四师73团中学马小莉小学英语教学案例分析

1、四师2016年小学英语教师教学论文/案例评选研修英语语篇教学助我成长（3号仿宋体，加粗，居中）小学英语语篇教学（小3号仿宋体，居中，无副标题可不写）姓 名：XXXXXXXX工作单位：XXXXXXXX年 龄：XXXXXXXX民 族：XXXXXXXX职 称：XXXXXXXX（4号楷体，加粗，居中）Unit2 My family Part C Story timeUnit2 My family Part C Story time教学案例教学目标：知识与技能目标:1.学生能够理解故事情境、表演故事。2通过故事人物对话，夯实巩固本单元重点句型：Whos thatman/woman? Hes/Shes m

2、y .3.学生能够通过这个故事的学习，改编一个自己的小故事。过程与方法目标：1.学生通过头脑风暴活动激活已有的知识储备，为阅读打好基础。2. 学生通过读图、寻找关键词、细节推理等进行阅读方法训练。情感态度与价值观目标:教育学生珍爱生命，注意交通安全。教学重点：1.读懂文本，了解不同地方的孩子必须因地制宜选择不同的交通方式。2.为不同的交通方式提供对应的安全建议。教学难点：1.新单词等。2.根据文本内容进行细节的推理。教学准备：多媒体课件,录音机教学活动Step 1: GreetingsStep 2: Warm-up1. Sing and dance: I love my family.【设计意

3、图】:复习学过的上学方式，激活已有的知识储备，为文本阅读做好铺垫。2. Free talk教师做完自我介绍时可以加一句T:I like watching TV， like 奔跑吧！兄弟、爸爸去哪儿do you like ?Ss:（talk about the TV programs）教师用PPT展示出几组Angela 、Kimi、Cindy、 小石头的照片边展示图片边提问同学们T：Whos that girl/boy? Ss：Hes/Shes 【设计意图】: 爸爸去哪儿这个电视节目收视率很高，很受三年级学生的喜爱，从孩子们的兴趣点着手可以更好地激发学生学习兴趣，引出已有的知识储备，为后续故事内

4、容做好铺垫。Step3: PresentationPre-reading:1. T:Do you want to be Angela?Ss: Yes !T:(找一名学生扮演Angela)Oh! I think Angela is very lovely. Angela ,I am a teacher,what about your mother ? Ss：演员教师出示照片：引出生词“actress”教授单词 ：actress 女演员Actress actress ,an actress. My mum is an actress. T:Angela ,I am a teacher,what a

5、bout your mother ? Angela : My mum is an actress.全班学生扮演AngelaT:Angela ,Angela ,I am a teacher,what about your mother ? Ss : My mum is an actress. My mum is an actressChant ：T: Your mother is beautiful !(教师边说边做动作)Ss: Beautiful ，beautiful，My mum is beautiful Beautiful ，beautiful，My mum is beautiful !T

6、: Your mother is beautiful !(教师边说边做动作)Ss: Beautiful ，beautiful，My mum is beautiful Beautiful ，beautiful，My mum is beautiful !T：Let me show you a movie Wait a minute （Kimi 想要邀请他的好朋友去他家做客）2. Teach: by ferry, JiangXi, ChinaT: Look at picture, how do they go to school?Ss: 坐轮渡。3. Teach: by plane, Papa we

7、stray, Scotland T: Look at picture, how do they go to school?Ss: By plane.4. Teach: on foot, Munich, Germany T: Watch a video, then tell me how do they go to school?Ss: On foot.【设计意图：看图，看视频，学习新单词，为阅读扫清障碍。】T: We are going to read a passage, you can know different countries, different ways to go to sc

8、hool.While-reading：1. Fast reading: Read and find 快速阅读，找出文章大意. 【设计意图：快速阅读文本，抓住关键句子，尤其要注意文本的标题。】2. Fast reading: Read and mark.读一读课文，用“_”标出交通方式。 How many ways to go to school in the text?【设计意图：快速阅读文本，抓住关键词；了解涉及到的几个地方的大体方位，形成世界意识。】3. Careful reading: Read and match.读读连连。【设计意图：仔细阅读文本，抓住关键词；能够看图片选出相对应的句

9、子。】4. Careful reading：Read and judge. 读一读课文，判断对错或回答问题。【设计意图：仔细阅读文本，根据文本内容进行合理推测和回答问题。】5. Robin can read this passage for grandpa. What about you? Listen and imitate.【设计意图：听音，模仿正确的停顿、语音和语调。】Post reading：1. Say what you know.【设计意图：拓展知识，开阔视野，让学生知道中国各地的学生是如何去上学的。】2. Discuss and suggest.【设计意图：学生讨论上学方式，并提

10、出相应的安全建议，必须做什么和禁止做什么。】Step4: Summary: T: What have we got today?Ss: 【设计意图：让学生自己总结本节课学到了什么，对学生进行了检测。】Step5: Emotional education:T: Life is precious. We must pay attention to the traffic rules. Be careful on the way to school or home.【设计意图：教育学生注意交通安全，珍爱生命。】Step6: Homework：1. Read the text twice, then tell your parents the messages you got from the text.2. Try to find out more ways of transportation, like by sled, b