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視頻課題：譯林版小學英語五年級上冊《Unit7At weekends》Grammar time Fun time南京
教學設計、課堂實錄及教案：譯林版小學英語五年級上冊《Unit7At weekends》Grammar time Fun time南京市南昌路小學
Unit7 At weekends
(第二課時)
Teaching contents 教學內容
譯林版小學英語五年級上冊《Unit7At weekends》Grammar time & Fun time
Teaching aims and learning objectives 教學目標 1、學生能正確并熟練地運用本課詞句談論周末活動。
2、 通過操練，檢測學生對句型What does he/she do at weekends? What do they do at weekends? 以及回答He/She/They always/usually/often/sometimes…的掌握情況，使學生能正確運用。
Focus of the lesson and predicted area of difficulty 教學重點和難點 1、學生能正確并熟練地運用本課詞句談論周末活動。 2、 學生能清晰理解頻率副詞和動詞的第三人稱單數形式 Teaching procedures 教學過程 Step1 Let’s review 1. Greetings
T: Hello, boys and girls. S: Hello, Miss Zhang. 2. Play a game
T: Last lesson, we learnt the story, right? What do our friends do at the weekends?
Now let’s play a game. I’ll show you some sentences. Please judge these sentences as fast as you can.
If the sentence is right, please say yeah, yeah, yeah. If the sentence is wrong, please say no, no, no. Understand?
（設計意圖：此環節既是對上一課時story的復習鞏固，又是新知識——頻率副詞的引入點，起到了承上啟下的作用；同時該環節用游戲方式呈現，提高了學生學習的積極性，游戲中的歡快音樂給課堂營造了一份輕松的學習氛圍。） Step2 Let’s learn
1. Show the wrong sentences and correct them
T: Look at these sentences. They’re wrong. How to correct them?
Su Hai and Su Yang sometimes visit their grandparents. Mike sometimes goes to the park with his friends. Helen always has swimming lessons.
Su Hai and Su Yang often have dinner with their parents.
S: ...
(設計意圖：從剛才的游戲中羅列出所有的錯誤句子，請學生改正，這些句子都是教師的“刻意安排”，既是重點句型，又將下面要學習的頻率副詞隱于其中，讓學生們去發現。)
2. Learn about adverbs of frequency
T: Look at these four words. They’re all the adverbs of frequency. But they are different.
If we have Maths lessons every day, we can say: we always have Maths lessons at
school. Mon. Tue. Wed. Thur. Fri. Maths √ √ √ √ √ always Music √ √ √ √ usually English √ √ √ often Art
√ √ sometimes Computer studies √ seldom swimming lesson
never
If we have four Music lessons from Monday to Friday, what can we say? …
依次讓學生用頻率副詞表達在學校所學課程，并在書本已有頻率副詞基礎上，給學生拓展seldom和never兩個詞匯。
（設計意圖：將所學知識點與學生的實際生活緊密結合，易于學生理解和使用。） 3. Learn about verbs in third personal singular form
T: Look at these sentences again. Pay attention to these four words. “goes, has, visit, have” What’s the difference?
S: They are in different forms. “goes” and “has” take the singular form in third personal. “visit” and “have” take the original form. 學生可用中文表達意思。 T: Why?
S: Because of the subjects.
T: Very good! When the subject is the third person singular, the verb always takes the singular form in third personal .
讓學生先行探究，說出自己的想法，隨后教師總結。4. How to change a verb into a third person singular form?
T: Let’s read these verbs. Please discuss in groups. How to change a verb into a third person singular?
學生小組討論動詞第三人稱單數的變化規則。 T: Who can show us your ideas? 請學生匯報討論結果
教師總結動詞第三人稱單數的變化規則： (1) 直接加S
(2) 以s,o,ch,sh結尾的單詞一般加es
(3) 以輔音字母加y結尾的單詞，先將y變成i，再加es (4) 特殊變化的詞，如has 5. Do some exercise
T：Here are many verbs, can you put them in the correct basket? chat,show,read,watch,visit,skate,wash,carry,study
Read these words together.
(設計意圖：設計分類練習，讓學生在了解動詞變化規則后及時鞏固,效果達到最佳，同時設計讀一讀環節，讓學生了解動詞第三人稱單數的讀法，為下面的句型操練做鋪墊。) Step3 Let’s talk
1. Learn about the question sentences
T: Congratulations boys and girls! You can understand these very well. Now Let’s talk about some pictures with these adverbs, OK? S: OK.
T: Look at this picture, if we want to know his weekend activities, how can we ask?
S: What does he do at weekends?
T: Look at this picture, if we want to know her weekend activities, how can we ask? S: What does she do at weekends?
T: Look at this picture, if we want to know their weekend activities, how can we ask? S: What do they do at weekends?
T: Boys and girls, look at these question sentences. What do they have in common? S:What +do/does+主語+do at weekends?
T:What are the differences?
S:有些句子是do,有些句子是does。 T:When can we use do? When can we use does?
S:當主語是第三人稱單數時，用助動詞does,當主語不是第三人稱單數時，用do。 T:Well done!
T:Let’s read these sentences together.
2. Make dialogues in pairs
T:Good job! Now here are some pictures. Please make dialogues with your partner. S: Work in pairs
學生兩人一組用所學句型編對話。
（設計意圖：這些圖片都是教師從下一個環節Fun time里面摳出來的圖片，同桌互編對話，既是對Grammar time的復習鞏固，也是為Fun time的游戲做語言鋪墊。這個編對話環節還避免了平時的機械練習，在學生反饋時，教師將之前的圖片打亂順序，用數字遮蓋，學生可自由選擇一個數字，根據隱于數字后的圖片編對話，這樣孩子就有了信息差，游戲參與意識增強，讓枯燥的句型操練變得有趣起來。） Step4 Let’s play
T: Boys and girls, you can talk about the activities very well. Now let’s play a game. How to play? Please listen carefully.
Two students in a group. Ask and answer questions. If you’re right, please go on. If you’re wrong, please two steps backward.
Move from the start. The one who gets to finish first wins. Understand?
T: Here are some new sentences. You can use them in the game.Please don’t speak Chinese.
Rock Paper Scissors. It’s my/your turn. Two steps backward.
這是一個擲骰子句型問答的游戲，教師根據游戲內容，出示游戲規則，并教授相關游戲用語,讓孩子文明游戲。
T: I’d like to invite one of you to play this game with me. Who’d like to try? S:…
教師與一學生在展示臺下師范游戲，給予所有學生正確的引導。 T: Let’s play this game in pairs. When the music stops, you should stop.
同桌兩人進行Fun time的游戲活動。
（設計意圖：本環節教師兩次出示相應的游戲規則，并與一名學生示范游戲，給予所有學生十分清晰的游戲要求，避免了游戲混亂無序的尷尬場面，同時教師教授學生游戲用語，對學生進行更多的語言輸入。） Step5 Let’s show
1. Talk about the weekend activities T: Are you happy? S:…
T: These children have so many interesting activities for their weekends. What about you? Let’s show our wonderful weekends. OK?
T: Look, this is my weekend. I I usually go to the park and play some interesting games with my son.
教師從自身出發，向學生講述自己的周末活動。
（設計意圖：學生往往對教師充滿了好奇，此環節教師將自己與家人共度周末的照片出示，不僅起到了很好的示范作用，還激發了學生的積極性，學生更樂于向教師、同學分享自己的周末活動。） T: What about your weekends? Let’s talk about it. 學生討論自己的周末活動。 2. Make a poster
T: Please work in groups and make a poster ”Our Weekends”. First please look at me. I’ll show you how to make. 教師示范如何制作海報。 T: Now work in groups.
(設計意圖：這是本課時的拓展環節，不僅練習了句型的口語表達，針對高年段的學生還設計了寫一寫，同時采用小組合作的方式，當堂完成周末活動的海報制作并展示，不僅培養了學生的合作意識，還為學生提供了展示的機會，增強學生學習英語的積極性，讓學生體會到成功展示的快樂。) Step6 Homework
1. 欣賞其他組的海報，給同伴評價 2. Read Grammar time five times 3. Preview Cartoon time and Culture time 板書設計：
Unit7 At weekends Nov.30 What does he/she do at weekends? He/She always/usually/often/sometimes... What do they do at weekends?
They always/usually/often/sometimes...
【教學反思】
整節課，動而不亂，靜且有效，教師“刻意安排”多種游戲方式，合理設置游戲規則，讓學生在輕松愉悅的環境下學習枯燥無味的語法與句型，上下環節之間環環相扣、緊密相連，學生在最后的海報展示環節中，成功體驗到了學習英語的快樂。對于如何更有效地教授Grammar time和 Fun time的語法及句型，筆者做了如下的反思：
POSTER
一、巧用游戲，讓句型教學“活”起來
根據小學生的年齡特點，采用游戲教學形式，可以讓枯燥無味的語法與句型教學簡單化，在游戲中，學生能夠基于已有生活經驗，輕松自然地練習新句型，提高課堂效率。游戲活動還能夠為高年段的英語課堂營造一個輕松的學習環境，調動學生的積極性，激發學生學習興趣。當然，游戲教學在多樣化的基礎上，要遵循全體性原則、目的性原則和啟發性原則，不能濫用游戲，教師要積極引導，制定清晰、合理的游戲規則，讓課堂在有序中高效開展。 二、善于歸納，讓語法知識簡單化
句型學習內含語法知識，死記硬背的學習方式只能讓語法及句型學習陷入死胡同。面對枯燥復雜的語法及句型的學習，教師要善于引導學生積極思考、小組討論，在明白、理解的基礎上加以拓展、運用。比如本節課教師在句子中圈出動詞原形及動詞的第三人稱單數形式，讓學生先仔細觀察，然后直觀展示動詞的變化規則，讓學生在小組討論中嘗試歸納、總結，接著再帶回到句子中，以舊知帶新知，再次進行歸納、演繹，讓語法和句型學習緊密相連，幫助學生攻破難點，讓語法及句型學習變得簡單。 三、刻意安排，讓英語課堂更有效
這里的“刻意安排”，是指教師根據學生特點和教學內容的需要，特意設置和安排的一些教學活動，目的是讓學生在這些“刻意安排”下，更有效地習得語言知識，掌握教學內容。“刻意安排”要求教師非常熟悉教學內容，了解教學活動，并將內容或者活動加以整合，以求得最優化的效果。比如在這節課一開始的復習環節中，教師刻意挑選出四句話，這四句話包含了教學所需要的頻率副詞和動詞第三人稱單數形式，整個重難點的教學貫穿其中，教學過程一氣呵成。相信在這樣的刻意安排下，教與學都會更有效！
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