冀教版（三起）五下-Unit 1 Going to Beijing -Lesson 3 Who Is Singing -教案、教学设计-公开课-(配套课件编号：215df).docx

1、 Lesson 3 Who is singing?Lesson 3 Who is 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进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。 这些知识都行时， 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。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 is singing?Who is singing?”

2、 。本课。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， 容量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。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, woman woman ,baby ,cry ,talk ,sleep ,baby ,cry ,talk ,sleep （2 2）学生能够熟练运用现在进行）学生能够熟练运用现在进行 时“时“Who is .ing? The ma

3、n/woman/baby is .ing.Who is .ing? The man/woman/baby is .ing.”对人物正”对人物正 在发生的动作进行问答。在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，引导学生在通过创设情境，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

4、够熟练应用“学生能够熟练应用“Who is crying? He/She is Who is crying? He/She is crying.crying.”句型”句型 的正确表达和应用。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.class opening and reviewStep1.class opening and review 1. Greeting1. Greeting 2. Let the whole class to sing the song 2. Let the whole class to sing the song

5、“The family in our The family in our househouse”. By singing this song let the students review the . By singing this song let the students review the vocabulary of family members. Besides it can activate the vocabulary of family members. Besides it can activate the atatmosphere.mosphere. 3. Play a g

6、ame 3. Play a game “Simon saysSimon says” : The directions contain: Sleep! : The directions contain: Sleep! DonDont sleep! All boys draw! All girls point! Sing a song! Look t sleep! All boys draw! All girls point! Sing a song! Look out the window. Let the students review the verb and verb out the wi

7、ndow. Let the students review the verb and verb phrases learned in the last class by playing the game phrases learned in the last class by playing the game “Simon Simon sayssays”. It can also help them have a further understanding of . It can also help them have a further understanding of the word t

8、he word “boy and girlboy and girl”. Prepare them for learning the new . Prepare them for learning the new word word “man, woman and babyman, woman and baby”. . step2. New concepts and practicestep2. New concepts and practice Part one: man, woman and babyPart one: man, woman and baby 1. Show the pict

9、ure and teach the new word 1. Show the picture and teach the new word “man, man, woman and woman and babybaby” Put up the pictures of man, woman and the baby on the Put up the pictures of man, woman and the baby on the blackboard. Give each picture a name: Tim, Kate and Lily and blackboard. Give eac

10、h picture a name: Tim, Kate and Lily and appropriate age. Write down father, mother and daughter under appropriate age. Write down father, mother and daughter under corresponding pictures. Guide the students have a dialogue as corresponding pictures. Guide the students have a dialogue as f following

11、:ollowing: T: This is Tim. Who is this? S: Tim.T: This is Tim. Who is this? S: Tim. T: Is he a father? S: Yes.T: Is he a father? S: Yes. T: How old is he? S: He is 30 years old.T: How old is he? S: He is 30 years old. T: Yes! Very good! He is 30 years old. He is a man.T: Yes! Very good! He is 30 yea

12、rs old. He is a man. And then lead to the word: woman, baby in the same way.And then lead to the word: woman, baby in the same way. The pictures are vivid. Let the sThe pictures are vivid. Let the students take part in the tudents take part in the learning activities using a variety of senses. Speed

13、 up the learning activities using a variety of senses. Speed up the absorption of learning material and enhance their ability to absorption of learning material and enhance their ability to use the language.use the language. After the students read the words for several times, let After the students

14、 read the words for several times, let them practice the words through them practice the words through “flflash cardsash cards” “high, low high, low voicevoice”. . 2. Listen to the first part and read after it. Let the 2. Listen to the first part and read after it. Let the students imitate the stand

15、ard pronunciation.students imitate the standard pronunciation. 3. Play a guessing game: give them some pictures, let the 3. Play a guessing game: give them some pictures, let the students practice the sentence pattern students practice the sentence pattern “Who is this? This is Who is this? This is

16、_._.” For example: A: Who is this?For example: A: Who is this? B: This is a man.B: This is a man. A: No. Who is this?A: No. Who is this? B: This is a baby.B: This is a baby. attention but also develop their reading ability.attention but also develop their reading ability. 4. Let the students look at

17、 the picture again and practice 4. Let the students look at the picture again and practice the sentence pattern the sentence pattern “who is _? It is _.who is _? It is _.” in pairs.in pairs. In In their pair work, they can communicate with each other, their pair work, they can communicate with each

18、other, help each other. The Ss can have much more chances to listen help each other. The Ss can have much more chances to listen and speak English. Encourage the Ss asking help for their and speak English. Encourage the Ss asking help for their partners or teacher. According to their speaking, the S

19、s give partners or teacher. According to their speaking, the Ss give their partner an evatheir partner an evaluation.luation. Step3. Class closingStep3. Class closing 1. Sum up: let the Ss say what they have learnt in this 1. Sum up: let the Ss say what they have learnt in this lesson and what probl

20、ems they have and discuss how to solve lesson and what problems they have and discuss how to solve them. The teacher will give them some help, if they need.them. The teacher will give them some help, if they need. 2. Homework: let the students read the part two in r2. Homework: let the students read

21、 the part two in roles oles and act it out in the next lesson.and act it out in the next lesson. Blackboard design:Blackboard design: Lesson 3 Who I s Singing?Lesson 3 Who I s Singing? (Picture) (Picture)(Picture) Who is _?(Picture) (Picture)(Picture) Who is _? man woman baby It is _.man woman baby

22、It is _. 教学反思：教学反思：俗话说，教学有类，教无定法。英语学科的学科特点俗话说，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了解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。因此，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老师对学生的影响非常重要。作为传统教学教出来的重要。作为传统教学教出来的 8080 后的我们，后的我们， 似乎老一套的教学方式已经不受现在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

23、们生活后学生的待见。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， 远不是我们那时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拓宽各种知候所能够比拟的。 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， 我也一直对自己识渠道的能力。 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。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

24、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， 忽略了对谈兵。 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盾的，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 习也是苍白的习也是苍白的, ,没有色彩，一些学生表现出对英语极度的不感兴趣或没有色彩，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，之前在低年级教学中，者不能取到

25、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。 这种方式能够短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期工程， 有时候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，其中的辛苦也不言而喻。如何能让也难免枯燥无味。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？作为一个英语老师， 这是我们必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。 任何一种语言的背后， 都有其文化底蕴。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， 与我们课本教学的有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。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。