Unit 10 Buying a book教学设计
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| 名称 | Unit 10 Buying a book教学设计 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 北师大版（一年级起点） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-05-15 19:30:45 | ||
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Unit 10 Buying a book 教学设计
教学目标
1. 能够在情境中认读、理解多音节形容词比较级和最高级的构成方式，发现其变化规律；
2. 能够朗读对话，尝试复述对话；
3. 能够在情境中运用本课功能句型I think … is (are) …结合多音节形容词的变化对事物进行简单评价（比较）；
4. 能够在思维导图的提示下，向我校英国友好校的学生介绍自己；
5. 能够关注到中外文化异同，初步感悟跨文化交际意识。
学情分析
本课教学对象为我校五年级一班学生，共29人。该班自四年级由我接任英语教学工作以来，我了解到，大部分学生在生活中接触外语的机会较少，但是他们热爱英语，对英语学习有较高的兴趣，乐于尝试用英语表达自己的观点，经过四年的学习，他们已具备一定的语言知识及能力。
该班有13名学生始终保持浓厚的英语学习兴趣，他们在教师的指导下，能够很快发现语言规律，比较熟练地掌握语言基础知识与基本技能。另有12名学生在英语学习中还有很大发展空间。其中一部分学生在日常学习中通常比较听话，能够按要求上课认真听讲，课后认真完成作业，但不敢在课堂进行学习成果展示。对于这部分学生，我在进行教学设计时，通常鼓励他们在较有把握的学习活动中进行展示，增强他们的自信。另一部分学生接受理解能力较强，在课堂学习中能够抓住重点，掌握要领后即云游在课堂之外，对知识技能没有更高水平的追求。对于这部分学生，我则设计更多的趣味性活动吸引他们参加。最后有4名学生在英语学习中能力较弱，不能很快适应课堂教学，不能很好地掌握语言规律，通常在一节课中不能掌握所学语言知识及技能，往往需要师生在课堂内外付出几倍努力，方能达成基本教学目标。
本课教学内容为多音节形容词及其变化，因学生在第一学期已学过单音节形容词及其变化，由此及彼，学生能够理解本课语言现象的使用情境，难点是与第一学期所学进行区别与联系，发现本课新知的规律，并能在情境中进行灵活运用。故此，我在教学设计中为不同层次的学生设计不同层次的活动，力求使学生在不同活动中各自掌握知识、发展能力。
重点难点
教学重点：
1. 认读、理解本课多音节形容词及其变化，并发现其变化规律；
2. 在情境中运用本课功能句型I think … is (are) …结合多音节形容词的变化对事物进行简单评价（比较）。
教学难点：
发现多音节形容词及其变化规律。
教学过程
【导入】复习故事
1. 复述故事（图1-4）
T: Today we’re going on learning Unit 10 Buying a book. Can you tell the first part of the story
S: Ken and Ann took Mocky to a book store. …
学生复述图1-4故事情节，教师随着学生复述，板书呈现Words to learn中多音节形容词及其变化。
2. 回答问题（图5-9）
T: Can you answer the questions about the rest parts of the story
Questions:
How much is the science book
Can you have a guess how much the animal storybook is and how much the comic book is
Which book is more expensive
What did they buy at last
What did they think about it
What happened when they came back home
教师就图5-9进行提问，板书呈现本课功能句型I think … is …及Words to learn中多音节形容词及其变化，引导学生根据板书进行回答。
【讲授】呈现、学习对话
1. 观察主题图，预测对话内容
T: Look at the picture. Who are they What are they talking How do you know that
S1: They are Ken, Peter and Jean. Maybe they are talking about books. Because there is a book in Ken’s hand.
S2: Maybe they are talking about homework. Because there is a big bag behind Ken. And there are lots of books in it. I think they are homework books.
T: Yes, they are talking about some books. And these books are for some stories.
2. 观看动画，完成题目，理解对话细节
T: Now let’s watch a cartoon. Please match while watching.
学生分两遍观看动画，分别完成连线题：
What book is each child reading
What do they think about the stories
课件提示学生回答问题所用的功能句型：… is reading … / … thinks it’s …
S: Ken is reading King Arthur. Peter is reading … Jean is reading …
S: Ken thinks King Arthur is interesting. Peter thinks Harry Potter is more interesting.
T: But does Jean agree with Peter If you want to answer “yes”, please show the green paper. However, if you want to answer “no”, please show the red paper.
学生在各自理解的基础上，自主选择“yes”或“no”。
教师分别选择一名回答“yes”和“no”的同学，提问: Why do you answer “yes”/ “no”
回答“yes”的同学: Because Jean says ‘Well, I agree.”
回答“no”的同学:
Because after ‘Well, I agree.” there is a “but …” “But…” means she doesn’t really agree.
T: Lucy（回答“no”的同学）
is right. We use “Well, I agree.” When we actually want to express a different idea in conversation.
T: So what does Jean think about Harry Potter and what does she think about Monkey King
S: She thinks Harry Potter is more difficult and Monkey King is the most interesting story of all.
【活动】分角色朗读或复述对话
T: You can choose to read or retell the dialogue.
学生自主选择分角色读对话或根据连线题框架，尝试复述对话，并进行展示。
【练习】 延伸对话情境，谈论三部电影，操练并初步运用对话语言
T: What do you think about the movies of the three stories
S1: I think Harry Potter is the most interesting.
T: Why do you think so
S1: Because Harry Potter has magic power.
S2: I think Monkey King is the most interesting story of all. Because first, it’s a cartoon. Second, it’s from China.
S3: I think Harry Potter is boring. Because it’s too long.
T: Good. Which movie do you think is the most boring
S4: I think King Arthur is the most boring. Because there is a lot of blood.
S5: I think King Arthur is the most boring, too. Because it’s not funny. I like funny movies.
T: Which movie is the most difficult for you to understand
S6: I think King Arthur is the most difficult. Because there are lots of fighters in this movie. But I can’t remember all of their names.
【练习】拓展运用
1. 开发学校资源，了解我校英国友好校读书周、认识Tom，创设真实的跨文化交际情境
T: Here comes a boy. He is from our sister school in Britain - Bowker Vale Primary School. A few days ago, he sent me an e-mail and told me they had a book week at his school last November. Do you want to enjoy some photos of the event
学生观看我校英国友好校读书周短片。
T: Let’s watch Tom’s video and choose what you hear while watching.
学生观看Tom视频，完成选择题。全班核对答案。
2. 构建思维导图，综合运用语言向Tom介绍自己
T: Would you like to tell Tom something about yourselves What will you tell
教师提示学生可根据Tom的介绍，先列出自己做介绍的关键词。
S: Name, age, where from, books I like…
随着学生说出关键词，一幅主题为“Talk about myself”的思维导图雏形自主建构出来。教师利用课件将这些关键词归类到各语段主题下，最终呈现出帮助学生围绕中心表达发射性思维的立体结构图形——思维导图。
【测试】巩固提升
1. 发现多音节形容词及其变化规律
T: Can you find out some rules of the comparatives and the superlatives
学生小组讨论。
S: 在这些形容词前加more，是比较级；加the most，是最高级。
2. 递进声调读出词级变化关系
T: It’s time to read the adjectives. But we won’t read together. I’d like to read in this way.
教师示范用递进声调读出多音节形容词及其变化之间的递进关系。
学生表演读。
3. 与单音节形容词及其变化进行对比
课件出示五年级上学期学过的单音节形容词及其变化。
T: Can you find out some differences between these adjectives
学生小组讨论单、多音节形容词及其变化的特点与区别。
师生共同做总结。
4. 圈出课外的多音节形容词
T: Can you circle the adjectives which add “more” or “the most” when compare things
学生根据语言规律，圈出课外多音节形容词。全班核对答案。
5. 欣赏“Google之最”短片
T: Would you like to Enjoy “The most in Google”
学生欣赏“Google之最”短片。
【作业】课后作业
Search more “the most” and tell your parents, your friends and me.
教学目标
1. 能够在情境中认读、理解多音节形容词比较级和最高级的构成方式，发现其变化规律；
2. 能够朗读对话，尝试复述对话；
3. 能够在情境中运用本课功能句型I think … is (are) …结合多音节形容词的变化对事物进行简单评价（比较）；
4. 能够在思维导图的提示下，向我校英国友好校的学生介绍自己；
5. 能够关注到中外文化异同，初步感悟跨文化交际意识。
学情分析
本课教学对象为我校五年级一班学生，共29人。该班自四年级由我接任英语教学工作以来，我了解到，大部分学生在生活中接触外语的机会较少，但是他们热爱英语，对英语学习有较高的兴趣，乐于尝试用英语表达自己的观点，经过四年的学习，他们已具备一定的语言知识及能力。
该班有13名学生始终保持浓厚的英语学习兴趣，他们在教师的指导下，能够很快发现语言规律，比较熟练地掌握语言基础知识与基本技能。另有12名学生在英语学习中还有很大发展空间。其中一部分学生在日常学习中通常比较听话，能够按要求上课认真听讲，课后认真完成作业，但不敢在课堂进行学习成果展示。对于这部分学生，我在进行教学设计时，通常鼓励他们在较有把握的学习活动中进行展示，增强他们的自信。另一部分学生接受理解能力较强，在课堂学习中能够抓住重点，掌握要领后即云游在课堂之外，对知识技能没有更高水平的追求。对于这部分学生，我则设计更多的趣味性活动吸引他们参加。最后有4名学生在英语学习中能力较弱，不能很快适应课堂教学，不能很好地掌握语言规律，通常在一节课中不能掌握所学语言知识及技能，往往需要师生在课堂内外付出几倍努力，方能达成基本教学目标。
本课教学内容为多音节形容词及其变化，因学生在第一学期已学过单音节形容词及其变化，由此及彼，学生能够理解本课语言现象的使用情境，难点是与第一学期所学进行区别与联系，发现本课新知的规律，并能在情境中进行灵活运用。故此，我在教学设计中为不同层次的学生设计不同层次的活动，力求使学生在不同活动中各自掌握知识、发展能力。
重点难点
教学重点：
1. 认读、理解本课多音节形容词及其变化，并发现其变化规律；
2. 在情境中运用本课功能句型I think … is (are) …结合多音节形容词的变化对事物进行简单评价（比较）。
教学难点：
发现多音节形容词及其变化规律。
教学过程
【导入】复习故事
1. 复述故事（图1-4）
T: Today we’re going on learning Unit 10 Buying a book. Can you tell the first part of the story
S: Ken and Ann took Mocky to a book store. …
学生复述图1-4故事情节，教师随着学生复述，板书呈现Words to learn中多音节形容词及其变化。
2. 回答问题（图5-9）
T: Can you answer the questions about the rest parts of the story
Questions:
How much is the science book
Can you have a guess how much the animal storybook is and how much the comic book is
Which book is more expensive
What did they buy at last
What did they think about it
What happened when they came back home
教师就图5-9进行提问，板书呈现本课功能句型I think … is …及Words to learn中多音节形容词及其变化，引导学生根据板书进行回答。
【讲授】呈现、学习对话
1. 观察主题图，预测对话内容
T: Look at the picture. Who are they What are they talking How do you know that
S1: They are Ken, Peter and Jean. Maybe they are talking about books. Because there is a book in Ken’s hand.
S2: Maybe they are talking about homework. Because there is a big bag behind Ken. And there are lots of books in it. I think they are homework books.
T: Yes, they are talking about some books. And these books are for some stories.
2. 观看动画，完成题目，理解对话细节
T: Now let’s watch a cartoon. Please match while watching.
学生分两遍观看动画，分别完成连线题：
What book is each child reading
What do they think about the stories
课件提示学生回答问题所用的功能句型：… is reading … / … thinks it’s …
S: Ken is reading King Arthur. Peter is reading … Jean is reading …
S: Ken thinks King Arthur is interesting. Peter thinks Harry Potter is more interesting.
T: But does Jean agree with Peter If you want to answer “yes”, please show the green paper. However, if you want to answer “no”, please show the red paper.
学生在各自理解的基础上，自主选择“yes”或“no”。
教师分别选择一名回答“yes”和“no”的同学，提问: Why do you answer “yes”/ “no”
回答“yes”的同学: Because Jean says ‘Well, I agree.”
回答“no”的同学:
Because after ‘Well, I agree.” there is a “but …” “But…” means she doesn’t really agree.
T: Lucy（回答“no”的同学）
is right. We use “Well, I agree.” When we actually want to express a different idea in conversation.
T: So what does Jean think about Harry Potter and what does she think about Monkey King
S: She thinks Harry Potter is more difficult and Monkey King is the most interesting story of all.
【活动】分角色朗读或复述对话
T: You can choose to read or retell the dialogue.
学生自主选择分角色读对话或根据连线题框架，尝试复述对话，并进行展示。
【练习】 延伸对话情境，谈论三部电影，操练并初步运用对话语言
T: What do you think about the movies of the three stories
S1: I think Harry Potter is the most interesting.
T: Why do you think so
S1: Because Harry Potter has magic power.
S2: I think Monkey King is the most interesting story of all. Because first, it’s a cartoon. Second, it’s from China.
S3: I think Harry Potter is boring. Because it’s too long.
T: Good. Which movie do you think is the most boring
S4: I think King Arthur is the most boring. Because there is a lot of blood.
S5: I think King Arthur is the most boring, too. Because it’s not funny. I like funny movies.
T: Which movie is the most difficult for you to understand
S6: I think King Arthur is the most difficult. Because there are lots of fighters in this movie. But I can’t remember all of their names.
【练习】拓展运用
1. 开发学校资源，了解我校英国友好校读书周、认识Tom，创设真实的跨文化交际情境
T: Here comes a boy. He is from our sister school in Britain - Bowker Vale Primary School. A few days ago, he sent me an e-mail and told me they had a book week at his school last November. Do you want to enjoy some photos of the event
学生观看我校英国友好校读书周短片。
T: Let’s watch Tom’s video and choose what you hear while watching.
学生观看Tom视频，完成选择题。全班核对答案。
2. 构建思维导图，综合运用语言向Tom介绍自己
T: Would you like to tell Tom something about yourselves What will you tell
教师提示学生可根据Tom的介绍，先列出自己做介绍的关键词。
S: Name, age, where from, books I like…
随着学生说出关键词，一幅主题为“Talk about myself”的思维导图雏形自主建构出来。教师利用课件将这些关键词归类到各语段主题下，最终呈现出帮助学生围绕中心表达发射性思维的立体结构图形——思维导图。
【测试】巩固提升
1. 发现多音节形容词及其变化规律
T: Can you find out some rules of the comparatives and the superlatives
学生小组讨论。
S: 在这些形容词前加more，是比较级；加the most，是最高级。
2. 递进声调读出词级变化关系
T: It’s time to read the adjectives. But we won’t read together. I’d like to read in this way.
教师示范用递进声调读出多音节形容词及其变化之间的递进关系。
学生表演读。
3. 与单音节形容词及其变化进行对比
课件出示五年级上学期学过的单音节形容词及其变化。
T: Can you find out some differences between these adjectives
学生小组讨论单、多音节形容词及其变化的特点与区别。
师生共同做总结。
4. 圈出课外的多音节形容词
T: Can you circle the adjectives which add “more” or “the most” when compare things
学生根据语言规律，圈出课外多音节形容词。全班核对答案。
5. 欣赏“Google之最”短片
T: Would you like to Enjoy “The most in Google”
学生欣赏“Google之最”短片。
【作业】课后作业
Search more “the most” and tell your parents, your friends and me.