助力提前批--五年级英语读写课教学设计

发布日期:2021-12-09    浏览量:233

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教材分析:

本课时是人教版PEP小学英语五年级下册Unit 1 My day Part B Read and write。本单元学习的主题是日常学习生活以及周末活动安排。主要是通过有具体情景的对话和短文阅读,让学生学会用when以及what来对何时做某事和某时做何事来进行提问,并能在情景中准确询问并回答关于日常作息和周末安排的问题、描述日常活动与周末安排。

本单元教学以日常学习生活以及周末活动安排的主题为引领,以let’s talk和read and write的语篇为依托,整合单元语言知识、文化知识、语言技能和学习策略等学习内容,创设具有关联性、综合性和实践性的英语学习活动,通过多种手段调动学生学习英语的积极性,并引导学生采用自主与合作的学习方式,积极地参与主题意义的探究活动。

本单元A、B部分安排学生学习的核心句型:

1. -- When do you …?  -- I/We … at …. 询问、回答某时做某事;

2. -- What do you do on the weekend? -- I often …. 就周末活动提出问题并回答。

要求学生运用核心句型并利用五个作息词组和四个活动词组就日常作息和日常活动与同伴开展问答活动,通过读写课复习巩固单元所学核心词汇和句型,并完成读后理解任务及补全句子的任务。通过在单线上完成句子抄写活动,做到规范书写。

学情分析:

由于本单元教学内容以学生日常学习生活以及周末活动安排为主题,贴近生活,高度仿真情景,学生阅读和写作的兴趣还是比较高的,而且每个人都有话可说。但是谈论日常活动安排需要用到各种不同的时间,在规范表述上学生可能会遇到一些麻烦,也许会挫伤表达的积极性。

教学目标:

知识与技能:

1. 学生能够在图片和老师的帮助下读懂机器人的台词,完成正误判断的活动。

2. 能够按照正确的语音、语调、意群朗读Robin的台词。

3. 学生能够模仿阅读部分的书信范本补全回信,对于水平较高的学生,能够模仿阅读篇章完成个性化书写,给Robin写一封回信,写一写自己每天的活动安排。

过程与方法:

1. 能够理解并掌握重点词汇与句型,并运用到真实情境中,能在现实生活中运用询问、表达、书写在周末经常做某事的句子。

2. 能阅读简短的小故事或短文,并完成相应的任务。

3. 能够养成仔细看图以及按意群阅读的习惯,以及根据关键词提取信息的能力。

情感态度与价值观:

1. 能够根据Robin的台词表演话剧,激发学生的英语学习兴趣,培养良好的英语学习习惯。

2. 鼓励学生阅读《鲁滨逊漂流记》,观看同名电影,了解鲁滨逊与星期五之间的故事,感悟生命的意义和坚持不懈永不放弃的精神,有志者事竟成。

3. 学会制定合理的作息计划,培养健康的生活习惯。

教学重点:

1. 能在图片和教师的帮助下读懂Robin的信,完成课本上的练习。

2. 能在情境中运用句型:What do you do on the weekend? I (always/often/sometimes…) … (with…),能在阅读了Robin’s play之后,在语境中理解词汇live,island,early,win,play,letter,cave的含义。

3. 能在阅读中掌握一定的阅读策略,读懂文章,并养成按意群阅读的习惯,以及根据关键词提取信息的能力。

教学难点:

1.在语境中正确理解生词的含义:live,island,early,win,play,letter,cave。

2.能根据关键词复述短文并表演。

教学方法:

教法:交际教学法、任务型教学法、TPR教学法、活动教学法

学法:合作学习法、探究学习法

教学过程:

Step 1: Leading-in  

Let’s watch a film. It’s me.

Then I’ll show you a short passage. Have a quick reading to know something about me.

Q:--Do you know who I am? And where do I live? What about you? What do I do on the weekend? So, what do you do on the weekend?

(Stick the cards with sentence patterns on the Bb.)

【设计意图】电影片段为短文阅读做铺垫。

Step 2: Pre-reading  

I often read books and clean my room on the weekend. Sometimes I watch plays(Show them some pictures). Look, they’re in a play. They are in a play, too.

Q:--Do you know the meaning of “play”? Choose the right answer.  A. 玩  B. 扮演  C. 话剧

--Do you know this book? What’s his name? Do you like Robinson? Why?

Robin is in a play, too. This play is from the book—‘Robinson Crusoe’. The writer is Daniel Defoe.

【设计意图】通过快速阅读一段老师介绍自己的话,根据问题,学生迅速从文中提取信息并回答,锻炼阅读和说的能力,同时让学生在自由对话中,有目标的使用目标词汇和句型,并自然过渡到《鲁滨逊漂流记》,让学生初步感知小说的内容,同时为新课学习做下铺垫。

Step3: While-reading

Robin likes Robinson, too.

Robin: Robinson is great.

Zoom: Let’s act the play.

Robin: Good idea.

Now, Robin and Zoom are in the play.

【设计意图】读前背景知识介绍,并通过简单提问,激发学生思考,促进学生快速进入学习状态。

1.Ask and answer about the PPT picture:

1) Who is Robin in the play? How do you know?

2) Look at the picture. Who is Zoom in the play?

3) What does “Friday” refer to here?  A. a day   B. a person

(Because Robinson rescues him on Friday, he calls him Friday. So “Friday” is a person.)

4) Now please look at the picture, guess: Where do they live? How do you know?

2. Present new words: island, live

So in this play, we know:  --Who? -- Robinson and Friday.

--Where? – They live on an island.

3. Try to guess: What can Robinson do on the island? (According to the picture only before reading)

Maybe he can….

【设计意图】引导学生仔细观察图片,发散思维,展开想象。学生通过观察文本图片,来说明图片的重要性,了解基本信息,借助图片抓关键词,从而实现对文本的初步了解,培养学生阅读时读图的习惯。通过提问,鼓励学生大胆猜测戏剧情节,激活旧知,培养学生运用已学重点词句表达想法的能力。

4. Read the text and underline the key words:letter, early—late, swimming---swim, go swimming, get up, wash face, eat breakfast, clean the cave, play sports.

Maybe he can do lots of things. But on the island, he writes letters every day. He puts the letters in bottles. Here is a letter to you. Today let’s read this letter—It will tell us: What does Robinson do every day? Let’s read and find the answers.

Look at the key words here. When we read a story or a passage, please try to catch the key words. Let’s say and do the actions together.

【设计意图】训练学生对本单元重点句型和词语的表达。词汇教学时音形意同时呈现,并结合语音教学。培养学生从文本中抓取重要信息的能力,抓住重要信息,就要让学生抓住关键词,而这里动词是一个很好的切入点。通过划关键词,让学生既熟悉了文本,又降低和理解的难度。

5. Finish Tick or cross. So, when does Robinson do these things? Read the three sentences at P9 and decide true or false.

6. Read the text after the tape and then read it aloud together.

7. Work in groups of three. Close your books. Look at the thinking map and retell the play. Then do Group shows.

Step 4: Post-reading

1.Let’s act the play in groups. Role-play the conversation between Robinson and Friday.

2.Watch a short video about Robinson. Do you want to see Robinson’s real life? How is Robinson’s real life?

Keep in mind: Where there is life, there is hope.

【设计意图】小组团队合作学习,互帮互助,共同提高。培养自信和竞争意识,勇于展示自我。鼓励学生观看原版鲁滨逊漂流记电影,将课内知识延伸到课外,拓展学生的词汇量,并感悟生命的意义和坚持不懈永不放弃的精神,有志者事竟成。

Step 5: Summary & Homework

1.T ask ss to summarize what we have learn today and make supplement.

2.Make a daily activity plan and a weekly plan.

3.Polish and copy the letter of their own on a piece of letter pad with neat handwriting and nice pictures.