Lesson 5教学设计(教案)

Unit5 Teaching Design 设计教师：谭雪银

一、教材分析

教学年级：六年级

课题名称：Unit 4 A Circus in the

Park (Activity) 本课时是开心学英语六年级上册Unit 5 A Circus in the Park Activity。本节课是一节阅读课，以训练学生的读、写为主。重点词汇有：Thailand last month November the warm weather swam took 等。重点句型Where were you...?I was in.... Where was he/she…?He/She was in… What was the food/weather like ? It was …

主要通过抓住关键信息训练学生的听、说、读、写四个基本技能，从读的语言输入过程，过渡到学生能写的语言输出过程，并在一定的语境中掌握阅读的策略和技巧，掌握阅读的基本方法。

二、学情分析

本节课的教学对象是对六年级学生。六年级学生已有一定的英语基础，有很强的好奇心，求知欲，探索欲，表现欲和合作精神。但是阅读水平总体不太高，缺乏较好的学习方法特别是在阅读技巧方面比较欠缺。这些都是我们老师引导和激发学生学习兴趣的着手点。在学生阅读基础不高的情况下要想在阅读时能理解文章的意思,那么我就从最基础的阅读方法(获取关键信息法)下手。本课则重从读(语言输入)方面入手,培养学生常见并适用的阅读方法,同时加强学生的口语表达能力，从而为语言输出（写作）打下基础.

知识目标：

（1）

掌握课文中关于学习用品的词汇：Thailand

lat month

November the warm weather swam took

（2）

询问他人某人过去的某个时段在哪里常用表达方式：

Where were you...?I was in....

Where was he/she…?He/She was in…

（3）

询问过去的某个时间天气怎么样和食物味道怎么样：

What was the food/weather like ? It was …

（4）了解文章大意，能流利朗读文章和表达文章中所含的意思。

（5）能够掌握和运用Skimming、Scanning 的阅读。

（6）能够模仿写一段话。

三、教学目标

技能目标：

（1）培养学生的阅读能力和技巧。

（2）培养学生的小组合作精神和互助探究、交流的能力。

过程与方法：

本课时以旅游为任务主线：唱歌出发---介绍Ben的旅游经历---过渡到教师本人的旅游经历---最后写学生的旅游经历。通过攀登长城烽火台来贯穿四个基本任务：听、说、读、写等任务。运用任务型教学法、情境教学法和小组合作学习进行拓展延伸。

情感目标：

（1）让学生了解外出旅游的注意事项。

（2）培养学生的阅读兴趣，多阅读，多思考。

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四、教学策略

五、教学过程

1、教学方法：任务型教学法，情境教学法，小组合作学习，演示法

2、辅助材料：单词卡片，PPT。 Teaching Procedure Step 1: Warming up 1.

Greeting. 2.

Song “ Where are you going?”

3.

Free talk. T: Boys and girls. What’s the weather like today? What was the weather like yesterday ? Where were you yesterday ? What was the food like? 4. Lead-in：

This is my friend Ben. He likes traveling. Let’s know about his traveling . Today we have 4 tasks to finish. They are speaking , listening, reading and writing. If we do it well, we can get to the top of the Great Wall. Then we are the winner. Step 2: Pre-reading 1.Task 1 : Speaking (Review the words .) T : Now let’s go to the task 1 . Take out your word cards and play with your partner. T: Look here , let’s review the words . Look and say. T:Your speaking is good. Congratulations ! You can pass task

Step 3：While-reading

1.Task 2 ：Listening (the first reading and the second reading) 2.

First reading

T : This is Ben . He went on vacation last month . Where was he ? When did he go ? Now please listen carefully, then answer the questions. Question 1 : Where was Ben? Answer 1 :He was in Thailand. Question 2 : When did he go there ? Answer 2: He went there last month.

Learn the new word :go—went (以小组两人玩卡片的形式操练) 3.

Second reading T : Now read the story with your partner .And underline the key words. 4. Learn the new words

:swim—swam take—took 5. Read the story by yourself and answer the questions. Question 1: What was the food like ? Answer 1 :It was spicy and tasty. Question 2 : What was the weather like ? Answer 2: It was hot. Question 2 : What did he do there ? Answer 3 : He swam and took lots of photos.

T:Your listening is wonderful. Congratulations ! You can pass task 2

Step 4 :Post- reading Task 3: Reading 1.

Read the story together and retell the story. T : Now , let’s read it together . T : Let’s retell the story. 2.Pair work T：Retell the story with partner. T:Your reading is excellent. Congratulations ! You can pass task 3 .

Task 4: Writing 1. Listen and fill in the blanks. T: Please take out the paper , then do some exercises. 2. Check the answers. 3. Writing (1) T：This is me . I went to Guangxi last month . The weather was hot. I went shopping and went sightseeing . I took lots of photos , too . The food was tasty . I was very happy . T : Now take out your photos and talk with your friends . (2) Write down «

My Vacation »

4.Show it in the class, and check the answer with partner. Step 5: Summary 1.

Retell the story 2.

Know about the traveling Step 6 : Homework

.

1. Make dialogues with your partners by using the sentences 2. Listen and repeat. 3. Write a passage about your last vacation.

本节课打破了传统的以课堂教师为中心，以讲授灌输为主的教学套

路。通过设计任务主线：登烽火台，设计四项学习任务，引导学生完成

听、说、读、写的任务。充分发挥学生的主体作用，激发学生去探究创

新；以老师为主导，学生为主体，引导学生去发现、分析，并解决问题。

通过任务型教学法和情境教学法，贯穿英语歌曲、游戏、阅读为一体，六、课后反思

把小组合作学习引入课堂，把个人、小组活动的知识输入转化为知识输

出，紧密与六年级学生特点相结合,培养学生的阅读技巧。充分锻炼了学生的语言表达能力和团队协作精神，并通过学习本课让同学在情感上有所收获。不足之处在于环节衔接方面还不够流畅。应精心组织课堂用语，让环节过渡更加自然，表达更加清晰。

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板书设计:

Unit 5 A Circus in the Park

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