授课老师：张晓敏

所在学校：河北省丰宁满族自治县实验小学

点评人：何克抗、赵兴龙

        本课是义务教育课程标准实验教科书人教版教材五年级下册第四单元B部分let’s talk一课，新句型有What’s he/she doing? He/She is ….本课主要是从情境和兴趣出发，联系学生所学的知识，通过对话表演、拓展听读等活动，复习旧知，巩固新知，进一步训练学生的言语交际能力。

1.        小学英语教学跨越式发展的理念。

2.        英语学科教学“以言语交际为中心”的理念。

l  知识技能

1.        能听、说、认读本课的重点句型What’s he/she doing? He/She is ….

1.        能读懂课文，且能回答与本课有关的问题。

2.        能正确、流利有感情地背诵课文。

3.        能在一定情景之下，根据所学知识，联系以前学过的知识，有效进行综合说。

l  过程方法

1.        通过教师讲授、自主听读、教师检测、小组合作等多种形式，掌握本课的重点句型。

2.        通过俩俩交流、对话表演等活动，让学生在说与演中理解体会，不仅理解课文，也体验到协作学习的方法，提高学生协作的意识和能力；

3.        通过阅读拓展资源，实现学生在自主阅读过程中教师的引导作用。

4.        在情境学习过程中，体验自主学习和协作学习，更好的培养学生综合运用语言进行交际的能力。

l  情感态度价值观

1.        利用多媒体，运用多种方法，激发学生学习英语的兴趣。

2.        从拓展资源中渗透一种情感教育“一分耕耘，一分收获”。

1、本班学生在跨越式的教学模式下学习了五年，已有了很扎实的基础和较强的言语交际能力。

2、学生对图文并茂，集知识性、趣味性、生活化于一体的教学资源非常感兴趣。

3、学生比较活跃，知识面较宽，会话表演能力较强。

        本节课充分利用了视频，网络资源等，综合运用引导式，讲授式，自主及协作学习等策略，在会话、表演的形式中引导学生自主、协作学习，这不仅进一步激发了学生的学习兴趣，树立了自信心，而且在新授说、综合说、扩展听读中，大大提高了学生的语言运用能力。

1、自制CAI课件

2、拓展的文本材料。

Step 1、创设打电话情景，有效进行复习说

   1．Let’s chant.

    教师引导语

T: Boys and girls, let’s chant together.

Grandma is cooking, cooking noodles.

Sister is listening, listening to music.

Mom is writing, writing an e-mail.

Dad is reading, reading the newspaper.

  Step2、Revision（创设打电话情景让学生根据Key sentences，进行复习说。）

１.（教师引导语）

T：Dad is reading the newspaper. Zhang Peng and John are calling?What are they talking about?Boys and girls, look at the picture, in pairs make up a dialogue in pairs.（学生利用图片及key sentences进行对话练习。）反馈两组

…

Step 2:创设电话采访情景有效进行新授说

1．呈现新句型Can I speak to…?What’s he/she doing?He/She is ….

 (利用媒体呈现)

（教师引导语）

T：Listen,I’ll ask you two questions.No1,Who is calling?

S1：Nina.

T：Yeah,Nina says“Can I speak to your mom,please?”教师板书”Can I speak to …？” No2,What’s Chen Jie’s mother doing?教师板书What’s she/he doing?

S1：She’s cooking dinner.

T：Yeah,you are right.板书“She/he’s ….” Open your books and turn to page50.Then listen to the tape and follow it.

T：In pairs make up a dialogue.（处理课文）

   反馈两组。

2．Let’s try

教师引导语

T：Chen Jie’s mom is cooking dinner.

What are they doing?Listen and fill in the blank.

3.Scence changing

教师引导语

T：Jammy is doing his homework.What’s Jack doing?Wow,he’s doing a survey

Boys and girls,look at the picture,in pairs make up a dialogue.反馈两组。

Step3: 拓展听读

扩展材料（三）

The days are getting shorter, the air is getting colder. Jack and Sally go out to play.

Jack: “Mr. Bird, what are you doing?”

Mr. Bird: “We’re flying away for the winter.”

Sally: “Can we come?”

Mr. Bird: “No, you cannot. I don’t think you can fly.”

Sally: “What is your uncle doing, Jack?”

Sally:” Look at the squirrel, what is he doing?”

Jack: “I am not sure.”

Jack: “What are you doing, Mr. Squirrel?”

Mr. Squirrel:” I’m gathering nuts.”

Sally: “Can we help?”

Squirrel: “Oh yes, please.”

Sally: “What are the birds doing?”

Jack: “I’ll ask.”

Jack: “I don’t know.”

Jack: “Uncle Steve, what are you doing?”

Uncle Steve: “I’m picking apples.”

Sally: “Can we help?”

Uncle Steve “Sure you can.”

Sally: “Hey, what is your mother doing? That looks like fun.”

Jack: “Mom, what are you doing?”

Mom: “I’m carving a pumpkin.”

Sally: “Can we help?”

Mom: “Of course, there are many pumpkins to carve.”

Sally: “Look at your dad! What is your dad doing?”

Jack: “I don’t know.”

Jack: “Dad, what are you doing?”

Dad: “I’m raking leaves”

Sally: “Can we help?”

Dad: “Okay, I guess you can. Here are the rakes.”

Jack: “What a big pile of leaves!”

Sally: “Do you want to jump into them?”

Jack: “Yeah, let’s jump.”

Jack and Sally: “Wee! Wee!”

Dad: “Oh, no! What a mess.”

１）看动画，提出问题

２）自读。

Amy: Look at the picture! The tigers are eating the little deep. Are they strong?

Jack: Yes, they are.

Amy: Do you like a tiger?

Jack: No, I don't.

Amy: What do you like?

Jack: I like pandas. They are beautiful and lovely. I am going to see the pandas tomorrow.

Amy: Where are you going?

Jack: I want to see in the aquarium.

Amy: Don't go to the aquarium. Go to the zoo!

Jack: I am going to see the zebras too.

Amy: Yes, you are.

Jack: Where are the zebras from?

Amy: They are from Africa. I like zebras.

Jack: Would you like to go with me?

Amy: Yes, thanks. That would be great.

Mike: We can take food to feed pandas too.

Jenny: But there is a zoo rule “Don't feed the animals in the zoo!”

Mike: See you tomorrow at the gate of the zoo at half past eight. Don't forget! And don't be late, please!

Jenny: Ok. See you tomorrow!

1）看动画，回答问题。

2）看材料跟读。

Step 4: 创设情景，有效进行综合说

（教师引导语）

T：按最后一组学生的回答进行顺势过渡。Zoom is ….What about them? Now, look at the picture and choose anyone to make up a dialogue. 学生根据直观的图片情景进行综合说。

反馈两组。

Step5.拓展听读

１）看动画，提出问题

 On Arbor Day, we are planting this small tree. Dad is digging a hole in the ground. My mom is putting the tree in the hole. We are patting down the soil, together. My tree has very few leaves and not very big now. But my tree will grow more branches, soon. Then, my tree will make the air fresher. My tree will make birds nest safely in its branches.  My tree will make blossoms for the bees. My tree will make bark for the insects. And also, we all can rest in its shade. I wish my tree could grow fast. Of course, I can climb it, too. Ha! Ha! I wish my tree could grow fast.

Step6. 小结（A brief summary）

T：Yeah,the tree can make the air fresher, I can rest in its shade.…It’s very helpful to us.From the story,we can learn“No pain,no gain.”

本节课是小学英语PEP教材五年级下册Blet’s talk一节对话课教学。本节课很好地贯彻落实了以“言语交际为中心”的跨越式英语教学理念，从兴趣和情境出发，利用概念图搭建支架式教学策略，联系以前学过的知识，通过情景创设、对话表演、扩展听读等一系列活动，复习旧知，巩固新知，很好的培养了学生的言语交际能力。

第一：目标明确，重点突出，结构清晰，层层递进的情景化、生活化的课堂。

    首先，目标明确，重点突出才能为一节好课掌好舵，扬好帆。

    本节课知识角度紧紧围绕重点句型 What’s he/she doing? He/She is ….以此为中心，开展一系列听说读写活动。情景紧扣打电话，在非常连贯的情境中，传递着关爱他人的情感。在知识、情景、情感三条主线的清晰牵引下，整节课显得浑然一体，流畅自然。

    其次，结构清晰，层层递进才能让课堂自然顺畅，水到渠成。

    本节课在打电话的主情境下，不断创设情景，通过多种活动方式，循序渐进的学习知识。第一环节：热身复习，轻松有效。第二环节：呈现清晰，操练充分。第三环节：练习运用，启发思维。第四环节：课文处理，扎扎实实。第五环节：拓展练习，个性发展。同时各个环节环环相扣，紧密相连。

    第二：教师具备扎实的基本功，具有很强的设计课的能力和驾驭课堂能力，是素质全面的教师。

    首先，书写规范，口语流利，教态自然具备了扎实教师的基本功力。

教师是课堂教学的组织者、引导者，张老师流利的口语，规范的书写，富有激情的教态，给学生以积极地引领。

    其次，恰当运用歌曲歌谣，细微之处体现了教师巧妙的设计课能力。

歌曲歌谣能活跃课堂气氛，愉悦师生心情，是小学课堂必不可少的活动方式，在本堂课课前运用let’s do.师生边做动作边唱歌谣，既活跃了气氛，又复习了动词的现在进行时，为新授课做好铺垫。

第三、利用情节性较强的篇章语境设计听说活动。

本节课扩展听（读）做了三篇故事，故事的难度逐渐增强，这些多媒体资源的使用，最大限度地扩大学生的语言输入量，提供学生听、说的平台，唤起学生已有的知识联系，让学生在一定的时间内有效的开展听和说的练习，同时还巧妙的给学生渗透了一种情感教育。

    第四、教学中的亮点

本课的主要亮点展现在学生的语言输出阶段，学生对话交际互动过程非常精彩，表现欲非常强烈；在表演对话的过程中，学生加进动作、表情和联想情景，大大活跃了课堂气氛，学习热情空前高涨。

    正是由于明确目标的引领，层层递进的学习过程，加上张老师的激情演绎，使本节课在轻松愉悦的氛围中把语言知识和技能、过程与方法、情感态度与价值观这三个维度很好的结合起来，注重以言语交际为中心，渗透读写并逐渐引入情感教育，学生自我表达的机会和主动参与的机会都明显增加，是一堂成功的跨越式小学中年级英语的优秀课例。