2019年五年级英语上册 Uncle Jack’s farm教案 北师大版.doc

2019年五年级英语上册 Uncle Jacks farm教案 北师大版一、指导思想与理论依据依照英语课程标准中“激发和培养学生学习英语的兴趣,发展自主学习的能力和合作精神，形成一定的综合语言运用能力”理论，英语教学要面向全体学生，突出学生主体，以各种活动为载体，激发学生的参与感。我在设计课堂教学时，以生动有趣的故事为主线，侧重培养学生的听说和理解能力。通过问题设计，引导学生自主感知理解故事内容。注重培养语感和情感，使学生在相对真实、完整的语境中接触、体验、理解语言。做到传授语言知识与语言技能并重，从而培养学生综合语言运用能力。二、教学背景分析1、教学内容分析：本课是北师大版小学英语实验教材五年级下册第十一单元第一课时的教学内容，为故事教学。本故事的题目为：Uncle Jacks farm.讲述的是主人公Ken 和Ann 一家人去农场拜访杰克大叔的事情。本故事根据场景主要分为两个情节，一个是在去农场的路上谈论天气情况，一个是在农场里骑马的事情。从语言功能上看，本节课开始将学习在情境中理解并回答将来的活动安排或打算的表达法：What are you going to do? We are/ Im going to .这种表达方式学生是首次接触，但现在进行时的结构则在三年级时就学习过，所以学生对主语和be动词的搭配应该并不陌生。另外，故事中出现了一些谈论天气的核心词汇，这些词是本单元的重点内容。在本节课中要予以正确处理。本故事中有一个理解的难点就是Ken 为什么明天不想再骑马，这在文本中并没有明确的语言表述。根据上述分析，我本节课的教学重点定位在对故事的理解上，同时引导学生初步关注新语言形式和含义。2、教学对象分析： 本课的教学对象为小学五年级的学生，学生的听说和理解能力比较强，习惯比较好，课上听讲认真，回答问题积极，乐于参加各种学习活动，有一部分学生参加了英语的课外学习，已经了解了一些关于将来时态的句型，理解能力比较强，在班里能起到英语骨干的作用。3、教学方式与手段说明：根据英语这门课本身的特点及五年级学生的兴趣，我通过设计具体形象的情景、以歌曲导入、不断滚动知识点、分散教学难点、让学生直观的感知和理解等方式帮助学生感知理解故事。引导学生通过比较、观察、猜测的方法逐渐感悟新语言项目的功能，让学生在多层次的练习中体会到学习英语时“运用”的必要性。通过创设任务活动，使学生在师生、生生之间的多向交流中进行有意义的练习与实践，充分培养他们的自主学习能力，引导他们学以致用。4、教学资源分析：根据本课的教学内容、教学目标、学生的年龄特征和心理特征，为了更好的激发学生学习兴趣，从而能积极主动参与学习。教学中我运用：1、 自制多媒体课件：截取北京电视台天气预报视频，配以英文的天气预报录音，帮助学生理解weather report和windy, fine 等气象名词。2、 PPT演示文稿：设计了故事理解性的任务和穿插了相关的图片。3、 教材配套课件：故事教学动画，学生用来整体视听故事。4、 评价奖励的小stickers，激励学生热情参与。 5、前期教学状况、问题、对策等研究说明现在进行时的结构在四年级时学习过，学生对主语和be动词的搭配有了初步的了解，但是在将来时态里主语和be动词的正确掌握、准确应用对于他们来说仍是一个难点。我通过设计具体形象的生活情景，让学生初步感知，围绕故事主线，帮助学生理解一般将来时态的用法，在板书的提示下，能够简单复述故事内容，初步运用一般将来时态。三、教学目标设计：（一）知识与技能1、能理解故事内容并能初步朗读课文。2、能在故事中理解并正确朗读情景词汇和短语： weather report, clouds, rain, ride horses, stay at home 3、通过学习故事内容，能够在情境中理解并回答将来的活动安排或打算的表达法。What are you going to do? We are/ Im going to .Its going to be (fine) tomorrow.（二）过程与方法1、通过动画，感知故事，激发与保持学生学习的兴趣与欲望。2、通过分解故事内容，学生自读、小组内质疑、解疑，培养学生自主学习能力。3、通过合作学习等形式，使学生能分角色正确朗读课文。（三）情感态度与价值观1、通过故事的学习，能够做到出行前自觉地关注天气并做好相应的准备。2、能敢于尝试自己力所能及的事情，并体验其中的乐趣。四、教学过程与教学资源设计教学环节教师活动学生活动设计意图技术应用时间安排创设情 境1. Lets sing a song: days of week.2. Greeting: Hello, boys and girls.How are you?Sing the song.Answer the questions.S: Im fine 活跃课堂气氛电脑2温故知 新Free talk:1. T: What day is it today?2. T: Oh, today is (fine).What do you want to do?3. Im going to the library tomorrow. Can I go? I want to know the weather. Lets listen to the weather report, OK?4、教师播放天气预报的课件。课件内容：Good morning, today is Tuesday, what about the weather? Lets have a look. Its going to rain this morning. But it will be fine in the afternoon. You should go out with an umbrella.)5、教师继续和学生谈论刚才的话题：Oh, tomorrow afternoon is going to be fine. Im going to the library . What are you going to do?6、导入新话题：What are Ann and Ken going to do? Lets listen to the story Uncle Jacks farm.（板书课题）Ss: Today is Monday.S1:I want to see a movie.S2: I want to play with friends.OK.Watch and listen.S1: Im going to the zoo.S2: Im going to the park通过复习已学的句型，创设情景，找到与所授新知的契合点，让学生自然地向故事过渡，从而引出本课的重点部分。自制多媒体课件5新课讲解1、整体视听故事。（1）第一遍，不带文字播放。教师提问： What are Ann and Ken going to do?（2）第二遍，带文字播放。教师提问：Whats the weather like？ （3）教师引导学生回答刚才的问题：Whats the weather like？In which picture? Can you read?教师根据学生的回答在黑板上画出下雨、晴天的图。2、分图处理故事内容（1）处理第一幅图：OK , this time, lets talk about some pictures. First, lets talk about picture 1. Listen. Ann and Ken are going to visit Uncle Jack, yes or no? Can you read the sentences?(2) 处理第六幅图：T: OK, lets talk about picture 6. Look, Uncle Jack has a big farm, its very beautiful, this is Uncle Jacks farm.(出示农场的图片贴在黑板上)T: What are they going to do on Jacks farm? Can you guess? T: OK, you have many ideas, but who is right? Lets listen to it.T: Oh, ride horses. You are great, you can choose a gift. T: ride horses (PPT出示骑马的图片，并带读、板书)（3）处理第七、八幅图。教师提问： Who likes to ride horses? Does Ken like to ride horses?T：Are they happy? Why?(板书Ann likes toKen doesnt likes to)T：Who is right? Lets listen to it.Can you get the answer? T：I think Ken is not happy because he can ride horses, but he cant ride horses well.T：What is Ann going to do tomorrow?What is Ken going to do tomorrow? （4）处理图剩余的图片。T:Yes, we didnt mention some pictures, for example picture 2 ,can you read it?Watch the cartoon.Answer the question：They are going to visit Uncle Jack.watch and listen.S:Picture4.Its going to rain this morning.But it will be fine in the afternoon.Ss:Yes.Read the sentence.(3-5个学生)Answer the questions.S: Yes.Guess.S1: Catch the fruit.S2: Ride horses. S3: feed the animals学生听录音。答对的学生领奖品学生跟读Answer questions： S1: Ann.S2: No, he doesnt. S3: Ann is very happy, but Ken is not happy.S4：Because Ken cant ride horses.S: Ann is going to ride horses. Ken is going to stay at home.Read the pictures.引出主题，帮助学生初步理解和感知故事大意，把握故事主要信息通过针对性的设问，引导学生对故事重点的关注并加以解决，培养学生的问题意识，启发思维。让学生自己朗读出已学过的语言，培养学生的自主学习能力。配套光盘和主人公的图片18实践操作与展示朗读故事活动：1、Ask the pupils to read、listen and follow. Try to imitate the pronunciation and intonation. 2. Read in pairs . 3. Ask 2-3groups to read the story.（表扬鼓励）read、listen and follow.Read in pairs .Role-play运用自我矫正式朗读方式，学生体会正确的语音语调并模仿，通过分角色朗读，深化学生对故事意义的理解,达到整体掌握故事内容，提高学生对语言的感悟能力和运用能力。配套光盘10效果评价故事理解反馈活动：1、根据板书线索引导学生复述课文。2、发放练习纸，要求学生根据本课故事内容选词组补全句子，将正确答案的序号写在横线上。 根据板书线索尝试着复述课文。Do exercises.为不同水平的学生设计不同层次的任务，实现了知识向能力的转变,为学生提供发展空间。板书、演示文稿5作业Tell the story to your family and friends.五、学习效果评价设计：1、通过贴画奖励，激发学生的学习兴趣和积极性。在本节课上，我自始至终开展了奖励“福娃”贴画的活动。积极回答问题、正确说出自己的观点、小组合作朗读故事等都可以赢得“福娃”贴画，这不仅激发学生的兴趣，同时更是对学生课堂行为表现的肯定和鼓励。2、通过评价习题，检测学生对故事的理解。根据本课故事内容选词组补全句子，将正确答案的序号写在横线上。1.Theyre going to _- today.A. visit Uncle Jack B. visit Uncle Booky C. visit Mocky2. Uncle Jack has _.A. a big car B. a big school C. a big farm3. Its going to _ this morning. But its going to be _this afternoon.A. fine B. sunny C. cloudy4. They are going to_ on the farm.A. ride a bike B. ride horses C. have fun5. Ken is going to_ tomorrow.A. ride horses B. visit Uncle Booky C. stay at home3、通过复述故事，给不同水平的学生搭建一个提升的平台。本节课的故事学习结束后，我引导学生通过板书尝试复述故事。板书呈现了故事的主要人物、情节和关键词句，优秀的学生能够在教师的帮助下简单的复述故事。这不仅给了他们组织语言自主表达的机会，同时，也反馈了他们对故事的理解程度。附送：2019年五年级英语上册 Unit 1 e with me!教案 广东版Objectives and Requirements目标与要求一、Language语言1、Review复习: 1)Is this your dictionary? No, its not. Its Tonys dictionary. 2)What does she do ? Shes a doctor.2、Additional附加：e with me!3、Sounds and words 语音和单词：/二、Vocabulary 词汇1、 Key 重点：farmer, factory ,worker, aunt, uncle, cousin, calendar，dictionary, diary2、 Additional 附加：magazine, newspaper, planner3、 Sounds and words 语音和单词：sun, cut, fun ,mother, son, month三、Teaching key points(教学重点):1、 New words(略)。2、 Drills: 1) Is this your dictionary? No, its not. Its Tonys dictionary. 2) What does she do? Shes a doctor.四、Teaching difficult points(教学难点):1、 Sounds: 字母u和o在单词中的发音。五、Teaching aids(教具)：1、 Gogo, Tony和Jenny的头饰；2、 挂图、单词图片和实物（杂志、报纸、日程计划簿等）；3、 自制课件、录音带等。六、Teaching procedure(分为三课时) The First PeriodStep 1 Revision1.Revise the old words and the sentences, using the pictures: What does she/he do? She/He is a teacher(doctor, nurse, taxi driver, student, etc).Step2 presentation1.Use the pictures and the sentences to teach the new words: 1)What does he/she do? Farmer / factory worker.2) Whats this?Dictionary / calendar/diary2. Draw a family tree to help explain and teach the following new words: Aunt / uncle / cousin3.Play the tape and have Ss repeat the new words.4. Play the word games:1)Guessing: 学完新单词后，老师用口型表示出单词( 不出声)，让学生们猜词。2）Spelling bee: 教师将学生分为两组排队站好，当老师举起本课的一张图画卡片时（图画一面向外），每组的S1说出图画卡片上的单词，如calendar！如果该学生说对了，教师让他把该单词用粉笔写在黑板上。如写对了，该学生所在的组得一分。如写错了，另外一组的学生获得机会出来拼写单词。然后这两组的S1回到各组的队尾，另外两个S2出来继续游戏，直至所有单词正确拼出。5ReviewFirst, teacher shows one of his/her personal belongings to the class and says This is my (dictionary).Then T puts it on a table at the front of the room. Ask all Ss to bring one of their own items to the front. As each student es to the front , he/she holds up the item and says, e.g. This is my (notebook).Then he/she puts the item on the table. When everyone is finished, ask S1 to e to the front .S1chooses one of the items on the table and says This is (S2s name)s (planner).Then S1 gives the item back to S2.Then another student goes to the front, makes a sentence and give the item to the owner. Continue until all Ss have had a turn .If a student isnt sure who owns an item , he/she can ask questions. e.g.(S3s name),is this your (pen)?2) Ask the students to listen to the tape and repeat.6. Practice 1.1) Getting ready a. Ask four Ss to write the questions A-D on the board. b. Ask another four Ss to read the questions aloud.2) Using the book a).Have Ss look at the pictures for A.Write Hes .underneath question A on the board. T:(Point to each picture. ) What does he do?Ss: Hes a (teacher). b).T: Lets listen to the tape. Play the tape for A, and then pause. T: What does he do?Ss: Hes a factory worker.T: Put a checkmark in the box for picture 2.c).Repeat the procedures with the other three questions.7. Practice 2.1) Getting ready Have Ss look at the questions on the page. Ask S1 to read the first question. S1:What does your mom or dad do? T: My moms a (teacher). T:(S2s name),ask(S3s name)the second question. S2: What do you want to be?S3:I want to be a (doctor).2) Using the book T: Now, write your answers on the top row. Ask the first question and have Ss write their answers. Do the same with the second question. Walk around the classroom to help Ss if needed. Put Ss into groups of three and have them interview the two other members of the group. T: Write the answers on the page. When Ss are finished ,ask volunteers to report to the class ,e.g.(S1s name) wants to be a (farmer).8.Do Exx:书写本P1，Ex.1Step3 Homework1. Copy the new words and remember them.2.书写本P1，Ex.2. The Second PeriodStep 1 Revision1. Revise the sentences: 1) Is this your? 2) What does he/she do?2. Dictate the new words.Step2 presentation1 .Introduce and teach the bonus vocabulary , magazine, newspaper and planner, using object.2. Conversation 1) Introduce the characters of the book and their relationships, using the Picture Cards: Gogo, Tony and Jenny.2) Use the CAI:a. The teacher tell the story about Gogo, Tony and Jenny first, then ask the Ss to look at the pictures and listen to the tape.b. Teach the new word: islandc. Play the tape again, pausing after each sentence to let Ss repeat.d. Put Ss into groups of three and have them practice acting out the dialogue.e. Ask volunteers to perform in front of the class.3.Song activity 1)a. Introduce the characters of the song first: Aunt Sally, Uncle Jimmy, Cousin Sue, Cousin Lu, then ask and answer: Whos this?Whats her/his name? b. Read out the lyrics and have Ss repeat.c. Play the tape and point to each word as it is sung. d. Play the tape again for Ss to practice singing together.e. Ask volunteers to sing in front of the class.2) a. Revise the family words first:family, father, mother ,brother, sister, grandfather, grandmother, uncle, aunt, cousinb. Ask the Ss to find and circle the family words ,then check the answers with the whole class.4.Do Exx:活动手册，P1-4,Ex1,2,3.Step3 Homework1. Recite the conversation.2.书写本P2-3，Ex.3，4.The Third PeriodStep 1 Revision1. Ask some Ss to recite the conversation.2. Sing the song.Step2 presentation1. Activity1) Draw a family tree of Tony and Jenny.2) Give Ss some time to read the passage silently.3) Ask some Ss to read the sentences aloud.4) Ask and answer the questions with the Ss.5) Let the Ss write down the answers of the questions, and the teacher walk around the classroom to check Ss writing.2. Sounds and words1) A. Use the pictures to revise the old words and teach the new ones: son, month.Ask the Ss to sum up the same sound: / /.B .Let the Ss look at the pictures, play the tape and have Ss point to each word as the tape says it.C. Play the tape again, have Ss repeat after the tape.D. After enough practice, point to the pictures randomly and have Ss say the words.E. Point out that the sound can be made by the letters u or o.2) A. Have Ss look at the sentences.B. Read out the five sentences on the page and have Ss circle the words that have the sound / /.C. Read out the sentences and have Ss repeat.D. Give Ss some time to practice on their own.E. Ask individual Ss to read the sentences aloud.F. When Ss are used to the sound in the sentences, have them read the sentences quickly like tongue twisters.3.Do Ex: 活动手册，P4,Ex4书写本P3-4，Ex.5，6.Step3 Homework1. 书写本P4，Ex.7.2. Revise the contents of this unit.教学后记： Unit two Do you have any glue?一、 Teaching objectives1、 Language functionsAsking about and describing possessions2、 Language structures Do you have any ? Yes ,I do.( No, I dont.) Does Jenny have any stamps ? Yes, she dose. 3、 New vocabularystaples 装订书针 scissors 剪刀stamps 邮票 envelopes 信封paper clips 纸夹 paper 纸tape 贴胶带 glue 胶水4、 SkillsListening:能听懂Do you have any ? Yes, I do(No, I dont)Dose Jenny have any ? Yes, she dose. 这一类的询问及回答；Speaking:能运用本课句型对物体发问及回答；Reading:能辨认出前面所学过的句型；Writing:能书写本课生词并能运用本课生词及句型进行填空；二、 Teaching key points本课生词及句型。三、 Teaching difficult pointspet , cat , carrot, bat, rabbit, parrot 中的t发音。四、Teaching aids1、 TV.2、 puter.3、 Real objects: staples, scissors , stamps , envelopes , paper clips , paper , tape , glue四、 Teaching procedure(分三课时)The first period(vocabulary-Target)Step 1 Revision1、 Revise the old words in Unit 1,using the pictures and the drills:Is this your ?Step 2 Presentation1、 Vocabulary:1) Look at the pictures, listen to the tape first;2) Use the pictures (or the thing) and the drills: Is this your ? To teach the new words:staples, scissors , stamps , envelopes , paper clips , paper , tape , glue3) Read the new words together or in pairs.4）Play a game: a)看谁认得快又准: 以竞赛形式，让学生看闪烁的图片拼读单词。b)老师将一些实物（如: staples, scissors等）放入一个纸箱内，请学生上台蒙着眼去摸，并让全班提问：Whats this? 让这个学生去猜：Its a/an 猜对的则给予奖励。2、 Target:1） Look at the pictures, listen to the tape first;2） Look at the pictures and sentences, listen and repeat;3） Write down the new sentences on the blackboard and teach: Do you have any ? Yes, I do.( No, I dont.) Does Jenny have any ? Yes, she dose. 4） Practice the new sentences.5） Pair work: Let the students use the real objects to practice the dialogue in pairs, then act it out.6） Books open at Page 10,read Target together.3、Extension activity:利用新单词进行拓展句型的练习：让学生把以学生学过的句型进行对话，并注意把它组织成一段条理清晰的话。Step 3 Homework1、 Copy the new words and remember them.2、 Recite Target. 3、 In advance ConversationThe second period(conversation、p11p13)Step 1 Revision1、 Look at the pictures and read together:2、 Look at the pictures and revise the drills: Do you have any ? Yes ,I do.( No, I dont.) Does XXX have any ? Yes, she dose. Step 2 Presentation1、conversation1） Look at the pictures, listen to the tape first;2） Look at the pictures and sentences, listen and repeat;3） Practice the new sentences.4） Pair work: Let the students use the real objects to practice the dialogue in groups, then act it out.6） Books open at Page 9,read together.2、 Do Exercise:（p11、p13详见课件）一、 Practice 1二、 Practice 2三、 Activity: look and write1) Have Ss look at the page. Go over the characters names if necessary.2) Asks and answer.3) Writing.3、Song activity:1) Sing an English song“do you have any staples?”.2) Write and sing.(先让学生小组完成后，进行唱歌。)Step 3 Homework1、 Recite conversation2、 Do U2 in workbook, Page 8.The Third period(Sounds and words)Step 1 Revision1、 Recite p9-p10.2、 Dictate the new words and the sentences.Step 2 Presentation1、 Listen, point and say:1) Write “pet” and “cat” on the board and underling the ending -t .2) (Point to t ) Lets practice this sound.3) 让学生看老师的口型，使他们明白发t音时，舌头贴着下齿龈。4） Look at the pictures, listen to the tape first;5） Look at the pictures， listen and repeat;6）Have Ss repeat after the tape.7) After enough practice, point to the pictures randomly and have Ss say the words.2、 Read, say and circle.1) Have Ss look at the passages on the page.2) Listen to the sentences. Circle the words that have the final t.3) Teacher will read the passages slowly and check if Ss circled the right words.4) Answer key :A-pet, white, rabbit, It, eat, carrot, rabbit, not, parrot, But, it, lot B-Kate, cat, at, eight, eat, breakfast, at, Nat, Nat, best5) Gi