五年级下册Unit4 第三课时A Read-英语说课稿

五年级下册Unit4 第三课时A Read-英语说课稿一、说课程标准。新英语课程标准指出，根底教育阶段英语课程的总体目的是培养学生的综合语言运用才能。而综合语言运用才能又以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为根底。?新课标?倡导任务型教学形式，即让学生在教学活动中参与和完成真实的教学任务，从中体验学习的快乐。因此我采用“任务探究创造型教学方法，让学生在有趣，开放式的语言环境中，学会观察，考虑，讨论和总结，在“用中开展思维才能、创新意识和各种语言应用才能。二、说教材。本课将复习和稳固前两节所学的五个动词短语和句型Whatareyoudoing?以及如何用简单的语言打 。通过这节课，学生将进步用英语进展交流的才能。因此，根据学生已有的认知根底及本课在单元之中的地位及作用，根据小学英语教学的总体目的，确立本课的教学目的为：1教学目的：能听、说、读、写句型：ThisisWhatareyoudoing?Im能听、说、认、读readandwrite中的对话，帮助学生理解句子DoyouwanttogototheChildrensCenter?理解字母组合oo,ou,tr,tw的发音规那么，试着朗读pronunciation部分的例词。2.情感目的：使学生体验学习，参与，合作，竞争的乐趣。3.创新目的：在认知和技能掌握的根底上，发挥学生的想象力，通过动作表现正在做的事情。本课重点：掌握四会句型Whatareyoudoing?Im本课难点：“Thisis.作为 用语的意义理解；“DoyouwanttogototheChildrensCenter?的理解和朗读。“oo,ou,tr,tw组合的发音规律。正确拼写四会句型。三、说教法和学法：英语是一门语言学科，语言的本质是言语。外语教学应当遵循听、说、读、写的原那么。在小学英语教学中，听说有着重要的意义，但同时要兼顾理解和记忆。处在这一年龄段的学生，形象思维占优势，抽象思维处于初级开展阶段；记忆又存在这样的特点：记得快，忘得也快。基于这些，我主要用以下的几种方法：1、听说法：通过听和说，感知句子的发音、正确的语音语调。2、讲解法：通过讲解，理解句字的意思。3、练习法：通过各种练习，使学生较为流利自如地掌握对话。4、讨论法：让学生在讨论中把易混的知识加以分析、比较、梳理、归类，便于学生记忆。语言是一种交际工具，小学阶段的英语教学又侧重于口语。为了帮助学生掌握和运用这些句子，我注重引导学生采用听说、朗读、讨论、操练等方法，培养学生敢于开口，积极理论的良好学习习惯。在这一课中，我做的课前准备有：1.准备教材配套磁带。2.准备语音部分的课件。3.准备一面红旗。4.少年宫图片四、说教学过程。一组织教学，创设气氛。小学英语教学的编排特点是活泼有趣。根据教材及学生的年龄特点，我在进入新课前首先让学生说说唱唱，播放本单元MainsceneLetschant部分的录音和CLetssing部分的歌曲录音，师生共同演唱,为新授做铺垫。教学参考时间：12分钟二复习旧知，做好铺垫。我们知道，新知识是旧知识的延伸和扩展。所以组织几分钟的freetalk,用所学内容编成对话，进展表演，接着做一个单词接力的活动，这样既稳固了一，二节课的内容，又为下面的学习打好根底。时间为45分钟。三创设情景，导入新课。a.师生问答，自由对话。根据学生朗读Letstalk部分的内容提问：WhatisChenJiedoing?学生答复：Drawingpictures.引导学生说：Sheisdrawingpictures.接着询问：WhatisAmydoing?学生答复：Sheisreadingabook.用此问答，引导学生表述别人在做什么的语句。b.利用图片，激发兴趣。出示准备好的一幅画，并询问：Whatisshe/hedoing?学生看图答复：He/Shessinging/dancing/playingping-pong/drawingpictures/playingthepiano.画的内容为：图片的背景为活动中心的大门和房屋轮廓图，并写有ChildrensCenter的字样。中心内容为孩子们在儿童活动中心活动的情景，其中有的孩子在唱歌，有的孩子在跳舞，有的在打电子游戏，有的在打乒乓球，有的在画画，有的在弹钢琴。45人一组，让学生分小组，用“Whatisshe/hedoing?He/Shes.表述图上的内容。鼓励学生向老师、向伙伴提问。提问内容可以是“询问某人在干什么，更可以提问其它学过的句型，如：“Whoisthegirl/boy?Howmanypeoplearethereinthepicture?Whatisthis/that?Whatarethese/those?Wherearethey?为readandwrite中的问题打好铺垫。然后指着图片的背景部分问：Doyouknohereitis?Wherearethechildren?自然引出“ChildrensCenter，带读“ChildrensCenter。接着询问学生：DoyouwanttogototheChildrensCenter?本句较长，我尝试分段带读，打破难点：theChildrensCentergototheChildrensCenterwanttogototheChildrensCenterDoyouwanttogototheChildrensCenter?这样一个长长的句子便变得简单易记。时间控制在78分钟c.分散难点，及时稳固。有了前面的铺垫，便可引入下面环节。Now,ZhangPengcallsJohn.我此时做打 的动作Whataretheytalkingabout?Listen.接着播放Readandwrite的录音，要求学生带着问题认真听。听过之后，问：WhatisJohndoing?WhatisZhangPengdoing?学生找出答案：Johnsdoingthedishes.ZhangPengistalking.再次播放录音，学生跟读。然后向学生出示本部分的挂图，对ThisisZhangPeng的用法作必要解释。告诉学生打 时假设想告诉对方自己是谁，不能说：Iam.PEP教材全英说课稿PEP教材第三册第二单元B课中对话部分BackgroundofEnglishteachinginprimaryschool:ItisnotalonghistorythatEnglishisasasubjectinprimaryschoolinourcountryandthemaininstructionalaimsofteachingEnglishinprimaryschoolistocultivatepupilsbasicabilitiesoftheirlisteningandspeakingandtheirgoodsenseoftheEnglishlanguage.OurboysandgirlsareexposedtoEnglishforthefirsttime,soitisveryimportanttodeveloptheirkeeninterestinEnglish.I.Contents:TodayImgoingtotalkaboutPartBofUnit2,PEPPrimaryEnglish,Book3.Thislessonincludestwoparts:Letstalkandletspractice.Insection1,itmainlydealswiththedialogueabout“Whatsintheschoolbag?andtheanswers.Andinsection2,itprovidesarealsituationfortheSstoprastisethepattern:Howmany+n.(pl.)+doyouhave?Andtheanswer:Ihave23+n.(pl.)II.Teachingaims1.Aimsontheknowledge(1)ToenabletheSstounderstandandspeak:“Myschoolbagisheavy.Whatsinit?Thankyousooooooomuch.MakesurethatSscanusethesesentencesinrealsituations.(2)TohelpSstofinishthesurvey.(3)LetSsfinishtheassessmentof“Letscheckinthisunit.2.Aimsontheabilities(1)TodevelopSsabilitiesoflisteningandspeaking.(2)TotraintheSsabilityofworkingingroups.(3)TofosterSsabilitiesofmunicationandtheirinnovation.3.Aimsontheemotion(1)TofosterSsconsciousnessofgoodco-operationandproperpetition.(2)ToleadSstoshowtheirlovelinesstothepoor.III.Key-pointsofthislesson(1)TohelpSsaskandanswerthequestion:Whatsinit?(2)ToenableSstostudyingroupsandco-operateskillfully.(3)TodevelopSsinterestinEnglish.IV.Difficultpoints(1)TohelptheSsaskandanswerthequestion“Whatsinit?andmakesuretheycanusethepluralnounscorrectly.(2)Tofinishthesurveybythemselves.V.TeachingmethodsAsweallknow:themaininstructionalaimsoflearningEnglishinprimaryschoolistocultivatepupilsbasicabilitiesoflisteningandspeakingandtheirgoodsenseoftheEnglishlanguage.SointhislessonIllmainlyuse“Task-basedteachingmethod.Thatistosay,IwilllettheSslearninrealsituations,finishataskbymakingasurveytohelptheSstogetabetterunderstandingofthekeystructureofthedialogue.Iwillarrangefourkindsofactivities:singing,guessinggame,finishingasurveyandhavingapetition.Andinthislessonarecorder,CAI,schoolthingsandaprintedformwillbeneeded.Studentsshouldpreparesomeschoolthings.VI.Teachingproceduresandpurposesofmydesigning.Illfinishthislessoninfivesteps.Step1.Warm-upandpreview1.FreetalkbetweenTandSsaboutthingsintheclassroom.2.Singthesongtogether:Booksandpencils.3.DosomeTPR,forexample:ShowmeyourEnglishbook.Showmeyourcrayon.4.Reviewthenumbersbyasking:“Howmanycrayonsdoyouhave?Purpose:ItisimportanttoformabetterEnglishlearningsurroundingfortheSsbysinginganddoingsometotalphysicalresponseandatthesametimeitprovidessituationstoreviewlearnedknowledgeforthenextstep.Step2.PresentationNowIllmainlytalkaboutthisstep.1.Presentthepattern:“Myschoolbagisheavy.“Whatsinit?.(1)Showabagandsay:“Look!Ihaveabag.Carryitandsay:“Oh,itisheavy.Myschoolbagisheavy.HelptheSsunderstandthemeaningwiththehelpofmybodylanguage.ThenleadtheSstoreadthesentence.Makesuretheycansayitcorrectly.(2)T:Myschoolbagisheavy.Openthebagandsay:“Whatsinit?Whatsinmyschoolbag?TakeoutaChinesebook.Thendotheactionagain.LettheSsreadthesentence.2.Playaguessinggame.Dividethewholeclassintofourgroupstohaveapetition.Letthemguess:Whatsinthebag?Howmany?Purpose:TopresentthekeystructuresonebyoneismucheasierfortheSstolearnandgraspthemeanings.ProperpetitioncanarousetheSsinterestinEnglishlearning.3.WiththehelpoftheCAItopresentthedialogue.SetasituationtohelpSsunderstand:TwoSsareing.Onegirliscarryingaheavybagonherback.Theyaretalking.Girl:Myschoolbagisheavy.Boy:Whatsinit?Girl:20story-books,32pencil,9rulers,12crayonsand30picture-books.Etc.Boy:Whatwillyoudo?Girl:Theyareforthepoor.Boy:Great!Illbringsomeschoolthingstoo.Theboyesbackhomeandputsalotofthingsintothebag.Thenhegoestoschoolagainandgivesthemtoateacher.Whileheistakingthemout,heiscountingthenumbersofallthings.Theteachersays:Thankyousoooooooomuch.4.Mentionthatweshouldtakecareofthepoor.5.Playthecassette.LettheSslistenandimitatethedialogue.Payattentiontotheirpronunciationandintonation.Purpose:CAIcanprovidearealsituationfortheSstounderstandthedialogueandtherelationshipsbetweenpeoplebetter.TelltheSsweshouldshowourlovelinesstotheSs.Step3.PracticeDivideSsintogroupsofsixchildren.Eachonewouldfinishtheprintedformbyaskingandanswering:Howmanystorybooksdoyouhave?Findoutwhichgroupfinishesfaster.Storybookspicture-bookssharpenerscrayonspencilseraserspencil-casesrulersChenJie82433226413Purpose:Task-basedteachingmethodisusedheretodevelopSsabilityofmunicationandalsotheirabilityofco-operationwillbewelltrained.Step4.AssessmentHelpSsfinish“Letscheckofthisunitandworkbook.Purpose:TochecktheknowledgeSshavelearnedinthisperiod.Step5.Add-activity1.LetSstelleachotherhowmanyschoolthingstheyhaveafterclass.Telltheirparentshowmanyschoolthingstheyhaveathome.2.Takecareofeverythingtheyhave.Purpose:RevisionissoimportantthatSsshouldspeakEnglishasmuchastheyasinclassorafterclass.ItisnecessaryfortheSstodosomeextensiveexercisesafterclasstoconsolidatetheknowledgetheylearned.