冀教2011课标版一年级起点-五年级下册（2014年12月第1版）-小学英语-Unit 1 Li Ming Goes to Canada-Lesson 1 At the Airport-ppt课件-(含教案+素材)-部级优课-(编号：20432).zip

half past four five oclock half past six Its _____________. What time is it? Its ______________.Its ______________. have dinner withlook at photos visit rooms in the houseRead silently and answer. 默读，并回答。 Why does Li Ming come to Canada? Read, try to ask. 读一读，试着提问题。 ear He will go home on June 25. Li Ming is coming to Canada. wants to arrives will go home is coming He wants to learn English. He arrives on September 1. Lets review. 让我们回顾文本。 Read silently and find quickly. 默读，快速寻找答案。 When will Li Mings plane arrive? What time is it now? Watch and answer. 看光盘，并回答。 Who sees Li Ming first? What time is it now? What time is it now? Watch and answer. 看光盘，并回答。 Who sees Li Ming first? Jenny sees Li Ming first. I see him! There he is! Read and answer. 读一读，感受文本，回答问题。 How does Danny feel? How does Li Ming feel? How does Danny feel? worried 着急的 excited Look at the clock. Its half past four. What time is it now?What time is it now? eager 急切的 But I cant see him. Why does Danny keep asking the time? 为什么Danny 一直在问时间？ Read and answer. 读一读，感受文本，回答问题。 How does Danny feel? How does Li Ming feel? He feels happy and excited. He is tired. Listen and imitate. 听音，带感情模仿读。 Group work, act in roles. 小组合作, 分角色表演。 Listen, match and answer. 听音，连线,并回答。 five oclock half past six half past four Listen and answer. 听音，回答。 Whose house will they go? At , they will arrive. When will they arrive at Jennys house? 妈妈 What time is it in China now? Li Ming is chatting with his mother. Do you know? 中国与加拿大在24时区分布中处于不同的时区， 所以存在时差，加拿大比中国时间慢大约13小时。 Its about five thirty in the morning. 6:30 p.m. 7 p.m. 8 a.m. 试着说一说。 visit rooms in the house look at photoshave dinner with At _____________, I ___________________________. I____________________________ at _____________. Its _____________. Its ______________. Its ______________. seven oclockvisit rooms in the house What time is it? seven oclockhalf past seven half past eight 看一看，写出时 间。 visit rooms in the houseseven oclock At half past six in the morning, I get up. I ________ at____________________. TIP: 同学们，如果能说出三句，可获得一 个 ，每多说两句，可多获得一个 。 Try to write about one of your days. 试着写一写你的一天。 5 7 9 You did a good job, lets give likes to your partners. 这节课你的表现很棒吧， 让我们给小组同伴们点个赞吧！ Thank you!Thank you!一、一、教学目标教学目标 知识与技能目标： 1、学生能听懂、会说、会读、能写单词 clock, half, him，并能在语境中 使用，认识、理解、会读单词 airport, learn, past. 2、学生能认识、理解，并学会使用半点时间的表达方式：What time is it? Its half past four. 3、能在老师的帮助下表演对话。 4、了解处于不同时区的地方存在时差问题。 学习策略目标： 1、通过默读的方式，渗透寻读的阅读策略，能快速获取文本信息。 2、能积极与组员合作，完成小组分角色表演活动。 情感态度目标： 通过分角色表演的活动和了解时差的环节，提升课堂趣味，激发学习 积极性，培养学生持续学习英语的兴趣。 二、二、教学重点和难点教学重点和难点 教学重点：教学重点：1、学生能听懂、会说、会读、能写并使用 clock, half, him。 2、学生能使用半点时间表达方式。 教学难点：教学难点：半点时间表达的学习和使用。 三、教学辅助手段教学辅助手段 光盘、课件、卡片、Li Ming, Danny 和 Jenny 头像、重点句条、习题纸、 文本纸、小贴画 四、教学过程四、教学过程 1、Greetings and leading. Greetings. T: Hello, boys and girls. Ss: Hello, Ms. Zhang. T: Nice to meet you. Ss: Nice to meet you, too. T：This is the first class of our new term. I feel happy. How do you feel? Ss: I feel happy. 设计意图设计意图：通过free talk，用开学第一课How do you feel?这个问题，直接进入 leading环节，过渡自然、效率高。 Leading. T: And today Danny and Jenny feel happy, too. Do you know why? Can you guess? S1: Because Li Ming is coming to Canada. T: (Yes.) Because their friend Li Ming is coming to Canada. (板书：帖卡片China, Canada和Li Ming头像) 设计意图设计意图：通过猜测Danny 和Jenny 为什么高兴，由此引入新授，简单、快捷。 2、New content. Part1 Li Ming arrives today . Read silently and answer. T: Why does Li Ming come to Canada? Lets read silently and answer. The students read and answer. S2: Because he wants to learn English. T: Yes? Look. (出示幻灯片). Good. Pay attention to the word “learn”. 设计意图设计意图：通过默读，让学生们带着问题读文本，快速找到答案，渗透寻读的 教学策略。 . Read, try to ask and answer. T: Lets know more about Li Mings trip. Now, please read, try to ask some questions. The students read, ask and answer. S3: When does Li Ming arrive in Canada? S4: He arrives in Canada on September 1. S5: When will Li Ming go home? S6: He will go home on June 25. T: What else? T: And I also have a question “ How long will Li Ming be in Canada?” S7: Ten months. T: Yes. Thats a long time. 设计意图设计意图：通过对文本提问题并回答的活动，让学生充分理解文本，开阔学生 思维，锻炼学生提问题的能力。 . Review (回顾回顾). T: Ok, so this is Li Mings trip. Now lets review together. (Look at the words: is coming, wants to, arrives, go home) T & Ss: “Li Ming is coming to Canada. He wants to learn English. He arrives on September 1. He will go home on June 25. Thats ten months.” (带领着学生一起说) T: Good. 设计意图设计意图：通过看提示词，把文本串起来说出来，考查了学生对文本的理解， 巩固对Part1的学习。 Part2 Theres Li Ming! . Read silently and find quickly. (When will Li Mings plane arrive?) T: What else do you want to know about Li Mings trip? S8：Where will Li Ming live? S9: How does he come to Canada. T: Good questions. How does Li Ming come to Canada? (指向板书Li Ming的头像) Ss: By plane. (板书：贴上飞机图片) T: (向上移动Li Ming和飞机的图片) Look, Li Mings plane is flying. When will it arrive at the airport? Do you know “airport”? Ss: T: Yes, and there are many planes in it. T: Ok, look! (看幻灯片问题) “When will Li Mings plane arrive?” Lets read silently and find quickly. (指向文本第二部分) The students read silently and find. S10: Li Mings plane will arrive at five oclock. 设计意图设计意图：由让学生提问题，引出李明怎样来加拿大，通过 顺利引入 Part2，通过默读，运用寻读的阅读策略，准确、快速地获取答案。 . Watch and answer. 1、What time is it now? T: Yes. Li Mings plane will arrive at five oclock. (板书：帖词条five oclock) T: Look, whats this? Ss: Its a clock. T: This is a clock. (指向手里的钟表)That is a clock. (指向教室内钟表)(处理发音) Look at the clock. What time is it? Ss: Its five oclock. T: Look at the two words “clock oclock”，are they the same? Ss: No. T: “clock”means “钟表”.“oclock”means “整点时间”. T: When Li Ming is on the plane(板书：指向李明的飞机), Danny and Jenny are waiting for him at the airport. What time is it now? And who sees Li Ming first? Lets watch and answer. The students watch and answer. S11: Its four thirty. Its half past four. 设计意图设计意图：由Danny和Jenny在机场等李明的情境，提出问题What time is it now?,并由此问题，带出问题Who sees Li Ming first?，进入整体感知文本环节。 两个问题的设置更是为下面的讲授重点打下基础。 Q1: What time is it now? 板书：Its half past four. (帖板书：Its half past four.) *half, past T: Whats the meaning? (指向板书：half past four) Ss: 四点半。 T: Yes, we usually say “four thirty”. And we can also say “half past four”. Do you know “half”? (在板书表盘上做动作表示“一半”) This is “half”. (针对全班、半班学 生举例，黑板举例) Ss: 一半。 T: Good. And whats the meaning “past”? (指向表盘：分针从12走到6) There are thirty minutes past. (举例：手做动作“过去了”) T: Lets read: What time is it? Its half past four. 设计意图设计意图:由问题What time is it now?引出本课新授重点句，并对half past___进行 重点讲解,在整体感知的基础上，处理了知识点。 Q2: Who sees Li Ming first? 板书：I (cant) see him. T: Lets continue. Who sees Li Ming first? S12：Jenny sees Li Ming first. T: Yes. What does Jenny say? “I see him. There he is.”(老师用表情、动作、语调展 示。) T：Does Danny see Li Ming first? Ss: No. T: Yes, and Danny says “ I cant see him.” (帖板书：I (cant) see him.) T: Pay attention to “him”, it refers to Li Ming. Who does it refer to? Ss: Li Ming. T: Yes. Have you picked up anybody at the airport? Ss: No. T: Lets imagine “I wait and wait, suddenly I see my friend. Am I happy?”(边说边做动 作。) “I see him. There he is.” Ss: Yes. T: Can you say? S13: “I see him. There he is.” S14: “I see him. There he is.” T: Very good. 设计意图设计意图：通过问题Who sees Li Ming first?讲点重点词him，由此感知Jenny的感 受，带感情读一读，为下面小组合作表演活动打基础，并由Jenny的感受引出下 一个环节，体会Danny和Jenny的感受。 . Read and feel. *Read and feel. T: Jenny feels happy. What does Danny feel? What does Li Ming feel? Lets read and feel. The students read and feel. Q1: How does Danny feel? S15: He feels happy and excited. T: Yes, what else? Ss T: Look, what does Danny do? S16: He asks the time. T: Yes. Why does he keep asking the time? S17: Because he wants to see Li Ming early. T: Very good. Li Mings plane arrives at five oclock. Before five, Danny feels happy and excited. T: After five, how does Danny feel? “I cant see him.” (老师用动作、语气提醒学生。 ) S18: He feels worried. T: Good job. Q2: How does Li Ming feel? T: And How does Li Ming feel? S19: He feels happy and excited. T: Good, and what else? Ss T: Li Ming needs to fly for about 12 hours to arrive in Canada. How does he feel? S20: He is tired. T: Very good. 设计意图设计意图：通过回答Danny和Li Ming感觉怎么样这两个问题，引导学生挖掘体会 文本更深层次的含义。 .Listen and imitate. T: Ok, now with your emotion, lets listen and imitate. The students listen and imitate. 设计意图设计意图：让学生带着体会到的情感，进行听音、仿读，带给学生不一样的朗 读感受。 .Group work, act in roles. T: Ok, now lets act part2. Group work. Three in one group. One is Danny, the other one is Jenny, the last one is Li Ming. Please look the standard. T: Ok, which group wants to show? When the group shows, the others should listen carefully. You will judge them (Ok? Good? Super?) 在小组展示完后，其他同学进行评价。 设计意图设计意图：通过此问题，挖掘情感，体会Danny在接机时的心理活动，通过角色 表演，更进一步体会Danny，Jenny和Li Ming 的感受，同时得到其他同学的有效 评价，增加自信心，提升学习兴趣。 3、Practice. Listen and do. . Listen and answer. T: After their meeting, Jenny, Danny and Li Ming go home. Whose house will they go? Lets listen and answer. The students listen and answer. S21: They will go to Jennys house. .Listen, match and answer. T: Lets listen again, try to do it. The students listen again and match. T: Ok, lets check. What time is it? Ss: Its___________. The teacher leads the students to check the answers together. Q: When will they arrive at Jennys house. S22: At half past six. 设计意图设计意图：听音环节的设计有两个很重要的作用，第一，从听力方面锻炼和检 测学生的掌握程度；第二，由两个问题依次引出下一个环节，过渡自然，使整 个大情境更加完整、流畅。 Make a Wechat voice call.（extention） T: When Li Ming arrives at Jennys house, he makes a Wechat voice call with his mother. Its half past six in Canada. What time is it in China now? T: Maybe it can help you. T: Look! Boys and girls, do you know? In the world, different places have time difference. And at the same time, people do different things. 设计意图设计意图：普及时差常识，让学生明白在不同的国家存在时差问题。 Lets look, write and say. .Look and write. T: Li Ming is happy and excited. He does many things with Jennys family at different time. What time is it? Lets look and write. The students look and write. T: Most of you have finished. Lets check. T: Are you right? If youre wrong, please correct them. Ss: Ok! .Try to say. T: Can you say something about them? For example: At seven oclock, I visit rooms in the house. I visit rooms in the house, at seven oclock. T: Who can? S23: S24: Do you know? 中国与加拿大在 24 时区分布中处于不同的时区，所以存在时差，加拿 大比中国时间慢大约 13 小时。 设计意图设计意图：通过了解李明在Jenny家做的事情，在写和说两个方面练习了本课重 点内容，活动设计层层递进，引导学生逐步加深练习并掌握要点和难点。 Try to talk. .Talk. T: Li Ming does different things at different times. At different time in a day, what do you usually do? Try to talk about one of your days. The students think and try to talk. S25: T: When? (The teacher asks a question according the students passage.) S26: S27: T: Can you ask a question about S27s passage? S28: T: Who can answer? S29: T: Good answer. 设计意图设计意图：通过谈一谈自己的一天，考查了学生对时间表达的理解和使用，检 测了学生的掌握情况，由文本联系实际生活，学以致用。通过他们从机场到家 这一情境的设计，使本课的大情境更加完整。 4、Homework. T：You did a very good job. And time is up. So homework for today, try to write down what you talk. Homework: Try to write about one of your days. 设计意图设计意图：承接课堂练习-谈一谈自己的一天，写一写，通过说和写的作业实 现对文本新授内容的输出，达到巩固并掌握的目的。 板书设计：板书设计： Lesson1 At the Airport Canadafive oclock China Look at the clock. What time is it? Its half past four. I (cant) see him. Canada 设计意图设计意图：版面设计结构合理、清晰，重点突出，利用率高，便于学生学习、 使用。 评价方案：评价方案：1、教师评价（口头评价及小贴画）。、教师评价（口头评价及小贴画）。 2、生生评价（自评、互评），口头评价。、生生评价（自评、互评），口头评价。 设计意图设计意图：口头评价与计分性评价相结合，鼓励学生，给予学生自信，提高学 习积极性。生生评价，有利于学生之间的交流和理解，体现评价多元性。 冀教一起版小学英语五年级下册 Lesson1 At the Airport 课后反思课后反思 反思教师：石家庄市八一小学 张小红 通过本课教学，达成预设教学目标。整堂课分别从听、说、读、写四方面 对学生进行锻炼，环节设计流畅，课堂活动层层递进、扎实、有效，突出重点、 突破难点，最终达到学会运用的目标。 本节课优点反思如下： 1、创设出一个完整的情境。 通过文本情境和创设情境相结合的方式，使本课情境完整、一气呵成，符 合新课程标准基本理念，在情境学习中提高学生的综合语言运用能力。从李明 要来加拿大到 Danny 和 Jenny 在机场接机，再到他们回到 Jenny 的家，李明给 妈妈微信聊天报平安，与 Jenny 一家人一起做了一些事情，这些环节的设置使 情境更加贴近现实生活，让学生感同身受，使教学内容在情境化的故事中得以 完成，最终帮助学生实现知识的迁移和应用。 2、培养学生的问题意识。 在文本的第一部分和练习的最后一部分都体现了对学生问题意识的培养。 在日常教学中，我们如果能做到有意识的渗透和培养学生的问题意识，会使学 生养成独立思考问题的习惯和对事物有独特见解的思维方式，提高学生的自主 性、创造性。 3、关注文本情感的挖掘。 我感觉这是本课的一个亮点，注重文本情感的挖掘，使学生体会文本背后 的含义，在这个环节，学生的思维是活跃的，他们会结合自己亲身经历，也成 功的被老师一步一步引导，最终获得情感体验。 4、评价多元化。 新课程改革提出，以学生发展为本，老师的评价也要逐渐从学习关注向人 文关怀转变，关注学生的情感、合作等方面。 本课采用老师口头评价、小贴画奖励两种方式，激励学生的学习积极性， 鼓励学生大胆表达，在课堂上我发现有几个孩子，不敢举手，我试着让他们回 答问题，并给予很大的肯定，发自内心的肯定和眼神的交流，使孩子们获得了 巨大的信心，到后来一直在举手。 其次是学生自评和生生互评的评价方式，在这一过程中，学生之间互相欣 赏、互相学习，补已之短，团结一心。 不足之处： 1、在处理本课第一部分的时候过于急躁，在没有给学生足够语言支撑的时 候，要求学生输出，导致学生不能很好的完成任务。 2、时差环节处理的比较粗糙，总是拘泥于具体时差是多少个小时，而弱化 了培养孩子时差意识的目的。 希望各种领导和老师们提出宝贵的意见和建议。谢谢大家！