英语人教版五年级下册Unit 3 Part B Lets talk .doc

题目Unit 3 My school calendar 年级学科五年级英语课型信息技术与学科整合课授课教师郑璐工作单位巨化一小教学目标一、知识技能目标：1.学生能够完成听录音选择答案的活动。2.学生能够在图片和教师的帮助下理解对话大意。3.学生能用正确的语音、语调、意群朗读对话，并能进行角色表演。4.学生能在情景中运用句型When is the trip this year? Its in October. Well go to the Great Wall. 询问并回答。5.能够在语境中理解新词the Great Wall的意思并能正确发音。6.能够运用句型Ill 完成句型操练活动。 二、过程与方法目标：1.能在图片和教师的帮助下理解对话大意。2.学生能用学生能用正确的语音、语调、意群朗读对话，并能进行角色表演。3. 能够运用句型Ill 完成句型操练活动。三、情感态度目标：1.掌握并灵活运用一般将来时在此基础上提高学生的口语表达能力，语言组织能力和英语做事情的能力，提升 Iwill do it.的主人翁自信心。2.让学生在语言学习中，学习更多英美国家的节假日，培养跨文化意识。3. 引导学生在外出郊游时应注意自己的行为，养成文明出游的良好习惯。教学重难点关键一、重点：1. 学生能在情景中运用句型When is the trip this year? Its in October. Well go to the Great Wall. 询问并回答。2. 能够运用句型Ill 完成句型操练活动。 二、难点：1. 学生能在情景中运用句型When is the trip this year? Its in October. Well go to the Great Wall. 询问并回答。2. 能够运用句型Ill 完成句型操练活动。 教学方法假设法、比较法、猜测法、模仿运用的信息技术工具硬件：电脑，投影仪软件：Microsoft PPT教学设计思路1、在热身的基础上，将单词与语境相结合，有效复习了本单元的关键句型：When is _? Its in _. 实现了旧知的语用功能，并通过多媒体课件从季节过渡到月份以及活动，比较自然，突破情景难点。2、通过猜测老师的生日，引出教师在生日的旅行，并询问学生今年的旅行计划，引出句型：“When is the trip this year? Its in _. “3、通过整节课中旧知的复现以及新知的呈现和操练以及教师有效示范的基础上，让学生从“Who？When? Where? What to do?”四个方面出发，运用句型Its in _. Ill go to _. Ill_. “ 来谈论自己的假期安排。该话题贴近学生的生活实际而且学生也感兴趣，学生就能有话可说，有话能说。教学过程设计意图时间安排Step 1. warmupLets sing a song “The twelve months”.Free talk: 1) How many months in a year? 2) What are they?3) How many months in spring/summer/autumn/winter? What are they? 4) So there are 4 seasons and 12 months in a year. There are many festivals and holidays in different months? What do you know? 5) Now you know so many festivals and holidays, what can you do in different festivals and holidays? Step 2 Presentation询问学生节日或活动的时间Work in pairs: When is Tree Planting Day? Its in . 谈旅行计划，引出句型1) You know the time of different festivals and holidays, do you know when is my birthday? Can you guess? 2)Pair workLet me tell you. Its in September. September is in autumn too. I usually have a trip on my birthday to see the beautiful scenery. Do you have a trip in autumn?A: When is the trip this year?B: Its in _. 当学生有说到Its in October.时，教师引出：Well have many festivals and holidays in October too. 引出句型：“Well have _.”Look at the table and talk about April or October with your partners. 3) Look at these pictures, do you know where I went last September? I went Xiamen with my friends. 引出句型：This year well go to _. Where is the Great Wall? Its in Beijing. So this summer vacation, well go to the Summer Palace, the Forbbiden City andsome universities in Beijing. Ill go to Beijing.Ill take pictures. What about you？ Where will you go this summer vacation? What will you do？Pair work： Ill go to _.Ill _. 出示生日蛋糕等图片Look, whats this? Today is Olivers birthday. Lets listen. What will Oliver have? Which season is Olivers birthday? Do you know what will Oliver do in autumn? Lets listen. But when to go? Where to go? Who will go with Oliver？Lets watch. Ask and answer. 引出：Well have a school trip.并板书。 Lets talk Chen Jie: Well have a school trip. Oliver: When is the trip this year?Chen Jie: Its in October.Oliver: Where? Chen Jie: Well go to the Great Wall.Lets read: Follow the tape and read one by one. Lets read together。 Role play。 Step 3 Consolidation教师从“Who？When?Where? What to do?”四个方面出发，运用句型Its in _. Ill go to _. Ill_. “ .并让学生从这四个方面出发，运用句型谈论自己的假期安排。 Trip plan Who? When? Where? What to do ?Its in _. Ill go to _. Ill _. Step 4 Homework 1.Read the text for 15 minutes and try to act the dialogue out with your partner 2. Tell your trip plan to your friends or your family.【设计意图】：通过欢快活泼的歌曲，营造英语学习的氛围，让学生将注意力集中到课堂，并通过简单的对话交流，复习旧知，导入课堂。 【预设学生行为】：对于歌曲，学生基本能达到朗朗上口，在Free talk环节，因为重点对旧知的复现，学生基本能对答如流。【设计意图】：在热身的基础上，将单词与语境相结合，有效复习了本单元的关键句型：When is _? Its in _. 实现了旧知的语用功能。 【预设学生行为】：因为句型在A部分已经学习和掌握，大部分学生都能回答。【设计意图】：通过猜测老师的生日，引出教师在生日的旅行，并询问学生今年的旅行计划，引出句型：“When is the trip this year? Its in _. “【预设学生行为】： 猜测教师的生日，简单但能激发学生的兴趣，而且学生也非常喜欢旅行，乐于运用句型讨论。 【设计意图】：通过谈论教师暑假的安排，引出今天的重点句型：Ill go to _. Ill _. 并让学生谈论自己的假期安排巩固句型。再通过听力练习，了解Oliver的生日安排情况。再询问学生What will Oliver do in autumn? 回归课文的学习。 设置了三个问题：When to go? Where to go? Who will go with Oliver? 在掌握课文细节的前提下，通过听跟读合读”巩固朗读与语音。 【预设学生行为】：因为是从教师的暑期安排导入本课的重点句型，学生基本能掌握句型并使用，但对于will在Ill和Well中的发音还需要进一步巩固。在听力练习中，大部分学生都能轻松完成。【设计意图】：通过整节课中旧知的复现以及新知的呈现和操练以及教师有效示范的基础上，让学生从“Who？When? Where? What to do?”四个方面出发，运用句型Its in _. Ill go to _. Ill_. “ 来谈论自己的假期安排。该话题贴近学生的生活实际而且学生也感兴趣，学生就能有话可说，有话能说。【预设学生行为】：大部分学生都能积极参与并运用句型谈论自己的想法。但也由于学生的词汇量有限，有些东西想表达的无法用英文表达