课题名称

小学英语关键能力培养下的诵读策略研究

学科

英语

授课班级

五（2）

授课时数

1

设计者

郑丽虹

研究主题

在真实情境中培养学生诵读能力

教学内容分析

本课本课主要围绕“weekends的一系列活动”展开，要求学生从谈论文中人物的jobs到能够谈论自己生活中人物的职业。

教学目标

1.能听懂、会读、会说单词、词组at weekends/chat on the Internet/go to the cinema/fly a kite/have a picnic 2.能听懂并且理解adverbs of frequency（always/usually/often/sometimes）间差异3. 能听懂、会读、会说句型What do you do at weekends?I always/usually/often/sometimes…at weekends.4. 能正确的理解并朗读课文，在教师的引导和帮助下尝试复述课文内容。

教学重点和难点

教学重点： 

  1.能理解和正确朗读课文，达到语音语调正确并在教师的引导和帮助下尝试复述课文内容。

2.能听懂并且理解adverbs of frequency（always/usually/often/sometimes）间差异

3.能听懂、会说、会读、会运用句型What do you do at weekends?

 I always/usually/often/sometimes…at weekends.

1.初步运用本课所学的词汇和句型谈论自己或他人周末的生活

2.能听懂并且理解adverbs of frequency（always/usually/often/sometimes）间差异

3.能听懂、会说、会读、会运用句型What do you do at weekends?

 I always/usually/often/sometimes…at weekends.

教学策略

1．注重课程的开发和利用，增强学生综合运用能力，使课堂与生活“链接”。

2．引导学生将语言知识联系到自己的生活中，让孩子们主动积极交流，尽量在课堂上开发学生的自主学习、合作交流、合作探究的能力，发展学习策略，培养创新能力。

3．努力凸现学生的主体地位，赋予学生以广阔的学习空间，引导学生全身心地沉浸到教材意境中，真正做到学以致用，联系生活。

4．指导学生通过多种形式进行朗读，帮助学生记忆单词和句型。

教学过程

 Step1：Warm up:

1.Talk about your hobbies

e.g.I like … .

I can/can’t…(very)well.

I am/am not good at…

(swimming/painting/watching TV… )

Step2: Presentation and practice

2.T:What do you do at weekends?--meanwhile teaching（at weekends）

3.Talk about my weekends

Ss think of what they have done at weekends this month

T lead S to make sentences --i always …at weekends

E.g. I always chat on the Internet at weekends.--read and learn the phrase (chat on the Internet)

4.Use these words to talk about your weekends.

T explain the differences between always，usually， often，sometimes.

Ss make sentences--I always…

I usually…

I often…

I sometimes…

at weekends.

5.story time

Ss watch the story time and choose the answer for the question

T:what are Mike and Su Hai talking about?

Ss choose c

Then Ss read and circle what they do at weekends.

6.T：what if you meet new words？

 Ss discuss the question may give their answers and T help them to complete their answers

e.g.Try to guess from the context/picture

Use the dictionary

Teach each other

Ask the teacher…

7.T lets Ss find the meanings of the activities they have circled and corrects their translation--(go to the cinema/fly a kite/have a picnic…)

8.T:How often do they do all these?

 Ss read and complete the form with stars(Ss practice always/usually/often/sometimes and form a better understanding of adverbs of frequency )

9.T:What do we know from it?(True or False)

e.g.Su Hai and Su Yang care（关心） about their grandparents. T

Mike doesn’t care about his grandparents because he doesn’t often visit his grandparents.F

10.Listen and repeat.

Ss read after the tape without looking at the text book

2.look and write

Ss fill in the blank to complete the story, working as a preparation for retelling

Step 3 production

3.try to say

Ss imagine they are the main character and try to retell the story

e.g.

Blackboard design:Hello, I’m Mike. At weekends, I usually chat with my grandparents on the Internet, because they live in the UK. I also usually play with Liu Tao at weekends. We are good friends. I sometimes fly a kite and have a picnic in the park with my family.

T evaluates their performance and finds out if Ss have understood the story

Setp4 Homework

1.Try to retell the story as one of the characters in this story without looking at the text book

2.Learn more about weekends’ activities

Blackboard design:

                        Unit 7 At weekends

What do you do at weekends?  

I always…                         go to the cinema

I usually…                        fly a kite

I often…                          have a picnic

I sometimes…                      chat on the Internet

at weekends.(saturday+sunday)

结合研究主题进行评析

本课主要围绕“weekends”的一系列活动展开，是语言知识和技能的高度综合，本课教学活动以学生为中心，教学任务设计真实，能充分利用教材文本，以问题为引领，通过师生话轮的延续和深入，拓宽学生思维的广度和深度。学生在课堂结束时能生成一系列高质量语言的输出。