五年级-StoryTime-说课稿

作者:佚名 资料来源:网络 点击数:

五年级-StoryTime-说课稿

文 章来源
莲山 课件 w w
w.5 Y k J.COm 五年级-StoryTime-说课稿
 
今天我说课的内容是人教版的PEP 五年级上册Unit4 Story time,学习蛇与老鼠之间发生的故事。我说课的内容主要分为以下几点:
一、 说教材:
《Story time》位于人教版五年级上第四单元第6课时,是在第四单元主要句型Can you …?的基础上,在情境中的运用。新英语课程标准指出,基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。而综合语言运用能力又以学生语言技能、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基础。
《新课标》倡导任务型教学模式,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,思考,讨论和总结,在“用”中发展思维能力、创新意识和各种语言应用能力。
二、教学目标:
这是一节故事教学课,围绕老鼠被蛇捕捉,但又机智逃脱,避免被吃掉的故事展开。在第四单元前几课时中,学生已经能用“ What can you do? Can you …?”进行询问, 五年级的学生能听懂会说主要动词sing,dance, swim等主要动词。本课时的主要内容为在情境中使用语言,能达到学语言用语言的目的。根据这一安排和学生的整体认识水平,从知识教学、能力培养等方面考虑,我确立本课时的教学目标为:
1、知识目标:能听、说、读、写单词“tasty food”,“lake”, “throw”和“silly”。
2、能力目标:能在创设的实际情景中运用句型“What can you do?”,“Can you / sing / dance / swim / …?”,“wait a minute”, “I can do things for you.”并能于实际情境交际中灵活运用;能完成对“story time”中人物语音语调的模仿;能用自己的语言续编故事
3、情感目标: 能运用所学句型进行对话表演和口语交际,激发学生学习英语的兴趣,培养学生自主学习、合作学习的意识和能力。
三、教学重、难点
本课时的教学重点是:
1. 能听、说、读、写单词及短语“ tasty ”,“lake”,和“throw …into …”。
2. 能在创设的实际情景中灵活运用句型“What can you do?”,“Can you / sing / dance / swim / …?”,“wait a minute”, “I can do things for you.”。
教学难点是:利用教材提供的对话情景,体会语境,完成故事创编。
四、说学情、教学方法
学情分析: 由于学生已学过类似的对话,我打算以故事教学、图片环游的对话的形式讲授新知识。
教具准备:卡片,多媒体,视频,歌曲
教学方法: 讨论法,讲授法,演示法,练习法
五、说教学程序:
为实现以上目标,我是这样设计教学过程的:
Step 1、热身和复习(Warming-up and review)
1. Free talk
T: Good afternoon, everyone. How do you feel today?
Ss: Fine, thank you.
T: Do you like animals? Which animal do you like best?
Ss: I like …
T: XXX(教师点名学生),What’s your favorite animal? Why?
Ss: My favorite animal is….Because ….
2. 听动物叫声歌引出蛇和老鼠
T: Now let’s listen to an animal sounds song.
   (教师放动物叫声歌,学生轻声跟着吟唱)
T: Can you find out how does rat sound?
Ss: Squeak, squeak, squeak.
T: And how does rat sound?
Ss: Hiss, hiss, hiss.
T: Bingo! You are so smart. Today we are going to read a story about rat and snake.
Step 2、新授 (New Presentation)
1. 故事发生之前
呈现一张故事发生背景的图片,让学生观察图片
T: Oh, look! Boys and girls. One day, there is a rat. His name is ….Now you can give him a name! What’s his name?
Ss: Peter/Jerry …
T:Ok,we call him ….He is walking in the garden.
T:(教师指向花)What are they?
Ss: Flowers.
T:You bet! There are so many beautiful flowers.
T:Look at his face. He is ___________.
Ss: He is happy/smiling….
T: What is he doing?
Ss: He is picking some flowers.
2. 故事发生时
1)Picture 1
T: Here comes another animal.Can you guess what is it?
   (教师一点点呈现蛇的全图)
Ss: It’s a snake.
T: What’s the snake like?
Ss: He put his tongue out of his mouth. He is hungry.
T:Wow! You have sharp eyes.
T: Now let’s see what the snake is thinking.
(教师播放录音)
T: I’m ….
Ss: hungry
T: Here comes some … food.
Ss: tasty
T: Now I can ….
Ss: eat.
教师用多媒体课件先让学生观察、而后听音,继而老师与学生用对话的方式,带领学生完成蛇此时的内心独白内容,即听音内容。
T:Do you want some tasty food? Fish is tasty for a cat. Bone is tasty for a dog. These food are the tasty for human beings.(教师一边指着图,一边说These food).So , tasty means
….
Ss: Yummy/delicious.
T: Yes, it is!
2)Picture 2
  (教师带领学生做picture tour)
T: Look! What happen?
Ss: The snake catches Jerry.
T: Yes! They look at each other. Maybe they are talking about something. What are they talking?
Ss: …
T: Let’s listen.
(听完之后教师呈现文字对话在PPT上,并联系、创设学生已熟知情境)
3)Picture 3,picture 4
  在呈现Picture 3,picture 4的内容前让学生predict,给出问题:
T: What can rat do? Guess !
(播放截录好的视频,再次呈现阅读问题)
   ①What can rat do?
②Does the rat sing for snake?
③Does the rat dance for snake?
Ss:①He can sing and dance.
②Yes, he does.
③No, he doesn’t.
T: How does the rat feel now?
Ss: He is scared.
T: And how does the snake feel now?
Ss: He is happy.
T: Great!
(让学生体会主要人物的情感变化之后,集体模仿读音,男生女生分角色集体有感情地朗读)
4)Picture 5
  (呈现新知之前,先让学生联系上下文预测故事接下来的情节)
T: What will happen next?
Ss: …
T: Now let’s see together.
(学生看完视频之后,再呈现picture 5,给出空,让学生尝试答出)
T: Let me see. There is a _____ near. Can you ______?
(老师模仿snake的语音语调,略带夸张地读出)
Ss: lake
Ss: swim
T: No! Don’t ______me______ the lake, please!
Ss: throw me into
T:Yes!
(切换到下一张PPT)
T: Look at this naught baby. He throws dog into box.
(教师一边说一边播放动画)
T: Look at me ! I throw this chalk into box.
(教师一边说一边将粉笔扔进盒子里)
T:So,throw into means:
Ss:扔进、丢进
5)Picture 6
  呈现picture 6 之前先呈现阅读问题
T: Can rat swim? Can you guess?
S1: Yes, he can.
S2: No, he can’t.
T: OK, let’s see what happen.(教师播放截录好的短视频)
T: Can rat swim?
Ss: Yes! He swims away.
T: Ha-ha, how does the snake feel?
Ss: He feels angry/mad/regretted.
T: How does the rat feel?
Ss: He feels happy/free.
 Step 3、巩固与延伸 (Practice)
1.整体呈现视频让学生听读、模仿
T: Let’s see the whole video. You can read in a low voice.
2.Role play.(Pair work)
T: Now four students in one group. You can practice with your partner, 2 minutes. And then you will give us a show in front of the class. Let’s start!
 (教师走下讲台巡视指导学生练习)
T: Finish?
Ss: Yes!
T: Who can come here and give us a show?
(邀请2-3组同学上台表演,并给予及时反馈与鼓励)
3. Let’s reorder.
 教师呈现打乱顺序的故事情节图片,让学生重新排序。Check the answer :6,2,5,3,4,1.
Step 4、小结与拓展
1.课堂小结
T: Here I have three questions for you .
Q1:Which character(人物) do you like? Why?  Ss:…
T: Q2, Give a tittle of this story.  Ss:…
T: Q3, What can you learn from this story?  Ss:…
2. 提高拓展(Group work)
T: Can you guess what will happen after the rat swims away?
Ss:…
T: Here are three situations below. You can choose one to make up a new story.
情景一:Snake can swim. He swims fast. And finally snake catches the rat again. The rat wants to escape(逃脱)from snake . What will happen?
情景二:Rat swims away. But one day, rat and snake meet again in the forest. What will happen?
情景三:…imagine it!What will happen?
Now six student in one group. Now go and find you partner. Group members can make up a story together.(教师一边询问纷发彩色卡纸)
让学生上台展示
3.Homework
① Retell the story;
② Make up a new story.文 章来源
莲山 课件 w w
w.5 Y k J.COm