B教学实录与评析

PEP五年级上Uint6 In a nature park B

Let’s try & Let’s talk教学设计

教学目标: 1.学生能听懂、会说句子：“Are there any …?”“Yes, there are.”“No, there aren’t.”并进行相关问答练习。

2.学生能理解B部分Let’s

talk的

对话大意，按照正确的意群及语音、语调朗读对话，并进行角色扮演。

3.学生能完成Let’s try部分的听力练习。

4.提高学生口语交际能力，培养学生小组合作意识，激发英语学习兴趣。

5.培养学生热爱自然，保护环境的意识。

教学重点：

1.学生能听、说、认、读单词“nature park，rabbit aren’t=are not”. 2.学生能听懂、会说句子：“Are there any …?”

“Yes, there are.”“No, there aren’t.”

教学难点：

学生能够灵活使用There be句型的一般疑问句，并进行肯、否定回答。

教学准备：

黑板贴 卡片 课件

教学过程：

Step 1. Warm-up 1. Greetings. 2. Enjoy the song In a nature park [设计意图：单元歌曲导入，激发学生的学习兴趣，同时歌曲中出现的相关单词、词组及句型为新授做好铺垫。] 3. Revision Describe the nature park on the blackboard. [设计意图：以简笔画的形式呈现自然公园，并让学生运用there is/are句型描述，以此来巩固复习旧知。] Step 2. Presentation 1. Lead-in T: Miss White brings her students the good news, that is, they will have a school trip to the nature park. They take a bus to go to the nature park. [设计意图：通过创设情境：Miss White给学生带来去自然公园进行学校旅行的好消息，以此来引出所学内容。] 2. Let’s play——Magic bag Let students use the sentence “Is there a/an… in the bag?” to guess “What’s in the bag?” and the teacher gives the answer “Yes，there is/No, there isn’t”

[设计意图：承接上一环节所创设的情境，设计学生在去自

然公园的路途中玩魔法袋的游戏，以此来巩固复习上节课所学的there be 句型的单数一般疑问句形式。] 3. Let’s guess （1）Students use the sentence “Is there a…?”to ask and the teacher gives the answer. （2）“Are there any…?”to describe the relevant pictures. [设计意图：让学生借助there be句型的一般疑问句来猜自然公园都有什么，从而引出本节课的重点句型。] 4. Let’s try

(It’s 12 o’clock)

T: The children are hungry, so they want to find the restaurant. But they don’t know where the table is, let’s help them. （1）Show the clock and ask “What time is it?” （2）Listen and choose “Where are the tables?”

5. Listen and tick T:Now，Miss White and Zhang Peng are sitting at the table. What do they talk about, please listen and tick. [设计意图：学习任务的设计要合理有梯度，因此先让学生听对话再选择讨论的事物，降低了学习难度，使他们继续有信心进行接下来的学习，同时将勾选的信息people、buildings和

animals 以板书的形式呈现在黑板上，加深印象。] 6. New sentences （1）Listen to the sound and judge “What is the nature park like?” And introduce the new sentences: ——The nature park is so quiet （2）Why the nature park is so quiet？And introduce the new sentences: ——There aren’t many people.

[设计意图：插入音频让学生自己感知并选出quiet 这个单词，进而引出正因为公园里人少所以才安静。] （3）Watch and answer the following questions：

Q1：Are there any tall buildings in the nature park? Q2：Are there any animals in the nature park? [设计意图：本环节让学生带着两个关键性的问题看视频动画，并找出答案，从而进一步检测学生是否真正掌握了本节课的重点句型。] Step 3. Practice 1. Read after the video. 2. Role play. 3. Dubbing. [设计意图：通过模仿录音帮助学生正音纠错，以个人读，小组读，英语趣配音等多种形式帮助学生掌握对话内容。]

4. Pair work T：After lunch, Miss White and children come to the mountain in the nature park. Suddenly, grandpa calls Zhang Peng and he wants to know more about the nature park. Please use the following sentences to practice in pairs. ——Hello！This is grandpa. Are there any …s?

——Hi！Grandpa. Yes, there are. /No, there aren’t. [设计意图：继续以课前创设的情境为依托，创设爷爷给张鹏打电话的场景，让学生两人一组进行对话练习，巩固强化重点句型。] Step 4. Consolidation and extension 1. Group work——tour guide Introduce Xinglong Nature Park or any park you know. [设计意图：以参观自然公园为情境，运用本节课所学语言展开小导游和游客间的对话，以此来培养学生综合运用语言的能力。] 2.

Emotional attitude and values （1）Love the nature! Protect the environment! （2）Lucid waters and lush mountains are invaluable assets. [设计意图：对学生进行情感态度价值观的熏陶，使其认识到保护环境的重要性。]

Step 5. Homework 1. Read the dialogue fluently. 2. Design a new dialogue in the nature park and then role play with your partner. 3. Draw a nature park and introduce it to your friends. 板书设计：

[设计意图：主板呈现本节课的重点句型和单词，形象直观地帮助学生掌握重点内容。副板以简笔画的形式呈现自然公园，要求学生运用there is/are来描述，在巩固旧知的同时渗透了对学生的评价，即男女生通过课堂比赛来看谁先到达自然公园的山顶，从而激发学生的学习兴趣。]