英语人教版五年级下册The lion in love.doc

教学设计教师姜华明单位天元区白鹤小学教材国外绘本The lion in love本课教学设计依据学习任何语言都需要大量阅读。学习英语也需要大量阅读。只有大量地阅读，才能真正学好英语。 “读”出来的英语是地道的、自然的，因为使用者依持的是“语感”；阅读的主要目的在于语言吸收上的“潜移默化”，在于获得语感。阅读材料的选择很重要，要选择生动、有趣、富有吸引力而又能启发心智的材料（或书籍），这样阅读英语会变得轻松愉快。我们根据6 年级孩子的认知特点和已有水平，特别选择了英文版Aesops Fables中the Lion in Love这一篇，篇章中穿插有一般现在时、一般过去时和一般将来时，时态的融会贯通正式6年级要突破的难点。对于6年级的孩子来说，通过绘本阅读理解不同时态比枯燥的讲解会更有效，也更让孩子们印象深刻。除了不同时态的突破外，发散性英文思维的培养也很重要，故事的结局会让孩子们感慨颇多，对于他们今后的人生也很有启示作用。本节课时一课时绘本教学the lion in love教案执教：姜华明Sections部分Links环节Activities活动Time时间Reflection教学反思Let me know 让我明白Review复习1. Free talk.1) Who do you love?2) Who do I love?设计意图：切题love，直奔主题，拉近与学生的距离，为后面的学习做铺垫。2Have the Ss to say something about the two main characters: the lion and the little girl according to the cover of the book.设计意图：绘本阅读方法渗透。通过读绘本封面，了解人物角色，推测故事梗概。2Overview概述)Pre reading)Todays task: Understand the story and retell the story according to the mind map.设计意图：通过各种方式的呈现，让学生理解文本并能根据思维导图理清文本脉络，组织语言进行复述。11. Learn the words: starving sharp claws pull marry calm down 2. Learn the sentence: Will you.? afraid of 3. To use the tenses correctly.设计意图：阅读方法渗透。通过关键词句、问题等抓住文章中心意思。Presentation呈现(While reading)1. Watch the video and see how they meet. Answer: They meet When the lion is starving.star + v +ing =starving(phonics)2. Watch the following video and tell how the girl feels.Answer : She is calm. She says to her father “Calm down! There must be a way.”CAI: To help the Ss to understand the meanings of the two sentences.3. Let the Ss read the first part silently, then answer one question: What does the lion want to do at last?Circle the key word: marry4. Read the second part aloud by themselves and underline the key words and sentences to the two questions:Will the girl marry him? Why or why not?What will the lion do?Key words: sharp claws pull outKey sentences: Im afraid of you. You have sharp claws.I pulled out my claws.5. Let the Ss guess why the girl is still afraid of the lion without sharp claws.6. Read the last part in roles and answer the question: Will the girl marry the lion at last? Why or why not?设计意图：通过bottom-up的方式由下而上的将文本进行解读，借助学生已有的知识经验突破未知。58Let me tryEngagement操练 (While reading) 1. Present the mind map to help the Ss to recall the story.2. Watch the whole story.3. Each group chooses one part and act it out.4. Let the Ss to retell the story in the simple past tense according to the mind map.设计意图：通过观察思维导图、观看video、表演、复述等方式促进学生听说读写能力的提升并全方位检验学生的学习效果。6Let me doSummary总结1. Reading strategy: Circle the key words or sentences, prediction and so on.设计意图：阅读技巧渗透。通过找关键词句、联系上下文、预测等方式解读文本。2. Learning strategy: Pair work, group work, reading, acting and retelling.设计意图：学习策略指导。提高通过各种方式如对子练习、小组合作和不同的方式如阅读、表演、复述等获取信息的能力。3. Moral education: Be yourself! Be brave! 设计意图：德育渗透。