小學(xué)英語(yǔ)-PresentsfromGrandma教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

Book10Module4PresentsfromGrandmaKnowledgeAims:EnabletheSstounderstandandgraspthefollowingkeywordsandkeystructureswell:sent,read,interesting,AmericanIsentyou…Didyou…?AbilityAims:EnabletheSstoreadandunderstandthedialogue,EnabletheSstotalkabouttheirpresentswiththesentence“Didyou____?Yes,I________.”EmotionalAims:Learntolovetheirfamiliesandfriends.Learntobegrateful.Learntosendpresentswithyourheart.KeyandDifficultpoint:Keypoint:studentscanreadandusenewwordsandsentencespattern.Difficultpoint:howtoguidestudentstotalkaboutthepresentstheyhavereceivedbyusing“sent”and“Didyou?I_______”freely.TeachingprocedureStep1:Lead-in1Enjoyachantfortwotimes,anwserthequestions”Whatpresentshastheboygot?Whosentthepresentstotheboy?”Thensaythechant.2Damingishappy_showthepictureofDamingandhisgrandma.Theyaretalkingonthephone.It’saninternationalcall.Whataretheytalkingonthephone?Askstudentstoanswerthequestion“Whataretheytalking?Theyaretalkingaboutthepresents.Checktheanswer‘presents’watchtheCD-Rom.Step2Presentationandpractice.a.Thenaskstudentstoreadthedialogueandfindout“WhatpresentsdidGrandmasendtoDaming?Teachthenewword’American”b.Readthedialogueagain.Thenfindout“WhatareGrandma’squestionsaboutthepresents?HowdidDaminganswer?”Writethesentencesontheblackboard.AskstudentstoreadGrandma’squestionsandtheanswersofDaming.Explaintheusageof“itthem”.Explainthemeaningof“someofit”.Payattentionthepronunciationof“read”Teachthenewwords“readinsteresting”Atlastaskstudentstoreadthesentencesontheblackboardagain.CListentothedialogueandimatateit.Thenaskthestudentstoactout.3Askstuentsaquestion“Daming,it”sGrandma.”CanIsay“Daming,I’mGrandma”Teachstudentshowtointroducethemselvesonthephone.Thenactitout.Step3Consolidationandextension4Sumuptheusageof“itthem”,thensaythepictures.Forexample”I’vegotsomebooks.Ireadthemlastweek”Thenaskstudentstopractise.5Readinpairs.Completethreedialogues.6LookatGrandma’spresents.Askstudentstotalkabout“WhydidGrandmasendDamingthesepresents?IfyouwereDaming,maybeyousentGrandmasomepresentstoo.WhatdidyousendtoGrandma?7.Let’sphoneGrandma.ACTthedialogue.Step4SummaryHomework:1Listenandimitatethedialogueforthreetimes.Beabletoreaditfluently.2ActivityBookP153,43Trytowritedownthenewdialoguethatyouacteditoutinclass.Step5BlackboarddesignPresentsfromGrandmaPresentsfromGrandmaIsentyou… Yes.Grandma.Isentyou…Didyougetit?amathgameDidyougetit?amathgameDidyoueatit?Americanchocolate Yes,Iatesomeofit.Didyoueatit?AmericanchocolateDidyoureadthem? EnglishbooksDidyoureadthem? Englishbooks學(xué)情分析本課授課學(xué)生為五年級(jí)三班學(xué)生，他們聰明，學(xué)習(xí)積極性高，學(xué)習(xí)習(xí)慣良好，平日能夠按照老師的要求積極熟讀并背誦課文，口語(yǔ)比較流利，學(xué)習(xí)成績(jī)優(yōu)秀。學(xué)生已經(jīng)學(xué)過(guò)了過(guò)去時(shí)態(tài)，但是對(duì)于過(guò)去時(shí)態(tài)的完整問(wèn)答還不是很熟練，對(duì)于尚未完全掌握這一結(jié)構(gòu)的學(xué)生提供更多的練習(xí)機(jī)會(huì)。所以本課教學(xué)在熟練本課句型的前提下，需要訓(xùn)練學(xué)生大量運(yùn)用句型進(jìn)行實(shí)際運(yùn)用。效果分析圍繞教學(xué)內(nèi)容展開(kāi)學(xué)習(xí)，重難點(diǎn)突出。比如，無(wú)論是新授還是鞏固操練，亦或是拓展延伸以及板書(shū)的呈現(xiàn)都緊緊圍繞著Didyou...?句式和代詞it,them的正確應(yīng)用進(jìn)行目標(biāo)語(yǔ)言的輸入和輸出。而有些細(xì)節(jié)的關(guān)注，比如電話用語(yǔ)的使用也讓這個(gè)Internationalcall內(nèi)容更加完整和清晰地呈現(xiàn)在學(xué)生面前。所以說(shuō)，教學(xué)內(nèi)容是教學(xué)的關(guān)鍵，教學(xué)形式只是輔助。正是有了前面的鋪墊，學(xué)生在后來(lái)的練習(xí)中才能夠恰當(dāng)運(yùn)用itthem,恰當(dāng)運(yùn)用過(guò)去式來(lái)進(jìn)行問(wèn)答練習(xí)。結(jié)構(gòu)化的知識(shí)是有路徑的，它可以由此及彼。在所有的structure練習(xí)中，給學(xué)生搭建支架呈現(xiàn)結(jié)構(gòu)化的知識(shí)，讓學(xué)生進(jìn)行模仿和創(chuàng)造，并通過(guò)主題Presents的穿針引線，最后進(jìn)行完整的語(yǔ)言輸出，Makeanewdialogue.這是AcallfromDamingtoGrandma.學(xué)生會(huì)感到很有趣味性，也很有挑戰(zhàn)性，有了前面的層層鋪墊，后面的輸出自然水到渠成。而每一次的小組合作不僅僅是給予學(xué)生思考和討論的時(shí)間，也更加保障了學(xué)生參與學(xué)習(xí)的全面性。當(dāng)語(yǔ)用目標(biāo)達(dá)成，思維訓(xùn)練的層次也會(huì)越走越高。比如，在回答問(wèn)題WhydidGrandmasendthesepresents?WhatpresentswillDamingsendtoGrandma?時(shí)，積淀在孩子內(nèi)心深處的文化和認(rèn)知在得到教師的引領(lǐng)后呈現(xiàn)出來(lái)開(kāi)花結(jié)果的狀態(tài)，可以說(shuō)是獲得了目標(biāo)之外的驚喜。情感滲透不是單純貼標(biāo)。禮尚往來(lái)，禮物的接受與回饋是我們生活之常情，文化之傳統(tǒng)，對(duì)話的創(chuàng)編依托的是真實(shí)的語(yǔ)境，學(xué)生想出來(lái)的“ideas”來(lái)源于他們的生活經(jīng)驗(yàn)和人文底蘊(yùn)，是非常自然的情感滲透。方小梅老師在評(píng)課時(shí)說(shuō)，“孩子對(duì)教材的銜接往往超過(guò)我們老師，他們能聯(lián)系到adragonkite,或是picturesofpandas”這既是學(xué)生有對(duì)教材前后融會(huì)貫通的能力，更是因?yàn)榻處熃o了學(xué)生這樣一個(gè)平臺(tái)，一個(gè)學(xué)習(xí)的支點(diǎn)。教材分析Firstly，Iwillanalyzetheteachingmaterial.StatusandFunction:Itismainlyabouttalkingaboutthepresentsyouhavereceived.StudentsAnalysis:OurstudentsareinGradeFive.Theyhavelearntpasttenseandthepasttenseofmanyverbs.Secondly,Iwilltalkabouttheteachingaims.KnowledgeAims:EnabletheSstounderstandandgraspthefollowingkeywordsandkeystructureswell:sent,read,interesting,AmericanIsentyou…Didyou…?AbilityAims:EnabletheSstoreadandunderstandthedialogue,readtheword:‘read’,anditspasttensecorrectly.EnabletheSstotalkabouttheirpresents.EmotionalAims:Learntolovetheirfamiliesandfriends.Learntobegrateful.Learntosharethingswithothers.KeyandDifficultpoint:Keypoint:studentscanreadandusenewwordsandsentencespattern.Difficultpoint:howtoguidestudentstotalkaboutthepresentstheyhavereceivedbyusing“sent”and“Didyou?”freely.評(píng)測(cè)練習(xí)大部分學(xué)生能夠通過(guò)學(xué)習(xí)了解課文內(nèi)容，重點(diǎn)句型能夠通過(guò)同位練習(xí)基本掌握。在學(xué)完整篇課文時(shí)，根據(jù)活動(dòng)用書(shū)并結(jié)合本課具體內(nèi)容我設(shè)計(jì)了兩個(gè)練習(xí)，第一個(gè)練習(xí)我充實(shí)了課后練習(xí)，并運(yùn)用例句I’vegot____.Iread______(itthem)lastweek.具體講解并添加了sandwiches\orangejuice,讓學(xué)生具體練習(xí)過(guò)去時(shí)態(tài)，并練習(xí)itthem的用法。大部分學(xué)生在做練習(xí)時(shí)能夠正確運(yùn)用itthem，并能夠?qū)?yīng)相應(yīng)的圖片用適合的動(dòng)詞過(guò)去式來(lái)描述。其次我還設(shè)計(jì)了“Readandcompletethedialog”檢測(cè)學(xué)生能否根據(jù)答語(yǔ)來(lái)運(yùn)用恰當(dāng)?shù)膯?wèn)句來(lái)完成對(duì)話。1A:IsentyouEnglishbooks.Didyou____________?B:Yes,Ireadthem.Thankyou.Theyareinteresting.2A:Isentyouadoll.____________?B:Yes,Igotit.Thankyou.It’scute.3A:Iboughtyousomeorangejuice._______________?B:Yes,Idrankit.Itwasdelicious.Thankyou.大部分學(xué)生能夠在教師設(shè)計(jì)的情境中進(jìn)行實(shí)際運(yùn)用，而且學(xué)生們對(duì)于句型能夠流利讀出，效果不錯(cuò)。課后反思圍繞教學(xué)內(nèi)容展開(kāi)學(xué)習(xí)，重難點(diǎn)突出,有實(shí)效。比如，無(wú)論是新授還是鞏固操練，亦或是拓展延伸以及板書(shū)的呈現(xiàn)都緊緊圍繞著Didyou...?句式和代詞it,them的正確應(yīng)用進(jìn)行目標(biāo)語(yǔ)言的輸入和輸出。另外我注意控制節(jié)奏，提高效率。通過(guò)最后設(shè)計(jì)的活動(dòng)輸出，可以看出孩子們掌握較好，可見(jiàn)教學(xué)目標(biāo)設(shè)計(jì)得當(dāng)，教學(xué)效果會(huì)事半功倍。情感滲透潛移默化、水到渠成。在設(shè)計(jì)大明給奶奶的禮物環(huán)節(jié)時(shí)，在前期滲透時(shí)，利用問(wèn)題“WhydidGrandmasendthesepresentstoDaming?進(jìn)行探討，讓學(xué)生在潛默化中感受奶奶對(duì)大明的愛(ài)。緊接著運(yùn)用問(wèn)題,假如你是大明“WhatwillyousendtoGrandma?”進(jìn)行開(kāi)放式提問(wèn)，孩子們的答案五花八門(mén)，精彩紛呈，每個(gè)答案都是用心、用情思考得來(lái)的，孩子們對(duì)奶奶的愛(ài)自然是水到渠成。而且孩子對(duì)教材的銜接往往超過(guò)了我們老師，他們能系到adragonkite,或是picturesofpandas，這讓我很吃驚，可見(jiàn)我們給了學(xué)生這樣一個(gè)平臺(tái)，一個(gè)學(xué)習(xí)的支點(diǎn)，孩子們的回饋是令人驚喜的。教學(xué)機(jī)智還要繼續(xù)修煉反思：Interesting這個(gè)單詞的讀音不太好上口，其實(shí)在教學(xué)這個(gè)單詞時(shí)，不僅可以通過(guò)機(jī)械性操練幫助學(xué)生學(xué)習(xí)和鞏固讀音，我想也可以通過(guò)問(wèn)題Whatisinterestingforyou?進(jìn)行拓展，順便了解一下學(xué)生的hobby，和學(xué)生進(jìn)行一個(gè)有意義的互動(dòng)。比如有的孩子說(shuō)Ithinkcomputergamesareinteresting.教師就可以跟上Yes,Ithinkso.Butdon’tplayto