Unit 3 My community第一课时教学设计

快乐英语第五册Unit 3 My community 教学设计

育英小学

傅晓丽

教学目标

1. 能听、说、读、写,并运用单词 park, shop, cinema, supermarket, toilet。

2. 能听懂、会说Listen and say中的内容。

3. 能够听懂、会说,并会运用there be句型复数形式的一般疑问句:Are there any restaurants? Are there any bears in the nature park? 并能够根据实际情况做出肯定或否定回答:Yes, there are. /No, there aren’t. 4. 能听懂,会回答特殊疑问句Where are they? They are behind the hills 学情分析

五年级的学生虽然已有两年的英语学习经验,但还有一些问题需要解决。让他们学会在具体情景中运用英语。

重点难点

(一) 重点(Points)

1. 能听、说、读、写,并运用本单元单词。

2. 能够听懂、会说、会运用there be句型复数形式的一般疑问句,并能够根据实际情况做出肯定或否定回答。

(二) 难点(Difficulties) 1. 对于there be句型复数形式的一般疑问句的问答。

2. any在疑问句中的用法。

教学流程：（14步）

一、复习检测

二、新课传授

1.巧妙导入：

T: Hello,everyone! S: Hello, Yoyo. T: Before class, Let’s say a chant , Are you ready? S: Yes. T: Sounds great. Sit down. (设计意图：这是为新课做铺垫的环节， Chant从形式上，一方面能创设英语氛围，另一方面会抓住孩子的“活泼好奇，善模仿，好交际”的特征，激发学生的兴趣；从这个chant的内容上看，里面涉及了多个学过的句子，再加上视觉效果良好的课件，为后面学习新课做了很好的铺垫。)

预设目标----

借助于chant语言的节奏和课件视频的吸引，挖掘孩子的潜能，快速激起同学们的学习之情。

2.引出主题：

1).T:Look at the picture. Do you know

where? S:School?Zoo? T: It’s a community. I move to a new community, I am happy to live there. Let’s visit my new community, and tell me what’s in my

community?(播放课件) 3.解决难点：

1)T: What’s in my new community?

S: There is a shop/post office/cinema/supermarket/toilet/park. Teaching the words: Shop

toy shop/video shop/pet shop/fruit shop Park

I love to _____ in the park. Cinema

I want to see ________ in the cinema. Toilet

washroom

restroom

WC

Oi

boil

soil

oil Read the words and make up some sentences. 2). Can you introduce my community.

设计意图:通过介绍我的社区,让学生对本节课的内容有了初步的了解,并在情景教学中掌握了本节课的单词. 预设目标:解决材料中的难点,扫除阅读中的障碍. 4.听音感知：

1).Look, Xiao Hui moves to a new community too. What are they talking about? Listen carefully and answer the questions:

a:Are there any Chinese restaurants?

b: Are there any toy shops? 设计意图:第一遍带着两个问题听课文录音,了解文章大概内容. 预设目标:带着问题听课文,有目的性,交给了学生阅读的策略,设置一个不太难得问题,即保护了学生的自信心,有很容易的引出本节课的重点. 2)Are there any teachers in our classroom?(引导学生说出答语)

T: Are there any animals in our classroom? 3). Ask and answer quickly. Teacher say a sentence, the students say Yes, there are./No, there aren’t.

4).Game: Guessing game. 通过游戏的操练巩固句型. 5.默读初始：Read silently and answer the questions. Are there any toy shops? 6.朗读探知：

Read and fill in the blanks.

T: Read and fill in the blanks. And write down your answer on your paper.

设计意图:通过可见展示,让学生细读课文,并设计两个游戏,和根据课文内容填空,给学生一些比较深度思维’的问题检测理解程度,培养学生获取信息的能力. 预设目标:加深对阅读材料的理解,生成提取,筛选信息的能力.

7.听音跟读：Listen and try to read after the tape.

(听音跟读作为支架。刚刚朗读时学生会发现不会读的词或拿不准的词，在这一部分，学生可以纠正他们的发音掌握地道的语音语调。)

8.角色朗读：

1) Read the text with the computer.

2) Read the text in groups.

9.留白处理：留白读，去掉文中关键词让学生填空读。

(填空的方式作为支架。让学生更进一步掌握了课文。对课文的关键词句达到了提炼. ）

（通过多种读的方式让学生自然的了解了课文内容.真正做到了以学定教.）

10.短文示范：

1).Now let’s design your dream community. Take out your paper, draw and write your dream community.

My community

This is my community.

There is ________________.

I love to ________________.

There are ___________________.

I love to _____________________.

Are there any __________________.

Yes/No,____________.

It’s a ___________community.

I love it. 11.学生仿写：

1). Introduce your community. 预设目标:进一步培养学生学以致用. 12.课堂小结：

What have you learned this class? 13.布置作业：Homework.

Design your dream classroom/zoo/home with “There be”.

14.情感升华：

同学们,我们要爱护我们的家园，爱护我们的社区。

Blackboard design:

Unit

3

shops

supermarkets

Yes, there are.

Are there any

toilets

?

Cinemas

No, there aren’t.

parks