广东版五上Unit 2 Months-Lesson 1-教案、教学设计--(配套课件编号：414e0).doc

1、Unit 2Months 第一课时教学设计第一课时教学设计 【学情分析】 本节课的教学设计是针对我校五(3)班的同学设计的，他们酷爱上 网浏览，同学们的课外阅读经验比较丰富，思维比较活跃，大部分同 学的英语兴趣比较浓厚，所以他们的学习知识面比较开阔，而且对月 份及节日有一定的了解，学习本课课文是比较有利的。虽然他们思维 开阔，在英语表达方面他们有一定的基础，但是本节课有个别单词的 发音也较难，要他们熟练地运用英语知识来表达自己的见解还没有达 到表达自如的地步，还是有一定的难度。但是我们的学生相对基础还 是较好，而且他们从三年级开始接触音标，在单词拼读方面还是有一 定的优势的，他们通过上互联网等

2、途径获取所需要的知识，具有一定 的学习自主性，也有比较好的合作意识。他们敢于在课堂发言，小组 合作学习能够有效配合。 【教学目标】 1 1、知识目标知识目标 1) 学生能够听说认读本单元 story 的句型。 2) 学生能够运用所学词汇和句型进行对话。 3) 学生能解答练习的问题。 2 2、技能目标技能目标 1) 学生能够看懂课堂上所提供的阅读材料。 2) 学生能够就阅读材料讨论回答相关的问题。 3) 学生能够正确描述月份间的前后关系。 3 3、情感策略目标情感策略目标 1) 学生通过 Gogo 的情感变化感受到故事的魅力， 产生积极向上的学习 热情。 2) 学生怀着对“Gogo goes t

3、o the beach”的好奇，唤起他们对课外 活动的热爱。 4 4、文化目标、文化目标 1) 学生能了解 Winter holiday 的相关知识。 2）学生能进一步了解月份的“前、后”位置。 【教学重点】【教学重点】 1) 学生能够理解课文内容，能够准确流利地朗读课文并进行表演。 2)学生能够熟练运用句型：Whencanwe go .?Is.before/after.? Yes, it is./ No, it isnt. 3)学生能正确运用词汇与句型进行问答。 4）学生能够读懂阅读材料并就相关的问题展开回答。 5）学生能够运用所学单词及句型进行故事创编。 【教学难点教学难点】 1) 准确流

4、利地朗读课文并进行表演 2) 读懂阅读材料，通过阅读材料进行问答。 3) 进行故事创编。 【教学教学方法方法】 本节课围绕“Gogo 的情感变化”作为主线进行教学。结合本课 的教学内容，采用多媒体辅助教学，通过多媒体直观呈现所教内容， 让学生通过听、模仿、说、表演对话、续编等活动，让学生熟练地掌 握本课的单词并准确运用句型和单词进行交流。同时采用音标教单 词， 采用听读法进行阅读教学、 采用小组合作进行学习交流进行有效 教学，从而实现自由参与和创新，让学生能主动与他人交流，并克服 交流中的困难，使交际顺利进行，最终达到预期的教学目的。 【教学过程】 Step 1Daily talk and l

5、ead in 1. Daily talk T: What day is it today? Whats the weather like today?Ss: T: Im glad to be here to learn English with you together in this class. 2. Lead in. T: Now lets learn Unit 2 Months. Whats the meaning of “ month”? S1： T: Look! There are 12 months in a year. They are January, February, M

6、arch and so on. January is the first month. We can devide 12 months into four seasons. They are spring, summer, fall and winter. Spring is in March, April and May. Summer is in June, July and August. Fall is in September, October and November. Winter is in December, January and February. Different s

7、easons, different weathers, we can do different things. 设计意图：引入台历，让学生从整体上感知十二个月，并感知它们的先后顺序； 同时让他们知道十二个月可划分为四个季节，以及每个季节所在的月份。为下面 的学习作好铺垫。 Step 2Presentation 1. T tells the story T: Look! Whos he? What does he want to do? Ss: . T: Let me tell a story about Gogo for you. 1) T: One day, Jenny, Tony and

8、Gogo are in the park. Gogo is happy. Why?Ss: T: Yes. But Tony tells him they cant go ice-skating now. Do you know why? Ss: T: Yes. May is the 5thmonth. Its in spring. Whats the weather like in spring? Is it cold? Ss: T: Yes. Its not cold. Its warm. There is no snow, no ice. So they cant go ice-skati

9、ng. 2) T: When Gogo knows they cant go ice-skating. Is he happy?Ss: T: Yes. Hes upset. Upset means unhappy. And he wants to know when can they go ice-skating? Who knows? S1: T: Why?S2: T: Yes. It is cold and snowy in winter. There is a holiday in winter. So they can go ice-skating in winter holiday.

10、 3)T: But Gogo doesnt know whens winter holiday? Can you tell him? Ss:T: Look! Winter is in December, January and February. Winter holiday sometimes is in January. Sometimes its in February. 4) T: Now Gogo is happy again. He thinks May is before winter holiday. Is May before winter holiday? Look! Ma

11、y is the 5thmonth. And winter holiday is in January or February. Is May before January? Ss: 5) T: Now Gogo knows May is after winter holiday. Look and guess! Whats he doing?S1: T: Whats he thinking? S2/S3/S4 T: Hes thinking another idea. Hes thinking what can they do. 6) T:At last, he has an idea. L

12、ook! Is he happy?Ss: 设计意图：老师逐图讲故事，在此过程中，设计了很多的问题，引导学生思考、 回答，他们的语言运用能力得到充分的发挥。在思考问题时也使他们的思维品质 得到提升。特别是在讲述第五幅图时，引导学生观察 Gogo 的神态并提问“Whats he doing?”学生回答出“Hes thinking.” 进一步提问 “Whats he thinking?”让学生 进一步思考，目的是发展学生思维的深刻性和独创性。 Step 3Practice 1. Listen and think. 1) What month is it?2) What does Gogo want

13、to do? 设计意图：让学生听故事的录音后，思考并回答问题，从而发展学生听说的能力 2. Listen, watch and repeat. Then think and answer. Can Gogo go ice-skating? Why? 设计意图：让学生观看故事并跟读，再思考。完整地呈现故事，加深学生对故事 的理解， 并通过思考Gogo不能去ice-skating的原因， 最后得出结论： Its May. Its spring. The weather is not cold. There is no snow and no ice. 3. Read the story by yo

14、urselves and answer the questions. 1) When is winter holiday? 2) Where does Gogo want to go at last? 设计意图：让学生自读故事，思考问题；引导学生如何在故事中找到答案。 4. Role play.( Narrator, Tony, Jenny and Gogo) 1) Group work. 2)Act. 5. Retell the story. 1) Retell the story according to the mind map. 2) Fill in the blank and che

15、ck. 设计意图：通过小组活动，让学生进一步熟悉故事内容，引导学生注意各角色的 语气、表情和动作；然后，运用思维导图，让学生脱离书本，用自己的语言复述 故事；最后，通过填空的形式再次复述故事。在这几个环节里，学生的综合运用 语言的能力得到进一步的提高；更是发展了学生思维的灵活性和敏捷性。 Step 4Extension Can Gogo go to the beach? Yes or No? Why? 1. Talking about the topic according to the questions. 1) Whats the month is it now? 2) Whats the

16、 weather like? 3) What can Gogo eat / drink? 4) What can Gogo do on the beach? 2. T shows the mind map and talks about it. 3. Writing I think Gogo can go to the beach. Its May now. The weather is Gogo can eat/drink He canHe can. He can. 设计意图：在这个环节里，以 Gogo 能否去沙滩？能？不能？为什么？引导学生 进行深刻的思考，充分体现了发展学生思维的深刻性。 Step 5Homework 1. Read the story three times and recite it. 2. Continue to write the story. 【板书设计】【板书设计】 happygo ice-skating upsetcant go ice-skating (unhappy)(May, spring) GogohappyMay winter holiday (May) excitedgo to the beach (very happy)