五年級英語案例 (2).doc

五年級英語教學(xué)案例分析|PEPUnit4作者：未知資源來源：互聯(lián)網(wǎng)點擊數(shù)： 2218更新時間：2009-9-29訪客留言-一、教學(xué)內(nèi)容：PEP Book 5 Unit 4 What can you do?A. Read and write二、授課老師：道滘鎮(zhèn)中心小學(xué) 葉瑞卿小河小學(xué) 吳浩均三、教學(xué)目標(biāo)：1、知識目標(biāo)：（1）能夠正確理解本課對話內(nèi)容，并完成相關(guān)的練習(xí)。（2）能夠聽，說，讀，寫句型：What can you do? I can sweep the floor.（3）能夠聽，說，認(rèn)讀句子：Mother goat is ill. We can help her. Just do it.2、情感目標(biāo)：在別人有困難的時候，提供適當(dāng)?shù)膸椭?、能力目標(biāo)：能讀懂相當(dāng)難度的文章，并寫出小文章。四、教學(xué)重點：1、教學(xué)目標(biāo)1和3。五、教學(xué)難點：1、教學(xué)目標(biāo)3及正確拼寫四會句型。2、ill ,just do it!單詞與詞組的理解。六、教學(xué)準(zhǔn)備：教師準(zhǔn)備課件、錄音機(jī)和錄音帶、相關(guān)單詞卡片、句子卡片及延伸的閱讀、寫作材料。七、教學(xué)步驟：（一）Warm-up 1.Lets chant(P44): Dog, Dog, what can you do? I can run after you.2. 仿照Lets chant,做傳聲游戲。 T:Lily,Lily,what can you do? S1:I can sweep the floor.（設(shè)計意圖：讓學(xué)生站起來，運用TPR，使學(xué)生動起來，有效地組織英語課堂學(xué)習(xí)，活躍課堂氣氛，并讓學(xué)生復(fù)習(xí)句型What can you do? I can. 。）T: Great! Youre helpful!（二）Presentation/practice 1.引入：CAI呈現(xiàn)Mother goat生病的情景。（Mother goat并發(fā)出呻吟聲） T:Look and listen! Who is that? S1:Mother Goat. T: Whats the matter? S2:Mother goat is ill.（板書） T: （CAI展示凌亂的房間圖）What a mess in her house! We are helpful! We can help her.（板書） OK? What can you do? S3:I can . S4: I can.。 學(xué)生回答時適時加入OK,just do it .（板書） T: Yes. We can help her! What about Zip and her friends?(指板書的人物) What can they do for Mother goat? Guess and match!（讓學(xué)生猜想動物能做的事情） Monkey cook the meals Zip sweep the floorRabbit wash the windowZoom water the flowers(設(shè)計意圖：讓學(xué)生通過猜測小動物所能做的事情，帶有目的性地觀看下面的read and write，看是否跟自己的猜測一樣。)2.(1)Watch VCD后,連線看他們是否猜對。（設(shè)計意圖：第一遍觀看CIA的目的是了解文章的大概內(nèi)容，播放前讓學(xué)生帶著問題有目的去看。）(2).Open your book at P48.Read the dialogue and finish exercises 1. True or false.Mother Sheep is ill. ( )Monkey can sweep the floor. ( )Zip can clean the window. ( ) Zoom cant water the flowers. ( ) They are helpful. ( )(設(shè)計意圖：第二遍閱讀目的是培養(yǎng)學(xué)生獲取信息、處理信息的能力。通過理解課文的主要內(nèi)容和細(xì)節(jié)信息,讓學(xué)生根據(jù)對話內(nèi)容判斷句子的對錯，借以檢測學(xué)生的理解程度。)(3)T:Good, you understand the dialogue well. Now, letsrepeat after the tape.(4)T:Read by yourselves and underline the difficulties .(5) 讓學(xué)生提出質(zhì)疑。（理解Mother Goat is ill. We can help her .Just do it.等。用卡片展示。） (6)Practice the dialogue in group of 5.(7)檢查朗讀情況。（12組學(xué)生）結(jié)束故事 T: Look! Mother goats house is so clean now.She is so happy.（8）T: Now, lets finish the sentences.(The student write down answers on their books first ,then check the answers .根據(jù)答案，老師邊把四會句子I can sweep the floor. I can cook the meals. I can water the flowers. 貼在黑板上。再叫學(xué)生讀一遍，然后引出問句What can you do?)(此環(huán)節(jié)應(yīng)用投影儀來檢查學(xué)生做的效果。)板書： 讓學(xué)生回憶Monkey, Zip, Zoom做的事情。然后讓學(xué)生齊說出： Monkey： I can sweep the floor. Zip : I can cook the meals Zoom: I can water the flowers.再使學(xué)生發(fā)揮逆向思維說出 What can you do? 3、閱讀拓展：（1）T:We are helpful. What about Amy and her sister? Are they helpful, too? Lets read and finish exercise 2 choose A 、 B or C.My names Amy. I am 10 years old. Im a good girl at home. Im tall -floor. Ann is my sister. She is pretty. She is smart and she is a helpful girl. She can clean the room, water the flowers and empty the trash. We often clean our room together on Saturdays and Sundays. ( ) 1.Amy is a . A:student B:teacher C:doctor( )2.Amy is a good girl at . A:zoo B:park C:home( )3.Ann is . A:tall B:smart C:strong( )4.Amy can . A:water the flowers B:clean the room C:cook the meals（2）讓學(xué)生運用所學(xué)的閱讀技巧，同位互相設(shè)計題目，如True or false或What can Amy do?等等，加強學(xué)生的閱讀理解能力。e.g. Amy is 11 years old. Ann is not helpful.（3）適當(dāng)檢查學(xué)生設(shè)計的問題及解答情況。（也可以作為課后作業(yè)）（三）Extension/Consolidation/Moral Education. T: Our father and mother are so busy. As good boys and girls, we should help them do some housework. I think they must be very happy. Write down the housework you can do. Please.(學(xué)生在練習(xí)紙寫上自己會做的事情，以此來訓(xùn)練他們的寫作能力) I am helpful. I can I can Share the answers in your group of four.（并在四人小組內(nèi)進(jìn)行評價） ( 四 ) Summer up; Today we read the dialogue about Zip and her friends, they help Mother Goat do housework. And we learn the sentences: What can you do? I can cook the meals .I can sweep the floor. （五）Homework找同伴表演本課時對話;學(xué)生背誦并抄寫本課時的四會單詞和句子; （六）板書設(shè)計Unit 4 What can you do?A. Read and writeMother Goat is ill. We can help her. What can you do? Monkey: I can sweep the floor. Zip : I can cook the meals Zoom : I can water the flowers.八、反思：本課時我們能以“help Mother Goat”為主線開展閱讀教學(xué)，從前閱讀閱讀中閱讀后三個階段進(jìn)行閱讀教學(xué)，并運用猜想、判斷、延伸的閱讀材料、小練筆等一系列教學(xué)活動，以培養(yǎng)學(xué)生的閱讀理解能力。教學(xué)中評價手段運用得不夠好，評價方式有點雜亂，對激勵學(xué)生的效果不夠顯著；指示語言不夠清楚，示范做得不到位，以致學(xué)生不得很好地理解某些活動的操作要求。九、課例點評（陳錦愛）：本節(jié)課是由中心小學(xué)英語科組長葉瑞卿老師和小河小學(xué)新教師吳浩均老師師徒結(jié)對子所授的一節(jié)閱讀研討課。這節(jié)課是由他們師徒兩人所在的科組共同研討，共同備課后，再分別先后由葉老師和吳老師在課堂上進(jìn)行教學(xué)的。這節(jié)是閱讀課，這節(jié)課的教學(xué)目標(biāo)定位的比較準(zhǔn)，教學(xué)過程都是圍繞著教學(xué)目標(biāo)去開展教學(xué)活動。首先，在Warm up中，讓學(xué)生通過“I can”的chant,既有效地組織了課堂教學(xué)，又有效地幫助學(xué)生復(fù)習(xí)了舊知識，為本課的教學(xué)作好輔墊；接著讓學(xué)生觀看課件的畫面，引出Mother Goat is ill. What can you do? What about the animals?讓學(xué)生通過猜想，連線，作為學(xué)生前閱讀的活動，有效地激活了學(xué)生閱讀本篇對話的興趣；學(xué)生觀看了CAI，對剛才的猜想進(jìn)行了核對，對本課有了個大概的了解，再讓學(xué)生進(jìn)入文本的閱讀，讀后對句子進(jìn)行判斷，讓學(xué)生進(jìn)一步理解對話；然后，學(xué)生跟錄音帶朗讀，并完成了課本上的問答題。由于本文比較簡單，老師準(zhǔn)備了同一主題的閱讀材料，加強培養(yǎng)學(xué)生的閱讀策略和能力；最后