北京版五年级上册Unit+3+Lesson+11+教学设计+钟爱雪.doc

2016年“京教杯”第一届北京市中小学青年教师教学设计 教学基本信息课题Unit 3 Lesson 11 对话教学学科英语学段： 高年段年级五年级相关领域教育学 心理学 信息技术教材书名：英语 出版社：北京出版社 出版日期： 2014年 7月是否已实施教学设计参与人员姓名单位联系方式设计者钟爱雪北京牛栏山一中实验学施者钟爱雪北京牛栏山一中实验学导者杨红顺义教育考试研究中件制作者钟爱雪北京牛栏山一中实验学他参与者指导思想与理论依据国家英语课程标准提出，“小学阶段的英语学习从学生的生活经验和认知水平出发，采用活动途径，倡导体验、参与、合作和交流的学习方式，发展学生的综合语言运用能力。” 而真正有意义的语言学习是发生在学习者能主动参与的时候，学生能够主动投入学习，并在情境脉络下与问题互动、情感体验才能真正理解学习内容。本课是对话教学，在设计思路上体现了整体输入的对话教学理念，注重语言的意义及在恰当情景中的运用。整个教学始终围绕节日话题展开，深挖万圣节节日文化，关注学生的认知水平，结合其生活经验深层次进行文化体验，使学生主动参与、体验学习过程，通过观察图片，倾听录音，发散思考，师生建构节日思维导图，并运用合作的学习方式，达到理解对话内容，享受节日乐趣，达到较深刻的情感教育。教学背景分析教学内容：Unit 3 Lesson 11是北京版小学英语第五册上册第3单元的对话教学第11课。本课时是北京版小学英语五年级上册第三单元“Can you tell me more about.”的第三课时，本单元第一课时主要介绍中秋节，学习了中国主要传统节日中日期及各种习俗的表达；第二课时通过介绍重阳节重点了解主要传统节日的饮食和人们的活动。而第三课时主要介绍西方节日Halloween万圣节相关的文化知识，包括万圣节时间、人们的主要活动，既是第一、二课时的延续，从中国传统节日过渡到西方英语国家传统节日的学习，也是对单元话题“节日”以及功能“介绍节日”的复习和应用。本课时教授了三个板块内容：Listen and say、Listen, look, and learn、Lets do。Listen and say是课文对话学习的主体部分， Listen, look, and learn部分是重点句型的学习和操练，这一部分除了复习万圣节和端午节人们活动与饮食，还介绍了另外两个西方节日：感恩节与复活节。Lets do部分活动目的是结合学生实际生活与体验，谈谈自己在万圣节将装扮成什么？这是基于Listen and say部分的学习与积累之后，学生自由表达与运用的输出环节，与课文对话的联系更加紧密，因此我调整了教授顺序，提前于重点句型的学习。学生情况：本单元通过前两课时的学习,学生们已经能够表达中国主要传统节日的日期以及人们的主要活动,例如中秋节、重阳节、元宵节、端午节和春节。这些都为学生们最后的口头表达提供了知识储备。另外，我校五年级的学生,思维的灵活性和敏捷性都比其他学校的学生要强。他们课堂在课堂上积极参与活动，勇于表现自己，喜欢与同伴交流，能够完成较高一些的课堂任务。教学方式：师生互动，体验学习，合作学习。教学手段：服装道具、南瓜灯、糖果、白纸、彩笔、胶棒、南瓜sticker。技术准备：自制课件及教材配套多媒体光盘、多媒体设备 教学目标(内容框架)知识与能力：1. 能够运用“When is the .?” “Can you tell me more about.?”等句型询问西方英语国家传统节日的日期、饮食、传统活动等信息并做出相应回答；2. 能够听懂、会说、认读西方英语国家的一些节日，如万圣节Halloween、感恩节Thanksgiving、复活节Easter等专有词汇；3. 能够正确理解课文对话，获取课文中的相关信息，正确朗读课文；4. 能够模仿课文对话，创编有关中西方主要传统节日的对话，对话内容涉及节日日期、节日饮食、节日传统活动等。过程与方法：1. 通过问题思考、观察图片、体验文化，理解对话大意。2. 通过创设情境，进行发散思维，通过体验学习理解dress up、hunt、superheroes、aliens等词的含义。3. 小组合作朗读和分角色表演对话。 情感态度与价值观能够产生主动了解和学习中西方重要传统节日相关文化知识和英文表达的热情。教学重点：1. 能用“When is the . ?”“Can you tell me more about . ?”等句型询问西方传统节日的日期、饮食、传统活动等信息并做出相应回答。2. 能够听懂、会说、认读西方英语国家的一些节日，如万圣节Halloween、感恩节Thanksgiving、复活节Easter等专有词汇。3. 能够模仿课文对话，创编有关中西方主要传统节日的日期、饮食、传统活动等方面的对话。解决方法：通过体验、参与、合作的方式学习课文内容。教学难点：能用“When is the . ?”“Can you tell me more about . ?”等句型询问西方传统节日的日期、饮食、传统活动等信息并做出相应回答。突破方法：通过发散思维、体验、预测等方式突破难点。教学过程(文字描述)（一）导入 （课前播放视频“Happy Halloween”）Teacher: Whats the song about? Whats the festival? Students: Its Halloween. (教师板书Halloween)Teacher: (播放鬼出场的背景音乐)Well, it sounds like a festival for ghosts. Look at the picture. Can you see ghosts in this picture? Students: Yes.Teacher: Anything else? What can you see? Students: I can see ghosts/ witches/ zombies/ pumpkins. Teacher: Children dress up as ghosts, as zombies, as witches. Well, today we are going to learn Lesson 11. Can you tell me more about Halloween? (教师板书) 设计意图：通过日期的问答引出本课重点所授节日Halloween，在谈论过程中让学生初步了解万圣节的时间和人们的活动，吸引学生注意力。（二）学习本课对话Step1：导入课文对话Teacher: (出示课文主题图) Look! Our friend Mike and Maomao, (教师指着图片上的南瓜) Whats this? Students: Its a pumpkin. Teacher: Yes. On Halloween, we make a pumpkin into a “Jack-O-Lantern”. (带读Jack-O-Lantern)Teacher: First, lets watch the video to find out when is Halloween. (播放课文动画，无字幕) 设计意图：通过观察主题图预测课文对话。引导学生注意图片细节，有关南瓜灯的使用在后续教学中还会提到。同时让学生带着问题观看课文动画更有针对性。Step2: 学习课文对话Teacher: When is Halloween?Students: Its on October 31st . (板书)Teacher: Hooray! Halloween is coming. (h-oo-ray 老师带读并做动作) Show me yourhands, shake, “Hooray!” (学生做动作)Teacher: Very good! Can you tell me more about it? Lets watch the video again: what do children do on that day? (带字幕播放)Students: Children dress up at night. We knock on doors and say “Trick or treat”. We get candy. ( 板书 dress up knock on doors trick or treat )Teacher: Children dress up at night. “dress up” What does it mean? Please look at the picture, and youll get the meaning. Who can tell me? Students: 打扮、化妆Teacher: “dress up” Please read it one by one. (列读)Teacher: We knock on doors and say “what” ?Students: Trick or treat.Teacher: Trick or treat. (突出短音trick与长音treat) What does it mean in Chinese? Students: 不给糖就捣乱。Teacher: Very good! Everyone show me your hands. Knock on doors, knock on doors, trick or treat, trick or treat. (前两句敲桌子，后两句伸手接东西)Teacher: Well, do children have a lot of fun on Halloween? Why? Students: (PPT上掉落许多糖果) Because we will get a lot of candies. (带读 a lot of )Teacher: Now, lets enjoy the video again. Do they enjoy themselves? What do they enjoy dressing up as? (第三次播放) (板书 as )Students: They enjoy dressing up as superheroes or aliens. Teacher: Please read after me, superhero, super-hero, superheroes. (列队读，分组或分男女生) Show me your fingers. (板书，学生跟着拼写)Teacher: an alien, two aliens. alien, aliens. (列队读，分组或分男女生)Teacher: Look at Mikes T-shirt. Mike is dressing up as the flash. The flash and superman are superheroes. Sounds exciting! (板书并带读exciting, 变化音量读单词. )Teacher: Mike says they enjoy dressing up as superheroes or aliens. How about this? Can you say the whole sentence? Students: We enjoy dressing up as ghost/ zombie/witch. Teacher: Good job. Boys and girls, its time to dress up and get candy. Who enjoys dressing up as a witch/ a ghost/ a zombie/ a princess.? Students: I enjoy dressing up as a witch. 请学生回答并上前dress up，然后去要糖果 (教师带着学生去要糖果，亮灯的地方发糖果，不亮灯的地方不给糖果)Teacher: Dont forget to knock on doors and say.Teacher: Where did you get candy? Oh, the light is on. So you can get candy. Im sorry. The light is off. Its dark. You cant get candy. You cant knock on doors. (Please remember that if there is no Jack-O-Lantern outside of the house, you cant knock on doors for candy. And if the lantern is dark, can you knock on doors for candy?) 设计意图：以问答的方式与学生互动学习本课的对话及生词。通过图片帮助学生理解万圣节人们的主要活动。结合学生的兴趣点，谈论即将到来的Halloween的装扮角色，在真实情境中运用dress up as短语。在讲授过程中进行文化渗透，体会什么时候可以去“knock on doors and get candies”什么时候不可以去。Step3: 操练课文对话a. 跟读练习 Teacher：Now, lets listen and repeat. Please read aloud and together. b. 分角色练习c. 小组展示设计意图：通过跟读原版录音和分组练习，让学生达到正确朗读课文对话的目标。（三）学习本课主要句型Step1：呈现本课主要句型Can you tell me more about Halloween?Children dress up at night and knock on doors for candy. Teacher: (指着板书重点句型) 对课文对话进行小结A: Can you tell me more about Halloween?B: Its on October 31st . People/Children eat a lot of candies . We dress up as superheroes or aliens at night and knock on doors for candies. We say “trick or treat”. Teacher: Can you tell me more about other festivals? We know many Chinese festivals. Students:(可以适当请两、三个学生问答中秋、重阳、端午的日期以及人们的活动。)Teacher: These are Chinese festivals. Can you tell me more about other western traditional festivals? Step 2：Make a mind mapTeacher: Four in a group. Every group has an envelope. You may get different festivals like Halloween. Please try to make a mind map within 5 minutes. 四人一组，每组发到一张A3纸，每组信封内有节日图片和相关信息条，根据已有信息，模仿板书制作Thanksgiving、Easter以及Christmas的思维导图。设计意图：首先以小组做思维导图的形式自学西方英语国家的主要节日（万圣节、感恩节、复活节以及圣诞节）的日期、主要食物以及人们的活动。Step 3: Group show Group 1: Easter Teacher: OK, lets have a look. Which group made the mind map of this festival? Whats this festival? (指着复活节图片) Student1: Its Easter. Teacher: Can you tell me more about it? Student4: When is it? Student2: Its a day in March or April.Teacher: Can you tell me more about it? Student4: What do children do? Student3: On that day, children have an Easter egg hunt. That means children are looking for Easter eggs. Teacher: Would you like to have an Easter egg hunt? Lets look for the eggs around you. (提前在几个课桌里准备好Easter eggs) Show me the Easter eggs. Group2: Thanksgiving Teacher: Whats the festival? Student1: Thanksgiving.Teacher: Lets ask together. Can you tell me more about it? (让学生一起问)Student4: When is it? Student2: Its on the fourth Thursday in November. Students: Can you tell me more about it?Student4: What do people do? Student3: Families get together and eat a turkey. Group 3: Christmas Teacher: Whats the festival? Student1: Christmas.Students: Can you tell me more about Christmas? Studnet4: When is it? Student2: Its on December 25th . Students: Can you tell me more about it?Student4: What do people do? Student3: We can put some lights on Christmas tree. 设计意图：通过展示学生创编的对话，既是生生之间交流学习的机会，也是教师获取学生个体学习效果信息的时候，并一起体验学习,适当的做些个性化指导。Step 4: 总结Teacher: When we talk about festival, what should we talk about? Students: When we talk about festivals, we can talk about : the timeWhen is it? the foodWhat do people eat? ActivitiesWhat do people do? 设计意图：教师点评总结，培养学生的节日话题意识，对学生如何谈论节日以及描写节日提供指导。（四）作业 1. Please make a mind map about festivals. 2. Can you tell me more about Thanksgiving/Easter/Christmas? Please read the story I have assigned for you on . 设计意图：学生通过做思维导图梳理相关节日知识，既能内化课文内容，又能构建知识网络。利用一起作业网这个平台，让学生拓展节日话题的英文绘本阅读。板书设计设计意图：通过思维导图，将本课西方英语国家节日万圣节、感恩节、复活节的日期、饮食和人们活动呈现在黑板上，引导学生从以上三个方面了解节日。学习效果评价设计评价方式1教师、学生通过语言、体态语、眼神和表情等，对学生的课堂表现给予积极的及时的评价。教师在课堂教学中用发展和欣赏的眼光看待学生，让学生在教师和同学欣赏的眼神中感受到成功，树立自信。2. 在各个教学环节中，设计适当的方式评价学习效果：（1） 输入环节，通过让学生观察图片，回答问题或参与体验活动，了解学生对相应情节或情感的理解。每次回答问题或体验活动的学生，都能获得一张南瓜sticker。（2） 输出环节，学生在小组中进行分角色朗读，朗读要求分基本要求和较高要求，学生在台前进行小组角色朗读的展示，了解全班学生对故事的掌握程度。学生小组合作学习汇报复活节、感恩节、圣诞节时，学生互评。根据小组汇报内容是否全面，表达是否清楚等标准，选出最佳小组。评价量规评价活动评价方法评价标准理解对话教师评价。学生自评。会观察，会倾听，积极体验，完全理解对话内容，准确回答问题。会观察，会倾听，积极体验，理解对话内容。回答问题较正确。通过观察倾听和体验，能就教师提出的问题作出判断，Yes或No。朗读对话角色扮演教师评价。语音、语调