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[2016] 小学英语尝试教学模式“试”的研究

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发表于 2016-12-21 10:49:50 | 显示全部楼层
本次听力内容为本册书第四单元的Let's check。个别学困生不能按我的要求做:1.书写必须用铅笔;2.听力内容为对话形式时,要写清楚说话者。
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发表于 2016-12-21 15:28:28 | 显示全部楼层
三年级听写,优生案例
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 楼主| 发表于 2016-12-21 16:17:44 | 显示全部楼层
学生听写 照片IMG_20161216_085334_HDR.jpg 学生听写 照片IMG_20161216_085306_HDR.jpg 学生听写 照片IMG_20161216_085203_HDR.jpg 学生听写 照片IMG_20161216_085232_HDR.jpg

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 楼主| 发表于 2016-12-21 16:25:59 | 显示全部楼层

这是四四班学生的近期第四、第五单元听写单词和句子的情况,以上几位同学的听写情况比较明显的优点是:1、听写错误的单词马上在下面就纠错改正。2、书写规范整齐错误较少。3、错误的有重听的比较好。4、家长关注度比较高,每次家长都会签字。

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 楼主| 发表于 2016-12-21 16:31:30 | 显示全部楼层
IMG_20161216_084843_HDR.jpg IMG_20161216_084831_HDR.jpg IMG_20161216_084820_HDR.jpg IMG_20161216_084806_HDR.jpg

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发表于 2016-12-21 17:08:56 | 显示全部楼层
考察学生的阅读能力究竟怎么样,在我的平时教学中一般是让他们在练做的过程中进行巩固。
比如,对于以下的教学内容,采用了不同的练习形式,由易到难,循序渐进。
The traffic lights are the same in every country. There are always there lights: red, yellow and green. Red manes "Stop". Yellow means "Wait", and green means "Go". In China, drivers drive on the right side of the road. In the US, drivers dive on the right side, too. In England and Australia, however, drivers drive on the left side of the road. If you go by car, by bike or on foot, you must know the traffic rules.
第一关:我会判断(Tick√ or Cross×)
① There are always there lights in every country: red, yellow and green. (     )
② Yellow light means "Go". (     )
③ In China, drivers drive on the right side of the road. (    )
④ In the US, drivers drive on the left side. (     )
⑤ We don't have to know the traffic rules. (     )
第二关:我会选(Choose the right answer.)
① Red manes(    ).
A. Go   B. stop   C. wait
② How many traffic lights are there in a country? (    )
A. One    B. Two   C. Three
③ In England, drivers drive on the (    ) side of the road.
A. Right   B. left
第三关:我会填(Finish the blank.)
① What's the test about?
② If you go on foot, what you must do?
③ What's the difference between China and England?
通过这种练做结合的方式,学生们很快就理解了这段话的主要内容,学起来就轻松多了。当然,需要引起注意的是,老师应该要善于根据不同的教材设计不同的练习类型,练习难度也要层层递进,由易到难。

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发表于 2016-12-21 17:12:28 | 显示全部楼层
教学片段:
He was in Hongkong 一课的导入新授环节-----培养孩子阅读能力从而提高学生阅读水平
1.        首先教师出示几张假期出游的照片(Hong Kong、Shanghai、Beijing、Xi’an),向学生提问:Where is it? ….
T:  In May Day, I went to some place. Guess, where was I in the holiday?
S:  Maybe, you were in HongKong.
….
T: Yes, I was in Xi’an with my family in the holiday. Do you know where Sam was in the holiday? He wrote a letter to his friend Lucy. Now let’s see it. Please read the text in 4. Then answer my questions.
Q1: Where was Sam in the holiday?
  How about Ms Smart and Amy?
How about his father?
(请学生四人一组第一次学习课文,快速找出答案并画出答案,然后再请学生学生来抢答,大家一起来订正。)
Q1: Where was Sam in the holiday?
      He was with Daming at Daming’s flat yesterday.(板书)
Q2: How about Ms Smart and Amy?
      They were in London. (板书)
Q3: How about his father?
      He was in Hong Kong. (板书)
3.请学生再次读课文-------详读(圈出不理解或不认识的单词 )
Holiday  flat   yesterday  grandparents  
(先让学生试着来读,并根据上下文来猜测意思,最后再由老师来纠正发音)
4.请个别学生来朗读课文
5.        跟读录音朗读课文。
本节课在阅读前设置问题,请学生带着问题去阅读,使教学和阅读更具有目的性。学生通过对问题的思考与回答,就能准确判断出对阅读材料的理解更深入。
然后请学生在阅读中独立解决问题,学生通过提出的问题对课文有了认知后,可通过讨论或小组交流的方法去解决问题,在交流中,他们的思维得到激活,对课文的理解得到了沟通和交流,同时也在无意中培养了他们的小组合作意识,学习效果很明显。学生在解决问题的过程中对文章的理解更深入,同时阅读能力也得到了明显的提高。阅读能力是英语自学能力的基础,同时又是培养学生综合语言运用能力和自学能力的手段。因此教师在学生开始英语语言学习的同时,就应注重对学生英语阅读习惯及阅读能力的培养和训练,为学生的终身学习打下良好的基础。

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发表于 2016-12-21 17:17:25 | 显示全部楼层
Unit 4 Story
教学目标:
1 能够掌握本单元出现的sing, sing English songs, do some kung fu, drawcartoons 等动词或动词短语,并能对其熟练朗读及运用。
  2 能够熟练掌握:“what can you do? I can ….  Can you …? Yes, I can./ No, I can’t.”等句型来询问他人的能力,并能够准确熟练地将其运用与实际交流中。
  3 能够听懂、读懂并内化Story time 的内容。
教学重点:
  能够掌握本单元的主要词汇以及主要句型,并运用其完成询问他人的能力及介绍自己能力的交际,形成良好的语言交际能力。
教学难点: 引导学生自己创设情境(make a new story)进行交际,能够在积极思考、解决问题的过程中学习语言。
教学准备: 蛇和田鼠头饰、配套光碟、PPT
教学过程:
  • Warmingup
    1 Greeting
    2 Sing an English song “What canyou do?”
  • Review

  • 课文检测
    T: Last class, we have learnt Unit 4 Part B. Can youread it? I will ask some students to read it.
    (抽查孩子的朗读课文的情况----个人以及全班)
  • 问题检测

  • Whatwill they learn?
  • Whocan do any kung fu?

三、 Lead in
TZhang pneg can do some kung fu? What about me? Can you guess “ What canI do?”
    Please usethis sentence “ Can you …?”
S1: Can you dance?
T:  No, I can’t.
S2: Can you …?
T: Yes . Besides I can eat. I can sleep. I can run .What can I do?(出示幻灯片)
Ss You can skate.
T: Great. I can skate very well. Can you skate? (出示板书:Can you…? Yes, I can/ No, I can’t. )
S1: No, I can’t.
T: What can you do? (板书句型What can you do? I can….)
….
(进行接龙游戏来练习板书出来的重点句型)
  Newconcept
T: Today, the snake is very hungry. He wantsto eat some delicious food. At this time, the rat is coming. Now let’s see whatwill happen?
1  熟读课文(小组组内学习)
2  Seethe video.
3 Answer the questions
a What doesthe snake want to do?
b Does heeat the rat finally?
c What canthe rat do?
4 Listen and repeat.
5 Read the story together.
6 See the video again. Pay attention their voice and action.
五、Product
   T What animals do you like, the rat or the snake? Why?
   S : I like the rat . Because it ‘s verysmart and clever.
   T: If you are the rat, what can you do forthe snake? Now please make a new story and act.
  • Practicein two.
  • Actand appraise

六、Homework
    1. Listen to the tape and read the story.(听录音熟读故事
    2. Make a new dialogue and actIf you are the rat, what can you do ? ( 编对话并表演 )


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发表于 2016-12-21 17:20:24 | 显示全部楼层
Unit 2 My favourite season (Part C Story time)
主体设计意图:本节课我选的是PEP小学英语五年级下册第二单元Part C  Story time,是一节英语故事会话课。小学英语会话教学是指通过课堂教学培养学生口头表达的交际能力,提高会话技巧,最终习得并自如地驾驭语言能力的过程。本单元以season为中心话题,围绕着描述“What’s your favourite season ”展开。主要通过四季的学习,让学生了解每个季节的不同特点以及在每个季节中可以做的事情。学会用句型”which season do you like best?  I like…  why ? Because…. ”来进行语言交际。而本节课的story time 主要是对本单元知识的整合,通过故事的学习,让孩子既能巩固所学知识,又能提高解决问题的能力,以及综合运用语言的能力。
学情分析:本课是小学五年级学生的教学内容。尽管是借班上课,但是该年龄阶段的学生可塑性强,这一年龄特征使得他们更容易接受或改变一些观念,更容易培养浓厚的学习兴趣、良好的学习策略和习惯。和成人相比,他们对新鲜事物的接受要快得多,主动得多。因此,他们也能够很快地接受新的教学法和新的学习方法。
教学目标:
   1通过本课多种形式的交际活动,熟练掌握本单元的重点词汇(四季名称)以及会询问他人最喜欢的季节以及原因的英语表达。
   2 能够听懂、读懂并内化story, 能够掌握良好的阅读策略,提高自主学习的能力。
   3 能够在情景中进行真实交际;通过小组合作,能够在积极思考、解决问题的过程中学习语言,提高学习热情及自信。
教学重点:
   1 能够熟练掌握本课的词汇以及句型
   2 能够听懂、读懂并内化story,掌握基本的阅读策略,提高自主学习的能力。
教学难点:
   1 通过学习能够了解世界不同地域气候存在差异。
   2 能够在真实的情景中进行交际。
教学准备:配套光盘、PPT、 头饰、自制地图 、卡片   
教学过程
一 Warming up
1 Greeting
2 Sing English songs  “ If you are happy” “ Follow me ”
(设计意图:一开始就用简单易懂的歌曲导入,营造了轻松愉快的学习气氛;降低了孩子们学习英语的畏惧情绪,能够积极主动地进入学习状态,也进一步拉近了老师孩子们的距离。)
二 Review
1 Enjoy another song
T: You can sing very well. Now, let’s enjoy another song. “What’s your favourite season?”
2 Free talk
  T: What’s the song about?
Ss: It’s about seasons.
T: Good! How many seasons in a year? What are they?
Ss: Four seasons. They are spring, summer, autumn and winter.
T: I have some pictures here. Please look, which season is it? (分别呈现四季图片)
    What’s the weather like in Spring?
  What do you often do in…?
    Do you like …? Why?
    Is it cold / hot… in…?
    What festival is in …? What do you often do on …?
Ss: ….
3 Guessing game
T: Every season is very beautiful and colorful. But I like one season best. Guess: Which season do I like best?  Please use this sentence : Which season do you like best?”(板书重点句型)
S1: Which season do you like best?
T:I like …best. (小声回答)
S2:Which season do you like best?
T: ….
….
T: Which season do I like best?
Ss: You like winter best.
T: Right! Why do I like winter best?
S1: Because you like snow.
T: Right!  Anything else?
S2: …. (孩子们各抒己见)
T:Yes, I like winter best. Because I like snow. There is lots of snow. It is white everywhere. I can play in the snow and make a snowman. I can go skating. Christmas Day is in winter.(总结并将以幻灯片的形式展示出来)
T:Which season do you like best? Why?
S1: I like ….

(设计意图:通过 Free talk、Guessing game、 师生、生生互动来复习巩固重点句型which season do you like best? I like …. 从而让他们在交流中习得语言。)
三、 New concept
1 Lead in
T: Good job! Today, three friends come here.  Look, what is it?(呈现小动物的背面)
Ss:Squirrel.
T : Yes, it’s a squirrel. She is Zip. These are her friends Zoom and Coala.  Do you know where Koala is from. (呈现澳大利亚的地图) Yes,he is from Australia. (把Koala 贴在澳大利亚的地图上)Zip and Zoom are in China.(将Zip and Zoom 贴在中国地图上) Today,Koala goes to China and celebrate Christmas.
2 New concept
A . 听第一遍录音,回答问题
  Q1: Which season does Koala like best? Why?
B.听第二遍录音,回答事先录好的问题。
Q2:Can Koala play in the snow on Christmas Day? Why?
Q3:  What does Koala usually do on Christmas Day?
3.  Listen and repeat, than explain the important sentences.
4.  Read the story in roles.
5. 检测孩子们朗读故事情况(可随机抽查)
(设计意图:让孩子两次带着不同的问题去听去看,循序渐进得理解故事内容,抓住重点信息,解决问题;在此环节还运用了一起作业网的智慧课堂,随机检查孩子的学习情况,根据学生在课上的表现及时给予学豆奖励,奖励信息可通过短信直接发送给家长,这样不仅充分调动学生在课堂上的学习积极性,还让课堂气氛更加活跃。)
四、Product -----续编故事
1 T: In this story, Koala goes to China to celebrate Christmas. If Zoom and Zip go to Australia to celebrate Christmas. What will happen? Please make a dialogue in three.
2 Make a dialogue in three
3 Act and appraise.
(设计意图:孩子发挥想象续编故事,尝试运用情境角色模拟和合作互动模式让孩子在真实的语言环境中进行交际。)
五、Homework
1. Think it over (想一想) : In Australia, Christmas is in Summer. But in China, Christmas is in winter.  Why? Besides (除了) in Australia, There are still some countries Christmas  in summer. Do you know : What are they?
2 Read a story and do some exercises (一起作业).
( 设计意图:一起作业网给我们提供了大量的绘本,结合我们今天学的内容给孩子布置了一篇有关四季的绘本阅读。坚信,只要每天坚持阅读,孩子的词汇量,理解语言的能力一定会得到提高。)
六、板书设计
Unit 2  My favourite season (Part C Story time)

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发表于 2016-12-21 17:34:04 | 显示全部楼层
以上是我的两篇故事阅读教学的教案。谈起英语阅读,很多人都会异口同声地说到:boring, difficult,要想成功地把阅读变成悦读,使它真正的变成一种乐趣。我想这是不容忽视的问题。在平时的Story 教学中我为让学生的阅读变成悦读,有以下几个突破:
1、设置了故事情境,提出问题,使学生产生读的需要,带着目的去读。学生借助图片的帮助和多媒体课件中生动的画面,带着浓厚的兴趣学习。
2、培养了学生良好的听故事、阅读故事的习惯。我针对学生的理解能力,分步学习整篇故事,使学生在阅读的知识积累沉淀的过程中,学习能力得到了提高,自信心也得到了增强。
3 掌握课文中的重点句型是理解整篇课文的关键。我一般会用学生乐于接受的游戏或比较有特色的板书很容易的突破了难点和重点,让学生更好地掌握本课的重点句型。




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