Lesson 15课堂实录【1】

《Unit 5Who’s that baby boy ?》

Lesson15教学设计和反思——小学英语京版五年级下册

通州区运河小学

朱红秋

一、

指导思想与理论依据

《英语课程标准》强调课程从学生的学习兴趣，生活经验，和认知水平出发，创设接近学生实际生活的各种语境，采用循序渐进的语言实践活动，以学生为中心，教师为主导，运用听、说、读、写、四项语言技能获取、处理和传递所需信息，发展学生语言与思维能力。基于上述理念我在教学中，充分运用各种教具及多媒体课件作为辅助教学手段，以对话为载体，挖掘对话本身所赋予的各种图片信息，人物态度，语言行为等资源，构建立体式对话教学，让学生在听、说、读、写、观察的过程中，思考，比较，推理，归纳，给学生提供想象并提供更多的自主思维空间，引导学生主动参与，主动交流，主动思考，学会学习。

二、教学背景分析

1.学习内容分析

本单元内容围绕谈论自己或他人的家人展开，设计家庭中各种的人物关系，是一个与学生生活密切相关的单元。 本节课是本单元的第一课时，本节课设置的语言学习情境是Yangyang到Sara家做客，看到Sara家的墙上有许多照片，Yangyang问起照片中的人物，Sara介绍了她的表哥Tom及Tom的一家，并涉及用比较级表达年龄的内容。本节课呈现了用于介绍亲人年龄的日常交际用语He is eighteen years older than I am.涉及的家庭成员词汇有cousin, son, sister, kids等。

2.学生情况分析

学生在以前的学习中曾经接触过家庭成员的话题，在本课的教学中教师要有意识的帮助学生复现旧知。就本课而言，学生对本节课的功能句型理解比较容易，多数词汇学生学过，但需要在教师的引导下将已学过的相关内容和新的功能句型综合起来，提高学生综合运用语言与思维能力。

三、教学目标

（一）知识与技能目标

1、学生能听说、读写单词son , sister, eighteen, lovely, kid, seven.

2、学生能用“…is…years older than …”的句型就家人的年龄信息进行交流。

3、学生能够就图片谈论家庭成员之间的关系。

（二）过程与方法目标

1.通过句型操练，在师生、生生的问答交流中，实现词汇和句型的巩固。

2.通过图片、语言支撑，让学生对本课所学词汇、功能句型进行综合描述。

（三）情感、态度、价值观

通过本课的学习，使学生能对家庭中的人物关系有些的了解，并在谈论自己获他人的家庭中体验亲情。

四、教学重难点

教学重点：

1、学生能用“…is…years older than …”的句型就家人的年龄信息进行交流。

2、学生能够正确理解“He is the son of Aunt Mary, my mother’s sister”等表示家庭成员之间的关系的句子。。

教学难点：

1、学生能够就图片进行交流家人的信息。

五、教学过程

（一）.复习导入

1、教师通过课件呈现旧知,感知“…years older than …”句型

T: boys and girls, I want to know you something. What’s your name? S:My name is…. T:How old are you?

I am…years older than you. S:I am 10/11/12 years old.

T:

What’s your hobby?

S:

I like ….

2、教师通过课件呈现自己的家庭照片

T: boys and girls, I want to show you a photo, who is that? S: It’s you. T: Yes. How old do you think I am? S: I think you are…years old. S: I think you are…years old. T: I am a little bit younger than that. A little bit older than that. S: I think you are…years old. T: Right. I am forty-five years old. Look, boys and girls, what do you want to know about this boy? S: Who is that children? T: He is my cousin, he is the son of my uncle. Anyone else? S: How old is the little boy? T: So you want to know about his age. He is thirty-three younger than I am. So how old is he? S: He is twelve years old.

T: So boys and girls, what do you think we are going to talk about today.

S: We are going to talk about family. T: Yes , we are going to talk about family today. 教学意图：通过课件创设相对真实的情境，引导学生参与、思考、运用特殊疑问词提问，让学生初步感知younger than和

older than的含义，引出本课的话题，帮助学生激活与相关

话题的句子。

（二）新授

学习对话1

T: Look, boys and girls, Sara and Yangyang, they meet in a street. And look, Where are they going to? S: I think they are going to Sara’s house. T: Do you think so? All right, look , they are at Sara’s house. They are talking about family. Whose family are they talking about? S:They are talking about Sara’s family. T:Are Sara’s family members here? S: No. T: No, there aren’t. But how are they talking about Sara’s families then? S:Maybe they are talking from the photos. T:Yes, they are talking from the photos. There are so many photos. Which photos do you think they are talking about? I think they are talking about the first one. They have a big family there. What do you think? S:I think they were talking about the third /second/ fourth/photo. T:Let’s watch a video and think which photo they are talking about. T:Which photos? Can you tell? S:They are talking about the second one. T:You are right. And what else? S:And they are talking about the third one ,too.

T: OK, and you are so right. Look at this lovely photo, Who is the man on the horse? While I think the man is Sara’s brother? What do you think? S:I think he is Sara’s father. S:I think he is Sara’s cousin. S:I think he is Sara’s uncle. T: Maybe. I have an video here. Let’s watch and tell who is the man on the horse, OK? S:OK. T: So you listen very carefully. T: OK, boys and girls, who is the man on the horse? S: He is Sara’s cousin, Tom .And he is eighteen years older than Sara. T: That’s excellent ! Who is the man on the horse, please? S: He is Sara’s cousin, Tom. He is the son of Aunt Mary. T: That’s excellent ! Do you agree with them? S: Yes. 教学意图：通过观察图片、观看视频理解Sara和Tom的关系，学习含有younger than和

older than的功能句型。

学习对话2

T:He is Sara’s cousin, Tom. He is the son of Aunt Mary. Let’s look at this lovely photo. What can you tell about Tom’s family? S:Tom has a wife and two children. T:Yes, Tom has two lovely kids. Do you know the name of the two lovely kids? Let’s listen and tell me what are the names of them. OK?

S:OK. T: What are the names of the two lovely kids? S: They are Sally and Jack. T: Do you know who is sally and who is Jack? I think that is Sally. What do you think? S: I think the girl is Sally and the little boy is Jack. T: What do you think? S: I think Sally is the girl, because Sally is older than Jack. T: Can we read the book and tell why the baby boy is Jack? S: Yes. T: Now boys and girls, read your book silently. And tell me why is the baby Jack. S:Because Sally is seven years older than Jack is, so Sally is the girl and Jack is the boy. T: Let’s look at Sara and Tom, who is older? S: Tom is older than Sara. T: Do you have any sentence from your textbook? S: He is eighteen years older than I am. 教学意图：通过观察图片、听课文录音，看书找出Tom两个孩子的。

（三）复习巩固

（1）听录音模仿跟读

T:While boys and girls, we’ve learned so much about Sara’s family. Now let’s read after the e-book and think about all the information about Sara’s family.. S: Read after the e-book. （2）同桌读

T: You are going to read with your partner. S: Read with partner. （3）找生读。

T: Which group can read for us? S: Read in role play.(2 groups) 教学意图：学生通过跟录音模仿读、分角色朗读等活动，培养学生模仿正确的语音语调，使学生在对话情景中通过模仿、角色扮演等方式进行语言的初步应用再通过回答问题和复述，进一步理解对话的主要内容并根据孩子的生活体验展开想象进行表达，充分挖掘了孩子已有知识，培养了孩子的复述能力。

（四）拓展运用

（1）介绍自己的家庭照

T: Boys and girls, Sara tell us her family. Can you read it? S:Yes. T:I know most of you have your family photos here. Please introduce your family members to you parter. S:Introduce their family members. T:I collected a lot of photos of yours. I am going to play the video, and you are going to talk about your family like this. S: …

T: Shall we continue? S: Yes. T: Who can tell us this photo?

S: …

（2）仿写

T: Boys and girls, Can you write your family members something like sara? S: …

教学意图：本部分主要是引导学生结合生活实际就本节课所学话题进行综合运用，主要培养学生能就具体话题情景，用几句有逻辑地话表达个人想法的口语表达能力，同时也培养了学生的写作能力。

六、板书设计

八、教学反思

我在教学中创设丰实、实用、流畅的语境。从开始的导入，对话理解，功能句型的操练到语言的输出（说和写），我设计了有针对性、有层次富有趣味性的语境线，让学生感悟、理解，不断激发学生思考，追问。教学中还注重与学生的已有知识和经验相结合，注意语言的复现和话题的扩展。在教学的各个环节都尽量给学生提供更多的语言实践的机会和自主思维空间。

充分发挥结构线功能。从开始的导入就给学生提供一个框架，学生沿着结构线层层递进，

使学生每一步都有足够的支撑，很顺畅的达到目标。

从开始的导入到语言的输出给学生提供了语境线和功能线，激发学生提出问题，解决问题，充分体现了以学生为中心，教师为主导，培养了学生综合语言运用与思维能力。

本节课教学的第一个亮点是：充分利用学生的生活经验。通过图片呈现教师和学生真实的生活情景，学生根据已有的经验自然而然地发挥想象，运用学过的句型表达。

本节课教学的第二个亮点是：融合了信息技术，通过听、说、读、，写培养了学生的多元智能，并为学生创造机会进行真实有意义的交际。