五年级下册Unit2-My-favourite-Season-表格式教案.docx

五年级下册Unit2 My favourite Season 表格式教案
教师 姓名 单 位 上课年级 课题名称 王x xx小学 五年级 PEP6 Unit2 My favourite Seasons Part B Read and write 教学 材料 分析 这是一篇以read和write为教学内容和教学方式的阅读课。文本内容以Robin喜欢all the four seasons为主线，以旁白结合Robin口述的方式，综合性地呈现了以“there is/are…everywhere.I like…because….”为主的重点句型和与季节相关的单词（组）。此外，文本还增加了What lovely colours! The leaves fall and fall and fall. The weather is hot, hot, hot!等浅显易懂且琅琅上口的描述性语言，使整个文本清新简单，且富有童趣，易于学生理解和掌握。除了文字，教材还提供了四幅插图，分别为“pink and beautiful flowers”、“I can’t swim.”、“colourful leaves”、“a lot of snow”进行了情景补充，激发学生的想象和阅读兴趣。教材还编排了三道理解和应用性的题目，为教师在设计教学过程中的任务或问题提供了参考。 教学 设计 说明 初读这篇课文，我就文本内容产生了诸多困惑，其一，Robin既然不会游泳，为何还喜欢夏天？其二，语篇的语言结构复杂，如何引导学生提取关键信息，让学生模仿着由读到写？其三，四幅插图还隐藏了什么文本中没有体现出了的信息？于是，教师再次沉浸到文本中反复研读，疑惑逐渐被解开，思路如拨云见日般呈现。 1.friendship，让Robin喜欢夏季。 Robin作为Yifan的朋友，喜欢跟Yifan在一起，尽管夏天炎热，Robin无法下水游戏，但整个summer vacation能跟Yifan在一起，就是他喜欢夏天的理由。所以，设计中安排了Yifan这个角色作为旁白的陈述者，他和Robin一起感受着四季的变化，一起到外面去玩耍，所以文本也被挖掘出了对话的存在。 2.see/do/weather,让主线更明显 通过研读，我发现一年四季的区别，无非是通过人体感观来体验的，所以就提取出see/do/weather这三个关键词，让学生立足这三个角度去把握文本，并整理出There is/are…. …can…. The weather is….这三个句型。这些句型对指导写话非常有帮助。 3.different places,让语境放大 插图，也是教学资源。以第一幅图为例，教师认为Robin和Yifan是在nature park里，所以除了文本中提到的pink flowers和green trees等显性素材，应该还有butterflies/ bees/birds/grass…等隐性素材，这些都能激发学生想象，丰富语言。如果能充分利用四幅插图，那么学生就能更深切地理解文本，体验Robin的情感，读出和写出真情实感来。 教学 内容 确定 在教材文本的基础上，我挖掘和丰富情境，让学生能阅读和理解以下内容： Look at the green trees and pink flowers. I like spring because there are beautiful flowers everywhere. Look at the lovely grass. I like spring because there is lovely grass everywhere. The weather is hot, hot, hot! I can’t swim in the water. I can’t eat ice cream. I can’t feel the hot weather. But I can play with Yifan in summer vacation. I like summer. What lovely leaves! Some are red. Some are yellow. Some are like butterflies. The leaves fall and fall and fall. They are beautiful. I love fall. I want to paint a picture. There is lots of snow. It is white everywhere. I like winter because I can play in the snow. I can skate. I can make a snowman. It is great in winter. 在提炼了do / see/ weather这三个关键词以及There is/are…. …can…. It’s…这三个关键句型之后，在最后的写话环节，教师提供以下语言支架,以spring为例： I like spring, because…. I like spring, because…. I like spring, because…. I like spring, because I like them all! 教学 目标 定位 1.学生能够在图片的帮助下读懂文本中对四季的描述，并学会借助关键词提 炼信息，提取以“There is/are….I can….The weather is ….”为主的句型，对四季进行描述。 2.学生能够根据图片和语音提示读准字音，读出轻重，读出升降，读出情感， 理解fall的不同含义。 3.学生能借助提炼出来的主要句型写一写自己喜爱的季节。 4.能进一步激发学生对四季的喜欢，感受生活的美好。 教学 重点 难点 重点：1.读懂文本，根据关键词，从文中提取关键信息，提炼关键句型。 2.根据语音提示和情感体验，读好文本。 难点：1.深入挖掘文本，让学生充分体验四季，激发写话兴趣。 2.学生能利用关键句型，正确写出自己喜欢某季节的理由。 板书 设计
教学设计 教学 步骤 教师活动 学生活动 设计意图 激活 思维 导入 话题 一、歌曲热身 Sing a song“My Favourite Season”. T: Let’s watch a video about season and sing the song together. 二、话题导入 T:I bring you 4 pictures. What do you see in the pictures? How many trees? Do they look the same? … Can you name the pictures? 引出: Four Seasons in a Year What are they? Watch the video and sing the song together. S: There is/ are… I can see… S: Four trees Four seasons… S: Spring, summer, autumn and winter. 一首欢快的歌曲，激活了学生脑海中关于四季的语言积累，在听一听，唱一唱活动中，旧知被滚动，为下面的学习奠定基础。 开放式的问答，让学生从观察和想象入手，自主导入本节课的话题。 整体 输入 三、初读文本，寻找核心问题的答案。 T: Today we are going to learn a passage about our friend Robin and the seasons he like. I have 4 pictures, and can you guess which season Robin likes? And why? 板贴：…likes, because…. 板书：There is/are… …can… T：Now, let’s listen the text., then find out the answers：Which season does Robin like? Spring, summer, autumn or all the four seasons? T：How do you know that? Can you find the key sentences? So here fall means…? T：You see, Robin like all the four seasons. In other words, we can say: Robin likes them all! Here “them”means..? 四、精读文本，根据关键词深解文本，提炼语框。 T:It’s time for you to read the whole text on P19. Finish the task2: Find out why Robin likes them all? According to the 3 key words, please underline the answers and fill in the form. T: Let’s check. Why does Robin like all the four seasons? (Do you like summer because of the hot weather? Let’s wait and see.) T：Let’s fill in the blanks according the answer. 五、借助插图和文本，展开想象，操练语言，在体验中指导朗读。 1. Picture 1--- Spring T：Listen, where are Robin and Yifan? T: You see,they are in a nature park. Is it beautiful? Robin and Yifan like it too! Now, Listen to me. Who can read it like this? T: In the nature park, Robin and Yifan take many picture:grass, butterflies, birds, bees, leaves.Let’s talk about these pictures with your partner. --- Look at the…. . --- I like spring because there is/ are ...everywhere. 2.Picture 2---Autumn T：In spring, there are many beautiful leaves in autumn, too. Look,what lovely leaves! What lovely colours! Now, listen. T:What a nice poem！Let’s fill in the blanks. T: Now pay attention to the red fall. What do they mean? Yes, we can say the leaves fall and fall and fall. We also can say the leaves drop and drop and drop. T:It’s time to read the poem beautifully. Pay attention to the stress , rising and falling tone. T：Now let’s make a new poem in 4. Can you? Let’s start! Show time! 3.Picture4 --- Winter T:I have an exciting game for you! Are you ready? Let’s watch the video ,do and say! They are games we can play in the snow. Here are four pictures! Can you answer the question? Why? T: Yes. Listen and read after it. There is lots of snow, it’s white everywhere. We can…? 4.Picture 4 --- Summer T:There are so many children. They don’t play in the snow. The play in the water. Which season is it? What’s weather like? Listen. Someone says that Robin likes summer, because of the hot weather. What do you think? T：Why does Robin like summer? Now read by yourselves. Who can tell me the answer？ T: What games can they play together? 六、在感悟中选择性朗读文本，感受朗读技巧。 T: Robin and Yifan like all the four seasons. Do you like them? Now, it’s the reading challenge. Here are three rules. 七、结合关键词写一写最爱的季节。 Writing time. T:Here is my article of favourite season. Listen. Can you? Who wants to read your article to us? 八.作业 1. Read the passage and share it in the class.
S: Maybe Robin likes… S: Maybe Robin likes…, because….
Listen to the text. Answer the question: Robin likes all the four seasons. S: I like spring. I like summer. I love fall. I like winter. S: fall Read the sentences: S: Robin likes all the four seasons./ Robin likes them all. S: All the four seasons.
Read the text and finish the task2. Beautiful flowers hot falling leaves paint a picture a lot of snow play in the snow Fill in the blanks to summarize the whole text.
S: In the garden./ In the forest…. Imitate according to the stress symbols. Make a dialogue with the help of the structures.
Listen to the poem of autumn. Fill in the blanks one by one. S: D. drop. Say after the teacher. Read according to the stress, rising and falling symbols. Group work in 4.
Do and say after the video.
S: I want to play in Place D. S: There is lots of snow. Read and imitate: There is lots of snow. It is white everywhere. S: Skate. Make a snowman. Ski…
S:Summer. Listen and Imitate: The weather is hot, hot,hot! S: I think Robin can / can’t….Because… Read the passage. S: Robin likes summer, because he can play with Yifan in summer vacation. S: Play computer games. Watch TV. Go to the cinema…. Read about favourite seasons. Listen to teacher. Write about their favourite season(s). Read the articles to friends. 猜想入手，让学生根据教材中的四张图片发散思维，紧接上一环节，由词汇自然过渡到句型中进行运用。 整体输入和感知，设置选择性和梯度性的问题，让学生能很快找到正确的答案以及相关的显性依据。 对于them的理解也是一个小小的难点，通过两个句式的比较朗读，难点轻松突破。 根据“三个关键词”这条线索让学生寻找相关的答案，能帮助学生理清思路，立足更清晰的视角审视全文。并利用阅读技巧，划一划、写一写，让学生在初读的基础上，深入到文本中去。 文本的误导，会使学生想当然的以为hot是Robin 喜欢summer的理由，“wait and see”埋下展开想象和讨论的种子。
图片资源的充分利用也是我们英语教师的一项基本功。教练从观察课文的图片入手，用自我追问的方式，联想出自然公园、其他春天特有景物等能激起讨论的语言素材，让学生通过听音猜想，突破文本的局限性，在语言框架的帮助下，展开对话。此外，重读标记的作用和功能也在此环节中渗透。
听力训练，感受优美的语音语调。
用形象的动作示范，让学生了解drop和fall的含义。
加强朗读方法的渗透和指导。 填空式的机械操练，旨在发散学生的思维，同时在语音语调符号的提示下，反复强化朗读的能力。 将孩子们常在冬天进行的活动用TPR形式在欢快的节奏中，让学生边说边做，活跃气氛，放松心情，激活旧知。 用反迁移的方式，引出lots of snow是各类冬季活动的前提。 从无意识的TPR到有意识地复习，巩固关于冬季活动的词汇。
引导学生自主思考：Robin能否感受热？能否吃冰淇淋？能否游泳？拓展知识，并不是所有的机器人都不会游泳。 人文渗透，提升情感内涵。
分层次提出朗读要求，让学生带有目标地去读。 教师的示范围绕三个关键词see/do/weather展开。 在轻松的音乐中开始写作。
学生朗读教师补充材料，进一步理

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