冀教版（三起）五下-Unit 1 Going to Beijing -Lesson 3 Who Is Singing -ppt课件-(含教案)-公开课-(编号：215df).zip

warm up He is sitting. He is looking out of the window. He is flying a kite. He is reading a book. She is drawing a picture. She is singing . Lesson 3 Who Is Singing？ 冀教版 五年级下册 Who is this? This is a _man 。 Who is this? This is a _ woman 。 Who is this? baby cry He is crying. talk They are talking. sleep He is sleeping. Who is on the train？ man woman baby Jenny is on the train. Is Jenny singing? Are you singing, Jenny? I ask. No, Im not . No, she isnt . Who is singing？ The woman behind me is singing. Who is crying? The baby is crying. The baby is tired. Is the baby crying now? No. The baby isnt crying now . Who is sleeping? The baby is sleeping . Who is talking? Danny is talking. He is talking to the man behind you. Listen and Act! “Are you singing, Jenny? ” I ask. “No, Im not. The woman behind me is singing,” says Jenny. “The baby is crying,” I say. “Yes,” says Jenny. “The baby is tired.” “Who is talking?” I ask. “Danny is talking,” says Jenny. “He is talking to the man behind you.” “Now the baby isnt crying,” I say. “Yes,” says Jenny. “The baby is sleeping now.” Lets sing a song Who Is Singing？ crying talking singing running walking jumping 拓展延伸 Who is _ing ? The _ is _ing . Homework Listen and read the text after class. Thank you ! see you ! LessonLesson 3 3 WhoWho isis singing?singing? 1 1、 学生分析学生分析 在此之前学生已经学习过现在进行时，并且基本能够应用现在在此之前学生已经学习过现在进行时，并且基本能够应用现在 进行时，再加上学生还掌握了一些表示动作的动词和短语。这些知进行时，再加上学生还掌握了一些表示动作的动词和短语。这些知 识都为学生对本课的学习和理解奠定了基础。识都为学生对本课的学习和理解奠定了基础。 2 2、 教材分析教材分析 本节课是本册书第一单元的第三课本节课是本册书第一单元的第三课“Who“Who isis singing?”singing?” 。本。本 课将进一步通过文本的学习加强巩固对于现在进行时的灵活应用，课将进一步通过文本的学习加强巩固对于现在进行时的灵活应用， 容量适中，难度适宜，易于学生学习。容量适中，难度适宜，易于学生学习。 教学目标教学目标 1 1、 知识与技能目标知识与技能目标 （1 1）学生能够听懂、会说、认读和书写以下单词）学生能够听懂、会说、认读和书写以下单词 man,man, womanwoman ,baby,baby ,cry,cry ,talk,talk ,sleep,sleep （2 2）学生能够熟练运用现在进行时）学生能够熟练运用现在进行时 “Who“Who isis .ing?.ing? TheThe man/woman/babyman/woman/baby isis .ing.”.ing.”对人物正在对人物正在 发生的动作进行问答。发生的动作进行问答。 2 2、情感态度目标、情感态度目标 培养学生与他人友好相处、热爱家人，朋友以及生活的良好品培养学生与他人友好相处、热爱家人，朋友以及生活的良好品 3 3、学习策略、学习策略 通过创设情境，帮助学生在情境中理解词汇和文本，引导学生通过创设情境，帮助学生在情境中理解词汇和文本，引导学生 在情境中应用语言，逐渐培养学生语言的综合应用能力在情境中应用语言，逐渐培养学生语言的综合应用能力 教学重难点教学重难点 学生能够熟练应用学生能够熟练应用“Who“Who isis crying?crying? He/SheHe/She isis crying.”crying.”句句 型的正确表达和应用。型的正确表达和应用。 教学准备教学准备 照片，多媒体照片，多媒体 教学过程教学过程 Step1.classStep1.class openingopening andand reviewreview 1.1. GreetingGreeting 2.2. LetLet thethe wholewhole classclass toto singsing thethe songsong “The“The familyfamily inin ourour house”.house”. ByBy singingsinging thisthis songsong letlet thethe studentsstudents reviewreview thethe vocabularyvocabulary ofof familyfamily members.members. BesidesBesides itit cancan activateactivate thethe atmosphere.atmosphere. 3.3. PlayPlay a a gamegame “Simon“Simon says”:says”: TheThe directionsdirections contain:contain: Sleep!Sleep! DontDont sleep!sleep! AllAll boysboys draw!draw! AllAll girlsgirls point!point! SingSing a a song!song! LookLook outout thethe window.window. LetLet thethe studentsstudents reviewreview thethe verbverb andand verbverb phrasesphrases learnedlearned inin thethe lastlast classclass byby playingplaying thethe gamegame “Simon“Simon says”.says”. ItIt cancan alsoalso helphelp themthem havehave a a furtherfurther understandingunderstanding ofof thethe wordword “boy“boy andand girl”.girl”. PreparePrepare themthem forfor learninglearning thethe newnew wordword “man,“man, womanwoman andand baby”.baby”. step2.step2. NewNew conceptsconcepts andand practicepractice PartPart one:one: man,man, womanwoman andand babybaby 1.1. ShowShow thethe picturepicture andand teachteach thethe newnew wordword “man,“man, womanwoman andand baby”baby” PutPut upup thethe picturespictures ofof man,man, womanwoman andand thethe babybaby onon thethe blackboard.blackboard. GiveGive eacheach picturepicture a a name:name: Tim,Tim, KateKate andand LilyLily andand appropriateappropriate age.age. WriteWrite downdown father,father, mothermother andand daughterdaughter underunder correspondingcorresponding pictures.pictures. GuideGuide thethe studentsstudents havehave a a dialoguedialogue asas following:following: T:T: ThisThis isis Tim.Tim. WhoWho isis this?this? S:S: Tim.Tim. T:T: IsIs hehe a a father?father? S:S: Yes.Yes. T:T: HowHow oldold isis he?he? S:S: HeHe isis 3030 yearsyears old.old. T:T: Yes!Yes! VeryVery good!good! HeHe isis 3030 yearsyears old.old. HeHe isis a a man.man. AndAnd thenthen leadlead toto thethe word:word: woman,woman, babybaby inin thethe samesame way.way. TheThe picturespictures areare vivid.vivid. LetLet thethe studentsstudents taketake partpart inin thethe learninglearning activitiesactivities usingusing a a varietyvariety ofof senses.senses. SpeedSpeed upup thethe absorptionabsorption ofof learninglearning materialmaterial andand enhanceenhance theirtheir abilityability toto useuse thethe language.language. AfterAfter thethe studentsstudents readread thethe wordswords forfor severalseveral times,times, letlet themthem practicepractice thethe wordswords throughthrough “flash“flash cards”cards” “high,“high, lowlow voice”.voice”. 2.2. ListenListen toto thethe firstfirst partpart andand readread afterafter it.it. LetLet thethe studentsstudents imitateimitate thethe standardstandard pronunciation.pronunciation. 3.3. PlayPlay a a guessingguessing game:game: givegive themthem somesome pictures,pictures, letlet thethe studentsstudents practicepractice thethe sentencesentence patternpattern “Who“Who isis this?this? ThisThis isis _.”_.” ForFor example:example: A:A: WhoWho isis this?this? B:B: ThisThis isis a a man.man. A:A: No.No. WhoWho isis this?this? B:B: ThisThis isis a a baby.baby. attentionattention butbut alsoalso developdevelop theirtheir readingreading ability.ability. 4.4. LetLet thethe studentsstudents looklook atat thethe picturepicture againagain andand practicepractice thethe sentencesentence patternpattern “who“who isis _?_? ItIt isis _.”_.” inin pairs.pairs. InIn theirtheir pairpair work,work, theythey cancan communicatecommunicate withwith eacheach other,other, helphelp eacheach other.other. TheThe SsSs cancan havehave muchmuch moremore chanceschances toto listenlisten andand speakspeak English.English. EncourageEncourage thethe SsSs askingasking helphelp forfor theirtheir partnerspartners oror teacher.teacher. AccordingAccording toto theirtheir speaking,speaking, thethe SsSs givegive theirtheir partnerpartner anan evaluation.evaluation. Step3.Step3. ClassClass closingclosing 1.1. SumSum up:up: letlet thethe SsSs saysay whatwhat theythey havehave learntlearnt inin thisthis lessonlesson andand whatwhat problemsproblems theythey havehave andand discussdiscuss howhow toto solvesolve them.them. TheThe teacherteacher willwill givegive themthem somesome help,help, ifif theythey need.need. 2.2. Homework:Homework: letlet thethe studentsstudents readread thethe partpart twotwo inin rolesroles andand actact itit outout inin thethe nextnext lesson.lesson. BlackboardBlackboard design:design: LessonLesson 3 3 WhoWho I I s s Singing?Singing? (Picture)(Picture) (Picture)(Picture)(Picture)(Picture) WhoWho isis _?_? manman womanwoman babybaby ItIt isis _._. 教学反思：教学反思：俗话说，教学有类，教无定法。英语学科的学科特俗话说，教学有类，教无定法。英语学科的学科特 点对英语教师的各项素质必须紧跟时代，要比其他学科老师更加地点对英语教师的各项素质必须紧跟时代，要比其他学科老师更加地 了解和亲近学生。作为一门外来语，没有母语学习的先天性优势。了解和亲近学生。作为一门外来语，没有母语学习的先天性优势。 因此，老师对学生的影响非常重要。作为传统教学教出来的因此，老师对学生的影响非常重要。作为传统教学教出来的 8080 后的后的 我们，似乎老一套的教学方式已经不受现在我们，似乎老一套的教学方式已经不受现在 0000 后学生的待见。学生后学生的待见。学生 们生活在这样一个信息高速发展的时代，他们的所见所闻，远不是们生活在这样一个信息高速发展的时代，他们的所见所闻，远不是 我们那时候所能够比拟的。教学方法的改进，同时也要求教师具备我们那时候所能够比拟的。教学方法的改进，同时也要求教师具备 拓宽各种知识渠道的能力。在对这些现状有所感受和理解之后，我拓宽各种知识渠道的能力。在对这些现状有所感受和理解之后，我 也一直对自己的教学方式和方法反思不断改进，不断进步。也一直对自己的教学方式和方法反思不断改进，不断进步。 理论知识的学习，最终要回到实际的教学活动中理论知识的学习，最终要回到实际的教学活动中, ,否则就是纸上否则就是纸上 谈兵。我们常常迫于教学进度的压力或者教学成绩的压力，忽略了谈兵。我们常常迫于教学进度的压力或者教学成绩的压力，忽略了 对学生知识能力学习的最初目的。后来我才发觉这两样不是相互矛对学生知识能力学习的最初目的。后来我才发觉这两样不是相互矛 盾的，一味的灌输知识而忽略学生对英语语言及背后文化的了解。盾的，一味的灌输知识而忽略学生对英语语言及背后文化的了解。 学生的学习也是苍白的学生的学习也是苍白的, ,没有色彩，一些学生表现出对英语极度的不没有色彩，一些学生表现出对英语极度的不 感兴趣或者不能取到很好的成绩。兴趣是最好的老师，之前在低年感兴趣或者不能取到很好的成绩。兴趣是最好的老师，之前在低年 级教学中，设置一些课堂游戏或者采取一些课堂评比竞争机制。这级教学中，设置一些课堂游戏或者采取一些课堂评比竞争机制。这 种方式能够短时间的让学生对英语产生兴，然而学习英语是一项长种方式能够短时间的让学生对英语产生兴，然而学习英语是一项长 期工程，有时候也难免枯燥无味。对小学生而言，其中的辛苦也不期工程，有时候也难免枯燥无味。对小学生而言，其中的辛苦也不 言而喻。如何能让他们保持对英语学习的持续性兴趣？作为一个英言而喻。如何能让他们保持对英语学习的持续性兴趣？作为一个英 语老师，这是我们必须要面对和解决的实际问题。任何一种语言的语老师，这是我们必须要面对和解决的实际问题。任何一种语言的 背后，都有其文化底蕴。对这些知识的挖掘和展示，与我们课本教背后，都有其文化底蕴。对这些知识的挖掘和展示，与我们课本教 学的有机结合，能够让学生在学习知识的同时，对这门语言学科产学的有机结合，能够让学生在学习知识的同时，对这门语言学科产 生一种继续解读的动力。生一种继续解读的动力。