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1、 英語(yǔ)五年級(jí)下冊(cè)說(shuō)課稿 Unit4 《what are you doing?》第三課時(shí)A Read 　　一、說(shuō)課程標(biāo)準(zhǔn)。 　新英語(yǔ)課程標(biāo)準(zhǔn)指出，基礎(chǔ)教育階段英語(yǔ)課程的總體目標(biāo)是培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力。而綜合語(yǔ)言運(yùn)用能力又以學(xué)生語(yǔ)言技能、語(yǔ)言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)五個(gè)方面的綜合素養(yǎng)為基礎(chǔ)。 　　《新課標(biāo)》倡導(dǎo)任務(wù)型教學(xué)模式，即讓學(xué)生在教學(xué)活動(dòng)中參與和完成真實(shí)的教學(xué)任務(wù)，從中體驗(yàn)學(xué)習(xí)的快樂(lè)。因此我采用“任務(wù)——探究——?jiǎng)?chuàng)造”型教學(xué)方法，讓學(xué)生在有趣，開(kāi)放式的語(yǔ)言環(huán)境中，學(xué)會(huì)觀察，思考，討論和總結(jié)，在“用”中發(fā)展思維能力、創(chuàng)新意識(shí)和各種語(yǔ)言應(yīng)用能力。 　　二、說(shuō)教材。 　

2、　本課將復(fù)習(xí)和鞏固前兩節(jié)所學(xué)的五個(gè)動(dòng)詞短語(yǔ)和句型What are you doing?以及如何用簡(jiǎn)單的語(yǔ)言打電話。通過(guò)這節(jié)課，學(xué)生將提高用英語(yǔ)進(jìn)行交流的能力。 　　因此，根據(jù)學(xué)生已有的認(rèn)知基礎(chǔ)及本課在單元之中的地位及作用，依據(jù)小學(xué)英語(yǔ)教學(xué)的總體目標(biāo)，確立本課的教學(xué)目標(biāo)為： 　　1．教學(xué)目標(biāo)：能聽(tīng)、說(shuō)、讀、寫(xiě)句型：This is ……What are you doing?I’m…… 　　能聽(tīng)、說(shuō)、認(rèn)、讀read and write中的對(duì)話，幫助學(xué)生理解句子Do you want to go to the 　Children’s Center? 理解字母組合oo,ou,tr,tw的發(fā)音規(guī)則，

3、試著朗讀pronunciation部分的例詞。 　　2. 情感目標(biāo)：使學(xué)生體驗(yàn)學(xué)習(xí)，參與，合作，競(jìng)爭(zhēng)的樂(lè)趣。 　　3. 創(chuàng)新目標(biāo)：在認(rèn)知和技能掌握的基礎(chǔ)上，發(fā)揮學(xué)生的想象力，通過(guò)動(dòng)作表現(xiàn)正在做的事情。 　　本課重點(diǎn)：掌握四會(huì)句型What are you doing?I’m…… 　　本課難點(diǎn)：“This is ….” 作為電話用語(yǔ)的意義理解；“Do you want to go to the Children’s Center?” 的理解和朗讀。 “oo, ou, tr, tw” 組合的發(fā)音規(guī)律。正確拼寫(xiě)四會(huì)句型。 　　三、說(shuō)教法和學(xué)法： 　　英語(yǔ)是一門(mén)語(yǔ)言學(xué)科，語(yǔ)言的本質(zhì)是言

4、語(yǔ)。外語(yǔ)教學(xué)應(yīng)當(dāng)遵循聽(tīng)、說(shuō)、讀、寫(xiě)的原則。在小學(xué)英語(yǔ)教學(xué)中，聽(tīng)說(shuō)有著重要的意義，但同時(shí)要兼顧理解和記憶。處在這一年齡段的學(xué)生，形象思維占優(yōu)勢(shì)，抽象思維處于初級(jí)發(fā)展階段；記憶又存在這樣的特點(diǎn)：記得快，忘得也快?；谶@些，我主要用以下的幾種方法： 　　1、聽(tīng)說(shuō)法：通過(guò)聽(tīng)和說(shuō)，感知句子的發(fā)音、正確的語(yǔ)音語(yǔ)調(diào)。 　　2、講解法：通過(guò)講解，理解句字的意思。 　　3、練習(xí)法：通過(guò)各種練習(xí)，使學(xué)生較為流利自如地掌握對(duì)話。 　　4、討論法：讓學(xué)生在討論中把易混的知識(shí)加以分析、比較、梳理、歸類(lèi)，便于學(xué)生記憶。 　　語(yǔ)言是一種交際工具，小學(xué)階段的英語(yǔ)教學(xué)又側(cè)重于口語(yǔ)。為了幫助學(xué)生掌握和運(yùn)用這些句子，我注

5、重引導(dǎo)學(xué)生采用聽(tīng)說(shuō)、朗讀、討論、操練等方法，培養(yǎng)學(xué)生敢于開(kāi)口，積極實(shí)踐的良好學(xué)習(xí)習(xí)慣。 　　在這一課中，我做的課前準(zhǔn)備有： 　　1.準(zhǔn)備教材配套磁帶。 　　2.準(zhǔn)備語(yǔ)音部分的課件。 　　3.準(zhǔn)備一面紅旗。 　　4. 　少年宮圖片 　　四、說(shuō)教學(xué)過(guò)程。 　?。ㄒ唬┙M織教學(xué)，創(chuàng)設(shè)氛圍。 　　小學(xué)英語(yǔ)教學(xué)的編排特點(diǎn)是活潑有趣。根據(jù)教材及學(xué)生的年齡特點(diǎn)，我在進(jìn)入新課前首先讓學(xué)生說(shuō)說(shuō)唱唱，播放本單元Main scene Let’s chant部分的錄音和C Let’s sing部分的歌曲錄音，師生共同演唱,為新授做鋪墊。 　　教學(xué)參考時(shí)間：1—2分鐘 　?。ǘ?fù)習(xí)舊知，做好鋪墊。

6、 　　我們知道，新知識(shí)是舊知識(shí)的延伸和擴(kuò)展。所以組織幾分鐘的free talk,用所學(xué)內(nèi)容編成對(duì)話，進(jìn)行表演，接著做一個(gè)單詞接力的活動(dòng)，這樣既鞏固了一，二節(jié)課的內(nèi)容，又為下面的學(xué)習(xí)打好基礎(chǔ)。時(shí)間為4—5分鐘。 　?。ㄈ﹦?chuàng)設(shè)情景，導(dǎo)入新課。 　　a. 師生問(wèn)答，自由對(duì)話。 　　根據(jù)學(xué)生朗讀Let’s talk 部分的內(nèi)容提問(wèn)：What is Chen Jie doing? 學(xué)生回答：Drawing 　pictures. 引導(dǎo)學(xué)生說(shuō)：She is drawing 　pictures. 接著詢(xún)問(wèn)：What is Amy doing? 學(xué)生回答： She is reading a book.

7、用此問(wèn)答，引導(dǎo)學(xué)生表述他人在做什么的語(yǔ)句。 　　b. 利用圖片，激發(fā)興趣。 　　出示準(zhǔn)備好的一幅畫(huà)，并詢(xún)問(wèn)：What is she/he doing? 學(xué)生看圖回答：He/She ’s singing/ dancing/ playing ping-pong/drawing pictures/ playing the piano. 　　畫(huà)的內(nèi)容為：圖片的背景為活動(dòng)中心的大門(mén)和房屋輪廓圖，并寫(xiě)有Children’s Center的字樣。中心內(nèi)容為孩子們?cè)趦和顒?dòng)中心活動(dòng)的情景，其中有的孩子在唱歌，有的孩子在跳舞，有的在打電子游戲，有的在打乒乓球，有的在畫(huà)畫(huà)，有的在彈鋼琴。 　　4—5人一組

8、，讓學(xué)生分小組，用 “What is she/hedoing? 　He/She ’s….” 表述圖上的內(nèi)容。鼓勵(lì)學(xué)生向老師、向伙伴提問(wèn)。提問(wèn)內(nèi)容可以是“詢(xún)問(wèn)某人在干什么”，更可以提問(wèn)其它學(xué)過(guò)的句型，如：“ Who is the girl/boy? How many people arethere in the picture? What is this/that? What are these/those? 　　Where are they? …為read and write 中的問(wèn)題打好鋪墊。 　　然后指著圖片的背景部分問(wèn)：Do you know where it is? Where a

9、re the children? 自然引出“Children’s Center”，帶讀“Children’s Center”。接著詢(xún)問(wèn)學(xué)生：Do you want to go to the Children’s Center? 本句較長(zhǎng)，我嘗試分段帶讀，突破難點(diǎn)： 　　the Children’s Center 　　go to the Children’s Center 　　want to go to the Children’s Center 　　Do you want to go to the Children’s Center? 　　這樣一個(gè)長(zhǎng)長(zhǎng)的句子便變得簡(jiǎn)單易記。時(shí)間控制在

10、7—8 分鐘 　　c. 分散難點(diǎn)，及時(shí)鞏固。 　　有了前面的鋪墊，便可引入下面環(huán)節(jié)。Now, Zhang Peng calls John.（我此時(shí)做打電話的動(dòng)作） What are they talking about? Listen. 接著播放Read and write 的錄音，要求學(xué)生帶著問(wèn)題認(rèn)真聽(tīng)。聽(tīng)過(guò)之后，問(wèn)：What is John doing? What is Zhang Peng doing? 學(xué)生找出答案：John’s doing the dishes. Zhang Peng is talking. 　　再次播放錄音，學(xué)生跟讀。 　　然后向?qū)W生出示本部分的掛圖，對(duì)Th

11、is is Zhang Peng 的用法作必要解釋。告訴學(xué)生打電話時(shí)若想告訴對(duì)方自己是誰(shuí)，不能說(shuō)：I am…. 　　PEP教材全英說(shuō)課稿 　　PEP教材第三冊(cè)第二單元B課中對(duì)話部分 　　Background of English teaching in primary school: It is not a long history that English is as a subject in primary 　　school in our country and the main instructional aims of teaching English in primary s

12、chool is to cultivate pupils’ 　　basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls 　　are exposed to English for the first time, so it is very important to develop their keen interest in English. 　　I. Contents: 　　Today I’m going to tal

13、k about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: 　　Let’s talk and let’s practice. In section 1, it mainly deals with the dialogue about “What’s in the schoolbag?” and the answers. And in section 2, it provides a real situation for the Ss to prastise the 　　patt

14、ern: How many +n.(pl.)+ do you have? And the answer: I have 23 +n.(pl.) 　　II. Teaching aims 　　1. Aims on the knowledge 　　(1) To enable the Ss to understand and speak: “My schoolbag is heavy. What’s in it? Thank you sooooooo much.” Make sure that Ss can use these sentences in real situations. 　　(

15、2) To help Ss to finish the survey. 　　(3) Let Ss finish the assessment of “Let’s check” in this unit. 　　2. Aims on the abilities 　　(1) To develop Ss’ abilities of listening and speaking. 　　(2) To train the Ss’ ability of working in groups. 　　(3) To foster Ss’ abilities of communication and thei

16、r innovation. 　　3. Aims on the emotion 　　(1)To foster Ss’ consciousness of good co-operation and proper competition. 　　(2) To lead Ss to show their loveliness to the poor. 　　III. Key-points of this lesson 　　(1) To help Ss ask and answer the question: What’s in it? 　　(2) To enable Ss to study i

17、n groups and co-operate skillfully. 　　(3) To develop Ss’ interest in English. 　　IV. Difficult points 　　(1) To help the Ss ask and answer the question “What’s in it?” and make sure they can use the plural nouns correctly. 　　(2) To finish the survey by themselves. 　　V. Teaching methods 　　As we a

18、ll know: the main instructional aims of learning English in primary school is to cultivate pupils’ 　　basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in rea

19、l situations, finish a task by making a 　　survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four 　　kinds of activities: singing, guessing game, finishing a survey and having a competition. And in this lesson 　　a recorder, CAI, school things a

20、nd a printed form will be needed. Students should prepare some school things. 　　VI. Teaching procedures and purposes of my designing. 　　I’ll finish this lesson in five steps. 　　Step 1. Warm-up and preview 　　1. Free talk between T and Ss about things in the classroom. 　　2. Sing the song together

21、: Books and pencils. 　　3. Do some TPR, for example: Show me your English book. Show me your crayon. 　　4. Review the numbers by asking: “How many crayons do you have?” 　　Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing some 　　total physical re

22、sponse and at the same　 time it provides situations to review learned knowledge for the next step. 　　Step 2. Presentation 　　Now I’ll mainly talk about this step. 　　1. Present the pattern: “My schoolbag is heavy.” “What’s in it?.” 　　(1) Show a bag and say: “Look! I have a bag.” Carry it and say:

23、“Oh, it is heavy. My schoolbag is heavy.” 　　Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the 　　sentence. Make sure they can say it correctly. 　　(2) T: My schoolbag is heavy. 　　Open the bag and say: “What’s in it? What’s in my schoolbag?” 　　Take

24、out a Chinese book. Then do the action again. Let the Ss read the sentence. 　　2. Play a guessing game. Divide the whole class into four groups to have a competition. 　　Let them guess: What’s in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to 　　lea

25、rn and grasp the meanings. Proper competition can arouse the Ss’ interest in English learning. 　　3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand: Two Ss are coming. 　　One girl is carrying a heavy bag on her back. They are talking. 　　Girl: My schoolbag is

26、 heavy. 　　Boy: What’s in it? 　　Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc. 　　Boy: What will you do? 　　Girl: They are for the poor. 　　Boy: Great! I’ll bring some school things too. 　　The boy comes back home and puts a lot of things into the bag. Then he goes

27、 to school again and gives 　　them to a teacher. While he is taking them out, he is counting the numbers of all things. The teacher says: 　　Thank you soooooooo much. 　　4. Mention that we should take care of the poor. 　　5. Play the cassette. Let the Ss listen and imitate the dialogue. 　　Pay atten

28、tion to their pronunciation and intonation. Purpose: CAI can provide a real situation for the Ss to 　　understand the dialogue and the relationships between people better. Tell the Ss we should show our 　　loveliness to the Ss. 　　Step 3. Practice 　　Divide Ss into groups of six children. Each one w

29、ould finish the printed form by asking and answering: How 　　many storybooks do you have? Find out which group finishes faster. Story books picture-books sharpeners crayons pencils erasers pencil-cases rulers Chen Jie 8 24 3 32 26 4 1 3 Purpose: Task-based teaching method is used here to develop Ss’

30、 ability of communication and also their ability of co-operation will be well　 trained. 　　Step 4. Assessment 　　Help Ss finish “Let’s check” of this unit and workbook. 　　Purpose: To check the knowledge Ss have learned in this period. 　　Step 5. Add-activity 　　1. Let Ss tell each other how many sc

31、hool things they have after class. Tell their parents how many school 　　things they have at home. 　　2. Take care of everything they have. 　　Purpose: Revision is so important that Ss should speak English as much as they as in class or after class. 　　It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned. 5