概念。三、教学目标与策略分析教学目标1.语言知识：滚动复习已学食物单词，学习新词汇carrot, kale, eggplant, balanced diet，通过发音规则掌握其发音，通过上下文了解词义。2.语言技能：能够熟练运用What would you like? Id like 询问别人喜欢吃什么以及表达自己喜欢吃什么。3.情感态度、价值观教学设计中的小组活动及互助学习方式激发了学生的学习兴趣，这种积极的情感因素会作用于创造性的语言交流活动，能帮助解决交际过程中的各种实际问题，从而促进语法意识和能力转化为实际的运用能力。通过阅读文章，让孩子们了解更多的有关健康饮食的资讯，为他们建立健康的饮食价值观有非常好的引导作用。教学策略1、 既授之以鱼，更授之以渔的策略。运用阅读技巧，有效阅读。教师通过skimming, scanning, reading for details, predict 等阅读技巧在教学过程中有效穿插，帮助学生理解课文，在活动中不知不觉地掌握或者熟悉阅读技巧。2、 提问策略。通过不同的问题的提出，让孩子们带着问题去阅读，去思考。既有集中问题，也有分散性问题，帮助孩子们发散思维，展开丰富的联想。3、 板书策略。通过用金字塔形式板书不同类型食物的位置，帮助学生形成各种食物的营养位置以及在金字塔的位置。4、 以旧引新策略。通过孩子们复习食物单词，猜老师的喜欢的食物渗透新的词汇carrot, kale, eggplant, balanced diet。5、 小组合作。通过一个又一个层层递进的学习任务，让学生在挑战每次任务的过程中体验与实践不同的阅读技巧（如：skimming, scanning, predicate, reading for details.etc ）。6、多媒体辅助。本节课采用多媒体手段辅助，通过EBook呈现文章内容，让孩子们更加容易了解文章大意，减轻学生的学习负担，也更加生动有趣。四、教学重、难点分析教学重点：1、学习新词汇lollipop, kale, balanced diet, vitamin, protein, starch 2、感受了解何为均衡饮食并尝试制作健康餐单。教学难点： balanced diet的意义。五、教学过程设计（附流程图）Step1: Warm up1) 师生会话T: Good morning. How is everyone here? Are you happy? Are you full? What did you have this morning? Do you like eating? Whats your favourite food?Maybe you like the food here? ( famous shops pictures)Ss:.T: Oh, I see, a kind of grainfull of protein, full of vitamin, full of starch.Cool, but dont eat too much.设计意图：1.教师努力创设轻松愉快的环境，让学生快速进入主题。2.初步呈现目标语言food and drinks.Step2: Revision（Pre-reading）任务1：sharp eays Say out the food words on the plate.T:Then do you know these food? Look at the board and say out the words loudly! Are you ready? Go.教师与学生通过快速认读，复习所有已学食物单词。设计意图：在头脑风暴活动中快速复习食物单词，并引导学生尝试归类。任务2 Game: I spy with my little eyes something begins with T: Great! Look! So many food on the board. Guess what I like? Well, I wont tell you, but you can get it from here. I spy with my little eyes something beginning with letter“k”. What is it?Ss:kaleT: Yes, kale. Some are green, and some are purple. Its a kind of vegetable, and good for us. T: I spy with my little eyes something begins with letter“s”_spagatti I spy with my little eyes something begins with letter“c”_chickenWhat food I seldom eatI spy with my little eyes something begins with “l”_lollipopI spy with my little eyes something begins with “p” Pit and PatOh, yes. Pit and Pat. Can I eat them? No, Im just kidding. They are human beings. they are my friend.(秀人物头像) Pit likes kale very much. And Pat likes lollipops very much. 教师用I spy游戏复习食物单词同时以旧引新，引出kale, lollipop,spagatti。设计意图：通过游戏快速复习所有的食物单词，并且把一些新的词汇渗透其中，如：。kale, lollipop,spagatti等。Step3: In-Reading1. First reading: E-Book看课文动画T: Guess what they look like? Are they tall? Are they strong?Ss: guess.T: Maybe. Now its lunch time now. Guess Who goes to the canteen？ Who goes to the snack bar? T: Yes, Pit goes to the canteen. And Pat goes to the snack bar. What can you eat in a snack bar?You can eat something like: chocolatescookiesice-creamslollipopchips, etc.设计意图：通过生动的动画帮助学生理解文章大意，感受文章的幽默。2.Second reading: (40秒限时阅读)完成表格，填写文章主人翁每天所吃食物的缩写。T: I see. Pit eats at the canteen. And I know, Monday has another name,for “PEN”day. What about Tuesday and the other days? Can you find their special name? Read the second paragrah and finish the form? Ready? Go!Now, lets check the answer, Monday is “PEN”day, Tuseday is . are you the same?1. 学生限时阅读语段，完成表格内容，填写两位主人翁每天所吃食物的缩写。2.教师给学生限定时间，并要求他们在40秒内完成表格。设计意图：通过限时阅读让学生了解文章大意，并训练学生的扫读能力。3.Third reading: underline the food 画出具体食物名称教师让学生用下划线划出缩写所指的具体食物，感受体会文章的趣味性。设计意图：通过划出具体的食物名称，训练学生的跳读能力。So, does he really eat a PEN for lunch? No? Then what does he eat? P for .E for N for, now please take out your pen and underline the detail food that Pit eats everyday? Thank you.4.Fourth reading: 小组有声阅读What about Pat. Now read it loudly with your partner and think about that.So is it good? Oh, no. Too much sweets. Right?教师组织学生以小组为单位进行有声朗读，并猜测Pat的饮食情况。设计意图：通过小组大声朗读，训练学生的语音语调，通过小组讨论交流，训练学生的根据上下文预测的能力。Step4: Post-Reading1、Imagine 1year later 预测，多年后他们两个会长什么样子？完成韵律诗的编写。 让学生选图，并齐读chantPit and Pat, fit and fatWho is Pit? Who is Pat?Pit is fit. Pat is fat.Pit and Pat, fit and fat.T：So imagine one year later, how is Pit and Pat? Oh, yes, Pat is fat and Pit is fit. Can you say out this chant? Lets chant together. Pat is so fat. And he has to go to see the doctor. Lets see what the doctor says?Why Pit is so fit? Because he eats healthy food at school every day! He has balanced diet every day. Why Pat is so fat? Because he eats too much sweets, right? And he has to go to see the doctor. 设计意图： 通过预测活动发展学生的预测与想象能力。2、 Read doctors adviceOur food is very important. It makes us strong and healthy. We need apples, oranges and carrots. They give us vitamins. We need fish, chicken and eggs. They give us protein. We need rice, bread and noodles. They give us starch. Some of us enjoy sweet food, but we do not need too much of it. T: Ok, its about these. Do you know them? What kind of food cotains vitamin? Carrot? Chicken? Bread? Or lollipop? Kale! Yes, you are right!What about the others? Can you match? Lollipop eggplant chicken bread Vitamin sweet starch proteinCan you give me more examples? Ss: .T: Great! So eat more at the bottom and eat less on the top. Eat well, stay healthy.阅读医生忠告，了解食物的组成，初步形成健康饮食的概念并训练学生的概括能力。设计意图：引导学生学以致用，概括总结健康饮食的配搭。3、 给Pat设计健康饮食菜谱参照Pit 的健康饮食习惯，怎样帮助Pat改善的，设计均衡饮食食谱！设计目的：帮助Pat设计健康食谱。 T: Look, here is the doctors decision: Pat should be on diet! Can you give him some advice? Yes, eat more vegetables and fruits, eat less sweets. Which group can make Mondays menu for him? And Tuesday? Wednesday? Thursday? Friday? 4、 Show their menuT: Now, show time. On Monday, he eats.5、 Vote timeT: Now votetime. Use the star you have and stick it on the menu. Lets see which groups menu is the best. Ok, the best menu is .Step5: Home work Make a balanced diet for your family. 为家人也设计一份健康食谱。Great, I think Pat can lose weight very quick. And how about your familys menu? Do you have healthy diet everyday? If not, why not make a healthy diet for your family? So todays homework, make a healthy diet for your family. Thats all for today. See you.教学流程图：Step1: Pre-reading1、Greetings: about food, favourite food 2、 review shops name + food names I spy with my little eyes: eggplant, kale, beef, chocolate, lollipop, popcorn, pit and pat Pit likes. Pat likes. What do they look like? Fit? Fat? 设计意图：1.教师努力创设轻松愉快的环境，让学生快速进入主题。2.初步呈现目标语言food and drinks. 3.在头脑风暴活动中快速复习食物单词，并引导学生尝试归类。4. 通过游戏快速复习所有的食物单词，并且把一些新的词汇渗透其中，如：。kale, lollipop,spagatti等。Step 2: While-reading First reading: E-book, answer the questions: who goes to the snack bar and canteen 设计意图：通过生动的动画帮助学生理解文章大意，感受文章的幽默。 Second reading: read second paragraph finish the days name 1.学生限时阅读语段，完成表格内容，填写两位主人翁每天所吃食物的缩写。2.教师给学生限定时间，并要求他们在40秒内完成表格。设计意图：通过限时阅读让学生了解文章大意，并训练学生的扫读能力。 Third reading: read second paragraph and underline the exact food for Pits lunch 教师让学生用下划线划出缩写所指的具体食物，感受体会文章的趣味性。设计意图：通过划出具体的食物名称，训练学生的跳读能