五年级英语上册Unit6《It’sagrapefruit》（Lesson31）教学设计人教精通版（三起）.doc

Lesson31 教学设计一、教学内容与分析Just talk本部分通过一个小男孩和妈妈在路边看到树上的柚子和椰子的真实场景，引出要学习的目标语言Whats this? Its a grapefruit. Whats that? Its a coconut.通过师生之间、生生之间的对话，自主感知、模仿、学习和体验，能够运用Its so big. Is it yummy? But not these. Can I have one? Well buy one in a shop. Ill buy one for you.等句型进行描述、征求意见、说想法，在真实语境中进行交流。主要目标语言：Whats this? Its a grapefruit.Whats that? Its a coconut.二、课前准备1. 准备不同果园或商店的场景图画，为开展小组合作学习提供资源。2. 准备grapefruit和coconut生词卡片和教学挂图，创设情景，引导学生学习。3. 准备结满果实的柚子树、椰子树、苹果树、梨树、桃树、香蕉树等场所图片，奖励表现出色的学生，力求每位学生人手一张。可以课前给学生布置任务，学生自己画好带到课堂。4. 准备教学音频、教学课件，用于给学生创设情景，为趣味操练等活动提供依据。三、教学步骤与建议1. 热身/复习(Warm-up / Revision) 1) 师生共同进行chant，引领学生迅速进入愉悦的英语学习氛围，并有意识地引导学生根据教师距离图片（屏幕）的站位远近，准确地使用目标语言Whats this? Whats that? 进行说唱，巩固复习已学知识的同时，为新授教学打基础。T: Good morning / afternoon, boys and girls.Class: Good morning / afternoon, Miss / Mr.T: Would you like to chant with me?Class: Yes. / Sure. / Certainly.T: Look at me carefully!Class: OK.(教师借助图片/屏幕中出现的物品和学生一起说唱Whats this? Whats this? Its a / an . Whats that? Whats that? Its a / an .)2) 教师向学生呈现出葡萄柚、椰子等水果小图片，以及相应的果树场景图，引出评价方式，激励学生为得到卡片而努力。T: Dear children, I have so many fruit cards. Look! I have grapefruit trees, coconut trees, apple trees, pear trees, peach trees and banana trees, too. How nice! Do you want to get them? If you are active in class, youll get one. Ready? Go!3) 教师将一张自己的家庭成员照片放在手中，或通过屏幕让学生猜测手中有什么，并且让学生猜测自己家人的职业。通过硕果累累的果园图片和摆满了各种商品的商店图片，将职业是农夫的哥哥和职业是售货员的姐姐介绍给学生认识，将学生自然引入到创设的情境中。T: Its a photo of my family. Look, this is my brother. And this is my sister. What do they do? Can you guess?T: Yes, my brother is a farmer and my sister is a salesgirl / saleswoman.4) 教师出示果园或商店的图片，或通过屏幕呈现果园或商店的场景，带领学生参观，并且根据学生的表达，为学生分出小组和确定小组名称。T: Whats this?S: Its a/an.T: Do you like ? (Is it yummy?)S: Yes, I do. / No, I dont. (Yes, it is. / No, it isnt.)T: You like . So, you are grapefruit / coconut / apple / pear / peach / banana group, OK?S: Yes. We are grapefruit / coconut / apple / pear / peach / banana group.T: Lets have a race. Go, go, go!2. 新课呈现(Presentation)1) 引入问题，让学生充分利用交流。教师出示果园的图片或通过屏幕场景引导学生自主选择，畅所欲言，表达自己的喜好，引导学生通过句型Can I have one?进行交际。T: Whats this? / Whats that?S: Its a/an.T: Is it big or small?S: Its so big / so small.T: Do you want to have one? If you want to have one, you can do it like me. Can I have one? Lets do together.S: Can I have one?T: Yes.2) 请学生转换角色，增进相互了解。教师与学生进行问答互换的同时，教师表达自己的意愿，并向学生索要喜爱的水果。学生无法满足教师意愿的同时，教师适时地引导学生找出解决问题的办法，并在情境中通过小组合作，竞赛等形式操练语句。T: Whats this? / Whats that?S: Its a/ an.T: Is it big or small?S: Its so big / so small.T: Its yummy. I like it very much. Can I have one? Give it to me. Please, please.S: Yes. Here you are. (学生将一些图片或水果实物递给老师。)T: But, not these. Ha-ha! You have nothing. I want to get it I have a good idea. We will buy one in a shop. What can we do? Show me your ideas.S: Well buy one in a shop. / I will buy one for you.T: OK! Lets go.3) 利用画面引出生词。教师通过大屏幕（图片）向学生展现出姐姐商店的照片，引导学生结合教师描述猜出店内水果及物品的名称，并且根据不同水果的变化掌握新的水果名称，为进一步的学习做好前期的铺垫，在语句中巩固操练语言知识。T: Whats this? / Whats that?S: Its a/an.指导学生根据不同水果或物品的变化，掌握更多新的水果名称，如：kiwifruit grapefruit, watermelonhami melon, doughnutcoconut。4) 运用说唱歌谣的方法，调节学生学习节奏。在大量操练水果名称的基础上，鼓励学生创编一个上口的歌谣来舒缓情绪，愉悦心情。学生在紧密的练习后，根据自己的年龄特点一起说唱，使课堂气氛再次活跃起来，如：T&Ss: Grapefruit, grapefruit.In the shop, in the shop.Ill buy one for you. Ill buy one for you.Thank you! Thank you! Thank you very much.学生配合喜欢的韵律，运用各种自己喜欢的水果创编新的歌谣，表达自己的喜好。5) 利用视听结合的方式学习对话。教师带领学生们回到果园，见到一对母子也来到果园参观。学生猜测他们的对话内容、模仿配音、根据教师播放的对话录音判断自己的配音是否正确，再通过跟读、分组读等方式模仿对话内容，并进行对话表演。T. Look, dear children. Our friends are coming to our farm. What are they talking about? Can you guess? Listen and show me what you can hear.S1: Whats this?S2: Grapefruit.S3: Can I have one?S4: .学生根据自己所听内容说出捕捉到的信息，可以是一个单词、一个词组，也可以是一句话、一段话。3. 趣味操练(Practice )1) 调动学生积极动脑，仔细观察。学生观察果园中的果树（只有果树没有果实），猜测什么水果的果树，增长课外知识的同时，根据水果及单词的变化，掌握单词变化规律，以旧引新，增加新知学习的趣味性。学生可以根据信息差语句的逐步呈现，在竞赛游戏中熟练运用语言，兴趣盎然地参与到课堂活动中来。T: Look, dear children. There are so many things on the farm. What are they? Do you know? Lets play a guessing game!T: Its yellow. It has fruit in its word. Its not small. Its so big. What is it?S: Grapefruit.T: Its round. Its yummy. We can drink it. We can see many of them in Hainan. What is it?S: Coconut.2) 利用美化果树的活动，让学生运用语言。教师请不同小组的同学将他们获得的水果小图卡贴在各自组的果树上，既通过果实数量评价出学习情况，又将美化过的果树作为学生小组合作，进行语言运用的新资源，巩固本课的目标语言，如：T: All of us did a good job. Lets paste our fruit cards onto our trees. How many . do you have?S: We have . apples / peaches.T: Good! Now lets talk about our trees.学生结合各组的果树和果实，以教材对话内容作为基础，发展语言，创编新的对话。4. 语言运用(Language use)1) 创设情境，学生间编演对话。教师再次带领学生回到果园，见到果园的水果都已经不再新鲜，甚至已经不再有果实，都已枯萎死去。在教师的引导下，学生通过小组讨论合作找出原因，并且制订方案，找出解决办法。在语句构架的帮助下运用语言，阐述观点，从我做起，保护自然，爱护环境。Step 1:分组讨论。Step 2:组织语言，编演对话。Step 3:交流展示，阐明观点。语言支持：询问事物：Whats this? Whats that?询问想法：What shall we do? Any ideas? How about you? What will you do?表达想法：I want to We want to Id like to Wed like to Can I have one? Well buy one in a shop.2) 通过自主探究进行合作学习。学生以小组为单位，将所学语句运用到生活实际中，通过教师提供的商店场景，根据提示选购用于保护环境的物品，组织语言，将新老句型用于交流中，表达自己的意愿。5. 课堂评价(Assessment)1) 课堂教学过程中的评价。(1) 教师可引导学生根据各组获得的水果小图卡贴在果树上的数量，作为学生自我评价、小组评价、教师评价的直接依据。(2) 教师可以利用问题引入、使学生畅所欲言；运用说唱引入，愉悦学生心情；注意视听结合，让学生捕捉信息；鼓励积极动脑，仔细观察，运用语言，并根据每组学生听、说、读、演的准确度进行评价。(3) 教师可以根据师生间及生生间的互动，引导学生结合各组表达、动作、可信度互评。(4) 有效地将评价活动与各环节的实际教学活动相结合，对学生学习中表现出的表演能力、合作精神、动机与兴趣等方面进行鼓励与评价。