1、五年级英语下册 unit4 he lives in a village教案 陕旅版Unit4 He Lives in a Village 【单元总目标】第4单元的话题以人的居住地展开。让学生通过学习Do you live in a city? No. I live in a village far from the city. Is your village big? It is small, but very beautiful. In . LeIe and his parents live in . They . In . , they . They live happily togeth
2、er year by year . 等功能结构来就居住地及其环境进行问答和描述,达到在日常生活中运用所学词汇和句型进行自由交谈的目的,并逐渐渗透情感教育,引导学生在学习本单元知识的同时,感受家的概念、热爱自己的家庭本。单元的重点是综合运用一般现在时态的各种结构。本单元的教学分为4个课时。第一课时以Part A中Lets learn部分的单词教学为主,教师应注意设计相应的情景,引导学生在完整的情景中理解、学习,并可根据教学内容和学生的掌握情况适当渗透第二课时的句型;第二课吋以Part A中Lets talk部分的对话为主,在学习运用词汇的同时,重点学习就局住地及其环境进行问答及描述;第三课时以P
3、art B中的Lets learn more为主,拓展学习就他人的居住地进行详细的描述,培养学生热爱家乡、热爱大自然的情感;第四课时在综合复习单元重点知识的基础上,通过练习活动来检测和评价学生的学习效果。【单元具体目标】知识目标一、能听、说、读、写以下单词:bird, snake, potato, tomato, village, lake, river二、能听懂、会说、会读、会用下列句型:1. Do you live in a city?No. I live in a village far from the city.2. Is your village big?No. It is sma
4、ll, but very beautiful. In .3. Lele and his parents live in . They . In they . They live happily together year by year. .情感目标一、培养学生对家的热爱之情。二、鼓励学生主动向別人介绍自己的家,并大方与别人进行交流,培养其大胆开口说英语的习惯。Unit4 He Lives in a Village 第1课时教学设计【内容来源】陕旅教育出版社五年级下册 Unit4【主 题】Warming-up: Look and tick, Lets learn, Listen and cir
5、cle【课 时】第1课时一、教学目标1. 能听、说、读、写单词:bird, snake, potato, tomato, village, lake, river2. 能在实际情景中熟练运用以上单词。二、教学准备1. 教师准备:(1) Lets learn部分的教学卡片以及本课时的课件。(2) Old MacDonald歌曲视频。(3) Lets learn和Listen and circle部分的教学音频。2. 学生准备:一张白纸和水彩笔。三、教学方法建议课程导入(Leading In)(1)课前热身1. 教师播放歌曲视频Old MacDonald,要求学生认真听歌曲并回答问题:Does O
6、ld MacDonald have a farm? Are there many animals on his farm?What are they?2. 鼓励学生边听歌曲边根据歌曲中出现的小动物做相应的动作,活跃课堂气氛,激发学生学习新课的兴趣。(2)新课导入1. Part A Warming-up: Look and tick教师让学生打开书翻到P25,并引出问题:T: Old MacDonalds home is on the farm. Where is your home? Please tick the picture.2. 教师以课件出示一位老奶奶和一位老爷爷的照片,并向学生介绍
7、:T: These are my grandpa and grandma. Where is their home? Can you guess?。课程展示活动和过程的设计建议(presentation)(1)新课展示Part A Lets learn1. 教授单词village教师承接上一部分,以课件出示村庄的图片,继续描述:T: Look! My grandpa and grandma live in a village. Look at the trees, the grass and the houses. This is a village.教师板书单词village,让学生随着教师
8、的写进行拼读。2. 教授单词bird和snake(1) 教师以课件出示一棵树的阁片:T: In the village, there is a tree.(教师指着树的上面)Can you guess what is in the tree?教学建议:如果有学生在这里的回答是果实类的,如:apples, pears,教师可注意强调on the tree和in the tree的区别:on the tree表示的是树上本身长的东西(叶子、果实等),in the tree表亲的是树上的外来物(鸟、猫等)。在学生理解之后再次提问:Can you guess what is in the tree?学
9、生进行猜测之后,教师在课件树上出示一只小鸟,教授新单词bird,并板书领读。(2) T:(教师指着树的下面,并模仿蛇发出的声音:嘶嘶)Can you guess what is under the tree?S2: .T: Oh, no! Look! Its a snake.教师板书并领读单词snake。之后,引领学生一起做动作说唱歌谣:嘶嘶嘶(双手背后),snake(像蛇出洞一样,从背后伸出左手)嘶嘶嘶(双手背后),snake(像蛇出洞一样,从背后伸出右手)One long snake(左手像一条长蛇向上移动)One short snake(右手像一条短蛇向上移动)One green sna
10、ke(左手像一条长蛇向下移动)One yellow snake(右手像一条短蛇向下移动)嘶嘶嘶(左手放回背后),snake嘶嘶嘶(右手放回背后),snake3. 教授单词potato和tomatoT:(出示土豆和西红柿的图片)There is a farm near the village. On the farm, there are many potatoes and tomatoes.教师板书并领读单词potato和tomato,之后,在两个单词的下方分别板书potatoes和tomatoes,注意用其他颜色的粉笔板书es,强调其复数结尾。4. 教授单词lake和riverT: (引导学
11、生猜一猜)Near the village, there are two places. There is a lot of water and many fishes in them. Can you guess what they are?T&Ss: River and lake. / 河流和湖泊T.(出示小河、湖泊的图片) Yes. There is a river and a lake near the village.教师板书单词river和lake,并引导学生拼读记忆。教学小贴士教师在教授时river和lake时也可采取以旧带新的方式,如:通过已学单词driver(司机)来引出新词
12、river,通过snake (蛇)来引出lake,在新旧单词之间建立拼写上的联系,可以加深学生对新单词的印象并减轻其记单词的负担。(2)巩固活动1. 教师播放Lets learn部分的录音,让学生听并跟读单词。2. 教师随意抽取单词卡片,要求学生全体或一个接着一个快速拼读单词。操练活动的设计与实施建议(Practice Activities)(1)听画活动教师将学生分为若干小组,进行“听画”活动,可参考如下步骤:1. Listen and draw教师将本课时的单词揉合在一起进行表述,要求学生拿出所准备的白纸和水彩笔,将听到的内容画下来。教师的表述可参考如下内容:There is a smal
13、l village. In the village, there is a big tree. Look, there is a blue bird in the tree. Oh, there is an orange snake under the tree. On the right of the village, there are many potatoes and tomatoes on the farm. On the left of the village, there are many fishes in the river and the lake.2. Show time
14、每个小组选出两名代表上台向大家展示自己的画,并进行简单的介绍。3. Listen and point教师说单词,学生听到后,快速地在自己的画上找到并指出该物品,看谁的反应快。也可以让学生两人一组,一人说一人指,交替练习,巩固单词。4.让学生在各自画的图片上,为每个物品标上相应的英文单词,教师巡视、检查学生的拼写是否正确,也可要求英语水平比较差的学生看书将单词抄写到图片的相应物品旁,达到巩固练习新单词的目的。(2)Part C Listen and circle1. 教师引导学生先仔细观察每组图片,并尝试说出相应的地点名称。2. 时间允许的话教师可引领学生对每幅图片或挑选几幅图片进行简单描述。3
15、. 教师播放Listen and circle部分的录音,让学生仔细听录音,了解大意。4. 教师再次播放录音,让学生根据所听到的内容圈出相符的图片。5. 随机选出几位学生根据其所圈的图片做陈述,核对答案。本部分的录音内容如下:1. Its Sunday. Many people come here. Some are going around the lake. Children are playing games happily.2. People here plant many things in spring, summer and autumn. They have fruits an
16、d vegetables.3. People here get up early in the morning from Monday to Friday. Some go to work by bus. Some go by car. And some ride their bikes.4. In spring, trees become green again. People like to climb and play there.参考答案:1.第一幅图2.第二幅图3.第一幅图4.第二幅图【板书设计】Unit4 He Lives in a Village 第2课时教学设计【内容来源】陕旅
17、教育出版社五年级下册 Unit4【主 题】Lets talk, Ask and answer, then report【课 时】第2课时一、教学目标1. 能运用Do you live in a city? No. I live in a village far from the city. Is your village big? It is small, but very beautiful. In . 谈论自己和他人的居住地环境。2. 能借助所学词汇和句型在日常生活中进行简单自如的交流。二、教学准备1. 教师准备:(1 ) Lets learn部分的单词卡片。(2) Lets talk部分
18、的教学挂图和人物头饰。(3) 本课时的课件。(4) Lets talk部分的教学音频。2. 学生准备:Lets learn部分的单词卡片。三、教学方法建议课程导入(Leading In)(1)课前热身1. 教师让学生拿出各自所准备的单词卡片;然后教师说单词,学生迅速找出相应的卡片举起并大声读出该单词。最快的学生所在组加一分。2. 教师快速出示单词卡片,学生抢答。比比哪组学生最快。3. 教师将单词卡片放在讲桌上,并选出两位学生上台。教师说单词,请这两位学生在讲桌上的卡片中快速找到该单词卡片,比一比谁快,并为该生所在组加分,同时教师也要注意鼓励比较慢的学生,可与其击掌加油。(2)新课导入通过师生问
19、答提前感知本节课的内容,为后面新句型的学习打好基础,让学生能快速掌握如何对居住地及其环境进行流利的表述和问答。如:T: Hello, boys and girls. Nice to meet you.Ss: Nice to meet you, too.T:(走到一位学生的面前,拿起该生的文具盒,问其他学生)Is this your pencil -box?S1: No, it isnt.T: Do you have a pencil box, then?S1: Yes, I do.T: Is it big?S1: No, it isnt.T: Is it beautiful?S1: Yes,
20、it is.课程展示活动和过程的设计建议(presentation)(1)新课展示Part A: Lets talk1. 教师出示Lets talk部分的人物头饰,和学生交流:T: (教师出示Liu Zhaoyang的头饰) Do you know who he is?Ss: He is Liu Zhaoyang.T:(教师出示游客的头饰) Do you know wh0 he is?Ss: No, Who is he?T: I dont know his name, either. But I know he is a tourist.(教师在这里可向学生解释tourist的意思是“游客”)
21、然后,教师假定学生都是Liu Zhaoyang,和他们对话:T: I live in a village far from the city. Do you live in a city?Ss: Yes, I do. I live in Xian.T: Is it big?Ss: Yes, it is.T: Is it beautiful?Ss: Yes, it is.T: Xian is really a beautiful city.板书、领读功能句:Do you live in a city? . is really a beautiful city.并引导学生加以运用之后,再假定学生都
22、是那位游客,继续与之问答:T: Do you live in the city?Ss: No. I live in a village.T: Is it near the city?Ss: No, it isnt.T: It is not near the city. It is far from the city. Is your village big?Ss: No, it isnt.T: Is it beautiful?Ss: Yes, it is.T: It is small, but very beautiful.板书、领读功能句:I live in a village far fr
23、om the city. It is small, but very beautiful.并引导学生练习运用be far from和 It is . but .Beijing is far from Xian.My home isnt far from our school.Our school isnt big, but very beautiful.My pencil box isnt beautiful, but very helpful.教师可通过与学生的问答,适当地复习以前学过的一般现在时态,强调当主语是第三人称单数时要在谓动词的结尾加-s或-es,如:T: (教师指着一名学生问其他
24、同学) Does he /she live in the village? Ss: Yes, he/she does. / No he / she doesnt.(教师适当提醒,引导学生回答)2. 听力理解:教师播放Lets talk部分的录音,让学生听录音,整体感知对话。在听的时候,教师出示本部分的挂图,提醒学生结合图片及听力内容一起理解对话。3. 教师处理疑难点,如:many kinds of表示“很多种”,其后可接可数名词复数,也可接不可数名词。并引导学生练习运用,如:many kinds of fruits, many kinds of animals, many kinds of j
25、uice等。4. 教师提出问题,并再次播放录音,让学生听录音后作答,检测学生对对话的理解程度。问题可参考如下:(1) Where does Liu Zhaoyang live?(2) Does the tourist live in the city?(3) Where does the tourist live? Is it far from the city?(4) Is the village big?(5) What does the tourist have in September and October?(2)巩固活动1. 教师播放录音,要求学生模仿录音中人物的语音语调跟读对话。
26、2. 将学生分为两大组,分角色朗读对话。操练活动的设计与实施建议(Practice Activities)(1)角色扮演1. 教师拿出所准备的头饰,先自己扮演游客,由学生扮演Liu Zhaoyang,分角色对话。在对话过程中,教师注意表情要夸张,并且在适当的时候边说边做动作,如:在说Xian is really a beautiful city.时伸出大拇指,表示赞扬。在说No.时,挥手否定。在说but very beautiful.时要语气夸张,表示自豪。为接下来表演的学生做示范,要求他们在表演时声音洪亮,动作大方自然,尽量表演出真实的情景。2. 学生两人一组排练对话,教师鼓励学生脱离课本,
27、参考教师出示的本部分的教学挂图和黑板上的句型编演对活。3. Show time学生两人一组借助头饰上台表演对话,对于程度较差的学生,教师可允许其带书进行表演,如果该生能将句子朗改完整,教师应表扬其进步,并带动大家真诚地为他鼓掌。(2)Part C Ask and answer, then report1. 教师引导学生参考本部分的各个问题分组回答,讨论居住地环境。2. 小组内将各自的讨论结果组织成为一篇简介的小短文。3. 小组内选举代表在班内做报告,为下节课的短文新授打基础。教学建议:本部分内容建议教师组织学生以小组为单位进行讨论,可以在课堂上前后左右围起来的四人或三人小组进行讨论,也可以在自
28、由结合成几人小组进行讨论,这种方式比较灵活,而且小组中每个同学都有可能发言的机会。在讨论的过程中,教师最好保持缄默,让学生发挥其主体性,起讨论出问题的答案。在最后的汇报过程中,教师纠正错误的或不完整的回答即可。【板书设计】Unit4 He Lives in a Village 第3课时教学设计【内容来源】陕旅教育出版社五年级下册 Unit4【主 题】Warming-up: Circle the animals you love, Lets learn more, Read and complete【课 时】第3课时一、教学目标1. 能用Lele and his parents live in
29、. They . In . ,they . They live happily together year by year, 详细地描述他人的居住地环境。2. 能听、说、熟读课文,语音语调准确自然。3. 能灵活自如地地运用所掌握的词汇及句型结构对居住地环境进行描述,并能进行相应的替换练习,达到学以致用的目的。4. 通过对Part B Lets learn more的学习,激发对家、对大自然的热爱之情。二、教学准备教师准备:1. 本单元的单间卡片和Lets learn more部分的教学挂图。2. 本课时的课件。3. Old MacDonald歌曲视频。4. Lets learn more部分的
30、教学音频。三、教学方法建议课程导入(Leading In)(1)课前热身1. 教师运用多媒休播放Old MacDonald视频,和学生一起打节奏表演歌曲,并复习动物单词。2. Part A Warming-up: Circle the animals you love建议教师采用问答的形式引导学生观察图中动物,并圈出各自喜爱的动物,如:Do you love animals? Look at these animals. What is the first / second / . animal? Is the . lovely? Do you love . ?学生圈出各自喜爱的动物之后,可两
31、人一组互相展示,如:I love . Its really beautiful / lovely / helpful.(2)新课导入T: Hello, boys and girls! I have a new friend. His name is Lele. He is a good boy, and he lives in a village with his parents. Lets go to visit his village today.课程展示活动和过程的设计建议(presentation)(1)新课展示Part B Lets learn more1. 通过引导学生观察课文挂图,了解有关课文的倍息(1)让学生观察第一幅挂图,并根据图意进行师生问答:T: What can you see in the picture?Ss: We can see some vegetables / some tomatoes / a river / a lake / a man and a
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