五年级英语下册 Unit 8(4)教案 苏教牛津版

（苏教版）牛津英语教案五年级下册 Unit 8 At the weekends一、教学分析（一）教学内容分析在新课改的背景下，牛津小学英语这套教材与以往的教材相比，更强调学生的兴趣和已有知识、生活经验等，教学内容更贴近学生生活，更注重“早渗透，重积累” 。本单元教学内容涉及了5A Unit 7和5B Unit 3、Unit 4中的许多动词词组，甚至连C、D部分的句型也和5B Unit 4 D部分的句型意思相近，只是表达的方式不同。但在以后的教材中，却不再复现。所以，本单元的教学内容一定要让学生牢固掌握。本课时的教学内容围绕“周末活动”这一话题展开，通过谈论周末活动引出本课时的四会内容，涉及的句型有How do you spend your weekends ? I often Sometimes I How does he/she spend his/her weekends ? He/She often Sometimes he/she 。“周末活动”这一教学内容，学生非常感兴趣，教师在教学中应尽量为学生创设比较生动的情景，以便更有效地帮助学生复习有关动作类词组；教师应根据学生的年龄特点，充分利用多媒体或图片等多种形式，把英语与实际生活紧密联系起来，而动词词组的第三人称单数形式是本单元教学的难点所在，教师可以设计丰富多彩的教学活动来帮助学生复习理解。（二）教学对象分析根据高年级学生心理、生理及年龄特征，本节课采用的是温故知新、循序渐进、观察分析的学法指导，即利用小学生活泼、好动、好奇心强的特点，集多媒体、游戏、音乐、体育、英语学习为一体，遵循听说领先的原则，让学生在创设的真实语境中进行模仿、操练、交流，并使学生形成积极的情感态度。“兴趣是最好的老师”，这节课主要是让学生在已有的信息技术条件下，结合愉快教学，激发学生学习英语的兴趣，正所谓“玩中学，做中玩”。五年级的英语已不像三年级那样直观简单，按照学生的认知规律，借助多媒体，教师采用情景教学法、活动教学法，交际教学法，愉快教学法相结合等手段。这样，不仅能有效地达成教学目标，也能更好地突出重点，突破难点。（三）教学环境分析教学不是简单的知识传授，为了不使学生感到枯燥无味，教师设计采用多种教学手段，如比较形象、直观的多媒体电化教学，通过声音、图象、文字的呈现来突破本课时的难点，同时在教学过程中启发、引导学生思维，培养不同层次的学生大胆用英语交流的能力，活跃课堂气氛，提高教学效率。二、教学目标根据教材的内容和英语课程标准要求，我确定了以下教学目标：（一）知识目标：1能听懂，会说，会读，会写：weekend(s), sports, often2能听懂，会说，会读词组：do sports3能听懂，会说，会读，会写句型：How do you spend your weekends? I oftenSometimes I ; How does he/she spend his/her weekends? He/She often4能听懂，会说，会读日常交际用语：I learn a lot from it.5初步接触一般现在时，理解掌握肯定句中主语为第三人称单数时动词的变化形式。（二）技能目标：1能运用所学知识在特定的语境中交流。2使学生提高英语听、说、读、写综合运用语言的能力。（三）情感目标：1通过开展多样的语言交际活动，激发学生学习英语的兴趣，使学生产生用英语进行积极交流的情感。2培养学生良好的生活与学习习惯。三、教学重点、难点（一）教学重点：1单词：weekend(s), sports, often2词组：do sports3句型：How do you spend your weekends? I oftenSometimes I ; How does he/she spend his/her weekends? He/She often（二）教学难点：1一般现在时肯定句主语为第三人称单数时动词的变化形式。2能正确理解并运用所学句型。四、教学过程Step1. Preparation 1. Greetings.2. Free talk.What day is it today?How many days are there in a week?What are they?（多媒体：一周七天的名称）设计意图通过师生间的自由对话，拉近师生间的距离，营造宽松、民主、和谐的教学氛围。借助多媒体复习一周七天的名称，提高了对知识的再现率，为学习新知识埋下伏笔。Step2. Presentation and Practice1学习weekend和at the weekendsT：Do you go to school every day?S: No. We go to school from Monday to Friday.T: So Monday, Tuesday, Wednesday, Thursday and Friday are weekdays. T: Do you go to school on Saturdays or Sundays?S: No.T: Yes. Because Saturdays and Sundays are weekends. Week, end, weekend. We can have a good sleep and do many things at the weekends.T: Lets play a game, OK? (Bomb game)设计意图 由学生熟悉的Saturday和 Sunday，借助多媒体直观地引出weekend 一词，有利于学生对这一单词的理解，同时又给了学生用英语解释英语的意识。通过多媒体呈现图画，让学生通过Bomb的游戏复习动词词组，为下面的学习作铺垫，又使学生体验到了英语学习的乐趣，变“要我学”为“我要学”。2学习How do you spend your weekends? I oftenT: They spend their weekends in these ways. How do you spend your weekends? Here this word means to pass or use time.（多媒体出示单词及中文，旁边出示单词speak, end以此方式教此单词，接着教句型spendspend your weekendsHow do you spend your weekends? ）T: Do you want to know something about my weekends? You can ask me.S: How do you spend your weekends?T: I often read books. Often is very close to usually in meaning.（教often）T: Look, this is the calendar of February .（出示二月份的日历）In February, how many days are there at the weekends? （周末的日期闪一闪）S: There are eight days.T: This is the statistics of my weekend activities in February. I spend most of the time reading books,（读书的柱形图） so I can say I often read books.（板书）设计意图“教是为了不教”，因此在教学单词“spend”时，我并没有按部就班的进行教师教学活动，而是尊重学生的已有知识经验，借助多媒体直观形象的特点出示speak, end，让学生尝试自己去读，教给学生学习的方法，同时有意识的渗透有关英语音标教学，为学生的终身学习打基础。而句子的教学也正是从这一点出发的，运用学生熟悉的句型进行衔接，便于学生理解运用。通过多媒体出示具有显著性的柱形图，形象逼真地演示出了often一词的含义，变抽象为具体，对于小学生而言，这样的形象思维更有助于他们的记忆和理解。3学习Sometimes I T: I often read books at the weekends. But I also do something else. Look here.（多媒体：购物柱形图） I spend two days going shopping. If you spend less than half of the time doing something, you can use sometimes. So I can say（引导学生说） Sometimes I go shopping. （多媒体：上网的柱形图） Sometimes I surf the Internet. 设计意图再一次利用多媒体呈现柱形图，从而更清晰，具体地区分出often和sometimes用法的异同。4学习I learn a lot from it. T: Sometimes I surf the Internet at the weekends. I learn a lot from it. （多媒体：新闻网站和教育网站） T: Look at these. I can learn English from it, I can read news from it and I can learn teaching methods from it. I learn a lot from it.（板书，教） T: Do you like surfing the Internet? Why? S: I learn a lot from it. Its interesting. I can make friends. I can watch cartoons. I can 设计意图“网上冲浪”是学生们熟悉并喜爱的活动。利用多媒体呈现各种网页，给学生们以感性认识，从而教学 I learn a lot from it.这一句型，在一定程度上降低了非语言因素造成的理解难度。5学习do sports T: （多媒体：小女孩深夜玩电脑游戏的图片）Surfing the Internet is interesting. But look at the picture. T: Whats the time? The girl is still surfing the Internet. T: Is it good for her? T: No. She should go to bed early, right?So we can not spend too much time on it. We should study, have a good rest and do some sports, such as running, skiing, going climbing and playing football, basketball, table tennis and so on. （多媒体：教do sports） T: Do you like doing sports? Me too. （多媒体：跳一段韵律操）设计意图为了让学生更好地理解do sports的含义，利用多媒体呈现一小女孩晚上12点还在玩电脑游戏，引出我们不该花太多时间玩游戏，也要适时做些运动。这一设计衔接自然，环环相扣，同时师生的对话也是对学生思想意识的教育。一段富有动感轻快节奏的韵律操，利用多媒体的声、形、色并茂，大家一起动起来。这不仅体现了新课程标准提出的“学中用”的理念，也是对学生本节课英语学习大脑疲劳的休息，同时将学科进行了有机整合，正所谓“水到渠成”。6操练句型(1)学生利用统计图和所学句型调查朋友的情况。(2)学生汇报。设计意图在师生互动的环节后，生生互动。学生们灵活运用所学句型进行交际，自主活动，既操练了句型，也提高了他们运用语言的能力，正所谓“学中用，用中学”。7学习How does he/she spend his/her weekends?及答句T: Heres the statistics of my student Zhang Yus weekend activities.（拿出事先调查好的一张纸） Do you know how he spends his weekends? You can use this sentence to ask: How does he spend his weekends? （板书，教）T: He often （做动作）S:（火眼金睛：请学生挑板书） T: Is it right?T: （讲解一般现在时主语为第三人称单数的肯定句中，动词的三种变化形式：加s， 加es，去y加ies。）T: （请学生为课前在黑板贴好的动词词组加s，es，ies，并适当地提醒学生们注意动词变化后的读音）T: Look, shes my fiend, Yangyang. Do you know how she spends her weekends? S: T: You can ask me.S: How does she spend her weekends? T:（板书，教）T: Guess. （学生在猜的过程中，强化一般现在时动词第三人称单数形式）T: Some hints for you. （多媒体：咔嚓声）S: She often takes photos.T: Yes. She often takes photos.（板书，教）T: You all did a good job. As a prize, you can listen to a song. Ill sing for you.（多媒体：Twinkle, twinkle little star的音乐, 歌词为四会句型编的对话）T: Here are the photos she took. （小组对话，根据照片ask and answer, 汇报，并渗透cartoons）设计意图通过多媒体呈现了教师学生和朋友的周末活动，引出句型。在教学过程中，由于有了多媒体声效，形效，色效的辅助，一般现在时第三人称单数的句型变得简单易懂，改编的歌曲伴着音乐节奏，朗朗上口。多媒体形象性、直观性、大容量的特点使课堂教学变得生动活泼、丰富多彩，大大促进了学生思维能力的发展。 Step3. Consolidation and Extension1. Watch the cartoon.（多媒体：一段迪士尼视频动画）T: Try to memorize how they spend their weekends. You can write down some key words. 2. Lets write .（每人拿出事先发的一张表格，看完第二遍动画开始写关键词）How doesspend his/her weekends?MickeyMinnieGoofyPluto3. 讨论动画片中Mickey, M