Unit3 My school 教学设计 教学反思.docx

Teaching Design &‎ Teaching Reflection Unit3My school calendar Part A Let’s tallk ‎ Teaching Designer: Yang Jun 该课程着眼于培养五年级学生的语言综合运用能力：本节课从听、说、读、写四个方面着手，进行了课程设计，其中亮点有三：‎ 第一，通过三四年级已学的自然拼读中字母组合的发音来解决词汇：见词能读、听音能写；‎ 第二，教师惯用关键词教学法，调高孩子的课文诵读效率，让背诵课文变成了语言的复述——轻松学，灵活用；‎ 第三，写作框架结构的搭建，让学生将文章中已列举好的关键词运用于写作中，并灵活替换相应词汇——提纲挈领、对话速成！‎ Teaching Aims:‎ ‎1. 4 skills words:January, February, March, April, May, June. 2. Get the skill of how to say the festivals in English.‎ 2. Use the sentences to talk about the months and the festivals in which month.‎ 3. Students Can use the sentence pattern: When is Tree Planting Day?-----It’s in May.‎ Analysis of students:‎ The students have been learning English for two and a half years , they can express their feelings and opinions by some simple words freely. So the opening questions are good for them to improve ‎ 教学设计—教学反思 作者：杨俊 ‎ ‎ their oral English. And also my students need the way of the pair work or teamwork to improve their cooperation spirit.  At the age of 10, they are eager to show and want to be a helpful one to other people.‎ Key knowledge:‎ 1. Let’s talk: the dialogue between Mike and Zhang Peng.‎ 2. Writing :Use the key words to write a dialogue like “let’s talk”.‎ Teaching difficulty:‎ Sentence Patterns: ‎ ‎-When is ......?‎ ‎--It’s in...‎ Teaching Emotion & Attitude:‎ ‎1.To know the festivals and activities around us, to be an observant in our life.‎ ‎2.Create a language learning situation which can help us to stimulate Students’ interest and enthusiasm in English Learning.‎ Teaching tools:‎ PPT, vocabulary cards & sentence pattern cards, pictures.‎ Teaching procedures Warm-up :‎ 1. Sing a song with students ：Ss: Use gestures to make rhythm.‎ ‎《the twelve months》‎ ‎ 教学设计—教学反思 作者：杨俊 ‎ ‎2) Ask and answer about their birthday.（6 students ≦）‎ T: When is your birthday? S s: It’s in..... ‎ 3) Review the months, then teach the contraction of the months.‎ 设计意图：这是开课课堂互动——将本课的知识点直接呈现出来的同时解决了拗口的月份生词难以记住的困难。以儿童歌曲的形式，既能调动孩子们的学习积极性，又能让热身围绕教学重点展开，一举两得。‎ New Knowledge Presentation:‎ ‎ A. Sentence pattern:‎ 1. Lead in:‎ T: How many pictures here about let’s learn?‎ ‎ Ss: There are six pictures. ‎ 设计意图：此常规发问意在锻炼学生认真审题，能够根据图片看图说话的能力。‎ 2. To teach the festivals and activities above:‎ T: When is New Year’s Day? Ss: It’s in January.‎ T:When is winter vacation? Ss: It’s in January and February.‎ ‎ 教学设计—教学反思 作者：杨俊 ‎ T:When is Tree Planting Day? Ss: It’s in March.‎ T:When is ... ? And in which season? Ss: It’s in ... It’s in spring/fall/winter/summer.‎ ‎( Use this way to ask more about the pictures)‎ 设计意图: 通过师生问答的形式，让学生掌握特殊疑问词when在情景句中的使用方法，并了解节日的说法和其所在的月份。‎ 1. Ask and Answer in pairs: ‎ S1: When is ...? S2: It’s in ... ‎ ‎4. Do the second part : Read and say. (check the learning results about: let’s learn)‎ T: Tree Planting Day is in February. Is the Sentence right? ‎ Ss: No.‎ T: Who can tell me where is wrong?‎ S1: Tree Planting Day is in March.‎ T；Yes, that true. Now do the following 4, then correct them if you can find the mistakes.‎ ‎... ...‎ 设计意图：问答形式展开讨论，本课的重点句型也就得以训练：图片呈现节日的方式， 对学生进行直接提问，这样就容易理解意思，且避免中文解释。‎ B. Let’s try: listening practice.‎ ‎ 教学设计—教学反思 作者：杨俊 ‎ 1. Teach the three skill word: invatation ‎ ‎·Use phonics: in—va—ta—tion ‎2.listen to Let’s try for 2 times, ask one to answer the question:‎ ‎·Who will go to the sports meet next week? ‎ A. Zhang Peng’s parents. B.Mike’s parent’s.‎ 设计意图：语言输入量的增加一方面通过阅读，最主要的就是听力训练了，这样的语言输入形式，我们的孩子之所以觉得难，首先是没有恰当的学习方法：我们通过此类型告诉学生：先看听力材料——找听力关键词，在进行泛听——掌握大意，然后通过第二遍进行判断或选择，最终落实听力的结果；最关键的就是我们平时语言输入的量不够，所以课堂听力部分的设计就很有必要了。‎ C. Let’s talk: communicative ability practice.‎ 1. Skimming about the dialogue in 10 seconds, find the follow phrases.‎ a few fun things an Easter party school trip sports meet 设计意图：短时间内，同学们能找到恰当的文章关键词，就能锻炼语言的快速阅读能力，提高平时的阅读速度。‎ 2. ‎·Teach the phrases in using the way of Phonics:‎ f-ew few th-ing thing ‎ ea-s-t-er easter p-ar-ty party ‎ sc-h-oo-l school tr-i-p trip ‎ sp-or-ts sports m-ee-t meet ‎ 教学设计—教学反思 作者：杨俊 ‎ ‎(spell the words: easy to read, easy to spell and write.)‎ 设计意图：用自然拼读的形式去拼读单词，能够提高学习效率，但不断的反复才能内化为本能拼读。所以，每节课的生词我们都需要运用这样才能够熟能生巧、运用自如。‎ ‎3. Watch the video, answer the questions:‎ T:When is Easter party? S1: It’s in April.‎ T:When is the school trip? S2:It’s in May.‎ 4、 Teach the reading skills before read:‎ Emphasize: 1.Right pronunciation 2.Good intonation 3.Emotion ‎·We should read it Slowly first, exactly second and put ourselves into the role.‎ 设计意图：让学生通过三部曲来学会正确的发声：慢读正音、语音语调调整和情感体悟三方面来提升学生朗读的水平。‎ 5、 Reading and dubbing:‎ a. Shadow reading first.‎ b Dubbing second.‎ c.Role play the dialogue, call someone to show.‎ 设计意图：学会对文章细节处理的能力，通过阅读回答问题、跟读、配音、角色扮演等形式 充分发挥学生的语言学习能动性。‎ E. Exercise practicing ‎ Fill in the blanks: ‎ ‎ 教学设计—教学反思 作者：杨俊 ‎ F.Recite the dialogue quickly ‎ ‎1. Finding the key words, use key words as a clue——help students recite or retell the dialogue.‎ 1. Ss: recite together/ some Ss retell the dialogue & role play it.‎ 设计意图：通过完形填空、关键词复述课文这两大模块，既考察了学生对文章的理解能力又能很好的通过复述课文锻炼语言能力，自己表述出来远比死记硬背来的有成就感。‎ G. Writing Practice( foster students’ writing ability )‎ Step1: Fill in the writing outline blanks.‎ Step2: Write a dialogue like we’ve learnt today.‎ Step3: Show the dialogue with your deskmates.‎ 设计意图：听、说、读、写能力是语言学习的进阶规律，学生能够复述时，写作对他们来说也就不难了。在这个时候，适时加以指导就能够起到很好的助推作用。将薄弱的写作能力进行强化，是五年级学生必须要经历的一个阶段。‎ ‎ 教学设计—教学反思 作者：杨俊 ‎ H.Homework ‎ ‎1. Retell the dialogue to your parents. 给自己的父母复述故事 。‎ ‎2.List the keys words , then rewrite a new dialogue by yourselves.列出自己的写作关键词，编写一篇新的对话。‎ 设计意图：摆脱传统的死记硬背记课文，换之以关键词进行课文复述——让孩子在附属过程中和家长一同体味亲子学习的快乐；写作训练继续进行。‎ ‎·Blackboard Design ‎ Unit 3 My School Calendar ‎ January.‎ ‎ February.‎ When is your birthday? It’s in March. ‎ ‎ When is ... ? April.‎ ‎/↓\\ May. ‎ Sports meet Easter party school trip Children’s Day June.‎ Teaching Reflection These following points are my teaching reflections：‎ ‎1、The advantages of designing the opening questions but not the yes-no questions, for which it can give our students more chance to practicing their thinking ability and oral English.‎ ‎ 1. Designing more opening questions are better for our students:‎ ‎ 教学设计—教学反思 作者：杨俊 ‎ ‎ `When I teach the three new phrases, I can ask students:‎ ‎ Q1: What do you do on Easter party?( Who do you want to invented for the party?)‎ ‎ Q2: When do you have the sports meet? (What can you do for the sports meet? )‎ ‎ Q3:Can you tell me a few fun things around your life or in our class?‎ I think if I bring these kinds of questions in my class and insisted in doing this for every English class that our students are better to speak English than they can do it now. The more you speak the better you will be.‎ And All these mentioned questions can encourage students to speak more in class, so be a good guide for students is important.‎ ‎2.Update my teaching details:‎ ‎`For the phrases I should emphasize more about the indefinite article of a/an. ‎ 1. a school trip 2. an Easter party 3. a sports meet ‎`For my guiding part in this lesson, I should learn how to save time and make efforts to stimulate my students to show them time and time again. Briefly, the teacher is not the knowledge transmitter but a designer, the users are our students: the pudding is in the eating.‎ ‎3.Maybe I can let students draw some pictures after class to make a cartoon of their own. ‎ In those pictures, we can advise them to write one or two sentences for each picture. Maybe it’s a good way for them to think and write an article, but not just ask them to write an article directly. Because drawing will make fun than only to write.‎ ‎ 教学设计—教学反思 作者：杨俊 ‎