Unit 8 My Friends Part A教学设计

闽教英语五年级上册 Unit 8 My Friends Part A Teaching Design（教学设计）
本课的教学对象是五年级学生,他们学习英语已经有两年多的时间,掌握了一定的英语词汇,具有一定的英语学习的积极性与主动性,求知欲增强。因此,在新知识传授的同时,我尽可能多的为学生创造良好的语言环境,给学生充足的语言“习得”机会,让学生在学习中积极参与、大胆发言,从而形成积极的情感态度和自主学习的能力。本课主要是进一步复习和巩固现在进行时的用法,尤其是单复数的区分,学生在第一单元学习中已经初步接触过现在进行时的时态,掌握一定量的动词词组的表达,本课是要求学生能够结合之前学过的知识进行综合运用。 【教学目标】
知识目标：
1. 能听懂、会说、会写单词the USA.
2. 能听懂会说短语be good at , read an email, play with Fido, play football, look at the photos.
3. 能运用句型What’s he/she doing What are they doing 询问他人正在做的事情并能根据问句作出相应的回答。
4．能理解课文内容，回答相关问题，并提炼关键信息。
技能目标：
1. 能在图片语境的提示下询问他人正在做的活动并作出相应的回答。
2. 能结合以前学过的知识介绍自己的同学或朋友。
情感目标：教育学生要学会互相帮助，珍惜同学间的友情。
【教学重点】
1. 能理解课文内容，提炼课文的相关信息并正确朗读课文。
2. 能灵活运用句型What’s he/she doing What are they doing 询问他人正在做的事情并根据问句作出相应的回答。
【教学难点】
1. 能正确运用现在进行时来描述他人正在做的事情，注意区分人称代词he/she/they。
2. 能结合学过的知识介绍自己的同学或朋友，并大胆展示。
【教具准备】单词卡片、PPT课件、图片、小组比赛PK图等。
教学过程
Step 1 Warming up
1. Greetings.
2. Guess a word.( Friends)
3. Present the title: Unit 8 Friends Part A
4. Say a chant.
Sing, sing, singing. I am singing.
Run, run, running. He is running.
Dance, dance, dancing. She is dancing.
Draw, draw, drawing. They are drawing.
Play, play, playing. We are playing.
5. Ask and answer.
T: Who’s he/she What’s he/she doing
Ss: He/she is … / He/she is …(drawing / playing chess …)
6. Lead in.
( 设计意图：通过听熟悉的儿歌旋律，猜一个单词“Friends”,快速揭题。简洁高效。再利用朗朗上口的自编chant 复习热身be doing句型。为新课学习做好铺垫。最后通过Lily和杨明的图进行问与答，自然导入新课的学习：Peter在做什么？）
Step 2 Presentation
1. Watch the video and answer the question:
Q1:What’s Peter doing
2. Check the answers.
T: What’s Peter doing
Ss: He’s reading an email.
3. Teach the phrase: read an email.
4. Practice: What are you doing I’m reading an email.
5. Ask: What’s in Peter’s email (Photos) Practice: What are they doing
They are looking at the photos.
6.Look and answer: What’s Sally doing What’s Wang Tao doing
7. Teach: play with Fido / play football.
8. Practice:
What’s she doing She’s playing with Fido.
What’s he doing He’s playing football.
9. Watch again and try to find out:
Question 1: Where’s Sally from ( The USA)
Question 2: What’s Wang Tao good at ( Sports)
10. Discuss: What are you good at I am good at …( music, art, singing, dancing…)
11. Listen, read and try to imitate. ( twice)
12. Do role play.
13. Read by the students themselves.
( 设计意图： 通过设计引导学生思维的几个问题巧妙地一步步地学习本课的重点句子。先问：Peter在做什么？学习I am reading an email.再问Peter和妈妈在做什么？学习They are looking at the photos. 然后分别学习Sally和 Wang Tao正在做什么等相关信息。 通过听音模仿地道的语音语调，帮助学生养成良好的英语学习习惯, 鼓励孩子根据自己的能力选择适合自己的朗读方式。坚持以人为本的教育理念。）
Step 3 Practice
1. Suppose you were Peter: Introduce your friends: Sally / Wang Tao.
2. Practice:( G1 G2 ask/ G3 G4 answer)
3. Play a guessing game: What’s he/she doing / What are they doing
( 设计意图：运用游戏的方式让孩子自然而然地用所学的句子进行操练，对猜一猜充满兴趣，调动学生的参与热情。做到学以致用。）
Step 4 Consolidation and Extension
1. Introduce the teacher’s good friend.
2. Introduce your good friends.
3.Complete your friends’ information.
4. Share it in your groups.
5.Share it in front of the class. ( 设计意图：拓展环节源自书本，又高于书本。以教师介绍自己的朋友为例，指导孩子如何介绍朋友。做到示范引领。并让孩子学会介绍朋友信息。）
Step 5 Summary.
1. Enjoy a song: You and Me.
T: You and me, from one class, we are family.
2. Educate: Help each other and learn from each other.
( 设计意图：及时小结今日所学，帮助学生梳理本课重点知识。通过欣赏歌曲进行德育渗透，对孩子进行情感目标教育。）
Step 6 Homework
1. Listen and imitate the text.
2. Introduce your good friend to your parents in English.
3. Activity book.
( 设计意图：第二项作业是口语+书面作业，使课堂知识顺利迁移到日常生活去。） Blackboard design: