上海牛津英语5B：M2 unit3 At home教学设计
Teaching aims:
(1) To learn the new words: was were yesterday
(2) To learn the new sentences: 鈥as鈥� 鈥�.were鈥�.
(3) To use the simple past tense to talk about past states.
(4) To encourage the students to describle the past states.
(5) To use the sentences to express own meaning.
Key points:
1. To be able to use 鈥渨as, were鈥� correctly.
2. To be able to use the simple past tense to talk about past states.
Teaching aids: multimedia, exercise paper
3. Teaching procedure:
|
Steps |
Contents |
Methods |
Purpose |
|
I.Pre-task Preparation |
1. Chant |
创设课堂学习的氛围，并引出新课。 | |
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II.While-task procedure |
1. yesterday. 2. was 3. 鈥as 鈥� yesterday but 鈥� is 鈥� today. 4. Notice 5. 鈥as 鈥�. at 鈥� yesterday moring/afternoon/evening. 6.. 鈥ere鈥� 7. Dialogue 6. Ending |
1.Learn the words: yesterday, 2. The day before today is yesterday. 1. Learn the word:was 2鈥as鈥esterday. 1....鈥as鈥esterday but 鈥s 鈥oday. 2. I was鈥� yesterday but I am 鈥oday. 1.Listen and complete the notice. 2. Read the notice. 1.yesterday/moring/afternoon/evening 2. Say the time 3. 鈥� was 鈥� at 鈥� yesterday morning/afternoon/evening. Maybe 鈥as 鈥� 1. Learn the word: were 2. Rhyme 3. 鈥nd 鈥ere 鈥� They were 鈥� They were not 鈥� 1. Listen 2. Practice the dialogue 1. At last ,Sam was in the police station. 2. Sam was lucky. People gave him help. |
通过日期自然引入yesterday,学生能很好的理解词义。并运用tongue twister 巩固单词读音，并让学生学会正确朗读day,today,yesterday . 操练was的句型，并理解was的含义。 运用听力引出故事，并训练学生的听力能力。 拓展 yesterday morning/afternoon/evening/ last night.并教会学生时间的表达法，让学生能说更长的句子。 运用儿歌巩固were的同时，让学生发散思维，自己说。 运用 supermaket发展故事情节，并让学生学会说多句，巩固新知。 Dialogue 巩固操练was, were ,并顺利让故事延伸。 以一小段，概括本故事并带出 故事结尾，让学生感受到关爱动物的情感。 |
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III.Post-task activities |
About lost dogs |
1. Show the pictures of lost dogs 2. What could we do? | |
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IV.Assignment |
1. Listen and read the text 2. Write a notice |
教案说明
本课教学是基于5b Module 2 Unit 3 At home 的第一教时中Lost dog 所进行的文本再构。在本课教学中，着重解决to be 的一般现在时，拓展时间状语 yesterday morning/afternoon/evening, 学习句型鈥as 鈥�. 鈥� were 鈥� 。让学生理解并正确运用was ,were , 培养学生的自主学习能力和说话能力。
一、基于教材的文本再构
朱浦老师提出：鈥溛谋驹俟贡匦胩逑纸滩脑械闹魈夂徒滩哪谌莸陌才牛匦敕系ピ萄У恼濉ｂ�澦越淌形谋驹俟共荒芡牙虢滩模匦胍越滩奈荆崖涫到滩牡慕萄勘攴旁谑孜弧Ｓ行У奈谋驹俟贡匦胍浞值模钊氲亟舛两滩模谡嬲旎峤滩哪康牡幕∩隙越滩慕卸日虾臀谋驹俟埂１窘诳问� 5b M2U3的第一教时，本单元是一般过去式的学习，学生是首次接触。因此，在课设计之前，认真解读了本单元的教材，对知识点进行了重新整合。教材中的第一教时，只出现了was 的教学，似乎教学内容比较少，因此把第二课时的were放入了本教时中。教材中的句型，只局限于地点和时间的变化，句型也只有Where is Sam? He was 鈥� at 鈥� ,对于五年级的学生来说显得比较简单和枯燥，因此在课的设计时进行了文本再构。结合学生所学过的感受等形容词，加上地点和时间的变化，有浅入深了设计了几个语段。如： 鈥as 鈥� yesterday but 鈥s 鈥� today. 鈥� was 鈥� at 鈥� yesterday 鈥�. Maybe 鈥as 鈥� 鈥� and 鈥� were 鈥�. They were .. They were not 鈥�. Where is Sam? Sam was with 鈥� at 鈥� They were 鈥�.(where ) But Sam was 鈥�(feeling) 鈥� gave him 鈥� 使学生充分理解一般过去式，并能运用新旧知识表述过去的状态，更好的发展学生的语言能力。
二、基于学生的文本再构
文本再构选材要适当，要能恰如其分地符合学生的认知水平。教学不能照本宣读，要根据学生的实际情况，对教材进行二度处理，让课本上单一的内容变得丰富起来，让课本上呆板的内容变得活泼起来。经过教师的感知、理解、增删、组合等，优化教材、优化内容，从而让单一的教材内容所蕴含的信息变得充实起来，直至让教材变成无限大的信息载体，让学生在丰富的信息媒介冲击下进行英语学习，提高学生的听说读写的综合能力，更好地发展学生的语言。在本课教学中，考虑到五年级的学生已积累了一定的英语基础，因此适当增加了一些教学内容。首先以学生较为熟悉的感觉来学习新的句型，接着以时间和地点让学生操练句型，并适当拓展 yesterday morning/afternoon/evening 等一些过去的时间，最后运用dialogue把was ,were进行整合，让学生学会运用一般过去式表达过去的状态。
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