阎春捷市能手教学设计Rudolf.docx

1、阎春捷市能手教学设计Rudolf太原市小学英语模块教学设计模块课题6BM4 Things we enjoy U11 Western festivals教学课时二授课时间2018.4制定教学目标的依据课标分析根据英语课程标准二级目标要求：对英语学习有持续的兴趣和爱好。能用简单的英语互致问候、交换有关个人、家庭和朋友的简单信息。能根据所学内容表演小对话或歌谣。能在图片的帮助下听懂、读懂并讲述简单的故事。能根据图片或提示写简单的句子。在学习中乐于参与、积极合作、主动请教。乐于了解异国文化、习俗。教材分析纵向分析主题话题涉及句型涉及词汇3B M4Things we enjoyFestivals and

2、 stories Look at my house.Its very strong.flower,photo,Afraid,bad,go,house,little,make,now,there4B M4Things we enjoyFestivals and storiesThe ugly duckling is big and grey. I am a beautiful swam.zoo,cinema,museum,ugly,duck,river,baby,back,into5B M4Things we enjoyFestivals and stories No entry!The gia

3、nt knocks down the wall.festival,important,village,wall,kind, through6BM4横向分析主题话题涉及句型涉及词汇U10Great storybooksstorybooksAnderson wrote the stories.Children around the world enjoy reading his stories.gently,softly,strongly,happilyslowly,quicklyU11Western festivalswestern festvalsAt Easter, children usu

4、ally eat chocolate eggs.laugh atU12The five peasstoryThe first pea fell on a roof and a bird are it.see the world, one by one, look out of学情分析知识起点预测学生在三、四、五年级积累了一定的词汇量，一般现在时与一般过去时有了一定的基础。本单元涉及到的复活节、万圣节、感恩节和圣诞节学生都很感兴趣，故事是孩子们最喜欢的。学习困难预测几个主要节日的拼写，以及了解故事情节发展及人物内心变化是本单元的难点。教师需要带领学生体验人物内心的历程变化。使用教材的构想单元整体

5、设计构想本课将关注学生英语核心素养中的语言能力和阅读能力的引导与提升。学生在参与体验交流的语言实践活动中，通过主动的积累、课堂的梳理和整合，达到对语言的综合运用。在故事阅读中，通过各种阅读策略促进学生阅读素养。依据小学英语单元整体设计的理念，教材分进行如下单元整体设计：1、第一课时课题Western festivals涉及的版块为：Listen and say; Look and learn; Learn the sounds. 2、第二课时课题Rudolfs big,red nose涉及的版块为：Read a story;Make and say;learn the sound太原市小学英语

6、课时教学设计课时课题 Period2 Rudolfs big,red nose.课型阅读课第几课时二授课时间2018.4教学内容教学内容教学目标（1）语言能力在阅读故事的过程中，听说认读词汇bright,laugh at.能够在图片或单词的提示下，复述故事大意。（2）学习能力在阅读故事的过程中，感受主人公的内心变化，在体验人物对白的活动中，深入理解主人公的情感变化。在阅读策略的指导下，读懂并复述故事情节。（3）思维品质通过体验故事角色，明白故事给与的道理。教学重难点教学重点：能根据图片和关键词复述简单的故事情节。教学难点：随着故事情节的发展，体会主人公内心情感的变化。教学方法情境教学法、任务型

7、教学法、合作学习法等。教学准备课件、评价卡、板贴太原市小学英语课时教学流程步骤教学流程设计意图温 故知 新5minsStep 1: warm upT: Do you like songs? Lets enjoy a song. What is it?Ss:Its about Christmas.T: Yes.We know Christmas is a Western festival.When is it?Ss:Its on the 25th of Dec.T: What do people do at Christmas?Ss: People give presents.Ss: Peopl

8、e decorate trees.Ss:People sing songs. T:Who gives us presents?Ss:Father Christmas.T:Who helps Father Christmas?Ss:Reindeers.T:Do you know reindeers?Do you like them?Why?Ss:Theyre beautiful/cute/lovely.音乐导入，渐入语言环境。以孩子们最喜欢的歌曲jingle bells导入，师生问答的热身活动，将学生带入课堂，激发学生学习热情，引出故事主人公。课文导学5minsStep 2: Lead inT:

9、 Today,were going to learn a story about Christmas.Whos the story about? First,lets read the pictures.Ss: Its about Rodulf.T: Yes,its Rodolf. What does he have?S1: He has long deer horns.S2: He has big eyes and short ears.S3: He has a big red nose.T:Do you like him?Why?Ss:I dont like him.T:Lets look

10、 at picture 1.Was he happy?Ss:No, he was sad.T:How about the last picture? Was he sad?Ss:He was happy.图片阅读，整体把握故事。通过观察图片给予的信息，了解故事情节中主人公的情感变化，引导学生仔细观察图片，为接下来的深入阅读埋下伏笔。重难点突破10minsStep3 TextT:At first,he was sad.At last,he was happy.Why?What happened?Can you devide the story into 3 parts?Ss:1st-1,2nd-

11、(2-5),3rd6T:Great! We know, Rodulf was sad at the beginning.He didnt like his nose?Why?Read the first pagragh.Ss:Because his friends laughed at him.T:“laugh at” you know?Ss:(Act it out.)T:How did his friends laugh at him?Ss:T;If you are Rudolf,what will you say?Ss;T:Never laugh at others.Its not pol

12、ite.T;Then,it was Christmas.Father Christmas was very busy.What happened on the way?Now, choose the right sentences.Ss:(Choose the right answers.)T:Great! Tt was Christmas Eve.The reindeers were pulling Father Christmas along in his sleigh.Oh!Look!Whats the matter?Ss:Soon there was a great fog.What

13、happened?How did they help?Ss: (Read and fill in the blacks.)T:Great!Rudolfs nose was bright.Just like a lighthouse.Can you try to act it?Ss:(Act it out.)T：If you are Rudolf,how did you feel?Ss:Excited. 策略指导，体验人物内心。在故事学习的过程中，关注学生语言能力的发展和阅读素养的培养，引导学生主动思考，小组合作，提升阅读素养。学生在体验感知的过程中，想象主人公与朋友发生的对白，体会人物内心的情

14、绪变化。重难点突破10minsT:Very good!If you are his friends,how did you feel?Ss:Surprised.T:Super!Then Rudolf took Father Christmas to the children happily.T:Lets read the story,fill in the blacks.Ss:(Do it.)T:Try to retell.Ss:T:Well done!How do you think of his nose?Ss:useful/greatT: How about his friends? W

15、hat will they say?Ss:T: If you are Rudolf,what will you say?Ss:Im proud!T:And he loves it.Now,lets check.Ss:T/F.Ss:(Groupwork.)Step 4: SummaryT:Now lets act it out.T:What have you learned from it?Ss:角色扮演，汲取故事寓意。学生在表演课本剧的过程中，再次体会人物情感的变化，同时告诉我们其中的寓意。随学随练10mins一、仔细阅读2-5段，勾出适合故事内容的答案。( ) A. Rudolf could

16、nt help Father Christmas. He wanted to play.( ) B. Father Christmas couldnt give presents to the children.( ) C. The reindeers were pulling Father Christmas along in his sleigh（雪橇）.( ) D. Soon there was a great fog（雾）.( ) E. Suddenly Rudolfs nose stars to shine brightly(明亮的). 二、对比阅读3、4段，完成表格。What ha

17、ppened?How to help?The weather was _.Rudolfs nose was _.Father Christmas _ find his way.Father Christmas_see his way.课末检测T根据故事，完成判断。关注学生的学习能力，通过判断题，引导学生梳理故事脉络情节，帮助学生更好的理解内化故事。作业设计必做1.Listen to the tape,read after the tape.2.Finish Workbook.选做 Retell the story to your friends.板书设计6BM4U11 Western fest

18、ivals Rudolfs big red nose. Who What HowRudolf bright happysad excited his friends surprised proud funny/laugh at love Love our difference. Maybe its the biggest virtue.教学反思1.本节课是小学英语课堂阅读教学中的故事教学，在本节课中，充分体现了教师和学生在英语课堂上的引导与习得。本节课分为以下几部分：音乐导入，渐入语言环境；图片阅读，整体把握故事；策略指导，体验人物内心；角色扮演，汲取故事寓意。在教学中体现教师对学生情感体验、

19、主动学习的指导，实现课堂教学从以教师为中心到以学生为中心的转化。体现学生在教师指导下主动求知、自主学习，实现学习方式的改变。学生通过课上四个步骤，展开自主合作学习。这样能给学生更大发展空间，张扬个性学习的模式，学生的学习主体作用得以充分发挥，改变教与学的关系，有效提升了课堂教学效能。2、本节课关注学生的语言能力的发展和阅读素养的引导与提升。学生在课堂上有多次的反复阅读：在阅读中掌握阅读策略与技巧；在阅读中感受故事情节的发展；在阅读中体会人物内心的情感变化。在观察、猜测、对比、分析等丰富的语言实践活动中，达到对故事的理解及语言的运用。尤其学生在情景的体验下，理解了人物Rudolf 的情感变化，想象人物对白，并汲取了故事内涵。