五年級英語上冊Unit5Thereisabigbed第一課時教案人教PEP

Page3Unit5Thereisabigbed教材分析本單元學習的主題是家居陳設及其位置。教學內(nèi)容主要是圍圍著幾個孩子參觀張鵬家的情景來綻開。教學重點是能聽、說、讀、寫句型“Thereisa/an…in/on/…”“Thereare…in/on/…”;能聽、說、讀、寫單詞和詞組“bike,clock,photo,waterbottle,plant”。教學目標學問與實力目標:句型·能夠理解對話大意，依據(jù)正確的意群及語音、語調(diào)朗讀對話，并進行角色扮演·能夠聽、說、讀、寫句型“Thereisa/an…in/on/…”“Thereare…in/on/…”·能夠在情景中運用句型“Thereis/are…”描述某處有某物·能夠理解MrJones寫給Robin的電子郵件，依據(jù)正確的意群及語音、語調(diào)朗讀郵件，并完成讀后活動·能夠運用核心句型寫出三個句子，描述自己房間內(nèi)的物品詞匯·能夠聽、說、讀、寫五個家居物品類的單詞和詞組“bike,clock,photo,waterbottle,plant”·能夠聽、說、讀、寫五個表示相對位置關系的介詞和介詞詞組“beside,between,behind,above,infrontof”·能夠正確運用上述有關家居物品和相對位置關系的單詞和詞組，并能簡潔介紹自己的房間語音·能夠駕馭字母組合ai/ay在單詞中的常見發(fā)音/e?/·能夠讀出符合ai/ay發(fā)音規(guī)則的單詞，并依據(jù)ai/ay的發(fā)音規(guī)則拼法單詞·能夠在單線上完成抄寫句子的活動，做到書寫規(guī)范情感看法?文化意識?學習策略目標:·能夠養(yǎng)成剛好整理個人物品的習慣·提倡垃圾分類，增加環(huán)保意識·能夠在老師的幫助下總結(jié)therebe結(jié)構與名詞單復數(shù)的搭配規(guī)律，并能正確運用這一結(jié)構·能夠依據(jù)ai/ay的發(fā)音規(guī)則拼讀、拼法單詞課時支配第一課時：PartALet’stry&Let’stalk其次課時：PartALet’slearn&Let’splay第三課時：PartALet’sspell第四課時：PartBLet’stry&Let’stalk第五課時：PartBLet’slearn&Findandsay第六課時：PartBReadandwrite&Let’scheck&Let’swrapitup

Thefirstperiod(第一課時)PartALet’stry&Let’stalk?教學內(nèi)容與目標課時教學內(nèi)容課時教學目標Let’stry·學生能夠通過視察Let’stry板塊的圖片，對聽力部分的重點內(nèi)容進行預料·學生能夠借助圖片聽懂簡短對話，抓住關鍵信息，提高聽的實力，并完成本部分的聽力任務·學生能夠通過聽的過程完成對新句型的初步感知，為Let’stalk板塊的學習做好鋪墊Let’stalk·學生能夠理解對話大意·學生能夠依據(jù)正確的語音、語調(diào)及意群朗讀對話并進行角色扮演·學生能在情境中運用句型“Thereis…”描述某處有某物·學生能夠在語境中理解“photo”的意思，并能正確發(fā)音?教學重點1學生能夠理解和駕馭本課重點單詞和句型。2學生能夠在情境中運用句型“Thereis…”描述某處有某物。?教學難點學生能夠在情境中運用句型“Thereis…”描述某處有某物。?教學打算1.預習《狀元大課堂》《創(chuàng)優(yōu)作業(yè)100分》《狀元作業(yè)本》中本課時的相關內(nèi)容。2.PPT課件?課文錄音?視頻、頭飾、學生自畫的房間圖等。Teachingpurpose用歌曲激發(fā)學生的愛好，用談話的方式復習舊知，為新知的學習做好鋪墊。?Teachingpurpose用歌曲激發(fā)學生的愛好，用談話的方式復習舊知，為新知的學習做好鋪墊。Step1:Warm-up&Revision&Lead-in1.Greetings.2.Singthesong—Whatcanyoudo?Playthecartoonofthesong.(出示課件)Letstudentsenjoythesongandtrytosingit.3.Lead-in.Helpstudentsreviewthekeycontentsofthelastunitbyaskingstudentswhattheycando.T:Youarehelpful.Andcanyouplaycomputergames?Ss:Yes,Ican./No,Ican’t.Step2:Presentation1.Let’stry.Teachingpurpose該Teachingpurpose該過程訓練學生的視察、思維及聽力實力。在讓學生完成聽力任務的同時，自然地引出新句型，并讓學生有效地感知新句型。T:SarahandMikecanplaycomputergames,too.NowtheyareinZhangPeng’sbedroom.Openyourbooksandobservethetwopictures.What’sthedifferencebetweenthetwopictures?Ss:…(amouse,aTVremotecontrol)StudentscansayoutthedifferenceinChinese.T:Whatarethey?Ss:ATVsetandacomputer.T:Sowhatisintheroom?Canyoupredict?Ss:…(2)Finishtheexerciseof“Let’stry”.T:Who’sright?Let’slistentotherecordingandticktheanswer.Theteacherplaystherecording.Andstudentslistenandtick.Thenchecktheanswertogether.(出示課件)T:Sowecansay“ThereisacomputerinZhangPeng’sbedroom.”Writedown“Thereis…”ontheblackboard.Teachstudentstosaythesentence.Letthempayattentiontothepronunciationof“there”andpracticethewordonebyone.Teachingpurpose設計豐富多彩的活動，讓學生既整體感知文本，又關注文本的細微環(huán)節(jié)，加深對文本的理解，并有意識地學習目標句型。2.Let’Teachingpurpose設計豐富多彩的活動，讓學生既整體感知文本，又關注文本的細微環(huán)節(jié)，加深對文本的理解，并有意識地學習目標句型。(1)Lookandpredict.Showthepictureof“Let’stalk”onpage48tostudentsonthePPT.（出示課件）Letstudentslookatthepicturecarefully.Asksomequestionstoleadthemtopredictthemainideaofthedialogue.T:What’sthis?Abedroomoraclassroom?Ss:Abedroom.T:Sowhat’sthedialogueabout?Ss:It’saboutthebedroom.T:Great!ThebedroomisZhangPeng’s.ZhangPeng’sbedroomisreallynice.Let’sgotosee.(2)Learnthenewwordsandsentencepattern.(課件出示:Let’stalk的整張圖片，然后四周變暗，重點聚焦在bed上)T:WhatcanyouseeinZhangPeng’sroom?Ss:Abed.T:Right!Thereisabigbed.Writedownthesentenceontheblackboard.Leadstudentstoreaditseveraltimes.(課件出示:Let’stalk的整張圖片，然后四周變暗，重點聚焦在photo上)T:Whoishe?Ss:ZhangPeng.T:Yes.It’sZhangPeng’sphoto.Teachtheword“photo”severaltimes.Askstudentstopayattentiontothesoundoftheletter“o”.Thenshowsomephotosofstudents.Leadstudentstopracticelikethese:S1’sphoto,S2’sphoto…Askstudentstoimitatethesentence“Thereisabigbed.”tosayasentence.T:Goodjob!Wecansay“Thereisaphotointheroom.”Pointtothephoto.T:Lookatthephoto.ZhangPengcandokungfu.IsZhangPengcool?Ss:Yes!T:CanyoudokungfulikeZhangPeng?Askastudenttodotheaction.T:(withathumbup)Wow!Youlookcool!Askallthestudentstosaythesentencewiththeirthumbsup.T:Thephotoisverynice.Thereisanicephotointheroom.Leadstudentstoconsolidatethesentences:Thereisabigbed.Thereisanicephoto,too.Writedownthesentence“Thereisanicephoto,too.”ontheblackboard.Leadstudentstoreaditseveraltimes.(3)Watchandjudge.ShowsomesentencesonthePPT.Letstudentswatchthecartoonandthenunderlinethekeyinformationinthedialogueandjudgethesentences.(4)Talkaboutthepicture.Showthepictureof“Let’stalk”onpage48onthePPTagain.(出示課件)①Saymoresentenceswith“Thereis…”T:Canyousayanymoresentencesabouttheroom?S1:Thereisadesk.S2:Thereisachair.S3:Thereis…Helpstudentssayandknowthenewwordsaboutthepicture:clock,bike,waterbottleandplant.②Expresstheplaceswiththeprepositions“in/on”.Makeamodel:T:Thereisacomputeronthedesk.Thereisabedintheroom.Teachingpurpose通過不同形式的朗讀訓練，確保學生能用正確的語音、語調(diào)和意群流暢地朗讀對話，熬煉學生的語言表達實力，進一步強化學生對文本的理解Teachingpurpose通過不同形式的朗讀訓練，確保學生能用正確的語音、語調(diào)和意群流暢地朗讀對話，熬煉學生的語言表達實力，進一步強化學生對文本的理解。S1:Thereisaclockonthewall.S2:Thereisabikeintheroom.…(5)Readandact.①Theteacherplaystherecording.(出示課件)Studentsreadafterit.Trytoimitatetheintonationandthepronunciation.Thenstudentsreadtogether.Atlaststudentsreadfreely.②Studentsreadthedialogueinpairs.Thentheteachertakesoutsomeheadwearsandaskssomestudentstoactoutthedialogue.③Studentschoosethebestperformers.Theteachergivesawards.Teachingpurpose供應語言支架復述文本，降低難度，加深對文本的記憶，提高學生的邏輯思維實力。通過學科整合進行拓展、創(chuàng)編對話，增加小組合作意識，讓學生學以致用，提升學生的語言綜合運用實力。Teachingpurpose供應語言支架復述文本，降低難度，加深對文本的記憶，提高學生的邏輯思維實力。通過學科整合進行拓展、創(chuàng)編對話，增加小組合作意識，讓學生學以致用，提升學生的語言綜合運用實力。1.Retellanddubthedialogue.(1)Retellthedialogue.ShowsomeinformationofthedialogueonthePPT.(出示課件)Askstudentstoretellthedialogueaccordingtotheinformation.(2)Dubthedialogue.Playthecartoonwithoutvoiceandsubtitles.(出示課件)Askstudentstodubthecartoon.Choosethebestdubber.2.Makeanewdialogue.(1)Pairwork.Askstudentstotakeoutthepicturesoftheirroomsdrawnbeforeclass.Letthemimitatethetextandmakeadialoguewiththeirpartners.Makeamodelwithastudent.T:Look!Thisismyroom.S1:Wow!It’sreallynice.T:Thanks.Thereisacomputeronthedesk.S1:Andthereisaphotoonthewall,too.T:Yes.Ilikemyphoto.S1:Wow!Youlookcool!(2)Showtime.Asksomestudentstoshowtheirdialogues.Encouragemorestudentstoparticipateintheshow.Step4:Consolidation&ExtensionTeachingpurpose該活動加強學生對核心句型的理解，培育學生的語言綜合運用實力。Teachingpurpose該活動加強學生對核心句型的理解，培育學生的語言綜合運用實力。(1)Lookandsay.Showthepictureofthesecondpartof“Let’stalk”onpage48onthePPT.(出示課件)T:Whatcanyouseeinthepicture?Ss:Adog,aball,…(2)Describethepicturewith“Thereis…in/on/…”Makeamodelfirst.T:Thereisadeskinthepicture.Thereisaplateonthedesk.Thenstudentsdescribethepicturebythemselves.Payattentiontothepronunciationof“there”.Atlast,somestudentsshowtheirsentencesinclass.Maybethesesentencescanbemade:Thereisadesk/dog/football/computer/plate/banana/…inthepicture.Thereisaplate/computer/schoolbag/anEnglishbook…onthedesk.Thereisabanana/anappleontheplate.Thereisadog/footballunderthedesk.Thereisafootballbesidethedog.…?板書設計?作業(yè)設計1.Practicethedialogue.2.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》對應課時作業(yè))?教學反思1.本節(jié)課主要是圍圍著對張鵬房間的描述所綻開的一段對話，是一節(jié)會話課。2.教學中通過復習上一單元的主要內(nèi)容導入新知，讓學生感知核心句型，并通過層層遞進的操練活動強化學生對核心句型的理解和駕馭。3.通過聽、讀、演、編等方式加深學生對文本的理解和記憶。4.不同形式的朗讀及角色扮演，培育了學生用正確的意群、語音、語調(diào)流暢地朗讀對話的口語實力，并讓學生在詳細的語境中落實了核心句型的運用。同時也突出了語言的語用功能，通過學科整合進行拓展，讓學生學以致用，提升學生的語言綜合運用實力。5.板書簡潔清楚，重點突出，一目了然。?TeachingContents&TeachingAimsLet’stry·Beabletopredictthemaincontentofthelisteningpartbyobservingthepictures.·Beabletounderstandthebriefdialogue,graspthekeyinformationandimprovelisteningabilitiesbyobservingthepicturesandfinishthelisteningtask.·Beabletoperceivethekeysentencepatternintheprocessoflisteningandprepareforthelearningof“Let’stalk”.Let’splay·Beabletounderstandthemainideaofthedialogue.·Beabletoreadthedialoguewiththecorrectpronunciation,intonationandmeaninggroupandactitout.·Beabletousethekeysentencepatterntodescribethepositionoftheobjectincontextproperly.·Beabletounderstandtheword“photo”incontextandreaditcorrectly.?TeachingPriorities·Beabletounderstandandmasterthekeywordsandsentencepatternofthislesson.·Beabletousethekeysentencepatterntodescribethepositionoftheobjectincontextproperly.?TeachingDifficulties·Beabletousethekeysentencepatterntodescribethepositionoftheobjectincontextproperly.?TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Revision&Lead-in1.Greetings.2.Singthesong—Whatcanyoudo?3.Lead-in.Asksomequestions.1.Greetings.2.Enjoythesongandtrytosingit.3.Answerthequestions.Activatestudents’interest.Reviewtheknowledgethatstudentshavelearnedbefore.Leadinthenewlesson.Presentation1.Let’stry.(1)Lookatthepicturesandtalkaboutit.Showthepicturesof“Let’stry”.Askstudentstofindthedifferenceandpredictwhatisintheroom.(2)Finishtheexerciseof“Let’stry”.Playtherecording.Checktheanswerwithstudents.Teachtheword“there”.(1)Observethepicturesandfindthedifference.Predictwhatisintheroom.(2)Listentotherecordingandticktheanswer.Checktheanswerwiththeteacher.Learntheword“there”.Perceivethenewsentencepattern.Trainstudents’observation,logicalthinkingandlisteningabilities.Perceivethekeysentencepattern.2.Let’stalk.(1)Lookandpredict.Showthepictureandasksomequestionstoleadstudentstopredictthemainideaofthedialogue.Lookatthepicturecarefully.Answerthequestions.Predictthemainideaofthedialogue.

（續(xù)表）TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPresentation(2)Learnthenewwordsandsentencepattern.Teachthesentence“Thereisabigbed.”andleadstudentstopracticeit.Teachthenewword“photo”andthenewsentence“Thereisanicephoto,too.”Leadstudentstopracticewithsomephotosandpayattentiontothesoundoftheletter“o”.Letstudentsknowthemeaningofthesentence“Youlookcool!”Learnthesentence“Thereisabigbed.”andpracticeit.Learnthenewword“photo”andthenewsentence“Thereisanicephoto,too.”Practicewithsomephotos.Payattentiontothesoundoftheletter“o”.Knowthemeaningofthesentence“Youlookcool!”Throughaseriesofactivities,helpstudentsperceivethewholedialogue,payattentiontothedetails,learnthekeywordsandsentencepattern,anddeepentheunderstandingofthetext.(3)Watchandjudge.ShowsomesentencesonthePPT.Playthecartoon.Checktheanswerswithstudents.Watchthecartoonandunderlinethekeyinformation.Judgethesentences.Checktheanswerswiththeteacher.(4)Talkaboutthepicture.①Askstudentstosaymoresentenceswith“Thereis…”Helpstudentssayandknowthemeaningsofthenewwordsaboutthepicture.②Askstudentstoexpresstheplaceswiththeprepositions“in/on”.Makeamodel.ShowthesentencepatternonthePPT.①Saymoresentenceswith“Thereis…”accordingtothepicture.②Makesomesentenceswith“Thereis…in/on/…”andshowinclass.(5)Readandact.Playtherecording.Givesomeheadwearsandawards.Readthedialogueindifferentways.Trytoimitatetheintonationandthepronunciation.Choosethebestperformers.Makesurestudentsreadthedialoguecorrectlyandfluently.Trainstudents’abilitiesoflanguageexpression.（續(xù)表）TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPractice1.Retellanddubthedialogue.(1)R