Lesson 3课堂实录【2】

《英语》五年级上册 Unit4 School Things Reading and writing 教学设计

教学课题：Unit4 School Things Reading and writing 教学设计：4号

授课老师：4号

教学内容：

《英语》五年级上册 Unit4 Reading and writing 一、教材分析

1、教学内容平面分析

本课时教学内容是广东人民出版社《英语》五年级上册Unit4 Reading and writing，要求学生阅读Tony,Jenny与Gogo的对话，并阅读后完成问题。

2、教学内容立体分析

Unit 4的Reading and writing是围绕想制作一个卡片所需的学习用品的主题,进行相关的阅读和写作训练，对本单元的词汇、句型和篇章有一个巩固和拓展。本课时主要语言是Do you have any color pens? No,I don’t have any color pens,but I have some crayons.主要任务是听、说、读、写。

3、教学内容与学生认知水平对应分析

本课时教学内容与学生实际生活有较大的相联，与学生现有的认知水平和生活经验较为一致。教师能通过创设想为朋友Lisa制作生日卡而请同学们帮忙的真实情景，充分调动学生参与教学活动的积极性，让学生有话想说，有话可说，有话能说，以达到进一步提高和发展学生语言综合运用能力的教学目标。

二、学生分析

1、学生的年龄特征分析

本课时教学对象为五年级学生，年龄在11到12岁左右。虽然他们处于高年级学段，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、画画、手工制作还有兴趣。他们有着一颗好奇的心，对身边一些诸如假期、节日、手工制作等与生活密切联系的事情很感兴趣，有着强烈的倾诉表达、思想交流和动手操作的欲望。

2、学生的认知特点分析

已有两年的英语基础，大部分学生对英语都有着浓厚的兴趣，但是也有少数学生由于遇到困难，学习兴趣会随之减弱。他们对知识的获得不再停留在被动接受阶段，他们会根据已有的知识、经验或学习方法，主动通过有效的介体、有效的途径去尝试获取信息。此过程中若教师能作出有针对性的引导和点拨，他们便能对这些信息进行加工处理，从中自主获得知识，发展能力。

3、学生的学习能力分析

他们学习英语已有两年多时间，已掌握了一定的学习方法，形成了较好的学习习惯，积累了一定的词汇、短语、句型和语法知识的运用和表达能力。 三、教学目标

1、语言能力目标：

（1）通过阅读，学生能熟练地掌握Do you have a\any…?Yes,I have some…,but I don’t have any…句型。

（2）熟练运用Do you have a \any..? 句型询问别人并回答自己有或没有的物品。

（3）通过阅读材料，收集、捕捉课文中相关信息并准确回答问题。

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（4）熟练运用本节教学内容提高学生综合运用语言的能力。

（5）运用所学知识完成卡片制作。

2、学习能力目标：

（1）通过对学生阅读策略的指导，形成自主阅读学习方法，并能将掌握

阅读技能技巧。

（2）通过对学生英语写作的指导，培养学生的英语写作能力。

（3）通过小组合作，培养学生互相帮助，团结协作的精神。

3、文化品质目标：

（1）通过阅读，培养学生学会尊重别人，学会感恩。

（2）通过各项活动，激发学生的阅读的兴趣。

4.思维能力目标：

通过问题的设计与分析，培养学生的思维能力和语言表达能力，提高学生的判断思维能力。

四、教学重点难点：

教学难点：指导学生掌握阅读技巧和基本的写作能力。

教学难点：运用本课语言知识进行英语交际活动。

五、教具准备：

课件ppt, 实物，学生练习资料等。

六、教学过程

步骤

Step 1

Warm up

教师活动

1.

Greeting T: Hello, boys and girls. Today I’m your new teacher. You can call me Miss Lei.

2.

Let’s sing.

Sing a song: Do you have any crayons?

Free talk and review T: Do you have any…? Do you have a paper bag? Look! I have a paper bag.(教学paper bag)引导学生会说schoolbag, handbag T:I have some school things in it. Guess: What’s in it? You can use the sentences “Do you have …?” to ask me.

T: Look, I have …and…,but I don’t have any …

Do you have any…?How about Tony and Jenny?

学生活动

Ss: Sing together. Do you have any crayons?

S1:…

S2:…

Ss: Read after the teacher, paper bag.

(猜测老师的物品) S1: Do you have any…? S2: Do you have a …? S3:

S4:

Ss: 学生猜测

设计意图

通过唱歌和free talk 环节，拉近师生之间的关系，缓解现场的紧张气氛。

通过猜测老师的paper bag 里的物品，复习本单元的主要句型和词汇，为学生搭建了语言支架，目的是引出本节课的教学内容。

Step 2 Before-reading Step3 While- reading

1. 创设情境导入新课。Look and answer.

(ppt呈现) Ss：They are Tony , Jenny

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T: Who are they? and Gogo. 2. 让学生听录音，读Part1引导学生整

Ss: Listen to the tape and 体感知，获取信息。

T: Now let’s listen and read and then answer the questions. answer the questions. S1: It’s September 9th. (1)What’s the date today? (2)Where are S2: They are at home. they? (3)How are they？(4)What are they S3: They are busy. doing? S4: Tony and Jenny are T: Tony and Jenny are doing homework at doing homework. Gogo home. What do you think of them? is making something.

Ss: They are good 3. Talk about the picture. students. T: OK! Look at the picture and talk about Ss: Talk about the picture. it.

4. 让学生听录音，读Part2引导学生整Ss: Listen to tape , read and answer . 体感知，获取信息。

T: Gogo is making . What’s he making?. S: He’s making a paper Let’s listen and read. bag and a card.. T: Gogo is making a paper bag and a card. S: He needs some …

What does he need? S:No, he doesn’t. T: Does he have any color pens?

T: Gogo doesn’t have any color pens. S: No, he doesn’t. How about Jenny? Does Jenny have any Jenny doesn’t have any color pens? color pens, but she has T: That’s OK. At last Gogo makes a card. some crayons. It’s a …

The card is for…

Ss: birthday card. T:Yes, the card is for Ms Black. Is Ss: It’s for Ms Black. tomorrow Ms Black’s birthday? Ss: No, tomorrow is the 5. 教师引导学生回答教师节会为老师Teachers’ Day. S: It’s September 10th. 做什么？

T: Boys and girls, when is Teachers’ Day? S1:…

On Teachers’ Day, what do you want to S2：…

do for your teachers? S1：

T: How do you think about Gogo? S2:

教师引导学生回答He’s kind./good./

careless.

Ss: Read in pairs and 6.Finish the exercise in Page51Ex2. discuss, underline the key T：Now let’s read in pairs, discuss the sentences, and then write questions in Page51, underline the key down the answers. sentences, and then write down the Ss: Read the story together answers.

and role play.. 7. Read the story together and then role

play. Ss: Retell the story in 8. Retell the story.

groups.

3 1.通过创设情境，让学生带着问题，有目的地听课文录音。

2. 通过学生对课文的感知，从而从课文中获取主要信息。

3.让学生带着问题有目的地读课文，并且能在课文中画出一些关键句子，培养学生良好的阅读习惯。通过问题的回答使学生了解课文的主要内容，为下面的make a card做铺垫。

4.通过分角色朗读，复述课文，提高学生综合运用语言的能力。

Step 4 After-reading

1. Let’s say and do.

T：Oh，Gogo makes a card for Ms Black.

Many people help me. I want to do

something for them. Do you want to do 学生一边做一边编对话，something for your mother, father, 展示卡片，图画或纸花。

teachers, or …? We can make a card,

make some flowers or draw a picture.

Let’s say and do in pairs. (教师与学生示

范编对话) 2. Show time.

3. Writing.

T: Oh, you all did a good job. Now let’s

try to write. Take out your paper and write 学生完成短文并展示。

it.

Hello! I’m_______. I love my _______.

I want to _________ for _______. I have some paper. But I don’t have any _____. Ben has some ______. But he doesn’t have any ________. We help each other（互相帮助）. It will be a nice present.

T: Today you did a very good job.

T: What did we learn today? T: Remember.

Gratitude is the memory of the heart. 感恩就是心灵的记忆。

1.Retell the story to your parents

2. Finish the exercise in Page51Ex3.

Ss: Do you have …?.

Ss: Does she have…

1.通过让学生编对话，表演对话,有利于形成宽松活泼的课堂氛围，激发和保持学生英语学习的动机，实现“趣能”两得

。

2.通过完成短文，培养学生写作的能力；通过分享交流，增进学生之间的感情；通过展示，增强写作自信心，体验成功的喜悦

Step 5 Summary 巩固新知。

Step 6 Homework

1.巩固新知。

2.拓展学生的创新能力。

八、板书设计: Unit4 School Things Reading and writing

Who

color pens

×

crayons

√

When

September 9th

Where

at home

How

busy What

doing homework

make something

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