C优质公开课教案

基于核心素养的小学英语教学设计

Unit 1 My school第六课时

Part B Read and write

金水区纬四路小学刘迎杰一, 学习目标:

1. 能够读懂四组句子,并按照读到的信息正确填充建筑结构图;能够按照意群和正确的语音、语调朗读四组句子。

2. 能够看图、读句子,并依照示范仿写句子。本单元强调的句子书写规范是:单词间需要空格; 画校园教室场所图,并根据绘图内容仿写句子。

二, 学习重难点:

教师在教学中训练学生按意群阅读的习惯以及单词书写规范。

三, 教学准备:

1.教师准备ppt、磁力片,Zoom头饰,学校平面图;

2.学生备好铅笔、钢笔、橡皮及课本。

四, 教学过程:

Step 1:Warm-up(热身)

Let’s act. (引出成为更棒的人,师生自由问答)

T:Hi, boys and girls! Welcome to our English class. Let’s star a new lesson Unit 1 My school Part B Read and write. First let's act. Go to the...ready go!

S: Go to the...

T:Wonderful! And go to the classroom, be a better man. If you are better, you will get a smiling face. Do you like it ? S: Yes. Try to get it.

(设计意图:通过有主题的集体说一说,做一做,拉近师生之间以及学生与教学内容之间的距离,为文本的顺利切入做好铺垫。)

Step2: Leading-in(导入)

自由谈论:教师利用所在教师为话题,要求学生能够自由讨论与教室有关的话题,并鼓励他们用完整的句子表述及问答,如:This is our class room. It's big and clean. Do you have

a library? No, we don't. But, we have a music room. Where is the computer room? The

computer room is on the fifth floor. 等。 T: Look at this classroom, is this

our classroom? S:No,it isn’t. T: Yes. Where is our classroom. Is it in

our school? S:Yes, it is. T: Great! How many floors are there in our

school? 5 or 6 or 7? S:6. T:Good job. In our school, where’s our

classroom? Is it on the first floor? S:No, it's on the second floor. T: Yes, you’re so smart. And is it big and clean? S: Yes, it is. It's very

nice. T:So, I like it too.and so,we should study hard, that's a good idea.

Do you have a library? S:No, we don't. T: I'm sorry to hear that.

But we all know that we have a lot of books in our classroom. Right? And our school

buy it to us S:Yes. T:So you are lucky one. Do you

have an art room? (同时板书此关键句型) S:No, we don't. T:Oh,no! I’m

sorry to hear that, but in the future we will have an art room. (设计意图:创设

情境,激活学生已有知识,为实现目标语言做铺垫。)

Step 3: Presentation (展示)

(1)出示文本图,讨论教室及场馆的位置。呈现Read and write板块的学校平面图,请学生

说出已知的教室及场馆的名称、位置,如:The gym is on the first floor...(设计意图:

学生提取图文信息,引出主文本)

T: Look, here's Zoom's school. It has two floors. The first floor and the second floor.

And i will choose one student to be Zoom. Who wants to play Zoom?

S1:Let me try. T: Who is he? S: He is Zoom.

T:Hi, Zoom. Do you have a computer room?

S1:Yes, it's on the second floor. T:Is he right? S:Yes, he is.

T:Any questions? S2:Where is Classroom2?(同时板书核心句型 Where...)

T:That’s a good question. S1:... T:Yes, or no? S:...

T:How about you? S3:Do you have a ...? S1:...

T:Wow,you did a great job.thank you, go back please. Do you want to know more Zoom’s

school?

(2)听“Read and write”一遍录音,初步感知文本大意;自己快速的读一读,找出核心地点。(设计意图:学生通过听录音与文字,整体感知语篇。)

T:Please listen and tell me, how many places are there in Zoom’s school?(教师可以适当引导)...Maybe3 ,maybe4 or 5. .... S:5. T: Great!What are they? ...If you can’t find it. It doesn’t matter. You can read it quickly, and underline the key words. Now, begin. S: The library, an art room...(同时出示关键词卡片) T:Great. Where are they? Let’s listen and find them, then fill in the table.

(3)逐段听录音,找到正确的房间位置,每个房间卡片准备两张,让学生贴到黑板上,(设计(意图:学生通过听录音与文字,完成重难点填空。)

T:First, let’s listen number1. ...look, I have two library, I put it here and there.OK? S:... T:Why? (注意引导,让孩子自己说关键句) S:Because the library is on the second floor. T:Good job! Now, let’s listen number2.... Does Zoom have an art room? Do you know that? S:Yes. T:Where? Can you put the art room into Zoom’s school? S: Let me try! ... T:Is he right?....Why?...(之后板书,随后以此方式进行第三段,第四段的听录音贴单词卡片。到最后引导学生说出难点Classroom1 is under the teachers’office.并板书此句。 )

T:Now,can you fill in the table on your English book? I give you 1 minute. Begin. T: Nice work/Well done/...(教师检查学生的书写及完成情况。)

(4)逐句播放“Read and write”录音,再模仿跟读并齐读,引导学生注意升降调、重读、停顿等。(设计意图:学生通过听跟读,练习按意群阅读,表述主旨。)

T: let’s listen and follow. At the same time, pay attention about your pronunciation and intonation.

S: … T: Wow, you are good readers. And let’s read together.

S: … T: Great.

(5)学生两人小组选择一段或两段读一读,请几组汇报朗读,教师及时给与评价。

T: Now, you can choose one or two of them to read in pairs. Are you clear? And I give you 3minutes. Then show us. S: …

T: Witch group want to have a show? OK, you are group 1, and you are group2, you

are group 3. S: … T: You are so great! This is for you. Congratulations! …

Step 4: Practice and consolidation( 练习与巩固)

(1)做Listen and number 习题

(设计意图:检测学习效果)

T:let’s listen and number. Are you ready? S:Yes.

T:What’s the number? Maybe is 1, 2, 3 ,4. S:... T:Why? S:Because...

T:Now, let’s check.You are so leaver. Let’s clap to her/him.

(2)做Look and circle 习题

学生看PPT图片,与课本相结合选择A或B。(设计意图:对新的学校进行描述,达成运用目标。)

T:Now, let’s look and circle. I give you 1 minute to tell me is A or B,then tell

me why? Let’s think about it.

S1:A. Because.... T:Yes.Good ideas! Any others? S2:... T: I agree with you!

(3)Look and write

学生看PPT上的两张图片,一张为图书馆,另一张为操场,让学生说一说,写一写。教师分

别展示正确的关键句子书写与错误的关键句型书写,让学生判断正确与否,从而写出正确的

句子。(设计意图:学生借助延伸、强化练习,熟练应用目标知识内容。在学习的过程中互相

沟通、互相启发、相互交流,学会倾听。)

T:There are two pictures here, what’s this? S:This is the/a library.

T:Yes, you are right.(同时板书正确的句子,画一个笑脸) Is it looks good? S:Yes. T:What’s that? S:That is the/a playground.

T: Nice work.(同时板书错误的句子,画一个哭脸) Is it looks good?

S:No. T:So, Can you write it good on your English book?

S:Yes. T:I give you 1 minute. Begin…(let me see your work, great/super/good

job/you should notice this small letter, it should be like this…评价完之后展示

学生的作业). Now, let’s see this work. Is it looks good? Let’s see this small letter,

it should be like this.(找正确的字母书写展示)

Step5:Extension(拓展)

教师展示PPT,给出可供参考的句子。让学生自己画一画自己理想中的学校教室或场馆,用关键句型创编对话。(设计意图:引导学生通过对文本的学习,尝试进行语篇创作,形成与学生实际生活紧密关联的、有信息差的语用。)

T: Let’s draw a picture about your school in your dream, then talk it with your partner. S: … T:Are you ready? Witch group want to show us? S: …

T:That sounds good. Thank you for your share... / You should pay attention to your .../i like your voice, it’s beautiful. /Super ...

(同桌两人展示,教师需注重评价是否到位)

五, Homework(作业)

(设计意图:作业的布置力求满足对不同层次不同特点学生的学习需求,形成对课堂教学的延展和学生的再学习。)

1.Please reed the passage fluently.

2. Please try to retell the passage to your friends or your parents.

Board Design(板书设计)

教学反思: