五年级上册Unit6InaNaturePark的教学设计

1、五年级上册Unit 6 In a Nature ParkA Lets learn Lets find out Lets start 一、教学目标:1. 能力目标（1）能够简单描述自然公园，如：There is a forest in the nature park.（2）能够完成Lets find out中找图片区别。2. 知识目标（1）能够听、说、读、写本课时主要单词：flower, grass, river, lake, forest, path。（2）能够听、说、认读单词：sky, cloud, mountain及句子：There is a forest in the nature pa

2、rk.（3）能了解Lets start的内容。3. 情感、策略目标（1）情感态度：培养学生热爱大自然的美好情感，增强学生的环境保护意识。（2）学习策略：注重观察、比较、积极与他人合作，共同完成学习任务。二、教学重、难点:1.重点：掌握有关自然景物的单词：flower, grass, river, lake, forest, mountain, sky, cloud, path及相关的句子：There is a forest in the nature park.2.难点：cloud , mountain, forest的发音及“找找图片的区别”并用There be句式表达。三、教学准备：课件（

3、或挂图）、图片(花、树、森林)、词卡、导游证、录音机。四、教学过程：Step1 Preparation（1） 课前板书Unit 6 A Lets learn (课前师在黑板上写好课题,。)师生问好T: Boys and girls.Lets begin our class.S1:Stand up, please. s: Good morning, Miss Xu.T: Good morning, boys and girls. S1:Sit down,please.（2） Lets sing.T: First, lets sing a song My Small Bedroom，please

4、clap your hands. 师放录音，师生拍手齐唱本册P66歌曲.师及时评价A good job!(设计意图：通过英语歌曲创设英语学习的氛围复习，活跃课堂气氛和复习There be结构的陈述句式，为新课学习做好铺垫。）2. Free talk (问1-2名学生)T: Hello, boy/girl. What do you do on Saturdays and Sundays? S1:I oftenT: What do you do on Saturdays and Sundays? S2: I oftenT: Can you ask me（S2）? S2: What do you d

5、o on Saturdays and Sundays?T：I often go to Wofo Park. Its very beautiful. Do you like Wofo Park ? Wofo Park is a nature park. Today, lets look at a nature park.（设计意图：通过师生日常交流，复习学过的知识，为新课做好铺垫，导入话题。）Step2 Presentation（一） 单词导呈1. 教学nature park, sky。（1） 师播放课件或出示挂图（自然公园的图片）T: Look! So beautiful! This is a

6、 nature park.师手指课件图片领读nature park两遍，然后在简笔画的大门上板书nature park，师边写边分音节读na-ture park。师出示词卡学生认读nature park，词卡反面写自然公园。生齐读，个读。（2）a.师指着课件的图片（自然公园的图片，天空中有一只小鸟。）问学生：What can you see in the nature park? 引导学生作出相应地回答。如果学生回答：I can see a bird. T：Yes, the bird is in the sky.师指着图片引出sky。课件领读sky两遍T: Listen and repeat。

7、然后师板书并领读sky,示范sk的发音T: Pay attention to/sg/,not /sk/。师呈现词卡学生读my，出示词卡正面sky让学生试读sky,让学生按字母的发音规律学习单词。学生齐读、开火车读。b.T: What colour is the sky? 学生会回答：blue.师接着问：Whats in the sky?师手指着鸟引导学生回答：There is a bird in the sky.2.教学clouda.课件或挂图呈现天空中的一朵云，T: What can you see? 学生不会的可以用中文说（T：You can answer in Chinese），能用英语

8、说的同学及时鼓励表扬：You are clever! Clap for her/him! 课件领读cloud两遍T: Listen and repeat。师在黑板上画简笔画一朵云，在简笔画里面板书并领读cloud。师出示词卡学生读cloudy，出示正面cloud让学生试读cloud,师示范发音字母组合ou, 让学生按字母组合的发音规律学习单词。生齐读、排读、个读cloud。b.师手指图片中的云彩，T：Look! Whats in the sky? 引导学生回答：There is a cloud in the sky.3. 教学mountain, a. 课件或挂图呈现一座山。T：What els

9、e can you see ? Ss: I can see a mountain.(山脉) 课件领读mountain两遍T: Listen and repeat。老师边领读mountain边用简笔画勾勒出山的形状,师在简笔画下面板书，学生拼读并书空，师分音节示范moun-tain /tin/的发音，让学生按字母（组合）发音规律读单词。师呈现词卡生齐读、男女生读、个读。b.师指着课件的图片问：whats in the nature park?引导学生回答There is a mountain in the nature park.c. mountain的扩展师出示课件，泰山、黄山的图片。T: T

10、here are famous mountains in China. What mountains are they？师可用汉语问。帮学生回答： Mountain Tai、Huangshan Mountain。4.教学flower,a.图片呈现一枝花，T：Whats this? 引导学生回答T: This is a flower. 课件领读两遍T: Yes, listen and repeat。师画简笔画并领读flower，学生跟读。师在简笔画下面板书flower。学生拼读并书空（Lets spell!）。师分2个音节示范发音，T: Pay attention to/f/。师出示词卡正面fl

11、ower反面cloud比较读，教师师范ow、ou的发音，让学生按字母（组合）发音规律记单词。生齐读、开火车读flower。 b. 比较使用句型：There is/ There are师用课件呈现图片，有许多花。学生会读：flowers.师指着朵一花的图片问：Whats in the picture？引导学生回答There is a flower in the picture 。再用有许多花的图片问Whats in the nature park？引导学生回答There are flowers in the nature park。(能用There are描述的学生师及时评价Good! Grea

12、t!)5.教学grassa.课件或挂图呈现grass, T： Whats this? 生答草或grass, 课件领读两遍T: Listen and repeat。师边画草的简笔画边领读grass，学生跟读。师在草的简笔画下面板书，学生拼读并书空（Lets spell!）。师示范发音/a:/，让学生按字母（组合）发音规律记单词。师呈现词卡生齐读、开火车读。b.师手指着课件或挂图问：Whats in the nature park？学生可能会错误地回答：There are grass in the nature park. 或There is a grass in the nature park.

13、师顺势及时纠正There is grass in the nature park. Not a grass.师可以领读两遍，加深学生的印象。如果学生能说成There is grass in the nature park.教师及时表扬：Right! You are clever!6.教学foresta.图片呈现一棵树，T： whats this? Ss: A tree!图片的反面呈现很多树T：Another picture. what can you see? 学生可能会回答：Many trees.师接着学生的回答Its a forest. 课件呈现森林图片和单词并领读两遍。师画简笔画并领读f

14、orest，学生跟读。师在简笔画下面板书forest。学生拼读并书空（Lets spell!）。师分2个音节示范发音，让学生按字母（组合）发音规律记单词。师呈现词卡forest,反面orange学生比较读。生齐读、开火车读。b. 师手指着课件或挂图问：Whats in the nature park？引导学生回答There is forest in the nature park.师板书There is forest/ in the nature park.学生齐读、组读。7.教学lake.课件或挂图呈现lake T: Whats in the nature park？师接着学生的回答说lak

15、e，课件领读两遍T: Listen and repeat。师画简笔画并领读lake，生跟读。师板书生拼读、书空（Lets spell!）。师问:How to remember the word easily and quickly？指生回答，课件展示cake、make。学生比较读。呈现词卡学生齐读、个读。8.教学river课件或挂图呈现river T: Whats in the nature park？师接着学生的回答说river，课件领读两遍T: Listen and repeat。师画简笔画并领读river，生跟读。师板书生拼读、书空（Lets spell!）。师示范发音/v/，让学生按字

16、母组合的发音规律记单词。师呈现词卡学生齐读个人纠音读。9、教学path.a.课件或挂图呈现path。T: Whats in the nature park？师接着学生的回答说path。课件领读两遍T: Listen and repeat。师画简笔画并领读path，生跟读。师板书生拼读、书空（Lets spell!）。师示范th的发音，让学生按字母组合的发音规律记单词。师呈现词卡path,反面写bathroom,学生比较读，齐读，个读path。b.课件或挂图呈现，练习Whats in the nature park？There is a lake/river/path in the nature

17、 park.（学生在学习过程中及时评价，评价语：Super! Wonderful! Excellent! ）8. 整体认读T: Look at the blackboard, read these words together.（设计意图：运用简笔画、图片、卡片或挂图、课件等直观形象的情景，进行教学本节课的词汇内容，使学生易于理解、学习和掌握。）（二）听音正音 老师播放Lets learn 部分录音，学生看课本跟读，同时手指单词。教师放两遍录音第一遍听录音，学生边听边指。第二遍学生边听，边指，并跟读。T: Open your books ,turn to page 70. Listen to

18、the tape. First, listen and point. Listen again 、point and repeat.（设计意图：通过听录音达到纠音的目的。）（三）同桌合作学习 学生同桌之间互相检查单词和句子的认读。一人说单词，另外一个人指单词，并对四会词拼读。互相帮助纠音、正音。教师辅导后进生。T: Practice in pairs. One reads, one points. Pay attention to your pronunciation. 检查小组活动情况。(2-3生)T: Who can read?（设计意图：通过小组合作，培养学生的合作意识和巩固单词的作用）

19、评价语：Good! Great!Step3 Practice1. Guessing game:课件呈现第一个单词的第一个字母，如果学生猜不出再呈现第二个字母，直到学生猜出。T: Lets play a game. Look and guess . Which word?（设计意图：通过快看快读游戏，对单词音形的练习。）评价语：Very good! Clever!2.Look and say:课件或挂图呈现课文主情景图(或板书)，学生看着图描述自然公园。师先做示范。T: Lets look at the nature park and say it. Practice like this by

20、yourself: This is a nature park. There is a cloud in the sky. There is a mountain/forest/river/lake/path in the nature park. There is grass in the nature park. There are flowers in the nature park.学生自己练习说，师巡视，1-2生展示。T: Who can say it ?（设计意图：通过看图说句子，对单词音意的练习。）评价语：Wonderful! Super!3. 看一看、写一写游戏。Play a

21、game:字母变变变，单词小魔术。（并附单词的图片，与所提供单词不对应。）T: Boys and girls，take out your papers. Use these letters to write words There is_ (rveir) in the nature park.There is_ ( ptah) in the nature park.There is_ (tfores) in the nature park.There is_ ( flowre ) in the nature park.There is_ ( grssa ) in the nature park

22、.There is_ ( akel) in the nature park.指一生说答案，师点击课件检查答案。T: Change your papers, please check the answers.(设计意图：通过字母变变,单词小魔术游戏进一步巩固四会单词的书写。)4. Lets find out. 老师引导学生观察课本的四幅图片，可以先逐一描述如： There is a .in Picture1. 然后让学生分组讨论，并用There be句型说出他们的不同。(1)T: Look at your book at P70. Lets find out. (师手指第一幅图片后)T: Loo

23、k at Picture1.Its a nature park. There is. There are.(2)T: Compare Picture 1 and the other three pictures. What differences can you find? Practice like this: There is a lake in Picture2 .Discuss in groups.(3)生汇报讨论结果。T: Who can say it?(Picture3、4)评价语：Good job! Excellent!(设计意图：通过比较下面三幅图片与第一幅图片的异同，培养学生

24、综合运用本节课所学语言表达的能力。）Step4 Production“ 争做莒南小导游”活动。(1)老师出示卧佛寺公园的图片，(T: This is Wofo Park. Its so beautiful!)假如你是一名导游的话，该如何向游客们介绍呢？师带导游证师范（T: Im the guide now. Let me introduce Wofo Park.）Hi! Friends!. Welcome to the Wofo Park. Its very beautiful. There is a., a , a in the park. There are in the park. I like it very much. Do you like it? 生在小组内轮流模仿老师介绍，选出最棒的小导游。（T：Please introduce Wofo Park one by on