五年级英语案例 (2).doc

五年级英语教学案例分析|PEPUnit4作者：未知资源来源：互联网点击数： 2218更新时间：2009-9-29访客留言-一、教学内容：PEP Book 5 Unit 4 What can you do?A. Read and write二、授课老师：道滘镇中心小学 叶瑞卿小河小学 吴浩均三、教学目标：1、知识目标：（1）能够正确理解本课对话内容，并完成相关的练习。（2）能够听，说，读，写句型：What can you do? I can sweep the floor.（3）能够听，说，认读句子：Mother goat is ill. We can help her. Just do it.2、情感目标：在别人有困难的时候，提供适当的帮助。3、能力目标：能读懂相当难度的文章，并写出小文章。四、教学重点：1、教学目标1和3。五、教学难点：1、教学目标3及正确拼写四会句型。2、ill ,just do it!单词与词组的理解。六、教学准备：教师准备课件、录音机和录音带、相关单词卡片、句子卡片及延伸的阅读、写作材料。七、教学步骤：（一）Warm-up 1.Lets chant(P44): Dog, Dog, what can you do? I can run after you.2. 仿照Lets chant,做传声游戏。 T:Lily,Lily,what can you do? S1:I can sweep the floor.（设计意图：让学生站起来，运用TPR，使学生动起来，有效地组织英语课堂学习，活跃课堂气氛，并让学生复习句型What can you do? I can. 。）T: Great! Youre helpful!（二）Presentation/practice 1.引入：CAI呈现Mother goat生病的情景。（Mother goat并发出呻吟声） T:Look and listen! Who is that? S1:Mother Goat. T: Whats the matter? S2:Mother goat is ill.（板书） T: （CAI展示凌乱的房间图）What a mess in her house! We are helpful! We can help her.（板书） OK? What can you do? S3:I can . S4: I can.。 学生回答时适时加入OK,just do it .（板书） T: Yes. We can help her! What about Zip and her friends?(指板书的人物) What can they do for Mother goat? Guess and match!（让学生猜想动物能做的事情） Monkey cook the meals Zip sweep the floorRabbit wash the windowZoom water the flowers(设计意图：让学生通过猜测小动物所能做的事情，带有目的性地观看下面的read and write，看是否跟自己的猜测一样。)2.(1)Watch VCD后,连线看他们是否猜对。（设计意图：第一遍观看CIA的目的是了解文章的大概内容，播放前让学生带着问题有目的去看。）(2).Open your book at P48.Read the dialogue and finish exercises 1. True or false.Mother Sheep is ill. ( )Monkey can sweep the floor. ( )Zip can clean the window. ( ) Zoom cant water the flowers. ( ) They are helpful. ( )(设计意图：第二遍阅读目的是培养学生获取信息、处理信息的能力。通过理解课文的主要内容和细节信息,让学生根据对话内容判断句子的对错，借以检测学生的理解程度。)(3)T:Good, you understand the dialogue well. Now, letsrepeat after the tape.(4)T:Read by yourselves and underline the difficulties .(5) 让学生提出质疑。（理解Mother Goat is ill. We can help her .Just do it.等。用卡片展示。） (6)Practice the dialogue in group of 5.(7)检查朗读情况。（12组学生）结束故事 T: Look! Mother goats house is so clean now.She is so happy.（8）T: Now, lets finish the sentences.(The student write down answers on their books first ,then check the answers .根据答案，老师边把四会句子I can sweep the floor. I can cook the meals. I can water the flowers. 贴在黑板上。再叫学生读一遍，然后引出问句What can you do?)(此环节应用投影仪来检查学生做的效果。)板书： 让学生回忆Monkey, Zip, Zoom做的事情。然后让学生齐说出： Monkey： I can sweep the floor. Zip : I can cook the meals Zoom: I can water the flowers.再使学生发挥逆向思维说出 What can you do? 3、阅读拓展：（1）T:We are helpful. What about Amy and her sister? Are they helpful, too? Lets read and finish exercise 2 choose A 、 B or C.My names Amy. I am 10 years old. Im a good girl at home. Im tall -floor. Ann is my sister. She is pretty. She is smart and she is a helpful girl. She can clean the room, water the flowers and empty the trash. We often clean our room together on Saturdays and Sundays. ( ) 1.Amy is a . A:student B:teacher C:doctor( )2.Amy is a good girl at . A:zoo B:park C:home( )3.Ann is . A:tall B:smart C:strong( )4.Amy can . A:water the flowers B:clean the room C:cook the meals（2）让学生运用所学的阅读技巧，同位互相设计题目，如True or false或What can Amy do?等等，加强学生的阅读理解能力。e.g. Amy is 11 years old. Ann is not helpful.（3）适当检查学生设计的问题及解答情况。（也可以作为课后作业）（三）Extension/Consolidation/Moral Education. T: Our father and mother are so busy. As good boys and girls, we should help them do some housework. I think they must be very happy. Write down the housework you can do. Please.(学生在练习纸写上自己会做的事情，以此来训练他们的写作能力) I am helpful. I can I can Share the answers in your group of four.（并在四人小组内进行评价） ( 四 ) Summer up; Today we read the dialogue about Zip and her friends, they help Mother Goat do housework. And we learn the sentences: What can you do? I can cook the meals .I can sweep the floor. （五）Homework找同伴表演本课时对话;学生背诵并抄写本课时的四会单词和句子; （六）板书设计Unit 4 What can you do?A. Read and writeMother Goat is ill. We can help her. What can you do? Monkey: I can sweep the floor. Zip : I can cook the meals Zoom : I can water the flowers.八、反思：本课时我们能以“help Mother Goat”为主线开展阅读教学，从前阅读阅读中阅读后三个阶段进行阅读教学，并运用猜想、判断、延伸的阅读材料、小练笔等一系列教学活动，以培养学生的阅读理解能力。教学中评价手段运用得不够好，评价方式有点杂乱，对激励学生的效果不够显著；指示语言不够清楚，示范做得不到位，以致学生不得很好地理解某些活动的操作要求。九、课例点评（陈锦爱）：本节课是由中心小学英语科组长叶瑞卿老师和小河小学新教师吴浩均老师师徒结对子所授的一节阅读研讨课。这节课是由他们师徒两人所在的科组共同研讨，共同备课后，再分别先后由叶老师和吴老师在课堂上进行教学的。这节是阅读课，这节课的教学目标定位的比较准，教学过程都是围绕着教学目标去开展教学活动。首先，在Warm up中，让学生通过“I can”的chant,既有效地组织了课堂教学，又有效地帮助学生复习了旧知识，为本课的教学作好辅垫；接着让学生观看课件的画面，引出Mother Goat is ill. What can you do? What about the animals?让学生通过猜想，连线，作为学生前阅读的活动，有效地激活了学生阅读本篇对话的兴趣；学生观看了CAI，对刚才的猜想进行了核对，对本课有了个大概的了解，再让学生进入文本的阅读，读后对句子进行判断，让学生进一步理解对话；然后，学生跟录音带朗读，并完成了课本上的问答题。由于本文比较简单，老师准备了同一主题的阅读材料，加强培养学生的阅读策略和能力；最后