小学英语五年级上册教学设计与反思
2020-03-02 11:46:12 来源：范文大全收藏下载本文
小学英语五年级上册教学设计与反思
Leon 3
一、教学目标：
1.通过调查了解相互之间的家庭住址并能用英语进行叙述。 2.通过任务设计达成对课文的理解，同时创生新的情景让学生了解熟识其语言功能。
3.通过自然真切的交流了解彼此的个人信息，增进师生之间的了解。
二、教学重点：
熟练运用Where do you live? I live ...We live near each other.
教学难点：
准确运用介词on与at, 区分street与road。
二、教学过程
（一）创生情景，新课导入
教学内容
T: Nice to meet you here.I know you are good students.So I want to make friends with you.Would you like to be my friends? Ss: Yes.
T: Really? Hello, girl! What\'s your name? Are you Nancy? T: Mary, What a nice name! Nice to meet you here.Here is my name card.（此环节进行五组之后接最后的一组操练，引出下文） T: Hi, boy.What\'s your name? Are you David?
T: Sorry, George.Happy to see you.Here is my name card.And my name is on it.（先对个体同学说，然后转向全班同学）Do you want to know my name?
T: OK.Say after me.Name.（板书单词）If you really want to know my name? You may ask like this: What\'s your name?（机械操练由集体过渡到个体）Do you want to know my name?
T: My name is ...（递上名片）You see? Don\'t let others see it.（穿插五组这样的对话）
T: Sorry, I have no enough name cards for you.Do you still want to know my name and be friends with me?
T: It doesn\'t matter.Look I have a big name card here.You can all see it.My name is Lily.Do you like this name? Do you like me? Do you like to be friends with me?
T: Hi, Tom, Let\'s be friends.（与学生击掌）Who wants to be friends with me?
（教师走到学生中间与学生握手，寻找自己的好朋友，同时输入语言，给予学生听的刺激，并引导学生仿说这句话，实现语言内化，从而为后续输出做以铺垫。） S1-S5: Let\'s be friends.G1-G4: Let\'s be friends.
T: You are all my friends.By the way, what cla are you in?
S1: I\'m in Cla One.T: What cla are you in? S2: I\'m in Cla Two.T: What about you? S3: I\'m in Cla Two.T: And how about you? S4: I\'m in Cla Four.
T: And you?（在自然的语言过渡中解释三个句子句意相同。使学生在与教师交流中感悟What cla are you in? What about you? How about you? And you?三个句式之间的关系）
T: You are both in Cla One.So you are in the same cla.（出示同种颜色的衣服，介绍They have the same colour.等其他的例子，教学单词same，教师领读，学生跟读）
T: What cla and grade am I in? Can you gue? Suppose you were me.
S1: I\'m in Cla One, Grade Five.S2: I\'m in Cla Two Grade Six.S3: ...T: Let\'s see.Who is right? Look, I\'m in ...（电脑演示后半部分关于班级年级的内容）I\'m in ...（教师在出示正确答案的同时，不忘向学生介绍书写应注意的问题，电脑打出的有关于班级、年级的信息均在大写字母处做出显著的标示，刺激学生的感官，引发学生注意。）
And you are in ...So we are in the same grade.（教师引发学生说出该句话，请一行学生照此模式复述句子You are in ..., I\'m in ...We are in the same grade.
S1: You are in Grade Five.I am in Grade Five.We are in the same grade. S2: ...S3: ...
（五组学生在教师创生的情景下随着教师的提问，运用先前所学的功能语句，自然过渡到真实的语言交际中来。在交际过程中，根据交际的需要进行单词和句型的学习。）
设计意图
借助“信息差”从而在自然的语言交流中对部分句型进行复习、巩固和运用。学生在信息差活动中可以知道交际的真实动因，可以在语言活动中找到真实的感觉，了解自己与交谈的对方是一种什么关系，可以关注交谈的过程变化以及自己在变化中的作用，学生会自觉谋求交谈所应获得的结果。
（二）信息处理，生成新知
教学内容
To get more personal information by using the name card.
--- Where do you live? --- I live ...
师生活动 1（7＂）
T: Hi, Friends.Look, on the back of the card, you also can see an invitation.Christmas is coming.Will you come and join my party? Ss: Yes.
T: But how can you come? Do you know my addre?
T: On my card, we also can see my addre.I live in ...Do you know this place? Let\'s have a look at the direction.Look, this is Nanjing Road.This is Anshan Road.Do you know this road? Say after me, road.Who knows this road?（对于新单词，教师利用电脑画面所呈现的道路名称不断反复，使学生感知理解单词） S1: QuanzhouRoad.S2: QuanwangRoad.
S3: ...（在感知理解的基础上，学生跟读单词，使单词逐步内化。在内化的同时，教师又为学生搭建输出平台，学生纷纷猜测路名，在猜测过程中进一步熟悉单词road，street） T: Look, this is Chengdu Road.I live on Chengdu Road.（电脑演示加录像演示）读单词live 并板 书, Where do you live? Would you like to tell me, friends? S1: I live onQuanzhou Road.S2: I live onQuanwangRoad.
S3: ...（学生将自家所处的路名告诉教师和同学们。在回答的同时，学生进一步巩固了I live on ...这一句式。）
设计意图
教师交待任务，用圣诞Party吸引学生参与新的语言材料的教学活动。由于信息差的呈现，使得语言教学摆脱了呆板的境地，语言学习的生命力再次得到彰显。
师生活动 2（3＂）
T: You live on ..., and I live on ...So we live near each other ...So you live near each other.（带读单词each other）Try to find your neighbours, OK? You can make a survey like this.You have only three minutes, hurry up!
（学生下位活动，所有学生急切寻找自己的邻居，学生在完成调查任务的同时运用了功能语句：--- Where do you live? --- I live ...）
设计意图
（借助调查活动淡化机械的句型操练，同时最大限度地激起学生参与课堂活动的热情。）
（三）自主探究，完成任务
教学内容
Sending invitation cards to the friends who the teacher made just now, and invite all the friends to join the teacher\'s Christmas Party, and at the same time try to know the teacher\'s addre by asking the following question: What is your house number?
师生活动 1（4＂）
T: Time is up.Have you found your neighbours? Show us, please.
G1: Where do you live?
G2: I live on QuanxingRoad.You live onQuanwang Road.We live near each other.
（五组学生通过问答呈现调查结果）
设计意图
通过找邻居这样的调查活动，再一次使功能语句得以在真实自然的语境下活用。
师生活动 2（3＂）
T: On the back of my card, it\'s an invitation.National Day is coming, I\'ll invite my friends to my party.I know you will come.But what is my house number? Maybe I live at No.10.Maybe I live at No.18. T: Pay attention here, I live on ...I live at No....（板书，将教学难点做以对比，使学生了解at 与in的区别。） S1: You live at No.8 QuanxingRoad.S2: You live at No.7 QuanwangRoad
S3: ...（学生依据电脑屏幕所给出的门牌号码，纷纷猜测教师家的门牌号码，直至猜中教师家的门牌号码，屏幕上小房子的窗户才被打开，窗户里探出的教师的头像，引发了学生极大的兴致。）
设计意图
通过邀请卡使评价更进一步，评价手段使学生更好地运用语言，捕捉信息差，完成设置的任务。
（四）创造表现，拓展任务
教学内容
Learn the dialogue and make new dialogues by using the information you\'ve got.
师生活动 1（5＂）
T: I\'ll also invite your friend Patrica to my party.I\'ll send him a letter.But I forget his addre.What shall I do? Oh, I have a good idea.Let\'s listen toPatricia and his friend\'s conversation.You will know what his addre is.（学生听录音试图获取Patricia的家庭住址。）
T: Now let\'s check whether you got the correct information.Open your books and read the dialogue.（学生打开书，以各种方试朗读课文，为的是理解课文，获取正确的信息。） 设计意图
设置新的信息差，使学生在任务的驱使下完成听课文，读课文，理解课文，从而最终完成任务。 师生活动 2（7＂）
T: Now look what\'s happened? Can you use the target languages we have learned today and make up some new dialogues in groups? Each group can choose one situation.（学生根据教师提供的情景，创生语言，进行会话表演。） Group1:
S1: (crying) Mum, Mum!
S2: What\'s the matter with you?
S1: I can\'t find my mum.I can\'t go home.
S3: Don\'t worry.We can help you.What\'s your name? S1: My name is Tom.S3: What grade are you in? S1: I am in Grade Five.S2: Where do you live? S1: I live at No.10 Dali Road.
S3: Oh, I see.It\'s near my home.We can take you home....S2: Look, is it your home? S1: Yes, thank you very much. S2&S3: You are welcome.Group 2: S1: Taxi!
S2: Good morning, Sir.Where are you going? S1: I am going home.S2: Where do you live? S1: I live on QuanxingRoad.
S2: Really? We live near each other.I live at No.3 QuanzhouRoad.
S2: Great.I live at No.18 Quanwang Road. ...
S2: Here you are! S1: Thank you so much.S2: You are welcome.
作业布置 （2＂）
Design a name card and send it to the teacher through the internet.
（利用所学去做一些有实际意义的事情，体现用中学的思想。）
三、教学反思
成功之初有以下几点 1．教学目标把握准确
学生如期掌握了本课书的三会、四会单词，并对本课功能语句做到能够自如运用。 2．教学程序设计优化
由于本课设计了大量的信息差活动，激起学生广泛参与搜集信息、处理信息及用信息去做事情的一系列活动。从猜测教师姓名、猜测教师所任教年级到猜测教师家庭住址，教师充分利用信息差的原理，设计大量我知你不知的竞猜游戏，充分调动学生的好奇探究心理完成教学任务。为了使学生能够认真将所学的知识回归书本，我所设计的独特的听的任务使得全体学生认真参与。听课文、读课文这一传统的课堂教学环节在任务型教学模式的驱动下得以显现出活力。
需要思考的问题 .时间分布是否得当
本节课感觉前松后紧，这是对于旧知不敢大胆放手造成的。教师语言过于琐碎，应精简语言。特别是What\'s your name? What cla are you in? 应当一带而过，然而本节课却用近7分钟处理旧知，造成有效教学时间浪费。后面处理新课的时间相对较少，不利于学生更好地掌握新知。
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