小学英语Robinandtheant教学设计学情分析教材分析课后反思Word格式.docx

1、（2）Guide students to master reading skills. （Fast reading /find out the key words and phrases/read in details） （3）Guide students to use the blackboard design to retell the story.4. Teaching methodsLanguage is used for communication. To cultivate the students abilities of reading and speaking, and to

2、 arouse their interest, Ill mainly use the following teaching methods in this lesson: Task-based method. Communicative method. Discussing method5. Teaching aidsPictures, cards, VCR and PPT.6. Teaching proceduresStep 1 Warm upBy means of sharp eyes, I will help the students to review the words of fee

3、lings. They are afraid, worried, angry, happy and sad. Behind each word, there are faces of these feelings. Then, stick the faces to the blackboard.Purpose Create a relaxing learning environment and review the words, make a foundation for the further studying.Step 2 Presentation1. Learn the phrases（

4、 stuck in the mud /pull out of the mud）Get students to look at the pictures and answer the question （How does feel?） Then the students will read after the teacher one by one. Solve the difficult language point in the very beginning.2. Learn the story（1） Lead-in By asking question （How does Robin fee

5、l?）, the teacher will introduce a story about Robin and get students to think about two questions. Number 1, who is in the story? Number 2, find out the words of feelings and write on the worksheet.Purpose Get students to have a general idea of the story.（2） Learn the first part of the storyFocus on

6、 the key word afraid and give two questions for the students. Who is afraid? Why is it afraid? By presenting the answer, the key phrase （sit on the grass） is introduced and students read it one by one. Robins action leads to the horror of the ant. Then I will get students to find out what the little

7、 ant say. （Dont sit on me.） Introduce the first pronunciation point, losing explosion. Students can sum up the rules by listening to the examples. By many times of imitation and repetition of the dialogue between Robin and the little ant, students can read in roles.Purpose Guide students to comprehe

8、nd the first part and make a full preparation for the students understanding of the second part.（3） Learn the second part.According to the blackboard design, I will retell the first part of the story. （Its a sunny morning. Robin is going to sit on the grass. The little ant is afraid.）Then I will gui

9、de students to learn and discuss in groups. The students can have an initial understanding of this part by answering the questions on the worksheet. At last, by checking the answers, the important phrases and pronunciation points will be taught. The first one, students can learn the key phrase which

10、 is very important for their comprehension. I also provide more phrases about stuck to increase the language input. （Stuck in the mud/ stuck in the rain/ stuck in the sea/ stuck in the traffic） The second one, students can learn liaison. More practice of the pronunciation will be provided and the an

11、imals presented in this part are also the main characters of the video in the following part.Purpose By means of group work, students can get help from their peers. They can learn the knowledge by cooperation and they can also enhance their understanding by teachers instruction.（4） Learn the third p

12、artAccording to the blackboard design, I will retell the second part of the story. （Next day, it is raining. Robin is stuck in the mud. He is worried.） Students listen to the third part and fill in the blanks on the worksheet. Key word （happy） and phrase （pull out of the mud） will be presented and t

13、hey form a complete chain for the students comprehension of the whole story. Then, the students read this part together.sit on the grass stuck in the mud pull out of the mudafraid worried happyPurpose Different forms of presentation lead to students different sensory stimuli.Step 3 consolidation and

14、 extension （1）Listen to the whole passage（2）Number the picturesFirst, I will get students to look at the four pictures carefully and describe the pictures accordingly. Then the students can put the pictures in the right order by the sequence of the actions.（3）Retell the storyTwo ways can help studen

15、ts to retell the story. The first one is the pictures presented on the screen and the second one is the blackboard design which will give students some language support.（4）Moral of the story By comprehension of the story and comparison of the two choices, the students can make the correct choice. We

16、 should always be nice to each other.Purpose The solution of the problem should be made from easy to difficult, step by step, and explaining while analyzing.Step 4 Moral EducationWatch a video and get students to know that union is strength and you can make a difference by working with your partners

17、.Step 5 HomeworkGive a deep thought towards the main idea of the story. Read and think about it.When we are stuck in trouble（陷入困境），we may be afraid,we may be sad,we may be worried and we may be angry.Dont worry.We can pull out all stops（全力以赴）.We can work together.One day, we can make it.学情分析英语课程标准要求

18、我们教师在教学设计，确定教学目标时要充分考虑学生的学习情况。英语课程的核心理念之一就是基于学生的发展，一切为了学生的发展是教学行为和教学活动的出发点。我们在设计活动时要考虑到孩子们的年龄特点和认知水平。应当采用能调动多项感官参与的活动；在设计读写活动时尽可能选择小学生已经能够流畅进行口语表达的话题；通过对话表演活动，让学生进行语言表达的初步体验，使抽象的语言知识形象化、具体化。在设计课堂活动时，尽可能考虑到小学生的自我意识和与他人合作的意识，以使课堂活动既有利于小学生的语言能力培养，又有利于其合作意识的培养。教师要创造快乐轻松的课堂，这样有助于形成孩子们喜欢的课堂氛围。我们的英语教学是从一年级

19、开始的，孩子们经过五年的时间学习英语，已具备了初步的英语表达能力。但是在语言的综合性、层次性表达上还有一定的欠缺。需要老师创设真实的情景，借助一定的教学手段使教学活动得到有效的开展，发展学生的综合能力和听说读写的能力。我们以任务型教学为理念，设计、组织实施各个教学环节。注意培养学生的学习兴趣，通过实物、歌谣等各种教学手段，为学生创设轻松愉悦的英语环境，使学生在执行任务的过程中，完成语言项目和学习技能的培养。利用多媒体为学生创设生动的英语环境，激发了孩子们学习英语的兴趣，提高了课堂教学效率和学生的积极性，使孩子们愿意开口、乐于学习英语。 我们设计了交际性语用活动，孩子们在完成语言交流活动中，把语

20、言知识转化为语言能力，从而提高了语言的综合表达能力。 效果分析 本课的测评练习以新课程标准和教材的教学要求为依据，以课标精神为指导，以绝大多数学生的学习情况为基础，促进学生全面、持续、和谐的发展为目标。练习中能充分体现考查学生基础知识为主要目标的命题原则，坚持依据于课本，但又避免教材中机械的知识，对于一些学生必须掌握的基础知识作为重点考查的内容，因为这些知识的掌握能更好地为今后的学习打下坚实的基础。 英语作为语言，是一种交际的工具。而小学英语教学根据小学生的年龄特点和语言学习的规律，确立以听说能力的培养为主要目标，读写跟上的原则进行。学习语言是为了交际。小学英语教学不仅要教给学生一些最基本的语

21、言知识，而且要教给学生运用语言的方法和能力。在问题设计上，增加了学生对课本基础知识和活用语言能力的考查。 此次测试以书面练习和口头练习结合的形式进行。在孩子们的上课表现，不管是书面表达，还是口头表达，都达到了一定的水准。 百尺竿头更进一步，在以后的教学中还要继续努力，要进一步加强学生的听力训练。在平时要注意英语听力的训练，特别是语篇的训练。平时要求学生养成倾听的好习惯，注意倾听老师上课的每一句话，并利用课件，录音加强学生的听力训练，并进一步训练学生“抓关键词”的听力技巧。要进一步加强学生语篇阅读的能力。在平时教学中，要多利用英语绘本，阅读小文本等来训练学生的阅读能力。并教学生掌握阅读法的技巧，

22、如“找关键句，对比判断法”等等。 总之，本练习立足基础性，在考查学生语言基础知识及基本技能的同时进一步加大了知识与技能在交际情景中的综合运用能力，在以后的教学中，要照顾到每一位孩子，使他们都愿意学习、乐于学习英语！Robin and the ant之教材分析 本教材的编写以新课标为依据，以语言技能、语言知识、情感态度、学习策略和文化意识为总目标。本教材体现了交际教学思想，注重学生语言应用能力的培养。通过学习，学生能够形成初步的综合语言运用能力，提高综合人文素质。六年级学生求知欲与好奇心强烈，富有理想，热爱生活，积极向上，乐于参加各种创造性活动，对于竞争性、冒险性和趣味性的活动乐不知疲,在本节课

23、中我设计了一系列游戏和小组合作的环节，为培养他们用英语进行交流打下坚实的基础。本课是人教版PEP小学英语六年级上册第六单元中的read and write部分，本课的教学目标是（1）学生能理解重点单词及重点词组：afraid, wont,stuck,mud, worried, pull, strong。（2）学生能理解故事，并正确，流利，有感情地读出短文。（3）学生能够通过阅读，理解文章内容及主旨大意。努力打造递进式课堂教学，促使学生的语言运用能力在滚动中螺旋式上升。本课主要运用情景教学法、录音跟读法、小组表演、游戏及多媒体电教手段辅助教学，给学生创设真实的语言环境。激发学生的学习兴趣，让学生

24、自主交流、合作探究，培养学生自主学习的能力。Robin and the Ant Read the story quickly and answer the questions. （快速阅读 整体感知）1.Who is in the story? Robin and the _. 2.Underline the words of feelings and write below. （划出表示感情的词语并依次写在下题的方框内） Intensive reading （精读课文）Part1 Read in roles（分角色朗读课文）It is a sunny morning. Robin is go

25、ing to sit on the grass when he hears, “Wait!It is a little ant. He is afraid. “Please dont sit on me. One day I can help you.” “Dont worry, little ant. I wont sit on you.” says Robin.Part 2. Read in groups（小组合作 自主学习）The next day, it is raining. Robin is in the park. He is stuck in the mud. He is wo

26、rried.Then he hears,” Let us help you!” It is the ant and all of his friends. 1Read and answerWhy is Robin worried?Because Robin is _.Robin is stuck and _.2. Tick or cross（判断正误）The ant and all of his friends help Robin. （ ）Part 3 Listen （听录音 在原句中获取重要信息）They are strong. They pull Robin out of the mud

27、.Everyone is happy!1 Fill in the blankThe ants are strong. They_.Now everyone is _.Think and discuss 1. Can the ant pull Robin out of the mud alone?When we are stuck in trouble（陷入困境）,we may be afraid, we may be sad, we may be worried and we may be angry. Dont worry. We can pull out all stops. （全力以赴）

28、We can work together. One day, we can make it .（取得成功）Robin and the ant之课后反思 俗话说:良好的开端是成功的一半，小学英语是学生真正英语学习的开始，因此，我始终让学生在宽松、和谐的学习氛围中进行语言的学习、表演、竞争和相互评价，为真正体现“学生是学习的主人”这一教学现象而努力！在教学Unit6 how do you feel? Read and write 这一课时，主要教学内容是激发孩子的阅读兴趣，交给阅读的方法，训练学生的阅读技能，使学生形成一定的阅读策略。通过朗读、磨音、操练、表演、书写表达等方式使学生比较顺利地掌握会话。努力打造递进式课堂教学，促使学生的语言运用能力在滚动中螺旋式上