城陽(yáng)區(qū)四小五年級(jí)英語(yǔ)上冊(cè)Unit2ShelookscuteLessonFunFacts教學(xué)設(shè)計(jì)人教精

Unit2FunFacts教學(xué)設(shè)計(jì)AFamousEnglishStorybook一、選材介紹本欄目取材于英國(guó)著名作家斯威夫特(JonathanSwift,1839-1903)的一部寓言小說(shuō)《格列佛游記》(Gulliver’sTravel)，小說(shuō)分四部，第一部講的是大人國(guó)的故事，第二部講的是小人國(guó)的故事，這些故事已成為家喻戶曉的童話故事，深受兒童喜愛(ài)。教材簡(jiǎn)述了這些故事，作為趣味百科閱讀素材。其中，結(jié)合本單元學(xué)習(xí)內(nèi)容，描述了大人國(guó)和小人國(guó)，人們的外貌和性格特點(diǎn)，如Agianthasabigmouth,abignoseandbigeyes.又如Theyarenotgood-looking.Theyarenotsmart.等。二、教學(xué)建議1.教學(xué)目標(biāo)分為三個(gè)層次：詞匯積累較少的學(xué)生可定位于第一層次，僅嘗試?yán)斫馕亩蔚拇笠猓来笕藝?guó)和小人醒的人的外貌和個(gè)性的Gulliver對(duì)于大人國(guó)人酬基本態(tài)度，并完成Thinkingtasks的任務(wù)；第三層次目標(biāo)是在第二層次目標(biāo)的基礎(chǔ)上，探尋關(guān)于大人國(guó)和小人國(guó)故事的更多信息。對(duì)于接受本知識(shí)目標(biāo)(LanguageFocus)尚有困難生，教師可暫緩活動(dòng)。過(guò)程：基柿點(diǎn)；第二層次目標(biāo)是在理解文段大意的基礎(chǔ)上了解和小單元基本的學(xué)本欄目的2.教學(xué)1)讀前活動(dòng)。教師可呈現(xiàn)英文版配圖的Gulliver’sTravels,讓學(xué)生感知大人國(guó)和小人國(guó)的有趣圖像，激發(fā)學(xué)生的想象，在此基礎(chǔ)上引入已熟悉的本單元話題，并引導(dǎo)學(xué)生聯(lián)想到描述人物外貌和個(gè)性的語(yǔ)詞。2)讀中活動(dòng)。請(qǐng)學(xué)生翻到本頁(yè)，開(kāi)始第一次閱讀，提醒學(xué)生粗知大意即可，不必拘泥細(xì)節(jié)。閱讀完成后，可以讓學(xué)生合上書(shū)本，進(jìn)行簡(jiǎn)單問(wèn)答。然后開(kāi)始第二次閱讀，要求學(xué)生標(biāo)出重點(diǎn)語(yǔ)句(描述大人和小人的外貌和個(gè)性的語(yǔ)句)。如需要，可進(jìn)行第三次閱讀，完整了解重要信息。3)讀后活動(dòng)。完成閱讀后，除了進(jìn)行必要的問(wèn)答、落實(shí)主要意思的理解外，還可進(jìn)行小組討論，教師應(yīng)根據(jù)學(xué)生英教師也可在閱讀理解本文段的基礎(chǔ)上引申出相關(guān)的問(wèn)題，指導(dǎo)學(xué)生發(fā)表書(shū)面意見(jiàn)。鑒于學(xué)生的聽(tīng)說(shuō)讀寫(xiě)技能水平不同，語(yǔ)言知識(shí)的掌握水平也不同，教師在安排本欄目的教學(xué)過(guò)程有三種處理模式：第一種辦法是完全在課堂中實(shí)施；第二種是課堂與課外結(jié)合實(shí)施；第語(yǔ)的實(shí)際情況指導(dǎo)小組討論，如果學(xué)生已經(jīng)具備較好的寫(xiě)作能力。1

三種是課內(nèi)不實(shí)施，由教師輔導(dǎo)在課外活動(dòng)中實(shí)施。3.活動(dòng)設(shè)計(jì)與實(shí)施：不管選擇哪一種教學(xué)過(guò)程的實(shí)施，教師都可以組織不同的活動(dòng)。這些活動(dòng)包括：個(gè)人閱讀理解活動(dòng)，小組閱讀理解活動(dòng)；個(gè)人讀寫(xiě)活動(dòng)，小組實(shí)施讀寫(xiě)任務(wù)；小組或全班實(shí)行探究拓展活動(dòng)等。三、閱讀指導(dǎo)：1.閱讀方式的指導(dǎo)教師應(yīng)當(dāng)根據(jù)教學(xué)設(shè)計(jì)和活動(dòng)設(shè)計(jì)的具體情況考慮閱讀方式問(wèn)題。從總體上說(shuō)，學(xué)生第一次閱讀本文段應(yīng)當(dāng)堅(jiān)持自上而下(top-down)的整體閱讀原則，引導(dǎo)學(xué)生把閱讀焦點(diǎn)定位在主要意思上，此點(diǎn)取決于教師在閱讀前如何設(shè)置閱讀要求：提醒學(xué)生關(guān)注Gulliver遭遇到的兩類人物，大人和小人。在第次二或第三次閱讀中，教師仍應(yīng)堅(jiān)持以自上而下為主，在關(guān)注具體事實(shí)上，可以引導(dǎo)學(xué)生局部采取自下而上的方式進(jìn)行事實(shí)的檢點(diǎn)(checkingthedetailedfacts)，如人物的外貌。2.閱讀技能的指導(dǎo)本單元FunFacts的閱讀技能培養(yǎng)可以選擇以下閱讀微技能目標(biāo)：1)跨越專有名詞詞組，保持閱讀信心，直接捕捉關(guān)鍵信息，如Everyonethereisbigandfat./Nooneisshortorthin./Everyoneissmall./A“LittleMan”canstand...in…h(huán)and.etc.2)根據(jù)上下文猜測(cè)詞匯語(yǔ)義，如根據(jù)abigmouth,abignoseandbigeyes而猜測(cè)giant的意思。3.可能出現(xiàn)的問(wèn)題及其解決方法本文段可能會(huì)造成學(xué)生對(duì)于意思理解的較大差距。了解《格列佛游記》故事梗概的學(xué)生比較容易迅速理解文意，而且會(huì)因此獲得已有知識(shí)被激活的快感，不知道《格列佛游記》的學(xué)生理解文意的速度會(huì)慢于前者。建議用如下辦法解決這個(gè)問(wèn)題：可以首先征集學(xué)生的信息，邀請(qǐng)知道該小說(shuō)的學(xué)生講一講自己對(duì)《格列佛游記》印象，但不要深入細(xì)節(jié)；也可以由教師介紹這部小說(shuō)，請(qǐng)學(xué)生“漫談”印象，縮小學(xué)生間信息落差。2

PartB階段作業(yè)聽(tīng)力部分二、聽(tīng)錄音，根據(jù)你所聽(tīng)到的內(nèi)容完成下列句子。1.Whatcando?2.Hecan.3.ChenJiecan.4.Mikecan.5.about?三、聽(tīng)錄音，選出你所聽(tīng)到的問(wèn)句的答語(yǔ)。（）1.A.Yes,Ican.B.Yes,Icam.（）2.A.Hecanplaybasketball.B.Shecanplaybasketball.（）3.A.Icanplayping-pong.B.Ioftenplayping-pong.（）4.A.No,hecan’t.B.No,Ican’t.筆試部分3/15四、給單詞選擇正確的中文翻譯。（）1.swimA.洗B.游泳（）2.cookA.畫(huà)B.看（）A.打籃球（）A.說(shuō)英語(yǔ)（）A.踢足球C.說(shuō)C.烹飪3.playping-pongB.打乒乓球C.打羽毛球4.speakEnglishB.說(shuō)漢語(yǔ)C.唱英文歌5.playbasketballB.打網(wǎng)球C.打籃球五、選詞完成句子。1.I(love/loves)icecream.2.What’3.I(don’syourfavourite(foods/food)?t/doesn’t)likechicken.4.Amy(have/has)beefforlunch.5.Here(you/your)are.六、找出下列句子中的錯(cuò)誤并改正。（）1.Canyouplaytheping-pong?ABC（）2.Icanhelpsyou.ABC（）3.Icandoanykungfu.ABC（）4.Iamfriendlybutfunny.ABC（）5.IcanswimbutIcancook.ABC七、選擇方框內(nèi)的單詞填空。makedrawswimcookspeakreadcleanplay1.—CanyouEnglish?—Yes,Ican.2.—Whatcanyoudo?—Icanthepipa.3.—It’shottoday.—Let’s,Amy.4.—Whatcanyoudo?—Icancartoons.4/155.—Whatcanyourmotherdo?—Shecantheroom.6.—Whatcanyourfatherdo?—Hecandinner.7.—DoyouoftenbooksonSundays.—Yes,Ido.8.—Whatcanyourteacherdo?—Hecanapuppet.八、給下列句子選擇正確的答語(yǔ)。（）1.Whatcanyoudo?（）2.Canyouplaybasketball?（）3.WhatcanAmydo?（）4.CanOliverswim?（）5.WhocanspeakEnglish?A.No,hecan’t.B.ChenJie.C.Icandance.D.ShecanspeakEnglish.E.Yes,Ican.九、閱讀短文，判斷正（T）誤（F）。Hello,I’mSarah.I’mfromChina.I’mhelpful.Icancookathome.Ilikesports.Icanplaybasketball.Icanplayping-pong,too.ButIcan’tswim.Ican’tdance.（）1.SarahisfromChina.（）2.Sarahisn’thelpful.（）3.Sarahcancook.（）4.Sarahdoesn’tlikesports.（）5.Sarahcan’tswimordance.十、把兩個(gè)句子合為一句。1.Iamfriendly.Icamfunny.2.IcanspeakEnglish.IcanspeakChinese.3.Icanplayping-pong.Ican’tswim.十一、根據(jù)實(shí)際情況完成下列句子。1.Ican.2.Ican’t.3.Myfriendcan.4.Myfriendcan’t.5.Mymothercan.6.Myfathercan.聽(tīng)力材料5/15一、1.Hello,I'mSarah.Icancook.2.Hi,thisisJohn.Icanplaybasketball.3.IamMike.Icanswim.4.Myname'sAmy.IcanspeakEnglish.5.I'mOliver.Icanplayping-pong.二、1.Whatcanyoudo?2.Hecandrawcartoons.3.ChenJiecanswim.三、1.Canyouplayping-pong？2.WhatcanOliverdo?3.Whatcanyoudo?二、1.you2.drawcartoons3.swim4.playbasketball5.What;you三、1.A2.A3.A4.B四、1.B2.C3.B4.A5.C五、1.love2.food3.don't4.has5.you六、1.C去掉the2.Bhelp3.Csome4.Band5.Bcan't七、1.speak2.play3.swim4.draw5.clean6.cook7.read8.make八、1.C2.E3.D4.A5.B九、1.T2.F3.T4.F5.T十、1.Iamfriendlyandfunny.6/152.IcanspeakEnglishandChinese.3.Icanplayping-pong,butIcan'tswim.十一、示例:1.swim2.cook3.dokungfu4.playping-pong5.cook6.washclothes7/15

Unit2(第二課時(shí))課題Unit2(第二課時(shí))課型新授課教材教學(xué)內(nèi)容Unit2Hishobbyisdrawing教學(xué)目標(biāo)1.Thenewpassageandthekeypatterns.2.He/Shelikes…3.Doeshe/she…?Yes,he/shedoes.No,he/shedoesn’t.4.What/whendoeshe/she…?5.Beabletotalkaboutone’shobby.6.Gooverentertainmentandsports.7.Ingformoftheverbs8.ThePhrasalverbs.9.PresentcontinuousTense.10.Expressionoftime:everyday,afterschool,sometimes,onhisfriend’sbirthday教學(xué)重點(diǎn)1.Thenewpassageandthekeypatterns.2.He/Shelikes…3.Doeshe/she…?Yes,he/shedoes.No,he/shedoesn’t.4.What/whendoeshe/she…?5.Beabletotalkaboutone’shobby.6.Gooverentertainmentandsports.7.Ingformoftheverbs8.ThePhrasalverbs.9.PresentcontinuousTense.教學(xué)難點(diǎn)1.Doeshe/she…?Yes,he/shedoes.No,he/shedoesn’t.2.What/whendoeshe/she…?3.Beabletotalkaboutone’shobby.板書(shū)設(shè)計(jì)Unit2HishobbyisdrawingHe/Shelikes…Doeshe/she…?Yes,he/shedoes.No,he/shedoesn’t.What/whendoeshe/she…?教學(xué)過(guò)程1.Readandgooverthewordswiththehelpofthepictureweusedlastlesson.2.HavethepupilslookatthepicturesonP8P9,alsoshowitonthescreen.3.Talkaboutthepicturewithpupilsbyaskingthefollowingquestions:(1)Howmanychildrencanyousee?(2)Whatistheboydoing?(3)Lookatthepicturesonthewall.Whatdoestheboylikedrawing?Guess.(4)Whataboutthegirl?(5)What’stheboy’shobby?Whataboutthegirl’shobby?Guess.4.Introducetheboy’sandthegirl’snames.(mikeandAmy)5.Aquestionandletthepupilsreadthepassageandfindtheanswerbyscanning.BothMikeandAmylikedrawing.Theirhobbyisdrawing.WhatdoesMikelikedrawing?WhataboutAmy?WhatdoesAmylikedrawing?6.Havethepupilsreadthepassagesilentlyallthewaythrough.7.Listentotherecordingofthepassage,pauseatsomeplacessothathighlight8/15thelanguageitemsnecessarily.8.AskPupilstoreadthepassageafterT/recording.9.Readthepassagealoudfortimesinvariousways.10.Furtherlearningaboutthesentences.教學(xué)反思9/15【特約】Unit7VacationLesson1I.Instructionobjectives1.Structures(NEW)Whatdoyoudoon(Monday)?WegotoschoolonMonday.AnnandKengototheparkon(Saturday).TodayisMonday.Tomorrowis(Tuesday).2.Structures(Review)Canweplaytoday?Yes,wecan./No,wecan’t.3.VocabularyCore:MondayTuesdayWednesdayThursdayFridaySaturdaySundaydayweekeveryadiarytodaytomorrowholidayplay10/15

4.Contextual:remembercomebacklearnwithII.Importantanddifficultpoints1.VocabularyandContextual:2.Makingadialogueusingtheknowledgeofthislessoninarealsituation.III.MethodologyTask-basedteachingmethodCommunicationalteachingapproachTPRSituationalteachingmethodIV.TeachingaidsThewall-chartofthisunit,thetape-recorder,Cardsofdaysofweek..V.LearningtoolsCardsofdaysofweekVI.InstructionalproceduresStep1.Warmingup1.SinganEnglishsong.2.GreetingandcommunicatingwithstudentsinClassroomEnglish.:Goodmooning/afternoon.GoodbyePleaseThankyouYou’rewelcomeExcusemeSorryStep2.Presentation11/15

1.Setthescene.a.AskthechildrenwhattheydoonMonday.Theyshouldanswerthattheygotoschool.Thenask:Doyougotoschooleveryday?Ss:No.b.Presentthewordevery.Writethewordontheboardandexplainitsmeaning.Saythewordaloudandhavethechildrenrepeatit.Step3.Modelthedialoga.Presenttheflashcardsfordiary,Explainthemeaningoftheword.Modelthewordandhavethechildrenrepeatit.b.Havechildrenopentheirbooksatpage4.Drewthechildren’sattentiontotheThepictureofthediary.Say“ThisisAnn’sdiary”.PointtothewordsAnn’sdiaryandreadthemaloud.c..NowpointtothewordMondayReadthewordaloudandhavethechildrenrepeat.Repeattheprocedurefortheotherwords.d.Reviewthedaysoftheweekinadrill,startingwithMonday.Pointtoeachdayinturnandhavethechildrenreadouteachword.e.Presentthequestion,“Whatdoyoudoon(Monday)?”Writethequestionontheboardandexplainitsmeaning.Readthequestionaloudandhavethechildrenrepeatitafteryou.f.Pointtothewordsgotoschoolinthediary.Readthewordsaloudtotheclass,andhavethechildrentepeatthem.g.Modelthesentence.“WegotoschoolonMonday.”Writethesentenceontheboardandreadthewordsaloud,Havethechildrenrepeatthesentence.h.Ask,“Whatdoyoudoon(Monday)?”Elict,“WegotoschoolonMonday.”i.RepeattheprocedureforWednesday,Tuesday,andSaturday.12/15

j.Askthechildren“Whatdoyoudoon(Saturday)?”Havethechildrenanswerintheirownlanguage.k.PointtothewordsgotoparkwrittenunderthewordSaturdayinthediary.Havethechildrentouchandexplainthemeaningofthewords.l.NowwritethesentenceSuegoestotheparkonSaturday.Readthesentenceandhavethechildrenrepeatit.m.Pointthethewordholiday.Readthewordsaloudtotheclass,andexplainitsmeaning.n.Havethechildrenrepeatthewordandtraceit.o.Repeattheprocedurefortoday