湘少版小学英语五年级下册 Assessment 1 教学设计（1课时）

AssessmentI 教学设计
一、教学目标
(一) 语言目标
1. 词汇：能够听、说、读、写第1~3单元所学单词。
2. 句型：能够在已经熟悉的情境中理解并说出第1~3单元所学句型。
(二) 应用目标
能够在模拟或熟悉的交际场景中初步运用be going to结构来谈论自己的计划或打算；能用英语简单说明步骤。
二、教学重、难点
能听、说、读、写第1~3单元所学单词和句型，并能比较熟练地在情境中进行自然交流；学会自我总结和检测。
三、教学准备
动植物图片、课程表、计划表图片、单词卡片、教学音频等 (有条件的学校可以利用幻灯片、多媒体课件)。
四、教学过程
Step 1 热身(Warm-up)
1. Greetings
2. 歌谣演练：What are you going to do?
Step 2 复习主题活动I (A plan for the weekend)
1. 自由问答：教师引导学生谈论周末计划的活动。
Questions: What are you going to do on Saturday?
What are you going to do on Sunday?
2. A部分练习：Listen and tick
T: Well, I know your plan for the weekend. Do you want to know the children’s plan? Now please open your books and turn to Page 14. What are the children going to do? Let’s listen and tick.
学生听录音，完成A部分听力练习，教师通过问和答的形式讲评和核对答案。录音材料：
A. Listen and tick
1. — Are we going to make a card in class?
— Yes, we are.
2. — Are we going to talk about an interesting story?
—No, we aren’t. We’re going to sing a new song.
3. — What are we going to do in PE class?
— We’re going to play basketball.
4. — What are you going to act in the play, David?
— I’m going to act as a dog.
3. 教师出示单词卡片，引导学生运用句型做口头接龙练习。
T: Are you going to read some books this weekend?
(教师举词卡“listen to the music”问S1)
S1: No, I’m not. I’m going to listen to the music.
(S1根据教师手中的词卡说句子，然后再对S2提问）
S1: Are you going to write a play this weekend?
S2: Yes, I am. / No, I’m not. I’m going to ...
(S2根据教师手中的词卡说句子，然后再对S3提问...)
listen to the music read some books write a play
go to the park go to the cinema go shopping
write a report put on a play play basketball
Step 3 复习主题活动 II (The plan of Peter and his friends)
1. 课堂练习(B部分的Listen and number；D部分的Look and write)
(1) T: Peter and his friends are going to do some research. What are they going to do? Please open your books and turn to Page 14. Let’s listen and number.
学生听录音，完成B部分听力练习，教师通过问和答的形式讲评和核对答案。
录音材料：
B. Listen and number
The children are going to do some research. What are they going to do?
First, Peter and Jane are going to read a textbook.
Then, Peter is going to collect pictures. Mingming and Fangfang are going to study and think.
Next, Peter is going to talk about the research. At last, Kathy is going to write a report.
(2) T: Peter and his friends are going to do some interesting things tomorrow. What are they going to do tomorrow? Please open your books and turn to Page 14. Let’s look and write.
学生根据教材第15页D部分的图片，完成D部分的练习，教师通过问和答的形式讲评和核对答案。
2. 主题活动：“野外观鸟”研究性学习
(1) 教师出示人们在野外观鸟的图片或视频。学生分组讨论准备这项研究性学习任务的研究步骤与各自的打算。最后分小组汇报交流每组的研究性学习报告。
(2) 各组派出一位代表上台读出本组计划，比一比哪组的计划写得最好（基本没出现语法错误），哪位代表的口语表达最标准、流利。最后给获胜组全体成员颁发“笑脸徽章”。
Step 4 复习主题活动Ⅲ (Make a pumpkin lamp)
1. T: Look! What are these? （课件呈现万圣节的各种南瓜灯图片）
T: Do you like these pumpkin lamps? They are so interesting. Let’s learn to make a pumpkin lamp. Please open your books and turn to Page 15. Let’s look at Part C. Let’s read and number.
2. 学生完成C部分看图阅读并给句子排序的练习，教师讲评和核对答案。
Step 5 自主评价(Self-assessment)
1. E部分：我能做！如果你能完成就画，如果你不能完成就画。
(1) 学生四人一组描述自己周末的活动安排。
(2) 学生四人一组谈论制作风筝的简要步骤。
2. F部分：我爱做！如果你喜欢做就画，如果你不喜欢就画。
(1) 询问他人的计划或打算表述自己的计划或打算。
(2) 读一个英文的小故事。
Step 6 作业(Homework)
1. 听音频，朗读Unit 1~3内容。
2. 设计一张快乐周末活动安排，并表述给父母或者朋友。
3. 制作一个南瓜灯（选做作业）。