Unit 7 At weekends Story time 教案
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| 名称 | Unit 7 At weekends Story time 教案 |  | |
| 格式 | docx | ||
| 文件大小 | 18.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-12-05 15:29:53 | ||
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文档简介
Unit 7 At weekends (Story time)教学设计
一【课题】
译林版小学英语五年级上册Unit7 At weekends 第一课时
二【教材简解】
本单元谈论的话题是关于周末的活动，与学生的生活息息相关，是学生特别喜欢的话题。学生在四年级下册Unit2 After school和五年级上册Unit4 Hobbies都有所接触。在这一单元中，重点要求学生能够熟练运用句型“What do you/they do at weekends What does he/she do at weekends ”及其回答“I/She/He/We/They always/usually/often/sometimes ….”，并能够用这些句型谈论自己和朋友周末的一些活动，在谈论的过程中掌握动词的正确用法。
三【目标预设】
1) 认知目标： 1.能听懂、会说、会读词汇:at weekends, chat on the Internet, fly a kite,go to the cinema和have a picnic 等。2.能够听懂、会说、会读句型：What do you do at weekends 及其回答,理解句型的意思。3.能有感情的朗读story time
2) 能力目标：通过本课时的学习，能初步了解What do you do at weekends 及其回答。
3) 情感目标：通过本课时的学习，鼓励学生培养有益的周末活动。
四【重点、难点】
重点：学生能够流利地朗读story time.
难点：掌握What do you do at weekends 及其回答,理解句型的意思。
五【设计理念】
根据小学生好奇、好胜、好动、模仿力强、表现欲旺盛的生理和心理特点，我主要采取了以任务型教学模式为主，以活动、合作为主线，让学生在教师的指导下，通过感知、体验、参与和合作、游戏感悟等多法并用的方式组织教学，促进语言实际运用能力的提高。
六【设计思路】
在教学设计过程中针对学生间差异大的情况，多设计了一些活动，让学生在课堂上始终保持一定的积极性。先让学生们欣赏歌曲来激发他们的学习兴趣，然后通过游戏和chant等各种形式来操练目标词汇和句型。在语篇教学中，我将任务分级呈现，循序渐进，问题的设置分为看卡通，听录音，自读课文三个环节，降低了问题单一设置的枯燥感。最后的表演环节不仅调动了学生的积极性，也满足了学生的表现欲望。
七【教学过程】
Step1.Warm up
Brainstorm
T: Let’s play a game”Brainstorm”. I show you the key word and you make phrases with it. The more, the better.
“play, go, have, watch, make”
Enjoy the song
Days of a week.
设计意图： 通过游戏和歌曲来调动课堂的气氛，并且为接下来课题的导入做好铺垫。
Free talk
T: Let’s review the days of a week. They’re Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday.
T: What day is the first day of a week
T: What day is the last day of a week
T: We call Saturday and Sunday weekend. In the same way, Saturdays and Sundays are weekends. At weekends means on Saturdays and Sundays.
Teach: weekend, weekends, at weekends,揭题Unit7 At weekends
设计意图：师生谈话的过程拉近了师生的距离，并引入本课的主题。
Look and say
T: Do you like weekends
S: Yes, we do.
T: Because we don’t go to school at weekends.
T: What can you do at weekends
S: I can…
T: At weekends, we can do many things. Now let’s look at the pictures and say the phrases.(复习动词词组)
T: Oh, we can do so many things at weekends. Are you happy at weekends
Ss: Yes.
T: Me, too.
设计意图：通过快闪图片的形式，让学生快速复习之前学过的动词短语。
Step2. Presentation and practice
1. Let’s learn 板书单词
T: Do you want to know my weekends You can ask me like this: What do you do at weekends Teach the sentence.
T: I always read books at weekends. I usually chat on the Internet at weekends. I often go to the cinema at weekends. I sometimes go swimming at weekends.
Teach: always, often, sometimes, chat on the Internet.
设计意图： 在对话操练中，引入新授词汇的学习，初步学习4个频率副词的实际运用。
2 Pair work
T: Now you know my weekends. What about our friend Yang Ling’s weekends
T: What does she do at weekends (Ask several Ss.)
T: Now boys and girls, let’s do pair work. Ask and answer in pairs to talk about your weekends.
T: Look, if the subject of the sentence is the third person singular, eg“she, he, it”, we should use the third person singular form of the verbs.
设计意图： 及时操练句型，对story文本的学习做好铺垫。
3 Group work
T: Do you want to know Wang Bing’s weekends How to ask her weekends Follow me.“What does he do at weekends ”
T: Now work in groups of four, group 1 ask group 2 about picture 1. Then group 2 ask group 3. Let’s ask in turn.
设计意图：从pair work过渡到group work，增强学生的团队合作意识，并反复操练所学要点。
Step3. Story time
1. Watch and circle
T: The children are talking about the weekends too. Now watch the cartoon and answer the question: Whose weekends are they talking about Circle the children.
设计意图： 引导学生整天掌握文本，了解故事大意。
2. Listen and tick
T: First, let’s try to know the twins’ weekends. What do the twins do at weekends Let’s look at these options.
visit their grandparents B. play with the cat
have dinner with grandparents D. go to the cinema
教授单词visit, play with
T: Listen to the tape and tick the right answers.
回顾Su Hai和Su Yang的周末活动,并进行板贴。
3. Listen and judge
T: We know the twins’ weekends. What about Helen Listen to the tape and then judge these two sentences.
T: Now let’s check your answers.
4. Read and complete
T: Now we know the twins’ and Helen’s weekends. What about Mike What does Mike do at weekends
T: Read the parts about Mike, find out what he does at weekends. Please circle and underline the keys words and phrases. Go ahead.
设计意图： 以不同的处理方式来分别解决文本中四个不同任务的周末活动，层层递进。
5. Listen and imitate
T: Now let’s listen to tape and imitate. Please pay attention to the pronunciation, intonation and these reading signs.
6. Let’s read
T: It’s time for our happy reading. Work in pairs, and choose a reading way you like. Now go ahead.
设计意图： 不同形式的朗读营造了朗读英语的浓浓氛围。
Step4 Consolidation
1. Try to retell
T: Now look at the blackboard. Can you retell their weekends according to these phrases Don’t forget to use the third person singular form of the verbs.
设计意图：以复述的形式重现文本，增强对文本内容的认知。
2. Show time
T: Now we have known their weekends. Can you show me your and your friends’ weekends Who wants to have a try
设计意图： 鼓励学生对自己周末活动安排进行描述。
Emotional education
Better weekends, better life.
Enjoy every weekend with your family and friends.
Step5. Homework
1. Read the story fluently and try to recite.
2. Copy the new phrases in the text twice.
3. Try to know more friends’ weekends and write down your report.
板书设计
Unit7 At weekends
always usually often sometimes
Su Hai& Su Yang
Helen
Mike
一【课题】
译林版小学英语五年级上册Unit7 At weekends 第一课时
二【教材简解】
本单元谈论的话题是关于周末的活动，与学生的生活息息相关，是学生特别喜欢的话题。学生在四年级下册Unit2 After school和五年级上册Unit4 Hobbies都有所接触。在这一单元中，重点要求学生能够熟练运用句型“What do you/they do at weekends What does he/she do at weekends ”及其回答“I/She/He/We/They always/usually/often/sometimes ….”，并能够用这些句型谈论自己和朋友周末的一些活动，在谈论的过程中掌握动词的正确用法。
三【目标预设】
1) 认知目标： 1.能听懂、会说、会读词汇:at weekends, chat on the Internet, fly a kite,go to the cinema和have a picnic 等。2.能够听懂、会说、会读句型：What do you do at weekends 及其回答,理解句型的意思。3.能有感情的朗读story time
2) 能力目标：通过本课时的学习，能初步了解What do you do at weekends 及其回答。
3) 情感目标：通过本课时的学习，鼓励学生培养有益的周末活动。
四【重点、难点】
重点：学生能够流利地朗读story time.
难点：掌握What do you do at weekends 及其回答,理解句型的意思。
五【设计理念】
根据小学生好奇、好胜、好动、模仿力强、表现欲旺盛的生理和心理特点，我主要采取了以任务型教学模式为主，以活动、合作为主线，让学生在教师的指导下，通过感知、体验、参与和合作、游戏感悟等多法并用的方式组织教学，促进语言实际运用能力的提高。
六【设计思路】
在教学设计过程中针对学生间差异大的情况，多设计了一些活动，让学生在课堂上始终保持一定的积极性。先让学生们欣赏歌曲来激发他们的学习兴趣，然后通过游戏和chant等各种形式来操练目标词汇和句型。在语篇教学中，我将任务分级呈现，循序渐进，问题的设置分为看卡通，听录音，自读课文三个环节，降低了问题单一设置的枯燥感。最后的表演环节不仅调动了学生的积极性，也满足了学生的表现欲望。
七【教学过程】
Step1.Warm up
Brainstorm
T: Let’s play a game”Brainstorm”. I show you the key word and you make phrases with it. The more, the better.
“play, go, have, watch, make”
Enjoy the song
Days of a week.
设计意图： 通过游戏和歌曲来调动课堂的气氛，并且为接下来课题的导入做好铺垫。
Free talk
T: Let’s review the days of a week. They’re Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday.
T: What day is the first day of a week
T: What day is the last day of a week
T: We call Saturday and Sunday weekend. In the same way, Saturdays and Sundays are weekends. At weekends means on Saturdays and Sundays.
Teach: weekend, weekends, at weekends,揭题Unit7 At weekends
设计意图：师生谈话的过程拉近了师生的距离，并引入本课的主题。
Look and say
T: Do you like weekends
S: Yes, we do.
T: Because we don’t go to school at weekends.
T: What can you do at weekends
S: I can…
T: At weekends, we can do many things. Now let’s look at the pictures and say the phrases.(复习动词词组)
T: Oh, we can do so many things at weekends. Are you happy at weekends
Ss: Yes.
T: Me, too.
设计意图：通过快闪图片的形式，让学生快速复习之前学过的动词短语。
Step2. Presentation and practice
1. Let’s learn 板书单词
T: Do you want to know my weekends You can ask me like this: What do you do at weekends Teach the sentence.
T: I always read books at weekends. I usually chat on the Internet at weekends. I often go to the cinema at weekends. I sometimes go swimming at weekends.
Teach: always, often, sometimes, chat on the Internet.
设计意图： 在对话操练中，引入新授词汇的学习，初步学习4个频率副词的实际运用。
2 Pair work
T: Now you know my weekends. What about our friend Yang Ling’s weekends
T: What does she do at weekends (Ask several Ss.)
T: Now boys and girls, let’s do pair work. Ask and answer in pairs to talk about your weekends.
T: Look, if the subject of the sentence is the third person singular, eg“she, he, it”, we should use the third person singular form of the verbs.
设计意图： 及时操练句型，对story文本的学习做好铺垫。
3 Group work
T: Do you want to know Wang Bing’s weekends How to ask her weekends Follow me.“What does he do at weekends ”
T: Now work in groups of four, group 1 ask group 2 about picture 1. Then group 2 ask group 3. Let’s ask in turn.
设计意图：从pair work过渡到group work，增强学生的团队合作意识，并反复操练所学要点。
Step3. Story time
1. Watch and circle
T: The children are talking about the weekends too. Now watch the cartoon and answer the question: Whose weekends are they talking about Circle the children.
设计意图： 引导学生整天掌握文本，了解故事大意。
2. Listen and tick
T: First, let’s try to know the twins’ weekends. What do the twins do at weekends Let’s look at these options.
visit their grandparents B. play with the cat
have dinner with grandparents D. go to the cinema
教授单词visit, play with
T: Listen to the tape and tick the right answers.
回顾Su Hai和Su Yang的周末活动,并进行板贴。
3. Listen and judge
T: We know the twins’ weekends. What about Helen Listen to the tape and then judge these two sentences.
T: Now let’s check your answers.
4. Read and complete
T: Now we know the twins’ and Helen’s weekends. What about Mike What does Mike do at weekends
T: Read the parts about Mike, find out what he does at weekends. Please circle and underline the keys words and phrases. Go ahead.
设计意图： 以不同的处理方式来分别解决文本中四个不同任务的周末活动，层层递进。
5. Listen and imitate
T: Now let’s listen to tape and imitate. Please pay attention to the pronunciation, intonation and these reading signs.
6. Let’s read
T: It’s time for our happy reading. Work in pairs, and choose a reading way you like. Now go ahead.
设计意图： 不同形式的朗读营造了朗读英语的浓浓氛围。
Step4 Consolidation
1. Try to retell
T: Now look at the blackboard. Can you retell their weekends according to these phrases Don’t forget to use the third person singular form of the verbs.
设计意图：以复述的形式重现文本，增强对文本内容的认知。
2. Show time
T: Now we have known their weekends. Can you show me your and your friends’ weekends Who wants to have a try
设计意图： 鼓励学生对自己周末活动安排进行描述。
Emotional education
Better weekends, better life.
Enjoy every weekend with your family and friends.
Step5. Homework
1. Read the story fluently and try to recite.
2. Copy the new phrases in the text twice.
3. Try to know more friends’ weekends and write down your report.
板书设计
Unit7 At weekends
always usually often sometimes
Su Hai& Su Yang
Helen
Mike