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闽教版五年级feelings教学反思及教学设计

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  反思性教学设计主要是以反思性教学与教学设计为理论基础,根据课堂教学的真实性、多变性以及复杂性对教学进行设计并进行有效地实施的一个过程,接下来学习啦小编为你整理了闽教版五年级feelings教学反思及教学设计,一起来看看吧。

  闽教版五年级feelings教学反思

  这节课的教学重点中有一项就是“学生能认读和正确书写序数词first, second 和third.”但是由于我课前准备不充分,对学生的预期过高等因素,使得在授课过程中,没能达到预期的目标。在导入时,我通过对学生比赛情况的描述不断复现first, second, third的发音,以为这样就能让学生有很好的感知,在说时就会更容易。所以忽略了这三个词具体的单词教学。而正是因为这一教学环节的缺失,使我后面的教学步骤被拖慢,而且整节课结束后学生对这三个词的发音依然发不清。通过集体评课,我才意识到,对本课要求重点掌握的单词应在教学过程中穿插相应的单词教学,及时对单词进行操练,这样对后面的教学来说,就能事倍功半了。

  此外,还有一个我需要特别注意的地方就是板书书写的及时性。由于过于依赖课件,导致我忘记了要把重点单词和句子板书在黑板上,让学生能随时巩固。这也是导致学生没能掌握first, second, third这三个词一个原因。

  在今后的教学过程中,我要吸取这次的经验,合理预判学生的课堂反应,适时调整自己的教学环节,及时板书,使自己的课堂教学更加有效。

  闽教版五年级feelings教学设计

  教学目标:

  1. 知识目标:① 学生能听、说、读以下单词:race, first, second, third, drink

  ② 学生能使用句型:Who is the first? XX is the first.进行问答

  ③ 学生能用“I’m happy.”来表述自己的情绪。

  2. 技能目标:学生能认读和正确书写序数词first, second 和third.;

  学生能用所学句子询问和描述比赛的情况。

  3. 情感目标:让学生了解比赛重在参与以及谚语“Friendship first, competition second. (友谊第一,比赛第二)”

  4. 教学重难点:① first, second, third的发音

  ② 在序数词前要加the

  ③ 100-meter race与run 100 meters的区别

  教具准备:1. 有关运动项目的图片

  2. 教学光盘

  3. 单词卡片:first, second, third

  教学过程:

  Step 1 Warming up

  1. Greeting

  2. Sing a song: A Happy Song

  3. 板书课题:Unit 6 Feelings Part A

  T: You did quite well. I feel happy. What about you? Are you feeling happy? Today we are going to learn Unit 6 Feelings Part A.

  Step 2 Review

  1. 班级召开运动会,T和Ss一起了解运动会的项目:swimming, (100-meter race) run 100 meters, long jump, high jump

  T: We’re going to have a Sport Day. I feel very happy. In our Sports Day, we have swimming, …

  2. 请学生参加运动会“long jump”“100-meter race”(复习句子:Who will do long jump? I will. ):

  Step 3 Presentation

  1. “long jump”比赛得出一、二、三名。T把 “first”“second”“third”的单词卡分别发给相应的学生,教授单词的发音,感知单词的意义。(板书:画一个领奖台,在领奖台相应的位置写上first, second, third.)

  2. T描述比赛情况:XX is the winner of 100-meter race. XX is the first. XX is the second. XX is the third.

  3. T采访第一名的学生:Are you happy? Are you hungry? Are you thirsty? Drink some water. (T递给他一瓶水。)

  4. 进行情感教育:Friendship first, competition second.

  5. 进行“100-meter race”的比赛,得出一、二、三名。T把 “first”“second”“third”的单词卡分别发给相应的学生,T通过提问“Who is the first?”引导学生说句子:XX is the first. XX is the second. XX is the third. (板书句子:Who is the first? XX is the first.)

  6. T采访第一名的学生:Are you happy? Are you hungry? Are you thirsty? Drink some water.

  7. 听录音,回答问题:Who is the winner of 100-meter race? Who is the second? Who is the third?

  T: In our book, Sally’s school had a Sports Day. Who is the winner of 100-meter race? Do you know?

  8. 再听一遍,回答问题:Is Peter happy on Sports Day? Why?

  9. 跟读课文两遍。

  10. 齐读,分组读,男女生读

  11. Pair work: 完成课本44页的对话

  Step 4 Summary

  1. T和Ss总结“班级运动会”学生的表现以及获得名次时的感受,再次强调本节课的重点单词和句子。

  T: Our Sports Day will finish. You did very well. I’m proud of you. In this Sports Day, who is the first of long jump?

  2. 情感教育:Friendship first, competition second.

  Step 5 Homework

  1. 熟读课文

  2. 完成Unit 6 Part A《活动手册》

  3. 预习Unit 6 Part B

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