五年级上册英语教案-UNIT SEVEN WHAT WILL YOU DO IN CHENGDU lesson 25 北京版

Unit

7What

will

you

do

in

Chengdu?Lesson25指导思想与理论依据

国家《英语课程标准》提出：“要强调学习过程，重视语言学习的实践性和应用性。主见同学在真实的语境中接触、体验和理解语言，并在此基础上学习和运用语言。”本课是高班级教学，留意以话题为主线呈现语言学问，老师要设计多种多样的板块活动。

因此我在在课堂上尽可能多的为同学制造运用语言的环境，同学通过多种形式跟读、小组合作学习的形式学习本单元旅行的话题，在活动中体验并运用所学语言，提高语言在真实环境中的应用。

教学背景分析

(一)

教学内容：

单元内容分析：本单元围绕旅行这一话题，重点学习询问乘坐的交通工具，在旅行中支配活动时间以及方案做什么事情。同学第一次接触此话题。本单元所要学习的新的交际用语是询问乘坐的交通工具“Are

you

going

to…by…?/No,

we

are

going

by…”在某地方案做某事“What

will

you

do

in…?/

I

will

…”支配活动时间“what

time

are

we

going

to…?/

We

are

going

to…at…”在本单元的三课学习课，以玲玲一家去成都探望爷爷奶奶并巡游当地的景点为情景主线。在第一课时中，玲玲向宝宝表达自己要乘坐飞机去成都探望家人和巡游其他景点的方案。其次课时，玲玲在前往成都的飞机上与生疏人交谈在成都方案做什么事情。在第三课时中，主要呈现玲玲一家在成都的活动支配，强调了在某一时间里方案做某事，将前两课的功能句型进行了复现。

(二)

同学状况：

五班级的同学在学习上有自主的学习力量，朗读力量及语言表达力量。他们对英语的学习有爱好，尤其是谈论外出旅行的话题更能激发他们的学习乐趣。但是同学的学习存在着差异，对于学习基础较好的同学可以在课堂上乐观地参与到课堂中来，学习效果也比较好，有的同学只能学习简洁的词汇与语句。在老师的和同学的挂念下，也可以参与到课堂当中来。每个同学在老师的引导下，都能够进行学习，依据自己的学习力量学到学问。

教学方式：师生互动，体验学习，合作学习。

(三)

教学手段及技术预备：Pad;

配套多媒体课件；自制课件；自制单词卡。

教学目标及重难点

(一)

教学目标：

1.能够正确理解和朗读本课对话。

2.能在情境中理解、听说、认读单词

busy,

leave,

等词汇，进展同学在情境中理解词汇的力量。

3.能询问及表达“将在某时间做什么事情”的交际用语：“What

time

are

you/

they

going

to

…?

We/

They

are

going

to

…”并能创编新的对话。

4.能娴熟使用pad

进行答题，抢答，以及课文跟读。

（二）教学重、难点：

教学重点：

询问及表达“将在某时间做什么事情”的交际用语：“What

time

are

we

going

to

do?

We

are

going

to

…

at…”

2.

能正确理解、朗读对话。

教学难点：

询问及表达“将在某时间做什么事情”的交际用语：“What

time

are

we

going

to

do?

We

are

going

to

…

at…”五、教学过程

Step1:

歌曲导入，复习旅行方案.

老师带领同学演唱歌曲，之后简洁谈论歌曲内容，引入到本单元话题玲玲的旅行方案。之后带领同学回忆玲玲的旅行方案是什么，同学依据老师PPT上关键词用英语叙述Lingling’s

travel.师生对话如下：

Sing

a

song《We

are

going

to

visit

the

moon》

T:

Good

morning,

boys

and

girls!

Let’s

sing

a

song,

Ok?

2.Free

talk

T:

Ok,

Let’s

go

back

to

our

lesson.

This

lesson

we

are

going

to

learn

Lesson

25—Ling

ling’s

travel

plan

for

Chengdu.

What

is

Lingling

going

to

do?

She

is

going

to…

The

teacher

will

lead

students

to

retell

the

key

information

in

lesson

23&24

and

students

try

to

answer

t

he

questions.【设计意图】：通过歌曲导入，制造英语学习的氛围，激发同学本节课学习的爱好，同时复习主要功能句型。通过师生间对话，激活同学已有认知，唤起他们对本单元前两课玲玲预备去成都旅行和在飞机上遇到的新伴侣的背景学问的相关记忆，用语篇的形式，帮同学梳理学问间的联系。

Step2:

对话学习，了解玲玲的在成都其次天的旅行方案。

1.

观看主题图，了解情景信息

老师出示图一PPT，引导同学关注对话发生的背景信息，以及猜想问候语言，师生对话如下：

T:

Ok,

let’s

travel

with

Lingling.

Look,

Lingling’s

family

are

arriving

in

Chengdu.

Where

are

they

now?

S1:

They

are

at

Chengdu

airport.

T:

（叔叔消灭）Who

is

coming

to

pick

them

up?

S2:

Yes,

it’s

Lingling’s

uncle.

T:

Guess,

what

uncle

will

say

to

them?

S3:

Nice

to

meet

you/Welcome

to

Chengdu.

老师播放图一第一句的录音，同学听后跟读，对话内容如下：

Uncle:

Nice

to

see

you

all

again.

You

are

taller,

Lingling【设计意图】通过观看主题图的人物及地点，引导同学关注本课对话发生在机场这一场景，猜测人物问候语，为学习玲玲的具体行程支配扫清障碍。

2.

整体视听，了解玲玲的具体日程活动支配

(1)

老师提出问题，请同学思考他们接下来会谈论哪些内容，随后播放完整视频，请同学观看后在Pad上完成学习单。师生对话如下：

T:

What

will

they

talk

about

next?

Now,

let’s

watch

and

listen（播放课文视频）

T:

Ok,

boys

and

girls.

What

are

they

talking

about?

You

have

2

choices.

A:

They

are

talking

about

the

plan

for

tomorrow.

B:

They

are

talking

about

the

food

to

eat.

Now

please

open

your

Pad

and

make

a

choice.

(同学打开Pad，

在Pad上完成选择，之后老师查看同学答题状况，核对答案,最终请同学合上Pad,观看老师PPT)

(2)

老师连续提出问题“What’s

the

plan

for

tomorrow?”之后播放课文录音，请同学在pad上填写初玲玲一天的旅行方案。

师生对话如下：

T:

What’s

the

plan

for

tomorrow?

You

can

read

the

dialogue

on

your

book

and

fill

the

blanks

on

Pad

.

T:

So

What’s

the

plan

for

tomorrow?

Ss:

They

are

going

to

see

the

pandas

and

visit

Du-jiang-yan.

T:

Great!

How

do

you

know

that?

Can

you

show

me

the

answer?

Ss:

Point

to

the

answer.

T:

Is

it

right?

Ss:

Yes./

No

T:

Where

will

they

have

dinner?

At

home

or

not

at

home?

Ss:

At

home.

T:

So,

we

know

in

the

morning,

they

are

going

to

see

the

panda.

In

the

afternoon,

they

are

going

to

visit

Du-jiang-yan.

And

in

the

evening,

they

are

going

to

come

back

for

dinner.

Now

who

can

retell

the

plan?

Ss:…

3.处理课文细节问题

老师出示课文对话，提出细节性问题：What

time

are

we

going

to

leave?

And

how

will

they

see

the

pandas请同学从对话中找到答案，并在Pad上完成作答。最终，完整呈现the

plan

for

tomorrow.引导同学评价玲玲的方案怎么样。

T:

Look,

Mom

has

question,

what’s

the

question?

Listen.

Ss:

What

time

are

we

going

to

leave？（学习新单词leave）

T:

So

What

time

are

we

going

to

leave？

Ss:

We

are

going

to

leave

at

7:30

after

breakfast.

T:

Very

good!

Now

let’s

listen.

What

does

uncle

say?

T:

Please

think

about

why

mom

ask

what

time

are

we

going

to

leave?

Ss:

Maybe

she

want

to

know

the

time

and

she

wants

to

prepare

something

before

they

are

leaving.

T:

So

now

we

know

they

are

going

to

see

the

pandas

in

the

morning

and

they

are

going

to

leave

at

7:30.

Well,

how

will

they

go

by

bus

or

by

car.

Ss:

By

car

T:

Why?

Ss:

Because

uncle

says

“

I

will

drive

you

there.

I

am

a

good

driver.”

T:

Good

job!

This

is

all

about

lingling’s

plan

for

tomorrow.

How

is

the

plan?

Will

they

have

a

good

time

tomorrow?

How

will

they

feel?

Ss:

They

will

be

very

happy.

T:

Yes!

What

does

uncle

think

of

the

plan.

Listen!

What

does

uncle

say?

Ss:

We

will

have

a

busy

day.

（学习新单词busy）

T:

Look!

Tomorrow

they

will

see

pandas

in

the

morning

and

they

are

going

to

leave

very

early

at

7:30.

And

then

they

will

visit

Du-jiang-yan

and

at

last

they

will

come

back

for

dinner.

Maybe

they

will

come

back

late.

So

they

will

have

a

busy

day.

【设计意图】：

逐句呈现对话，完整呈现玲玲一天的活动方案，引发同学思考妈妈为什么要问动身的时间，引导同学做方案时要有时间意识，同时尝试评价玲玲的旅行方案，理解a

busy

day的含义。

4.在pad上进行跟读练习。

Listen

and

repeat

the

whole

dialogue.（同学在Pad上进行跟读练习）

5.同学分角色朗读课文。

【设计意图】：同学通过使用Pad进行课文的跟读练习，能让同学有针对性的进行自主学习。

Step3:

操练功能句型，创编新的对话。

1.

老师创设爸爸想知道去都江堰的时间和奶奶想知道回家吃晚饭的时间，让同学使用功能句型进行操练，之后，老师创设玲玲一家要做更多更细致的方案，为同学呈现他们一家人方案好的时间支配，请同学为他们编一段新的对话。师生对话如下：

T:

Mom

wants

to

know

the

time

to

leave,

so

she

ask

what

time

are

we

going

to

leave,

right?

Ss:

Yes.

T:

Now

Dad

wants

to

know

the

time

to

leave

for

Du-jiang-yan,

how

will

he

say?