Colours around us 说课.doc

一、说教材今天我所讲的是牛津小学英语5B Module3 Unit1 Colours around us本模块的主题是Things around us（我们周围的东西），Unit1Colours around us(我们周围的颜色)，Unit 2 Different noises(不同的声音)，Unit 3What is the weatherlike?(天气怎么样？)而本单元的核心教学内容是我们周围的颜色，第一课时是围绕Whose bird is this?展开教学。主要学习用句子Whose bird is this? 提问，用名词性物主代词或名词所有格形式来回答。名词性物主代词在本册课本的Module1Unit4已经系统学习，本课在复习物主代词的基础上引出名词所有格，用的是一般现在时。所以本节课的内容在本单元起到了承上启下的作用，为下一节课寻找鸟儿在哪里，用一般过去时来回答作了铺垫。同时本课学习用Is it? 这个一般疑问句来提问是某人的吗，用Yes, its 和No, it isnt 来回答。而颜色的学习和应用贯穿我们整套教材的始终，也是我们生活永恒的话题，所以学好本节课非常关键。根据英语课程标准的教学理念，以及本课的教学内容和在教材中所处的地位，和学生的实际情况，将本课的教学目标确定为：知识目标：1、用Whose is this?提问,用名词性物主代词应答.2、学习在人名后加s, 既可起形容词性物主代词的作用，也可起名词性物主代词的作用。如：Mr Tangs bird is white. Its Mr Tangs.3、复习名词性物主代词mine, his, hers, yours, ours, theirs.4、学习用Is this ?提出问题,用Yes, its .No, it isnt 能力目标：通过学习培养学生能在具体的情境中运用所学知识进行交流的能力。情感目标：培养学生养成留心观察生活，热爱生活，乐于助人的良好品质。教学重点：学习名词所有格起名词性物主代词的作用的用法。教学难点：在口语交际和师生互动中培养学生在具体情境中交流会话的能力。二、说教法与学法根据学生的认知水平和心理特点，我将采用情景法、直观法等教学方法，以学生为主体，以Whoseis this/are they?这个话题为核心，以语言功能为主线，以任务型活动为媒介，从学生的学习兴趣、生活经验和认知水平出发，使学生通过感知、体验、实践、参与、合作与交流的方式实现任务目标，使课堂活起来，让学生动起来，运用视听结合、讲读结合和听学练结合的教学方式，设计以引导为主的教学活动让学生主动参与到课堂活动中。从而达成上述的知识与技能目标。三、说学法我采用歌曲和chant 贯穿整堂课中，利用实物、课件等多种手段，创设生活情境，采用多种形式的操练方式，让学生在交流中理解，在交流中掌握，在交流中记忆，让学生在不同的活动中感知语言和习得语言，从而来突出重点和突破难点。四、设计思路1、以任务教学为主要途径在教学中围绕特定的语言项目，设计有利于学生学习英语知识，发展语言技能，提高实际语言运用能力的教学活动。在呈现教学内容时，提出问题，通过听、说引导学生动脑、动口、吸引和组织学生积极参与，鼓励学生通过思考、讨论、交流和合作等方式，学习和使用语言，完成学习任务。2、创设真实情境，激发学生学习兴趣情景是进行语言交流的必要因素，没有情景，活动就容易脱离现实。在教学中运用多媒体、游戏等教学手段，为学生提供生动、丰富的情景，激发学生的学习兴趣，让学生充分感受到语言的氛围，体验语言的魅力，从而促进交流。3、在互动中培养学生的自主意识英语教学过程是师生之间的双边活动。在活动中强调学习者为中心，以学习活动为基础，让学生在各种活动中去感悟语言。同时启发引导学生学会学习，为学生提供充分的展示自我的机会，让学生通过个人、小组、集体等多种尝试活动，将自己所学知识应用到实际问题中。四、教学过程：本课我通过导入设计、新课呈现、巩固操练、拓展延伸以及课后作业等步骤进行设计。教育家托尔斯泰说过：“成功的教学所必须的不是强制，而是激发学生的兴趣，兴趣是推动学生学习的强大动力，是学生参与教学活动的基础，激发学生的兴趣是新课导入的关键。”“Well begun, half done”良好的开端是成功的一半。导入设计分三块：Step 1 Revision1. Free talk: We live in a colourful world. What colour do you know? Let the students say the colours what they have learned.2. Review: different colours. Show the different colours and let the students revise the colours.Step 2 Presentation1.Lets chant. Let the students listen and chant.(Revise: my, mine, your, yours, his,his, her,hers,our,ours,their,theirs).小精灵儿童网站Do some exercises.2.Let the students practise the dialogue using their school things.A: Whose book is this? Is it yours?B: Yes, its mine. /No, its not mine. Its s.3.T: Today is Sunday. The sun is shining. There are many people in the park. Look at the picture. What do they like? (birds) How many birds are there on the tree?(Point to the white bird) T: Whose bird is it? S: Its Mr Tangs.T: We can say: Its his.T: Is this bird his? S: No, its Mrs Chens.T: Its hers.(write) his hersc. Look at the blue bird. Whose bird is it? Its Mr and Mrs Lis. Its theirs.(Point to the desk) Is it yours? Elicit: No, its not ours. Its theirs.Practice: yours, ours, theirsGroup work4. Listen to the tape, then repeatPlay the cassette: Listen and say. The students listen and complete the sentences.5. Let the students read the text. Then ask and answer in pairs:A: What colour is Mr Tangs bird? B: Its white.A: Whose bird is black? B: Grandmas bird is black.A: Whose bird is blue? B: Grandpa Cais bird is blue.小精灵儿童网站Step 3 Practice1. Working in groups of five, the students practice the dialogue.2. Invite a couple of groups to role-play the dialogue in front of the class.3. Working in pairs, the students take turns to complete the sentences in Read and write.4. Read the chant. And try to complete the new chant using these pictures.5.引导学生进一步理解名词所有格。让学生尝试用名词所有格描述同学的东西。For example: This pencil is s.Practise in pairs using their own school things.2. Make a new dialogue: If you find a pen on the ground, but you dont know whose pen it is, you can make a dialogue with your good friends.Step 4 Consolidation1. Act out the dialogue.2. Make a new dialogue: If you find a pen on the ground, but you dont know whose pen it is, you can make a dialogue with your good friends.Step 5 Homework1. Remember the words: mine, yours, his, hers, ours, theirs, etc.2. Write down the important sentences板书设计 Module