Revision 1ppt配套的教学设计及说课稿

接力版小学英语五年级上册Revision 1 A clever panda --阅读课教学流程及教学设计

新兴小学 韦晓淇

一: Analysis of teaching content: （内容分析）

本课是五年级上Revision 1 部分的阅读课，通过Panda 滚南瓜这一事件，理解故事内容，复习巩固一般现在时的句式，拓展学习部分词汇，扩大学生阅读量，培养学生阅读能力。

二: Analysis of the students:

本节课是一堂阅读课，学生在前面的词汇和对话课中已经学习了一般现在时态及一些动词词组，所以，顺利地阅读本篇课文对学生来讲不会有太大的困难。

三: Analysis of teaching methods:

Reading for fun, Reading for information 是阅读课的目的。为此本课将以问题为引领，通过问题的解决帮助学生逐步形成一定的阅读能力。教学活动力求促进学生的思维活动，让学生积极参与到学习活动中来，从而使课堂教学更加有效、有意义。

四: Teaching objectives:

1. Knowledge objectives:

(1) 能够听懂，会说，认读，会写单词heavy, bear, answer. (2) 能够听懂，会说，认读pumpkin, roll, ask. 2. Ability objectives:

(1)能够理解故事，并尝试表演故事。

(2)Foster the Ss’ reading skills by answering the questions in the context. 3. Emotion objectives:

Help Ss understand the new words and the whole text. So language should be learned in real situations, and reading might offer them the situations and help them learn more. 五: Teaching Keys and difficulties:

1．通过问题的引领和上下文的联系，以利于学生形成有效的阅读技巧。

六: Teaching Procedures

Step 1 Before-reading tasks

(1) Greeting. (2) Sing a song about the pandas. T will ask Ss“ This is a funny song. What anmimals can you see ?”

Ss “It is a panda.”

T: “Yes, it’s a panda. Do you like the panda ?”

[设计意图]让学生欣赏动物歌曲，引导学生认识本节课的主要人物panda . Step 2 While-reading tasks

(1)Learn something about the pandas. Talking about the background of the pandas, and let the students know more about the pandas. [设计意图]

通过扩充故事的背景知识，激发学生对熊猫的喜爱和进一步阅读的兴趣，会让学生的理解更加深刻,同时引领学生深入故事。

(2)Listen and answer and circle the answers. T：“What dose the little panda see? ”

“Dose he want to get it home?”

[设计意图]出示图片，并完整听录音一遍，引导学生猜故事的剧情。通过第一次看图听音阅读，让学生初步感知故事的内容，引发学生对故事的兴趣。

(3)Show the picture 1, and ask Ss listen the dialogue and circle the answers. . Then read the dialogue following the tape. [设计意图]让学生带着问题听录音，既能有效地帮助学生获得本课的重点内容，又能锻炼学生的听力。并且学生能在老师的帮助下圈出答案，也是对阅读能力的一种训练。

再次提出问题“What does the pumpkin looks like? ‘It is too big and heavy’回答问题中的单词heavy 是个新词，（搬出南瓜，让学生传下去，一边表演说 It is too big and heavy.）

接着T: Does he want to get it home? Yes, he does. He wants to get it home. (然后带学生复述一遍A little panda sees a pumpkin. He wants to get it home. But it is too big and heavy.) T: The pumpkin is too big and heavy. He can’t carry (搬不动） it. Can you help him? 你有什么方法吗？

(问几个学生，看看他们有什么方法, 用 clever表扬他们) （4）Listen and answer. T: Oh, listen ,who is coming? (先播放自行车铃铃声,引出熊) It is a bear. He is on the bike. 教授新单词bear bear.. T: Then the panda has a good idea. What is it? (给出三个答案他们选择) T：Now, listen ,what’s his idea? (边做动作边说I have a good idea. I can roll the pumpkin home.）

[设计意图]

用自行车铃声和设置的三个问题增加故事的连贯性。不仅帮助学生对课文有更一层的理解，还学习了新单词bear和I can roll pumpkin home .句子的巩固为后面学生表演活动做了良好的铺垫。

（5）Small science knowledge

T: ok, how does he know to use this way? This is small science knowledge科普小知识(看小视频) [设计意图] 科普小知识，增加学生对故事的中心思想 What a clever boy! 的理解，并开拓了学生的思维。

(6) Read and act. T:ok, now, he rolls it, rolls it, rolls it. At last, he gets home. His mother sees the pumpkin. What does his mother feel? (引导学生用惊讶的语气表演说出Oh! How can you get it home?) 几个学生说，分组说。

Ok, let’s ask the little panda loudly. (让学生大声问little panda) [设计意图]让学生表演熊猫妈妈惊讶的语气，既能有效地帮助学生获得本段的重点内容，又能锻炼学生的表现能力。

接着Show the picture 4 让学生上来表演滚南瓜的动作。一边唱‘It’s heavy heavy heavy, but I can roll it roll it roll it.’

[设计意图]通过边唱

边演，让学生加深对句子的理解和对文章的兴趣，同时引领学生完成复述故事的环节，有助于学生理解文本的整体理解。

(7)Read the text together then retell the story. (全班齐读课文一遍,然后看图复述故事) T: oh, mother panda want to know the whole story, can you tell her?(引导学生复述整个故事) （8）Read and answer. Show the picture 5 Q1: What do you think of the little panda? Q2： Why? What can we learn from the story? [设计意图]通过回答问题，引导学生总结从文章学到的道理，情感教育的升华。What a clever panda! Step3 After-reading tasks

1. Practice. Have Ss do the True and False questions. [设计意图]做判断题，有利于学生对知识的巩固，同时也给学生提供了更多的练习，培养阅读理解的能力。

2. Have a discussion about the problem. T : “ We will meet many problems in our daily life. For example these questions. What can we do? How to solve this problems? (列举生活中遇到的小问题，比如如何拿下挂在树上的风筝，让学生分组讨论，派代表上来说一说。) [设计意图]这是一个语言输出的活动，之前教师帮助学生所做的一切，皆为这个活动的顺利开展。在输出的时候，学生要综合本课所学的知识，还要回忆以前所学的词语，对语言的加工，排序、确认及最后的输出这一过程是语言学习最能体现学生思维及教学目的的过程。

Step 4 Sum up and Home work 1.Have Ss tell the story to their parents. 2.Ask Ss to make a story about how to solve the problems in the life. Blackboard Designing