小学英语广东版 (先锋&开心)开心学英语五年级下册Unit 5 My Favorite Activities教案及反思

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这是一份小学英语广东版 (先锋&开心)开心学英语五年级下册Unit 5 My Favorite Activities教案及反思，共6页。

课题		Unit5 My Favorite Activities (More reading and writing)
一、教材分析及学生分析
本节课的学习内容为粤人2011课标版五年级下册Unit5中的第六个课时:More reading and writing--Rules at the swimming pool，属于拓展阅读教学，教材比较生活化，是与本单元话题"My Favorite Activities"有关联的趣味语篇。主要讲述了祈使句和频率副词。学生们通过本课学习，能够用"Always/Please"或 “Never/Don't"发出指令或要求遵守基本的游泳池规则，培养学生综合语言运用能力。本课的教学对象是五年级的学生，五年级学生对英语有一定的积累，具备一定的词汇和语言基础，能够完成一些词汇的自学，敢于展示自己的思想与个性。学生在前面的学习中已经学习了频率副词如usually, always, sometimes, never和关于activities的相关动词短语如"take photos, have a picnic, surf the Internet, go swimming, go hiking, go camping, go fishing, go sightseeing"等,并能用"how often, once, twice, three times...; What's your favorite activity? My favorite activity is..."进行问答。在之前的学习中也接触过祈使句"Always/Please..."或 “Never/Don't...",这些知识都为本课的学习打下了基础。本课的重难点是要学生运用学过的内容进行表述、展示生活中公共场所游泳池的礼仪、规则，并以此养成良好的行为习惯，建立规则意识，安全意识，让孩子们学有所获。
二、教学目标分析
（一）知识目标： 1. 复习前面所学过的频率副词，动词短语和句型，能听What's your favorite activity? 说My favorite activity is...,能读、写本课单词,短语和祈使句句型：lifeguard, diving board. Never run/push/shout.... Do not sit on the diving board. Always listen to the lifeguard. Be careful.... Help small children. 2. 能听懂、会说，认读，并且会写More reading and writing 部分的内容。 3. 学会泳池规则，用规则编造歌曲，小组合作制定泳池规则。
	（二）能力目标： 1. 培养学生乐于表达，勇于展示的能力，增强学习英语的自信心。 2. 鼓励学生积极主动参与课堂活动，培养学生想象力，创造性和小组合作性。
	（三）情感目标： 1. 学会泳池规则，泳池内不跑，不喊，不推，不打闹，不坐跳水板上，听救生员的话，和父母一起去游泳，帮助小朋友等，做个文明礼貌的游泳者。 2. 通过本节课学习，让学生能把生活中其他公共场所的有些礼仪、规则用于泳池，遵守规则。 3. 从这节课后学生能知道以后要去正规场所--游泳池游泳，游泳时要注意安全，防止溺水，珍爱生命。
	三、教学重难点分析
	重点单词、短语：at the swimming pool, fight, shout, jump, run, listen to the lifeguard, don't sit on the diving board, be careful. 日常生活中游泳时，哪些该做，哪些不该做，规则表达,用祈使句：Always..., Never...，Please...,Don't… 难点：综合运用所学，小组合作设计写出自己的游泳池规则并展示。
	四、教学资源
	多媒体软件，PPT课件，实物，泳池视频，微课，学生练习纸, 卡纸, 黑板字卡等。
	五、教学过程

教学步骤	教学活动	设计说明
Stage1 启发思维，引出本课主题,帮助学生初步建立礼仪、规则意识。	Step1: Warming up
	①Greetings and brainstorm
	T：Today we learn Unit5...We have many activities. What' your favorite activity? T: Pictures for you, please read the sentence one by one "my favorite activity is…" T: What's his/her favorite activity? T: How often do you go swimming? Where do you usually go swimming? What do you usually do at the swimming pool? Is he/she right?	激发学生学习动机，通过头脑风暴激发学生对旧知识的回顾，包括词汇和句型的应用与巩固。通过问答把同学们引到与今天课题相关的游泳池活动主题。通过Yes or No游戏，创建轻松氛围，引导同学初步建立礼仪、规则意识，哪些是可以做的，哪些是不可以做的，同时引向主人公Tom。
	②Play a game: Yes or No
	T: Let's play a game:Yes or No, game rules…, for example...
Stage2 从观看视频到新授，再到对文本泳池规则的评价与正确规则的认知。	Step1: Lead in and watch a video
	T: Do you want to know Tom? Let me introduce him. This is Tom, he is my student, he is 10 years old. His favorite activity is swimming at the swimming pool. T: What does he usually do at the swimming pool? Let's watch a video.	通过一位学生认识的同学Tom的照片带他们一起观看Tom在泳池的一段视频和讲述,既融入了学生的实际生活，又激发了他们的学习兴趣和动机。
	Step2: Presentation
	①Ask and answer	由Tom的泳池行为谈到学生自己的行为,通过回顾视频图片逐步新授文本内容，5条规则，引导学生说出来，同时帮助学生建立正确规则意识。
	T: What does Tom usually do at the swimming pool? T: Do you...? Is that right? So remember: Never run/shout/push/fight...; Please always listen to the lifeguard.
	②Reading and exercise	学后练习题巩固加深规则认知
	T: Do you remember the video of Tom? If you don't, that's ok, let's read together. Then do exercise.
	③Show Tom more rules	利用先学后教的方式，学生先预习，初步判断正误，对即学内容有了解。通过回顾视频图片继续新授文本内容，3条规则，引导学生说出来。同时帮助学生建立正确规则意识。
	T: Let's go on and show Tom more rules. Before this, please preview below sentences, true or false. Then we will check the answer. T: Let's check the answer. One... two...three... T: So remember：Never sit on the diving board; Always swim with parents; Always help small children.
	Step3: Consolidation
	T: What are they on the blackboard? T: Let's sing a song: At the swimming pool. First， I will teach you how to sing. Second, change the lyrics, you sing.	通过问题What are they? 承前启后, 与新授的内容Rules at the swimming pool紧密相连。同时把两只老虎的歌词改编为泳池规则，和学生一起唱，让学生在放松的氛围中掌握以上所学规则，寓教于乐。
Stage3 拓展延伸说出更多泳池规则。	Step1: Rules extending
	Say more rules （七嘴八舌）	老师鼓励学生说出更多的泳池规则,再通过图片引导学生认读新规则。
	T: Can you say more rules at the swimming pool ? ... T：Pictures for you, please say out the rules.
Stage4 内化语言，积极输出。	Step1: Production--make and act the rules
	①Task assignment and introduction	通过以上环节层层递进的输入，设计这个输出的环节，有利于学生内化所学知识，积极输出。
	T: Now we learn many rules, can you make your rules at your swimming pool? Firstly, design your pool rules. Secondly, write them down. Thirdly, act them out. Fourthly, group show. T: Please take out your paper, group work.
	②Watch a video.	通过观看一个微视频，让学生在看中了解如何去完成制作和表演的过程，形象生动有趣，有助于激发学生学习动机。
	T: Now please watch a video. T: Do you know how to do it? okay, go.
	③Group show	小组讨论、合作、汇报，有助于培养学生的自信心和团队合作精神。
	T: Do you finish? Which group can try? Group xx, welcome...; Claps for them.
	④ Assessment	老师鼓励学生说并表演，及时评价，同时引导学生自我评价和对他人进行评价，体现了以学生为中心的教学策略。
	Six groups hang up reports on the rope.
	T：Wonderful! They are beautiful! You are great! Which one is your favorite report? You can choose two reports and put stickers on them. T：You can discuss in your group first, then one student in each group comes here and put stickers on them. T: Let's count. How many stickers? Group xx...Which group is No1? T:Group xx, stand up please, congratulation! claps for them. I will give a big gift to you.(hug or shake hands)
Stage5 对学生渗透情感教育，总结，作业布置。	Step1: Emotional education
	T：It's hot in summer, we like swimming, but please go swimming at the swimming pool. Be careful of water, and pay attention to the safety, prevent drowning, cherish your life, follow the rules.	通过溺水图片教育学生要去正规泳池游泳，注意安全，防溺水，珍爱生命，遵守规则。
	Step2: Summary
	Review the contents in this class.	引导学生总结并说出本课所学主要内容。
	Step3: Homework
	Write the rules for your class. (为班级制作英文班规）	课上内容的延续，内化及运用,学以致用。
六、教学评价和反思
1、亮点： (1)教学目标和学习目标明确，重难点突出，思路清晰，由易到难，层层递进，主线新颖，设计上与教材内容紧密结合，很好的分析教材利用教材，并对教材进行了重新整合，整节课设计包括板书设计、评价设计均紧扣主题，课堂气氛活跃、教学效果良好。 (2)创设的情景贴近生活实际,两个视频主角都是学生熟悉的同学，拍摄情景也是学生们日常生活中非常熟悉的泳池游泳活动，更能激发学生的学习兴趣、学习动机，同时进行了安全、防溺水、珍爱生命，遵守规则教育。 (3)游戏Yes or No为本课主题学习做好铺垫。两只老虎的歌词改编为泳池规则，和学生一起唱，让学生在放松的氛围中掌握与主题相关的知识，寓教于乐。 (4)小组合作尽量让每组学生有机会上台展示自己，充分调动了学生主动参与课堂的积极性，增强了他们学习英语的自信心，特别是平日性格非常腼腆的学生，上台后也能开口；进行了跨学科的教学，让学生在写的同时锻炼了美术设计能力，同时培养学生团队合作精神。 (5)对学生进行及时评价，同时教导学生如何进行自我评价和对他人评价，充分发挥了学生为主体的教学策略。 2、不足：时间的布局欠妥，虽然小组活动学生们的参与度高，但前面输入环节可以给学生更多时间练习和展示，以便为后面的输出环节做更好铺垫，在以后的教学中需要改进。