五年級上冊英語教案-UNIT SEVEN WHAT WILL YOU DO IN CHENGDU lesson 25 北京版

Unit

7What

will

you

do

in

Chengdu?Lesson25指導思想與理論依據(jù)

國家《英語課程標準》提出：“要強調(diào)學習過程，重視語言學習的實踐性和應用性。主見同學在真實的語境中接觸、體驗和理解語言，并在此基礎上學習和運用語言?！北菊n是高班級教學，留意以話題為主線呈現(xiàn)語言學問，老師要設計多種多樣的板塊活動。

因此我在在課堂上盡可能多的為同學制造運用語言的環(huán)境，同學通過多種形式跟讀、小組合作學習的形式學習本單元旅行的話題，在活動中體驗并運用所學語言，提高語言在真實環(huán)境中的應用。

教學背景分析

(一)

教學內(nèi)容：

單元內(nèi)容分析：本單元圍繞旅行這一話題，重點學習詢問乘坐的交通工具，在旅行中支配活動時間以及方案做什么事情。同學第一次接觸此話題。本單元所要學習的新的交際用語是詢問乘坐的交通工具“Are

you

going

to…by…?/No,

we

are

going

by…”在某地方案做某事“What

will

you

do

in…?/

I

will

…”支配活動時間“what

time

are

we

going

to…?/

We

are

going

to…at…”在本單元的三課學習課，以玲玲一家去成都探望爺爺奶奶并巡游當?shù)氐木包c為情景主線。在第一課時中，玲玲向?qū)殞毐磉_自己要乘坐飛機去成都探望家人和巡游其他景點的方案。其次課時，玲玲在前往成都的飛機上與生疏人交談在成都方案做什么事情。在第三課時中，主要呈現(xiàn)玲玲一家在成都的活動支配，強調(diào)了在某一時間里方案做某事，將前兩課的功能句型進行了復現(xiàn)。

(二)

同學狀況：

五班級的同學在學習上有自主的學習力量，朗讀力量及語言表達力量。他們對英語的學習有愛好，尤其是談論外出旅行的話題更能激發(fā)他們的學習樂趣。但是同學的學習存在著差異，對于學習基礎較好的同學可以在課堂上樂觀地參與到課堂中來，學習效果也比較好，有的同學只能學習簡潔的詞匯與語句。在老師的和同學的掛念下，也可以參與到課堂當中來。每個同學在老師的引導下，都能夠進行學習，依據(jù)自己的學習力量學到學問。

教學方式：師生互動，體驗學習，合作學習。

(三)

教學手段及技術預備：Pad;

配套多媒體課件；自制課件；自制單詞卡。

教學目標及重難點

(一)

教學目標：

1.能夠正確理解和朗讀本課對話。

2.能在情境中理解、聽說、認讀單詞

busy,

leave,

等詞匯，進展同學在情境中理解詞匯的力量。

3.能詢問及表達“將在某時間做什么事情”的交際用語：“What

time

are

you/

they

going

to

…?

We/

They

are

going

to

…”并能創(chuàng)編新的對話。

4.能嫻熟使用pad

進行答題，搶答，以及課文跟讀。

（二）教學重、難點：

教學重點：

詢問及表達“將在某時間做什么事情”的交際用語：“What

time

are

we

going

to

do?

We

are

going

to

…

at…”

2.

能正確理解、朗讀對話。

教學難點：

詢問及表達“將在某時間做什么事情”的交際用語：“What

time

are

we

going

to

do?

We

are

going

to

…

at…”五、教學過程

Step1:

歌曲導入，復習旅行方案.

老師帶領同學演唱歌曲，之后簡潔談論歌曲內(nèi)容，引入到本單元話題玲玲的旅行方案。之后帶領同學回憶玲玲的旅行方案是什么，同學依據(jù)老師PPT上關鍵詞用英語敘述Lingling’s

travel.師生對話如下：

Sing

a

song《We

are

going

to

visit

the

moon》

T:

Good

morning,

boys

and

girls!

Let’s

sing

a

song,

Ok?

2.Free

talk

T:

Ok,

Let’s

go

back

to

our

lesson.

This

lesson

we

are

going

to

learn

Lesson

25—Ling

ling’s

travel

plan

for

Chengdu.

What

is

Lingling

going

to

do?

She

is

going

to…

The

teacher

will

lead

students

to

retell

the

key

information

in

lesson

23&24

and

students

try

to

answer

t

he

questions.【設計意圖】：通過歌曲導入，制造英語學習的氛圍，激發(fā)同學本節(jié)課學習的愛好，同時復習主要功能句型。通過師生間對話，激活同學已有認知，喚起他們對本單元前兩課玲玲預備去成都旅行和在飛機上遇到的新伴侶的背景學問的相關記憶，用語篇的形式，幫同學梳理學問間的聯(lián)系。

Step2:

對話學習，了解玲玲的在成都其次天的旅行方案。

1.

觀看主題圖，了解情景信息

老師出示圖一PPT，引導同學關注對話發(fā)生的背景信息，以及猜想問候語言，師生對話如下：

T:

Ok,

let’s

travel

with

Lingling.

Look,

Lingling’s

family

are

arriving

in

Chengdu.

Where

are

they

now?

S1:

They

are

at

Chengdu

airport.

T:

（叔叔消滅）Who

is

coming

to

pick

them

up?

S2:

Yes,

it’s

Lingling’s

uncle.

T:

Guess,

what

uncle

will

say

to

them?

S3:

Nice

to

meet

you/Welcome

to

Chengdu.

老師播放圖一第一句的錄音，同學聽后跟讀，對話內(nèi)容如下：

Uncle:

Nice

to

see

you

all

again.

You

are

taller,

Lingling【設計意圖】通過觀看主題圖的人物及地點，引導同學關注本課對話發(fā)生在機場這一場景，猜測人物問候語，為學習玲玲的具體行程支配掃清障礙。

2.

整體視聽，了解玲玲的具體日程活動支配

(1)

老師提出問題，請同學思考他們接下來會談論哪些內(nèi)容，隨后播放完整視頻，請同學觀看后在Pad上完成學習單。師生對話如下：

T:

What

will

they

talk

about

next?

Now,

let’s

watch

and

listen（播放課文視頻）

T:

Ok,

boys

and

girls.

What

are

they

talking

about?

You

have

2

choices.

A:

They

are

talking

about

the

plan

for

tomorrow.

B:

They

are

talking

about

the

food

to

eat.

Now

please

open

your

Pad

and

make

a

choice.

(同學打開Pad，

在Pad上完成選擇，之后老師查看同學答題狀況，核對答案,最終請同學合上Pad,觀看老師PPT)

(2)

老師連續(xù)提出問題“What’s

the

plan

for

tomorrow?”之后播放課文錄音，請同學在pad上填寫初玲玲一天的旅行方案。

師生對話如下：

T:

What’s

the

plan

for

tomorrow?

You

can

read

the

dialogue

on

your

book

and

fill

the

blanks

on

Pad

.

T:

So

What’s

the

plan

for

tomorrow?

Ss:

They

are

going

to

see

the

pandas

and

visit

Du-jiang-yan.

T:

Great!

How

do

you

know

that?

Can

you

show

me

the

answer?

Ss:

Point

to

the

answer.

T:

Is

it

right?

Ss:

Yes./

No

T:

Where

will

they

have

dinner?

At

home

or

not

at

home?

Ss:

At

home.

T:

So,

we

know

in

the

morning,

they

are

going

to

see

the

panda.

In

the

afternoon,

they

are

going

to

visit

Du-jiang-yan.

And

in

the

evening,

they

are

going

to

come

back

for

dinner.

Now

who

can

retell

the

plan?

Ss:…

3.處理課文細節(jié)問題

老師出示課文對話，提出細節(jié)性問題：What

time

are

we

going

to

leave?

And

how

will

they

see

the

pandas請同學從對話中找到答案，并在Pad上完成作答。最終，完整呈現(xiàn)the

plan

for

tomorrow.引導同學評價玲玲的方案怎么樣。

T:

Look,

Mom

has

question,

what’s

the

question?

Listen.

Ss:

What

time

are

we

going

to

leave？（學習新單詞leave）

T:

So

What

time

are

we

going

to

leave？

Ss:

We

are

going

to

leave

at

7:30

after

breakfast.

T:

Very

good!

Now

let’s

listen.

What

does

uncle

say?

T:

Please

think

about

why

mom

ask

what

time

are

we

going

to

leave?

Ss:

Maybe

she

want

to

know

the

time

and

she

wants

to

prepare

something

before

they

are

leaving.

T:

So

now

we

know

they

are

going

to

see

the

pandas

in

the

morning

and

they

are

going

to

leave

at

7:30.

Well,

how

will

they

go

by

bus

or

by

car.

Ss:

By

car

T:

Why?

Ss:

Because

uncle

says

“

I

will

drive

you

there.

I

am

a

good

driver.”

T:

Good

job!

This

is

all

about

lingling’s

plan

for

tomorrow.

How

is

the

plan?

Will

they

have

a

good

time

tomorrow?

How

will

they

feel?

Ss:

They

will

be

very

happy.

T:

Yes!

What

does

uncle

think

of

the

plan.

Listen!

What

does

uncle

say?

Ss:

We

will

have

a

busy

day.

（學習新單詞busy）

T:

Look!

Tomorrow

they

will

see

pandas

in

the

morning

and

they

are

going

to

leave

very

early

at

7:30.

And

then

they

will

visit

Du-jiang-yan

and

at

last

they

will

come

back

for

dinner.

Maybe

they

will

come

back

late.

So

they

will

have

a

busy

day.

【設計意圖】：

逐句呈現(xiàn)對話，完整呈現(xiàn)玲玲一天的活動方案，引發(fā)同學思考媽媽為什么要問動身的時間，引導同學做方案時要有時間意識，同時嘗試評價玲玲的旅行方案，理解a

busy

day的含義。

4.在pad上進行跟讀練習。

Listen

and

repeat

the

whole

dialogue.（同學在Pad上進行跟讀練習）

5.同學分角色朗讀課文。

【設計意圖】：同學通過使用Pad進行課文的跟讀練習，能讓同學有針對性的進行自主學習。

Step3:

操練功能句型，創(chuàng)編新的對話。

1.

老師創(chuàng)設爸爸想知道去都江堰的時間和奶奶想知道回家吃晚飯的時間，讓同學使用功能句型進行操練，之后，老師創(chuàng)設玲玲一家要做更多更細致的方案，為同學呈現(xiàn)他們一家人方案好的時間支配，請同學為他們編一段新的對話。師生對話如下：

T:

Mom

wants

to

know

the

time

to

leave,

so

she

ask

what

time

are

we

going

to

leave,

right?

Ss:

Yes.

T:

Now

Dad

wants

to

know

the

time

to

leave

for

Du-jiang-yan,

how

will

he

say?