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五年级下册英语复习资料

五年级下册英语复习资料
五年级下册英语复习资料

五年级英语下册第四单元反思

这是PEP 五下Unit 4的内容,学生从本单元起开始接触现在进行时。本课要求通过具体而典型的情景,体会现在进行时的用法,能够运用句子What are you doing ? 询问别人正在做什么,并用I'm ___ing . 这一陈述句来作答;能够初步认识现在分词的构成,能够听、说、读、写五个动词短语的ing形式。本案例针对五年级的学生,教师充分考虑到了新旧知识的链接,活动设计具有可操作性,创设直观情境进行呈现和练习,在整个教学设计和实施的过程中做到了环环相扣,层层推进。

一、如何贯穿领袖儿童教育思想,体现课堂特征,凸现特色,在课堂中发展领袖儿童特质?英语新课程标准指出,基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。《新课标》倡导任务型教学模式,即让学生在教学活动中参与和完成真实的教学任务,从中体验学习的快乐。因此我在教学中设置情境,让学生在有趣,开放式的语言环境中,学会观察,思考,讨论和总结,在“用”中发展思维能力、创新意识和各种语言应用能力。本节课为了凸现学生的主动性,让课堂氛围充满情趣,学生表现踊跃,发自内心地与他人合作交流,相互促进,结成学习小组,合作完成相应的学习任务,本节课是小步子,快节奏,按“三模”教学模式开展教学活动,让学生在学生在情境对话中学习英语;让学生在竞争合作中学习英语;让学生在快乐中学习英语;让学生学生不再畏惧学习英语。

首先是按“创境引题-----先学后教-------展示反馈”三模教学模式组织教学

本节课是学生学习现在进行时的第一课时,因此本节课由复习五年级上册的一首歌曲入手,紧紧围绕动词词组展开,由歌罢复习以前学过的动作词和动作词组入手,通过TPR活动的方式使学生尽快地回顾起这些词与词组。在动的过程中,学生既动得起来、有兴趣参与又复习了旧知带出了新知。例如由歌曲中出现的词组set the table ,sweep the floor,wash the dishes 等,让学生回顾其他的动词词组,并通过TPR的形式师生一起动起来。在动的过程中,学生既动得起来、有兴趣参与又复习了旧知带出了新知。

在创境部分最成功的地方是创设了一系列具体而典型的情景,让学生亲身体验现在进行时的用法,如:托乒乓球、洗碗、读书、在黑板上画画、接听电话等,通过各种真实的动作,引导学生对于谈论现在的情况有较丰富的、深入的体验。充分运用身体语言,帮助他们理解、领会现在进行时的用法。在操练过程中,学生由cook dinner 到说出cook eggs, cook noodle, cook tomato; 由read a book 到说出read a Chinese book, read a story book;由draw pictures 到说出draw a tree, draw an apple, draw flowers;学生将旧知与新知结合,既是对旧知的巩固,又是对新知的练习。

在先学后教部分,教师总是先让学生思考,根据已有的知识进行试读,在此基础上教师再播放课件,纠正发音,适当点拨动名词短语的发音规律,让学生能达到举一反三。

在展示反馈部分,教师设计了一个小调查活动,周末临近,学生相约出去玩,相互打电话询问对方在做什么,让学生分组练习,最后由组长汇报,并把第一人称转化成了第三人称,对所学的知识进行了拓展。

遵循语言教学规律,词不离句,由易到难,起承转合较巧妙,课堂连贯流畅。

将词汇教学自然融入到对话和时态的教学中,注重学习能力的培养和主动思维能力的培养是本节课成功的另一方面。在前两个动词词组do the dishes , cook dinner 的教学中,我突出了现在分词的构成和读音的教学示范,从第三个短语read a book开始,鼓励启发学生自己加上-ing且试着读出加-ing形式之后的读音,引导学生思考,培养他们运用所学知识去解决问题的能力。因此,在最后的拓展中,我设计了在24个短语后面加-ing并试着读出这一环节。注重培养学生主动思维的能力主要体现在:教学cook dinner词组时引导学生说出cook fish / eggs / noodles/ tomatoes 等等;教学read a book 时引导学生说read a Chinese / math / story

/ picture book 等等。教学draw pictures 时引导学生说draw a tree /an apple / flowers 等等。教师在设计本课时注意到了几个词组之间的关系,由Free talk 引出do the dishes ,由学生熟悉的词组入手,通过传盘子的游戏集体练习传到谁手中要回答全班同学what are you doing 的提问;当盘子传到最后一名学生,老师问:You can do the dishes. Can you cook dinner? 自然引出cook dinner的教学;练习完汇报时,老师以故事书作为奖励,并让学生读,将read a book 引出;当学生读到picture book时,老师用实物投影仪展示pictures,并且问Can you draw pictures ?然后老师在黑板上边画边说:I am drawing pictures .自然将drawing pictures 引出,接着让学生来画画,体验动作并能说出I am drawing a tree等等。用铃声引出接电话,教师展示了一个接电话的交际过程,学生在练习时也是将日常对话、what are you doing 和I am…刚学过的五个词组结合起来在交际中进行实际的练习,既是练习又是小结又可渗透下节课Let's talk的内容。整个的讲练过程练习量大、循序渐进,环环相扣。

精心设计活动,凸现“小组化”教学模式。

在练习doing the dishes这一词组时老师设计了一个传盘子的游戏,盘子传到谁手中要回答全班同学what are you doing 的提问,节奏明快,且练习的覆盖面广,全班同学都有开口问答的机会。在教answer the phone这个比较陌生的词组时,教师设计了一个Hide and seek 游戏,把电话藏起来,通过一名学生找电话,全班同学齐说answer the phone并用高低声提示,巩固这一动词词组。当学生找到电话,电话铃声再次响起,让学生试着加ing并读出。在学生学完了五个动词短语之后,教师设计了一个比赛朗读词卡的活动,会读的学生自发地从座位上站起来读。紧接着教师又安排了教师击镲学生传纸盒的游戏,让学生在快乐中练习对话,充分激发学生的学习积极性,将课堂推向了高潮。游戏过后以小组形式开展活动,让学生把书卷起做打电话状,创设打电话氛围,结合具体的语境,让学生对刚学过的五个词组结合起来做成一个小对话,在交际中进行练习,同是也是对刚学过的东西的一个小结,与生活实际紧密练习起来,并分小组练习口语并展示反馈。

二、领袖儿童教育思想体现的意义及价值

一是从培养学生兴趣入手,提高学生的思维观察能力。在教学过程中,给足学生思考的空间,让学生能够结合已有的知识积淀,学会思考,尝试学习。例如尝试读词,doing 和cooking 示范给学生现在分词的构成及加了ing怎么读,从read开始让学生自己写几个动词去加ing,自己尝试读并感受词形与读音的变化规律。再如尝试书写并发现规律,在拓展练习中学生尝试自己动手写上五个ing词语并朗读,让学生感知词缀的构成,有助于学生发现问题,并尝试去解决问题。

二是注重听说能力的培养和思维拓展。教师注重举一反三,拓展和发展学生的思维和运用语言的能力。如cook dinner 引导出cook eggs, cook noodle, cook tomato;再如启发学生自己加上-ing且试着读出加-ing形式之后的读音,引导学生思考;再比如设计的打电话的练习,将日常对话与本课内容结合起来在交际中进行实际的练习,让学生在具体的场景中运用所学的知识进行交际。

总之,在教师的精心设计中,在循序渐进的呈现和练习过程中,学生有大量的语言输入和内化的机会,前面扎实的练习也为后面拓展练习的语言输出打好基础。本课的设计较好地体现了新课标精神,学生在广阔的空间中能得到语言的体验和发展。

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