1、1 Unit 5 The Best Camper 教学设计 指导思想与理论依据 促进学生英语学科核心素养的形成与发展促进学生英语学科核心素养的形成与发展 在故事教学中，培养学生提问的能力在故事教学中，培养学生提问的能力 英语课程标准 （2011 版）在实施建议中指出，要加强学习策略指导，培养学生自主学习能 力。本课授课对象是五年级学生，他们的思维水平和语言能力都达到了小学生的很高层次，课堂中 需要更多的自主学习空间。教学中将更多的安排时间和机会让对故事的学习进行提问、同伴合作 交流等，以发展学生的学习策略。 教学背景分析 教材分析：教材分析： 本课是新起点英语五年级下册Unit 5 Have
2、a Great Trip单元中的故事课。以故事的形式复 现本单元的部分学习内容，让学生在欣赏故事的过程中，体会本单元重点词汇和功能句在语境中的 运用。 涉及了动词过去式的规则变化单词和不规则变化的单词。 went，left， put , jumped，got 等20个动词过去式的形式。B项的问题中，涉及了本单元的功能句：What did they do? How did they go? Did they have a good trip? 等。 教学目标 教学目标：教学目标： 1. 能够在教师的引导下，借助图片和其他阅读策略读懂本单元的故事，提炼关键信息。 2. 能根据问题在文中找出答案并尝
3、试复述故事。 教学重点：教学重点： 1、 在阅读故事前，观察主题图进行提问。 2、 借助图片和其他阅读策略读懂故事。 3、 能够根据关键词的支撑，尝试复述故事。 教学难点：教学难点： 尝试复述故事。 教学准备 教师准备：教师准备： 课件、教具、学习单等 学生准备：学生准备：书。 教学流程示意 2 教学过程与教学资源设计 一、配乐观看野 营的图片 2、师生谈论露营的话题。 二、阅读故事前 1、教师介绍故事中的人物。 2、学生质疑，提问，教师板书问题。 三、阅读故事中 四、阅读故事后 1、初读故事，回答问题。 2、阅读故事第二遍，关注细节。 2、听故事录音。 五、小结、作业。 3、小组合作完成流程
4、图。 4、全班订正答案。 3师生根据关键信息梳理故事。 1、师生游戏：START & STOP. 4、小组复述故事。 1、配乐观看野营的图片，复习与野营 有关的词组。 5、再次针对文本内容或情节进行提问。 5、小组汇报复述故事。 3 Step one: Warming Up: 1. Show different beautiful pictures about camping. 2. Ask and answer: Have you ever been camping? If you go camping, where do you want to go? What do you want t
5、o do there?Today we will talk about a story about camping. Step Two: Before Reading: 1. 教师出示主题图，介绍 Johns family. This boy is John. Who are they? Who is the little girl? And Johns family has a pet. What is it? It is a dog. His name is Quick. From the picture, do you think that everyone likes Quick? T
6、his is Johns family. And the title of the story is the best camper. Do you know camper? Camping, camp, camper. What does it mean in English? 让学生用英文解释 Camper 的意思。 2. We know Johns family. We know the title of the story is the best camper. What other do you want to know the story? 学生自由提问：Where did the
7、y go?What did they do there? How did they go there? How was your camping? Did they have a good time? 等， 学生在提问的过程中，教师进行板书。 【设计意图】上课伊始，教师播放配乐图片，引出设计意图】上课伊始，教师播放配乐图片，引出 camping 的话题。通过出示有的话题。通过出示有关关 camping 地点地点、野营方式野营方式、做的活动等图片做的活动等图片，激活学生对野营的已有知识激活学生对野营的已有知识，与学生自然与学生自然 交流交流 camping 的经历的经历，激活学生旧知激活学生旧知
8、。从出示主题图从出示主题图，介绍故事中的主人公介绍故事中的主人公，出示故事出示故事 的题目，让学生就故事的内容进行提问，激发学生想读故事的热情的题目，让学生就故事的内容进行提问，激发学生想读故事的热情。 （此处渗透研究主（此处渗透研究主 题，尽可能让学生提出问题题，尽可能让学生提出问题。 ） Step Three: While Reading: 1. So many questions, now lets read the story, try to find out the answers. Who is the best camper? Did they have a good time?
9、 2. 给学生 2 分钟的时间初读故事，回答问题。Did they have a good time? Yes, they had a wonderful time.Who is the best camper?Quick is the best camper. Because of Quick, they had a wonderful time. 设计意图读故事第一遍，通过问题，引导学生了解故事大意。设计意图读故事第一遍，通过问题，引导学生了解故事大意。 3. You know the story, we know Quick is the best camper. He helped a
10、 lot during the camping. Now lets read the story again, try to find out What did Quick do to help Johns family? Underline the activities Quick did. 4. 学生读完故事，学生两人一组完根据划的内容，完成 Flow map.小组可以通过讨论） 4 设计意图通过读第二遍故事，再次关注关键问题，让学生边读边划出 Quick 5. 师生谈论故事。教师与学生一起订正流程图的答案。 OK. Lets talk about the story together.
11、Last summer vacation, Johns family 学生回答：went camping. 教师贴板书。Did they take Quick with them? No. They left Quick at their neighbors house. Johns family likes Quick very much. But why did they leave Quick at their neighbors house? 学生回答的答案涉及： 1) Quick is very naughty. Maybe he can make some trouble for
12、the family.2) The car is small. No enough room for Quick.3) No time to take care of Quick. So they left Quick at their neighbors house. Did Quick stay at neighbors house? No, He jumped in the back of the car. Nobody saw him. What do you think of Quick？ They prepared the things in the car. They went
13、camping by car. When they got to the camp site, they unpacked the car. What does it the word “ camp site” mean? Can you try to guess? 让 学生联系上下文来猜一猜单词的意思。When they unpacked the car, Quick jumped out of the car. How did everyone feel? Why? 学生的回答涉及：John and Anna felt very happy. Because they could play
14、 with Quick. Mother and Father were very worried, they thought maybe Quick could make some troubles for them. 学生回答问题的同时，教师贴出关键词，帮助学生理解。 Quick didnt make troubles for the family. He helped a lot for Johns family. What did Quick do? Whom did Quick help? 学生回答，教师贴关键词： （1） Anna: What did Anna do? How did
15、 Quick help Anna? 贴 played beside / fell into It was dangerous. What did Quick do? Quick ran over/ pulled to the bank Anna was saved. How did everyone feel? They were very happy. What wouldAnna say to Quick? 让学生预测 Anna 可能会对 Quick 说些什么？ 学生回答的答案涉及： Thank you Quick. You did a good job. I love you. What
16、 a good dog! (2) Father: What did Father do? How did Quick help father? took pictures, dropped swam over brought back 学生边回答，教师贴板书。并让学 生做动作，来检验学生是否理解。 (3) Quick helped mom too. Mom wanted branches and sticks. Quick collected took to mother. Quick did so many things. First, he helped Anna. Next, he he
17、lped Father. Finally he 5 helped Mother.全班齐读词组，梳理句子。 What do you think of Quick? 学生回答问题： He is very helpful. He is very smart. He is very brave. They had a wonderful time together. Except these activities, can you imagine what other activities do together? 让学生发散， Johns family 还有可能在一起做些什么活动？ 小组讨论。 学生
18、的回答涉及：Maybe they had a barbecue. Maybe they played sports together. Maybe they went fishing. Maybe They had a wonderful time together. So can you imagine, if Quick didnt go camping with Johns family, what would happen? 学生的答案涉及：MaybeAnna drown into the water. Maybe Father lost his camera. Maybe mothe
19、r cooked dinner very late. They were very hungry. Maybe. 教师总结：So it was Quick helped Anna. It was Quick helped Father and Mother. It was Quick helped everyone. Quick was very helpful. What do you think of Quick? 通过讨论后，再次提问，评价 Quick, 一步步递进，引导学生说出: smart, clever, helpful, brave, Quick loves everyone i
20、n Johns family. 6. Do you have any problems about the story? 7.Lets play a game. “ Start and Stop” I will say the sentence. If the sentence is wrong, you will stop me and say the right sentence. 设计意图设计意图 通过后质疑通过后质疑，让学生提有关故事不明白让学生提有关故事不明白、不懂或故事中存在的问题不懂或故事中存在的问题，培养培养 学生批判的思维。之后通过游戏，让学生对故事的细节进行再次巩固、理解学
21、生批判的思维。之后通过游戏，让学生对故事的细节进行再次巩固、理解 Step Four:After Reading: 1. Lets enjoy the video and watch the story. 2. 教师与学生一起根据黑板上的关键信息来梳理故事开头，做示范。 3. Work in groups to retell the story. 4. Report. Why does the author write this story? What is the authors main purpose? 【设计意图设计意图】听故事听故事，加强学生对故事的理解加强学生对故事的理解。针对关键
22、信息针对关键信息，梳理故事梳理故事，再次加深了再次加深了 故事的印象故事的印象。最后教师提问一个问题最后教师提问一个问题，为什么作者会写这篇故事？让学生深入与作者对为什么作者会写这篇故事？让学生深入与作者对 话话，理解故事的主旨理解故事的主旨。学生的回答涉及学生的回答涉及：Love your pet, it can save your life. If you have a pet, you should love it, and it loves you too. 6 Step Five: Summary and homework: Retell the story. Read another story:Acamping adventure
