北师大版小学英语(三起)五年级下册Unit 9 Day and Night教学设计(8页).doc

-北师大版小学英语(三起)五年级下册Unit 9 Day and Night教学设计-第 8 页小学英语(三年级起点)五年级下册Unit 9 Day and Night五下，Unit 9 Day and night (L1)一、指导思想和理论依据：能在图片的帮助下听懂、读懂并讲述简单的故事是英语课程标准（实验稿）中的二级目标要求。英语课程标准（实验稿）倡导以学生为主体，关注学生的学习过程，倡导学生主动参与、乐于探究、勤于动手。本节课基于教学内容故事化的特点，采用整体理解故事情节，分段学习故事情节，谈论故事人物感受，激发情感的方式。在教学过程中借助观察、描述图片、师生交流等方式引导学生观察故事中的人、物、情景。在不断交流中逐层深入，使学生在相对真实、完整的语境中接触、体验、理解语言，师生共建故事。二、教材分析：1. 教学内容分析本课为北师大版英语五年级下册第一课时的故事教学，涉及教材第26页、第27页的内容。故事既是语言输入也是后面学习活动的主要素材，是对整个单元结构、功能和词汇教学内容的整体呈现。本单元故事讲的是Ken和Ann来找Mocky一起去拜访Uncle Booky。路上他们边走边聊，说起了日常生活习惯。到了Uncle Booky家他们找不到Uncle Booky，最后才发现Uncle Booky在树荫下睡大觉。故事前半部分重在通过对比呈现对经常性动作或活动表达的方法以及早、中晚的名称，后半部分主要呈现频度副词的用法。频度副词是学生首次接触的内容，这些词可以在讲故事的过程中通过教师语言的描述和教师自制的卡片进行讲解，帮助学生理解词汇的意义。2. 学生分析（1）认知特点本课授课对象为小学五年级的学生，抽象思维处于形成阶段，他们发现问题、解决问题都必须与他们熟悉的直观场景相联系。因此，在教学过程中要不断用图来进行引导，逐步学习理解故事。我校五年级学生已参加了半年的童趣英语实验课程的学习，他们多数性格活泼，课上敢于举手发言，喜欢展示自己，乐于用英语表达自己的想法，具备一定的学习策略。（2）知识储备课文第一幅插图主要呈现了一组描述正在发生的动作，学生在四年级上学期已经学习了现在进行时，对于这个结构不陌生。对于课文中出现的morning，afternoon这两个词因为在平时上课前的问候中经常用到，教师稍加提醒即可唤起学生记忆。本课故事中出现的动词词组学生在五年级及前两个单元的学习中已经学习过，并能够做到听说认读。在本册教材第八单元学生已经学过询问时间的句型What time is it?在讲这个句子的时候，我已经对本课所涉及的询问时间的疑问词when与what time 进行过比较，因此决定不将when作为本课重点。三、教学目标：1. 通过整体视听故事，引导学生理解故事大意；2. 通过教师语言描述和图示使学生初步理解频度副词的含义；3. 通过回答教师问题和观察图片信息，引导学生关注故事中的细节问题；4. 对理解故事情节、语言内容的方法和策略进行指导；5. 部分学生能在小组内分角色朗读课文。四、教学难点：学生对频度副词的理解。五、教学用具：PPT自制课件、Flash课件。六、课前准备：本课单词卡片和图卡、一套多媒体课件、录音机、课本。七、教学步骤：Step 1 Free talk 导入新课T: Hello, My children! Let's begin our class, OK?Ss: OK.T: What day is it today?S: Today is （根据实际情况回答）T：What do you usually do on （根据实际情况）？S: I go to school /go to English corner /T: What do you do on Sunday?Ss: I go to the park/ T: In the morning? In the afternoon? In the evening?教师边提问边出示画有早、中、晚的图片，帮助学生理解morning, afternoon, evening的意思。（注：学生对于morning, afternoon, evening这三个词并不陌生，教师稍加提醒即可唤起学生记忆。）T: 教师指着刚刚回答问题的学生问What does he/she usually do on Sunday?Ss: He/She goes to the (注：学生说动词第三人称单数的变化时有可能会出现错误，教师可适当予以纠正。)操练若干组后继续设计意图：复习前两个单元主要句型的同时，自然导入新课。Step 2 理解学习故事内容1. 谈论图片1，明确故事发生的时间、地点和人物。T: What do Ann and Ken do on Sunday? Can you guess?Ss: They go to the （学生猜测）教师用PPT出示课文第一幅图。T: OK, now please look here. Who are in the picture?Ss: Ken, Ann and Mocky.T: 教师将这三个人物的头像贴到黑板上，并接着问When does it happen? (教师解释when的意思)Ss: In the morning.T: 教师将初升的太阳贴到黑板上并接着问Where does it happen?Ss: In the forest.T: 教师将画有森林大树的图片贴到黑板上，接着说Yes, now they are in the forest.2. 整体视听故事，找出故事的主要事件。T: Today is Sunday. So they have time to play with Mocky. What do they want to do next? Let's watch the story.教师播放课文光盘一遍，学生视听。T: What do they want to do next?Ss: Visit Uncle Booky.T: Good.3. 关注并谈论图13 的细节信息。（1）利用图1，理解新词breakfast。T：When do Ann and Ken find Mocky in the forest? What is Mocky doing?S: He is eating.T: Yes, he is eating .He is eating breakfast. (边说边用PPT展示Mocky正在吃早饭的图片，用图片和语言解释breakfast的意思)（Breakfast means the things you eat in the morning. Such as eggs, porridge and something like these.）（2）通过回答问题，理解图1-3的主要事件信息。T: OK, this time please open your books and read pictures 1，2 and 3 carefully .Then answer the following questions.(教师用PPT展示所提出的问题)Does Mocky always eat breakfast in the morning?Does Mocky always eat breakfast so late?When (=What time ) does Ann eat breakfast?注：在呈现问题的过程中，教师解释、教授always, late等词。如：Mocky eats breakfast in the morning on Monday，Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday. So we can say Mocky always eats breakfast in the morning. 教师出示单词卡片“always”并带读。教师引导学生从前3幅图中找出问题的答案，并给全班同学朗读。T: What are the three pictures talk about?Ss: Breakfast.T: Yes, they are talking about breakfast. 教师边说边将单词卡片eating breakfast 贴到黑板上。设计意图：帮助学生梳理故事情节，形成整体概念。4. 学习故事4-9图。（1）谈论图4。T: After talking about breakfast. What do Ann, Ken and Mocky want to do? Please look at this beautiful picture. (PPT出示故事插图4)T: Look at their faces. Are they happy?Ss: Yes, they are.T: Where are they?Ss: In the forest.T: Yes, they are in the forest. They are on the way to Uncle Booky's house. 教师边说边将小路和Uncle Booky房子的卡片贴到黑板上。（2）谈论图59。呈现问题并解释。T: Now, let's watch. First, let's watch what Uncle Booky does in the morning. Then choose the one you think is right. 教师呈现问题：教师用自制卡片解释usually。Week dayMondayTuesdayWednesdayThursdayFridaySaturdaySundayreads a book   T: Maybe Uncle Booky reads a book on Monday, Wednesday, Thursday, Saturday and Sunday. Not every day.教师用自制卡片解释sometimes。Week dayMondayTuesdayWednesdayThursdayFridaySaturdaySundaySleeps in the morning    T: Uncle Booky sleeps on one or two days in a week. Maybe it's on Wednesday; Maybe it's on Saturday; Maybe it's on Wednesday and Saturday.播放故事课件5-9图，寻找答案。T: OK. Who thinks A is right?学生如果认为A对就举手。T: Where can you find the answer? Can you read it?S1: In picture 5. He usually reads a book. (学生有可能不会读usually，教师应予以提醒)T: 教师用PPT出示图片5。教师带读句型并指导学生进行操练。T: OK. Who thinks B is right?学生如果认为B对就举手。T: OK, children. Let's look here. 教师用PPT出示图片8。T: Let's read the sentences together. （和学生一起读句子，理解句子）He often goes to the store in the afternoon. (强调读出in the afternoon)He never goes in the morning. (强调读出never并做出摆手的动作，帮助学生理解句意)T: OK. Who thinks C is right?学生如果认为C对就举手。T: Where can you find the answer? Can you read it?S1: In picture 9. He sometimes sleeps in the morning.(学生有可能不会读sometimes，教师将sometimes的教学卡片分三次展示给学生some time s ,引导学生先分别读出，然后合在一起读出后，叫两组同学练读sometimes)T: 教师用PPT出示图片5。T: So C is right. 教师带读句型并指导学生进行操练。T: Is Uncle Booky in the room when they get Uncle Booky's house?Ss: No.T: How do you know that?Ss: Picture 7.T: 教师出示图7并带读句子。T: What does Uncle Booky do?Ss: He sleeps in the morning.T: OK.教师出示图片9。T: Now Uncle Booky is sleeping. What will Ann and Ken do? “Hi, Uncle Booky. We come to see you. Get up, get up?” （教师模仿叫醒Uncle Booky的情景）Can they do that?Ss: No, they can't.设计意图：在潜移默化中对孩子进行思想教育。Step3 巩固复习故事1. 利用板书回顾本课故事内容。2. 播放课文录音，学生跟读课文。教师对学生有问题的单词或句子，特别是频度副词的发音进行指导。3. 学生两人一组选择一幅图读给全班听。Step 4 Homework板书设计：