Reading for Fun教学设计

Making the Mark

教学设计

一、设计思想：

英语课程既要注重培养学生的语言基础知识和基本技能，也要注重优化学习过程，引导学生形成有效的学习策略和较强的文化意识，培养学生积极向上的情感态度和价值观。

二、学情分析：

本课的学生是六年级即将小学毕业的学生，他们已经具备了一定的英语听、说、读、写的基础，因此根据学生已有的语言知识水平和本故事背景知识的了解，培养学生阅读能力和听说技能，激发学生学习英语的兴趣。

三、教材分析：本课是小学英语冀教版三年级起始六年级下册Reading for Fun的第一个故事：Making the Mark，本课为选作教学内容。由于孩子们大部分喜欢听故事，学故事，所以我选择本课的内容。本故事整篇用过去式叙述，而过去式是小学阶段的难点之一，本故事讲述了孩子们在语文上所学过的“刻舟求剑”，故事情节很容易理解，通过看图，孩子们就可以理解大概意思，但是由于生词太多，给孩子们复述课文带来一定的难度。

四、教学目标：

1、知识目标：

①Students will listen to and understand the simple story

with the help of the picture and me.

②Students will ask and answer questions about the story.

③Students will be able to read the story fluently.

④Students will like to take on roles to act it out.

2、能力目标：

①学生在学习时能集中注意力。②学生能够积极参与并敢于尝试各种活动。③培养学生听故事和说故事的习惯。

3、情感目标：①.培养学生对英语学习的兴趣和好奇心。②通过故事的学习，孩子会理解万事万物都在变化之中，面对新的环境，新的挑战，我们要改变思想，适应环境。

五、教学重难点：

重点：上述1、2目标

难点：How to act out the story? 六、教学策略与手段：

①直观教学法。

②任务教学法。

③故事表演法。

七、教具：图片、玩具剑、单词卡、本课课件

八、教学过程：

Step1: Greeting: How are you? Nice to meet you! How’s the weather today? What do

you like to do? Do you like story?(设计意图：课前亲切的问候可以拉近师生的距离，通过谈论学生喜

欢做的事情，为复习和讲故事做铺垫。）

Step2: Review: Let’s see who is the first to say

the past tense of the words: is was are were do did have had say said（设计意图：通过抢答的方式，激起学生的学习积极性。）

Step3: New Contents:

①Before reading: T：Boys and gilrls,Today’s story’s name is “Making the Mark”What does it mean? Let’s watch the video.（设计意图：视频，尤其是动画是孩子们喜闻乐见的学习方式，它可以吸引学生眼球，同时培养学生整体感知故事的能力。）

Ss: 刻舟求剑

T: Good！Before we leran the story, Let’s look at the picture. （show the ppt)What’s this?

Ss: 剑

T: Yes, “sword”say it please! Pay attention to the letter: “w”no sound (板书：sword) Ss: sword T: Good job! Today’s

story is about a sword.

②Reading: T: Okay, Let’s look at the story picture by picture.(Show the picture through ppt.) Picture 1: What can you see in the picture? What are they doing? Who has a sword? What is he doing? Read the text silently. Fill in the blank.

Picture 2: What happened? Why did the sword fall into the river? Pay attention to the words: fall fell careful(板书：

fell into careful) Picture 3:What do the other men say?

Ss: Let’s stop the boat to find it.

T: Yes, (板书：stop find) Picture 4: Did the man worry ? What did he say? Ss: Don’t worry. I can wait.

T: Good! (板书：worry wait)

Picture 5:

What did he do on the boat?

S1: 刻记号

T：Yes，make made a mark(板书：made a mark)

Picture 6: What did he do when the boat crossed the river? S2: He stands up. T: Right! stand stood stood up (板书：

stood up）

Picture 7: What did he do next?

S3：找剑

T：Yes,He looks for the sword. (板书：

looked for ）Was it there? S4: No it wasn’t.

Picture 8: What are they doing? S5: 笑

T：Laugh Laughed (板书：

laughed ）Why did they laugh?

S6: The man is 愚蠢的

T：Stupid (板书：stupid) Why was he stupid? S7: Because the boat 移动，but the sword didn’t.

T: Great! Move moved (板书：moved)

Practise: a: Read it by yourself.（1min）

b: Let’s read it together. Read it in roles. ③After reading: Practise the story in roles. (3mins) Act out the story. T: What did we learn from the story? Everything is changing. We should change our attitude to the things that has changed. Step4: Conclusion

Let’s retell the story together.

Step5: Homework Tell the story to your parents. 九、板书设计：

Making the Mark sword Picture 1: crossing had sword cleaning showing Picture 2: fell into

careful Picture 3: stop

find Picture 4: worry

wait Picture 5: made a mark

Picture 6: stood up

Picture 7: looked for

Picture 8: laughed

stupid moved 十、教学反思：

确实：万事万物处于变化之中，我们的学生也一样，他们在不断地成长，作为教师，我不应该用同样的教学方法，评价方式去对待孩子们，我应该学会不断地去创新教学方法，改善评价方式，以适应这些处于不断变化的孩子们。