鲁科版英语五年级上册《TeachersDay》教学设计.docx

1、鲁科版英语五年级上册TeachersDay教学设计Unit 1 Teachers Day 单元备课【单元教材分析】 功能:谈论人物外貌及性格特征。 【单元教学目标】知识目标：1、能听懂、会说、认读、规范书写单词:card, who, young, kind, his, little, thin, interesting, pupil, but;能听懂、会说、认读单词:September, strict, was, then，were, ago,active, smart, naughty，并能结合句型灵活运用。 2、能听懂、会说、认读句型:Who s your favourite teache

2、r? She s young.”“She has long hair.”“She was young.”“Her hair was short.”“Were they active inclass? Yes, they were.”能力目标：1、能运用所学语言谈论及描述人物现在与过去的外貌及性格特征。2、初步了解字母x,y,z在单词中的发音规律。情感目标：培养学生尊敬师长，爱戴老师的品质。【学情分析】:本单元的教学对象是五年级学生，他们经过三年的英语学习，已掌握了初步的英语知识，在听、说读写方面有了一定的基础，并且在课外知识上也有了一些积累。但他们的英语实际应用能力有限，渴望能用英语进行日常交

3、际，在实践中提高自己的英语水平。因此教师要通过丰富多彩的教学活动吸引学生，激发他们的兴趣，将枯燥的语言变得生动而又容易记忆，让学生在感知、体验和参与中获取知识，形成能力。【教学重点】:能听懂、会说并认读句子“Who s your favourite teacher? She s young.”“She has long hair“She was young.”“Her hair was short.”“Were they ac-tive in class? Yes, they were.”能灵活运用一般过去时与他人谈论人物以前的外貌及性格特征，并与人物现在的外貌及性格特征进行比较。【 教学难点

4、】:用一般过去时描述人物以前的外貌及性格特征，并与人物现在的外貌及性格特征做比较。【基本功训练重点】: 能运用所学语言谈论及描述人物现在与过去的外貌及性格特征。【课时数及课时安排】 共四课时，Lesson 1 1课时， Lesson 2 1课时，Lesson 3 1课时， Lesson 4 1 课时【教学方法】：任务教学法、 情境教学法【教学手段】：光盘、卡片【检测试题】：一、读一读，写一写。（ young, kind, t all, thin, old）1、 He was short then.Now hes _ and_.2、 My aunt was young then.Now, she

5、s a grandma. Shes _.3、 They were _thirty years ago.They are old now.4、 Miss zhang is _.She has long hair.二、读一读，选一选。（ ）1、He _young then.A、 is B、were C、was ( ) 2、_is your favourite teacher?A、 What B、Who C、Whose ( ) 3、He was short four years ago. Now he is_.A、 thin B、tall C、big ( )4、Is she tall?A、 Yes，

6、she was.B、 Yes, he is.C、 Yes, she is. ( )5、They were in my class ten years_. A、now B、old C、agoLesson 1 Shes very kind.课型：新授课一 教材分析：英语第五册Unit1的主题是TeachersDay.Lesson 1 Shes very kind.其语言功能是描述人物外貌及性格特征。二 学情分析：本单元的教学对象是五年级学生，他们经过三年的英语学习，已掌握了初步的英语知识，在听、说读写方面有了一定的基础，并且在课外知识上也有了一些积累。但他们的英语实际应用能力有限，渴望能用英语进行

7、日常交际，在实践中提高自己的英语水平。因此教师要通过丰富多彩的教学活动吸引学生，激发他们的兴趣，将枯燥的语言变得生动而又容易记忆，让学生在感知、体验和参与中获取知识，形成能力。三 教学目标： （一）知识目标：1. 能听懂、会说、认读单词、规范书写：card, who, young, kind2. 能听懂、会说、认读句型：Shes very kind. Shes young. Shes strict.（二）能力目标： 能运用所学句型，描述他人的外貌特征。（三）情感目标： 培养学生尊敬你师长的品质及学会树立良好的人际关系。四 教学要点分析：（一）教学重点： 1. 能听懂、会说、认读单词、规范书写：

8、card, who, young, kind2. 能听懂、会说、认读句型：Shes very kind. Shes young. Shes strict.灵活运用一般过去式描述人物外貌及性格特征。（二）教学难点：能在真实语境中运用所学句型灵活描述人物外貌及性格特征。五、教学方法：情境教学法、任务教学法六、 教学准备： 录音机、单词卡片、头饰七、教学过程 Step 1 Warm-up:Free talk: talk about the summer vacation.T: In my summer vacation, I met some new friends. They are very k

9、ind. Please open your books, turn to page 1, and look at the characters together. Can you find who our new friend is?Ss: Its Lucy.T: Does she have long hair?Ss: No, she has short hair.T: Who can say something about Lucy?S1: Shes beautiful.S2: Shes cute.T: Whos in this circle?Ss: Its me.T: Yes. You c

10、an draw yourself here.设计意图：既复习了以前的关于外貌的单词及句子，又为新知做了铺垫，也起到了课前热身的作用。Step 2 Presentation:T: Today were going to learn Unit 1 Lesson 1 Shes very kind. Please open your books, turn to page 4. Look, Jenny and Danny are talking.Task 1: please listen to the tape once, try to find who they are talking.1. Pla

11、y the tape, have students listen carefully and try to find.2. T: Lets check: Can you find who they are talking?(Invite individual to answer, check: Miss Zhang)T: Yes, they are talking Miss Zhang. How is Miss Zhang? Is she tall? Is she beautiful? 设计意图：整体感知课文，让学生根据图片带着问题听录音，既练习了听力，又助于对课文的理解。Task 2: pl

12、ease listen again, try to find the sentences to describe Miss Zhang.1. Play the tape, have students listen carefully and try to find the sentences.2. T: Lets check: Who can say something about Miss Zhang?(Invite individual to answer, check and write: Shes young. Shes tall. She has long hair. Shes ve

13、ry kind. And shes strict. Learn the words: young, kind, strict)3. Practice the sentences, read one by one or group by group, and check.T: Look, whats Danny doing?S1: Hes making cards. (learn: card)T: Why is he making cards?S2: Its Teachers Day.T: Great! Tomorrow is September 10. Its Teachers Day. Da

14、nnys making cards for his teachers. (learn: September)设计意图：带着问题再次听录音，有助于学生加深对课文的理解。Step 3 Practice:1. Play the tape, have students listen carefully and try to point and follow. （learn: who）2. Listen again, pause and try to follow. Pay attention to the pronunciation and intonation.3. Practice in grou

15、ps. Each has a role. Teacher walks around and helps them.4. Invite some to show, praise them in time.Practice talking about appearances: (2. Lets talk.)T: Lets see the teachers. Who are they? (Miss Liu, Miss Wang, Mr Li, Mr Black) Please try to describe their appearances in groups.T: Lets guess who

16、the teacher is.Invite individual to describe, the others try to guess and say. Praise them or encourage them in time.设计意图：通过分角色朗读，机械操练，游戏等方式，调动学生口、眼、耳、脑的参与激发兴趣，加深印象，使新知识在游戏中得到延伸练习和拓展。Step 4 Production: Ask Ss to draw their favourite teachers and talk about in groups and then show in front.Step 5 Sum

17、mary:1. What do you learn this period?2. Can you read the new words and sentences.设计意图：节课的重点知识进行再现，留下总体的、深刻的、持久的印象。Step 6 Homework:1. Must do: Listen to the tape and read the text after it.2. Choose to do: Dannys favourite teacher is Miss Zhang. Whos your favourite teacher? Please try to draw and wr

18、ite a passage to describe him or her. (See the example together.)设计意图: 为使课堂内外形成一个完整的体系，作业的设计可以进一步提高学生运用语言的能力，使学生学以致用，感受成功的喜悦。板书设计Unit 1 Teachers DayLesson 1 Shes very kind.Shes young.Shes tall.She has long hair.Shes very kind.Shes strict.七 教学反思Lesson 2 He was young then.课型：新授课一 教材分析：英语第五册Unit1的主题是Te

19、achersDay.Lesson 2 He was young then.其语言功能是用一般过去时描述人物外貌及性格特征。二 学情分析：本单元的教学对象是五年级学生，他们经过三年的英语学习，已掌握了初步的英语知识，在听、说读写方面有了一定的基础，并且在课外知识上也有了一些积累。但他们的英语实际应用能力有限，渴望能用英语进行日常交际，在实践中提高自己的英语水平。因此教师要通过丰富多彩的教学活动吸引学生，激发他们的兴趣，将枯燥的语言变得生动而又容易记忆，让学生在感知、体验和参与中获取知识，形成能力。三 教学目标： （一）知识目标：1.能听懂、会说、认读并规范书写单词：his, little, th

20、in, interesting2. 能听懂、会说、认读句子：He was young then. He was strong. （二）能力目标：能运用所学句型描述自己或他人过去和现在的外貌特征。（三）情感目标： 培养学生尊敬师长，爱戴老师的品质。四 教学要点分析：(一) 教学重点：1.能听懂、会说、认读并规范书写单词：his, little, thin, interesting2 能听懂、会说、认读句子：He was young then. He was strong.3.能用一般现在时及一般过去时描述人物外貌及性格特征。 （二）教学难点：能在真实语境中用一般现在时及一般过去时描述人物外貌及性

21、格特征，并做比较。五、教学准备图片、单词卡片、磁带等 六、教学方法：情境教学法、任务教学法七、教学过程 Step 1 Warm-up:Check the homework: invite some to show and try to say something about their favourite teacher. Praise and correct them in time.Work in groups. Take out their drawings and try to describe. Teacher walks around and helps them.T: Can y

22、ou say something about Dannys favourite teacher Miss Zhang?(Shes young. Shes tall. She has long hair. Shes very kind. Shes strict.)设计意图：通过对作业的检查，既对上节课的知识做了复习与巩固，又为新知的学习做了铺垫。Step 2 Presentation:T: Please open your books, turn to page 6. Today we will learn Lesson 2 He was young then.T: (Point to pict

23、ure 2) Look, whats Miss Zhang doing?S1: Shes making a card.T: Yes, shes making a card for her teacher.T: Whos her teacher? Lets listen and find.Task 1:T: Please listen to the tape once and try to find.(Students listen to the tape and try to find.)T: Whod like to share your answers? (Invite individua

24、l to answer: Its Mr Wang.)T: Yes, its Mr Wang. Look, this is Mr Wang. How is he now?S2: He is old. S3: His hair is white.T: (Show the photo) Look, who is he? (Mr Wang) Who is this little girl? (learn: little) (Miss Zhang)设计意图：整体感知课文，让学生根据图片带着问题听录音，既练习了听力，又助于对课文的理解。What was Mr Wang then? What was Mis

25、s Zhang then?Task 2: T: Please listen again and try to find: What was Mr Wang then? What was Miss Zhang then? (learn: was, then)(Students listen carefully and try to find the answers.)Check: T: What was Mr Wang then? (He was young then. He was strong. His hair was black.) (learn: his)T: What about M

26、iss Zhang? How old was she then? (She was nine then.)T: She says: I was nine then.What was she then? (She was) T: She says: I was short and thin. (learn: thin)Practice the sentences: read after the teacher, invite individual to read to check, point and read, read one by one or group by group.设计意图：带着

27、问题再次听录音，有助于学生加深对课文的理解。此处讲解一般过去时，让学生对一般现在时与一般过去时进行比较。 Step 3 Practice:1. Play the tape, have students listen carefully and try to point and follow. Learn: interesting.2. Listen again, pause and try to follow. Pay attention to the pronunciation and intonation.3. Practice in groups. Teacher walks aroun

28、d and helps them.4. Invite some to show, praise them in time.5.Lets talk.)T: Who are they? (Miss Liu, Miss Wang, Mr Li, Mr Black) What were they then? Now lets talk.1. Discuss in groups. Teacher walks around and takes part in them.2. Invite some to show. Pay attention to the word “was”.设计意图：让每个学生都能在

29、轻松愉快的氛围中操练语句，调动学生口、眼、耳、脑的参与，激发兴趣，加深印象。Step 4 Production:Lets do.T: You can talk about the teachers well. What about you? What were you then? What are you now?Have students look at the example in the text. Then let them take out their photos and try to say. Then invite some groups to show. 设计意图: 让学生描

30、述自己过去是外貌，有效拉近了所学语言与真实生活的关系，有效的实现了知识的拓展运用。Step 5 Summary:1. What do you learn this period?2. Read the sentences on the board.设计意图：节课的重点知识进行再现，留下总体的、深刻的、持久的印象。Step 6 Homework:1. Must do: Listen to the tape and read the text after it.2. Choose to do: Talk about their photos.设计意图: 为使课堂内外形成一个完整的体系，作业的设计可以进一步提高学生运用语言的能力，使学生学以致用，感受成功的喜悦。板书设计Lesson 2 He was young then.He was young then. I was nine then. He was strong. I was short and thin. His hair was black. 七 教学反思Lesson 3 Were they active in class? 课型： 新授课 一 教材分析： 英语第五册Unit1的主题是TeachersDay.Lesson 2 He was young t