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1、新课标 PEP 小学英语五年级下册 Unit4 精品教案Part B Read and write 案例及反思一、教学三维目标: 1.知识目标:听说读写句型 “a. Grandpa is writing a letter. b. Brother is doing homework. c. Mom is cooking dinner in the kitchen. d. Hes writing an e-mail in the study. ” 2.能力目标:用“Mom is cooking dinner in the kitchen.”等句子介绍家人正在做什么。 3.情感目标:让学生养成爱劳动
2、的好习惯。 二、教学重点与难点: 1. 重点是掌握句型:Mom is in the ” 的书写; 2. 用本课所学内容完成接听电话的任务是重点也是难点; 3. “Hows everybody doing? Just fine.”是教学难点也是新语言。 三、教具准备: 彩笔、课件、练习题 四、教学过程 1. Preparation 准备活动 A chant: Boys and girls, Are you ready? OK, Stand up, please. Clap your hands, lets have a chant: Grandma is cooking, cooking noo
3、dles; Sister is listening, listening to music; Mom is writing, writing an e-mail; Dad is reading, reading the newspaper. (设计意图:这是为新课做铺垫的环节,必须靠温故去知新,同时要简洁,Chant 这种明快的形式,一方面能创设英语氛围,另一方面会抓住孩子的“活泼好奇,善模仿,好交际”的特征,既激发学生的兴趣,又做好新课的铺垫。这时候如果孩子们动不起来,我就会用我的动态体态、手势、动作去引导,应当说这是我调动学生积极性的法宝。) 目标 借助于老师体态语言的牵引,挖掘孩子的潜能
4、,快速激起同学们的学习之情。 2. Prereading 阅读前活动 1)T: Boys and girls, How are you today? T: (逐步添加)How many people are there in your family? (问 4-5 个同学) 然后引出句型:Hows everybody doing? 并说出其意思,板书。 然后说出可以回答 Just fine.板书。 2)领读 2 遍之后,让学生 practice in pairs.然后抽查几组同学。 (设计意图:借助于学生较熟知的 how are you? How many people are there i
5、n your family? 等句型入手,导入并引出家庭话题 Hows everybody doing? 化解难点,排除阅读障碍。同时我还紧跟上了操练,使得对 Hows everybody doing? Just fine.难度系数降到最低。) 目标 扫除阅读材料中的难点,把拦路石搬掉。 3. In reading 阅读中活动 1) General reading 略读 师在黑板上画一个人物。Ask: Who is he? 并告诉学生:He is Uncle Larry. T: Uncle Larry wants to speak to Mike, Now open your books, r
6、ead this passage in silence (默读), and find out : How many people are there in Mikes family? (课件出示问题) (设计意图:第一遍略读,设置了 How many people are there in Mikes family?这个问题,让学生带着这个简单的问题进行快速阅读,通过阅读了解文章的大概内容,给学生自信。) 目标 给学生以阅读的自信心,为下一步的细读做好铺垫。 2)Detailed reading 细读 T: We know there are five people in Mikes fami
7、ly. What are they doing? Read the dialogue again, and answer “Yes or No” questions (课件一个个的出现问题) Mom is cooking dinner in the kitchen. ( ) Dad is writing a letter in the study. ( ) Grandpa is reading newspaper. ( ) The boy is doing home work. ( ) Brother is cleaning the room. ( ) (设计意图:通过让学生细读,设置并用课件
8、呈现出了五个“Yes or No ” 的问题,让学生理解课文主要内容和细节信息,给学生一些比较深度思维的问题检测理解程度,培养学生获取信息的能力。) 目标 加深对阅读材料的理解,生成提取、筛选信息的能力。 Boys and girls, Do you have any questions?解决句型 Im coming, whos that? (设计意图:通过让学生自主提出问题,解决难点句型,培养学生有效地寻求帮助的能力。) 目标 培养学生的有效解决问题,寻求帮助的能力。 3) Read and write 读写 T: Boys and girls, they are all wrong. Pl
9、ease read the dialogue loudly. And finish the sentences, you can write it on your English book. (每组选一个同学上黑板做,看谁做的最好,同时指导学生的书写。)If you find the answers, Draw lines, And then, discuss in groups. 然后 check them up. (设计意图:第三遍阅读,落实到写。通过完成书上的完成句子检测学生的写以及对内容的进一步理解和掌握情况,阅读时要求学生对难点信息勾画,培养学生的合作学习的意识。并利用简笔画的形式,
10、在黑板上勾勒出来人物,找同学上来填空,下面的同学利用课本也填。同时,让学生进行合作互助,对同组同学进行检查指导) 目标 培养写的能力,养成正确的书写习惯,包括大小写和标点符号。 4) Listen to the tape. 听 ( 听读 2 遍)出示跟读要求 (设计意图:经过三遍阅读,学生对课文比较熟悉,在这里听读是为了培养学生的语感,以及模仿语音,语调的能力。) 目标 培养学生的模仿的能力,增强英语的韵律美和熟练感。 5) Read aloud 朗读 Practice in three, Read aloud please. (通过大声朗读增强学生的语感,培养朗读能力,在这里采用小组合作的方
11、式来进行。) 目标 培养学生的合作互助的能力,使小组成员能达到优势互补,相互促进的作用。 4. Post reading 阅读后活动 1)分角色朗读和表演 让小组同学分角色朗读语篇,然后表演对话。 (设计意图:分角色朗读既能让学生在大声读中感知语言也能进一步理解语篇,同时也是对学生认读的再检测。表演对话也是为后面的语言拓展打基础。) 目标 培养学生的英语语感。 2)任务设置及处理 T: Do you like story? Here is an interesting cartoon story, watch carefully and answer one question: How man
12、y cats are there? ( 课件呈现动画故事) Do you like it? OK! How clever the mice are! Lets watch the cartoon again, and fill in the blanks. 动画故事内容为: There are two big mice. They are very hungry. They are looking for food everywhere. They come into the cats house. What can they see? Look! Mother cat is washing
13、clothes. Sister cat is cleaning the room. Father cat is writing an e-mail. Grandma cat is writing a letter. Brother cat is listening to music. They get food from the brother cat. How clever they are! (完成下列句子: Mother cat is . Sister cat is . Father cat is . Grandma cat is . Brother cat is . 问题已在纸上打印出
14、来,并已发给了学生) Check them up. (设计意图:由学生感兴趣的故事入手,进行写的拓展。让学生能真正利用本课所学内容,这是一个听、说、读、写相结合的活动) 目标 进一步培养学生的学以致用精神和信息捕捉能力。 5. Progress 提高发展 1)Play a game: 打电话的游戏。 老师和学生先做示范,进行打电话,并给学生充足的时间去准备,看哪组同学在 40 秒内打电话的次数最多。 A: Hello! This is _ _speaking, Can I speak to _ _ please? B: Sure, hold on, please. She /He is coo
15、king dinner. (设计意图:本部分希望能让学生利用本课所学语言,属于说的拓展。) 目标 以比赛的形式,培养学生的竞争意识和合作向上精神。 2) 评价 a. Can you write and spell “writing a letter, doing homework, cooking dinner, writing an e-mail”? b. Do you like some famous stars in China ? ( 出示姚明和刘德华的图片) Ask: Who is he? What is he doing? He is _, he is _ c. Can you recite this passage? (设计意图:对学生进行了词、句、篇的评价。) 3) Homework a. Remember the orange sentences. b. Write a short passage about your family. c. T: 同学们,我们的爸爸妈妈每天工作都很辛苦,下了班还要洗衣服,做饭。我们能不能帮