教科EEC版五下Unit6 How's the Weather in Your Country -Class 3 Textbook p.56－57-教案、教学设计-省级优课-(配套课件编号：e0014).doc

1、1 EEC 五年级下册五年级下册 Unit 6 : Hows the weather in your country? 1、本单元设计意图：本单元的教学内容是有关天气的交际用语。通过学习有关天气的英 语表达方式，还要让学生了解地球上有很多气候不同的国家。 2、本单元学习目标： 语言知识目标：学生能用英语问答最喜爱的季节、问答天气。 语言技能目标：教师创设情境，学生在情境中学语言，学生能运用所学语言进行交际的 能力。 情感态度目标：激发他们学习的积极性，培养学生学习英语的兴趣，通过学习和交流， 促进学生对不同地方天气的了解。 学习策略目标：培养学生的注意力，观察力，激发学生积极思维，通过游戏活动

2、，培养 学生学习英语的兴趣，引导学生在任务中积极运用所学英语进行表达与交流。 3、学情分析 五年级学生经过两年多的学习，已经掌握了一些的单词、短语及句型，有了一定的语言 基础。所以在课堂上教师既要注重学生新授知识的学习，还要注意引导学生运用之前所学的 语料，从而进一步提升学生的英语水平。同时五年级部分学生对英语的学习兴趣下降，教师 要多创设情境，采用形式多样而有趣的形式进行授课。 4、单元具体设计 根据课时安排我把本单元分 3 课时来完成教学。 The first periodP56The second periodP57 The third periodP55-56 2 Unit 6 : H

3、ows the weather in your country?Period 2 一、Teaching Aims: 1. Knowledge aims: Students can listen, speak, read and write these words and sentences: season, be good for, go hiking Students can listen, speak and read these words: best, favorite, go on a picnic, Key structures：Which season do you like b

4、est?=Whats your favorite season? 2. Ability aims: By the end of the lesson, the students should be able to: 1. Get to know the meaning of “be good for” both in spoken and written forms, and pronounce them clearly; 2. Use structures like “Which season do you like best?=Whats your favorite season?” to

5、 talk about their ideas in English. 3. Focus of the lesson: 1. Understanding the dialogue as a whole; 2.Themeaningand usageof“ begoodfor ” 4. Predicted area of difficulty: 1. Students can distinguish which season do you /does he like best? And whats your /his/her favorite season? 二、Teaching methods:

6、Task-based teaching approach, TPR,Situational language teaching , 三、Teaching aids:tape recorder，CAI 四、Teaching Procedures： Step I : Lead-in 1. Greeting. 2. Group show 3 students lead others to learn “swim at the beach, go skiing, go on a picnic,” 设计意图：课前提前布置学生自行学习单词短语，课上由学生来做小老师，引导教授其他学 生学习字母 i 的发音，

7、以及相关单词和短语。以学生为本，锻炼了全班学生自学能力，同时 提升了优等生的水平。 Step II : Presentation 1. To review some phrases: play soccer, make a snowman, go hiking. Ss stand up and read it quickly 2. Ss make sentences with “I can . . I like . .” 板书“I can . . I like . .” 设计意图：复习环节所涉及到的单词和句型均是为本课的教学目标服务，能够为学生学习本 课新知做好语料的准备与铺垫。 3. Sin

8、g a song 3 T: I can sing. I like singing. Can you sing? First read it by yourself Seasons Spring is green with flowers and songs. Summer is hot and the days are long. Spring, spring, I like spring. Summer, summer, I like summer. Fall is golden, farmers are busy. EIEIO. Winter is white and the year i

9、s gone. Fall, fall, I like fall. Winter, winter I like winter. EIEIO. 4. To learn “be good for” a. T：The song is about seasons. We know there are four seasons in a year, they are spring, summer, fall and winter. Its summer now. I think summer is good for swimming. 板书 is good for，Ss read it and make

10、sentences with “is good for” b. Super brain T：Lets play a game , several students in a group, the first student says sentences A , the second student says sentences A and B, the third student sayssentences A, B and C .All of sentences with “is good for”, more students can say more sentences. The las

11、t student has super brain, you are the best. 板书 best. 设计意图：首先全班参与练习“be good for” 的句型，其次通过最强大脑的游戏展示成果， 再次巩固该句型的运用。 c. be good for +v-ing ,n T shows two sentences: Oranges are good for you. Summer is good for swimming. T: What can you find? 5. To learn “I like . best.” T: Different season is good for

12、different activities .So I like spring. I like fall. I like winter .But I like summer best. 板书 T: What about you? Why? 6 .Pair work A: Which season do you like best? B: I like summer best. I can swim. I like swimming. Summer is good for swimming. Ss ask and answer in pairs. 4 T: Which season does sh

13、e /he like best? Ss: 7. To learn “Which . do you like best? T: When I answer I like red best. How can you ask?S1：Which color do you like best? S1 asks, S2 asks with a picture. T: Can you ask with other words? 8. Whats your favorite.? T: Can you ask in the other way? Step III: Practice 1. T shows a p

14、icture. T: Who are they? Where are they? Can Tino swim? What is Cody doing? Does Cody like swimming? Guess which season does Cody like best? 设计意图：谈论图片，锻炼学生的思考能力，培养其思维品质和语言运用能力。 2 .Ss have a role play. T: Lets listen, which season does Cody like best? Im Cody. I like swimming. In this season, I can s

15、wim at the beach. I think it is good for swimming. I can wear a beautiful dress and eat an ice cream. Please guess: which season do I like best? T: If you were a person in the pictures .What will you say? Ss wears head wears. Step IV: Consolidation. 1. Writing Write a passage about your favorite sea

16、son like this . 设计意图：培养学生的写作能力。 2. Read after the tape. 3. Exercise StepV: Homework. 1. Interview your friends: 5 Which season does she/he like best? Why? 2. Write a passage about Task1. 五、Blackboard design Unit 6 : Hows the weather in your country? A: Which season do you like best ? B: I like best.

17、 I can . I like . Is good for . 六、Teaching reflection 本节课的单词和句型是学生在日常生活中经常碰到，十分贴近学生的生活。 整堂课主要有以下几个优点: 一、精讲巧练,由浅入深,由易到难,由已知到未知,循序渐进地深化教学内容.特别是在 which season do you like best? i like best . why? I can 的操练。展开以教师 为主导,以学生为主体的师生双边活动.学生在本堂课中始终能积极地参与活动,积极发言,积 极动脑课堂气氛活跃,学生学得容易,学得扎实,学得开心.我教得轻松. 二、课堂气氛活跃，学生主动参

18、与，快乐学习，教学中注重培养学生的学习兴趣。采用 灵活多样的教学活动，激发学生的学习兴趣，充分调动他们学习的积极性。 三、创设教学情景，充分利用多媒体技术，可以把学习的单词、对话以生动形象的画面、 音响表现出来，从而使学生置身于以英语为主要对话的语言环境中，轻松体验英语的实际运 用，激发起学习兴趣，寓教于乐，从而大大提高学生学习的积极性和主动性。 其次，说说本堂课中存在的不足及改进措施。 一、学生分组练习时，确实每个学生都有了练习的机会，但是我关注到的是在全班学生 面前表演的个别小组。 二.学生分组练习后，应该要有小组反馈及小组协作互评表，课后还应该让学生完成课堂 表现评价表，课堂中自我评价表。 三.在复习动词短语环节，有一部分同学跟不上节奏，没有达到全体复习的目的。 在以后的教学中，在全体学生分组练习时，我要更多地关注后进生，并且教育鼓励优秀 学生帮助他们。使平时学习有困难的学生能够基本掌握新内容。想表演对话，课上没得到机 会展示的可随时找老师。课后完成课堂表现评价表，课堂中自我评价表。 因为多元化评价方 式，让学生体验到成功感。每一个学生都有巨大的学习潜能，都有经过自己的努力去获取成 功的机会。因此，我应努力帮助学生树立起学习的信心。虽然学生在智力，能力等方面存在 一定的差异，但是他们都有争取学习成功的良好愿望。同时课上采用更合适更有趣，有利于 全员参与的游戏进行复习。 6