课题名称 | 5A Project 1 An animal school
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学科 | 英语 | 授课班级 | 五4 | 授课时数 | 1 |
设计者 | 仇伟红 | 研究主题 | 基于诵读策略指导的阅读教学 | ||
教学内容分析 | |||||
一节优秀的Project课，应是语言知识和技能的高度综合，教学活动应以学生为中心，教学任务的设计应是真实的，超越教材文本的。而学生能否能在课堂结束时呈现自己的成果则是检验Project课程是否成功的重要标志。 | |||||
教学目标 | |||||
知识目标：1. 能够综合运用前面单元所学的关于金发姑娘和三只熊，动物朋友， 以及兴趣爱好的词汇、句型等语言知识，展开活动。 技能目标：1. 通过交流和合作，能够运用第1单元至第4单元所学的语言知识 和语言技能进行交流，小组合作完成动物卡片设计。 情感目标：1. 在情境交流中，培养英语学习的兴趣。 2. 在童话故事的情境中，综合运用1-4单元所学知识， 培养 积极阳光的情感态度。
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教学重点和难点 | |||||
1. 能够在参与活动中，综合运用1-4单元所学语言。 2. 能够用英语介绍自己和他人的兴趣爱好，并能运用所学知识描述动物等外貌。
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教学策略 | |||||
利用思维导图，将前几单元的语言知识和语言技能综合，以“用英语做事情”为主线将教学任务连成一体。在教学任务的设计上，注重教学活动的层次性和开放性，充分利用小组合作等形式培养和提升学生语言的实践能力。
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教学过程 | |||||
Step1 Warm up <!--[if !supportLists]-->1. <!--[endif]-->Sing the song. We all like climbing. <!--[if !supportLists]-->2. <!--[endif]-->Free talk. Talk with the Ss about hobbies. What do you/they like doing? What does he/she like doing? … is good at … … can …well. … 3. Do a survey in groups of four. What do you four all like doing? Give a report in groups of four. 4. Try to make a new song in groups of four, using the tone of the song We All Like Climbing. Model: We all like … very much. Yes, we do. Yes, we do. We all like … very much. Let’s go and … today. Step2 Revision <!--[if !supportLists]-->1. <!--[endif]-->Let’s review Review Unit 4 T: We know our hobbies each other. How about these children? What do they like doing? Show the pictures of four children in Unit 4. Talk about the children one by one by memory. Work in pairs. Summary: How to talk about hobbies Blackboard writing: Hobbies
Practise talking about hobbies. Talk and guess. Teacher gives two models. Work in pairs. 2. Check the goals. 3. Let’s review Review Unit 1 Show the picture of Yang Ling again. T: Yang Ling likes reading stories. Do you like reading stories too? Can you remember the story about Goldilocks and the three bears? Try to retell the story by looking at the pictures one by one. Guide the Ss to retell the story with correct intonation, action and emotion. Step3 Consolidation 1. Listen and guess T: Goldilocks is very afraid when she sees the three bears. She runs and runs in the forest. What happens to her? What does she see?
Have a guess. Read what Goldilocks says. Try to describe the elephant. Summary: Can you describe animals? Blackboard writing
Animals
2. Describe and guess T: Goldilocks also sees some other animals in the forest. What are they? Look and say Work in groups. Describe the animals and guess. Pig, rabbit, mouse, parrot, dog, ducks Check up. 3. Make animal cards. T: Godolocks sees a lot of animals in the forest. What other animals does Goldilocks see? They’re in the envelops. Open the envelop in groups of four secretly and try to make an animal card. Work in groups of four. Check up. Talk about the animals. 4. Look and say Show all the animals. T: Wow, there are so many animals in the forest. What are they saying? Have a guess. Goldilocks and the animals are friends now. How is Goldilocks now? Can you finish the story? Goldilocks is _________. There are _________ T: Look! What are the animals saying?
T: What does Goldilocks say?
5. Check the goals. 6. Guess and draw T:The animals invite Goldilocks to go to their school. Do you want to go with her? Let’s go. Show a special building (a castle). T: Look! This is the animal school. What do you think about the school? What’s in the school? Ss: … Draw the rooms and animals in the school on Page 99. T: We’ll see what’s in the school in the next class. Step4 Homework 1. Draw the rooms and animals in the animal school on Page 99.. 2. Try to make a new animal card according to the one that your group members made.
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结合研究主题进行评析 | |||||
本节课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。课始的小组改编歌曲、课中的“Describe and guess”、课末的制作“Animal cards”，在很大程度上体现了仇老师在project教学中将“能力”培养贯穿于教学始终。她在充分发掘 Project 文本中蕴藏的巨大能量的同时立足开展各项语言实践活动，学生们根据自己的思维方式组建信息，让静态无声的文本变得鲜活和具有活力，学生一系列高质量语言的输出，赢得了在场老师们的肯定和赞许。
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