http://blog.wjedu.net/2013/17217/index.html

基于主题情境的Project单元教学实践

作者[尹丽萍] 发表于[2018-5-31 11:10:00]

一、教材分析

    本课为六年级下册Project1 Being a good student第一课时。本单元作为1-4单元的综合单元,着重归纳了第一单元到第四单元的语言点。通过画图、看图说话、完成对话等形式,全面系统地复习已经学过的词汇、句型、语法和交际用语。教师对于学生的基础知识和基本技能的掌握进行严格要求,在复习过程中要着眼于语言实际运用能力的培养。

二、学情分析

本单元的内容涉及范围比较广,综合性较强。课前学生已对前四个单元的教学内容进行初步的梳理与归纳,并熟知各单元的重点词汇与句型,如good habitsbad habits的正确区分与表达,形容词与副词的准确运用、以及有关饮食健康与道路安全的表达等。教师要善于分析学生对语言点的掌握情况,在课堂上开展有重点且扎实有效的复习与活动。

三、教法分析

英语课堂需要的是真实、自然、生动、有趣氛围。教学目的要明确,教学过程要有序,教学活动设计要合理,教学各环节要过渡自然,这样学生思维就活跃。 教学要从学生的兴趣出发,通过创设情景,示范教学内容,启发学生的思维,组织学生实践,培养学生的语言交际能力。  

四、教学流程分析

Step1. Warming up

1.Sing a song: Road safety

2.Play a game: Red man, stop! Green man, go!

3.Try to judge: I think so./I dont think so.

【设计意图】利用师生、生生间的信息沟,进行事实的判断与猜测,活跃课堂氛围,由以上环节顺利过渡到本课主题habits,通过师生交流不仅拉近和学生的距离,也为后续习惯的表达与叙述作好铺垫。

Step2. Being a good student

1.Show Amy and John.

2.Talk about Amys habits

1Read and remember Amys habits.

2Try to find: What habits does Amy have?

3Try to think: What do you think of Amys habits?

3. Discuss Johns habits in goups

 1Show the rules.

 2Try to think: What do you think of Johns habits?

4. Share your opinion

 1Try to talk about Amys habits like this:

From Amys habits, I know ...So I think she follows the rules well.

     T: But does she have a healthy diet all the time?

     Learn: all the time

2Try to talk about Johns habits in the same way.

4.Try to think: To be a good student, what should we do?

  Summary: To be a good student, we should not only do well _____, but also do well _________.

5.Give a report about being a good student

   Work in groups with the mind map.

【设计意图】在对两段教材文本的解读中,学生借助已有认知,正确分析并评价AmyJohn的好习惯与坏习惯,从而逐步加强学生养成良好习惯的意识。开放性的问题设计在引导学生发散思维的同时,也有利于向下一环节顺利过渡。

Step3 Being a good teacher

1.Show a passage about the teacher.

2.Try to challenge

   What is the main sentence of the passage?

   How many aspects of habits do I talk about in the passage?

3.Fill in the blanks

  Learn: enough

  Tip: Adverbs can make sentences more beautifully and vividly.

【设计意图】该段拓展文本的学习意图指向学生的写作,学生通过老师的引导能够习得一定的英语作文构思方法和写作技巧,从中不断提升高年级学生的语用能力。

Step4.Summary

1.In this class, we try to ...

2.Show the sentence for students:

Everyone can do better. Everyone can be a good student.

【设计意图】运用本课主题进行总结,使学生辨别好坏习惯的能力得以进一步提升,从中意识到应该怎么做才能成为一名好学生。至此,本课的情感目标也得以顺利达成。

Step4.Homework

Level A Show your poster to more people.

Level B Write sth. About My plans for being a good student.

五、教学效果分析

主线的贯穿始终是本节课的亮点之一,既充分考察了学生对单元主题的理解,也将学习内容与师生的实际生活相结合,从而达到了学以致用的目的。 另外,小组的合作学习的多次使用也正是Project单元教学的主旨体现,有参与、有输出、有展示,学生分工明确,善于表达,兴趣较高。

总之,教学中,我们要时刻以英语新课程标准为指导,以活动为方式,变课堂为生活,借助情景教学法,直观教学法,多媒体教学法等为手段,使学生肯学,要学,乐学。

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