PEP5 Recycle2 P68-69教學設計

1、PEP5 Recycle2 P68-69教學設計一、教學內(nèi)容分析本節(jié)課為Recycle2的第二課時，也是本冊課本的最后一節(jié)課。在本節(jié)課中，學生通過學習故事“In a dark, dark wood”，復習第4-6單元的字母組合oo, ai, ay, ou, ow的發(fā)音，也復習了there be句型與方位介詞連用的表達方式。最后，學生不但要會讀，會復述這個故事，還要會仿寫一個故事。通過這樣的語言輸入和輸出，是學生達到綜合使用語言的目的。二、教學目標1、復習了there be句型與方位介詞連用的表達方式。2、復習第4-6單元的字母組合oo, ai, ay, ou, ow的發(fā)音。3、能認讀單詞woo

2、d, hallway, stair, cupboard；流利地朗讀這個故事；復述這個故事；并能仿寫一個故事。4、引導學生能上網(wǎng)搜索一些有意義的書籍實行閱讀，養(yǎng)成樂于閱讀的好習慣。5、初步培養(yǎng)學生綜合使用語言的水平。三、學習者特征分析五年級學生通過兩年學習英語的經(jīng)驗，已經(jīng)積累了一定的詞匯量，有較好的語音、語調(diào)基礎，多數(shù)學生活潑開朗，敢于開口，樂于模仿，喜歡表現(xiàn)自己，能積極地參與各項課堂活動，為學習提供了有利的條件。四、教學策略選擇與設計1、通過“故事拓展”的方式展開小學英語閱讀教學，既培養(yǎng)學生的興趣，又豐富了文本的語言，進而消除由教材閱讀帶給學生的乏味感。2、引導學生能上網(wǎng)搜索一些有意義的書籍實

3、行閱讀，養(yǎng)成樂于閱讀的好習慣。3、通過“朗讀和復述”實行語言的輸入，然后通過“仿寫一個故事”實行語言的輸出，初步培養(yǎng)了學生綜合使用語言的水平。五、教學重點及難點重點：1、復習了there be句型與方位介詞連用的表達方式。2、復習第4-6單元的字母組合oo, ai, ay, ou, ow的發(fā)音。3、能認讀單詞wood, hallway, stair, cupboard；流利地朗讀這個故事；復述這個故事難點：能仿寫一個故事。六、教學準備1、制作多媒體課件 2、制作詞卡 3、復印練習七、教學過程教師活動學生活動設計意圖Before class：T plays a video A Dark Dark

4、 Tale.Ss enjoy the video 實行課前教學預熱. Warm-up/Revision1. GreetingT： Good morning, children. What day is it today?2. Lets chantT： Today is Monday. ay/ei/ Paint a rainbow. ai/ei/ Food is noodles. oo/u：/ Cooking is good. oo/u/ Count in the house. ou/au/ How many flowers? ow/au/T： Can you? Lets chant toget

5、her.3. Read loudlyPPT shows： on near behindbeside between in front ofin the box There is. There are.There is a mouse in the box.There is a house in the wood.Reach： woodA tree-many trees-wood語音歸納：good book lookSs： Good morning, Miss miao.Its Monday.Ss chant with the music together after Teacher.Ss re

6、ad these words, phrases and sentences loudly.Ss read the word.由師生對話，引出了chant： Today is Monday.銜接很自然，渾然一體。學生通過chant,初步回憶第4-6單元學習過的字母組合ay, ai, oo, ou, ow的發(fā)音，為下面的學習做好鋪墊。復習舊知識，并實行進一步鞏固，為文本的展開做好鋪墊。從一棵樹到很多樹，引出wood，從look book good的語音歸納，協(xié)助學生理解認讀單詞。. Presentation & Consolidation1. PPT shows a picture of a ho

7、use.T： Look! In the wood there is a house. In the green wood there is a big house. Can you say more?PPT shows:In the _wood there is a _house.( big nice green beautiful small)2. Teach: hallwayT: Look! What a beautiful house. Lets visit the house, OK?T: Open the door, there is a hallway.Teach: hallway

8、3. PPT shows a picture of a living room.T: Walk through the hallway, there is a living room. There are some stairs in the living room. Teach: stair (chair hair)-stairsup the stairs& down the stairs4. T: Whats in the living room? Can you say more?PPT shows the sentence pattern: There is a / There are

9、 in the living room. 5. PPT shows a mouse.T: Oh, there is a mouse, too. It is a naughty mouse. It runs everywhere. Look! Where is the mouse?PPT shows the ways that the mouse runs and the sentence pattern:Beside/ On/ In front of/ the _ there is a big mouse. With the answer to the students, teach the

10、word: cupboard6. T: The mouse runs happily. How time flies! Look! The sun falls down. It is dark outside. Teach: dark(park)7. PPT shows the story.T: The mouse is going to sleep. But there is a poor cat. He lost his way. He is so cold. He is so hungry. He Ss use “In the _wood there is a _house.” to d

11、escribe the room.Ss read: hallwaysmall tall halltoday say waySs read stair-stairsDo the actions with their arms and fingers: up the stairs, up the stairs. Down the stairs, down the stairs.Ss describe the living room with the sentence pattern.Ss use: “Beside/ On/ In front of/ the _ there is a big mou

12、se.” to describe where the mouse is.Ss read the word.Ss read: park-dark-dark dark house/ living roomSs enjoy the story.學生初步感知了there be句型與方位介詞連用的表達方式。教學生用知識牽引的方式學會讀單詞。一邊做動作一邊說，避免了枯燥乏味，使學習更有趣味性。walks in the dark wood. Then, what happens? Listen!PPT shows the story.T: This is the story. Lets read it ag

13、ain. OK?Pay attention to the intonation.T: Well done. Now Open your books and turn to page 68. Please read it with your partner. Then number the words on page 69.Check the answers together and put the key words on the blackboard in orders. Then retell the story together. T: You did a good job. Now l

14、ets read the story together. And girls read: oh, a big mouse. Boys read: ouch! My tail!8. T: At last the mouse was caught. He is afraid. Can you help him? Find “friends” for these words in the story. You can save it.Look! Food and afternoon, oo/u:/. Their friend is room. What about others? You can d

15、o it on the books.Ss read: tail-email-rainSs read the story sentence by sentence. Ss read the story in pairs, and then number the words on page 69.Ss put the key words on the blackboard in orders.Then retell the story together.Ss read together and then in roles.Ss finish the exercises on page 69.The

16、n check the answers.將文本內(nèi)容進行充實，增加了cat的一句話：Oh, a big mouse! 使文本故事有情節(jié)，更能充分吸引學生的注意力，激發(fā)學生的想象力和表演欲望。注重對學生語調(diào)的指導，包括連讀、停頓、失去爆破等。. ProductionT: Wonderful! With your help, the mouse is free. He plays with the cat. But the host will be back soon. Should the cat go away or he can stay in the house? You can decid

17、e. Take out this paper. Write a story. Part 1 is an easy story like this. Part2 is a little difficult. You can choose one of them. If more than 5 students choose part2, the cat can stay in the house. Are you clear? Here are some pictures for you. Please start writing.2. Introduce a picture book.T: A

18、t the end of the class, you want to introduce a picture book to you.T says something about the book.T: Reading makes a wise man. Ss write a story. They can choose part1 or part2.Then ask Ss to read the story.If the time is limited, they can finish it after class. Next class, Ss show their stories.Ss can search the book on the internet and read it after class.通過“朗讀和復述”進行語言的輸入，然后通過“仿寫一個故事”進行語言的輸出，初步培養(yǎng)了學生綜合運用語言的能力。分層練習的設計，滿足了不同程度學生的需