【原】大街五年级英语组活动报道三
发布时间: 2025/5/19 14:33:20 21次浏览 作者: 薛慧
大街五年级英语组活动报道三
2025年5月15日,大街五年级英语备课组集体观摩了示范课Unit8 Birthdays StoryTime,并召开备课组会就这节课进行集体研讨。
教学设计
一、教学内容分析:
What: 语篇类型为对话,Miss Li和Su Hai、Mike就生日日期以及庆祝活动展开对话,由此呈现本单元的核心句型。引导学生感受生日的多种内涵以及中西方文化中不同的生日风俗习惯。
Why: 作者通过描述Su Hai和Mike的生日日期和活动,使学生学习如何有礼貌、得体的开启对话、回应与结束对话。学生能通过阅读语篇和观察图片,进行信息的检索、提取和归纳等,并能在讨论、交流中感知文本的主题意义。
How:该对话是比较典型的学生日常生活对话,文本以对话形式呈现。分为两部分:第一部分Miss Li询问Su Hai的生日信息,第二部分Miss Li询问Mike的生日信息。涉及日期的表达,月份和序数词的词汇,如:eleventh、eighth、May、April,交流生日活动的词汇如:buy a birthday cake 、eat noodles、have a party、play games; 交流生日主题所运用的核心语言,如:When’s your birthday? It’s...What do you do on your birthday? I usually...学生已多次接触一般现在时。该对话情节易于理解,具有现实意义。
二、教学目标:
1. 理解对话内容,能用正确的语音语调朗读对话,通过板书、导图等形式梳理文本,并复述对话中人物的生日信息并初步表演对话。
2. 在理解对话的基础上,通过看图交流,学生能初步理解、运用日常交际用语When’s your birthday? It’s...What do you do on your birthday? I usually...能听懂、会说、会读单词eleventh、eighth、May、April、together、birthday、game等。
3. 能围绕Who、When、What、How等方面交流生日信息,能在语境中初步了解和运用序数词。
4. 通过梳理和对比苏海和麦克的生日活动,感受主题意义,比较中西方生日文化异同。
三、教学过程:
Step 1 Warm-up
1. Let’s sing the song about the ordinal numeral.
2. Listen and say: What special day is the music about?
The Spring Festival, Mother’s Day,Children’s Day and Birthdays. 揭题
3. Free talk: What pops up in your mind when you see the word “birthday”?
S: birthday cake, noodles, birthday party, happy birthday...
Miss Yang’s answer is two numbers: 1and twenty. They stand for the date of my birthday.
Step 2 Pre-learning task check
1. When’s your birthday? It’s on the...of... 总结日期表达规律。
2. Whose birthdays are they talking about in Story time?
Su Hai and Su Yang’s, Mike’s. What aspects are mentioned? Date, food, activities and people. (统计图显示) How can we ask?归纳句型
3. What else do you want to know about their birthdays?
S: how old is Mike? What presents do they get? Why do they eat noodles? /...
(词云图出示学生感兴趣的关键问题)
4. Let’s focus on these four questions:
When’s ...’s birthday? Who comes to...birthday? What do/does...do? How do/does...feel?
Step 3 Presentation
1. Su Hai and Su Yang’s birthday
(1) Read and underline 自读书78页,找出关键词组。
(2) Ask and answer about the twins’ birthday.
拓展:Why can Kitty sit on the table? Why do they eat noodles?
(3) Let’s read P78.
(4) Let’s think: What will the families say to the twins?
Happy birthday, wish you good health/study/...
(5) Let’s know more about the birthday customs in China.
Birthdays are the days of best wishes.
2. Mike’s birthday
(1) Read and learn 自读书79页,找出关键词组, 并同桌问答。
(2) Let’s read P79.
(3) Let’s think: What is Mike doing? He’s making a wish.
What 's Mike's wish? Maybe he wants (to)...
What else do they do at the party? Blow out the candle, cut the cake, sing the song...
Birthdays are the days of happiness.
3. Let’s retell 选择一人的生日,根据板书复述。
4. Let’s compare: What are the differences(不同) between their birthdays?
Different people come to their birthdays. They eat different food.
Why are there any difference? 交流中西方的生日习俗异同以及中西方的文化融合。
The world is changing and the culture is merging.
Step 4 Consolidation
1. Let’s talk 从四方面与同伴谈论自己的生日。
2. Let’s think more about birthdays
Birthdays are the days of growth/thanks/...
Step 5 Homework
1. Read Story time better and try to retell.
2. Try to find more about birthday customs in different countries.
Blackboard design板书设计:
探讨发言记录:
薛慧:本单元谈论的话题是生日,要求学生能够掌握和生日有关的单词、词组,如 birthday\eleventh\eighth\April\together\game,a birthday cake\eat noodles\have a party\play games。在句型方面,要求学生掌握 When’s your birthday? It’s on... What do you do on your birthday? I usually...教师设计了各种活动,激发学生说的兴趣,让学生扎实练习并掌握句型,从而能正确灵活地谈论生日。
穆园园:谈起生日,孩子们都有话说,比如: “ On my birthday, I can eat …..I can drink…. I can play with my friends. I can put on new c lothes….” 但学会准确流利地说出生日的日期却是本单元的重点与难点,对月份和序数词的学习与掌握不是一件容易的事儿。所以,教师在教授序数词的时候,先让学生自己找基数词到序数词的变化规律,然后用 i say, you say.的游戏进行巩固。比如:我说 one,学生说 first。在这样的活动中,学生表现出了极大的积极性。 在之后的句型操练过程中,让学生谈论自己的生日日期、活动。这与他们的 实际情况紧密相关,很好地调动起了他们的积极性,学生都踊跃地参与了讨论了。
张修苗:本节课主要教学Story time,是一节语篇教学课。现代课堂阅读教学结构大体上分为三个阶段:阅读前、阅读中和阅读后,目的是确保通过阅读教学帮助学生形成处理文本的能力。本节课中,教师在课前深度挖掘教材资源遵循整体——局部——整体的教学思路,注重前后知识的联系,让语言学习在真实的、自然的师生互动中进行;同时为学生提供思考和语言交际的机会,让英语课堂成为学生彰显个性的舞台。
杨帆:要想上好一节课,不仅要备课堂还要备学生,在课前对课堂进行充分的预设是一方面,而在课堂上,教师的智慧更显得尤为关键,今天在课堂上,教师对有些细节的处理就显得很“智慧”,尤其是对于学生互评的引导方面,在第一个学生的评价后,给予了及时的反馈,使得后面的学生评价更为准确,特别精彩。
撰稿:薛慧
校对:徐心怡
审核: 桂婷婷