教师简介】兴妮,绥中县逸夫学校英语教师。市级骨干教师,市中心教研组成员。 【教材版本】FUN WITH ENGLISH Book 5 辽宁师范大学出版社 【课题名称】第五册 第 4 课 【授课年级】小学五年级第一学期 【授课时间】1 课时 【学生分析】五年级的学生天真活泼,好奇心强,喜爱并擅长模仿,对英语有着浓厚的学习 兴趣,并且这种兴趣能够成为他们主动学习英语的动力。他们已经具备了一定的知识量,所 以在课堂教学中教师要在学生理解的基础上, 尽量创设各种自然真实的情境或模拟真实的情 境,让学生了解新的语言应该在什么样的情境中使用。 【课标分析】新课程标准强调课程应从学生的学习兴趣,生活经验和认知水平出发,倡导体 验,实践,参与,合作与交流的学习方式和任务型的教学途径,发展学生的综合语言运用能 力,使语言学习的过程成为学生形成积极的情感态度,主动思维和大胆实践,提高跨文化意 识和形成自主学习能力的过程。 【教材分析】 本单元的主要内容为学习如何运用句子和单词表达自己的作息习惯和询问他人 的生活习惯。而本节课作为本单元的第 4 课时,对于本单元的学习是一个关键。本课内容主 要学习运用一些有关生活习惯方面的动词和词组表达一个人的习惯。 本课时内容贴近学生生 活,是学生比较喜欢的话题之一,所以有利于学生间开展交流。
【教学目标】 知识目标:
  1.Ss can master the skill words “clean the classroom, play basketball, sweep the floor, play games,” and the sentence pattern “ what do you do after school? ”.
  2. Ss can understand the dialogue. 能力目标:
  1. Ss can use the new words and sentence to express what they do after school.
  2.To develop the Ss’ abilities of listening, speaking, reading and writing. 情感态度价值观: Help the Ss love life and know how to express their habits. 【教学重点与难点】 Key points: Ss can use the new words and sentence to express their habits. Difficult points: Ss can understand the whole dialogue. 【教学方式】
  1. Communicative , TPR and directly showing approach in Presentation
  2.Task-based learning Approach and Co-operative learning in groups in Consolidation 【教学过程】 Step 1 Warm-up
  1.Greetings: Hello, boys and girls!
  2.Ss sing an English song “My father is a doctor”
  3.Have a free talk with the students: What’s he like? What’s she like? 【设计思路】以上活动既可以营造英语学习的气氛,调动学生学习英语的积极性,拉近师 生的距离, Step 2 Presentation
  1. The teacher does some actions then ask the students to guess. T: What do I do after school? Look and guess ! Ss: Clean the classroom. Then the teacher write the phrase on the blackboard.
  2. The teacher teach the following phrases: play baskedball, sweep the floor ,play games in the same way.
  3. The teacher ask the students: What do you do after school? The studens answer: I play games…
  4. Let the students open the books, then follow the teacher to read the phrases and sentences .
  5. The whole class have a competition about the sentence.
  6. The teacher let a student come to the front and do some actions .Then ask the students to ask: What do you do after school? The student answer it . Do it like this for some times. 【设计思路】抓住儿童喜欢竞赛和游戏的特点,能够激发学生学习单词的兴趣。学习完新 词之后马上运用简单的比赛进行操练, 有助于学生减少遗忘的机率。 学习完新词再步步深入 地引出新句型,使学生自然而然地融会贯通。 Step 3 Presentation
  1. The teacher show some cards with vest,bed and F. Then let the students guess the common pronunciation/ e/ .
  2. The teacher show the card /f/ /v/.
  3. The students follow the tape to read them.

  4. The students play a game, link the word to the pronunciation. 【设计思路】运用 TPR 教学法,使学生在眼、耳、口、鼻、手等多方面感知语言,加强记 忆。教学活动以学生为主体,以活动为中心,让他们在游戏中玩一玩,学一学,通过思考, 观察,模仿,体验学习的快乐。
  5. Let the students read the text. And try to answer the questions: What does Linda do on the weekend? What about yuan yuan?
  6. The stuednts read the passage by listening to the tape .
  7. Ask some students to act out the dialogue. Step 4 Consolidation The teacher sum up the lesson. The students do some exercises. Step 5 Extension Make a survey about habits. Ask the Ss to be the little interviewer to interview other students. 【设计思路】学习语言的最终目的是在实际生活中的交流。所以我设计了这个环节,让学生 作小记者去采访其他人。 一方面使学生更有兴趣, 另一方面可以帮助学生建立起运用新学的 知识的环境,使学生理解这些语言要运用在何处场合。 Step 5 Homework
  1. Introduce their habits and the others in English.
  2. Make sentences with the new sentences and words. 【设计思路】布置作业能够巩固所学的知识,培养学生的能力,把课内知识引伸到课外。 【教学用具】彩笔 单词卡片 录音机 衣服 【教学后记】 本课的直观绘画教学法是本课成功的关键, 学生们的目光被牢牢地锁定在黑板上, 饶有兴趣 地学会了单词和句型。再通过比赛、游戏、TPR 等多种方法的联合运用,巩固了新知。最 后给学生充分自由的语言环境, 使学生们理解在什么样的环境中去运用语言, 可以说起到了 较好的学习效果。
第5课 【授课时间】1 课时 【教材分析】本课主要在学习四个动词词组的基础上,让学生熟练掌握本课的句型,以及如 何在生活中灵活运用新句型。了解 Do 引导的一般疑问句的构成以及回答方法,为本课的对 话学习打下基础。继续学习“a”和“g” “k”字母在单词中的发音。并且由“Read and think” 训练学生的阅读能力和理解能力。 【教学目标】 知识目标:
  1.Ss can master the skill phrases “every week ,every day ,do homework,read books ” and the sentence pattern “Do you … every day ? Yes , I do. No , I don’t .”
  2. Ss can understand the dialogue.
  3. Help the Ss to use the sentences to ask and answer in pairs in life .
  4. Ss can master the pronunciation of “a” and “g,k” in the words.
  5. Ss can understand the dialogue and answer the question according to the dialogue. 能力目标:
  1. Ss can use the new phrases and sentence to make the dialogue .
  2.To develop the Ss’ abilities of listening, speaking, reading and writing.
情感态度价值观: Help the Ss love life and know they can learn English by many ways. 【教学重点与难点】 Key points: Ss can use the new phrases and sentences to make the dialogue in pairs. Ss can use the sentences freely in life. Difficult points: How to use the sentences correctly and freely in life . 【教学方式】
  1. Communicative and directly showing approach in Presentation
  2.Task-based learning Approach and Co-operative learning in groups in Consolidation 【教学过程】 Step 1 Warm-up
  1. Greetings: Hello, boys and girls! What do you do every day ?
  2. Play a game to review the learnt phrases .
  3. Ask and answer in pairs : What do you do every day ? 【设计思路】有助于活跃课堂英语学习的气氛,调动学生学习英语的积极性,拉近师生的距 离。快问快答不仅复习了前几节课的知识,又可以引出本节课的新词和句型。 Step 2 Presentation
  1. Show the cards and pictures , ask the Ss : “ What do they do every day ?” After the Ss answer the question, ask them what these are? Then read the phrases “every day , every week , do homework , read books ” and ask the Ss to read it. Read the four phrases for some times. Then have a race in reading and spelling them. Read the four phrases and ask the Ss to find them in the book. Ask the Ss : “ Do you do homework every day ?” Introduce the sentences’ usage. Read the sentences after the teacher , then ask and answer in pairs .
  2.Listen to the tape and ask the Ss to look at the books , ask the Ss to be able to understand the new dialogue ,then read it after the teacher .
  3.Show many words in the courseware with “a” in. T: Do you know these friends? Please call their names. Ask the Ss to read the words they know and underline “a” . T: How does it pronounce? After the Ss summing up the pronunciation, ask the Ss to try to read other words. The same way in teaching the monogram “g, k”. 【设计思路】运用上节课所学句型自然地引出本节课新内容,会让学生感觉自然不生硬。而 句型的教学则是在和学生们的交流中自然而然地引导出来的, 并且通过动作帮助学生们迅速 地理解新句型的意义。 Step 3 Consolidation
  1. Show cards and ask the Ss to say the phrases quickly.
  2. Show the dialogue on page 11 and ask the Ss to read it and try to understand it in team. Ask the Ss that they can ask questions if they have something unknown.
  3. Ask the Ss to use the sentences to make a free talk. 【设计思路】教学活动以学生为主体,以活动为中心,让他们在游戏中玩一玩,学一学,通 过思考, 观察, 模仿, 体验学习的快乐。 并且给他们以自由去运用自己所学的知识进行交流。
Step 4 Extension Make a survey about what the students do everyday. Ask the Ss to be the little interviewer to interview other students. 【设计思路】 这个环节我采取的还是完成调查表。 让学生作小记者去采访其他人的日常行动。 一方面使学生更有兴趣, 另一方面进一步帮助学生熟识运用新知的环境, 使学生理解这些语 言要运用在何处场合。 Step 5 Homework
  1. Ask others what they do everyday.
  2. Make sentences with the new sentences and words. 【设计思路】布置作业能够巩固所学的知识,培养学生的能力,把课内知识引伸到课外。 【教学用具】单词卡片 录音机 【教学后记】 在本课的教学中我以学生的生活导入,以谈话的形式展开教学。使学生在温馨、民主的氛围 中学习和生活息息相关的语言知识。使学生爱学、乐学,起到了比较好的教学效果。
第7课 【授课时间】1 课时 【教材分析】 本单元的主要内容为学习如何运用所学单词和句子去购物。 而本节课作为本单 元的第一课时, 对于本单元的学习是一个关键。 本课内容主要学习运用一些食物类的单词和 句子 What do you want? I want…来询问和表达自己对食物的喜好。本课时内容贴近学生生 活,是学生比较喜欢的话题之一,所以有利于学生间开展交流。 【教学目标】 知识目标:
  1.Ss can master the skill words “milk,bread,fruit,vegetable” and the sentence pattern “What do you want? I want…”.
  2. Ss can understand the dialogue. 能力目标:
  1. Ss can use the new words and sentence to ask and answer what they want.
  2.Ss can act out the dialogue and make a new one.
  3.Ss can sing the song beautifully.
  2.To develop the Ss’ abilities of listening, speaking, reading and writing. 情感态度价值观: Help the Ss love life and know how to express their own feeling about something. 【教学重点与难点】 Key points: Ss can use the new words and sentence to express their likes and dislikes. Difficult points: Ss can use the new sentence pattern and make a new dialogue. 【教学方式】
  1. Communicative , TPR and directly showing approach in Presentation
  2.Task-based learning Approach and Co-operative learning in groups in Consolidation 【教学过程】 Step 1 Warm-up and revision
  1.Greetings: Hello, boys and girls!
  2.Ss play a game “Hungman” to review the word about something to eat.
【设计思路】以上活动既可以营造英语学习的气氛,调动学生学习英语的积极性,拉近师生 的距离,又为新课的学习设下了悬念,吸引了学生的兴趣。 Step 2 Presentation
  1.The teacher show a magic bag to the students. T: Look! I have a magic bog. There are something to eat and drink in my bag.Do you know what they are?Guess! Ss: Apples? T: No. Ss:Milk? T:Yes. Present the four words with objects like this:milk,bread,fruit,vegetable.Then have a race in reading and spelling them. The teacher put the things on the desk and says “Now I’m the shopping assistant.What do you want to buy? Guide the Ss to answer “I want…” Then make a dialogue with a student like this.And ask the students to use the new words and sentence to ask and answer in pairs.
  2.Listen to the recorder and look at the dialogue. Then read after the tape and learn it in groups. And have a competition to act out the dialogue and try to make a shopping list.
  3.Listen,match and read the words:bus,car.taxi.
  4.Read the dialogue in groups and discuss the answers of the questions. 【设计思路】抓住儿童好奇心强的特点,让他们猜魔法袋里的东西是什么。用这种方式来呈 现新单词,让学生兴趣盎然。然后教师利用这些东西化妆成售货员,自然地引入新句型的教 学,巧
 

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