五年级下册Unit4LastWeekendUnit4MaFamilystorytime教案

Unit4MyFamily--StorytimeAreyouourmother?简阳市简城第三小学廖花平教学内容：Unit2MyFamily/Storytime/Areyouourmother?教学目标：（一）知识目标：Wordsandexpressions复习本单元描述外貌特征的单词short，tall，big，green等，正确使用is/has/can进行表述，学习新单词tadpole,frog,goose,our等。2．SentencepatternsExcuseyoumymother?Yes/No...Yourmotheris/has/can...（二）能力目标：1. 鼓励学生运用已有的语言知识，让学生分组围绕课文内容进行短剧改编，编写以"LookingforMother"为主题的小故事。2. 本课是一个小短剧，要求学生自由结合排练后展示成果，在排练过程中体验母爱的伟大，体验同学之间的友情和团队合作精神。（三）情感、策略和文化等有关目标：1. 通过“小蝌蚪找妈妈”的故事激发学生对母亲的爱和喜欢小动物的感情。2.培养学生保护动物的意识。3.了解小蝌蚪变成青蛙的科学过程。三．教学准备：多媒体课件；点读机；小蝌蚪变成青蛙的过程图；狗、猫、鹅、蛇、青和小蛙蝌蚪的头饰。四．教学过程：LessonPlan(1)ProceduresContentsMethodsPurposePre-taskpreparationWarming-upFreetalk:Asksomequestionssuchas:Areyouhappytoday?AreyouTom?AreyouinClass4?Areyouhappynow?Learnthesentencepattern“Areyou…?Yes,Iam.No,Iamnot.通过自由谈话营造良好的氛围，同时为新课的引入打下铺垫。WhiletaskproceduresTask1:AskandanswerTask2GuessinggameTask3presentation1.T:Doyoulikeanimals?Ss:Yes,Ido.T:Melikeelephants,becausethey’reverytall,bigandaboutyou?Ss:...someriddlesandtrytotelltheanswer.Eg:①Itisblack.Ithasabighead,andalongtail,butithasnolegs.Itcanswim.Whatisit?(atadpole)②Itisourgoodfriend.Itisgreen.Ithastwobigeyesandfourlegs.Itlikestoswiminthecansing:gua,gua...Whatisit?(afrog)2.Learnthenewword“tadpoleandfrog”.Atthesametime,dividestudentsintotadpoleteamandfrogteam,haveaPK.1.showapictureoftadpoles:Q1:What’swrongwiththetadpoles?Whydotheylooksoworried?Ss:Maybetheyarelookingforsomeone...T:Yes,let’sgoandhaveaaretheylookingfor,OK?Ss:...2.letSslistentothetapeofthefirstpicture1:Whereisourmother?先通过老师提问“你们喜欢动物吗？”用老师自己喜欢的动物为例引导学生用一些描写外貌特征的单词描述自己喜欢的动物，达到复习单词和句型的目的。通过猜谜语引入有关故事的动物新单词tadpole和frog活跃了课堂气氛，然后把学生分为蝌蚪队和青蛙队，也提高了学生的学习兴趣，在猜谜语的同时也有大量的语言输入。通过观察一群小蝌蚪动图，老师提问“小蝌蚪怎么了，他们为什么很焦急”引发学生思考“他们在寻找谁”让学生进行猜测，发表自己的观点，最后一起听故事第一张图片的句子，得出答案“寻找妈妈”，由此引出故事。Post-taskactivitiesHomeworkTeachingreflectionTask4Letstudentshelptadpolestolookfortheirmotherandobserveeverypicturecarefully.Task1andrepeatthestoryrole-playsthestoryTask2TadpoleteamPKFrogteammakeupthestoryandactoutthestory.Task3FinishthepaperTask4EmotionalgoalsHomework1.在freetalk时给学生展示了一张动物图片，启发学生表达喜欢的动物及原因，由于学生可能理解为只能说图片上的动物，所以图片以外的动物都没有谈到，导致发言的学生偏少。2.在评价学生的鼓励语言还可以再多样化一些。:Boysandgirls,tadpolesaresopoorandyouhelpthemtolookfortheirmother?Ss:Yes,Ican.T:OK,let’sgoandhelpthem.Picture2:dog1)Look,whoisshe?2)Whatdoesshelooklike?3)Whatdoesthetadpolelooklikenow?4)Isshethetadpoles’mother?Whyorwhynot?5）Whatwillthetadpolesask?Whatwillthedoganswer?6)Listentothetapeandchecktheanswerstogether.---“Excuseyouourmother?”---“No,yourmotherisshort”Picture3:cat1）Here’sisacat.2）Whatcoloristhecat?3)Canthecatswim?4)Isshethetadpoles’mother?Whyorwhynot?5）Whatwilltheysay?6)Listentothetapeandchecktheanswerstogether.7)Whathappenedtothetadpoles?What’sdifferentnow?---“Excuseyouourmother?”---“No,yourmothercanswim.”Picture4and5:goose,snakeAskstudentstoobservethepicture,andasksomequestionsbythemselves.Solvethesequestionsbythemselves.3)Payattentiontothewordshas,comparedwithisandcan4)listentothetapetochecktheiranswers.Picture6:frogWhodotheymeet?Whatcolorisshe?Howaboutthetadpolesnow?Whatdoesshelooklike?Whataboutthetadpolesnow?Cansheswim,too?Doyouthinkthefrogistadpoles’mother?why?Askstudentstouseis/has/cantoexpresstheirviewcorrectly.Picture7:motherWhatdothefrogandtadpoleshaveincommon?Howdothefrogandtadpolesfeelnow?Aretheyhappy?Whatwilltheysay?Eg:Maybemotherwillsay:---Yes,I'myourmother.---Babies,Imissyou.---Iloveyou,babies.---...Maybelittlefrogswillsay:---Wearefrogsnow,too.---Mum,wemissyou.---Mum,howareyou?---...1.listentothestoryagain，pointatsentencesonebyone，andrepeatthedialogue.actastadpoles,theboysactastheotheranimals,thenchangeover.Teachersetsanexampleforstudents,eg:T:Therearesomanytadpolesinthelooksoworriedandtheysaid“whereisourmother?Look,here’sadog,theyasked“Excuseyouourmother?”thedogsaid---“No,yourmotherisshort.”2.Justshowtheotherpicturesofthestory,asksomestudentstocometotheblackboardtoretellthestorywithfunctionsentencesonebyone.---“Excuseyouourmother?”---“No,yourmotheris/can/has...”---...avideo--Howdidtheychangefromtadpolestofrogs.thechangesoftadpoles:Howdidtheychangefromtadpolestofrogs.T:Ifyouaretadpoles,canyoufindyourmother?andhowtofindher?Nowmakeupyourownstoryingroupof8,thenactitout.Give10minutestostudents,teacherwalksaroundtheclassroomtoprovidehelpforthem.Actoutthestory.Askstudentstofinishthepaper,fillintheblankswiththewordsorsentencesinthestory.T:Lifeislikeacircle.Whenwearegrowingup,ourparentsarebecomingolderandyouloveyourparents?...Hereisasongforourmother!Thanksforherlove!ahugtoyourmother.thegrayhaironyourmothers'heads，countthewrinklesontheirforeheads.3.在让学生自己观察图片并自己提出问题时，时间不是很充分，所以学生的问题也就提得比较简单，缺少了点想象力和创造力。4.在让学生上台挑选图片复述故事时，举手的学生较多，但抽到的学生有限，由于时间关系，没有进行第二轮复述，有点遗憾。5.学生在表演小蝌蚪找妈妈的过程中能准确地运用功能句，并能加入自己的台词，比较有创造力。6.在排练过程体验母爱的伟大，体验同学之间的友情和团队合作精神。通过提问“小蝌蚪太可怜了，你们愿意帮助他们寻找妈妈吗？”引导学生观察狗的特征，并与蝌蚪妈妈的特征进行对比，让学生猜测小蝌蚪会怎么问，狗会怎么回答，培养学生想象力和创造力。与此同时引导学生观察第一张图片里小蝌蚪长什么样子，为后面小蝌蚪的变化作铺垫。引出故事的功能句并板书在黑板上，,把is单词卡片贴在黑板上，让学生更加明白如何准确地表达。通过有层次性的提问，对猫和妈妈进行对比描述，引导学生猜测对话，让学生试着用功能句提问和回答,并观察图片里小蝌蚪都发生了哪些变化。把can单词卡片贴在黑板上，引导学生正确表达。此环节让学生自己来提出问题，给学生独立思考的时间，如用who，what，where等引领问题，启发学生用how，why等思考原因。让学生表达观点，发表意见，从而提升他们的思维能力。通过递进式的提问，有助于培养