Unit2 Spring Is Coming! 第1課時(shí)教學(xué)設(shè)計(jì)
【內(nèi)容來(lái)源】陜旅教育出版社五年級(jí)下冊(cè) Unit2
【主 題】Warming-up: Think and group, Let’s learn, Let’s chant
【課 時(shí)】第1課時(shí)
一、教學(xué)目標(biāo)
1. 能聽(tīng)、說(shuō)、讀、寫(xiě)詞匯:spring, summer, autumn, winter, season, plant trees, ride a bike。
2. 能熟練說(shuō)唱Let’s chant部分的歌謠。
二、教學(xué)準(zhǔn)備
教師準(zhǔn)備:
1. Let’s learn部分的教學(xué)卡片。
2. 本課時(shí)的課件。
3. 春天和夏天的圖片:春天的圖片上要有綠色的草坪和樹(shù)木,以及一些正在放風(fēng)箏的小朋友;夏天的圖片上是一個(gè)滿頭大汗(準(zhǔn)備游泳)的男孩兒。
4. Let’s learn部分和Let’s chant部分的教學(xué)音頻。
三、教學(xué)方法建議
課程導(dǎo)入(Leading In)
(1)課前問(wèn)答
師生互致問(wèn)候之后,教師繼續(xù)話題,發(fā)起自由會(huì)話:
T: How many days are there in a week?
Ss: Seven.
T: How many months are there in a year, then?
Ss: Twelve.
T: And how many seasons are there in a year? Do you know?
(教師可以向?qū)W生解釋season的意思是“季節(jié)”,從而引導(dǎo)學(xué)生回答Four
(2)新課導(dǎo)入Part A Warming-up: Think and group
1.課件展示本部分這四幅有不同季節(jié)特點(diǎn)的圖片,先讓學(xué)觀察并簡(jiǎn)單描述,再讓學(xué)生說(shuō)一說(shuō)圖片中的場(chǎng)景通常都發(fā)生在一年中的什么時(shí)候:
(1) T: What can you see in the first picture?
T&Ss: The trees are green. The grass is green. There is a kite in the sky.
T: What about the time in the year? Do you know?
(2) Look at the second picture. The farmer feels very hot. He is selling watermelons. What is the time in the year?
(3) The weather is fine. Look at the farmland. The crops are ripe (莊稼成熟了) What’s the time in the year?
(4 ) It’s snowing. It’s very cold outside. What’s the time in the year?
2. 引導(dǎo)學(xué)生用相應(yīng)季節(jié)圖片下的符號(hào)在年歷上做標(biāo)記,將年歷上的各個(gè)月份分組,同桌交流討論,看看能否統(tǒng)一意見(jiàn)。
課程展示活動(dòng)和過(guò)程的設(shè)計(jì)建議(presentation)
(1)新課展示Part A Let’s learn
1. 教授詞匯spring和plant trees
教師出示春天的圖片(圖片上要有綠色的草坪和樹(shù)木,以及一些正在放風(fēng)箏的小朋友),通過(guò)圖片引入教授單詞spring。
T: Look at the picture, boys and girls. What can you see?
S1: I can see green grass, some trees and some children.
如學(xué)生回答不完整,教師可以進(jìn)行補(bǔ)充。
T: What are they doing?
S2: They are flying kites.
T: Yes. The weather is warm, The grass is green. The trees are green and the birds are back. It’s spring. Spring is warm. We can fly kites in spring.
教師板書(shū)新單詞spring,引導(dǎo)學(xué)生進(jìn)行拼讀。讀音方面要注意提醒學(xué)生s后面p的讀音的濁化和pr這兩個(gè)輔音的連綴現(xiàn)象。
教師繼續(xù)提問(wèn),引出新授短語(yǔ)plant trees:
T: What can we do in spring?(然后一邊做植樹(shù)的動(dòng)作一邊說(shuō))We can plant trees.
教師板書(shū)plant trees,引導(dǎo)學(xué)生拼讀短語(yǔ)并糾正錯(cuò)誤的發(fā)音。
教師在這里可以擴(kuò)充講解:plant作名詞時(shí),意思是“植物、草木”,作動(dòng)詞時(shí)的意思是“種植”。拓展應(yīng)用:We can plant flowers in spring, too. We can plant many plants in spring.
2. 教授單詞summer
教師出示夏天的它片(圖片上是一個(gè)滿頭大汗正準(zhǔn)備游泳的另孩兒)
T: Hi, boys and girls. What can you see in the picture?
Ss: A boy.
T: How is he feeling?(引導(dǎo)學(xué)生作答)
T&Ss: He is feeling very hot.
T. Yes. It is very hot. It is summer. The weather is very hot in summer.
教師板書(shū)并領(lǐng)讀新單詞summer,注意提醒學(xué)生:字母u在這里讀短音[^]。
T: What can we do in summer?
Ss: We can swim.
3. 教授詞匯autumn和ride a bike
教師出示秋天的圖片,邊指著圖片上的景色邊介紹:
T: Look, the trees are yellow. The leaves are falling down. It’s autumn. The weather is cool in autumn.
教師板書(shū)并領(lǐng)讀新單詞autumn,注意提示單詞autumn的瀆音:字母組合au讀[?:],u讀[?],而詞尾的n在這里不發(fā)音。
T: What can we do in autumn?(教師展示圖片或做騎自行車的動(dòng)作,邊做動(dòng)作邊說(shuō)) I can ride a bike in autumn.
教師板書(shū)ride a bike,學(xué)生拼讀。并反復(fù)引導(dǎo)學(xué)生練習(xí)運(yùn)用:
T: Who can ride a bike? Can you ride a bike?
4.教授單詞winter
教師出示冬天下雪的圖片:
T: Look. Is it snowing?
Ss: Yes, it is.
T: Well. It s winter now. It often snows in winter. Is it cold?
(教師縮頭縮腦作寒冷狀幫助學(xué)生理解cold的含義)
Ss: Yes, it is.
T: It’s cold in winter. Do you like to make a snowman in winter?
Ss: Yes, I do.
T. We can make a snowman in winter.
教師板書(shū)并領(lǐng)讀單同winter。
5. 教授單詞season
教師邊出示四季的圖片,邊向?qū)W生介紹:
T: Spring is a season. Summer is a season. Autumn is a season and winter is also a season. How many seasons are there in a year?
Ss: Four.
T&Ss: There are four seasons in a year.
板書(shū)并領(lǐng)讀單詞season,強(qiáng)調(diào)這個(gè)單詞里的第一個(gè)s讀[s]、第二個(gè)s則讀[z],而字母組合ea在這里的發(fā)音是長(zhǎng)元音[i:]。
(2)鞏固活動(dòng)
1. 教師播放錄音,讓學(xué)生聽(tīng)并跟讀Let s learn more部分的詞匯。
2. 借助以前學(xué)過(guò)的句型和學(xué)生進(jìn)行問(wèn)答,鞏固本課時(shí)所學(xué)的詞匯。如:
Do you like spring / summer / autumn / winter?
What can you do in spring / summer / autumn / winter?
What’s your favorite season? / Which season do you like best? Why?
操練活動(dòng)的設(shè)計(jì)與實(shí)施建議(Practice Activities)
(1)Part B Let’s chant
這是一首描述四季特點(diǎn)的韻文,文字優(yōu)美,韻律感強(qiáng),教學(xué)中教師要注意培養(yǎng)學(xué)生的語(yǔ)感,引導(dǎo)學(xué)生在輕松歡快的節(jié)奏中感受到英語(yǔ)語(yǔ)言的美,借此激發(fā)學(xué)生的學(xué)習(xí)興趣。
1. 教師要求學(xué)生自己先試著讀一讀本部分的句子,并把不會(huì)的單詞用鉛筆圈出來(lái)。
2. 播放Let’s chant的讀詞部分,要求學(xué)生模仿其語(yǔ)音語(yǔ)調(diào)跟讀歌詞。
3. 播放Let’s chant的說(shuō)唱部分,學(xué)生跟著節(jié)奏邊打拍子邊說(shuō)唱。
4. 教師領(lǐng)讀,學(xué)生分組讀或四人為一組,小組內(nèi)練讀。
5. 隨機(jī)選取學(xué)生表演歌謠,教師及時(shí)給予鼓勵(lì)和積極評(píng)價(jià)。
(2)你來(lái)表演我來(lái)猜
1. 教師先和一名學(xué)生做示范。教師做動(dòng)作表現(xiàn)出季節(jié)的特點(diǎn),學(xué)生說(shuō)出季節(jié)的名稱。如:教師做很冷狀,引導(dǎo)學(xué)生猜單詞winter。
2. 將學(xué)生分成若干組,進(jìn)行限時(shí)比賽。每組選一人進(jìn)行表演,全組同學(xué)猜。在30秒內(nèi)猜出單詞最多的組為獲勝組,教師適當(dāng)獎(jiǎng)勵(lì)。
Unit2 Spring Is Coming! 第2課時(shí)教學(xué)設(shè)計(jì)
【內(nèi)容來(lái)源】陜旅教育出版社五年級(jí)下冊(cè) Unit2
【主 題】Warming-up: Look, tick and say, Let’s talk, Tick, then ask and answer
【課 時(shí)】第2課時(shí)
一、教學(xué)目標(biāo)
1. 能聽(tīng)懂Let’s talk對(duì)話中表示季節(jié)的詞匯。
2. 能運(yùn)用What do you do in ...? I often ... with my friends. Sometimes we ... 談?wù)摳鱾€(gè)季節(jié)的相應(yīng)活動(dòng)。
3. 能聽(tīng)、說(shuō)、熟讀對(duì)話,語(yǔ)音語(yǔ)調(diào)準(zhǔn)確自然。
二、教學(xué)準(zhǔn)備
教師準(zhǔn)備:
1. Let’s learn部分的詞匯卡片
2. Let’s talk部分的教學(xué)掛圖或課件(將放風(fēng)箏和植樹(shù)分開(kāi)展示)。
3. Let’s talk部分的教學(xué)音頻。
三、教學(xué)方法建議
課程導(dǎo)入(Leading In)
(1)課前復(fù)習(xí)
1. 閃卡
教師快速出示Let’s learn部分的詞匯卡片,請(qǐng)學(xué)生分組搶說(shuō)。搶說(shuō)正確的同學(xué)所在組得一分。
2. Part A: Warming-up: Look, tick and say
本部分意在讓學(xué)生看圖討論各自最喜歡的季節(jié)及原因。可要求學(xué)生參考本部分幾幅圖片的內(nèi)容闡述為什么離歡某個(gè)季節(jié),并根據(jù)學(xué)生的程度進(jìn)行引導(dǎo),讓他們拓展說(shuō)出其他更多的原因。為了增加本部分的趣味性,教師也可要求學(xué)生同桌之間互相對(duì)話,并且在回答原因時(shí),加上動(dòng)作。
(1) T: What is your favorite season, S1?
S1: Spring.
T: Why?
S1:(做放風(fēng)箏的動(dòng)作)Because I can fly a kite in spring.
(2) T: What is your favorite season, S2?
S2: Summer.
T: Why?
S2:(做游泳的動(dòng)作)Because I can swim in summer.
(2)新課導(dǎo)入
師生問(wèn)答導(dǎo)人新課:
T: What do you often do on Sunday, S3?
S3: I often ...
T: What do you often do on Monday, S3?
S3: I often ...
教師接下來(lái)提問(wèn)另一位學(xué)生:
T: What do you do in spring /... , S4?
S4: I often ...
教師指著另一位學(xué)生問(wèn):
T: What about you, S5?
S5: I often ...
課程展示活動(dòng)和過(guò)程的設(shè)計(jì)建議(presentation)
(1)新課展示Part A: Let’s talk
1. 教師出示放風(fēng)箏的圖片,提問(wèn)學(xué)生:
T: Look! What are they doing?
Ss: They are flying kites.
T: Do you fly kites in spring?
Ss: Yes, I do.
教師出示植樹(shù)的圖片,提問(wèn)學(xué)生:
T: Look! What are they doing?
Ss: They are planting trees.
T: Do you plant trees in spring?
Ss: Yes, I do.
教師接下來(lái)問(wèn)某一位學(xué)生:
T: Which is your favorite season, S1?
S1: Spring / Summer / Autumn / Winter.
T: So what do you do in ...?
S1: I often ...
教師接著問(wèn)另一位學(xué)生:
T: What about you, S2?
S2: My favorite season is ... And I often ... in this season.
T: Well. My favorite season is winter. I often make a snowman with my friends. Sometimes we throw snowballs.
教師板書(shū)功能句:
What do you do in ...?
I often ... with my friends. Sometimes we ...
教學(xué)小貼士 以舊帶新是小學(xué)英語(yǔ)教師常用的一種教學(xué)方式。學(xué)習(xí)是一個(gè)循序漸進(jìn)的過(guò)程,學(xué)生只有在掌握較低層次知識(shí)的前提下才能理解和掌握與此有聯(lián)系的較高層次的知識(shí),而要讓學(xué)生對(duì)所學(xué)知識(shí)有新的認(rèn)識(shí),也<需要原有知識(shí)的鋪墊。由于學(xué)生在四年級(jí)下冊(cè)Unit 4 What Do You Do on Saturday? 中已學(xué)過(guò)What do you do on ...? I often ... 句型,那么在本課時(shí)新授What do you do in ...? I often ... Sometime…句型時(shí),就可以借助已有的舊知識(shí)導(dǎo)人新知識(shí),達(dá)到以舊促新的目的。不過(guò)教師在這里需要提醒學(xué)生:星期前用介詞on,季節(jié)前用介詞in;often和sometimes都是頻度副詞,often意思為“經(jīng)常”,而sometimes意思為“有時(shí)候”。 |
2. 教師播放錄音,讓學(xué)生聽(tīng)并整體感知Let’s talk部分的對(duì)話。教師可在聽(tīng)錄音時(shí),出示本部分的教學(xué)掛圖,要求學(xué)生結(jié)合圖片和錄音理解對(duì)話。
3. 引領(lǐng)學(xué)生通讀對(duì)話,并講解疑難點(diǎn):
(1)Tree Planting Day的意思是“植樹(shù)節(jié)”,讓學(xué)生了解并復(fù)習(xí)節(jié)日詞匯的格式(各單詞首字母大寫(xiě)等),并注意節(jié)日前用介詞on。
(2) How happy we are!
How interesting!
這兩句都是以how引導(dǎo)的感嘆句,其句子結(jié)構(gòu)是“How+形容詞/副詞+句子主語(yǔ)+謂語(yǔ)動(dòng)詞+!”當(dāng)要表示的感嘆語(yǔ)氣很強(qiáng)烈的時(shí)候,也可以名略主語(yǔ)和謂語(yǔ)動(dòng)詞。如:How beautiful she is!(她真漂亮!)可省略為:How beautiful!
4. 教師提出問(wèn)題,然后再次播放錄音,讓學(xué)生帶著問(wèn)題去聽(tīng),并要求他們聽(tīng)的同時(shí)在課文中勾畫(huà)出問(wèn)題的答案。問(wèn)題可參考如下:
(1) Is spring coming?
(2) Are they happy?
(3) What does Li Shan do in spring?
(4) What does Su Nan do in spring?
在回答問(wèn)題時(shí),教師要注意提醒學(xué)生:句子的主語(yǔ)是第三人稱單數(shù)時(shí),動(dòng)詞詞尾要加s/es。
(2)鞏固活動(dòng)
1. 教師播放錄音,要求學(xué)生模仿其語(yǔ)音語(yǔ)調(diào)跟讀Let’s talk部分的對(duì)話。
2. 同桌之間分角色演練對(duì)話。
操練活動(dòng)的設(shè)計(jì)與實(shí)施建議(Practice Activities)
(1)角色扮演
1. 教師出示Let’s talk部分放風(fēng)箏和植樹(shù)的圖片,先由教師扮演Li Shan、學(xué)生扮演Su Nan,分角色看著圖片進(jìn)行對(duì)話。教師可要求在表演的過(guò)程中加上動(dòng)作,增加對(duì)話的趣味性。
2. 學(xué)生兩人一組進(jìn)行排練,并鼓勵(lì)學(xué)生將Let’s talk部分spring的話題改成其他的季節(jié)創(chuàng)編新對(duì)話:教師在教室里巡視,予以指導(dǎo)。
3. 隨機(jī)挑選幾個(gè)小組上臺(tái)表演。
(2)Part B Tick, then ask and answer
1. 教師引導(dǎo)學(xué)生仔細(xì)觀察本部分的活動(dòng)圖片,并引領(lǐng)他們一一說(shuō)出這些活動(dòng)的名稱。
2. 教師與一位學(xué)生進(jìn)行問(wèn)答示范,請(qǐng)其他學(xué)生注意聽(tīng):
T: What do you do in spring?
S1: In spring, I often fly kites. Sometimes I plant trees.
T: What do you do in winter?
S1: In winter, I often make a snowman with my friends. Sometimes 1 draw pictures at home.
...
3. 學(xué)生兩人一組勾出在相應(yīng)季節(jié)的兩幅圖片,相互問(wèn)答。教師向?qū)W生強(qiáng)凋在相互問(wèn)答時(shí)要注意句子的完整性,然后在教室里進(jìn)行巡視,對(duì)個(gè)別學(xué)生進(jìn)行指導(dǎo),并注意糾正學(xué)生不恰當(dāng)?shù)恼Z(yǔ)音語(yǔ)調(diào)。
Unit2 Spring Is Coming! 第3課時(shí)教學(xué)設(shè)計(jì)
【內(nèi)容來(lái)源】陜旅教育出版社五年級(jí)下冊(cè) Unit2
【主 題】Let’s learn more, Listen and number
【課 時(shí)】第3課時(shí)
一、教學(xué)目標(biāo)
1. 能聽(tīng)、說(shuō)、讀、寫(xiě)單詞:March, April, May, warm, hot, cool, cold。
2. 能聽(tīng)懂Let’s learn more部分描述季節(jié)的詞匯和句型。
3. 能理解并運(yùn)用It’s warm and trees are green. We like to ... Summer is hot, but we can ... 談?wù)撃硞€(gè)季節(jié)的特征。
4. 能聽(tīng)、說(shuō)、熟讀課文,語(yǔ)音語(yǔ)調(diào)準(zhǔn)確自然。
二、教學(xué)準(zhǔn)備
教師準(zhǔn)備:
1. Let’s learn部分的月份卡片和一張年歷。
2. Let’s learn more和Listen and number部分的教學(xué)音頻。
3. 本課時(shí)的課件或教學(xué)掛圖。
4. Let’s learn部分的詞匯卡片。
三、教學(xué)方法建議
課程導(dǎo)入(Leading In)
(1)課前復(fù)習(xí)
1. 猜一猜
教師出示第一課時(shí)所學(xué)的季節(jié)圖片,但只露出圖片的其中一部分,讓學(xué)生猜一猜是哪個(gè)季節(jié)。如:
T:(教師只露出冬天圖片的一小部分)What season is it? Can you guess?
Sl: It’s ... / Is it ...?
T: Yes, it is. / No, it isn’t.
2. 看圖問(wèn)答
教師出示活動(dòng)的圖片,和學(xué)生運(yùn)用句型What do you do in ...? I often ... Sometimes I ... 就圖片內(nèi)容進(jìn)行問(wèn)答。如:
T:(教師出示放風(fēng)箏和植樹(shù)的圖片)spring is coming. What do you do in spring?
S1: I often fly kites with my friends. Sometimes I plant trees.
T:(教師出示游泳和吃西瓜的圖片)spring is coming. What do you do in summer?
S2: I often eat watermelons. Sometimes I swim.
教學(xué)提示:教師在這里也可以讓同桌之間互相看圖問(wèn)答,并注意提醒他們要先根據(jù)圖片上的活動(dòng)內(nèi)容判斷相應(yīng)的季節(jié),再開(kāi)始提問(wèn)。
(2)新課導(dǎo)入
T: Hello, boys and girls. How many seasons are there in a year? Do you know?
Ss: Four. / There are four seasons in a year.
T: What are they?
Ss: (They are) Spring, summer, autumn and winter.
課程展示活動(dòng)和過(guò)程的設(shè)計(jì)建議(presentation)
(1)新課展示Part B Let’s learn more
1. 教授單詞March, April和May
(1) 教師大屏幕出示春天的景色。
T: Look. What season is it?
Ss: Spring.
T: Yes. It’s spring. The trees and grass are green and the flowers are beautiful. But which months are in spring? Who can tell us?
展示年歷,鼓勵(lì)學(xué)生進(jìn)行討論,并在年歷上圈出相應(yīng)的月份。之后,教師指著年歷上圈出的3月、4月和5月逐一介紹單詞March, April和May 。
(2) 教師出示3月、4月和5月的卡片,領(lǐng)讀并注意糾正學(xué)生的錯(cuò)誤讀音。
(3) 教師板書(shū)這三個(gè)單詞,請(qǐng)學(xué)生進(jìn)行拼讀,并提醒他們注意月份單詞的書(shū)寫(xiě)格式:首字母大寫(xiě)。拼讀時(shí),教師要注意引導(dǎo)學(xué)生關(guān)注單詞中字母組合的發(fā)音,學(xué)會(huì)按讀音規(guī)則拼讀拼寫(xiě)單詞:
March中,字母組合ar讀[a:],ch讀[t?]
April中,字母a讀[ei], i讀短音的[?]。
May中,字母組介ay讀[ei]
板書(shū)并朗讀句子:March, April and May are in spring.
(4)比比誰(shuí)最快
教師將學(xué)生分成四組,并快速出示手指,三根手指代表3月,四根手指代表4月,五根手指代表5月。要求學(xué)生看到教師出示的手指?jìng)€(gè)數(shù)快速說(shuō)出相應(yīng)的月份,哪組學(xué)生說(shuō)的又快又準(zhǔn),其所在組加一分。
2. 教授句型
(1) 教師承接上一環(huán)節(jié),指著大屏幕繼續(xù)提問(wèn)學(xué)生:
T: What can you see in March, April and May?(并引導(dǎo)學(xué)生作答)
T&Ss: We can see green trees, green grass and beautiful flowers.
T: (教師做溫暖的動(dòng)作)Is it warm in spring?
Ss: Yes, it is.
T: In March, April and May, it’s warm and trees are green. Do you like to go out to play?
Ss: Yes, we do.
板書(shū)句型:In March, April and May, it’s warm and trees are green. We like to...
教學(xué)建議:教師可以在這里適當(dāng)復(fù)習(xí)一下like后面接動(dòng)詞的用法。
(2) 教師以大屏幕出示夏天非常炎熱的景象,并指著圖片,做擦汗的動(dòng)作,向?qū)W生介紹:
T: Oh, summer is coming. It is hot.
之后,教師出示小朋友游泳和吃冰淇淋的圖片,并提問(wèn):
T: Look at the children. What do they do in summer?
Ss: They often swim and eat ice-creams.
板書(shū)句型:Summer is hot, but we can ...
(3) 教師以大屏幕出示秋天豐收的景象。
T: Look! What can you see in autumn?
SS:(教師可根據(jù)學(xué)生回答的情況適當(dāng)?shù)剡M(jìn)行補(bǔ)充)We can see many fruits and vegetables.
T: Yes. Autumn is coming. It’s cool but rick We have many fruits in this season.
由于在Part B Let’s chant部分已經(jīng)接觸過(guò)rick這個(gè)單詞,建議教師在這里簡(jiǎn)單解釋一下rich的意思即可。
(4) 教師以大屏幕出示冬天小朋友在下雪天堆雪人的景象。
T: Look! It is snowing. What season is it?
Ss: Winter.
T:(教師作發(fā)抖狀)Is it cold?
Ss: Yes, it is.
T: What can you see in the picture?
Ss: We can see some children and a snowman.
T: What are the children doing?
Ss: They are making a snowman.
T: Are they happy?
Ss: Yes, they are.
3. 聽(tīng)力理解
教師分別播放Let’s learn more部分的五段錄音,讓學(xué)生認(rèn)真聽(tīng)這五段話,并在聽(tīng)完每段話時(shí)回答問(wèn)題:
(1) What are the four seasons in a year?
(2) What’s the weather like in spring / summer / autumn / winter?
(3) What do / can you do / have in spring / summer / autumn / winter?
(2)鞏固活動(dòng)
教師完整地播放錄音,讓學(xué)生聽(tīng)并注意模仿其語(yǔ)音語(yǔ)調(diào)跟讀Let’s learn more部分的內(nèi)容。
操練活動(dòng)的設(shè)計(jì)與實(shí)施建議(Practice Activities)
(1)Read again and answer the questions
1. 先讓學(xué)生自己讀一讀本部分的四個(gè)問(wèn)題。對(duì)于難點(diǎn),教師可以適當(dāng)?shù)剡M(jìn)行提示:如特殊疑問(wèn)詞when的意思是“什么時(shí)候”,snowmen是單詞 snowman的復(fù)數(shù)形式等
2. 任務(wù)型閱讀:學(xué)生帶著問(wèn)題自讀Let’s learn more部分的課文,并勾畫(huà)出與這四個(gè)問(wèn)題有關(guān)的信息。
3. 教師提問(wèn),并要求學(xué)生在回答時(shí),盡量將句子回答完整;如果有學(xué)生回答得不夠完整,教師可以適當(dāng)補(bǔ)充后讓其再重復(fù)要遍。鼓勵(lì)學(xué)生大膽開(kāi)口、踴躍作答并表?yè)P(yáng)積極參與的字生。
參考答案:
1. They are spring, summer, autumn and winter.
2. Because it is warm and trees are green.
3. We can swim and eat ice-creams.
4. We can make snowmen in winter.
4. 上述問(wèn)題處理完畢后,教師可視學(xué)生的理解和表達(dá)情況,提出一些拓展性的問(wèn)題供其討論,如:
(1) Which season do you like best? Why?
(2) Why is autumn rich?
(3) Do you like winter? Why or why not?
(2)Part C Listen and number
1. 教師引導(dǎo)學(xué)生仔細(xì)觀察本部分的四幅圖片,并做簡(jiǎn)單描述。
2. 播放本部分的錄音,讓學(xué)生根據(jù)錄音所描述的先后順序,給圖片標(biāo)序號(hào)。
3. 請(qǐng)學(xué)生自己嘗試按聽(tīng)到的順序盡可能詳細(xì)地描述每幅圖片,之后請(qǐng)幾位同學(xué)在班上展示,核對(duì)答案。可參考如下描述:
1. It’s warm in spring. The trees are green and there are flowers here and there.
2. I like autumn. It is cool. And the trees are yellow. But we have nice apples and pears.
3. It is hot in summer. The children like to go swimming in the river.
4. It is cold in winter. Sometimes it snows. So we can make a snowman.
本部分的錄音內(nèi)容如下:
1. It is cold. Sometimes it snows. And we can make a snowman.
2. It is warm. The trees are green and we can see flowers here and there.
3. It is cool. And the trees are yellow. But we can have nice apples and pears. So I like it.
4. It is hot. Children like to go swimming in the river. They should be careful.
參考答案:3, 2, 4, 1
Unit2 Spring Is Coming! 第4課時(shí)教學(xué)設(shè)計(jì)
【內(nèi)容來(lái)源】陜旅教育出版社五年級(jí)下冊(cè) Unit2
【主 題】Read the words , Look and answer, Read and find the right clothes for each season, Look and write
【課 時(shí)】第4課時(shí)
一、教學(xué)目標(biāo)
1. 了解字母組合ir, oi和ur在單詞中的讀音變化,學(xué)習(xí)其發(fā)音規(guī)則。
2. 通過(guò)完成Part C部分的活動(dòng),對(duì)本單元所學(xué)的有關(guān)季節(jié)的詞匯和功能句進(jìn)行全面復(fù)習(xí)和檢測(cè)。
3. 通過(guò)各項(xiàng)復(fù)習(xí)鞏固活動(dòng),提高語(yǔ)言運(yùn)用能力。
二、教學(xué)準(zhǔn)備
教師準(zhǔn)備:
1. Let’s chant和Read the words部分的教學(xué)音頻。
2. Let’s learn部分的詞匯卡片。
3. 服飾類單詞卡片。
三、教學(xué)方法建議
課程導(dǎo)入(Leading In)
(1)Let’s chant
教師播放Part B Let’s chant部分的錄音,請(qǐng)學(xué)生跟著節(jié)奏打拍子說(shuō)唱歌謠,通過(guò)朗朗上口的歌謠,帶領(lǐng)學(xué)生進(jìn)人英語(yǔ)學(xué)習(xí)氛圍中,并復(fù)習(xí)有關(guān)季節(jié)的詞匯。
(2)眼疾手快
把四季的卡片貼在黑板上,然后每次選出4-6位學(xué)生一起站在黑板前,教師在一旁用每個(gè)季節(jié)特有的活動(dòng)發(fā)指令,學(xué)生聽(tīng)到后立即將手按到相應(yīng)的季節(jié)卡片上并說(shuō)出應(yīng)在的季節(jié);教師在發(fā)令的間隙,可以視情況任意抽取其他學(xué)生說(shuō)出相應(yīng)的答案為調(diào)節(jié)氣氛,教師可以故意延長(zhǎng)語(yǔ)凋或突然加快語(yǔ)速,游戲也可用淘汰制進(jìn)行每次動(dòng)作最慢的同學(xué)出局,最后選出反應(yīng)最快的同學(xué)。如:
T: I often plant trees.
Ss:(學(xué)生立即將手按到spring上)In spring.
T: I often swim.
Ss:(學(xué)生立即將手按到summer上)In summer.
T: I often pick apples.
Ss.(學(xué)生立即將手按到autumn上)In autumn.
T: I often make a snowman.
Ss.(學(xué)生立即將手按到winter上)In winter.
課程展示活動(dòng)和過(guò)程的設(shè)計(jì)建議(presentation)
(1)Part B Read the words
1. 教師播放Read the words部分的錄音,讓學(xué)生仔細(xì)聽(tīng)單詞,初步感知子母組合ir, or和ur在本部分單詞中的讀音。
2. 學(xué)生自讀單詞,再次感知字母組合漢ir, or和ur在本部分單詞中的讀音。
3. 教師帶領(lǐng)學(xué)生總結(jié)ir[?:], or[?:], ur [?:]在本部分單詞中的讀音。
教學(xué)小貼士 ar、er、ir、or、ur五組字母組合也叫r音節(jié),在重讀音節(jié)中讀長(zhǎng)音,其讀音規(guī)則比較典型,也很常用,教師應(yīng)注意幫學(xué)生歸納、掌握、運(yùn)用。
字母組合 |
讀音 |
ar |
[a:] |
er |
[?:] |
ir |
[?:] |
or |
[?:] |
ur |
[?:] |
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4. 引導(dǎo)學(xué)生運(yùn)用總結(jié)出的規(guī)則嘗試獨(dú)向拼讀Try to read more部分的生詞。然后播放本部分的錄音,讓學(xué)生核查各自的讀音是否正確,并跟讀本部分的生詞。
(2)Part C Look and answer
1. 讓學(xué)生仔細(xì)觀察本部分的各個(gè)圖片,之后教師說(shuō)問(wèn)題,選取學(xué)生作答。為增加難度,教師可打亂順序隨機(jī)抽取圖片發(fā)問(wèn),檢測(cè)學(xué)生的觀察效果。
參考答案:
They often eat apples / have fruits.
They often sing songs.
They often swim / go swimming.
They often sleep.
2. 學(xué)生四人一組相互問(wèn)答,教師在教室里巡視指導(dǎo),提醒學(xué)生回答完整。
3. 教師隨機(jī)挑選幾組學(xué)生進(jìn)行問(wèn)答展示,并對(duì)有進(jìn)步的學(xué)生提出表?yè)P(yáng)。
(3)Part C Read and find the right clothes for each season
1. 教師出示本部分有關(guān)衣服的圖片,請(qǐng)學(xué)生看圖說(shuō)單詞,復(fù)習(xí)服飾類詞匯。
2. 引導(dǎo)學(xué)生自讀本部分的各個(gè)小段落,理解大意。
3. 教師領(lǐng)讀本部分的小段落,注意糾正學(xué)生的錯(cuò)誤發(fā)音。
4. 學(xué)生將本部分內(nèi)容中所提到服飾類詞匯寫(xiě)在相應(yīng)季節(jié)的圖框中。
5. 選取學(xué)生根據(jù)各自的填寫(xiě)結(jié)果說(shuō)一說(shuō),如:I wear ..., and ... in ...
(4)Part C Look and write
教師在引導(dǎo)學(xué)生完成本部分內(nèi)容時(shí),可要求學(xué)生先仔細(xì)觀察圖片,并根據(jù)提示詞大概了解句子的意思,這樣才能結(jié)合上下文,明白填什么單詞才能將句子補(bǔ)充完整,使其成為句型正確,符合短文主旨的句子。
其次,教師應(yīng)注意引導(dǎo)學(xué)生分析所應(yīng)填入詞匯的詞性。如本部分的第1和第4小題就要求學(xué)生看清楚名詞的單復(fù)數(shù),來(lái)確定應(yīng)該填入哪個(gè)be動(dòng)詞。如:flowers和fruits都是可數(shù)名詞的復(fù)數(shù)形式,后面須接be動(dòng)詞中的are,而不能是is。
最后,要求學(xué)生在填完之后再完整地讀一讀,迅速檢查上下文的邏輯結(jié)構(gòu)是否正確,句子的意思和圖片相比是否出現(xiàn)偏差等來(lái)進(jìn)一步確定答案。
參考答案:
1. is green, flowers are beautiful, plant trees
2. hot in summer, We can swim
3. many fruits, climb the mountains
4. is cold, make a snowman / snowmen
操練活動(dòng)的設(shè)計(jì)與實(shí)施建議(Practice Activities)
(1)詞匯聽(tīng)寫(xiě)
組織全班同學(xué)一起聽(tīng)寫(xiě)詞匯,也可采用請(qǐng)一位或兩位同學(xué)在黑板上寫(xiě),其他同學(xué)書(shū)空的形式進(jìn)行,復(fù)習(xí)鞏固本單元所學(xué)的詞匯:season, spring, summer, autumn, winter, plant trees, ride a bike, March, April, May, warm, hot, cool, cold, go swimming。
(2)做調(diào)查
1. 讓學(xué)生離開(kāi)位置,隨意尋找同學(xué)運(yùn)用句型What do you do in ... ?進(jìn)行問(wèn)答,調(diào)查大家在每個(gè)季節(jié)所做的活動(dòng)。
Name |
Spring |
Summer |
Autumn |
Winter |
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2. 學(xué)生兩人一組談?wù)摳髯缘恼{(diào)查結(jié)果,鼓勵(lì)他們盡可能多地運(yùn)用本單元所接觸的句型:... often does ... in spring. In summer, he / she likes to ... Sometimes he / she ... in autumn. In winter,...
3. 隨機(jī)選取幾組學(xué)生做展示,并評(píng)出最佳調(diào)查員。