Lesson 35教学设计案例

课堂教学设计：

课

题

教

材

Unit 6 Lesson 35 年级

五

教师

刘迎

人教版（精通）

小学英语

五年级下册

知识目标：1. 使学生能够听、说、认读、书写有关体育运动的单词和词组：run, high jump, long jump，能够听、说、认读短语：do the high jump, do the long jump。2. 使学生能够在真实情境中理解主语为复数形式的现在进行时一般疑问句：Are they doing ...? 及其答语Yes, they are. No, they aren’t. 达到英语会话交际的目的。

能力目标：1. 使学生能够使用重点句和本课所学词汇表达对某（些）人是否正在做某事的疑问及其回答。2. 使学生能够在图片线索的帮助下再现课文对话。3. 使学生能够运用所学的语言知识，结合课文，以其他的体育运动为主题，创编新对话，并表演对话。

情感目标：1. 使学生感受到英语学习和现实生活紧密相连，进而对英语学习更加感兴趣。

2. 培养学生的团队合作意识，通过英语课上呈现的运动会场景，联想到即将到来的运动会，形成集体荣誉感。

1. 使学生能够听、说、认读、书写有关体育运动的单词和词组：run, high jump, long jump，能够听、说、认读短语：do the high jump, do the long jump。

2. 使学生能够在真实情境中使用Are they doing ...?进行提问，并使用Yes, they are. No, they aren’t. 回答问题。

1.使学生能够使用重点句和本课所学词汇表达对某（些）人是否正在做某事的疑问及其回答。

2. 使学生能够在图片线索的帮助下再现课文对话，并创编、表演对话。

PPT，词条，吸铁石，奖励贴纸，填空练习纸

Task objectives

Important points Difficult points Aids Steps 教学流程

1.

Warming up 1)

Sing a song.

2)

Introduce the title of this lesson.

2.

Set a situation

Get them to say the phrases about sports in this unit.

T: Boys and girls, I have a good news for you. Our school will have a sports meet next week.

What sports will you do on the sports meet?

S：I’ll play football. (etc.)

1.

Learn the vocabularies.

1)

Get them to guess the games of which the teacher will be the judge. And then get them to watch two videos of high jump and long jump.

T: I will be the judge of a game. Do you know what it is? [Play a video] Look! What is he doing? He is doing the high jump/ long jump.

Get them to say and then spell the new phrases “do the high jump/ long jump”.

设计意图

通过熟悉的歌曲活跃课堂气氛，调动学生的情绪，为后面的学习做好准备；

在课程最开始时创设运动会的情境，贴近学生生活，引起情感共鸣；

复习本单元已学词汇。

Step 1. Lead-in Step 2. Presentation

遵循英语学习规律，通过观看视频，抓住学生对新事物的好奇心，调动学生的多种感官，学习四会词组，增强词汇学习的趣味性；

向学生渗透构词法和拼读规律，提高学习效率；

为课文的学习做好准备。

2)

Learn the new word “run” by showing the gif. picture where a boy is running. T: Look, our friend Peter is practising running. So ,what can he do? He can RUN.

Encourage them to spell the word according to its pronunciation. And then get them to know the person who runs is a runner. Get them to read “run-runner-running”.

2.

Learn to say the drills. Get a volunteer to choose a picture and do the sport. He or she is supposed to answer the question “Are you doing...?” with “Yes, I am”/ “No, I’m not.”

T: Boys and girls, can you run? Good! Then can you do other sports? Now please choose a picture and do the sport. Who wants to try? Let me guess what you are doing. T: Are you doing...?

S1:Yes, I am.

S2: Are you doing...?

S3: No, I’m not. I’m doing...

3.

Learn to say “Are the girls doing the high jump?”

“ Yes, they are. ” / “No, they aren’t.”

1)

Get them to watch a video of a sports meet and answer the question “Look. Are the girls doing the high jump?” with “Yes, they are.”

T: Today Peter’s school is having a sports meet. Now let’s watch their games. Look! Are the girls doing the high jump? S: Yes, they are.

Get them to read the drills and then to do the pair work. Get them to correct the sentence.

T: If I change the question mark into a full stop, is it right?

No, so how can we correct the sentence?

S: They are doing the high jump. 2)

Get them to watch another video of the sports meet. T: Look here. Are the boys doing the high jump, too?

S: No.

T: No, they are not. You can also say “No, they aren’t. “ What are they doing?

S: They are doing the long jump.

Get to read the sentence. 通过使学生掌握主动权，利用学生喜爱表演和展示自己的特点，充分调动学生参与课堂活动的积极性，在学生已掌握本单元前面所学的Is he/she doing...?的基础上，创设情境，学习和练习新句型Are you doing...? 为突破本课重难点进行铺垫，循序渐进。

在已经创设的情境中，通过观看动画，帮助学生理解本课重点知识，

“Are they doing...? Yes, they are.No, they aren’t./”所使用的情境及其用法；

在理解的基础上进行pair work的练习，巩固所学知识。

4. Watch the video of the dialogue. Get them to watch the video. And then get them to understand “Hooray! They are running so fast. They are all good runners.” by encouraging some volunteers

to run in the front. Then get the other Ss to shout “Hooray” to them.

Get them to understand the difference between “both” and “all” by demonstrating with the volunteers.

Get them to answer the questions about the dialogue. 在突破了教学重点的基础上，进入课文的学习。观看视频的同时，创设真实情境，使学生能够在课堂中“动起来”，注意力更加集中在新知的学习上，理解并学会使用课文中的描述性用语；

对已学知识“both”和“all”进行对比，使学生掌握两者的区别；

运用进行时的特殊疑问句和一般疑问句进行提问，再现本课重点知识，增强学生对课文的理解，为接下来的练习、展示做准备。

通过跟读和教师领读，使学生再次感知语言，熟悉课文内容；

培养良好的语音语调。

在独立练习的基础上，借助图片线索，实现课文的再现；使用分组扮演、师生示范、生生示范、自选搭档、“Who is faster”等形式，进行课文的角色扮演，把主动权交给学生，调动学习的积极性，更好地掌握本课文，高效地实现能力目标。

在完成课文的再现任务的基础上，增加难度，给定学生范围，创编对话，并表演，在真实情境中运用所学知识，实现新知的输出；

小组协作，增强学生的合作意识，培育学生的核心素养。

5. Read the dialogue. Get them to read after the recording and then read after the teacher.

1.

Say the dialogue.

Get them to practise the dialogue themselves in one minute.

Get them to say the dialogue with the help of the clue of the dialogue. 1)Get two groups to say the dialogue in roles.

2)Get a volunteer to demo the dialogue with the teacher.

3)Get Ss to say the dialogue in pairs where the Ss can choose partners by themselves.

Step 3. Practice

2.

Make a dialogue.

Get them to work in a group of four and choose two pictures to make a dialogue in two minutes. And then invite some groups to show. Step 4. Cooling down

结合课前创设的运动会情境，以及学校活动的真实情况，使课堂1.

Get them to listen to a passage about the 更加生活化，增强学生的英语学dialogue and fill in the blanks.

习兴趣，同时使学生在表演对话2.

Claim the champion.

的热烈氛围中冷静下来，对所学T: Today’s winner is ... Congratulations!

知识进行梳理，从听、说、读、3.

Ending. 演，过渡到书写，对学习成果进T: Boys and girls, I wish you a good 行检验；

performance next week in the sports meet. Good 对小组评比的结果进行总结，肯luck 定学生的努力成果。

Homework:

1.

Read the dialogue.

Act the dialogue.

Make a new dialogue.

[Choose to do] 2.

Copy the new words.

[Must do]

Blackboard design: