英语人教版五年级下册U2 A talk.docx

五（下）U2 My favourite season A Lets try&Lets talk南浔锦绣实验学校 吴雯桦一、概述： 五年级属于小学高年级阶段，进入小学高段后，英语课程标准（实验稿）对语言技能的目标要求也由一级提高至二级。二级目标的总体要求如下：能用简单的英语互致问候、交换有关个人、家庭和朋友的简单信息。能根据所学的内容表演小对话或歌谣。能在图片的帮助下听懂、读懂并讲述简单的故事。能根据图片或提示写简单的句子。在学习中乐于参与、积极合作、主动请教。纵观整本书，五年级下册每个单元增加了3-4个语言活动。尤其加大了小组合作的数量，大约占到整本书语言活动的70%。二、学情分析： 五年级的学生已具备基本的日常生活口语交际能力和语言组织能力。他们的爱好广泛，对日常的学习和课余生活都有自己的喜好，因此在谈论日常生活时，他们都能说出自己的亲身体会和不同的见解。本节课的任务就是让学生把自己平时观察到的景象，运用已知的语言知识在相应的语言环境中进行运用。本课时是小学英语PEP第五册第二单元A部分第一课时：Lets try & Lets talk。本单元在内容上与四年级下册第四单元有相关联之处，描述天气情况的形容词如cool, cold, rainy, windy, snowy, sunny等，在以旧引新时，以不同形式学习season, spring, summer, autumn, winter等单词。重点学习使用句型：Which season do you like best?提问，并能根据实际情况回答。另外学生也已学过与四季有关的句子和短语，如fly kites，I can swim, draw pictures, eat ice cream等，并容易理解sleep all day, play in the snow等简易词组。总体来说，本节课的内容设置以旧引新，难度不大，且贴近学生生活并富有一定的趣味性，容易激发学生的学习兴趣与参与交流的热情。三、教学目标：（一）知识目标:1、能够听懂Lets try部分的录音，并根据录音内容完成书写活动。2、能够在语境中理解生词spring, summer, autumn,winter的意思，并能做到听、说、认读。3、能够在情景中运用句型：Which season do you like best? Winter.询问并回答对季节的喜好。（二）能力目标：1、 学生能够在图片和教师的帮助下，理解对话大意。2、 能够在语境中正确运用五个单词。3、 能够用正确的语音、语调、意群朗读对话，并能角色表演。（三）文化、情感目标：1、 通过本课的学习，让学生有兴趣用英语表达自己所喜爱的季节，并陈述理由。2、 了解南北半球季节差异的常识。3、 利用有趣的歌谣和任务型活动激发学生学习的兴趣和参与交流的热情，培养他们乐于合作、敢于开口，勇于探究的学习品质。四、教学重难点：1、教学重点：听、说、认读单词spring, summer, autumn,winter及句型Which season do you like best?2、教学难点：上述单词和句型在正确语境中的灵活运用。五、教学准备：课件、词卡等。六、教学过程：I. Warm-up1. Enjoy the song: The weather song【设计意图】课前播放关于天气的歌曲，可让学生对旧知进行趣味复习，并可作为文本对话开头部分的问答呈现，同时渲染课堂气氛，让学生轻松快乐地开始新课。2. Free talkT: Do you like the music, children?Ss: Yes. Its very beautiful.(引导学生回答)T: What is it?Ss: The weather song T: How many kinds of weather do you know?【设计意图】通过有关weather的歌曲欣赏，直入文本开头问答，引至weather相关单词的复习，为Lets try的学习做好铺垫。II. Presentation1. Lets tryT: Whats the weather like today?Ss: Its sunny and warm.T: Our friends Mike and Chen Jie are talking about weather, too. Listen, choose and write. What is the weather?Ss: Its windy and cold.T: But look at their clothes.Ss: They wear T-shirts.T: What is the season? Spring, summer, autumn or winter?【设计意图】通过讨论天气，进入Lets try的听力撷取。老师引导学生观察课文图片中人物的服装特点提出质疑，进行季节判断，从而引出新课内容四季的学习感知。2. autumn, spring T: They are in autumn, but we are in spring. Do you know why? Because the two hemispheres are opposite. 【设计意图】通过不同区域、不同天气的比较自然得出季节词汇autumn, spring进行教授学习，并因此得出南北半球的季节差异，完成本课时人文目标的学习与了解。T: Autumn, spring. Which season do you like?Ss: I like .T: Why?Ss: Because its . / I like .【设计意图】在学习词汇autumn, spring后将其运用至对话语篇中，并提供相关的季节描述词汇，帮助孩子更好地表达自己喜欢的季节及原因，同时在理解中更好地学习了Which season,真正做到“词不离句，句不离篇”，并为文本的主话轮打下基础。3. summer, winterT: I like spring and autumn. I also like summer and winter. Because I can swim in summer and play in the snow in winter. How about you?Ss: I like . Because I can . 【设计意图】教师通过自己对季节的喜好引出summer, winter的学习，并加入I can . 的表述示范和更多图片参考，可以让学生对在不同季节做不同的事展开思维联想，使词汇教学不再孤单乏味，简单易述的语篇更能激起学生表达的兴趣与欲望。较易理解的词组sleep all day, play in the snow的提前学习既丰富了本课时主话轮的表达内容，又将彩页和B部分的学习内容融汇贯通，同时为之后话轮的更加完整与拓展打下基础，一举多得。4. Which season do you like best? I like . Because its . / I like . / I can .T: Spring, summer, autumn and winter. I like them all. But which is my favourite season? That means “Which season do I like best?”Ss: (引导学生提问)Which season do you like best?T: I like . Because its . / I like . / I can . What about Zoom? Lets ask together.Ss: Zoom, Zoom, which season do you like best?Z: I like winter. Because I can sleep all day.Pair work完成的同时可完成文本对话下面的ask and answer部分.【设计意图】用英译英的教学方式让学生理解新句型的含义，能更有效地帮助学生积累更多的英语知识，形成良性的学习思维。通过猜测老师最喜欢的季节引出主话轮的学习，并经由师生-生生的操练，滚动之前所学习的相关句型与内容。和Zoom之间的问答为ask and answer部分的完成作了充满趣味性的示范，让Pair work也不再枯燥。5. Lets talk Task I: Mike likes _ best. Wu Yifan likes _ best.T: Different person has different favourite season. Which season do Mike and Wu Yifan like best?【设计意图】由生生之间的讨论过渡至文本中小伙伴的想法，正式进入文本观看了解其内容。Task II: What class do they have?【设计意图】再读文本，了解they are having art class，为之后的文本修改与拓展埋下伏笔。III. Extension1. Lets actT: They are having art class. But we are having English class. So I think we can play like this. T: Do you like the music, children? Ss: Yes, its very beautiful. What is it? T: The Four Seasons. Today well learn the seasons. Lets read: . Which season do you like best, . ? S1: I like . (best). Because its . / I like . / I can . T: . Which season do you like best, . ? S2: I like . (best). Because its . / I like . / I can . T: Yes, it is. T: But I think lets enjoy the music first, because its very beautiful. OK？ 【设计意图】结合实际对文本稍作修改，让新文本更贴近学生，增强学生的表演欲望，新文本话题的丰富内容也更好地为本单元接下来的学习作了良好铺垫。音乐的先赏消除了课时学习的紧张疲劳感，缓和了课堂气氛。2. Draw and writeT: We have learned seasons and talked about the season you like best. Why not drawing and writing sth. about it. I think you can. Which season do you like best? I like _ best. Because its _. I like _. I can _.【设计意图】将原文本中draw the seasons的任务拓展并修改成一份homework，在听、说、读的要求上加强至写，进一步强化文本主话轮的学习，奠定高段学生书写的能力基础，也为下一课时更多同学的对话展示提供机会；图文结合的作业方式更适合学生的全面和谐发展，符合家作的有效性和趣味性。7、 板书设计： 【设计意图】将季节单词根据季节特征进行设计，让枯燥的单词学习变得趣味横溢，也能加深学生对单词音形义的记忆。8、 教学反思：在教学本课时知识时主要分以下几方面进行。首先通过歌曲引导，复习weather,完成Lets try的listen and write,解读文本图片，了解南北半球的季节差异，增加学生的人文知识面，进入seasons的学习，新颖的单