A教案设计范例

修订版PEP人教版五年级英语下册

Unit 2 My favorite season

Part A Let’s talk

湖南省岳阳市华容县马鞍山实验学校 毛 娟

一、Contents

Words: spring、summer、autumn/fall、winter

Sentence: Which season do you like best?

二、Purpose

1. Knowledge: Students can read、write and understand the new words.

2. Ability: Students can operate the sentence “Which season do you like best?”in real situation

3. Feeling:

(1) Promote students’ interest in learning English.

(2) Encourage the students to have good cooperation with each other and love the nature.

三、Focus

1. Words: season、spring、summer autumn/fall、winter

2. Sentences: Which season do you like best?/ What’s your favourite season?

四、Teaching Procedures

Step 1 Warm-up

Free talk.

T: Hello, boys and girls. Who’s this girl/boy? Nice to meet you. Do you like this music? Yes. It’s about four seasons. How many seasons are there in a year? ……

设计思路：通过播放万有班级学生照片的视频，伴随着英文四季歌的情境导入，吸引学生的注意力，使学生尽快融入英语课堂学习的氛围。同时复习有关天气的单词warm、hot、cold、sunny、windy、snowy

等，为下面的学习热身。

接着进行师生会话,谈论“天气”“活动”和“颜色”,既是前面学过知识的复习应用,又是本课教学的知识基础,为新课导入做铺垫。

Step 2 Presentation

1.Revise the words (spring、 summer、 autumn、winter)and sentences “What’s the weather like ?(When It’s summer in Australia, It’s winter in China.)/ What color……?/ What do you usually do ? / When do you……?”.

2.Teach the new sentence “Which season do you like best?”and talk about season’s color、weather and so on.( Give students some words、phrases and sentences to help them describe seasons at the same time. Ask and answer.)

3.Listen 、answer and read. (English book Page 14. The teacher guides the pronunciation、 intonation and tone.)

a.Does Mike like music?

b.Which season does Mike like best? Why?

c.Which season does Wu Yifan like best? Why?

设计思路:1. 结合课件图片引导学生一起谈论四季的天气特点,引出五个四会单词spring、summer、autumn/fall、winter,学生带着任务“What’s the weather like ?/ What color……?/ What do you usually do ? / When do you……?”看图思考并回答,对本节课的中心话题建立初步感知。同时运用这些所学句型进行季节的描述,既是复习,也是语言的综合运用。老师同时介绍When It’s summer in Australia, It’s winter in China.也是跨文化意识在课堂教学中的有意渗透。

2. 利用课件教学,突出本课教学重点,让知识新授在真实自然的情境中完成。通过词条卡片板书复习和运用所学动词短语fly a kite、ride a bike、play sports、go for a walk、draw pictures等引导学生学习操练,学生的模仿、跟读能力,形成学习策略和能力。考虑到部分学生的学习基础,将短语以词条卡片的形式粘贴在黑板上,这在口语表达上降低了难度,消除了学生因紧张或词汇积累不够而担心表达不出或表达不准的心理障碍。

3. 通过听读课本Let’s talk对话,真正做到听说先行,读写跟上。通过所学句型“What’s your favourite season?”过渡到句型“Which season do

you like best?”来帮助学生更轻松的掌握。在听读过程中,老师指导声调、连读、重音等,让学生跟着原声朗读,力求带给学生最纯正的语言环境。对于教者来说语音教学应该有意识的渗透于日常教学中,不能光靠每个单元的那一节语音课。国培专家华中师范大学黄教授黄晓钰曾说过:听、说、读、写应该是先听入主为先,以此突破、掌握重点“Which season do you like best?”。

Step 3 Practice

Talk about seasons by themselves and then show the conversations in class.( The teacher should give them a hand .) e.g:

Which season do you like best?

I like spring best. It’s warm. It’s pretty.

What can you do in spring?

I can fly a kite.

What do you usually/ often/ always/ sometimes do in spring? I often ride a bike.

When do you usually eat breakfast in spring?

At 8:00.

设计思路:国培专家周诗杰教授说:对话课型中应该设计话轮来培养学生语言的综合运用能力。故此环节在中心句型“Which season do you like best?”的基础上还提供给学生更多学过了的句型进行话题谈论,目的在于让师生对话、生生对话的过程当中有更多的话轮,教者也不仅是为教文本而教文本,更应该意会到文本身后的意图,那就是要能让学生通过文本的学习举一反三,能将所学的语言词汇综合运用,不只是为学中心句而说中心句,做到授之以渔。“不学习语言规则,不掌握相当数量的词汇,英语应用能力就是空中楼阁。”为此,本节课也在所学词汇、短语上进行了些学生能适应的拓展,例如短语play in the snow,在这个短语的基础上就拓展了play with the snow;短语plant trees的基础上拓展了plant flowers;短语go for a walk、go swimming、go boating的基础上拓展了go fishing和go on a picnic. “picnic”这个单词是本单元B部分内容,但是只要提示学生i字母为/I/的音,并示范出单词重音,学生很快就掌握了这个短语,也真正做到了词不离

句，句不离篇的教学理念。本教学步骤也是为巩固教学重点，把课堂还给学生，发挥学生好动、好强、好表现等个性特长，给学生展示的机会与平台，让学生体验学英语的快乐，树立学习自信心。强调让学生主动参与，并乐在其中，实现乐中学、学中乐。在学生进行对话展示的同时，老师要当好一个优秀的听众并及时给予中肯的评价，例如：Good job、Impressive、Unique、I like your point、You can do better next time、Never mind、Well put、Your pronunciation is very pleasant to the ear、You brighten my day等等，这些远比good、very good泛泛而谈要来得更鼓舞人心。

Step 4 Extension

1. Write a short passage: My favourite season.

2. Make a change

e.g: Which food do you like best?

Which teacher do you like best?

Which fruit do you like best?

3. Story time. Listen and fill in the forms.

4. Enjoy a song: The seasons song.

设计思路:一个巩固练习和两个扩展练习通过让学生动脑、动手,训练学生听、写和阅读的能力,巩固中心句以及上个单元所学的动词短语。通过观看视频小故事而不是文本性的阅读,是因为五年级的孩子在面对课本阅读材料时词汇较三、四年级相比有增多的情况下已显疲倦之意,换成动画并配有台词的阅读形式,学生要感兴趣得多。而在英语学习中听、说、读、写、译五种能力是可以互补的,光听说不读写,很难收到高效,只靠模仿不培养学习能力,也难减轻学习负担。因此此环节结合教材内容,通多媒体信息化教学手段稍拓宽了课堂容量,将课本上的调查表格揉和融入到了一起进行阅读拔高练习。我想作为教师应该时常根据自己的教学和学情实际对课本内容和课时顺序进行合理的综合和调整。此环节在巩固本课时的重点和难点的同时也提升学生的英语阅读能力,个人认为如能长期坚持,学生的英语阅读水平一定会到达新的台阶。

最后歌曲The seasons song已进入本课尾声,学生在愉悦的音乐中轻松跟唱也是课堂内容的延生。这也与课前导入视频中的背景音乐四季歌做到了首尾呼应。

Step 5 Homework

1. Make a survey: Which season/weather/color/teacher……do you like best?

2.Write a short passage: My favourite season.

设计思路:此环节是课堂的延生和巩固,也是中心句型的综合运用训练。