【人教PEP版】小學(xué)五年級(jí)英語(yǔ)上冊(cè)教學(xué)設(shè)計(jì)-【The fourth period (第四課時(shí))】

Step1:Warm-up&Lead-in①1.Greetings.2.Singasong.Playthecartoonofthesong—Inanaturepark.(出示課件)Studentsenjoythesongandtrytosingit.3.Talkaboutanaturepark.ShowthepictureofthemainsceneofthisunitonthePPT.(出示課件)T:Whatanicenaturepark!What’sinthepark?Lookcarefullyandtrytosay.Studentsworkingroupstotalkaboutthepark.Askseveralgroupstoshow.4.Lead-in.T:Cool!MissWhiteandthechildrenareinthenaturepark.Thereisa…inthepark.Thereare…Istherea…?Ss:Yes,thereis./No,thereisn’t.T:LookatZoom.Whatdoeshesay?Ss:He’shungry.T:Yes!Istherearestaurantbesidethelake?Ss:No,thereisn’t.T:Look!Ziphassomefood.Andtheycanshare.Thechildrenarehungry,too.Theyalsohavesomefood.Theywanttofindaplacetosharetheirfood.Buttheyneedsometables.Wherearethetables?Let’sgotosee.Teachingpurpose②Teachingpurpose②幫助學(xué)生讀懂題目要求，引導(dǎo)學(xué)生學(xué)會(huì)聽前預(yù)測(cè)聽力的重點(diǎn)內(nèi)容，培養(yǎng)學(xué)生的聽力技巧。讓學(xué)生提前熟悉新單詞，利用圖片幫助學(xué)生理解詞義。Step2:Presentation1.Let’stry.②(1)Predicttheconversation.ShowsometablesonthePPT.(出示課件)T:Therearesometablesinthepark.Wherearethetables?Canyouguess?Studentstrytoguess.(2)Showthecontentof“Let’stry”.(出示課件)Studentsreadthesentenceandpredicttheanswerbythemselves.Showpicturesofariver/lake/hill.(出示課件)T:Aretheybesidetheriver/lake/hill?Nowlet’slistenandfind.(3)Playtherecording.(出示課件)Studentslistentothedialogueandtrytofindthekeyword.Thenfillintheblank.(4)Playtherecordingagainandchecktheanswer.(出示課件)Teachingpurpose③通過(guò)問(wèn)題引導(dǎo)學(xué)生觀察并討論圖片，借助圖片預(yù)測(cè)對(duì)話內(nèi)容，培養(yǎng)學(xué)生的觀察能力和邏輯推理能力。通過(guò)預(yù)測(cè)對(duì)話內(nèi)容激活已有知識(shí)，并提取與文本有關(guān)的知識(shí)，進(jìn)入文本話題。Teachingpurpose③通過(guò)問(wèn)題引導(dǎo)學(xué)生觀察并討論圖片，借助圖片預(yù)測(cè)對(duì)話內(nèi)容，培養(yǎng)學(xué)生的觀察能力和邏輯推理能力。通過(guò)預(yù)測(cè)對(duì)話內(nèi)容激活已有知識(shí)，并提取與文本有關(guān)的知識(shí)，進(jìn)入文本話題。2.Let’stalk.(1)Showthepictureof“Let’stalk”.(出示課件)Letstudentslookatthepicturecarefully.Asksomequestionstoleadthemtopredictthemainideaofthedialogue.③Thequestionsarelikethese:①Whoarethey?②Wherearethey?③What’sinthepicture?Istherealake?Istherearestaurant?…Teachingpurpose④利用問(wèn)題逐步引導(dǎo)學(xué)生理解文本并教授新詞匯、新句型。Teachingpurpose④利用問(wèn)題逐步引導(dǎo)學(xué)生理解文本并教授新詞匯、新句型。①Pointtothepictureandask.T:Look!MissWhiteandZhangPengaresittingbesidealake.Whatdotheysee?Arethereanypeople?Writedownthesentence“Arethereanypeople?”ontheblackboard.Leadstudentstoanswer.Thenwritedowntheanswer“No,therearen’t.”ontheblackboard.Writedown“aren’t=arenot”ontheblackboard.Teachstudentstoread.②ShowapictureofabuildingonthePPT.(出示課件)Teachtheword“building”(build+ing=building)tostudents.③ShowthequestionsonthePPT.T:MissWhiteandZhangPengaresittingbesidealake.Whatdotheysee?Arethereanytallbuildings?Arethereanyanimals?Nowlet’swatch.Playthecartoon.（出示課件）Studentswatchthecartoonandtrytogettheanswers.Checktheanswers.T:Arethereanytallbuildings?Ss:No,therearen’t.T:Arethereanyanimals?Ss:Yes,thereare.T:Whatarethey?Ss:Theyareducksandrabbits.Showthepictureof“rabbit”tohelpstudentsunderstandtheword“rabbit”.（出示課件）Thenteachtheword.Teachingpurpose⑤播放錄音，學(xué)生聽錄音跟讀。引導(dǎo)學(xué)生按照正確的語(yǔ)音、語(yǔ)調(diào)及意群朗讀對(duì)話，并能在小組中進(jìn)行角色扮演。Teachingpurpose⑤播放錄音，學(xué)生聽錄音跟讀。引導(dǎo)學(xué)生按照正確的語(yǔ)音、語(yǔ)調(diào)及意群朗讀對(duì)話，并能在小組中進(jìn)行角色扮演。(1)Playtherecording.（出示課件）Studentsreadaftertherecording.Askstudentstopayattentiontothepronunciationandtheintonation.(2)Letstudentspracticethedialogueingroups.(3)Letstudentsactoutthedialogue.Step3:Practice1.Askandanswer.Showthepictureof“Let’stalk”andthesentencepatterns“—Arethere…?—Yes,thereare./No,therearen’t.”onthePPT.(出示課件)Letstudentsaskandanswerquestionsaccordingtothepicture.A:Arethereanytallbuildings?B:No,therearen’t.A:Arethereanyanimals?B:Yes,thereare.A:Arethereanyducks?B:Yes,thereare.…2.Lookandsay.ShowapictureofanatureparkonthePPT.(出示課件)Studentsaskandanswerquestionsaccordingtothepicture.Thenshowtotheclass.Theotherstudentslistenandmakeevaluations.Teachingpurpose⑥借助教材和PPT，給學(xué)生呈現(xiàn)一些情景片段，幫助學(xué)生操練新句型。Teachingpurpose⑥借助教材和PPT，給學(xué)生呈現(xiàn)一些情景片段，幫助學(xué)生操練新句型。(1)Showthepictures.(課件出示:教材P61Let’stalk板塊第二部分的三幅圖片)Letstudentstickonepictureatrandom.(2)Makeamodel.Makeamodelwithtwostudents.T:Arethereanylakesinthepark?S1:No,therearen’t.T:Sorry.You’renotmy“friend”.T:Arethereanylakesinthepark?S2:Yes,thereare.T:Howmany?S2:2.T:You’remy“friend”!(3)Studentspracticeingroups.(4)Showtime.Askseveralstudentstoshowtotheclass.Theotherstudentslistenandmakeevaluations.Step4:Consolidation&ExtensionTeachingpurpose⑦Teachingpurpose⑦通過(guò)創(chuàng)設(shè)自然真實(shí)的情境，讓學(xué)生在情境中合理運(yùn)用所學(xué)語(yǔ)言，培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力。1.Createasituation.⑦Showtwopicturesaboutdifferentnatureparks.(出示課件)T:Therearetwopicturesaboutnatureparks.Therearesomedifferencesbetweenthetwopictures.Pleaseaskandanswerquestionstofindoutthedifferences.2.Makeamodel.Makeamodelwithastudent.T:Inmypark,there’salake.Istherealakeinyourpark?S1:Yes,thereis.T:Arethereanybuildings?S1:No,therearen’t.…3.Studentsworkingroups.Studentsworkingroups.Studentstrytofindoutthedifferencesbyaskingandansweringquestions.4.Showtime.Thegroupthatfinishesitfastestwillbethewinner.Thenshowtotheclass.Theotherstudentslistenandmakeevaluations.?板書設(shè)計(jì)?作業(yè)設(shè)計(jì)Practicethedialogue.Writedowntwokeysentencesaccordingtoanaturepark.Dotheexercises.(見“狀元成才路”系列叢書《創(chuàng)優(yōu)作業(yè)100分》或《狀元作業(yè)本》對(duì)應(yīng)課時(shí)作業(yè))?教學(xué)反思1在學(xué)習(xí)之前先引導(dǎo)學(xué)生預(yù)測(cè)對(duì)話內(nèi)容，逐步幫助學(xué)生讀懂題目要求，再引導(dǎo)學(xué)生學(xué)會(huì)聽前預(yù)測(cè)聽力的重點(diǎn)內(nèi)容，培養(yǎng)學(xué)生的聽力技巧。2在教學(xué)過(guò)程中，設(shè)計(jì)多種活動(dòng)，鼓勵(lì)學(xué)生運(yùn)用重點(diǎn)句型進(jìn)行問(wèn)答，增加實(shí)踐機(jī)會(huì)，幫助學(xué)生掌握句型用法。3讓學(xué)生在情景中理解所學(xué)詞匯及句型，并在活動(dòng)中運(yùn)用，突出語(yǔ)言的語(yǔ)用功能。通過(guò)創(chuàng)設(shè)合理情景，幫助學(xué)生在情景中真實(shí)自然地使用所學(xué)語(yǔ)言，突出教學(xué)重點(diǎn)。?TeachingContents&TeachingAimsLet’stry·Beabletopredictthemaincontentofthelisteningpartbyreadingthecontentof“Let’stry”.·Beabletounderstandtheshortdialogue,catchthekeyinformation,improvelisteningabilitiesandcompletethelisteningtaskofthissection.·Beabletohaveaninitialperceptionofthenewsentencepatternsthroughtheprocessoflistening.Let’stalk·Beabletounderstandthemainideaofthedialogue.·Beabletoreadthedialoguecorrectlyandactitout.·Beabletoaskandanswerquestionsaboutnatureparksbyusingthekeysentencepatterns.·Beabletousethesentencepatterns“—Arethere...?—Yes,thereare./No,therearen’t.”toaskandansweriftherearesomethingssomewhere.·Beabletounderstandandreadthenewword“building”correctly.?TeachingPriorities·Beabletounderstandandreadthedialoguecorrectly.·Beabletousethesentencepatterns“—Arethere…?—Yes,thereare./No,therearen’t.”toaskandansweriftherearesomethingssomewhere.?TeachingDifficulties·Beabletoaskandanswerquestionsaboutnatureparksbyusingthekeysentencepatterns.?TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Lead-in1.Greetings.2.Singasong.Playthecartoonofthesong—Inanaturepark.3.Talkaboutanaturepark.Showthepictureofthemainsceneofthisunit.Letstudentsworkingroupstotalkaboutthepark.Askseveralgroupstoshow.4.Lead-in.Leadin.Writedownthetopicontheblackboard.1.Greetings.2.Enjoythesongandtrytosingit.3.Workingroupstotalkaboutthepark.Severalgroupsshowinclass.4.Lookatthepictureandanswerquestions.Stimulatestudents’interestinlearning.Usethepictureofthemainscenetoleadinthetopicofthisunitnaturally.Presentation1.Let’stry.(1)Showsometables.Letstudentstrytoguesstheposition.(2)Showthecontentof“Let’stry”.Showpicturesofariver/lake/hill.(3)Playtherecording.(4)Playtherecordingagainandchecktheanswers.(5)Playtherecordingforthethirdtime.(1)Trytoguessthepositionofthetables.(2)Readthesentenceandpredicttheanswerbythemselves.Lookatthepicturesandlearnthewords.(3)Listentothedialogueandtrytofindthekeyword.Thenfillintheblank.(4)Listentotherecordingagain.Checktheanswer.(5)Listentotherecordingforthethirdtime.Readafterit.Leadstudentstopredictthelisteningcontentbeforelistening.Cultivatestudents’listeningskills.Helpstudentsknowandunderstandthenewwordsbypictures.2.Let’stalk.(1)Showthepictureof“Let’stalk”.Letstudentslookatthepicturecarefully.Asksomequestionstoleadstudentstopredictthemainideaofthedialogue.Lookatthepicturecarefully.Answerthequestions.Predictthemainideaofthedialogue.Usethequestionstoleadstudentstopredictthemainideaofthedialogue.Cultivatestudents’observationandlogicalreasoningabilities.(2)Learnthenewwordsandsentencepatterns.①Pointtothepictureandask.Writedownthequestionontheblackboard.Leadstudentstoanswer.Thenwritedowntheanswerand“aren’t=arenot”ontheblackboard.②Showapictureofabuildingtoteachtheword“building”.③Showandasksomequestions.Playthecartoon.Checktheanswers.Teachtheword“rabbit”throughthepicture.①Lookatthepictureandanswerthequestion.Learnthenewsentencepatterns.②Lookatthepictureandlearntheword“building”.③Watchthecartoonandtrytoanswerthequestions.Checktheanswers.Learnandunderstandtheword“rabbit”throughthepicture.Usethepicturesandthequestionstoleadstudentstolearnthenewwordsandsentencepatterns.3.Readandact.(1)Playtherecording.(2)Letstudentspracticethedialogueingroups.(3)Letstudentsactoutthedialogue.(1)Readaftertherecording.Payattentiontothepronunciationandtheintonation.(2)Practicethedialogueingroups.(3)Actoutthedialogue.Makesurestudentscanreadthedialoguecorrectly.（續(xù)表）TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPractice1.Askandanswer.Showthepictureof“Let’stalk”andthekeysentencepatterns.Letstudentsaskandanswerquestionsaccordingtothepicture.2.Lookandsay.Showapictureofanaturepark.3.Tickapictureandfindyour“friend”.(1)Showthepictures