五年级上册英语教案-Unit,3,Animals,Story,Time｜人教新起点版.docx

五年级上册英语教案-Unit,3,Animals,Story,Time人教新起点版课题名称 Unit 3 Story Time 年级 Grade Five 设 计 者 教材 分析 本课是人民教化教化出版社（一年级起点）英语小学五年级上学期第三单元的第三课时。这一单元的主题是Animals，主要话题是就是对动物的特点进行描述。本节课的故事部分  Story Time内容生动活泼好玩，是学生们宠爱的话题。教材通过故事的形式，帮助学生体会故事内在意义，并学会在生活中运用语言进行真实的交际，有利于学生综合语言运用实力的发展。本课在活动的设计上，老师采纳层层递进的教学方法，结合大量形式多样、情景真实、语言自然、趣味性强的语言实践活动，并着重综合训练，强调整合优化，突出整体感悟。目的是让学生通过体验、实践、参加、合作、沟通和探究等方式，综合运用已学过的语言学问、语言技能及学习技巧，顺当完成学习任务；同时使教学过程成为师生之间、学生之间相互沟通、相互沟通、相互理解、相互补充的生动体现。老师通过运用多种教学方法和操练形式让学生产生共鸣，让孩子们明白我们生活中的每个人都有优点和缺点，要看到他人的特长。学情 分析 本课的教学对象是小学五年级的学生，无论是听说实力、还是单词与句型的积累，他们大部分都有较好的基础。本节课是在基于学生原有基础上进一步增加描述图片，讲故事和构建新语言的综合语言运用实力。同时，他们已经具有了肯定的自学实力和语言组织实力。在第一和其次课时里面，学生已经驾驭了一些重点词汇，这为学生理解故事解除许多障碍。但是个别学生胆小，羞于开口表达。因此老师在教学中支配了小组体验活动，给他们一些小角色熬炼，创设故事情境来表演，给学生们创建更多的机会进行口语表达，以提高运用英语交际的实力。教学目标 语言学问目标： 能够借助图片读懂Story Time的故事，完成故事后的问答练习题， 达到娴熟运用口语的培育目标： 实力目标：能够在老师的指导下表演小故事 情感看法目标： 通过学习课文故事，让学生懂得遇到一个完备的挚友不太简单，因为世间每个物种，每种生物都有它的优缺点。学习策略目标： 1、本堂课通过直观生动的多媒体课件向学生呈现协助文本，提高学生学习爱好。2、小组合作表演课本剧，培育学生的合作意识和综合语言运用实力。教学重点 教学难点 教学重点： 能够借助图片读懂Story Time的故事，完成故事后的问题 教学难点： 能够运用自己的语言娴熟地讲解并描述故事 教学方法 任务型教学、听说法等 教具 多媒体课件、图片、头饰、皮影、布景等。Step 1 Warm-up Revision 1.Greetings 2.Free talk  guessing game T: What do we usually do in our English class? S1: We sing songs and say chants. S2: We talk with our partners. S3: We listen to the tape. S4: . T: Wow, there are so many forms in our English class. So today I will give you a special experience. Come on, children. T: There is a lot of positive energy in our society. What happens in our school? Lets go and see. Then the students answer the questions about the video. Q1: What is He Jinqi like? Q2: Is Guo Zibo helpful? Q3: What do you learn from the video? Students answer these questions. T:I have a pet, but you all must guess a riddle, then you will Know the key. Im an animal. Im honest. I like eating bones. What am I? Students: Its a dog. T: My favorite animal is the dog. Whats your favorite animal? Students:T ;These days ,my pet dog is unhappy. He looks very worried. What does he want to do? T: Were going to watch the videos and find out the reason. I hope you will enjoy it. 老师与学生亲切交谈，营造英语课堂的气氛，拉近师生距离。 用Free talk的形式导入创设英语情景，为同学们做好参演课本剧做好打算。 通过观看视频，让学生感受描写人物特性的词汇：honest，little, short and thin, tall and strong ，etc. 再用猜a riddle的形式引出本课的主角：a dog 操练重点句型。 观赏视频，让学生了解小狗要交好挚友的动机，让人期盼。 5 Step 2 New teaching Practice Teaching the story T: From the whole video, what do the cat and dog talk about? S1: They talk about their animal friends. T: Whats the arrangement of the animals in the story? Students: Elephantbutterflyturtle T: This is our mind map, We should answer these questions with the words: who, why, what T shows the video of Paragraph 1. Students answer the question. T; Who wants to make a new friend? Students: The dog wants to make a new friend. T; Why doesnt the dog like the elephant/butterfly/turtle? Students: Because the. Compare the pictures and try to fill in the charts. good bad elephant butterfly turtle T: Lets look at Paragraph 8. What does the dog learn from the cat? All animals have good things and bad things. You must think about the good, not just the bad. T: Can you give the story a title(题目）? Students: A new friend./ My new friend ./ T puts the title on the blackboard. T: How to make a new friend? T invites some pupil to the front and play a guessing game. play with favorite animal too slow to play football think about friendly want .to be 创设情境，干脆把学生带入故事情节中。 学生融入到故事中，记住故事中小动物的出场依次，便于理清思路。 学生们回答带有特别疑问词的问题，让学生探讨这些动物的优缺点。 通过列表格的形式，让学问点一目了然，优缺点更加清楚。 学生视察区分图表，揭示课题A new friend. 学生们乐于玩这个嬉戏，轻松的同时有驾驭了学问要点。 16 Step 3 Extension T: Now lets connect the lines. play with 最喜爱的动物 favorite animal 友好的 too slow to play football 想成为 think about 考虑 friendly 和一起玩 want .to be 踢球太慢 Fill in the blanks. 1. I want to _a new friend. 2. Can I _ you? 3. Whats your _ animal? 4. I_ want elephant to _my friend. 5. Shes very friendly,_. 6. Shes _small. 7. I like to play _ big animals. 8. Turtle is _slow _play football. 9. All animals _good things _bad things. 10.You must think _the good，not_ the bad. T lets the pupils do the exercises in groups. T: You all did a good job. This time lets act it out. The pupils act the story with some head dresses, hand puppets and shadow puppets. Act the story. Through many ways to perform the story. For example: hand puppets, head dresses, especially the shadow puppets. 5. Talk about Picture 3 T: I have an idea. I can pull the tigers teeth out. S: Im the king of the forest. T: My king, I have a present for you. Its the best food in the world. The fox gives the tiger a lot of candy. The tiger eats too much candy. Soon he has a toothache. The tiger goes to see the doctor. 6. Say the chant. Doctor, doctor, I have a toothache. You shouldnt eat too much candy. Doctor, doctor, I have a toothache, You shouldnt eat so many cakes. Doctor, doctor, I have a toothache, You shouldnt eat before bedtime. Doctor, doctor, I have a toothache, Brush your teeth morning and evening. 7. The fox comes to help. T:Mr Tiger, I can help you. I can pull your teeth out. 8. Read the second part of the story. 9. Watch the whole story and follow it. 10. Read and answer. Write down the answers on page 61. 独立完成练习。考验学生对课文的理解程度。 比照屏幕校对答案，师生互动。 小组同学互动，打算扮演各种小动物，操练本课的功能句。让学生充分融入到故事情节中。 再次创作，做到文本再构，增加学生的语篇阅读量 用多种形式表演整个故事。 编排课本剧，开发学生想象思维，熬炼口语交际实力。 14 Step 4 Summary Homework 1. Sum the story. The teacher discusses with the pupils: Which group is the best? S1. S2. S3. S4. And then shows: All animals have its advantages and disadvantages. Animals are our friends. We should protect them. 2. Homework for today. . Write a little composition. My favorite friend. Retell the story. 小结，让学生亲身感受到人与自然和谐相处的画面，感叹人类更应当爱护好动物。 5 课题名称 Unit 3 Story Time 年级 Grade Five 教 学 活 动 板 书 设 计 Unit 3 Story Time My new friend good bad strong, clever too big and heavy friendly , beautiful too small very helpful slow, cant play football All animals have good things and bad things. You must think about the good, not just the bad. 课 后 回 顾 本节课充分挖掘课堂资源，采纳丰富多彩的教学方法，设计不同层面的教学活动，能够通过学习英语故事达到情感教化的目的。让学生通过阅读Story Time利用多媒体课件和师生编排对话把本课的主要句型与课文一一驾驭。充分调动学生的各种感官，让学生体验参加教学活动之中。老师采纳多种形式的活动帮助学生练习口语表达，直至学生能进行娴熟的对话表演。立足整体把握教材的学问体系，做到语言学问的融会贯穿，不断丰富学生的语言积累。培育学生学习英语的自觉性，养成良好的学习习惯。我努力把语言学问融入到情景教学当中，避开进行枯燥乏味的机械操练，有心而无痕的反复重现本课主要句子结构，将抽象内容详细化，创设活泼有效的编排对话等活动，自然真实的语言情景，让学生在活动中体会语言的交际功能，能让学生学以致用，既好玩、又学到了学问，提高了教学重点的记忆率，让学生在潜移默化中习得语言。 教 研 员 点 评 英语的重要因素是创设宽松、民主、和谐的教学空间，敬重每个学生，专心激励他们在学习中尝试，爱护他们的自尊心和专心性。英语课程标准中明确指出，英语素养的培育，应在体验、实践、合作交际的基础上形成基础学问和基本语言运用实力的培育并形成主动的情感。因此学生的体验实践活动应当在一种互动的环境下通过各种感官的投入，心灵与心灵的撞击才能显示语言学习生命的活力，老师充分挖掘教学资源，采纳丰富多彩的教学方法，设计了适合不同层面学生参加的教学活动，引导学生通过故事的学习而养成良好的生活习惯。充分调动学生的各种感官，让学生在体验参加教学活动中，并在实际生活中运用所学的语言学问，使语言生活化、好用化。本课教学目标明确，教学重点突出。教学策略符合学生实际和教材特点。老师非常注意情境创设，老师口语流畅纯正，导入语清楚简洁。师生互动，生生互动，教有所成，学有所得。陈明瑛老师以其大方且细腻的教学设计、生动，把英语教学与情态有机会结合起来，创设各种合作学习活动，促进学生相互学习，相互帮助，体验成就感，发展合作精神。让英语课堂教学呈现出无穷的魅力！