小学英语五年下册Unit2BLetstalk教学设计

PEP五年级下册Unit2BLet'stalk教学设计教学设计：一、 Warm-up1、 Greetings2、 Enjoyasong：MyFavoriteSeason3、 Freetalk（T—Ss,T-Sl,S2）Howmanyseasonsarethereinayear?Whatarethey?Whichseasondoyoulikebest?4、 Brainstorm（读句子、说季节）二、 Presentation1、 （PPT情景创设）InMrJones'class,thestudentsdrewtheirfavoriteseasons.Lookatthesepictures.WhichoneisZhangPeng's?Let'slistenandtick.（承接A部分对话的情景：在MrJones的美术课上，学生们都画了自己喜欢的季节图片）播放视频、学生听音勾选答案。处理Let'stry,听音，选择，核对答案。2、 Amydrewapicture,too.She'stalkingwithMissWhite.（PPT呈现对话截图，创设情境：Amy也画了一幅图片，她正和MissWhite在交谈。）（1） What'sAmy'spictureabout?Watchavideoandchoose.播放视频，学生观看、选择。What'sAmy'spictureabout? WeekendsSeasons.Schoolcalendar.核对答案：Amy'spictureisaboutseasonsLook!ThisisAmy'spicture.（PPT呈现Amy's图画）T:Whatdoyouthinkofit?S1:It's…T:WhatdoesMissWhitethinkofit?T&Ss:MissWhitesays“Goodjob!Ilikethetrees.Thecolorsareverypretty.”（2）FromAmy'spicture,canyouguesswhichseasondoesAmylikebest?S1:S2:T:Youhaveagoodguessing.Let'swatchthevideoandanswer:WhichseasondoesAmylikebest?教师播放视频，学生看视频、回答。核对答案、板书句子Whichseasondoyoulikebest?Ilikeautumnbest.师生分角色朗读。拓展：theweatherandthecolorsinfourseasons.学生说一说四季的天气和色彩：Inspring/...,theweatheris...Thecoloris...（3）YouhaveknownAmy'sfavoriteseason.WhichseasondoesMissWhitelikebest?Andwhy?Watchthevideoagainandanswer.看视频、回答。核对答案、板书句子Why?BecauseIlikesummervacation.T:Whatdoes“summervacation”mean?（PPT）给出多张图片学生猜测其含义：Wedon'tgotoschoolinJulyorAugust.Wecandoeverythingwelike.Weoftengotothebeachandgoswimming.Wecaneaticecreamandwatermelons.Weoftenplaysports.Ss:暑假。分音节教读summervacation,because.T:Doyoulikesummervacation?Ss:Yes.T&Ss分角色问答。T:Boysandgirls,Ilikewintervacation,too.Inwintervacation,Idon'tgotoschool,either.SometimesIplayinthesnowandmakeasnowman.IwillcelebratetheSpringFestival.Icanskateandski.So“Wintervacation”meansSs:寒假。T:YouhaveknownAmy'sandMissWhite'sfavoriteseasons.NowIwanttoknowyourfavoriteseason.（T-S1对话交流，之后学生小组内互相问答。）Pairwork:A:Whichseasondoyoulikebest?B:Ilike...best.A:Why?B:Because...三、Practice1、 Listenandimitate.2、 Readingroups.3、Role-playthedialogue.4、Challengeyourselftofillintheblanks.四、Production1、 Makeanewdialogue.（1） T：Boysandgirls,lookatmypicture.Doyoulikeit?Ss:Yes.Goodjob!T:Thankyou.Ilikespringbest.Theweatheriswarmandtheflowersarebeautiful.Whichseasondoyoulikebest?S1:...T:Why?SI:Because…师和一生做示范后，学生在小组内看自己的季节图画做新对话。（2） Showtime.2、 Let'sreadaseasonpoem.Springiswarmandrainy.Flowersgrow.Birdsfly.Fullofhope.Fullofjoy.（充满希望，多么欢愉）Summerishotandsunny.Butterflies（蝴蝶）sing.Dragonflies（蜻蜓）dance.Fullofsweat.Fullofenergy.（挥汗如雨，活力四射）Autumniscoolandcloudy.Leavesfall.Birdsleave.Fullofharvest.Fulloflaughter.（硕果累累，欢声笑语）Winteriscoldandsnowy.

Bearsleep.Childrenplay.Fullofpeace.Fullofluck.（宁静平和，福瑞吉祥）渗透情感教育：Seasonsaresodifferentandamazing.Let'senjoyalltheseasonsandenjoyourlife.3、Summary:Whathavewelearnedtoday?.五、Progress1、 Listenandreadthedialoguetwice.2、 Readtheseasonpoemandtrytowriteoneofyourown.板书设计：Unit2Myfavoriteseason板书设计：Ilike..季节词卡 best.MissWhite头饰Amy头饰Why?MissWhite头饰BecauseIlikesummervacation词卡PEP（供三年级起始用）五年级下册Unit1ThisIsMyDayBReadandWrite教学设计说明】在小学英语教学中，符合学生知识层次、认知特点和年龄特征的阅读训练是不可或缺的部分。针对五年级学生的年龄特点及认知规律，按照教材设计意图和高年级段阅读教学的建议，我将课堂教学模式确定为“任务型与活动型相结合”的整体教学模式，将语言学习和学生阅读能力的培养渗透到课堂活动和教学任务中。本课时教学设计围绕教材提供的对话内容展开，达成的教学目标是:能够听、说、读、写本课时句型：Whatdoyoudoontheweekend?UsuallyIwatchTVandgoshopping.SometimesIvisitmygrandparents.Ioftenplayfootball.SometimesIgohiking;能够听、说、认读句子：Theweatherreportsaysit'sgoingtoraintomorrow.Ican'tplayfootballintherain.Ican'tgohiking,either;能够运用所学词汇、句子谈论表达周末活动;能够正确朗读语篇、获取语篇的信息，在阅读的基础上进行仿说仿写。采取的主要教学策略是：1．以旧引新，听说并行，成功铺垫。本课教学从学生已有知识出发，说唱歌谣导入，以旧引新，直奔“周末活动”主题。通过自由对话和猜测Zip和Zoom的周末活动，激活学生已有的知识积累，对前置知识（如dohomework,readbooks,dohousework,playchess等动词词组）进行复现，为本课进一步谈论周末活动话题奠定一定的语言基础。2．问题引读,分步推进，加深理解。在阅读教学中,问题引读是很重要的教学策略，速读、扫读、略读、精读相结合也是非常重要的教学策略。略读可以帮助学生快速了解文本大意，抓出关键信息。而精读则可以帮助学生更细致地理解语言知识、了解语言构造、掌握新的词汇、吸取写作的方式、方法。通过回答WhatdoZipandZoomdoontheweekend?这一问题，引导学生跳读、寻读，整体感知文本，找出问题的答案，提高学生在阅读中抓主要信息的能力。通过回答Whatdotheyusually/often/sometimesdoontheweekend?和Cantheyplayfootballorgohikingthisweekend?这一问题，引导学生自主细读短文。采用划关键词的方法，找出答案，完成表格，提高学生整理、分析信息的能力。通过回答Cantheyplayfootballorgohikingthisweekend?这一问题，引导学生在读中获取信息、理解文本、学习语言、体验交流;并在完成任务的过程中，明确阅读目的，提高阅读兴趣，训练阅读方法，培养阅读能力。通过引导学生提问质疑，激活思维，拓宽思路;通过在文本阅读中频繁运用“Howdoyouknow?”引导学生关注文本，为有声、有形、有情的语言学习铺路奠基。围绕主题，任务驱动，适当拓展。在整个教学过程中，我以谈论“周末活动”为主线开展教学并贯穿始终，以听、说、读、写为布局，以语篇推进，加强过程指导，层层递进地展开语言知识的学习、文本的阅读和话题的仿说仿写，让学生充分享受“Learningbydoing,learningbyusing"所带来的愉悦。在完成课文文本的读写训练之后，让学生进行角色扮演，复述文本，进而谈论自己的周末活动；呈现关于Zip和Zoom周末活动的续篇文本，要求学生根据阅读提示，通过自主阅读，完成选择填空的阅读理解练习。文本复述和拓展文本的提供既增强了英语学习的趣味性，又达到训练思维、提高语言技能的目的。任何一项教学策略，无论多么具有说服力，都莫过于激发学生的学习兴趣。针对不同知识层次的学生和不同难度的教学素材施以适合的教法，使学生学会从阅读中提取知识和意义，体会阅读技能的成功运用，并带动其他语言技能的发展，最终成为独立的阅读者是我在教学中不懈的努力所在。我的这一教学理念在本课中得到了很好的诠释。【教学过程】Step1:warmupLet'schant:P.2Freetalk:T:Whatdoyoudoontheweekend?Ss:Iusuallygoswimming.Ss-SsT:Yes,youcandomanythingsontheweekend.出示图片ZipandZoom.T:Look,Whoarecoming?Ss:ZipandZoom.That'scorrect.T:Yes.Theyarehappy.Theyarecominghandinhand.Whatcantheydoontheweekend?Ss:Theycan...学生预测自由谈论.课件出示动词词组,将知识有效复现goswimminggoshoppinggohikingplaythepianoplaysportsplaychessplayfootballplaycomputergamesdohomeworkdothedishesdohouseworkreadbookswatchTVcleanthebedroomwatertheflowerscookthemealssweepthefloorclimbmountainsvisitgrandparentsT:Yes.Theycandosomanythings.Butwhatdotheyusuallydoontheweekend?Whatdotheyoftendoontheweekend?whatdotheysometimesdoontheweekend?将单词卡片usuallyoftensometimes张贴在黑板上Step2:Presentation一读:Readthepassageandfinishtheblanks.Zip Zoomusuallyoftensometimes二读:T:Cantheyplayfootballthisweekend?Ss:No,theycan't.T:Bingo!Howdoyouknowthat?（出示句卡）学生读文划出答案.课件出示以下内容:Theweatherreportsaysit'sgoingtoraintomorrow.Ican'tplayfootballintherain.Ican'tgohiking,either.课件提炼句子结构:It'sgoingtoraintomorrow.Ican't intherain.Ican't ,either.It'smygrandma'sbirthdaythisSunday.I'mgoingtovisitmygrandparents.Ican't withyou.Ican't ,either.三读:Readthepassagesilentlyandraiseyourquestions.Ss:...Youarespecial.Iloveyou!T:Ihaveanotherquestion.Whatdayisittoday?Listentotherecordandfollow.Practicereading.Readthepassageinroles.课件展示:Hi!I'mZoom.Ioftenontheweekend.SometimesI .Butnotthisweekend.It'sgoingtorain.Ican'tintherain.Ican't ,either.学生自己尝试当Zip•介绍周末活动.Step3:PracticeDotheexercisesontestpaper.补充文本:Readandchoo