Lesson 14 Snow! It’s Winter!课时教学实录

石家庄市小学英语评优课展示课教学设计

冀教版小学英语三年级起始版七册3单元

Lesson 14 Snow! It’s Winter！

石家庄市长安区建设北大街小学

赵巧莉

石家庄市评优课展示课教学设计

Lesson 14 Snow! It’s Winter！

一、教学分析

一）学生分析

教学对象是六年级第一学期的学生，经过前面的学习和积累，已经具备了一定的英语思维能力与理解运用能力。他们已经有了基本的英语语言积累，但也开始出现两级分化的趋势，有些学生甚至对阅读产生恐惧心理。因此教师需鼓励并引导学生发展阅读策略，培养略读、寻读等阅读策略；增强小组合作意识，利用小组合作的方式，让学生能够互相帮助，完成学习任务。通过共同完成任务，降低阅读难度，增强学生自信心；在教学中设计不同层级的问题和活动增强他们的课堂活动参与意识，鼓励每一位学生发言，让每一个孩子都能体验英语学习的成功和快乐。

二）教学内容分析

本课是六年级第三单元的第二课。在本单元第一课学习的基础上，学生已经对四个季节单词及四个季节的特点和在不同的季节的着装做到了理解及掌握。在此基础之上，对本课的学习做到了很好地铺垫。

本课第二部分，课文通过Danny想出去玩，并为出去玩做准备（穿上衣服感觉热，打算脱下衣服；脱下衣服后感觉冷，打算穿上衣服；穿上衣服后又感觉热）的情节，充分运用一般将来时进行描述。

三）教学目标

·知识与技能目标：

1.学生能借助图片听懂、读懂本课第二部分对话。

2.学生能够在语境中理解be going to do的意义，能正确运用be going to do进行简单的口头问答和书面表达。

3.学生能够在语境中正确运用短语put on/take off。

·学习策略目标: 1.学生能够利用寻读的阅读策略阅读文本。

2.学生能借助语境理解be going to do的含义，感知语言并主动进行归纳总结。

3.学生能够通过观察、对比含有be doing和be going to do的句子，发现be doing和be going to do的区别。

·情感态度目标: 1.学生乐于参与小组活动，能够积极与他人合作，完成任务。

2.学生在活动中体悟感恩，学会感恩。

四）教学重点和难点

教学重点：1. 对比区分be doing 和be going to do. 2. 对be going to do的理解与运用。。

教学难点：对be going to do的理解与运用。

二、教具准备

PPT课件，板书贴条，丹尼图片

评价表

三、教学过程

一）教学步骤

Step 1 Class-opening and warming-up（2minutes）

1. Greetings

2. Teacher asks the weather today and the season of now. Students answer it. 【设计意图】：

师生互相问好,进行情感交流,将学生的注意力吸引到英语课堂上。

3. Watch a video about winter in Canada. Question: What season is it? Do you like this season? Why?

Ss: I like it. Because... S1: I like cold. 【设计意图】：

设置问题观看视频，自然的引入对本课文本的学习。

Step 2 New concepts (17 minutes) Learn part2 1. Listen and tick. T:Right! Winter is cold. But how does Danny feel?

【设计意图】：

借助图片整体听，获取关键信息,培养学生听的能力。

2. Read pictures and answer. T: Danny feels hot. Why? S1: Because he puts on ... T: Right! How do you know that? S1: I read pictures. T: Good job! Then Danny feels cold. Why? S2: Because he takes off ... T: Then Danny feels hot again. Why? S3: Because he puts on ... again.

【设计意图】：

在语境中读图,理解文本，培养学生自主学习能力,形成有效的学习策略。

3.Scanning

T: Danny puts on, then takes off, then puts on. What does Danny want to do? S1: He wants to ... T: You are so quick. How do you know it? S1: Picture 1, I want to go out to play. T: He wants to go out to play. So Danny...then...(教师动作引导学生说) Ss: Puts on--takes off-puts on T: Danny feels hot. What does he want to do? Please find what Danny says. Ss: Read picture4 Danny feels cold. What does he want to do? Please find what Danny says. Ss: Read picture5 【设计意图】：

通过默读文本快速找答案,培养学生阅读能力,形成略读的学习策略。

4. Read picture4 and 5 silently and think. Students read picture4 and 5, try to get the meaning of I’m going to...

【设计意图】：

在语境中猜测be going to的意思,理解be going to的语用功能, 感知语言并主动进行归纳总结。

5.Circle the pictures with I’m going to 6. Ask questions about picture 1 and picture 3 T: What is Danny doing? Ss: He is ... 7.Compare

T: Find the differences between picture(2,4,5) and picture(1,3) S1: Picture2,4,5 be going to do：计划做。/Picture1,3 be doing：正在做。

S2: Picture2,4,5 be going后面加的是to do/Picture1,3 be 后面加的是doing T: Do you agree with him? Let’s have a look.

【设计意图】：

通过观察、对比含有be doing和be going to do的句子，发现be doing和be going to do的区别。

8. Let’s imitate and do actions. Now let’s imitate and do actions to feel and show the differences between be doing and be going to do.. T: Team 2, What do you think of team 1’s reading? T2: 3 points T: Team 1, What do you think of your reading? T1: 3 points T: Team 1, What do you think of team 2’s reading? T2: 3 points T: Team 2, What do you think of your reading? T1: 3 points T: All of you did a grood job. 【设计意图】：

采用多元评价机制激励学生在语境中理解体会be going to do的意义。

T: Danny is going out to play. How about you? What are you going to do? S1: I’m going to ... T: When are you going to ...? S1: This Saturday. T: Different people do different things. What are you going to do this Saturday? Let’s make an Interview. Four students a group. Go! Step3 Activity (10minutes) Group Work : Make an Interview

Show Time.

T: Group 2, please! Others please listen carefully what he/she is going to do. And then try to answer teacher’s question, What is he/she going to do this Saturday? 【设计意图】：

学生在小组活动中运用be going to,有助于形成团结协作的习惯，培养合作能力,并学会积极主动的倾听。

T: Next Thursday is Nov. 24. It’s a great day. There is a holiday that day. Do you know What holiday it is? (出示PPT) Ss: Thanksgiving Day. T: Do you know the meaning of Thanksgiving Day? Ss: 感恩节。

T: Right. We give thanks that day. T: Look. They are ... (出示PPT) Ss: TF boys.

T: They are kind. They are full of love. What are you going to do on Thanksgiving Day? Please read and complete the WeChat. If you finish please show me. Go! 1. Read and fill in the blanks about Karry’s Thanksgiving Day.

【设计意图】：

创设语境，激活所学内容，使学生能够在语境中正确运用短语put on/take off。

T: They give thanks to others. They show thier love. How are you going to show your love?

What are you going to do on Thanksgiving Day?

S1: I’m going to ... S2: I’m going to ... T: You show your love in different ways. Now write it down please. If you finish please show me. Go!

【设计意图】：

根据所给出的情境进行书写训练，并展示作品，使学生在英语学习过程中发展综合语言运用能力。

Step4 Class-Closing (1minutes) 1. Sum up T:Ok, boys and girls. Let’s look at the blackboard. What have we learned today? S1: be going to do S2:put on/take off S3:正确表达自己打算做的事情

【设计意图】：

归纳总结本节课所学重点内容，帮助学生复习并梳理知识脉络。

2. Homework 1. Finish part 3 on page 41.（完成课本41页第三部分练习。）

2. Finish your writing about Thanksgiving Day.（完成感恩节小练笔。）

【设计意图】：

设计针对性较强的作业，帮助学生复习、巩固所学，帮助不同程度的学生都能在自己原有程度上有所提高和进步，尽力得到最多的收获，进一步培养学生的综合语言运用能力。

二）板书设计

Lesson 14 Snow! It’s Winter！

I’m going to take off ...

T1

T2

I’m going to put on ... Reading Listening Speaking Writing

I’m putting on...

四、教学反思

鉴于授课时间为三十分钟，我将本节新授课的授课内容确定为第二部分的内容，针对第二部分内容制定了本节课的教学目标。授课结束，我就目标达成度方面做以下反思: 本节课教学目标基本达成。本节课是一节学生在教师引导下，在丰富多样的语境中，自主观察探究发现的课堂，真正关注了生成。不足之处，主要有以下两个方面：一、教学评价机制方面，学生自我评价运用欠佳。在下次的教学中我不仅要使用教师评价，学生之间的互评，更要关注学生的自我评价，培养学生依据评价标准对自己做出准确的评价的能力。二、在补全TFboy的微信聊天记录环节，由于任务口令不到位，个别学生出现困难，我应该告诉孩子整体阅读后再填空，而且要规范书写。

在以后的教学中我会刻苦锤炼自己的教学基本功，切实提高自己的教学能力，提高课堂效率。努力做到真正的眼里有学生，以生本教育为主旨，促进学生思维发展。