韩莉萍 公开课 U4L1

U4 L1 Lucy is in a new school.教学设计一、话题：School in Canada二、教材分析：本单元的话题是School in Canada。本课以Lucy来到加拿大新学校为主线，让学生学习怎样运用所学句子，询问他人所学课程和课外活动，主要句子结构： What subjects does she have? She has_. What does she do after school? She _.三、学情分析：本课的教学对象是五年级学生。他们的英语听说能力已有一定的基础。因此，在新语言点的学习过程中，教师要尽可能多地创造较好的语言环境，给学生充足的语言“习得”机会，让学生大胆实践，积极参与，形成积极的情感态度和自主学习的能力。四、教学目标1、知识目标：能听懂会说规范书写单词after, film, busy.能听懂会说认读单词really, reading, French。能熟练运用句子听懂会说句子What subjects does she have? She has_. What does she do after school? She _.能运用所学语言知识询问他人所学课程和课外活动。2、技能目标：在语境的感知体悟中培养学生较好的英语语感和英语思维的习惯，能进行小组合作学习，逐步形成用英语思维和做事情的能力和习惯。3、情感目标：（1）培养学生的语言实际运用能力，使他们乐学、爱学，敢于开口说英语。（2）培养学生爱学校爱生活的情感。五、教学重难点：重点：能掌握所学单词及动词短语，并能运用所学语言知识询问他人所学课程和课外活动。难点：让学生认识到第三人称时态的变化。六、教学准备：单词卡片，自制卡片，PPT七、教学过程：Step 1 Warming-up1. Greetings.2T: Look, Whats this? What subjects do we have in our school? We have many subjects in our school. Children, do you like games? Lets play a game “Sharp eyes”: Chinese, maths, English, science, music, art, computer.T: You have good memories and sharp eyes. T: What subjects do you have this afternoon? (请一位学生回答，引入新词really.)【设计意图】出示自己学校图片，通过谈论自己的学校，引到学习的课程，快速展现各种学科课本图片，学生快速说出单词，通过火眼金睛的游戏，既唤起了学生的英语记忆储存，为本课的学习做好知识的铺垫，又自然地过渡到本课的主题Lucy is in a new school.Step 2 利用文本，学习新知1、出示Lucy及学校图片，导入本课主题Lucy is in a new school, 学习课文第一部分。T: Look! Whos she? She is Lucy. Whose school is this? Yes, its Lucys school. Lucy is a girl from Canada. She is in a new school now. Does she like her new school? 播放第一遍课文动画。【设计意图】在这一环节中，先出示Lucy图片，然后衔接到本课第一幅图片，让学生猜“Whose school is this?”这是谁的学校？通过这个问句引发学生的好奇心，然后播放第一遍课文动画，让学生初步感知课文，并引导学生学习课文的第一部分。2、第二部分 T: Lucy likes her new school, What subjects does she have? Do you know?板书（播放第二遍动画，引导学生回答问题，出示阅读课图片，学习新词reading.）出示第二幅图片，T: Lucy has many subjects. Does she have Chinese? 【设计意图】老师引导学生通过欣赏故事，自读故事，回答以上两个问题，在学生解疑的同时，学习新单词French. 这个单词是本节课的难点，但第四册已经学过几个国家及所说语言，因此，从这方面入手，结合图片导出这个单词，让学生自然而然地在语境中习得了词汇。通过两个问题，引领学生抓住本课的主要语言点，并进行一定的操练模仿。3、第三部分T: Lucy has many classes at school. But what does she do after school? (以旧带新afternoonafter)板书重点句子。【设计意图】通过以旧带新讲授新词after, 进一步学习词组after school, 由老师自己说放学后做的事情自然地过渡到Lucy，让学生对Lucy放学后做什么产生了很大的好奇心，有目的地听课文。通过回答，学习新词film(课件出示卓别林的图片和一段视频，帮助学生理解film词义,又通过谈论卓别林努力工作，导入新词busy,使学生在语境中理解了所学词汇。)4、模仿跟读，角色扮演。【设计意图】让学生模仿跟读课文，感受地道的原声英语，纠正自身的发音。先全体跟读，重点句子请个别学生跟读，后学生选择自己喜欢的方式读，最后同桌扮演，上台展示。采用多种方式，反复朗读课文，加深对课文的总体理解。Step 3 巩固操练，运用知识1、Read and choose（读一读，选一选）【设计意图】通过做这个练习，让学生对课文进一步的巩固理解，也是让学生对所学知识的自我检验。2、Pair work.T: Class, Please look at Li Ming and Jenny. What are they talking about? Yes, they are talking about Lucys new school. Lucy is in a new school now. She is busy and happy. What subjects does she have?Ss: She has reading and science.T: what does she do after school? Ss: She watches films.Now please ask and answer in pairs according to the pictures. 【设计意图】在这一环节，老师通过简单的语言启发和示范，让学生根据课文所提供的图片进行重点句子的操练和运用。3、T: Look, who are they? They are Wang Hong, Peter and Li Ming. What subjects do they have? What do they do after school? Please practice in groups according to the pictures.【设计意图】机械操练之后，切换到四册教材中的关联人物Wang Hong, Peter and Li Ming，适当拓展，增大操练的容量, 为学生提供充分的表达机会，使所学语言能得到更进一步的巩固。Step 4 Lets do.T: Class, lets make a new friend. She is Mary. She introduces herself to us. Please read it:Hello, Im Mary. Im your new friend. Im from Canada. In our school, I have science, maths, computer and French. After school, I often dance, sometimes I go to the museum. What about you? 【设计意图】通过结交新朋友Mary, 了解Mary的学校课程和放学活动，一方面培养了学生的语篇阅读能力，另一方面给学生仿写自我介绍提供了模板，学生完成此任务，也就达到了语言输出的目的，使语言回归到生活之中。Step 5情感教育We have many subjects at school. And we do many things after school. We are busy and happy. We do love our school, and we do love our life.【设计意图】通过谈论Lucy的学校课程和放学活动，引申到学生现实生活，忙并快乐着，教育学生爱学校爱生活。Step 6课堂小结，提升价值 What have you learned this class?Step 7 Homework1. Listen to the tape and try to imitate.2. Do a survey about the subjects and after-school activities of your friends.板书设计：Unit 4 Lesson 1Lucy is in a new school.What subjects doe