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PEP小学英语六上三单元第三课时教学设计及反思

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Unit 3 What are you going to do ?

Part A Let’s read

教学目标:

1.能够读懂Let's read中的段落,并根据段落内容写出提纲式的LiuYun's weekend plan.
2
.能够模仿文段内容陈述自己的周末活动安排。

教学重点难点:

1.本课时的教学重点是阅读段落并根据段落内容进行第三人称的转述,掌握第三人称时be going to do句型的用法。
2
.本课时的教学难点是转述时第一人称与第三人称的人称代词与物主代词的变换。

教具准备:

1、 多媒体课件

2、 学生用练习纸。

Teaching Step:

1. Preparation

(1) Greetings.

T: Good morning! Boys and girls.

Ss: Good morning! Teacher.

T: How are you?

Ss: Fine, thank you! And you?

T: I’m evry well, thanks. Sit down, please!

(2) Free talk

T: Boys and girls, what day is it today?

Ss: Today is Thursday.

T: Oh! The day after tomorrow is Saturday. What are you going to do on the weekend?

S1: I’m going to …

2Pre—reading

(1) T: What are you going to do on the weekend?

S2: I’m going to …

T: Can you ask me?

S3: What are you going to do on the weekend?

T: Oh! I am going to buy some food, some fruit, some milk and some vegetables. Guess! Where can I go?

S: You can go to the shop.

T: Yes. You are very clever. I am going to the shop. I’m going to the big shop. We also can call it “supermarket”.

(Follow me, please Write the wordsupermarket.分音节领读,然后组合领读。)

The supermarket is the big shop. What’s its chinese meaning?

S: 超市。

write: go to the supermarket. 领读)

T: Look at my weekend activity plan. I am going to do many things on the weekend. I’m going to have a busy weekend.

(Write the wordbusy. Follow me, please. Busy, busy.)

What’s its chinese meaning?

S1: 忙碌的。

(逐词加书写并领读)

Busy weekend

Have a busy weekend

I’m going to have a busy weekend

3. In—reading

(1) General reading

1) T: Liu Yun is going to have a busy weekend, too. What is she going to do on the weekend? Let’s read the text quickly and silently. Then read the sectences and tick or cross.

Liu Yun is going to the hospital on Saturday. ( )

Liu Yun is going to read dtory books on Saturday . ( )

.Liu Yun is going to visit her grandparents on Sunday. ( )

.Liu Yun’s weekend is very budy. ( )

2) Check.

(2) Detailed reading

1) T: Now let’s read the text carefully, you can read and circle, then try to answer the questions:

What is Liu Yun going to do Saturday morning?

How is she going to there ?

What is she going to buy?

What is she going to do at home?

Where is Liu Yun going on Sunday ?

Who is she going to with?

When is she going to go there?

What is she going to do Sunday evening?

What’s Liu Yun’s weekend like?

2) check

(3) Read and write

1) Now you can understand the text, let’s read it again and write the answers on your books.

2) check

(4) Listen to the tape.

Now, let’s listen to the tape. Pay attention to the pronunciation and intonation.

Watvh the TV.

(5) Read aloud.

Now please read the text by yourselves.

4. Post—reading

(1) Who can read the text?

(2)T: If we are going retell the text, How are we going to do?

Ss: 注意人称的变化,将第一人称变为第三人称。还要注意部分动词的变化。

课件出示:第一人称变第三人称的规则。

(3) Now let’s try to retell Liu Yun’s weekend.

5. Progress

(1) T: Liu Yun can introuduce her weekend. She wrote a good essay. Can you introuduce your own weekend? Let’s write an essay. OK?

(2) Ss wrtie the essay about “my weekend”.

(3)Check

Homewrok:

用句型“What are you going to do on the weekend?”调查你同学的周末活动,找出可以在周末和你一起活动的同伴,并合作完成一张英语手抄报:“My weekend”

板书:

Liu Yun’s busy weekend

Time

Activity

Saturday

go to the bookstore

buy CD and story books

read books

Sunday afternooj

go to the supermarket

Sunday evening

visit her aunt watch TV

教学反思

教师在阅读教学中要做的不仅仅是语篇内容的知识的传播,更重要的是积极创设学生参与阅读活动的条件和氛围,引导学生主动参与、乐于研究,强调学生分析和解决问题,交流合作的能力。在“What are you going to do?”一课的教学中,我有以下几点体会。

一、我给学生布置任务

本课的学习目标是在阅读中巩固学习英语知识:to be going to 的句型学习和运用。小学英语阅读课的教学还处于初级阶段,而阅读课的学习相对比较枯燥无味。根据儿童的心理发展特点,并依据我市小学英语阅读教学的五P教学法,我把学习内容设计成一个一个的任务,在阅读中的教学中,从整体感知的略读,到深入理解的细读,再到输入所学内容的读写活动,之后现进行听录音感受语音、语调,模仿录音自读,经过这样五步的阅读,学生对课文内容已经有了一个深入的理解。紧接着,我给学生复习归纳第一人称变为第三人称时应该注意的事项,并举例练习,再放手让学生去复述课文。学生述说自己的打算“I am going to …”,达到学习目标。在教学过程中,我觉得加上一些动的东西,更能激发学生的学习兴趣。

二、我用多媒体帮助学生学习

多媒体的使用,为课堂创设了更真实、更丰富的教学资源。在学习新句型的过程中,让学生在不同的情境操练句型,近的可以是去KFC,远的可以是上月球。这样,学生主动开口的机会也多了。多媒体的使用,清晰明确了学习任务,并能根据提示自主地完成任务。

三、教学不足:

1、 在句型操练的过程中,没有注重个体与整体的关系。

2、 在进行练习时,没有给予及时的评价,导致小组竞争意识不强,不够自信回答问题。

3、 在学习短文的过程中,应提供机会,让学生自主解决其中的知识点,而不是一味接受老师的讲解。

4、 提高阅读能力,不应只限于课堂教学,还应多进行课外阅读,向学生们推荐浅显易懂的英语读物,以使阅读形成习惯。

四、今后努力方向

1、 课堂程序评价化教学,不应只体现在阅读教学上,还应广泛用于听、说、写的技能教学上。

2、下一步要建立学生学习的个人档案袋,及时收集学生学习过程的全方位资料,通过师生分析、交流、共同协作,建立起学生个人需要,以及班集体需要的行之有效的评价方式。

3、探索与教学相适应的、可操作的英语阅读课堂模式。  

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