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
2、动，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 period P56 The second period P57 The third period P55-56 2 Unit
3、6 : Hows 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
4、like best?=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 seaso
5、n?” to talk about their ideas in English. 3. Focus of the lesson: 1. Understanding the dialogue as a whole; 2. The meaning and usage of“ be good for ” 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、Teach
6、ing methods: 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
7、他学 生学习字母 i 的发音，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
8、料的准备与铺垫。 3. Sing 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
9、 and the year is 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 re
10、ad it and make 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 says sentences A, B and C . All of sentences with “is good for”, more students can say more s
11、entences. The last 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 se
12、ason is good for 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: Whi
13、ch season does she /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: Pract
14、ice 1. T shows a picture. 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 th
15、is season, I can swim 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
16、 your favorite season 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
17、 ? B: I like best. 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
18、轻松. 二、课堂气氛活跃，学生主动参与，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
19、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
