Unit 9 Day and night Lesson1 教学设计（表格式）
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| 名称 | Unit 9 Day and night Lesson1 教学设计（表格式） |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2024-10-06 19:48:54 | ||
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教学设计
课题 Unit 9 Day and night Lesson1
学科 英语 学段： 高年级 年级 五年级
指导思想与理论依据
能在图片的帮助下听懂、读懂并讲述简单的故事是《英语课程标准（实验稿）》中的二级目标要求。《英语课程标准（实验稿）》倡导以学生为主体，关注学生的学习过程，倡导学生主动参与、乐于探究、勤于动手。本节课基于教学内容故事化的特点，采用整体理解故事情节，分段学习故事情节，谈论故事人物感受，激发情感的方式。在教学过程中借助观察、描述图片、师生交流等方式引导学生观察故事中的人、物、情景。在不断交流中逐层深入，使学生在相对真实、完整的语境中接触、体验、理解语言，师生共建故事。
教学目标
1. 通过整体视听故事，引导学生理解故事大意； 2. 通过教师语言描述和图示使学生初步理解频度副词的含义； 3. 通过回答教师问题和观察图片信息，引导学生关注故事中的细节问题； 4. 对理解故事情节、语言内容的方法和策略进行指导； 5. 部分学生能在小组内分角色朗读课文。
教学难点
学生对频度副词的理解
教学用具
PPT自制课件、Flash课件
课前准备
本课单词卡片和图卡、一套多媒体课件、录音机、课本
教学步骤
Step 1 Free talk 导入新课 T: Hello, My children! Let's begin our class, OK Ss: OK. T: What day is it today S: Today is … （根据实际情况回答） T：What do you usually do on （根据实际情况）…？ S: I go to school /go to English corner /… T: What do you do on Sunday Ss: I go to the park/ … T: In the morning In the afternoon In the evening 教师边提问边出示画有早、中、晚的图片，帮助学生理解morning, afternoon, evening的意思。 （注：学生对于morning, afternoon, evening这三个词并不陌生，教师稍加提醒即可唤起学生记忆。） T: 教师指着刚刚回答问题的学生问What does he/she usually do on Sunday Ss: He/She goes to the … (注：学生说动词第三人称单数的变化时有可能会出现错误，教师可适当予以纠正。) 操练若干组后继续…… 设计意图：复习前两个单元主要句型的同时，自然导入新课。 Step 2 理解学习故事内容 1. 谈论图片1，明确故事发生的时间、地点和人物。 T: What do Ann and Ken do on Sunday Can you guess Ss: They go to the … （学生猜测） 教师用PPT出示课文第一幅图。 T: OK, now please look here. Who are in the picture Ss: Ken, Ann and Mocky. T: 教师将这三个人物的头像贴到黑板上，并接着问When does it happen (教师解释when的意思) Ss: In the morning. T: 教师将初升的太阳贴到黑板上并接着问Where does it happen Ss: In the forest. T: 教师将画有森林大树的图片贴到黑板上，接着说Yes, now they are in the forest. 2. 整体视听故事，找出故事的主要事件。 T: Today is Sunday. So they have time to play with Mocky. What do they want to do next Let's watch the story. 教师播放课文光盘一遍，学生视听。 T: What do they want to do next Ss: Visit Uncle Booky. T: Good. 3. 关注并谈论图1—3 的细节信息。 （1）利用图1，理解新词breakfast。 T：When do Ann and Ken find Mocky in the forest What is Mocky doing S: He is eating. T: Yes, he is eating .He is eating breakfast. (边说边用PPT展示Mocky正在吃早饭的图片，用图片和语言解释breakfast的意思) （Breakfast means the things you eat in the morning. Such as eggs, porridge and something like these.） （2）通过回答问题，理解图1-3的主要事件信息。 T: OK, this time please open your books and read pictures 1，2 and 3 carefully .Then answer the following questions. (教师用PPT展示所提出的问题) ①Does Mocky always eat breakfast in the morning ②Does Mocky always eat breakfast so late ③When (=What time ) does Ann eat breakfast 注：在呈现问题的过程中，教师解释、教授always, late等词。如：Mocky eats breakfast in the morning on Monday，Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday. So we can say Mocky always eats breakfast in the morning. 教师出示单词卡片“always”并带读。 教师引导学生从前3幅图中找出问题的答案，并给全班同学朗读。 T: What are the three pictures talk about Ss: Breakfast. T: Yes, they are talking about breakfast. 教师边说边将单词卡片eating breakfast 贴到黑板上。 设计意图：帮助学生梳理故事情节，形成整体概念。 4. 学习故事4-9图。 （1）谈论图4。 T: After talking about breakfast. What do Ann, Ken and Mocky want to do Please look at this beautiful picture. (PPT出示故事插图4) T: Look at their faces. Are they happy Ss: Yes, they are. T: Where are they Ss: In the forest. T: Yes, they are in the forest. They are on the way to Uncle Booky's house. 教师边说边将小路和Uncle Booky房子的卡片贴到黑板上。 （2）谈论图5—9。 ①呈现问题并解释。 T: Now, let's watch. First, let's watch what Uncle Booky does in the morning. Then choose the one you think is right. 教师呈现问题： T: Uncle Booky sleeps on one or two days in a week. Maybe it's on Wednesday; Maybe it's on Saturday; Maybe it's on Wednesday and Saturday. ②播放故事课件5-9图，寻找答案。 T: OK. Who thinks A is right 学生如果认为A对就举手。 T: Where can you find the answer Can you read it S1: In picture 5. He usually reads a book. (学生有可能不会读usually，教师应予以提醒) T: 教师用PPT出示图片5。教师带读句型并指导学生进行操练。 T: So C is right. 教师带读句型并指导学生进行操练。 T: Is Uncle Booky in the room when they get Uncle Booky's house Ss: No. T: How do you know that Ss: Picture 7. T: 教师出示图7并带读句子。 T: What does Uncle Booky do Ss: He sleeps in the morning. T: OK. 教师出示图片9。 T: Now Uncle Booky is sleeping. What will Ann and Ken do “Hi, Uncle Booky. We come to see you. Get up, get up ” （教师模仿叫醒Uncle Booky的情景）Can they do that Ss: No, they can't. 设计意图：在潜移默化中对孩子进行思想教育。 Step3 巩固复习故事 1. 利用板书回顾本课故事内容。 2. 播放课文录音，学生跟读课文。教师对学生有问题的单词或句子，特别是频度副词的发音进行指导。 3. 学生两人一组选择一幅图读给全班听。 Step 4 Homework 板书设计：
课题 Unit 9 Day and night Lesson1
学科 英语 学段： 高年级 年级 五年级
指导思想与理论依据
能在图片的帮助下听懂、读懂并讲述简单的故事是《英语课程标准（实验稿）》中的二级目标要求。《英语课程标准（实验稿）》倡导以学生为主体，关注学生的学习过程，倡导学生主动参与、乐于探究、勤于动手。本节课基于教学内容故事化的特点，采用整体理解故事情节，分段学习故事情节，谈论故事人物感受，激发情感的方式。在教学过程中借助观察、描述图片、师生交流等方式引导学生观察故事中的人、物、情景。在不断交流中逐层深入，使学生在相对真实、完整的语境中接触、体验、理解语言，师生共建故事。
教学目标
1. 通过整体视听故事，引导学生理解故事大意； 2. 通过教师语言描述和图示使学生初步理解频度副词的含义； 3. 通过回答教师问题和观察图片信息，引导学生关注故事中的细节问题； 4. 对理解故事情节、语言内容的方法和策略进行指导； 5. 部分学生能在小组内分角色朗读课文。
教学难点
学生对频度副词的理解
教学用具
PPT自制课件、Flash课件
课前准备
本课单词卡片和图卡、一套多媒体课件、录音机、课本
教学步骤
Step 1 Free talk 导入新课 T: Hello, My children! Let's begin our class, OK Ss: OK. T: What day is it today S: Today is … （根据实际情况回答） T：What do you usually do on （根据实际情况）…？ S: I go to school /go to English corner /… T: What do you do on Sunday Ss: I go to the park/ … T: In the morning In the afternoon In the evening 教师边提问边出示画有早、中、晚的图片，帮助学生理解morning, afternoon, evening的意思。 （注：学生对于morning, afternoon, evening这三个词并不陌生，教师稍加提醒即可唤起学生记忆。） T: 教师指着刚刚回答问题的学生问What does he/she usually do on Sunday Ss: He/She goes to the … (注：学生说动词第三人称单数的变化时有可能会出现错误，教师可适当予以纠正。) 操练若干组后继续…… 设计意图：复习前两个单元主要句型的同时，自然导入新课。 Step 2 理解学习故事内容 1. 谈论图片1，明确故事发生的时间、地点和人物。 T: What do Ann and Ken do on Sunday Can you guess Ss: They go to the … （学生猜测） 教师用PPT出示课文第一幅图。 T: OK, now please look here. Who are in the picture Ss: Ken, Ann and Mocky. T: 教师将这三个人物的头像贴到黑板上，并接着问When does it happen (教师解释when的意思) Ss: In the morning. T: 教师将初升的太阳贴到黑板上并接着问Where does it happen Ss: In the forest. T: 教师将画有森林大树的图片贴到黑板上，接着说Yes, now they are in the forest. 2. 整体视听故事，找出故事的主要事件。 T: Today is Sunday. So they have time to play with Mocky. What do they want to do next Let's watch the story. 教师播放课文光盘一遍，学生视听。 T: What do they want to do next Ss: Visit Uncle Booky. T: Good. 3. 关注并谈论图1—3 的细节信息。 （1）利用图1，理解新词breakfast。 T：When do Ann and Ken find Mocky in the forest What is Mocky doing S: He is eating. T: Yes, he is eating .He is eating breakfast. (边说边用PPT展示Mocky正在吃早饭的图片，用图片和语言解释breakfast的意思) （Breakfast means the things you eat in the morning. Such as eggs, porridge and something like these.） （2）通过回答问题，理解图1-3的主要事件信息。 T: OK, this time please open your books and read pictures 1，2 and 3 carefully .Then answer the following questions. (教师用PPT展示所提出的问题) ①Does Mocky always eat breakfast in the morning ②Does Mocky always eat breakfast so late ③When (=What time ) does Ann eat breakfast 注：在呈现问题的过程中，教师解释、教授always, late等词。如：Mocky eats breakfast in the morning on Monday，Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday. So we can say Mocky always eats breakfast in the morning. 教师出示单词卡片“always”并带读。 教师引导学生从前3幅图中找出问题的答案，并给全班同学朗读。 T: What are the three pictures talk about Ss: Breakfast. T: Yes, they are talking about breakfast. 教师边说边将单词卡片eating breakfast 贴到黑板上。 设计意图：帮助学生梳理故事情节，形成整体概念。 4. 学习故事4-9图。 （1）谈论图4。 T: After talking about breakfast. What do Ann, Ken and Mocky want to do Please look at this beautiful picture. (PPT出示故事插图4) T: Look at their faces. Are they happy Ss: Yes, they are. T: Where are they Ss: In the forest. T: Yes, they are in the forest. They are on the way to Uncle Booky's house. 教师边说边将小路和Uncle Booky房子的卡片贴到黑板上。 （2）谈论图5—9。 ①呈现问题并解释。 T: Now, let's watch. First, let's watch what Uncle Booky does in the morning. Then choose the one you think is right. 教师呈现问题： T: Uncle Booky sleeps on one or two days in a week. Maybe it's on Wednesday; Maybe it's on Saturday; Maybe it's on Wednesday and Saturday. ②播放故事课件5-9图，寻找答案。 T: OK. Who thinks A is right 学生如果认为A对就举手。 T: Where can you find the answer Can you read it S1: In picture 5. He usually reads a book. (学生有可能不会读usually，教师应予以提醒) T: 教师用PPT出示图片5。教师带读句型并指导学生进行操练。 T: So C is right. 教师带读句型并指导学生进行操练。 T: Is Uncle Booky in the room when they get Uncle Booky's house Ss: No. T: How do you know that Ss: Picture 7. T: 教师出示图7并带读句子。 T: What does Uncle Booky do Ss: He sleeps in the morning. T: OK. 教师出示图片9。 T: Now Uncle Booky is sleeping. What will Ann and Ken do “Hi, Uncle Booky. We come to see you. Get up, get up ” （教师模仿叫醒Uncle Booky的情景）Can they do that Ss: No, they can't. 设计意图：在潜移默化中对孩子进行思想教育。 Step3 巩固复习故事 1. 利用板书回顾本课故事内容。 2. 播放课文录音，学生跟读课文。教师对学生有问题的单词或句子，特别是频度副词的发音进行指导。 3. 学生两人一组选择一幅图读给全班听。 Step 4 Homework 板书设计：