B优秀教案内容

Fun in a nature park教学设计

课题

Fun in a nature park

教材

与

学情

分析

教材分析：

本课时是PEP教材五年级上册第六单元，主题为In a nature park的B部分的Let’s talk，是一堂对话课。在第五单元There be句型的陈述句与第六单元A部分Is there …?句型（即There be句型的单数的一般疑问句）的基础上，本课时继续学习Are there …?句型（即There be 句型的复数的一般疑问形式）。此部分的对话场景是Zhang Peng与Miss White坐在nature park内的一个restaurant的桌旁聊天的截图。对话内容涉及到了一个新词tall building的音、义学习，及句子There aren’t many people.的准确理解。为了达成新词、新句及难句的落实，准备充分利用教材的Let’s try版块，及talk中The nature park is so quiet!句子的理解。

学情分析：

本课的教学对象是五年级学生，在2年多的英语学习基础上，大部分孩子能够用英语简单地表达自己的基本观点，同时他们对自然景观极有兴趣，这样的内容往往有利于让学生有话可说、有话想说。虽然Are there …?属于新授句型，但有了前方的基础（第五单元There be句型的陈述句与第六单元A部分Is there …?句型），新内容反而显得十分单薄，如何利用学生的已知语言表达更多信息，是本课最大的难点。我准备通过猜测、询问、体验等多种活动形式，一步步夯实语言教学目标及感悟主题，让学生见识到自然公园的多彩画面，欣赏到家乡自然公园景色的独特魅力。

课时

PEP5 Unit6 B Let’s talk

目标

与

重难点

教学目标：

1、知识目标

①学生能正确运用Are there any ______?句型询问是否有人与物（复数形式）的存在，并能做出相应的回答。

②学生能正确朗读Let’s talk的篇章，并理解自然公园环境的安静与舒适。

③学生能根据自己的需要，用.Is there a _____? Are there any ____? 等询问对方所选自然公园的具体物体，根据对方的回答找到相同喜好的朋友。

2、过程与方法：

①学生通过朗读、体验等方式步步夯实核心句型和篇章。

3、情感目标：

①学生能与同桌或小组合作完成活动任务，达到互助互学。

②学生能感悟自然公园的美丽与恬静，激发学生热爱自己的家乡并享受大自然的美景。

教学重难点：

1、学生能正确运用升降调及重音朗读Let’s talk篇章，并理解自然公园环境的安静与舒适。（重点）

2、学生能根据自己的需要，用.Is there a _____? Are there any ____?等句子询问对方所选自然公园的具体物体，根据对方的回答找到相同喜好的朋友，并对其进行描述。(难点)

教学准备

教

多媒体、词条、图片、任务单

教学内容

师生活动

教学意图

在歌曲愉悦的氛围中引出今天的主题——自然公园。

Step 1 Warm-up & Step 1 Warm-up & revision 1.Let’s sing. (In a nature park)

T: Let’s sing together

1.Let’s sing

Ss sing together

In a nature park

T: What’s the song about? Ss: A nature park. T pastes the title on the Bb.

2.Describe the picture: a nature park 2.Describe the picture T: Here’s a picture of a nature park, can you describe it with: There is a/an … . or There are … .? S1: There is a river. It’s long.

S2: There is a lake. The water is clean.

S3: There are mountains. They’re high.

S4: There are forests. The trees are so tall.

S5: There is a hill. It’s not so high.

T: Now, we need a beginning, an ending and

a title. Let’s read it beautifully.

Ss: Read together

3.Read more words 3.Read more words T: Here are more words, let’s read quickly. Ss: Read with rising tone and falling tone revision

以看图说一说的形式，激活句子There be句型的单复数肯定句式的表述。

呈现本课所需的各种词汇的复数形式。

Step 2 Presentation 1. Enjoy a video and learn: Are they any ____? Yes, there are. / No, there aren’t.

Step 2 Presentation 1. Enjoy a video and learn: ①Watch and tick. T: Let’s enjoy a video about a nature park; please tick the things you see in the video. 观看视频，了解一个真实的自然公园里面会有些什么，做出记号，为

学

①. watch and tick. ②. Let’s check

2.Let’s try

Ss watch and tick on the paper. ②Let check a. T: Are there any mountains in the nature park? Ss: Yes./Yes, there are. T pastes the answer“Yes, there are.”on the

Bb Ss learn and repeat. b. T: Are there any monkeys in the nature park? Ss: No./No, there aren’t. T pastes the answer“No, there aren’t.”on the Bb Ss learn and repeat.

c. T: What about trees? Who can answer? S1 stand up. T: Let’s ask him/her together.(shows the sentence “Are there any …

in the nature park?”

S1: Yes, there are./No, there aren’t. T pastes the sentence“Are there any ____?”on the Bb Ss learn and repeat. d. T: What about the other things? Let’s do the pair work, ask and answer. Ss do the pair work and feed back. 2.Let’s try ①Read, guess and check T: Look, Miss White and children are in a nature park, too. They are talking. Let’s listen and fill in the blank. First read the

sentence“The tables are beside the ______.”

Ss read together. T: From this sentence, what do you know? S1: I know … . S2: I know … . …

T: Yes, from the sentence, we know there are tables in the nature park. But where are they? Please open your book, page 61, listen, choose and write. Ss listen and write T: Now, from this sentence, what do you know? 后方的句型学习做铺垫。

以老师问，学生答的形式，学习回答句型Yes, there are./ No, there aren’t.

在教师2个示范问的基础上，转向全班模仿问，一个学生答的形式，学习问句Are there any ____?

设计学习活动，同桌对话，核对答案。避免总是教师问，学生答的情况，也达成了大面积展开问答的操练。

引导朗读句子The tables are beside the _____.之后，再以问题From this sentence, what do you know?锻炼学生研读教材的文本资源，获取阅读信息的能力。

再次训练学生

设

3.Let’s talk

①. Listen and fill in

②. Watch and answer

Ss: There are tables and a lake in the nature park. ②Read together T: Why do the children ask“Are there any tables?”, please read and find out Ss: They are hungry./It’s time for lunch. T: Let’s read it. Who want to be Miss White? S1 stands up, the other students to be the children. 3.Let’s talk ①Listen and fill in T: Look, Miss White and Zhang Peng are sitting at the table, and Zhang Peng has some questions. What will he ask? Ss give some questions T: Zhang Peng asks 2“Are there …?”questions. Let’s listen and fill in. Ss listen and get the answers T: Who can? S1: Are there any tall buildings in the nature park? T: What does “tall building”mean? Ss choose the picture and repeat. T: No. 2 question, who can? S2: Are there any animal? ②Watch and answer T: Let’s watch and answer a. Are there any tall buildings in the nature park? No, there aren’t. Are there any animals? Yes, there are. There are ducks and rabbits. (Pastes the pictures under the right answers) b. T: How is the nature park? And why? Ss: There aren’t many people. T: What does the sentence “There aren’t many people.” mean? Ss: (C) T: Yes, picture C, there aren’t many people. How about picture A and B? Ss: Picture A—There are many people.

Picture B—There are no people. T: Are there any people in the nature 的阅读技巧。

文本呈现，从文本中找寻理由,确认学生听懂弄明白。

Miss White 和Zhang Peng在餐厅桌子边聊天，Zhang Peng会问些什么问题呢？听前预测。再通过听一听补充问题的形式，不仅完成与文本的第一次接触，更重要的是扫清词汇障碍，学习了新词汇tall buildings音与意义。

从听力补充问题，再通过观看对话视频回答问题，学生第二次亲密接触文本内容。

以2个追问，让学生阅读文本，找到难点句There aren’t many people. 通过三张不同图片的选择，降低学生对于句子意义理解的难度。

计

park?

T & Ss: Yes, there are. There are some people, not many people.

③. Listen and repeat ③. Listen and repeat T: Pay attention to the tones and stress

Step3 Consolidation Pair work Step3 Consolidation 分层设计对话Pair work 的形式，学生T: Now, let’s do the pair work. There are 3 依据自己的能levels: Dub, act and create. Choose one and 力可以选择配work with your partner. 音、脱稿表演Ss pair work and feed back. 或创造性的发挥。

Step4 Extension 1.All the foods are from our park Step4 Extension 1. All the foods are from our park T: Look, there is a restaurant in the nature park. What’s this in front of the restaurant?

Ss: A board./A menu. T: What’s on the board? Let’s read.

What will Zhang Peng and Miss White talk about? Let’s listen

Ss listen and find out T: If you are Zhang Peng, what else will you ask? Let us do the pair work with your partner.

2.Visit more nature parks T: They have lots of fun in the nature park.(Pastes the key phrase“Fun in a nature park”on the Bb.) And they want to visit more nature parks. Are there any nature parks in Wenzhou?

Ss: Yes./No. T: Yes, there are. Look!

3.Let’s enjoy

再次研读教材的插图，发现Miss White与Zhang Peng坐在餐桌旁，除了手边的菜单，没有任何的食物，边上隐约可见一块小黑板。所以在这里设计了一个讨论餐馆食材来源的任务，并拓展句子We can ____.增加自然公园的趣味性。

以文本人物的需要，切换到身边自然公园的场景。

2.Visit more nature parks

3.Let’s enjoy

4. Zhang Peng wants to find a friend to go together

5.Find your friend

①. This is the Daluo mountain. It’s big and beautiful. The air is clean. There are many green trees and high mountains. It’s a good place for people to go hiking. You can see some small springs and lakes. There are many red bayberry trees and orange trees. It is really a nice nature park. ②. This is the Nanxi River. The river is long and clean. There are many bamboo rafts. People can sit on the rafts enjoy the beautiful river and the mountains nearby. There are many peach trees near the river. You can have a lot of fun in Nanxi nature park. ③. This is the Jingshan nature park. In the park, there is a big zoo. There are many animals in it. And there are many pretty flowers and special trees in the plant garden. Near the road, there are many tables and chairs. When you are tired, you can sit there and take a break, to eat, to drink. It’s a great nature park. 4. Zhang Peng wants to find a friend to go together

T: Do you like these nature parks? Choose only 1 and tick. Ss tick 1 on the paper T: Now, I’m Zhang Peng, I want to find a friend to go with me. Which nature park do you like? Let me guess.

①T and S1 give an example“How to find a friend?”

T and S1 write down our names and paste the card under the picture we like

②T and S1 talk more about the nature park we like 5.Find your friend T: Now, it’s your turn to find a friend in the class. Write down the name and paste here, and then talk more about the nature park. Ss go to find their friends in the class, and practice to say more about the nature park. T choose some groups to show

通过微电影，让学生感知家乡自然公园的多彩画面和独特魅力，为后方寻找朋友的活动打开视野。

教师示范如何去找一个能够一同前往向往的公园的朋友。

设计成综合性学习活动：通过今天重点句型Are there any …

in the nature park?的询问，不只是找到朋友，还一起说说公园更多的其他特色。

3-4组反馈。

1. Listen and imitate the dialogue. （听音并模仿跟读课文P61 ）

设计

2. Find more friends you can go together.. （找到更多朋友，一起去你们喜欢的那个公园）

作业

板书设计

教学反思

一、基于教材——从教材中来，到教材中去。

《英语课程标准》指出：“教材是课程资源的核心部分，是实现教学目标的重要材料和手段。”教材虽然是平面的，但教学却是立体的。教师对教材的处理就是二维平面向四维空间的过程，教师可以利用多种多样的素材营造这个空间。而这些空间素材还是来源于教材。比如，课堂开始利用单元歌曲，即营造英语课堂氛围，又为课堂拉开自然公园的场景幕布；又如，简短如此的Let’s try资源，在教师的有效问题设计下，丰富了自然公园的布置：有桌子、有湖泊……，打开学生猜想的空间；又有如对话的插图资源，一块隐约可见的小黑板还可以挖掘出后续对话；而教材的文本资源中，一句类似开场白的话语The nature park is so quiet!为教师所关注，挖掘出背后无限的空间想象。无论是课堂的开始到对话的完整呈现，以及后方的语音模仿，每一步都充分利用了教材的音频、视频、文本和插图资源，使得情境一纵到底，深深挖掘到教材的内涵。

二、学为所用——从生活中来，到生活中去。

设计理念衣兰教授曾说过：“教学是以教材为中介的对话与交流，是一个共同学习的过程。教学的本质是活动，课堂是一个富有情趣、挑战、生活化的大大小小的活动创建起来的，”课堂开始一段自然公园的视频欣赏，深深地抓住了学生的注意力，激发了学生的学习兴趣，真实看见，才能表达真实。由真实自然公园的欣赏到游玩过程饭点的出现，就是学生的日常生活的照搬，从而坐在桌旁聊天、询问，都是真实生活的经验；看到特殊菜单上的内容，产生无数的疑问，也是合情合理的

发展，由此从文本走向学生的生活，让学生欣赏家乡的自然公园的多彩画面，运用所学找朋友、讨论喜欢的自然公园显得水到渠成。英语会话教学拓展环节，体现语言的功用效果，当然是活用比仿用来得效果好。这正是从生活中来，到生活中去！

但是如何设计对话后的大活动，提升学生的真正语用能力，让学生自如表达、畅所欲言，是今后一个很大很难攻克的课题！

我想，上好一堂课就如同登山一般，沿途有美景，也必定有荆棘小路。我们从这堂课内所得到的收获也罢，引发思考的问题也罢，必定是我们攀登下一座教学高峰的起点。