新課標PEP小學英語五年級上冊《Unit 6 In A Nature Park Part》教學設計

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1、 新課標PEP小學英語五年級上冊《Unit 6 In A Nature Park Part》教學設計 A Read and Write 教學目標： 1. 能夠聽、說、讀、寫句型：Is there…? Yes, there is./ No,there isn’t. 2. 能用Is there…? Yes, there is. No, there isn’t. 談論某一地點。 教學重難點： 1． 教學重點是使學生掌握“Is there…?Yes, there is./ No, there isn’t.句型。 2． 教學難點使培養(yǎng)學生在實際情景中運用對話的能力。 教學用具：學生

2、自繪圖畫 單詞卡片 ppt課件 學生活動手冊 頭飾 教學過程： Step 1: Daily Show/ Preparation 1. 學生展示自己繪制的圖片，用句型“There is…/ There are…/Is there…?”介紹自己的圖片，并適時接受班里其他同學的發(fā)問。Eg: S1: This is my picture. There is a forest in the nature park. There is a lake in the forest. There are many flowers near the river. S2: Is there a ….? S

3、1:Yes, there is./ No, there isn’t. S2: Is there a panda in the forest? S1:Yes, there is. T: Wow! There is a panda in the forest. Let’s go and have a look. Let’s sing a song together. “The Panda” 設計目的：課前兩分鐘復習句型There is…/ There are…,讓學生學會用所學句型描述自己的圖畫，活躍課堂氣氛，激發(fā)學生的學習興趣，樹立學生學習的自信心，并且為歌曲的導入做鋪墊。 2．T a

4、nd Ss sing a song “The Panda”together. 設計目的：吟唱歌曲，拉近師生之間的關系，活躍課堂氣氛，同時為guessing game 做鋪墊。 Step 2: Pre-reading Guessing game: T: The pandas like to live in the forest because the air is fresh and clean there.But in our city, is the fresh also fresh and clean? Ss: No, it isn’t. T: Yes, there are

5、too many cars in our city. But on our National Day, I went to the Jinan Park. The air is very fresh and clean there. Do you want to know what’s in the park? Please look at my holiday picture and ask me.(此處展示自己的假日照片，一是引出本課的一個新單詞 “holiday picture”, 而是就一下的師生問答和練習句型埋下伏筆。) S1: Is there a river there ?

6、 T: Yes, there is. The water is very clean and there is a lovely dolphin in the river. Let’s see. ( Ss watch the video and ask questions about the picture.) 設計目的：教師根據(jù)情況做出肯定或是否定的回答，激發(fā)學生的好奇心，調動學生的學習積極性。 Step3: Lead-in T: My holiday picture is very nice. What about your holiday pictures ? Please sho

7、w us your holiday pictures and talk about in your groups, Using: Is there a…… in your holiday picture? Ss talk about the pictures and act out in pairs. S1：Is it a nature park? S2: Yes,it is. S1: Is there a forest in the park? S2: Yes, there is. S1: Is there a lake in the forest? S2:

8、No, there isn’t. T: All of you did a wonderful job! Wu Yifan have a holiday picture too. What about his holiday picture? Step3: In-reading 1. Read silently and answer the two questions: a. Is there a forest in the park ? b. Is there a river ? 設計目的：第一遍略讀目的是通過簡單判斷，給與學生閱讀的自信。 2. Read the dialo

9、gue again and look at the picture carefully and tick or cross: a.There is a nature park in Wu’s picture . ( ) b. There is a big mountain in the park .( ) c. There is a river in the park. ( ) d. There is a lake in front of Wu in the picture. ( ) e.There isn’t a forest in the park. ( )

10、設計目的：第二遍細讀目的是培養(yǎng)學生獲取信息、處理信息的能力。解決語篇內的主要內容，通過學生回答有一定思維深度的問題檢測學生理解程度。與此同時，加深對主句型的理解。教師可以在學生找答案的過程中板書四會句型：Is there a forest in the park? Is there a river? 學生回答時板書Yes, there is. No, there isn’t. 師生共同拼讀，進一步加深學生對學習重點的理解。 3. Read again and finish the sentences on page 72, then check the answers together.

11、設計目的：從讀說落實到讀寫，循序漸進的進行閱讀。 4. Watch the video. 5. Follow the video. 設計目的：通過看錄像或聽錄音聽模仿語音語調。 6. Ss read by themselves，then Ss read together. 設計目的：讓學生自由朗讀，加深對課文的理解，同時這也是學生內化的過程。 Step4: Post-reading 1. Ss act out the dialogue，then ask Ss to make a dailogue according the blackboard. 設計目的：學生分角色的

12、表演對話，讓學生在真實的情景中運用所學新知。充分利用板書，讓學生復述課文。 2. Memory Competition. Several pictures appear on the screen, Ss try to describe them or make a dailogue according them. 設計目的：給學生創(chuàng)設一個真實的語言情境，鼓勵學生運用所學知識開口說英語，進行說的拓展。教師給學生分組并適時評價。 3． Finish the exercise book on page 51. Zoom:___________________ on the moon?

13、 Zip: No, there isn’t. Zoom: Is there a lake? Zip: ___________. Zoom: Is there a park? Zip: No, there isn’t. Zoom: Is there a mountain? Zip: _________________. Tick or cross. 1 There is a mountain on the moon. ( ) 2 There is a lake on the moon. ( ) 3 There isn’t a river on the moon. ( ) 4 There isn’t a park on the moon. ( ) 設計目的：通過聽錄音，補全對話，完成寫的拓展。再聽錄音，檢測學生對所聽內容的整體感知，完成tick or cross.進一步提升學生的閱讀水平。 Step5: Homework Make a dialogue about your own holiday picture and read to your parents.