Lesson 9优秀教学设计范文

北京版英语五年级下册

Unit 3 How do seeds travel?

Lesson 9

一、内容分析

本课是北京版《小学英语》五年级下册第三单元Lesson 9,单元话题是How do seeds travel? 这节课是本单元的第一课时,Listen and say板块主要呈现的故事场景是:王老师和同学们在树林里参观,师生们谈论着树木的好处以及如何利用树木,在情景中呈现了主要句型:How can we make use of trees?同学们纷纷各抒己见:We can make chairs and tables with the wood/build houses/get fruits from trees. Listen, look, and learn板块主要围绕“How can we make use of …?”这一话题进行交流,从树木说起,再联系生活实际,交流如何利用报纸和旧衣服等。Let’s do.板块为运用环节,要求学生运用所学,围绕“How can we make use of water?”进行演讲,使学生在运用语言的同时培养学生的环保意识。

本课主要围绕“How can we make use of (trees)?”的问题展开,类似的科普知识学生已经在科学课上有所学习,但由于前几册英语教材中没有涉及植物的相关知识,如何用英语进行表达对学生而言相对困难。

二、教学目标

1. 能跟读录音模仿对话并理解对话内容。

2. 能听懂、会用“How can we make use of …?”提出问题,并在图片或词语的支持下做出回答。

3. 通过本课学习,引导学生爱护树木,收旧利废,培养学生环保意识。

三、教学重点

1. 理解listen and say板块对话内容并正确朗读。

2. 能听懂、会说、认读get fruits from trees, make paper caps, make a bag等相关动词词组。

3. 能听懂、会用“How can we make use of …?”提出问题,并在图片或词语的支持下做出回答。

四、教学难点

1. 能正确朗读对话

2. 能运用所学,围绕“How can we make use of water?”进行演讲。

五、教学准备

教学光盘、课件、自制词卡、自制手工作品等

六、教学过程

(一)激趣引入

1. Free talk

T:(教师呈现一件“小仔裤”)What is it ? Can you guess whose it is?

S:I think … .

T:How can I handle it? Do you have old clothes? How do you handle them? 2. Lead in

T: In our daily life, we can make use of many old things in many ways. (板画思维导图make use of)I will show you some amazing pictures.

S: 看课件,说说认识的物品。

T: How do you think of them?

(二)Listen and say

1. 学习对话1

(1)Free talk:(呈现对话1图片)

Q: Can you tell me something about this picture? (学生根据已有认知自由发言)

学生预设:

S1: The children are talking about something with Miss Wang.

S2: They are in a forest. …

(2)初听理解对话

播放动画(无字幕),教师提出问题:What are they talking about? 学生观看动画后汇报:They are talking about trees/forest.

(3)再听对话,理解对话内容

播放对话录音(无动画),教师提问:Do Lingling and Mike like trees? Why? 学生听录音后汇报

学生预设:

S1: Lingling likes trees, because she likes walking in a forest.

S2: Mike likes trees, because Mike thinks trees help us.

(4)深入交谈,加深理解

T: Do you like trees? Why?

S: Yes. Because …(引导学生自由发言,必要时可说汉语)

设计意图:图文结合,让学生感受森林带给我们的享受,渗透保护森林的意识。

T: Yes, trees help us. What else? How can trees help us?

S:学生自由发言,鼓励学生说汉语

学生预设:

We can take a rest in the shade under the trees.

Trees can make oxygen with their leaves.

教师播放PPT帮助学生总结:

’

(PPT

呈现框内短语)

设计意图:发散学生思维,将英语学科与科学学科有机融合,丰富学生知识储备。

过渡: Trees help us. They are our friends. We can make trees in many ways. How can we make use of trees?

2. 学习对话2

(1)Listen and find out

播放动画(无字幕),教师提问: How can we make use of trees? 学生看动画后汇报

学生预设:

S1: We can get fruits from trees.

S2: We can make chairs and tables with the wood.

S3: We can build houses.

(教师根据学生的回答及时追问:What kind of fruits can we get from trees? What else can we make with the wood from trees? 根据学生的板书教师及时补充思维导图)

设计意图:通过问题引导学生发散思维,拓展知识面,发展学生的思维品质。

(2)Summary

教师引导学生结合思维导图,以小组为单位讨论:How can we make use of trees? 完成思维导图后汇报。

(每个组员至少汇报一个方面,尽可能多的引导小组成员表达We can ...) 3.巩固操练

(1)跟读对话

(2)以小组为单位自由朗读对话

(3)分角色汇报朗读对话

过渡:We can make use of trees in many ways. Also, we can make use of many old things in our daily life.

(三)Listen, look, and learn:

1. Ask and answer

(1)小组讨论,完成任务

(呈现图片newspapers, old jacket)

学生看PPT课件操练句型:How can we make use of the …? 围绕How can we make use of the newspapers and the old jacket? 讨论后汇报。

(2)小组操练并汇报

以小组单位进行问答练习:How can we make use of … ? We can …后汇报,教师针对学生的汇报形式进行积星评价

(3)巩固操练

学生独立完成read and match练习(指明由一组学生在鸿合i学上操作完成,其它组学生独立完成)

(集体订正时引导学生问题操练,教师适当批注)

过渡: In our daily life, we have a lot of old things. We can reuse them try our

best. It’s a good way to save money. And also it is very good for our

environment. We should live in a low carbon life. For example, please listen to

following and number the pictures.

(四)Listen and number:

1. 听录音,给图片排序(播放录音三遍)

2. 集体订正,教师适当补充板书的思维导图

过渡:Now you know we can use trees, newspapers and old jacket in many ways. How can we make use of water? (板书water)

(五)Let’s do

1. 小组讨论: How can we make use of water?

2. 完成思维导图

3. Make a speech: How can we make use of water? (教师及学生进行积星评价)

(六)Homework:

1. Read the story with 17 homework.

2. Complete your mind map about the usage of water.

板书设计:

评价量规:

1.针对个别学生的课堂表现,对学生进行口头评价

2.针对课堂表现,参与活动的积极性以及完成任务的情况,融合学校内、班级内对学生进行的“我能行”赏识教育评价细则,对个别学生进行积星评价

3.对小组进行积星评价