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1、1情景教学情景教学 寓教于乐寓教于乐牛津 5B Unit9 The English Club(第二课时)案例沛县正阳小学 赵淑玲教学目标1、四会掌握句型:Wheres he/she/it from?Hes/Shes from Where are they from?Theyre from Do you speak ?Yes ,I do ,I speak , too./NO , I dont ,I speak 2、三会掌握句型:Id like to go around China .Are you from different countries ?3、Words:club visit visi
2、tor different travel country教学准备1、Tape recorder 2、 Pictures 3、Sentence 4、课件教学过程Step1 Revision(课前学生画一面国旗贴于额头)1、Free talkT: Where are you from?S: Im fromIm(连续提问若干个学生)2、Group work(四人一组)Step2 Presentation21、T: Come here ,Where are you from?S: Im from Im T: class ,Wheres he from?S: Hes from (连续提问几个)(1)课件
3、出示句型 A: Wheres he /she from?B: Hes /Shes from (2)课件出示 koala 和 panda 图(a )T: Whats this in English?C: Its a koala / panda.T: Wheres it from?C: Its from Australia / China.(b )Pair work(3)课件出示 5 组图(最后一组为复数图)Pair work A:Wheres he/she/it from? B: Hes/Shes/Its from(4) (最后一组图出示为两个日本女孩引出以下句型) A:Where are th
4、ey from?B: They are from(评析:自然的过渡是小学英语课堂教学所提倡的。在这里,通过课件的演示自然引出句型 Where are they from?及其答句的教学,毫无突兀之感,由于句子的意思容易理解,教师便点到为止,很准确地了解了学生的学情。) 2、课件出示姚明图(1)T: Whos he? Wheres he from?C: Hes Yao Ming ,Hes from China ,Hes Chinese.T: Yes, He can speak English and Chinese.(课件播放一段姚明说中文和英文的视频)(2)T: Do you speak En
5、glish? S: Yes, I do .I speak Chinese ,too.3T: S4 ,do you speak French?S4: No ,I dont ,I speak Chinese.(3)课件呈现句型 Do you speak ?Yes,I do ,I speak ,too.No ,I dont ,I speak (4)出示挂图(课文 P72)Pair work(评析:以篮球明星姚明的真实生活背景为例,让学生理解单词 speak及句型 Do you speak ?的意思,有效做到了两点:意识巧妙抓住了学生的眼球,吸引了他们的课堂注意力,提高了课堂教学效率;二是情景设置真实
6、化、生活化,孩子们没有机会与姚明零距离接触,但是一段视频却能让孩子们体会到与姚明面对面的真实感觉,增强情景的真实性。 )3、T:lets have a rest. Ill go to the English club.(边说边贴图片)Do you want to go with me?C: Yes ,we do.T: Letgo .The English club has a visitor today. HisName is Mr White. He likes traveling.He wants to visit,China.(边贴 Mr White 图)his country is t
7、he USA.(1)课件出示单词 club 俱乐部visit 参观访问visitor 参观者、采访者travel 旅行(现在分词 traveling)country 国家(复数 countries)(2)Say a rhyme (课件)Club ,club ,this is a club.Visitor , visitor, club has a visitor.Visit, visit , visit China.Travel ,travel, he likes traveling. Wow,Who he? Hes Mr White .America , America Its his co
8、untry, country,country country.(评析:课文的引文中出现了若干个新单词,整体教师借助贴图片的传统教学手段对引文进行了口头复述,让学生在初步聆听的基础上先感知引文。接着教师采用整体呈现整体教学的方式让学生进一步深入地学习新单词,4并通过一首简洁的儿歌来帮助学生有效巩固新单词的掌握。)Step4 Learn the textT: (贴图片)Look .WangBing is coming.What are they talking about? Listen and answer:Wheres Mr white/Wang Bing from?(1) (课件出示)Nam
9、eCountryMr WhiteWang Bing(2)Listen and think about.(3)Fill (课件逐一出示答案)(4)T: Wheres Mr white/Wang Bing from?C: Hes from2、 (贴图片)T:Nancy,David,Ben are coming ,too.Please listen to the tape recorder.Then answer questions OK?(1) (课件出示表格)NameCountryLanguageNancyDavidBen(2)Listen to the tape recorder.(3)Ans
10、wer questions:Wheres Nancy /David /Ben from?Which language does Nancy /David /Ben speak?(4) (课示出示句子)“ is from He/She speaks ”Ask class to make the sentences with the sentence.53、 (贴 Liu Tao 图片)T: Oh, Liu Tao is coming ,Lets listen again .(1) listen to the tape recorder.(2) Answer the questionsWheres
11、 Liu Tao from? (China/ShangHai)What does Mr White like?(He likes traveling)(3) T: Yes, Mr White likes traveling .He wants to go around China .(重复 2 遍)(4) 出示词条 go around 并读词条4、T: (指黑板上的图片)Look , class . Are they from the same countries ?S5: YesT: (提示加重 same)S6: NoT: Yes, Theyre from the different cou
12、ntries.(1)出示词条 different countries(2)Read and understand it (评析:通过直观的形式让学生理解 same 和 different 的区别,并在过程中适时点拨、启发和引导学生思考,简单有实效。 )5、Listen to the tape recorder again. Then read the text after the tape recorder.6、Read the text after T again.Step5 Consolidation1、Do work book P512、Do work book P53(评析:听说领先,
13、读写跟上。作为五年级的学生来说,不仅要具有初步的听说英语能力,同时一定的书面表达能力也是很重要的,教师要在每节课中渗透对学生书写能力的培养。 )Step6 Homework61、Recite the text.2、Finish the workbook .3、Copy new words four times.教学反思:教学反思:本节课感悟如下:一、情景中教学单词。课堂中按照教案的设计我直接出示一组新单词并展开词汇的教学。但是这样的设计欠合理性,学生在学单词时枯燥无味,无兴趣可言。效果也见一般。若是教师变换一种方法,将单词的教学纳于情境之中,想必效果肯定不一样。教师可这样设计:边贴 Mr White 的图片边介绍他的背景,并由此逐一引出新单词。在介绍背景时就要逐一将新单词贴于黑板上。之后再齐学单词,这样学生易理解和接受这样的设计。二。情景中学生自主学习。从 3A 到 5B,学生们接触英语已经整 3 年,除了培养他们的口头表达能力以外,还应该培养学生一定的自主学习能力,但是脱离了情境也是空谈。如本课自主学习课文时让学生分段理解,教师不作提示只提供给学生几个表格和几个问题,让学生在完全“质疑” 、 “自主”的氛围中认真收听录音理解课文,并逐一回答问题,他们的答案便是自主学习的最佳证明。学生们通过自己的主动参与完成了新知的汲取。