2021-2022年五年級英語下冊 Unit 6 Holidays in Shanghai（Grand Theater）教案 新世紀版

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1、2021-2022年五年級英語下冊 Unit 6 Holidays in Shanghai（Grand Theater）教案 新世紀版 教學目標： 基礎性目標： 熟練掌握短語lots of foreigners, a group of American students, a good place for…, enjoy one’s day out，運用所學短語描述喜歡的景點。 能正確地就不同的地點提問和回答。 能閱讀理解課文。 發(fā)展性目標： 能根據(jù)Holidays這一話題，使用正確的時態(tài)，進行有條理的描述。 了解上海的變化，及上海著名的旅游景點、傳統(tǒng)文化和特色購物等。

2、了解家鄉(xiāng)的風土人情，能以自豪的激情介紹自己的家鄉(xiāng)——崇明。 教學重點： 詞語的理解和應用及課文的理解。 教學難點： 對課文的復述及表演。 教學準備： PPT演示文稿制作、圖片，課堂練習的準備。 教學過程： 活動過程 教師活動 學生活動 教案調(diào)整 Pre-task preparation 1. Quick response 2. Topic talk 1. Ask and answer Topic: What do you think of Shanghai? While-task procedure I. Learn th

3、e text: 1. T: Yes. Shanghai is a beautiful modern city. So many people want to visit it. Last Sunday a group of American students visited Shanghai. Now let’s listen to the tape carefully. Listen to the text: Questions: What places did American students visit in shanghai? Where else did they go?

4、 2. Learn and explain some phrases. a lot of foreigners, a group of American students, a good place for photos, bought many presents for their friends, paper cuts, enjoyed their day out 1) a good place for--- Yu Garden is a good place for photos. Yu garden is a good place for_____. _____ is a

5、 good place for playing. _____ is a good place for _____. 2) buy some presents for their friends 3) show a picture and learn: paper cuts T: What’s this? It’s a paper cut. Can you make paper cuts? 4) show some sentences and learn: enjoyed their day out 3. Listen to the tape again and answer

6、some questions: 1) Is Shanghai beautiful? 2) Is Shanghai modern? 3) How is Shanghai? 4) Do many foreigners visit Shanghai every day? 5) Is Yu Garden a good place for photos? 6) What did the American students do in Yu Garden? 7) What did they buy on Nanjing Road and Huaihai Road? 8) Were t

7、he students happy or sad in Shanghai? 4. Fill in the blanks 1. Listen and understand the main idea of the text. Try to answer the questions. 2. Read the phrases together and try to remember. 1) Make sentences in pairs: ______ is a good place for _____ 2) learn

8、 and make some sentences 3)read and answer Read: paper cut(s) S: Yes, I can. Wok in pairs: 4) Students read and understand the sentences. Listen and answer the questions Look and fill in the blanks. Post-task activities 1. ask students to read the text by

9、themselves. 2．repeat the text 3. talk about Chongming 4. ask students to act as guide 5. Homework 1. Read the text. 2. repeat the text 3. Look at the pictures and talk about Chongming. 4. act as a guide and introduce Chongqing. 5. look and remember 附送： 2021-2022年五年級英語下冊 Unit 6 W

10、as it in the wardrobe？教案 湘少版 Today, I’ll talk about my lesson from 6 parts. Part1 Teaching contents (教材分析) Part2 Analysis of pupils （學情分析） Part3 Teaching methods （教法及教學策略） Part4 Teaching materials (教學資源) Part5 Teaching procedures and purposes of my designing （教學流程及設計意圖） Part6 Teaching r

11、eflection (教學反思) Part1 Teaching contents （教材分析） 一、教學內(nèi)容 本課是湘少版小學英語五年級下冊第六單元的第三課時, 為復習鞏固課。本課時的學習內(nèi)容為課文Part C，學生要學習的新短語是on top of，主要句型是：Where was the first/second/… bottle? It was on the water/in front of the boy…. 本節(jié)課學生通過看圖問答、小組競賽、自主表演等活動，復習舊知，學習新知，創(chuàng)造條件讓學生能夠探究他們感興趣的問題并自主解決問題。 二、教學目標 １、知識與技能 （1

12、）認讀新短語on top of。 （2）學習運用句型Where was the first/second/… bottle? It was on the water/in front of the boy…. （3）培養(yǎng)學生集中注意力仔細觀察圖片，快速找出相應物體位置的能力。 ２、過程與方法 運用啟發(fā)式教學法、任務型活動教學法、游戲教學法和情景教學法，小組開展競賽，鼓勵學生在學習中積極合作、主動請教。 3、情感態(tài)度與價值觀 （1）激發(fā)學生學習本課內(nèi)容的興趣，讓學生在積極參與中體會英語學習的樂趣。 （2）增強學生的參與意識，培養(yǎng)學生團隊合作意識和團隊合作精神，引導學生積極與他人

13、合作，共同完成學習任務。 三、教學重難點 1、教學重點：學習新短語on top of， 學習運用新句型Where was the first/second/… bottle? It was on the water/in front of the boy…. 2、教學難點：進行課文C部分問答。 Part2 Analysis of pupils （學情分析） 1、學生是小學五年級的學生，大部分學英語已經(jīng)兩年多了。 2、學生已經(jīng)積累了一定的單詞量，學習了序數(shù)詞第一至第十。 3、學生熟悉句型Where is the cat? Is she under the table? Yes,

14、she is. No, she isn’t. Where was it? It was on the chair. 能運用方位介詞in, on, under, behind, in front of, above, near, beside描述物品所在位置。 Part3 Teaching methods （教法及教學策略） 本節(jié)課所采用的教學方法為聽說法、視聽法、任務型教學法及交際法。 具體教學策略如下： 1、積極與他人合作,共同完成學習任務。 2、積極運用所學英語進行表達和交流。 3、對所學習內(nèi)容能主動練習和實踐。 4、在學習中運用圖畫等非語言信息理解主題。 Part4

15、Teaching materials (教學資源) 1、湘少版小學英語五年級下冊教材。 2、 CAI課件。 3、兩個標有序號的瓶子（其中一個瓶蓋鉆小孔，可插小紅旗）、一面小紅旗和三只玩具兔。 4、教學環(huán)境：多媒體教室，紅外線教鞭。 Part5 Teaching procedures and purposes of my designing （教學流程及設計意圖） 這部分是我說課的重點。 Step 1 Warm up熱身 1、Greetings.（師生問候） 2、Sing an English song: Ten Green Bottles 3、給學生分組： T: Tod

16、ay, I’ll divide you into six groups. 教師依次指著各個小組,引導學生一起說：This is the first/second/third/fourth/fifth/sixth group. T： Let’s have a petition. Work hard and try your best! Let’s see which group is the best one. 【設計意圖】學生進行分組競賽，有利于調(diào)動學生學習積極性。同時也復習了序數(shù)詞第一至第六。 Step 2 Presentation新課呈現(xiàn) 1、教授新短語on top of. 出示

17、一個瓶子。 T: What’s this? Ss: It’s a bottle. 出示一面小紅旗。 T: What’s this? Ss: It’s a red flag. 教師把小紅旗插在瓶蓋上：Where is the flag? Ss: It’s on the bottle. T: Yes. It’s on the bottle. You can also say: It’s on top of the bottle. What does “on top of” mean? Do you know? 出示短語on top of，教師領讀。 (幻燈片：短語on

18、top of) 出示人站在山頂?shù)膱D片，(幻燈片：人站在山頂圖片) T: Can you say something about the picture? Where is the man? Ss: He is on top of the hill. 【設計意圖】選擇瓶子和小紅旗作為實物教具，既簡單又直觀形象。通過對人站在山頂?shù)膱D片描述，使學生學會on top of在句子中的運用。 2、教授新句型Where was the first/second bottle? It was …. T: Let’s play a game. Two students follow my o

19、rder to hide the bottles in this classroom and the other two students seek for them. Who’d like to try? 游戲結束后教師提問：Where was the first bottle? Ss: It was in the bag. T: Where was the second bottle? Ss: It was beside the puter. 教師板書句型Where was the first/second bottle? It was …. 【設計意圖

20、】“找瓶子”游戲寓教于樂，學生在藏與找的教學高潮中初步了解要掌握的句型。 3、看圖說話。 出示課文Part C圖片。(幻燈片Part C圖片) T: What can you see in the picture? Ss: I can see the sea/land/sand/beach…. I can see a lovely boy/ big tree/red car/blue flag/wood rubbish bin/brown hat/ sand castle…. I can see some bottles/plants. T: Last Sunday

21、was a fine day. Binbin went out to play. Where was he? Ss: He was on the beach/near the sea/in front of the sand castle. T: Where was the car/rubbish bin/bag? Ss: It was…. 【設計意圖】通過看圖說話環(huán)節(jié)，學生既復習了舊知，又鞏固運用了新句型。 Step 3 Practice練習 完成課文Part C找瓶子問答。(幻燈片Part C圖片及問答題) T: How many bottles are there in t

22、he picture? Ss: There are six bottles in the picture. T: Did you find all the six bottles? Ss: Yes. T: Where was the first bottle? S1: It was on the water. S2: It was in front of Binbin. S3: It was in the sea. 教師請一位學生上臺問：Where was the second bottle? S4: It was in Binbin’s hand. S5: It was

23、beside Binbin. 教師讓學生一起提問：Where was the third bottle? S6: It was beside the rubbish bin. S7: It was near the flag. S8: It was on the sand. 第四號至第六號瓶讓學生先分組討論，再請3個小組各派2名代表上臺問答。 S9: Where was the fourth bottle? S10: It was in front of the car. S11: Where was the fifth bottle? S12: It was on the

24、trousers. S13: Where was the sixth bottle? S14: It was behind the tree. 【設計意圖】問答形式由師問生答逐漸過渡到學生互問互答，體現(xiàn)了學生逐漸掌握句型和運用所學開展語言交際的層次感。有的問題回答可靈活多變，要鼓勵學生多想多說，并對回答有新意的同學給予表揚。 Step 4 Consolidation鞏固新知 創(chuàng)設找玩具兔的情景。 T: I have three toys. They’re white. They have long ears and red eyes. Guess! What are they?

25、 Ss: They’re rabbits. T: Yes. You’re right. 教師拿出裝玩具兔的空盒子，作吃驚、焦急狀。Oh, dear! Where are my toy rabbits? Can you help me to look for them? 教師請3位學生在教室里找玩具兔，其他同學觀察玩具兔被找到的位置。所有的玩具兔被找到后3位學生分別提問：Where was the first/second/third rabbit? 其他學生根據(jù)記憶快速作答：It was…. 【設計意圖】找玩具兔的情景讓學生進入第二個教學高潮，學生在找、看、問、答中把所學的新語言項目與

26、舊知聯(lián)系起來，達到交際運用的目的。 Step 5 Extending綜合拓展 根據(jù)剛才的找玩具兔活動，每個小組畫出一張玩具兔位置圖，組員間運用所學句型問答。 【設計意圖】通過布置畫玩具兔位置圖的任務，使學生積極與他人合作，共同完成學習任務。 Step6 Summary課堂小結 1、用幻燈片展示新學短語和句型，引導學生共同總結這節(jié)課學的知識。(幻燈片Summary) 2、小結6組競賽結果。 3、課后作業(yè)(幻燈片Homework)： 每人畫一幅玩具兔位置圖并寫出3句描述玩具兔位置的句子，向父母介紹英語課上找玩具兔的活動情況。 教學評價 本課英語教學體現(xiàn)出學生在評價中的主

27、體地位，鼓勵學生當一個積極的參與者和合作者。注重形成性評價對學生發(fā)展的作用，通過評價使學生學會分析自己的成績與不足，明確努力的方向。 板書設計 Unit 6 Was it in the wardrobe? Where was the first bottle? It was on the water. /in front of the boy. Where was the second /… bottle? It was ….

28、 Part6 Teaching reflection (教學反思) 本課教學我從學生的年齡特點出發(fā)，設計了一些與學生學習、生活緊密結合的活動情景，為學生提供了一些相關的、遷移新知識點的練習任務，促使學生運用所學知識實現(xiàn)知識的遷移，做到活學活用。本堂課重點側重教學內(nèi)容的科學安排和語言的有效輸入，強調(diào)對學生語言實踐的設計，以幫助學生有效習得語言。學生在本堂課有趣的任務活動中體驗師生、生生之間的多向交流，發(fā)揮小組合作學習的優(yōu)勢，進行有意義的練習與實踐，充分發(fā)揮學生的學習主觀能動性。 把歌曲引入課堂，以培養(yǎng)學生英語的興趣，增強記憶力。歌曲不止是課堂的調(diào)和劑，還應當是學習英語

29、語言知識、技能的一些手段，所以在選擇歌曲的時候要與本課所授知識有所關聯(lián)，不能白白的浪費了歌曲在教學中的推動力。 在外語學習過程中，由于外界因素的影響，學習者會出現(xiàn)焦慮沮喪煩躁不安等情況，英語教師作為教學活動的組織者，應注意對外語學習者情感因素的培養(yǎng)和控制。教師不能一味的板著臉，總是以一副面孔示人，否則學生在課堂上就會有壓抑感。尤其是在課堂教學中英語教師要十分尊重學生，注意激勵學生，關注學生學習過程?！癡ery good! You are clever. Wonderful.”等一些表揚鼓勵的話和動作應當作為課堂的常用語，以幫助學生在輕松愉悅的學習氛圍中習得知識，并且大膽地開口交流，初步培養(yǎng)學生用英語進行日常交流的能力。