PEP五年级上英语Unit6InthenatureparkALetstalk教学设计

PEP五年级上英语Unit6InthenatureparkALet’stalk教学设计滦县第三实验小学刘妍一、教学内容：2022年新版ＰＥＰ五年级（上）英语Unit6InthenatureparkALet’stalk二、设计理念：本课是对话教学，重点就是培养学生运用本课的重点句型进行口头表达的能力，即教学重点是说。因此在教学设计时，我引导学生在语境中理解、学说对话，在情境中巩固、运用对话中的核心句型询问并回答某处是否有某物。在语言活动（Guess、listenandtick、Role–read、Chooseandmakeadialogue）中，使学生从学说、操练到运用层层递进，在滚动复现中实现巩固与内化，运用与提升，同时重视生生间的交流，在交流运用中提高学生的语言表达能力。教材与学情分析：本课是Unit6Inthenaturepark的第二课时，本课的重点是学生通过学习能够在实际的情境中运用所学的句型Istherea…?Yes,thereis.\No,thereisn’t.询问并回答某处是否有某物。在Unit5Thereisabigbed中学生已经学习了Therebe句型，学生能够运用Therebe句型表达某处有某物；在Unit6InthenatureparkALet’slearn中学生也学习了自然公园里一些景物的名称的单词forest\mountain\lake\river\hill因此学生在学习Istherea…?Yes,thereis.\No,thereisn’t.时能够很容易理解，重点是培养学生在实际的语境中运用所学语言，提升学生的语言运用的能力。四、教学目标：1.语言知识：1）能听、说、认读单词“boating”和词组“goboating”。2）通过学习学生能够听、说、读写句型：Istherea…?Yes,thereis.\No,thereisn’t.语言技能：1）能够完成Let’stry中听音选单词的活动。2）通过学习能够朗读对话并表演对话。3）学生通过学习能够在实际的情境中运用所学的句型Istherea…?Yes,thereis.\No,thereisn’t.询问并回答某处是否有某物。情感态度与价值观：激发学生语言交流的欲望，培养他们的口头表扬能力。教学重难点；教学重点：通过学习能听懂会说句型Istherea…?Yes,thereis.\No,thereisn’t.并能在实际的情境中运用所学的句型询问并回答某处是否有某物。教学难点：在语境中理解goboating的含义并会能正确发音。五、教学准备：多媒体课件CAI，Recorder、cards。六、教学过程：StepI.Warm–upandreviewSingasong”Daysoftheweek”,Sssingwiththetape.FreetalkEg.Whatdayisittoday?Whatdoyouhaveon______s?What’stheweatherliketoday?Ssanswermyquestions,thenIwritethedayanddrawtheweather.Reviewthewords.Todayisasunnyday.Let’sgotothenaturepark.(CAIshowapictureofthenaturepark)Thestudentslookandteacherask:What’sinthenaturepark?Let’shavealook.(CAIshowthepicturesofriver\mountain\hill\lake)AndthenI’llaskstudentstoanswermyquestion.Studentsmaybesayriverorthereisariver.设计意图：歌曲给学生带入英语的学习氛围，Freetalk创设语言情景引领学生进入自然公园，并复习Therebe句型和Unit6ALet’slearn中所学习自然公园里景物单词，为新知识的学习做铺垫。StepII．PresentationandpracticegoboatingThereisalakeinthenaturepark.Look!What’sonthelake?(CAIshowaboat)Studentslookandtrytoanswer.Ssmaybesayaboatorthereisaboatonthelake.(CAIaddtheboats)Teacheraskhowmanyboats？Let’scount.Andthenteacherask:Eg.Aretheybigorsmall?What’sonthelake?Whatdoyouwanttodo?Ssanswermyquestions.ThelastquestionSsmaybesay“划船”.I’llteach“goboating”anddotheaction.Sssayitonbyone.设计意图：通过添加小船，激起学生划船的欲望，进而让学生在语境中理解goboating。Let’stryTherearesomesmallboatsonthelake.What’sinthepark,else?Thistimelet’slistenandtickthewordyouhear.Listenandtick.Checktheanswer.Let’stalkThereisaforestinthepark.(CAIshowaforest)What’sintheforest?Pleaseguessanduse“Istherea…?”Ssguessandsay.设计意图：通过guess活动，让学生初步感知新句型“Istherea…?Yes,thereis.No,thereisn’t.MissWhiteandchildrenareintheforest,too.Theyaretalkingabouttheforest.Let’slistenandthink:What’sintheforest?Listen,thinkandtickorcross.What’sintheforest?riverlakeTeacherask“Isthereariverintheforest?Istherealake?Studentsanswerme.I’llaccordinganswerstoteachYes,thereis.No,thereisn’t.Studentsaskandansweringroupsandline.AfterthatPlayagame“Guessing”What’sinmyhand?Listen,repeatandthink“WhatdoesZhangPengwanttogo?”Ssrepeatandthink,.ThenI’llchecktheanswer.RolereadI’mMissWhite.Youarechildren.WhowanttobeMissWhite?Theotherstudentsarechildren.WhowanttobeZhangPeng?YouareMissWhite.Fillintheblanksandrecite.设计意图：在文本中提炼出重点句型，在游戏中操练此句型，采取多样的读，培养学生良好的语音语调，为后面的输出语言，运用语言做铺垫。StepIII.consolidationChooseandtalkaboutForestParkorZhongsanMake