鲁科版（五四制）小学英语五下 Review Task7 教案
展开教学设计 | ||||
教学内容 | 鲁教版五年级下册 Review Task 7 | |||
教材分析 | 本节课选自鲁教版五年级下册，本单元是本学期的最后一个单元，而且是复习单元，这一节课内容比较简单、易懂，属于复习表演课程，由于很多孩子在很小就已经听说了小蝌蚪找妈妈的故事，所以本节课对于孩子们理解就变得更为容易。只需突破tadpole和tortoise的教学就可以了，培养孩子们以蝌蚪急着去找妈妈的心态调动他们表演和创新故事的兴趣，从而也让孩子从蝌蚪找妈妈的故事中能够升华并体会到天下妈妈都一样，都是爱自己的宝宝，愿意为自己的孩子付出一切，从而让孩子们学会感恩，达到情感教育的目的！ | |||
学情分析 | 由于孩子们从小就已经听过小蝌蚪找妈妈这个故事，再加上又是六年级的学生，孩子们对英语也都有了一定的学习基础，要学习本故事，基本上没啥难度，在突破了tadpole和tortoise的朗读和运用后，只需指导朗读技巧，就可以把故事抛给学生，让他们以故事为模板，开发自己的思维，选择性、创造性的去编新的故事、去表演故事。这也正好体现了情境化的教学，因为六年级孩子们更乐于在情境中去表达故事，而且还可以体现出组内的合作以及组间的竞争，通过层层拨开故事、创新表演故事等活动，最终激发孩子们能从蝌蚪找妈妈的故事中看到蝌蚪的变化，以及能换位思考自己妈妈为自己所做的事情，从而达到情感教育目的。 | |||
Teaching aims | 1.Knowledge aims:100%的孩子们能够理解故事，50%以上的孩子们能够参与到故事的表演中来； 2. Ability aims:35%以上孩子们能够自己创设新的情境，并且参与到表演中来； 3.Emotional aims:95%以上学生能够通过小蝌蚪找妈妈的过程换位理解妈妈对孩子的爱，从而培养孩子们感恩意识！ | |||
Teaching important | 100%的孩子们能够理解故事，并且50%以上的孩子们能够参与到故事的表演中来； | |||
Teaching difficulty | 1.让孩子们意识到小蝌蚪找妈妈的过程中，小蝌蚪在发生变化； 2.让孩子们通过本故事的学习能够意识到天下妈妈为孩子所做的付出是不求回报的，但是我们一定要学会感恩！ | |||
Teaching procedures | ||||
Ⅰ.Greetings 20’’ | T: Good morning, class. Ss: Good morning, Nina. T: Nice to meet you. Ss: Nice to meet you,too. T: Sit down,please. Ss: Thank you! T: You’re welcome! | |||
Ⅱ.Pre-story | ||||
Activity 1 Enjoy a song 1’ | 1.T: First, let’s enjoy a song together. 2. T: This song is about ... Ss: Mum. T: Do you like your mum? Ss: Yes. T: Me too. | 教学意图：通过英语儿歌，引入本节课重点：关于妈妈的爱的信息。 | ||
Activity 2 Sharp eyes 1’ | 1.T: I have some animals for you, let’s see who has sharp eyes? 2.T: What can you find from those animals? T: They all stay with their mums. Some of them can live on the land, some of them can live in the water. | 教学意图：通过出示一些妈妈和宝宝在一起的动物图片，让学生辨识他们的名字，从引入他们的生活环境从而为故事中小蝌蚪的生活环境，以及也想找到自己的妈妈做铺垫。 | ||
Activity 3 Who can live in the water? 1-2’ | 1. T shows the Frog and plays the radio for Ss. 2.T: Guess who can live in the water above those animals? Ss:... 3.T: Let’s check your answers. 4: Read them together 2 times. | 教学意图：通过提问，让学生回忆在活动二中见到的动物中哪些可以生活在水中，从而引入和本节课有关的动物们，同时为孩子们拓展故事引入crab, goose做铺垫。 | ||
Activity 4 Look and guess 2’ | 1.T plays the video for Ss and ask: What’s this? Ss：... T: Follow the tape. (T puts up tadpoles on the board.) 2.T: What are they doing? Ss:... T:Yes, they are swimming (Put up swimming), and they are also looking for their mum. Let’s help them,ok? Ss:... 3.T: Would you like to be the tadpoles? Ss:... T: I’ll divide you into 3 groups, Look,A,B andC. Let’s compete to look for mum too, ok? Ss:... | 教学意图：通过动态视频引入小蝌蚪，吸引学生兴趣，激发他们帮助小蝌蚪找妈妈的欲望，同时也把他们进行了分组，为进入文本做好了铺垫。 | ||
Ⅲ.While-story | ||||
Activity 1 Watch and answer 2’ | 1.T: Watch and answer: Who is the tadpoles’ mum? 2. T plays the radio for Ss. 3. T:The frog is their mum. (Put up frog.) T: You should also look for your mum, ok? Ss: Yes. T: Come on. | 教学意图：通过故事前的铺垫，很快让学生带着问题看视频并迅速帮助小蝌蚪找到他们的妈妈是谁？这样层层递进，培养了思考问题的习惯。 | ||
Activity 2 Read and answer 2’ | 1.T: Why is the frog their mum? Look, they don’t look the same. Let’s try to find the reasons. First, let’s read part 2 together. One day go... 2. Answer questions below: Who do the tadpoles ask first? What is she doing? What does she say? This is a tip for them to look for their mum. repeat tip. | 教学意图：T以寻找青蛙为何是小蝌蚪妈妈的原因，带领学生学习课本第二段内容，通过询问三个问题引导学生理解并找到原因，为下面让学生合作学习找原因做好了铺垫。 | ||
Activity 3 Do pair work 5’ | 1. It’s time to do pair work, underline your answers and fill in the blanks. Do it in 2’ with your deskmate. Clear? Go? 2.T: Second,Third and Finally, who do they ask? (T puts up the board.) 3.T: What are they doing? Who can put up the board? 4.T: What tips can they get? 5.T: Is it easy for them to look for their dear mum? Ss:... T: Yes, it’s very hard. They asked them one by one, finally, they found their dear mum.What do you think of those tadpoles? Are they brave/ strong/ smart/ happy? Look at this video about them. 6.T:Are they special？Ss： T: They are special animals. First, it has a long tail. Then, it has two legs. Next, it has four legs. Finally, it becomes a true frog. So, they are special and that’s the reason why the frog is their mum. | 教学意图：通过合作练习找答案，T提问，让学生回答的方式，找到青蛙是小蝌蚪妈妈的原因，并通过这个过程，让学生感知小蝌蚪找妈妈的不易，并能注意到它们身体的变化，说明它们是一种特殊的动物；能体会到小蝌蚪不屈不挠、坚韧不拔的精神，渗透情感教育！ | ||
Activity 4 Think and answer 1’ | T: This is an interesting story. Can you name the title for it? T: I like all of your titles, but I prefer Looking for mum. (Put up Looking for mum) | 教学意图：通过一个开发性的问题，激发学生的想象力，让他们各抒己见，发表个人观点，最后教师再给出最中肯的答案！ | ||
Activity 5 Listen,repeat and answer 1’ | T: Listen , repeat, then match pictures. | 教学意图：通过跟读纠正学生的发音；在整体朗读体现集体朗读意识；找学生连线起到检测作用，达到理解文本目的！ | ||
Ⅳ.Post-story | ||||
Activity 1 Read and role play 15’ | Choose one to play | 教学意图：有选择的让学生去表演故事，更能激发学生的表演意识，让孩子们大胆的设想，并且大胆的去展现自己的表演能力及团队合作能力。 | ||
1. Role play the story with a narrator. | ||||
2. Play the story without a narrator. | ||||
3.Play it with adding other animals. | ||||
4. Make or role play a new story. | ||||
Activity 2 Think and say 2’ | T: Why do they look for their mum?... T: What about you?What does your mum do for you?What should you do for them? ... T: Watch a video then answer me. What can we learn? Mother’s love is very important! We should love them, too. | 教学意图：表演之后，T通过一连串的提问，让学生从蝌蚪找妈妈升华到自己，激发学生描述自己的妈妈为自己做的事，并且对她们的付出能够总结出自己学到的，母爱是最重要的!起到情感渗透作用！ | ||
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