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視頻標簽：Easter
所屬欄目：小學英語優質課視頻
視頻課題：PEP6 Unit4 When is Easter C Story time 浙江省 -樂清
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PEP6 Unit4 When is Easter C Story time 浙江省 - 溫州市 - 樂清
PEP6 Unit4 When is Easter?C Story time
一、教材解讀與學情簡析 （一）教材解讀
本課是PEP教材五年級下第四單元 When is Easter? C Story time的內容。本課以音樂考試為主線，以學生的生活體驗和認識為基礎，緊密貼近學生的生活實際，語言材料真實具體，讓學生樂學易學。文本結構為Practice makes perfect. Will you come to the party/play football/... with me ? I want to practise
my song. I need more practice. I'll go swimming tonight.整體上簡潔而明晰。通過本課的學習，鼓勵學生用Will you come to the party/play football/... with me ?的問答句來描述自己打算要做的事情，發展
學生語言綜合運用能力。同時，借助swimming contest讓學生自由選擇不同的結局并參與設計相關活動，提升學生的語言綜合運用能力，并體驗學生學習所帶來的樂趣和成就感。
（二）學情簡析
本節課的教學對象是五年級的學生。五年級學生已學習英語兩年多，在英語聽說讀寫方面具有了一定能力。學生已在unit4中初步接觸了一般將來時的用法，學生的這些前期的語言和知識的積累都可以被遷移和運用到這堂課中，成為這堂課設計起點。本課在通過滾動復習一般將來時 句型及Will you...的問答句的基礎上，建構起學生新的知識。所以，我們要使學生在本課中利用所學單詞及句型進一步感悟，鞏固并強化其句式。
二、教學目標與重難點 （一）教學目標：
1、知識目標：
學生能夠在圖片和教師的幫助下，理解故事內容，復習與鞏固關于日期的表達方式（尤其是序數詞的用法）以及句型：The singing test will be on May 4th. I can't... I want to...等，同時擴展學習新句型Practice makes perfect. Will you come to the party/play football/... with me ? I want to practise my song. I need more practice. I'll go swimming tonight等，增加學生語言的輸入；
2、能力目標：
學生能夠理解并朗讀故事，掌握基本的閱讀策略；
3、情感目標：
學生能夠理解并表演故事，還能在語境中恰當運用故事中的語言。 同時在故事語境中，通過zoom專心刻苦練習并最終在不擅長的唱歌考試中得到音樂老師稱贊的經歷，發散學生思維，讓學生了解英語諺語“Practice makes perfect.”的深刻含義
（二）教學重難點
【重點】
1.能夠掌握關于日期的表達方式（尤其是序數詞的用法）以及句型，并靈活運用到語境中。 2.能夠理解、朗讀、表演故事并內化故事內容，了解英語諺語“Practice makes perfect.”的深刻含義。 【難點】
能夠把本課的詞匯、句型運用到具體的語境中。
三、教學準備：CAI課件、單詞卡片、錄音材料 四、教學過程
教師活動
學生活動 設計意圖
Step1.Warm-up
1.Game time:
Teacher will ask pupils some questions. If they really can do it, stand up, do the actions and say, “Yes, of course.” If they can’t do it, just sit there, do the actions and say, “Sorry, I can’t.”
T: Can you____?(swim/ play the piano/ play
football/ play basketball/ do kung fu/ draw cartoons/ sing)
2.Say the words with the music:
Play the game, do the actions and say “Yes, of course.”/ “Sorry, I can’t.”
Say the words.
游戲激趣，復習以前學過的動詞、月份、序數詞，激發學生的知識儲備和相關經驗，為后面的內容做鋪墊，調動學生參與學習的熱情。
Step2. Presentation
1.Look and answer
Look at the calendar.when is it?
T:Today zoom is having a music class.Let’s have a look.How many people are there in the classroom? ‚Who are in the class room?ƒWho’s Zoom’s music teacher?
Miss bird says: The singing test will be on May 4th. Only 4 days left. Look at Zoom.He looks nervous . Listen to the tape. What will Zoom say?
Ss answer the questions.
Listen to the tape. Act like Miss Bird and Zoom.(T-S, S-S)
提出問題:
How many people are there in the classroom?
‚Who are in the class room?
ƒWho’s Zoom’s music teacher?
引發學生思考，提醒學生認真觀察圖片資源。
2.Look and think.
1) Zoom can’t sing well on Apr.30th. How about on may 4th? Can he sing well? How do you know it?
2)Talk about picture 5.
His friends clap their hands. And Miss Bird praisesZoom. What wil she say?
Zoom looks excited. He jumps and says...
3.Enjoy a film and choose the right answer. 1)Try to think
But why can Zoom sing well on May4th? 2) Enjoy a film.(picture1-5)
Enjoy the film without the caption. 3)Choose the right answer
Why can Zoom sing well on May4th?
‚ What does “practise” mean?
At first, Zoom can’t sing very well. Let’s listen to
Ss look at the picture and find the answer.
Act like Miss Bird and Zoom.
S: You are so nice./Super./You can sing very well./Good job,Zoom. S: Thank you,Miss Bird./ I can sing well./...
Enjoy a film. Think about the question.
Choose the right answer.
Ss: B. He says, I practise the song.
Choose the right answer.
Read after T: practise
觀察故事圖片，從故事文本、圖片資源的角度得到一些信息：Zoom最后可以唱得很好。圖5告訴我們老師和朋友們都表揚了Zoom。充分感知和利用了文本的圖片資源，也提示學生可以盡可能的在閱讀過程中學會觀察、學習。
在整體感知文本之前，讓學生進行預測、判斷。從而帶著問題有目的的感知文本，得到答案。
整體感知文本的梗概，得出Zoom最后能唱得好是因為他勤于練習。
his song.(music 1) But he doesn’t give up. He tries to practise the song on May 1st .(music 2) It’s better than before. And he doesn’t give up. He says:_____.(Ss)(music 3).It’s much better than before. But it’s still not the best. So, he says:_____.(S1)(music 4) It’s the best! He can sing very well.
4.Read, Listen and repeat
Zoom is so hard working. But on these days,his friends come here and invite him to play with them. 1) Read and choose.
Read p2-4 and tell me “Who comes to Zoom’s home?”
2) Listen to the tape (text 2-4), and answer the question. 3) Analyze the words: practise / practice They have the same meaning. But one is verb. The other one is noun. 4）If you are Zoom. Will you play with Rabbit /Zip /Cat? What will you say? 5.Read, underline, match and act 1) What will zoom’s friend invite him to do?
Ss: I practise the song on May 2nd.
S1:I practise the song on May 3rd .
Read the text, choose the right answer.
Ss guess: Yes./No. Ss listen to the tape and try to repeat the sentences what Zoom said. Read the sentences. Act like Zoom. Act like Zoom. Ss:Sorry, I can't. I want to practise my song. I need more practice.
自然的引出
practise一詞，學習并跟讀詞匯。實現語言知識的有效輸入。
從Zoom是如何努力練習唱歌這一角度進行詳細闡述，對文本進行了細節處理。
圖2-4，回歸文本，讓學生學會閱讀，教授閱讀技巧。
以聽音表演的形式解決課文重點句型：I want to
practise my song. I need more practice.
同時，分析practise和practice的詞性差別。
2) Teach the new sentences. Will you...
On May1st, Zip is coming. She says,will you... ‚ Will you... with me?
On May 2nd, Rabbit is coming. He says... On May 3rd, Cat is coming. She says...
3 )If you are Zoom’s friends, What will you invite him to do?
T: For me, if I’m a cat, I’ll say:Zoom,will you play the pipa with me? What about you?
6.Talk about the end
Finally, Zoom can sing very well . He can sing perfect songs. Now . Let’s enjoy the 1st season of the film and read along with the film.
7.Review the film
We know,at first Zoom can’t sing very well . But he
1)Read picture 2-4.
2)Underline the key sentences. 3)Check.
4)Match the sentences what they said.
5)Check:
Read the sentence after T Ss: Will you come to the party? ‚S1 act like Rabbit:Will you play football with me?
Ss read the sentence after T
Group work. Act out the dialogue.
Enjoy the film and read along with the film.
Think and fill in the blanks.
Read the truth.
圖2-4，回歸文本，讓學生學會閱讀，教授閱讀技巧。
解決課文重點句型：
Will you...with me?
讓學生模仿Zoom的朋友們，進行模仿表演。
深入剖析：If you
are Zoom’s friends, What will you invite him to do?
讓學生學會主動學習，充分尊重學生的主體地位，學會思考和拓展思維。
再次觀看動畫并同聲朗讀，整體回顧。
讓學生自主總結，得出結論，
Practice makes
perfect.
practise, practice and practise. Finally, he can sing perfect songs. So,practice makes good/ better/ best/ We also can say:Practice makes perfect. This is the truth the films want to tell us.
Step3. Consolidation and Extension
1.Enjoy the second season of the film
1) Does the film end? No. The second season of the film is going to show...
2) what will the film go on?
Maybe, Cat will be the champion.
Maybe, things will be different. Cat will be the second.
Enjoy the second season of the film
Think: What will Zoom say?
Think about the different endings. And fill in the blanks.
觀看“熟能生巧2”，引發學生思考，在這個結尾中，Zoom 會如何鼓勵Cat？
讓學生興趣盎然的觀看。同時，學生扮演的各種角色，激發他們表演的欲望。
把“續編”故事的主動權交給學生，讓他們進行主動思考，激發創新思維的能力。小組合作，進行故事續編并演繹不同的結局。
2.Act out the second season of the film.
3.Remember the truth: Practice makes perfect.
T: If you can’t do something well, please practise, practise and practise. Remember, practice makes perfect.
Group work:.Act out the different endings the film.
Ss say together.
把Cat每天勤于練習游泳的環節引入其中，讓學生進行創編。
小組合作，1-2組進行表演。
情感升華。
Step4.Homework T: Today’s homework:
Finish the homework.
分層作業布置，使每一層面的學生獲得提升的空間。
六、教學反思
本課的教學基本能完成教學任務，收到預期的目標。但是，通過這堂課，不難發現以下問題：一直以來，教師對學生的口語交際能力重視程度不夠。
《英語課程標準》明確指出，教師應注意處理好知識學習與能力發展的關系，應注重語言實踐，培養學生的語言運用能力。縱觀我們的課堂不難發現，年段越高，學生不敢說、不愿說的人數越多。如何從我們的課堂入手改變現狀，抓住學生語言能力發展的關鍵期，提升其口語交際能力呢？我將從以下幾個方面進行完善：
一、找準切入點，巧妙導入
導入是課堂教學的重要環節。精心設計的導入，能抓住學生的心弦，立疑激趣，能促成學生情緒高漲，步入智力興奮的狀態，從而獲得良好的學習效果。
這堂課的導入簡潔明了，喚起所學舊知，并引導學生用 Yes, of course./Sorry, I can’t.表達并判斷自己所能做的事。這樣的句型提問，不僅激活了舊知，為下面的學習活動做好知識上的鋪墊，而且培養了學生的聽力和口頭表達能力。本人根據實際需要和學生現有的認知水平搭建起來的支架，為學生營造了輕松的英語學習氛圍。
二、借助關鍵詞,掀起腦力風暴
“腦力風暴”深受高年級學生的喜愛，它不僅能激活學生的思維，讓所學知識在他們的腦海中快速閃現，還能激發學生的熱情。大家踴躍發言，互相感染，聯想和發散思維能力在不知不覺中得到了提高。
本課中，深入剖析：If you are Zoom’s friends, What will you invite him to do?讓學生學會主動學習，充分尊重學生的主體地位，學會思考和拓展思維。學生活躍思維，腦洞大開，運用Will you...with me?和所學的各種動詞，不斷猜測Zoom的朋友會邀請其做些什么。通過Zoom的不斷拒絕，讓學生自主總結，得出結論，Practice makes perfect.這種腦力風暴式的對話表演。為下面的對話學習做了充分準備，而且還激發了學生開口說英語的興趣，可謂一舉兩得。
三、圍繞主題，活化教材
語言不是“學會”的而是“用會”的。就語言學習而言，五彩繽紛的生活即是語言的源頭，又是運用語言的沃土。只有在實際運用中學到的語言，才是真正的活的語言。如果缺少真實的生活實踐，那么我們從書本和課堂上學到的語言就會枯燥、抽象、不易掌握，而且極容易因為缺少運用而使已經掌握的語言知識也逐漸變得生疏。因此，圍繞教學主題設計的talk能活化教材，讓課堂呈現生機和活力。
本人讓學生觀看“微電影”，“熟能生巧2”，引發學生思考，在這個結尾中，Zoom 會如何鼓勵Cat？讓學生興趣盎然的觀看。同時，學生扮演的各種角色，激發他們表演的欲望。
把“續編”故事的主動權交給學生，讓他們進行主動思考，激發創新思維的能力。小組合作，把Cat每天勤于練習游泳的環節引入其中，讓學生進行創編并演繹不同的結局。
語言的學習重在表達和運用，在本課中，本人主要通過對話、表演，培養學生的表達能力，學習的內容因而變得更加有效，語言學習因實際運用而綻放出生命的活力。
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