新人教精通版五年级英语下册Lesson31_教学设计.doc

1、精品资料Lesson31教学设计、教学内容与分析Just talk本部分通过Gao Wei和他的同学们在操场上观看师生踢足球、打篮球、打排球的真实场景，引出要学习的目标语言 They are Playing football. The girls are playing volleyball. They are playing basketball. What are you doing? We rewatching the games通过师生之间、生生之间的对话，让学生能自主感知、模仿、学习和体验， 并运用 Let' go and watch the gameson the play

2、ground. How about the teachers? They're playing very well.等功能语句提出建议、进行询问、表达观点，在真实语 境中进行交际。主要目标语言：They are playing football / volleyball / basketball.What are you doing? We ' re watching the games.二、课前准备1 .准备体育运动场景图画，篮球、足球、排球实物各一个，为开展游戏、竞赛、 合作等学习活动提供资源。2 .准备本课书的教学挂图、听力练习表，创设情境，引导学生学习。3 .准奋分别画

3、有人物、动作、场所的图片和贴图板，奖励表现出色的学生（力 求每位学生人手一张），既作为评价依据，又为学生提供游戏活动的道具（也可 以课前给学生布置任务，学生自己后好带到课堂 ）。4 .准备进行音频、教学课件，用于给学生创设情境，为趣味操练等活动提供依 据。三、初学步骤与建议Step 1: Warm -up/Revision师生共同进行头脑风暴游戏，教师将一些教材中人物正在做事情的图片 （如刘老 师正在打电话、Gao Wei正在洗衣服、Yang Ming正在唱歌、LiYan正在弹吉他、 Peter正在踢足球、Kate正在打篮球、Lisa正在打排球、Tom正在观看比赛等等） 通过屏幕快速呈现给学生

4、，引导学生细心观察、认真记忆，然后准确地使用现在 进行时的句子描述他们所捕捉到的信息。 这样在巩固复习已学知识的同时，为引入新知热身。如：T: I have some pictures of our friends. What are they doing? Look carefully and say what you can see quickly.Class: Miss Liu is making a call. Gao Wei is washing the clothes. Yang Ming is singing a song. Li Yan is playing the guita

5、r. Peter is playing football, Kate is playing basketball. Lisa is playing volleyball. Tom is watching the games. .Step 2: Presentation1）师生游戏，引入新知。热身后，教师邀请三个学生分别抱着一个足球、篮球、排球，请他们根据听到的 指令快速反应，做出动作。T: A football for you A basketball for you. A volleyball for you. Now listen and do as quickly as you can.

6、 Ready?S: Ready!T: I'm playing ball / basketball / volleyball / volleyball / football / basketball. .学生按照教师的指令快速并准确地做踢足球、打篮球、打排球的动作。然后教师让学生分成3组，每组一个球。组内同学一位同学发出指令，另一位同 学做，从而自然习得新知 play football / basketball/ volleyball 02）竞猜比赛，运用新知。教师组织学生观看球类比赛录像（不放声音），每次选派六名学生背对屏幕，竞 猜比赛内容，以比赛的形式操练语句。其他学生面对屏幕担任评

7、委。如：T: Now let s watch the game. What are they doing?Class: They re playingT Now I'll invite six of you to the front.（邀请学生到教室前方来 ）Face your classmates,please Now I 1l turn off the sound. When you hear the question, you should guess the game. Ready? Go!（放比赛场景）Class: What are they doing?S: They

8、9; re playing football / basketball / volleyball.Class: Yes. / No.T: Class, what are you doing?Class: We re watching the game.3）视听结合，学习对话。教师请学生拿出听力练习表，根据听到的信息，在正确答案的格内打钩。T: We're watching the games. Gao Wei and his friends are watching the games, too.What are they watching? Let ' s listen an

9、d tick. Take out your working sheets.（ 放本课对话的录音）people sportsplay footballplay volleyballplay basketballwatch the gamesthe boysthe girlsthe teachersGao Wei, Li Yanand Peter学生汇报听的结果，并通过阅读教材对话内容评价自己的听力水平。再通过跟读、分组读等方式开展为对话内容配音比赛或进行对话表演。T: What are the boys / girls / teachers / Gao Wei, Li Yan and Peter

10、 doing? W川 you show us your answers?S: They ' re （学生汇报他们所捕捉到的信息）T: Are we right? Now open your books and read after me. Who are right?S: .T: Good! Let's watch the video. Shall we be good actors and actresses?Step 3: Practice1）动作模拟，快速反应。教师邀请六名学生（三个男生、三个女生）站在教室前方，开展男女生模仿秀比 赛。其他学生看到教师呈现的英文句子后，快

11、速发出指令。六名学生进行动作模拟，动作准确、反应敏捷的队获胜。如：T: Let ' s play a gameisten and act. I need three boys and three girl. Who want to come to the front to act? The other people look at the sentences and say them out. Go! Class: The elephants are playing basketball.Ss:（做大象打篮球的动作）2)美化贴图板，运用语言。教师请各组学生将他们获得的人物和动作小贴图贴

12、到相应的画有卧室、客厅、操场、音乐教师、美术教师、动物园、公园等场所的贴图板上，并组成符合逻辑的 句子。这样既能评价出学生的学习情况，又将美化贴图板的活动作为学生小组合 作、进行语言运用的新资源，巩固本课的目标语言和功能语句。如：T: Show us your small cards, please. Now let ' play a game " Formsentences For example if you have two pictures like me, girls painting pictures, you can go to Art room Group a

13、nd stick your pictures onto it, then say a sentencelike The girl are painting pictures in the art room. Clear?Step 4: Language use创设情境，编演对话教师创设以下情境：孩子们为即将召开的运动会在紧张训练，老师和拉拉队员们观看他们预赛，为他们助威。在教师的引导下，学生六人一组，其中二人根据抽取的图片模拟训练场景， 另外 四人观看其他组同学正在模拟的运动项目， 在词句的帮助下运用语言，描述训练 场整在发生的事情。1 .分成六人小组，明确分工。2 .认真观看各组模拟场景，组

14、织语言，编演对话。3 .交流展示，小组评价。语言支持：加问：What are . doing?苗述：. are .?ffi 展词 7匚：run, play ping-pong, sing, dance, prepare for the sports meet, etc.Step 5: Assessment1)课堂教学过程中的评价。(1)教师可以引导学生根据各自获得的人物和动作小图片的数量作为学生自我 评价、小组评价、教评价的直接依据。(2)教师可以在学生头脑风暴、游戏竞猜、听音选择、对话配音、创编对话、制 作绘本等活动中，根据每组学生听、说、读、写、演、做的准确性进行评价。(3)教师可以根据师生间以及生生间的互动，引导学生结合各组的表达、动作、可信度进行互评。