5 Friends优秀教案设计

小学英语教学设计

新庄小学 袁婷

教材版本：牛津版小学英语五年级上册

课题名称：Module 2 Relationship Unit5 Friends Period 3 Oliver feels bored 授课班级：新庄小学五年级二班

授课时间：2017.10.24

课标要求与教材分析

根据《英语课程标准》二级要求，本单元课标要求为：能运用简短的语句描述朋友的爱好；能在图片的提示下听懂、读懂Oliver feels bored 的故事；能用We both like…描述自己与朋友的共同爱好；小组活动过程中，学生乐于表达，敢于与他人交流;并体会志同道合的友谊，感受与朋友在一起的快乐。

本单元教材重点是描述自己与朋友共同的爱好。基本句型“We both like…”在三年级上册和四年级上册，已经出现过friends的话题；并且在四年级上册已经出现过“I like…”句型，本单元再次出现，并叠加了both的用法。教学时要结合相关语言结构和句型，循序渐进、螺旋式地提升学生语言能力。第一课时是学习介绍朋友间的共同爱好的短文，核心句型为：We both like helping people.第二课时是语言输出，帮助学生进一步巩固和运用新学的语言知识。第三课时是阅读有关朋友的故事，理解故事内容，感受朋友的意义，掌握日常用语：I’m bored. I don’t know. Is that Ken?

学情分析

学生在三年级和四年级已经接触过朋友的话题，并能用简短的语言描述自己朋友的外貌和喜好。尽管本单元通过比较自己与朋友的爱好等相似之处和差别之处，引导学生运用 the same, different, we both like…

等进行综合语言表达，但相关旧知的复现使语言难度降低一些。从五年级学生的认知水平来看，学生对朋友的话题是比较感兴趣的，但是本单元要求综合运用语言，对于学生来说还是有一定的难度，这就要求教师设计合理的练习，唤醒学生的旧知，充分与本单元的新知相结合，进行综合的语言输出练习。

教学目标

1，通过听读正确理解和体会:核心词汇：word, easy, say, ask, answer, make phone calls.日常用语：I’m bored. I don’t know. Is that Ken? 2，学会推测、猜测故事情节和故事主人公内心世界。

3，通过故事的学习，初步体验逻辑思维的能力，体验阅读的方法。

4，学生可以利用思维导图复述故事，体会有朋友陪伴左右的快乐。

教学重点

1，学生能够在图片的帮助下理解图片的含义并通过推测，预测故事情节。

2，初步培养学生的逻辑思维品质。

3，核心词汇和日常用语的理解和准确运用。

教学难点

1，学生根据思维导图复述课文。

2，学生综合运用语言的能力。

教学方法与手段

课文由5幅图片组成的一个小故事，所以我以Oliver由无聊到开心为主线，大量运用课文中图片和视频创设情境，渲染气氛。将设计三个步骤：整体感知---分层精读---整体输出，过程中，引导学生搜取图片信息，猜测故事情节，揣测人物内心，并通过角色扮演及利用思维导图复述课文，鼓励学生大胆输出语言。

使用教材的构思

本课时的故事内容较简单，所以我将通过增补以下内容来弥补教学内容的薄弱。

1，引导学生输出语言时，给出旧知提示，丰富学生语言内容。

2，针对本课时故事性的特点，补充故事内容，发散学生思维。

3，增加写作练习，鼓励学生给好朋友做贺卡。

教学流程

ⅠPre-task preparation (3min) 1, Let’s be friends. Play a word game and students guess the word “friends”. T: Before our class, I would like to introduce what I like. I like Flowers. Do you like flowers,S1? S1: Yes, I do. T: Great! I like flowers, you like flowers, too. We both like flowers, so we are friends!(Clap hands) Introduce “Reading books, Ice cream, English, Noodles, Dogs, Swimming”

in the same way. Ask students to pay attention to the first letters in red and guess which word it is. T:Pay attention to the red words. Which word is it? S2: FRIENDS! 【设计意图：以猜字谜形式热身，突出朋友主题，激发学生兴趣的同时，复现第一课时的核心句型】

2, Introduce “Oliver”. T: Today, I will introduce a friend to you. Oliver. Look at the picture, is he happy? Ss:No. T:Look at this picture, is he happy now? Ss:Yes. T: What happened? Today we will enjoy a story “Oliver feels bored”. 【设计意图：引导学生观察图片，设置疑问，激发学生想要故事的欲望，导入主题。】

ⅡWhile-task procedures (27min) 1, Show five pictures in the wrong order and ask students to guess and make an order. T: Boys and girls, look at these pictures. Guess what happened and put them in an order. S1: a-d-e-b-c S2:a-d-b-e-c T: Now let’s watch the video and check which is right. (Play the video) So the right order is a-d-e-b-c. 【设计意图：呈现故事图片，猜测排序，引导学生关注故事的整体连贯，培养学生从图片中获取信息的能力，猜测故事情节的能力。】

2,Show the first picture and ask students some questions. T: Look at the picture, What does Oliver do? S1: He reads some books. T: Well done. read some books, read some books, read some books.(stick the phrase onto the blackboard) He read some books. Is he happy? S2: No. T: Why? Now listen to the tape. S3: The books are not interesting. T: Great! not interesting. not interesting, not interesting (stick the phrase onto the blackboard) Teach the second picture in the same way. Ask students to read the passage together. Request them to pronounce correctly and imitate the intonation. After that, ask some students to retell the two passages. (PPT shows the two passages with some blanks) T: If you were Oliver, how do you feel? S1: I feel bored. T: bored, bored, bored. (Stick the word on the blackboard) Make a conclusion “Oliver feels bored, Oliver feels lonely, because there are no friends!” 【设计意图：以问题链形式引导学生深入学习课文和生词，学生边观察图片，边回答问题，自己生成了文章内容。】

3, Show the third pictures and ask students questions. T: Oliver feels bored. Who does he ask for help? Ss: His mum. T: Where are they? S1: They are in the kitchen. T: What does his mum do? Guess! S2: His mum cooks lunch. T: Good guess! What do they say? Now let’s listen to the tape. What does Oliver say? Say- say-say. S1: Oliver says “Mum, I’m bored”. Teach “ask ,answer ”

in the same way. Ask students to do a role play.

Show some pictures of some activities, and ask students to give suggestions. T: If you were Oliver’s Mum, what suggestions can you give to Oliver? S1: You can play football with your friends. S2: You can swim with your friends. T: Thanks for your suggestions. 4, Show the fourth picture and ask students to read and underline. T: His mum says: I have an idea. Let’s read the passage and underline what her idea is. S1: His mum makes some phone calls. T: Good job! make phone calls. make phone calls. make phone calls.(stick the phrase onto the blackboard) Show a phone dialogue and ask students to do a role play. 【设计意图：渗透阅读技能的训练，培养学生抓关键信息的能力。补充文本内容，创设完整情境，引导学生去表达。】

5, Show the fifth picture and ask student guess their activities. T: Look at the pictures. Oliver’s friends come. Is he happy now? Ss: Yes. T: Oliver is happy. (Stick “happy” onto the blackboard)Because they can play together. Let’s have a guess. What can they play?(PPT shows some pictures) S1: They can watch TV together. S2: They can play chess together. 【设计意图：以课文内容为基础，结合旧知，丰富拓展文本内容，培养学生的发散思维能力。】

Ⅲ Post-task activities (9min) 1.Retell the story. PPT shows the passage with blanks. Encourage students to retell the story with the mind map on the blackboard. Oliver____some books at home, but they are_____________. Then he plays___________,but they are________.He is_____. So he asks his mum for help. His mother makes_____________to his friends. Soon all Oliver’s friends come. Oliver is______. 【设计意图：引导学生理解文章后，结合思维导图输出语言，培养学生综合运用语言的能力。】

2. Show a friendship card and ask students to make a friendship card to their friends. Tell students “FRIENDS TOGETHER, HAPPY TOGETHER.”

【设计意图：升华本课时的情感，学生意识到朋友陪伴给自己带来快乐，体会朋友的意义。】

Ⅳ Homework (1min) 1，Retell the story to your friends 2，Try to read some stories about friends.

ⅤBlackboard Design: M2U5 Oliver feels bored

friends together bored happy together read some books not interesting play word games too easy

make phone calls 教学反思：

在本节课中，我按照如下教学思路设计教学：猜字游戏热身---借助图片导入故事---借助图片整体感知故事---图文结合理解故事---声情并茂读故事---分角色表演故事---根据图片丰富故事内容---思维导图复述故事。带领学生自始至终在故事中体会、学习语言。学生的表达从只言片语到三言两语，由句子到段落再到语篇，逐层递进，技能训练也经历了听、说、读到写，学生的综合语言发展能力得到培养。

本课的不足之处在于，在学生语言的输出阶段，学困生的输出仍有困难。究其原因是在活动设计中，没有照顾到学困生，可多设计pair work, group work 这样的活动，以优等生帮扶学困生的形式，帮助他们输出语言；其次，课堂上纠错速度过快，没有面向全体学生；再次，课堂小组奖励加分在黑板上，显得板书乱，奖励评价机制不完善。