译林版5A Unit6 五课时优秀教学设计.docx

1、译林版5A Unit6 五课时优秀教学设计五年级上册 第六单元第1课时 教案Teaching contents 教学内容Story time Teaching aims and learning objectives 教学目标1. 能听懂、会读、会说e-friend, send, email, to, live, UK, years old, study；2. 能听懂、会读、会说日常用语Wait a minute. Does he/she have ? Yes, he/she does. Does he/she like ? No, he/she doesnt.；3. 能正确地理解并朗读对话内

2、容，在教师的引导和帮助下尝试复述课文内容；4. 能初步运用本课所学的词汇和日常用语谈论自己的朋友。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文内容。教学难点：能初步用句型Does he/she have/like ? Yes, he/she does.来询问他人朋友。Teaching procedures 教学过程Step 1 Brain storming T: Say the same kind of words. The more the bette

3、r.【设计意图：由游戏导入，在活跃气氛的同时唤醒学生的旧知。】Step 2 Self-introduction1. An information card.T: This is me. Do you want to know me? You can ask me some questions.NameWhats your name?JollyAgeHow old are you? 33 years old (教 years old)SubjectsWhat subjects do you like? EnglishHobbiesWhat do you like doing? making fr

4、iends2. Lets guess.T: I have a kind of special friend. We cant see each other. We usually send emails to each other. Can you guess? (教send, send to, email )S: E-friend. (教e-friend )(引出课题 Unit 6 My e-friend)【设计意图：教师通过简单介绍自己激发学生提问的兴趣，帮助学生复习已学问句，引出下个环节。】Step 3 Presentation1. Listen and choose. (播放录音寻找答

5、案)T: Look at Liu Tao and Wang Bing. Who has an e-friend? Lets listen and choose. (播放录音)T: Who has an e-friend?S: Wang Bing has an e-friend.T: Which one is the key sentence?S: Let me send this email first. Its to my e-friend.T: Heres a sentence “Wait a minute.” Can you choose?S: B【设计意图：用听的方式训练学生听和理解的

6、能力。】2. Think and ask.T: This is Wang Bings e-friend. Do you have any questions about him? These words can help you.【设计意图：进一步唤醒学生的旧知，激发学生对文本的兴趣。】3. Watch and answer.T: I have three questions. Lets watch and answer. (播放动画)T: Who is Wang Bings e-friend?S: Hes Peter.T: How old is he?S: Hes 11 years old.

7、T: Where does he live?S: He lives in the UK. 4. Read and underline.T: Liu Tao has more questions about Peter. Can you find the answers? Please underline.【设计意图：引出一般疑问句句型。】Step 4 Consolidation1. Reading time.a. Read together b. Read one by one c. Read in roles d. Read in parts【设计意图：发挥学生的主观能动性，让学生自由选择朗

8、读的方式，增强朗读的自主性和趣味性，在朗读过程中学习语音语调抑扬顿挫、重读、弱读等朗读技巧。】2. Say something about Peter.3. How to get others information.Step 5 Ask and answer1. Lets guess.T: Who is my e-friend? You can ask me some questions and guess.2. Ask and complete the information card.3. Lets report.【设计意图：巩固及提高学生通过提问获取信息的能力。】Homework 家庭

9、作业1. Read Story time 5 times.2. Try to make an e-friend on the Internet.Teaching aids 教学准备（含板书设计）教学准备：图片、词汇卡、多媒体板书设计： Unit 6 My e-friend Whats his name? How old is he? Where does he live? What does he like doing? What subjects does he like? What does he do after school?说课在热身环节，教师通过Brainstorming这一环节，

10、既调节了课堂气氛，激发了学生学习兴趣，又唤醒了学生的旧知。在处理Story time前，先通过学生向老师提问使学生回忆起学过的询问他人信息的问句。再设置问题，让学生通过听、读、看等环节来解答，既能使学生很好地理解文本，又能使学生更好地掌握询问他人信息的问题。然后再通过对Peter的提问和信息的复述，使学生巩固和灵活地使用问句。朗读时，教师尽量引导学生模仿原版录音，注意语音语调的变换、重读、弱读等朗读技巧。然后让学生自由选择朗读方式，激发学生的主观能动性，增强学生对朗读的兴趣，使学生更好地锻炼和运用本课知识点。最后通过问答方式来收集新网友的信息，让学生学以致用，灵活使用本课知识点。第2课时 教案

11、Teaching contents 教学内容Fun time & Grammar time Teaching aims and learning objectives 教学目标1. 能听懂、会读、会说Canada和Australia；2. 能听懂、会读、会说日常用语：Do you/they have/like ? Yes, I/they do./No, I/they dont. Does he/she have/like ? Yes, he/she does./No, he/she doesnt. What subjects do you/they like? I/They like What

12、 subjects does he/she like? He/She like ；3. 复习巩固Story time内容；4. 使学生了解一般现在时态主语为第三人称单数时动词的变化规则。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：复习巩固Story time及一般现在时态主语为第三人称单时动词的变化规则。教学难点：使学生区分、掌握、运用一般现在时态问句句型。Teaching procedures 教学过程Step 1 Enjoy a song: The more we get together 【设计意图：欣

13、赏歌曲可以活跃课堂气氛，达到温故知新。】Step 2 Know more about Peter1. Game: Look and say.Rules：如果你认为内容正确，就说“Yeah, yeah, yeah!”，如果你认为内容错误，就说“No, no, no!”。 2. Peters information card.What subjects does he like?3. Ask and answer.Work in groups of four and try to talk about your favourite subjects.4. Lets talk.A: What sub

14、jects do you like? B: I like A: What subjects does he/she like? B: He/She likes 5. Think and say.livelives studystudies【设计意图：通过游戏和信息卡形式，帮助学生复习巩固Story time内容。同时通过学生问答操练引出Grammar time内容。】Step 3 Grammar time1. Look and learn.由livelives，studystudies引出更多动词的第三人称单数变化形式，总结一般现在时态动词第三人称单数变化规则。2. Practice and

15、summarize.通过练习总结让学生区分、掌握、运用一般现在时态问句形式及应答。【设计意图：通过观察、练习、总结使学生感悟并掌握一般现在时态动词第三人称单数变化规则，区分、掌握、运用一般现在时态问句形式及应答。】Step 4 E-friend Club.1. Choose an e-friendLinda.T: Where does she live? S: She lives in Canada. (教授Canada)T: What subjects does she like?S: She likes T: What does she like doing?S: She likes (i

16、ng).2. Choose an e-friendAmy.T: Where does she live? (Listen and answer.)S: She lives in Australia. (教授Australia)T: Now please ask and answer in pairs.【设计意图：利用E-friend Club的形式让学生操练句型，使学生能够巩固和灵活运用所学知识。】Step 5 Fun time.学生了解游戏规则后，在全班开展游戏。Homework 家庭作业1. Recite Story time.2. Copy the new words and sente

17、nces.Teaching aids 教学准备（含板书设计）教学准备：词汇卡、多媒体板书设计： Unit 6 My e-friend A: Do you/they have/like ? B: Yes, I/they do./No, I/they dont. A: Does he/she have/like ? B: Yes, he/she does./No, he/she doesnt. A: What subjects do you/they like? B: I/They like A: What subjects does he/she like? B: He/She like 说课在

18、热身环节，教师通过The more we get together这首歌曲导入教学，有趣的画面不仅活跃了课堂气氛，也起到对Story time内容温故而知新的作用。接着，教师通过游戏、信息卡、复述等环节，不仅复习和巩固了Story time的内容和知识点，同时也引出了本课Grammar time的句型和知识点。Grammar time分为两部分。首先是让学生通过观察总结，了解并能初步掌握一般现在时态主语为第三人称单数时动词的变化规律。然后是一般现在时态的一般疑问句以及特殊疑问句句型，让学生通过练习、观察、总结了解句型结构以及应答。同时通过操练，使学生掌握、巩固、运用所学知识点。最后教师通过Fu

19、n time的开放性游戏，降低难度且扩大参与面，增加练习的趣味性，创造情境，让学生真正做到灵活地运用英语。第3课时 教案Teaching contents 教学内容Cartoon time Teaching aims and learning objectives 教学目标1. 能听懂、会读、会说单词和句型：tomorrow, fishing, sit by, wait, Dont worry.；2. 能理解Cartoon time故事大意并有感情地朗读表演；3. 复习巩固Grammar time，能针对朋友的情况进行问答。Focus of the lesson and predicted a

20、rea of difficulty 教学重点和难点教学重点：能理解Cartoon time故事大意并有感情地朗读表演。教学难点：1. 学生能够使用不同句型来描述自己的或猜测别人的网友；2. 熟练地询问他人的情况。Teaching procedures 教学过程Step 1 Greeting & Warm up 1. Free talk. (师生问答)Do you like ? What subjects do you like?Des he/she like ? What subjects does he/she like?【设计意图：与学生自由交谈，在平等和谐的氛围中，投入英语学习。】2.

21、Ask and answer in pairs. (PPT呈现主要句型)【设计意图：用老师给出的关键句，学会询问他人的情况。】3. Think and say.T: What questions can help you to know about new friends?【设计意图：通过上一步的问答，总结出关键词，为下一步介绍朋友做准备。】4. About Peter.以小组为单位，介绍Peter，可以用上刚才讨论的关键词。【设计意图：既是对本单元Story time的复习，又是对上一环节的巩固，引导学生用自己的语言描述书中的人物，源于课文，高于课文。】Step 2 Cartoon time

22、1. About Sam.T: What does Sam like doing?S1: Does Sam like swimming?S2: Does Sam like ing?T: He likes fishing. (新授fishing, go fishing)2. Watch and answer. T: Who is good at fishing? (播放动画) S: Sam.3. Read and answer. Is Bobby good at fishing? 学生自读图1，找出相关句子。4. Read and underline. 学生两人一组，默读图2至图4，找出下列问题

23、的答案，并将关键句画出来。Where do Bobby and Sam sit?Does Sam have many fish?Do fish really eat oranges?5. Reading time.(1) Read after the tape.(2) Read in groups of four and choose your own way.【设计意图：通过猜测Sam的爱好导入动画，分步解读故事，一系列的活动设计层层推进，不仅关注到了学习兴趣，更关注到了学生的学习过程。模仿朗读和自主选择朗读方式则较好地训练了学生的语音语调。】6. Lets retell.Bobby and

24、 Sam eat _ at a _ _. They decide (决定) to _ _ tomorrow. _ is good at fishing, but Bobby isnt. So Sam _ Bobby. They sit _ the _. Bobby gives fish some _, but fish dont eat them. At last, Sam has many fish, But Bobby _ have _.【设计意图：听说过后，回归读写。这一练习的设计训练了学生的综合能力，既能较好地考察学生理解故事的能力，也对书面表达能力进行了考察。】7. Lets ima

25、gine.Can Bobby catch any fish at last? Bobby最后能钓到鱼吗？展开合理的想象，和同伴们编个小故事吧！【设计意图：故事续编可以训练学生的想象能力和思维能力，将课内的学习延伸到了课后。】Homework 家庭作业1. Read Unit 6 Cartoon time.2. Try to retell the story to your friends.3. Add an ending to the story. Teaching aids 教学准备（含板书设计）教学准备：词汇卡、多媒体板书设计：Unit 6 My e-friend Sam Bobbybe

26、good at fishing Dont worry.many fish tomorrow sit by the river说课这一课时的复习环节教师设计了几个活动，分别承接上一课时的内容。Ask and answer是对语法板块的巩固，并结合Story time中的Peter这一人物，让学生来围绕关键词介绍人物，源于课文的内容得到了提升。Cartoon time深受学生喜爱，Sam和Bobby也是学生喜欢的卡通人物。从复习自然过渡到猜测Sam的爱好，然后导入Cartoon time的学习。从整体感知到分步解读，并在画关键句的过程中学习新词新句，做到词不离句，句不离文。教师设置了几个层次不同的

27、活动：Watch and answer, Read and find, Read and underline, Retell, Imagine等，分别从不同的角度出发，对故事进行全方位剖析。最后的Imagine环节，使学生的英语学习从课内走向了课外，也作为一项课后作业，期待学生下一节课的精彩表现。第4课时 教案Teaching contents 教学内容Sound time & Culture timeTeaching aims and learning objectives 教学目标1. 能较流利反馈Story time & Cartoon time的内容；2. 能熟练运用句型Where d

28、oes he/she live? He/She lives in 来谈论国家；3. 了解字母w在单词中的发音，会说出相关单词；4. 了解中英文信封上地址写法的不同。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 能理解并掌握字母w的发音规律，熟记例词；2. 了解中英文信封上地址写法的不同。教学难点：正确掌握字母w的发音，并能正确举例。Teaching procedures 教学过程Step 1 Greeting & Warm up 1. Greeting. 2. Ask and answer.Where d

29、oes he/she live?What does he/she like doing?/ (根据体育明星的图片，进行问答。)【设计意图：用学生喜欢的人物展开问答，更能激起他们的学习兴趣。】Step 2 Cartoon time1. Lets talk.PPT呈现关键词，请学生根据关键词提示复述Cartoon time。2. Imagine and act.(上节课安排学生课后为Cartoon time想一个结尾，此处考查作业完成情况。)【设计意图：复习Cartoon time，学会用自己的语言来描述故事，并进行创编，目的在于激发学生的兴趣，培养表达能力。】Step 3 Sound time1

30、. Enjoy a rhyme: The seasons.2. Think and say.看到winter，你会想到哪些单词呢？【设计意图：开放性操练，既培养了学生的想象能力，也培养了学生的英语思维能力。】3. Read and learn. (PPT呈现句子并教授新词)【设计意图：通过图片和语言的描述，一步步地学习新单词，词不离句的学习方法使学生更容易理解和掌握新单词。】4. Read and choose: winter, water, weather, we, wear, warm.In winter, water turns to ice,And sometimes it snows.So when the winter weather comes,We always wear warm clothes!【设计意图：根据上下文填写合适的单词有助于学生理解和运用词句，同时可以提高学习综合运用英语的能力。】5. Read after the tape. 学生模仿录音跟读小诗，感悟w的发音。6. Say more words. (说出更多含字母w的单词，并尝试着用那些单词进行造句。)【设计意图：通过归纳枚举，帮助学生掌握字母w的发音，并尝试运用规律自主朗读新单词，进行造句练习。】Step 4 Culture time1. How to write addre