Unit 6 Growing Up Lesson 3 表格式教案

Unit 6 Growing Up Lesson 3
教 学 设 计
教学基本信息 教学内容：Unit 6 Growing Up Lesson 3教材出处：人民教育出版社一年级起点五年级下册
教材单元结构分析 五年级下册共设六个学习单元和两个复习单元。本单元是第六单元，主题是Growing Up(成长)。单元结构如下：Get Ready: 情境化地呈现本单元的重点词汇。Lesson 1:情境化地操练本单元重点词汇，引导学生根据语境选词填空。Lesson 2:以生动的画面和对话情境化地呈现本单元的重点功能句，通过趣味性的活动，帮助学生操练功能句。Lesson 3:呈现与本单元话题相关的语篇。培养学生将书本知识与现实生活相联系的能力，同时，要求学生能够根据提示或仿照范例，写几句意义连贯的话。Let’s spell:语音和拼读相结合，介绍发音规律。Fun Time: 拓展与本单元话题相关的文化知识或其他学科知识。Let’s Check:检测和评价板块。Story Time:复现本单元重点词汇和功能句，培养学生的阅读能力，提高其学习英语的兴趣。
教学内容分析 本节课授课内容为Unit 6 Growing Up Lesson 3。这是一篇介绍Nancy成长经历的短文。学生通过观察图片，听音看视频，阅读短文等活动，运用本单元的一些重点词语和功能句，然后完成教师设计的相关练习。
计划学时 第一课时
教学设计思路 教师设置一些情境和任务来推进本课的教学，通过师生交流帮助学生进行一些简单的预测，渗透给学生一些预测、观察和主动表达个人观点的学习策略，为后面的学习夯实基础，具体如下：1.首先，通过看视频听歌曲，教师带领学生进行热身和复习。2.然后，通过读六幅单张的图片，复习本单元重点词汇，也为本课的重点语句作铺垫。3.其次，教师示范学生提问问题，激发学生思考，引出文本的主题。4.教师引导学生带着问题阅读文本。5.教师引导学生围绕任务进行阅读，逐渐深入理解文本。6.学生再次自主阅读文本，摘录关键信息，尝试独立完成表格，理解文本细节。7.教师引导学生运用本课所习得的知识框架，表达自己的成长故事，内化语言，同时培养学生将书本知识与现实生活相联系的能力。8.将语言能力目标、思维品质目标和学习能力目标在教学过程中渗透，为后面的学习夯实基础。到最后总结环节，让学生自主生成，达成文化品格目标。
学情分析 本节课授课对象为小学五年级学生，学生从一年级开始学习英语，经过四年多时间的学习，学生已经积累了一定的日常英语词汇和语句，有较强的交流欲望，有一定的英语思维能力，能够根据文本的示范，归纳总结，简单表达自己的成长故事。同时，“成长”这个话题是所有孩子都很喜欢的，这个主题会让孩子们很感兴趣。
教学重点及难点 教学重点：1.学生能够在图片的帮助下理解故事大意，培训学生的语言表达能力和提问能力。2.学生对陈述句中一般过去时态的理解和运用。3.能够理解新词汇的发音及意义：learned to speak, learned to climb, learned to walk, learned to eat with chopsticks, learned to swim, learned to wash clothes, learned to cook 教学难点：1.学生对疑问句中一般过去时态的理解和运用。2.借助表格归纳整理文本关键信息，并复述文本。3.学生能够借助文本中的语言框架，独立说出几句意义连贯的话，介绍自己的成长经历。
教学辅助 PPT, Cards, Board, Videos and Sounds
教学方法 Situational Teaching Method, Task Based Teaching Method
教学过程
教学环节 教学活动 设计意图
Warming-up 1.Greeting: T: Good morning, boys and girls. Ps: Good morning, Hannah.2.Play the video: Growing up. 提问：In the song, did the boy learn to dance Did he learn to climb Did he learn to swim Did he learn to ride a bike You did good job. The song is about a boy’s growing up. Today we are going to learn about ‘Growing up’ 简单问候，轻松入课。检测学生看视频提取关键信息的能力；同时，动词短语learn to dance/ climb等，为本节课的学习理解简单铺垫。
Lead in 读图：1、Picture 1.Look at the picture, and answer:Who is this girl What’s her name How old was she In this picture, what did she learn to do 教师引导：So we can say like this: Nancy learned to swim when she was 4 years old.2、图2-3，ask: How old was she What did she learn to do 3、图4-6，ask: Can you ask questions about the picture 4、T: Look at all of the pictures, guess what we will read (预测学生回答: Nancy’s story /Growing up/...) 通过读图，引导学生建构语言框架。通过教师示范提问，学生回答。让学生模仿教师提出问题，提高思维品质。
PresentationPresentation 1、启发学生看图思考，提问问题：T: Do you want to know more about Nancy For example, What did Nancy learn to do (去掉板书上的ed，示意学生在疑问句里动词用原形)When did Nancy learn to speak （同上）T: Now can you ask questions about Nancy Who can try (预测学生回答: When did Nancy learn to swim / walk / wash clothes / ... ) T: Good questions. You will know the answers later.播放视频, 添加标题。T: Let’s watch the story about Nancy. 看完视频后 T: Can you add a title for the passage Please think.(预测学生回答: Nancy’s story / Nancy’s Growing up/...)T: You all have good titles. I have a title, too. “Nancy’s Growing-up Stories” Read it together. 通过启发学生思考并提问，发展学生提问能力。图、音、形多模块输入，辅助学生理解文本。此问题答案不唯一，多抽学生呈现不同表达，打开思维。
Practice 1、阅读文本，回答问题。Read the passage and find out answers to all the questions on the blackboard.Check their answers in different ways.2、阅读文本，在图片下方标出年龄。Read it again and write down the ages.用问答对话方式检测，再次巩固本课语言框架。T: What did Nancy learn to do S1: She learned to walk.T: How old was she S1: She was eight months old.教师示范，鼓励学生完整表达：Nancy learned to walk when she was eight months old.3、阅读文本，提取关键信息，完成表格。Read the passage and fill in the blanks.检测。T: When Nancy learned to do sth, she always made some mistakes. But Nancy grew up, up and up, so we always learn from mistakes, we can grow up and up better. 三次阅读，每次都布置不同的任务，加深对文本细节的理解，提升归纳总结能力。教师的示范给学生提供一个很好的模板，可帮助他们正确地完整表达。总结表格，鼓励学生不要害怕犯错，从错误中学习并成长。
Consolidation Share time:Now take out your paper, let's share your growing-up stories . For example, my name is Hannah. I started to study English when I was 8 years old.... 学生运用本课所习得的知识框架，表达自己的成长故事，内化语言，同时培养学生将书本知识与现实生活相联系的能力。
Summary T: Boys and girls, what have you learned from this lesson (预测学生回答: I have learned some words, learned to walk, learned to swim...)T: I have learned:Don't be afraid to make mistakes.You're growing up, up and up.You're growing better, better and better. 鼓励学生个性的生成与表达，给予肯定和赞扬。课堂总结，达成本课文化品格目标。
BlackboardDesign 板书设计清晰明了，为学生课堂学习提供直观形象地帮助和支撑。