英语人教版五年级下册My school calendar.doc

Unit 3 my school calendar Read and write 学情分析：本课的教学对象是五年级的学生，在进入本课学习之前，学生已经学习了12个月份的单词、中西传统节日名称和节日活动短语，以及核心句型：I will 五年级的学生活泼好动，思维活跃，乐于模仿和参与活动，因此，这节课以阅读前猜测文本内容、通过skimming获取文本大意、通过scanning理解文本意思、学生读文本,小组讨论邀请函内容和根据情境书写自己的邀请函为主要教学环节，目的是培养学生初步的阅读能力，也培养学生的相应的思维能力，同时渗透中西方节日文化不同的意识。三、教学目标语言技能：1. 通过借助图片、跳读和细读等方法读懂邀请函、理解文章意思。2.通过头脑风暴、同桌合作、阅读预测等方式激活思维，并聚焦核心语言I will 的运用。 3.通过模仿录音，以正确的语音语调朗读文章。 4.并根据所设定的情景，参考例词，运用核心句子Ill 制作节日邀请函。语言知识： 1.全体学生能够阅读理解邀请函。 2.全体学生复习巩固句型“Ill. Well.”能在阅读中强化并输出语言。 3.全体学生能理解邀请函的书写方法。学习策略：1. 在课堂交流中注意倾听，积极思考，积极提问。2. 给学生创建和搭建运用语言的机会。文化意识:感受中西方节日的不同及差异。情感态度：1. 注重培养学生与他人交往的能力。2. 努力创造一种和谐平等宽松的课堂氛围，让学生乐于学习，敢于表达。教学重难点：1. 教学重点：能够借助图片正确理解邀请函的内容，并完成相应的理解练习并在有意义的语境中书写句子Ill 2. 教学难点：能够根据设定情景制作一封邀请函。五、教学过程Step 1 Warm-up、. Free talk教师与学生进行日常交流，讨论天气、当下的月份和季节，以及询问学生最喜欢的月份及原因。T: Whats the weather like today?Ss: Its cool.T: What month is it?Ss: Its May.T: Which month do you like best? I like July best. Because summer vacation is in July. What about you? S: I like ,because .【设计意图】课前的英语交谈，引导学生运用旧知谈论最喜欢的月份及原因，滚动复习并引出本课的主题。（1） 教师与学生谈论各个月份相应的节日，以及该节日的活动。.T: There are many month and festivals in a year. Look! What are they?Ss: .T: Which month do you like best? I like October best. Because Chinas National and my birthday are in October . What about you?Ss: .T: What will you do on the _? Ss: On , I will .【设计意图】学生根据图片提示迅速展开头脑风暴，回忆与节日有关的活动词组，激活学生各节日的背景知识，为最后的产出打下基础。Step 2 Pre-reading（1）Something about Easter教师展示关于复活节的视频和图片并对复活节的传统活动做简单的介绍。T: What festivals are in April?Ss: April Fools Day. / Easter Day.T: Yes. What will American children do on Easter Day? Look at the video.What will they do?Ss: Roll Easter eggs. Look for eggs.T: Yes. And they are very happy on that day.【设计意图】激活学生复活节的文化背景知识，为深入了解文本做铺垫。2. PredictingWu Yifan 和Robin也将在复活节这天举行活动，他们将要做什么呢？让学生听他们的计划（课文录音），并进行预测。T: Wu Yifan and Robin are happy, too. Because of Easter Day. They will have something fun on that day. What will they do?Ss: They will T: May be. Lets listen to their plan.【设计意图】引导学生预测阅读内容，调动学生的阅读欲望，训练学生的发散性思维。Step 3 While-reading1. Skimming（1）快速阅读文本，印证预测。T: So what will they do on Easter?Ss: They will have a party.（2）让学生观察文本，确定文本是信件还是邀请函。T: Yes. They will have a party with their friends. But how do they ask their friends to come to the party? By a letter? Or by an invitation? Look here. Whats it? Is it a letter or an invitation?【设计意图】训练学生快速阅读获取文本大意的能力，以及引导学生关注邀请函文体。2. Scanning让学生查读文本，找出邀请函所包含的内容：时间、地点、原因、事情，以思维导图的形式板书出来；然后让学生在文本中划出邀请函相应内容的具体信息.T: Whats in the invitation? Just say “Hello. Amy. Come to the party.”?Ss: No.T: In the invitation, you should tell your friends the time.Ss: When/Where/Why/What.T: Great! So when is the party?Ss: Its April 12th 7 p.m.T: Yes.（教师补充板书）And where is the party? Why will they have the party? What will they do at the party? Please read the invitation and underline the answer.【设计意图】关注邀请函的组成部分，为下面的书写邀请函做铺垫,同时训练学生快速阅读查找关键信息的能力。3. Detail reading and correcting.Wu Yifan的朋友已经收到了邀请函，他们正在谈论邀请函，他们谈论的内容符合邀请函吗？请给予判断并圈出错误的地方。T: Wu Yifans friend has got the invitation. They are talking about the invitation. Is the talking right? Lets read and judge.【设计意图】通过判读句子正误并圈错的方式，引导学生关注文本的细节，培养学生做阅读笔记的习惯。4. 听音朗读环节（1）教师呈现文本，让学生根据标注（升降调、意群停顿）自己尝试朗读文本。（2）播放录音，让学生模仿朗读。【设计意图】通过让学生听录音模仿朗读和按标记朗读，引导学生从模仿朗读到自主朗读，训练学生的语音语调和朗读技巧。5. 过程性文本重构Amy的邀请函不见了，你能将邀请的内容告诉给Amy吗？让学生根据板书和PPT完成邀请函的内容。T: Amy s invitation is Missing. She is so worried. Please tell her something about the party . OK?【设计意图】文本重构，检测学生对文本的理解程度，为学生从模仿性文本到创造性文本重构的平稳过渡铺垫。6. Opened questionT: How do you think about the party?Ss: Its . (good/so fun/not bad/great/cool )【设计意图】发散学生思维，为学生发表自己看法提供平台。7.PPT 出示自己的邀请函.T: Look， this is my invitation. let,s see.1. when is my party ?2. why ?3. where?4. What ?5. RSVP?【设计意图】为下面邀请函的书写做铺垫。Step 4 Post-reading: Make an invitation1. Make an your invitation. (PPT出示两个节日，学生选择一个，小卡完成，ppt出示书写要求) 2.小组交换查看邀请函，并给出评判结果。 （