1、课时进度第11周第1课时课 题三年级下册三年级下册 Unit 5 Do you like pears?Unit 5 Do you like pears?（A A）Lets talk Lets talk教学目标熟练掌握本课句型：Lets buy some fruit.Do you like?Yes,I do.No,I dont.I like及水果单词：pear,orange,apple教学重点掌握句型 Do you like?Yes,I do.No,I dont.教学难点单词和句型的掌握课 型新授教具录音带、单词卡片教法、学法及个性化设计教学内容与过程（一）热 身 复 习（W a r m-up/
2、Revision）目标是指学生在教学后发生的变化，能够做到的事情（行为）。Specific 具体的 Measurable 可测量的 Accessible/Achieveable 能够达成的 Realistic 具有现实意义的 Timing 时间安排 S S M M A A R R T T 课时进度第13周第1课时课 题三年级下册三年级下册 Unit 5 Do you like pears?Unit 5 Do you like pears?（A）Lets talk教学目标1.Ss will be able to use these words and sentences correctly to
3、 make their own dialogues.2.Ss will be able to make a shopping list.教学重点Ss are supposed to listen,read,say the key sentences and act out the dialogue in Lets talk.教学难点Ss will be able to use these words and sentence structures to talk about shopping correctly and freely.课 型新授教具录音带、单词卡片教法、学法及个性化设计教学内容
4、与过程（一）热 身 复 习（W a r m-up/Revision）听说课型，听说领先，发展语言为主。听说课型，听说领先，发展语言为主。听前活动：在听力材料呈现前的任何环节渗透生词教学。听的活动：听细节，辨认细节，信息提取听后续说：主要是通过听音后，以说的方式练习、巩固和扩展在听音过程中所学的语言知识。（内容为：口头回答问题、小组讨论、模拟对话、复述或转述所听内容、总结要点、改编所听内容、表达个人感受和观点。）Activitie 1:Warm-upChantTPRSongTip:Tip:用学生会的，和本节课相关的，用学生会的，和本节课相关的，以旧引新以旧引新ActivitieActivitie
5、 2:Review 2:Review words words Tip:Tip:在听力材料呈现前的任何环节渗透生在听力材料呈现前的任何环节渗透生词教学。词教学。applesorangespearsFruiFruit tsomesomeActivitieActivitie 3:Lead in 3:Lead inLets buy some fruit.Lets buy some fruit.Tip:Tip:情境的设置尤为重要，真语境，真语用。情境的设置尤为重要，真语境，真语用。情境是外壳，语用才是核情境是外壳，语用才是核ActivitieActivitie 4:Listen 4:Listen Fin
6、d out what fruit do they buyFind out what fruit do they buyTip:Tip:听细节，辨认细节，信息提取听细节，辨认细节，信息提取ActivitieActivitie 5:Listen 5:Listen again again How do they say it:How do they say it:“Do you like“Do you like？Yes,I do.Yes,I do.No,I No,I dont.”dont.”Tip:Tip:输入新语言，学习新语言输入新语言，学习新语言ActivitieActivitie 6:Read
7、 6:Read aloud aloud After tape or flashpersonalpairgroupTip:Tip:关注学生语音语调，及时纠正关注学生语音语调，及时纠正因为齐读太多，个性化对话太少。1.老师做好示范；2.少齐读，多自由朗读和个性化对话；3.让学生多听多看原声动画，培养语感。ActivitieActivitie 7:Practice 7:Practice A A Make a dialogue with key sentencesMake a dialogue with key sentencesTip:(intake)Tip:(intake)内化语言内化语言同一个语
8、言情境下的语言运用或产出同一个语言情境下的语言运用或产出ActivitieActivitie 8:Practice B 8:Practice B Do a surveyDo a surveythenmake a shopping listTip:Tip:输出语言输出语言情境迁移之后的语言创新使用情境迁移之后的语言创新使用课时进度第12周第1课时课 题五年级下册五年级下册 Unit 5 WUnit 5 Whose dog is ithose dog is it?（B B）Read and write Read and write教学目标1.能够流利地运用What is the beardoing
9、?和Its dancing.等句型询问与描述动物正在做的事情。2.能够正确理解和运用“Im dancing like a bear.”和“Do you want to swim like a fish?No,I dont want to be a fish.”等句型。3.能够正确的书写句型Im dancing like a bear.教学重点能够正确运用句型描述动物正在做的事情教学难点能做真实的情境中灵活运用现在进行时课 型新授教具录音带、单词卡片教法、学法及个性化设计（一）热 身 复 习（W a r m-up/Revision）课时进度第12周第1课时课 题五年级下册五年级下册 Unit 5
10、 WUnit 5 Whose dog ishose dog is it it?（B）Read and write教学目标1.Ss will be able to act out the part of the story.2.Ss will be able to retell the story with their own languages.3.Ss will be able to rewrite the story.教学重点Ss are supposed to listen,read,say the key sentences and act out the dialogue in Le
11、ts talk.教学难点Ss will be able to use these words and sentence structures to talk about shopping correctly and freely.课 型新授教具录音带、单词卡片教法、学法及个性化设计教学内容与过程（一）热 身 复 习（W a r m-up/Revision）ActivitieActivitie 1:Warm-up 1:Warm-upChantChantTPRTPRSongSongTip:Tip:学生会的，并和本节课相关的学生会的，并和本节课相关的,以旧引新以旧引新ActivitieActivit
12、ie 2:Pre-2:Pre-readingreadingReview:V-Review:V-ingingAct like a Act like a ActivitieActivitie 2:Pre-2:Pre-readingreadingLead in:who,where,whatLead in:who,where,whatActivitieActivitie 2:Pre-2:Pre-readingreading Prediction(Prediction(预测预测/猜测猜测)What is Robin looking at?What is Robin looking at?What is
13、Robin doing?What is Robin doing?Tip:Tip:阅读就是不断猜测并验证的过程。阅读就是不断猜测并验证的过程。ActivitieActivitie 3:While-3:While-readingreading1 1stst reading:check guessing reading:check guessingTip:Tip:阅读策略和方法阅读策略和方法Point the words,read quickly from left to Point the words,read quickly from left to right;right;Find out a
14、nswers with the pictures and the Find out answers with the pictures and the words.words.ActivitieActivitie 3:While-3:While-readingreading 2 2ndnd reading:key reading:key sentencessentences Tip:Be quiet!Tip:Be quiet!Circle/Underscore the key sentences.Circle/Underscore the key sentences.ActivitieActi
15、vitie 3:While-3:While-readingreading 3 3rdrd reading:read reading:read aloudaloudTip:Tip:留时间给孩子自由的、大声的朗读留时间给孩子自由的、大声的朗读阅读课阅读课 老师说得太多老师说得太多 孩子读得太少孩子读得太少 请将阅读时间交还给孩子请将阅读时间交还给孩子Learning by doingLearning by doingLearning by usingLearning by usingActivitieActivitie 4:Post-4:Post-readingreadingAct outAct
16、outTip:Tip:（read theaterread theater）ActivitieActivitie 4:Post-4:Post-readingreadingRetellRetellTip:(intake)Tip:(intake)内化语言内化语言用思维导图复述或转述文本内容，用思维导图复述或转述文本内容，同一个语言情境下内化成自己的语言同一个语言情境下内化成自己的语言ActivitieActivitie 4:Post-4:Post-readingreadingRewriteRewrite Tip:Tip:输出语言输出语言限制句型的续写或是故事的续写，限制句型的续写或是故事的续写，改编故事内容、表达个人感受和观点改编故事内容、表达个人感受和观点问问自己40分钟要教什么，想想学生要达成什么，再去设定目标。设计的活动要一一对应实现设定的目标语言学习就像滚雪球，要拿旧知学习新知。70%的旧知滚动30%的新知。语言学习的复现至少需要7遍。也就是将一个词在7种不同的情况下出现，学生就能够学会。培养学生的思维品质。多问“why”“how”，给学生思考的时间，他们的回答会超乎你的想象。
