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Mygrandmagoestoschool教学设计【教学内容】朗文小学英语分级阅读5AUnit1Mygrandmagoestoschool【教学目标】1.Enablethestudentstolearnthenewwords:rhyme,rhymetime,excellent,Instruments,breaktime,silly,sad,begoodat.2.Enablethestudentstocooperateandcommunicateandfeeltheemotionfromthefamily.【教学重难点】1.Enablethestudentstolearnthenewwords:rhyme,rhymetime,excellent,Instruments,breaktime,silly,sad,begoodat.2.Enablethestudentstolovereadingandhowtofindthebeautyofreading.【教学过程】Step1Preparation1.Playagame:TheVoice.T:Atthebeginningofourclass,we’llplayagameTheVoice.Pleaseturnback.Andifyouknowthevoiceis,youshouldturnbackassoonaspossible.Haveyougotit?Ss:Yes.T:Thefirstvoiceisaboutaplace.Pleaselisten.(三种声音分别来自:theclassroom,theforest,grandma)【设计意图】教师让学生背朝后只听声音进行猜测。猜完的转过去通过屏幕上的图片和文字验证自己的猜测。通过让学生感受热闹书声琅琅的教室、动物欢叫的森林以及奶奶温柔慈祥的话语巧妙地将今天主题中的两个关键词引出。2.LeadinT:Youdidverygoodjob.Weareatschoolnow.Whereisyourgrandma?S,:She’sathome.T:Where’syourgrandma?S2:She’sathome,tooT:Yourgrandmasareathome.ButtodayIwilltellyouastoryaboutJenney'sgrandma.ShewantstogotoschoolwithJenney.Doyouwanttoreadthisstory?【设计意图】简洁的师生交流,教师了解到学生的奶奶大多都在家里，而故事中的奶奶却要去上学，这让学生感到意外，同时增加学生浓厚的兴趣。Step2Presentationandpractice1.Introducethetitleandthecoverofthisstory.2.(1)Readthecover,showthetitleT:Now,let’slookatthecoverofthisstory.Whocantellmethenameofthisstory?(Mygrandmagoestoschool)(2)AbriefintroductionofthebookT:Andthisstoryisfromthisbook.ItsnameisPrimaryEnglishGradedreaders.T:Letsreadthecontentsofthisbook.Therearefourstoriesinthisbook.Mygrandmagoestoschoolisthefirststory.Let’smeetJenneyandhergrandmanow.【设计意图】指导学生进行英语课外阅读,就是要引领学生“读整本的书”,整本书阅读能够扩大阅读空间。虽然我们的课堂上只能选取其中的一小部分,但从整本书介绍起,从封面读起无疑能激起学生的阅读期待,也了解书本体例,进而养成良好的英语阅读习惯。3.IntroduceJenneyandhergrandma.4.T:Well,let’sgettoknowthem.(呈现屏幕上的第一小节)T:Wehaveknownsomeinformationaboutjenny.Whatabouthergrandma?Youcanguess.S1:Maybehergrandmaisseventy.S2:PerhapssheisateacherT:Why?S3:Idon’tthinkso.Shewearsapairofglasses,becausesheisold.Ithinksheisafarmer.soshewantstotoschool.T:Agoodguessing!Iagreewithyou.Grandmawantstolearnsomeknowledgeatschool.S3:Shelikessinginganddancing.T:Nowlet'scheck.(教师适时在多媒体上呈现空缺部分:60,housewife,singing,dancingandlearningnewthings)【设计意图】由于故事是节选出来的,对人物的简单介绍就显得必不可少,学生渴望了解故事的主人公,就连人物介绍他们也显示出了极大的兴趣。3.Lookatsomepicturesanddiscussingroups.T:Whathappenedonthatday?Whatdoyouwanttoknowfromthisstory?Lookatthesepicturesanddiscussingroups.(呈现三幅故事插图)S1:Whatisthegrandmadoingatschool?S2:Dothechildrenlikegrandma?S3:Whatlessonsdotheyhavethatday?S4:Wheredoesgrandmago?S5:Doesgrandmagototheplayground?(教师适时板书:What?Where?)【设计意图】在这一环节,教师让学生通过小组讨论的形式掌管“提问权”,引导其通过图片主动质疑,培养学生发现问题的念识,让问题进一步激发学生的阅读兴趣。此时,教师的角色是倾听和记录学生的问题,引领他们带着问题进入故事。4.Enjoyreading.(1)整体呈现,运用阅读策略快速了解大意。Readthemainstory,getthegeneralideaandticktheplacesgrandmagoesto.T:Whatreadingstrategiesdoweneedhere?S1:Skimming.S2::Scanning.T:Right.Weneedbothofthem.Pleasereadquicklyandquietly,Twominutesforyou.【设计意图】初读整休呈现故事主要情节,学生自主选择并运用以前学过的阅读策略,同时,要求将故事的P1-8页内容在两分钟之内快速读完,也训练了学生的阅读速度。(2)再读细节,层层递进训练自学能力SceneOne:Intheclassroom(Learnfromteacher.教师引领学）Task1.Read,answerandunderline.T:Look!Grandmaisintheclassroom.Forthispart,Iwantyoutolearnfromtheteacher.Whatcanyouseeinthepicture?(谈论图片的过程中学习单词:rhyme,rhymetime)S1:There’sarhymeonthewall.S2:Grandmaissayingarhyme.Readsceneone(P1-2),thenanswertwoquestions.Q1.Cangrandmaseethewords?Q2.Whatisgrandmagoodat?(呈现第二个问题时,顺势根据图片解释词组begoodat,同时,给出围绕问题画关键信息的学习方法小提示)Task2.Summarizethemainideaofthispart1:Grandmaissointeresting.Let’suseasentencetosummarizethemainideaofthispart.PayattentionWho?What?Where?Whocanhaveatry.S1:GrandmaissayingarhymeintheclassroomT:GreatS2:GrandmaisreadingintheclassroomT:You’reright,too.Heretheybothcansummarizethispart.(板书:Grandmaisreadingintheclassroom）Task3.Listentothetapeandreadthefirstparttogether【设计意图】笫一个场景的学习采用教师引领的方式进行,主要是为后面的学习作铺垫,教师及时教给学生一些学习的策略,教给学生找出归纳的三要素:who?what?where?设计时采用任务型教学方法,让学生在完成任务的过程中习得语言、提升能力。SceneTwo:Inthemusicroom(Learningroups.小组合作学)Task1.ListenandchooseMissLiuis______.Grandmais_______.Grandmaloves________.AplayingtheviolinB.playingthepianoCdancingD.singingTask2.Readingroupsandlearnthenewwords.Task3.Summarizethemainideaofthispart.Task4.Readinroles.(请两到三个小组上台分角色朗读展示,并汇报选择题的答案及excellent,instrument的音、义和概括的大意,其余学生认真倾听、纠错、评价,最后学生投票选出winner)【设计意图】第二个场景的学习采用小组合作的方式进行,这一形式可以增加学生开口的机会,有利于提高学生的语言表达能力,在合作中掌握闼读技巧。此时,教师的学习策略支持尤为重要,正如《新课标》中所言:“教师要有意识地帮助学生形成适合自己的学习策略,并不断调整自己的学习策略。”碰到新单词时,让学生根据情况自主选择学习策略处理新单词正是力求做到这一点。SceneThree:Intheplayground(Learnbyyourself.独立自主学)T:Classisover.Look,where’sgrandma?Sr:She’sintheplayground.T:Yes.Howfunny!Thispart,pleaselearnitbyyourselves.Thistime,Ihavesometasksforyou.Task1.ReadandcircleT:Howisgrandma?Whatdoesshelooklike?Pleasereadandcircletheadjectives.Task2.Trytolearnthenewwordsinyourownway.Task3.Summarizethemainideaofthispart.(Getfeedback,thenreadthisparttogether.【设计意图】经过前两阶段的阅读,学生已经学会了如何阅读场景中的对话和说明,在此,通过圈出形容词的方式让学生从另一个侧面读懂奶奶,学生沉浸在有趣的故事情景中,阅读能力得到进一步提升。(3)猜测结局,自然体验人物内心情感。T:Timeflies.Schoolisover.It'stimetogohome.Howisgrandma?HowisJenney?Pleasepredictandchoose.Readtheendingofthisstory.Discusswhygrandmaissad,Letthestudentsknowourschoolli