Unit 2 Mr. Li was a teacher.特级教师教学实录

Mr Li was a teacher.教学设计

一、教学内容分析

《英语课程标准》中明确指出，基础教育阶段英语课程的任务之一是：激发和培养学生学习兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使指导学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综思想合语言运用能力。并强调从学生的学习兴趣、生活经验和认知水平出与理发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学，论基发展学生的综合语言运用能力，使语言学习的过程为学生形成积极的础

情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。在本节课的设计上，我以听说教学作为这堂课的主线，贯穿课堂始终。一切教学活动都围绕这一主线展开。在设计每一环节的活动时，都采用了适时适度的评价方式，激发了学生的学习兴趣。

本课是外研社2011年陈琳主编三起点

五年级下册Module 2 Unit 2 Mr Li was a teacher.在教学过程中，围绕这一课题，我设计了以下五部分的学习内容：1、过去式动词的总结复习；2、新单词的归纳教学与学习；3、文本听力教学；4、扩展训练，通过听说，完成练习，并内容

进行相关的写作训练；5、结合生活实际，巩固过去时的用法。在处理这五部分的教学内容时，我把重点放在了用过去时来描述一些与我们生活息息相关的场景。

教学对象

平罗县城关四小五年级学生

New words: 教学Basic 项目

sentences: studied

hard Mr Li was a teacher. He taught Chinese. Chen Hai was a good pupil. He studied very hard. He doesn’t work now. He’s learning English. He’s teaching Mr Li.

教学方法

任务型教学法、多媒体教学

利用图片、多媒体课件等辅助教学，充分调动全体教学手段

学生参与课堂活动，从而提高课堂教学效率。

1.All the students can listen, read ,write and understand the new 语言

知识

教学words: study-studied

hard. 2.95% students can read the text and solve the questions about the text. 1.All the students can read the new words and 95% students 目标

can read the text correctly. 能力

2.90% students according to listening and communicating with others to finish the exercises. 3.85% can describe somebody’s changing from past to now.

1.All the students can listen, read ,write and understand the new words: study-studied

hard. 教学重点

2.95% students can read the text and solve the questions about the text.

1.90% students according to listening and communicating with 教学难点

others to finish the exercises. 2.85% can describe somebody’s changing from past to now.

教具准备

PPT

学习者分析

五年级英语在小学英语教学中起着承上启下的作用，既是四年级的衍生又是六年级的铺垫。我们的学生虽然已有两年的英语学习经验，但还有以下一些问题需要解决。

一、存在的问题

1、学习兴趣不是很高，部分学生甚至有厌恶感，同时，许多学生还是为学习而学习，谈不上兴趣问题；

2、回家不会学习，无正确的学习方法，不知如何看书.学习态度谈不上十分端正，回家以后巩固时间很少，且缺乏有效的巩固手段，练的机会明显不足。

3、部分学生学习的目的性不是很强，导致学习习惯不好，学习无明确的计划，有作业就写，无作业就玩。老师布置的作业不能按时完成。作为语言性学科，听与读是非常关键的环节，而大多数学生这一点做的不好，这在听力测试时表现的尤为明显。

1、如何运用现有的教材进行听力训练？

问题2、如何使学生运用所学单词或句型描述某人过去到现在的变化？

框架

3、如何在有限时间里对全体学生进行评价？

三、Flow Chart of Teaching

四、

Teaching process Teacher’s Activity

Step 1：

Warm-up: 1)

Greeting.

Students’ Activity

Purpose of Design

通过创设轻松愉悦的氛围来开始本堂课，让学生唱活动一的歌谣一是放松，二是为使面找动词过T:Good morning boys and S:Good morning Ms He. girls. T:Ok, now let’s Chant activity 1 in page 8. chant Listen and chant.

together. 2)

Let’s chant. T:You all do the good job. One student reads the verb. 去式的活动过渡Next let’s say the past verbs.

3) I can say.

Step 2:

Presentation:

Another students say the 自然。

correspondent verb . the past

1)

Learn the new words: Look at the paper and find 通过上一个活动study-studied

teach-taught (Show the learning tips) the word buy-bought and 出示carry-carriedteach taught ,compare to 引read . Find the word study-studied出和T: Look at this word“teacher” carry-carried. Think over buy-bought引出take out “er”，how to read? how to change study to the teach-taught的发This is “buy”，its past verb is past verb. 音。出示学习小

bought. “ought” read [ɔːt].It is the same as “aught”,so the past verb taught read [tɔːt].

“carry” its past verb is carried.So this word 提示，教会学生简音的归纳。

“study”the past verb is studied. Chang y to ied. 2)Listen and answer. Students listen and think

第一次听课文，T:Now let’s listen to the tape. over. First look at the questions and (1)What did Mr Li do 给出任务，带着then listen and think over it . twenty years ago? 任务去初步了解(2)What does Mr Li do 课文内容。

now? 3)Listen and judge. Students listen and judge,

将文本的第一部T: Ok, listen carefully and then correct. judge. If it’s wrong ,circle the ①Ten years ago, Mr Liu 分放给学生听，mistakes and try to correct.

was a driver. ②Mr Li taught English. 并让学生在听的过程中来判断给③Chen Hai was in his 出的题目是否正class. 确同时更正。训④Chen Hai is a good pupil. 练学生注意力的⑤He didn’t study very 同时学会听关键

hard. 词。

4)Listen and choose and Students listen and write. write. 出示文本的第二Now Mr Li

(didn’t / 部分，通过给学work. He

生以填空的方式

is 来听词同时训练T: Now listen to the part two doesn’t) and finish the exercise. (learning/ learning)English. Chen Hai 学生辩词的能is

(a/an)English

力。

(teacher/pupil). He’s

(teacher/teaching)

Mr Li.

5)Listen and fill the table. Students listen and fill the 再次整体听通过table. 完成表格再次感知课文。

6)Look and show the key Students listen and teacher 听文本，全面理words. Then try to retell the show the key words. story. Then retell. 解文本的意思，通过听并给出关键词，为下一步复述课文做好铺垫。

7)Summary. Let’s sing a Students try to sing. song.(Teacher make up a simple song. 将文本的主要句型用两只老虎的曲调改编成儿歌，在轻松的氛围中总结文本。

Step 3:

Extension: 1)Listen and match. T:Now I’ll

play a tape about Tim ,you should listen and match. 2)Read and do the exercises.

Students listen and match. 出示一段录音，通过听并连连来训练学生的听力能力同时做一个拓展训练。

给出学生一段对T:Just now we learn and talk Students read the short 话，让学生以小about Mr Li and Chen Hai. passage and finish the 组和形式进行练Now let’s talk about a exercises. woman. 习并在小组内完成给出的练习，通过让小组内读文本争取每个学生都能张口并参与其中。

3)Look and say.

完成书本上的活T:Now ,let’s look at the Look at the picture and talk 动三用所学的知pictures and describe them in about. 识来描述图片，

your group. 同桌两个说说，通过与他人的交流达到听力的训练。

4)Let’s write.

将刚才与同桌描T:You all do the good job, Give the key words and try 述的话写下来，just now we talked about the to write. pictures now let’s try to write.

一是操练学生说的能力，同时对学生写的能力的训练。

Step 4: Self-assignment:

Collect the stars. Put them on Give the stars to the teacher. 总结评价。

the blackboard. Ask each Count the stars and write 出示家庭作业。

group: How many stars can you get? Then give the winner the award. Step 5:Summary

the number on the pictures. Have them look at the Look at the blackboard and

blackboard and read aloud. read aloud. Then set homework. 1)

Recite the text.

Remember the homework.

总结。

2)Ask the changing about your parents and try to write down. Step 6: Blackboard: Module 2 Unit 2

Mr Li was a teacher. Twenty years ago Mr Li was a teacher taught Chinese

Now doesn’t work

learning English Chen Hai was a good pupil was in his class studied very hard is an English teacher is teaching Mr Li