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最新资料推荐教学基本信息课题The Shopping List检测拼读能力,学会如何阅读绘本,课型绘本教学指导思想与理论依据在图片的帮助下读懂简单的绘本是新课标对小学英语的基本要求,同时故事绘本也是学生英语语言学习的最好补充材料。在绘本教学中,除了关注一定的语言知识点外,更多的是让学生理解故事的内涵,让学生在轻松、愉快的氛围中逐步领会语言表达的含义和魅力,同时在绘本阅读中培养一定的猜测、推断能力。进一步提升学生对绘本故事的喜爱,养成较好的绘本阅读习惯。 教材分析该故事是在五(下)开展的教学,从语音的角度,该故事中出现了较多的辅音字母组合,如: ld/lk/lf/lt, nt/nk, ft, st, mp, xt ,要求学生能够快速反映出来,并且主动拼读出相应的单词。从故事的角度看,该故事的文本还是比较长,生词也比较多、句子比较长而且还涉及到了用一般过去时的时态。如果要求学生在理解的基础上熟练朗读出故事内容,这还是有一定的难度。 学情分析学生已掌握了什么购物是学生非常熟悉的一个话题,为此,学生对于购物具备一定的背景知识。五年级的学生已经掌握了26 个字母以及常见字母组合的学生还未掌握什么读音,具备了较为熟练地拼读技能,这为他们实现自主、流利阅读提供了保证。在拿到一本课外书后,如何去读一本书,读图?读文?还是图文结合?在读完一个故事后如何有效地与自己的实际相结合? 教学目标知识目标:1能够熟练掌握 26 个字母在单词中的读音,并且能够进行自如、快速地拼读出符合拼读规律的单词。2能够掌握一些字母组合的拼读规律,如:ld/lk/lf/lt, nt/nk, ft, st, mp, xt等。3能够理解故事的内容,较为流利地朗读故事,以及能够用自己的话简单复述故事内容。技能目标:学生能够模仿故事文本,表演故事。情感目标:在说唱和朗读中感知语言学习的乐趣。1最新资料推荐教学重点和难点教学重点:1熟练掌握相应辅音字母组合的读音,并且能够自如地拼读出单词;2掌握故事内容,能够回答与故事内容相关的问题。教学难点:用自己话对故事内容进行描述,并且找到与自己生活的结合点。教学过程Step 1 Warm-up/Revision1. Greeting与学生进行简单的问候。2. Revision( 1)借助字母音素的歌曲复习字母在单词中的读音;( 2)巩固相关的辅音字母组合读音,并复习检测学生拼读单词的能力。T: Now let s listen to a song.You can sing the song well.Lets look and spell.Step 2 Presentation/Interesting practice1.Present the topic: Shopping假设学生们在上一个拼读单词环节中的表现特别突出,老师特别想要给他们买礼物,并随机问学生们喜欢怎样的礼物,结果问了几个同学后,自己却忘记了,从而引出购物需要的相关物品,如:shopping list, money, bag 等。T: Wow. You did a good job. I want to buy gifts for you. Do you like gifts? ( 呈现出 shopping 的关键词 ) What do you like? What about you? And you? Oh, so you like (假装记错了他们喜欢的礼物) Oh, no. I can tremember them. What can I do? I can have a shopping list. What else do I need?2.Deal with the cover.T:Today we are going to read a story about shopping. Now, lets look at the cover. What can yousee? (title: the shopping list; people: Yasmin Dad; What s in Yasmins hand? (a shopping list) Whats on the shopping list? Now read the story and answer the question: What s on the shopping list?)(2) First reading: Read the story while bearing a question: What s on the shopping list?让学生通过看图、读句子的方式去找出购物清单上的物品(belt, golf ball, lamp )(3) Second reading: How are these things?在学生找出购物清单上的物品后,让学生看看他们买的这些物品的特征,并试着说一说:2最新资料推荐The belt is pink. The golf ball is white. The lamp is the best.T: So Yasmin and Dad want a belt, a golf ball and a lamp. How is the belt/golf ball/lamp?接下来,呈现小女孩他们回到家里的图片,他们开心地准备拆开买来的东西,结果发现里面不是他们买的物品,而是:vest, milk, pump 。让学生思考:为什么会这样?他们的东西在哪里呢?接下来呈现最后一幅图:这些东西都在这个男的这里,原来是他们拿错了袋子。接着抛出一个问题让学生去思考:他们接下来会怎么做呢?(或许学生用英语表达出来有一定的难度。)在完整地了解了整个故事内容后,尝试让学生为故事选择最佳标题,虽然故事有了标题,但是新的标题或许更加贴切。T: Yasming and Dad bought a pink belt, a white golf ball and the best lamp. They are very happy at home. Look, they unpacked the bags. What are in the bags? A vest! Milk! A pump! Why? Where are their things? Oh, look. They are here. They took the wrong bags: Yasming and Dad tookthe mans bags. The man took Yasming and Dads bags too. So willYasming and Dad took thethings back? How?Do you like the story? Yes, it s fun. I want to choose the best title for this story.Is “the shopping list ”the best title?(4) Third reading. 跟读录音,老师解释部分图片中的一些其他信息和内容。这个环节是在学生了解了故事的内容后展开的,旨在让学生感知录音,同时老师适当解释部分图片上的新内容。P1:Look. They are in the bank. Dad got some money.P2-3: Look. There are many shops. This is the Camping shop, the Gift shop and?(店名在下一页中出现:a big shop)P9: Look at Dad. Is he happy? Why is he sad? That cost a lot.T: Now, let s listen and read aloud. 在部分图片上停留下来,进行一定的解释或者问答。(5) Fourth reading. 学生自由读故事 (是否要加入让学生选读自己喜欢的图片,几幅?)同桌两个学生一张故事纸张。T: Now, try to do pair reading. Read the story picture by picture together with your deskmate.(6) Answer the questions and summarize the story. (对故事来一个简单的总结) Whats the story about?(Its a story about the shopping list.)Who went shopping? (Yasming and Dad went shopping.) Where did they go? (They went to a big shop.)3最新资料推荐Who went with them too? (A man went with them.)What did Yasmin and Dad buy? (Yasming and Dad bought a pink belt, a white golf ball and the best lamp.)What did the man buy? (The man bought a vest, milk and a pump.)What happed at last? (They got the wrong bags.)接着把这些答案完整地呈现出来,让学生试着完整地说出故事内容。最后,还试着挖空的方式,适当增加难度,让学生填空式地复述故事。T: So you finished reading the story. I ve got some questions for you.(疑:对于五年级的学生,这个故事教学到这里是否可以结束?是否可以继续深入,比如:让学生说说自己的购物经历,或让学生谢谢自己的购物经历,还是可以有其他形式?)在作业设计中体现对写的要求 板书设计The Odd Shopping
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