Unit 9 A busy family教学设计案例

《英语》五下九单元教学设计

一、教材分析:

本课教学内容选自辽师大出版社英语教材五年级下册第九单元Listen and say板块。本板块是每单元的主要学习板块,这个板块呈现了本单元的核心语言和核心词汇,注重语言的交际性。本单元的核心话题为运用现在进行时谈论正在发生的事情。

二、学情分析:

上一单元学生学习了运用一般现在时及常用动词词汇进行交流。从本单元开始学习和运用谈论正在发生的事情的语言表达形式。从语言知识层面,对学生来说有些难度。在教学过程中要注重在输入及输出环节中将目标语言与已有的知识经验融合,语言与信息增量,进行有质量地表达。

三、课前反思:

在前几单元,学生能够运用一般现在时进行交流的基础之上,创设情境,运用所学过的动词来引入、应用新的时态、句型。引入进行时的学习,分散并弱化难点,在学习应用的过程中,实现新旧知识的融汇贯通。

四、教学目标与策略分析:

1.能听说、认读全部词汇,会书写和运用核心短语cleaning the windows, sweeping the floor, doing the dishes, washing clothes. 2. 能听懂、认读并能在日常交际中灵活运用核心语言I’m cleaning the windows./sweeping the floor./ doing the dishes.谈论正在

发生的事情。

3.在学习中积极与他人合作,共同完成学习任务;在课堂中积极运用所学英语进行表达和交流。

4. 通过本课的学习,培养热爱劳动的良好品行。

五、教学重点、难点分析:

重点:1.听、说、读、写及运用核心词汇

2.知道现在进行时态的基本句子结构及用法

3.熟练运用核心语言谈论正在发生的事情。

难点:理解现在进行时态的基本句子结构及用法,能正确表达。

教学过程:

一、复习检测

1)words: study, work, have a picnic, by car, by taxi, on foot

2)sentences: Where do you have your piano lesson? How do you go there?

二、新课传授

1、巧妙导入

1)教师和学生自由交谈:Do you like Sunday? Are you free on Sunday? What do you like to do on Sunday? 学生根据自己情况进行交流。如:I go to the park./watch TV/play with toys/read books/play sports/visit friends…

2)遮挡猜谜活动:教师以遮挡方式呈现一组图片,并介绍:Look!

It’s Sunday morning. What are they doing?. Can you guess? (学生任意猜想,运用动词原形即可)。教师呈现全图,并引导学生说出: They are doing homework/ doing exercise./taking out the trash/ sweeping the floor.

2、引出主题

Today let’s learn Unit 9 A busy family

3、听音感知

Listen and tell "T" or " F".

( )Dad is cleaning the windows.

( ) Mom is doing the dishes.

( ) Grandma is sweeping the floor.

( ) Linda is washing the clothes.

4、解决难点

1)语音对比,学习目标词汇。

结合图片展示,通过语音对比的方式学习目标词汇的发音。

2)小组竞赛,操练目标词句。

Look! It’s Sunday morning. What are they doing? Let’s Look, ask and answer.教师介绍比赛规则:看图说出图中同学正做的事情,每幅图片由每组一名学生回答,回答正确得分,得分最多的小组为获胜组。

3)小组活动,自由运用目标词句。

Talk in groups: 根据前面的问答活动,各小组合作,任选动作,创编chant并展示表演。

5、默读初始

Ask the students to read the dialogue silently and answer the questions:

1)What is Dad doing?

2)What is Mom doing?

3)What is Grandma doing?

4)What is Linda doing?

6、朗读探知

Ask the students to read the dialogue aloud and talk in groups: Is Spot busy? How is it?

7、听音跟读

Ask the students to listen and follow to read the dialogue.

8、角色朗读

Ask the students to read in pairs or groups emotionally. 9、留白处理

留白读,去掉文中关键词让学生填空读。

10、短文示范

A busy family

It’s Sunday morning. My family are at home. Everyone is

busy. Look! Dad is sweeping the floor. Mom is doing the dishes. Grandma is cleaning the desk. Grandpa is washing the dishes. I’m taking out the trash. My little cat is playing with a ball. We are very busy, but we are very happy. How about your family? 11、学生仿写

Ask the students to write a composition:

A busy family.

It’s _______________. My family are at home. Everyone is busy. Look! Dad is_________________________________________ ___________________________________________________________ ___________________________________________________________ 12、课堂小结

Today we learn the Present Continuous tense and the phrases: cleaning the windows, sweeping the floor, doing the dishes, washing clothes and enable to use them.

13、布置作业

Read the text and enrich the composition.

14、情感升华

We should try to do housework as much as possible and care for our parents.

板书设计:

Unit 9

课后反思：本课内容选自辽师大出版社英语教材五年级下册九单元Learn to say 板块。我预设的教学目标是---学生通过本课的学习，能听说、认读生活中一些动词短语，并能在日常交际中初步会运用现在进行时来描述正在做的事情。

为了实现教学目标，我设计了以下教学活动。首先通过猜谜活动，激发兴趣的同时,对目标词句进行初步感知。然后，带着孩子们走进文本，目的是引导孩子们进行深层阅读。为了让孩子们真正地读进去，我设计了六次读。每次读前都有问题引领，逐层深入。这种做法不仅是为了最后的输出搭桥，也是为了培养学生们的阅读能力。在阅读中，为解决难点，安排了一些循序渐进的小组活动，如：小组竞赛，操练目标词句；小组活动，自由运用目标词句。这些活动，参与面广，充

分调动学生们的学习积极性，提高了学习效率。另一方面，开展的各

项活动,都是在半开放的语境中去开展的,活动的目的是让学生不断使用目标语,为实现语用目标提供语言支持,从而实现学生们能力的生成与迁移。

教学设计的可行与否,还要在课堂教学中进行实践,在教学后,认真思索,以发现存在的问题,进一步完善教学设计。