教学内容《Join In》剑桥小学英语 学生用书2(五年级)

教学内容：《Join In》剑桥小学英语 学生用书2（五年级）

Unit 10 of Book 2 Holidays：A story --- The monster.

执教者：武汉市光谷第一小学

汪远琦

一． 教材说明

《剑桥少儿英语》是英国剑桥大学出版社2000年最新出版的教材。它以非英语国家的少

年儿童为学习对象，学习内容与小学生的生活紧密相连，吸收了大量新的教学思想和方法，充分运用国际上先进的外语教学研究成果，注重学生运用语言能力的培养，使教材和教学过程成为对少年儿童各种外显的语言活动与智能开发和英语综合运用能力的优化整合。同时，教学内容也可根据实际情况自由随意组合，适时调整。

本教材的突出特点体现在以下几个方面：

1．

2．

3． 学生为主体，全面提高学生的素质； 教学方法先进，反映国际教学的趋势； 目标设置科学，符合国家小学英语课程目标的要求；

4．

5． 教材内容广泛，体现现代社会的气息； 教学资源丰富，促进小学课程的拓展。

二．教学指导思想

在《英语课程标准》的引领下，我将本课的指导思想确定为：让学生主体参与，主动探

究，合作互动，协调发展。

基本教法为：创设情境，营造和谐氛围；强化听说，突出学生主体地位；培养语感，发

展学生潜能。面向全体，引导学生参与学习过程，适当利用教辅手段，充分体现英语的学科特点，注重听说能力的培养，尽量全英语组织教学，逐步培养学生良好的听力以及运用语言的能力。

基本学法：学生个体活动，小组合作，全班齐动交替进行，让学生在“动”、“玩”、“乐”

的中爱学，轻松获取知识，变以往学生被动接受知识的过程为主动探究、创造的过程。

三．教学设计.

Ⅰ.Teaching Aims.（教学目标）

1. Knowledge Aims.（知识目标）.

（1）能理解故事内容，并学习和使用现在进行时这种新的时态；

（2）能给故事设计一个合理地结尾；

（3）能运用简单的对话进行交流，并能听、说、演故事。

2. Ability Aims.（能力目标）.

通过实践性学习培养学生的听、说、读、写，以及综合运用英语进行交际的能力。

3. Emotion Aims.（情感目标）.

通过习得并表演生动、有趣的故事，激发学生学习英语的兴趣；提高他们获取信息和组织语言的能力；培养他们团结合作的学习精神。

4. Culture Aims. (文化意识)

了解并进一步走近生活，感受生活的乐趣。

Ⅱ.Teaching Important Points. (教学重难点)

Understand the story and can act it with their partners.

Ⅲ: Teaching Aids.(教具准备)：

CAI, tape-recorder, card, animal headwear and so on.

Ⅳ. Teaching Process. (教学步骤)

Step.1 Warming up.

1. Greeting: Good morning, boys and girls. … Nice to meet you. …

today? … How are you feeling today? …

2. Sing a song: The animals’ summer party.

3. Review the words: hippo, lion, wolf, fox…(one by one quickly)

Step.2 Presentation. What day is it

1. Play a game: Guess, guess, guess.

(1) Teacher shows the voice: having a bath, washing the dishes; lead in the new words: bathroom, kitchen; teacher teach the pronunciation of

them, practice and read follow the CAI.

(2) Teacher shows the picture: bed; lead in the new word: bedroom;

Teacher teaches the two kinds of pronunciation, Students practice and read

follow the CAI.

(3) Teacher shows the picture: living room, teach the pronunciation of it, practice and read follow the CAI.

(4) Teacher shows the four cards: practice (fast motion).

教学片段一：

T: (CAI: voice of having a bath) Let’s play a game: Guess, guess, guess. What’s this? (Body language help)

Ss: Having a bath.

T: Yes, having a bath in a…. (Say it slowly.)

Ss: Bathroom. (CAI shows the picture and the word.)

T: Yes, very good. (Show the card of bathroom.) It’s a bathroom.

Students read the word follow the teacher, then practice one group by group and have a little train.

在游戏中由声音素材引入新词，学生兴趣盎然，避免教师生硬地输入新知，教学效果好，学生易于接受、参与面广且记忆深刻。

T: (CAI: a picture of bed) Guess: What’s this?

Ss: It’s a bed.

T: Yes, it’s a bed. We put the bed in a….(Body language help.)

Ss: Bedroom.

T: Wonderful. (Show the card of bedroom.) It’s a bedroom.

Teach two kinds of pronunciation, students read the word follow the teacher, then have a little train: two kinds of pronunciation one by one.

由图片带来的视觉刺激导入新单词，学生充分发挥联想能力，对旧识进行重组、整和，从而通过自己的探究获取新知，体会成功的喜悦。

T:（CAI：voice of dishing the dishes.）Guess : What’s this?

(Body language help: shows two dishes and wash them.)

Ss: Washing the dishes.

T: Yes, good. We can wash the dishes in the….

Ss: Kitchen.

T: Wonderful. (Show the card of kitchen.) It’s a kitchen.

Teach the pronunciation, students read the word follow the teacher, then practice in groups and have a show time.

教学碟片里节选的声音素材是学生预习过程中已十分熟悉的部分，教师设置的悬念既起到了激趣的作用，又能加强学生记忆，一举两得。

2. T: Today we will learn a new story: The monster. (Teacher sticks the title.) Students read the title follow the teacher.

教学片段二：

T: I will give your three questions:

⑴ How many animals are there in the story?

⑵ Who are they?

⑶ What are they doing? (Enjoy the CAI)

Ss: There are seven animals in the story.

T: Who are they? Who can tell me?

S1: Hippo.

S2: Lion.

S3: Fox.

S4: Hamster.

S5: Mouse.

S6: Snake.

S7: Rabbit. (Teacher gives the students a prize: A little colorful house.)

3. Teacher shows the questions three: What are they doing?

Show the table (CAI) and give an example:

A hippo is having a bath in the bathroom.

Students enjoy the CAI again; students try to answer the question three.

4. Teacher shows the picture: A hippo is having a bath in the bathroom.

and ask: What’s the hippo doing?

Students try to answer: having a bath. (Teacher writes down the sentence on the blackboard and teaches the pronunciation.)

The same way: watching TV, playing table tennis, washing the dishes.

Stress the new word: dish, teach the pronunciation and the pl. form of it. (Show two dishes.) Then lead in: wash the dishes, wash my face….

Play a game: washing my face—washing your face and so on.

5. Students read the four sentences on the blackboard one group by group and then follow the CAI together.

教师在整个教学过程中设置三大问题，学生围绕他们展开探究，小组讨论，个别思考相结合，课堂气氛活跃，各层面学生都有话可说，各得其所，教学效果明显。

6. T: At the end if you are the mouse and hamster, what can you do?

Ss: (Group practice.) Let them run out of the house.

Ss: To be a monster.

T: You are so clever. They’re good ideas. Who can tell me?

Who’s knocking in the story? (Body language help: knock.)

The big crocodile

Ss: No, they’re the mouse and the hamster.

T: CAI shows the answer of the question.

Step.3 Practice.

1. Play a game: Look at the CAI and try to speak out the sentences.

eg. A mouse is dancing. A mouse is washing the teeth.

The other four pictures, students practice in their groups and have a show time:

① A mouse is sleeping.

② A boy is having lunch / dinner.

③ A mouse is driving a boat.

④ A boy is swimming in a pool.

2. CAI: Enjoy some pictures, help students to protect the animals and love our world. Step.4 Classwork and homework.

Part 1: Classwork.

一. Read the sentences and tick true or false.

（读句子并判断正、误. “√”或“ × ”.）

1. In the bathroom a hippo is watching TV. ( )

2. In the kitchen a rabbit is washing the dishes. ( )

3. In the bedroom a lion is playing table tennis. ( )

4. In the living room a fox and a snake are having a bath. ( )

二. Fill in the word and finish the sentence.

1. The cat roller blading. ( is / are )

standing on their heads. ( is / are )

Students control the computers by themselves and finish the exercises, then check the

answers together. Part 2: Homework.

Draw and describe their houses to their parents.

Blackboard design:

The monster

A hippo is having a bath in the bathroom.

A lion is watching TV in the bedroom.

A fox and a snake are playing table tennis in the living room.

A rabbit is washing the dishes in the kitchen.

教学反思

伴随着孩子的成长，一个个生动有趣且篇幅较长的故事逐步走进小学英语课堂，《Join in》学生用书2中Unit 10的《The monster》就是一个缩影。故事中众多活泼可爱的小动物是孩子们现实生活里不可或缺的玩伴，在情境中感受语言、体味语言、生成语言，成为本课的最终目的。教师紧扣大纲，始终坚持源于课本而高于课本的指导思想展开教学，并充分运用信息技术的辅助作用，努力拓宽故事教学的基本模式，取得了良好的教学效果，针对具体教学过程分析如下：

一． 以兴趣为导向，自然铺垫，生成知识。

在全课的热身部分，一曲激情洋溢的《The animals’ summer party》将孩子们带进小动物的世界，充分感受那份自然，纯真，课堂气氛活跃，学习兴趣浓厚。随后教师利用逼真的声音、图片，让学生在情境中自主习得bathroom, kitchen, living room, bedroom四个新单词，避免了单词的生硬教授，学生十分喜爱，跟读教学光碟更是巩固了发音，收效明显。

二．以能力为宗旨，层层突破。

根据本课的教学内容，现在进行时是学生必须掌握的重中之重，童趣十足的课件带给学生深刻的形象记忆，与其同步的字幕则强化了符号的输入，巧妙设置的问答更是为学生理解整个故事扫清了障碍。随后教师精心截选的六幅flash图片给学生运用这种全新的时态提供了充分的素材。伴随着知识的逐步生成、迁移、升华，学生发散性思维、综合、灵活运用语言等能力都得到了极大的提高，课末随堂的上机操作练习使所习得新知最终沉淀、巩固、升华。

三．以情境为辅，创造交际活动。

为了挖掘学生的学习潜能，对语言进行合理的组织运用，真正体现其交际

功能，教师在homework部分设置学生与家长的互动交流：绘画并用学过的句子将你的房间描述给爸爸妈妈听，温馨的家庭氛围，学生易于接受的任务，既体现了任务型教学的最终目的，更是学习成果的极好反映方式，教学任务至此圆满完成。

故事教学始终是高段英语教学中的重点，更是难点，广大英语教师应立足课本，紧扣大纲，狠抓时效，另辟蹊径，在先进教学理念、教学方法的指导下逐步形成优化的教学模式，进一步提高教学效率。

本课尚存在许多不足之处，望广大教育工作者批评指正，多提宝贵意见、建议，以求共同提高。

2006.3.

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