作业标题:研修成果 作业周期 : 2019-04-19 — 2019-06-15
发布范围:全员
作业要求: 研修成果(题目自拟) 运用所学课程理念尝试去上几节改变自己教学习惯的课,然后把最得意的一节课形成文稿分享出来; 撰写要求层次清楚,观点明确,重点突出,条理清晰,措辞严谨。 1. 重点围绕“ 教学习惯改变”,提交教学设计, 2. 字数要求600字以上; 3. 必须原创,如出现雷同,视为无效。
发布者:培训管理专员
提交者:学员袁凤 提交时间: 2019-06-04 11:31:37 浏览数( 0 ) 【举报】
小学英语人教版六年级(上册)第二单元
(第一课时)
Unit 2 Where Is The Science Museum ?
一、教学目标
1.能够听、说、读、写单词或短语:hospital, cinema, post office, bookstore;
2. 能够听,说,认读短语 science museum.
3.能够听、说,认读句型:“ where is the library? It is near the post office.” 并进行关键词的有效理解和运用。
二、教学重难点
1.本课时的教学重点是掌握Let ’s learn部分的四会单词和短语。
2.本课时的教学难点是正确书写四会单词和掌握三会单词museum的发音。
三.教学准备
1.教师准备录音机、本课时的录音带以及三年级歌曲的录音带。
2.教师准备本课时七个地点的图片、单词卡片和七种不同颜色的卡纸。
3.教师准备已经写好题目的作业纸
四.教学步骤
Step1热身
1.Greeting
T: Hello, Boys and girls, Nice to meet you!
Ss: Nice to meet you, too!
T: First ,Let’s enjoy a song.
2.Sing a song 三年级下册《They are in the zoo》
T: Well-done. Today I am your new teacher. I’m Miss lai. I come from Shicheng. Shicheng is famous for lotus seed. Look it’s the lotus seed(教师展示莲蓬,剥开一个莲子给学生看)
T:Do you think it’s beautiful? Do you want to get it?
Ss:Yes
3.引入评价机制
You’re group1 and you’re group 2(做分组的手势). Let’s have a match, Which group will do better, The winner will get it.
(设计意图:歌曲导入和竞争机制的引入不仅能快速的调动课堂气氛而且在较短时间内抓住学生的课堂注意力)
Step2 呈现
(1)T: Look. This is a map of shicheng.(用手指到黑板)
Here is a school and here is a post office.
教师带读三遍:post office, post office, post office
T: “office”What’s meaning?
Ss: 办公室
T:“post” What’s meaning?
Ss: 邮政
T: post office
Ss: 邮政局
教师带读升降调:post office,post office
(2)T: Here is a bookstore
教师带读三遍:bookstore, bookstore, bookstore
T: The book add the store is the bookstore.
(教师利用手遮住一部分,让学生领会这是一个“合成词”)
教师带读升降调:bookstore , bookstore
全班读,分组读
(3)T:You can see a cinema here
教师带读三遍:cinema,cinema,cinema
i , i , / i / , / i / , / ci / ,/ ci /
e ,e , / ə /, / ə /, / nə / , / n ə /
a , a , / ə /, / ə / , / mə / , / mə /
教师带读升降调cinema,cinema
全班读 ,个人读
(4)T:You can see a library here.
教师带读三遍:library,library,library
i , i , / ai /, / ai /
a, a , / ə /, / ə /
y ,y, / i /, / i /
教师带读升降调 library, library
分组读,分列读 ,个人读
(5)Here is a hospital
教师带读三遍:hospital, hospital, hospital
o , o, / ɔ /, / ɔ /, /′hɔ / , /′hɔ /
p浊化 / b /, / b /, / b /, / b /
教师带读升降调:hospital ,hospital
全班读,开火车读
(6)Here is a science museum
教师带读三遍:science museum,science museum,science museum
T:“science”What’s meaning?
Ss:科学
T:“museum”What’s meaning?
Ss:博物馆
T:science museum
Ss:科学博物馆
T:Look at my mouth, pay more attention to my tone.
u , u , / ju / , / ju /
教师带读升降调 :science museum,science museum
分组读,开火车读
T:Now, read after me (教师领读所学单词)
post office, post office
bookstore , bookstore
cinema , cinema
library , library
hospital , hospital
science museum, science museum
学生跟读
T:Great , Let’s read in groups( 拿出准备好的另一套卡片,教师先隐藏一张)
学生随着词卡得变换读出其余五个单词
T:oh ,What’s missing?
Ss answer
T: You’re so smart, Let’s play what’s missing game.
T: First, Group1 read. Group 2 listen and finding the missing word. Close your eyes and listen carefully.(两轮)
T:Exchange ( 做手势示意交换 两轮)
T:You see my hometown is very beautiful. Do you want to visit my hometown?
Ss: Yes.
T: Welcome! But you’re new in my hometown. If you want to go to the post office. How can you ask?
Ss answer
T: Now ,Let me tell you. “Excuse me, Where is the post office?
教师带读两遍,边板书
教师用手点到library, 让学生ask
教师继续点到cinema, 让学生ask
教师返回点到post office , 让学生ask(全班一起回答)
Ss: Excuse me ,Where is the post office?
T: I’m your guide. Now, Let me tell you the way(我是你们的向导,让我来告诉你们路吧)
教师用手掐住位置,边说:
T: It’s near the science museum .(教师领读两遍)
教师板书:It’s near the………..
T: It’s in front of the library. ( 教师领读两遍)
教师板书:It’s in front of the……….
T: It’s behind the cinema.(教师领读两遍)
教师板书:It’s behind the………..
教师整体带读一遍
教师掐住位置让两队之间进行问答(三轮)
T: Can you ask and answer?
Ss 自由回答
教师在每组中挑选两列来一问一答,两队随着老师掐住的位置进行一问一答操练。
T:You’re very smart. Liuyun is my friend. She also wants to visit my hometown. She wants to visit my hometown. She is asking for a policeman. Let’s listen and answer. “Where does she want to go?”
(1) 教师放录音,学生带着问题听录音, 学生听完后进行回答。
(2) 教师放第二遍录音,让学生边用手指着边跟读。
(设计意图:首先在新授单词时采用拆分音节法、升降调降低学习难度,加大了音标在教学中的灌输。What’s missing 游戏使学生在玩中学,学中巩固。其次在新授句型中采用本县地图的主情景图,增加学习的真实性,教师用手掐住地图上的位置使学生清晰的领会near, in front of和behind的位置关系)
Step3 巩固
Task 1 Write the places in the boxes
T: Now. Let’s listen and mark. Please look at the places in the red boxes. Mark these words like this:
library(A), post office(B), park(C) , zoo(D),
hospital(E), cinema(F), museum , bookstore(G)
T: I will read twice. Are you ready? (请一位代表上台前做)
听力材料:
1. There is a library near the museum.
2. There is a hospital behind the library.
3. The park is next to the hospital.
4. The post office is in front of the library.
5. You can see a bookstore. It’s on the right of the hospital.
6. The cinema is on the left of the post office.
(听力材料写在小黑板上 ,教师点六位同学针对每个地点进行订正,最后提醒学生找出六个句子里包含的介词短语,加深对介词短语的学习)
T :Let’s see which group have more lotus seeds
看到黑板上的评价
T:Group____ Good!(表扬)
Group_____ come on! (加油)
Task2 To be a designer
T: We’ll have the last task. 老师听说赣州黄金区正在开发,If you are a designer. How will you design? Discuss in groups and draw a map like this. (指到刚才的色彩卡片) I will give you 4 minutes to prepare. Here are the words(教师指导黑板上贴出刚学的单词地点)然后再指到一栏以前学过的地点单词(出示在小黑板上)如:zoo, supermarket, shoe store ,bank……
引导学生翻译一遍。
设计如下:
四人一组,
请小组长负责填写并汇报
Welcome to my city, Here is a school.
There is___________________ _____.
There is____________________ ____.
_____ is _________________________.
_____ is _________________________.
You can see_______________________.
Do you think it is beautiful?
(设计意图:在这个巩固环节中我让学生听音标地点和设计“小小设计师”规划自己城市是本节课的亮点,将极大调动学生的学习积极性和表达愿望,而且在设计和规划的过程中学生用到自己已经掌握的知识,从而培养学生综合运用语言的能力)
Step 4 Summary and homework
T: So much for today 教师边指到黑板,提示学生回顾课上所学内容。
1. read and copy each word four times
2. Draw a map about what buildings are around your home.
评价:
T:Let’s see. Group _____ is the winner.
Congratulations! (将奖励颁给获胜者)
(设计意图:在作业设计中让学生画一幅自己家附近的地图,不仅有效复习本节课学习过的建筑物而且锻炼学生的绘画能力,培养学生的综合能力)
五、板书设计
Unit 2 Where is the science museum?
A: Excuse me, Where is the library?
B: near
It’s in front of the …….
behind
六、教后反思
本节课主要学习六个表示场所的单词和一个句型,内容与学生的生活息息相关。在上课伊始,我用三年级学过的歌曲来进行热身。在巩固环节,设计了“What’s missing”游戏。邀请学生们来自己家乡参观,在真实的情境中练习句型。最后让学生听音标地点和设计”小小设计师“规划自己城市是本节课的亮点,这样的任务能够调动学生的学习积极性和表现愿望,而且在设计和规划的过程中学生自然用到自己已经掌握的知识,从而培养学生综合运用语言的能力。
不足之处:
1. 用歌曲调动气氛的还不够热烈。
2. 呈现单词过快,读单词的人数面不够广泛。
3. 导入句型时,near , in front of, behind 操练不到位,并且听力材料中出现的“on the right of, on the left of” 未在这一部分操练中体现,致使后面做听力材料时难度较大。
改进之处:
1. 充分利用热身调动课堂气氛。
2. 新授单词时,加大面度操练,多种方式并用,如:全班读,分组读,一列读,一排读,开火车读,大小声读。
3. 在导入句型这一块,教师要准确的掐住位置,让学生明白了老师的意图后再开展操练活动,操练方式可以采用:教师问学生答,学生问学生答,两组互相问,两列互相问,两人之间问。
4. 听力材料可能录下音来放可能效果会更好。
5. 最后总结时,可以采用编chant 囊括本节课所学内容,这样能让学生集中注意力,巩固所学内容。
6. 加强自身基本功的练习,如:粉笔字,简笔画,语音语调。