Unit1What’shelike?
教材分析
本单元学习的主题是介绍人物外貌或性格特征。教学内容主要是围绕着给新同学介绍其他同学和谈论新老师展开。教学重点是能听、说、读、写句型“—Isheyoung/funny?—Yes,heis./No,heisn’t.”“—What’she/shelike?—He/Sheiskind/…”;能听、说、读、写单词“old,young,funny,kind,strict,polite,hard-working,helpful,clever,shy”。
学情分析
五年级英语在小学英语教学中起着承上启下的作用,既是四年级的衍生,又是六年级的铺垫。我们要帮助学生培养良好的英语学习习惯和学习方法。要求学生先从养成阅读习惯做起,再到怎样学习英语,后到提高英语学习能力。激发学习兴趣,养成自主学习的习惯和方法。平时在教学中,注意抓好学生的书写、理解与归纳等良好的学习习惯。加强学生基础知识的掌握,对知识的延伸与拓展需深入了解,特别是对各知识的融会贯通,灵活理解与运用。注重开发性使用对教材,做到“吃透”教材的前提下,大胆创新,对于知识的重难点力求把握准确,突破有法。对基本技能的训练,通过创设新的情景,让学生在变化的情景中去运用,在理解的基础上去训练,而不是变成大量的、机械的、重复的操练,因为操练并不发展意义,重复并不引起理解,反而加重学习负担,降低学习效率,引起学生的厌恶。同时,重视能力的培养。
三、教学目标
1知识与能力
能够听、说、读、写句型“—Isheyoung/funny?—Yes,heis./No,heisn’t.”“—What’sshelike?—She’skind.”
能够在情景中运用句型“Ishe/sheyoung/…?”“—What’she/shelike?—He/Sheiskind/…”询问并回答某人的性格或外貌特征。
能够在语境中理解单词“know”和句子“DoyouknowMr.Young?”“MsWangwillbeourChineseteacher.”的意思,并能正确发音。
能够理解对话大意,按照正确的意群及语音、语调朗读对话并进行角色扮演。
能够在图片的帮助下理解吴一凡的日记;能够按照正确的意群及语音、语调朗读日记,并运用句型“Heishard-working/…”口头和书面描述机器人Robin及其他人物。
能够听、说、读、写单词“old,young,funny,kind,strict,polite,hard-working,helpful,clever,shy”。
能够在语境中运用这些单词询问并回答关于人物性格或外貌特征的问题,或运用这些单词描述人物性格或外貌特征。
能够掌握字母-y的发音规则,即-y在单词词尾发/i/。
能够读出符合-y发音规则的单词,并能够根据发音拼写出符合-y发音规则的单词
能够在单线上完成抄写句子的活动,做到书写规范。
2情感态度价值观
树立正确的审美观,避免以貌取人。
能够在教师的帮助下进行be动词与人称代词的搭配小结,学会正确搭配。
四、课时安排
第一课时:PartALet’stry&Let’stalk
第二课时:PartALet’slearn&Askandanswer
第三课时:PartALet’sspell
第四课时:PartBLet’stry&Let’stalk
第五课时:PartBLet’slearn&Matchandsay
第六课时:PartBReadandwrite&Let’scheck&Let’swrapitup
第七课时:Storytime
Thefirstperiod
PartALet’stry&Let’stalk
内容分析
教材分析
本单元学习的主题是介绍人物外貌或性格特征。教学内容主要是围绕着给新同学介绍其他同学和谈论新老师展开。教学重点是学生能够在情景中运用句型“—Isheyoung/funny?—Yes,heis./No,heisn’t.”询问并回答某人的性格和外貌特征。
课时目标
知识与能力
学生能够借助图片听懂简短对话,抓住关键信息,提高听的能力。
学生能够对新句型在听觉上有所感知,并完成听录音选图片的活动。
学生能够理解对话大意,能够按照正确的意群及语音、语调朗读对话并进行角色扮演。
学生能够在情景中运用句型“—Isheyoung/funny?—Yes,heis./No,heisn’t.”询问并回答某人的性格和外貌特征。
学生能够运用所学句型和参考词汇并根据教师的特点进行问答。
学生能够在语境中理解新单词“know”及句子“DoyouknowMrYoung?”的意思并正确发音。
过程与方法
采用快闪的手法,通过熟悉的面孔,让学生学习三会单词know,领悟句子“Doyouknow?”的含义。适时引出新同学Oliver,以Oliver为主线,可以有效地引导学生进一步学习本课内容。通过观察图片,引导学生猜测,让学生带着问题,有目的地听录音,培养学生的观察能力和逻辑推理能力。通过选出正确图片的任务引导学生进行描述,让学生有意识地感知目标句型。充分发挥多媒体和图片的作用,用图片对比、单词拆分等多种方法让学生理解新词的含义,并做到词不离句,为学生透彻理解对话扫清障碍,同时也可以培养学生的观察能力和逻辑思维能力。
情感态度价值观
通过语境真实的对话,增强学生口语表达能力,提高学习英语的自信心,提高学生之间合作能力。
教学重难点
教学重点
1.学生能够理解和掌握本课重点单词和句型。
2.学生能够在情景中运用句型“—Isheyoung/funny?—Yes,heis./No,heisn’t.”询问并回答某人的性格和外貌特征。
教学难点
学生能够灵活运用所学句型在情景中谈论人物的性格和外貌特征,实现语言输出。
教学准备
教学课件、课文视频、卡片、照片等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Lead-in
1.Greetings.
2.Singthesong—Who’syourteacher?(出示课件:包括歌名、与歌词相关的图片。播放歌曲)
Lyrics
Who’syourteacher?
Who’syourEnglishteacheratschool?
Who’syourEnglishteacheratschool?
Issheprettyortallorshort?
Tellmewhatyouknow!
Who’syourChineseteacheratschool?
Who’syourChineseteacheratschool?
Ishefunnyoryoungorold?
Tellmewhatyouknow!
3.Lead-in.
T:It’sanewtermnow.Doyourememberyourclassmates?
(QuickFlash)Showsomepicturesofthecharactersinthetextbookonebyone.(出示课件)Thentalkaboutthemwithstudentslikethis:
T:Doyouknowhim/her?
Ss:Yes!
T:Whoishe/she?
Ss:He’s…/She’s…
Writedowntheword“know”intime.Leadstudentstoreadit:know—know—Doyouknow?—Iknow.AtlastshowthepictureofOliverandask:Doyouknowhim?Helpstudentsanswer.
Ss:No,Idon’t.
T:Who’she?Let’swatchthevideo.(课件出示:Unit1主情景图视频)
T:Nowdoyouknowtheboy?
Ss:Yes!He’sOliver./HisnameisOliver.
T:You’reright.Inthisterm,wewillhaveanewclassmate.HisnameisOliver.Let’ssayhellotoOliver.
Ss:Hello,Oliver!
设计意图:利用快闪活动带着同学们回顾教材中涉及到的角色,通过新角色引出本节课所学的重点句型:Doyouknow……?为接下来展开具体的学习做铺垫。
Step2:Presentation
1.Let’stry.
T:WuYifanandOliverseeMrLi.Herearethreepictures.(出示课件)WhoisMrLi?Canyouguess?
Ss:…
T:Really?Oliverisanewclassmate.Sohedoesn’tknowhisteachers.Let’slistenandtick.Andyoucancheckwhatyouguess.
Playtherecordingof“Let’stry”.(出示课件)Letstudentslistentotherecording,graspthekeyinformation,andthenfindtheanswer.Checktheanswerwithstudents.Accordingtotherightpicture,asklikethis:
T:Ishestrong?
Ss:Yes,heis.
T:Isheagoodbasketballplayer?(withsomeactions)
Ss:Yes,heis.
T:Goodjob!Andsometimesheisstrict.(withsomeexpressions)
(课件出示:教材P4Let’stry板块的听力材料)
2.Let’stalk.
(1)Learnsomenewwords.
①Showapictureofayoungteacherwhostudentsknowverywell.
T:Doyouknowhim/her?
Ss:Yes.
T:Whoishe/she?
Ss:He/Sheis…
T:Yes,he/sheisourChinese/maths…teacher,Mr/MissX.
Emphasizetheword“our”withsomeactions.Helpstudentsreaditandunderstanditsmeaning:our—our—ourteacher—ourclassroom—ourfriends.Writeitdownontheblackboard.
②ShowthepictureofMrYoungonthePPT.(出示课件)Pointtoitandask:Doyouknowhim?
Ss:No,Idon’tknow.
T:He’sMrYoung.
Askstudentstoreaditthreetimes:young—young—MrYoung.
T:(Pointtohiswhitehair.)Isheold?
Ss:Yes,heis.
T:(PointtoMr/MissX.)Ishe/sheold?
Ss:No,he/sheisn’t.
Helpstudentsanswerslowly:He/Sheisyoung.Writedowntheword?young?ontheblackboard.Thenteach:young—young—She’syoung.He’syoung.(Showsomepicturesofyoungstars.)(出示课件)
Leadstudentstocomparetheformsof“young”in“MrYoung”and“He’syoung.”Helpstudentsfindthedifferenceandunderstandtheirmeanings.
③T:MrYoungisold.Andhe’sveryfunny.
Showawordcardof“funny”.Readitandhelpstudentsunderstanditsmeaning.
T:fun-ny—fun-ny—funny.He’sfunny.She’sfunny.(Showsomepicturesoffunnystars.)(出示课件)AndIlikefunnyteachers.
设计意图:结合情景,先讲解单词,后梳理文章,由简单到复杂。
(2)Learnthedialogue.
T:WuYifanandOliveraretalkingaboutMrYoungnow.Let’swatchthecartoonandreadthedialogueafterit.TrytoknowmoreaboutMrYoung.
Playthecartoonof“Let’stalk”.(出示课件)Letstudentsreadafterit.Askstudentstoreadthedialogueagainandanswerthefollowingquestions:
①WhoisMrYoung?②Isheyoung?③Ishefunny?
Checktheanswerswithstudents.LeadstudentstomakeanintroductionofMrYoungaccordingtotheanswerslikethis:MrYoungisWuYifanandOliver’smusicteacher.Heisn’tyoung.He’sold.Andhe’sfunny.
(3)Readandact.
①Playthecartoonagain.(出示课件)Letstudentsreadafteritandtrytoimitatetheintonationandthepronunciationoftherecording.Thenaskstudentstoreadtogether.Atlastaskstudentstoreadfreely.
②Letstudentsactoutthedialogueinpairs.Severalminuteslater,takeoutsomeheadwearsandasksomestudentstoactout.
③Choosethebestperformerswithstudentsandgiveawards.
(4)Retellthedialogueaccordingtotheblackboard.
Makeamodelfirstandthenleadstudentstoretell.
设计意图:通过根据线索复述文章的练习,锻炼学生的思维能力,语言组织能力,英语语言综合运用能力。
Step3:Practice
1.Sharpeyes.
Showthewords“tall,friendly,quiet,funny,young,old”onthePPT.(出示课件)Letstudentsreadthemoutquickly.
2.Talkaboutthestarsandyourteachers.
(1)Iaskandyouanswer.
Choosethreepicturesofmovieactorswhostudentslikeverymuch.Askandansweraccordingtothesepictures.
T:Who’she/she?
Ss:He’s/She’s…
T:Ishe/shefunny/young/old?
Ss:Yes,he/sheis./No,he/sheisn’t.
(2)Pairwork.
Showsomephotosofstudents’teachersonebyone.
T:Doyouknowhim?
Ss:Yes,heisour…teacher.
T:Canyoutalkaboutyourteachers?
Ss:…
Showthepartof“Talkaboutyourteachers”onpage4.Providesomesentencespatterns“Who’syour…teacher?”“—Isshe/he…?—Yes,she/heis./No,she/heisn’t.”(出示课件)Letstudentsaskandanswerwiththeirpartners.
(3)Showtime.
Asksomestudentstoactoutandencouragemorestudentstoparticipatein.
(4)Showtime.
Step4:Consolidation&Extension
Makeadialogue.
(1)Makeamodel.(课件出示:一些名人或学生生活中接触过的“熟人”的照片)
T:Doyouknow…?
Ss:No,Idon’t.Whoishe/she?
T:He’s/She’smyfather/friend/grandpa/uncle/sister…
Ss:Ishe/she…?
T:Yes,he/sheis./No,he/sheisn’t.Ilikehim/her.
(2)Lookandsay.
Askeachstudenttodrawapicture.Thenletthemimitatetotalkaboutitwiththeirpartners.
(3)Showtime.
Asksomestudentstoshowtheirdialoguesandencouragemorestudentstoparticipatein.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课采用QuickFlash的方法,通过让学生在新学期伊始回忆熟悉的面孔并认识新同学Oliver,然后从Oliver的角度去认识新老师,适时地导入新知并进行新词和核心句型的学习。
2.新词的学习做到了词不离句;任务型教学法的采用强化了学生对文本的理解;以学生为本,构建有效的对话情境,引导学生自主合作;突出语言的语用功能,通过学科整合进行拓展,让学生学以致用,提升了学生的综合语言运用能力。
3.不同形式的朗读及角色扮演,训练了学生使用正确的语音、语调,并在具体的语境中落实了核心句型的运用。
4.板书简洁清晰,重点突出,对学生的复述起到了很好的辅助作用。
Thesecondperiod
PartALet’slearn&Askandanswer
内容分析
本单元学习的主题是介绍人物外貌或性格特征。教学内容主要是围绕着给新同学介绍其他同学和谈论新老师展开。教学重点是学生能够听、说、读、写并熟练运用五个描述人物性格及外貌特征的单词“old,young,funny,kind,strict”。
课时目标
知识与能力
学生能够听、说、读、写五个描述人物年龄和性格特点的形容词“old,young,funny,kind,strict”
学生能够在语境中熟练运用这五个单词询问并回答关于人物性格及外貌特征的问题。
学生能够根据图片提示或实际情况运用“Let’slearn”板块的单词和句型。
过程与方法
用歌曲活跃气氛,在歌曲中帮助学生复习“Who’syourEnglish/Chineseteacher?”“Ishe/she…?”等句型。联系学生新学期新老师的实际,在真实、自然的情境中,用“最强记忆力”的游戏,呈现本节课所有的老师,让学生认识老师,为下一步的学习做好铺垫。通过图片的直观刺激,调动学生的学习兴趣,加深学生的印象。注重采用多种方法教授单词,帮助学生学会听、说、读、写单词的方法和策略,激发学生的学习热情。
情感态度价值观
让学生在尽量真实的语境中合理运用所学词汇和句型,培养学生的综合语言运用能力,达到语言输出的目的。
教学重难点
教学重点
学生能够听、说、读、写并熟练运用五个描述人物性格及外貌特征的单词“old,young,funny,kind,strict”。
教学难点
学生能够在语境中熟练运用所学核心词汇及句型。
教学准备
教学课件、课文视频等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Singthesong—Who’syourteacher?
Playthevideo.(出示课件)Letstudentssingtogetherwiththemusic.
Step2:Presentation
1.Playagame:Thestrongestmemory.
T:Boysandgirls,wewillhavesomenewteachersthisnewterm.Whoarethey?Doyouwanttoknow?
ShowthepictureofamusicbookonthePPT.(出示课件)Askthequestion:What’sthis?Leadstudentstoanswer:It’samusicbook.ThenshowthepictureofMrYoungandsay:MrYoungisthemusicteacher.(出示课件)
IntroducetheartteacherMrJones,thescienceteacherMissGreen,theEnglishteacherMissWhiteandthemathsteacherMrLiinthesameway.AtlastshowthepictureofMrsSmithonthePPTandsay:She’stheheadteacher.Leadstudentstoknowthemeaningof“headteacher”.
T:Doyourememberourteachers?Nowletmetestyourmemory.Whohasthestrongestmemory?
Showthesixpicturesinthebookonpage5.(出示课件)Theteacherasksandstudentsanswerquickly.
T:Who’stheartteacher?Ss:MrJones.
T:Who’sthemusicteacher?
…
Choosethestudentwhohasthestrongestmemoryandgivehim/heranaward.Thenexplainthedifferenceamong“Mr,Miss,Mrs”.
设计意图:以游戏为开端,即在游戏中锻炼学生的记忆力,同时为后面学习新单词做铺垫。
2.Learnthenewwords“old,young”.
T:Who’sOliver’smusicteacher?Ss:MrYoung.
ShowthepictureofMrYoung.(出示课件)
T:Goodmemory!(Pointtothewhitehair.)Isheyoung?
Ss:No,heisn’t.He’sold.
Writedowntheword“old”ontheblackboardandleadstudentstoreadlikethis:old,old,he’sold.
ShowthepictureofMrJones.(出示课件)LeadstudentstocompareMrJoneswithMrYoung.
T:MrYoungisold.IsMrJonesold,too?
Ss:No,heisn’t.He’syoung.
Writedowntheword“young”ontheblackboard.Teachitlikethis:/j/-/?/-/?/young,young,he’syoung.Letstudentstrytowriteandread.Letstudentsperceivethepronunciationoftheletter“y”byreadingthewords“yes,yellow,you”.Explainthattheword“young”istheantonymoftheword“old”.Thenshowapictureofanoldmanandask:Isheyoung?Studentsanswer:No,he’sold.(出示课件)
Playagametopracticethetwowordsbetweengroups.Onegroupsays:old.Theotheronesays:young.Thenexchange.Atlastaskstudentstowritewordsyoungandold.
3.Learnthenewword“funny”.
ShowthepictureofMissGreen.(出示课件)Thenasktwoquestions:Whoisshe?Issheyoung?Askstudentstoanswerthequestions.Thensay:Andshe’sfunny.Writedowntheword“funny”ontheblackboardandread:fun-nyfunny,funny,she’sfunny.Letstudentstrytospellitandperceivethepronunciationoftheletter“y”.
Showtwopictures.Oneisamaleclownandtheotheroneisafunnygirl.(出示课件)Saythesentenceswithstudents:He’sfunny.She’sfunny.Askstudentstomakefunnyfaces.Lettheyreadthewordloudlyatthesametime.Atlastaskstudentstowritethewordfunny.
4.Learnthenewword“kind”.
T:WehaveknownMrYoungisold.MrJonesisyoung.MissGreenisfunny.DoyourememberMissWhite?HowaboutMissWhite?
ShowthepictureofMissWhite.(出示课件)Pointtohersmilingfaceandsay:She’skind.Thenshowanotherpicture.(课件出示:一位不友好的男士图片)Say:Heisn’tkind.Letstudentsknowthemeaningof“kind”.
Askstudentstopayattentiontothepronunciationoftheletter“i”.Leadstudentstoreadlikethis:kind,kind,she’skind.Askthemtowriteitwiththeirfingersatthesametime.Letstudentspracticeitbetweenboysandgirls.Askstudentstowritethewordkind.
5.Learnthenewword“strict”.
ShowthepicturesofMrLiandMrsSmith.(出示课件)
T:MissWhiteisverykind.ButMrLiisverystrict.MrsSmithisstrict,too.
Saythefirstsentencewithasmilingface.Saythesecondsentencewithstaringandstomping.Saythethirdsentencewithastrictexpression.
Writedowntheword“strict”ontheblackboard.Spellitslowly.Leadstudentstolearnthepronunciationof“str-”fromtheword“strong”.Askstudentstopayattentiontothepronunciationoftheletter“i”.
Studentsreadaftertheteacherseveraltimes.Thenstudentsreaditonebyoneandpracticeitinsentences.TheteacherpointstoMrLiandMrsSmithandasks:Ishe/shestrict?Studentsanswer:Yes,he/sheis.Atlastaskstudentstowritethewordstrict.
设计意图:逐个单词讲解,确保学生掌握。
6.Pairwork.
Showthepartof“Let’slearn”onpage5.(出示课件)First,letstudentslistentotherecordingandreadafterit.(课件出示:教材P5Let’slearn板块的音频)Askstudentstopayattentiontothepronunciationandtheintonation.ThenaskstudentstoimitateOliverandZhangPengtoaskandanswerwiththeirpartners.Atlastchoosesomestudentstoactout.
Step3:Practice
1.Canyoudo?
Showfivepicturesofdifferentexpressionsandthefivenewwords.(出示课件)Explaintherulesofthegame:Ifthepicturematchestheword,makeasmilingface;ifthepicturedoesn’tmatchtheword,makeasadface.
2.Canyouguess?
Showsomesentencesandpictureswithcovers.Letstudentsguesswhohe/sheisbyaskingandanswering.(出示课件)Thefollowingmethodscanbeused:Theteacherasksandstudentsanswer;GroupOneasksandGroupTwoanswers;Boysaskandgirlsanswer.Praisethestudentswhoareright.
Step4:Consolidation&Extension
1.Askandanswer.
ShowthepictureofMrsSmithandsomesentences.(出示课件)
(1)Makeamodel.
PointtoMrsSmithandask:Who’sMrsSmith?Helpstudentsanswer:She’stheheadteacher.She’stall.She’sstrict.Wealllikeher.
(2)Pairwork.
ReplacethepictureofMrsSmithwithsomephotosofteacherswhomstudentsknowwell.Letstudentsimitatetoaskandanswerwiththeirpartners.
(3)Actout.
Asksomestudentstoactout.Encouragestudentstodescribetheirteacherswithmorewords.
2.Emotionaleducation.
Letstudentsknowthatteachersteachthemknowledgeandtheyshouldalwaysrespecttheirteachersasmuchastheyrespecttheirparents.板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课有效地运用了图片和多媒体课件,刺激学生的视觉、听觉,激发学生的学习兴趣。注重采用归类法、对比法、单词拆分法、自然拼读法等多种方法教授单词,注重学习方法和学习策略的培养,指导学生有方法地记忆单词。
2.以学生为本,充分考虑到学生活泼、好奇、爱表现的心理,通过让学生猜一猜、说一说、唱一唱、做一做等方式,鼓励学生积极、主动地参与课堂活动,让学生爱上课堂。
3.有效地设计开放性练习帮助培养学生的发散性思维,注意话题的延续性和整体性;抓住课堂教学契机,在教学语言的同时适时进行情感教育和人文渗透。
4.板书简洁清晰,重点突出,有效地辅助了课堂教学。
Thethirdperiod
PartALet’sspell
内容分析
本单元学习的主题是介绍人物外貌或性格特征。教学内容主要是围绕着给新同学介绍其他同学和谈论新老师展开。这一课时和音标有关,教学重点是学生能够了解字母y在单词词尾的发音规则,能读准“Let’sspell”板块的例词,完成本部分的练习。
课时目标
知识与能力
学生能够通过听例词发音,观察例词结构中共有的特征,学习字母y在词尾发/i/的规律。
学生能够跟着录音说唱歌谣,强化记忆y的发音规则。
学生能够根据y的发音规则读出新单词。
学生能够听录音为单词标序号,巩固学习y和其他已学字母或字母组合的音—形对应关系。
学生能够通过看图、听录音、写单词活动学习根据发音规则拼写单词,并能够按照正确的书写规则在单线上抄写句子。
过程与方法
引导学生通过读例词,观察例词结构中共有的特征,感知字母y的发音,并帮助他们总结出其发音规则,培养他们的观察能力和逻辑思维能力。通过听觉、视觉的直观体验,采用拆分法让学生在例词中练习字母y的发音。通过学习音标教学的视频和跟读,引导学生进一步了解/i/的正确发音,并能按照正确的语音、语调及节奏进行,通过拼读、分类和游戏等活动,总结和操练字母y在单词中的不同发音,提高学生的语言识别能力。让学生在搜集和整理含有字母y的单词的过程中,进一步巩固新知,增强小组合作精神,调动积极性,提升自主学习能力。
情感态度价值观
增强小组合作精神,调动积极性,提升自主学习能力。
教学重难点
教学重点
学生能够了解字母y在单词词尾的发音规则,能读准“Let’sspell”板块的例词,完成本部分的练习。
教学难点
学生能够自主发现并总结y的发音规则,并根据发音规则拼读、拼写新单词。
教学准备
教学课件、课文录音、视频等。
教学媒体选择
多媒体,录音。
教学活动
游戏;
观看动画。
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Freetalk.
Showapictureofafunnyteacher.(出示课件)Thenaskstudentstoanswersomequestionsaccordingtothepicture.ThefollowingsentencescanbeshowedbesidethepictureonthePPT.
T:Who’sthisteacher?Ss:Cindy.
T:Isshefunny?Ss:Yes,sheis.
Thenshowapictureofahappybabywiththesewords:Cindy’sbaby.(出示课件)Pointtothepictureandask.
T:Who’she?Ss:He’sCindy’sbaby.
T:Ishehappy?Ss:Yes,heis.
Step2:Presentation
1.Observeandfind.
Makeallthewordsdisappearexceptthesewords“Cindy,funny,baby,happy”.(出示课件)Askstudentstoobservethesewordsandanswerthequestion:Whatcanyoufind?
Ss:Theyhavethesameletter“y”.T:Sogreat!
Showdifferentcoloursontheletter“y”ofeveryword.Askstudentstoreadthesewordscarefullyandanswerthequestion:What’sthesoundoftheletter“y”ineveryword?Letstudentsreadthesewordsandperceivethesound/i/oftheletter“y”.Helpstudentstosumup:Theletter“y”hasthe/i/soundinthesewords.
2.Read,listenandchant.
(1)Showthepicturesof“Read,listenandchant”onebyonewiththerecordingofthewords.(出示课件)Letstudentsreadaftertherecording.Payattentiontothesoundoftheredletter“y”ineveryword.
(2)Readthesewordslikethis:ba-by,baby,win-dy,windy…Askstudentstotrytoimitate.Letstudentspracticethesoundoftheletter“y”inthesewords.
(3)Explainthepronunciationmethodof/i/.Helpstudentsknow/i/throughthevideoonteachingofphoneticsymbols.(theBBCvideoonteachingofphoneticsymbols)
(4)Showsomewords“heavy,study,busy,carry,cloudy,foggy,rainy,friendly,lovely,carefully,twenty,thirty,forty”.(出示课件)Letstudentstrytoreadthem.
(5)Playtherecordingofthechant.(出示课件)Letstudentslistentoitandfindoutthewordsthathavethesound/i/.
(6)ShowthechantonthePPT.(出示课件)Studentslistentoitagain.Asksomestudentstosayoutthewordswiththeletter“y”thatsounds/i/inthechant.
(7)Playthechant.Letstudentschantafterit.Afterreadingtogether,askstudentstopracticeitbetweenboysandgirls.Boyssayasentenceandgirlssayasentence.Thentheycanexchange.(课件出示:教材P6Read,listenandchant的听力材料)
Step3:Practice
1.Listen,numberandsay.
(1)Askstudentstoreadthetopicandunderstandtheintention.
(2)Playtherecordingandletstudentsnumber.(出示课件)
(3)Playtherecordingagain.Thenchecktheanswers.(出示课件)
(4)Leadstudentstoreadlikethis:can-dy,candy,par-ty,party…Thenletstudentsreadallthesewordstogether.
(5)Playagame:Isayandyousay.
Theteachersaysthenumberandstudentssaythecorrespondingwordaccordingtotheanswer.ThenS1saysthenumberandS2saysthecorrespondingword.
2.Listen,writeandsay.
(1)Lookandsay.
Showsomepictures.Leadstudentstosaysentencesaccordingtothepictures.Oneormorewordswiththeletter“y”canbeinthesentences.
Makeamodel.
Thesesentencescanbeused:I’msorry.It’ssunny/cloudy.Theygototheparty.Ilikecandy.Thefamilyishappy.
(2)Askstudentstoobservethepicturesofthethirdpartof“Let’sspell”onpage6.Leadthemtotalkaboutthepicturesandpredicttheanswers.
(3)Playtherecording.(出示课件)Letstudentslistentotherecordingandtrytowritedowntheanswers.
(4)Playtherecordingagainandchecktheanswerswithstudents.(出示课件)Thenaskstudentstoreadthesentencestogether.
(5)Askstudentstochooseonesentencefromaboveandwriteitdown.Askstudentstowriteinastandardway.
Step4:Consolidation&Extension
1.Readandjudge.
Showthewords“baby,happy,sunny,sorry,windy”onthePPT.(出示课件)Letstudentsreadthesewordsandpayattentiontothepronunciationoftheletter“y”inthesewords.Writedownthesound/i/ontheblackboard.
T:Yes!Youareright.
Writedowntheword“yes”ontheblackboardandsay:Ithastheletter“y”,too.Doesitsound/i/,too?
Leadstudentstoreadthewordandgettheconclusion:Itsounds/j/.Showotherwords“young,yellow,yoyo…”(出示课件)Letstudentsreadthemandjudgethesoundoftheletter“y”.Writedownthesound/j/ontheblackboard.
2.Lookandsay.
ShowapictureonthePPT.Inthepicture,aboyisflyingakite.(出示课件)Say:Look,mybrotherisflyingakite.Expandthewords“my,fly”.Askstudentstoreadthemandfindoutthesoundoftheletter“y”.Showmorewords“sky,shy…”Writedownthesound/a?/ontheblackboard.
3.Sumup.
Helpstudentstosumupthepronunciationrulesoftheletter“y”indifferentwords.
4.Gametime.
Showseveralgroupsofwordscontainingtheletter“y”.Thegroupsofwordsare:sunny/yes,family/sky,young/candy,funny/party,sorry/my,yellow/baby,happy/many.(出示课件)Iftheletters“y”havethesamesound,studentssay:Yes.Iftheyhavethedifferentsounds,studentscansay:Sorry.
5.Findandclassify.
Dividetheclassintoseveralgroups.Askstudentstofindmorewordswiththeletter“y”.Askthemtoreadoutandclassifythewordsaccordingtothesounds.Atlastchooseastudentfromeachgrouptoshowtheirresultsinclass.Giveawardstothegroupswhichdoagoodjob.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.在本节课中,引导学生通过读例词、观察例词结构中共有的特征,感知字母y的发音,积极思考,寻找规律,并帮助他们总结出其发音规则。
2.通过丰富多彩的活动反复操练了字母y的发音,利用教学视频的示范和讲解,引导学生进一步了解元音/i/的正确发音。
3.通过总结和拓展,帮助学生系统地强化了所学知识,增强了小组合作精神,调动了学生的积极性,为学生自主学习打下了基础。
4.板书简洁明了,重点突出,一目了然,起到了很好的辅助作用。
Thefourthperiod
PartBLet’stry&Let’stalk
内容分析
本单元学习的主题是介绍人物外貌或性格特征。教学内容主要是围绕着给新同学介绍其他同学和谈论新老师展开。教学重点是学生能够在情景中运用句型“—What’she/shelike?—He’s/She’s…”询问并回答某人的性格和外貌特征。
课时目标
知识与能力
学生能够根据核心句型和关键词的提示听懂对话,完成听对话选单词活动。
学生能够在图片和教师的帮助下理解Let’stalk板块对话的大意。
学生能够按照正确的意群及语音、语调朗读并表演对话。
学生能够根据人物的体貌及性格特征在情景中运用句型“—What’she/shelike?
—He’s/She’s…”进行问答。
学生能够在语境中理解句子“MsWangwillbeournewChineseteacher.”的意义并能正确朗读。
学生能够根据朋友或教师的性格,运用句型“—What’she/shelike?—He’s/She’s…”展开问答。
过程与方法
“快看快答”的游戏活动唤起学生对本单元已学知识的全面记忆,激发学生的学习兴趣,培养学生的观察能力和逻辑思维能力。新词的教学贯穿在情景中,词不离句,有助于学生的理解。采用任务型教学法,通过观看图片、视频以及精读,让学生对文本先整体感知,后细致了解,获取关键信息,完成对应的练习,从而全面、正确地理解文本。操练活动环环相扣,引导学生一步一步地巩固核心句型的运用。层层铺垫使学生能说、会说。小组合作能有效提高学生的兴趣,同时也能让学生感受到成功的喜悦,增强学生学习英语的自信。
情感态度价值观
小组合作能有效提高学生的兴趣,同时也能让学生感受到成功的喜悦,增强学生学习英语的自信。
教学重难点
教学重点
1.学生能够理解和掌握本课重点单词和句型。
2.学生能够在情景中运用句型“—What’she/shelike?—He’s/She’s…”询问并回答某人的性格和外貌特征。
教学难点
学生能够灵活运用所学句型在情景中谈论人物的性格和外貌特征,达到语篇输出的效果。
教学准备
教学课件、课文视频、头饰、单词卡片等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Lookandanswerquickly.
Showtheteachers’picturesofthefirstpartonpage5quicklyonthePPT.(出示课件)Asksomequestionsaccordingtothesepictures.Letstudentsanswerquickly.Thesesentencescanbechosen:Who’she/she?Ishe/she…?Doyoulikehim/her?Why?…
3.Lead-in.
Showtheteacher’spictureof“Let’stry”onpage7.(出示课件)
T:Who’sshe?Doyouknow?Ss:Sorry!Idon’tknow.
T:OK.Nowlet’shavealook.
Step2:Presentation
1.Let’stry.
Askstudentstoreadthetopicof“Let’stry”andanswerthequestion:Who’sshe?Studentsreadthetopicandgivetheanswer.
Teachstudentstoreadtheword“Ms”andexplainthedifferenceamong“Ms,Mrs.,Miss,Mr.”.
T:MsWangisanewteacher.Isshefunny?Isshequiet?Isshefriendly?…Idon’tknow.Let’slistenandtick.
Playtherecordingandletstudentslistentoitandticktherightword.(出示课件)Checktheanswerwithstudentsandleadstudentstoaskandanswerlikethis:—What’sMsWanglike?—She’sfriendly.
2.Let’stalk.
(1)Learn“…willbe…”
T:ZhangPenghasamusicteacher,anartteacher,ascienceteacher,anEnglishteacherandamathsteacherthisterm.Butwho’shisChineseteacher?IknowhisChineseteacherisanewteacher.Canyouguess?
S1:…S2:MsWang?
T:Yes.MsWangwillbehisnewChineseteacher.
Writedown“willbe”ontheblackboard.Studentsreaditaftertheteacher.Explainthemeaningof“willbe”andgivesomesentencesforstudentstounderstand.Makemodelslikethese:
We’reinGradeFivenowandwewillbeinGradeSix.Todayitiswindy,butitwillbesunnytomorrow.
(2)Learnthedialogue.
Showthepictureof“Let’stalk”onpage7onthePPT.(出示课件)
T:MsWangwillbeourChineseteacher.ButIdon’tknowherwell.Look!ChenJieandJohnaretalkingaboutMsWang.Let’swatchthecartoonandanswerthequestion(课件出示:教材P7Let’stalk板块的视频)
WhoisMsWang?Sheis_______mother?
T:MsWangisChenJie’smother.SoChenJiemustknowherwell.Doyouwanttoknowherwell?Let’sgoandaskChenJie.Watchthecartooncarefully.Thenunderlinethekeysentences.
Q.MsWangis_________.Sometimesis__________.
Afterstudentswatch,askthemtofillintheblanks.Studentsgivetheanswers:kind,strict.
Explaintheword“sometimes”andgivesomesentencestohelpstudentsunderstand.Thesentencesarelikethese:
SometimesIgotoschoolbybus.SometimesIgotoschoolbybike.
Askstudentstoreadthetwosentences:Sheiskind.Sometimessheisstrict.Thenleadstudentstoanswerthequestion“What’sshelike?”with“Sheiskind.Sometimessheisstrict.”
Writedown“—What’sshelike?—She’skind.Sometimessheisstrict.”ontheblackboard.Studentsreadthemaftertheteacher.Askandanswerbetweenboysandgirls.Thenexchange.
(3)Readandact.
①Readthetext.
Playtherecording.(出示课件)Letstudentsreadafterit.Askstudentstopayattentiontothepronunciationandtheintonation.Thenstudentsreadtogether.Boysread,andgirlsread.Theycanhaveacompetition.Atlast,studentsreadfreely.
②Pairwork.
Letstudentspracticethedialoguewiththeirpartners.
③Actout.
Takeouttheheadwears.Asksomestudentstoactout.Tellthemtopayattentiontothepronunciationandtheintonation.Praiseandcorrectintime.Encouragemorestudentstoparticipate.
(4)Retellthedialogueof“Let’stalk”.
Studentsretellthedialoguewiththehelpoftheteacherandthewritingontheblackboard.
Step3:Practice
1.Saymorewords.
Askstudentstosaymorewordsthatcanbeusedtodescribecharacters,suchastall,short,young,funny,cute…Theycanhaveacompetitionbetweengroups.
2.Groupwork.
Showthepicturesof“Let’slearn”onpage5.(出示课件)Makeamodelwithastudentfirst:
T:What’shelike?S1:He’sold.
Theteacherasksandstudentsanswer.Thenaskingandansweringcanbedonebetweengroups.Thesesentencepatternscanbeused:—What’she/shelike?—He’s/She’s…
3.Pairwork.
Askstudentstotalkabouttheirteachersorfriendswithpartners.Showthethirdpartofpage7onthePPT.(课件出示:Let’stalk下方的活动板块)Letstudentsaskandanswerinpairs.
4.Actout.
Asksomestudentstoactout.Praisethemintimeiftheydoagoodjob.
Step4:Consolidation&Extension
1.Makeupadialogue.
Dividestudentsintoseveralgroupsandgiveoutatasklistofdescribingpeopletoeverygroup.Letstudentsmakeupadialogueingroupsoffour.Leadstudentstodiscussandfinishthetask.Atlastchoosetwostudentsfromeachgrouptoactoutthedialogue.
2.Describeyourteachersorfriends.
Askstudentstodescribetheirteachersorfriendsaccordingtothedialoguesthattheyhavemadeupingroups.Makeamodel:
MissWanwillbeourmusicteacher.Shehaslonghair.Sheisyoung.She’skind.Sometimessheisstrict.Ilikeher.
板书设计
Unit1What’shelike?
What’sMsWanglike?She’skind.
Sometimessheisstrict.
ShewillbeournewChineseteacher.
She’sChenJie’smother.
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本课时以会话教学为中心,通过“快看、快答”,唤起学生对旧知的回忆。在情境中完成单词和核心句型的教学,做到词不离句。
2.采用任务型教学法,层层递进,让学生一步步深入文本,获取关键信息,理解文本内容。
3.操练活动形式多样,较好地激发了学生的学生兴趣,使核心句型在反复操练的过程中得到落实。
4.利用小组合作创编对话,培养学生的团队精神,让学生感受到成功和自信,提高了学生的语言综合运用能力。
5.板书线条清晰,结构性强,可以很好地辅助学生的语言输出。
Thefifthperiod
PartBLet’slearn&Matchandsay
内容分析
本单元学习的主题是介绍人物外貌或性格特征。教学内容主要是围绕着给新同学介绍其他同学和谈论新老师展开。教学重点是学生能够听、说、读、写单词“polite,helpful,hard-working,clever,shy”。
课时目标
知识与能力
学生能够听、说、读、写单词“polite,helpful,hard-working,clever,shy”
学生能够在语境中正确运用这五个单词描述人物性格或品质特征。
学生能够完成教材中Matchandsay板块的图文连线活动,并根据连线结果展开问答。
学生能够练习和巩固Let’slearn板块的核心词汇及句型“—What’she/shelike?—He’s/She’s…”。
学生能够通过看图、读句子并连线的活动掌握单词的音、形、义,并通过看图编对话的活动,能够在真实的情景下运用单词。
过程与方法
在自然、真实的情景中,采用自然拼读、音节拆分、类比等方法教授单词,培养学生掌握正确的语言学习技巧。
情感态度价值观
提升学生的语言综合运用能力,提高学生的学习热情,增强学生的自信,满足学生的成就感。
教学重难点
教学重点
1.学生能够听、说、读、写单词“polite,helpful,hard-working,clever,shy”。
2.学生能够在语境中运用这五个单词描述人物性格或品质特征。
教学难点
学生能够在语境中熟练运用所学核心词汇及句型。
教学准备
教学课件、课文视频、单词卡片等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Let’smatch(出示课件:课件上有一排表示人物性格特点的单词,如kind,strict等等,另外再乱序放置与这些单词含义相对应的人物表情和神态,让学生配对。)
Askstudentstochoosepicturesaccordingtothemeaningofthewords
Step2:Presentation
“Let’slearn”
Playthecartoon.(出示课件)Letstudentswatchit.
T:Whocanyousee?Ss:…
T:Yes.Weknowhowtodescribeourteachers,forexample,Miss…iskind.Mr.…isstrict.Ms…isold…Todaywewilllearnhowtodescribeourclassmates.
1.Learnthenewword“polite”.
PlayavideopreparedbeforetheclassonthePPT.Itshowsapupiloftheclasssaying“Goodmorning!”toateacherandbowing.(出示课件)Pointtothepupilandask.
T:Who’she?Ss:He’s…
T:Yes.He’sverypolite.
Showtheword“polite”andreaditlikethis:i-e/a?/,po-lite.(出示课件)Leadstudentstoreaditthreetimes.Askdifferentgroupstoreadit.Showsomepicturesandleadstudentstosay:She’spolite.He’spolite.(出示课件)Makesurestudentsknowthemeaningoftheword.Thenask:Who’spoliteinourclass?
Asksomestudentstoanswer:×××ispolite.
Atlastaskstudentstospellandwritetheword“polite”.
2.Learnthenewword“clever”.
PlayavideoonthePPT.Itshowsapupiloftheclasswithatestpaper.(出示课件)Pointtothepupilandask.
T:Who’she?Ss:He’s×××.
T:×××alwaysgets100scoresintests.He’sclever.(Pointtothehead.)
Showtheword“clever”.(出示课件)Spellitlikethis:cle-ver,clever.Leadstudentstoreadthewordthreetimes.Askstudentstopracticeitonebyone.Payattentiontothesoundoftheletter“v”.
Afterthatshowsomepicturesandleadstudentstosay:He’sclever.She’sclever.(出示课件)Makesurestudentsknowthemeaningoftheword.Thenask:Who’scleverinourclass?Asksomestudentstoanswer:×××isclever.
Atlastaskstudentstospellandwritetheword“clever”.
3.Learnthenewword“hard-working”.
T:×××isclever.×××isclever.×××isclever.Theyarenotonlyclever,butalsohard-working.
Showtheword“hard-working”.(出示课件)Explainitlikethis:hard+work+ing—hard-working.Spellitslowlyandstudentsimitate.Askstudentstopayattentiontothesounds/a?/and/??/andthehyphen.
Askstudentstopracticeitbetweenboysandgirls.Showsomepicturesandleadstudentstosay:He’shard-working.She’shard-working.(出示课件)Makesurestudentsknowthemeaningoftheword.Thenask:Who’shard-workinginourclass?
Ss:×××ishard-working.
Atlastaskstudentstospellandwritetheword“hard-working”.
4.Learnthenewword“shy”.
ShowapictureofashygirlhidingherselfbehindherparentsonthePPT.(出示课件)Pointtoherfaceandsay:×××isshy.Teachthewordthreetimes.Studentsreadaftertheteacher.
Showthewords:she,fly.(出示课件)Letstudentsreadthem.Askstudentstowritethenewwordthroughthetwowords.Askstudentstotrytospellandwrite.Hide“e”and“fl”,andshowtheword“shy”onthePPT.Thenask:Who’sshyinourclass?
Ss:×××isshy.
Atlastaskstudentstospellandwritetheword“shy”.
5.Learnthenewword“helpful”.
Askseveralstudentstocometothefrontanddotheactionsofcleaningtheclassroom.Thenaskoneofthestudents.
T:Whatareyoudoing?S1:I’mcleaningtheblackboard.
Givehimathumbupandsay“Youarehelpful.”Thensaytotheothersinthesameway.Askalltheclasstosay“Wearehelpful.”withthumbsup.Showtheword“helpful”.(出示课件)Explainthewordlikethis:help+ful—helpful.
Showsomepicturesandleadstudentstosay:He’shelpful.She’shelpful.(出示课件)Makesurestudentsknowthemeaningoftheword.
Atlastaskstudentstospellandwritetheword“helpful”.
6.Readandact.
(1)Showthecontentof“Let’slearn”onpage8andplaytherecording.(出示课件)Letstudentsreadafteritandpayattentiontothepronunciationandtheintonation.Askstudentstoreadthewordsandthedialoguetogether.Thentheycanhaveacompetitionindifferentgroups.Forexample,Group1PKGroup2,andboysPKgirls.
(2)First,makeamodelwithastudent.Thenletstudentsaskandanswerinpairs.
(3)Asksomestudentstoactoutthedialogue.
Step3:Practice
1.YesorNo.
ShowapicturewithawordonthePPT.(出示课件)Iftheymatch,studentscansay:Yes.Iftheydon’tmatch,studentscansay:No.Practicetheotherwordsinthesameway.
2.Matchandsay.
(1)Lookandmatch.
Askstudentstolookatthefourpicturesof“Matchandsay”onpage8andmatchthepictureswiththesentences.
(2)Checktheanswers.
Checktheanswerswithstudentsandexplainthereasons.
(3)Pointandsay.
Askseveralstudentstopointandsayinpairs.Oneasksandtheotheroneanswers.
Step4:Consolidation&Extension
1.Canyoudescribe?
Askstudentstoworkingroupsoffourandtrytodescribeamemberofthen.Thenchooseoneofthemtoreport.Theotherstudentscanguesswhohe/sheis.Thesewordsandsentencescanhelpthem.
Words:eyes/mouth/hair/nose/tall/short/fat/funny/shy/helpful/hard-working/polite/clever…
Sentences:He/Sheisaboy/girl.He/Shehas…He/Sheis…Who’she/she?
2.Emotionaleducation.
Askstudentstoavoidjudgingpeoplebytheirlooks.Lettheyknowthemselvesandbethebestofthemselves.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课恰当地利用了学生日常生活视频片段来进行教学,吸引了学生的注意力,激发了学生的学习兴趣。
2.采用类比法、单词拆分法、自然拼读法等多种方法教授单词,注重对学生学习方法和学习策略的培养。
3.通过师生互动、生生互动及小组合作等方式,帮助学生操练和巩固了所学知识,增强了团队合作精神,培养了学生自主学习的能力,并在教学语言的同时适时传递正能量,进行情感渗透。
Thesixthperiod
PartBReadandwrite&Let’scheck&Let’swrapitup
内容分析
本单元学习的主题是介绍人物外貌或性格特征。教学内容主要是围绕着给新同学介绍其他同学和谈论新老师展开。教学重点是能够听、说、认读本单元的核心词汇和句型,完成相关练习题,巩固本单元所学的知识点。
课时目标
知识与能力
学生能够在图片的帮助下读懂日记的内容。
学生能够在语境中理解新单词“robot,made,speak,finish”的意义。
学生能按照正确的意群及语音、语调和语气朗读日记内容。
学生能够完成读后练习——选出描述Robin特征的单词。
学生能够“设计”一个机器人并写出三个描述其特征的句子。
学生能够听懂并会写单元核心句型。
学生能够在教师的帮助下正确进行be动词与不同人称代词的搭配。
过程与方法
1.设定各种形式的阅读任务,让学生自主探究,从文本中提取关键信息,加深对文本的理解,学会从文本中提取关键信息的技巧。
2.列举大量例句,引导学生通过观察总结出be动词与人称代词的搭配规则,提升学生的自主学习能力,培养学生的观察能力和逻辑思维能力。
情感态度价值观
培养学生养成总结归纳知识点的学习习惯。
教学重难点
教学重点
1.学生能够在图片的帮助下读懂日记,完成阅读任务。
2.学生能够听懂录音并完成相应的练习。
3.学生能够了解be动词与人称代词的搭配规则。
教学难点
学生能够在语境中正确进行be动词与人称代词的搭配。
教学准备
教学课件、课文视频等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Isayandyouguess.
Theteachersayssomethingandstudentsguess.
①Healwayssays“please”“Excuseme.”“Thankyou.”tohisfriends.Heis________.
②Icanhelpmymothersweepthefloor.Iam________
③Shecanlistencarefullyinclassandfinishherhomeworkwell.Sheis________.
④Healwayshidesbehindhisfatherwitharedface.He’s_______.
⑤WuYifancanspeakChineseandEnglish.Heis________.
Studentsgivetheanswers:polite,helpful,hard-working,shy,clever.
Whenstudentsguessthethirdword,leadthemtostudytheword“finish”withthephoneticsymbol.Helpstudentsunderstanditsmeaningwithsomesentences.
Whentheyguessthefifthword,teachtheword“speak”throughthewords“tea,clean,sea”.Askthemtopayattentiontothesoundof“ea”andthentrytospelltheword“speak”.Letstudentspracticeitinthesesentences:IcanspeakChinese.SarahcanspeakEnglish.WuYifancanspeakChineseandEnglish.
Step2:Presentation
?Readandwrite”
1.Learntheword“robot”.
Playavideoaboutrobots.(出示课件)Letstudentsguessthecontentthattheywillstudytoday.Thenshowdifferentrobotsandpointtothemandspelltheword“robot”—ro-bot,robot.(出示课件)Leadstudentstoread.Thenleadstudentstopracticeitinthesesentences:Thisisarobot.Thatisarobot.Theyarerobots.
2.LearntheformatandParagraph1.
T:Robotscandohousework.Robotscanwalk.Robotscanhelpchildrenlearn.Ilikerobots.Doyoulikethem?WuYifanlikesrobots,too.Andhehasarobot.What’stherobot’sname?Whereisitfrom?HereisadiaryofWuYifan.Let’sreadhisdiary.
ShowthediaryonthePPT.PlaytherecordingofParagraph1andletstudentstrytounderlinethekeysentencesabouttheanswers.(出示课件)Explaintheformatofthediary.
T:What’stherobot’sname?Ss:Robin.
T:Whomadetherobot?
Letstudentsreadthefirstparagraphandanswerthequestion.
Ss:WuYifan’sgrandpa.T:Howdoyouknow?
Leadstudentstounderlinethesentenceandspelltheword“made”.Givesomeexampleslikethese:Imadeakite.Shemadeacake…
3.LearnParagraphs2~4.
T:What’sRobinlike?Isheclever?Ishefunny?Nowreadthetextloudlyfromthesecondparagraphtothefourthparagraph.Circlethekeywords.
4.Readandtickorcross.
Askstudentstoreadthetextsilentlyandthentickorcross.
Showtheformonpage9.(出示课件)Letstudentstickorcross.Checktheanswerswithstudentsandask.(课件出示:教材P9表格答案)
T:Howdoyouknow?Wherecanyoufindtheanswers?Pleasereadthemout.
Whenstudentsreadthesentence“Robinisshortbutstrong.”,explainthesentencewith“Robinisshort,butheisstrong.”Givemoreexamplesentences.Whenstudentsreadthesentence“Hemakesmefinishmyhomework.”,theteacherasks:Whomakesyoufinishyourhomework?
Thenleadstudentstosay:Mymother/father/…makesmefinishmyhomework.
5.Readandact.
Studentsreadaftertherecordingonebyone.Payattentiontotheintonation,thestress,thepauseandthesensegroup.Afterreadingtogether,studentsreadfreely.Thentheycanhaveareadingshowinclass.
6.Retellthediary.
Showthediarywithsomeblanks.(出示课件)Leadstudentstoreadandfillintheblankstoretellthediary.Theanswersare:robot,Robin,grandpa,short,strong,clever,Chinese,helpful,strict.
7.Finishthetaskonpage9.
Askstudentstodesignarobotoftheirown,drawandwriteabouthim/her.Atlaststudentscanhaveashow.
Step3:Practice
“Let’scheck”
1.Listenandcircle.
(1)Askstudentstoreadthetwosentencesandunderstandtherequirementsofthetitle.
(2)Playtherecording.(出示课件)Askstudentstojudgetheanswertothefirstsentenceandcircletheanswertothesecondsentence.Thenchecktheanswerwithstudents.
2.Listenagainandanswer.
T:Whatarethetwoteacherslike?Lookatthesecondpartof“Let’scheck”.Listenagainandanswerbywritingtheanswersonthelines.Writedownthekeywordsfirst.Andthenfinishthewholesentences.
Playtherecording.(出示课件)Letstudentswritedowntheanswers.Thenchecktheanswerswithstudents.
Step4:Consolidation&Extension
Let’swrapitup.
1.Thinkandmatch.
(1)Showtheanswersto“Let’scheck”:Sheisfriendly.Heisfunny.Thenshowapictureofafunnydogwithasentence:Itisfunny,too.(出示课件)Leadstudentstoknowthat“is”isbehindthepersonalpronouns“he,she,it”.
(2)Showthepersonalpronouns“we,you,they”.Letstudentsthinkhowtomatchwiththecorrectformofverb“be”.Givesomesentenceslikethesetohelpstudents:Theyarefunny.Wearehelpful.Youarehard-working.Leadstudentstoknowthat“are”isbehindthepersonalpronouns“we,you,they”.
(3)Showtheexercise.
Askstudentstochooseandgivethereason.Leadstudentstoknowthat“am”isbehindthepersonalpronoun“I”.
(4)Askstudentstofinishthetaskof“Thinkandmatch”.Checktheanswersandsumupthecollocationruleswithstudents.
2.Chooseandwrite.
Askstudentstofinishthetaskof“Chooseandwrite”onpage10.Letthempayattentiontothecollocationrulesoftheverb“be”withpersonalpronouns.
Afterstudentsfinishit,theteachercheckstheanswerswiththem.Askstudentstoreadthesentencestogether.
3.Lookandsay,thenwrite.
ShowsomepicturesonthePPT.(课件出示:几张人物图片,如礼貌的、害羞的、聪明的、努力的)Letstudentslookatthepicturesandsaysentences.Thenaskstudentstochoosethreepicturestowritedownthesentences.板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课由读写、检测与语法小结三个部分构成。采取任务型阅读法,从整体到局部,层层深入地引导学生读懂文本,并在语境中理解新词的意义。引导学生按照正确的意群、语音、语调及语气朗读文本内容,很好地完成了读后练习。同时也检测了学生对单元核心句型的掌握,并帮助学生总结了be动词与人称代词的搭配规则。
2.教学中注重激发学生的学习兴趣,考查学生对语篇结构的理解能力,适时地渗透了阅读策略,训练了学生的听力技巧,提升了学生自主学习的能力,培养了学生的语言综合运用能力。
3.板书简洁明晰,重点突出,一目了然。
Theseventhperiod
Storytime
内容分析
本课是PEP小学英语五年级上册Unit1第七课时,本节课为故事课。故事发生在足球场上,Zip和Zoom边踢球边谈论着他们的新体育老师,后来一只兔子来到球场想和他们一起踢球。Zoom看兔子矮小就怀疑他是否能踢球,结果兔子踢的很好。最后,兔子告诉他们,他就是新的体育老师。通过学习这篇小故事,旨在强化练习本单元重点句式What’s……like?的基础上,传递给学生不能以貌取人的思想,帮助学生树立起正确的识人待人之道。
课时目标
知识与能力
复习本单元所学的词汇和句型。
能够理解故事中的词句:CanIjoinyou?Ionlyknow……Hemustbe……
能运用句型:What’she/shelike?对别人的外貌、性格特征进行询问。
能用英语对足球运动进球、失球进行描述Shoot!Wewin!Imissed.Tentothree.
过程与方法
通过游戏和观察图片,让学生复习已经学过的词汇,为新课的学习做好知识铺垫。通过细读环节,初步培养学生自主阅读来获取信息和处理信息的能力,进而提升学生的阅读技巧,让学生比较扎实地掌握所学知识。
情感态度价值观
根据故事的意境,树立正确的识人待人观,避免以貌取人。
教学重难点
教学重点
1.掌握句型:CanIjoinyou?
Ionlyknow……
Hemustbe……
2.理解“Storytime”故事的意思。
教学难点
1.理解新句子Imissed.Tentothree.的含义。
2.理解与掌握新词shoot。
教学准备
教学课件、课文视频、单词卡片等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Singthesong—Who’syourteacher?(播放第一单元的主题曲)
3.Playagame—“What’shelike?”(课件出示:两小朋友询问其他人的信息——即例句,然后叫起两名学生,用what’she/shelike?He/Sheis…进行对话,一共挑三组同学进行对话)
Reviewthevocabulary“old,young,funny,kind,strict,polite,hardworking,helpful,clever,shy”
Reviewthesentence“What’s…like?”
4.Lead-in.
T:Nowlet’sbeginourclass.Boysandgirls.Basedonthecontentofthemainscene,weallknowthatZipandZoomwillhaveanewPEteacher.He’sagoodfootballplayer.So,pleaseguesswhat’shelike?(PPT优先呈现本单元主场景右侧的画面,即Zip与Zoom关于新PE老师的对话内容)
设计意图:从同学们猜测PE老师的形象,引导出本节课的故事主题。
T:Verygood.NowZipandZoomareplayingfootballwiththeirfriends.TheirPEteacherisalsoamongthem.Canyoufindhimout?
Step2:PresentationandPractice
1.While-reading.
Watchandanswer(展示故事图片,展示学生需要回答的问题,播放故事视频)
Whoareinateam?Why?
What’stheirnewPEteacherlikeinZoom’smind?
What’stherabbitlike?
WhoistheirnewPEteacher?
设计意图:设置问题,让学生们带着问题去观看视频学习小故事。
2.Readandwrite.
Readthestoryingroupsandunderlinethenewwordsandexpressions.
设计意图:锻炼学生自主阅读学习,并画出新词写下解释,加深记忆,教师适时给予指导与帮助。
Learnthenewexpressions.
—Shoot!
—Imissed!
—CanIjoinyou?
—Letmeshowyou.
—Tentothree!Wewin!
设计意图:趁热打铁学习本节课的重点句型。
Studentsreadtheexpressionsaloud.
设计意图:通过大声读加深学生的记忆。
3.Watchandread
Watchthevideoagainandreadaloud
设计意图:重新完整的观看故事视频并要求学生边看边跟读,加深对故事内容的理解。
4.Practice.
(1)Readthestoryaloudingroupsfor5minutes.
(2)Roleplay.(2studentsinagroup)
(3)Readtogether.
(4)Roleplayingroups.Thenchoosesomegroupstoactoutthestory.
Step3:Consolidation&Extension
T:TodaywelearnthestoryabouttheZip’snewPEteacher.He’sarabbit.Heisverythinandsoshort.Butheisagreatfootballplayer.So,boysandgirls.Don''tjudgepeoplebytheirappearanceinourdailylife,OK?
板书设计
Unit1What’shelike?
storytime
Whoareinateam?Why?Zoomanddog(orZipandelephant). Becausetheydressthesamecolorcoat.
What’stheirnewPEteacherlikeinZoom’smind?Hemustbetallandstrong!
What’stherabbitlike?Heisverythinandsoshort.
WhoistheirnewPEteacher?TherabbitistheirnewPEteacher.
—Shoot!
—Imissed!
—CanIjoinyou?
—Letmeshowyou.
—Tentothree!Wewin!
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
本节课利用图片、视频、音频、多种资源帮助学生学习Storytime中的英语小故事。
本节课利用角色扮演、你问我答等多种游戏活动强化了学生对描述他人形象的语句掌握。
Unit2Myweek
教材分析
本单元学习的主题是有关学校课程安排和周末活动的。教学内容主要是围绕星期一到星期五的学校课程安排和周末活动来展开的。教学重点是能够听、说、读、写核心句型“—WhatdoyouhaveonThursdays/…?—Ihave…”“—Doyouoftenreadbooks/…?—Yes,Ido./No,Idon’t.”;能够听、说、读、写单词和词组“Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday,weekend,washmyclothes,watchTV,dohomework,readbooks,playfootball”。
学情分析
五年级英语在小学英语教学中起着承上启下的作用,既是四年级的衍生,又是六年级的铺垫。我们要帮助学生培养良好的英语学习习惯和学习方法。要求学生先从养成阅读习惯做起,再到怎样学习英语,后到提高英语学习能力。激发学习兴趣,养成自主学习的习惯和方法。平时在教学中,注意抓好学生的书写、理解与归纳等良好的学习习惯。加强学生基础知识的掌握,对知识的延伸与拓展需深入了解,特别是对各知识的融会贯通,灵活理解与运用。注重开发性使用对教材,做到“吃透”教材的前提下,大胆创新,对于知识的重难点力求把握准确,突破有法。对基本技能的训练,通过创设新的情景,让学生在变化的情景中去运用,在理解的基础上去训练,而不是变成大量的、机械的、重复的操练,因为操练并不发展意义,重复并不引起理解,反而加重学习负担,降低学习效率,引起学生的厌恶。同时,重视能力的培养。
三、教学目标
1知识与能力
能够理解对话大意,按照正确的意群及语音、语调朗读对话并进行角色扮演。
能够听、说、读、写句型“WhatdoyouhaveonThursdays/…?”
能够在情景中运用句型“—WhatdoyouhaveonThursdays/…?—Ihave…”询问并回答某天的课程安排。
能够在情景中运用句型“—Doyouoftenreadbooks/…?—Yes,Ido./No,Idon’t.”询问并回答经常从事的周末活动。
能够按照正确的意群及语音、语调朗读Robin的建议,理解建议内容并仿写句子补全对话,做到书写规范。
能够听、说、读、写单词和词组“Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday,weekend,washmyclothes,watchTV,dohomework,readbooks,playfootball”。
能够正确运用上述单词和词组描述自己的日常课程安排和周末生活。
能够掌握字母组合ee/ea的发音规则,即在单词中发长音/i:/。
能够读出符合ee/ea发音规则的单词;并能够根据发音拼写出符合ee/ea发音规则的单词。
能够在单线上完成抄写句子的活动,做到书写规范。
2情感态度价值观
通过本单元的学习使学生进一步懂得珍惜时间的重要性,引导他们既要抓紧校内时间学习,又要学会合理利用周末,加强体育锻炼,做到有张有弛、劳逸结合。
能够在教师的帮助下总结简单的英语构词法,并学会利用构词法记忆单词。
四、课时安排
第一课时:PartALet’stry&Let’stalk
第二课时:PartALet’slearn&Let’splay
第三课时:PartALet’sspell
第四课时:PartBLet’stry&Let’stalk
第五课时:PartBLet’slearn&Groupwork
第六课时:PartBReadandwrite&Let’scheck&Let’swrapitup
第七课时:Storytime
Thefirstperiod
PartALet’stry&Let’stalk
内容分析
本单元学习的主题是有关学校课程安排和周末活动的。教学内容主要是围绕星期一到星期五的学校课程安排和周末活动来展开的。教学重点是学生能够运用本课时的重点句型“Whatdoyouhave/doon…?”询问某人某天的课程安排或活动安排并作答。
课时目标
知识与能力
学生能够借助图片及核心词的提示听懂简短对话,抓住关键信息,提高听的能力。
学生能够对新句型在听觉上有所感知,并完成听录音选词填空回答问题的练习。
学生能够在图片和教师的帮助下理解对话大意。
学生能够按照正确的意群及语音、语调朗读对话并进行角色扮演。
学生能够在情景中运用句型“Whatdoyouhave/doon…?”询问并回答某人某天的课程或者活动安排。
学生能够在语境中理解新单词“cooking”的意思,并能够正确发音。
过程与方法
引导学生在听前对本部分的图片进行观察,对答案进行预测,使学生明确听力的任务和目标。训练学生的听力技巧,提高学生的听力能力。练习环节进一步巩固学生对课文的理解和记忆,训练学生的语音和语调。同时也增加学生口语输出的机会,培养他们说英语的信心。
学会通过观察图片的方式猜测文章内容,体会文章大意。
情感态度价值观
增加学生口语输出的机会,培养他们说英语的信心。
教学重难点
教学重点
1.学生能够理解Let’stalk板块的对话大意。
2.学生能够运用本课时的重点句型“Whatdoyouhave/doon…?”询问某人某天的课程安排或活动安排并作答。
教学难点
学生能够正确运用重点句型与同学讨论某一天的课程以及所做的事。
教学准备
教学课件、课文视频、教具等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Aguessinggame.
Showsomepicturesaboutdifferentsubjectstoleadstudentstoguesstherightsubjectsaccordingtothepictures.
(课件依次出示:字母图—算式图—中文古诗词图—五线谱图—体育器材图—画笔和画板图—电脑图)
T:LookatthepictureonthePPT.Pleasetellmewhatsubjectitis.
Talkaboutotherpicturesinthesameway.
设计意图:通过游戏“猜一猜”帮助学生复习与学科有关的单词,增加课堂的趣味性。
3.Freetalk.
T:Whatclassdowehavetoday?
Leadstudentstoanswerthisquestionaccordingtotheclassschedule.Andleadthemtousethesentencepattern:WehaveEnglish/…today.
ShowacalendarofawholemonthonthePPT.(出示课件)Circleoneday.
T:Teachtheword.
Leadstudentstoanswerthisquestionaccordingtotheclassschedule.Freelytalklikethis:
T:Whatdoyouhaveon...?
Ss:Wehave…on….
T:Whatclassdoyoulike?Why?
S1:Ilike…,because….
设计意图:通过观察日历,联系实际,让学生在自由对话的过程中对本课要学习的知识有初步的感知,为后面的学习做铺垫。
Step2:Presentation
1.Let’stry.
(1)Observeandguess.
T:JohnandhisgrandpaaretalkingaboutJohn’sclassscheduleonWednesdays,too.Let’sgoandhavealook.
Showthepictureof“Let’stry”onthePPT.(出示课件)Askstudentstoobservethepicturecarefully.Leadstudentstoreadthefourwordsaboutsubjectsinthissection.LeadstudentstoreadJohn’sgrandpa’squestion.ThenaskthemtoguesswhatJohnsaystohisgrandpa.
Leadstudentstoexpresstheiropinionsbyusingthesentencepatternandthewordsinthispart.Theycansaylikethis:Ihaveart/Chinese/English/PEonWednesdays.
(2)Listenandfillintheblank.
T:Isyourguesscorrect?Nowlistentotherecordingcarefullyandtrytofillintheblankinyourbook.Pleasepayattentiontothefourwordsaboutsubjects.
Playtherecordingof“Let’stry”.(出示课件)Studentstrytocompletethetask.
Playtherecordingof“Let’stry”again.Checktheanswertogether.ShowthelisteningmaterialandtheansweronthePPT.(出示课件)Helpstudentsunderstandthissectionbetter.Askstudentstopayattentiontothespellingsandcorrectthemistakes.
2.Let’stalk.
(1)Predictthemainideaof“Let’stalk”.
T:NowweknowJohnhasartonWednesdays.Boysandgirls,whatdoesJohnhaveonThursdays?Pleaseguess!
Ss:Maybehehas…
(2)ShowthepictureofJohnandhisgrandfatherin“Let’stalk”onthePPT.(出示课件)
T:Look!Whoarethey?Wherearethey?Whataretheytalkingabout?Guess!
Ss:TheyareJohnandhisgrandfather.Theyareathome.Maybetheyaretalkingabout…
Letstudentstalkaboutthequestionsfreely.
(3)Learnthenewwordsandphrase.
①T:AretheytalkingaboutJohn’sWednesdays?Let’slistentotherecordingtocheckyouranswers.
Playtherecordingof“Let’stalk”.(出示课件)Askstudentstolistenandgetthemainideaofthedialogue.
T:SoaretheytalkingaboutJohn’sWednesdays?
Ss:No,theyaretalkingabouttheirThursdays.
Showthecalendarofawholemonthagain.(出示课件)Circleandteachtheword“Thursday”likethis:Thurs+day=Thursday.Writedowntheword“Thursday”ontheblackboard.Demonstratethepronunciation:Thurs/?θ??z/-day/de?/-Thursday.Leadstudentstoreadlikethisthreetimes.Askonestudenttocircleallthe“Thursday”onthecalendartohelpstudentsbetterunderstandthisword.
②Actlikecookingdishes.
T:Look!I’mcookingdinnerinthekitchen.Canyoucook?
Ss:Yes./No.
ShowapictureofacookingschoolanditsrecruitmentadvertisementonthePPT.(出示课件)
T:Don’tworryifyoucan’tcook.Thereisagoodplace.Look!Thisisacookingschool.Ifyouwanttolearncooking,youcangotothisschoolandhavecookingclasses,justlikeJohn’sgrandparents.
Showthepictureof“cookingclass”onthePPT.(出示课件)
Writedowntheword“cooking”andthephrase“cookingclass”ontheblackboard.Leadstudentstoreadthemthreetimes.
(4)ShowfourquestionsonthePPT.
Letstudentswatchthevideoof“Let’stalk”.(出示课件)AskstudentstolistencarefullyandunderlinetheanswerstothequestionsonthePPT.
Askfourstudentstoanswerthefourquestions.
ShowtheanswersonthePPT.
Showthepicturesaboutmaths,Englishandmusicclasstohelpstudentsbetterunderstandthefirstthreequestionsandtheiranswers.(出示课件)
ShowthepictureaboutJohn’sgrandparentsinthissectiontohelpstudentsbetterunderstandthefourthquestionanditsanswer.(出示课件)
Checktheanswerstogetherandleadstudentstoreadthesentencesonetime.Letstudentsworkinpairsandreadthequestionsandanswersinpairs.
Step3:Practice
1.Practicethedialogue.
(1)Showthedialoguewithsomeblanksin“Let’stalk”.(出示课件)Thenplaytherecording.(出示课件)Askstudentstofillintheblankswithouttheirbooks.
Checktheanswerstogether.ShowtheanswersonthePPTtoletstudentscorrecttheirmistakesbyreadingthedialogueintheirbooks.(出示课件)
(2)Playtherecordingof“Let’stalk”again.(出示课件)Leadstudentstoreadafteritandimitatetheintonationandthepronunciationoftherecording.Thenaskstudentstoreadtogetherandreadfreely.
(3)Askstudentstoreadthedialogueinpairs.Severalminuteslater,takeouttheheadwearsofJohnandJohn’sgrandpaandasksomestudentstoactoutthedialogue.
(4)Choosethebestperformers.Thengiveawards.
2.Lookandsay.
ShowacalendaronthePPT.Inthecalendar,certaindaysarecircled,suchaseveryWednesdayoreveryThursday.Andtherearetwopicturesofdifferentsubjects.(出示课件)
Dividestudentsintotwogroups.Forthefirstpicture,letboysaskthequestionaccordingtothedayscircledinthecalendar.Theycanasklikethis:Whatdoyouhaveon…?Letgirlsanswerthequestionaccordingtothepictureaboutsubjects.Forthesecondpicture,letboysandgirlsexchange.
Step4:Consolidation&Extension
?Designyourownschedule”
1.Fillinthechart.
ShowthechartbelowonthePPT.Dividestudentsintosixgroups.AskthemtodesigntheirownscheduleaboutcoursesandactivitiesonWednesdaysandThursdays.Letthemdiscussbyaskingandansweringingroups.
2.Interviewothergroups.
Twogroupsintervieweachother.Theyshouldaskandanswerthequestionsaccordingtothechart.Theycanaskandanswerlikethis:
G1:WhatdoyouhaveonWednesdays?
G2:Wehavemaths,artandChineseonWednesdays.
G1:WhatdoyoudoonWednesdays?
G2:WedrawsomepicturesonWednesdays.
G1:WhatdoyouhaveonThursdays?
G2:WehaveEnglish,scienceandmusiconThursdays.
G1:WhatdoyoudoonThursdays?
G2:WeplaygamesandsingsongsonThursdays.
Thenthetwogroupsmakeanexchange.Thebestgroupcangetblankschedulecardsasawards.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本课的重点在于训练学生的听力和口语表达能力,使学生能够使用本课重点词汇和句型询问并回答有关星期三和星期四两天的课程及活动安排。整个教学设计紧扣教学重点,脉络清晰,重点突出。
2.本课教学过程中复习了第一单元询问人物性格特征的句子,在教学中提醒学生注意不断地温故而知新。
3.课堂以学生为本,注重提高学生的课堂参与度,让他们成为课堂的主人。
4.本课设计把“激发和培养学生学习英语的兴趣”放在教学的首位,时刻联系生活实际,使学生们在较为真实的语境中锻炼了语言交际能力。拓展部分充分发挥了学生的主观能动性,让他们在合作中共同学习,共同进步。
5.板书简洁明晰,重点突出,一目了然。
Thesecondperiod
PartALet’slearn&Let’splay
内容分析
本单元学习的主题是有关学校课程安排和周末活动的。教学内容主要是围绕星期一到星期五的学校课程安排和周末活动来展开的。教学重点是学生能够在情景中询问他人的课程安排并作答。
课时目标
知识与能力
学生能够听、说、读、写并在语境中运用正确单词“Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday,weekend”。
学生能够操练和巩固Let’slearn板块有关一个星期七天名称的单词。
过程与方法
掌握通过拼读单词及单词组成结构判断单词读音和认知单词的单词学习方法。
情感态度价值观
通过反复强调课程与日历的关系,引导学生学会基于日历的课程管理和时间管理。
教学重难点
教学重点
1.学生能够听、说、读、写本课四会单词。
2.学生能够在情景中询问他人的课程安排并作答。
教学难点
学生能够掌握表示一周七天名称的单词的拼写。
教学准备
教学课件、课文视频等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
小组合作竞争
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Let’schanttogether—Daysoftheweek.(出示课件).
T:Howmanydaysarethereinaweek?
Ss:Therearesevendaysinaweek.
3.Askandanswer.
Showpicturesofcoursesandcalendars.(出示课件)InPicture1,itisWednesday.AndthereisaChineseclass,amusicclassandamathsclassinit,too.InPicture2,itisThursday.AndthereisanEnglishclass,aPEclassandanartclassinit.Theteacherandstudentsaskandansweraccordingtothepictures.
T:WhatdoyouhaveonWednesdays?
Ss:WehaveChinese,musicandmathsonWednesdays.
T:WhatdoyouhaveonThursdays?
Ss:WehaveEnglish,PEandartonThursdays.
4.Lead-in.
Showthepictureof“Let’slearn”onthePPT.(出示课件)Leadstudentstoobserveitcarefullyandanswerthequestions.
T:Whoarethey?Ss:TheyareRobinandWuYifan.
T:Aretheytalkingaboutclasses?Ss:Yes.T:Good!Let’sgoandsee!
Step2:Presentation
1.Learnthenewwords.
(1)ShowthepictureoftheclassscheduleonMondayin“Let’slearn”.(出示课件)
T:Whatclassescanyousee?
Ss:IcanseeChinese,English,mathsandmusic.
T:Whatdayisit?Ss:ItisMonday.T:Yes,itisMonday.
Teachthewordlikethis:“monkey(mon+key)”and“day”,“Mon/m?n/+day/de?/=Monday/?m?nde?/”.Writedown“Monday”ontheblackboard.Leadstudentstopracticereadingitthreetimes.
(2)ShowthepictureoftheclassscheduleonTuesdayin“Let’slearn”.(出示课件)
T:WhatdoesWuYifanhaveonthisday?
Ss:Hehasmaths,science,Chineseandart.
T:Whatdayisit?Ss:ItisTuesday.T:Yes,itisTuesday.
Showthepictureofthewholeclassschedulein“Let’slearn”.(课件出示)Teachwordsof“Wednesday”,“Thursday”,“Friday”,“Saturday”and“Sunday”.
(4)Askstudentstolookatthewholeclassschedulein“Let’slearn”.Pointto“Saturday”and“Sunday”.
T:Whyaretherenoclassesinthesetwodays?
Ss:BecausetheyareSaturdayandSunday.Wedon’tgotoschool.
T:Excellent!“SaturdayandSunday”istheweekend.Wearefreeattheweekend.
Writedown“week+end=weekend”ontheblackboard.Leadstudentstopracticereadingitthreetimes.
T:Whatcanwedoattheweekend?Ss:…
2.Findtherules.
ShowallthesevenwordsonthePPT.(出示课件)Askstudentstoobservethemcarefullyandtrytofindouttheirspellingrules.Askseveralstudentstostandupandexpresstheiropinions.Atlast,makeaconclusion:Thelastthreelettersofthesesevenwordsarethesame.Theyareall“day”.Andallthefirstlettersofthesewordsarecapitalletters.Usetheredchalktostressallthefirstlettersandthelastthreeletters.Leadstudentstoreadallthewords.
3.Role-play.
Showthepictureof“Let’slearn”.(出示课件)Role-playthedialoguebetweenRobinandWuYifanwithstudents.TheteacheractsRobin.AllthestudentsactWuYifan.Usethefivedays’classscheduletoaskandanswerlikethis:
T:WhatdoyouhaveonMondays?
Ss:IhaveChinese,English,mathsandmusic.
T:WhatdoyouhaveonTuesdays?
Ss:Ihavemaths,science,Chineseandart.
T:Whatdoyouhaveon…?
Ss:Ihave…
Step3:Practice
1.Playagame:choosetherightspell.(出示课件)
2.Fingergame.
Theteachershowshis/herfingerstoexpressthesevendaysofaweek.Studentscountthenumberofthefingersandtrytospeakouttherightwordasquicklyaspossible.Iftheteachershowsonlyonefinger,studentsshouldsay“Monday”.Iftheteachershowstwofingers,studentsshouldsay“Tuesday”.
3.Playagame:Let’sdriveatraintoread!
Dividestudentsintosevengroups.Namethemafterthesevendaysinaweek.Takeoutthewordcardsofthesevendaysanddistributethemtoeachgrouprandomly.Eachgroupshouldrememberitsname.Thenletthesevengroupsdriveatraintoreadtheirnamesaccordingtotherightorderofaweek.Keepdrivingthetraintilltheteachersays“Hereweare!”
Step4:Consolidation&Extension
Makeyourownschedules.
Askstudentstoworkouttheirownschedules.Theycanimitatethescheduleinthelastactivity.(课件出示:上个活动中制作好的课程表)
Letseveralstudentsstandupandshowtheirschedules.Theycantalkabouttheschedulewiththeirteacher.Makeamodel:
T:WhatdoyouhaveonMondays/…?Ss:Ihave…
Theotherscantalkabouttheschedulewiththeirpartners.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.从复习旧知开始本课的学习,再通过一系列活动教授新知,达到温故而知新的目的。
2.本课新单词量多,难度大。在教授过程中,采用了自然拼读法、拆分法等多种方式,引导学生观察、总结单词的构成规律,很好地突破了教学难点,降低了学习的难度。
3.本课的活动以游戏为主,增加了课堂的趣味性,也提高了学生的学习积极性。
4.活动的设计环节紧凑,层次分明,循序渐进,逐步提升任务的难度和所涉及知识的广度,符合认知规律。
5.板书设计清晰明了,重点突出,起到了很好的辅助作用。
Thethirdperiod
PartALet’sspell
内容分析
本单元学习的主题是有关学校课程安排和周末活动的。教学内容主要是围绕星期一到星期五的学校课程安排和周末活动来展开的。这一课时和音标有关,教学重点是学生能够掌握ee和ea的发音规则。
课时目标
知识与能力
学生能够通过听例词发音,观察例词结构特征,学习字母组合ee和ea在单词中的发音规则。
学生能够跟着录音说唱歌谣。
学生能够读出符合ee和ea发音规则的单词。
学生能够根据单词的读音拼写出符合ee和ea发音规则的单词。
学生能够在单线上完成抄写句子的活动,做到书写规范正确。
过程与方法
在学习新知前复习旧知,唤醒学生对语音的记忆,对将要学的知识进行预热。从chant中直接抽取出本课重点字母组合,让学生猜测发音,激发学生的好奇心和学习热情。根据歌谣和图片创设情景进行教学,一步一步引导学生自己找出相同的字母组合并归纳正确的发音,让学生更加深入地理解和掌握所学的语音知识,加深印象。通过阅读含有大量字母组合ee和ea的绘本故事,让学生利用所学知识进行阅读,拓展学生的阅读面,提升学生的学习能力。
情感态度价值观
培养学生独立思考的习惯,树立学习英语的自信心。拓展学生的阅读面,提升学生的学习能力。
教学重难点
教学重点
学生能够掌握ee和ea的发音规则。
教学难点
学生能够读出符合ee和ea发音规则的单词,并能根据发音拼写出符合ee和ea发音规则的单词。
教学准备
教学课件、课文录音、视频等。
教学媒体选择
多媒体,录音。
教学活动
小组合作;游戏
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Revision.
Leadstudentstoreviewthepronunciationoftheletter“y”inUnit1bylettingthemdriveatraintogiveexamples.
3.Enjoythechantinthislesson.(出示课件)
4.Lead-in.
Writedownthelettercombinations“ee”and“ea”ontheblackboard.
T:Lookattheselettercombinations.And“ea”comesfromthewordsinthechant.Pleaseguessthepronunciation.
Ss:…
T:Todaywe’regoingtolearnthepronunciationofthesetwolettercombinations.
Step2:Presentation
1.Learnthelettercombination“ea”.
(1)ShowapictureaboutagirlwhoisreadingabookonthePPT.(出示课件)
T:Lookatthislovelygirl.Iwantyoutobethegirlforawhileandanswermyquestion.Areyouready?
Ss:Yes!
T:Doyouliketoread?
Leadstudentstosaythesentence:Iliketoread.ThenshowthesentencebesidethepictureonthePPT.Maketheword“read”inred.(出示课件)
ShowanothertwopicturesonthePPT.Oneisaboutthegirleatingfood.Theotherisaboutthegirldrinkingtea.(出示课件)Thenaskanothertwoquestions:Doyouliketoeat?Doyouliketodrinktea?
Leadstudentstosaythesentences:Iliketoeat.Iliketodrinktea.
ShowthesentencesbesidethepicturesonebyoneonthePPT.Markthewords“eat”and“tea”inred.(出示课件)
(2)Showthepicturesandthewords“read”“eat”and“tea”onpage16onthePPT.(出示课件)Leadstudentstoobservethemcarefullyandtrytofindoutthesamelettercombination“ea”.Thenwriteitdownontheblackboard.
Askstudentstolistentotherecordingofthesethreewordsandtrytoconcludetherightpronunciationofthelettercombination?ea?.Encouragestudentstosaytheiropinions.Thenshowthephoneticsymbol/i:/onthePPT.(出示课件)
Introducethepronunciationrulebriefly.Leadstudentstoreadthephoneticsymbolandthethreewordsseveraltimes.
(3)ShowthechantonthePPT.(出示课件)Pointtothechantandstressthelastsentence.
T:Doyouliketorepeat:Lookatthischant.Wesangitbefore.?
Leadstudentstoanswerwiththelastsentence.
T:Great!Now,pleaserepeatthischantaftertherecording!
Letstudentslistentotherecordingandreadafterit.Helpthemunderstandthepronunciationofthelettercombination“ea”.
(4)Askseveralstudentstostandupandreadthechant.Checktheirpronunciation.Givesomehelpwhenit’snecessary.Andcorrectthewrongpronunciation.
2.Learnthelettercombination“ee”.
(1)Learnthewords.
①ShowapictureofonefootonthePPT.(出示课件)
T:What’sthis?
Leadstudentstosaytheword“foot”andshowthewordbesidethepicture.
ThenshowapictureoftwofeetonthePPT.(出示课件)
T:Whatarethey?
Leadstudentstosaytheword“feet”.Showthewordbesidethepictureandmarkthelettercombination“ee”inred.
Afterthat,showpicturesofsomeanimalswithtwoormorethantwofeetonthePPT.(出示课件)
T:Howmanyfeet?
Ss:…
Stresstheword“feet”.Leadstudentstoreadit.
②T:Whatwouldyoulikefordinner?Lookatthispicture.
ShowapictureofbeefonthePPT.(出示课件)Pointtothepicture.Leadstudentstosaythesentence:I’dlikesomebeef.
Stresstheword“beef”.Leadstudentstoreadit.Showthewordbesidethepictureandmarkthelettercombination“ee”inred.
③ShowapicturethatMrGreenandMrLeemeettogether.MrLeeissaying:Nicetomeetyou!(出示课件)
T:MrGreenandMrLeemeettogether.WhatshouldMrGreensaytoMrLee?
Ss:Nicetomeetyou,too!
Stresstheword“meet”.Leadstudentstoreadit.Showthewordbesidethepictureandmarkthelettercombination“ee”inred.
(2)Makeaconclusionandread.
Showthepicturesandthewords“feet”“beef”and“meet”onPage16onthePPT.(出示课件)Leadstudentstoobservethemcarefullyandtrytofindoutthesamelettercombination?ee?.Thenwriteitdownontheblackboard.
Askstudentstolistentotherecordingofthethreewordsandtrytoconcludetherightpronunciationofthelettercombination?ee?.Encouragestudentstosaytheiropinions.Thenshowthephoneticsymbol/i:/onthePPT.(出示课件)
Leadstudentstorealizethatthelettercombination“ee”hasthesamephoneticsymbolas“ea”.Leadstudentstoreadthephoneticsymbolandthethreewordsseveraltimes.
Step3:Practice
1.Showallthesixwordsin“Read,listenandchant”onthePPT.(出示课件)
Askstudentstoreadthemaftertherecording.Thenasksomestudentstostandupandreadthesewords.Givesomehelpwhenit’snecessary.Andcorrectthewrongpronunciation.
2.Showsomewordscontainingthelettercombination“ea”or“ee”onthePPT.
Thewordscanbe“bee,feed,feel,meat,please,sea,wheel,meal,deal”.(出示课件)Letstudentsreadthemaccordingtothepronunciationrules.
3.Showtheexerciseof“Listen,repeatandcircle”onthePPT.(出示课件)
Askstudentstoreadallthewordsbeforelistening.Thenplaytherecording(出示课件).Askstudentstolistenandcirclethewordineachgroup.
Checktheanswerstogether.Presentthelisteningmaterialsandletstudentsreadthem.(出示课件)
4.Showtheexerciseof“Listen,writeandsay”onthePPT.(出示课件)
Letstudentsobservethepicturescarefullyandgettoknowthetasksofthelistening.Thenplaytherecording.(出示课件)Askstudentstolistenandfillintheblanks.
Checktheanswerstogether.Showthelisteningmaterialsandtheanswers.(出示课件)Helpstudentsunderstandthissectionbetter.Askstudentstopayattentiontotheirspellingsandcorrectthemistakes.
Letstudentschooseonesentenceandwriteitontheline.Remindstudentstowritethesentenceincorrectforms.Stressthatthefirstlettermustbecapitalized.Askstudentsnottoforgetthepunctuation.Askseveralstudentstostandupandreadtheirsentences.
Choosesomestudents’worktopresent.Checkifthehandwritingisintherightform.Correctthemistakestogether.Praisethestudentswhodoagoodjob.
Step4:Consolidation&Extension
“Storytime”
1.ShowthestoryThreefortea.(出示课件)
Readandenjoythestorywithstudents.Askstudentstopayattentiontoallthewordscontainingthelettercombination“ea”or“ee”.Leadstudentstoreadthetwolettercombinationscorrectly.
2.ShowthewordsonthePPT.(课件出示:单词geese,three,creek,eat,cheese,breeze,sleet,tea)
Letstudentstrytoreadthesewordsbythemselves.Thenleadthemtoreadthesewordsseveraltimes.
3.Letstudentstrytoreadthestorybythemselvesingroups.
4.Askseveralgroupstoactoutthestory.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.整个教学设计侧重于培养学生自主学习的能力,通过让学生自己观察、找出规律、总结发音等方式,提高学生的自主探究能力和归纳总结能力。
2.在听力活动之前,让学生对所学内容进行观察和预测,使学生明确学习目的,因而能够更加集中注意力,也能有效地训练学生的听力技巧。
3.多种有效的练习活动,帮助学生巩固本课所学的语音知识。
4.板书简洁明了,重点突出。
Thefourthperiod
PartBLet’stry&Let’stalk
内容分析
本单元学习的主题是有关学校课程安排和周末活动的。教学内容主要是围绕星期一到星期五的学校课程安排和周末活动来展开的。教学重点是学生能够掌握询问对方经常从事的周末活动的一般疑问句及其答语“—Doyouoftenreadbooks/…?—Yes,Ido./No,Idon’t.”。
课时目标
知识与能力
学生能够借助图片听懂简短对话,抓住关键信息,提高听的能力。
学生能够对新句型在听觉上有所感知,并完成听录音选图的活动。
学生能够在图片和教师的帮助下理解对话大意。
学生能够按照正确的意群及语音、语调朗读对话,并能够进行角色扮演。
学生能够在情景中恰当运用句型“—Doyouoftenreadbooks/…?—Yes,Ido./No,Idon’t.”询问对方经常从事的周末活动并作答。
学生能够在语境中理解词组“readbooks,playfootball”的意思,并能够正确发音。
过程与方法
通过引导学生利用图片和对话背景,预测听力内容,借助图片听懂简短的对话,抓住关键信息,掌握听力解题方法。
情感态度价值观
通过对听力的不断练习,逐渐培养乐听、愿听的情绪,并利用英语听力改善个人英语发音。
教学重难点
教学重点
学生能够掌握询问对方经常从事的周末活动的一般疑问句及其答语“—Doyouoftenreadbooks/…?—Yes,Ido./No,Idon’t.”。
教学难点
学生能够在真实情景中用核心句型询问对方经常从事的周末活动并作答。
教学准备
教学课件、课文视频等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Enjoythesong—Daysoftheweek.(出示课件)
设计意图:通过歌曲复习巩固之前所学的有关星期的知识,对话交流部分对今天要学的知识进行预热,对整个课堂起到承上启下的作用。
3.Freetalk.
T:WhatdoyouhaveonMondays?Ss:Wehave…
T:WhatdoyouhaveonFridays?Ss:Wehave…
T:IhavenoclassesonSundayandSaturday.Whataboutyou?
…
ShowsomepicturesaboutdifferentactivitiesonthePPTtoleadstudentstotalkabouttheirweekendactivities.(出示课件)
4.Lead-in.
ShowapictureaboutZhangPengandOliver.Theyaremakingaphonecallinthepicture.(出示课件)
T:It’saSaturdaymorning.ZhangPengcallsOliver.Whataretheytalkingabout?Let’sgoandsee.
Step2:Presentation
1.Let’stry.
(1)Showthepicturesof“Let’stry”onthePPT.(出示课件)
Askstudentstoobservethepicturescarefully.Thenletthemtrytodescribethetwopicturesbriefly.Leadstudentstotalkaboutthepicturesfromtwoaspects.First,trytointroducethecharactersinthepictures,thentrytodescribetheactivitiestheydointhepictures.Theycandescribelikethese:IcanseeOliverinPicture1.Hecleanshisroominthepicture./TheyareOliverandanotherboyinPicture2.Theyplayfootballinthispicture.
T:Fromthesepictures,canyouguesswhattheyaretalkingabout?
S1:Maybetheyaretalkingabouttheirweekend.
S2:Maybetheyaretalkingabouttheiractivities.
?
T:DoesOliverdoboththeactivitiesinthesetwopictures?
?
T:Wehavedifferentopinions.PleaselistentotherecordingcarefullyandtrytoknowwhattheyaretalkingaboutandwhatOliverdoesexactly.
(2)Playtherecordingof“Let’stry”forthefirsttime.(出示课件)Letstudentstrytogetthekeyinformation:playfootball,sorry,cleanmyroom,onSaturdays,yes.
(3)Thenplaytherecordingagain.(出示课件)LetstudentstrytolistenandticktherightpictureaboutOliver’sweekend.
(4)Checktheanswer.Andchecktheguessesbefore.
T:Nowweknowthattheyaretalkingabouttheiractivitiesontheweekend.Oliverdoesn’tdoboththeactivities.Hedoesn’tplayfootballwithZhangPeng.HeoftencleanshisroomonSaturdays.
Showthelisteningmaterialandtheanswerof“Let’stry”.(出示课件)Leadstudentstoreadthedialogue.
2.Let’stalk.
Showapictureofsomechildrenplayinginthepark.(出示课件)
T:It’sSaturdaymorningnow.Somechildrenareplayinginthepark.Let’shavealook.
(1)Learnthenewwordsandphrases.
①ShowapictureonthePPT:Agirlreadsabookinthepark.(出示课件)
T:Whereisthegirl?
Leadstudentstosaythesentence:Sheisinapark.Writedowntheword“park”ontheblackboard.Leadstudentstoreaditthreetimes.Thenpointtothebookinthepicture.
T:What’sthis?Ss:It’sabook.
T:WhatdoesshedoonSaturdaymorning?
Leadstudentstosaythesentence:ShereadsbooksonSaturdaymorning.
Writedownthephrase“readbooks”ontheblackboard.Leadstudentstoreaditthreetimes.
T:Doyouoftenreadbooksontheweekend?Yesorno?Payattentiontotheword“often”.Itmeans“manytimes”.
Ss:Yes./No.
T:Pleaseaskmethetwoquestions.
Ss:Doyouoftenreadbooksontheweekend?Yesorno?
T:Yes,Ido.Ioftenreadbooksontheweekend.Weshouldreadmorebooks.
②ShowapictureonthePPT:Aboyplaysfootballinthepark.(出示课件)
T:What’sthis?(Pointtothefootball.)Ss:It’saball/football.
T:Itisafootball.WhatdoeshedoonSaturdaymorning?
Leadstudentstosaythesentence:HeplaysfootballonSaturdaymorning.
Writedownthephrase“playfootball”ontheblackboard.Leadstudentstoreaditthreetimes.
T:Doyouoftenplayfootballontheweekend?Yesorno?
Ss:Yes./No.
T:Pleaseaskmethetwoquestions.
Ss:Doyouoftenplayfootballontheweekend?Yesorno?
T:No,Idon’t.Ioftenreadbooksontheweekend.Ishouldplaysportsontheweekend.
(2)Learnthedialogue.
①ShowthepictureofZhangPengandSarahin“Let’stalk”.(出示课件)
T:Now,itisSaturdayafternoon.Look!Whoareintheparknow?
Ss:ZhangPengandSarah.
T:Whatelsecanyousee?Whatareintheirhands?
Ss:IcanseeafootballinZhangPeng’shandandastorybookinSarah’shands.
T:Excellent!Whataretheytalkingabout?Aretheytalkingabouttheirclasses?
Encouragestudentstoguesstheanswers.
②Playthevideoof“Let’stalk”.(出示课件)Letstudentswatchthevideoandchecktheirpredictions.Afterstudentswatchthevideo,askthequestionsagain.Leadstudentstoprovidetherightanswers:No,theyarenottalkingabouttheirclasses.Theyaretalkingabouttheirweekends.
③ShowthreequestionsonthePPT.
Playthevideoof“Let’stalk”again.(出示课件)Letstudentswatchcarefullyandtrytoanswerthesequestions.
Askthreestudentstostandupandanswerthesequestionsonebyone.ShowtheanswersonthePPT.Checktheanswerstogether.
Answers:
(3)Readandact.
①Letstudentsreadaftertherecordingsentencebysentenceandtrytoimitatetheintonationandthepronunciationoftherecording.Thenletthemreadfreely.
②Letstudentspracticethedialogueinpairs.
③Askseveralpairstorole-playthedialogue.Eachpairthatdoesagoodjobcangettwowordcards.
Step3:Practice
1.Listenandfillintheblanks.
Showthedialogueof“Let’stalk”withsomeblanksonthePPT.
Thenplaytherecording.(出示课件)Studentstrytolistenandfillintheblankstocompletethedialogue.Theycanwritetheanswersintheirnotebooks.Iftheycan’twritedowntheanswers,theteachercanplaytherecordingonemoretime.
Displayseveralstudents’answers.Checkandcorrectthemistakestogether.Choosethebestwork.Giveawordcardtothestudentasanaward.
ShowtheanswersonthePPT.(出示课件)Askstudentstocheckandcorrecttheiranswers.Thenletthemreadthedialoguetogetheronce.
2.Theturntablegame.(出示课件)
(游戏说明:转盘上呈现一些不同活动的图片和词组,如:readbooks,cleantheroom,playfootball,cookdinner,drinktea。一名学生喊“Start!”,老师点击鼠标,指针开始转动,该学生喊“Stop!”,老师再次点击鼠标,指针停止转动。其他学生根据指针所指的图片和词组,使用句型“Doyouoften…ontheweekend?”提问该学生。该学生根据自己的实际情况用“Yes,Ido./No,Idon’t.”进行回答。)
Step4:Consolidation&Extension
1.Askandanswer.
Showthepictureof“Askandanswer”andthesentencepatterns“—Doyouoften…ontheweekend?—Yes,Ido./No,Idon’t.”(出示课件)AsktwostudentstoreadthedialoguebetweenSarahandChenJie.Thenletstudentsworkinpairs.AskstudentstotrytousethephrasesandthesentencepatternsonthePPTtomakenewdialogues.Encouragestudentstothinkofmorephrasestomaketheirowndialogues.Makeamodelwithonestudent.
T:Doyouoftenplaybasketballontheweekend?
S1:Yes,Ido./No,Idon’t.
2.Showtime.
Askseveralpairstostandupandshowtheirwork.Giveeachpairfourwordcardsasawards.
3.Emotionaleducation.
Askstudentstotrytocherishtheirtime,readmoreanddomoreexercise.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.在进行听力活动和对话学习之前,都让学生对所学内容进行预测。给出问题,让学生带着问题去听听力、阅读对话,让学生明确了学习目的,同时提高了学生的学习积极性和主动性。
2.本课各个环节的设计循序渐进,环环相扣,让学生们很自然地跟随节奏,掌握新知。
3.本课结对活动较多,加强了学生之间的合作能力,各种表演活动让学生在表现自己的同时有效地感知和掌握目标语言。
4.课堂气氛积极活跃,时刻注意吸引学生的注意力,提高他们的学习兴趣。
5.板书简洁清晰,重点突出,一目了然。
Thefifthperiod
PartBLet’slearn&Groupwork
内容分析
本单元学习的主题是有关学校课程安排和周末活动的。教学内容主要是围绕星期一到星期五的学校课程安排和周末活动来展开的。教学重点是学生能够听、说、读、写词组“washmyclothes,watchTV,dohomework,readbooks,playfootball”。
课时目标
知识与能力
学生能够听、说、读、写词组“washmyclothes,watchTV,dohomework,readbooks,playfootball”
学生能够在语境中正确运用上述五个词组描述周末活动。
学生能够读懂关于主线人物周末活动的三个句子,并描述自己的周末活动。
过程与方法
利用分组学习的方式培养学生锻炼学生自主学习,团队协作的意识。
情感态度价值观
分组合作有效地培养学生的团队协作意识,加强学生之间的沟通和了解。培养学生的语言综合运用能力。
教学重难点
教学重点
学生能够听、说、读、写词组“washmyclothes,watchTV,dohomework,readbooks,playfootball”。
教学难点
学生能够运用所学句型谈论周末活动。
教学准备
教学课件、课文视频等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Playachaingame.
Dividestudentsintogroups.Everygrouphassevenpeople.Letthemplayachaingamelikethis:
S1:WhatdoyouhaveonMondays,S2?
S2:Ihave…onMondays.WhatdoyouhaveonTuesdays,S3?
S3:Ihave…onTuesdays.WhatdoyouhaveonWednesdays,S4?
S4:Ihave…onWednesdays.WhatdoyouhaveonThursdays,S5?
S5:Ihave…onThursdays.WhatdoyouhaveonFridays,S6?
S6:Ihave…onFridays.WhatdoyouhaveonSaturdays,S7?
S7:IhavenoclassesonSaturdays.WhatdoyouhaveonSundays,S1?
S1:IhavenoclassesonSundays.
设计意图:通过句子接龙游戏和表演对话回顾旧知,导入新知。
3.Actoutthedialogue.
Showthepictureof“Let’stalk”onpage17onthePPT.(出示课件)Asktwopairsofstudentstoactoutthedialogueinthefrontoftheclassroom.
4.Lead-in.
Showthepicturesofthefivekidsin“Let’slearn”onthePPT.(出示课件)
T:ZhangPengoftenplaysfootballontheweekend.Howaboutotherkids?Whatdotheyoftendoontheweekend?
Letstudentsthinkofmoreactivities.Encouragethemtoexpresstheiropinions.
T:Let’slearnsomephrasesaboutactivitiesfirst.
Step2:Presentation
1.Learnthenewphrases.
(1)ShowthepictureofAmyandChenJiein“Let’slearn”withoutthedialogueonthePPT.(出示课件)AskstudentstoguessChenJie’sweekendactivity.ThenplaytherecordingofthedialoguebetweenAmyandChenJie.(出示课件)Askstudentstocatchthekeyphrase“washclothes”.Helpstudentsspeakoutthephraseloudly.Showthecorrespondingpictureofthisphraseinthissection.(出示课件)Helpstudentsunderstanditbetter.
Writedownthephrase“washclothes”ontheblackboard.Leadstudentstoreaditthreetimesanddothecorrespondingactionatthesametime.Intheprocessofteachingthisphrase,usethenaturalspellingmethodtoteachthesoundsof“wash”and“clothes”.Theteacherreadstheword“wash”.Studentstrytopronounceeachphonemelikethis:w/w/-a/?/-sh/?/.
Leadstudentstoreviewthewordslearnedbeforetosumupthesoundofthelettercombination“sh”.Theteacherreadstheword“clothes”.Leadstudentstopronounceeachphonemelikethis:cl/kl/-o/??/-th/e/-es/z/.
设计意图:利用自然拼读法和拆音拼读法,使学生在了解单词的发音规则的基础上记忆单词。
(2)ShowthepictureofAmyandChenJiein“Let’slearn”withthedialogue.(出示课件)Asktwostudentstoreadthedialogue.Thenwritedownthesentence“Doyouoftenwashyourclothesontheweekend?”ontheblackboardandasksomestudentstoanswerthisquestionaccordingtotheirrealsituations.Writedownthetwoanswersontheblackboard:Yes,Ido./No,Idon’t.
Leadstudentstoreadthesentencesontheblackboardonce.Tellstudentstodomorehouseworkathometohelptheirparents.
(3)TakeoutarealTVremotecontrol.Pretendtochangechannelsandsay,“ManypeopleoftenwatchTVontheweekend.”Teachthephrase“watchTV”.Showthecorrespondingpictureofthisphraseinthissection.(出示课件)Helpstudentsunderstanditbetter.
Writedownthephrase“watchTV”ontheblackboard.Leadstudentstoreaditthreetimes.Stressthattheletter“t”intheword“watch”doesn’tpronounce.ThenstudentspasstheTVremotecontrolonebyoneandspeakoutthephrase“watchTV”atthesametime.
Theteacherasks,“DoyouoftenwatchTVontheweekend?”Studentsansweritaccordingtotheirrealsituations.RemindstudentsthattheyshouldnotoftenwatchTV.Theycandolotsofotherthings.
(4)Showthecorrespondingpicturesof“dohomework”and“readbooks”.(出示课件)Andsay“Wecandohomeworkandreadbooksontheweekend,too.”Writedownthephrases“dohomework(home+work=homework)”and“readbooks”ontheblackboard.Leadstudentstoreadthemthreetimesanddothecorrespondingactionsatthesametime.
Askstudentstoaskandanswerbyusingthesetwophrasesandthesentencepatternsinpairs.Invitetwopairstoshowtheirdialogues.
(5)Playashortvideoaboutafootballgame.(出示课件)Askstudentstosaythenameofthisphysicalactivity.Leadstudentstospeakoutthephrase“playfootball”.ShowthecorrespondingpictureofthisphraseinthissectiononthePPT.(出示课件)Helpstudentsunderstanditbetter.
Writedownthephrase“playfootball”ontheblackboard.Leadstudentstoreaditthreetimesanddothecorrespondingactionatthesametime.
Theteacherasks,“Doyouoftenplayfootballontheweekend?”Studentsansweritaccordingtotheirrealsituations.Remindstudentsthattheycanalsodosomephysicalactivitiesontheweekend.
2.Readandact.
(1)Showallthefivepicturesofthenewphrasesin“Let’slearn”onthePPT.(出示课件)Playtherecording.(出示课件)Letstudentsreadaftertherecording.
(2)Actout.Askstudentstoclosetheirbooks.Eachtimetheteacherreadsaphrase,studentsdothecorrespondingaction.Thenaskonestudenttodoactions,andtheotherstrytoguessthecorrespondingphrases.
设计意图:将所学的新词组放到句子里,训练学生的语言综合运用能力。
Step3:Practice
1.Playagame:Minesweepers.(出示课件).
(游戏说明:课件呈现一些方格,方格里面包含一些地雷和本课5个新词组。学生选方格,遇到本课所学的新词组则进行认读,认读对了加分,遇到地雷则扣分。小组轮流进行趣味认读活动。)
2.Playagame:Whispers.
(游戏说明:教师用耳语告诉每竖排第一个学生一个本课的重点词组,这名学生再用耳语把听到的词组传给下一名学生,一个传一个,一直传到此竖排的最后一名学生。最后这名学生再把听到的词组用动作表现出来。老师和此排其他的学生一起确认动作是否正确,如果正确就让全班齐声读出该词组。)
3.Playagame:Theturntablegame.
(游戏说明:学生两人一组。课件出示一个单层转盘,转盘分为五个部分,每个部分包含一个本课的新词组。老师点击鼠标,指针指向哪一格,同组学生使用句型“—Doyouoften…ontheweekend?—Yes,Ido./No,Idon’t.”来相互问答。)
Step4:Consolidation&Extension
“Groupwork”
1.Readandanswer.
ShowthepicturesofWuYifan,ChenJieandOliveronthePPT.(出示课件)Askaquestion“Whatdotheyoftendoontheweekend?”Letstudentsread“Groupwork”andfindouttheanswers.Showthecorrespondinganswersbelowthepicturesofthethreecharacters.(出示课件)
2.Practicethedialogues.
Stressthesentencepatterns“—Whatdoyouoftendoontheweekend?—Ioften…ontheweekend.”Letstudentsworkinpairs.Onestudentasksthequestion“Whatdoyouoftendoontheweekend?”Theotherstudentchoosesaroleandanswersthequestionwiththecorrespondingsentence.Askseveralpairstostandupandshowtheirdialogues.
3.Workingroupstodriveatrain.
Dividestudentsintoseveralgroups.Thefirststudentinthegroupasks,“Whatdoyouoftendoontheweekend?”Thesecondstudentanswersaccordingtohis/herrealsituations.Thenhe/sheasksthenextonethesamequestion.Playthegameuntilallthestudentsinthegroupsaythesentences.Theycanaskandanswerlikethis:
S1:Whatdoyouoftendoontheweekend,S2?
S2:IoftenreadbooksandwatchTV.Whatdoyouoftendoontheweekend,S3?
S3:Ioftenplayfootballandcleanmyroom.Whatdoyouoftendoontheweekend,S4?
S4:…
?
Askseveralgroupstostandupandshowtheirdialogues.Choosethebestgroup.Eachstudentinthisgroupcangettwostickersasawards.
4.Emotionaleducation.
Letstudentstrytoarrangetheirweekendreasonably.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本课使用了大量的游戏活动,课堂气氛活跃,学生的学习积极性也很高,避免了机械性学习词组的枯燥,让学生爱上英语课堂。
2.充分调动学生的各种感官,使用大量的肢体语言,从多方面训练了学生的综合能力。
3.本课将词组学习与句型学习有机地结合在了一起,多采取小组、结对活动,培养学生们的合作能力,提高他们的团队意识。
4.板书设计清晰明了,重点突出,起到了很好的辅助作用。
Thesixthperiod
PartBReadandwrite&Let’scheck&Let’swrapitup
内容分析
本单元学习的主题是有关学校课程安排和周末活动的。教学内容主要是围绕星期一到星期五的学校课程安排和周末活动来展开的。教学重点是能够听、说、认读本单元的核心词汇和句型,完成相关练习题,巩固本单元所学的知识点。
课时目标
知识与能力
学生能够在图片的帮助下读懂吴一凡和机器人的对话,完成判断信息正误的活动。
学生能够根据提供的信息模仿对话、补全新的对话。
学生能够听前熟悉听的任务(看图及题目要求),听时注意听关键词句,养成良好的听的习惯。
学生能够读懂、理解阅读活动Readandcircle的三个问句,能够根据自己的实际情况回答问题。
学生能够了解有些单词的构成是有一定规律的,在学习中注意及时发现、总结规律,利用规律记忆单词。
学生能够在图片的帮助下理解故事内容,复习巩固有关一个星期七天名称的单词及句型,增加语言的输入。
过程与方法
掌握通过反复表达的方式提高口语及英语水平的学习方法。
情感态度价值观
培养学生养成总结归纳知识点的学习习惯。
教学重难点
教学重点
1学生能够读懂Readandwrite板块的对话,并完成相应的任务。
2学生能够听懂Let’scheck板块的录音,并完成标号任务。
3学生能够完成Let’swrapitup板块的内容,初步了解简单的构词法。
教学难点
学生能够给他人的日常活动提供有益的建议。
教学准备
教学课件、课文视频、卡片等。
教学媒体选择
多媒体,录音。
教学活动
小组PK
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Playagame:Idoandyousay.
Theteacherdoessomeactions.Studentstrytosaythecorrespondingphrases,suchasplayfootball,readbooks,watchTV,dohomework,washmyclothesandsoon.
3.Playagame:Theturntablegame.
ShowaturntableonthePPT.Ithasthenamesofsevendaysinaweekonit.Beforetheteacherrotatestheturntable,studentsguesswhatdayitwillbe.Thentheteacherclicksthemousetolettheturntablerotate.(出示课件,注意星期五被最后转出来)Whentheturntablestopsrotating,theteacherasksandstudentsansweraccordingtothedaywhichthepointerpointstolikethis:
T:Whatdayisit?Ss:ItisTuesday.
T:WhatdoyouhaveonTuesdays?/DoyouplayfootballonTuesdays?
Ss:Ihave…onTuesdays./Yes,Ido./No,Idon’t.
Inthisway,helpstudentsreviewthesevenwordsaboutthesevendaysinaweekandthekeysentencepatternsinthisunit.Whenthepointerpointstotheword“Friday”,theteacherasks,“WhatdoyouhaveonFridays?”Studentsanswerthequestion.Thentheteacherkeepsasking:WhataboutWuYifan?WhatdoeshehaveonFridays?
Step2:Presentation
?Readandwrite”
1.Predictthemainideaofthepassage.
Showthetwopicturesabovethepassagein“Readandwrite”onthePPT.(出示课件)Letstudentsobservethepicturesandguess:HowdoesWuYifanlook?WhatdoesWuYifanhaveonFridays?Encouragethemtoexpresstheiropinions.
2.Fastreading.
Playtherecordingof“Readandwrite”.(出示课件)Askstudentstolistenandchecktheiranswers.Leadstudentstosaythesentences:WuYifanhasPEonFridays.Helookstired.
T:IlikePE.Lookatme.Icanrunveryfast.Icanjump.Icanplayfootball.
Dotheactionsofrunning,jumpingandplayingfootball.Thenactlikefeelingverytiredandsay,“Oh,Ilikeplayingsports.Ilikerunning,jumpingandplayingfootball.WecanplaysportsinPEclass.ButnowI’mtired.”Helpstudentsunderstandthemeaningsof“playsports”and“tired”.
Theteacherasks,“DoesWuYifanlikesports?”Askstudentstoreadthepassagequicklyandanswerthequestion.Thentheteacherasks,“Doyoulikesports?”Studentsmayanswer,“Yes,Ido.”or“No,Idon’t.”
T:I’mgladthatmostofyoulikesports./I’msorrythatmostofyoudon’tlikesports.Playingsportscanmakeusstrong.Youshouldplaysportseveryday.
Explainthemeaningsof“should”and“everyday”simply.
3.Carefulreading.
(1)Askstudentstoreadthedialoguecarefullyforthesecondtimeandtrytoanswerthequestion:WhatdoesWuYifandoontheweekend?(课件出示:此问句)Askstudentstounderlinetherelatedsentencesintheirbooks.
Checkseveralstudents’work.ThenshowthecorrectansweronthePPT.(出示课件)Leadstudentstoreadthequestionandtheansweronce.
(2)ShowthechartbelowonthePPT.
Askstudentstocountthenumberof“watchTV”and“readbooks”inthechart.
T:Howmany“watchTV”?Ss:Five.
T:Howmany“readbooks”?Ss:Two.
Usethemathematicalformula“five>two”tohelpstudentsunderstand“often>sometimes”.Thenaskstudentstotalkabouttheirweekendbyansweringthefollowingquestions:Whatdoyouoftendo?Whatdoyousometimesdo?
(3)Tickorcross.
Showthetaskof“Tickorcross”onthePPT.(出示课件)Askstudentstoreadthedialogueagainandtrytocompletethetask“Tickorcross”.
Checktheanswerstogether.Leadstudentstofindoutthemistakesinthewrongsentencesandcorrectthem.(出示课件)
AskstudentstosaysomethingaboutWuYifan’sactivitiesinhisdailylifefreelyandtrytogivesomeadvicetohim.Theteachercanmakeamodellikethis:Idon’toftenwatchTVontheweekend.IsometimeswatchTV.Ioftenreadbooksandplaysports.Ithinkheshouldreadmorebooks.
Askseveralstudentstostandupandexpresstheiropinions.
T:Youhavedifferentopinions.AndsomeofyougivegoodadvicetoWuYifan.RobingivesadvicetoWuYifan,too.Let’sgoandhavealook.
(4)Readtheschedule.
①Showthe“newschedule”onthePPT.(出示课件)AskstudentstoreadRobin’swordstogetherandobservethenewschedulecarefully.Theteacherasksandstudentsanswerlikethis:—WhatdoesWuYifandoonMondays/Tuesdays/…?—He…onMondays/Tuesdays/…
②Letstudentsobservethenewschedule,completethedialoguebetweenWuYifanandSarahandwritetheanswersintheirbooks.Askseveralpairsofstudentstostandupandreadoutthedialogueaccordingtotheiranswers.Theothersshouldlistencarefullyandtrytofindoutthemistakes.
Showtheanswers.(出示课件)Askstudentstochecktheiranswers.Payattentiontotheirspellingsandcorrectthemistakes.
4.Role-play.
(1)AskstudentstoreadthedialoguebetweenWuYifanandRobininpairs.
(2)Asksomepairstostandupandrole-playthedialogue.
(3)Choosethebestpair.Giveeachofthemablankclassscheduleasawards.
Step3:Practice
1.Let’scheck.
(1)Showthecontentof“Listenandnumber”onthePPT.(出示课件)Askstudentstoobservethepicturesandtrytodescribethemlikethese:
S1:IhaveEnglishonMondays,WednesdaysandFridays.
S2:IhaveartonMondaysandThursdays.
S3:IhavemathsonWednesdays.
S4:Ioftenplayfootballontheweekend.
(2)Playtherecording.(出示课件)Studentslistencarefullyandnumberthepictures.Askstudentstostandupandsaytheiranswers.
(3)Playtherecordingagain.Checktheanswers.
(4)ShowthelisteningmaterialandtheanswersonthePPT.(出示课件)Studentstrytoread.
(5)Theteacherasksandstudentsanswerbyusingthesentencepatterns“—Doyouoften…ontheweekend?—Yes,Ido./No,Idon’t.”ThenLetstudentsworkinpairsandaskandanswerwitheachother.
Showthethreequestionsin“Readandcircle”onthePPT.(出示课件)Askstudentstoreadthesesentencesandcircle“Yes.”or“No.”accordingtotheirrealsituations.
2.Let’swrapitup.
(1)Showthestructures“Mon+day=Monday;bed+room=bedroom”onthePPT.(出示课件)Askstudentstoobservethemcarefully.ThenshowthesevenwordsofaweekonthePPT.(出示课件)Writethemdownontheblackboard.Colourthe“day”red.
Leadstudentstorealizetheformationruleofthesewords.Thesewordsaresynthesesoftwowords.Mondayisacompoundwordcomposedof“Mon”and“day”.Bedroomisacompoundwordcomposedof“bed”and“room”.
(2)Takeoutsomewordcards,suchasbath,bed,room,class.Letstudentsmaketherightcombinations,suchasbathroom,bedroom,classroom.
(3)Letstudentscompletethetaskin“Let’swrapitup”.ShowtheanswersonthePPT.Checktheanswerstogether.(出示课件)
(4)PresentmorewordsonthePPT,suchasnote,black,police,board,book,foot,man,ballandsoon.Letstudentsmaketherightcombinations,suchasnotebook,blackboard,policeman,football.(出示课件)
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课的重点是阅读和练习,很好地抓住并落实了课堂重点,围绕阅读和练习来展开教学。
2.本节课环节较多,但是多而不乱,各环节紧密相扣,帮助学生从听、说、读、写等多种形式的操练中复习知识,取得了很好的教学效果。
3.构词法的讲解不多,旨在引导学生自己发现、总结规律。让学生在大量的实践中感悟、掌握构词要领,并利用规律记忆单词。
4.板书设计清晰明了,一目了然,起到了很好的辅助作用。
Theseventhperiod
Storytime
内容分析
本课是PEP小学英语五年级上册Unit2第七课时,本节课为故事课。故事讲述了Zoom和Zip在商店里为新学年的到来做着物质上的准备,他们打算购置很多学习用品,但最终却是由于钱不够的原因没能购买足球的趣事。这个故事处于Myweek单元主题下,因此本节课一方面要通过故事的形式对本单元所学的一周课程、周末活动的内容进行复习,还需要基于故事,领会凡事做好计划,谋定而动的道理。
课时目标
知识与能力
复习本单元所学的词汇和句型。
能够理解故事中的词句:Ineedto....Wehave...on....Wedon’thaveenoughmoney.I’llputbackthefootball.
能运用句型:Ineedto...表达自己的需求。
能运用句型:putback...表述要把东西放回原处。
过程与方法
掌握利用故事情景学习英语实际应用的方法,领悟语言学习重在使用的道理。
情感态度价值观
根据故事的意境,领会凡事做好计划,谋定而动的道理。
教学重难点
教学重点
1.掌握句型:Wehave...on...
Ineed……
2.理解“Storytime”故事的意思。
教学难点
理解新句子Ineedtodosomeshopping.Wedon’thaveenoughmoney.I’llputbackthefootball.的含义。
教学准备
教学课件、课文视频、单词卡片等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Singthesong—Daysoftheweek.(播放第二单元的主题曲)
3.Playagame—“Quickanswer”(课件出示:出示四张课表,可以利用人名或者班级将课表做出区分,给学生1分钟时间观看课表,随后将课表中的信息全部隐藏,老师提问,可以问某一天上什么课,也可以问某节课是周几上。挑出6名学生抢答,抢到且答对记1分,答错不得分但禁止下一题抢答,最终得分多者获得老师奖励。)
Reviewthevocabulary“Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday,washclothes,watchTV,dohomework,readbooks,maths,art,English,Chinese,computer,PE,nature.”
Reviewthesentence“Whatdo/does...haveon...?”
4.Lead-in.
T:Nowlet’sbeginourclass.Boysandgirls.Doyouoftengoshopping?
Ss:Yes!/No!
T:Verygood!So,willyougoshoppingwhennewschoolyearcoming?Whatwillyoubuyfornewschoolyear?
Ssfreetalk.
T:Well,ZipandZoomnowaregoingtodosomeshopping.Whatwilltheybuy?Let’slearnaboutit.
设计意图:从学生们的实际生活出发,引出本课的学习内容。
Step2:PresentationandPractice
1.While-reading.
Watchandanswer(展示故事图片,展示学生需要回答的问题,播放故事视频)
WhydoesZoomneedtodosomeshopping?
WhatdoesZoomneedforartclass?
WhendotheyhaveforEnglishclass?
Cantheybuythefootball?Why?
设计意图:设置问题,让学生们带着问题去观看视频学习小故事。
2.Readandwrite.
Readthestoryingroupsandunderlinethenewwordsandexpressions.
设计意图:锻炼学生自主阅读学习,并画出新词写下解释,加深记忆,教师适时给予指导与帮助。
Learnthenewexpressions.
—Ineedtodosomeshopping.
—Wedon’thaveenoughmoney.
—I’llputbackthefootball.
设计意图:趁热打铁学习本节课的重点句型。
Studentsreadtheexpressionsaloud.
设计意图:通过大声读加深学生的记忆。
3.Watchandread
Watchthevideoagainandreadaloud
设计意图:重新完整的观看故事视频并要求学生边看边跟读,加深对故事内容的理解。
4.Practice.
(1)Readthestoryaloudingroupsfor5minutes.
(2)Roleplay.(2studentsinagroup)
(3)Readtogether.
(4)Roleplayingroups.Thenchoosesomegroupstoactoutthestory.
Step3:Consolidation&Extension
T:TodaywelearnthestoryaboutZipandZoom.Theybuyalotofthings.Suchasnotebooksandpencils,aruler,aboxofcrayonsandafootball.Buttheydon’thaveenoughmoney.Atlast,Zipputbackthefootball.So,boysandgirls.Pleaseremember,planaheadineverythingyoudo,OK?
板书设计
Unit2Myweek
storytime
WhydoesZoomneedtodosomeshopping?BecauseZoomneedstodosomethingprepareforthenewschoolyear.
WhatdoesZoomneedforartclass?Heneedsaboxofcrayons.
WhendotheyhaveforEnglishclass?TheyhaveEnglishclassonThursdays.
Cantheybuythefootball?Why?No,theycan’t.Becausetheydon’thaveenoughmoney.
—Ineedtodosomeshopping.
—Wedon’thaveenoughmoney.
—I’llputbackthefootball.
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
本节课利用图片、视频、音频、多种资源帮助学生学习Storytime中的英语小故事。
本节课利用角色扮演、你问我答等多种游戏活动强化了学生对所学语句的掌握。
Unit3Whatwouldyoulike?
教材分析
本单元学习的主题是饮食。教学内容是通过Sarah和父母在家用餐以及Sarah和张鹏在学校餐厅里点餐的场景来展开的。教学重点是能够听、说、读、写核心句型“—Whatwouldyouliketoeat/drink?—I’dlike…”“—What’syourfavouritefood?—Ilove…”;能够听、说、读、写五个食品饮料类单词和词组“tea,icecream,hamburger,salad,sandwich”以及五个描述食物特征的单词“fresh,healthy,delicious,hot,sweet”。
二、学情分析
五年级英语在小学英语教学中起着承上启下的作用,既是四年级的衍生,又是六年级的铺垫。我们要帮助学生培养良好的英语学习习惯和学习方法。要求学生先从养成阅读习惯做起,再到怎样学习英语,后到提高英语学习能力。激发学习兴趣,养成自主学习的习惯和方法。平时在教学中,注意抓好学生的书写、理解与归纳等良好的学习习惯。加强学生基础知识的掌握,对知识的延伸与拓展需深入了解,特别是对各知识的融会贯通,灵活理解与运用。注重开发性使用对教材,做到“吃透”教材的前提下,大胆创新,对于知识的重难点力求把握准确,突破有法。对基本技能的训练,通过创设新的情景,让学生在变化的情景中去运用,在理解的基础上去训练,而不是变成大量的、机械的、重复的操练,因为操练并不发展意义,重复并不引起理解,反而加重学习负担,降低学习效率,引起学生的厌恶。同时,重视能力的培养。
三、教学目标
1知识与能力
能够听、说、读、写句型“—Whatwouldyouliketoeat/drink?—I’dlike…”“—What’syourfavouritefood?—Ilove…”
能够在情景中运用句型“—Whatwouldyouliketoeat/drink?—I’dlike…”询问并回答某人想要吃什么、喝什么。
能够在情景中运用句型“—What’syourfavouritefood/drink?—Ilove…”询问并回答最喜欢的食物或饮品。
能够理解对话大意,按照正确的意群及语音、语调朗读对话,并能进行角色扮演。
能够按照正确的意群和语音、语调朗读吴一凡和爷爷留给Robin的便条,理解便条内容并完成读后选图活动及补全个性化便条的写的活动。
能够听、说、读、写五个食品饮料类单词和词组“tea,icecream,hamburger,salad,sandwich”以及五个描述食物特征的单词“fresh,healthy,delicious,hot,sweet”
能够在模拟点餐对话时正确使用上述单词,并能在有意义的语境中运用上述单词描述食物或饮品的味道及其他特征。
能够在模拟点餐时运用上述单词填写菜单,或者根据图片的提示填充合适的单词描述食物或饮品。
能够读出符合ow发音规则的单词;并能够根据发音拼写出符合ow发音规则的单词。
2情感态度价值观
能够保持健康的饮食习惯,坚持绿色生活。
能够了解中西方饮食方面的文化差异,如:餐具差异、餐桌礼仪、主食差异等。
四、课时安排
第一课时:PartALet’stry&Let’stalk
第二课时:PartALet’slearn&Role-play
第三课时:PartALet’sspell
第四课时:PartBLet’stry&Let’stalk
第五课时:PartBLet’slearn&Look,writeandsay
第六课时:PartBReadandwrite&Let’scheck&Let’swrapitup
第七课时:Storytime
Thefirstperiod
PartALet’stry&Let’stalk
内容分析
本单元学习的主题是饮食。教学内容是通过Sarah和父母在家用餐以及Sarah和张鹏在学校餐厅里点餐的场景来展开的。教学重点是学生能够听、说、认读单词“drink”和“thirsty”。能够掌握四会句子“Whatwouldyouliketoeat/drink?”并能用“I’dlike…”作答。
知识与能力
使学生对核心句型在听觉上有所感知,并完成听录音、选词补全句子的练习。
学生能够在图片和教师的帮助下理解对话大意。
学生能够按照正确的意群及语音、语调朗读对话,并能够进行角色表演。
学生能够在情景中运用句型“—Whatwouldyouliketoeat/drink?—I’dlike…”询问并回答自己想要吃什么、喝什么。
学生能够在语境中理解新单词“sandwich,drink”和“thirsty”的意思,并能够正确发音。
过程与方法
强化基于任务的英语学习方法。
情感态度价值观
通过语境真实的对话,增强学生口语表达能力,提高学习英语的自信心,提高学生之间合作能力,培养学生的语言综合运用能力。与此同时,升华学生的情感,让学生体会父母辛苦工作的不易,从而关心和敬爱父母。
教学重难点
教学重点
学生能够听、说、认读单词“drink”和“thirsty”。
学生能够掌握四会句子“Whatwouldyouliketoeat/drink?”并能用“I’dlike…”作答。
教学难点
学生能够在情景中灵活运用所学句型谈论关于“饮食”的话题。
教学准备
教学课件、课文视频、单词卡片、人物头饰等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Lead-in
1.Greetings.
2.Enjoythesong—Whatwouldyouliketoeattoday?(出示课件)
(1)Playthesongforthefirsttime.Studentsonlyenjoy,andthentrytofollowittosing.
(2)Playthesongagain.Askstudentstochoosethewordsthatappearinthesong.Theteacherticksorcrossesthewordsafterstudentssaythewords.
T:What’sinthesong?
Ss:Bread/noodles/fish/chicken/bananas/beef...
3.Lead-in.
Showthepictureofthemainsceneonpage22onthePPT.(出示课件)Thesentencesofthepicturearecovered.
T:Look!ThisisSarah’sfamily.Theyarereadyfordinner.Whataretheytalkingabout?Sarah’smother’sfavouritefoodissalad.Sarah’sfatherlikessandwiches.Oh,theyaretalkingaboutfood.
Writedownthetopic“Unit3Whatwouldyoulike?”ontheblackboard.
设计意图:优美而轻快的歌曲快速地活跃课堂气氛,不仅让学生反复感知核心句型,而且通过选择歌曲中出现的食物,为Let’stry板块扫清障碍,起到“一石三鸟”的作用。
Step2:Presentation
1.Let’stry.
T:Sarahishungry.(Dotheactionof“hungry”.)Whatwouldsheliketoeat?Readthecontentof“Let’stry”.(出示课件)Guesstheanswers.
Studentssayouttheirguessing.Thentheteacherplaystherecording.(出示课件)Askstudentstotrytocatchthekeyinformation,suchasbread,chicken.
Letstudentslistencarefullyandfillintheblanks.Thenchecktheanswerswithstudents.(课件出示:教材P24Let’stry板块的听力材料及答案)
Askstudentstoreadthesentenceswithanswers.
设计意图:话题很自然地从Sarah过渡到Sarah’sfather,呈现完整的对话,让学生整体感知文本,提升学生的听力能力和对文本的理解能力。
2.Let’stalk.
(1)LearnPicture1.(出示课件)
①Listenandanswer.
T:Lookatthepicture!Whataretheytalkingabout?
Ss:Theyaretalkingaboutfood.
T:Yes.Sarah’sfathercomesbackhome.Heisverytired.Ishehungry?Let’slistencarefully.
Playtherecording.(课件出示:教材P24Let’stalk板块的第一段音频)Letstudentslistenandtrytoanswerthequestion.
T:IsSarah’sfatherhungry?Ss:Yes,heis.
②Watchandanswer.
T:Sarahwouldlikesomebreadandchicken.Sarah’sfatherishungry.Whatwouldheliketoeat?Let’swatchthecartoon.Thentrytofindtheanswer.
Playthecartoon.(课件出示:教材P24Let’stalk板块的第一段视频)
Leadstudentstowatchandfindtheanswer.Showthepictureof“sandwich”andhelpstudentslearntheword“sandwich”(sand+wich=sandwich).(出示课件)Askstudentstopayattentiontothepronunciation.
T:NowI’mSarah’smother,andyouareherfather.Iaskandyouanswer.Whatwouldyouliketoeat?
Ss:Asandwich,please.
Thenexchangetheroles.Theteacherwritesdownthesentencesontheblackboard.Atthesametime,studentsreadthemaloud.
(2)LearnPicture2.(出示课件)
①Observethepictureandanswer.
T:Sarah’sfatherisfullnow.Butheisthirsty.Whatwouldheliketodrink?
T:(Pointtothewater.)Look!What’sthis?
Ss:Water!/Acupofwater.
T:Yes.Water!Sarah’sfatheristhirsty.Whatwouldheliketodrink?
Ss:Somewater.
T:Yes,he’dlikesomewater.
Saythewords“thirsty”and“drink”inatoneofemphasiswithsomeactions.Helpstudentslearnthewords“thirsty”and“drink”withwordcardsandactions.
②Watchandanswer.
T:Now,youareSarah’sfatherandI’mSarah.Watchthecartoonandtrytoanswermyquestion.(课件出示:教材P24Let’stalk板块的第二段视频)
T:Whatwouldyouliketodrink?Ss:I’dlikesomewater.
Explainthat“I’dlike…”equalsto“Iwouldlike…”andteachstudentstoreadthetwosentencepatterns.Thenwritethemdownontheblackboard.Studentspracticethesesentencepatternsontheblackboardaftertheteacher.
设计意图:以water引出thirsty和drink的学习。然后让学生带着任务观看文本视频,通过找出问题的答案,引导他们学习核心句型,培养他们的阅读技巧。
3.Readandact.
(1)Readaftertherecording.
Theteacherplaystherecording.(出示课件)Studentsreadafteritandpayattentiontothepronunciationandtheintonation.Thenstudentsreadtogether.Boysreadfirst,thengirlsread.Theycanhaveacompetition.Atlast,studentsreadfreely.
(2)Role-play.
First,theteachercanmakeamodel.Thenstudentsworkinpairs.Itcanbedonebetweentheteacherandstudentsorboysandgirls.
(3)Actoutthedialogues.
Letstudentsactoutthedialogueswiththeheadwears.Praisethestudentswhodoagoodjobandthencorrectthemistakes.Encouragemorestudentstoparticipate.
Step3:Practice
1Canyoufindtheirhouses?(出示课件:一些与食物相关的词汇,并呈现两个类别,及food和drink,让学生根据词汇意思进行分类)
T:Look,thesewordslosetheirways.Canyouhelpthemfindtheirhouses?
Studentsfinishthetask.
Checktheanswerstogether.
Helpstudentssaysomesentenceswiththesentencepattern“I’dlikesome…”accordingtothewordsabove.
2Askandanswer.
Showthepictureof“Askandanswer”.(出示课件)
StudentsaskandansweraccordingtothePPT.Theycandolikethis:
A:Whatwouldyouliketoeat?B:I’dlikesome…
A:Whatwouldyouliketodrink?B:I’dlikesome…
Studentscanplaythegame“Driveatrain”topractice.Thefirststudentasks,andthesecondstudentanswers.Thentheycanexchange.
设计意图:让学生在情景中合理运用所学词汇和句型创编写新的对话,运用所学语言知识进行交际,培养学生的语言综合运用能力。
Step4:Consolidation&Extension
1.Makeanewdialogue.
Studentsworkingroupsoffour.
T:Nowtrytomakeanewdialogueinyourgroups.First,I’llmakeamodelwithoneofyou.
T:Hi!Areyouhungry/thirsty?S1:Yes.(I’mhungry/thirsty.)
T:Whatwouldyouliketoeat/drink?S1:I’dlikesomebread/orangejuice.
T:Hereyouare.S1:Thankyou.
2.Showtheirnewdialogues.
Asksomegroupstoshowtheirdialogues.Giveevaluationstothem.
3.Emotionaleducation.
Showsomepictures.(课件出示:不同职业的爸爸妈妈辛苦工作的图片)Leadstudentstocareforandlovetheirparents.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课以学生为本,以问题为导向,逐步引导学生自主学习,圆满完成学习任务。
2.教学设计流程清晰,各环节之间过渡自然,具有层次感,有效地利用各种资源,激发了学生的兴趣,提高了课堂的教学效率。
3.通过观察图片、预测情景,培养了学生的观察能力和逻辑思维能力。
4.整节课突出语言的语用功能。通过创设合理的情景,帮助学生在情景中使用所学语言,培养了学生的语言综合运用能力。
5.通过拓展和延伸,培养学生的情感态度及价值观。
6.板书设计重点突出,简明扼要,给学生语言的输出提供了支架,对课堂教学起到了很好的辅助作用。
Thesecondperiod
PartALet’slearn&Role-play
内容分析
本单元学习的主题是饮食。教学内容是通过Sarah和父母在家用餐以及Sarah和张鹏在学校餐厅里点餐的场景来展开的。教学重点是学生能够听、说、读、写并熟练运用五个食物饮品类单词和词组“icecream,tea,hamburger,sandwich,salad”。
课时目标
知识与能力
学生能够听、说、读、写五个食物饮品类单词和词组“icecream,tea,hamburger,sandwich,salad”。
学生能够在语境中正确运用这五个单词和词组模拟点餐并填写菜单。
学生能够在语境中正确运用这五个单词及词组,在模拟点餐对话时,能够写出相应食物和饮品的名称。
过程与方法
创设情景,引导学生掌握基于情境的词汇句型学习及综合运用技巧。
情感态度价值观
提高学生口语表达能力,增强团队合作精神,发展学生自我学习能力,并向学生宣传健康饮食的理念:合理膳食,才能拥有一个健康的身体。
教学重难点
教学重点
学生能够听、说、读、写并熟练运用五个食物饮品类单词和词组“icecream,tea,hamburger,sandwich,salad”。
教学难点
学生能够在语境中熟练运用核心句型及所学词汇。
教学准备
教学课件、课文视频、转盘等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
小组合作竞争
教学过程
Step1:Warm-up&Lead-in
1.Greetings.
2.Quickresponse.
ShowsomewordsandphrasesonthePPTonebyoneandaskstudentstoreadoutthewordsandthephrasesquicklyandloudly.
Suchas“chicken,rice,Coke,fish...”
设计意图:用游戏来复习已经学过的食物饮品类单词和词组,吸引学生的注意力,激发学生的参与热情,为后面的操练环节做准备的同时,自然地导入新课。
Step2:Presentation
Learntheword“sandwich”.
Pointtothelastwordandask:What’sthis?
Ss:Sandwich.
T:Right.It’s“sandwich”.
Theteacherplaystherecordingof“sandwich”.(课件出示,各种三明治)Studentsreadafterit.AndthentheteachershowsdifferentkindsofsandwichesonthePPT.
T:Look!Whatarethese?Pleasereadtogether.
T:Allthesearesandwiches.The“es”sounds/?z/.And“sandwiches”isthepluralformof“sandwich”.
Theteacherwritesdowntheword“sandwich”ontheblackboard.Andstudentsreaditseveraltimesaftertheteacher.Thenreadthewordonebyone.
T:(withactions)I’mhungry.I’dlikeasandwich.AndI’mthirsty.I’dlikesomeorangejuice.Iwillgotoarestaurantwithmyfriends.Look!Thisismyorder.(课件出示)
T:Canyouaskmesomequestionsaccordingtomyorder?
Studentsasktheteacherquestionslike“Whatwouldyouliketoeat?”or“Whatwouldyouliketodrink?”
Ss:Whatwouldyouliketoeat?T:I’dlikeasandwich,please.
Ss:Whatwouldyouliketodrink?T:I’dlikesomeorangejuice.
…
Learnthewords“hamburger”and“tea”.
ShowaboyandagirlonthePPTandintroducethem.(课件出示:Tom和Sarah的图片)
T:TheyaremyfriendsTomandSarah.Theyarehungryandthirsty,too.Theygototherestaurantwithme.Look,thisisTom’sorder.(课件出示)
Theteacherplaystherecordingof“hamburger”.(课件出示)Studentsfollowittoread.Thentheteachershowssomepicturesofhamburgers.
T:(Pointtothebeefhamburger.)What’sthis?
Ss:It’sabeefhamburger.
T:(Pointtothechickenhamburger.)What’sthis?
Ss:It’sachickenhamburger.
Askboysandgirlstoread.Theycanhaveacompetition.
Writedowntheword“hamburger”ontheblackboard.
T:Tomisfullnow.Buthe’sthirsty.Hewouldlikesometea.
Playtherecordingof“tea”andwriteitdownontheblackboard.(课件出示)
Studentsreadafterit.Thentheteachershowsthepicturesof“greentea”and“redtea”.(课件出示)Studentsreadthem.
T:NowyouareTom.Iaskandyouanswer.OK?Ss:OK.
T:Whatwouldyouliketoeat,Tom?Ss:I’dlikeahamburger,please.
T:Whatwouldyouliketodrink?Ss:I’dlikesometea.
Thenletstudentspracticethedialoguebetweenboysandgirlsandthenexchangetheroles.
Learn“salad”and“icecream”.
T:I’dlikeasandwichandsomejuice.Tomwouldlikeahamburgerandtea.HowaboutSarah?Look,thisisherorder.(课件出示)
T:WhatwouldSarahliketoeat?Canyouguess?
Askstudentstoguess.Trytoaskmorestudentstoanswer.Thenremovethefirstcover.Studentslearntoreadtheword“salad”aftertherecording.(课件出示)Writedowntheword“salad”ontheblackboard.Thenshowthepicturesofsalad.Studentspracticereadingitineverygroup.
PointtoSarah’sorderandask.
T:WhatelsewouldSarahlike?Let’shavealook.
Removethesecondcover.Askstudentstolearntoread“icecream”aftertherecording.(课件出示)Thenexplain“ice”and“cream”andwritedownthephraseontheblackboard.Studentspracticeingroups.Theycanhaveacompetition.
AskstudentstopracticethekeysentencepatternsbetweenthegroupsaccordingtoSarah’sorder.Theycandolikethis:
GroupOne:Whatwouldyouliketoeat,Sarah?
GroupTwo:I’dlikesomesaladandicecream.
T:WhatwouldSarahliketodrink?Guess.Ss:…
Removethethirdcoverandmakeafunnyface.
T:Nothing!Sheisn’tthirsty.Haha!
4.Readandact.
(1)Studentsreadthedialogueaftertherecording.(课件出示:教材P25Let’slearn板块的音频)Thenreadtogether.Payattentiontothepronunciationandtheintonation.
(2)Studentspracticethedialogueingroups.
(3)Actoutthedialogue.
Step3:Practice
1.Aturntablegame.
(1)Putthenewwordsandphraseontheturntable.Turntheturntableandaskstudentstoreadthewordsandthephrase.
(2)Dividestudentsintotwogroupsandturntheturntable.GroupOneasksandGroupTwoanswerswiththekeysentencepatterns“—Whatwouldyouliketoeat/drink?—I’dlike…”Thenexchange.
2.Pairwork.(课件出示:教材P25Role-play板块的图片)
T:Look!ZoomandZiparetalkingaboutfoodanddrinks.Theycanwritetheirorders.Canyou?Nowtrytotalkwithyourpartnerandwritedownyourpartner’sorder.
3.Role-play.
Asksomestudentstoshowtheirowndialoguesinclassaccordingtotheordersin“Pairwork”.
Step4:Consolidation&Extension
Alittlewaiter/waitress.
Studentsworkingroups.Chooseonestudentasawaiter/waitress.Theothersarecustomers.Theteachergivesoutamenutoeverygroup.Askstudentstoorderdishes.Theteachercanmakeamodel.
Actoutthedialogues.
Asksomegroupstoactout.Studentschoosethebestwaiter/waitressandthebestcustomer.
Emotionaleducation.
Showsomepicturesoffoodanddrinks.(课件出示)Helpstudentsknowthehealthyfoodandtheunhealthyfood.Askstudentstohaveahealthydiet.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课以游戏热身,带领学生快速进入英语学习,调动了学生的学习热情。
2.词汇教学采用多种方式,以词汇学习为主线,以话题操练为中心,词不离句,创设英语学习情境。
3.注意培养学生的学习方法和策略,丰富多彩的练习活动培养学生的合作精神,提高学生的语言综合运用能力。
4.力争抓住课堂教学契机,在传递语言知识的同时适时进行情感教育和人文渗透。
5.板书设计清晰简洁,重点突出,一目了然。
Thethirdperiod
PartALet’sspell
内容分析
本单元学习的主题是饮食。教学内容是通过Sarah和父母在家用餐以及Sarah和张鹏在学校餐厅里点餐的场景来展开的。这一课时和音标有关,学生能够掌握字母组合ow在单词中的发音,能够读准Let’sspell板块的例词,并完成本部分的练习。
课时目标
知识与能力
学生能够通过听例词发音,观察例词结构中共有的特征,学习ow在单词中的发音规则。
学生能够根据ow的发音规则读出新单词,并能够根据发音拼写出符合规则的单词。
学生能够在单线上正确规范地书写句子。
过程与方法
设计教学游戏,使学生掌握基于游戏进行语言学习的技巧和方法。
情感态度价值观
培养学生独立思考的习惯,树立学习英语的自信心。
教学重难点
教学重点
学生能够掌握字母组合ow在单词中的发音,能够读准Let’sspell板块的例词,并完成本部分的练习。
教学难点
学生能够自主发现并总结ow的发音规则,并根据发音规则读出新单词。
教学准备
教学课件、语音例词单词卡等。
教学媒体选择
多媒体,录音。
教学活动
小组合作
教学过程
Step1:Warm-up&Lead-in
1.Greetings
2.Lead-in.
Showsomepicturesoffoodanddrinksandaskstudentstopracticethekeysentencepatterns.(出示课件)
T:Whatwouldyouliketoeat/drink?Ss:…
(课件出示:一头奶牛、一些鲜花和一些青草的图片)
T:Whatwouldthecowliketoeat,flowersorgrass?Ss:…
设计意图:通过师生问答活动复习旧知,活跃课堂气氛。通过图片和对话,引出新知,让学生初步感知字母组合ow在单词中的发音。
Step2:Presentation
Lookandfind.
Showapictureofacowwiththeword“cow”onthePPTandask,“What’sthis?”(出示课件)Thenshowapictureofsomeflowerswiththeword“flower”andsay,“Wow!Therearesomeflowers.Howbeautiful!”(出示课件)
Atlast,showapicturewiththeword“down”.Inthepicture,agirlsitsdownbesidetheflowers.(出示课件)Andsay,“Thegirllikesflowers.Shesitsdownandenjoysthebeautifulflowers.”
Leadstudentstofindtherule:Allthesewordsincludethelettercombination“ow”.Emphasize“ow”withredcolour.
(课件出示:开着窗户的房子图片,窗外有一棵树,树上有黄叶和一只蜗牛;单词“window,yellow,slow”)
T:Whatcanyousee?(Pointtothewindowinthepicture.)
Ss:Icanseeawindow.
T:Great!Andwecanseesomeyellowleavesandasnail.Thesnailisslow.
Dotheactiontoexplaintheword“slow”.T:Winteriscoming.Whatcanwesee?(课件出示:冬天雪花纷飞的场景和单词“snow”)
Ss:Snow./雪。
T:Super!Wecanseewhitesnow.
Leadstudentstofindtherule:Allthesewordsincludethelettercombination“ow”.
2.Listenandfind.(课件出示:教材P26Let’sspell板块第一部分的单词)
T:What’sthesameinthesewords?Ss:Theyallhave“ow”.
T:Yes!Dotheymakethesamesound?Let’slisten.Andthendiscusswithyourpartners.
Theteacherplaystherecordingof“Read,ListenandChant”.(出示课件)Studentslistentotherecordingandrepeat.Aftertheydiscuss,theteacheraskssomestudentstoanswerthequestion.
Ss:No!Theymakethesoundsof/a?/and/??/.
Giveevaluationsandwritedownthewordswithsoundsontheblackboard.Emphasize“ow”withredcolour.
3.Read,listenandchant.
(课件出示:教材P26Let’sspell板块第一部分的图片)
Leadstudentstoreadthesewordslikethis:
cow—/k/-/a?/flower—/f/-/l/-/a?/-/?/
wow—/w/-/a?/down—/d/-/a?/-/n/
slow—/s/-/l/-/??/snow—/s/-/n/-/??/
yellow—/j/-/e/-/l/-/??/window—/w/-/?/-/n/-/d/-/??/
Explainthepronunciationmethodsandhelpstudentsknow/a?/and/??/throughthevideoonteachingphoneticsymbols(forexample,aBBCvideoonteachingphoneticsymbols).
Theteacherplaystherecordingofthechantof“Let’sspell”.(出示课件)Studentslistentothechantandrepeat.Afterreadingtogether,studentspracticeitbetweenboysandgirls.Theycanhaveacompetition.
Step3:Practice
Listen,circleandsay.
(课件出示:教材P26Let’sspell板块第二部分的内容)
Askstudentstoreadthewordsbythemselvesfirst.Thenplaytherecording.(出示课件)Letstudentslistenandcircle.Askastudenttosayouttheanswersandthereasons.
Playtherecordingagain.(出示课件)Checktheanswerstogether.Askstudentstoreadallthesewordsagain.(课件出示:教材P26Let’sspell板块第二部分的听力材料及答案)
Listen,writeandsay.
(课件出示:教材P26Let’sspell板块的第三部分的内容)
Askstudentstoobservethepicturesandguesstheanswers.Thenplaytherecording.(出示课件)Studentslistentotherecordingandtrytowritedowntheanswers.
Playtherecordingagain.(出示课件)Checktheanswerswithstudents.(课件出示:教材P26Let’sspell板块第三部分的听力材料及答案)Thenaskstudentstoreadthesentencestogether.Askstudentstochooseonesentencefromaboveandwritedownontheline.
Step4:Consolidation&Extension
AmIright?
Takeoutthewordcardswiththelettercombination“ow”.Asksomestudentstoreadoutthewordsloudlyonebyone.Ifsomeoneisright,theotherstudentssay“Yes”.Ifsomeoneiswrong,theotherstudentssay“No”.Thentheyreadouttherightpronunciationloudly.Playthegamelikethis:
Theteachershowsthecardandsomeonesays:cow—/ka?/?
Ss:Yes!
Theteachershowsthecardandsomeonesays:snow—/sna?/?
Ss:No!/sn??/.
Whoistheowner?
Showsomewordswiththelettercombination“ow”andtheowners:/a?/and/??/.Studentsreadthewordsandhelpthemfindtheirowners.Thewords:
down,bowl,tomorrow,now,flower,rainbow,cow,yellow,grow.
/a?/:down,now,flower,cow
/??/:bowl,tomorrow,rainbow,yellow,grow
Findandclassify.
Dividetheclassintosomegroups.Letstudentsfindsomewordswiththelettercombination“ow”.Askthemtoreadoutandclassifythewordsaccordingtothesounds.Atlastchooseastudentfromeachgrouptoshowinclass.Givesomeawardstothegroupswhichdoagoodjob.
板书设计
Unit3Whatwouldyoulike?
/a?/:down,now,flower,cow
/??/:bowl,tomorrow,rainbow,yellow,grow
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本课时主要是教学字母组合ow的两种不同发音,教师利用本课所出现的例词,结合图片与PPT,创设情境,让学生在情景中感受例词的发音,远离语音学习的枯燥。
2.引导学生注意观察、积极思考,寻找规律,突出学生学习的自主性,提升学生自主探究的能力。
3.利用丰富多彩的活动来调动学生的学习积极性,帮助学生加强和巩固字母组合ow的发音规则,注重学生学习策略的培养,让学生在活动中感受到了自信,激发了学生的热情,提高了学生的参与度。
4.板书简洁清晰,重点突出,一目了然。
Thefourthperiod
PartBLet’slearn&Let’splay
内容分析
本单元学习的主题是饮食。教学内容是通过Sarah和父母在家用餐以及Sarah和张鹏在学校餐厅里点餐的场景来展开的。教学重点是学生能够听、说、认读单词“favourite”,掌握四会句子“What’syourfavouritefood/drink?”并能做出相应的回答。
课时目标
知识与能力
学生能够听懂、理解Let’stry中的内容,并能够根据录音完成听力活动。
学生能够从听觉上感知B部分的核心句型,为进入对话学习做好准备。
学生能够理解对话大意。
学生能够按照正确的意群及语音、语调朗读对话,并能够进行角色扮演。
学生能够在情景中运用句型“—What’syourfavouritefood/drink?—Ilove…”询问并回答最喜欢的食物。
学生能够在语境中理解新单词“delicious”的意思,并能正确发音。
学生能够运用句型“What’syourfavouritefood?”完成调查活动并尝试进行口头汇报。
过程与方法
采用任务型教学法,通过观看视频和快速默读,让学生学会先整体感知文本,后细致了解文本,获取关键信息并回答问题的语言学习方法。让学生全面、正确地理解文本。
情感态度价值观
通过游戏的方式,增加学生对学习的兴趣,提高学生英语口语表达水平。
教学重难点
教学重点
学生能够听、说、认读单词“favourite”,掌握四会句子“What’syourfavouritefood/drink?”并能做出相应的回答。
教学难点
学生能够在情景中灵活运用所学句型谈论关于“最喜爱的食物或饮品”的话题。
教学准备
教学课件、课文视频、卡片等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Lead-in
1.Greetings.
2.Playagame.
Showapicturewithacover.(出示课件)
T:I’mhungry.I’dlikesomethingtoeat.Canyouguessthefood?
S1:Salad?S2:Hamburgers?
…
T:Yes,you’reright.Ilove…
3.Lead-in.
Dotheactionof“thirsty”.
T:I’mthirsty.I’dlikesomethingtodrink.Canyouguessthedrink?
S1:Milk?S2:Water?
…
T:Yes,you’reright.Ilove…SarahandZhangPengarethirsty,too.Whatwouldtheyliketodrink?
设计意图:用游戏复习旧知,引出新知。激发学生的学习兴趣,培养学生的观察能力和逻辑思维能力。
Step2:Presentation
1.Let’stry.
T:Nowturntopage27.Whatcanyouseein“Let’stry”?
Ss:Icanseefourpictures.
T:Whatarethey?Andwhoarethey?
Ss:Milk,grapejuice.ZhangPengandSarah.
T:ZhangPengandSaraharethirsty.Whatwouldtheyliketodrink?Guesstheanswers.(课件出示:教材P27Let’stry板块的内容)
Studentssayouttheirguessing.Thentheteacherplaystherecording.(出示课件)Askstudentstotrytocatchthekeyinformation,suchasZhangPeng-grapejuice,Sarah-milk.
Studentslistencarefullyandmatch.Theteachercheckstheanswerswithstudents.(课件出示:教材P27Let’try板块的答案)
2.Let’stalk.
(1)Learntheword“favourite”.
T:ZhangPengishungry.AndI’mhungry,too.Ilikenoodles.Ilikesandwichesbetter.Ilikericebest.
T:SoIcansay“Myfavouritefoodisrice.”
Writedown“favourite”ontheblackboardandhelpstudentslearntheword.Splitthewordintosyllablestoteachtheword.Theemphasisisonthefirstsyllableoftheword.Letstudentspracticethewordsyllablebysyllable.
设计意图:用比较法学习新词,用音节的划分来拼读和记忆新词,可以降低难度,并加深印象。
(2)Learnthekeysentencepatterns.
Showpicturesofmilk,juiceandwater.(出示课件)
T:Myfavouritedrinkismilk.What’syourfavouritedrink?
Ss:Myfavouritedrinkis/Ilove…
Boysaskandgirlsanswerwiththehelpofthepictures.Thenexchange.
Showpicturesofnoodles,sandwichesandrice.(出示课件)
T:Myfavouritefoodisrice.What’syourfavouritefood?
Ss:Myfavouritefoodis/Ilove…
Dividestudentsintotwogroups.GroupOneasksandGroupTwoanswerswiththehelpofthepictures.Thenexchange.
Writedownthesentencepatterns“—What’syourfavouritefood/drink?—Myfavoritefood/drinkis/Ilove…”ontheblackboard.
设计意图:借助图片引入核心句型,并进行操练,学生能更容易理解和使用核心句型。
(3)Learn“Let’stalk”.
①Watchandanswer.
T:SarahandZhangPengaretalkingaboutwhattoeat.What’sSarah’sfavouritefood?What’sZhangPeng’sfavouritefood?Doyouknow?Let’swatchthecartoon.
Playthecartoonandaskstudentstowatchitcarefully.(出示课件)
T:What’sSarah’sfavouritefood?Ss:Fish.
T:What’sZhangPeng’sfavouritefood?Ss:Noodles.
②Learntheword“delicious”.
T:Goodjob!AndIlikenoodles,too.Ilikebeefnoodles.They’redelicious.
Helpstudentslearntheword“delicious”.Splitthewordintosyllablestoteachtheword.Theemphasisisonthesecondsyllableoftheword.
Showthepictureof“beefnoodles”.(出示课件)Pretendtotasteandsay,“Wow!Delicious!”Thenasksomestudentsto“taste”andencouragethemtosay“Delicious!”
③Makeadialogue.
Thentheteacherandstudentsstartadialoguelikethis:
T:What’syourfavouritefood?(Pointtothepictureof“beefnoodles”.)
Ss:Beefnoodles.T:Why?
Ss:Theyaredelicious.
④Readandanswer.
Askstudentstoreadthedialoguesilentlywiththequestion:Whatdotheyhavetoday?Checktheanswerwithstudents.
3.Readandact.
(1)Theteacherplaystherecording.(课件出示:教材P27Let’stalk板块的音频)Studentsreadafteritandpayattentiontothepronunciationandtheintonation.Thenstudentsreadtogether.Afterthat,boysreadandgirlsread.Theycanhaveacompetition.Atlast,studentsreadfreely.
(2)Pairwork.Studentspracticethedialoguewiththeirpartners.
(3)Actout.Takeouttheheadwears.Asksomestudentstoactoutthedialogueandpayattentiontothepronunciationandtheintonation.Praiseandcorrectintime.Encouragemorestudentstoparticipate.
Step3:Practice
1.Pairwork.
Showpicturesoffoodanddrinksandthekeysentence“What’syourfavouritefood/drink?”onthePPT.(出示课件)AccordingtothePPT,studentsaskandanswerwiththeirpartners.
2.Investigateandreport.(课件出示:教材P27Let’stalk板块第二部分的表格)
(1)Studentsworkinagroupoffour.Oneplaystheroleofareporterandaskstheothersabouttheirfavouritefoodanddrinks,andthenfillsintheform.
Theteachercanmakeamodel.
(2)Makeareport.
Askseveral“reporters”toreportthefindingsoftheinvestigation.
Makeamodel:
Sarah’sfavouritefoodisfish.Herfavouritedrinkismilk.Mike’sfavouritefoodis…Hisfavouritedrinkis…
…
设计意图:操练活动层层深入,从给出语言支架到去掉语言支架,一步一步夯实核心句型。小组合作能有效地提高学生的兴趣,汇报调查结果不仅可以巩固句型,同时也提高学生自主学习的能力,增强学习英语的自信。
Step4:Consolidation&Extension
1.Look,askandanswer.
Showthreepicturesofdifferentfood/drinks/animals.(出示课件)Ask:What’syourfavouritefood/drink/animal?Studentschooseonetoanswer.Thenstudentscanaskandanswerwiththeirpartners.Atlastactout.
Showsomenounstohelpstudentsmakedialogues,suchasfruit,colour,bookandsoon.
2.Emotionaleducation.
Showsomepicturesandgiveemotionaleducation:Cherishfood!Don’tbepickyaboutyourfood.(课件出示:学校餐厅有学生浪费食物的情景)
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课从游戏入手,引出Sarah和张鹏最喜欢的饮品,引导学生观察和思考,提高听力效率,培养学生的观察能力和逻辑思维能力。
2.采用比较法和音节划分法学习单词和句型,化难为易。
3.文本的教学采用任务型教学法,培养学生的语言综合运用能力,突出重点,突破难点。
4.丰富多彩的阅读形式及创设的真实情景有效地调动学生的积极性。整个环节清晰明了,自然流畅,讲练结合,课堂氛围轻松活跃。
5.板书简洁明了,重点突出,一目了然。
Thefifthperiod
PartBLet’slearn&Look,writeandsay
内容分析
本单元学习的主题是饮食。教学内容是通过Sarah和父母在家用餐以及Sarah和张鹏在学校餐厅里点餐的场景来展开的。教学重点是学生能够听、说、读、写并熟练运用五个描述食物味道及特征的单词“fresh,healthy,delicious,hot,sweet”。
课时目标
知识与能力
学生能够听、说、读、写五个描述食物味道及特征的单词“fresh,healthy,delicious,hot,sweet”
学生能够在语境中正确运用这五个单词描述食物或饮品。
学生能够练习和巩固BLet’slearn板块的词汇。
学生能够根据食物图片的提示描述自己最喜欢的食物,并描述这种食物的特征或味道。
学生能够理解并运用有关食物味道及特征的相关语言。
过程与方法
创设情境进行单词教学,使学生掌握基于情境的语言学习方法。
利用支架式教学手段,引导学生掌握基于支架的语言学习方法。
情感态度价值观
给学生倡导健康饮食的理念:不吃垃圾食物,多吃有益健康的食物。
教学重难点
教学重点
学生能够听、说、读、写并熟练运用五个描述食物味道及特征的单词“fresh,healthy,delicious,hot,sweet”。
教学难点
学生能够在语境中熟练运用所学词汇及核心句型描述食物。
教学准备
教学课件、课文视频、单词卡片、水果实物等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Lead-in
1.Greetings.
2.Freetalk.
T:What’syourfavouritefood?
S1:Myfavouritefoodissalad.What’syourfavouritefood?
S2:Myfavouritefoodisbeef.What’syourfavouritefood?
S3:Myfavouritefoodisnoodles.What’syourfavouritefood?
…
Step2:Presentation
T:Todayismybirthday.Sarah,Mike,AmyandJohnaremyfriends.AndIwillinvitethemtohavedinner.Look,Iboughtmanythings.(Takeoutabigbag.)What’sinthebigbag?Doyouwanttoknow?Let’shavealook.
Learntheword“healthy”.
Takeoutsomeapplesfromthebigbag.
T:Whatarethese?Ss:Apples.
T:Right!Sarah’sfavouritefruitisapples.Becausetheyarehealthy.
Theteachershowsacardwiththeword“healthy”andreadsthewordthreetimesslowly.Studentsreadaftertheteacher.Theteacheremphasizesitspronunciationoftheendofthewordandwritesitdownontheblackboard.Leadstudentstocomparethetwowords:healthy(adj.),health(n.).
Practice“healthy”groupbygroup.
T:Anappleadaykeepsthedoctoraway.Let’seatanappleaday,becauseit’shealthy.
Learntheword“fresh”.
Takeoutsomeorangeswithgreenleaves.
T:Mike’sfavouritefruitisoranges.Canyouseethegreenleaves?Theyarefresh.
Theteachershowsacardwiththeword“fresh”andreadsthewordthreetimesslowly.Studentsreadaftertheteacher.Theteachershowstwoapples.Oneisfresh,andtheotherisn’tfresh.Helpstudentssay:Thisappleisfresh.Thisoneisn’tfresh.Thentheteacherwritesdown“fresh”ontheblackboard.
Practice“fresh”betweenboysandgirls.
Learntheword“delicious”.
Takeoutsomepicturesofbeef.
T:John’sfavouritefoodisbeef,becauseit’sdelicious.
Theteachershowsacardwiththeword“delicious”andreadsthewordthreetimesslowly.Studentsreadaftertheteacher.Theteachersplitsthewordintosyllablestoteachtheword.Theemphasisisonthesecondsyllable.
T:Beefisdelicious.Chickenisdelicious,too.
Thenwritedown“delicious”ontheblackboard.
Practice“delicious”onebyone.
Learntheword“hot”.
Askstudentstoreadtheword.Thentakeoutsomepicturesofchillies.
T:Look!ChilliesareAmy’sfavouritevegetable.
Thenpretendtotasteandsay,“Wow!Sohot!Theyarehot!”
Askstudentstoguessthemeaningof“hot”andexplainitsothermeaningslikethis:
It’shotinsummer.Thesoupishot.
Thenwriteitdownontheblackboard.
Practice“hot”inclass.
Learntheword“sweet”.
T:Sarah’sfavouritefruitisapples.Mike’sfavouritefruitisoranges.John’sfavouritefoodisbeef.Amy’sfavouritevegetableischillies.What’smyfavouritefood?Guess!Ss:…
Takeoutanicecream.
T:Look!Myfavouritefoodisicecream,becauseit’ssweet.
Theteachershowsacardwiththeword“sweet”andreadsit.Studentsreadaftertheteacher.
Takeoutacandy.
T:Icecreamissweet.Thecandyissweet,too.
Thenwritedown“sweet”ontheblackboard.
Practice“sweet”rowbyrow.
6.Readandact.(课件出示:教材P28Let’slearn板块的图片和单词)
(1)First,studentsreadaftertherecordingof“Let’slearn”.(出示课件)Payattentiontothepronunciationandtheintonation.
(2)Studentsreadthewordstogether.Theycanhaveacompetitionindifferentgroups.
(3)Studentspracticethedialogueof“Let’slearn”inpairs.Thenactout.
Step3:Practice
Game:What’smissing?
Showthefivewords“healthy,fresh,delicious,hot,sweet”andletthemdisappearonebyoneatrandom.Studentsshouldsaythemissingwordasquicklyastheycan.(出示课件)
Game:×××ishere.
Askeverystudenttowritedownthefivewordsonfivecards.Thensayoutaword.Studentsraiseupthecardandsayloudly“×××ishere.”Dividestudentsintogroups.Thegroupthathastheleasterrorswillbethewinner.
Step4:Consolidation&Extension
Canyousay?
(课件出示:苹果图片及单词healthy,葡萄图片及单词fresh,鱼肉图片及单词delicious)
Asktwostudentstothefront.Pointtothepictureandsay.
T:Ilike/loveapples.They’rehealthy.Whataboutyou?
S1:Ilike/lovegrapes.They’refresh.Whataboutyou?
S2:Ilike/lovefish.It’sdelicious.
2.Look,writeandsay.(出示课件)
Askstudentstofillintheblanks.Thenchecktheanswerswithstudentsandaskstudentsindifferentgroupstosaysentencesaccordingtothefourpictures.
S1:Ilike/lovechicken.It’sverydelicious.Whataboutyou?
S2:Ilike/lovevegetables.Theyarefreshandhealthy.Whataboutyou?
S3:…
3.Doasurveyandfillintheform.
(1)Studentsworkingroupsoffour.Oneplaystheroleofareporterandaskstheothersabouttheirfavouritefoodandthereasons.He/Shecanaskbyusingthekeysentencesinthisperiod.Thenthereporterfillsintheform.
Name:
Favouritefood:
Favouritedrink:
Reason:
(2)Chooseastudentfromeverygrouptoreporttheresult.Thengiveevaluations.
4.Emotionaleducation.
Showsomepicturesoffoodanddrinks,andaskstudentsnottoeatjunkfood,buteatmorehealthyfood.(出示课件)
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课围绕着描述食物味道和特征的单词展开教学。基于单元整体设计,创设情景——邀请朋友庆祝生日,以准备朋友最爱吃的食物为线索,逐步呈现和教学五个目标词汇。
2.注重学生学习方法和学习策略的培养,采用了形式多样、层次分明的活动进行操练,调动学生的学习热情,激发学生的兴趣,使学生在听、说、读、写等方面得到全面的训练。
3.通过拓展新知,培养学生的语言综合运用能力,同时较好地进行情感教育。
Thesixthperiod
PartBReadandwrite&Let’scheck&Let’swrapitup
内容分析
本单元学习的主题是饮食。教学内容是通过Sarah和父母在家用餐以及Sarah和张鹏在学校餐厅里点餐的场景来展开的。教学重点是能够听、说、认读本单元的核心词汇和句型,完成相关练习题,巩固本单元所学的知识点。
课时目标
知识与能力
学生能够在图片的帮助下读懂两张便条,完成读后选图的活动。
学生能够参考范例,在有意义的语境中填充单词,完成一张留给机器人的便条。
学生能够综合运用本单元的核心词句。
检测本单元A,B两部分的核心句型和单词。考查学生听的细节及准确性。
学生能够总结名词单数变复数的基本规则,并根据要求完成表格。
过程与方法
开展各种形式的任务型阅读,让学生自主探究,锻炼学生从文本中提取关键信息的能力和技巧。
情感态度价值观
培养学生养成总结归纳知识点的学习习惯。
教学重难点
教学重点
1.学生能够在图片和教师的帮助下读懂便条,完成阅读任务。
2.学生能够听懂录音,完成句子的填空练习。
3.学生能够简单了解名词单数变复数的规则。
教学难点
1.学生能够了解英文便条(书信)的书写格式。
2.学生能够掌握名词单数变复数的规则。
教学准备
教学课件、课文视频、录音、卡片等。
教学媒体选择
多媒体,录音。
教学活动
小组PK
教学过程
Step1:Warm-up&Lead-in
1.Greetings.
2.Playagame.(30-secondnon-stoptalking)
Studentsworkingroupsoffour.Saysomewordsaboutfoodorsomewordsdescribingtasteorcharacteristicsoffood.Thestudentwhosaysthemostwordswithin30secondswillbethewinner.Theteachergivesanawardtothewinner.
T:Sarahlikessweetfood.Sowhat’sherfavouritefood?
T:WuYifanlikesvegetables.Sowhat’shisfavouritefood?
...
Showapictureofanoniontoteachtheword“onion”.(出示课件)Letstudentspayattentiontoitspronunciation.
T:What’sRobin’sfavouritefood?Doyouknow?Ss:Idon’tknow.
T:Idon’tknowRobin’sfavouritefood,either.ButIknowRobinisgoodatcooking.Look!Robinwillcooktoday.(课件出示:Robin的图片)
Step2:Presentation
1.Watchandfind.
T:Robinwillcooktoday.Guess:WhatwillRobincook?
Ss:Ahamburger?Asandwich?Rice?Noodles?…
T:OK.Let’swatchthecartoonandfindtheanswer.
Theteacherplaysthecartoonandstudentsgivetheanswer:Chickenicecream.(课件出示:教材P29Readandwrite板块的视频)
2.Readquicklyandanswerthequestions.
Questions:
(1)What’sWuYifan’sfavouritefood?Why?(Answer:Icecream.It’ssweet.)
(2)What’sWuYifan’sfavouritevegetable?(Answer:Onions.)
(3)What’sGrandpa’sfavouritefood?Why?(Answer:Chicken.It’sdelicious.)
Studentsreadquicklyandunderlinethekeysentences.
Theteachercheckstheanswerslikethis:Dear×××,canyouanswerQuestion1/2/3?
Emphasizetheword“dear”.Aftercheckingtheanswers,explaintotheword“dear”studentswithawordcardandmakesomeexamples:DearMum,DearDad,…
3.Readsilentlyandtickorcross.
Studentsunderlinethekeysentenceswithwavylinesandthenfinishtheexerciseswithatickoracross.
Checktheanswers.(出示课件)
4.Readfreelyandtick.
(课件出示:教材P29Readandwrite板块第一部分的练习)
Studentsreadandtickthepicture.Theteachercheckstheanswerwithstudents.(课件出示:教材P29Readandwrite板块第一部分的答案)
T:IfyouareRobin,whatwillyoucook?
Encouragestudentstothinkandsay.Theanswersthatstudentsgivecanbevarious.
5.Readandact.
Studentsreadaftertherecording.(出示课件)Payattentiontothepronunciation,theintonation,thesensegroupandthepausing.Readtogether.Readfreely.Thenactoutingroups.
6.Trytowrite.
(1)Finishthetaskofwriting.
T:Supposeyourparentsarebusy.YoucanwritetoRobin.Tellhimwhatyouwouldliketoeat.Andhecancookforyou.Buthowtowrite?Let’swatchthetwonotesandpayattentiontotheseveralfactorsofwritinganote.
ShowthefactorsofwritinganoteonthePPT.(出示课件)Thenstudentstrytowriteandpayattentiontothewritingcriteria.
(2)Showtime.
Step3:Practice
“Let’scheck”
Watchandsay.
Askstudentstoobservethethreepicturesandfindthedifferences.(出示课件)Askthreestudentstosaythemout.
Understandthesentence.
Leadstudentstounderstandthesentence“WhatwouldAmylike?”.Explainthatthesentencecontainstwomeanings:WhatwouldAmyliketoeat?WhatwouldAmyliketodrink?
Listenandtick.
Askstudentstotrytocatchthekeyinformation,suchastwosandwiches,asalad,tea.Thenplaytherecording.Letstudentslistentoitandticktherightpicture.Thenchecktheanswertogether.(课件出示:教材P30Let’scheck板块的音频及第一题的答案)
Guesstheanswer.
Askstudentstoreadthesentence“WhatisAmy’sfavouritedrink?”andguesstheansweraccordingtothepicturetheyticked.
Listenandfillintheblank.
Theteacherplaystherecordingagain.Studentslistenandfillintheblank.Thenchecktheanswertogether.
Step4:Consolidation&Extension
“Let’swrapitup”
1.Watchandconclude.
(1)Showthepicturesofonebananaandsomebananaswiththewords“banana”and“bananas”.(出示课件)Letstudentscomparethedifference.Emphasizetheletter“s”attheendofthewordwitharedcircle.Thenteachotherwords“pear/pen/book…”inthesameway.Leadstudentstoconcludethegeneralruleofthepluralnouns:Add“s”totheendofthesingularnouns.
(2)Showthepicturesofonesandwichandtwosandwicheswiththewords“sandwich”and“sandwiches”.(出示课件)Letstudentscomparethedifference.Emphasizetheletters“es”attheendofthewordwitharedcircle.Thenteachotherwords“peach/dress/class/dish/fox/box/potato/tomato…”inthesameway.Leadstudentstoconcludetheruleofsomepluralnounswhosesingularformsendwith“s/x/ch/sh/o”:Add“es”totheendofthesingularnouns.
Helpstudentsunderstandandremembertheruleslikethis:Potatoesandtomatoesarevegetables.
2.Fillinthetable.
Askstudentstofillinthetableaccordingtotherules.
3.Checktheanswers.
Checktheanswersandverifytheruleswiththewordsofthetable.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课从游戏入手,梳理和总结了整个单元的目标词汇。通过选择的呈现,帮助学生复习巩固了目标句型,自然导出新课。
2.采取任务型阅读,综合考察学生的归纳概括能力和对语篇结构的理解能力。教学中有效地渗透阅读策略,注重学生学习方法的培养以及语言的综合运用。
3.通过观察、预测、总结等方法,训练学生的听力技巧。通过总结名词单数变复数的规则,提升学生自主学习的能力,培养学生的观察能力和逻辑思维能力。
4.整节课教学步骤清晰、自然,活动设计有层次感,学习形式多样,有效地激发了学生的学习兴趣,提升了学生的核心素养,较好地完成了教学任务。
5.板书简洁清晰,重点突出,一目了然。
Theseventhperiod
Storytime
内容分析
本课是PEP小学英语五年级上册Unit3第七课时,本节课为故事课。故事讲述了Zoom来到Zip的农场。Zip用农场新鲜的蔬菜制作美味健康的沙拉招待Zoom的趣事。这个故事处于whatwouldyoulike?单元主题下,因此本节课一方面要通过故事的形式对本单元所学的内容进行复习,还需要基于故事,领会互帮互助、健康饮食、乐于分享的道理。
课时目标
知识与能力
复习本单元所学的词汇和句型。
学生能够在图片和教师的帮助下,理解故事内容,复习与巩固关于食品及形容词的表达方式以及句型:I’dlikesome...Thevegetablesaresofresh.Theyarehealthy,too.等,同时扩展学习新句型Dinneratthefarmisgreat!Pleasecleanthe...Becareful.Itlooks...!Itis...,too.Here’ssomefreshmilk.等,增加学生语言的输入。
过程与方法
1.掌握利用故事情景学习英语实际应用的方法,领悟语言学习重在使用的道理。
2.学生能够理解并朗读故事,掌握基本的阅读策略。
情感态度价值观
激发学生学习英语的兴趣,并通过Zoom和Zip在农场制作食物的故事,让学生感悟团结有爱的精神,增加学生的动手能力。
教学重难点
教学重点
1.掌握句型:Dinneratthefarmisgreat.
I’dlikesome...
Pleasecleanthe...
Itlooks...!
Itis...,too.
2.理解“Storytime”故事的意思。
教学难点
能够把本课的词汇、句型运用到具体的语境中。
教学准备
教学课件、课文视频、单词卡片等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Singthesong—Whatwouldyouliketoeattoday?(播放第三单元的主题曲)
3.Playagame—“Freetalk”(课件出示:一段案例对话,一名学生说whatwouldyouliketoeat?另一名学生回答。)
Reviewthevocabulary“sandwich,salad,hamburger,icecream,tea,fresh,hot,sweet.”
Reviewthesentence“Whatwouldyouliketoeat?”“I’dlikesome....”
4.Lead-in.
T:Nowlet’sbeginourclass.Boysandgirls.TodayZoomcomestoZip’sfarm.Whatwillhappenonthefarm?Let’slearnaboutit.
设计意图:直指主题,快速进入故事内容。
Step2:PresentationandPractice
1.While-reading.
Watchandanswer(展示故事图片,展示学生需要回答的问题,播放故事视频)
WhatwouldZoomliketoeat?
WhatdoesZiphave?
WhatdoesZiporderZoomtodo?
Isdinneratthefarmgreat?
设计意图:设置问题,让学生们带着问题去观看视频学习小故事。
2.Readandwrite.
Readthestoryingroupsandunderlinethenewwordsandexpressions.
设计意图:锻炼学生自主阅读学习,并画出新词写下解释,加深记忆,教师适时给予指导与帮助。
Learnthenewexpressions.
—Whatwouldyouliketoeat?
—Thevegetablesaresofresh!
—Theyarehealthytoo.
—Dinneratthefarmisgreat!
—Pleasecleanthe...
—Becareful.
—Itlooks...!
—Itis...,too.
—Here’ssomefreshmilk.
设计意图:趁热打铁学习本节课的重点句型。
Studentsreadtheexpressionsaloud.
设计意图:通过大声读加深学生的记忆。
3.Watchandread
Watchthevideoagainandreadaloud
设计意图:重新完整的观看故事视频并要求学生边看边跟读,加深对故事内容的理解。
4.Practice.
(1)Readthestoryaloudingroupsfor5minutes.
(2)Roleplay.(2studentsinagroup)
(3)Readtogether.
(4)Roleplayingroups.Thenchoosesomegroupstoactoutthestory.
Step3:Consolidation&Extension
T:TodaywelearnthestoryaboutZipandZoom.Theycametoafarm.Theyfeltangryandwantedtomakesomefoodtoeat.Theyatefreshvegetablesanddrankfreshmilk.Theyweredeliciousandhealthy.So,boysandgirls,pleaserememberweshouldeathealthyfood,OK?
板书设计
Unit3Whatwouldyoulike?
storytime
WhatwouldZoomliketoeat?He’dliketoeatasalad.
WhatdoesZiphave?Hehastomatoes,carrotsandonions.
WhatdoesZiporderZoomtodo?HeaskZoomtocleanthevegetables.
Isdinneratthefarmgreat?Yes,itis.
—Whatwouldyouliketoeat?
—Thevegetablesaresofresh!
—Theyarehealthytoo.
—Dinneratthefarmisgreat!
—Pleasecleanthe...
—Becareful.
—Itlooks...!
—Itis...,too.
—Here’ssomefreshmilk.
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
本节课利用图片、视频、音频、多种资源帮助学生学习Storytime中的英语小故事。
本节课利用角色扮演、你问我答等多种游戏活动强化了学生对所学语句的掌握。
Unit4Whatcanyoudo?
教材分析
本单元学习的主题是文娱活动。教学内容主要是围绕着“Whatcanyoudo?”的话题展开。教学重点是能听、说、读、写核心句型“—Whatcanyoudo?—Ican…”“—Canyou…?—Yes,Ican./No,Ican’t.”;能听、说、读、写单词和词组“dance,singEnglishsongs,dokungfu,playthepipa,drawcartoons,swim,speakEnglish,cook,playbasketball,playping-pong”。
学情分析
五年级英语在小学英语教学中起着承上启下的作用,既是四年级的衍生,又是六年级的铺垫。我们要帮助学生培养良好的英语学习习惯和学习方法。要求学生先从养成阅读习惯做起,再到怎样学习英语,后到提高英语学习能力。激发学习兴趣,养成自主学习的习惯和方法。平时在教学中,注意抓好学生的书写、理解与归纳等良好的学习习惯。加强学生基础知识的掌握,对知识的延伸与拓展需深入了解,特别是对各知识的融会贯通,灵活理解与运用。注重开发性使用对教材,做到“吃透”教材的前提下,大胆创新,对于知识的重难点力求把握准确,突破有法。对基本技能的训练,通过创设新的情景,让学生在变化的情景中去运用,在理解的基础上去训练,而不是变成大量的、机械的、重复的操练,因为操练并不发展意义,重复并不引起理解,反而加重学习负担,降低学习效率,引起学生的厌恶。同时,重视能力的培养。
三、教学目标
1知识与能力
能够完成听录音选图和听录音判断正误的活动。
能够理解对话大意,按照正确的意群及语音、语调朗读对话,并进行角色扮演。
能够在情景中运用句型“—Whatcanyoudo?—Ican…”“—Canyou…?—Yes,Ican./No,Ican’t.”询问某人能否做某事并作答。
能够听、说、读、写句型“—Whatcanyoudo?—Ican…”“—Canyou…?—Yes,Ican./No,Ican’t.”
能够正确理解并按照正确的意群及语音、语调朗读Robin找朋友的电子邮件,完成读后活动。
能够写出三个描述自己能否做某事的句子,做到书写规范。
能够听、说、读、写单词和词组“dance,singEnglishsongs,dokungfu,playthepipa,drawcartoons,swim,speakEnglish,cook,playbasketball,playping-pong”。
能够在语境中正确运用上述单词和词组。
能够完成关于课余文化活动的调查。
能够掌握字母组合oo的发音规则,即oo在单词中常见的/?/和/u?/两种发音。
能够拼读符合oo发音规则的单词,并能够根据读音拼写符合oo发音规则的单词。
能够在单线上完成抄写句子的活动,做到书写规范。
2情感态度价值观
能够积极参与文娱活动,丰富课余生活。
能够了解琵琶、武术、乒乓球等有中国特色的文娱活动形式。
四、课时安排
第一课时:PartALet’stry&Let’stalk
第二课时:PartALet’slearn&Doasurvey
第三课时:PartALet’sspell
第四课时:PartBLet’stry&Let’stalk
第五课时:PartBLet’slearn&Writeandsay
第六课时:PartBReadandwrite&Let’scheck&Let’swrapitup
第七课时:Storytime
Thefirstperiod
PartALet’stry&Let’stalk
内容分析
本单元学习的主题是文娱活动。教学内容主要是围绕着“Whatcanyoudo?”的话题展开。教学重点是学生能够理解Let’stalk板块的对话大意,并掌握本课时的核心句型。
课时目标
知识与能力
学生能够通过完成听录音选图的活动初步接触核心句型。
学生能够独立完成听录音选图片的练习。
学生能够按照正确的语音、语调及意群朗读对话并进行角色扮演。
学生能够运用核心句型完成问答活动。
学生能够在情景中运用句型“—Whatcanyoudofortheparty?—Ican…”询问并回答某人能做什么事情。
过程与方法
掌握基于问题听听力,寻找听力关键点的听力学习方法。
情感态度价值观
通过语境真实的对话,增强学生口语表达能力,提高学习英语的自信心,提高学生之间合作能力。
教学重难点
教学重点
学生能够理解Let’stalk板块的对话大意,并掌握本课时的核心句型。
教学难点
学生能够在情景中正确运用本课核心句型询问并回答某人能做什么事情。
教学准备
教学课件、课文视频等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Lead-in
1.Greetings.
2.Let’schanttogether.
Dog,dog,whatcanyoudo?
Icanrunafteryou.
Panda,panda,whatcanyoudo?
Icaneatsomuchbamboo.
Mouse,mouse,whatcanyoudo?
Icanhideintheshoe.
Mike,Mike,whatcanyoudo?
Icandrawanimalsinthezoo!
3.Lookandsay.
Showpicturesaboutchant.(课件出示:与chant相关的画面,并引导学生重复完成对话。)
Teacheraskstudentstosaymoresentencesbyusingthesentencepattern“Ican…”Encouragethemtosayasmanyaspossible.
4.Lead-in.
(1)Showthefirstpartofthemainsceneonpage36.(出示课件)
T:Look,they’llhaveanEnglishpartynextTuesday.WhatcanChenJiedofortheparty?
Leadstudentstoreadthesentenceandanswer:Shecanplaythepipa.
(2)Showsomepicturesofdifferentkindsofmusicalinstruments,suchaserhu,guzhengandsoon.(出示课件)Leadstudentstoreadthephrases“playtheerhu,playtheguzheng”.
T:Canyouplaythepipa/erhu/guzheng?
Studentstrytoanswerthequestionsaccordingtotheirrealsituations.
(3)Showthesecondpartofthemainsceneonpage36.(出示课件)
T:HowaboutZipandZoom?Whatcantheydo?
Leadstudentstolookatthepictureandanswerthequestions.
Leadstudentstoreadthesentences:Icandance!Icansing!Lalala…Encouragethemtodotheactionsatthesametime.
Step2:Presentation
1.Let’stry.
(1)ShowapictureofanEnglishpartyandthepictureofChenJie.(出示课件)
T:ChenJiehasgoodnews.ShetellsMikethattheyaregoingtohaveanEnglishparty.Mikeissohappy.Lookatthesetwopicturesof“Let’stry”onpage38.(出示课件)WhatcanhedofortheEnglishparty?
Askstudentstodescribethepicturesbyusingthesentencepattern“Hecan…”Thenaskthemtotrytoguesswhichpictureisright.
(2)Playtherecordingof“Let’stry”.(出示课件)Askstudentstotrytocatchthekeyinformation,suchas“drawpictures”.Andaskstudentstoticktherightpicture.
(3)Playtherecordingof“Let’stry”again.Checktheanswertogether.
(4)Showthelisteningmaterialandtheanswer.(出示课件)
Askonestudenttostandupandanswerthequestion:WhatcanMikedo?Leadhim/hertosaythesentence:Hecandrawpictures.
2.Let’stalk.
(1)Learnthenewwordsandsentencepattern.Predictthemainideaofthedialogue.
T:ThechildrenwillhaveanEnglishpartynextTuesday.
Showacalendarofthismonth.Marktwodaysonthecalendar.OnedayistodayandtheotherdayisnextTuesday.(出示课件)Pointtothecalendarandtellstudentsthattodayisinthisweekandtheotherdayisinnextweek.WecanalsocalltheotherdaynextTuesday.Helpstudentsunderstandthemeaningof“We’ll…next…”Stressthat“We’ll=wewill.”Thenshowapictureofabirthdayparty.(出示课件)Helpstudentsunderstandthemeaningof“party”.
ShowthepicturesofZhangPengandJohnin“Let’stalk”withoutwords.(出示课件)
T:Mikecandrawpicturesfortheparty.HowaboutZhangPengandJohn?Cantheydrawpicturesfortheparty,too?
Letstudentsobservethepicturesandguesstheanswers.Theycantalkfreelywiththeirdeskmates.
(2)Listentotherecordingandanswerthequestions.
Playtherecordingof“Let’stalk”.(出示课件)Askstudentstolistencarefullyandtrytoanswerthequestions:①WhatcanZhangPengdofortheparty?②WhatcanJohndofortheparty?Remindthemtounderlinethekeyinformationintheirbooks.
Afterlistening,askseveralstudentstoanswerthequestions.Leadthemtospeakoutthesentences:ZhangPengcansingEnglishsongs.Johncandosomekungfu.
(3)Learnthenewphrasesandsentences.
①Writedownthekeysentences“—Whatcanyoudofortheparty?—IcansingEnglishsongs.”ontheblackboard.LeadstudentstosingEnglishsongs,suchasABCsong.Helpstudentsunderstandthemeaningof“singEnglishsongs”.Thenleadstudentstoreadthesentencesthreetimes.ThensingaChinesesong.Leadstudentstosaythesentence:IcansingChinesesongs,too.
②PointtothepictureofJohnandask:HowaboutJohn?WhatcanJohndofortheparty?Leadstudentstosay:Johncandosomekungfu.Writedownthekeysentences“—Howaboutyou,John?—Icandosomekungfu.”ontheblackboard.Leadstudentstoreadthesentencesthreetimes.Encouragethemtodotheactionatthesametime.
ShowapicturefromthemovieKungFuPanda.Inthepicture,thepandaisdoingkungfu.(出示课件)Leadstudentstosay:Hecandosomekungfu.ThenshowsomepicturesaboutChinesekungfu.(课件出示:男性、女性练中国功夫的图片)Leadstudentstosay:He/Shecandosomekungfu.
3.Readandact.
(1)Playtherecordingagain.Askstudentstoreadthedialogueaftertherecordingandpayattentiontothepronunciationandtheintonation.
(2)Letstudentspracticethedialogueinpairs.
(3)Askseveralpairstorole-playthedialogue.Encouragethemtodotheactionsatthesametime.
Step3:Practice
“PrepareforourEnglishparty”
T:We’llhaveanEnglishparty,too.Butonlythestudentswhohaveatleastthreepartyinvitationcardscancometotheparty.Finishthetasksbelow.Thenyoucangetthecards.
1.Makedialogues.
Showthesecondpartof“Let’stalk”onpage38onthePPT.(出示课件)Askstudentstomakedialoguesaccordingtotheexample.Dividestudentsintoseveralgroups.Eachgrouphassixpeople.Letthemaskandanswerbyusingthesentencepatterns“—WhatcanyoudofortheEnglishparty?—Ican…”Theycanusethewordsandthephrasesinthissection.Theycanalsouseotherwordsandphrases.Providesomewordsandphrasesforhelp,suchasrun,cook,playbasketball,playsportsandsoon.
Letstudentsaskandanswerbyplayingthegame“Driveatrain”likethis:
S1:Whatcanyoudofortheparty,S2?
S2:Ican…Whatcanyoudofortheparty,S3?
S3:Ican…Whatcanyoudofortheparty,S4?
S4:Ican…Whatcanyoudofortheparty,S5?
S5:Ican…Whatcanyoudofortheparty,S6?
S6:Ican…Whatcanyoudofortheparty,S1?
S1:Ican…
Choosethebestgroup.Eachstudentinthisgroupcangettwopartyinvitationcards.
2.Fillinthechart.
Askstudentstotrytocompletethechartaccordingtotheirdialogues.
Choosethebestgroup.Eachstudentinthisgroupcangettwopartyinvitationcards.
3.Makeareport.
Chooseonestudentfromeachgrouptoreporttheirchart.
Makeamodel:
S1can…S2can…S3can…S4can…S5can…S6can…
Choosethebestgroup.Eachstudentinthisgroupcangetonepartyinvitationcard.
Step4:Consolidation&Extension
?Englishpartyshow”
1.Counttheinvitationcards.
Askstudentstocounttheirinvitationcards.Letthestudentswhohaveatleastthreepartyinvitationcardscometothefrontoftheclassroomandstandinaline.
2.Englishpartyshow.
Thestudentssittingonthechairsask:Whatcanyoudofortheparty?ThestudentsinvitedtotheEnglishpartyanswerthequestiononebyoneandactoutwhattheycando.Eachstudentwhodoesagoodjobcangetagift.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本课的重点在于培养学生良好的听力和交际能力。听前、阅读前都让学生对要学的内容进行预测,让学生带着问题去听、去阅读,目的明确,使学生在不知不觉中就进入了学习状态。
2.本课知识与学生的现实生活联系紧密,所以整个课堂紧扣生活,帮助他们在真实有效的情景中理解和掌握知识。
3.几轮合作竞赛给予奖励,强调了团队合作的重要性,帮助学生树立了团队意识。
4.趣味性的活动将课堂推向高潮,同时有效地巩固了新句型,突破了本课的难点。
5.板书简洁清晰,重点突出,一目了然。
Thesecondperiod
PartALet’slearn&Doasurvey
内容分析
本单元学习的主题是文娱活动。教学内容主要是围绕着“Whatcanyoudo?”的话题展开。教学重点是学生能够听、说、读、写上述五个关于课余文化活动的词汇。
课时目标
知识与能力
学生能够听、说、读、写五个关于课余文化活动的词汇“dance,singEnglishsongs,dokungfu,playthepipa,drawcartoons”
学生能够在语境中正确运用上述词汇。
学生能够分组用英语调查各自能做的事情,然后完成统计表格。
过程与方法
训练学生逐渐掌握基于合作探究的英语语言能力练习方法。
情感态度价值观
锻炼学生运用语言的能力,提高学生参与英语学习的积极性。
教学重难点
教学重点
1.学生能够听、说、读、写上述五个关于课余文化活动的词汇。
2.学生能够在情景中询问某人能做什么并作答。
教学难点
学生能够在语境中正确运用重点词汇和核心句型。
教学准备
教学课件、课文视频、单词卡片等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
小组合作竞争
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Playagame:Matchandplay.
(出示课件:课件中呈现与上节课所学单词相关的能表现职业特征的从业者照片,如舞蹈演员、歌手、武道家、画家等等。另外呈现与这些职业相对应的单词,学生先一同完成职业与单词的匹配。随后,按照两人一组的模式叫起学生,按图片顺序进行“Whatcanyoudo?”,“Ican...”的对话练习,同时,负责回答的同学要表演模仿出职业行为。)
3.Lead-in.
T:Theanimalscandomanythings.Icandomanythings,too.WhatcanIdo?Trytoguess!
Encouragestudentstoexpresstheiropinions.
设计意图:采用轻松有趣的方式复习之前学过的一些简单的动词以及上一课时学习的重点句型,活跃课堂气氛,使学生心情愉悦,让本课有一个很好的开端。
Step2:Presentation
1.Learnthenewwordandphrases.
(1)Actlikesingingasong.
T:WhatcanIdo?
Ss:Youcan...(根据学生的答,老师做出相应的行为,直到学生说出老师会唱歌,进入下一个问题。)
T:WhatsongscanIsing?
Leadstudentstosay:YoucansingEnglishsongs.Writedownthephrase“singEnglishsongs”ontheblackboard.Leadstudentstoreaditthreetimes.Andpresentthesentencepattern“Ican…”ontheblackboard,too.Leadstudentstopracticethesentences:Icansing.IcansingEnglishsongs.
(2)Inthesameway,usebodylanguagetoteachtheword“dance”.Writedowntheword“dance”ontheblackboard.Leadstudentstoreaditthreetimes.Andleadstudentstopracticethesentence:Icandance.
(3)Takeoutapictureofapipaandsay:Ihaveapipa.Holdthepictureandactlikeplayingthepipa.Atthesametime,playashortsoundofpipaonthePPT.(出示课件)
T:Whatcanhedo?(出示课件:一个人抱着琵琶在弹奏)
Leadstudentstosay:Hecanplaythepipa.Writedownthephrase“playthepipa”ontheblackboard.Leadstudentstoreaditthreetimes.Andleadstudentstopracticethesentence:Icanplaythepipa.
PresentsomepicturesofmoreChineseandwesternmusicalinstruments(suchaserhu,guzheng,piano,violin…)andtheircorrespondingphrases.(出示课件)Helpstudentsknowmorekindsofmusicalinstruments.Leadthemtoreadthecorrespondingphrases:playtheerhu,playtheguzheng,playthepiano,playtheviolinandsoon.Stresstheword“the”infrontofthesemusicalinstrumentsinredcolour.Leadstudentstounderstandthatthenounforaninstrumentisprecededby“the”.
(4)ShowashortvideoofthemovieKungFuPanda.(出示课件)Letstudentstrytosaythenameofthismovie.
T:Thepandainthemoviecando…
Leadstudentstosaythephrase“kungfu”.Thenactlikedoingkungfu.
T:WhatcanIdo?
Leadstudentstosay:Youcandokungfu,too.Writedownthephrase“dokungfu”ontheblackboard.Leadstudentstoreaditthreetimes.Andleadstudentstopracticethesentence:Icandokungfu.
(5)Showsomepicturesofdifferentcartooncharacters.
T:Doyoulikecartoons?Ss:Yes,Ido.
Thenactlikedrawingpictures.
T:WhatcanIdo?Ss:Youcandrawpictures.
Takeoutsomebriefstrokesofdifferentcartooncharacters.
T:Look!Icandraw…
Leadstudentstosaytheword“cartoons”.Writedownthephrase“drawcartoons”ontheblackboard.Leadstudentstoreaditthreetimes.Andleadstudentstopracticethesentence:Icandrawcartoons.
2.Readandmakenewdialogues.
(1)Readthewordandthephrases.
①Showthepicturesof“Let’slearn”.(出示课件)First,askstudentstoobservethepictures.Thenletthemreadthewordandthephrasesaftertherecording.(出示课件)Encouragestudentstodothecorrespondingactionsatthesametime.
②Takeoutthecardsofthesevocabularyrandomly.Askstudentstoreadthemoutloudly.
③Askonestudenttocometotheplatformandtakeallthecardsinhis/herhands.Theteachersaysawordoraphraseatatime.Thestudentshouldchoosetherightcardandhanditup.Theothersreadthewordorphraseloudly.
(2)Readthedialogue.
Dividestudentsintotwogroups.LetallthegirlsreadMissWhite’ssentenceandalltheboysreadMike’ssentence.Writedownthesentencepatterns“—Whatcanyoudo?—Ican…”ontheblackboard.
(3)Makeyourowndialogue.
①Letstudentsworkinpairs.Askstudentstousethewordandthephrasesinthispartandtrytoaskandanswerbyusingthesentencepatternsontheblackboard.
②Asksomepairstoshowtheirdialoguesbythegame“Driveatrain”.
Step3:Practice
1.Playagame:Johnsays.
(出示课件:John和老师两个人物形象,John说一句话,学生做想应动作,老师说的话,学生不予理会。
游戏说明:教师发指令,学生做动作。如果教师在指令前说了Johnsays,学生就要做出相应的动作;如果教师只说指令,学生则保持不动。例如,教师说“Simonsays,singEnglishsongs.”,学生唱英文歌;如果教师说“SingEnglishsongs.”,学生保持不动。以此方法多轮操练本课重点词汇。)
2.Playagame:YousayandIimitate.
(游戏说明:挑选一名学生上台,下面同学询问“Whatcanyoudo?”,台上学生回答“Ican...”同时模仿出相应的动作,每名同学被询问三次。)
Step4:Consolidation&Extension
“Doasurvey”
1.Showthechartof“Doasurvey”onpage39.(出示课件)
Askstudentstoreadallthekeywordandphrasesinthechart.Encouragestudentstosaymoreactivities.Writethemdownontheblackboard.Askstudentstowritethembelowthechartintheirbooks.
2.PresentthedialoguebetweenJohnandZhangPeng.(出示课件)
T:WhatcanZhangPengdo?
Askstudentstofindouttheanswer.Thentickinthecorrespondinggrid.
3.Workingroups.
First,studentswritedownallthegroupmembers’namesonthefirstrowofthechart.ThenaskandanswerastheexampleofJohnandZhangPeng.Tickinthecorrespondinggridsaccordingtotheanswers.
4.Makeamodelwithastudent.
Writethenameofthisstudentonthefirstrowofthechart.Thenaskandanswerlikethis:
T:Whatcanyoudo?S1:IcansingEnglishsongsandplaythepipa.
Tickinthecorrespondinggridsaboutthesetwoactivitiesunderthisstudent’sname.Thenaskstudentstocompletetheircharts.Aftertheycompletethechart,leadstudentstoreporttheirsurveyresultingroupslikethis:S1can…S2can…S3can…Atlast,inviteseveralstudentstoshowtheirresultsinclass.Eachgoodgroupcangettwostars.
5.Countthenumberofstarsofeachgroup.
Findoutthebestgroupinthislesson.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课从听、说、读、写多方面入手,培养学生的语言综合运用能力。
2.本节课的活动多以说为主,让学生在活动中学,在活动中说,增加了课堂的趣味性,也提高了学生的学习积极性。
3.充分利用多种教学手段,课堂活动的设计环节紧凑,教学过程连贯、自然,符合学生的认知特点。
4.板书设计清晰明了,重点突出,起到了很好的辅助作用。
Thethirdperiod
PartALet’sspell
内容分析
本单元学习的主题是文娱活动。教学内容主要是围绕着“Whatcanyoudo?”的话题展开。这一课时和音标有关,教学重点是学生能够感知并掌握字母组合oo在单词中的发音规则,拼读符合oo发音规则的单词。
课时目标
知识与能力
1.学生能够感知并掌握字母组合oo在单词中的发音规则。
2.学生能够拼读符合oo发音规则的单词。
3.学生能够根据单词读音写出符合该规则的单词。
过程与方法
引导学生掌握基于反复听读的方法掌握音标发音的方法。
情感态度价值观
提高口语表达能力。
教学重难点
教学重点
1.学生能够感知并掌握字母组合oo在单词中的发音规则。
2.学生能够拼读符合oo发音规则的单词。
教学难点
1.学生能够拼读符合oo发音规则的单词。
2.学生能够根据单词读音写出符合该规则的单词。
教学准备
教学课件、录音、语音例词单词卡等。
教学媒体选择
多媒体,录音。
教学活动
小组合作发音练习
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Revision.
Helpstudentsreviewthelettercombination“ow”inUnit3andletstudentsgiveexamplesbythegame“Driveatrain”.
3.Enjoythechant.
Playtherecordingofthechantinthislesson.(出示课件)Letstudentslistentoitandfeelaboutthepronunciationsofthelettercombination“oo”.
4.Lead-in.
Showthecontentofthechantinthislesson.(出示课件)Putthewordcardsof“zoo”“look”“too”and“football”ontheblackboard.Markallthelettercombinations“oo”inredcolour.Thenplaytherecordingofthechantinthislessonagain.(出示课件)Askstudentstolistencarefullyanddividethewordcardsontheblackboardintotwogroups.
Afterstudentslistentotherecording,leadstudentstoputthetwowordcards“look”and“football”inGroupOne,andputthetwowordcards“zoo”and“too”inGroupTwo.Leadstudentstoreadthemseveraltimes,andhelpstudentstrytogetapreliminaryunderstandingofthetwokindsofpronunciationsofthelettercombination“oo”.
Step2:Presentation
1.Learnthenewchant.
(1)ShowthenewchantonthePPT.Leadstudentstoreaditandremindthemtopayattentiontothepronunciationsofthelettercombination“oo”.
Askstudentstofindoutthewordscontainingthelettercombination“oo”.Thesewordsare“book,balloon,good,food,noodles,too”.Askstudentstotrytoreadthembythemselves.
(2)Showallthewordscontainingthelettercombination“oo”inthetwochants.Theyare“book,look,football,good,balloon,food,zoo,noodles,too”.(出示课件)Askstudentstotrytodividethesewordsintothetwogroupsandwritedowntheanswersintheirownexercisebooks.
2.Putthewordsintotherightgroup.
(1)Showtheeightpicturesof“Read,listenandchant”onthePPT.(出示课件)Asksomestudentstoreadthewordsaccordingtothepicturesonebyone.Theotherslistencarefullyandcheckthepronunciationsandpayattentiontothepronunciationsofthelettercombination“oo”.
(2)Playtherecordingof“Read,listenandchant”.(出示课件)Askstudentstolistencarefullyandreadaftertherecording.Thenaskstudentstocheckifthepreviousgroupingiscorrectafterlisteningandreading.
(3)Checkthegroupingresulttogether.Takeoutthewordcards.Putthewordcardsof“book”and“good”inGroupOne,andputthewordcardsof“balloon”,“food”and“noodles”inGroupTwo.Markallthelettercombinations“oo”inredcolour.
3.Learnthepronunciations.
(1)Leadstudentstoreadthesewordsinthetwogroupsonebyone.Helpstudentstrytoconcludetherightpronunciationofthelettercombination“oo”ineachgroup.Encouragestudentstosaytheiropinions.
(2)Showthephoneticsymbols/?/and/u:/onthePPT.(出示课件)Explainthepronunciationskillsbriefly.Leadstudentstoreadthephoneticsymbolsseveraltimes.Takeoutthewordcardsofthesephoneticsymbols.Leadstudentstoputthemintherightgroup.Putthephoneticsymbol/?/inGroupOne.Putthephoneticsymbol/u:/inGroupTwo.
Step3:Practice
1.Read,listenandchant.
(1)Showthechantof“Read,listenandchant”andplaytherecording.(出示课件)Askstudentstoreadthemaftertherecordingagain.Thenasksomestudentstoreadthesewordsandthechant.Givesomehelpwhenit’snecessaryandcorrectthewrongpronunciation.
(2)Showsomewordscontainingthelettercombination“oo”,suchasfootball,good,book,look,cook,noodles,zoo,balloon,food.(出示课件)Askstudentstosaymorewords.Letstudentschoosesomewordstomakesentences.Thenmakeamodellikethis:Look!Itisagoodbook.
Askseveralstudentstosaytheirsentences.Eachoneofthemcangetastickerasanaward.
2.Listen,circleandsay.
Showthecontentof“Listen,circleandsay”.(出示课件)Askstudentstoreadallthewordsaccordingtothepronunciationrules.Thenplaytherecording.(出示课件)Letstudentslistenandcirclethewordstheyheard.
Checktheanswerstogether.Presentthelisteningmaterialandletstudentsreadthewordsagain.(出示课件)
3.Look,listenandwrite.
Showthepicturesof“Look,listenandwrite”.(出示课件)Letstudentsobservethepicturescarefullyandgettoknowthelisteningtasks.Thenplaytherecording.(出示课件)Letstudentslistenandfillintheblanks.
Checktheanswerstogether.Showthelisteningmaterialandtheanswers.(出示课件)Helpstudentsunderstandthissectionbetter.Askstudentstopayattentiontotheirspellingsandcorrectthemistakes.
Letstudentschooseonesentencefromaboveandwriteitontheline.Leadstudentstowritethesentenceinthecorrectandstandardform.Askseveralstudentstoshowtheirsentences.Checkthewritingtogether.
Step4:Consolidation&Extension
“Storytime”
ShowthestoryTheCookonthePPT.(出示课件)
1.Readandenjoythestory.
Askstudentstoreadthestoryandpayattentiontoallthewordscontainingthelettercombination“oo”.Leadstudentstoreadthetwokindsofpronunciationsofthelettercombination.
2.ShowthewordsonthePPT.
Showthewords“cook,noodles,spoon,good,mooncakes,too,afternoon,Woods,Hoods”onthePPT.(出示课件)Letstudentstrytoreadthesewordsbythemselves.Thenleadthemtoreadthesewordsseveraltimes.
3.Readthestoryingroups.
Letstudentstrytoreadthestorybythemselvesingroups.
4.Actoutthestory.
Askseveralgroupstoactoutthestory.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.通过歌谣引入课堂主题,避免语音学习的枯燥性,在充分调动学生积极性的基础上呈现单词,深入主题。
2.整个教学设计侧重于培养学生的自主学习能力,通过自己观察找出规律、总结发音等方式,提高了学生的自主探究能力和归纳总结能力。
3.通过听、说、读和写,从多方面对学生的能力进行层层深入的训练。
4.多种有效的练习活动,帮助学生巩固了本课所学的语音知识。
5.板书设计清晰明了,起到了一定的辅助作用。
Thefourthperiod
PartBLet’stry&Let’stalk
内容分析
本单元学习的主题是文娱活动。教学内容主要是围绕着“Whatcanyoudo?”的话题展开。教学重点是学生能够运用核心句型“—Canyou…?—Yes,Ican./No,Ican’t.”询问对方能否做什么并作答。
课时目标
知识与能力
学生能够借助图片,听前预测对话内容,听时抓住关键信息,能够听懂简短对话,提高听的能力。
学生能够对新句型在听觉上有所感知,并完成听录音选择正确选项的活动。
学生能够按照正确的语音、语调及意群朗读对话,并能够进行角色扮演。
学生能够在情景中运用句型“—Canyou…?—Yes,Ican./No,Ican’t.”询问对方能否做什么并作答。
学生能够运用核心句型完成连锁问答活动。
学生能够在情景中恰当运用功能句“Todaywe’lllearnsomekungfu.”
过程与方法
掌握利用现实场景进行所学知识练习强化的英语学习方法。
情感态度价值观
通过游戏的方式,增加学生对学习的兴趣,提高学生英语口语表达水平。
教学重难点
教学重点
1.学生能够理解对话大意,并能够按照正确的语音、语调及意群朗读对话。
2.学生能够运用核心句型“—Canyou…?—Yes,Ican./No,Ican’t.”询问对方能否做什么并作答。
教学难点
学生能够在真实情景中运用核心句型询问对方能否做什么并作答。
教学准备
教学课件、课文视频等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Enjoythesong—Whatcanyoudo?(出示课件)
3.Playagame:Isayandyoudo.
(游戏说明:全班分为六个小组,每个小组随机抽选两位学生上讲台参加游戏。一位学生用“Ican…”说一句话,另一位学生迅速表演出相应的动作。六对学生表演完之后,全班一起评选出配合最默契的一对学生,奖励他们获得“最佳拍档”的称号。)
4.Lead-in.
(1)Showsomepicturesofdifferentkindsofactivities,suchaswashclothes,playthepipa,drawcartoons,dosomekungfuandsoon.(出示课件)Pointtothesepicturesonebyoneandaskstudentstoanswerthequestion“Canyou…?”Studentsmayanswer“Yes.”or“No.”foreachquestion.Askstudentstoguesswhattheteachercando.Afterstudentsanswer,theteachersays“Yes,Ican…/No,Ican’t…”
(2)Aftersaying“No,Ican’tdoanykungfu.”,askstudentstoanswerthequestion“Canyoudoanykungfu?”Inviteseveralstudentstostandupandanswerthisquestionaccordingtotheirrealsituations.Leadthemtosaythesentences“Yes,Icandosomekungfu./No,Ican’tdoanykungfu.”
T:Howaboutthisboy?Let’sgoandhavealook!(课件出示:Mike的图片)
设计意图:热身环节的每一个活动都有效地帮助学生复习之前学过的重点词汇和句型,同时逐步融入本课的重点句型,使学生在轻松愉悦的活动中自然而然地进入本课主题。
Step2:Presentation
1.Let’stry.
(1)Showthepictureandthequestionof“Let’stry”.(出示课件)
T:Whoisthisboy?
Ss:HeisMike.
T:Wonderful!(Thumbupatthesametime.)
AskstudentstoreadthequestiononthePPT.Letstudentsguesstheanswer.Leadstudentstosaythesentences“Yes,hecandosomekungfu./No,hecan’tdoanykungfu.”
(2)Playtherecordingof“Let’stry”.(出示课件)Letstudentstrytogetthekeyinformationlikethese:It’skungfutoday.It’scoolbutIcan’tdoit.
(3)Thenplaytherecordingof“Let’stry”again.(出示课件)Letstudentslistenandticktherightanswer.
(4)Checktheanswertogether.Presentthelisteningmaterialandaskstudentstoreadittohelpstudentsunderstandthissection.(出示课件)
2.Let’stalk
(1)PresentthechartbelowonthePPT.
Askthequestions“CanZhangPeng/Mikedoanykungfu?”Accordingtothelisteningof“Let’stry”,leadstudentstoanswertogether“ZhangPengcandosomekungfu.Mikecan’tdoanykungfu.”
Drawatickandacrossinthecorrespondingpositionsinthechart.
PointtothenamesofJohnandOliverandask“CanJohndoanykungfu?HowaboutOliver?”Askstudentstoguesstheanswers.
(2)Playthevideoof“Let’stalk”.(出示课件)Letstudentswatchthevideotogettheanswers.
Showtheanswers.(出示课件)Checktheanswerstogether.Askthequestionsagain.Leadstudentstosay“Yes,hecan./No,hecan’t.”
(3)Showthechartbelow.
Usethischarttohelpstudentsdistinguishthemeaningsandtheusagesof“some”and“any”.Stressthat“some”isusedinpositivesentencesand“any”isusedininterrogativeornegativesentences.Stresstheword“not”inredcolour.Writedown“can’t=cannot”ontheblackboard.
(4)Showthefirstpictureof“Let’stalk”.(出示课件)Askstudentstoobservethepicturecarefullyandanswerthequestion“Whoarethey?”Theymaysay“TheyareSarah,Amy,John,Oliverand…”
Askthreequestions:①Whoisthisman?②What’shisjob?③Whatdotheyhavetoday?
Thenplaythevideoofthefirstpartof“Let’stalk”.(出示课件)
Letthreestudentsanswerthequestions.Leadstudentstosay“ThemanisMrMa.HeisaPEteacher.TheyhavePEtoday.”
T:MrMasays,“Todaywe’lllearnsomekungfu.”NowweknowwhattheywilldointhePEclass.HowaboutourEnglishclasstoday?Doyouknowwhatwewilllearnnext?
Leadstudentstosay“We’lllearnEnglishsongs/…”Writedowntheword“learn”ontheblackboard.Leadstudentstoreadlikethis:learn,learn,learn,learnsomekungfu,learnEnglishsongs…
PointtoJohnandask“CanJohndoanykungfu?”Thistime,studentscaneasilyanswerthequestion.Theymaysay“Yes,hecan.”Thumbupandwritedownthesentencepatterns“—Canyoudoanykungfu?—Yes,Ican.”ontheblackboard.Leadstudentstoreadthesentencepatternsthreetimes.
(5)Showthesecondpictureof“Let’stalk”.(出示课件)Askstudentstowatchthevideoofthesecondpart.(出示课件)Andletstudentstrytoanswerthequestions“CanOliverdoanykungfu?WhatcanMrMadoforhim?”
Asktwostudentstostandupandanswerthequestions.Leadstudentstosay“No,hecan’tdoanykungfu.MrMacanhelphim.”
Writedownthesentence“No,Ican’t.”ontheblackboard.Leadstudentstoreadthewholesentencepatterns.
Takeoutthecardof“Noproblem.”
T:Olivercan’tplayanykungfu.SoMrMasays,“Noproblem.Icanhelpyou.”Ifwecanhelpothers,wecansay“Noproblem.Icanhelpyou.”NowIneedyourhelp.Canyouhelpmeputthiscardontheblackboard?
Leadstudentstosay“Noproblem.Icanhelpyou.”Invitethemostactivestudenttoputupthecardontheblackboard.Afterthat,thumbupandsay“Wonderful!Thankyou!”Writedowntheword“wonderful”ontheblackboard.Tellstudentsthat“wonderful”means“Great!Veryverygood.”Thenleadstudentstoreadthesentencesandthewordseveraltimes.
Step3:Practice
1.Practicethedialogue.
(1)Playtherecordingof“Let’stalk”.(出示课件)Askstudentstoreadthedialoguesentencebysentenceaftertherecording.
(2)Letstudentspracticethedialogueingroups.
(3)Askseveralgroupstorole-playthedialogue.Thegroupthatdoesagoodjobcangettwostickers.
2.Canyoudoit?
(1)Showthewordandthephrasesin“Canyoudoit?”(出示课件)Leadstudentstoreadthem.Encouragestudentstowritemorewordsorphrasesintheirbooks,suchasdance,playthepipa,playfootball,makeacake,drawcartoonsandsoon.
(2)Showthepicturesof“Canyoudoit?”(出示课件)Dividestudentsintoseveralgroups.Letthemaskandanswerinachainasthechildrendointhepictures.Everyquestioncanbeusedonlyonce.
(3)Makeamodelwithsomestudents:
T:CanyousingEnglishsongs?
S1:Yes,Ican.Canyoucook?
S2:No,Ican’t.Canyoudoanykungfu?
S3:No,Ican’t…
…
(4)Asktwoorthreegroupstoshowtheirwork.Eachstudentinthesegroupscangetasticker.
Step4:Consolidation&Extension
Playagame——“Iwantyou!”
(活动说明:首先选出六名学生,询问他们未来想要从事的工作,六人不同最好。划定他们的身份为领导者。铺设情景,即他们要在他们自己喜欢的领域做出一番事业,现在他们要去寻找与自己的目标一致,且具备相关技能的人。要求六位领导者在卡片上写下自己需要的人的所需的技能。随后,教师根据六名学生的需求,向同学们描述这六个方向,其他同学在纸上写下“Icando...”每人限三条。随后,六位领导者分别阐述自己带队要从事的工作,并每人可以询问10名学生“Whatcanyoudo?”,学生回答后,六名同学根据回答决定是否是自己队伍需要的人,如果需要,回答“Iwantyou.”游戏最后,老师根据各小组选到的人数多少和工作匹配程度来评出第一名,老师给予一定的奖励。)
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.坚持以教师为主导,以学生为主体,以活动为主线,引导学生自主探究,培养学生的学习能力。
2.在听力活动和学习对话之前,都让学生对所学内容进行了预测。给出问题,让学生带着问题去听听力、阅读对话,使学生的学习目的明确。
3.本课时各环节的设计循序渐进,环环相扣,让学生们很自然地跟随节奏,掌握新知。
4.为学生创设真实的场景,让学生在真实的场景里运用并体会所学的词汇和句型。
5.板书简洁清晰,重点突出,一目了然。
Thefifthperiod
PartBLet’slearn&Writeandsay
内容分析
本单元学习的主题是文娱活动。教学内容主要是围绕着“Whatcanyoudo?”的话题展开。教学重点是学生能够听、说、读、写五个有关课余文化活动的单词和词组“swim,speakEnglish,cook,playbasketball,playping-pong”。
课时目标
知识与能力
学生能够听、说、读、写五个有关课余文化活动的单词和词组“swim,speakEnglish,cook,playbasketball,playping-pong”。
学生能够在语境中正确运用这五个单词和词组询问某人是否具备某种技能并作答。
帮助学生运用并巩固核心语言,进一步提高语言运用能力。
过程与方法
通过单词训练的拓展与延伸,训练学生基于所学单词联想学习相近单词的方法。
情感态度价值观
通过活动更好地掌握单词和句型,进一步培养语言交际能力,进一步加深学生对自己和同学的了解,培养学生合作学习的意识和态度。
教学重难点
教学重点
1.学生能够听、说、读、写五个有关课余文化活动的单词和词组“swim,speakEnglish,cook,playbasketball,playping-pong”。
2.学生能够在语境中正确运用上述五个单词和词组询问某人是否具备某种技能并作答。
教学难点
学生能够在语境中正确运用上述五个单词和词组询问某人是否具备某种技能并作答。
教学准备
教学课件、课文视频、录音等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Playagame:Passtheball.
(游戏说明:教师敲击桌子,学生传彩球,教师停止敲击桌子时,彩球传到哪位学生的手里,哪位学生就站起来与教师进行对话。)
T:Whatcanyoudo?S1:Ican…
3.Lead-in.
T:Boysandgirls,canyoumakeahappyface?
Leadstudentstomakehappyfaces.
设计意图:通过热身活动让学生对学过的知识进行复习,充分激发学生的学习兴趣,调动他们的积极性,活跃课堂气氛,为后面的学习做好铺垫。
Step2:Presentation
1.Learnthewordsandthephrases.
(1)ShowthepictureofJohn.(出示课件)
T:CanJohndoanykungfu?Ss:Yes,hecan.
T:HowaboutOliver?Canhedoanykungfu?Ss:No,hecan’t.
ShowthepictureofOliverin“Let’slearn”.(出示课件)
T:Look!WhatcanOliverdo?Ss:…
Takeoutarealbasketball.Useittoteachtheword“basketball”.Leadstudentstoreaditthreetimes.Thenleadstudentstoanswer“Hecanplaybasketball.”Writedownthephrase“playbasketball”ontheblackboard.Stressthat:basketball=basket+ball.Leadstudentstoreaditthreetimes.Askstudentstoaskandanswerinpairsbyusingthesentencepatterns“—Canyouplaybasketball?—Yes,Ican./No,Ican’t.”
(2)Askstudentstoputtheirhandsupiftheycanplaybasketball.Walktooneofthem.
T:Youcanplaybasketball.Canyouplayfootball?S1:…
Thentakeoutaping-pong.
T:Howaboutthis?Canyouplayping-pong?S1:…
Taketheping-pongandwalkaroundtheclassroom.Askmorestudentstoanswerthequestion“Canyouplayping-pong?”Askstudentstoaskandanswerinpairsbyusingthesentencepatterns“—Canyouplayping-pong?—Yes,Ican./No,Ican’t.”
T:Someofyoucanplayfootball.Someofyoucanplaybasketball.Someofyoucanplayping-pong.HowaboutAmy?Whatcanshedo?
ShowthepictureofAmyin“Let’slearn”.(出示课件)Leadstudentstoanswer“Shecanplayping-pong.”Writedownthephrase“playping-pong”ontheblackboard.Leadstudentstoreaditthreetimes.
T:Look!Icanplaybasketball.Icanplayping-pong,too.(Dotheactions.)
Askstudentstostandupanddotheactionstogether.Leadthemtosaythesentencesatthesametime.
(3)T:Oh,Iplayedtoomanysports.Now,I’mthirsty.Ineedtodrinksomewater.
Takeoutafishtankwithalittlefishswimminginthewater.
T:What’sthisinthewater?Ss:It’safish.
T:Whatcanafishdo?
Ifsomeonespeaksouttheword“swim”,writeitdownontheblackboard.Iftheycan’t,leadthemtospeakitout.Thenleadstudentstoreadthewordthreetimes.
Showthefirstpicturein“Let’slearn”.(出示课件)
T:Fishcanswim.Howaboutthechildren?Cantheyswim?
Leadstudentstoanswer“Yes,theycan.”Askstudentstoaskandanswerinpairsbyusingthesentencepatterns“—Canyouswim?—Yes,Ican./No,Ican’t.”
(4)T:I’mhungry.(Touchthestomach.)CanIeatthisfishnow?
Ss:No!
Takeoutaspatulaforcooking.
T:WhatcanIdowiththespatula?
Actlikecookingandleadstudentstosay“Youcancook.”Writedowntheword“cook”ontheblackboard.Leadstudentstoreadthewordthreetimes.
Showthethirdpicturein“Let’slearn”.(出示课件)
T:Lookatthetwogirls.Theycancook,too.Canyoucook?
Givethespatulatothefirststudentinarow.Askthestudentsinthisrowtopassthespatulaonebyoneandsay“Icancook.”bythegame“Driveatrain”.
(5)Showthesecondpicturein“Let’slearn”.(出示课件)
T:Whatcantheydo?
Askstudentstoobservethepicturecarefullyandencouragethemtoexpresstheiropinions.Leadstudentstosaythesentence“TheycanspeakEnglish.”
T:I’manEnglishteacher.IcanspeakEnglish.CanyouspeakEnglish?
Leadstudentstosay“Yes,Ican.IcanspeakChinese,too.”Writedownthephrase“speakEnglish”ontheblackboard.Leadstudentstoreadthephrasethreetimes.
设计意图:词汇教授的环节紧凑,词与词之间过渡自然,整个环节逻辑性强,使学生对本课的重点词汇有深刻的理解和印象。
2.Listen,readandact.
(1)Listenandread.
Showthefivepicturesandthenewwordsandphrasesin“Let’slearn”.Playtherecording.(出示课件)Letstudentstrytoreadthemaftertherecording.
(2)ShowthedialogueofZoomandZip.Askstudentstoreadthedialogueaftertherecording.(出示课件)Asktwostudentstostanduptorole-playthedialogue.
Step3:Practice
1.Workinpairs.
Encouragestudentstousethewordsandthephraseslearnedtodaytomaketheirowndialogueslikethis:
S1:CanyouspeakEnglish?
S2:Yes,Ican.Ican…,too./No,Ican’t.Canyou…?
S1:Yes,Ican.Ican…,too./No,Ican’t.
Askseveralpairstostandupandshowtheirdialogues.
2.Playagame:Quickresponse.(出示课件)
(游戏说明:PPT快闪式呈现“Let’slearn”板块的五个词汇,学生们需要快速反应每次出现的是哪个,并大声读出来。依次进行,直到把所有的词组都读过一遍为止。)
3.Playagame:Idoandyouguess.
Workinpairs.Onestudentdoestheactions.Theotherstudentguesses.Andtheytrytoaskandanswerwitheachother.Makeamodel:
T:WhatcanIdo?(Dotheactions.)S1:Youcan…
T:Yes./No.
Presentsomepicturesofextracurricularculturalactivitiestohelpstudents.(出示课件)
Step4:Consolidation&Extension
“Doasurvey”
1.Readandcomplete.
Showthechartin“Writeandsay”.(出示课件)LeadstudentstoreadSarah’ssentencesandfillinthechartaboutwhatSarahcandoandcan’tdo.
2.Fillinthechart.
Showablankchart.(出示课件)Askstudentstocompletethechartaccordingtotheirrealsituations.Providesomehelpwhenit’snecessary.Checksomestudents’wordsorphrasesandcorrecttheirmistakes.
3.Pairwork.
Letstudentstalkabouttheirspecialtalentswithpartnersbyusingthesentencepatterns“Ican…Ican’t…”
4.Showtime.
Asksomestudentstoshowinclass.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本课使用了大量的趣味活动,活跃了课堂气氛,激发了学生的学习兴趣。
2.设计多种活动,让学生及时运用所学知识,起到了“现学现用,学用结合”的效果。
3.本课设计旨在培养学生良好的学习习惯和有效的学习策略,发展学生自主学习英语的能力与合作创新的精神,培养学生的语言综合运用能力。
4.板书设计清晰明了,重点突出,起到了很好的辅助作用。
Thesixthperiod
PartBReadandwrite&Let’scheck&
Let’swrapitup
内容分析
本单元学习的主题是文娱活动。教学内容主要是围绕着“Whatcanyoudo?”的话题展开。教学重点是能够读懂“Readandwrite”板块的内容,并完成相应的任务,能够听懂“Let’scheck”板块的录音,并完成相应任务。
课时目标
知识与能力
学生能够在图片的帮助下读懂电子邮件并完成判断正误的活动。
学生能够写出三个描述自己能或不能做什么的句子。
学生能够听前先看表格,推测考查点,然后有意识地去听材料,根据所听的信息进行判断,完成练习。
学生能够独立完成听录音补全句子的练习。
学生能够了解“play”与文体活动名称的搭配规则。
过程与方法
掌握对比学习法。
情感态度价值观
培养学生养成总结归纳知识点的学习习惯。
教学重难点
教学重点
1.学生能够读懂“Readandwrite”板块的内容,并完成相应的任务。
2.学生能够听懂“Let’scheck”板块的录音,并完成相应任务。
3.学生能够了解“play”与文体活动名称的搭配规则。
教学难点
学生能够写出三个描述自己能或不能做什么的句子。
教学准备
教学课件、课文视频、录音等。
教学媒体选择
多媒体,录音。
教学活动
游戏;抢答
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Playagame:Magiceyes.(出示课件)
Showsomepicturesonebyone.Everypicturehasapartcovered.Askstudentstolookcarefullyandtrytospeakouttherightwordorphraseassoonaspossible.Thefirstonewhospeaksouttherightwordorphrasecangetagift.Thewordsandphrasesarethekeyvocabularyinthisunit.
3.Playagame:Rock,scissors,cloth.
(游戏说明:同桌两人一组,进行“石头剪刀布”的游戏。赢的同学用“Whatcanyoudo?”提问,输的同学则用“Ican…”来回答。)
4.Talkaboutthebestfriend.
Theteachershowsapictureofthebestfriend.Brieflyintroducethisfriend.
T:Thisismybestfriend.He/Sheisfriendly/tall/…He/ShecanspeakEnglish/…He/Shecan’t…Who’syourbestfriend?Ishe/shetall/…?Whatcanhe/shedo?
Letstudentstalkwitheachotherinpairs.Askseveralstudentstointroducetheirbestfriendstotheclass.
5.Lead-in.
T:Doyouwantanewfriend?
Leadstudentstoanswer.ThenshowapictureoftheQQmessagepage.(出示课件)Pointtothemailicon.
T:Oh,I’vegotanemail.
Writedowntheword“email”ontheblackboard.Leadstudentstoreaditthreetimes.Askstudentstoreadthewordbythegame“Driveatrain”.
ShowthepictureofRobin.(出示课件)
T:Robinsendsthise-mailtome.Hewantstobeournewfriend.WhatdoyouknowaboutRobin?
LeadstudentstoguessRobin’scharacteristicsandabilities.LetstudenttrytobrieflyintroduceRobinfromthesetwoaspects.
Step2:Presentation
1.Fastreading.
AskstudentstoreadtheemailquicklyandtrytofindoutthesentencesaboutRobin’scharacteristicsandabilities.
2.Carefulreading.
(1)Askstudentstoreadtheemailcarefullyforthesecondtime,andtrytoanswerthequestions.
Question1.What’sRobinlike?
Question2.WhatcanRobindo?
Question3.Whatcan’tRobindo?
Askstudentstoanswerthequestions.Thenshowtheanswers.
Leadstudentstoreadthequestionsandtheanswersonetime.
(2)ShowthechartaboutwhatRobincan/can’tdo.(出示课件)Askstudentstocompletethechart.
Checktheanswerstogether.Showtheanswers.(出示课件)
(3)Showthecontentof“Tickorcross”in“Readandwrite”.(出示课件)Askstudentstocompletethetaskinthissection.Checktheanswerstogether.Encouragestudentstocorrectthewrongsentencesaccordingtotheemail.
3.Listen,readandwrite.
(1)Playtherecordingof“Readandwrite”.(出示课件)Askstudentstotrytoreadafterit.Letstudentspracticereadingtheemailbythemselvesandpayattentiontothepronunciationandtheintonation.
(2)T:DoyouwanttobeRobin’sfriend?
Letstudentsanswerandbrieflytalkaboutthereasons.Remindstudentstointroducethemselvesfromtwoaspects:characteristicsandabilities.Leadstudentstocompletepersonalizedwritingintheirbooks.Askstudentstocompletethefirstandthesecondsentences.Thenletthemwriteawholesentenceaboutthemselvesindependently.
Walkaroundtocheckstudents’handwritingandspellings.Giveguidancewhenit’snecessary.Askstudentstotalkaboutthesentencestheyhavewritteningroups.Thenaskseveralstudentstoreadtheirsentencesinclass.Evaluatestudents.
Step3:Practice
1.WriteanemailtoRobin.
(1)Showanemailtemplate.Leadstudentstolearntheformatofit.Explainhowtowriteandsendanemailstepbystep.Stresstheword“send”bypointingtothecorrespondingicon.Andaskstudentstopayattentiontotheemailaddressesoftherecipientandthesender.TellstudentsthatiftheywanttosendanemailtoRobin,theyshouldsendtheemailatrobin@urfriend.cn.Writedown“want”“send”and“at”ontheblackboard.Leadstudentstoreadthesewordsseveraltimes.
(2)EncouragestudentstowriteanemailtoRobin.TheycanusetheemailtemplateonthePPTforhelp.
(3)Showsomestudents’emailstotheclass.Correctthemistakestogether.
2.Let’scheck.
(1)Listenandtickorcross.
①Showthechartin“Let’scheck”.(出示课件)Askstudentstoobservethechartandpredictthecontentofthelistening.
②Playtherecording.(出示课件)Askstudentstolistencarefullyandcatchthekeyinformation,suchas“playbasketball”,“No,Ican’t”,“playping-pong”,“Yes”,“playping-pongtogether”.Thenaskstudentstotickorcrossinthecorrespondingpositions.
③Playtherecordingagain.Checktheanswerstogether.(出示课件)
(2)Fillintheblank.
①Leadstudentstodescribethecontentofthechartlikethese:Johncanplaybasketball.Johncanplayping-pong.ZhangPengcanplayping-pong.
AskstudentstofindouttheactivityJohnandZhangPengcandotogether.Leadstudentstosay“JohnandZhangPengcanplayping-pongtogether.”
②Askstudentstofillintheblankin“Let’scheck”.Walkaroundtochecktheirhandwriting.
Showthelisteningmaterialandtheanswer.(出示课件)Helpstudentsunderstandthissectionbetter.
③Encouragestudentstosaywhatsportstheycandoandtrytofindthepartnerstheycanplaywithtogether.
3.Let’swrapitup.
(1)Showthepicturesof“playfootball”“playbasketball”and“playping-pong”.(出示课件)Askstudentstospeakoutthephrases.Writethemdownontheblackboard.
(2)Showthepicturesof“playthepipa”,“playtheerhu”and“playthepiano”.(出示课件)Askstudentstospeakoutthephrases.Writethemdownontheblackboard.
(3)Askstudentstoobservethetwogroupsofphrasesontheblackboard.Leadstudentstofindouttherules:Thephrasesinthefirstgroupareallaboutplayingballs.Thereisno“the”inthesephrases.Thephrasesinthesecondgroupareallaboutplayingmusicalinstruments.Thereis“the”inthesephrases.
Showthepicturesof“Let’swrapitup”tohelpstudentsbetterunderstandtherules.(出示课件)
(4)Askstudentstocompletetheexercises.Checktheanswers.
(5)Showmorepicturesaboutrecreationalandsportsactivities,suchas“playvolleyball”“playtennis”“playtheguitar”“playtheviolin”andsoon.(出示课件)Encouragestudentstosaytherightphrasesandtrytoclassifythemcorrectly.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课主要是对本单元内容的综合复习和训练,培养学生听、说、读、写等多方面的能力。
2.在阅读部分,学生既学习了课本知识,又训练了阅读能力和运用所学词汇和句型的能力。本部分还加入了适当的拓展,在拓展中学生学习了本课需要掌握的词汇,进一步加强了语言综合运用能力。
3.听力部分对学生的听和写等能力进行了有效的训练。
4.引导学生自己观察、总结“play”与文体活动名称搭配的规则,充分发挥了学生学习的主体地位。
5.趣味阅读部分给课堂增添了乐趣,学生学习知识的同时,也学会了机智地解决问题。
6.板书简洁清晰,重点突出,一目了然。
Theseventhperiod
Storytime
内容分析
本课是PEP小学英语五年级上册Unit4第七课时,本节课为故事课。故事讲述了一条饥饿的蛇抓住一只老鼠打算吃掉,最终却被老鼠逃掉的趣事。由于本课处于Whatcanyoudo?单元主题下,因此本节课一方面要通过故事的形式对本单元所学的内容进行复习,还需要基于故事,领会临危不乱,爱护动物的道理。
课时目标
知识与能力
复习本单元所学的词汇和句型。
认识词汇:rat,snake,tasty,lake,silly。
掌握基础句型:Whatcanyoudo?Ican...Canyou...?Yea,Ican./No,Ican’t.
掌握拓展句型:Ican...foryou.There’sa...Don’t...
过程与方法
1.掌握利用故事情景学习英语实际应用的方法,领悟语言学习重在使用的道理。
2.学生能够理解并朗读故事,掌握基本的阅读策略。
情感态度价值观
激发学生学习英语的兴趣,并通过一只小老鼠机智地从蛇嘴里逃脱出来的故事,让学生感悟到遇到困难临危不乱的重要性,以及学会爱护小动物。
教学重难点
教学重点
1.掌握句型:Whatcanyoudo?
Ican...
Canyou...?
Yea,Ican./No,Ican’t.
Ican...foryou.
There’sa...
Don’t...
2.理解“Storytime”故事的意思。
教学难点
能够把本课的词汇、句型运用到具体的语境中。
教学准备
教学课件、课文视频、单词卡片等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Singthesong—Whatcanyoudo?(播放第四单元的主题曲)
3.Playagame—“Freetalk”(课件出示:一段案例对话,一名学生说whatcanyoudo?Canyou...?另一名学生回答。)
Reviewthevocabulary“singEnglishsong,playthepipa,dokungfu,dance,drawcartoons,cook,swim,playbasketball,playping-pong”
4.Lead-in.
T:Boysandgirls,lookatthepicture.What’sthis?(课件出示:一只老鼠的图片)
Ss:Arat.
T:Right.So,what’sthis?(课件出示:一条蛇的图片)
Ss:Asnake.
T:Verygood.Today,wewilllearnastoryaboutthem.Let’sbeginourstory.
设计意图:直指主题,快速进入故事内容。
Step2:PresentationandPractice
1.While-reading.
Watchandanswer(展示故事图片,展示学生需要回答的问题,播放故事视频)
Whydoessnakewanttoeattherat?
Whatdoesratsaytosnake?
Canratsinganddance?
Howdoestheratescape?
设计意图:设置问题,让学生们带着问题去观看视频学习小故事。
2.Readandwrite.
Readthestoryingroupsandunderlinethenewwordsandexpressions.
设计意图:锻炼学生自主阅读学习,并画出新词写下解释,加深记忆,教师适时给予指导与帮助。
Learnthenewexpressions.
—I’mhungry.
—Waitaminute.
—Icandothingsforyou.
—Whatcanyoudo?
—Don’tthrowmeintothelake,please!
设计意图:趁热打铁学习本节课的重点句型。
Studentsreadtheexpressionsaloud.
设计意图:通过大声读加深学生的记忆。
3.Watchandread
Watchthevideoagainandreadaloud
设计意图:重新完整的观看故事视频并要求学生边看边跟读,加深对故事内容的理解。
4.Practice.
(1)Readthestoryaloudingroupsfor5minutes.
(2)Roleplay.(2studentsinagroup)
(3)Readtogether.
(4)Roleplayingroups.Thenchoosesomegroupstoactoutthestory.
Step3:Consolidation&Extension
T:Todaywelearnthestoryaboutaratandasnake.Snakewanttoeattherat.Butratgetsoutoftroublewithhisintelligence.Thisstorytellsus,whenweareintrouble,besuretothinkcalmly.Therearesolutionstoeverything.
板书设计
Unit4whatcanyoudo?
storytime
Whydoessnakewanttoeattherat?Becausethesnakefeelhungry.
Whatdoesratsaytosnake?Theratsayitcandothingsforsnake.
Canratsinganddance?Yes,itcan.
Howdoestheratescape?Thereisalake,snakethrowtheratintothelake.Inordertoratcanswim,sotheratswimaway.
—I’mhungry.
—Waitaminute.
—Icandothingsforyou.
—Whatcanyoudo?
—Don’tthrowmeintothelake,please!
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
本节课利用图片、视频、音频、多种资源帮助学生学习Storytime中的英语小故事。
本节课利用角色扮演、你问我答等多种游戏活动强化了学生对所学语句的掌握。
Unit5Thereisabigbed
教材分析
本单元学习的主题是家居陈设及其位置。教学内容主要是围绕着几个孩子参观张鹏家的情景来展开。教学重点是能听、说、读、写句型“Thereisa/an…in/on/…”“Thereare…in/on/…”;能听、说、读、写单词和词组“bike,clock,photo,waterbottle,plant”。
二、学情分析
五年级英语在小学英语教学中起着承上启下的作用,既是四年级的衍生,又是六年级的铺垫。我们要帮助学生培养良好的英语学习习惯和学习方法。要求学生先从养成阅读习惯做起,再到怎样学习英语,后到提高英语学习能力。激发学习兴趣,养成自主学习的习惯和方法。平时在教学中,注意抓好学生的书写、理解与归纳等良好的学习习惯。加强学生基础知识的掌握,对知识的延伸与拓展需深入了解,特别是对各知识的融会贯通,灵活理解与运用。注重开发性使用对教材,做到“吃透”教材的前提下,大胆创新,对于知识的重难点力求把握准确,突破有法。对基本技能的训练,通过创设新的情景,让学生在变化的情景中去运用,在理解的基础上去训练,而不是变成大量的、机械的、重复的操练,因为操练并不发展意义,重复并不引起理解,反而加重学习负担,降低学习效率,引起学生的厌恶。同时,重视能力的培养。
三、教学目标
1知识与能力
能够理解对话大意,按照正确的意群及语音、语调朗读对话,并进行角色扮演。
能够听、说、读、写句型“Thereisa/an…in/on/…”“Thereare…in/on/…”
能够在情景中运用句型“Thereis/are…”描述某处有某物。
能够理解MrJones写给Robin的电子邮件,按照正确的意群及语音、语调朗读邮件,并完成读后活动。
能够运用核心句型写出三个句子,描述自己房间内的物品。
能够听、说、读、写五个家居物品类的单词和词组“bike,clock,photo,waterbottle,plant”
能够听、说、读、写五个表示相对位置关系的介词和介词词组“beside,between,behind,above,infrontof”
能够正确使用上述有关家居物品和相对位置关系的单词和词组,并能简单介绍自己的房间。
能够掌握字母组合ai/ay在单词中的常见发音/e?/。
能够读出符合ai/ay发音规则的单词,并根据ai/ay的发音规则拼写单词。
2情感态度价值观
能够养成及时整理个人物品的习惯。
提倡垃圾分类,增强环保意识。
四、课时安排
第一课时:PartALet’stry&Let’stalk
第二课时:PartALet’slearn&Let’splay
第三课时:PartALet’sspell
第四课时:PartBLet’stry&Let’stalk
第五课时:PartBLet’slearn&Findandsay
第六课时:PartBReadandwrite&Let’scheck&Let’swrapitup
第七课时:Storytime
Thefirstperiod
PartALet’stry&Let’stalk
内容分析
本单元学习的主题是家居陈设及其位置。教学内容主要是围绕着几个孩子参观张鹏家的情景来展开。教学重点是学生能够在情境中运用句型“Thereis…”描述某处有某物。
课时目标
知识与能力
学生能够通过观察Let’stry板块的图片,对听力部分的重点内容进行预测。
学生能够借助图片听懂简短对话,抓住关键信息,提高听的能力,并完成本部分的听力任务。
学生能够通过听的过程完成对新句型的初步感知,为Let’stalk板块的学习做好铺垫。
学生能够按照正确的语音、语调及意群朗读对话并进行角色扮演。
学生能在情境中运用句型“Thereis…”描述某处有某物。
学生能够在语境中理解“photo”的意思,并能正确发音。
过程与方法
通过不同形式的朗读训练,确保学生能用正确的语音、语调和意群流利地朗读对话,锻炼学生的语言表达能力。掌握基于意群和朗读的语言学习训练方法。
情感态度价值观
提高学生口语表达能力。
教学重难点
教学重点
1学生能够理解和掌握本课重点单词和句型。
2学生能够在情境中运用句型“Thereis…”描述某处有某物。
教学难点
学生能够在情境中运用句型“Thereis…”描述某处有某物。
教学准备
教学课件、头饰、学生自画的房间图、视频等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Singthesong—Whatcanyoudo?
Playthecartoonofthesong.(出示课件)Letstudentsenjoythesongandtrytosingit.
3.Lead-in.
Helpstudentsreviewthekeycontentsofthelastunitbyaskingstudentswhattheycando.
T:Youarehelpful.Andcanyouplaycomputergames?
Ss:Yes,Ican./No,Ican’t.
设计意图:用歌曲激发学生的兴趣,用谈话的方式复习旧知,为新知的学习做好铺垫。设计丰富多彩的活动,让学生既整体感知文本,又关注文本的细节,加深对文本的理解,并有意识地学习目标句型。
Step2:Presentation
1.Let’stry.
(1)Lookatthepicturesandtalkaboutit.
T:SarahandMikecanplaycomputergames,too.NowtheyareinZhangPeng’sbedroom.Openyourbooksandobservethetwopictures.What’sthedifferencebetweenthetwopictures?
Ss:…(amouse,aTVremotecontrol)
StudentscansayoutthedifferenceinChinese.
T:Whatarethey?Ss:ATVsetandacomputer.
T:Sowhatisintheroom?Canyoupredict?Ss:…
(2)Finishtheexerciseof“Let’stry”.
T:Who’sright?Let’slistentotherecordingandticktheanswer.
Theteacherplaystherecording.Andstudentslistenandtick.Thenchecktheanswertogether.(出示课件)
T:Sowecansay“ThereisacomputerinZhangPeng’sbedroom.”
Writedown“Thereis…”ontheblackboard.Teachstudentstosaythesentence.Letthempayattentiontothepronunciationof“there”andpracticethewordonebyone.
2.Let’stalk.
(1)Lookandpredict.
Showthepictureof“Let’stalk”onpage48tostudentsonthePPT.(出示课件)Letstudentslookatthepicturecarefully.Asksomequestionstoleadthemtopredictthemainideaofthedialogue.
T:What’sthis?Abedroomoraclassroom?Ss:Abedroom.
T:Sowhat’sthedialogueabout?Ss:It’saboutthebedroom.
T:Great!ThebedroomisZhangPeng’s.ZhangPeng’sbedroomisreallynice.Let’sgotosee.
(2)Learnthenewwordsandsentencepattern.
(课件出示:Let’stalk的整张图片,然后四周变暗,重点聚焦在bed上)
T:WhatcanyouseeinZhangPeng’sroom?Ss:Abed.
T:Right!Thereisabigbed.
Writedownthesentenceontheblackboard.Leadstudentstoreaditseveraltimes.
(课件出示:Let’stalk的整张图片,然后四周变暗,重点聚焦在photo上)
T:Whoishe?Ss:ZhangPeng.
T:Yes.It’sZhangPeng’sphoto.
Teachtheword“photo”severaltimes.Askstudentstopayattentiontothesoundoftheletter“o”.Thenshowsomephotosofstudents.Leadstudentstopracticelikethese:S1’sphoto,S2’sphoto…Askstudentstoimitatethesentence“Thereisabigbed.”tosayasentence.
T:Goodjob!Wecansay“Thereisaphotointheroom.”
Pointtothephoto.
T:Lookatthephoto.ZhangPengcandokungfu.IsZhangPengcool?
Ss:Yes!T:CanyoudokungfulikeZhangPeng?
Askastudenttodotheaction.
T:(withathumbup)Wow!Youlookcool!
Askallthestudentstosaythesentencewiththeirthumbsup.
T:Thephotoisverynice.Thereisanicephotointheroom.
Leadstudentstoconsolidatethesentences:Thereisabigbed.Thereisanicephoto,too.
Writedownthesentence“Thereisanicephoto,too.”ontheblackboard.Leadstudentstoreaditseveraltimes.
(3)Watchandjudge.
ShowsomesentencesonthePPT.Letstudentswatchthecartoonandthenunderlinethekeyinformationinthedialogueandjudgethesentences.
(4)Talkaboutthepicture.
Showthepictureof“Let’stalk”onpage48onthePPTagain.(出示课件)
①Saymoresentenceswith“Thereis…”
T:Canyousayanymoresentencesabouttheroom?S1:Thereisadesk.
S2:Thereisachair.S3:Thereis…
Helpstudentssayandknowthenewwordsaboutthepicture:clock,bike,waterbottleandplant.
②Expresstheplaceswiththeprepositions“in/on”.
Makeamodel:
T:Thereisacomputeronthedesk.Thereisabedintheroom.
Showthesentencepattern“Thereis…in/on/…”onthePPTforstudentstoimitate.(出示课件)Afterpracticing,asksomestudentstoshowinclass.
S1:Thereisaclockonthewall.S2:Thereisabikeintheroom.
…
(5)Readandact.
①Theteacherplaystherecording.(出示课件)Studentsreadafterit.Trytoimitatetheintonationandthepronunciation.Thenstudentsreadtogether.Atlaststudentsreadfreely.
②Studentsreadthedialogueinpairs.Thentheteachertakesoutsomeheadwearsandaskssomestudentstoactoutthedialogue.
③Studentschoosethebestperformers.Theteachergivesawards.
Step3:Practice
1.Retellanddubthedialogue.
(1)Retellthedialogue.
ShowsomeinformationofthedialogueonthePPT.(出示课件)Askstudentstoretellthedialogueaccordingtotheinformation.
(2)Dubthedialogue.
Playthecartoonwithoutvoiceandsubtitles.(出示课件)Askstudentstodubthecartoon.Choosethebestdubber.
2.Makeanewdialogue.
(1)Pairwork.
Askstudentstotakeoutthepicturesoftheirroomsdrawnbeforeclass.Letthemimitatethetextandmakeadialoguewiththeirpartners.
Makeamodelwithastudent.
T:Look!Thisismyroom.S1:Wow!It’sreallynice.
T:Thanks.Thereisacomputeronthedesk.
S1:Andthereisaphotoonthewall,too.
T:Yes.Ilikemyphoto.S1:Wow!Youlookcool!
(2)Showtime.
Asksomestudentstoshowtheirdialogues.Encouragemorestudentstoparticipateintheshow.
Step4:Consolidation&Extension
Describethepicture.
(1)Lookandsay.
Showthepictureofthesecondpartof“Let’stalk”onpage48onthePPT.(出示课件)
T:Whatcanyouseeinthepicture?Ss:Adog,aball,…
(2)Describethepicturewith“Thereis…in/on/…”
Makeamodelfirst.
T:Thereisadeskinthepicture.Thereisaplateonthedesk.
Thenstudentsdescribethepicturebythemselves.Payattentiontothepronunciationof“there”.Atlast,somestudentsshowtheirsentencesinclass.Maybethesesentencescanbemade:
Thereisadesk/dog/football/computer/plate/banana/…inthepicture.
Thereisaplate/computer/schoolbag/anEnglishbook…onthedesk.
Thereisabanana/anappleontheplate.
Thereisadog/footballunderthedesk.
Thereisafootballbesidethedog.
…
板书设计
Unit5Thereisabigbed
Thereisabigbed.有一张大床。
Thereisanicephoto,too.有一副很漂亮的画。
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课主要是围绕着对张鹏房间的描述所展开的一段对话,是一节会话课。
2.教学中通过复习上一单元的主要内容导入新知,让学生感知核心句型,并通过层层递进的操练活动强化学生对核心句型的理解和掌握。
3.通过听、读、演、编等方式加深学生对文本的理解和记忆。
4.不同形式的朗读及角色扮演,培养了学生用正确的意群、语音、语调流利地朗读对话的口语能力,并让学生在具体的语境中落实了核心句型的运用。同时也突出了语言的语用功能,通过学科整合进行拓展,让学生学以致用,提升学生的语言综合运用能力。
5.板书简洁清晰,重点突出,一目了然。
Thesecondperiod
PartALet’slearn&Let’splay
内容分析
本单元学习的主题是家居陈设及其位置。教学内容主要是围绕着几个孩子参观张鹏家的情景来展开。教学重点是学生能够听、说、读、写并熟练运用核心词汇及句型。
课时目标
知识与能力
学生能够听、说、读、写单词和词组“clock,photo,bike,plant,waterbottle”
学生能够熟练地运用上述单词和词组介绍房间内物品。
学生能够在“滚雪球”游戏中正确运用核心词汇和句型。
过程与方法
强化基于游戏化策略进行英语语言学习方法的使用。
情感态度价值观
锻炼学生运用语言的能力,提高学生参与英语学习的积极性。
教学重难点
教学重点
学生能够听、说、读、写并熟练运用核心词汇及句型。
教学难点
学生能够在语境中灵活运用所学词汇及核心句型。
教学准备
教学课件、课文视频等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
小组合作竞争
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Idoandyousay.
Theteacherdoessomeactions(ItcanbedonewiththehelpofthePPT.)andstudentssaysentenceswith“Thereis…”likethis:Theteacherputsanappleontheplate.Studentssay“Thereisanappleontheplate.”Thesewordscanbeused:pen/desk/book/bag…
3.Retellthedialogue.
Showthepictureof“Let’stalk”onpage48.(出示课件)Letstudentslookatthepictureandretellthedialogue.
设计意图:充分利用学生已学的背景知识,创设情景,呈现新知。通过课件、图片等直观刺激,提高学生的学习兴趣。
Step2:Presentation
1.Learnthenewwordsandphraseof“Let’slearn”.
(1)Learnthenewword“photo”.
T:ThisisZhangPeng’sroom.(Pointtothephoto.)Sowhat’sthisonthewall?
Ss:…
T:Yes,it’sZhangPeng’sphoto.It’sanicephoto.
Teachtheword“photo”.Leadstudentstopracticethewordinahighandlowvoice.Showsomestudents’photosonthePPTandsaywithstudentslikethese:S1’sphoto,S2’sphoto…
Writedowntheword“photo”ontheblackboard.Askstudentstopayattentiontothesoundoftheletter“o”.Askstudentstofillintheblanks:__oto,ph_t_,pho_o.
Leadstudentstopracticethesentencepatterns“Thereisanice/beautiful/funny/cool/…photoin/on…”ingroups.
Showapictureandaphototostudents.(出示课件)
T:Look!Thisisapicture.Icandrawapicture.(withtheactionof“drawing”).Thisisaphoto.It’sZhangPeng’sphoto.
Explainthedifferencebetweenthetwowords.Leadstudentstopracticewith“Thereisapicture/photoin/on…”
(2)Learnthenewword“clock”.
T:ZhangPengisastudent.Heisneverlateforschool,becausetheclockhelpshimalot.(课件出示:先出现张鹏房间图片,后聚焦在clock上面)
T:Look!ThisisZhangPeng’sclock.
Teachtheword“clock”.Leadstudentstopracticethewordinahighandlowvoice.Writeitdownontheblackboard.Askstudentstopayattentiontothesoundoftheletter“o”.Askstudentstofillintheblanks:cl_ck,clo__,c_o__.
Showvariousclocks.(出示课件)Letstudentspracticethesentencepatterns“Thereisafunny/yellow…clockinZhangPeng’sroom.”
(3)Learnthenewword“bike”.
T:ZhangPenggoestoschoolbybike.(Pointtothebike.)Look,thisishisbike.It’snearthedoor.
Teachtheword“bike”likethis:i-/a?/,bike.Showtheword“like”tohelpstudentsreadandremembertheword“bike”.Leadstudentstopracticeitinahighandlowvoice.
Writeitdownontheblackboard.Askstudentstofillintheblanks:b_k_,_i_e.
Showseveralbikesindifferentcolours(redbike,bluebike…)onthePPT.(出示课件)Leadstudentstopracticethesentencepattern“Thereisared/…bikenear/behind…”
(4)Learnthenewword“plant”.
ShowapictureonthePPT.(课件出示:一个男孩骑车上学,路边有一些植物)
T:Look!Theboyisridingabike.(Pointtoaplantalongtheroad.)What’sthis?
Helpstudentsanswer:Plant.
Teachtheword“plant”.Leadstudentstopracticethewordinahighandlowvoice.Writeitdownontheblackboard.Askstudentstopayattentiontothesoundoftheletter“a”.Askstudentstofillintheblanks:pl_nt,p_ant,pla_t.
Leadstudentstopracticethesentences“Thereisaplant./Therearesomeplants.”onebyonewithsomedifferentpictures.(出示课件)Atlasttheteacherasks:DoesZhangPenglikeplants?Guess!Afterstudentsguess,theteachersays:Yes.ZhangPenglikesplants.Look,thereisaplantnearthewindowinhisroom.Andmanyplantscanmaketheaircleanforus.
(5)Learnthenewphrase“waterbottle”.
T:ZhangPengridesabiketoschooleveryday.He’softenthirsty.Sohealwaystakesawaterbottleinhisbag.
Teachtheword“bottle”.Givethewords“little,apple”tohelpstudentsreadandremembertheword.Leadstudentstopracticeitinahighandlowvoice.Writedownthephrase“waterbottle”ontheblackboard.Askstudentstofillintheblanks:b_tt_e,bot_le,bo__le.
Showsomepicturesandleadstudentstopracticethephrase“waterbottle,milkbottle”andthesentence“Thereisawaterbottleinhisbag.”(出示课件)
2.Readandact.
Theteacherplaystherecording.(出示课件)Studentsreadafteritonebyone.Afterpracticingindifferentways,studentstrytosaysentencesinclasslikethese:Thisismyroom.Thereisaclock,a…Askstudentstopayattentiontothepositionoftheword“and”.
Step3:Practice
1.Sayindifferentvoices.
Theteachersaysawordinalowvoice,andstudentssayitinahighvoice.Theteachersaysawordinahighvoice,andstudentssayitinalowvoice.Practicethenewwordsandphrase.
2.Listenandchoose.
Theteachersaysaword.StudentschoosethecorrespondingpicturefromthethreepicturesthatappearatrandomonthePPT.(出示课件)
3.What’smissing?
Dividethenewwordsandphraseintofivegroups.Therearethreewordsineverygroup.ShowthegroupsofwordsonthePPT.Letstudentssaywhat’smissingquickly.(出示课件)
Step4:Consolidation&Extension
1.Let’splay.
Showthepictureandthesentencesof“Let’splay”onpage49onthePPT.(出示课件)Letstudentsfindthedifferenceamongthethreesentences.Studentsimitateandworkingroups.TheteachershowssomesentencesonthePPTtohelpstudents.Choosesomestudentstoshowinclasslikethese:Thereisabikeinmyroom.Thereisabikeandacomputerinmyroom.Thereisabike,acomputerandaphotoinmyroom.
2.Listen,drawandsay.
Tellstudentswhat’sintheroomandstudentsdrawthecorrespondingroom.Thensomestudentsintroducetheroomwiththesentencepatterns“Thereisa…intheroom.Thereisa…anda…intheroom.”Theotherschecktheanswerswiththeteacher.
3.Writeandsay.
ShowapictureofaroomandapassagewithsomeblanksonthePPT.(出示课件)Askstudentstofinishthepassageaccordingtotheinformation.Thenletseveralstudentsstandupandreadtheirpassages.Thefollowingpassagecanbeused:
Thisismyroom.Thereisa________inmyroom.Thereisa________.Thereisa________anda________,too.Ilikemyroomverymuch.It’scleanandnice.
Encouragestudentstointroducetheirownrooms.Thesewordsandphrasescanbeused:endtable,closet,mirror,curtain,trashbin,air-conditioner,heatingsystem…
板书设计
Unit5Thereisabigbed
Photo照片clock钟表bike自行车plant植物waterbottle水壶
Thisismymom.Thereisaclock,aphoto,abike,aplantandawaterinmyroom.
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课充分利用学生已学的知识,创设情景,呈现并教授新知;教学中有效地运用了图片和多媒体课件,刺激学生的视觉、听觉,激发学生的学习兴趣。
2.采用对比、自然拼读等多种方法教授单词;以学生为本,设计了丰富多样的操练活动,从音、义、形几个方面由浅入深地进行操练;学生在学中玩、玩中学,活跃了课堂气氛;注重学习方法和学习策略的培养,从根本上指导学生听、说、读、写单词。
3.利用学科整合,巩固和强化了学生对目标词汇及句型的掌握,提高了学生的语言综合运用能力。
4.板书简洁清晰,重点突出,一目了然。
Thethirdperiod
PartALet’sspell
内容分析
本单元学习的主题是家居陈设及其位置。教学内容主要是围绕着几个孩子参观张鹏家的情景来展开。这一课时和音标有关,教学重点是学生能够掌握ai/ay在单词中的发音规则,能读准“Let’sspell”板块的例词,完成本部分的练习。
课时目标
知识与能力
学生能够掌握ai/ay在单词中的发音规则。
学生能够读出符合ai/ay发音规则的单词。
学生能够根据读音拼写出符合ai/ay发音规则的单词。
过程与方法
掌握通过音标、单词结构来判断单词读音并写出对应单词的方法。
情感态度价值观
培养学生独立思考的习惯,树立学习英语的自信心。
教学重难点
教学重点
学生能够掌握ai/ay在单词中的发音规则,能读准“Let’sspell”板块的例词,完成本部分的练习。
教学难点
学生能够观察、感知、体验并归纳ai/ay的发音规则,并根据发音规则拼读、拼写新词。
教学准备
教学课件、视频、语音例词单词卡等。
教学媒体选择
多媒体,录音。
教学活动
小组合作
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Freetalk.
ShowapictureofaroomonthePPT.(出示课件:一个房间的图片,有很多事物,但是需要有事物可以引导着老师讲到以ay结尾的单词,如蛋糕引导到生日,日历引导到假期均可。)
T:What’sintheroom?Ss:Thereisa…
T:What’sthis?Whatdoyouthinkofit?
Ss:It’s....Maybeit’s....
T:Soclever!
设计意图:在师生自由、轻松的问答活动中,复习旧知。
Step2:Presentation
1.Learnthewordsandfindtherule.
(1)Learnthewordswith“ay”.
T:TodayisMonday.(PointtoaboyatschoolonthePPT.)Look,it’shisbirthday.Sowecansay:Happybirthday!Hismotherpreparesabirthdaycakeforhim.Butit’salongwayfromhishousetohisschool.
Writedownthewords“birthday,Monday,say,way”ontheblackboard.
T:Observethesewords,please.Whatcanyoufind?
Studentsdiscussingroups.Thentheygivetheiranswers.Theteachermarksthesamelettercombination“ay”ofthesewordswithredchalks.
T:Canyoureadthelettercombinationswithredmarks?Trytofindtheruleofpronunciation.
Studentsreadthemagainandperceivethesoundcarefully.
Ss:Theyhavethesamesound/e?/.
(2)Learnthewordswith“ai”.
T:Itisrainy.Aftertherain,thereisarainbowinthesky.Howbeautiful!
Writedownthewords“rainy,rainbow”ontheblackboard.
T:Theboyisworried.Hewantstogethomeearly.Hewantstopaintapicture.Hecan’twait.
Showapictureof“paint”onthePPTanddotheaction.(出示课件)Thenwritedownthewords“paint,wait”ontheblackboard.
Studentsobservethesewords.Theyfindthesamelettercombination“ai”inthesewordsandthepronunciationruleinthesameway.
(3)Sumup.
Sumupthepronunciationruleof“ay/ai”withstudents.Leadstudentstofindthedifferenceofthepositionsof“ay/ai”inthewords.Itisthat“ai”alwaysappearsinthemiddleofthewordsand“ay”alwaysappearsattheendofthewords.
Explainthepronunciationmethodof/e?/.Helpstudentsknow/e?/throughavideoofteachingphoneticsymbols.
设计意图:通过特定画面呈现特定的单词,让学生初步感知ay/ai在单词中的发音,引出新知。
2.Read,listenandchant.
(1)Showthepicturesofthefirstsectionof“Let’sspell”onebyonewiththerecordingofthewordsonthePPT.(出示课件)Askstudentstoreadaftertherecordingandpayattentiontothesoundof“ay/ai”ineveryword.
(2)Spellthesewordslikethis:/e?/—rainy,/e?/—say…Letstudentstrytoimitateandpracticethesound/e?/inthesewordsandhaveareadingcompetitionamonggroups.
(3)Theteacherplaystherecordingofthechant.(出示课件)Studentschantafteritfirst.Findthewordswith“ay/ai”andthenchantfreely.Haveachantingcompetitionbetweenboysandgirls.
Step3:Practice
1.Listen,readandcircle.
(1)Letstudentsunderline“ay/ai”inthewordsfirst.Thenaskthemtotrytoreadthewordsaccordingtothepronunciationrule.
(2)Asksomegroupstoreadthewordsoutandhelpthemcorrectthewrongpronunciation.
(3)Playtherecording.(出示课件)Letstudentscircletherightanswers.
(4)Playtherecordingagainandchecktheanswers.(出示课件)
2.Listenandfillintheblanks.
ShowsomewordswithsomeblanksonthePPT.(出示课件)Letstudentslistentotherecordingandfillintheblanksaccordingtotherulesthat“ai”alwaysappearsinthemiddleofthewordsand“ay”alwaysappearsattheendofthewords.
3.Thinkandmakemoresentences.
Showsomepicturesofthefirstsectionof“Let’sspell”onpage50andleadstudentstosaysentencesaccordingtothepictures.(出示课件)Oneormorewordswith“ay/ai”canbeusedinthesentences.Thesentencesmaybevarious.
Step4:Consolidation&Extension
Look,listenandwrite.
(1)Askstudentstoobservethepicturesofthethirdsectionof“Let’sspell”onpage50andpredicttheanswers,suchastoday,rainy,paint,rainbow,Monday…Remindstudentstocapitalizethefirstletterofthesentence.
(2)Playtherecording.(出示课件)Letstudentslistentotherecordingandtrytowritedowntheanswers.
(3)Playtherecordingagainandchecktheanswers.(出示课件)Thenstudentsreadthesentencestogether.(课件出示:教材P50Let’sspell板块第三部分的听力材料及答案)
(4)Askstudentstochooseonesentencefromaboveandwriteitontheline.Askstudentstopayattentiontothecorrectwriting—thefirstletterofasentencemustbecapitalized;thelinecanbeseenasthethirdlineinafour-linegrid.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课从复习旧知入手,通过有引导性的对话引出有ay读音的单词,从而引出新知的学习。
2.通过创设情景,逐一呈现例词,让学生在故事情节的发展中感知ay/ai的读音,总结出其发音规则。
3.教学中设计了丰富多样的活动,帮助学生反复操练了ay/ai的发音。
4.通过总结和拓展,帮助学生系统地强化了所学知识。
5.板书简洁清晰,重点突出,一目了然。
Thefourthperiod
PartBLet’stalk&Let’splay
内容分析
本单元学习的主题是家居陈设及其位置。教学内容主要是围绕着几个孩子参观张鹏家的情景来展开。教学重点学生能够在情境中运用句型“Thereare…”描述某处有某物。
课时目标
知识与能力
学生能够通过观察Let’stry板块的选项,对听力部分的内容进行预测。
学生能够听懂简短对话,抓住关键信息,提高听力技巧,并完成本部分的听力任务。
学生能够通过听的过程完成对新句型的初步感知,为Let’stalk板块的学习做铺垫。
学生能够按照正确的语音、语调及意群朗读对话并进行角色扮演。
学生能够在情境中运用句型“Thereare…”描述某处有某物。
学生能够在语境中理解新词和词组“grandparent,their,house,flower,lotsof”的意思并正确发音。
过程与方法
通过问与答,唤起学生对本单元已学核心内容的全面记忆,为新知的学习做好铺垫。利用主情景图,自然导入本课时话题。通过听力活动,让学生感知新句型,提高学生的听力技巧,培养学生的观察能力和逻辑思维能力。创设情境,激发学生的学习兴趣,并在图片的帮助下落实对关键词汇和句子的理解。形式多样的活动让学生既整体感知文本又关注文本的细节。通过朗读、配音、表演等形式,锻炼学生的语言表达能力,进一步强化学生对文本的理解。操练活动环环相扣,引导学生一步一步地巩固核心句型,提高学生的自主探究能力,达到灵活运用语言的目的。
情感态度价值观
增加学生对学习英语的兴趣,提高学生英语口语表达水平。
教学重难点
教学重点
1.学生能够理解和掌握本课时重点词汇和句型。
2.学生能够在情境中运用句型“Thereare…”描述某处有某物。
教学难点
学生能够在情境中灵活运用所学句型描述某处有某物。
教学准备
教学课件、课文视频、卡片等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Askandanswer.
Showthepictureof“Let’slearn”onpage49onthePPTandasksomequestions.(出示课件)
T:Whosebedroomisit?
Ss:It’sZhangPeng’s.
T:What’sinthebedroom?
S1:Thereisaphotoonthewall.
S2:…
…
3.Lead-in.
Usethemainscenetoleadin.Showthepictureofthemainsceneonpage46.(出示课件)
T:Lookatthepicture.Whodoyouseeinthepicture?Wherearethey?
Ss:…
T:Yes.TheyareinZhangPeng’slivingroom.
Writedownthetopic“Myclothes”ontheblackboard.
Step2:Presentation
1.Let’stry.
(1)Readandpredict.
Showthequestionandtheoptionsof“Let’stry”onthePPT.(出示课件)
T:SarahandMikeareinZhangPeng’slivingroomnow.Whatisinthelivingroom?Canyouguess?
Ss:Maybethereis/are…
…
(2)Finishtheexerciseof“Let’stry”.
T:Goodguess.Maybetherearesomepictures.Maybetherearesomeflowersorsometoys.ButI’mnotsure.Readthequestionandtheoptionsof“Let’stry”again.Pleaselistenandtick.
Theteacherplaystherecording.(出示课件)Studentslistenandticktheanswer.Thentheychecktheanswertogether.(Answer:Somepictures.)
Theteachershowsthesentence“Therearesomepicturesinthelivingroom.”onthePPT.(出示课件)Studentsreaditaftertheteacherthreetimes.
2.Let’stalk.
(1)Learnthenewwords,phraseandsentencepattern.
①Learnthenewword“flower”.
ShowapictureofabeautifulfloweronthePPT.(出示课件)
T:Look!What’sthis?
Helpstudentsanswer:It’saflower.Teachthewordlikethis:flower,“fl”sounds/fl/;“ow”sounds/a?/;“er”sounds/?/;flower,flower.(出示课件)Studentsreadthewordseveraltimesaftertheteacher.
Showtheword“flower”andthepictureofflowersindifferentcoloursonthePPT.(出示课件)Studentspracticewiththeteacherlikethese:Aredflower.Apurpleflower.Ayellowflower…
②Learnthenewphrase“lotsof”andthenewsentencepattern.
T:(Pointtoalltheseflowers.)Wow!Somanyflowers.Wherearetheflowers?
Showapictureofagarden.(出示课件)
T:Therearesomanyflowersinthegarden.Whatelseisinthegarden?
S1:Trees.
S2:…
T:Yes.Theyareallplants.Sowecansaytherearesomanyplantsinthegarden.
ShowthetwosentencesonthePPT.(出示课件)Teachstudentstoreadthem.Markthewords“are”“flowers”and“plants”withredcolour.Explaintheusageofthesentencepattern:Thesewordsarepluralnouns,so“are”mustbeusedinthesentences.Givesomeexamplesforstudentstounderstand:Therearesometreesinourschool.Therearesomebooksonthedesk.
T:Therearesomany/lotsofflowers.Therearesomany/lotsofplants.Theyhavethesimilarmeaning.And“lotsof”hasthesamemeaningas“alotof”.
Giveanexampleforstudentstounderstand:Therearealotof/lotsofflowers.
③Learnthenewwords“house,grandparent,their”.
T:Thegardenisverybeautiful.Butwhereisthegarden?(课件出示:一间房子在花园后面的图片及单词house)Oh!It’sinfrontofthehouse.
Pointtothehouseandteachtheword“house”likethis:“ou”sounds/a?/.Studentsreaditaftertheteacherinahighandlowvoice.
T:Whosehouseisit?
ShowthepictureoftwooldpeopleinfrontofthehouseonthePPT.(出示课件)
T:Right!It’smygrandparents’house.It’stheirhouse.
Showthewords“grandparent,their”onthePPT.(出示课件)
Tellstudentsthat“grandparent”refersto“grandmother”or“grandfather”.
Teachthewordlikethis:grand+parent=grandparent.Teachtheword“their”bycomparingitwith“they,them”.Practicewiththesentences:Thegardenismygrandparents’.Theplantsaremygrandparents’.It’stheirgarden.Thesearetheirplants.
(2)Watchandanswer.
Playthecartoonandaskaquestion:WhatareMikeandSarahdoing?(课件出示:教材P51Let’stalk板块的视频)
Studentswatchitandanswerthequestion:TheyarevisitingZhangPeng’slivingroom.
(3)Readandanswer.
TheteachershowssomequestionsonthePPT.Studentsreadthedialoguealoudandanswerthequestions.
Checktheanswerswithstudents.
(4)Readandfind.
Theteachershowsthesentencepattern“Thereare…”onthePPT.(出示课件)Studentsreadthedialoguesilentlyandunderlinethesentencesrelatedtothesentencepattern.
Asksomestudentstoreadoutthesentences.Writethemdownontheblackboard.
Answers:Therearesomanypictureshere.Therearesomanyplantshere,too.Therearelotsofflowersinit.
Studentsreadthesesentencestogether.
(5)Fillintheblanksandretell.
TheteachershowsthedialoguewithsomeblanksonthePPT.(出示课件)Studentsfillintheblanksandretellthedialogue.Thenreaditoutaloud.
(6)Readandact.
①Theteacherplaysthecartoon.(出示课件)Studentsreadafteritonebyone.Trytoimitatetheintonationandthepronunciation.Thenstudentsreadtogether,readfreelyanddubthecartoon.Choosethebestdubber.
②Studentsreadthedialogueingroups.Thentheteachertakesoutsomeheadwearsandaskssomestudentstoactoutthedialogue.Studentschoosethebestperformers.Theteachergivesawards.
Step3:Practice
1.Readandcircle.
Showsomesentenceswith“Thereis/are…”onthePPT.Studentscircletherightanswersandgivethereasons.Thenchecktheanswerstogether.
2.Compareandsumup.
Leadstudentstocomparethesentencesaboveandfindthekeywordsinthesentences.Askstudentstosumupthedifferencebetween“Thereis…”and“Thereare…”Asksomestudentstosayitout.
3.Pointandsay.
Showthepicturesof“Let’stalk”onpage51onthePPT.(出示课件)
Studentspointtothepicturesandsaysomesentenceswiththesentencepatterns“Thereis/are…”First,theycandoitbythemselves.Thensomestudentsshowinclass.Theothersjudgetheirsentences.
Step4:Consolidation&Extension
1.Findthedifferences.
TheteachershowstwopicturesoftworoomsonthePPT.(出示课件)Studentsfindoutthedifferencesandexpressthemwiththesentencepatterns“Thereis/are…”likethese:ThereisaplantinA’sroom.TherearemanyplantsinB’sroom.
2.Welike“DIY”.
(1)Designyourdreamroom.
ShowsomepicturesofDIYonthePPT,suchasDIYfood,aDIYkite,aDIYlantern,aDIYumbrella…(出示课件)
T:DoyoulikeDIY?Let’sdesignyourdreamroom.
Letstudentsworkingroupsoffouranddesigntheirdreamroomstogetherbydrawingorwriting.
(2)Introduceyourdreamroom.
Theteachermakesamodel.
T:Thisismylivingroom.Thereisasofainit.ThereisaTVinfrontofthesofa.It’sverybig.Therearesomeplantsinthelivingroom.Theyaremygrandmother’s.Therearesomepicturesonthewall.Theyarenice.Thereisafishtankonthetable.Andtherearesomefishinit.Ilikemylivingroom.
板书设计
Unit5Thereisabigbed
grandparenttheirhouseflowerlotsof=alotof
Therearesomanypictureshere.
Therearesomanyplantshere,too.
Therearelotsofflowersinit.
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1本课时以会话教学为中心,通过“说一说、猜一猜”活动唤起学生对本单元所学内容的回忆,有效地吸引了学生的注意力。
2采用任务型教学法,让学生对文本先整体感知,后细致了解,获取关键信息,正确地理解文本。
3在图片、视频及动作的辅助下,落实了对词汇的理解。操练活动环环相扣,巩固了核心句型,强化了对文本的理解。
4教学中注重了对学生正确的语音、语调的培养,语言支架的提供降低了学习难度,增强了学生的自信。
5拓展活动进一步地巩固了学生对核心句型的运用,激发了学生的兴趣,培养了学生的团队精神,提高了学生的语言综合运用能力。
6板书简洁清晰,重点突出,一目了然。
Thefifthperiod
PartBLet’slearn&Findandsay
内容分析
本单元学习的主题是家居陈设及其位置。教学内容主要是围绕着几个孩子参观张鹏家的情景来展开。教学重点是学生能够听、说、读、写单词和词组“infrontof,beside,between,behind,above”。
课时目标
知识与能力
学生能够听、说、读、写核心词汇“infrontof,beside,between,behind,above”。
学生能够熟练运用核心词汇描述人物或物品的相对位置关系。
学生能够操练和巩固B部分的核心词汇及therebe结构。
学生能够正确描述图中人物或物品的位置。
过程与方法
强化基于游戏化策略进行英语语言学习方法的使用。
情感态度价值观
提高口语表达能力,树立学生学习的自信心,激发学生的兴趣,培养学生的团队精神。
教学重难点
教学重点
1.学生能够听、说、读、写单词和词组“infrontof,beside,between,behind,above”。
2.学生能够在语境中运用核心词汇描述人物或物品的相对位置关系。
教学难点
学生能够在语境中熟练运用核心词汇及句型。
教学准备
教学课件、课文视频、录音、卡片等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Enjoythesong—Aphotoofme.(出示课件)
3.Freetalk.
Showthepicturesof“Let’stalk”onpage51onthePPT.(出示课件)
T:What’sintheroom?S1:Thereis…S2:Thereare…
4.Lead-in.
T:Whereistheblackdog?Ss:It’sonthetable.
T:Whereisthegarden?Ss:It’sinfrontofthehouse.
T:Todaywe’regoingtostudysomeprepositionsoflocations.
Writedownthetopicontheblackboard.
设计意图:通过歌曲和师生之间亲切、自然的会话,营造英语学习氛围,复习本单元的主要句型,为新知的学习做好准备。
Step2:Presentation
1.Learnthenewwordsandphraseof“Let’slearn”.
(1)Learnthenewphrase“infrontof”.
T:Lookattheball.Whereistheball?(课件出示:教材P52Let’slearn板块的第一幅图)
Ss:It’sinfrontofthedog.
Writedownthesentences“—Whereistheball?—It’sinfrontofthedog.”ontheblackboard.Helpstudentspronouncetheword“front”correctly.Payattentiontothesoundoftheletter“o”.Studentsreadthewordaftertheteacher.Practiceitinahighandlowvoice.
TheteachershowstwopicturesonthePPTandasks.Studentsansweraccordingtothepictures.
(课件出示:1.房子前有一只猫2.一个女孩坐在小汽车前面)
T:Whereisthecat?Ss:It’sinfrontofthehouse.
T:Whereisthegirl?Ss:She’sinthefrontofthecar.
Explainthedifferencebetween“infrontof”and“inthefrontof”briefly.
(2)Learnthenewword“behind”.
T:Theballisinfrontofthedog.Butwhereisthedog?Ss:…
T:Right!Thedogisbehindtheball.(Pointtothepictureontheblackboard.)
Writedowntheword“behind”ontheblackboardandteachit.Payattentiontothesound/a?/.Letstudentspracticeitinahighandlowvoice.Helpstudentsunderstandthatthemeaningsof“infrontof”and“behind”areopposite.
TheteachershowstwopicturesonthePPTandasks.Studentsansweraccordingtothepictures.
(课件出示:1.一个房子前面有一个花园2.教材P52Let’slearn板块的第四幅图)
T:Whereisthehouse?Ss:It’sbehindthegarden.
T:Whereistheball?Ss:It’sbehindthedog.
(3)Learnthenewword“beside”.
(课件出示:教材P52Let’slearn板块的第二幅图)
T:Lookattheball.Isitbehindthedog?Isitinfrontofthedog?
Ss:No.T:Whereisit?
Helpstudentsanswer:It’sbesidethedog.
Writedown“beside”ontheblackboardandteachit.Studentsreaditaftertheteacherthreetimesandpracticeitinahighandlowvoice.Helpstudentsrememberthewordlikethis:be+side=beside.Helpstudentsunderstanditlikethese:(Pointtotwostudentsintheclass.)AisbesideB.(Pointtothedoorandthewindowintheclass.)Thedoorisbesidethewindow.
Letstudentsaskandanswer.
S1:Whereistheball?S2:It’sbesidethedog.
(4)Learnthenewword“between”.
(课件出示:教材P52Let’slearn板块的第三幅图)
T:Whereistheball?
Helpstudentsanswer:It’sbetweenthedogs.
Writedowntheword“between”ontheblackboardandteachitinahighandlowvoice.Studentsreaditonebyone.Andtheteachercorrectsthewrongpronunciation.Stickthecorrespondingpictureontheblackboard.Letstudentsaskandanswerlikethis:—Whereistheball?—It’sbetweenthedogs.Explaintheusageof“between…and…”andmakeanexamplelikethis:It’sbetweentheyellowdogandtheblackdog.
Showapictureforstudentstopractice.(课件出示:一个小男孩在爷爷奶奶中间的图片)
T:Whereistheboy?
Ss:Heisbetweenhisgrandparents./Heisbetweenhisgrandmotherandgrandfather.
(5)Learnthenewword“above”.
(课件出示:1.一张照片放在床上和句子“Thereisaphotoonthebed.”2.该照片在床头的墙上面和句子“Thereisaphotoabovethebed.”)
Askstudentstocomparethemandguessthemeaningandtheusageof“above”.Helpstudentssumupthedifferentusagesaccordingtostudents’answers.Writedowntheword“above”ontheblackboardandteachitinahighandlowvoice.Askstudentstopayattentiontothesound/?/.Thenshowthefifthpictureof“Let’slearn”onpage52andask.(出示课件)
T:Whereistheball?Ss:It’sabovethedog.
2.Readandact.
(1)Read“Let’slearn”.
Theteacherplaystherecording.(出示课件)Studentsreadafterit.Afterreadingtogetherandreadingfreely,studentscanhaveacompetitionbetweenboysandgirlsoramonggroups.Makesuretheycanreadthenewwordsandphrasecorrectly.
(2)Pairwork.
First,theteacherasksandstudentsansweraccordingtothepicturesof“Let’slearn”.Thenstudentsworkinpairs.Askandanswerwiththesentencepatterns“—Whereistheball?—It’s…”Afteraskingandansweringinpairs,studentsactoutthedialogueinclass.
Step3:Practice
1.Quickresponse.
Thegameisdonebetweenboysandgirls.Putthefivewordcardsontheblackboard.Aboyandagirlstandinfrontoftheblackboard.Theteachersaysawordoraphraseonetime.Theytakedownthecardasfastastheycan.Thewinnercangetastickerforthegroup.
2.YesorNo.
Theteachershowssomepicturesandsayssentences.Ifthesentencematchesthepicture,studentssay“Yes”.Ortheysay“No”.
Makeamodel:
T:Theballoonisabovethedesk.(Showapictureinwhichthereisaballoononthedesk.)
Ss:No.
3.Isayandyoudo.
Studentstakeoutabook,apenandapencil.Theteachersaysthepositionsofthebook.Studentsputthebooktotherightpositions.Theteachersayslikethese:Thebookisabovethepen.Thebookisbesidethepencil…Studentschecktheanswerswiththeirpartners.
Step4:Consolidation&Extension
1.Canyoufillintheblanks?
TheteachershowssomepicturesandsentenceswithblanksonthePPT.Studentsfillintheblankswiththenewwordsandchecktheanswerswiththeteacher.(出示课件)
2.Findandsay.
Theteachershowsthepictureof“Findandsay”onpage52onthePPTandplaysagamewithstudents.(出示课件)Itcontainstwoparts.Studentsaredividedintoseveralgroups.Somestickersarepreparedforthewinners.
(1)What’sinthepicture?
Studentsdiscussandanswerwiththesentencepatterns“Thereis/are…behind/above…”likethese:Thereisagardeninfrontofthehouse.Thereisacatbehindthedoor…
Choosesomestudentstogivetheiranswers.Theotherstudentssay“Yes/No”andcorrectthewronganswers.Choosethewinner.
(2)Whereis/are…?
Studentsaskandanswerwiththesentencepatterns“—Whereis/are…?—It’s/Theyarebehind/above…”likethese:—Whereisthewhitecat?—It’sbetweenthechairs.—Whereisthetree?—It’sinfrontofthehouse.Choosesomegroupstogivetheiranswers.Theotherstudentssay“Yes/No”andcorrectthewronganswers.Choosethewinner.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1本节课从欣赏有方位介词的歌曲入手,给学生营造英语学习的氛围,充分利用图片的趣味性和直观物体之间的位置关系导入新课,学习方位介词。
2以学生为主体,注重对学生的学习方法和学习策略的培养;利用有效的资源帮助学生从听、说、读、写四个方面进行操练,活动形式丰富多样,层层递进,夯实了新知,提高了学生的兴趣,培养了学生的观察能力、逻辑思维能力和自主学习能力,增强了团队合作精神。
3板书简洁清晰,重点突出,一目了然。
Thesixthperiod
PartBReadandwrite&Let’scheck&Let’swrapitup
内容分析
本单元学习的主题是家居陈设及其位置。教学内容主要是围绕着几个孩子参观张鹏家的情景来展开。教学重点是能够听、说、认读本单元的核心词汇和句型,完成相关练习题,巩固本单元所学的知识点。
课时目标
知识与能力
学生能够在图片的帮助下读懂电子邮件并选出正确的房间图。
学生能够正确写出三个描述自己房间的句子。
学生能够从图片信息中推测考查点,做到有意识地听录音并完成听后任务。
学生能够在教师的帮助下完成连线步骤,重点关注is、are与名词单复数的搭配。
学生能够根据连线结果完成三个句子。
过程与方法
强化基于自主探究的英语语言学习方法的使用。
情感态度价值观
培养学生养成总结归纳知识点的学习习惯。
教学重难点
教学重点
1学生能够读懂电子邮件,完成阅读任务。
2学生能够听懂录音并完成相应的练习。
3学生能够了解is、are与名词单复数的搭配。
教学难点
1学生能够在语境中正确运用is、are与名词单复数的搭配。
2学生能够完成写句子的活动。
教学准备
教学课件、课文视频、录音等。
教学媒体选择
多媒体,录音。
教学活动
游戏;抢答
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Quickresponse.
Theteachershowsthekeywordsinthisunitonebyone.Studentsreadthemoutquickly.(出示课件)
3.Magicshow.
ShowsomepicturesofamouseindifferentpositionsonthePPT.Thepicturesappearinturnstohelpstudentsreviewthekeywordsandphraseaboutpositions.(出示课件)
T:Look!Thisisamouse.
Leadstudentstoread“mouse”inahighandlowvoice.
T:Nowlookcarefully.Whereisthemouse?
Ss:It’sinfrontofthebox.Ss:It’sbehindthebox.
…
4.Lead-in.
Showthepictureof“Let’stalk”onpage48onthePPT.(出示课件)
T:ZhangPeng’sroomisreallynice.It’scleanandtidy.Todaywearegoingtoseeanotherroom.Let’sgoandsee.
Step2:Presentation
“Readandwrite”
1.Pre-reading.
(1)Learnthenewwords“dirty,move,live”.
ShowtwopicturesoftworoomsonthePPT.(出示课件)Oneroomisclean.Theotheroneisdirty.Letstudentsknowthemeaningof“dirty”bycomparingthetwopictures.Teachitinahighandlowvoice.
T:Idon’tlikethedirtyroom.SoI’mgoingtomoveintothecleanroom.
Writedowntheword“move”.Drawanarrowfromthedirtyroomtothecleanroom.(出示课件)Helpstudentsunderstandtheword“move”.Studentsreaditaftertheteacher.
T:AndnowIliveinthecleanroom.
Writedowntheword“live”ontheblackboardandteachitindifferentvoices.Showthepictureof“Findandsay”onpage52onthePPT.(出示课件)
T:Look!ZhangPeng’sgrandparentsliveinthehouse.
(2)Lookandpredict.
ShowthepictureofanoldhouseonthePPT.MrJonesisstandinginfrontofit.(出示课件)
Asksomequestionstoleadstudentstopredict.Thequestionscanbelikethefollowing:
①Whoishe?(He’sMrJones.)
②Whereishe?(He’sinfrontofanoldhouse.)
③Ishehappy?Why?(Yes,heis/No,heisn’t.Maybe…)
…
2.While-reading.
(1)Fastreading.
Studentsreadtheemailforthefirsttimequicklyandgetthemainideaoftheemail.Trytoanswertheteacher’squestions.Andchecktheanswerswiththeteacher.
(2)Carefulreading.
ShowsomesentencesonthePPT.Askstudentstojudgeandcorrect.Studentsreadtheemailforthesecondtimecarefully.Trytofindtheanswersandunderlinethesentences.
Checktheanswerswithstudents.
Explainthemeaningof“everywhere”(“hereandthere”or“everyplace”)intheprocessofcheckinganswers.Helpstudentsrememberthewordlikethis:every+where=everywhere.Studentsreaditaftertheteacher.
Showapictureofanatureparktohelpstudentsknowthemeaningoftheword“nature”.(出示课件)Studentsreaditindifferentvoices.Atlast,studentsreadthecorrectsentencestogether.Theteacherwritesdownthesentences“Therearepencilsandcrayonsonthefloor.Therearepicturesandphotoseverywhere.”ontheblackboard.
(3)Readtheemail.
Playtherecordingof“Readandwrite”.(出示课件)Letstudentslistenandreadaftertherecording.Payattentiontotheintonation,thestress,thepauseandthemeaninggroup.Afterreadingtogether,studentsreadfreely.Letstudentsknowtheformatofanemailbriefly.
3.Post-reading.
(1)Readandtick.
Studentsobservethetwopicturesof“Readandwrite”onpage53andcomparethedifferencesaccordingtothetext.Ticktherightpictureandgivethereasonwiththesentencepatterns“Thereis/are…”
Thesearedifferent:
Therearepencilsandcrayonsonthefloorintheleftpicture.
Therearesomepencilsonthefloorintherightpicture.
Thereisamousebehindthecomputerintheleftpicture.
Thereisamouseinfrontofthecomputerintherightpicture.
…
Answer:theleftpicture.
(2)Thinkandwrite.
T:MrJones’roomisdirty.Howaboutyourroom?What’sinyourroom?Pleasewritethreesentences.
Studentsthinkandwritethesentencesonthelines.Payattentiontothecorrectwritingandchecktheanswerswiththeirpartners.
Step3:Practice
“Let’scheck”
1.Talkaboutthepictures.
Showthefivepicturesof“Let’scheck”onpage54tostudents.(出示课件)Askstudentstotalkaboutthepicturesinpairswiththesentencepatterns“—What’sinthepicture?—Thereis/are…inthepicture.”
A:What’sinthepicture?B:Thereisabed/adesk/adog/aplantinthepicture.
A:What’sinthepicture?
B:Therearetwophotosinthepicture.
2.Listenandtickorcross.
T:Nowlet’slistenandtickorcross.
Playtherecording.(出示课件)Studentslistenandtickorcross.Thenchecktheanswers.(出示课件)
3.Readthesentences.
Leadstudentstoreadthetwosentences.Leadstudentstopredictthemissingwordsaccordingtothepicturesabove.Helpstudentslistenonpurpose.
4.Listenagainandwrite.
Playtherecordingagain.(出示课件)Studentswritedownthemissingwordsonthelines.
5.Listenandcheck.
Playtherecordingagain.(出示课件)Letstudentschecktheanswers.Thenchoosetwostudentstoshowtheiranswers.Leadstudentstojudgetheanswers.Atlast,askstudentstoreadthetwosentencestogether.
Step4:Consolidation&Extension
1.Let’swrapitup.
(1)Readandobserve.
Studentslookatthepicturesandreadthesewordsandphrase:infrontof,above,behind,beside.Knowtheirmeanings.Thenobservetheexamplesentenceandreadthesentence.
(2)Matchandsay.
Studentsmatchandmakesentencesandsaythemingroups.Haveacompetitionamonggroups.Makeasmanysentencesastheycanwithinthelimitedtime.
(3)Sumup.
Showsomesentencesthatstudentsmadeup.Leadstudentstoobservethecollocationrulesof“is,are”withnouns.Letstudentsdiscussingroups.Chooseonefromthegroupstoreporttheirresult.Thentheteacherhelpsstudentssumup.
(4)Writethesentences.
Studentscompletethesentencesindependentlyaccordingtothecollocationrulesof“is/are”withnouns.Thenthepartnersexchangeandchecktheanswers.Theteacherasksstudentstopayattentiontothewriting.
2.Emotionaleducation.
Leadstudentstocomparesomepictures.Someroomsarecleanandsomeroomsaredirtyinthepictures.(出示课件)Askstudentstochoosethepicturesthattheylikeandgivethereasons.Helpstudentsformthehabitofsortingthingsoutintime.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1本节课采取多种有效的方法,层层深入地引导学生阅读并理解文本,考查了学生对语篇结构的理解能力,注重渗透阅读策略;帮助学生按照正确的意群和语音、语调朗读文本内容,圆满地完成了读后练习。
2整节课不仅检测了学生对单元核心词汇及句型的掌握,而且让学生自主探究,总结出了is、are与名词单复数的搭配规则。
3教学中注重激发学生的学习兴趣,训练了学生的听力技巧,提升了学生自主学习的能力,并适时地进行了情感教育。
4板书简洁清晰,重点突出,一目了然。
Theseventhperiod
Storytime
内容分析
本课是PEP小学英语五年级上册Unit5第七课时,本节课为故事课。故事讲述了一个易拉罐“回家”的趣事。由于本课处于Thereisabigbed单元主题下,因此本节课一方面要通过故事的形式对本单元所学的内容进行复习,还需要基于故事,领会乐于助人,保护环境,不乱丢垃圾的道理。
课时目标
知识与能力
复习本单元所学的词汇和句型。
能够通过上下文理解over,busy,naughty,poor,catch,kick等单词的意思。
过程与方法
1.掌握利用故事情景学习英语实际应用的方法,领悟语言学习重在使用的道理。
2.学生能够理解并朗读故事,掌握基本的阅读策略。
3.通过合作学习、扮演展示等培养学生的合作意识和相互交流的能力。
情感态度价值观
激发学生学习英语的兴趣,并通过易拉罐“回家”小故事,让学生感悟乐于助人,保护环境,不乱丢垃圾的道理。
教学重难点
教学重点
1.掌握句型:Canyouhelpme?
Lookatthatpoorcan.
Comeon!
We’relateforschool.
Letmehelpyou.
2.理解“Storytime”故事的意思。
教学难点
能够把本课的词汇、句型运用到具体的语境中。
教学准备
教学课件、课文视频、单词卡片等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Singthesong—Aphotoofme(播放第五单元的主题曲)
3.Playagame—“Lookandsay”(课件出示:一些场景图,让学生说一说场景中都有什么)
Reviewthesentence“Thereis...”
4.Lead-in.
T:Boysandgirls,Doyoulikedrinkingcarbonateddrink?(课件出示:罐装汽水的图片)
Ss:Yes/no.
T:OK,sowhatwillyoudowiththeleftovercans?
Ss:putitinthebin.
T:Verygood.Weneedtoprotecttheenvironment.Soweneedputcansinthebin.
设计意图:从同学们生活中是否爱喝碳酸饮料,以及同学们平时如何处理喝剩的易拉罐出发,引出本课主人公——易拉罐。
Step2:PresentationandPractice
1.While-reading.
Watchandanswer(展示故事图片,展示学生需要回答的问题,播放故事视频)
Whatanimalsdoyousee?
Whatdoescan(he)wanttodo?
Whohelpthecangohome?
设计意图:设置问题,让学生们带着问题去观看视频学习小故事。
2.Readandwrite.
Readthestoryingroupsandunderlinethenewwordsandexpressions.
设计意图:锻炼学生自主阅读学习,并画出新词写下解释,加深记忆,教师适时给予指导与帮助。
Learnthenewexpressions.
—Thereisacanbesidetheriver.
—ThecanfliesoverRabbitandMonkey.
—Thecanfallsbetweentwofish.
设计意图:趁热打铁学习本节课的重点句型。
Studentsreadtheexpressionsaloud.
设计意图:通过大声读加深学生的记忆。
3.Watchandread
Watchthevideoagainandreadaloud
设计意图:重新完整的观看故事视频并要求学生边看边跟读,加深对故事内容的理解。
4.Practice.
(1)Readthestoryaloudingroupsfor5minutes.
(2)Roleplay.(2studentsinagroup)
(3)Readtogether.
(4)Roleplayingroups.Thenchoosesomegroupstoactoutthestory.
Step3:Consolidation&Extension
T:Todaywelearnthestoryaboutacan.Hewanttogohome.Buthecan’tdoitbyhimself.Atlast,ZoomandZiphelphim.Thisstorytellsus,Weshouldtakegoodcareoftheenvironment.Morethanthis,Italsotellsus,whenothersareintrouble,weshouldtryourbesttohelpthem.
板书设计
Unit5Thereisabigbed.
storytime
Whatanimalsdoyousee?Bird,Bear,Rabbit,Monkey,Fish
Whatdoescan(he)wanttodo?Hewanttogohome.
Whohelpthecangohome?ZoomandZip
—Thereisacanbesidetheriver.
—ThecanfliesoverRabbitandMonkey.
—Thecanfallsbetweentwofish.
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
本节课利用图片、视频、音频、多种资源帮助学生学习Storytime中的英语小故事。
本节课利用角色扮演、你问我答等多种游戏活动强化了学生对所学语句的掌握。
Unit6Inanaturepark
教材分析
本单元学习的主题是自然公园。教学内容主要是通过MissWhite带领学生在自然公园游玩以及张鹏和MissWhite在自然公园里的对话情景来展开的。教学重点是能听、说、读、写核心句型“—Isthereariverintheforest?—Yes,thereis./No,thereisn’t.”“—Arethereanytallbuildingsinthenaturepark?—Yes,thereare./No,therearen’t.”;能听、说、读、写单词“forest,lake,mountain,hill,river,building,village,house,tree,bridge”。
二、学情分析
五年级英语在小学英语教学中起着承上启下的作用,既是四年级的衍生,又是六年级的铺垫。我们要帮助学生培养良好的英语学习习惯和学习方法。要求学生先从养成阅读习惯做起,再到怎样学习英语,后到提高英语学习能力。激发学习兴趣,养成自主学习的习惯和方法。平时在教学中,注意抓好学生的书写、理解与归纳等良好的学习习惯。加强学生基础知识的掌握,对知识的延伸与拓展需深入了解,特别是对各知识的融会贯通,灵活理解与运用。注重开发性使用对教材,做到“吃透”教材的前提下,大胆创新,对于知识的重难点力求把握准确,突破有法。对基本技能的训练,通过创设新的情景,让学生在变化的情景中去运用,在理解的基础上去训练,而不是变成大量的、机械的、重复的操练,因为操练并不发展意义,重复并不引起理解,反而加重学习负担,降低学习效率,引起学生的厌恶。同时,重视能力的培养。
三、教学目标
1知识与能力
能够听、说、读、写句型“—Isthereariverintheforest?—Yes,thereis./No,thereisn’t.”
“—Arethereanytallbuildingsinthenaturepark?—Yes,thereare./No,therearen’t.”
能够在情景中运用句型“—Isthere…?—Yes,thereis./No,thereisn’t.”“—Arethereany…?—Yes,thereare./No,therearen’t.”询问某处是否有某物并回答。
能够在图片的帮助下正确理解短文,按照正确的意群及语音、语调朗读短文,并完成补画的活动;能够根据文中描述的自然公园提出三个问题并写出答案。
能够听、说、读、写单词“forest,lake,mountain,hill,river,building,village,house,tree,bridge”
能够掌握字母组合ou的发音规则,即ou在单词中发/a?/。
能够读出符合ou发音规则的单词,并能够根据发音规则拼写单词。
2情感态度价值观
能够亲近自然、热爱自然。
能够了解一些环保常识。
四、课时安排
第一课时:PartALet’stry&Let’stalk
第二课时:PartALet’slearn&Drawandask
第三课时:PartALet’sspell
第四课时:PartBLet’stry&Let’stalk
第五课时:PartBLet’slearn&Writeandsay
第六课时:PartBReadandwrite&Let’scheck&Let’swrapitup
第七课时:Storytime
Thefirstperiod
PartALet’stry&Let’stalk
内容分析
本单元学习的主题是自然公园。教学内容主要是通过MissWhite带领学生在自然公园游玩以及张鹏和MissWhite在自然公园里的对话情景来展开的。教学重点是学生能够在情景中运用句型“—Isthere…?—Yes,thereis./No,thereisn’t.”询问并回答某处是否有某物。
课时目标
知识与能力
学生能够借助图片听懂简短对话,抓住关键信息,提高听的能力并完成本板块的听力任务。
学生能够按照正确的语音、语调及意群朗读对话,并能在小组中进行角色扮演。
学生能够运用核心句型就自然公园展开问答。
学生能够在情景中运用句型“—Isthere…?—Yes,thereis./No,thereisn’t.”询问并回答某处是否有某物。
学生能够在语境中理解新词“forest,river,lake,goboating”的意思,并能正确发音。
过程与方法
掌握自主探究模式下的英语学习方法。
情感态度价值观
通过语境真实的对话,增强学生口语表达能力,提高学习英语的自信心,提高学生之间合作能力。
教学重难点
教学重点
1.学生能够理解对话大意,并能用正确的语音、语调朗读对话。
2.学生能够在情景中运用句型“—Isthere…?—Yes,thereis./No,thereisn’t.”询问并回答某处是否有某物。
教学难点
学生能够灵活运用所学句型在情景中询问并回答某处是否有某物。
教学准备
教学课件、视频、单词卡片等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Lead-in
1.Greetings.
2.Revision.
ShowthepictureofZhangPeng’sroomonpage49onthePPT.(出示课件)Studentslookatthepictureandtalkaboutit.
T:What’sinthepicture?
S1:Thereisapictureonthewall.
S2:Thereisacomputeronthedesk.
…
3.Freetalk.
Talkaboutthethingsintheclassroom.
T:What’sinourclassroom?
S3:There’sablackboard.
…
4.Lead-in.
ShowthemainscenepictureofUnit6.(出示课件)
T:Lookatthepicture.Whodoyouseeinthepicture?Wherearethey?
Leadstudentstoanswerthequestions.
T:Yes.TheyareMissWhiteandthechildren.Theyareinanaturepark.
Usethepicturetohelpstudentsunderstandthethemeofthisunit.
T:Inthisunitwe’regoingtotalkabout“Inanaturepark”.
Writedownthetopic“Inanaturepark”ontheblackboard.
Step2:Presentation
1.Let’stry.
(1)Lookandtalk.
T:MissWhiteandthechildrenareinanaturepark.What’sinthepark?
Showthepictureof“Let’stry”.(出示课件)Letstudentslookatthepicturecarefully.
T:Whoarethey?
Ss:TheyareChenJieandMike.
T:Theyarelookingatamapofthenaturepark.What’sinthepark?Canyouguess?
Studentstrytoguess.
T:Nowlet’sgotosee.
(2)Finishthetaskin“Let’stry”.
①Showthecontentof“Let’stry”.(出示课件)Studentsreadthewordsbythemselves.
②ShowthepicturesonthePPT.(课件出示:森林、湖、河流的图片及相应单词)Helpstudentsunderstandthewords.
③Playtherecording.(出示课件)
Studentslistentothedialogueandtrytotickthewordtheyhear.
④Playtherecordingagainandchecktheanswer.(出示课件)
2.Let’stalk.
(1)Lookandpredict.
Showthepictureof“Let’stalk”.(出示课件)Letstudentslookatthepicturecarefully.Asksomequestionstoleadthemtopredictthemainideaofthedialogue.
T:Whoarethey?
Ss:MissWhite,ZhangPengandastudent.
T:Wherearethey?
Ss:They’reinanaturepark.
T:Whatcanyouseeinthepicture?
S1:…
S2:…
T:Whatabeautifulpark!Let’shavealook.
(2)Learnthenewwords,phraseandsentencepatterns.
①ShowapictureofanatureparkonthePPT.(出示课件)
T:MissWhiteandthechildrenareinanaturepark.What’sinthepark?
Ss:There’saforestinthepark.
Showapictureofaforestandtheword“forest”onthePPT.(出示课件)Teachtheword“forest”.
T:Whataniceforest!Let’sgototheforest!
T:Whatcanyouseeintheforest?Whatcanyoudo?Whatdoyouwanttodoinaforest?
Askseveralstudentstoanswerthequestions.
②T:WhatdoesZhangPengwanttodo?Let’swatchthecartoon.
Playthecartoon.(出示课件)Studentswatchthecartoon.Helpstudentstrytoanswer.
Ss:Hewantstogoboating.
Showapictureofaboatandtheword“boat”onthePPT.(出示课件)Teachtheword“boat”.
Thenshowapictureandthephrase“goboating”onthePPT.(课件出示:划船的图片及相应词组)Teachthephrase“goboating”.
③Learnthenewwords“river”and“lake”.
T:ZhangPengwantstogoboating.Isthereariveroralake?
Showthepicturesofariverandalakeandthewords“river”and“lake”onthePPT.(出示课件)Teachthewords“river”and“lake”.Usetheword“cake”tohelpstudentsreadtheword“lake”.Usethewordcardstohelpstudentspracticethewords.
④Learnthesentencepatterns“—Isthere…?—Yes,thereis./No,thereisn’t.”
T:ZhangPengwantstogoboating.Isthereariverintheforest?
Ss:No,thereisn’t.
T:Istherealake?
Ss:Yes,thereis.
Writedownthesentencepatternsontheblackboardandteachthem.Studentspracticeinpairs.
T:Thereisnoriverintheforest.Thereisalake.What’sonthelake?
Ss:Therearesomesmallboatsonthelake.
3.Readandact.
(1)Studentsreadaftertherecordingof“Let’stalk”.(出示课件)Payattentiontothepronunciationandtheintonation.
(2)Letstudentspracticethedialogueingroups.
(3)Letstudentsactoutthedialogue.
Step3:Practice
1.Thebestpartner.
(活动说明:请两位学生到讲台前,背对背站好,两人均手持Yes和No的两张卡片。教师出示单词卡片,如lake,forest,river,park等。其余学生根据卡片内容,用句型“Istherea…?”询问这两位同学。持有卡片的学生需举起Yes或No的卡片,并用“Yes,thereis.”或“No,thereisn’t.”回答。配合最默契、说出相同答案最多的一组为“黄金搭档”。)
2.Pairwork.
(1)Studentstalkabouttheparkinpairs.
A:Isthereaforestinthepark?
B:Yes,thereis.
A:Isthereariverintheforest?
B:No,thereisn’t.
…
(2)Askseveralstudentstoshowinthefrontoftheclass.Theotherstudentslistenandmakeevaluations.
Step4:Consolidation&Extension
“Talkaboutourschool”
1.Leadstudentstotalkabouttheschool.
T:Whatabeautifulnaturepark!Ourschoolisalsobeautiful.Welcometoourschool.
ShowtheconversationstructureonthePPT.
2.Makeamodelwithastudent.
T:Istherealibraryinyourschool?
S1:Yes,thereis.
T:Isthereagyminyourschool?
S1:No,thereisn’t.
3.Thenpracticeinpairs.
Askstudentstopracticeinpairs.
4.Showtime.
Askseveralstudentstoshowtotheclass.Theotherstudentslistenandmakeevaluations.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1整个教学设计突出教师的引导功能,引导学生理解文本内容,教学过程自然。
2活动设计注重学生的操练,提高学生学习的主动性。
3帮助学生读懂题目要求,借助图片帮助学生初步感知新词汇,引导学生学会听前预测听力的重点内容。
4在情境中理解,在活动中运用,突出语用功能。通过创设合理情景,帮助学生在情景中真实自然地使用所学语言,突出教学重点。
Thesecondperiod
PartALet’slearn&Drawandask
内容分析
本单元学习的主题是自然公园。教学内容主要是通过MissWhite带领学生在自然公园游玩以及张鹏和MissWhite在自然公园里的对话情景来展开的。教学重点是学生能够听、说、读、写并熟练运用单词“forest,lake,mountain,hill,river”。
课时目标
知识与能力
学生能够听、说、读、写单词“forest,lake,mountain,hill,river”
学生能够熟练运用上述单词就自然公园展开问答。
学生能够自己动手设计一个自然公园并在空白处画一个简单的示意图,然后在同桌之间就示意图展开问答。
过程与方法
强化基于游戏化策略进行英语语言学习方法的使用。
情感态度价值观
锻炼学生运用语言的能力,提高学生参与英语学习的积极性。
教学重难点
教学重点
学生能够听、说、读、写并熟练运用单词“forest,lake,mountain,hill,river”。
教学难点
学生能够掌握单词“mountain”的发音。
教学准备
教学课件、课文视频、单词卡片等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
小组合作竞争
教学过程
Step1:Warm-up&Lead-in
1Greetings.
2Singasong.
Playthecartoonofthesong—Inanaturepark.(出示课件)Studentsenjoythesongandtrytosingit.
3Talkaboutanaturepark.
ShowavideoaboutanatureparkonthePPT.(出示课件)
T:Whatanicenaturepark!What’sinthepark?Watchcarefullyandtrytosay.
Studentsworkingroupstotalkaboutthepark.Askseveralgroupstoshow.
4Lead-in.
T:Cool!Thereisa…inthepark.Thereare…Whatelse?Istherea…?
Ss:Yes,thereis./No,thereisn’t.
…
T:Todaywe’regoingtolearnthethingsinanaturepark.
Writedownthetopicontheblackboard.
Step2:Presentation
1.Learnthenewword“forest”.
Drawatreeontheblackboardandask.
T:What’sthis?
Ss:It’satree.T:Yes,thereisatreeontheblackboard.
Drawmanytreesontheblackboardandsay.
T:Therearelotsoftreesnow.It’sa…
Leadstudentstosaytheword“forest”.
Writedowntheword“forest”ontheblackboardandteachtheword.
Leadstudentstopracticethewordinahighandlowvoice.Pointtothepictureinthebookandchantwithstudentslikethis:
Forest,↗forest.↘Isthereaforestinthepark?↗Yes,thereis.Yes,thereis.
2.Learnthenewword“lake”.
Drawalakeontheblackboardandask.
T:What’sthis?Ss:It’salake.
T:Yes.Thereisalakeontheblackboard.
Writedowntheword“lake”ontheblackboardandteachtheword.
Showotherwords“cake,take,make”tohelpstudentsreadandremembertheword.(出示课件)Leadthemtopracticethewordinahighandlowvoice.Pointtothepictureinthebookandchantwithstudentslikethis:
Lake,↗lake.↘Istherealakeinthepark?↗Yes,thereis.Yes,thereis.
3.Learnthenewword“river”.
Drawariverontheblackboardandask.
T:Look!What’sthis?Ss:It’sariver.
T:Yes.Thereisariverontheblackboardnow.
Writedowntheword“river”ontheblackboardandteachtheword.
Askstudentstospellthewordlikethis:/?//?//?/,ri-,ri-,ri-,/?//?//?/,-ver,-ver,-ver,river.Leadthemtopracticethewordinahighandlowvoice.Pointtothepictureinthebookandchantwithstudentslikethis:
River,↗river.↘Isthereariverinthepark?↗Yes,thereis.Yes,thereis.
4.Learnthenewword“hill”.
Drawahillontheblackboardandask.
T:Look!Isthereahillontheblackboard?
Ss:Yes,thereis.
Writedowntheword“hill”ontheblackboardandteachtheword.
Hidetheletter“h”toshowtheword“ill”tohelpstudents:readandremembertheword.Leadthemtopracticethewordinahighandlowvoice.Pointtothepictureinthebookandchantwithstudentslikethis:
Hill,↗hill.↘Isthereahillinthepark?↗Yes,thereis.Yes,thereis.
5.Learnthenewword“mountain”.
Showapictureofahillandask.(出示课件)
T:Isthereahill?Ss:Yes,thereis.
Thenshowapictureofamountain.(出示课件)T:Isthereahill?Ss:No,thereisn’t.
T:Thereisamountain.
Helpstudentsunderstandtheword.
Writedowntheword“mountain”ontheblackboardandteachtheword.
T:Inthisword,“ou”sounds/a?/and“ai”sounds/?/.
Askstudentstospellthewordlikethis:/a?//a?//a?/,moun-,moun-,moun-,/?//?//?/,-tain,-tain,-tain,mountain.Leadstudentstopracticethewordinahighandlowvoice.Pointtothepictureinthebookandchantwithstudentslikethis:
Mountain,↗mountain.↘Isthereamountaininthepark?↗Yes,thereis.Yes,thereis.
6.Readandact.
(1)Playtherecording.(出示课件)Studentsreadaftertherecordingof“Let’slearn”.Askstudentstopayattentiontothepronunciationandtheintonation.
(2)Thenstudentsreadtogether.Atlaststudentsreadandpracticewithpartners.
Step3:Practice
1.Flashingcards.
Usethewordcardstoplayagame.Studentsreadthewords“forest,lake,river,hill,mountain”asfastastheycan.
2.What’smissing?
Usethewordcards(forest,lake,river,hill,mountain)toplaythisgame.
Hideonecardandask“What’smissing?”Thefasteststudenthasachancetoanswer.Ifheorsheisright,giveaprizetohimorher.Thenshowthecardtostudents.
3.Askandanswer.
Usethewordcardstoplaythisgame.Assumethattheblackboardisanaturepark.Sticksomewordcardsontheblackboardandask.
T:Isthereaforest/lake/river/hill/mountain?
Ss:Yes,thereis./No,thereisn’t.
…
Step4:Consolidation&Extension
Let’splay.
Drawandsay.
(1)Designanddraw.
T:Pleasedesignanddrawanatureparkinyourbook.Youhave3minutestodothis.
Studentsdesigntheirownnatureparksanddrawintheirbooks.
(2)Pairwork.
T:Thenpleasetalkaboutitwithyourpartnerbyusingthefollowingsentencepatternsandwords.
ShowthesentencepatternsandsomeprepositionsofpositionsonthePPT.(出示课件)Studentstalkabouttheirparks.
(3)Describeanaturepark.
Studentstrytodescribethenaturepark.(出示课件:一张自然公园的图片。)
(4)Showtime.
Askseveralstudentstoshowtotheclass.Theotherstudentslistenandmakeevaluations.
板书设计
Unit6Inthenaturepark
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1课前利用PPT播放歌曲,学生跟唱,激发学生的兴趣;并用PPT出示视频,师生讨论自然公园,自然地引出了本单元的话题。
2充分结合图片和问题引导学生学习新单词,帮助学生直观地了解所学知识,培养学生的思维能力和观察能力。
3通过“画一画,说一说”的活动让学生在情境中合理运用所学词汇,激发学生学习英语的动力,拓展使用句型,培养学生的语言综合运用能力。
Thethirdperiod
PartALet’sspell
内容分析
本单元学习的主题是自然公园。教学内容主要是通过MissWhite带领学生在自然公园游玩以及张鹏和MissWhite在自然公园里的对话情景来展开的。教学重点主要是学生能够掌握字母组合ou在单词中的发音,并能读准Let’sspell板块的例词。
课时目标
知识与能力
学生能够感知并掌握字母组合ou在单词中的发音规则。
学生能够拼读符合ou发音规则的单词。
学生能够根据单词读音写出符合该规则的单词。
过程与方法
掌握通过音标、单词结构来判断单词读音并写出对应单词的方法。
情感态度价值观
培养学生独立思考的习惯,树立学习英语的自信心。
教学重难点
教学重点
学生能够掌握字母组合ou在单词中的发音,并能读准Let’sspell板块的例词。
教学难点
学生能够在教师的引导下感知、发现和归纳字母组合ou的发音规则,并根据发音规则拼读、拼写新单词。
教学准备
教学课件、录音、语音例词单词卡等。
教学媒体选择
多媒体,录音。
教学活动
小组合作
教学过程
Step1:Warm-up&Lead-in
1.Greetings.
2.Revision.
Showapictureofanaturepark.(出示课件)Askstudentstoanswersomequestionsaccordingtothepicture.ThefollowingsentencescanbeshowedbesidethepictureonthePPT:
A:Isthereariver/hill/lake/forest/mountain?
B:Yes,thereis./No,thereisn’t.
3.Lead-in.
Showtheword“mountain”onthePPT.Andmark“ou”inred.(出示课件)
Askseveralstudentstoreadthewordandpayattentiontothepronunciationofthelettercombination“ou”.
T:What’sthesoundofthelettercombination“ou”?Let’slearnmorewordsandtrytofind.
Writedownthetopicontheblackboard.
设计意图:利用图片,复习相关单词和句型,并借助上节课所学的单词mountain,让学生感知字母组合ou的发音,导入本课所学内容。
Step2:Presentation
1.Learnthewords.
(1)ShowapictureofahouseonthePPT.(出示课件)
T:Isthereahouse?
Ss:Yes,thereis.
Writedowntheword“house”ontheblackboard.Writethelettercombination“ou”inred.
Studentstrytoreadthewordandpayattentiontothepronunciationofthelettercombination“ou”.
(2)Playasoundofamouse.(出示课件)
T:Whatsound?Let’slisten!
Ss:…
Writedowntheword“sound”ontheblackboard.Writethelettercombination“ou”inred.Studentstrytoreadthewordandpayattentiontothepronunciationofthelettercombination“ou”.
(3)ShowapictureofamouseonthePPT.(出示课件)
T:Isthereamouse?
Ss:Yes,thereis.
Writedowntheword“mouse”ontheblackboard.Writethelettercombination“ou”inred.Studentstrytoreadthewordaccordingtothesoundof“house”andpayattentiontothepronunciationofthelettercombination“ou”.
(4)ShowapictureofmanymiceonthePPT.(出示课件)
T:Ohno!Howmany?Let’scount!One,two,three…
Writedowntheword“count”ontheblackboard.Writethelettercombination“ou”inred.Studentstrytoreadthewordaccordingtothesoundof“sound”andpayattentiontothepronunciationofthelettercombination“ou”.
2.Look,readandfind.
Showthefourwordstostudents.Letstudentslookatthewordscarefully.
T:Whatcanyoufind?
Ss:Theyallhave“ou”.
T:Yes!Nowlet’slistenandreadthewords.
PlaytherecordingonthePPT.(出示课件)
Studentsreadthewordsaftertherecording.Thenreadthewordsbythemselves.
T:Whatdoes“ou”sound?
Ss:Itsounds/a?/.
T:Cool!Theyallhave“ou”.Itsounds/a?/.
3.Let’schant.
ShowthechantonthePPT.Studentsreadthechant.
Step3:Practice
1.Look,listenandcircle.
(1)ShowthethreegroupsofwordsonthePPT.(出示课件)Studentsreadthewordsbythemselvesandunderlinethelettercombinationsthatsound/a?/.Letstudentsreadtheword“around”throughtheword“round”.
(2)Playtherecording.(出示课件)Studentslistenandtrytocircletherightwords.
(3)Playtherecordingagain.Checktheanswers.(出示课件)
(4)Findmorewordswiththelettercombination“ow”.
T:Thelettercombination“ow”alsosounds/a?/insomewords.Canyoufindmore?
Leadstudentstofindmorewordslike“wow,down,now,town…”.
2.Look,listenandwrite.
(1)ShowthethreepicturesonthePPT.(出示课件)Studentslookatthepicturescarefullyandpredictthemissingwords.
(2)Playtherecording.(出示课件)Studentslistentotherecordingandtrytowritedownthewords.
(3)Playtherecordingagainandchecktheanswerswithstudents.(出示课件)
(4)Studentsreadthesentencesloudlybythemselves.
(5)Askstudentstochooseonesentencefromaboveandwriteitdownontheline.
T:Pleasepayattentiontothesethings.Thefirstletterofthesentenceiscapitalized.Therearespacesbetweenthewordsandapunctuationattheendofthesentence.
Step4:Consolidation&Extension
1.Let’sread.
Showthewordcardstostudents.Studentstrytoreadthewords.
2.Let’splay.
Putthesewordcardsinabox.Askonestudenttotakeoutonecardatatimeandtheotherstudentsask.
Ss:Isthereaword“house”/“mouse”/“sound”/“count”?
Thestudentanswersaccordingtothecardhe/shetakesout.
S1:Yes,thereis./No,thereisn’t.There’sa…
3.Let’sreadmorewords.
ShowsomemorewordsonthePPT.(课件出示:out,mouth,shout,loud,south,found,wow,down等单词)Studentstrytoreadthewords.
4.Findandread.
Dividetheclassintosomegroups.Studentstrytofindsomemorewordswiththelettercombination“ou”.Studentsreadthewordsingroupsandthenreadthemtotheclass.Givesomeawardstothegroupswhichdoagoodjob.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1教师充分利用多媒体出示图片和声音,自然地引出新词,并通过板书帮助学生观察记忆词形。
2突出学生学习的自主性。引导学生独立思考并逐步引导学生总结归纳发音规则,提高学生自主探究、归纳的能力。
3在学生进行听力练习之前,预留时间让学生对空缺的内容进行预测,对学生进行有效的听力技巧指导。
4通过多种活动强化所学新知,并进一步强化巩固发音规则,帮助学生在活动中感受到自信,激发学生的学习热情。
Thefourthperiod
PartBLet’stry&Let’stalk
内容分析
本单元学习的主题是自然公园。教学内容主要是通过MissWhite带领学生在自然公园游玩以及张鹏和MissWhite在自然公园里的对话情景来展开的。教学重点是学生能在情景中运用句型“—Arethere…?—Yes,thereare./No,therearen’t.”询问并回答某处是否有某物。
课时目标
知识与能力
学生能够听懂简短对话,抓住关键信息,提高听的能力并完成本板块的听力任务。
学生能够理解对话大意。
学生能够按照正确的意群及语音、语调朗读对话,并进行角色扮演。
学生能够运用核心句型就自然公园展开问答。
学生能够在情景中运用句型“—Arethere…?—Yes,thereare./No,therearen’t.”询问并回答某处是否有某物。
学生能够在语境中理解“building”的意思,并能正确发音。
过程与方法
强化基于游戏化策略进行英语语言学习方法的使用。
情感态度价值观
通过创设自然真实的情境,让学生在情境中合理运用所学语言,培养学生的语言综合运用能力。
教学重难点
教学重点
1学生能够理解对话大意,并能用正确的意群及语音、语调朗读对话。
2学生能在情景中运用句型“—Arethere…?—Yes,thereare./No,therearen’t.”询问并回答某处是否有某物。
教学难点
学生能够运用核心句型就自然公园展开问答。
教学准备
教学课件、课文视频等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Lead-in
1.Greetings.
2.Singasong.
Playthecartoonofthesong—Inanaturepark.(出示课件)
Studentsenjoythesongandtrytosingit.
3.Talkaboutanaturepark.
ShowthepictureofthemainsceneofthisunitonthePPT.(出示课件)
T:Whatanicenaturepark!What’sinthepark?Lookcarefullyandtrytosay.
Studentsworkingroupstotalkaboutthepark.Askseveralgroupstoshow.
4.Lead-in.
T:Cool!MissWhiteandthechildrenareinthenaturepark.Thereisa…inthepark.Thereare…Istherea…?Ss:Yes,thereis./No,thereisn’t.
T:LookatZoom.Whatdoeshesay?
Ss:He’shungry.
T:Yes!Istherearestaurantbesidethelake?
Ss:No,thereisn’t.
T:Look!Ziphassomefood.Andtheycanshare.Thechildrenarehungry,too.Theyalsohavesomefood.Theywanttofindaplacetosharetheirfood.Buttheyneedsometables.Wherearethetables?Let’sgotosee.
Writedownthetopicontheblackboard.
Step2:Presentation
1.Let’stry.
(1)Predicttheconversation.
ShowsometablesonthePPT.(出示课件)
T:Therearesometablesinthepark.Wherearethetables?Canyouguess?
Studentstrytoguess.
(2)Showthecontentof“Let’stry”.(出示课件)
Studentsreadthesentenceandpredicttheanswerbythemselves.
Showpicturesofariver/lake/hill.(出示课件)
T:Aretheybesidetheriver/lake/hill?Nowlet’slistenandfind.
(3)Playtherecording.(出示课件)
Studentslistentothedialogueandtrytofindthekeyword.Thenfillintheblank.
(4)Playtherecordingagainandchecktheanswer.(出示课件)
(5)Playtherecordingforthethirdtime.Studentsreadafterit.(出示课件)
2.Let’stalk.
(1)Showthepictureof“Let’stalk”.(出示课件)Letstudentslookatthepicturecarefully.Asksomequestionstoleadthemtopredictthemainideaofthedialogue.
Thequestionsarelikethese:
①Whoarethey?
②Wherearethey?
③What’sinthepicture?Istherealake?Istherearestaurant?
…
(2)Learnthenewwordsandsentencepatterns.
①Pointtothepictureandask.
T:Look!MissWhiteandZhangPengaresittingbesidealake.Whatdotheysee?Arethereanypeople?
Writedownthesentence“Arethereanypeople?”ontheblackboard.Leadstudentstoanswer.Thenwritedowntheanswer“No,therearen’t.”ontheblackboard.Writedown“aren’t=arenot”ontheblackboard.
Teachstudentstoread.②ShowapictureofabuildingonthePPT.(出示课件)
Teachtheword“building”(build+ing=building)tostudents.
③ShowthequestionsonthePPT.
T:MissWhiteandZhangPengaresittingbesidealake.Whatdotheysee?Arethereanytallbuildings?Arethereanyanimals?Nowlet’swatch.
Playthecartoon.(出示课件)Studentswatchthecartoonandtrytogettheanswers.
Checktheanswers.
T:Arethereanytallbuildings?
Ss:No,therearen’t.
T:Arethereanyanimals?
Ss:Yes,thereare.
T:Whatarethey?
Ss:Theyareducksandrabbits.
Showthepictureof“rabbit”tohelpstudentsunderstandtheword“rabbit”.(出示课件)Thenteachtheword.
3.Readandact.
(1)Playtherecording.(出示课件)Studentsreadaftertherecording.Askstudentstopayattentiontothepronunciationandtheintonation.
(2)Letstudentspracticethedialogueingroups.
(3)Letstudentsactoutthedialogue.
Step3:Practice
1.Askandanswer.
Showthepictureof“Let’stalk”andthesentencepatterns“—Arethere…?—Yes,thereare./No,therearen’t.”onthePPT.(出示课件)Letstudentsaskandanswerquestionsaccordingtothepicture.
A:Arethereanytallbuildings?
B:No,therearen’t.
A:Arethereanyanimals?
B:Yes,thereare.
A:Arethereanyducks?
B:Yes,thereare.
…
2.Lookandsay.
ShowapictureofanatureparkonthePPT.(出示课件)Studentsaskandanswerquestionsaccordingtothepicture.Thenshowtotheclass.Theotherstudentslistenandmakeevaluations.
3.Tickapictureandfindyour“friend”.
(1)Showthepictures.(课件出示:教材P61Let’stalk板块第二部分的三幅图片)Letstudentstickonepictureatrandom.
(2)Makeamodel.
Makeamodelwithtwostudents.
T:Arethereanylakesinthepark?
S1:No,therearen’t.
T:Sorry.You’renotmy“friend”.
T:Arethereanylakesinthepark?
S2:Yes,thereare.
T:Howmany?
S2:2.
T:You’remy“friend”!
(3)Studentspracticeinpairs.
(4)Showtime.
Askseveralstudentstoshowtotheclass.Theotherstudentslistenandmakeevaluations.
Step4:Consolidation&Extension
“Findthedifferences”
1.Createasituation.
Showtwopicturesaboutdifferentnatureparks.(出示课件)
T:Therearetwopicturesaboutnatureparks.Therearesomedifferencesbetweenthetwopictures.Pleaseaskandanswerquestionstofindthedifferences.
2.Makeamodel.
Makeamodelwithastudent.
T:Inmypark,there’salake.Istherealakeinyourpark?
S1:Yes,thereis.
T:Arethereanybuildings?
S1:No,therearen’t.
…
3.Studentsworkingroups.
Studentsworkingroups.Studentstrytofindoutthedifferencesbyaskingandansweringquestions.
4.Showtime.
Thegroupthatfinishesitfastestwillbethewinner.Thenshowtotheclass.Theotherstudentslistenandmakeevaluations.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1在学习之前先引导学生预测对话内容,逐步帮助学生读懂题目要求,再引导学生学会听前预测听力的重点内容,培养学生的听力技巧。
2在教学过程中,设计多种活动,鼓励学生运用重点句型进行问答,增加实践机会,帮助学生掌握句型用法。
3让学生在情境中理解,在活动中运用,突出语用功能。通过创设合理情境,帮助学生在情境中真实自然地使用所学语言,突出教学重点。
Thefifthperiod
PartBLet’slearn&Let’splay
内容分析
本单元学习的主题是自然公园。教学内容主要是通过MissWhite带领学生在自然公园游玩以及张鹏和MissWhite在自然公园里的对话情景来展开的。教学重点是学生能够听、说、读、写并熟练运用单词“house,tree,bridge,building,village”。
课时目标
知识与能力
学生能够听、说、读、写单词“house,tree,bridge,building,village”。
学生能够熟练运用上述单词描述自然公园里的景物。
学生能够观察Let’slearn板块的图片,运用句型“Thereis…”和“Thereare…”完成四个描述该图的句子。
过程与方法
强化基于游戏化策略进行英语语言学习方法的使用。
情感态度价值观
提高口语表达能力,树立学生学习的自信心。
教学重难点
教学重点
学生能够听、说、读、写并熟练运用单词“house,tree,bridge,building,village”。
教学难点
学生能够用所学单词和句型来描述自然公园里的景物。
教学准备
教学课件、课文视频、录音等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Lead-in
1.Greetings.
2.Singasong.
Playthecartoonofthesong—Inanaturepark.(出示课件)
Studentsenjoythesongandsingit.
3.Revision.
ShowthepictureofthemainsceneonthePPT.(出示课件)
T:MissWhiteandthechildrenareinanaturepark.Look!What’sinthepark?Istherealake?
Ss:Yes,thereis.
T:Arethereanyfish?
Ss:Yes,thereare.
…
Studentsworkingroupstotalkaboutthepark.Askseveralgroupstodescribethepark.
4.Lead-in.
T:Cool!MissWhiteandthechildrenareinanaturepark.Thereisalakeinthepark.Thereisariver,too.Therearemanyprettyfishintheriver.Whatelseisinthepark?Let’sgotosee.
Writedownthetopicontheblackboard.
Step2:Presentation
1.Lookandsay.
Presentthepictureof“Let’slearn”.(出示课件)Talkaboutthepicturewithstudents.Usesomequestionstoleadtheirlearning.
T:Whoarethey?Wherearethey?What’sinthepicture?Istherea…?Arethere…?
2.Learnthenewword“village”.
Pointtothepictureandsay.
T:Thereisavillageinthenaturepark.NowMissWhiteandthechildrenareinthevillage.Whatdoyouthinkofthevillage?
Leadstudentstodescribethevillage.
Ss:It’ssmall/quiet/beautiful/clean/nice…
Writedowntheword“village”ontheblackboard.Usetherecordingtoteachtheword.(出示课件)
Studentsreadthewordonebyone.
Pointtothepictureandleadstudentstopracticethewordlikethis:
Village,↗village.↘Thereisavillage.
Studentsaskandanswertopracticetheword.
A:Isthereavillage?
B:Yes,thereis.
3.Learnthenewword“house”.
Pointtothehouseinthepictureandask.
T:Arethereanyhouses?
Ss:Yes,thereare.
Writedowntheword“house”ontheblackboard.Leadstudentstoreadtheword“house”withtheword“mouse”.Thenusetherecordingtoteachtheword.(出示课件)
Teachthemtoreadthepluralform“houses”.Studentsreadthewordingroups.
Pointtothepictureandleadstudentstopracticethewordlikethis:
Houses,↗houses.↘Therearemanyhouses.
Studentsaskandanswertopracticetheword.
A:Arethereanyhouses?
B:Yes,thereare.
4.Learnthenewword“building”.
Pointtothebuildinginthepictureandask.
T:What’sthis?
Ss:It’sabuilding.
ShowthepicturesofahouseandabuildingonthePPT.(出示课件)Helpstudentsunderstandthesimilaritiesanddifferencesbetween“building”and“house”.
Writedowntheword“building(build+ing=building)”ontheblackboard.Usetherecordingtoteachtheword“building”.(出示课件)Studentsreadthewordthreetimes.
Pointtothepictureandleadstudentstopracticethewordlikethis:
Building,↗building.↘Thereisabuilding.
Studentsaskandanswertopracticetheword.
A:Isthereabuilding?
B:Yes,thereis.
5.Learnthenewword“bridge”.
Showthepictureof“Let’slearn”again.(出示课件)Talkaboutthepicturewithstudents.Usesomequestionstoleadtheirlearning.
T:WhereareMissWhiteandZhangPeng?
Ss:They’reinfrontofabuilding.
T:WhereareChenJieandAmy?Canyoufindthem?
Leadstudentstoanswer“Theyareonabridge.”
T:Yes,thereisabridgeinthevillage.ChenJieandAmyareonthebridge.They’retakingpictures.
Writedowntheword“bridge”ontheblackboard.Teachstudentstospellthewordbynaturalspelling.
Usetherecordingtoteachtheword.(出示课件)Teachthemtoreadthepluralform“bridges”.Studentsreadthewordingroups.
Pointtothepictureandleadstudentstopracticethewordlikethis:
Bridge,↗bridge.↘Thereisabridge.
Studentsaskandanswertopracticetheword.
A:Isthereabridge?
B:Yes,thereis.
6.Learnthenewword“tree”.
Pointtothetreeinthepictureandask.
T:Whatelsecanyouseeinthevillage?
Leadstudentstoanswer“Therearemanytrees.”
Writedowntheword“tree”ontheblackboard.Teachstudentstospellthewordbynaturalspelling.Usetherecordingtoteachtheword.(出示课件)Teachthemtoreadthepluralform“trees”.Studentsreadthewordingroups.
Pointtothepictureandleadstudentstopracticethewordlikethis:
Trees,↗trees.↘Therearemanytrees.
Studentsaskandanswertopracticetheword.
A:Arethereanytrees?
B:Yes,thereare.
7.Readandact.
(1)Playtherecording.(课件出示:教材P62Let’slearn板块的音频)
(2)Studentsreadthewordsandthedialogueaftertherecording.Thenpracticebythemselves.
(3)Studentsactoutthedialogueinpairs.
Step3:Practice
1.Flashingcards.
Usethewordcardstoplayagame.Studentsreadthewords“village,house,building,bridge,tree”asfastastheycan.
2.Askandanswer.
Studentslookatthepictureof“Let’slearn”andmakedialoguesinpairs.
Theycanstartlikethis:
A:Arethereanyhousesinthevillage?
B:Yes,thereare.
A:Arethereanybridgesinthevillage?
B:Yes,thereisone.
Askseveralstudentstoshowtotheclass.Theotherstudentsevaluatetheirperformance.
Step4:Consolidation&Extension
“Writeandsay”
1.Let’sintroduce.
Studentsworkingroupsandtrytosaysomesentencestointroducethepictureof“Let’slearn”onpage62.
2.Writedownthesentences.
Studentstrytowritefoursentencesaboutthepicturebyusingthesentencepatterns“Thereis…”and“Thereare…”
Studentscheckthesentencesingroups.
3.Showthesentences.
Choosesomestudentstoshowtheirsentencestotheclass.Otherstudentstrytomakeevaluations.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1借用主情景图引导学生进行对话练习,帮助学生复习相关句型并自然导入新课,为后面的学习做好铺垫。
2教师充分结合图片和对话,以多种方式引导学生学习新词,激发学生的学习兴趣。借用多媒体资源教授新词,并引导学生利用多种方式操练新单词。
3在操练环节,利用单词卡片和chant帮助学生操练新单词,并让学生在句型中运用新单词,很好地活跃了课堂气氛,巩固了所学新知。
4拓展部分通过“说一说、写一写”的活动,让学生在情境中合理运用并正确书写所学词汇,帮助学生打下坚实的英语基础。
Thesixthperiod
PartBReadandwrite&Let’scheck&Let’swrapitup
内容分析
本单元学习的主题是自然公园。教学内容主要是通过MissWhite带领学生在自然公园游玩以及张鹏和MissWhite在自然公园里的对话情景来展开的。教学重点学生能够根据阅读所获取的信息完成相应的阅读任务。
课时目标
知识与能力
学生能够在图片的帮助下读懂短文并补画自然公园的景物。
学生能够理解短文中“high”的意思。
学生能够按照意群朗读短文。
学生能够通过看图,学会从图片信息中推测考查点,做到有意识地去听录音并完成听后任务。
学生能够先写出前两个问题的答句,然后补充其他问句,再写出答语。
过程与方法
通过要求学生独立阅读寻找文中关键信息,锻炼学生掌握英语阅读提炼信息的方法。
情感态度价值观
培养学生养成总结归纳知识点的学习习惯,培养了学生亲近自然、热爱自然的情感。
教学重难点
教学重点
学生能够根据阅读所获取的信息完成相应的阅读任务。
教学难点
学生能够根据阅读所获取的信息完成相应的阅读任务。
教学准备
教学课件、课文视频、录音等。
教学媒体选择
多媒体,录音。
教学活动
游戏;抢答
教学过程
Step1:Warm-up&Lead-in
1.Greetings.
2.Singasong.
Playthecartoonofthesong—Inanaturepark.(出示课件)
Studentsenjoythesongandsingit.Helpstudentsreviewthewordsandthesentencestheylearnedinthisunit.
3.Playagame——Lookandsay.
ShowapictureofanatureparkonthePPT.(出示课件)
Studentstalkaboutthenaturepark.
S1:Thereisalakeinthenaturepark.
S2:Thereisariverinthenaturepark.
S3:Thereisabridgeinthenaturepark.
S4:Therearesomehousesinthenaturepark.
...
Studentstaketurnstotalkaboutthepark.
4.Lead-in.
T:Whatanicenaturepark!Iwanttogotoanaturepark.Thereisanothernaturepark.Let’sgoandsee.
Writedownthetopicontheblackboard.
设计意图:通过有趣的歌曲和看图说话的活动,活跃课堂气氛,复习本单元所学的知识,为学生进入下一步的阅读做好准备。
Step2:Presentation
1.Lookandpredict.
ShowPicture1of“Readandwrite”onthePPT.(出示课件)Letstudentslookatthepicturecarefully.Asksomequestionstoleadthemtopredictthemainideaofthepassage.
Thequestionsarelikethese:
①Whoishe?(Robin.)
WhereisRobin?(He’satMr.Jones’house.)
Whatishedoing?(He’slookingatthenaturepark.)
What’sinthenaturepark?
…
2.Fastreading.
Askstudentstoreadthepassageforthefirsttimequicklytogetthemainideaofthepassageandtrytocirclethewordsaboutthesceneryandthethingsinthenatureparkinthepassage.
Checktheanswerswithstudents.
Answer:mountain,village,lake,ducks.
3.Carefulreading.
Askstudentstoreadthepassageforthesecondtimecarefullyandtrytounderlinethesentencesaboutthepositionsofthesceneryandthethings.Letsomestudentsreadthesentencesaloudtochecktheanswers.
Leadstudentstodiscussthemeaningoftheword“high”.Usethegesturetohelpthemunderstand.Helpthemreadtheword“high”withtheword“hi”.
T:Robinwouldliketodrawapictureofthepark.Canyouhelp?
Letstudentstrytodrawthesketchmapofthenatureparkbythemselves.Showsomestudents’sketchmapstotheotherstudents.
4.Readthepassage.
Playtherecording.(出示课件)Askstudentstoreadafteritandimitatetherightpause.Studentspayattentiontothepronunciationandtheintonation.
5.Writethequestionsandtheanswers.
(1)Askquestionsaccordingtothepicturebyusingthesentencepatterns“Isthere…?”and“Arethere…?”Studentsanswerthequestions.
(2)Askstudentstowritedownthreequestionsaboutthenatureparkandwritedowntheanswersaccordingtothepicture.
(3)Checktheanswersingroups.
Step3:Practice
1.Let’scheck.
(1)Showthepicturesof“Let’scheck”onthePPT.(出示课件)Letstudentstalkaboutthepicturesinpairs.
A:Isthereariver?
B:Yes,thereis.
A:Arethereanybirds?
B:Yes,thereare.
…
(2)Listenandtickorcross.
Playtherecording.Letstudentslistenandtickorcross.Thenchecktheanswers.(出示课件)
(3)Readthequestions.
Letstudentsreadthetwoquestions.Helpstudentslistenpurposefully.
(4)Listenagainandanswerthequestions.
Playtherecordingagain.(出示课件)Studentswritedowntheanswers.
(5)Checktheanswers.(出示课件)
(6)Letstudentslistenandreadaftertherecording.(课件出示:教材P64Let’scheck板块的听力材料及音频)
2.Let’swrapitup.
(1)Look,readandsay.
ShowthepictureofthissectiononthePPT.(出示课件)Studentslookatthepicturecarefully.
Askstudentstodescribethepicturewiththesentencepatterns“Thereis/are…”
(2)Writedowntheanswers.
ShowthefirsttwoquestionsonthePPT.Leadstudentstowritedowntheanswers.Checktheanswers.(出示课件)
(3)Summarizethepatternofthegeneralquestionabout“Therebe…”
(4)Lookandwrite.
Studentscompletetheotherquestionsaccordingtothepictureandgivetheanswersbythemselves.Thenchecktheanswersinpairs.
(5)Showtime.
Showsomestudents’worktotheclass.Otherstudentsmakeevaluations.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1通过听、说、读、写等多种形式帮助学生巩固核心语言,利用多种教学活动激发学生学习英语的兴趣。
2本课所有的教学活动都围绕着本单元所学的主要句型“—Isthere…?—Yes,thereis./No,thereisn’t.”和“—Arethere…?—Yes,thereare./No,therearen’t.”展开,帮助学生运用所学句型对景点内容进行描述。
3最后的趣味故事是对学生知识的补充,学生在图片和教师的帮助下理解故事内容,培养了学生亲近自然、热爱自然的情感。
Theseventhperiod
Storytime
内容分析
本课是PEP小学英语五年级上册Unit6第七课时,本节课为故事课。故事讲述了Zoom和Zip去自然公园游玩的趣事。由于本课处于Inthenaturepark单元主题下,因此本节课一方面要通过故事的形式对本单元所学的内容进行复习,还需要基于故事,领会注意保养电子用品并小心使用的道理。
课时目标
知识与能力
复习本单元所学的词汇和句型。
掌握句子Whydon’tyoutakeapictureofme?的用法。
过程与方法
1.掌握利用故事情景学习英语实际应用的方法,领悟语言学习重在使用的道理。
2.学生能够理解并朗读故事,掌握基本的阅读策略。
3.通过合作学习、扮演展示等培养学生的合作意识和相互交流的能力。
情感态度价值观
激发学生学习英语的兴趣,并通过公园游玩小故事,让学生领会注意保养电子用品并小心使用的道理。
教学重难点
教学重点
1.掌握句型:Whataniceday!
Whynot?
Whydon’tyoutakeapictureofme?
2.Therebe./Isthere.句型强化练习
3.理解“Storytime”故事的意思。
教学难点
能够把本课的词汇、句型运用到具体的语境中。
教学准备
教学课件、课文视频、单词卡片等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Revision&Lead-in
1.Greetings.
2.Singthesong—Inanaturepark(播放第六单元的主题曲)
3.Playagame—“Lookandsay”(课件出示:一些场景图,让学生通过问答的形式说一说场景中都有什么)
Reviewthesentence“Isthere...”“Thereis...”
4.Lead-in.
T:Boysandgirls,lookout,isitanicedaytoday?
Ss:Yes/no.
T:OK,sowhatwillyoudowhentheweatherisfine?
Ss:Freetalk
T:Verygood.Whentheweatherisfine,Iwillgoforawalkinthenaturepark.Well,ZoomandZipwillgotoanaturepark,too!So,whatwillhappen?Let’slearnaboutit.
设计意图:从同学们日常接触的电子产品,以及当电子产品出现问题入手,进入本课的故事。
Step2:PresentationandPractice
1.While-reading.
Watchandanswer(展示故事图片,展示学生需要回答的问题,播放故事视频)
What’sinthispark?
Isthereakoalainthehouse?
WhatdoesZoomaskZiptodo?
What’swrongwithZoomandZip’scamera?
设计意图:设置问题,让学生们带着问题去观看视频学习小故事。
2.Readandwrite.
Readthestoryingroupsandunderlinethenewwordsandexpressions.
设计意图:锻炼学生自主阅读学习,并画出新词写下解释,加深记忆,教师适时给予指导与帮助。
Learnthenewexpressions.
—Whataniceday!
—Whydon’tyoutakeapictureofme?
—Whynot?
设计意图:趁热打铁学习本节课的重点句型。
Studentsreadtheexpressionsaloud.
设计意图:通过大声读加深学生的记忆。
3.Watchandread
Watchthevideoagainandreadaloud
设计意图:重新完整的观看故事视频并要求学生边看边跟读,加深对故事内容的理解。
4.Practice.
(1)Readthestoryaloudingroupsfor5minutes.
(2)Roleplay.(2studentsinagroup)
(3)Readtogether.
(4)Roleplayingroups.Thenchoosesomegroupstoactoutthestory.
Step3:Consolidation&Extension
T:Todaywelearnthestoryaboutacan.ZoomandZipgotoabeautifulpark.Theyseemanybeautifulmountainsandtrees.Theywanttotakepicturesbutfindthecameraisbroken.Thisstorytellsus,weshouldusethesethingscarefully.
板书设计
Unit6Inthenaturepark
storytime
What’sinthispark?Abeautifulbridge,ahouse,somecorn,akoala
Isthereakoalainthehouse?No,thereisn’t.Thereissomuchcorn
WhatdoesZoomaskZiptodo?HeaskZiptotakeapictureofhim.
What’swrongwithZoomandZip’scamera?Thecardisbroken.Theyhavenophotos.
—Whataniceday!
—Whydon’tyoutakeapictureofme?
—Whynot?
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
本节课利用图片、视频、音频、多种资源帮助学生学习Storytime中的英语小故事。
本节课利用角色扮演、你问我答等多种游戏活动强化了学生对所学语句的掌握。
Recycle1
一、教材分析
本部分是一个复习单元。教学内容主要是以陈洁参观Willow小学为线索,通过陈洁与David,Jean和Dean的对话情景以及陈洁在学校餐厅点餐的场景及角色扮演活动,让学生在新的语境中复习1~3单元的核心词汇和句型的语义及用法。
二、学情分析
五年级英语在小学英语教学中起着承上启下的作用,既是四年级的衍生,又是六年级的铺垫。我们要帮助学生培养良好的英语学习习惯和学习方法。要求学生先从养成阅读习惯做起,再到怎样学习英语,后到提高英语学习能力。激发学习兴趣,养成自主学习的习惯和方法。平时在教学中,注意抓好学生的书写、理解与归纳等良好的学习习惯。加强学生基础知识的掌握,对知识的延伸与拓展需深入了解,特别是对各知识的融会贯通,灵活理解与运用。注重开发性使用对教材,做到“吃透”教材的前提下,大胆创新,对于知识的重难点力求把握准确,突破有法。对基本技能的训练,通过创设新的情景,让学生在变化的情景中去运用,在理解的基础上去训练,而不是变成大量的、机械的、重复的操练,因为操练并不发展意义,重复并不引起理解,反而加重学习负担,降低学习效率,引起学生的厌恶。同时,重视能力的培养。
三、教学目标
1知识与能力
能够掌握并在实际情景中运用1~3单元中的核心句型。
能够运用句型“—What’sshe/helike?Isshe/he…?—Sheiskind/…”询问并回答他人的性格及外貌。
能够运用句型“—Whatdoyouhaveon…?—Ihave…”介绍一周的课程。
能够按照正确的意群及语音、语调朗读对话、便条及短文。
能够听、说、读、写并在实际情景中运用1~3单元中关于人物性格、外貌特征、品质、一周七天名称及各类食品等词汇。
能够掌握1~3单元中y,ee,ea,ow在单词中的发音规则。
能够读出符合发音规则的单词,并能根据发音拼写出符合发音规则的单词。
2情感态度价值观
能够做到不以貌取人。
能够合理安排学习和生活作息时间,加强体育锻炼,学会劳逸结合。
能够注意健康饮食,不挑食,不偏食。
四、课时安排
第一课时:Page32&Page33
第二课时:Page34&Page35
Thefirstperiod
Page32&Page33
内容分析
本部分是一个复习单元。教学内容主要是以陈洁参观Willow小学为线索,通过陈洁与David,Jean和Dean的对话情景以及陈洁在学校餐厅点餐的场景及角色扮演活动,让学生在新的语境中复习1~3单元的核心词汇和句型的语义及用法。
课时目标
知识与能力
学生能够理解第32页的对话大意,并根据图片中其他教师的图片展开问答。
学生能够通过对话复习“What’sshe/helike?Isshe/hekind/…?”等句型,并能进行回答。
学生能够进行角色扮演。
学生能够完成第33页的听力活动,听录音填充课程表并选择正确的答案。
学生能够根据填好的课程表判断句子正误。
学生能够通过听力活动复习“Whatdoyouhaveon…?”“What’syourfavouriteclass?”等句型。
过程与方法
强化基于游戏化策略进行英语语言学习方法的使用。
情感态度价值观
通过语境真实的对话,增强学生口语表达能力,提高学习英语的自信心,提高学生之间合作能力。
教学重难点
教学重点
掌握第1~2单元的核心词汇和句型。
教学难点
第1~2单元的核心句型在实际生活中的运用。
教学准备
教学课件、课文视频等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Warm-up&Lead-in
1.Greetings.
2.Singasong—Who’syourteacher?
3.Freetalk.
Talkwithstudentswiththesesentences:Who’syourChinese/music/…teacher?What’she/shelike?Ishe/she…?
Step2:Presentation
Learnthecontentsofpage32.
Lookandsay.
Showthepicturesofpage32onthePPT.(出示课件)
T:ChenJieisvisitingWillowPrimarySchoolintheUK.Davidisastudentintheschool.HereareDavid’steachers.Pleasetalkabouttheteacherswithyourpartner.Thefollowingsentencescanbeused:Who’sDavid’sChinese/music/…teacher?What’she/shelike?Ishe/she…?
Haveashow.
Asksomestudentstoshowinclass.Letstudentspayattentiontothepronunciationof“Mr.Reed,Mr.Kelly”.
Readandanswer.
Studentsreadthedialogueandanswerthequestions.Thentheteachercheckstheanswerswithstudents.
①Who’sDavid’sChineseteacher?(MsZhang.)
②What’sDavid’sChineseteacherlike?Isshekind?
(Yes.She’sverykind,butshe’sstrictsometimes.)
Readandactout.
Studentsreadthedialogueaftertheteacher.Thenreadindifferentways,forexample,readingroups,readbetweenboysandgirls,readwiththeirpartners.Actoutthedialogueinclass.
2.Learnthecontentsofpage33.
(1)Thinkandguess.
T:ChenJieknowsDavid’steachers.NowshemeetssomenewfriendsinWillowPrimarySchool.Theyaretalkingabouttheclasses.Canyouguesswhatclassestheyhaveaccordingtotheirteachers?
Ss:…T:Maybeyou’reright.ButI’mnotsure.
(2)Listenandfill.(课件出示:教材P33课程表)
T:Look!Thisistheirschedule.Buttherearesomeblanksintheschedule.Listentotherecordingandfillinthetable.Trytocatchthekeywords.
Playtherecording.(出示课件)Askstudentstocatchthekeywords:computer,maths,PEandart.
Studentslistentoitandfillinthetable.Thenchecktheanswerstogether.(课件出示:教材P33课程表答案)
Studentstalkabouttheschedulewiththesentence:WhatdoyouhaveonMondays/…?
(3)Listenandcircle.
T:David,JeanandDeanhavesomanyclasses.Butwhataretheirfavouriteclasses?EnglishorChinese?Musicorart?ComputerorPE?Catchtheinformation.Listenagainandcircletherightanswers.(出示课件)
Checktheanswerswithstudents.
T:What’sDavid’s/Jean’s/Dean’sfavouriteclass?Ss:…
ShowtheanswersonthePPT.(出示课件)
(4)Tickorcross.
Studentslookatthescheduleonpage33andtickorcross.Askstudentstocatchthekeyinformation,suchasart,tworeadingclasses,maths,music,daysoftheweek.Thenchecktheanswerswithstudents.
T:WhatdotheyhaveonWednesdays/Fridays/…?Ss:…
T:Sotickorcross?Ss:…
ShowtheanswersonthePPT.(出示课件)
Talkabouttheschedule.
Askstudentstotalkabouttheschedulefreelywiththesentencepatternstheylearned.
Step3:Practice
“Englishbreakthrough”
Dividestudentsintofourgroups.Preparesomeflagsforthewinners.
Canyouread?
ShowsomewordsonthePPT:old,young,funny,kind,strict,shy,polite,helpful,clever,hand-working.Askstudentstoreadthewordsandsayouttheirmeaningsasfastastheycan.(出示课件)
Canyousay?
GivesometipsonthePPT.(出示课件)Chooseseveralstudentsfromeverygrouptoanswerthefollowingquestions:Who’syour…teacher?Who’sshe/he?Isshe/he…?What’sshe/helike?
Canyoufollowme?
Theteachersaysadayofaweek.S1saysthefollowingday.ThenS2…S3…S7saysthesamedayastheteacherquicklyandcorrectly.Afterthat,allofthestudentschantDaysoftheweek.
Canyouanswer?
Showthescheduleonpage15onthePPTandask:WhatdoyouhaveonMondays/…?(出示课件)
Studentsanswerthequestionsaccordingtotheschedule.
Counttheflagsineverygroupwithstudentsandchoosethewinner.
Step4:Consolidation&Extension
Makeadialogue.
ShowsomesentencepatternsofUnit1andUnit2onthePPTandleadstudentstomakeadialogue.Studentstalkabouttheirschedule,theirfavouriteclasses,theirfavouriteteachersandwhattheteachersarelike.
Actout.
Afterfinishingthedialogue,studentscanhaveashowinclass.
板书设计
Recycle1
—Who’syourChinese/...teacher?—Ms/Mr/Miss/Mrs...
—What’sshe/helike?—She/Heis...
—Isshe/he...?—Yes,she/heis./No,she/heisn’t.
—Whatdoyouhaveon...?—We/Ihave...on...
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课是一节复习课。以陈洁参观David的学校为线索,通过陈洁与David的会话重现了第1单元的核心词汇和句型,通过与新朋友交谈重现了第2单元的主要内容,学生在完成相关练习的同时全面地复习了已学知识。
2.在教学过程中,采用了观察、预测、听、问与答、小组合作以及闯关游戏等方式,激发了学生的学习热情,让学生体验了学习英语的乐趣,帮助学生回忆并巩固了已学知识。同时立足教材,适当拓展,创设相对真实的情境,提高了学生的语言综合运用能力。
3.板书简洁清晰,重点突出,一目了然,起到了很好的辅助作用。
Thesecondperiod
Page34&Page35
内容分析
本部分是一个复习单元。教学内容主要是以陈洁参观Willow小学为线索,通过陈洁与David,Jean和Dean的对话情景以及陈洁在学校餐厅点餐的场景及角色扮演活动,让学生在新的语境中复习1~3单元的核心词汇和句型的语义及用法。
课时目标
知识与能力
学生能够完成第34页的练习,复习巩固第3单元的核心语言。
学生能够自主阅读并理解陈洁的日记,能选择匹配的主题词。
学生能够通过找单词朋友的任务,总结归纳前三个单元的语音知识。
学生能够通过连词成句活动复习第2单元的核心句型。
过程与方法
强化基于游戏化策略进行英语语言学习方法的使用。
情感态度价值观
提高学生口语表达能力,培养学生的语感。
教学重难点
教学重点
复习第3单元的核心词汇和句型。
教学难点
1.第3单元的核心词汇和句型在实际生活中的运用。
2.综合复习1~3单元的核心句型、词汇及语音知识。
教学准备
教学课件、课文视频、卡片、图片等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
小组合作竞争
教学过程
1.Greetings.
2.Singasong—Whatwouldyouliketoeattoday?
3.Freetalk.
Talkwithsomestudentsaccordingtothepicturesoffoodanddrinksintheteacher’shands.
T:Look!Whatwouldyouliketoeat/drink?S1:I’dlike…
T:Hereyouare.S1:Thankyou.
…
设计意图:用歌曲营造轻松、愉快的学习氛围;用谈话的方式导入教学,衔接自然;用图片刺激学生的感官,激发学生的兴趣。
Step2:Presentation
Learnthecontentsofpage34.
Observeandfind.
Showthepictureofthefirstsectiononpage34onthePPT.(出示课件)
T:Whoisshe?Whereisshe?
Letstudentsobservethepictureandthink.Thenleadthemtoreadthetitleandfindtheanswers.
Classifyandsay.
Studentslookatthemenuintheirbooks.Readthewordsonthemenu.Theteacherhelpsthemsumupandclassifythewords,suchasfruits,vegetables,drinks…
Askandanswer.
Askstudentstoanswerthequestionsaccordingtothemenu.
T:WhatdotheyhaveonMondays/…?Ss:Theyhave…
Readandfill.
Studentsreadthedialogueandfillintheblanks.Theycanmarkthekeywordsonthemenu.Thenchecktheanswerswiththeteacher.(出示课件)
Actout.
Askstudentstoimitatethedialoguetomakeanewdialogueinpairs.Thenstudentsactitoutinclass.
2.Learnthecontentsofpage35.
(1)Readandanswer.
T:ChenJievisitedWillowPrimarySchool.Shemetsomenewfriends.Sheatesomedeliciousfood.Hereisherdiary.Pleasereaditquicklyandanswerthequestion:DoesChenJieliketheschool?
Studentsreadthediaryandanswerthequestion:Yes.Shelikestheschool.
(2)Readandmatch.
Studentsreadthefourtitlewordsfirst.Thenreadthediarycarefully.Circlethekeywords.Matchthetitlewordswiththepassages.Thenchecktheanswerswiththeteacher.(出示课件)
(3)Findandwrite.
Showthewords“diary,sunny”onthePPT.(出示课件)Letstudentsreadthesoundoftheletter“y”.Thenaskstudentstofindthewordswiththeletter“y”thathavethesamepronunciationruleinthediary.Letstudentsfinishtheexercisesofothergroupsonpage35bythemselvesandchecktheanswerswiththeteacher.(课件出示:教材P35第二部分练习答案)Atlast,leadstudentstoreviewthepronunciationrulesaccordingtheanswers.
(4)Rearrangeandwrite.
①Readthewords.Rearrangethewordsandmakesentences.
②Writedownthesentences.Payattentiontothestandardwriting.(课件出示:教材P35第三部分练习答案)
③Readthesentencesaloud.
Step3:Practice
“Englishbreakthrough”
Dividestudentsintofourgroups.Preparesomeflagsforthewinners.
Canyouread?
ShowsomewordsonthePPT:icecream,hamburger,tea,sandwich,salad,fresh,healthy,delicious,hot,sweet.Askstudentsreadthewordsandsayouttheirmeaningsasfastastheycan.(出示课件)
Canyousay?
ShowsomesentencepatternsinUnit3onthePPT.(出示课件)Chooseseveralstudentsfromeverygrouptoanswerthefollowingquestions:What’syourfavouritefood/drink?Why?Whatwouldyouliketoeat/drink?I’dlike…
Canyouaskandanswer?
Showthepicturesof“Let’slearn”onpage18onthePPTonebyone.(出示课件)Onestudentasks:Doyouoften…ontheweekend?Whatdoyouoftendoontheweekend?Theotherstudentsansweraccordingtothepictures.Itcanbedoneineverygroup.
Counttheflagsineverygroupwithstudentsandchoosethewinner.
Step4:Consolidation&Extension
Observeandread.
Showthepictureofthesecondsectiononpage34onthePPT.(出示课件)Studentsobservethepictureandreadthedialogue.
Workinpairs.
Studentsworkwiththeirpartners.Oneplaysthewaiterorthewaitress.Theotherplaysthecustomer.Andthewaiter/waitressdrawsthepicturesoffoodordrinksontheplate.Theteacherhelpsthestudentswhohavedifficulties.
Makeadialogueandact.
Studentsreadthedialogueofthefirstsectiononpage34againandimitatetomakeadialogueoforderingamealinpairs.Thenactitoutinclass.
板书设计
Recycle1
—Whatwouldyouliketoeat/drink?—I’dlike...
—What’syourfavouritefood/drink?—Myfavouritefood/drinkis...
—Doyouoften...ontheweekend?—Yes,Ido./No,Idon’t.
y/i/ee(ea)/i:/ow/??/ow/a?/
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课是复习单元的第二节课。依然以陈杰参观David的学校为线索,通过餐厅点餐复习和巩固第3单元的核心词汇和句型;通过日记记录下的所见所闻,整合了第1~3单元的知识。
2.在教学过程中采用了歌曲导入、小组合作闯关游戏等方法,激发了学生的学习热情,让学生体验了学习英语的乐趣,帮助学生回忆并巩固了已学知识。同时立足教材,适当拓展,创设相对真实的情境,提高了学生的语言综合运用能力以及书写能力。
3.板书简洁清晰,重点突出,一目了然,起到了很好的辅助作用。
Recycle2
一、教材分析
本单元是一个复习单元。学习的主要内容是通过故事、活动等复习和巩固4~6单元的核心句型、词汇及语音知识。
二、学情分析
五年级英语在小学英语教学中起着承上启下的作用,既是四年级的衍生,又是六年级的铺垫。我们要帮助学生培养良好的英语学习习惯和学习方法。要求学生先从养成阅读习惯做起,再到怎样学习英语,后到提高英语学习能力。激发学习兴趣,养成自主学习的习惯和方法。平时在教学中,注意抓好学生的书写、理解与归纳等良好的学习习惯。加强学生基础知识的掌握,对知识的延伸与拓展需深入了解,特别是对各知识的融会贯通,灵活理解与运用。注重开发性使用对教材,做到“吃透”教材的前提下,大胆创新,对于知识的重难点力求把握准确,突破有法。对基本技能的训练,通过创设新的情景,让学生在变化的情景中去运用,在理解的基础上去训练,而不是变成大量的、机械的、重复的操练,因为操练并不发展意义,重复并不引起理解,反而加重学习负担,降低学习效率,引起学生的厌恶。同时,重视能力的培养。
三、教学目标
1知识与能力
能够听、说、读、写4~6单元的核心句型。
能够在情景中运用句型“—Whatcanyoudo?—Ican…”“—Canyou…?—Yes,Ican./No,
Ican’t.”询问并回答某人能做什么。
能够在情景中运用句型“Thereis/are…”描述某处有某物。
能够在情景中运用句型“—Isthere…?—Yes,thereis./No,thereisn’t.”“—Arethereany…?—Yes,thereare./No,therearen’t.”询问并回答某处是否有某物。
能够听、说、读、写并在实际情景中运用4~6单元有关课余活动、家居物品及自然公园景物的单词或词组。
能够掌握4~6单元中字母组合oo,ai/ay,ou在单词中的发音规则。
能够读出符合上述发音规则的单词,并根据单词读音拼写出符合发音规则的单词。
2情感态度价值观
能够积极参与文娱活动,丰富课余生活。
能够养成及时整理个人物品的习惯。
能够亲近自然、热爱自然。
四、课时安排
第一课时:Page66&Page67
第二课时:Page68&Page69
Thefirstperiod
Page66&Page67
内容分析
本单元是一个复习单元。学习的主要内容是通过故事、活动等复习和巩固4~6单元的核心句型、词汇及语音知识。
课时目标
知识与能力
学生能够完成听录音判断图片正误、写答句的活动。
学生能够写出两个句子,描述机器人还能做什么事情。
学生能够模仿录音内容进行角色扮演。
学生能够理解对话,根据对话内容完成补画活动。
学生能够和同桌一起就自然公园的地图展开问答。
过程与方法
强化基于游戏化策略进行英语语言学习方法的使用。
情感态度价值观
通过语境真实的对话,增强学生口语表达能力,提高学习英语的自信心,提高学生之间合作能力。
教学重难点
教学重点
学生能运用所学知识完成任务。
教学难点
学生能够在情景中合理运用句型。
教学准备
教学课件、课文视频等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
教学过程
Step1:Pre-learning
1.Greetings.
2.Singasong—Whatcanyoudo?(出示课件)
Studentssingthesongtogether.
3.Revision.
ShowsomewordsandphrasesofUnit4onthePPT.(出示课件)Helpstudentsreviewthewordsandthephrases.
Studentsreadthemoutandtrytodotheactions.
4.Playthegame:Driveatrain.
Studentsaskandansweronebyonelikethis:
T:Whatcanyoudo?
S1:(Dotheactionandanswer.)Icandokungfu.(Turntothenextstudent.)Whatcanyoudo?
S2:(Dotheactionandanswer.)Icanplaybasketball.(Turntothenextstudent.)Whatcanyoudo?
S3:…
…
设计意图:充分利用PPT出示相关单词和词组,帮助学生唤醒旧知,引导学生通过“开火车”的游戏活动复习句型,为后面的学习做好铺垫。
Step2:While-learning
“Learnthecontentsofpage66”
1.Readthebackgroundknowledge.
ShowthefivepicturesofRobinonpage66onthePPT.(出示课件)Leadstudentstolookatthepicturesandtalkaboutthem.
T:Whoishe?Ss:He’sRobin.
T:WhatcanRobindo?Doyouremember?
Studentsanswerthequestionsaccordingtothememory.
T:Yes.Robincandomanythings.Whatelse?
Leadstudentstoreadthebackgroundknowledgeinthebook.
T:MissWhiteandthechildrenwillgotoanatureparkthisweekend.Robinwantstogo,too.HecallsMissWhite.Nowlet’slistenandtickorcross.
2.Listenandtickorcross.
(1)Leadstudentstolookatthepicturestogetthekeyinformationofthepictures:sing,dance,dokungfu,swim,cook.
Playtherecordingofthissection.(出示课件)Askstudentstolistentothedialogueandtrytotickorcrossthepictures.
(2)Playtherecordingagain.Listenandchecktheanswerstogether.(出示课件)
Praisethestudentswhodoagoodjob.
3.Listenagainandanswerthequestions.
(1)Askstudentstoreadthethreequestionsbythemselvesquickly.Thenleadthemtounderlinethekeyinformation:cooknoodles,swim,gotothepark.
(2)Playtherecording.(出示课件)Studentslistentothedialogueandtrytowritedowntheanswerstothethreequestionsonthelines.
(3)Playtherecordingagain.Studentslistenandthenchecktheanswers.(出示课件)Praisethestudentswhowritewell.
4.Writetwosentences.
T:Robincansinganddance.Hecandokungfu.WhatelsecanRobindo?
Askseveralstudentstoanswer.Writedowntheanswersontheblackboard.Letstudentstrytowritetwosentencesintheirbooksbythemselves.Showseveralstudents’sentencestotheclass.Theotherstudentsgiveevaluationstothem.Thenstudentscheckeachother’ssentencesingroups.
5.Role-play.
(课件出示:教材P66Role-play部分的对话图)
TheteacheractsMissWhite.OnestudentactsRobin.Makeadialogue.
T:Canyoucook,Robin?S1:Yes,Ican.
T:Canyou…?S1:…
…
Studentsworkinpairstorole-play.
“Learnthecontentsofpage67”
1.Readthebackgroundknowledge.
ShowthepictureonthePPT.(课件出示:教P67第一幅图)Leadstudentstolookatthepictureandtalkaboutit.
T:Whoarethey?Ss:Robinandthechildren.
T:Wherearethey?Ss:Theyareinanaturepark.
T:Yes.They’reinfrontofamap.What’sonthemap?Canyouguess?
Usethesentencepatterns“Isthere…?”“Arethere…?”toleadstudentstoguess.
Askstudentstoreadthebackgroundknowledgebythemselves.
2.Readanddraw.
Showthemaponpage67onthePPT.(出示课件)
T:Lookatthemap.What’sonthemap?
Studentslookatthemapanddescribethemap.
Ss:Thereisalake.Therearesometrees…
T:Yes.Butsomethingsaremissingonthemap.Nowreadthedialogueandfindoutthemissingthings.
Studentsreadthedialoguebythemselvesandcirclethethingsinthepark.Findoutthemissingthings,thendrawthemissingthingsonthemap.
Studentschecktheanswersinpairs.
3.Talkaboutthemap.
Makeamodelwithonestudent.
T:What’sinthenaturepark?S1:Thereisasmallvillage.
T:Whereisit?S1:It’s…
Studentstalkaboutthenatureparkinpairsaccordingtothecompletemap.Theteacherasksseveralstudentstoshowtotheclass.Theotherstudentsgiveevaluationstothem.
Step3:Post-learning
“Aweekendplan”
1.Drawamap.
T:We’llgotoabeautifulnatureparkthisweekend.Pleasedrawamapoftheparkyou’dliketogo.
Studentsworkingroupstodrawamapaboutthepark.
2.Maketheweekendplan.
(1)Drawachartontheblackboardlikethis:
Name Activity Position Makeamodelwithonestudent:
T:Isthereariverinthepark?
S1:Yes,thereis.Andthere’sabridgeovertheriver.
T:Whatcanyoudo?
S1:Icantakepicturesonthebridge.
Fillinthechartaccordingtotheanswersofthestudent.
(2)Workingroups.
T:Nowpleaseworkingroupsoffour.Drawachartonthepaper.Askandwritedowntheanswersinthechart.
(3)Makeareport.
Makeamodelfirst:We’llgotoabeautifulnatureparkthisweekend.Thereis/are……can…We’llhaveagoodtimethere.
Thenstudentstrytomakeareport.Theotherstudentslistenandgiveevaluationstothem.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.充分利用了PPT出示相关单词和词组,通过“开火车”的游戏活动引导学生复习句型,帮助学生唤醒旧知,为后面的学习做好铺垫。
2帮助学生读懂题目要求,引导学生学会听前预测听力的重点内容,分步完成听力任务,再运用这些信息进行对话练习,在情景中运用所学语言。
3通过创设自然真实的情境,让学生在情境中合理运用所学语言,并作简单的汇报,培养了学生的语言综合运用能力。
Thesecondperiod
Page68&Page69
内容分析
本单元是一个复习单元。学习的主要内容是通过故事、活动等复习和巩固4~6单元的核心句型、词汇及语音知识。
课时目标
知识与能力
学生能够在图片和教师的帮助下理解故事大意。
学生能够在语境中理解“dark,hallway,stairs,cupboard”和情景语言“downthedark,darkstairs”的意思。
学生能够用正确的语音、语调朗读故事。
学生能够简单了解万圣节的相关文化知识。
学生能够根据故事内容给单词标号,然后尝试复述故事。
学生能够在故事中找出与语音例词具有相同字母组合和发音的单词并填写在相应的括号里。
学生能够替换关键词完成仿写故事的活动。
过程与方法
强化基于游戏化策略进行英语语言学习方法的使用。
情感态度价值观
提高学生口语表达能力,培养学生的语感。
教学重难点
教学重点
学生能通过完成阅读任务复习巩固4~6单元的主要语言和语音知识。
教学难点
学生能够在图片和教师的帮助下理解故事大意,并能用正确的语音、语调朗读故事。
教学准备
教学课件、课文视频等。
教学媒体选择
多媒体,录音。
教学活动
角色扮演;
游戏;
观看动画。
小组合作竞争
教学过程
Step1:Pre-reading
1.Greetings.
2.Singthesong—Aphotoofme.
PlaythesongonthePPT.(出示课件)Studentssingtogether.
3.Lookandsay.
ShowapictureofanatureparkonthePPT.(出示课件)
Studentslookatthepictureandtrytoaskandansweraboutthepictureinpairs.
A:Whatabeautifulnaturepark!What’sinthepark?Istherealake?
B:Yes,thereis.
A:Whereisthelake?
B:It’s…
A:Arethereany…?
B:Yes,thereare./No,therearen’t.
…
Theteacherasksseveralpairstoshowtheirdialoguesinclass.
4.Thesnowballgame.
Studentstalkaboutthenatureparkbyplayingthesnowballgameingroups.
Makeamodel:
S1:Thereisalakeinthenaturepark.
S2:Thereisalakeandariverinthenaturepark.
S3:Thereisalake,ariverandabridgeinthenaturepark.
S4:Thereisalake,ariver,abridgeandsomehousesinthenaturepark.
…
Studentstaketurnstotalkaboutthepark.Theteacherasksseveralgroupstoshowtotheclass.
Step2:While-reading
1.Readthebackgroundknowledge.
ShowatreeonthePPTandask.(出示课件)
T:What’sthat?Ss:It’satree.
ShowlotsoftreesonthePPTandask.(出示课件)
T:Whatcanyouseenow?Ss:Trees./Aforest.
ShowsomesmalltreesonthePPTandsay.(出示课件)
T:Thefirstoneisaforest.Thesecondoneisawood.
Helpstudentsunderstandthewords“wood”and“forest”.(Awoodissmallerthanaforest.)
ShowapictureofAmyunderatreeonthePPT.(出示课件)
T:Look!Amyisreadingastoryunderatree.Let’sreadthestorywithher.
2.Readandnumber.
Studentsreadthestoryforthefirsttimeandtrytocirclethethingsinthestory.Thennumberthewords.Checktheanswers.(课件出示:教材P69第一部分练习的答案)
Writedownthewords“wood,house,hallway,stairs,room,cupboard,box,mouse”ontheblackboard.
3.Readindetails.
Playthecartoon.(出示课件)Studentswatchthecartoonandreadafterit.
Helpstudentsunderstandtheword“dark”.Teachthemtoreadtheword.
T:What’sinthedark,darkwood?Ss:Thereisadark,darkhouse.
T:What’sinthedark,darkhouse?Ss:Thereisadark,darkhallway.
Showapicturetohelpstudentsunderstandtheword“hallway”.(课件出示:走廊图片)
Leadstudentstospellthewordlikethis:all-hall,way,hallway.
T:What’sinthedark,darkhallway?Ss:Therearesomedark,darkstairs.
Showapicturetohelpstudentsunderstandtheword“stair”.(课件出示:楼梯图片)
Leadstudentstospellthewordlikethis:air,stair.
T:What’sdownthedark,darkstairs?Ss:Thereisadark,darkroom.
T:What’sinthedark,darkroom?Ss:Thereisadark,darkcupboard.
Showapicturetohelpstudentsunderstandtheword“cupboard”.(课件出示:橱柜图片)
Leadstudentstospellthewordlikethis:cup+board=cupboard.
T:What’sinthedark,darkcupboard?Ss:Thereisadark,darkbox.
T:What’sinthedark,darkbox?Ss:Thereisabigmouse.
T:Themansteppedonthemouse’stail.Hecaughtit.
4.KnowaboutHalloween.
Playthecartoonagain.(出示课件)Studentswatchthecartoon.
T:Areyouscared?Children,happyHalloween!
IntroducethecustomsofHalloweentostudents.
5.Retellthestory.
Studentsworkingroupstoretellthestorywiththehelpoftheblackboardwriting.Askseveralstudentstoshowtotheclass.Theotherstudentsmakeevaluationstothem.
Step3:Post-reading
1.Find“friends”forthewords.
Showthefirstgroupofwords“food,afternoon(room)”onthePPT.(出示课件)Askstudentstoreadthewordsandtrytofindoutthesimilarityofthewords.
Ss:Theyallhavethelettercombination“oo”andthepronunciationof“oo”isthesame.
T:Cool!Nowpleasefind“friends”inthestoryfortherestgroupsandwritethemdown.
Thenchecktheanswers.(出示课件)Askstudentstoreadthewordsonebyone.
板书设计
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1在复习过程中,充分发挥学生的主动性,让学生积极、主动参与复习。
2教师借用图片、语言等帮助学生读懂题目要求,引导学生逐步理解故事,并通过阅读问题训练学生在语篇中提取不同类型的信息的能力。
3引导学生梳理总结故事,借助板书复述故事,并引导学生仿照故事尝试自己创编一个故事,培养学生的创造能力。
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