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课例研究记录

2013/3/6 17:28:29 本站原创 佚名 【字体:

 

课例研究记录

淮安小学:高年级备课组 董春艳

一、        题目:挖掘文本真正的教学价值

二、        本次教学设计

Unit 4 An English friend

Part EFGH

淮安小学 陶军林

一、教学内容:5B U 4 Part EFGH

二、教材分析:本课时主要学习本单元的EFGH部分,E部分没有生词,主要训练学生的阅读、理解语篇的能力。F部分主要通过“听听做做”的游戏要求一个学生说副词,其他学生根据这个副词做一个能与这个副词相搭配的动作。G部分要求学生掌握元音字母u在单词中的发音情况,H部分的歌谣作为一个兴趣朗读材料,有能力的同学可让其熟读成诵。

三、设计理念:

1. 通过“捞漂流瓶交友”把各个板块巧妙地结合在一起,形成一个完整的语境,从而让整节课环环相扣。

2. 联系学生生活实际,引导学生运用所学语法知识,真正体现语言的交际功能。

四、教学目标

1.知识目标

(1) 掌握EFGH综合板块的内容,并完成相关的练习

(2) 了解字母u在单词中的发音。

2. 技能目标

(1) 能理解、熟读E部分,并能使用第三人称转述E部分的对话

(2) 能用动词和副词搭配的短语描述别人的动作。

(3) 会读韵律诗A letter for me

3. 情歌目标

(1) 培养关心朋友的情感。

(2) 激发学生学习英语的兴趣,并养成良好的学习习惯。

(3) 在学习活动中培养学生与他人相处的交际能力,并感受英语学习的快乐。

五、教学重点:

1. 能理解、熟读E部分的对话

2. 运用本课所学的动词和副词搭配的短语,正确描述别人的动作。

六、教学难点:

1.运用第三人称转述他人的话。

2.掌握字母u在单词中发音情况。

七、教学准备:课件  人物头像  漂流瓶 

九、教学过程:

Step1:Organization

Free talk: Read and judge

T: Hello, boys and girls. Today I’m your new teacher .You can call me Jack. Hi, boys and girls.

Ss: Hi, Jack!

T: Boys and girls, you know I’m new here. Now I’ll tell you something about me. OK?

Ss: OK!

T: Look at the screen. Read and judge, please. No.1: My name is Jack. I’m a teacher and I’m a handsome man. Yes or no? The boy, you please! Your idea?

S: Yes!

T: Ok, let’s have a look. Yes, you are right. Big hands for him.

  Boy, your name, please?

S: My name is

T: Nice to meet you, Good boy, I think you are handsome too. Sit down.

T: Let’s go on! No.2: I like reading and going shopping, right?

You please, Yes or no?

S: Yes/No.

T: OK, let’s check. Oh, oh, it’s not true. Look, Jack likes playing computer games. You please, do you like playing computer games?

S: Yes, I do. I like playing computer games.

T: Good, sit down. You please, what do you like?

S: I like

【设计意图】 这个环节向同学们介绍老师,同时拉进了师生距离,这样不仅打破了以往常用的free talk的形式,还达到复习旧知的目的:Do you like...?  What do you usually do?

Step2: Revision

A ) Watch a VCR

T: Boys and girls, today I’ll introduce my friend to you. Look, this is my English friend. Now, let’s watch a VCR. Pay attention to these, OK?

S: OK.

B) Ask and answer

T: OK, boys and girls, try to ask some questions about my friend.

  Work in pairs, go!

T: No.1: Name, you two, please!

S1: What’s his name?   

S2: He’s David.

T: Are they right? Yes or no?

Ss: Yes.

T: Big hands for them. No.2: Age, you two, please!

S3: How old is he?       

S4: He is 48 years old.

T: Great! You are so clever!

设计意图】利用视频引出与本单元相关的英国朋友。让老师的外国朋友与学生对话,激发了学生的学习兴趣,活跃课堂的气氛。既复习了本单元的内容,还为后面的教学做了必要的准备。

Step 3: Presentation and practice

(主线:Make friends with drift bottles.

A) To teach Part H&G  (Drift bottle one)

 1. Read the first the letter and learn Part H&G

T: Boys and girls, do you know, David and I make friends with drift bottles. Would you like to make friends with drift bottles, yes or no?

Ss: Yes.

T: Try to get drift bottles and be the lucky dog! Ready?

S: Ready, go!

T: Oh, it’s a fish, not a bottle. Let it go! I’m not lucky. Who wants to be the lucky dog? You, please! Have a try!

T: Ready?

Ss: Ready, go!

T: Oh, a bottle! Congratulations! You are the lucky dog! This bottle is for you!

T: Boys and girls, what’s in the bottle? Do you know? Have a guess?

S: There is a in the bottle.

T: Let’s have a look! See, there’s a letter.

This word, do you know? You, please!

S: Bed.

T: How about this wordCan you?

S: Letter.

T: Boys and girls, read after me, letter, letter.

T: Would you like to read the letter now?

Ss: Yes.

T: Read it quickly and think about the question: Who is it from?

T: OK. Time’s up. The letter is from. You, please!

S: The letter is from Lee.

T: Great! Clever boy! Yes, the letter is from Lee. Look, this is Uncle Lee. / i:/, read after me , / i:/.

Ss: / i:/

T: This word, can you read? You, please.

S: Sea.

T: Good!

T: This one. You, please!

S: Me.

T: Very good!

T: Good job! Boys and girls, what can you findYou, please!

S: 字母e, ea, ee 在这首小诗里,有相同的发音。它们都发/ i:/

TGood boy! You are so clever!

In this rhyme, ea, e, ee, they all pronounce / i:/

T: Boys and girls, you did a good job! Now, let’s share the rhyme.

T: Is it nice, yes or no?

Ss: Yes.

T: Please pay attention to these new words.

Says, read after me, says.

Beach, read after me, beach.

T: Boys and girls, open your books to Page 37 and read the rhyme. OK?

Ss: OK!

T: Go!

T: OK, time’s up. You, please!

S: A letter for me

T: Great! You have a nice voice! Anyone else?  You, please!

S: A letter for me

T: Wonderful! Big hands!

Boys and girls, good job! Look, this is our new friend, Uncle Lee.

But how does Uncle Lee go to the beach? By bike? By car? By busOr by plane? Have a guess! You please.

S: By

T: Maybe, you are right! Look carefully, please!

Uncle Lee goes to the beach by bus.

T: What’s on the bus? Look at the pictureYou, please!

S: The puppet is on the bus.

T: Great! What can the puppet do?

S: The puppet can jump and run.

T: Yes, look, the puppet can jump and run.

T: Now, let’s read! Bus, puppet, jump, run.

S: Bus, puppet, jump, run.

T: Look at the words. They have the same letter

Ss: u

T: OK, read after me, /Λ/, /Λ/.

T: This sentence, can you read? Hands up, please!

S: The puppet is on the bus.

T: This one. You, please!

S: The puppet jumps and runs on the bus.

T: The last one. You, please!

S: The puppet jumps and runs around on the bus.

T: Read after me, around, around.

The puppet jumps and runs around on the bus.

T: Boys and girls, have a competition. Let’s see who is better.

T: The boy, you please!

S: The puppet jumps and runs around on the bus.

T: Great! You have a nice voice. The girl, you please!

T: Boys and girls, who is better? The girl or the boy?

S:

T: Big hands for the

设计意图

    通过捞漂流瓶,看第一封信,学习小诗和语音内容。本课韵诗的朗读是必不可少的。在教学中,教师注重把适当的音乐用作朗读的背景,有效地舒缓了学生学习的紧张神经,让他们更投入地体会到英语韵律小诗的节奏美。语音教学,通过以旧带新、男女生比赛等方式,使学生的情绪高涨,极大地调动了学生参与阅读的积极性,给予了学生足够的发挥空间,提高了学习效率。

B) To teach Part F  (Drift bottle two)

   —— Read the 2nd letter and learn Part FPlay a game

T:Boys and girls, you did a good job! Now, We know our first friend, Uncle Lee. Who’s the next? Let’s go on! OK?

S: OK!

T: Who wants to be the lucky dog? Oh, you please! Have a try!

T: Ready?

S: Ready, go!

T: Oh, a bottle! Congratulations! Big hands! This bottle is for you! Sit down, the lucky dog!

T: What’s in the bottle? Let’s have a look.

S: There is a letter!

T: Would you like to read the letter?

S: Yes.

T: You please! Read it loudly! Dear friend

S: Dear friendmy name is Yang Ling

T: Thank you! The letter is from?

S: Yang Ling.

T: Yes. What does Yang Ling usually do on Sundays? You, please!

S: Yang Ling usually plays badminton on Sundays.

T: Is he right?

S: Yes.

T: Big hands! Does Yang Ling like playing games? You, please

S: Yes, he does. He likes playing games very much!

T: Now let’s play a game! Here is the rule. Are you clear?

S: Yes.

T: Let’s read the words first!

Quietly, high,

S: Quietly, high, loudly, fast, beautifully, carefully.

T: OK, now. Let’s play the game! Ready?

S: Ready, go!

T: First, roll it. Then stop!

S: Stop!

T: Three, we can walk three steps.

S: One, two, three.

T: Can you read?

S: Beautifully.

T: Can you do the action? You, please!

T: What is he doing?

S: He is dancing beautifully.

T: Great! Thank you! This stick is for you. Thank you!

T: Boys and girls, do you like the game?

S: Yes.

T: Maybe you can play it after class.

设计意图

      捞漂流瓶,看第二封信,完成 Part F猜猜做做的游戏的方式复习与副词有关的短语,帮助学生从记忆库里调出与本课内容相关的单词及相关知识。在游戏的帮助下不仅活跃了课堂气氛、复习了旧知同时还激发了学生的想象力。既注重对单元知识的不断巩固,还注重新知识的教授,同时兼顾趣味性与实用性。

C) To teach Part E (Drift bottle three)

   ——Look at the picture and learn Part E

T: Now, we know our second friend, Yang Ling.

Who’s the next? Let’s go on! OK?

S: OK!

T: Who wants to be the lucky dog? Oh, you please! Have a try!

Oh, oh, a starfish, not a bottle. Let it go!

T: Who wants to have a try? You please! Ready?

S: Ready, go!

T: A bottle. So lucky you are! Congratulations! This bottle is for you! Thank you!

T: What’s in the bottle? Can you guess?

S: A letter?

T: Let’s see! A letter?

S: No! A picture!

T: Yes. A picture. Who’s the boy? Do you know

S: He is Tom.

T: Good. We know Tom is an English student

A question for you: what subject does Tom like?

Please listen and answer, and then you’ll get the answer. OK?

S: OK!

T: Pay attention to the tips.

Listen carefully and try to catch the key words.

T: What subject does Tom like? You please!

S: He likes Art very much.

T: Yes or no?

S: Yes

T: Let’s have a look. Yes, you are right! Big hands for him!

T: Here are three questions for you! Open your books to page35.

Read and judge. Skip the passage and find the answers. OK, go!

T: No.1: Tom goes to school on Sundays. True or false? You please!

S: False.

T: Let’s check. You are right! But why?

S: Tom goes to school from Monday to Friday.

T: Great! Sit down, please!

T: Boys and girls, it’s reading time! Open your books to Page35.

Read PE, OK?

S: OK!

设计意图

     打开第三个漂流瓶,讨论图片中的Tom。在此环节,设计几个任务型活动,通过理解课文的主要内容和细节信息,让学生根据短文内容判断句子的对错,借以检测学生的理解程度。这样有利于学生学习英语知识,发展语言技能,从而提高学生的英语运用能力。

Step 4: Consolidation

 Write a letter to the new friends, Uncle Lee, Yang Ling, Tom.

设计意图

   在老师的引导下联系生活写一封信介绍自己和朋友的信。写作训练,培养了学生运用英语的能力。并让学生们从展示自我的过程中,一步步地提升自信心,不断享受到成功的喜悦, 加深对英语学习的浓厚兴趣。

Step 5: Homework

1. Listen to Part E and read it loudly.

2. Write a letter about you and your friends. And put it in the drift bottles.

设计意图

    进一步为学生创设真实的语言环境,让他们在生活中使用语言,训练他们的听、说、读、写综合运用语言的能力。

 

 

板书设计:

Unit4   An English friend

 


 

头像

头像

 

 

头像

 

 

 

图片

图片

 

He/She is

He/She likes

He/She uaually

 

 

 

 

 

 

图片

图片

 

 

 

 

 


 

三、        本次研究的过程与改进

(一)    第一次试教

【观察发现】

    本节课陶老师教学态度认真, 认真地抓好各个教学环节,教学中能因材施教,注重培养学生的综合素质,能利用多媒体进行教学,讲课重点难点突出,注意改进教学方法,能使用有效的直观教具和现代教学手段进行教学,大部分学生能自主学习、积极举手回答问题。但是本节课也还存在着很多不足之处,如Free talk方式老套,主线不够清晰,教师缺乏亲和力,学生未能全员参与,板书设计欠佳等。

【问题诊断】

1Free talk 方式较为老套,缺乏新意,不能让学生迅速的进入课堂,缺乏课堂气氛。

2.整节课缺乏一条明确的主线贯穿始终。

3.教师语速较快,与学生之间有距离感,缺乏亲和力。

4.虽然大部分学生能参与课堂活动,但仍有部分同学未参与,教师应给予关注。

5.这节课没有设计能体现课堂教学的板书。

【解决策略】

1.将Free talk设计成问题式,让学生对老师的外表、爱好、平时所做的事进行判断,既改变了以往的对答式交流,又能激起学生的兴趣。

2.以漂流瓶的方式交友来贯穿课堂始终,以此为主线,将本单元的EFGH各个部分有效的串联在一起,使得整节课连贯而有序。

3.教师应该将自己的语速放慢,语言变得简洁,跟学生交流的时候要面带微笑,也可以俯下身子跟学生交流,多一些激励性的语言,拉近与学生的距离。

4.大部分学生都能参与到课堂活动中来,但是还有个别学生未能积极参与,教师可以将一些简单的问题交给他们,也可以运用语言激励他们参与到课堂活动中来,还可以采取小组活动的方式将这些孩子带入到课堂活动中来。

5.板书设计要体现EFGH四个部分的重点内容,应将这些内容有序的在黑板上列出。

 

(二)第二次改进过程

【观察发现】

    本节课陶老师教学态度认真,认真地抓好各个教学环节,教学中能因材施教,注重培养学生的综合素质,能利用多媒体进行教学,讲课重点难点突出,注意改进教学方法,能使用有效的直观教具和现代教学手段进行教学,大部分学生能自主学习、积极举手回答问题。但是本节课也还存在着很多不足之处,如各个环节之间衔接不够自然流畅,E部分处理不够到位,学生的小组活动比较少,团结合作意识欠缺,等。

【问题诊断】

1.本节课各个环节之间衔接不够自然流畅,缺乏过渡语,环节与环节之间联系不够紧密。

2.本节课E部分的处理比较简单,只有read and judgelisten and answerreading time几个环节,知识点操练不到位。

3.整节课学生的小组活动较少,缺乏合作意识。

【解决策略】

1.要精心设计每个环节的过渡语,将每个环节自然有序的衔接起来,可以根据课堂需要,调整各个环节之间的顺序。

2.对于E部分的处理可以再增加一些环节,先出示本部分的图片,根据图片提出问题,让学生带着问题听录音listen and answerread and judgehappy reading,并在每个环节中加入learning tips

3.在happy reading环节中让学生在小组内根据自己的喜好选择适合自己或者自己喜欢的方式来阅读,既尊重学生的自主学习权利,又培养学生的倾听习惯。

 

(三)第三次改进过程

【观察发现】

    本节课陶老师教学效果很好,他能将每位老师提出的意见整合到课堂教学中,认真地抓好各个教学环节,注重培养学生的综合素质,讲课重点难点突出,注意改进教学方法,能使用有效的直观教具和现代教学手段进行教学,学生参与热情浓厚,大部分学生能自主学习、积极举手回答问题。但是本节课也还存在着一些不足之处,如课堂教学趣味性不强,板书还有待改进等。

举例:

1.课堂以漂流瓶的方式交友来贯穿课堂始终,以此为主线,将本单元的EFGH各个部分有效的串联在一起,使得整节课连贯而有序,学生对此兴趣浓厚,参与热情高,有效的调动了学生的积极性。

2E部分的处理增加了一些环节,如让学生带着问题听录音listen and answer happy reading,并在每个环节中加入learning tips,这些使学生对E部分的掌握更加透彻,更加清晰;学法指导能让学生知道如何进行短文阅读。

有待改进的地方:

1.  F部分游戏环节趣味性可以再增强一些,给出提示,降低难度,更容易操作。

2.  板书可以设计得更合理一些,能将几个部分的重点体现在板书上。

【反思与评析】

这堂课充分体现了以学生为主体的教学思想。主要体现出以下几个特点:

1.趋向真实交际的教学设计。

    以漂流瓶的方式交友为主题自然而巧妙地展开,使课堂教学从一开始就进入真实的交际场景,形成活跃的课堂气氛。学生为能够运用自己熟悉的内容与教师交流而获得成功感,从而使学习的自信心倍增。学生在教师的引导下,既进行了存在信息差的实际交流,又练习和掌握了语言结构和用法。

2.让每一位学生都参加到语言实践活动中来

    本节课体现了“让每一位学生都参加到语言实践活动中来”的新课程理念,采用大容量、高密度、快节奏的训练方式,有意识、有步骤地展开交际。教师设计的各个环节的活动,都有利于学生主动参与;课堂上学生语言丰富、思维活跃,对所学内容掌握到位,运用熟练,收到了很好的教学效果。

(责任编辑:dhy

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