五年級(jí)上冊(cè)英語(yǔ)教案-UNIT SEVEN WHAT WILL YOU DO IN CHENGDU lesson 25 北京版

Unit

7What

will

you

do

in

Chengdu?Lesson25指導(dǎo)思想與理論依據(jù)

國(guó)家《英語(yǔ)課程標(biāo)準(zhǔn)》提出：“要強(qiáng)調(diào)學(xué)習(xí)過(guò)程，重視語(yǔ)言學(xué)習(xí)的實(shí)踐性和應(yīng)用性。主張學(xué)生在真實(shí)的語(yǔ)境中接觸、體驗(yàn)和理解語(yǔ)言，并在此基礎(chǔ)上學(xué)習(xí)和運(yùn)用語(yǔ)言?！北菊n是高年級(jí)教學(xué)，注重以話題為主線呈現(xiàn)語(yǔ)言知識(shí)，教師要設(shè)計(jì)多種多樣的板塊活動(dòng)。

因此我在在課堂上盡可能多的為學(xué)生創(chuàng)造運(yùn)用語(yǔ)言的環(huán)境，學(xué)生通過(guò)多種形式跟讀、小組合作學(xué)習(xí)的形式學(xué)習(xí)本單元旅行的話題，在活動(dòng)中體驗(yàn)并運(yùn)用所學(xué)語(yǔ)言，提高語(yǔ)言在真實(shí)環(huán)境中的應(yīng)用。

教學(xué)背景分析

(一)

教學(xué)內(nèi)容：

單元內(nèi)容分析：本單元圍繞旅行這一話題，重點(diǎn)學(xué)習(xí)詢問(wèn)乘坐的交通工具，在旅行中安排活動(dòng)時(shí)間以及計(jì)劃做什么事情。學(xué)生第一次接觸此話題。本單元所要學(xué)習(xí)的新的交際用語(yǔ)是詢問(wèn)乘坐的交通工具“Are

you

going

to…by…?/No,

we

are

going

by…”在某地計(jì)劃做某事“What

will

you

do

in…?/

I

will

…”安排活動(dòng)時(shí)間“what

time

are

we

going

to…?/

We

are

going

to…at…”在本單元的三課學(xué)習(xí)課，以玲玲一家去成都看望爺爺奶奶并游覽當(dāng)?shù)氐木包c(diǎn)為情景主線。在第一課時(shí)中，玲玲向?qū)殞毐磉_(dá)自己要乘坐飛機(jī)去成都看望家人和游覽其他景點(diǎn)的計(jì)劃。第二課時(shí)，玲玲在前往成都的飛機(jī)上與陌生人交談在成都計(jì)劃做什么事情。在第三課時(shí)中，主要呈現(xiàn)玲玲一家在成都的活動(dòng)安排，強(qiáng)調(diào)了在某一時(shí)間里計(jì)劃做某事，將前兩課的功能句型進(jìn)行了復(fù)現(xiàn)。

(二)

學(xué)生情況：

五年級(jí)的學(xué)生在學(xué)習(xí)上有自主的學(xué)習(xí)能力，朗讀能力及語(yǔ)言表達(dá)能力。他們對(duì)英語(yǔ)的學(xué)習(xí)有興趣，尤其是談?wù)撏獬雎眯械脑掝}更能激發(fā)他們的學(xué)習(xí)樂(lè)趣。但是學(xué)生的學(xué)習(xí)存在著差異，對(duì)于學(xué)習(xí)基礎(chǔ)較好的同學(xué)可以在課堂上積極地參與到課堂中來(lái)，學(xué)習(xí)效果也比較好，有的學(xué)生只能學(xué)習(xí)簡(jiǎn)單的詞匯與語(yǔ)句。在老師的和同學(xué)的幫助下，也可以參與到課堂當(dāng)中來(lái)。每個(gè)學(xué)生在老師的引導(dǎo)下，都能夠進(jìn)行學(xué)習(xí)，根據(jù)自己的學(xué)習(xí)能力學(xué)到知識(shí)。

教學(xué)方式：師生互動(dòng)，體驗(yàn)學(xué)習(xí)，合作學(xué)習(xí)。

(三)

教學(xué)手段及技術(shù)準(zhǔn)備：Pad;

配套多媒體課件；自制課件；自制單詞卡。

教學(xué)目標(biāo)及重難點(diǎn)

(一)

教學(xué)目標(biāo)：

1.能夠正確理解和朗讀本課對(duì)話。

2.能在情境中理解、聽(tīng)說(shuō)、認(rèn)讀單詞

busy,

leave,

等詞匯，發(fā)展學(xué)生在情境中理解詞匯的能力。

3.能詢問(wèn)及表達(dá)“將在某時(shí)間做什么事情”的交際用語(yǔ)：“What

time

are

you/

they

going

to

…?

We/

They

are

going

to

…”并能創(chuàng)編新的對(duì)話。

4.能熟練使用pad

進(jìn)行答題，搶答，以及課文跟讀。

（二）教學(xué)重、難點(diǎn)：

教學(xué)重點(diǎn)：

詢問(wèn)及表達(dá)“將在某時(shí)間做什么事情”的交際用語(yǔ)：“What

time

are

we

going

to

do?

We

are

going

to

…

at…”

2.

能正確理解、朗讀對(duì)話。

教學(xué)難點(diǎn)：

詢問(wèn)及表達(dá)“將在某時(shí)間做什么事情”的交際用語(yǔ)：“What

time

are

we

going

to

do?

We

are

going

to

…

at…”五、教學(xué)過(guò)程

Step1:

歌曲導(dǎo)入，復(fù)習(xí)旅行計(jì)劃.

教師帶領(lǐng)學(xué)生演唱歌曲，之后簡(jiǎn)單談?wù)摳枨鷥?nèi)容，引入到本單元話題玲玲的旅行計(jì)劃。之后帶領(lǐng)學(xué)生回憶玲玲的旅行計(jì)劃是什么，學(xué)生根據(jù)教師PPT上關(guān)鍵詞用英語(yǔ)敘述Lingling’s

travel.師生對(duì)話如下：

Sing

a

song《We

are

going

to

visit

the

moon》

T:

Good

morning,

boys

and

girls!

Let’s

sing

a

song,

Ok?

2.Free

talk

T:

Ok,

Let’s

go

back

to

our

lesson.

This

lesson

we

are

going

to

learn

Lesson

25—Ling

ling’s

travel

plan

for

Chengdu.

What

is

Lingling

going

to

do?

She

is

going

to…

The

teacher

will

lead

students

to

retell

the

key

information

in

lesson

23&24

and

students

try

to

answer

t

he

questions.【設(shè)計(jì)意圖】：通過(guò)歌曲導(dǎo)入，創(chuàng)造英語(yǔ)學(xué)習(xí)的氛圍，激發(fā)學(xué)生本節(jié)課學(xué)習(xí)的興趣，同時(shí)復(fù)習(xí)主要功能句型。通過(guò)師生間對(duì)話，激活學(xué)生已有認(rèn)知，喚起他們對(duì)本單元前兩課玲玲準(zhǔn)備去成都旅行和在飛機(jī)上遇到的新朋友的背景知識(shí)的相關(guān)記憶，用語(yǔ)篇的形式，幫學(xué)生梳理知識(shí)間的聯(lián)系。

Step2:

對(duì)話學(xué)習(xí)，了解玲玲的在成都第二天的旅行計(jì)劃。

1.

觀察主題圖，了解情景信息

教師出示圖一PPT，引導(dǎo)學(xué)生關(guān)注對(duì)話發(fā)生的背景信息，以及猜測(cè)問(wèn)候語(yǔ)言，師生對(duì)話如下：

T:

Ok,

let’s

travel

with

Lingling.

Look,

Lingling’s

family

are

arriving

in

Chengdu.

Where

are

they

now?

S1:

They

are

at

Chengdu

airport.

T:

（叔叔出現(xiàn)）Who

is

coming

to

pick

them

up?

S2:

Yes,

it’s

Lingling’s

uncle.

T:

Guess,

what

uncle

will

say

to

them?

S3:

Nice

to

meet

you/Welcome

to

Chengdu.

教師播放圖一第一句的錄音，學(xué)生聽(tīng)后跟讀，對(duì)話內(nèi)容如下：

Uncle:

Nice

to

see

you

all

again.

You

are

taller,

Lingling【設(shè)計(jì)意圖】通過(guò)觀察主題圖的人物及地點(diǎn)，引導(dǎo)學(xué)生關(guān)注本課對(duì)話發(fā)生在機(jī)場(chǎng)這一場(chǎng)景，預(yù)測(cè)人物問(wèn)候語(yǔ)，為學(xué)習(xí)玲玲的具體行程安排掃清障礙。

2.

整體視聽(tīng)，了解玲玲的具體日程活動(dòng)安排

(1)

教師提出問(wèn)題，請(qǐng)學(xué)生思考他們接下來(lái)會(huì)談?wù)撃男﹥?nèi)容，隨后播放完整視頻，請(qǐng)學(xué)生觀看后在Pad上完成學(xué)習(xí)單。師生對(duì)話如下：

T:

What

will

they

talk

about

next?

Now,

let’s

watch

and

listen（播放課文視頻）

T:

Ok,

boys

and

girls.

What

are

they

talking

about?

You

have

2

choices.

A:

They

are

talking

about

the

plan

for

tomorrow.

B:

They

are

talking

about

the

food

to

eat.

Now

please

open

your

Pad

and

make

a

choice.

(學(xué)生打開(kāi)Pad，

在Pad上完成選擇，之后教師查看學(xué)生答題情況，核對(duì)答案,最后請(qǐng)學(xué)生合上Pad,觀看教師PPT)

(2)

教師繼續(xù)提出問(wèn)題“What’s

the

plan

for

tomorrow?”之后播放課文錄音，請(qǐng)學(xué)生在pad上填寫(xiě)初玲玲一天的旅行計(jì)劃。

師生對(duì)話如下：

T:

What’s

the

plan

for

tomorrow?

You

can

read

the

dialogue

on

your

book

and

fill

the

blanks

on

Pad

.

T:

So

What’s

the

plan

for

tomorrow?

Ss:

They

are

going

to

see

the

pandas

and

visit

Du-jiang-yan.

T:

Great!

How

do

you

know

that?

Can

you

show

me

the

answer?

Ss:

Point

to

the

answer.

T:

Is

it

right?

Ss:

Yes./

No

T:

Where

will

they

have

dinner?

At

home

or

not

at

home?

Ss:

At

home.

T:

So,

we

know

in

the

morning,

they

are

going

to

see

the

panda.

In

the

afternoon,

they

are

going

to

visit

Du-jiang-yan.

And

in

the

evening,

they

are

going

to

come

back

for

dinner.

Now

who

can

retell

the

plan?

Ss:…

3.處理課文細(xì)節(jié)問(wèn)題

教師出示課文對(duì)話，提出細(xì)節(jié)性問(wèn)題：What

time

are

we

going

to

leave?

And

how

will

they

see

the

pandas請(qǐng)學(xué)生從對(duì)話中找到答案，并在Pad上完成作答。最后，完整呈現(xiàn)the

plan

for

tomorrow.引導(dǎo)學(xué)生評(píng)價(jià)玲玲的計(jì)劃怎么樣。

T:

Look,

Mom

has

question,

what’s

the

question?

Listen.

Ss:

What

time

are

we

going

to

leave？（學(xué)習(xí)新單詞leave）

T:

So

What

time

are

we

going

to

leave？

Ss:

We

are

going

to

leave

at

7:30

after

breakfast.

T:

Very

good!

Now

let’s

listen.

What

does

uncle

say?

T:

Please

think

about

why

mom

ask

what

time

are

we

going

to

leave?

Ss:

Maybe

she

want

to

know

the

time

and

she

wants

to

prepare

something

before

they

are

leaving.

T:

So

now

we

know

they

are

going

to

see

the

pandas

in

the

morning

and

they

are

going

to

leave

at

7:30.

Well,

how

will

they

go

by

bus

or

by

car.

Ss:

By

car

T:

Why?

Ss:

Because

uncle

says

“

I

will

drive

you

there.

I

am

a

good

driver.”

T:

Good

job!

This

is

all

about

lingling’s

plan

for

tomorrow.

How

is

the

plan?

Will

they

have

a

good

time

tomorrow?

How

will

they

feel?

Ss:

They

will

be

very

happy.

T:

Yes!

What

does

uncle

think

of

the

plan.

Listen!

What

does

uncle

say?

Ss:

We

will

have

a

busy

day.

（學(xué)習(xí)新單詞busy）

T:

Look!

Tomorrow

they

will

see

pandas

in

the

morning

and

they

are

going

to

leave

very

early

at

7:30.

And

then

they

will

visit

Du-jiang-yan

and

at

last

they

will

come

back

for

dinner.

Maybe

they

will

come

back

late.

So

they

will

have

a

busy

day.

【設(shè)計(jì)意圖】：

逐句呈現(xiàn)對(duì)話，完整呈現(xiàn)玲玲一天的活動(dòng)計(jì)劃，引發(fā)學(xué)生思考媽媽為什么要問(wèn)出發(fā)的時(shí)間，引導(dǎo)學(xué)生做計(jì)劃時(shí)要有時(shí)間意識(shí)，同時(shí)嘗試評(píng)價(jià)玲玲的旅行計(jì)劃，理解a

busy

day的含義。

4.在pad上進(jìn)行跟讀練習(xí)。

Listen

and

repeat

the

whole

dialogue.（學(xué)生在Pad上進(jìn)行跟讀練習(xí)）

5.學(xué)生分角色朗讀課文。

【設(shè)計(jì)意圖】：學(xué)生通過(guò)使用Pad進(jìn)行課文的跟讀練習(xí)，能讓學(xué)生有針對(duì)性的進(jìn)行自主學(xué)習(xí)。

Step3:

操練功能句型，創(chuàng)編新的對(duì)話。

1.

教師創(chuàng)設(shè)爸爸想知道去都江堰的時(shí)間和奶奶想知道回家吃晚飯的時(shí)間，讓學(xué)生使用功能句型進(jìn)行操練，之后，教師創(chuàng)設(shè)玲玲一家要做更多更細(xì)致的計(jì)劃，為學(xué)生呈現(xiàn)他們一家人計(jì)劃好的時(shí)間安排，請(qǐng)學(xué)生為他們編一段新的對(duì)話。師生對(duì)話如下：

T:

Mom

wants

to

know

the

time

to

leave,

so

she

ask

what

time

are

we

going

to

leave,

right?

Ss:

Yes.

T:

Now

Dad

wants

to

know

the

time

to

leave

for

Du-jiang-yan,

how

will

he

say?