英语人教版五年级下册Unit 2.doc

My favourite season复 习 课济水东园学校 程银霞【教学内容分析】PEP小学英语五年级下册第二单元围绕“我最喜欢的季节”这一话题展开教学内容，旨在让学生了解并逐渐掌握与四季相关的一些词汇和句型。本课前已经学过的句型有：Which season do you like best?Whats your favourite season?另外，学生也学过少量与四季有关的动词短语，如：fly kites ,plant trees 等，学生对于季节相关的词汇储备不多，因此可能会影响到他们的语言表达，从而影响到他们的情感态度，使学生缺乏表达欲望。因此，在上这节英语会话课前，补充大量的与季节有关的词汇，为学生用英语表达相关的内容奠定了基础。【学情分析】小学英语这一时期是儿童学习语法、词汇及会话技能构建的关键时期，该课的重点句型“why do you like ?Because I can”难度不大，学生较容易掌握，因此在实际情景中运用句型定为本课教学重点，设计了录音采访的任务环节将重点落实到位。这课的难点则在于运用所学句型和已知词汇表达自己喜欢某个季节的原因，难点的突破师借助季节卡来实现的。学生将自己喜欢某季节的原因用图画的形式表现出来的，这种方式既直观又能有效激发学生的学习兴趣。【教学目标】（1）知识目标：能听懂、会说“Why do you like ”Because I can ”并能运用到实际情景中去，从中国和澳大利亚的季节差别入手，初步了解南北半球的季节差别。（2）能力目标：运用所学句型和已知词汇来询问并解释自己喜欢某个季节的原因。（3）情感目标：通过表达自己喜爱某季节的原因，加深对大自然的了解和热爱之情。【教学重难点】重点：掌握“Why do you like .?Because I can ”这一句型，并能运用到实际情景中去。难点：能运用所学句型与已知词汇表达自己喜欢某个季节的原因。【教学过程】Step1:Warming up1. Greeting2. 演唱歌曲“Hello Spring”3. Memory Game（记忆游戏）教师出示课件呈现两组与季节相关的词汇。对于每组词汇，学生有十几秒的记忆时间，课件内还没有时钟滴答声给学生以提示。Group1: flowers sandal maples ice-creams dress watermelon air-conditioner T-shirtGroup 2: fly kites go hiking plant trees climb mountain make a snowman skate go to the beach swim设计意图：通过记忆游戏，激活学生原有的关于四季的词汇储备，为学习表达喜欢季节的句型做铺垫。在学生记词汇的过程中，教师适时指导学生如何记忆、速记。Step 2:Presentation1、 学生根据所给词汇联想并表达：Because游戏：猜一猜，说一说教师一次呈现四组可以表现季节特征的词汇，让学生猜季节名称，说明原因及在这个季节中自己所能从事的活动。（1） woman green flower kiteT: Is it summer?Is it winter?. S1: It is soring.T:Why?S1:Bcause we have WomansDay in spring. Spring is green and there are many flowers. We can fly kites.T: What else can you do in sprinig? S2:We can plant trees go hiking fly kites and climb mountains(2)Halloween .mooncake cool golden(fall)(3)gift skate white make a snowman (winter)(4)T: The last one is 教师展示最后一组词汇： swim go to the beach hot skirtSs:SummerT: Can you give some words about summer?学生说相关的词汇，教师在黑板上记录下来。T: Why do you think its ? Ss: Beacause 设计意图：该环节从词入手，让学生将相关词语放到句子中表达与季节相关的内容。从第一环节的词汇复习，到这个环节的句型表达，逐步提高对学生口语表达的要求。2学习新句型“Why do you like ?”教师通过对话引出新句型T:There are four seasons in one year. Which seasons do you like best? Whats your favourite season?S1:My favourite season isT: Why do you like ?S1: Beacause I can T: Thats fun.教师板书：Why do you like winter?学生先跟教师读，然后尝试试用不同的语气来读这句话。教师请喜欢冬季的学生说明喜欢冬季的原因，然后教师将板书补充完整：Why do you like winter?Because I can make a snowman.学生先跟教师读，然后齐读。同桌进行替换问答练习设计意图：通过不同的语气、语调朗读句子，帮助学生了解说话者的侧重点，如“Why do you like winter?”问者重读的单词表明他想知道原因。而“Why do you like winter?”则表达了问者不理解对方喜欢会喜欢冬天。这种操练方式有助于培养学生的语音语调，同时也有效避免了重复模仿的枯燥性。通过必要的巩固性朗读与替换问答练习，使学生能较好地掌握新句型。3观看课文对话视频，回答教师的问题。T: Chenjie and Sarah are talking about their favourite season, too. Please watch the video and then Ill ask you some quesstion.1)Whats sarahs favourite season?Why?2)Whats Chenjies favourite season?Why?学生回答问题后，跟录音读课文设计意图：学生带着问题去看课文录像，有助于培养学生听的能力。跟录音朗读对话，有助于学生牢固地掌握课上的重点教学内容，同时也能有效提高学生认读的能力。Step 3:Practice1. 小采访（Interview）(1) 教师出示课件图片：Look! Whos he?Ss:Hes Mr Wang.(王老师为该班学生的体育老师)T: Hes cool! Guess! Whats Mr Wangs favourite season?Ss: Is it springsummmerfallwinter?T: Lets learn.教师放录音，录音内容为王老师表述他最喜欢的季节。Mr Wang: My favourite season is fall.教师引导学生对着大屏幕上的王老师的照片问：“Why so you like fall?”T: Guess!Ss: Bcause Mr Wang likes fall T: Lets learn.Mr Wang: Because I can eat many kinds of fruits.（2） 教师出示课件呈现该班的数学老师的照片：Look! Who is she?Ss: She is Miss Yu.T: Guess! Whats Miss Yu favourite season?Ss: Is it springsummerfallwinter?T: Lets learn.教师放录音。Miss Yu：My favourite season is winter.Ss: My favourite season is winter ?T: Guess!S;Because Miss Yu can play with snow.T: Lets learn.Miss Yu：I can play with snow.设计意图：通过几位教师谈论季节的情景，让学生进行猜测、推断，实现了将“教材内容中引入生活化的情景”的想法。这一活动既引起了学生的好奇心，有激发了学生说的愿望，从而有效巩固了重点句型。2学生结对互相询问对方喜爱什么季节及原因。（）教师与学生示范表演教师出示课件呈现该班一名学生的照片：Look! Whos she?Ss: Shes Jenny.T: Hello, Jenny! Bring your season card and hide it behind you. Come here!教师与该名学生进行对话示范表演。T: Hello Jenny. How are you?S1: Fine thank you. And you?T:Fine .l thanks, which season do you like best?S1: I like best.T: Why do you like ?S1:（展示手中的卡片）Because I can T: Thats fun! My favourite season is winter. S1: Why do you like winter?T show her season card: Because I can make a snowman. S1: Thats great!（2）请两生示范表演。（3）学生结对进行对话练习。教师放幻灯片。A: Whats your favourite season?Which season do you like best?B: My favourite season is I like best.A: Why do you like B: Because I can A: Thats fun GreatSuper!(4)请几组学生进行汇报表演。设计意图：学生先询问老师喜欢的季节然后再询问学生，最后自然引入借助季节卡问答环节，生生互相介绍季节卡，扩大了活动的参与面。Step 4: ExtensionConsolidationGood to know.(1) 教师出示一张世界地图说：“Its spring here now, Which season is it now in Sydeny?”Ss: Its springsummerfallwinter.(2) 学生看录像回答问题T: Which season is it now in Sydeny?Ss: Its fall.(3) 教师出示课件，课件描述了中国与澳大利亚在季节上的差别：Look! When its spring in China, its in Australia. When its summer in Beijng, its winter in Sydeny.(4) 教师借助课件向学生解释南北半球季节不同的原因。T: Do you know why?Ss: YesNo教师用中文解释设计意图：通过对中国和澳大利亚季节的介绍，让学生进一步了解南北半球的气候特点。这部分内容同时也是下节课story time 的铺垫。Step 5: SummaryT: Spring summer fall winter four season make a year. I love them all.Lets chant学生跟录音说唱一首自己学的关于四季的歌谣。【课外作业】请给你的季节卡配上一段英文说明，要去：图画和文字紧密围绕主题，简洁明了。【课外活动】用这课所学的内容采访同学或老师，记录他们最喜爱的季节及主要原因。【教学反思】本课的教学设计思路主要定为在如何通过课堂会话教学，培养学生的综合语言运用能力，