江宁区岔路学校（小学）英语教研组活动 1

一、情况概述

今天，苏云露老师在录播教室开设了一节教研课。上课内容是六年级上册Unit 3 Holiday fun.本单元讨论的话题是假日活动。第一课时学习story time,内容是国庆假期结束以后，Liu Tao和Mike在教室谈论各自的国庆假期生活。教学重点是学生能够理解文本并能正确、流利地朗读文本。教学难点是对于一般过去时的“去哪里”和“做什么”的问法和答法。

二、综合评价

  我们英语组对苏云露老师这节课进行了研讨。总结本节课的优点：1、课的结构设计非常流畅、完整，采用任务型教学通过解决问题地方式理解文本，符合高年级学生的特点。2、课文相关的问题层层递进、逐渐深入，节奏适中，有助于学生更好地理解课文。3、能关注文本的留白，创造性地使用文本，鼓励学生利用所学语言进行新课学习的预测，这是一大亮点。4、注重课堂评价，教师创造性地采用生生评价、师生评价方式，调动学生的积极性。5、通过“Whose holiday do you like better?Why?”这一问题激发学生的批判性思维，更多关注学生的想法，因势利导，鼓励学生大胆的输出和表达。

我们组也对这节课的不足之处进行了反思，在教学设计上和课堂上可稍加完善。例如：1、小组合作形式比较单一，可以多一点合作的方式，让学生充分发挥主体作用，学生之间也能在互帮互助中培养团结精神。2、课堂设计上对各个层次学生区分不明显，个别环节较难，可以设计一些面向后进生的简单环节，充分体现课堂的全面性。3、拓展环节由于时间不够，没有充分展开。

三、教学设计

  Unit 3 Holiday fun

Story time

Teaching contents  教学内容

Story time  

Teaching aims and learning objectives  教学目标

1. 能听懂、会说、会读、会写单词：holiday, National Day;

2. 能听懂、会说、会读、会写句型: What did you do for the holiday? I… Did you …? Yes, I did. / No, I didn’t.

3. 能听懂、会说、会读单词：call, Bund, Shanghai Museum

4. 能听懂、会说、会运用日常交际用语：Where did you go for the holiday ? I went to…  How was your holiday ? It was…

5. 能初步感知一般过去时的疑问句

6. 能理解课文内容，并能尝试复述课文，能尝试用过去式谈论假期趣事。

Focus of the lesson and predicted area of difficulty  教学重点和难点

教学重点：能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文内容。

教学难点：能理解课文内容，并能尝试复述课文，用过去式谈论假期趣事。

Teaching procedures  教学过程

Step 1 Warm-up and free talk

T: Boys and girls, welcome back to school. It was National Day holiday last week. Did you have a good time during holiday? (新授National Day, holiday)

【设计意图：通过谈话自然导入刚刚结束的十一长假，学生对刚过去的节日感触比较深，有话可讲。】

Step 2 Presentation

1. T: I also had a wonderful holiday, and I took some photos on National Day.

  Look at these photos and guess. (出示一些上海的照片)

2. T: Where did I go for the holiday? What did I do there? Guess!

3. T: (总结) Yes, I went to Shanghai last National Day holiday. I visited the Bund and the Shanghai Museum. (分别教学: the Bund, the Shanghai Museum)

出示图片让学生说一说: The Bund is _______________.

                    The Shanghai Museum is _________________.

4. T: What about you? Where did you go for the holiday? What did you do there? (教  

学句型)

 T: We all had holiday fun. So let’s talk about holiday fun.

【设计意图：通过感受老师的国庆假日，渗透本课的两个重点句型。通过师生互相询问、谈论各自的国庆假期、设置开放性的内容等环节，给学生提供了很多表达的机会。】

Step 3 Story time

1. Listen and match

T: Just now we talked about our National Day holiday. Our friends Liu Tao and Mike had holiday fun too. (出示课文图片) Where did they go for the holiday? Let’s watch and match. (播放动画)

【设计意图：帮助学生整体感知课文。】

2. Read and answer. (带着问题自读P26，划出关键句)

Q1: Who called Liu Tao? (新授call, called)

T: Mike called Liu Tao, but Liu Tao weren’t at home.

Q2: What did Liu Tao do in Shanghai?

(板书visited his aunt, went to the Bund, visited the Shanghai Museum)

T: Liu Tao saw many interesting things in Shanghai. How was his holiday?

(学生自由说: great /good/interesting/wonderful …)

【设计意图：引导学生关注课文中的细节信息，并且在情境中感受、学习新知。】

3. Listen and choose.

T: How was Mike’s holiday? Let’s listen and choose.

S: They picked oranges and went fishing.

T: What can you see in the picture? (出示图片，然后根据学生回答自然引出：It was great fun! 让学感受great fun的含义) Mike’s holiday was great fun！

T: Read and answer. (学生齐读P27课文，边读边抓取关键句并回答问题)

Q1: Why did Mike call Liu Tao?

S: Because Mike wanted …

Q2: Did Mike catch a big fish?

S: Yes, he did. Mike caught a big fish. (教学catch, caught)

Q3: Who ate the fish?

S: Mike ate it.

T: Mike and Liu Tao are good friends. Let’s share good things with our friends!

【设计意图：通过听找“答案”、读找“细节”的环节，帮助学生深度理解课文，并培养学生自主学习的能力，感受朋友间分享的快乐。】

4. Read and retell.

(1) Read the story after the tape.

(2) Read it in roles.

(3) Try to retell the story. (根据板书进行复述)

【设计意图：复习和巩固课文学习】

Step 4 Consolidation

1. Finish “Think and write” (P28)

2. Fill in the blanks

The students c_____ b____to school after the National Day holiday. Mike and Liu Tao t____ about their National Day holiday. Liu Tao w____ to Shanghai and v_____ his aunt. He went to the B_______and visited the Shanghai M______. He s_____ many interesting things. Mike w_____ to a f______ near Star Lake. He p_______ some oranges and went f______. He c______a big fish and ate it. It was great f______.

【设计意图：帮助学生更好地梳理课文脉络，掌握重点的词句。】

Homework  家庭作业

1. 抄写本课新词新句。

2. 熟读、背诵、复述课文。

3. 调查你的同学或者朋友的国庆假期活动，下节课分享。

Teaching aids  教学准备（含板书设计）

教学准备：图字卡、教学课件。

板书设计：              

四、教学反思

一、遵循上课流程，问题层层递进依次展开

  本课谈论Liu Tao和Mike的假期活动，围绕“Where did you go?”和“What did you do?”这两个问题展开。学生从对教师家人的国庆假期活动的猜测开始，再通过对课文相关问题的解决，逐步深入了对课文内容的理解。

二、批判性思维的拓展

   在学习完课文以后，教师不仅仅停留在对课文内容的基本解读，还追加了“What do you think of their holidays?”和“Whose holiday do you like better?”这两个问题，激发学生的思考，引导学生从不同角度评价主人公的假日生活。同时，也激活了学生的语言输出。他们在教师的引导下，学会比较在城市和在农村的不同生活，能够大胆阐述自己的看法和观点。

三、捕捉留白，创造更多给孩子发言的机会

   本次上课仅仅在上课伊始对孩子的假日生活进行了简单的交流，不足之处在于，可以在课文学习结束后，给孩子创造更多开口表达的机会。除了询问“What do you think of their holidays?”和“Whose holiday do you like better?”这两个基本问题以外，还可以询问更多关于假期的信息，比如“What did you eat?”等。这样才能够更好地发散学生的思维，提高学生的综合语用能力。

五、活动照片