Unit4 Lesson 1 Lucy is in a new school教案

五年级英语上册
Unit4 School in Canada
Lesson 1 Lucy is in a new school.教学设计
【教材分析】
本课讲述的是 Li Ming 从 Jenny 那里得知Lucy 现在在加拿大的一所新学校上学。作为Lucy 的好朋友，Li Ming 进一步询问 Jenny 有关 Lucy 在加拿大的学校功课和课外活动。通过 Jenny 的讲述，对比中、加两国的小学课程开设和课外活动，为后面两课的学习做好故事情节铺垫。
【学情分析】
本班学生对英语学习有浓厚的兴趣，养成了良好的英语学习习惯，课堂上勇于张口说英语， 课后愿意进行英文绘本阅读，通过音频、视频材料听音模仿跟读，通过 QQ 语音展示自己的口语交际。
【教学目标】
知识与能力目标
能听懂 、会说、认读并规范书写单词：after, film, busy。
能听懂、会说并认读单词：really, reading, French 并能结合句型灵活运用。
能用句型 “What subjects does she have She has reading and science. What does she do after school She watches films.”围绕加拿大学习情况进行问答练习。
过程与方法目标
能朗读课文，注意模仿语音语调，并能够完成 Let’s talk 部分。
在理解情景对话的基础上，进行角色表演，并能够完成 Let’s do 部分。情感态度与价值观目标
学生能够运用一般现在时特殊疑问句，在真实语言情景中进行询问与回答有关加拿大学
习情况的信息。
通过资料查找，乐于与大家分享更多国外学习情况的小资料。
【教学重点】
能听懂、会说、认读并规范书写单词：after, film, busy。
能听懂、会说并认读单词：really, reading, French, 并能结合句型灵活运用。
能用句型 “What subjects does she have She has reading and science. What does she do after school She watches films.”围绕加拿大学习情况进行问答练习。
【教学难点】
正确运用动词第三人称单数的变化规则。
【教学准备】
多媒体课件、单词卡片、头饰、评测练习等。
【教学程序】
Step1 Greeting and warming up
T: Morning, boys and girls. Ss: Good morning. T: Please guess where it is S1: ... S2：...
T: Yes! This is our school. We are from Kunshan School. What subjects do you have at school
S1: I have... S2: I have... T: What do you do at school S1: ... S2：...
T: Look! What’s this (出示 Li Ming, Jenny 学校图片)
S: ...
T: Yes, it’s Li Ming and Jenny’s school. School in China. T: Who’s this little girl (出示 Lucy)
S: ...
T: In Grade 3, we learned Lucy visited Li Ming and Jenny’s school. Now Lucy is in a new school. T: Where is the school Ss: School in Canada.
【设计意图】出示自己学校图片，通过谈论自己的学校课程及课外活动，唤起学生的英语记忆储存，以旧带新，既复习旧知，保证知识的系统性，又为本课的新知呈现以及后面的练习活动做好准备。其次，通过 Lucy 参观 Li Ming 和 Jenny 学校的图片，自然地过渡到本课的主题Lucy is in a new school.
Step2 Presentation
Listen and answer
T: Listen! Jenny tells Li Ming, “Lucy is in a new school now.” （Ss listen and repeat.） T: Li Ming is surprised. He says...
Ss: Really Does she like her new school （Ss listen and repeat.） T: Does Lucy like her new school
Ss: Yes, she does. (Ss guess)
T: Can you find the answer on your book.
（Ss find “Yes, she does.” on their books.）
T: Look! This is Lucy’s school. What do you think of her school
Ss: Wonderful! / Nice! / It’s beautiful/ old / big! T: So Lucy likes her new school.
【设计意图】初识文本，通过听音预测，并要求学生在书本中自主找寻答案，激发学生继续读的欲望。
Watch and answer
T: Li Ming and Lucy talked and talked about Lucy. What do you want to know about Lucy S1: Does she like maths
S2: Who’s her favourite teacher S3: What subjects does she have
T: Maybe you can find the answer on the video. Let’s watch the video. (Ss watch the video.)
T: What have you got from the video
S1: She has science. S2: She plays the piano. S3: She has Chinese. S4: ...
【设计意图】整体感知文本前，先让学生说一说自己想知道 Lucy 的哪些信息，自主提出问
题，锻炼学生的思维能力和预测能力。
Solve Question 1
T: What subjects does Lucy have Please listen and tick. (Ss listen and tick.) Have you got it S1: She has science, maths, art and reading.
T:（Teach reading）Reading is a subject. So Lucy has... Ss: Science, maths, art and reading
T: Does she have music/ Chinese Ss: Yes, she does. / No, she doesn’t.
T: Really Let’s watch the video, and then find the answer. (Ss watch the video.)
T: Li Ming says.... (Listen) Ss: Does she have Chinese
T: Jenny says... (Listen) Ss: No, she doesn’t. But she has French. (French, friend 发音对比)
【设计意图】学生通过听录打钩，获取信息，了解 Lucy 学校的课程。又通过观看视频片段，
着重解决目标问题，加深印象。
T: People in France speak French. People in Canada speak French. They also speak English. What does Lucy speak
Ss: ...
T: What do we speak Ss: Chinese.
T: Now we’re speaking English. We can speak Chinese and English. We are great. T: Does Lucy have Chinese
Ss: No, she doesn’t. But she has French. (Listen and repeat) T: Now take out your paper and tick French.
Ss:（学生在习题中打钩 French）
T: These are Lucy’s subjects at school. Please listen and read. （Ss listen and repeat.）Let’s read in pairs. One is Li Ming. One is Jenny.（Ss work in pairs.）
T: I’ve searched online. Subjects in Canada are different from those in China. Look! What subjects
do they have
Ss: Maths, science, art, French, music, computer, PE
T: They have Social Studies 社会研究. Language Arts 语言艺术, it’s like our Chinese. They have drama. Music in Canada, they can choose three classes: Band, orchestra and choir. Science in Canada they can choose three classes: physics, biology and chemistry. It’s different from China, too.
【设计意图】结合课文内容，适当拓展法语和英语都是加拿大的官方语言，所以 Lucy 也学
习法语，让学生了解一定的课文背景。通过图片介绍，让学生了解加拿大小学生的课程设置， 体会中外文化的不同。
Solve Question 2
T: What does Lucy do after school （Teach after, 联系afternoon. ）
句中识词：Danny goes to school after breakfast. Li Ming plays basketball after school.
T: What does Lucy do after school Please read Part 3 and underline the answer. (学生自读第三段，划出答案）
T: Got it She often... (Listen) S1: She often draws pictures.
T: Sometimes she ... (Listen) S2: Sometimes she plays the piano. T: Sometimes she ... (Listen) S3: Sometimes she watches films. (Teach film，识词：action film, comedy film, cartoon film.)
句中识词：Sometimes Lucy watches films. She films on Sunday.
He films after school.
【设计意图】通过以旧带新讲授新词 after, 进一步学习词组 after school。学生自读课文划出答
案，培养学生的自主学习能力。通过回答，学习新词 film。T: （依据表格）Lucy draws pictures on Sunday.
S1: She draws pictures on Monday/.../... T: So we say: She often draws pictures.
T: （依据表格）Lucy plays the piano on Thursday. S2: Lucy plays the piano on...
T: So we say: Sometimes she plays the piano. T: （依据表格）Lucy watches films on ....
S3: Lucy watches films on ....
T: So we say: Sometimes she watches films.
【设计意图】通过展示 Lucy 做这些课外活动的时间，直观区分 sometimes and often。T: Let’s read. (学生跟读本课第三段) Let’s act. One is Li Ming. One is Jenny.
（Ss work in pairs.）
T: Look at these children. Do you know them Ss: ...
T: Who’s your friend What does he/ she do after school
S1: ... is my friend. She often... S2: ... is my friend. He often... S3: ... is my friend... He often...
T: In Canada after school the pupils have different kinds of activities. Such as craft, hiking, space and cooking.
【设计意图】从 Lucy 的课外活动，拓展到同学们的课外活动和加拿大学生的课外活动，在
扩充和激起学生词汇储备的同时，引导同学们要丰富自己的课后活动。
依据板书和 PPT 总结本课内容
T: At school Lucy has Ss: science, maths, art, reading and French
T: After school... Ss: She often... Sometimes she ... Sometimes she...
T: So Li Ming says... (Listen) Ss: Oh, she’s busy. T: Jenny says... (Listen) Ss: And very happy.
(用单词卡教学 busy，结合图片句中识词 Jenny is busy and very happy. Mum is busy and very happy. Lucy is... and )
【设计意图】在学习完文本内容后，利用板书引导学生对“Lucy 的加拿大学校生活”做一个
整体的知识梳理，尝试复述课文，更加深入直观的掌握所学知识。
Step 3 Consolidate the new knowledge
T: This is Lucy’s busy and happy life. Let’s talk in pairs. First who can talk with me
【设计意图】通过做这个练习，让学生对课文进一步的巩固理解，也是让学生对所学知识的自我检验。
T: Look at this girl. Please guess where she is from. Ss: Canada.
T: Please work in pairs and write more about her subjects and activities after school
T: The pupils are from different countries, please talk about their subjects and activities in pairs.
（Ss work in pairs.）
T: Please listen carefully and guess who they are talking about.
（同位两人台前抽签问答，其余学生根据对话，猜测描述的是谁。）
【设计意图】通过这一活动，在小组合作的过程中，实现生活在线，将语言运用到实践中。
Step 4 Summary
1. T: What have we learnt today
S1: Lucy is in a new school. S2: She likes her new school. T: At school Ss: She has...
T: After school... Ss: She often... Sometimes...
In Lesson 2 and Lesson 3，we’ll know more about Lucy’s school and class. This class you did a good job. We are busy and happy.
Step 5 Homework
Recite U4L1. Make sure you can talk about Lucy’s subjects and activities after school.
Search online to find more about subjects and activities after school of Canadian pupils.
板书设计：