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李思琪老师网上晒课展示——《5A Unit7 At weekends》
2019-06-12 11:55:00 来源: 字号: 【 】 浏览:38次 评论:0

我的教学设计:

 

5A Unit7 At weekends

Teaching Contents:

Words: chat, cinema, Internet, go to the cinema, at weekends,  

Teaching aims and demands:

Knowledge goals

By the end of the lesson, the students should be able to

     talk about adverbs of frequency: always, usually, often and sometimes.

     master the new words and phrases.

     know the story and read the story.

     Enable students to know how to ask the questions: who, where, what…

Ability goals

By the end of this lesson, the students should be able to

     talk about their weekends with the target language.

     improve their listening and speaking skills.

Moral goals

By the end of this lesson, the weekends of the students should be colorful .

Teaching focus:

1. To get the main idea of the whole passage with different tasks.

2. To retell the whole passage.

Predicted area of teaching difficulty

1. Use always, usually, often and sometimes to talk about frequency.

2. Get the students to try to use some reading strategies to retell the text.

Teaching aids: CAI, tape, cards  

 

Teaching Steps

Step1 Warming-up

1.      Game: Ss say the activities.

        T: Do you usually/ often/ sometimes…

2.      Enjoy the song “Days in the week”.

3.   T: How many days are there in a week?

     Ss: Seven.

      T: What are they?

     Ss: They are … .

    PPT: 出示日历

      T: Look, we call these days “weekdays”, and these days, they are the end of the week, so, we call them …?

     PPT: Sundays+Saturdays=weekends.

      Ss: Weekends.

      T: Great! Now, read after me, weekends .

     Teach the new word “weekend”.

     PPT: Show the title.

     Ss read the title together.

Step2 Pre-reading

1.      T: So, what do you do at weekends?

      PPT: 句型At weekends, I… .以及一些帮助学生回答问题的图片。

      T: Do you usually …?

      Ss talk about their weekend activities with T.

2.  T: Do you want to know something about my weekends?

      Ss: Yes!

      T: So, who can ask the question to me?

      Ss: What do you do at weekends?

      T: I read books.

      PPT: 出现一半书籍。

      T: And I always read books.

      PPT: 句型中增加always并出现另一半书。

      T: Now, read after me “always”.

      Teach “always”. Let Ss spell the word.

      T: And I usually .… Who can say this word?

      T: Right! I usually chat on the Internet. Please read after me, chat.

      Teach “chat”.

      T: All right. And I often go to the cinema.

3.   T: Do you know my weekends?

      Ss: Yes!

      T: And who can say something about my weekend? You can say like “ You always/usually/often …

       PPT: 出示句型“ You always/usually/often …”让学生复数老师的周末活动。在学生复数的过程中呈现频度副词的星级。

        Ss say T’s weekend activities.

      T: Yes. I … read books.

       Ss: Always.

      T: Look, how many stars?

       S: Five.

      PPT: 出示星级后,指着月历中的图书,引导学生说出五星。

      用同样的方式让学生说出usuallyoften的内容,并把频度副词和星级配对。

4.   T: And I sometimes have dancing lessons.

      Ss may laugh.

      T: You don’t believe that? Let’s have a look.

      PPT: 出示跳舞视频。

      T: I do sometimes have dancing lessons. Now, read after me, sometimes.

      PPT: 在两星旁出示sometimes.

      Teach “sometimes”.

5.   T: My weekend is colorful. What about your weekend? Please work in pairs and talk about your weekend.

       PPT: 出示学生对话的内容及图片。

       Check.

      Step3 While-reading:

1.      T: All right. We just talked about our weekends. Do you want to know  other’s weekends?

     Ss: Yes!

     T: Please listen carefully and tell me the name.

    PPT: 出示听力练习,让学生根据听力回答名字。

  

     T: Right. They are Mike and his sister, Helen, and the twins Su Hai and Su Yang.

      PPT: 出示四个人物。

    板书:思维导图第一步,出现人物。

2.  T: So, what do they do at weekends? Let’s get to know Su Hai and Su Yang’s weekends first.

     PPT: 出示Su Hai Su Yang的内容Step1 快速浏览对话。

     Ss read the part of Su Hai and Su Yang’s weekend activities.  

    教师做出示范,先在文中圈和画,然后板书上完成Su Hai Su Yang的思维导图,并在PPT上呈现出来。

     PPT: 出示完成步骤。

      T: All right. Do you know how to find the answer?

      S: Yes!

3.   T: Please find out what do Mike and Helen do at weekends.

      Ss read the text and find out the answer, then complete the chart.

      PPT: 呈现出剩余语段,让学生自行阅读,并圈划关键词,完成思维导图。

     T: Have you finished?

     Ss: Yes!

     T: All right, the first part, Helen. Who would like to share?

     T: So, what did you circle and underline?

      学生交流圈划的关键词,以及完成的思维导图, 在学生回答的过程中,教师也把板书一并完成。

Step4 Post-reading:

1.      T:  Now, let’s read the text after the record.

       Ss read the text together.

       T: And this time, please choose a way to read.

2.    T: Good job! Now, let’s finish this part.

       学生口头完成 “Look and write”.

3.   Riddle: Let the students guess the character by using the keywords.

       T: He usually play football and chat on the Internet at weekends, who is he?

     S: He’s Mike.

       T: Right. This time, who can give us the riddle.

       Let Ss make riddles.

3.    T: Who can retell the story?

       Ss retell the story.

4.    T: This, please write about your weekends.

Step5 Homework:

1.Retell story time, record it and upload it to          .

   复述课文,录下来后上传至一起作业网。

2. Continue the story.

   续编故事,把表格填满(想想主人公还会做什么)。

3. Say something about your weekends.

   说说你的周末活动。

 

Bb:

Unit7 At weekends

 

always

usually

?

sometimes

Mike

?

chat on the Internet

play football

 

fly a kite

have a picnic

Su Yang & Su Hai

?

visit grandparents

play with the cat

have dinner with grandparents

 

Helen

have dancing lessons

?

?

go to the cinema

 

 

 

我的教学反思:

 

Unit7 At weekends   教学反思

Story time——在整个教学过程中,练习的内容不要局限性,教师可根据学生已学的知识情况,利用图片对练习内容进行拓展。但值得注意的是,拓展的内容应与本单元教学重难点相扣,并与生活实际紧密联系。此外,我们还要实现语言从课内到课外的延伸,充分利用学校,家庭和社会等教育资源,开展综合性学习活动,拓宽学生的学习空间,增加学生英语实践的时间与机会。教师在教学中应围绕语言点,尽可能创设真实的交际情景,或者给一些提示语,增强语言实践的真实感,充分体现“以学生为中心”的教学理念。教师应设计有效的课堂教学活动,采用“先听说,后读写;先整体,后局部”的方法,引导学生进行发散思维,最大限度的发挥学生的主体性。教师应在训练学生听说技能的同时,培养学生灵活掌握知识,自然真实地进行交际的能力。

  Grammar time & Fun time——这一课的主要内容是学习用句型“What do you/they do at weekends? What does she do at weekends?”“I/they/she/he often/usually/always/sometimes…”谈论自己或家人、朋友的周末活动,这些知识在我们的日常生活中非常常见。因此在学习时,让学生通过谈论自己身边的人的周末活动来进行学习会让学生更容易地掌握所学知识。在整个教学过程中,练习的内容不要局限性,教师可根据学生已学的知识情况,利用图片,对练习内容进行拓展。但值得注意的是,拓展的内容应与本单元教学重难点相扣,并与生活实际紧密联系。此外,我们还要实现语言从课内到课外的延伸,充分利用学校、家庭和社会等教育资源,开展综合性学习活动,拓宽学生的学习空间,增加学生英语实践的时间与机会。教师在教学中应围绕语言点,尽可能创设真实的交际情景,或者给一些提示语,增强语言实践的真实感,充分体现“以学生为中心”的教学理念。教师应设计有效的课堂教学活动,采用“先听说,后读写;先整体,后局部”的方法,引导学生进行发散思维,最大限度的发挥学生的主体性。教师应在训练学生听说技能的同时,培养学生灵活掌握知识,自然真实地进行交际的能力。

另外本课的操练贴近生活,学生在参与活动时感到他们能用学到的语言融人生活。相信,他们学习英语的自觉性和自信心将会大大增强,课堂效率也会相应提高。

 

 

我的教学实录

5A Unit7 At weekends》教学实录

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