Unit 2 Life in the Arctic-Lesson 3-ppt课件-(含教案+视频+素材)-市级公开课-外研剑桥版五年级下册(编号：1038f).zip

外研版小学英语（三年级起点）五年级下册Confident 自信自信大方大方Active 积极活跃积极活跃 Dramatic 乐于表演乐于表演 Where is Nicola going?She is going to the_.Where is Nicola going?She is going to the_. Arctic北极Polar bearsHow is Nicolas holiday?It is a_ holiday.How is Nicolas holiday?It is a_ holiday.happy/funnyHow does Nicola feel?What happens?What is she going to do?She is going to . go fishing.What is she going to do?She is going to . make an igloo.iglooAre there any interesting things?What is she going to do?She is going tosee polar bears. Grandpa _ a TV for Nicola. A. has got B. hasnt gotB. hasnt gotPlay a joke!玩笑 What does Nicola really mean?A. Its boring B. Its great funB. Its great funLETs复述复述RETEll Green life, green world！ HomeworkHomework1. Read and act the story.2.Watch the movie TO THE ARCTIC.Unit2.Unit2. LifeLife inin thethe Arctic-AArctic-A storystory学情分析本课选自外研版小学英语五年级下册第二单元 Life in the Arctic, 本单元的主题是 life in the Arctic，在前面两课时中，学生已经了解并掌握了北极天气、动物等相关语言，如：polar bear，cold weather 等。本节课处在这个单元的第三课时, 主要讲述了主人公 Nicola 在北极的假期生活。在故事叙述中，多次呈现了 be going to 的句式；还出现了 go fishing 等动词短语。本课的授课对象是五年级学生，他们不仅具备一定的语言知识储备，还能保持较强的好奇心和表现欲。所以，在教学设计中我会把握他们的这些特点，让学生更好地发挥自身潜能。教学目标知识、技能目标： 1、能在图片的帮助下理解故事内容； 2、能结合情境，按照正确的意群、语音、语调戏剧化地演读故事；3、 能在情境中初步使用 be going to句型，并认读短语 go fishing, make an igloo, see polar bears;4、能在板书的提示下复述故事；情感目标： 1、能在故事的理解和演读过程中，体验成就感及源自语言的快乐；2、能激发学生对大自然的热爱，树立绿色出行、保护环境的意识。文化意识目标：了解北极地区人们的生活方式;教学重点借助图片帮助学生理解故事；引导学生戏剧化地演读故事。教学难点如何引导学生复述故事教法学法教法：故事教学法、全身反应法、快乐阅读法；学法：自主学习法、探究学习法、体验式学习法、合作学习法。教学准备多媒体设备、教学卡片。Step I. Pre-reading1. Divide the Ss into 2 groups to compete. The winner can get a present from the teacher. The Ss are required to be confident, 教学过程be active and be dramatic.2. Lead in the character of Nicola and the title” Nicolas holiday in the Arctic”.3. Students discuss the question” how is Nicolas holiday?” with the picture.课堂开始建立起本课的评价机制，一方面是为了激发学生的学习热情，培养学生的竞争意识、体验成就感；另一方面，通过 be dramatic 等要求为后面的故事演读埋下伏笔。 提出问题 where is Nicola going, 让学生发散思维、自由猜测，初步感知 be going to 句型。再引导学生观察图片，抓住“气候寒冷”和“北极熊”的信息点，解决问题。一放一收，张弛有度。 通过主人公的表情和话语，设置疑问 How is Nicolas holiday?利用信息差，让学生带着好奇心进入故事。Step II. While-reading.1. Listen to the whole story with the pictures, then check the answer of “How is Nicolas holiday?”2. Read part by part.Part1. Read with the questions” How does Nicola feel?” “Why?” After checking the answers, listen and read dramatically. Part2. Read the whole part with the question “what happens?”, then help Ss understand each picture by asking” what is Nicola going to do?” “How does she feel?” And lead the Ss to answer in this way: “She is going to go fishing/make an igloo.” Next, listen, read and act dramatically. Part3. Read with the question “Are there any interesting things?” Enable Ss to understand each picture in various ways, such as choosing and asking. Meanwhile, help Ss use the sentence “she is going to see polar bears” correctly, and read act dramatically. 3. Read the whole story dramatically in roles: teacher plays 教学过程the narrator and grandma, boys play granddad, girls play Nicola. 这部分之所以这样设计是因为考虑到以下几点：遵循绘本故事阅读步骤：整体感知-局部分析-再次整体呈现。以问题串联的方式启发学生思考，理解故事内容。而问题的设置涵盖了文本问题、学科性问题和基于生活经验、拓展思维的问题。例如结合文本的问题 how does Nicola feel?贯穿全文，既让学生有话可说，又能进行清晰的思考；学科性问题 what is Nicola going to do?帮助学生初步理解使用了 be going to 句型，并认读了短语 go fishing, make an igloo, see polar bears; 而基于生活经验的问题 why do granddad and Nicola talk quietly? 给了学生较大的思维空间，英语水平较好的孩子就会有精彩的回答。整个故事的理解过程紧扣一条主线，即“主人公 Nicola的情绪变化” 。为了更好地体验主人公的情绪变化、准确地理解故事内容，我将戏剧化演读贯穿始终。而演读展示采用了多种方式，既有全员参与的集体展示又有个性化的小组特色展示。Step III. Post-reading.1. Retell the whole story according to the board design. 2. Watch the video about the beautiful Arctic, then ask the Ss to talk about this picture, and think “what can we do?” Raise Ss awareness of “Green life, green world”通过故事复述，可以检验学生对故事理解的完整性，充分锻炼他们的概括能力和语言表达能力。而板书的辅助可以降低复述难度，让更多的学生参与其中。 视频的展示能够激发学生对北极的热爱，而图片又将学生拉回到现实。强烈的反差引发了学生的思考，从而倡导学生绿色出行、保护环境。Step IV. Homework1. Read and act the story with your friends;2. Watch the movie To The Arctic.课后读演故事是为了及时巩固所学。观看影片则能拓宽学生视野，进一步培养他们对大自然的热爱之情。教学反思在实际教学本课时，我觉得以下几方面我做得比较好！首先是各项教学目标均能达成。其次是我能引导学生准确把握主人公情感这条主线。再次，戏剧化朗读的成功实施，不仅让学生更准确地理解故事内容，还使学生在轻松愉悦的氛围中更好地感受到语言的魅力。但是有一点我做的还不够好。在学生复述故事时，板书的辅助虽然提高了学生的参与度，同时也限制了学生的个性化发挥。正如罗增儒老先生所说：“教学是门遗憾的艺术。 ”我们只有在遗憾中反思和改进，才能一次次做得更好。