Unit 2 A new student Cartoon time & Culture time 教案
文档属性
| 名称 | Unit 2 A new student Cartoon time & Culture time 教案 |  | |
| 格式 | zip | ||
| 文件大小 | 279.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2019-12-16 09:34:10 | ||
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文档简介
教学设计
Teaching contents 教学内容
译林版小学英语 五年级上册 Unit 2 A new student (Cartoon time &Culture time)
Teaching aims and learning objectives 教学目标
1. 进一步巩固there be句型: Is/are there …? How many … are there …? It’s/They’re ...；
2. 能正确地听、说、读、写单词swing, push, heavy, stop；
3. 读懂Cartoon time中的内容，掌握常见的短语: Let’s go and play! It’s great fun! Let’s play again! It’s time for dinner.并能运用到日常生活中去；
4. 能正确理解并朗读Cartoon time故事内容，读懂故事的幽默，会心一笑，在教师指导下表演故事，并联想结尾。
5.了解英美国家在楼层的差异，并了解更多有关英式英语和美式英语在词汇方面的区别。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 复习和巩固句型Is/are there …? How many … are there …? It’s/They’re on the … floor；
2. 能正确理解、朗读卡通故事，在教师指导下表演故事内容；
3. 掌握常见短语Let’s go and play! Push me! You’re so heavy. It’s too high! There is/are …
教学难点：
1. 句型Is/are there …?的正确使用。
2. Cartoon time中语言点的理解和掌握。
3. 英式英语和美式英语的一些差别。
Teaching procedures 教学过程
Step 1 Warm up
1. Free talk:
T: You’re very happy today. Yes or no?
S:Yes!.
T: Because you are in a new classroom. There are many things in the new classroom. Can you talk about them? You can say, “There is/are... In the classroom.”
S: There is/are... in the classroom.
2. Game: No!No!No!Yeah!Yeah!Yeah!
T: Boys and girls. Let’s play a game:No!No!No!Yeah!Yeah!Yeah!
(Read and judge.If it is right, say, “Yeah!Yeah!Yeah!”. If it is wrong, say, “No!No!No!”)
【设计意图：最后一个是Is there a new friend in the classroom? 引出自我介绍，并和孩子们打招呼，拉进距离】
3. Game: Touch and guess
T: You are so cute. I bring some gifts to you. You can touch and guess. You should use the sentences on the screen.
S: Is there...? Are there...?
T: How many ... Are there in my box?
S: There are ...
【设计意图：通过摸一摸，猜一猜的游戏环节让学生自己讲出本单元的重点句型：There be疑问句形式。巩固语言知识点，复习旧知，为进入卡通做铺垫】
Step 2 Cartoon time
T: Our school is very big and beautiful. Is there a playground in our school?
S: Yes.
T: (出示一张校园图片）
Look! Here is a beautiful school too. There is also a playground.
Whose school is it?
(出示San and Bobby图）It’s Sam and Bobby’s school.(引导学生说出人物）
(出示Cartoon time 图1) Look, Bobby and Sam are in the playground.
（呈现问题）What do they do?
Let’s watch the cartoon and think about this question.
(播放动画)
(看完动画呈现选择题）A. play basketball B. play on the swing
(教授swing,带读）
（呈现卡通图2）
T：Look！ Sam is on the swing. He looks very happy.
He says?（播放Push me, Bobby!这句录音）
学生尝试读出这句话，引出新单词push并教授。
【设计意图：新词教授用肢体语言让学生明白什么是push，并且和老师一起做动作读词，加深印象。】
（呈现问题Can Bobby push Sam?)
引导学生看Bobby 表情，提问Is he happy? 由此感受到Bobby不能推动Sam.
继续提出Why?但学生不能说出为什么，因此请一胖一瘦两位学生来讲台演示，让学生自然而然说出You are so heavy, Sam!并教授heavy.
【设计意图：图2的教学最具有趣味性，学生会心一笑，并真正了解到heavy的意思，寓教于乐。学生在教师示范下自己说出重要句型。】
3.（呈现图3和图4）
T: Are they happy?
Ss:...
S: 分开问：Is Sam/Bobby happy?
(引导学生把握Bobby情感不仅仅是不开心，并且很害怕）
T: Why is Sam happy? And why is Bobby afraid?
(指导学生阅读书上图三和图四的对话，用不同的线画出表示Sam开心的句子和表示Bobby害怕的句子）
【设计意图：图3和4的环节让学生尝试自己阅读文本，筛选有用信息。伴着音乐，放松阅读。回答问题时，教师注意指导学生读的开心或是害怕的语气。】
Step 3 Read the Cartoon
1. Read after the tape. 跟录音朗读，教师纠正学生的错音，示范带学生感受情感。
2. Read in groups.
(选一种喜欢的方式在小组内读：分角色朗读， 齐读，自己读。）
4. Read in public.教师评价，学生互评。
【设计意图：Cartoon time本身具有趣味性，因此每句话的语音语调都很明显，在跟读时，教师示范动作和情感，让学生加深印象，为后面表演做准备。】
Step 4 Act the Cartoon
T: Boys and girls, it’s your show time. You can work in groups to act the cartoon. If you think this ending is not very good, you can use your imagination to make a new ending.
（表演课文是孩子们最期待的环节，由于本篇卡通比较简短，因此可以让学生发挥创造力和想象力续编一个结尾。而接下来的Culture time也由教师的续编结尾导入。）
1. Act it in groups.
2.Act in public.
【设计意图：让学生小组合作表演卡通，并尝试续编结尾，富有挑战性，锻炼学生的创造力和想象力，让学生在表演中体验英语学习的乐趣和成就感。】
Step 5 Culture time
1.T: I have a happy ending too. Bobby feels very tired, so he goes home. When he is at home, he finds there are two new friends there.
提出问题：Who are the two new friends?
(PPT呈现两位新朋友：Ben and Micky.)
T: Do you want to know more about them?
Ss: Yes!
PPT先呈现Ben的自我介绍，引出他住在一楼（the ground floor).在房子相应楼层标出。
同样介绍Micky，出他住在一楼（the first floor).在房子相应楼层标出。
2. T: What can you find?(两个大房子都标出一楼，让学生发现）
出示选择题：A. They live on different floors. B. They live on the same floor.
学生恍然明白，这两种说法其实就是同一层楼。
T：Why? Let’s listen to their explanation.（播放文化板块录音）
T: Now, are you understand?
3.Read after tape.
4.Introduce the British English and the American English.(介绍由于英式英语和美式英语的不同，因此有些差异。）
Can you find more examples?
学生以往未接触过这一概念，因此了解有限。教师呈现一些学生已知词汇，介绍英美的两种说法。
【设计意图：文化板块是新的板块，学生自己根据两个人物的介绍发现问题，总结出一楼的两种表达方式。再由教师解释英美英语的差异，给学生新的概念，并将已知词汇进行分类，感受英式英语和美式英语的不同，培养英文素养。】
Homework 家庭作业
1. Find more differences between the British English and the American English.
2. Recite the cartoon.
3. Read and act Cartoon time with your friends.
Teaching aids 教学准备（含板书设计）
教学准备：
1. 教师准备：PPT，板书，图片
2. 学生准备：复习There be句型
板书设计：
Unit 2 A new student
(Cartoon time &Culture time)
Teaching contents 教学内容
译林版小学英语 五年级上册 Unit 2 A new student (Cartoon time &Culture time)
Teaching aims and learning objectives 教学目标
1. 进一步巩固there be句型: Is/are there …? How many … are there …? It’s/They’re ...；
2. 能正确地听、说、读、写单词swing, push, heavy, stop；
3. 读懂Cartoon time中的内容，掌握常见的短语: Let’s go and play! It’s great fun! Let’s play again! It’s time for dinner.并能运用到日常生活中去；
4. 能正确理解并朗读Cartoon time故事内容，读懂故事的幽默，会心一笑，在教师指导下表演故事，并联想结尾。
5.了解英美国家在楼层的差异，并了解更多有关英式英语和美式英语在词汇方面的区别。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 复习和巩固句型Is/are there …? How many … are there …? It’s/They’re on the … floor；
2. 能正确理解、朗读卡通故事，在教师指导下表演故事内容；
3. 掌握常见短语Let’s go and play! Push me! You’re so heavy. It’s too high! There is/are …
教学难点：
1. 句型Is/are there …?的正确使用。
2. Cartoon time中语言点的理解和掌握。
3. 英式英语和美式英语的一些差别。
Teaching procedures 教学过程
Step 1 Warm up
1. Free talk:
T: You’re very happy today. Yes or no?
S:Yes!.
T: Because you are in a new classroom. There are many things in the new classroom. Can you talk about them? You can say, “There is/are... In the classroom.”
S: There is/are... in the classroom.
2. Game: No!No!No!Yeah!Yeah!Yeah!
T: Boys and girls. Let’s play a game:No!No!No!Yeah!Yeah!Yeah!
(Read and judge.If it is right, say, “Yeah!Yeah!Yeah!”. If it is wrong, say, “No!No!No!”)
【设计意图：最后一个是Is there a new friend in the classroom? 引出自我介绍，并和孩子们打招呼，拉进距离】
3. Game: Touch and guess
T: You are so cute. I bring some gifts to you. You can touch and guess. You should use the sentences on the screen.
S: Is there...? Are there...?
T: How many ... Are there in my box?
S: There are ...
【设计意图：通过摸一摸，猜一猜的游戏环节让学生自己讲出本单元的重点句型：There be疑问句形式。巩固语言知识点，复习旧知，为进入卡通做铺垫】
Step 2 Cartoon time
T: Our school is very big and beautiful. Is there a playground in our school?
S: Yes.
T: (出示一张校园图片）
Look! Here is a beautiful school too. There is also a playground.
Whose school is it?
(出示San and Bobby图）It’s Sam and Bobby’s school.(引导学生说出人物）
(出示Cartoon time 图1) Look, Bobby and Sam are in the playground.
（呈现问题）What do they do?
Let’s watch the cartoon and think about this question.
(播放动画)
(看完动画呈现选择题）A. play basketball B. play on the swing
(教授swing,带读）
（呈现卡通图2）
T：Look！ Sam is on the swing. He looks very happy.
He says?（播放Push me, Bobby!这句录音）
学生尝试读出这句话，引出新单词push并教授。
【设计意图：新词教授用肢体语言让学生明白什么是push，并且和老师一起做动作读词，加深印象。】
（呈现问题Can Bobby push Sam?)
引导学生看Bobby 表情，提问Is he happy? 由此感受到Bobby不能推动Sam.
继续提出Why?但学生不能说出为什么，因此请一胖一瘦两位学生来讲台演示，让学生自然而然说出You are so heavy, Sam!并教授heavy.
【设计意图：图2的教学最具有趣味性，学生会心一笑，并真正了解到heavy的意思，寓教于乐。学生在教师示范下自己说出重要句型。】
3.（呈现图3和图4）
T: Are they happy?
Ss:...
S: 分开问：Is Sam/Bobby happy?
(引导学生把握Bobby情感不仅仅是不开心，并且很害怕）
T: Why is Sam happy? And why is Bobby afraid?
(指导学生阅读书上图三和图四的对话，用不同的线画出表示Sam开心的句子和表示Bobby害怕的句子）
【设计意图：图3和4的环节让学生尝试自己阅读文本，筛选有用信息。伴着音乐，放松阅读。回答问题时，教师注意指导学生读的开心或是害怕的语气。】
Step 3 Read the Cartoon
1. Read after the tape. 跟录音朗读，教师纠正学生的错音，示范带学生感受情感。
2. Read in groups.
(选一种喜欢的方式在小组内读：分角色朗读， 齐读，自己读。）
4. Read in public.教师评价，学生互评。
【设计意图：Cartoon time本身具有趣味性，因此每句话的语音语调都很明显，在跟读时，教师示范动作和情感，让学生加深印象，为后面表演做准备。】
Step 4 Act the Cartoon
T: Boys and girls, it’s your show time. You can work in groups to act the cartoon. If you think this ending is not very good, you can use your imagination to make a new ending.
（表演课文是孩子们最期待的环节，由于本篇卡通比较简短，因此可以让学生发挥创造力和想象力续编一个结尾。而接下来的Culture time也由教师的续编结尾导入。）
1. Act it in groups.
2.Act in public.
【设计意图：让学生小组合作表演卡通，并尝试续编结尾，富有挑战性，锻炼学生的创造力和想象力，让学生在表演中体验英语学习的乐趣和成就感。】
Step 5 Culture time
1.T: I have a happy ending too. Bobby feels very tired, so he goes home. When he is at home, he finds there are two new friends there.
提出问题：Who are the two new friends?
(PPT呈现两位新朋友：Ben and Micky.)
T: Do you want to know more about them?
Ss: Yes!
PPT先呈现Ben的自我介绍，引出他住在一楼（the ground floor).在房子相应楼层标出。
同样介绍Micky，出他住在一楼（the first floor).在房子相应楼层标出。
2. T: What can you find?(两个大房子都标出一楼，让学生发现）
出示选择题：A. They live on different floors. B. They live on the same floor.
学生恍然明白，这两种说法其实就是同一层楼。
T：Why? Let’s listen to their explanation.（播放文化板块录音）
T: Now, are you understand?
3.Read after tape.
4.Introduce the British English and the American English.(介绍由于英式英语和美式英语的不同，因此有些差异。）
Can you find more examples?
学生以往未接触过这一概念，因此了解有限。教师呈现一些学生已知词汇，介绍英美的两种说法。
【设计意图：文化板块是新的板块，学生自己根据两个人物的介绍发现问题，总结出一楼的两种表达方式。再由教师解释英美英语的差异，给学生新的概念，并将已知词汇进行分类，感受英式英语和美式英语的不同，培养英文素养。】
Homework 家庭作业
1. Find more differences between the British English and the American English.
2. Recite the cartoon.
3. Read and act Cartoon time with your friends.
Teaching aids 教学准备（含板书设计）
教学准备：
1. 教师准备：PPT，板书，图片
2. 学生准备：复习There be句型
板书设计：
Unit 2 A new student
(Cartoon time &Culture time)