《She is a vet》教學紀實與評析

教學內容:

EEC小學英語教材5年級上冊。

教學目標:

1.運用圖片、錄音創設情境，使學生在理解對話的基礎上學會課文，做到熟讀課文。

2.用英語練習關于職業的表達方式。

3.在學習中通過對話朗讀激發學生的學習積極性，培養學生主動參與的精神。

教學重點:

1.單詞和課文的學習、理解和使用。

2.功能句的認識、理解、初步掌握。

教學難點:

1.Who lives in Australia?

2.What does your uncle do?

3.What are you going to do there?

教學過程:

一、Warming up

1.Greeting.

2.Let’s sing an English song together.

《Old Macdonald Had a Farm》

(通過演唱這首歌，復習了一些常見動物的名稱，為本課教學進行了鋪墊。教師將音樂融入教學中，使教學在快樂中進行，使學生的學習變成一種快樂的過程。)

二、Learning

1.Answer the teachers questions.

T: Do you have a good plan for Sunday?

S1: Yes，I do. I am going to go to a mountain.

T: How about you ?

S2: I am going to learn English.

T: What do you want to be?

S3: I want to be a teacher.

T: What about you?

S4: I want to be a pilot.

T: What do you want to be?

S5: I want to be a cook.

T:How about you ?

S6: I want to be a doctor.

T: You want to be a doctor. You want to help sick people. I hope your dream will come true in the future. Look at the cards. She is a doctor， too. But she is a doctor for animals. She is a vet. Now，today we are going to learn Lesson 3《She is a vet》.

(通過師生對話，拉近師生距離，同時也自然過渡到本課課題《She is a vet》這一句型的教學。)

2.The students read the title of the lesson after the teacher.

3. T: OK. First， let us look at the cards.

Who can read this word? What is the meaning of this word?

Read after me.

Read this word one by one.

Show me your fingers，please. Let us write it together

4. The teather shows the word card to the students.

First， the teather asks the students to read the word.

What is the meaning of this word?

Read it quickly / slowly/ loudly.

(每一個單詞都用不同的方法來呈現，以促使學生主動獲取知識。)

T: Read this word one by one.

T:Good.Ifyouknowthewordthenyousayitout.

Ss: vet.

T: Ifyouknowthewordthenyouspellitout.

Ss:V-E-T，vet.

5. T: Now please guess a word. If A is 1， B is 2， Z is 26. Guess 1+14+9+13+1+12+19.

Ss:animals.

T:Which animals do you know?

S:Dogs，sheep，cats，birds，snakes，elephants，tiger，pigs，hens，ducks and pandas .

T: There are so many animals in the world.Which animals do you like best?

Ss: I like dogs best.

6. T: Let us look at the last word. What is the meaning of this word?

Teach this word in some ways.

Play a game.What’s missing?

(教師在學習每個單詞時設計不同的游戲，讓學生在活動中熟悉并掌握所學內容，在看、聽、說、唱等活動中感知語言，使課堂活起來，為順利實現教學任務奠定基礎。)

7.T: Let’s have a word game. I say English， you say Chinese. I say Chinese， you say English. If you can answer my questions， please stand up and answer.

(通過單詞搶答游戲激發學生學習英語的興趣。)

8. T: Now let’s listen to the tape and know what the lesson is about.

9. Read after the tape and then answer my questions:

Who lives in Australia?

What does Cody’s uncle do?

What does Cody’s aunt do?

What is Cody going to do in Australia?

(課堂教學中教師將語言材料當作聽力材料來處理。在聽之前，給學生提出問題，讓學生帶著問題去聽，有目的、有意識地聽，學生在任務的驅動下，在聽的過程中思考問題。用問題引領學生閱讀、理解文章，讓學生在情境中體會語言。)

三 Practising

1.I give you a few minutes to fill in the blanks on Page 37. You can work in groups.

(小組合作解決文章中的新詞、討論關于文章問題的答案，培養了學生的合作精神。)

2.The teather asks the students to answer the questions on Page37. Listen and write.

(通過這兩道聽力題，培養了學生聽力理解的能力。也進一步檢驗了他們在本節課中的學習效果。)

3.This time I give you two minutes to read the dialogue. Please read it loudly.

4.Now，let us read the dialogue in role play.Who wants to be Sandy? Who wants to be Cody? Who wants to be Billy?Who wants to be Jane ?Read the dialogue in role play.

(給學生展示的空間，通過分角色朗讀來體會用英語對話的樂趣。)

5.Write a new dialogue in groups.

(教師讓學生仿照課文去寫作，使學生從學習語言到使用語言，從而達到語言的實際目的，同時能夠拓展學生的思維，提高了學生的寫作能力。)

評析:

本課主要學會關于職業的表達方式的問答。通過計劃周末或假期活動的內容，學習將來時的表達方法。教師堅持學生主體性發揮，通過課前的相互問好和英文歌曲的導入，既能在短時間內拉近與學生之間的關系，又能幫助學生盡快進入學習狀態。在新課引入時充分抓住學生的特點，結合圖片，自然引出本節課的知識。通過游戲活動幫助學生迅速、高效地掌握單詞，設計了很多符合學生年齡特點的活動，并能創設情境來運用語言進行交流，真正體現了語言的交流功能。教師將語言材料當作聽力材料來處理，進行聽音練習，提高學生的聽音、辨音的努力。根據錄音內容，自編對話，鞏固練習本課學習的重點內容。教師在英語教學中開展分角色對話、多形式練習單詞、小組合作學習等形式也培養了他們的合作精神。

本課的不足之處:教師應給學生設計更多操練的情境，課堂評價的形式應更加豐富。

總之，教師只有培養好學生的聽說讀寫4項基本技能，才能形成綜合語言運用能力，為真實語言交際打下基礎。才能使我們的課堂教學成為“有效教學”。

編輯/趙卓然