6 Family life教案2

Family life教学设计

李媛

一、设计理念

《义务教育英语课程标准》2011版中提出：小学英语教学应“采用活动途径，倡导体验参与”的理念，充分利用教学资源，采用听、说、读、写、演、唱等方式侧重提高小学生自主学习能力以及对语言的感受运用能力。结合这一理论指导，我“以学生为本，以学生发展为出发点，采用任务型教学法和情景教学法”将本堂课做了如下设计：通过欣赏和演唱英文歌曲导入本课内容。同时，我根据实际情况增设了语言情景（孩子们熟悉的卡通剧“大头儿子”），将Tutu’s family引入课堂，之后将Kitty 作为Tutu’s friend巧妙衔接课堂文本，将Listen and say作为听力材料，在自主完成任务中学习文本。另外，为了让学生能够灵活运用新句型，我在教学过程中设计了学生们喜欢的游戏环节，巩固所学内容。最后，写自己的family life, 将本堂课的收获进行语篇规整，与本课family life紧密结合。

二、教材分析

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。这个单元的主题是用语言描述家人通常进行的活动及正在进行的活动，并能就此话题写一篇短文。通过教师创设的情境、学生能够互动交流，使学生的主动性、积极性、创造性得以体现。本单元的训练点是用What are you doing?询问对方正在做什么事情，并能用现在进行时描述自己或别人正在做的事情。

本课内容是用现在进行时描述自己正在做的事情，以第一人称描述family life，进行完整语篇的渗透学习。在教学之前可先帮助学生整体识记doing my homework, making a model plane等，再了解该结构的构成及动词变化的一般规则。同时，学生能正确区分一般现在时与现在进行时也是本节课的难点。

学情分析

五年级学生的年龄在十一到十二岁左右，处于高年级学段，但仍然活泼好动，喜欢直观形象思维和抽象思维相结合，对游戏、竞赛、画画还有兴趣。他们已有两年的英语学习经验，但还存在着学习方法和学习策略经验不足等问题。部分学生还存在顽劣和懒惰倾向，上课爱搞小动作，学习效率较差的特点。针对这种情况我采取趣味教学的模式，课上多为学生创设练习语言的环境，努力吸引学生的注意力，以便更有效地激发他们的学习兴趣。学生在三四年级一直学习的都是一般现在时，这节课学生是第一次接触现在进行时，所以现在进行时是本节课的重点也是难点。

三、教学目标

1. 能在语境中正确运用本课的核心词汇：living room, bedroom, kitchen, bathroom 2. 能用What are you doing?询问对方正在做什么事情，并能用现在进行时（be doing）描述自己或别人正在做的事情。

3. 能体会与家人在一起生活的幸福。

四、教学重点

1. 词汇：living room, bedroom, kitchen, bathroom, do…homework 2. 句型：I’m doing my homework. 五、教学难点

现在进行时的结构及用法

六、教具学具

PPT, word cards，card paper 七、作业设计

1. Read and recite the words in “Look and learn”. 2. Listen to and read the passage in “Listen and

say”. 3. Write about Kitty’s family life on page 37.

八、当堂检测

1. Think and write. (V-ing ) do ___________

play ___________ make

_________

sing _________

dance _________

run

___________ get

___________

give ___________

see __________

swim _________ take __________

sit ____________ II. Think and write.

My family life

Hello! I’m

. I have a busy family. Look! My father is

in the

. My mother is

in the

. I’m

in my

. 九、板书设计

Family life

I am

doing my homework

in the kitchen.

making a model

bathroom.

washing my hair

bedroom.

cooking dinner

living room

十、教学过程

I. Pre-task preparation 1. Sing a song: Ss enjoy and sing the song. 设计意图：学生通过欣赏和演唱英文歌曲，不但活跃了课堂气氛，而且学生通过边唱边表演能感受到falling的含义。符合课标“教师应

该关注学生的情感，努力营造宽松、和谐的教学氛围”的教学理念。

2. T: Do you like the song?

Ss: Yes, we do. T: How about the house? ( T points a house) Wow! The house is so beautiful. I want to live in it. Do you want to visit it? Ss: Yes. T: Ok, let’s knock at the door. ( mime knocking at the door) Do you know the boy? Ss: He is Tutu. T: Yes. He is Hu Tutu. T: Who is she? S1: She’s Tutu’ s mother.

Her name’s Zhang Xiaoli. T: Very good. She likes cooking. T: Who is he? S1: He’s Tutu’ s father.

His name’s Hu Yingjun. T: There are three people in his family. They are Tutu and his parents. It’s a happy family. Today, let’s talk about family life. 设计意图：将学生熟悉的图图的一家人引入课堂，使family的话题学习有了新鲜感。在学习本课时轻松愉悦。紧密结合课标中“引导学生结合语境进行学习”的教学理念。

II. While-task procedures 1. Visit Tutu’s home T: Let’s go to Tutu’s home and have a look. Picture1: Welcome to my home! This is our living room. We can watch TV, play games, have a rest and meet guests in the living room. (T

writes living room, in the living room on bd.) Ss: Read the word “living room” and “in the living room”. Picture2: This is our kitchen. We can cook dinner, wash dishes, dry dishes and eat in the kitchen. (T writes kitchen, in the kitchen on bd.) Ss: Read the word “kitchen” and “in the kitchen”. Picture3: This is our bathroom. We can wash hands, brush teeth and have a bath in the bathroom. Ss: Read the word “bathroom” and “in the bathroom”.

Picture4: This is my bedroom. I can read books, play games and sleep in the bedroom. Ss: Read the word “bedroom” and “in the bedroom”. 设计意图：依次学习本课的核心词汇：living room, kitchen, bathroom, bedroom,同时增加动词短语的巩固复习，一举两得。符合课标中“要创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与”的教学理念。

2. Introduce Tutu’s family members Picture1:

T: This is Tutu. He is in his bedroom. He likes playing with his toys. Look, what’s this?

Ss: It’s a model plane. T: What is Tutu doing? Let’s ask Tutu together: Ss: What are you doing, Tutu? Tutu: I’m making a model plane.

Read the sentence: I’m making a model plane. T: Pay attention to: am making

Picture2: T: This is Dad. He is in the living room. He likes watching TV. What is Dad doing? Let’s ask him together: Ss: What are you doing, Dad? Dad: I’m watching TV.

Read the sentence: I’m watching TV. T: Pay attention to: am watching TV. Picture3: T: This is Mum. She is in the bathroom. She is very beautiful. What is Mum doing? Let’s ask her together: Ss: What are you doing, Mum? Mum: I’m washing my hair.

Read the sentence: I’m washing my hair. T: Pay attention to: am washing my hair. T: This is Tutu’s family. It’s a very happy family. 设计意图：将本课的核心句子通过故事中的人物自己说出，给第一人称的句子表达赋予了真实的语境。紧密结合课标：引导学生结合语境，采用推测、查阅或询问等方法进行语言学习的教学实施建议。

Summary:

现在进行时

（1）现在进行时表示现在（说话瞬间）正在进行或发生的动作。

（2）现在进行时的基本结构：

Be（am\is\are) +doing (动词现在分词）

(3) 动词现在分词的变化

A.

一般在动词原形后加ing B.

以不发音的e结尾的，去e加ing C.

重读闭音节以一个辅音字母结尾的，双写这一字母加ing

Practice: play → playing

do → doing

watch → watching

cook → cooking

write → writing

swim → swimming

run → running

设计意图：语言知识二级目标：知道动词在不同情况下会有形式上的变化。通过分类汇总，学生对动词现在分词的变化得到了清晰的理解。

3. Talk about Tutu’s friend: Kitty’s family life. Tutu has a good friend. Her name’s Kitty.

小贴士：“the + 姓的复数

”

表示某一家人

Kitty’s family: the Lis Tutu’s family: the Hus (1) T: (show Kitty’s house) This is a picture of Kitty’s house. Listen to the text and fill the table. Ss listen to the text and fill the table. The Lis’

Family Life

Who Kitty Ben Mr Li Mrs Li Where

What

T: Where’s Kitty? What’s she doing? S1: She’s in the living room. She’s doing her homework. T: Where’s Ben? What’s he doing? S2: He’s in his bedroom. He’s making a model plane.

T: Where’s Mrs Li? What’s she doing? S3: She’s in the bathroom. She’s washing her hair. T: Where’s Mr Li? What’s he doing? S4: He’s in the kitchen. He’s cooking dinner.

This is Kitty’s family life. It’s a busy family.

设计意图：通过图图的好朋友Kitty的巧妙结合，将课文文本进入课堂，自然衔接，在完成表格中学习文本。紧密结合课标中：倡导"任务型"的教学途径，培养学生综合语言运用能力的教学理念。即：鼓励学生在教师的指导下，通过体验、实践、参与、探究和合作等方式，发现语言规律，逐步掌握语言知识和技能，形成有效的学习策略，发展自主学习能力的教学理念。

(2) Ss read the text and play the role. G1: Hello! I’m Kitty. I’m in the living room. I am doing my homework. G2: Hello! I’m Ben. I’m in my bedroom. I am making a model plane. G3: Hello! I’m Mr Li. I’m in the kitchen. I am cooking dinner. G4: Hello! I’m Mrs Li. I’m in the bathroom. I am washing my hair. 设计意图：学生在分组阅读和角色扮演中阅读本课文本，提高了读英语的语言技能。

III. Post-task activities 1. Play a game Take out your card paper.

Group A and B write down a place. Group C and D write down an activity. S1: Where are you?

S2: I’m in my bedroom. S1: What are you doing? S2: I’m cooking dinner. T: Can we cook dinner in the bedroom?

Ss: No! We should do the things in the right place. 设计意图：游戏是孩子们最感兴趣的。学生在问答中巩固了本课所学重点房间名词和现在进行时的句子，在轻松愉悦中将本课的新知得到了巩固。

2.

My family life Hello! I’m

.

I have a busy family.

Look! My father is

in the

.

My mother is

in the

.

I’m

in my

. 设计意图：当堂检测能有效检测学生本课所学知识的课堂评价，锻炼了学生写作的语言技能。

Assignment: 1. Read and recite the words in “Look and learn”. 2. Listen to and read the passage in “Listen and

say”. 3. Write about Kitty’s family life on page 37.