1、1 PEP5AUnit 6In a nature park Part BRead and write 教学设计教学设计 一、一、教材分析教材分析 This section is selected from PEP Book 5 Unit 6 In a nature park Part B Read and Write. The topic in this unit is developed around the “nature park” and the “village”. Its an extension of the last unit and students will continu
2、e learning “There be” sentence patterns. As for this period, I plan to take measures, such as: teaching objects, videos and pictures to make students have a true feeling for the scene of this nature park. 二、二、学情分析学情分析 Students in Grade Five have mastered a certain sum of vocabulary and some related
3、language skills. In my opinion, the teachers main responsibility is to guide them to learn so that they can discover questions and solve them on their own. Furthermore, they tend to focus their attention towards in-class competition. And this is a manifestation of the assessment. As a result, the as
4、sessment to the students is throughout the whole class. 三、三、教学目标教学目标 1. Knowledge aims Students will be able to describe this nature park by using “There be” sentence patterns and understand “Is there?” “Are there?” questions in different situations. 2.Ability aims Students will be able to grasp som
5、e efficient reading skills and get the important information from reading by themselves. 3. Emotion aims Students will be able to develop the awareness of loving nature and protecting the environment and truly feel that reading can make them happy and reading is not just for knowledge itself. 四、四、教学
6、重难点教学重难点 1、教学重点：掌握 there be 句型以及“Is there?” “Are there?” 。 2 2、教学难点：能够运用所学句型进行谈论物体的位置，能够介绍自制的自然公 园。 五、五、教学教学步骤步骤 Step1. Pre-reading 1.Greetings. （设计意图：通过简单问候，增强和学生的情感交流） 2.By communicating to lead in Earth Day. T: I love Earth Day. What should we do for Earth Day? For us, we can keep our room clean.
7、 3. Show Toms room and have ss describe Toms room using: There is/are . in/on/under/behind/ in front of/near/next to . 4.Show a short video to present the beauty of Sikong Mountain. (设计意图：通过呈现岳西的美景“司空山” ，来引起学生的共鸣，拉近师生 之间的距离。) 5.Show a picture about the video. T:What can you see in the picture? （设计意图
8、： 教师利用图片呈现引出单词 mountain 和 village， 引导学生用 there be 句型进行简单回答，为后面的教学环节作语言铺垫。 ） 6.T：I love this mountain.Do you like it ? Today we will learn a passage about the mountain, about the nature park. （设计意图：承接讨论话题，自然过渡到本节课的主题。 ） Step2. While- reading 1. Listen to the passage and answer the question. 3 “Where
9、is Robin ?” （设计意图：让学生带着问题，边听课文录音边看短文，找到问题的答案，初步 感知短文。 ） 2. T: Whats near the house? Guide ss to answer: There is a nature park near the house. T: What can Robin see in the park? Show Task1:Read quickly and circle what Robin can see in the park. （ 设 计 意 图 ： 鼓 励 学 生 通 过 快 速 阅 读 ， 找 到 短 文 中 的 目 标 词 汇 m
10、ountain,village,lake,ducks.教师同时出示图片，让学生有更直观的感受。 ） 3. Task2Read carefully and find the answers. 1).Where is the mountain ? 2) Where is the village? 3) Where is the lake? 4) Where are the ducks? （设计意图： 学生仔细阅读短文， 让学生带着问题捕捉重要信息， 抓住重点句子， 进行有目的的阅读，从而逐步掌握阅读技巧。 ） 4.Read after the teacher. (设计意图：通过跟教师朗读，帮助学生
11、正确发音，也让学生再一次理解短文的 内容，强化了句型结构。 ） 5. Give Ss some time to practise reading by themselves. （设计意图：给学生充分的时间进行准备，学生由知识的输入到知识 的输出有一个内化的过程。 ） 4 6. Have a reading match: To be a class reading leader. (设计意图：通过小组选派代表参加阅读竞赛的形式，挑选阅读优秀的学生担任 班级领读者，不仅调动了他们参与英语阅读的积极性，更是培养了他们阅读英语 文章的兴趣，从而使他们真正由“阅读”升华为“悦读” ，增加他们学习英语的
12、成功感。) Step3. Post- reading 1. Group work: Get ss into groups of four, then talk about the nature park which is designed by teacher in groups. （设计意图：让学生在组内讨论老师设计的自然公园，然后学一部分学生进行 口语表达，训练他们的口语表达能力，为下一个环节的作文做语言铺垫。） 2.Write and introduce it to us. (设计意图：组内讨论交流后合作书写，共同完成介绍自然公园的文章，之后让 每组选取代表汇报交流，培养学生的书面表达能
13、力，达到语用的目的。) 3. Moral education：Be polite when you travel in a park. (设计意图：通过展示三组图片，让学生自己去选择所喜欢的行为，从而来达到 情感目标的教育，让学生养成良好的行为习惯。) 4. Homework. Design your own nature park at home and put it on the walls of the classroom tomorrow morning.Share it with your classmates. (设计意图：课后作业的设计，在保证流利阅读短文的基础上，让学生自由发挥 想象力，去画一画自己心目中的自然公园，并且带到教室，张贴在墙上和大家一 起分享。这样既实现了学生的成就感，又增强了他们之间的交流。) 5 4、Blackboard design Unit 6 In a nature park . a mountainin. There is/area villagein front of.Group1 alakenear.Group2 duckson.Group3 Group4 Group5
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