Unit 3 Sports Lesson1：School sports day（教学设计）-2024-2025学年北师大版（三起）英语六年级上册

教学设计 课题 Unit 3 Sports Lesson1：School sports day 学科 英语 学段： 高年级 年级 六年级 指导思想与理论依据 课程标准中明确规定：小学高年级学生要做到能借助图片读懂简单的故事或小短文，并养成按意群阅读的习惯；能正确朗读所学故事或短文；能在教师的帮助下讲述简单的小故事。 又依据本套教材的要求：在故事教学中，教师要引导学生观察故事中人、物、环境，通过文字、插图等信息理解意义。讲故事时，要强调讲故事而不是教故事。给学生充足的独立阅读的时间。通过故事学习，使学生在相对真实、完整的语境中接触、体验、理解语言。培养学生的观察能力，思维、想象能力，阅读朗读故事的能力，听故事、看故事的能力。 教学背景分析 一、 本课时教学内容的功能和地位。 本课教学内容取材于北师大版小学五年级Unit 3 中的第一课时，属于故事教学内容，呈现了本单元的主要句型和词汇，是本单元的教学重点。 故事主要分为两部分：配图故事和语篇故事。故事内容比较有趣，讲述了Ken和Ann在运动会上参加赛跑比赛，但没有得奖。Mocky感到有些失望，于是利用自己的优势在跳高比赛中获得冠军。 从功能上看，本单元是在前面两个单元学习的基础上，继续学习、巩固运用动词过去式对过去事件或动作进行描述。本课时还同时呈现了本单元的另一个重点，学习序数词。 二、 学情分析 本课的授课对象是五年级的学生，他们绝大多数都热爱体育运动，对本课的话题有着浓厚的兴趣。四年半的学习使他们储备了一定的语言知识和听、说等语言技能，他们能较熟练地运用简单的日常用语进行交流。并且他们对于如何在课堂上通过观察力和想象力来组织语言描述画面、猜测人物的言语进行“讲故事”的方式方法已很熟悉。 学生结合插图，能较容易的理解配图故事，对于语篇故事的阅读理解将有一定的难度。 三、 教学准备 依据自己学生的实际情况和教学目标的要求，教师根据语篇内容设计了两个辅助教学材料，希望通过图文匹配和阅读填空来检测学生的阅读理解情况。为了培养学生组织语言做事情的能力，教师请学生依据语篇故事内容提出问题，供其他同学来判断正误，教师在课前也预设了一些问题，作为练习准备。 在教学资源上，教师将用到教材中的图片和学校运动会的图片；在教具上，教师将利用录音机和多媒体设备；同时，教师自绘了用于板演的图片，使学生能够直观的理解故事。 教学目标(含重、难点) 一、 教学目标 知识与技能目标： 1. 学生能够理解故事主要情节和内容，并对配图故事进行分角色朗读。 2. 学生能够阅读理解语篇故事。 3. 学生能在情境中学习理解以下词汇：high jump, competition, congratulation, decided 学习并能运用以下新词：first, second ,third，sports, prize, race ,win 4. 学生能学会在一定的语境中运用以下句型： Did Ken/Ann win the race? No, he/she didn't. 过程与方法目标： 1．采用启发式教学，运用有效提问培养学生的观察能力，语言表达能力，阅读理解能力。 2. 在与学生共同讲故事的过程中，培养学生综合运用语言的能力。 3. 通过合作学习，培养学生的合作意识，使他们学会在小组活动中积极与他人合作，相互帮助，共同完成学习任务。 情感态度目标： 1． 培养学生的集体荣誉感，学会欣赏和赞赏他人。 2． 启发学生崇尚体育运动精神，在学习生活中力争上游、努力拼搏。 教学重点难点 重点：学生能分角色朗读配图故事和阅读理解语篇故事。 难点：初步了解序数词的简单用法。继续学习、巩固运用动词过去式对过去事件进行描述。 教学过程(文字描述) Step 1 Warm-up （从学生参加运动会的经历出发，提取学生的已有经验，做讲故事前的预热准备） 教师呈现本学校运动会的图片，从学生参加比赛的经历入手，谈一谈他们在运动会上参加过什么比赛项目，从而导入到故事的学习。 T: Look at these pictures. Who are they? Ss: They are … and … T: Where are they? Ss: They are on the playground. T: What are they doing? Ss: They are running. T: What's the special day for them? Ss: School sports day (板书课题) T: What games did you join in? Ss: long jump, high jump… T: Yesterday was Ann and Ken's school sports day. What games did they join in? What happened on school sports day? Did they win a prize? [设计意图] 课标中强调英语课程应从学生的学习兴趣和生活经验出发，本课中教师从学生参加运动会的经历出发，通过师生间的简单交流，谈论他们曾经参加过的体育项目，激发他们对本课故事学习的欲望。 Step 2 Story-telling（教师与学生逐图讲故事） 教师按照故事情节的发展顺序以及Mocky的情感变化线索为依托逐图讲故事，采用启发式教学，运用有效提问培养学生的观察能力，语言表达能力，阅读理解能力。 P1 T: Ok, let's look at this picture. Can you say something about this picture? Ss: This is Mocky./ They are talking on the playground./ …… 如果学生不能自己描述图片，教师通过下面的问题引出主要的信息 T: Who are they in this picture? Ss: They are Mocky, Ken and Ann. T: Where are they? Ss: They are on the playground. T: What are they doing? Ss: They are talking. T: (指图片中裁判员、运动员和工作人员) What are they doing? Ss: 为比赛做准备 T: Yes. They are preparing for the races. What games do Ann and Ken join in? Ss: running T: How do you know? Ss: Ken says “We are going to run in some races.” [设计意图] 教师在此环节通过用Who, What, Where, How等问句提问，使学生明确了故事发生的时间、地点、人物、事件等，启发了学生的思维，激发了学生的学习兴趣。 P2 T: Who runs in the first race? Ss: Ken runs in the first race./…… T: How many boys are there in the picture? Ss: 3 T: Who are they? Ss: They are Ken, David and John. T: Who is this man? Ss: 裁判员 T: Yes, he is a referee. Are they ready? Ss: Yes. They are ready. T: What does the referee say? Ss: Ready! Go! T: They are running now. Can you guess who will win the race? P3 T: Look, they run very fast. They all want to win the race. Who runs fast? Ss: David runs fast. T: Look at these boys and girls. What are they doing? Ss: They are cheering for them. T: Look at Mocky. He is shouting and jumping. Ss: Mocky非常兴奋 T: Yes, he is excited. Why is Mocky so excited? Ss: Because Ken is Mocky's best friend. He hopes Ken to win the game. T: What does Mocky say? Ss: Run, Ken! Run! T: Does Ken win the race? Look at picture 4. P4 T: Who was first? Ss: David was first. T: Who was second? Ss: Ken was second. T: Who was third? Ss: John was third. T: Did Ken win the race? Ss: No, he didn't. 教师根据故事情节板书，并和学生共同讲述Ken参加比赛的过程。 T: Yesterday was school sports day. Ken, David, and John ran in the first race. David ran very fast. He was first and he won the race. Ken was second. John came third. [设计意图] 教师依据故事发生发展的线索，在男生比赛结束后，通过与学生一起看图来讲述Ken的比赛过程。既回顾了故事内容，又发展了学生用动词过去式描述事情的语言能力。板演与故事情节发展的线索相符，便于学生的理解。 P5 T: It's a pity. Ken didn't win the race. How about Ann? Who runs in this race? Ss: Ann, Mary and Jane run in this race. T: Ken is Mocky's good friend, just now he didn't win the race. What does Mocky think about this race? Ss: Mocky想让Ann赢得比赛。 T: What does Mocky say to Ann? Ss: Run, Ann! Run! P6 T: Did Ann win the race? Look, who was first? Ss Jane was first. T: Who was second? Ss: Mary was second. T: Who was third? Ss: Ann was third. T: Did Ann win the race? Ss: No, she didn't. 教师根据故事情节板书，并讲述Ann参加比赛的过程。 T: Ann, Mary and Jane ran in the second race. Jane was first. She won the race. Mary was second. Ann came last. She was third. P7 T: (指黑板上的板书) Did Ken win the race? Ss: No, he didn't. T: Did Ann win the race? Ss: No, she didn't. T: Ken and Ann didn't win a prize. How does Mocky feel? Ss: He is very sad. T: What does Mocky say? Ss: We don't have a prize. What can I do? T: What can Mocky do? Let's look at this picture. Ss: Mocky can jump high. P8: T: Look, Did he jump very well? Ss: Mocky jumped very well. P9 T: Look at Mocky. Is he happy? Ss: Yes. T: Why? Ss: Because he won a prize in the competition. T: What should we say to Mocky? Ss: 祝贺 T: congratulations. 教师根据故事情节板书，并讲述Mocky参加比赛的过程。 T: Mocky decided to do the high jump. He jumped very well. Ann and Ken were happy because Mocky won a prize in the competition. [设计意图] 在讲故事环节，教师运用有效提问，根据每幅图本身和外延的相关信息以及学生的水平设置适当的问题，学生在理解的基础上，思考后组织语言回答问题，从而掌握了故事发生发展的线索。 Step 3 Practice 学习配图故事 1. 请学生整体观看配图故事课件，理解故事内容 T: Now, let's watch the video together. Ss: 观看故事课件 [设计意图] 在逐图讲故事之后，教师请学生一起看一下视频的故事课件，目的在于让学生整体理解故事内容，加深了解故事大意。 2. 请学生默读配图故事 T: Please open your books to page 14 and 15. Please read the story silently for 2 minutes. Ss: Read the story silently. [设计意图] 默读是朗读的基础，默读是快速的心读，默读过程是一个期待和回味的过程，对故事的表层理解最宜采用默读方式。 3. 请学生出声朗读故事 T: This time please read the story again. I hope you can read it loudly. 4. 学生自主发现故事中的生词 T: This time, please read it again and underline the new words. After reading, you can tell me the new words. And I will help you. [设计意图] 通过让学生出声朗读，制造一个学生对于新词汇语音学习的需求。朗读的过程是一个理解、发现的过程。在这一过程里不检测学生朗读故事的水平。 5. 学习新单词 (race prize congratulations win) T: Do you have any new words? Ss: r-a-c-e p-r-i-z-e c-o-n-g-r-a-t-u-l-a-t-i-o-n-s w-i-n 1) Learn to say “race” （图片学习） 请学生依据发音规则，试着读出race的发音。 教师规范发音 进行控制性的语音模仿训练，将单词还原于语句中，请学生正确读出语句。 2) Learn to say “prize” （实物学习） 3) Learn to say “congratulations” （情境中学习） 4) Learn to say “win” （情境中学习） 请学生在语境当中学说问答句Did Ken/Ann win the race? No, he/she didn't. （说明：剩下的三个单词，教学方法和步骤基本同上，不再赘述。） [设计意图] 在学生宏观整体理解配图故事内容的基础上再聚焦到词汇，词汇的学习采用了自下而上或自上而下相结合的方式。首先让学生自行发现不会认读的词汇，将这些词汇提交给教师，教师借助实物、图片等方式，启发学生理解词意。随后带领学生做简单的控制性发音训练，最后将词汇还原于故事的语境中，让学生在语境中理解、记忆。二级词汇目标中指出，学生应能根据简单的发音规律，读出简单的单词。所以，在讲授新词汇之前，教师总是提示学生依据发音规则试读新单词的发音，训练其直呼单词的能力。 5. 学生跟录音读故事 T: Please look at and point at your books. Let's read the story after the tape. Ss: Read the story. 6. 学生练习分角色朗读故事 T: Let's read the story in different roles. I will give you 1 minute. You must think it over. Who do you want to act? Ss: Read the story in different roles. 7. 学生四人分角色朗读故事展示。 T: I will find four students to read the story. Only four. Step 4 Passage 语篇学习 1. Retell 教师复述故事 T: Listen to me carefully. I'll retell the story for you. 教师边讲故事边把故事中出现的序数词和动词过去式的卡片贴在黑板上。 Ss: Listen to the teacher carefully. [设计意图] 目的一，向学生呈现如何指着图片讲故事；目的二，以图文相结合的形式，加深学生对故事的理解。为学生顺利进行语篇的阅读打下基础，同时训练学生的听力理解能力。 2. 感知序数词 1）教师简单讲述出现的序数词的意义和用法。 2）教师带领学生做控制性的单词发音练习。 3. Read the passage默读语篇 T: Open your books to page 26 and 27. Please read the passages under the pictures. If you have some questions, you can put up your hands, and I'll help you. Ss: Read the passages under the pictures. [设计意图] 教师在此环节，又一次采用了让学生默读的方式。在默读的过程当中，培养学生猜测陌生词语意和用法的能力、理解文章的隐含意义、确定语篇的主要观点等阅读能力。以此方式促进学生阅读的流畅性，增强学生的自信心，提高他们对阅读材料的欣赏力。 4. 学习巩固动词过去式的用法 （ran, won, came, decided and jumped） 1）教师带领学生做控制性的发音练习。 2）在语句中认读理解词汇。 5. Make a story book（小组合作以图文匹配的形式共同还原故事） 1） 教师把配图故事的图片裁下制作成连环画，并把语篇的主要句型分解。学生四个人一组合作，为图片配上相应的文字解说。 2）Check the answers（校对答案） 选择一组学生，依据文本每人描述一幅图片。 [设计意图] 此活动安排在阅读理解后，目的是检验学生是否真正理解了故事，如没有理解，根据此活动学生可以再次深入理解故事。小组合作学习，培养了学生的合作意识，使他们学会在小组活动中积极与他人合作，相互帮助，共同完成学习任务，体验成功的喜悦。 6. Fill in the blanks （检测学生） T: Look at the screen. Let's fill in the blanks. Ss: Read the sentences and fill in the blanks. Yesterday was school sports day. Ken, David, and John ran in the ____ race. Ken was ____. John came ____. Ann, Mary and Jane ___(run) in the second race. Ann ____(come) last. Mocky was sad. Mocky _____(decide) to do the high jump. Mocky ___(win) a prize in the competition. [设计意图] 此环节的目的放在检测学生对序数词和动词过去式的掌握程度，同时，训练学生在语境中让联系上下文使用词汇的能力，为学生的自然语言输出做准备。 7. True or false （学生阅读理解后，自编判断题，请其他学生判断正误） T: Listen to me carefully. I'll say a sentence, and you tell me whether it is true or false. Yesterday was Teachers' Day. True or false? Ss: False. T: Why? Ss: Because yesterday was school sports day. T: Good. The second one, Ken ran in the first race. True or false? Ss: True. T: Who can say a sentence like me? （给学生几分钟的准备时间） S1: Ken was third. S2: Mocky ran in the second race. S3: …… [设计意图] 此环节，教师设计让学生根据阅读材料撰写问题，请其他学生判断正误。这一设计进一步强化了学生的阅读理解程度，培养了学生自主运用语言的能力，也激发了学生的学习动机。 Step 5 Homework 作业 学科网（北京）股份有限公司 $$