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1、Pep小学英语五年级上册第四单元第一课时Unit 6 In a nature park Part A Lets talk一、【教材分析】教学目标知识目标1.能够理解对话大意。2. 能够听说读写句型：Is there a river in the forest ? Yes, there is./No, there isnt .3. 能够听说认读单词：forest, river, lake, go boating来源:学科网ZXXK能力目标1.能够按照正确的语音、语调及意群朗读对话,并进行角色扮演。2.学生能够在情景中运用句型Is there.? Yes, there is ./No, there
2、 isnt .询问某处有某物，就自然公园展开问答。情感目标学生在本课学习后能够更加亲近自然，热爱自然，了解一些环保常识。教学重点能够听说读写句型Is there a river in the forest ? Yes, thereis ./No, there isnt .并在情境中运用Is there.? Yes, there is ./No, there isnt .询问某处有某物，就自然公园展开问答。教学难点Yes, there is . / No, there isnt .的正确运用。教学方法情境教学法；任务型教学法。二、【教学流程】环节师生活动二次备课来源:Z_xx_k.ComI.复习
3、热身复习已学关于活动的词汇和句型。1. Enjoy a song “In a nature park ” and learn“forest”.T：Boys and girls, lets enjoy a song “In a nature park”.When listening, please think about “What can you hear or what can you see from the song?” PPT 观看歌曲视频,师生一起欣赏。T: OK, who can tell me? What can you hear or what can you see from
4、 the song? You can speak in Chinese .指生起来回答看到或听到的事物。(及时评价：Great!/Good listener.)待一生说出森林后，师接着说：Yes，there is a forest in the song . PPT 显示森林图片、词形，并出示桔子的图片和词形，forest 和orange中的or变色。通过语音迁移教读forest 2遍。贴forest图片和词卡于黑板。PPT出示一图片，T: Whats in the nature park? 引导学生说句子：There is a forest in the nature park.来源:学科网
5、ZXXK2. Review:There is/are.in the nature park. And lead in the topic.T: What a nice nature park! Lets have a look what else in the naturepark? PPT显示一个自然公园图片，学生用There is /are.in the naturepark .来描述。(及时评价：Good!/Well done/.)【设计意图：通过欣赏歌曲，活跃课堂气氛，并学习新词forest，为下面的听力做好铺垫。通过自然公园图片,既复习There be 句型，又导入了话题。】 .新知
6、呈现1. 看图预测。T：Just now we know there is a forest in the nature park .Look! Who are they? （生答）Where are they going ? Can you guess?（引导生答几个地点）T：Maybe. 【设计意图：引出并讲解新词well, party，next; 导入Lets try: What can Mike do?】来源:学&科&网Z&X&X&K2. 带着简单问题听文本，初步感知主句型。T：Lets listen to the dialogue and find out the answer of
7、 the questions: Q1: Is there a river in the forest ? Q2: Is there a lake?【设计意图：学生通过听力，选出公园里有森林，并初步感知主句型：Is there a.?】3. Read and fill in the blank.T：Read the dialogue carefully and fill in the blank. Zhang Peng wants to _in the forest .Ss (读完回答):Zhang Peng wants to go boating in the forest .【设计意图：培养
8、学生默读获取有用信息的能力】4. Practise the main sentence structre.T: Look at the picture, what is it?Ss: Its a farm.T: Yes, there is a farm in the nature park. Is there ain the farm?Ss: Yes, there is./ No, there isnt.【设计意图：培养学生默读并从文中获取信息的能力】5. Lets chant. River, river, is there a river? No, no, no, there isnt .L
9、ake, lake, is there a lake? Yes, yes, yes, there is.【设计意图：巩固核心句型Is there a.? No, there isnt ./Yes, there is .】.练习巩固1.Listen and watch.T: During your listening, please pay attention to the pronunciation and intonation, and try to imitate .听音正音。T：Listen, watch and imitate【设计意图：训练学生的听，让学生感知地道的英语发音。】T:R
10、ead by yourself then read in roles and try to recite it【设计意图：在听与模仿这个输入过程后，让学生去自己读，查漏补缺，正确输出。】2.Read in roles.T: Read the dialogue in roles.【设计意图：分角色朗读既可以让学生感知真实的语境也可以互相纠音正音。】T1.I can retell.【设计意图：训练学生快速记忆的能力，帮助学生更好地理解对话。】2.Make a new talk!.T: This time lets write a nature park and then talk it about
11、 with your partner. PPT出示一公园图片，学生用Is there a.? No, there isnt ./Yes, there is . 来写一写看到的公园，并同伴交流。Amy: Sarah, Lets go to the nature park.Sarah : Great! Is there a _in the park?Amy : Yes, there is.Sarah : Is there a _?Amy : No, there isnt.【设计意图：再一次运用核心句型，为学生提供书写核心句型的机会。】.检测提高1. 情感升华：T: Now lets enjoy s
12、ome pictures. Do you like them? We should be close to the nature and love it ！【设计意图：通过学习文本，渗透情感教育:我们应该亲近自然，热爱自然。】2. Homework:1).Listen to the tape and try to recite the dialogue.2).Make a new dialogue about a nature park with your partner .【设计意图：通过听读文本并谈论一个自然公园这两个活动，将所学知识运用到课外。】三、【板书设计】Unit 6 In a n
13、ature park 来源:学&科&网Z&X&X&KPart A Lets talk 张鹏头像：Is there a river 图in the forest? lake 图 Miss White头像：No，there isnt. /Yes, there is. ( 下面简笔画画森林。为板书设计做背景，同时也和本课的语境森林相吻合。)四、【教后反思】一、深刻、透彻的理解文本，是本课成功的根本。对于本课时来说，理解、掌握、运用本课的句型Is there a.? Yes, there is/No, there isnt .难度是不算大的。但是用什么样的有趣的操练方式帮助学生掌握运用是个问题。随着研
14、究文本的深入，我发现其中还有一个非常重要的信息就是Zhang Peng 和Miss White在谈论森林时是不知道森林里有什么的，所以本课的主句型就有了真实的情景，Zhang Peng 和Miss White才有讨论的必要。二、听说领先，问题引领，是本课成功的关键。1在处理文本时，我运用总-分-总的方式进行设计。在学生欣赏歌曲时我处理了forest一词。听文本之前，处理了river ,lake两个单词，为他们的听、理解文本扫除障碍。然后尽快地进入了文本。这跟以往的对话课有很大的区别，但是我觉得这样设计更能体现课堂的整体性，以往先学对话再进入文本的设计感觉所学知识和文本似乎是孤立的，不利于学生整体掌握课文，也不利于学生听说能力的培养。2通过听力活动让学生感知本课主句型，然后通过读获取有效信息。三、注意渗透情感教育。欣赏了美丽的景色图片，自然引出我们应该亲近自然并热爱自然，培养了学生的美好情感。
