陕旅版五年级下册英语Unit 2 Spring Is Coming!-Part B-教案、教学设计-公开课-(配套课件编号：c11dd).docx

1、Unit2 Spring Is Coming! 第第 2 课时课时 【内容来源】陕旅教育出版社五年级下册 Unit2 【主 题】Warming-up: Look, tick and say, Lets talk, Tick, then ask and answer 【课 时】第 2 课时 一、教学目标 1. 能听懂 Lets talk 对话中表示季节的词汇。 2. 能运用 What do you do in .? I often . with my friends. Sometimes we . 谈论各个季 节的相应活动。 3. 能听、说、熟读对话，语音语调准确自然。 二、教师准备 1. Le

2、ts learn 部分的词汇卡片 2. Lets talk 部分的教学挂图或课件（将放风筝和植树分开展示）。 3. Lets talk 部分的教学音频。 三、教学方法建议 课程导入(Leading In) (一)课前复习 1. 闪卡 教师快速出示 Lets learn 部分的词汇卡片，请学生分组抢说。抢说正确的同学所在组得一 分。 2. Part A: Warming-up: Look, tick and say 本部分意在让学生看图讨论各自最喜欢的季节及原因。 可要求学生参考本部分几幅图片的内 容阐述为什么喜欢某个季节，并根据学生的程度进行引导，让他们拓展说出其他更多的原因。为 了增加本部分

3、的趣味性，教师也可要求学生同桌之间互相对话，并且在回答原因时，加上动作。 (1) T: What is your favorite season, S1? S1: Spring. T: Why? S1:(做放风箏的动作)Because I can fly a kite in spring. (2) T: What is your favorite season, S2? S2: Summer. T: Why? S2:(做游泳的动作）Because I can swim in summer. (二)新课导入 师生问答导人新课： T: What do you often do on Sunday,

4、 S3? S3: I often . T: What do you often do on Monday, S3? S3: I often . 教师接下来提问另一位学生： T: What do you do in spring /. , S4? S4: I often . 教师指着另一位学生问： T: What about you, S5? S5: I often . 课程展示活动和过程的设计建议(presentation) (一)新课展示 Part A: Lets talk 1. 教师出示放风筝的图片，提问学生： T: Look! What are they doing? Ss: They

5、are flying kites. T: Do you fly kites in spring? Ss: Yes, I do. 教师出示植树的图片，提问学生： T: Look! What are they doing? Ss: They are planting trees. T: Do you plant trees in spring? Ss: Yes, I do. 教师接下来问某一位学生： T: Which is your favorite season, S1? S1: Spring / Summer / Autumn / Winter. T: So what do you do in

6、 .? S1: I often . 教师接着问另一位学生： T: What about you, S2? S2: My favorite season is . And I often . in this season. T: Well. My favorite season is winter. I often make a snowman with my friends. Sometimes we throw snowballs. 教师板书功能句： What do you do in .? I often . with my friends. Sometimes we . 2. 教师播放录

7、音，让学生听并整体感知 Lets talk 部分的对话。教师可在听录音时，出示本 部分的教学挂图，要求学生结合图片和录音理解对话。 3. 引领学生通读对话，并讲解疑难点： (1)Tree Planting Day 的意思是“植树节”，让学生了解并复习节日词汇的格式（各单词首字 母大写等），并注意节日前用介词 on。 (2) How happy we are! How interesting! 这两句都是以 how 引导的感叹句， 其句子结构是“How+形容词/副词+句子主语+谓语动词+!” 当要表示的感叹语气很强烈的时候，也可以名略主语和谓语动词。如：How beautiful she is!

8、(她 真漂亮！)可省略为：How beautiful! 4. 教师提出问题，然后再次播放录音，让学生带着问题去听，并要求他们听的同时在课文 中勾画出问题的答案。问题可参考如下： (1) Is spring coming? (2) Are they happy? (3) What does Li Shan do in spring? (4) What does Su Nan do in spring? 在回答问题时，教师要注意提醒学生：句子的主语是第三人称单数时，动词词尾要加 s/es。 (二)巩固活动 1. 教师播放录音，要求学生模仿其语音语调跟读 Lets talk 部分的对话。 2. 同桌

9、之间分角色演练对话。 3. Part B Tick, then ask and answer (1) 教师引导学生仔细观察本部分的活动图片，并引领他们一一说出这些活动的名称。 (2) 教师与一位学生进行问答示范，请其他学生注意听： T: What do you do in spring? S1: In spring, I often fly kites. Sometimes I plant trees. T: What do you do in winter? S1: In winter, I often make a snowman with my friends. Sometimes 1 draw pictures at home. . Homework 1.学生两人一组勾出相应季节的两幅图片，相互问答。教师强凋学生在相互问答时要注意句 子的完整性。 2.完成课时配套练 Unit2 Part A 习题。（P15） 【板书设计】 Unit2 Spring Is Coming! What do you do in .? I often . with my friends. Sometimes we . Tree Planting Day“植树节” How happy we are! 可省略为：How happy!