双语阅读校本教材研究课.doc

双语阅读校本教材研究课 5B Unit4 My little nephew泰州市实验小学 姜建宇一、教学类型 校本教材阅读欣赏课二、教材分析1. 教学内容：校本教材5B Unit 4 My little nephew2. 教学目标：认知目标：1）能正确地听、说、读单词nephew, naughty, America, Hawaii, surfing, beach, catcher；2）能熟练地运用句型Does? Yes, he/ she does. /No, he/ she doesnt. What does usually do? 及其答句。3）理解日常交际用语Wait a moment. How I admire him!技能目标： 1）通过观察、比较、归纳，了解部分单词的构词规律；2）阅读、理解、欣赏范文，并围绕相应内容尝试英文习作。情感目标：勇于用英语进行合作、交流文化目标：感受异域特色文化3. 教学重点和难点1、能正确地听、说、读、单词；2、能正确地理解并运用句型，并尝试习作。三、教学准备 1、教具准备：PPT、单词卡片weekend,admire, Wait a moment!, nephew、垒球2、板书准备：预先写好课题Unit 4 My little nephew3、座位准备：四人小组型四、教学设计1 总体思路：由询问当日课程入手，了解学生对运动的喜好及周末活动，再以小组合作的形式询问并转述周末活动，重点操练主语是第三人称单数的一般疑问句和特殊疑问句及其答语，适时用新句型表示感叹。呈现精美的多媒体课件引出主人公Jack, 猜猜、说说、听听、读读、判断，了解他的基本情况，最后通过阅读讨论学长的优秀习作，为仿写或创作做铺垫。2 教学过程：Step1. Free talk1. 询问当日课程：Boys and girls, are you free now? What lessons do you have this morning？Do you like having PE lessons? 转问Does he/she like having PE lessons? Of course, he/she does. Its interesting, isnt it? How about you? So you all like doing sports, right?2. 询问周末活动：What sport do you usually do every weekend? Oh, no! Wait a moment! 出示词卡领读Look at the new word first. Do you know weekend?出示词卡领读So we can also say, what do you every Saturday or Sunday? Do you play well?3. 练习转述：What does he/she usually do every weekend? Does he/she play well?4. 小组操练：课件出示句型，4人小组Work in pairs: A: What do you usually do every weekend? B: I usually（+动词原型）C: What does he/she usually do every weekend? D: He/She usually（+动词+s/es） 两至三小组汇报设计说明 以四人小组为组织形式，先互相询问对方活动，再转述他人的活动，实现人称的转换，教者适时纠错，强化语法要点。 5. 引出新单词句型：Wonderful! You have wonderful weekends. How I admire you! 词卡教学词句。举例扩展，启发学生运用新语言：He plays table tennis very well. S: How I admire him!She runs very fast. S: How I admire her!He takes nice photos. S: How I admire him!She dances beautifully. S: How I admire her!设计说明 以本班学生为原型，运用动词与副词搭配的词组对学生进行夸奖，既注意了新旧语言的融合，灵活地操练了新语言，又激发被表扬同学的自豪感。Step2. Presentation，teach the new word in Word helper1. 教学nephew和naughtyI have a nephew. 出示词卡Do you know nephew? 课件出示 It means brothers son or sisters son. So nephews always a boy. Right? Whos my nephew, do you know? 课件出示照片Look! Hes my - (S: nephew) 反复读Is he a naughty boy? Yes, he is. And hes lovely too. 领读单词、词组naughty, naughty, a naughty boy2. 揭题：My little nephewToday Ill introduce a naughty boy to you. 课件揭题 Look, hes not Chinese, hes Joes little nephew, Jack. 领读课题。3. 谈论Jack的日常活动1) 围绕Every weekend操练句型Jack likes sports like you. But what does he do every weekend? 课件出示He likes surfing. He goes surfing every weekend. 教学2) 围绕After school操练句型What does he usually do after school, can you guess? 课件出示句型及图画和小脸 Does he usually? 开火车一问一猜，两两问答(3 pairs)3) 教学catcherWhat does he usually do after school？课件出示He usually plays baseball with his friends. Look, hes catching the ball. 出示垒球This is a soft ball. Can you catch it? 和一生配合抛接Catch it! Youre a good catcher! 领读单词Catch, catcher. Hes a good catcher. 生扔球师接球: Catch, catcher. Im a good catcher.4. 扩展并小结构词规律课件出示teach-teacher, work-workerWhat can you find? (The verbs plus er become nouns.) 小结构词规律：动词+ er - 名词，学生再列举设计说明通过列举、观察、比较、归纳、再列举，把握构词规律，进行学法指导5. 教学Hawaii, beach, America Jack is a good catcher. Where does he live in? 课件出示He lives in Hawaii. Look at the beach. How beautiful! 领读Hawaii, beach, Hawaii Beach is beautiful! Is Hawaii in Canada? 课件出示地图No. Its in America. 领读So where does Jack live in? 6. 填空小结，复现How I admire!We know something about Jack. Lets do some exercise. Fill in the blanks. 课件出示：Joes little nephew, Jack lives in _. He _ _every weekend and usually _ _with his friends. Some times he _a horse on the _. Do you admire him? 引导学生再次发出感叹How I admire him!设计说明这样的填空设计既强化了本单元的重点语法知识的学习，又对Jack的基本情况进行了概括小结，为课文的学习作了良好的铺垫。Step3. Teach the text in Read more1. Listen to the text. Try to catch the meaning. Do you understand?2. Listen to the text again. Try to read it gently. 轻声读3. Read the first passage together. Ask and answer about it. 齐读并自由讨论设计说明学生读完引言后自由讨论，训练了他们灵活运用语言的能力，也强化了对故事背景的理解。4. 分角色朗读对话并判断设计说明通过朗读句子，判断正误，反馈对对话的理解。5. Listen and read with it loudly. 与录音同步大声朗读设计说明让学生跟着地道的录音后面大声朗读全文，训练学生的语速，也能再次对全文获取整体的感知。Step4. Enjoy Show time Lets enjoy some good compositions written by the students of grade 6.1. Listen to the computer.2. Read the compositions.3. Try to translate some difficult sentences.4. Ask and answer some questions about them.设计说明它山之石可以攻玉。学长们的优秀习作无疑会对学生课后的小试牛刀起到示范借鉴作用。Step5. Assign homework Write a composition（作文）about your friend.设计说明 旨在学以致用。在了解同伴的基础上，综合运用已学句型，用第三人称单数的一般现在时表达法，描述朋友的日常活动或兴趣爱好。五、板书设计Unit4 My little nephewDoes he/she? nephewYes, he/ she does. / No, he/ she doesnt. What does he/she usually do every weekend? weekendHe/She usually How I admire him/her! admire六、教学理念及教后反思 让学生真正成为阅读校本课程学习的主角一、 从学生的兴趣分析教材：牛津小学英语5B第四单元的主要教学内容是通过发电子邮件来介绍朋友，要求学生能在一定的情景下正确使用副词，在介绍朋友的同时重点引出了主语是第三人称单数的一般疑问句和特殊疑问句及其答语。这既是单元的教学重点，又是教学难点，要想让学生正确牢固地掌握，仅仅依赖课本提供的语言材料是远远不够的，因此通过阅读校本教材，对此知识点进行进一步复现、强化和巩固，应该成为一条有效的途径。本篇校本教材则是通过谈论照片上的人物Joes little nephew, Jack, 自然地运用本单元的重点句型，同时增加了7个新单词，呈现2条新日常交际用语，以拓宽学生的词汇量和文化视野。而冲浪、骑马、棒球这些充满异域特色的休闲娱乐项目，又是那么地吸引学生，因此，这是一篇内容充满新意、知识紧扣教材的补充阅读材料，很能引起学生学习的兴趣和求知的欲望。二、 以学生的眼光创编课件电子版教材是对校本教材文本的再创造。在基本确定教学思路之后，我就开始着手制作课件为学生服务，为教学服务。首先是确定模板。本课谈论的是一个外国小孩，因此，我从以前搜集的PPT模板中找出了一个以外国小男孩为背景的，他就被理所当然地命名为Jack。美中不足的是，随后的片子底色都是深紫色的，只得选用白色、浅绿色或它的对比色浅黄色书写。可是，课前没来得及在班上试放一次，还是出现了一个小小的失误，有一个用红色标出的字母动词后面的S，在投影打出后反而不清楚了。其次值得一提的是图片的挑选。在信息高速公路高度畅通的今天，从网上搜索运动图片不是件难事。但什么样的图片更能紧抓学生的眼球呢？据我所知，五年级孩子喜欢黑色幽默，我便特意选择了几张表情特酷、特夸张的打篮球、踢足球的图片；还有那幅冲浪的，很有冲击力；选用我的nephew的照片时，考虑到结合naughty的教学，我舍弃了影集中那么多循规蹈矩的镜头，插入了一张从滑梯上兴奋地滑下的那张照片，帮助学生理解单词，起到了辅助教学的效果。三、 结合学生的实际设计教法 主语是第三人称单数的一般疑问句和特殊疑问句及其答语是单元的重点难点。教学时，教者从Free talk入手，先询问学生在周末的活动，再以转问、转述的方式，由第一二人称单数过渡到第三人称单数，再以四人小组为单位面向全体进行操练，小组汇报后，教者发出感叹：You have wonderful weekend. How I admire you! 引出新日常用语的教学。接着，教者以本班学生为原型，运用动词与副词搭配的词组对学生进行夸奖，如Feng Tianqi plays table tennis very well. Gong Jingwen dances beautifully.等等，启发学生说：How I admire him/her! 既灵活地运用了新学的语言，又激发被表扬同学的自豪感。四、 发挥学生的潜能指导学法棒球运动在我国远不如在西方国家或是日本、韩国那样普及，在我们泰州更是从未现身，闻所未闻。因此文中catcher的意思对学生来说是生疏的，没有一点感性认识。教者考虑到这一点，从剖析构词规律入手设计教法：教者拿出一只softball，和学生进行抛接对决，从动词catch引出名词catcher，从而带出句子Hes/Shes a good catcher. 及Im a good catcher. 接着，教者利用认知的正迁移理论，采用列举法、归纳法，开展学法指导。先呈现了同