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教学案例

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王金飞 发表于 2013-5-15 17:36:09 | 显示全部楼层 |阅读模式

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PEP小学英语六年级上册教学案例分析
案例背景:
1.学生分析
六年级学生的语言已经发展到了一定的水平,但是空间思维能力和方向感还比较弱。而本课时的教学既有turn left,turn right等表示左右的词汇,又有east, south, west, north等表示东、南、西、北的词汇,学生学习运用起来会比较吃力。因此,在设计本堂课的时候,本人把east, south, west, north 四个词移到下一课Let’s talk中去教学,而在本课中增加了crossing,要求学生基本学会用“Go straight,turn left at the first crossing, go straight on, turn left at the traffic lights, it’s on your left”等语言来指路。
2.教学内容
词汇:turn left,turn right,go straight,crossing
句型:Go straight,turn left at the first crossing, go straight on, turn left at the traffic lights, it’s on your left
3.教学目标
(1)知识目标:
①能够听、说、认读词汇:turn left,turn right,go straight,crossing
②能够听、说、认读句型:Go straight,turn left at the first crossing, go straight on, turn left at the traffic lights, it’s on your left
(2)能力目标:
①能够基本学会帮人指路。
②培养学生的方向感和空间思维能力。
(3)情感目标:培养学生乐于助人的好品质。
4.教学重点、难点
(1)教学重点:
①能够听、说、认读词汇:turn left,turn right,go straight,crossing
②能够听、说、认读句型:Go straight,turn left at the first crossing, go straight on, turn left at the traffic lights, it’s on your left
(2)教学难点:使学生能够分清左右,并能正确指路。
5.教学准备
(1)制作多媒体课件。
(2)每组准备两张地图:一张教室模拟小镇平面图,一张美国小镇平面图。
(3)教室场景布置:整个教室为一个模拟小镇,每个小组为一个具体的场所,其间还有十字路口和交通灯。
二、教学过程:
Step 1: Warm-up (2’)
介绍教室场景:
T: Today, our classroom is a small town. This is a post office. Here is a bank. …
Are you clear?
Ss: Yes.
[设计意图]
通过对教室场景的介绍,复习了所学场所的名称,使学生熟悉了模拟小镇的布局,为后面在小镇中准确找方位做好准备。同时,也使学生仿佛真的置身于一个小镇之中,从心理上进入了教学情境,并对这堂课充满了期待。
Listen and do.
T: Now, please listen and do. Touch your nose. Touch your eye. …(发令速度渐快)
Touch your right ear. Touch your left ear. Touch your right eye. …
[设计意图]
通过听听、做做,让学生热身、放松,同时也初步感知左右,特别是随着老师发令速度的加快,学生会变得越来越兴奋,越来越投入。
Step 2: Presentation
教学新词汇:turn left, turn right, go straight
(1)随着听做活动的继续,新的教学内容开始呈现:
T: Stand up, please. Show me your right hand. Turn right. Show me your left hand. Turn left. Go straight. (2’)
(2)当学生基本上能按照老师的口令做动作之后,请两个学生试着发令,教师跟其他学生一起做动作。(2’)
(3)多媒体一呈现表示左转、右转、直行的图片,教师问:“What does it mean?”,学生一一作答,教师呈现词汇,并让学生以各种形式认读新词汇。(3’)
[设计意图]
通过简单听做到感知左右,再利用左右手搞清左转、右转和直行,然后考察口头语言输入的有效性,最后呈现新词汇并学习新词汇,从听做、听说到读,使得一切都水到渠成,丝毫不会让学生感到为难。
教学新词汇:crossing
(1)游戏:Find the treasure (2’)
T:(教师拿出一个宝盒)Now, let’s play a game: Find the treasure. OK?
Ss: OK.
T: Who wants to find the treasure?
(教师请一名学生上来,面对黑板,然后把宝盒藏到小镇的某一个地方。)
T: Now, please listen. Turn left, go straight, turn left, go straight, turn right…(直到找到宝盒)
(2)教学新词汇:crossing (3’)
当该学生找到宝盒之后,请他打开看看里面有什么宝贝。
T: What’s in the treasure box? Open it and see.
S1: It’s a paper.
T: What does it say?
S1: It says: Find the near the bank. Find the treasure.
T:(教师通过投影,指着十字路口的图形)What does it mean?
(多媒体出示十字路口图形和单词,教师领读并让学生以小组形式齐读。)
T: How many crossings are there in our town?
Ss: Four.
T: Where is the bank?
S2: It’s here.
T: How can I get to the crossing?
Ss: You turn right, go straight, turn left, go straight…
T: Who can help me go to the crossing and find the treasure?
教师请一名学生根据指令找宝藏。
T:(当那名学生找到了银行旁边的十字路口。)Can you find the treasure?
S3: It’s an envelope.
T: Open it and see.
S3: It’s a paper, too. It says: Find the         near the bookstore. It’s under the        .
T:(教师通过投影,指着交通灯的图形)What does it mean?
(多媒体出示交通灯图形和单词,教师领读并抽部分学生读。)
T: How many traffic lights are there in our town?
Ss: Two.
T: Where is the bookstore?
S4: It’s here.
T: How can I get to the traffic lights?
Ss: You turn left, go straight, turn right, go straight…
T: Who can help me go to the traffic lights and find the treasure?
教师再请一名学生根据指令找宝藏。
[设计意图]
通过Find the treasure这个游戏,学生复习了turn left, turn right, go straight三个词汇,并借助教室里的模拟场景分清左右,慢慢学会正确指方向。同时,在游戏中还进行了新词汇crossing的教学,学生要找到宝藏,必须破解藏宝图的密码,从而学习了新词汇。这种探险小说里才有的寻宝活动在课堂中进行了演绎,学生参与热情高涨。学习英语是为了更好地完成寻宝任务,学生愿学、乐学,也体现了任务型教学的理念。
Step 3: Consolidation (6’)
1. 阅读活动
T:(学生在交通灯下面找出宝藏)What is the treasure? (教师接过宝藏,在投影中展示)It is from Air China, free tickets to the USA.
Ss: Wow!
T: What a surprise! Do you want to go to the USA?
Ss: Yes.
T: But you have to pass a test first. Look at the tasks, group 1, 2 and 3 finish task one. …
(多媒体出示三个阅读任务,学生以小组为单位,边读边在地图上找相应的场所,地图为教室里模拟小镇的平面图。)
Task example:
Now, you are at the hotel. You turn left at the hotel gate, go straight, turn right at the
2. 实践检验
学生完成阅读任务后,教师分别请三个不同任务的小组在模拟小镇中实践检验阅读成果。
[设计意图]
这个阅读活动是对新学语言的巩固,也为学生提供了给人指路的语言范例,为接下去的指路活动做好了铺垫。同时,这也是训练学生思维的一个过程,从原来在教室里的模拟小镇中找路过渡到了在平面图上找路,思维活动更为抽象,促进了学生空间思维能力的发展。
Step 4: Extension
1.引入拓展活动 (2’)
T: Now, it’s time for us to go to the USA. I have a friend in the USA. Her hometown is very nice. Let’s go to her hometown, OK?
Ss: OK.
T: Let me call her first.(拿出电话与在一旁听课的外教通话)
Hello! Molly. This is Lin. I’m very excited. I’m going to your hometown with my students tomorrow. Will you meet us at the airport? OK. See you tomorrow.
2. At the airport (5’)
T: Let’s fly to Molly’s hometown. (多媒体演示飞机飞行、轰鸣,然后到达一个机场,同时外教走到教室前面。)
T: Hello, Molly! Nice to meet you again
M: Nice to meet you again! Welcome to my hometown.
T: These are my students.
M: Nice to meet you!
Ss: Nice to meet you!
T: Molly. Can you introduce your hometown to us?
M: OK.(多媒体出示Molly家乡的画面)Look at the map. This is my hometown. Now, we are here at the airport. This is my home. The school is near my home. The super market is behind the school. This is a hotel. You will stay in this hotel. The post office is behind the hotel. There is a zoo, a farm, and a nature park in my town. They are very nice places. You can visit these places in the following days.
T: Thank you. Molly, how can we get to the hotel?
M: Turn right at the airport gate, cross the first crossing, go straight, then turn right at the traffic lights. The hotel is on your left.
T: Boys and girls, are you clear?
Ss: Yes.
T: Good. Let’s go to the hotel.(教师和全体学生看着画面,边说路径边做行进的动作。)
T: Oh, the hotel. Here we are. Thank you, Molly.
[设计意图]
多媒体的演示和外教的出现使原本的模拟情境变得更加趋于真实,学生也变得更加兴奋和投入。请外教介绍她的家乡并指出去hotel的路,既是对学生进行了纯正英语的听力训练,也是给学生提供了又一次指路的语言范例。
3. Find the way ( 4’)
T: Tomorrow, we are going to visit the zoo, the farm, the theme park and the natural park. Let’s find the way first, OK?
Ss: OK.
T: Group 1, group 2 and group 3 find the way to the zoo. …
教师分配任务,让学生在地图上找到去参观的路线,并在小组间谈论各自的路线。
[设计意图]
通过找路可以熟悉路线,小组间的谈论给学生最后的语言输出提供了必要的练习时间和机会,同时也是对空间思维能力的又一次训练。
4. 帮人指路 (5’)
T: Have you found the way?
Ss: Yes.
T: (多媒体出示几个学生熟悉的人物。)Look, who are they?
Ss: They are Mike, Sarah and Amy.
T: Mike is going to the zoo. Sarah is going to the natural park. Amy is going to the farm. But they can’t find the way.
(教师戴上Mike的头饰)
T: Excuse me, how can I get to the zoo?
(请一个学生帮助指路)
T: (教师拿出Sarah 和 Amy的头饰)Who can act as Amy / Sarah?
(请两组学生分别问路、指路)
[设计意图]
通过角色扮演,培养学生乐于助人的好品质。在帮人指路的过程中,实现了语言的输出。
5. Sing and do
T: Can you find the way now? Let’s go and visit these places.
( 放兔子舞音乐,教师和学生边唱边跳,本课结束。)
[设计意图]
在left, left, right, right的音乐声中,使学生进一步巩固了左与右的方向感。在愉快的情境中结束课堂,让学生更加喜爱英语课,并对下一堂英语课充满了期待。
Step 5: Homework
画出你家到学校的路线,并把他讲给你的好朋友听。

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