英语人教版五年级下册Unit 6 Work quietly! B 教学设计.doc

Unit 6 Work quietly!B Lets talk/Lets learn 一、教学内容PEP五年级下 Unit 6 Work quietly! B Lets talk./ Lets learn.(教材61-62页)2、 整体设计思路、指导依据说明建构语言学习和运用的情境，从library rules到art room rules再到Make rules for our school，情境间自然承接学生多向实践语言，不断巩固新知。任务教学，由易入难，层层递进。设计预热，激活旧知，导入话题等活动。建构学生文本学习的情境，学生能够理解对话内容、主要词汇和功能句的意义，在语境下的学习形式多样，内化重点知识语言。设计“Make rules for our school.”活动，学生尝试运用语言，在完成任务的过程中，运用已知，巩固新知，达到用语言做事情的目的。三、教学目标（1） 知识与技能目标：1.能在情境学习中听懂、理解Lets talk.的文本内容。2.能听、说、读、写四个有关行为规范的词组：talk quietly, keep your desk clean, take turns, keep to the right3.能听、说、读、写句型：Talk quietly. Keep your desk clean. Take turns. Keep to the right.4.能够在情境中运用句型核心句型谈论行为规范。（二）情感态度目标1树立规则意识，能够注意遵守行为规范和学校校规。2.能够体会到英语学习的乐趣。3.敢于开口，乐于感知并积极尝试使用英语。4.积极参与课堂学习活动，在小组活动中与其他同学积极配合和合作。（三）学习策略目标1.积极与他人合作，共同完成学习任务。2.积极运用所学英语进行表达和交流。3.在学习中集中注意力，认真倾听。四、教学重难点教学重点：1.能听、说、认读、抄写词组talk quietly, keep your desk clean, take turns, keep to the right.2. 能听、说、认读句型Talk quietly. Keep your desk clean. Take turns. Keep to the right.并能谈论行为规范。教学难点：1. 能结合情境，正确运用核心词组，描述行为规范。五、教学过程Step1: Warm up & lead in1. Greetings.2. Sing a song-Our schoolT: Lets sing a song together. Show me your hands. Ss: This is the way I go to school, （设计意图：通过唱歌曲，营造班级轻松学习英语的氛围，激发孩子学习兴趣。同时让孩子通过韵律、动作、歌词整体感知今天的学习，为教授新知做准备。）3. BrainstormT: Our school is big and beautiful. There are many places. We have classrooms. We have a playground. Anything else? What do we have?S1: We have music rooms.S2: We have computer rooms.T: .At school, we can do many things. We can have classes. We can read books. Anything else? What can we do?S1: We can play basketball.S2: We can sing songs.（设计意图：激发孩子思维，用We have./ We can.句型复习学校地点和相关动词短语，进行师生对话互动，为教授新知做准备。）4. Lead in & taskTopic: know Johns library rules and art room rulesTask: make some rules for our schoolT: Look! To make our school beautiful, we have rules for students and teachers, right? Now follow me, rules. Today lets learn Unit 6 Work quietly! B Lets talk/Lets learn. We will know Johns library rules and art room rules. After learning we will make some rules for our school. （设计意图：让孩子整体把握本课学习主题，同时明确任务，让孩子带着任务学习新知。）Step2: Presentation.1. Talk about main sceneT: Look! Our friend, John and a new student. Where are they?Ss: Library.2. Listen and underlineT: The boy, a new student. Whats his name? What book is he looking for? Lets listen and underline.Ss: (Lets talk听音)Q1: Whats his name?Q2: What book is he looking for?（设计意图：引导学生读课文情景图，让学生进入课文情境；带着问题听课文，第一次听力，语篇整体输入，培养学生从听力中获取信息的能力。）3. Listen, tick or crossT: Theyre in the library. John is helping Tom. I think in the library, there are some library rules. What rules do they talk about? Lets listen, tick or cross.Ss: (Lets talk听音)Talk quietly.Q: What library rules do they talk about?Take turns.Keep your desk clean.No eating.T/Ss: (Check the answers and learn)Talk quietly: ball-wall-tall-talk Look and say: Shh. Write quietly. / Read quietly. / Walk quietly. / Talk quietly.引导学生模仿课文对话：Tom: My name is Tom. Whats your name? John: Shh. Talk quietly. Im John. Take turns: 1.看图辨意（Take turns or not） 2. nurse-hamburger-fur-turnKeep to the right: look and think: when we walk and drive, how to take turns?Keep your desk clean: look and say: Keep the blackboard / windows / floor / fan / clean.4. Read and discussT: We know the library rules. Tom wants to read books.Q: Can Tom read the books in the library? Please read and discuss in pairs.Ss: (学生阅读Lets talk.)T/Ss: Check and learn. (引导学生阅读理解文本Can I read the books here? Yes, of course.)（设计意图：在library rules的语境下引导学生学习核心词汇，通过扮演、图片释义、师生互动等方式学习，形式多样，让孩子音、形、意、运用结合，词不离句。）5. Think moreT: Tom can read the books in the library. But please Ss: Read quietly.T: Yes. Some rules for the library. Lets look and say together.Ss: Talk quietly. / Keep your desk clean. / Take turns. / Talk quietly.T: There are more rules for the library. Look! Can they smoke? So No smoking.(引导学生见词能读) Can they eat in the library? So No eating.(引导学生对ing形式的关注) Anything else?S1: No dancing.S2: No running.（设计意图：拓展学生思维，引导学生运用No .ing形式发散思维，积极开口说出其它的图书馆规则。）6. Listen and readStep3: ConsolidationRead and judge- Art room RulesT: Its time for the art class. What about the art room rules? Lets read and judge.Ss: (学生阅读)T/Ss: Check the answers.（设计意图：延续Library Rules情境到Art room Rules情境，学生对rules有了二次体验。通过阅读Art room Rules，获取信息，完成阅读任务。）Step4: TaskT: In our school, we have Ss: Music rooms, art rooms, computer rooms, teachers offices, science rooms and classrooms.T: Lets make some rules for them. Please do it like this:Step1: Choose 1 places.Step2: Read the rules, choose and stick.Step3: Write down the rules you want.（设计意图：学生能阅读并选择或写下符合场所的规则，促进语言实际运用能力的提高。）Step5: Summary and homework.T: Children, today we talk about rules. I think you are good students at school. Lets follow the rules and be good students to make our school more beautiful. Todays homework