Lesson 15 Jenny’s Summer Holiday教案推荐

冀教版《小学英语（三年级起始版）》

Book8 Unit3 Lesson 18 Let’s Go Swimming！

教学设计

河北省唐山市开平小学

王慧 一、教学内容简析：

本课的内容选自冀教版小学六年级英语第八册第三单元。本单元中，Li Ming、Jenny和Danny尽情享受夏季的各种活动，并讨论他们的暑期计划。本课是以对话的方式呈现Jenny和Danny在游泳池游泳的情景，内容贴近生活，难度适中，为六年级学生提供了一个很好的交际话题。

二、学情简析：

本节课的授课对象是小学六年级的学生，经过小学四年的英语学习，学生已具备一定的英语口语表达能力和书写能力。并且，在此之前，学生们已经学习了关于summer、sports、clothes等的一些相关知识，这些都为本节课的学习做了一定的铺垫。在本课的学习过程中，我为学生创设真实的语言情境，鼓励学生开口说英语，通过小组合作提高学生综合语言运用能力。本课内容与学生生活息息相关，学生会非常有兴趣去参与本课的教学活动。

三、教学目标：

1、知识目标：掌握四会单词：“swim, swimsuit ,swimming pool”以及Jenny swims in the swimming pool. She wears a swimsuit to swim. 听懂并认读单词already, towards。

2、能力目标：培养学生速读、跳读、细读等阅读策略。

能正确有感情的朗读课文以及角色表演文本的能力。

3、情感态度：做任何事情都要勇于尝试。 4、学习策略：培养学生积极运用所学英语进行表达和交流。

四、教学重点和难点

1、重点：掌握四会单词“swim, swimsuit, swimming pool”

以及Jenny is swimming in the swimming pool. She wears a swimsuit. 2、难点：指导学生在角色体验和分角色表演中正确运用文本语言的能力。

五、教学方法：

情景法、任务型教学法、交际法

六、教具：

多媒体课件

七、教学过程：

Step 1 Warming-up. 1、Greetings: T: Hello! Boys and girls. Let’s begin our class. Are you ready?

Ss: Yes! T: I’m ready too. Everyone is already for our class. ( 由ready教学already.) 【设计意图：通过ready教学already，并且通过教室的实际情景让学生领会already的意思，以旧引新。】

2、Let’s chant! T:I have a chant for you. Would you like to chant with me? walk, walk, walk to the front jump, jump, jump forwards call，call，call loudly run, run ,run fast swim, swim, swim towards me 【设计意图：活跃课堂气氛并复习第二部分中设计到的部分动词以及快慢，另外，通过看老师的手势让学生感受towards的含义并教授读音。】

Step 2 Presentation 1. Before-reading

What else can swim?A (An) _____ can swim.观察图片，初步感知。

T: What can swim? ……S: Fish can swim. …….

tiger elephantT: What else can swim? S: A(An)tiger can swim. ……. T: I can swim. Can you swim? Some of you can swim. Jenny can swim, too. Summer is coming. Jenny invited Danny to go swimming. Look! They’re coming.

T: Where does Jenny swim ? 教学：Jenny swims in the swimming pool. 基于学生的生活经验，拓展教学：Where else can you swim? In the river/sea/lake...... T: We can swim in many places. But when you see this warning sign. Please “No Swimming! It’s dangerous.”

【设计意图:出示“禁止游泳”警示牌的目的是对学生进行安全教育。】

Where else can you swim?

In the_______.

……

riverlakeocean

No Swimming !It is dangerous.（危险的）

T: What does Jenny wear to swim? 教学：Jenny wears a swimsuit. (在教学中渗透swimsuit的两种读音。) T: Does Danny wear a swimsuit ? 拓展教学:Danny wears swimming trunks and a swim ring. 基于学生的生活经验，拓展教学：What else do you wear to swim? I wear my swimming glasses /a swimming hat/……

【设计意图:在教学swimsuit时，以旧知suitcase引出新知swimsuit。拓展教学的目的是丰富学生的知识体系。】

swimming trunksa swim ringswimming glasses a swimming hat What do you wear to swim?I wear my ______ to swim.

2、During-reading 进入文本，速读判断。

T: What a fine day! Jenny swims in the swimming pool. How happy she is! Does Danny jump in the pool?

( Read Number 2 silently and find the answer quickly. Write the answer on exercise paper.) 【设计意图:让学生速读判断，初步感知第二部分的文本内容。】

Does Danny jump in the pool?寻读文本，判断理由。

No, he doesn’t.T: Every time Jenny invites Danny ,what Danny says. (Read the text again and underline the sentences in the book. Then judge the real reason. ) 【设计意图:让学生深入理解课文，通过寻找Danny的语句体会他的情感，并渗透对学生学习策略的培养，培养学生的阅读理解能力。】

Read and choose.Why doesn’t Danny jump in the pool?

CBecause______________.A. The water’s too cold.

B. He needs to take off his sandals.C. He’s scared! He can’t swim!

D. He thinks his arm hurts.

听读文本，填空练习。

T: Listen to the text and fill in the blanks, then check their answers.（适时指导Danny stands up and puts one toe in the swimming pool.的朗读。）

【设计意图：深一步的挖掘课文，体验描述Danny的动词。Danny stands up and puts one toe in the swimming pool.是一个较长的句子，需要渗透朗读技巧，培养学生的朗读技能。】

跟读课文，角色体验。

T:

Read follow the flash and try to imitate the pronunciation and intonation. 【设计意图：通过跟读课文进行语音语调的模仿，为下一步的角色表演做好铺垫。】

3.Post-reading 拓展对话，本位体验。

T: First, the teacher invites one student to act for a model. Then students practice their dialogues in pairs and show. 【设计意图：在情景表演中适当融入学生已有的知识储备，让学生本位体验。】

Step3: Conclusion Jenny: “Hi, Danny! Jump in!“Danny : “I can't, I need to take off my sandals.”Jenny : "Hurry up, Danny! Jump in!" Danny: “I can't .The water's too cold.”Jenny: "No, it's not. It's warm! Jump in!"Danny : “I can’t. I think my arm hurts.”Jenny: "Danny! Come in the pool and swim! It's fun!" Danny: "I can't.”Jenny: “Why?”Danny: “Because I'm scared! I can't swim!”Jenny: Don’t worry! I can teach you. It’s easy. Danny: Thanks.Iwant to learn to swim.Jenny: Please swim like me. Is it hard?Danny: It’s easy. I can swim. Thank you!Jenny: You’re welcome.……

At last, give the sentence of “A bold attempt is half success.” to all the students.【设计意图：情感教育：做任何事情都要勇于尝试。】

Step4:Homework After the text, what will happen next? Try to write some sentences of your ending.

板书设计：

Lesson 18

Let’s Go Swimming！

Jenny swims in a swimming pool.

She wears a swimsuit to swim.

Lesson 18

Let’s Go Swimming！教学反思

我今天所讲内容是冀教版Book 8 Lesson 18 Let’ s Go Swimming！授课对象是经历了四年英语学习，已经具备一定的英语知识储备和口语表达能力的六年级学生，在此之前，他们已经学习了关于summer, sports, clothes等的一些知识，这些都为今天的教学做了一些铺垫。

本课是典型的对话教学，我力图用语境教学来带动词汇的学习，主要体现在板书的设计和文本的处理上，在教学中我以文本中的图片为线索教学了本课的重点，并在教学中实施了有效的拓展，丰富了学生的知识体系。在文本的处理上，我以培养学生能正确运用文本语言和阅读能力为出发点，通过对文本的层次化处理，让学生经历感知——理解——体验——使文本的语言内化为自己的语言来运用这样一个过程。并在本位体验，能力输出这一环节让学生真切体会到阅读的趣味性。

当然，本课也有一些遗憾的地方，比如老师跟进的话语还是不够丰富，另外，留给孩子真正运用语言的时间也稍显仓促，这些都是我今后需要努力的方面。