C教学内容分析

PEP Primary English Book 6 Unit 4 When is Easter? B Read and write教学设计

执教者：汕头市飞厦小学

蔡少燕

【学生分析】

五年级学生的年龄在12岁左右，虽然处于高年级学段，但仍然活泼好动，喜欢直观形象思维和抽象思维相结合，对游戏、竞赛、画画还有兴趣。大部分学生对英语有着较浓厚的学习兴趣，有着极强的求知欲强和表现欲，但也存在着学习方法和学习策略经验不足等问题。根据学生的心理特点我课上多以表扬为主，注重对学生英语学习兴趣的培养，鼓励他们大胆说、积极做、认真想！在实施英语教学的过程中，我在教授学生新知的同时也注重培养学生的思维方式和情感发展。

【教学内容分析】

本部分分为读、写两部分：第一部分要求学生阅读四篇日记。第二部分分为朗读和图片排序活动，要求学生将小猫出生后的变化与相应的日期搭配。第三部分为有意义的抄写句子活动，要求学生根据短文或连线题正确规范地仿写有关小猫的两个句子。

【教学目标】

语言知识目标：学生能够在图片教师的帮助下读懂短文并完成读后活动；能够按照正确的语音、语调、意群朗读课文；能够完成个性化的书写活动；能在语境中理解生词kitten，diary，still，noise，fur，open，walk等。

语言技能目标：学生能通过观察，正确使用be动词、have句型、can句型等简单描述小动物的成长过程。

情感态度、文化意识、学习策略目标：让学生初步掌握基本的阅读策略和科学有效的阅读方法；让学生学会珍惜小动物，懂得生命的可贵之处。

【教学重难点】

重点：能理解They still can’t see. Their eyes are open! They can walk/ play with Robin! They are pink because they are very young. They have white fur now. They make noise when they are hungry.等句子。

难点：正确使用be动词、have句型、can句型等简单描述小动物的成长过程。

【课前准备】

PPT，评分栏，work sheets，日记挂图等。

【教学步骤】

Warming up:

Enjoy a dates song 设计意图：利用歌曲复习日期的表达方式，并活跃课堂气氛。

Free talk (Self-introduction & When is your birthday?) Teacher talk: Hello, I’m Miss Lin. I’m from Shantou. My birthday is on Mar. 5th. How about you? When is your birthday? (提问几位学生) 设计意图：拉近师生关系，复习日期的表达方式。

介绍分组比赛规则

Teacher talk: (继续介绍自己) I have many hobbies. I like singing. I like reading. I also like animals. Look, I have four cats. This is Mimi. This is Nini. This is Kiki. This is Cici. (一边介绍一边将事先准备好的猫咪图片逐一放到黑板上) They are so cute.

Do you want to play with them? Do you want to give them some fish? Look, I have many toys and fish. If you answer my questions you can get some toys or fish for your cats. After class let’s see which team is the best cat keeper! (课件上展示印有“THE BEST CAT KEEPER”称号的奖状) 设计意图：设计与课文情景相关的比赛规则，能大大提高学生的学习兴趣，提高他们的参课堂与程度。

Presentation Pre-reading: Talk about the teacher’s diary, and present the new word “diary”

Teacher talk: (继续介绍自己) I like writing a diary best! I write a diary every day. Look, this is my diary. (引导学生根据发音规则读出新词diary，展示自己的五一假期日记) What’s it about? (Students: It’s about your May Day holiday.) How do you know that? (Students: Because of the dates.) Yes, there are dates in my diaries. Diary is about what I do. Diary is about how I feel. I write diaries because I am happy. I write diaries because I am busy. I write diaries because I am exciting. How about you? Do you write diaries?

日记内容：

May 1st

Today is May Day. I don’t go to work. I go on a picnic with my friends in Zhongshan Park. We are so happy. May 2nd

I still don’t go to work. But I am busy. I clean my room and wash clothes at home.

May 3rd

Tomorrow I will go to work. I will meet my students. I am so exciting!

设计意图：

通过展示自己的日记，让学生认识日记的格式，并理解单词diary。

While-reading The first reading: Talk about Sarah’s diary

Teacher talk: I have a friend. She writes diaries, too. (展示Sarah的日记) Whose diaries are they? (Sarah’s.) When does Sarah write the diaries? (学生立刻回答出四个日期，教师板书) And what’s it about? (Sarah’s cat.) Yes, Sarah’s cat has two new kittens.

设计意图：通过谈论Sarah的日记，加深对单词diary的理解，并引出课文。

The second reading: Read and order Teacher talk: Sarah also takes many pictures of the cat. (展示五、六张打乱顺序的图片) Look, but they are not in order! Now read Sarah’s diary, and put the pictures in order.

学生完成阅读后，教师邀请一位学生到黑板上进行排列。该生排列完后，教师提指着第一幅图片问该生It is right? Let’s check. Why do you put the picture here? 该生在教师的引导下答出pink, young, can’t see等关键词，教师则进行板书，通过自查，该生确定自己的第一幅图的位置是正确的。

设计意图：通过给图片排序的活动，让学生对课文有整体的理解。

The third reading: Find the key words for each picture Teacher talk: (从上面过度) How about other pictures? Are they right? Please read again, and check the answers. And write some key words under the pictures. 学生再次阅读课文，通过给每幅图片找关键词的方式自查。学生完成阅读后，教师邀请学生说出关键词，教师则继续补充板书。

在学生回答出make noises时，教师追问How do a cat make noises? Can you show us? 然后继续让学生模仿其他动物发出声响。Will you be angry when the kittens make noises? Why do they make noises? What will Sarah do when the kittens make noises? 教师继续追问Can you make noises in class? So you should keep quiet in class. Or I’ll be angry. (假装生气的样子) 在学生回答出white fur时，教师追问Do you have fur? What animals have fur? 然后指着贴在黑板上的四只猫，继续追问Look at my cats, what color is their fur? 学生用They have … fur.的句型来回答。教师继续追问When the kittens’ fur become dirty, what will you do?

在谈论第二幅图片时，教师指着图片上猫闭着的眼睛追问Can they see now? 学生回答No. 教师接着说They can’t see on April 15th. And they still can’t see on April 21st.并补充板书，在这里要强调单词still。

设计意图：学生通过为图片找关键词的活动进行自查，纠正自己的错误，习得阅读技巧。教师通过不断地追问学生How do a cat make noises? Can you show us?等问题，能够了解学生是否在阅读地过程中理解了生词。

Post-reading Read the diaries and try to imitate (follow the tape→practice with partners→read together)

设计意图：巩固课文内容，培养学生使用正确的语音语调朗读英文材料的能力。

Retell the diaries with the help of the tips 设计意图：巩固描述小猫变化的句型，为接下来的仿写活动做铺垫。

Write 2 or 3 sentences about the kittens 展示小猫现在的样子，创设情景：Look, the kittens grow up. They are 3 weeks old now. They look different now. They are … They are… And they can do many things. They can … They can … (一边说边展示更多小猫的图片) Can you help Sarah write a diary? (学生根据图片、单词和板书句型的提示用两三句话仿写一篇小日记，完成后请一两位学生到台上分享日记) 设计意图：创设情境使得仿写活动更有意义，同时培养学生的写作能力。

Discussion (情感教育): Now Sarah’s kittens can do many many things. They are cute. Does Sarah like her kittens? Why? Do you want to have a cat? What can you do for your cat? I think you will love your cat. And we should love all the animals, because we are on the same planet. Write diaries about plants Teacher talk: (从上面过度) And we should also love the plants. Do you like the plants? Do you like the trees and flowers? Look, I have a plant, too. (教师展示植物图片和一些关键词，并与学生聊聊植物) Can you write diaries for my plants? 在学生完成日记后，请一两位到台上分享自己的日记。（如果时间充裕可以在课堂上完成，不充裕就布置为作业。）

设计意图：从上个环节的仿写，到这个环节联系生活写植物的成长过程，进一步培养了学生的写作能力。

Summing up & Homework 与学生们一起数评分栏的分数，评选出THE BEST CAT KEEPER，并颁发奖状。

Homework：为自己的植物成长日记配上图片。

Board writing Unit 4 When is Easter? B Read and write April 15th

April 21st

April 26th

May 3rd

cute

walk, play with Robin

They are…

pink, young

They have…

They can…

white fur

blue eyes

see

They can’t…

see

see