Part A教学设计第一课时

闽教版英语五年级下册Unit 3 Easter Eggs Part A教案

Teacher Teaching material 李丽丽

Grade Five, Volume Two (Grade Three starting point), Fujian Education Publishing House

Teaching objectives

By the end of the lesson, students should be able to: 1.

describe How to make Easter eggs at Easter Eve in English 2.

use “be going to do sth.” to describe the things we are going to do 3.

tell others “where I am going to” and “what I am going to do”

Key points 1.

2.

3.

4.

Words: Easter, color, brown, hide…

Sentence pattern: be + going to + the original form of verb Talking about the preparation of Easter Eve Know about Easter and looking for Easter eggs

Unit Name Chapter Wenli Boarding Primary School Unit 3 Easter Eggs Part A

Difficult points

1.

Use “be going to do sth.” to describe the things we are going to do accurately. 2.

According to the given scene , Ss can write sth. about

“where I am going to” and “what I am going to do”.

Textbook analysis

本章节以复活节彩蛋为线索，围绕常用词汇（color, brown, hide, Easter …）、句型（I’m going to…）交际会话来编排，以学生为中心，充分考虑到小学生的年龄、心理特点和语言学习规律，引导学生在轻松愉快的气氛中学习英语。

经过五个学期的英语学习，他们已经积累了一定的英语基础，能交流简单的个人信息，能模仿范例书写词句，对英语有一定的感知能力。五年级学生的自我控制能力比较强，已初步形成了一定的学习态度，并且随着主体意识的觉醒，自我意识、自我主张、自我控制能力进一步加强，对他们教学要有针对性和启发性，加强预习并引导他们接触自然、社会。

Analysis of students

Teaching steps 1.

Review the words we’ve learned: (what, are, you, to do, I’m, make, some, good, let me help you, egg, need, red, yellow, Warming up

green, here you are, so many, they, look, beautiful, them, in,

the, do, homework, skate, she, Chinese, sheep, sleep, read, ice

cream, how)

Ss read them together.

2.

Lead in



Ss will see some eggs with different colors on PPT.

T: What color is it?

Ss: It’s yellow/ green/ red/ blue/ orange…

T shows “brown egg”. Ss get the meaning of brown. →T

show the word “cow”

which has the same part of

“brown”. Ss get the pronunciation of “ow”. →

Combine

“ow” and “n”, Ss get the pronunciation of “own”

→

Ss

can read “brown” by themselves.

T: What color is it?

Ss: It’s brown.



T show colors, then says, ”Wow! So many colors!”

Show sheep. /Show a boy who is doing his homework./

Show ice cream./ Show eggs.

Ss: So many sheep!/So many homework!/So many ice

cream!/ So many eggs!



T: What are the eggs for? (T focuses on the

pronunciation of “the”. )

Ss: 复活节。

T: Bingo!

Step2. 1.

What’s Easter? Presentation & 

Ss know the day of Easter this year from the calendar. Practice T show the word “eat”

which has the same part of

“Easter”. Ss get the pronunciation of “ea”.



Ss tell us some important things of Easter, such as:

Easter eggs, Easter bunny, Easter cards, Easter presents,

Easter party…

2.

How to make Easter eggs?



Ss show their Easter eggs to us and tell us how to make

the eggs. (T don’t forget say,” They look beautiful.”)

Ss watch the flash of the text first time.

T: How to make Easter eggs?

Ss: Cook the eggs. Color the eggs.

(T focuses on the nominal of “color”.) Step1. Time Design iams 2’

1.

复习已学单词，照顾不同层次的学生，使他们在新课学习中更容易。

2.

由旧知引出新单词brown，再采用拼读法教授brown，有助于培养学生形成拼读单词的学习策略。

so many 是课文中出现的旧知识，巧妙结合在eggs中，边复习边为下一环节的开展做铺垫。

1.

呈现今年复活节的日历，引入真是生活情境，符合学生对外国文化的需求，对Easter产生兴趣，有利于教师开展主题教学。

2.

学生展示自己的课前作业，教师随即将他们带入英语情境中，学生不自觉地进入课文学习的第一阶段。

3’

3’

2’

3

3.

Easter is coming. What will you do? 

Easter is coming. What will you do? (T leads future tense ”will” for the next point “going to”) 

Ss watch the flash the second time.

Ss read the sentences out while they look the PPT. 

T points to the word “hide”, then shows the word “hi”

which has the same part of “hide” with body language. Ss get the pronunciation and meaning of “hide”. 4.

Ss watch the flash the third time. 

Find out something similar to “will” in the text. (PW) 

T concludes the similar of “will” and “going to”. 5.

Ss think about what is at the front of “going to” in the text. Ss find out “be”

6.

Practice of “going to”



Ss think about what follows “going to”

Ss find out the original form of verb. T concludes the sentence pattern “be + going to + the original form of verb ”



Please turn to Page 17. Ss answer the phrases of the pictures, then answer the whole sentences. Finally, Ss find out “be” in the sentences. 7.

Learn the text together. 

Find out “going to” in the text. 

Find out “be”



Ss find the new word “garden”, then T shows the word “car”

which has the same part of “garden”. Ss get the pronunciation and meaning of “garden”. 

问句有，答句也有。

What are you going to do? I’m going to…



The nominal of “color” in the text. I’m going to color the eggs. I need red, yellow, green and brown colors. 

Ss read the text together.

Step 3. What we’ve learned today? Conclusion. 

Words: brown, make Easter eggs, color the eggs, hide

the eggs, in the garden.



Sentence pattern: be + going to + the original form of

verb

Step 4. 1.

Give the Easter eggs you’ve made to the person you love. Suggestion 2.

Transcribe the new words we’ve learned.

4’

4’

2’

3’

10’

2’

2’

3.

经过之前学习Christmas和Spring Festival节日到来前夕做准备的主题之后，学生对复活节前夕课文阅读已将初步具备了如何提取关键信息的能力。

4.

经过will的导入，学生很容易就能在课文中找到going to. 5.

教师在句型教学中采用学生自己发现再由教师总结的方法，使得句型教学不在枯燥乏味，学生也能从中获得成就感，培养了他们探索的学习习惯和英语学习的自信心。

6.

对新学的单词短语进行巩固。

7.

有选择的分析课文。

总结有助于学生梳理本节课的知识和课后复习。

注重情感培养。

常规作业。

3.

Finish your exercise book.

板书设计

教学反思

1.

本教案设计之初考虑了学生应该如何学，从而才确定了教师应该如何教。课后学生反馈在本节课上绝大部分学生都在课堂上感到舒服、没有压力。



存在问题: 少部分学生坦言，在学习单词拼读时反应速度不够快，跟不上这个环节的学习。



改进：在单词拼读教时，要确保少数几个没掌握的学生跟得上在进行下一个教学环节。

2.

本节课学了什么？

课后学生反馈的情况为十分明确本节课的学习重难点，并对教师提出了一些知识点上的疑问，比如：will跟going to在英语里面的意思是一模一样的吗？彩蛋可以是巧克力做的吗？复活节快乐怎么说？等等问题。

由此可见学生们对本节课十分感兴趣，并且乐意进一步就这个主题继续学习。



存在问题：少部分学生对重难点的学习跟不上，特别是后进生，建议教师可以讲解中文意思。



改进：个人认为句子中文意思不应该花太多精力去讲解，教师应该选择肢体语言、图片辅助以及其他方式来让学生明白句意。边翻译、边教学是英语教学中的禁忌。

3.

在教授中，教师充分考虑到了学生的灵感（学生自己创作彩蛋）、文化需求（复活节文化）、情感（将彩蛋送给自己爱的人）等。