五下Unit 6 B Lets talk.doc

PEP英语五年级下册Unit 6 Work quietly!B Lets talk 教学设计兴隆县半壁山学区车道峪小学 陆艳秋教学内容分析本课时是PEP小学英语五年级下册第六单元的第四课时，与第五课时紧密相连，围绕“Tom和John在图书馆”这个话题展开内容。教材通过在图书馆情景的设置，引出Talk quietly. Keep your desk clean.相关的一些行为规范用语。本课时包括Lets try 和 Lets talk 两个版块。Lets try是听力训练，呈现的是新生Tom和John在图书馆搭讪时，教师提醒他们要小声说话的场景，呈现并帮助学生理解B部分Lets talk的核心句型：Shh.Talk quietly. 要求学生根据录音选出正确的词组，使学生在听觉上初步感知核心词汇与句型。学生们获得了场景信息，为下面进入正确的对话做好准备。Lets talk通过呈现新生Tom和John继续在图书馆小声交谈的情景，引出本部分核心句型Talk quietly. Keep your desk clean.对话在复现A部分核心语言的基础上，扩展学习新的情景对话。学情分析学生在学本节课之前已具备相应的单词基础，如学校各地点名称library, computer room等以及一部分的简单动词run jump sing eat play football等。学生在刚刚学完的五年级下册六单元A部分已经初步接触了现在进行时，能说出一些动物正在做的事情，熟悉句型What can do? 和 Can I ? 了解学校各个教室，为本节课情景的创设做了一些铺垫。学生提前对所学的对话进行了预习，课下已经收集了学校院内的规则用语，为本节课学习做好了准备。五二班共32名学生，男女各半，绝大部分学生喜欢上英语课，班内两级分化严重，女生比男生上课积极，学生愿意回答问题，但回答问题时声音不够洪亮，表演不够生动，有的学生不爱发言，上课气氛较沉闷。教学目标：知识与技能目标： （1）学生能够听懂、认读句型Talk quietly. Keep your desk clean.并能创设一些情境合理运用这两个句型。 （2）学生能够完成听录音选图的活动，能够用正确的语音、语调朗读对话。 （3）学生能够在图片和教师的帮助下理解对话大意。情感态度目标：学生能够从本课中明白一些生活中的规则，如：Talk quietly in the classroom. Keep your desk/room clean.学习策略目标：学习过程中学生通过有效的Pair work 、Group work等学会一些合作学习的方法，强化合作学习的意识，从而养成合作学习的习惯，教学重点难点：1.教学重点: 操练句型Talk quietly. Keep your desk clean.指导学生用正确的语音、语调朗读对话。结合图片和动作帮助学生理解对话大意。2. 教学难点: English books 前the以及Anything else的读音。教学准备 多媒体课件、图片教学过程：（课前学生个人展示：2组至3组）Step 1 Warm up1. Greeting T: Good morning, boys and girls.Ss: Good morning, Miss/Mr.T: Its sunny today. Can I play basketball on the playground?Ss: No, you cant.T: Why?S1: Were having English class.T: Oh. Can I play a game with you?S1: Of course.2. Game: Rhythm Master 节奏大师将班级分为四组。要求提示的组看到单词大声读出来，并做出动作，没有任务的组回答老师的问题： What are they doing?/ What is he/she doing? What are you doing?设计意图：和学生之间的交流，既复习了上节课的知识，同时又很自然的引出了下文。Step 2 Presentation Lets tryT: Look at Chen Jie. Whats she doing?（呈现陈杰在家读书的图片。）S2: Shes reading a book. T: What is she reading about?S3: SignT: Yes, shes reading a book about sign. Whats sign? Model: no eating, no car, no climbing 板书随机张贴一些标志图片。T: Look at the picture. They are John and our new friend, Tom. Where are they? Ss: In the library.T: What happens? Lets listen and circle.（播放lets try录音，学生圈出听到的图片，师生核对。）Which sign is right for the talk?（1）请学生阅读Lets try部分的内容。（2）播放录音二遍，第一遍请学生认真听，第二遍听录音并圈出正确的答案。（3）师生互动，核对答案。（4）lets act. 教师与两名学生示范后，学生三人一组表演对话。Tom: Hi, I am new here. Is this the library?John: Yes, it is. Can I help you?Tom: Yes. Where are the English books?John: Oh. Over here.Mr. Jones: Shh! Talk quietly!课堂预设：学生在读the English books时经常会把the读错。在学生表演环节若出现这个状况，教师随机呈现 the UK, the ice cream, the apple, the orange, the elephant., 将A E I O U 标成特殊的颜色，告诉学生the在这些字母前时的读音，从而突破本课难点。设计意图：由Lets try导出Lets talk的内容，在语境上做到自然衔接，同时又能培养学生在听力活动中提取关键信息的能力,让学生接触到本课时第一个重点句型：Shh! Talk quietly!Lets talk 1. Teaching “Talk quietly” (1) T: Can we sing in the library? Ss: No, we cant. T: Can we dance in the library? Ss: No, we cant. T: Yes. We should be quiet in the library. Look at the picture. Who is talking in the library? （呈现教科书Lets talk插图。） Ss: Tom and John. T: Tom is a new student. John is helping Tom. What do they say? Lets have a look. Please read and tick and cross. ( ) 1. Tom wants English books. ( ) 2. They cant read books in the library. ( ) 3. They should (应该) read quietly. 呈现“Talk quietly.” （板书Talk quietly，指名理解，教读，跟读，齐读。2. T: What should they do in the library? （1）Read and underline the sentences.拓展talk quietly in the 引出Anything else? (2) Follow the tape.（播放录音,学生跟读。）(3) Listen again and answer. What can Tom do in the library? A. Eating. B. Read the books.What else should Tom pay attention to? (Tom 还要注意什么)A. Keep the desk clean. B. Read the books.Keep your desk clean.（板书句型，指名理解，带读，分组读，齐读。） T: What should they do in the library? Ss: They should talk quietly and keep the desk clean in the library.T: Anything else?(4) Lets say and write: The rules of library. 学生回答后写出两种以上关于图书室规则的句子。在学生回答时，教师重复使用句子Anything else？追问。突破本课时第二个难点。3. Read after the tape and imitate。运用Whats the missing? 检测设计意图：借助教材，学生与教师交流，引出核心句型，在学生两人朗读、表演进一步理解掌握句型。通过问题的回答引出核心句型，在交流中让学生加深理解。Step 3 Practice1. 分角色朗读这部分对话。2. 表演对话。Task: lets act it out. 学生两人一组练习对话，注意表情和动作哦。3. Summary T: Which new sentences do you learn today? Ss: Talk quietly. Keep your desk clean.设计意图：整理本课的重点，帮助学生及时的掌握。Step 4 Consolidation and Extension1. Match, say and act. (1) 观察图片，说图意。 (2) 将图片下面的命令句，与相符的图片连线。 (3) 核对答案。 (4) 齐读命令句。设计意图：巩固本课所学语言，做到活学活用。2. 运用所学语言，创编新对话。教师给出一些场景，学生三人或四人一组选择其中的一幅进行创编对话活动。 T: If you are in the_ room now. Make a new dialogue in pair. 参考句型(1)：A. Look. This is our new_. B. Oh, its so_. A. Shh. _. We can play computer games here. But we cant _ or _. B. Anything else? A. Yes. _. B. Ok. I will. Thanks.参考句型（2）教师出示图书馆、电影院和游泳池的图片，让学生