五年级下英语Unit6Workquietly教学设计

1、课题教学目标教学重点教学难点教学准备教学方法英语课堂教学设计姓名：学校：PEP5 Unit 6 Work quietly!课时3课型Part ALetsspellKnowledge Objectives:1. Ss from Group A and Group B are able to perceive and inductive the phonics rules of “wh”and spell the words with “wh”.2. Ss from Group C and Group D are able to spell, read and write the typicalw

2、ords with “wh”. Such as“what” , where“” , when“” ,“ who” ,“.whose”3. All the Ss are able to distinguish two different sounds of“wh”.4. Ss are able to ask and write down sentences about“wh”questions.Ability Objectives:1. Train Ssabilities to summarize the phonics rules of“wh”.2. Train Ssabilities to

3、spell and read words with “wh”.Emotion Objectives:1. Improve studentslearning interests.2. Encourage students to participate in class activities actively.The phonics rules of “wh”.The different phonics rules of “wh”.“wh”-/w/, “wh-o”-/h/PPT, Video, PicturesCommunicative Teaching Method, Task-based Te

4、aching Method, Contrast teaching method教学环节Step1：Warm-up热身环节教学流程1. Enjoy a songWhat a little white mouse.师生活动和意图Teacher and Ss enjoy and try to follow the song together.What a little white mouse. 这首歌内容涉及部分含有字母组合 “ wh ”以及发音 /w/ 的单词，为本课 wh 发音学习做铺垫，同时可以活跃课堂气氛。2. Daily greeting.T: Good morning, boys and

5、 girls!T: Nice to meet you!T: I hope you can enjoy the class today. But师生日常问好，教师引导学生积极参与课堂活动，为后阶段教学don t be shy.t Idoesntmatter you make any目标的完成做准备。mistakes.1. Let me know youSs form Group A and Group BT introduces Miss White and asks Sstry to look and answer: Whichquestions with “wh”.word do you t

6、hink? Ss fromGroup C and Group D listen(1) Which word do you think?(2) What: What day is it today? etc.and answer: Which word is it?When: When is your birthday? etc.All the Ss try to answer theWhere: Where do you live? etc.“wh” questions they haveWho: Who is your English teacher? etc.learned.Whose:

7、Whose _ is it? etc.分层任务： A 类和 B 类学生看图( 呈现含有字母组合“ wh ”的单词，让学生初回答是哪个单词， C 类和 D 类听音说出是哪个单词，全班学生尝步感知、体会。 )试回答“ wh ”相关的问句。Step2：Presentation新知呈现Step3：2. Lets find out(1) Ss listen to the chant and try to find out the words with “wh”.(2) Ss try to sum up the phonic rules of“wh”. “wh”is for /w/, “wh-o”is f

8、or /h/.3. Lets chant(1) Ss listen to the chant and fill in the blanks.(2) Ss try to chant together after the tape.Group work: ( 小组合作 )Ss from A-D in each group read the chant sentence by sentence.(3) Ss watch the video and chant together.4. Lets readSs watch the video and read the words in book P60通

9、过听音，让学生找出含有“ wh”的单词，同时激发学生思考，归纳总结“ wh ”的发音规律 : wh 在 o 字母的前面发做 /h/,其他情况发做 /w/ 。把自主性交给学生，注重学生的个性化发展。1. 让学生通过拆音的方法尝试拼写出含有 wh 字母组合的单词。2. 小组合作任务： A 、 B 类学生负责读较难的句子， C、 D 类学生负责读较基础的句子 。 通过小组合作朗读的形式训练学生的小组合作能力 .3. 通过 chant 形式充分感知模仿操练含有“ wh ”的单词及句子，感悟“ wh”的不同发音。Ss listen and read the words with “wh”.回归课本，巩固

10、操练知识重点。Practice&Extension操练和拓展1. Lets spellShow Ss some other words with “wh” which sounds /w/ and asks them to spell.Tasks for Ss from Group C andGroup D.Tasks for Ss form Group Aand Group B.2. Lets classifySs try to spell and read the words with “wh”which sounds /w/ and /h/ in different levels

11、.分层任务 : 让 C 类和 D 类学生拼读两星基础单词， A 类和 B 类学生拼读四星拓展单词。并在操练时尽可能关注学生整体及每个学生个体，使全班学生都有机会参与课堂教学环节。wh个性任务：每组三位学生负责随/w/h/意认读一个“ wh”相关单词，另外一名 A 类和 B 类学生负责按发音规则给单词分类，找到正确位置。尊重学生的个性化发展。3. Circle the odd ones.Ss try to figure out the odd ones in which “wh”have different sounds.4. Listen and circle.(1) Ss finish th

12、e tasks in the book P60.(2) Ss try to compare and read each two words.5. Ask and write.Ss ask “wh”questions in pairs and finish the tasks inP60.学生找出“ wh ”发音不同的单词。巩固练习字母组合“ wh ”的不同发音，检查学生是否掌握其发音规律。回归课本，完成课本练习。对比朗读词汇，复习、巩固、提升知识内容。运用问句操练“ wh ”疑问词，巩固复习“ wh ”的发音，同时完成课本练习。6.SummarizeHomework 作业设计1. Read t

13、he words in P60.(All the students)2. Write down three“ wh” questions. in P60(All the students)3. Play letter games with your friends. (Ss from Group A and Group B)Uint 6 Work quietly!Lets spellwh板书设计/w/h/1. 本课的课型是 spell，重点是语音教学。因此，我的教学重点放在了含有“ wh”字母组合单词的感知、拼读上。并在教学中渗透了“wh”字母组合的发音规律的归纳、总结。学生基本能够较好的掌握，教学目标能够较好的完成。2. 课堂活动还是存在一些不足：首先，字母拼读的操练能否增加趣味性。本