Recycle 2课堂实录及点评

PEP五年级下册 My favorite season教学设计

宜都市杨守敬小学

李俊蓉

一：.整体设计思路、指导依据说明

本节课是一节读写课的教学，是在五年级下册第二单元结束之后的一个复习教学。我通过一个受欢迎的电视节目朗读者引入本节课的学习。让学生通过第二单元阅读文本了解机器人Robin喜欢的季节并找出他喜欢四季的原因。再让学生朗读四季的诗集、通过诗歌的朗读进行大量语言的输入，然后水到渠成的让学生进行写作训练。因此我设计了听写导入、默读处理文本、朗诵拓展文本内容、让学生在阅读、朗诵中输入语言。让他们在阅读中学习，在朗诵中学习。根据小学生的年龄特点，这节读写课的教学我更侧重于学生的阅读兴趣、和朗读能力的培养。

二：教学目标分析

知识目标：

1.学生能够在图片的帮助下理解文本的内容、并能通过思维导图复述文本内容。

2.学生能够在老师和同伴的帮助下欣赏并朗诵一些有关四季的诗歌。

3.学生通过文本阅读、诗歌欣赏学生能够选择一个季节的画面尝试写出几个短句、一篇小短文或者是一首小诗歌。

能力目标：

学生能够将一些朗读的技巧和方法运用于英语朗读中去。

情感目标：

学生能够通过文本阅读、诗歌朗诵掌握一些朗读方法，激发学生英语朗读的兴趣。

三：教学重点、难点分析

教学重点：

1.文本的内容的理解。

2.诗歌的欣赏和朗读。

教学难点：

1.利用思维导图对文本内容进行复述。

2.利用朗诵技巧进行诗歌的朗读。

四：.教学方法：

任务型教学法、小组合作学习法

五：.教学过程设计：

Step1:Warming-up 1. Greet to the students. 2. Have a free talk with the students T: What do you often do after class? Ss: I often do my homework/take a trip/read a book/ watch TV.... T:Oh,you like watching TV, do you know this TV show.

Ss:Yes! It’s the Readers. 设计意图：课堂伊始，教师通过“打招呼”的方式与学生进行语言沟通，和学生谈论他们课余经常做的事情来拉近师生距离；同时也利用谈论《朗读者》这一节目对教师朗读诗歌做好铺垫。

Step2 Dictation T: Today I’ll read a poem to you, but you have to do a task! Work with your partner try to catch more words in the poem.I’ll see who can catch the most words of the poem.First try to find a partner,you can high-five with your partner or hug your partner. Ss: Try to do something with their partners,. T: Spring, the sweet spring is new year’s pleasant king.Then blooms each thing,then girls dance in a ring. Cold does not sting,pretty birds do thing.(read it for three times) T:Are you ready? How many words do you catch? S1:... S2... S3... T: Great! You have caught almost all the words of the poem,can you read this poem to your classmates! 设计意图：学生通过小组活动听出老师朗诵诗歌大致内容，教师指导学生朗读来导入本课学习内容四季及诗歌的朗读。

Step3 Presentation 1.

Students try to read pictures to get to know the passage. T:Do you want to read more poems?

Ss:Yes!

T:OK! but first let’s read these pictures.What do you want to know about the pictures,you can ask any questions you want to know. S1:Who is in the picture?

Ss: A Robot T: Yeah,he is Robin a robot. S2:What is Robin doing in each picture? S3:Does Robin like spring? S4:Which season does Robin like?... 设计意图：学生通过读图自由提问引入文本学习。

2.

Students try to understand the passage by reading it silently. T: Great! Which season does Robin like?

Ss:All the four seasons. T:Oh! Robin likes them all!

Why does Robin like all the four seasons? Please read it silently and try to circle the reasons. 设计意图：通过学生默读找出Robin喜欢四季的原因、并自己理解文本内容。

3.Try to check the answers together,and through it try to teach some reading skills. T:Now who can tell me why Robin likes the four seasons? S1:He likes spring because there are beautiful flowers everywhere. Then the teacher try to teach the Ss how to read this sentence.You should emphasize “beautiful” and “everywhere”. S2:He likes summer because he likes summer vacation. T:Do you like summer? Do you like summer vacation? Try to have a free talk with the Ss,and help them to read the sentences in the picture in summer. T:Why does Robin like fall? And how about winter? S3:Because he likes the colors in fall. S4:Because he can make a snowman. 设计意图：教师和学生一起梳理文本，并板书，同时指导一些朗读技巧,为下一

步的课文朗读和课文复述做好铺垫。

4.Students read the passage in roles then act out. T:Now it’s your turn!,Please read the text in roles, try to read emotionally like a real robot .Read in your groups. T:Which group can show us your reading! Group1:.....Group2:...... T:How do you think of their reading? Do you like their reading? 设计意图：通过学生小组活动和角色扮演让学生在更好的理解文本内容的同时掌握一些朗读技巧,并找二组学生展演，让学生互评他们的朗读。

4.

Students try to retell the passage. T:You know Robin likes all the four seasons, now who can tell me the story of Robin and the four seasons.You can use the mind map on the blackboard to help you! 设计意图：在这一环节学生利用板书上的mind map用自己的语言对课文内容进行重建再构！

Step3 Extension 1.

Read the collection of season poems in groups T:Seasons come seasons go,all beautiful things grow through it.Now look at your season poem, there are some poems about the seasons,you can choose one to read in your groups. But pay attention to the reading skills. 2.

Find the top readers students try to read out the poem they chose. T:Which one do you want to read? Ss:We want to read.... T:Why do you want to read it? Ss:Because... T:Who do you want to read it for? Ss:We want to read it for... 设计意图：学生在小组内进行诗歌朗读，在朗读之前让学生想想要读什么诗，为什么要读这首诗，想读给谁听！然后老师搭建一个寻找最佳朗读者的平台让学生来表演他们所选择的诗歌，进一步训练诗歌朗读的技巧! 3. Students try to write some sentences or a short passage or a poem

about the seasons T:Today you’ve read so many poems about the seasons,do you like the poems? Can you write something about the seasons?

Ss:Yes! T:Now I’ll give you some pictures of each season,try to write something about the season. You can write a poem or some short sentences. 设计意图：通过此环节，学生进行简单的写作尝试，对于本节课的输入内容进行有效的输出。

Step4 Assessment 1.

Students evaluate their reading in voice, pronunciation, intonation, stress, facial expressions and gestures by painting stars. T:How do you think of your reading in this class? If you do well in these items please draw a star for yourself! How many stars can you get? S1:I get ...stars. I think I do well in.... 设计意图：通过此环节学生自己对本节课的朗读情况做出评价！

Step5 Homework T: I think you did a very good job in this class.After class please read the passage fluently.And you can read the collection of season poems with your friends or your family after class. 设计意图：巩固复习本节课的重难点内容,帮助学生在课余养成良好的朗读习惯。

六.教学板书设计：

Robin likes them all

Which

season

why

spring

beautiful flowers Robin

summer

?

fall

lovely colors

winter

play in the snow