Unit 1 Colours around us优秀公开课教案

《英语》5B Module 3 Unit 1

教材分析：

本课以老虎是森林之王，总欺负小动物，小动物们想办法让老虎吃糖，导致老虎牙疼，然后小动物们为老虎拔牙为情境展开教学，故事情节简单有趣，学生易于理解和接受，而且本课内容是学生前面所学知识的延伸与继续，本课起到承上启下的作用。通过本课的学习，使学生体会学习英语的乐趣，提高学生综合运用语言的能力，为学生今后的英语学习奠定基础。

学生分析：

五年级学生天性活泼好动，增强好胜，直观形象的教学是她们最喜欢的学习方式，而且五年级学生有一定的英语基础，能用简单的英语与人交流并表达自己的观点。此外，本课知识是学生前面所学知识的重复与循环，学生学起来比较轻松，此课教学保证了学生语言能力的层层递进与不断提高。

教学中，对于优等生，我会在已学单词的基础上，结合生活实际进行拓展，使他们课堂上能学到更多他们所不知道的知识，激发他们的求知欲。对于学困生，我会在教学中穿插一些旧知识，使旧知识贯穿于整个教学中，这样“滚动式”教学会使学困生看到希望，找到自信，也能使所有学生每节课都对旧知识有所复习。

学习目标：

1.知识目标

（1）使学生掌握四会词：world、

in the world （2）使学生掌握三会词：toothless、have a meeting 、pull…out （3）使学生能运用所学的语言知识复述本课故事。

2.能力目标：使学生学会运用所学的语言知识讲述英语小故事，提高学生综合运用语言的能力。

3.情感目标：激发学生学习英语的兴趣，增强学生的参与意识，培养学生的团结合作精神以及自主学习的能力。

4.

德育目标:（1）教育学生爱护牙齿。

（2）教育学生遇事要沉着、冷静、机智、勇敢。

教学重点: 通过多种教学方式，提炼出本课关键词，鼓励学生学会用关键词复述故事。

教学难点：

使学生学会用所学的语言知识复述本课故事，培养学生综合运用语言的能力。

教具：

PPT、音频、视频、单词卡片、图片

活动内容

活动组织与实施

设计意图

Step 1

Warming up

Step 2

Presentation

1．Greetings 2．Say a chant (CAI ) A: lion, lion, what do you see? B: I see an elephant walking to the sea. A: Elephant, elephant, what do you see? B: I see a monkey drinking the tea.

A: Monkey, monkey, what do you see? B: I see a mouse catching the bee. A :Mouse, mouse, what do you see?

B: I see a tiger looking at me, looking at me!

3．ask and answer: (CAI ) T:Look at these animals, they all live in the forest, do you know who is the king of the forest? S:The tiger is the king of the forest. T:Look at the tiger, how are the tiger’s teeth? S:The tiger’s teeth are sharp. T:(Show the picture of another tiger) Look , does he have big and sharp teeth? T:What’s the matter with the tiger? S:The tiger has no teeth. T:Yes, the tiger has no teeth, so we call it a toothless tiger.

1.Teach the word toothless. a. Ask the students to read other three similar words: homeless、helpless and useless. b. Tell the students the meaning of the word toothless.

chant 朗朗上口，师生一起

chant ，不但能使课堂气氛轻松和谐，而且也能拉近师生的关系，同时也为本课的教学做铺垫。

通过师生间的自然交流，形成了良好的互动氛围。为下一步引出无牙的老虎做铺垫。

使学生初步了解词后缀less的用法，扩大学生的词汇量。

c. Ask the students to speak out

the meaning of the words

homeless、helpless and useless.

d. Using the picture of the

homeless dog, the picture of the

helpless girl and the picture of

the useless bicycle, show the

students the toothless tiger, and

say: The tiger is a toothless 设置悬念，导入新课，激发tiger, but where are his teeth? 学生的好奇心，启发引导学How he becomes a toothless 生积极思维，为接下来的故tiger? If you want to know the 事教学做铺垫。

reason, let’s learn the story:

A toothless tiger(put the title of

the story on the blackboard)

2.Teach the first paragraph of

the story. (CAI ) T:It is a fine day, the animals 通过PPT和语言介绍，创设are playing happily in the 情境，将学生带入故事情节，forest, suddenly a tiger is 通过听老师讲故事从而提取coming, the animals are afraid 出本课故事的关键词playing of the tiger, so they run quickly happily、coming、afraid，为into a big hole. 接下来的语篇教学打下基T: What are they doing in the 础。

hole?

3.Teach the second paragraph

of the story. (CAI ) a.

Teach the phrase have a

meeting

b.

Ask the students to use the 以新带旧，复习旧知,为学困phrase have a meeting to make 生创造展示自己的机会。

some sentences .

c. T: The animals are having a 把学生带入故事情节中，通meeting , these are the words 过学生声情并茂的表演，激they are talking about , listen . 发学生学习兴趣，提高学生d. The students listen and try to 的表演能力的同时，也培养imitate their pronunciation and 了学生的语感，提高学生的intonation.

英语表达能力，更强化了学e.

Practice in groups and then

生语言的输入。

act out the animals’ words.

4.Teach the third paragraph

of the story. (CAI ) a.

T: The fox says he has a 激发学生的好奇心和求知good idea , but what is the fox’s 欲。

Step 3

Practice

good idea? Let’s go with the fox and have a look. b. Listen to the story. c. Listen again and then answer the questions:

·What does the fox give the tiger? ·Does the tiger like the present?

Why? d. Teach the phrase in the world e. Ask the students to make some sentences with the phrase in the world

5.Teach the fourth paragraph of the story. (CAI ) a. T: (showing the picture of a lot of candy) The tiger eats the candy every day , soon he has a _____________.

S: Toothache. T: Yes, the tiger has a toothache , so he asks the animals for help. Do the animals help the tiger? How do they help the tiger?

b. Ask the students open their books, read the last paragraph of the story themselves, and then underline the main sentences.

c. Answer the questions. d. Teach the word pull and push

e. Do the actions to help the students understand the two words better.

a. Watch the video of the story.

通过听录音回答问题，既锻炼了学生的听读和理解能力，同时加强了学生思维能力和语言组织能力，通过回答问题找出关键词再一次为接下来的语篇教学夯实了基础。

在具体的语境中学习单词，把单词融入到句子中教学，展现给学生完整的语言概念，符合语篇教学的规律，起到事半功倍的效应。

引出关键词has a toothache为下一步的复述故事铺垫。

再一次通过问问题激发学生的学习欲望。

此环节设计意在培养学生的学习策略和学习方法，教会学生在阅读时画出重点词句，抓住主要信息，这些学习提示不仅有利于学生把握学习方向，更有利于提高学生的学习效率，培养学生自主学习的能力。

通过肢体语言使学生更好地理解pull和push两个单词。

使学生整体感知故事情节，训练学生的听力，使学生更加完整地理解故事内容，实

Step 4

Summary

Step 5

Homework

b. Retell the story.

c. Discuss with theirs partners, and fill in the blanks.

d. Ask some students to come to the front to retell the story.

e. Change the main words of the story into a chant

T:

What do you learn from the story? S:

From this story we know…

T: From this story we know ·We must love our teeth and protect our teeth. ·No matter what we do, use our head, and don’t be afraid.

a. If you are the tiger, you remember that you have been cheated by the fox, so this time you will not accept the fox’s present, what are you going to say to the fox? Rewrite the story after class. b.

I hope all of you health, happiness and do better every day.

现语篇教学的目的。

教师为学生呈现所要输出的文本，并示范复述课文故事。学生通过小组练习，培养合作精神，复述本课故事，达到语篇输出的目的。

使学生能够活学活用所学语言知识，培养学生综合运用语言的能力。

把整理好的关键词改编成chant，chant朗朗上口，为学生更好的复述理解课文，创造了条件。

通过总结，使学生懂得遇事要沉着、冷静、机智、勇敢的道理。同时教育学生要关爱自己的牙齿。

将语篇教学延伸到课后，让学生发挥想象力，自己去编故事，激发学生的学习兴趣，也为学生的知识储备积累了素材，达到事半功倍的效果。

在音乐声中结束本课，耐人回味！

板书设计：

《英语》5B Module 3 Unit 9

教学设计

三台子第一小学

庞晓丹