C教学设计实例

Teaching design -- Unit2

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芦晓晨

郑州师范学院附属小学

Part I. teaching background 1. analyze the teaching material

The material is from PEP Primary English Book 5. The unit mainly talks about week course arrangement and weekend activities, which is closely related to Ss’ daily life. According to the whole primary English teaching material, Ss are arranged to learn time in Book 4, learn days in Book 5, learn months in Book 6, through which they can express dates integrally. So, this unit is a transition.

2. About the students My Students are from grade 5, after 2 years’ English study, they have grasped a number of words and phrases, and have elementary abilities of listening, speaking and reading, so teachers should create conditions and encourage Ss to take initiative to learn. In period one, Ss have learned the five words from “Monday” to “Friday”, and most students have a preliminary perception of the key sentences in period 2. However, some students still have difficulty in pronouncing the words: “Tuesday, Wednesday and Thursday”; and many students are not able to spell all

those five words. So at the beginning of this class, I will use a little more time than usual to review and consolidate Ss’ pronunciation and spelling of these five words.

Part II. teaching objectives 1. Knowledge objectives: By the end of this class, my Ss will be able to By the end of this class, my Ss will be able to understand and speak ‘Do you …on ... ? Yes, I do. /No, I don’t. What do you often do on…?’and use them in real situations 2.Ability objectives: By the end of this class, my Ss will be able to ①

take notes and select important information while listening;

②

replace key words in sentences to make new dialogues; ③

record their classmates’ opinions and report to the whole class.

3.Emotion objectives：

Ss will get more interested in talking about weekend activities.

Part III. Teaching key points and difficult points 1.Teaching key points

Master the important vocabulary, phrases, and sentences; and replace the key words to make new dialogues. 2.Teaching Difficult Point:

①

Ss can find the right answer while listening to an unfamiliar

dialogue with many confusing and unnecessary information.

②

Ss can distinguish where to use ‘’watch TV, do homework….

How to use the phrases. Teaching methods: Therefore, in my class, the task-based language teaching and communicative method are highly valued. Besides, authentic situational teaching method, game teaching method and group cooperative are also involved in my class. And multi-media, PPT document, tape recorder will be my teaching aims. Part V. teaching Procedures purposes of my designing

Step1. Warm-up and review Step2. Present the new phrases

Step3.

Present let’s say

Step4. consolidation and extension Step5. Homework Teaching procedures: Step 1: Warm-up

(≈5min) (1) Sing a morning song

Hello, hello,hello my children, nice to meet you here, and how are you? (2) Game: spell the words one by one

[All these are designed to help Ss review and consolidate the words learned in the first period, and lay good foundation for this class’s learning. Besides, game “spell the word” can highly arouse Ss’ interest.]

Step2. presentation(≈6min)

1．Let’s learn

（1）Lead in weekend.

T:Look at the PPT. As we know there 7days in a week. What are they?

S: They are…. （2）T:What’s the first day of the week? The end day of the week? On which two days we don’t need to go to school? Are they Friday and Saturday? No,they are Saturday and Sunday. So we call them weekend. Do you often watch TV on the weekend? S: Yes, I do.

Lead in :watch TV

（3）听录音跟读单词和短语。

教师示范书写wash my clothes, do homework,watch TV,read books,play football.然后在班级内开展“谁记得快”的竞赛。

（4）以小组为单位，用“Do you often...?Yes,I do.No,I don’t做问答练习。

Step3: practice. (≈5+10min)

1.

Let’s find out.What is missing?

By doing the body language, showing the

pictures to help Ss learn the new phrases

more easily. Reading games to help Ss control

the new phrases and making they can use the

plural nouns more correctly. 2.Group work (1) Ss practice the two sentence patterns in a group.

Do you often do …on the weekend?

Yes, I do./No, I don’t ... (2) Use “Let’s play” to practice sentence patterns.

(3)完成探究活动，给定任务，一分钟内，小组内进行问答，哪组上台表演，哪组就获得胜利，予以奖励。

[Attention]: Where to use ‘watch TV’, where to use “on the weekend” is a confusion for Ss, so here I will make a stress.

[Various activities are designed here to help Ss fully understand the dialogue. Constant but different practice can not only help Ss understand the dialogue, but can also make Ss grasp knowledge in a natural way.] Purposes:

Step4: Consolidation and Extension

(≈6min+5min) Make a new chant about what we have learned today. Everyboby chants in their group. [This part can not only link the knowledge learned to practical use, but

also to cultivate Ss’

spirit of group cooperation. Besides, Ss’ desire to perform.]

Step5: Summary

(≈2min) Use blackboard writing to guide Ss to make a conclusion of today’s class.

Blackboard drawing. Unit 2 My Days of the week Monday Tuesday Wednesday Thursday Friday

A: What day is it today? B: It’s Wednesday.

A: What do you have on Wednesdays? B: We have English, science, computer and P.E.. I like Wednesdays.

Step6: Homework

(≈1min) (1) Listen to the tape and repeat. (2) Try to Talk about your Saturdays and Sundays with your friends.

[Homework 1 and 2 are both ways for Ss to put class knowledge into practical use, and let them realize that English is useful in their life.

Unit2 My week (Part B Let’s learn) 教后反思

本周一，第二节上了一节英语公开课，上课的内容是五年级第二单元My week的第三课时Let’s learn ，主要学习周末我们常去做的一些事情，并能结合所给句型Do you often….on the weekend? 灵活运用这五个词组。

在设计的时候重视的是教学的各个环节的展示，准备活动环节，师生唱歌问好之后，是一个拼写游戏，游戏的内容是让学生通过问自己的好朋友来检测同学们是否掌握了四会单词，可能学生快速拼写能展示自己的英语词会量，从实践的结果来看，游戏很受学生得欢迎。

在词组呈现这一环节，我认为是处理的最为透彻的一个环节，从词组及句型的引入，到教读、拼写，到练读、练写，最后到句型的链接，这些环节都是实实在在地在做，没有一丁点的“花架子”一类的东西，自己感觉也很满意。因为我个人认为情景的创设或是其他的任何教学手段的应用，在教学的导入、环节的连接等环节会起到让人意想不到的效果，它既能增加趣味性，又能帮助学生理解，从而降低教学难度。但是在真正的教授这个环节，这些东西就要少一点，不然就会淡化教学的重点，影响学生学习的效果。

小学英语的四个课型都包括五个环节，在教学策略中五个环节都有明确的教学任务和操作指南，但是在真正的教学过程中，我们不可能把环节与环节之间区分的那么清楚，各个环节其实也是融会贯通的，应该相互渗透彼此联系，这样的课上出来才不会显得“呆板”。尤其是练习环节，如果光新授不练习，那么也不利于学生对知识的理解，

记忆不会深刻，如果单独只练习，似乎又脱离了理论，这或许和“理论与实践”的观点应该是一样的。因为只有这一节课，所以很想把自己设计的每一个环节都展示到位，前面的词组教学浪费了一些时间，以至于后面的练习处理的不是很透彻，如果巩固练习再去掉一个，结课就不会显得那么急促了。