2019-2020年五年級(jí)英語(yǔ)下冊(cè) Unit 3(1)教學(xué)反思 蘇教牛津版.doc

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2019-2020年五年級(jí)英語(yǔ)下冊(cè) Unit 3(1)教學(xué)反思 蘇教牛津版 第一課時(shí)教學(xué)反思 本課的內(nèi)容是《牛津小學(xué)英語(yǔ)》5B第三單元Hobbies的第一課時(shí)。本課的教學(xué)目標(biāo)是讓學(xué)生學(xué)會(huì)詢(xún)問(wèn)或表達(dá)自己的喜好。（因?yàn)檎Z(yǔ)言學(xué)習(xí)的目的在于使用，即能夠與之交流。）教學(xué)設(shè)計(jì)的中心目的就是讓學(xué)生一步步將已知的知識(shí)和新授的語(yǔ)言信息有機(jī)結(jié)合，提高語(yǔ)言的交際能力和整合能力。在本節(jié)課的教學(xué)中，我做了以下兩點(diǎn)： 一、創(chuàng)設(shè)情境，活躍氛圍 創(chuàng)設(shè)與主題相應(yīng)的的英語(yǔ)教學(xué)情景，讓學(xué)生充分感知新的語(yǔ)言材料，確保下一步語(yǔ)言操練的有效進(jìn)行。為此，我設(shè)計(jì)了幾個(gè)教學(xué)情境。 二、設(shè)疑激趣，思貴有疑 思維自驚奇和疑問(wèn)開(kāi)始，學(xué)生有了問(wèn)題才會(huì)去探索。本課中我設(shè)計(jì)的四人小組活動(dòng)任務(wù)：詢(xún)問(wèn)周邊朋友的愛(ài)好(Do a survey)。使學(xué)生進(jìn)入良好的小組自主學(xué)習(xí)的氛圍：學(xué)生在小組調(diào)查中，人人有角色，人人有機(jī)會(huì)運(yùn)用新句型，交流新詞組。在調(diào)查之后，增設(shè)小組報(bào)告環(huán)節(jié)，更是希望突出本課重點(diǎn)，使優(yōu)等生有機(jī)會(huì)展示自己，同時(shí)教師能及時(shí)從學(xué)生那兒獲得反饋信息。隨后，我結(jié)合學(xué)生實(shí)際應(yīng)答時(shí)的先后順序，適時(shí)出示其余新授詞組，再安排聽(tīng)錄音，糾正詞組的發(fā)音并組織認(rèn)讀等。 另外，根據(jù)學(xué)生的實(shí)際和教材的特點(diǎn)，學(xué)生運(yùn)用完整的句型及設(shè)計(jì)合理的句群進(jìn)行班級(jí)交流的機(jī)會(huì)，還不是很多等。 以上是我在執(zhí)教完5B Unit 3《Hobbies》一課后的些許體會(huì)。小學(xué)英語(yǔ)課堂教學(xué)是一項(xiàng)復(fù)雜的工作，只有我們不斷努力，不斷嘗試，才能使我們的英語(yǔ)課堂教學(xué)邁上一個(gè)新的臺(tái)階 附送： 2019-2020年五年級(jí)英語(yǔ)下冊(cè) Unit 3(1)教案 新世紀(jì)版 一、教育目標(biāo)： 1.陶冶學(xué)生情操，培養(yǎng)學(xué)生正確的審美觀。 2.培養(yǎng)學(xué)生的興趣愛(ài)好，并有一技之長(zhǎng)。 二、知識(shí)目標(biāo)： （一）基礎(chǔ)目標(biāo)： 1.學(xué)習(xí)本單元單詞：next, be interested in, violin, piano, silly, chance, band, music. 2.掌握一般將來(lái)時(shí), 一般現(xiàn)在時(shí)的句型結(jié)構(gòu)及其功能。 3.聽(tīng)說(shuō)和閱讀理解Grand Theatre 中的語(yǔ)言材料，并能根據(jù)主話題 寫(xiě)6~8句話。 4.掌握元音音標(biāo) / /, / /。 5.朗讀Rhyme，語(yǔ)音、語(yǔ)調(diào)、節(jié)奏基本正確。 （二）發(fā)展目標(biāo)： 1.能用英語(yǔ)來(lái)表達(dá)自己興趣愛(ài)好。 2.能在課上表演自己喜歡的樂(lè)器，或唱一首自己喜歡的歌。 三、能力目標(biāo)： 學(xué)生能用各種語(yǔ)言形式表達(dá)自己、同學(xué)、朋友或父母的興趣愛(ài)好。 閱讀理解有關(guān)偉大的音樂(lè)家的故事。 四、情感、策略和文化等目標(biāo)： 1.情感態(tài)度：學(xué)會(huì)一種樂(lè)器。 2.學(xué)習(xí)策略：培養(yǎng)學(xué)生正確的審美觀。 3.文化目標(biāo)：了解中國(guó)和西方國(guó)家偉大的音樂(lè)家的故事。 五、教學(xué)資源： Student’s Book 5, P16~P22, cassette 5B Unit 3, Student’s Work Book 5B P18~P25, Pictures of signs, Teaching transparencies. 六、教學(xué)時(shí)間：七課時(shí)。（其中5課時(shí)新授，2課時(shí)練習(xí)和復(fù)習(xí)，練習(xí)冊(cè)隨教學(xué) 進(jìn)度完成。） Lesson Plan (1): Wonderland I. Pre-task preparation: 1. Say hello to the class, ask the students to talk about the sports stars, pop singer. Offer some help if they need. 2. Sing a song or listen to a story about a famous poser in the world. II. While-task procedure: 1. Learn the new words (next, be interested in, violin, piano, silly, chance, band, music) while talking about the pop music and classical music. T: Today we are going to have a music lesson, and we are going to learn a kind of musical instrument. There are many kinds of musical instruments in the world, such as the piano, the violin, the guitar and so on. Would you like to learn one of them?. What’s your wish? What do you want to be in the future? 2. Learn some other new words by talking about their favourite things. 3. Write the phonetic symbols of the new words on the board. Ask the students to read them out. 4. Play the cassette: Wonderland. Students listen and follow with their books open. 5. Play the cassette again. Students listen and repeat. 6. Let the students ask questions about the new words. 7. Read the new words and sentences in groups of four. Pay attention to the pronunciation. Try to remember the meanings of the new words. III. Post-task activities: 1. Ask the students to remember the new words in two minutes. 2. Listen and fill in the blanks. mu__ __c p__ __ no __ i__l __ n n__ x __ si__ __y __ __ ance b__ __ d First students fill in the blanks individually. Then check the answers together. 3. Divide the students into groups of four. Ask them to make sentences with the new words. 4. Invite individuals to say the sentences they have made. 5. Page20, Student’s Work Book . Listen and fill in the blanks. Lesson Plan (2): Farmland I. Pre-task preparation: 1. Encourage the students to say something about their future. Prompt the less able students by asking them some questions about their future. 2. Show some pictures to the students. Review the present tense by asking and answering the questions about the pictures: What does Sandy like to do? 3. Ask the students to think of the things they usually do. Learn how to use “do” and “does” in the present tense. II. While-task procedure: 1. Show the pictures of Farmland. Make dialogues with the students. Learn the new phrases: play the piano, play the violin, and so on. 2. Ask: Do you like English? Are you good at English? How do you learn English? Shall we play the piano? etc. 3. Play the cassette: Mini dialogue. Students listen and follow . 4. Play the cassette again. Students listen and repeat. 5. Ask the students to read the dialogue. 6. Encourage the students to make dialogues with their own words. 7. Ask the students to look at the pictures and ask and answer the questions in pairs. 8. Divide the students into groups. Encourage them to talk about what they will do during the summer vacation. III. Post-task activities: 1. Distribute a sheet of paper to each group. Ask the students to write down the things they want to do. 2. Guess what their friends will do. e.g. What do you/they……. 3. What does/he/she/Linda do? 4. Try to find the mistakes and correct them. Give some help if they need. 5. Ask the students to practice acting the mini dialogue in pairs. 6. Invite some pairs of students to act in front of the class. Encourage abler students to use their own words. 7. Page 22,Student’s Work Book . a. Students work in pairs to plete the sentences orally. b. Invite individual student to read the sentences. c. Students write the missing words individually. Lesson Plan (3): Grand Theatre I. Pre-task preparation: 1. Sing a song. 2. Say ‘Nice to see you again’ to the students. Ask: Did you have a nice weekends? What did you do on Saturday and Sunday? II. While-task procedure: 1. Who is talking with Sandy? 2. Play the cassette. Students listen and repeat . 3. Read the phrases on the board. Play the violin Signature of parent What’s on it a good chance In the school band be interested in I’d like to do…… 4. Read the phrases on the board. 5. Fill in the blanks: _________ _________ My child would like to learn __________ Name ___________ Class: __________ Signature of ____________: ___________ 6. Ask and answer: 1) What would Sandy like to learn? 2) Which Class does Sandy study in? 3) Who wants to learn violin? 4) And what about Sandy’ father? 7. Read Q and A together. III. Post-task activities: 1. Sandy, Sandy’s father, Sandy’s grandmother. They are talking about their favourite musical instruments. 1) What does Sandy like? A. He likes to play the piano. B. He likes to play the violin. C. He likes to play football. 2) What about Sandy’s Father? A. Does he like to play volleyball? B. Does he like to play the piano ? C. Does he like to be a teacher? 3) What do you like to do? A. I like to be a pop singer. B. I like to play basketball. C. I like to be a poser. 2. Talk about their own future. 3. Guess what do your teachers like to do ? Lesson Plan (4): Disneyland I. Pre-task preparation: 1. Ask and answer some questions about the text. Make the wishes and tell the reasons. 2. Ask the students to practice acting a story similar to the one in Grand Theatre. 3. Students listen to the rhyme and repeat. II. While-task procedure: 1. Play the cassette: Pair work on Page 6. Students listen carefully. 2. Play the cassette again. Students listen and repeat. 3. Give pairs of students a few minutes to practice the dialogue. 4. Divide students into groups. Ask them to practice acting the dialogue. 5. Invite groups to act the dialogue in front of the class. 6. Students listen and fill in the blanks: (Words on page 7 in Music Box) Learn the phonetics according to the sound they have heard. 7. Write the phonetics on the board. Ask individuals to read them. 8. Play the cassette: Rhyme. Students listen and follow . 9. Play the cassette again. Students listen and repeat. 10. Invite individual students to read the rhyme. 11. Have the students understand the Chinese meaning of the rhyme. III. Post-task activities: 1. Student’s Work Book Page 18,19. a. Play the cassette. Students listen and choose the right answer. b. Students finish the exercises individually. c. Ask the students to read the sentences with the tape and check the answers. 2. Student’s Work Book Page 21. a. Students listen and answer. b. Invite individual student to answer the questions. c. Invite individual student to write the answers on the board. The rest of the class check the answers. d. Ask the whole class read the questions and answers together.