Lesson 13教案评析

学科核心素养背景下的教学设计教师

王伟珍

姓名

任教

五年级

执教

五下Lesson 13 年级

课题

本课是本单元第一课时，是一篇短文，介绍高伟在学校教材

是一名好学生并和同学们制定了一些班级规则。通过本课的简析

学习，使学生习得用祈使句表达可以做的和不可以做的事情。

学生在已有的语言基础上学习使用祈使句和祈使句的学情

否定句表达可以做的和不可以做的事情。本文一般现在时三分析

单形式叙述，为学生已经学过内容。

1.

依据学生已有语言知识基础。

设计

2.

依据教材unit3 lesson13 重点难点。

依据

3.

依据本单元主题的德育思想渗透。

1.

Know the school rules 教学

2.

listen carefully 目标

3.

talk actively 4.

never make noise 5.

make a list

6.

渗透良好的学习习惯，培养学生遵守校规和班规。

重点：短语come to school early,listen carefully,talk actively, make noise, group leader 难点：短语know... well, listen carefully, talk actively

教学

流程

Step One Warming:

由rule→

obey the rules →Unit3 We should obey the rules.

→

Class Rules 由本单元重点导出课主题。

Step Two

Presentation: 班规的选择题为本课的新授作铺垫。

1. Do you know class rules very well? Which are class rules?

To learn :（listen to the teacher）carefull. （替换，造句）

Talk actively.

Make noise

What should we do in class? We should ……

; We shouldn’t……

2. I know someone of you .She is also a good girl. She comes to school early. She often brings lots of homework.

Who is she, guess?(图) → a group leader She is a ______ ______ .(group , leader) She comes to school_______. (early) She _____ _____ your homework _____ _____( hands, in, on , time) To learn: early--- late How nice she is ! We should learn from her. We should ______ ______ early.

=We shouldn’t ______ ______ late. =We shouldn’t _______ ______ school. We should hand in ______ ______ on time. Step Three Practise: 1.

I know an other group leader. Do you want to know him? Let’s watch the cartoon. 由小组长导出高伟课文

Answer the questions :(答案划书)

Is Gao Wei a good student? Why?

What is his group doing ?

To learn:

make a list of rules (替换)

Read the text.

Fill in the blanks

巩固课文新知，完成填空练习

2. 拓展练习：男女生分组进行造句竞赛。

Let’s have a race. How to be a good student? We should:

We shouldn’t: You say the sentences about the class rules. Let’s see which group say more then they’ll get more candies.

Homework:

Make a list of class rules

学习效果与评价

优势：

以教学班级具体班规入手，展开班规教学，生动具体。运用课件直观导入，引出本课的重点单词、短语和句型知识，并循序渐进展开讲解。整堂课都在教师设计的情境中有效的训练学生们的交际能力。教师巧妙的设计引领学生逐渐的突破重难点知识。此外，通过男女生竞赛等活动，调动学生全员参与，展开能力训练。

调整：

适当减低难度，减少机械操练。