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Lesson11_WhoIsStronger_教學(xué)設(shè)計(jì)

Unit 2: Who Is Taller?Lesson11: Who Is Stronger? 教學(xué)設(shè)計(jì)一、教學(xué)目標(biāo)1、知識目標(biāo)a) 鞏固復(fù)習(xí)形容詞和副詞的比較級。如:stronger, fast

Unit 2: Who Is Taller?

Lesson11: Who Is Stronger? 教學(xué)設(shè)計(jì)

一、教學(xué)目標(biāo)

1、知識目標(biāo)

a) 鞏固復(fù)習(xí)形容詞和副詞的比較級。如:stronger, faster, harder, hold tighter and tighter

b) 掌握并熟練運(yùn)用以下句子:

I am stronger.

The wind blows harder and harder.

2、技能目標(biāo)

通過閱讀配圖故事,培養(yǎng)學(xué)生的閱讀能力和分析判斷能力。

3、情感目標(biāo)

a) 能夠使學(xué)生通過小組的交流活動,加強(qiáng)學(xué)生積極參與的意識,培養(yǎng)學(xué)生與他人合作的精神。

b) 通過故事的學(xué)習(xí),使學(xué)生懂得用正確的方法做事情。

二、教學(xué)重點(diǎn)、難點(diǎn)

教學(xué)重點(diǎn)

配圖故事的閱讀理解。

教學(xué)難點(diǎn)

初步復(fù)述、表演故事。

三、教學(xué)準(zhǔn)備

單詞卡片、多媒體

四、板書設(shè)計(jì):

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五、教學(xué)步驟

Step 1 Warm up

(教師身穿一件大衣)

T: Class begins. Good morning, boys and girls. Sit down, please.

T: How’s the weather today?

S1: it’s windy.

T: Are you cold?

S1: No.

T: Hi, it’s your turn. Are you cold?

S2: no.

T: you can also say: of course not. (出示詞卡)

S2: Of course not.

T: It’s my turn to answer the question.

S: Are you cold?

T: Of course not. I’m very hot. I need to unbutton my coat.

T: I’m still hot. I need to take off my coat. You say “take off”, I take off my coat. (學(xué)生讀黑板上的take off, 教師脫下大衣。)

T: I want a strong student to help me hold the coat. Can you help me?

(找兩名學(xué)生去講臺。)

T: Lee is strong. Sam is strong, too. But who is stronger? (板書who is stronger?) Now, let’s have a test. (出示詞卡let ’s have a test.)

(兩名學(xué)生開始掰手腕較量,同時(shí)其他同學(xué)說出:in full strength。)

T: You win. Please hold my coat.

設(shè)計(jì)意圖:創(chuàng)設(shè)情景,把故事中的語言自然滲透到交際活動中,讓學(xué)生在活動中學(xué)習(xí)和運(yùn)用語言。在掰手腕的活動中增加學(xué)生學(xué)習(xí)的趣味性,是對學(xué)生注意力的適當(dāng)調(diào)整,在學(xué)中找樂趣,在玩中學(xué)知識。

Step 2 Presentation

T: (出示教具) Today I’ll tell you a story. It’s about the sun and the north wind. They ’re not good friend. They have a quarrel. Let’s listen. What do they say? (播放錄音,并請學(xué)生模仿表演。)

S1: I am stronger.

S2: Of course not. I am stronger than you.

設(shè)計(jì)意圖:通過生生表演,呈現(xiàn)故事,并實(shí)踐故事中語言,讓學(xué)生加深對故事的理解。

T: What can the north wind do? What can the sun do?

(出示課件)

S: The sun can shine. The north wind can blow.

T: Who is stronger? How do the have a test? Let’s look at the next picture. (出示課件第二幅圖)

T :What can you see in the picture?

S: I can see a woman.

T: What does she wear?

S: She wears a coat.

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T: She can help them. But how?

(出示A 、B 選項(xiàng))

S: Let’s choose A. who can make her take off the coat faster, who wins.

T: Ok. Who tries first?

設(shè)計(jì)意圖:通過巧妙設(shè)疑,激發(fā)學(xué)生的求知欲,為進(jìn)一步閱讀故事打下伏筆。 S: The north wind tries first.

T: Yes. (出示第三幅圖課件)

T: What does the north wind do?

S: The north wind blows hard at the woman.

T: What does the woman say?

S: I’m very cold. I’m colder and colder.

T: Who wants to be the woman?

(請一名學(xué)生扮演woman)

T :Let’s blow.

S: I’m cold. I’m colder and colder.

T: Why does she feel colder and colder? Open your book, find the sentence. S: The north wind blows harder and harder.

T: Yes. The north wind blows harder and harder. (板書harder and harder.) Does the woman take off her coat?

S: No.

T: What does the woman do? Find that sentence.

S: The woman holds her coat tiger and tighter.

T: Good. (板書Tighter and tighter.)

T: It’s the sun’s turn. What does the sun do?

S: The sun shines on the woman.

T: Let’s look at the picture carefully. Does the sun shine gently or in full strength? (出示第四幅圖課件)

S: The sun shines in full strength.

T: What does the woman say?

S: I’m very hot.

(請學(xué)生表演對話)

T: Does the woman take off her coat?

S: Yes.

T: Who wins?

S: The sun wins.

T: Who is stronger?

S: The sun is stronger.

設(shè)計(jì)意圖:本環(huán)節(jié)設(shè)計(jì)了幾組教師與學(xué)生、學(xué)生與學(xué)生的示范表演,學(xué)生都很樂于參與,并且表演得都很認(rèn)真、到位。通過這樣的示范表演,使學(xué)生很直觀地理解了故事內(nèi)容,為課堂結(jié)尾部分學(xué)生能就全篇故事進(jìn)行表演作準(zhǔn)備。 Step 3(Consolidation)

T: Let’s listen and circle 比較級.

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T: Read the story. Four students in a group. Finish part B.

T: This group is the sun group. This one is the north wind group. Who hands up faster, who answers my question. And your group will get a happy face.

(請學(xué)生分別讀出題,并核對答案)

設(shè)計(jì)意圖:通過分組做閱讀理解練習(xí)題,檢測了學(xué)生對故事的理解情況,培養(yǎng)學(xué)生的閱讀能力和分析判斷能力。分組競賽增強(qiáng)了學(xué)生良好的競爭意識和集體榮譽(yù)感,鞏固了重點(diǎn),突破了難點(diǎn),使課堂達(dá)到了高潮。

Step 4(Development)

前后桌倆人練習(xí)表演故事。

T :Let ’s act out the story by a group-work. One is the Sun. another one is the North Wind.

課伊始拿大衣的那個(gè)男生,被戲劇性地安排成表演the woman.

最后請幾組上前表演。

設(shè)計(jì)意圖:通過PPT 提供的故事圖片,為學(xué)生創(chuàng)設(shè)真實(shí)的語言環(huán)境,啟發(fā)并鼓勵學(xué)生創(chuàng)造性地使用語言,并且通過小組表演培養(yǎng)學(xué)生團(tuán)結(jié)協(xié)作等優(yōu)秀品質(zhì)。 Step 5(End the class)

T: Who is stronger?

S: The sun is stronger.

T: Look, this is a windmill. Let’s change the rule. Who can make it run faster, who wins. Who is stronger? (出示風(fēng)車圖片課件)

S: The north wind is stronger.

T: From this story we know: Do things in the right way.

Homework:

1、read the story.

2、Act out the story.

設(shè)計(jì)意圖:通過風(fēng)車圖片,拓展學(xué)生的思維,使學(xué)生懂得了要用正確的方法做事情的重要性。

六、教學(xué)反思

本課的內(nèi)容是選自新起點(diǎn)小學(xué)英語五年級上冊第2單元11課。本課要求學(xué)生通過閱讀太陽和北風(fēng)的故事,完成一項(xiàng)閱讀理解題,進(jìn)一步鞏固復(fù)習(xí)形容詞和副詞的比較級,培養(yǎng)學(xué)生的閱讀能力和分析判斷能力。

在教授本課時(shí),我運(yùn)用創(chuàng)設(shè)情境的手法讓學(xué)生進(jìn)行掰手腕的活動,然后提出 4

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who is stronger? 導(dǎo)入主題。在呈現(xiàn)環(huán)節(jié),提出who is stronger? 為整個(gè)故事設(shè)疑,激發(fā)了學(xué)生的求知欲。通過圖片的提示,問題的引導(dǎo),在故事末尾我又提出who is stronger? 目的是檢驗(yàn)學(xué)生是否對整個(gè)故事理解。在練習(xí)部分,我采用師生互動、生生互動等多種形式,讓大多數(shù)學(xué)生都有機(jī)會開口,從而達(dá)到掌握交際應(yīng)用能力的目的。

在本課中,我沒有采用讓學(xué)生機(jī)械跟讀的方法,而是采用小組練習(xí),生生表演的方式,目的是想讓學(xué)生在模擬語境下理解故事,培養(yǎng)學(xué)生的閱讀技能。

本課中也存在了一些遺憾,課堂上的一些細(xì)節(jié)問題處理得不夠到位,如:有些故事情節(jié)教師示范不夠,導(dǎo)致學(xué)生在表演時(shí),語氣不是太標(biāo)準(zhǔn)。在最后表演環(huán)節(jié),學(xué)生也沒有能夠到達(dá)看圖說話的效果,而是變成了看圖分角色朗讀。

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人教版新起點(diǎn)小學(xué)英語五年級上冊

Lesson 11 Who Is Stronger?

教 學(xué) 設(shè) 計(jì)

邢臺市橋東區(qū)三義廟小學(xué)

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