Unit6 It's a grapefruit(Lesson35) 教案

Unit 6 It’s a grapefruit
Lesson35
教学内容及学情分析
本课是人教版精通英语五年级上册第六单元第5课，本单元前4课已经学了其他相关的水果词汇和What is this? What is that? It’s …的单数水果的相关表达和询问，本课是在前几课的基础上，进行水果复数的学习和询问。本课以购物为情境，围绕水果主题，重点句型为What are these? What are those? They’re…
通过师生之间、生生之间在水果超市购物等活动，激励学生主动感知、模仿、学习和体验，引导学生能够运用Can I have some grapes? Can we have some longans and lychees? Are they longans, too?等句型提出请求、进行提问，在真实语境中进行交际，养成有礼貌的好品质。
五年级学生有近四年半的学校英语学习基础，并且每班有将近2/3的学生在课外有各种形式的英语学习，也有一部分学生没有课外的延伸，所以班级里学生的分层情况比较明显。但大部分学生喜欢英语课，喜欢参与课堂活动，对英语知识也有一定的求知欲。
教学目标
1. 知识目标：学习相关水果词汇longan, lychee; 能够使用目标语言What are these? They’re longans. What are those? They’re lychees. 通过问答训练，引导学生能够运用Can I have some longans and lychees?提出请求，能够使用Are they longans?进行询问。
2. 在同伴互助合作下，能够在真实的情境中创建新的对话。
3. 情感目标：培养学生的合作意识，培养学生养成有礼貌的好品质。
教学重点
掌握两个新单词: longan, lychee.
能够理解并运用What are these/those? They are ...
能够运用Can I have …? 句型提出请求，养成有礼貌的好品质。
教学难点
能够理解并运用What are these/those? They are ...
能够在新的情景中创编对话。
教学准备
互动白板课件，单词卡片，磁性板贴，荔枝、龙眼、水果篮等实物。
教学过程
Warm-up
Play a song of fruit.
Lead-in
Teacher: “What fruit do you like?” “Why?”
【设计意图】学生刚唱完歌，对于fruit和I like …也比较熟悉，通过让学生发表个人喜好并说明理由，激发学生利用已知的水果和口感相关的词汇。同时，教师可以通过资源回收，将学生表达的水果词汇和理由写在黑板上。
看图—Kate and Gao Wei
Teacher: “What is Kate doing?”
听录音—知道Kate即将举办生日派对。
Teacher: Q1“When will Kate have a birthday party?
Q2: What kind of fruit does Gao Wei like? Can you guess?
【设计意图】通过创设Kate要举行生日派对的情景，调动学生的兴趣，并培养学生听录音，获取关键信息的能力。
Presentation
Activity 1 –Look and guess
通过一张阴影图片，让学生猜是什么水果 “What’s this?”
授新:“It’s a longan.”
Students read the word and do the air writing.同时教师板书。
Activity 2-Compare fresh longan and dried longan.
通过两种longan 的图片对比，拓展新的词汇fresh longan & dried longan。
Teacher: “Who has eaten dried longan before? How does it taste?
引导学生对比两种龙眼的口感区别juicy and sweet; sweet and dry.
Activity3-Ask the question
Teacher: “How does a longan taste?” “Who would like to have a try?” Do you want one? What should you ask?”
授新: “Can I have …?”
e.g. Can I have a longan? / Can I have a fresh longan? / Can I have a dried longan?
【设计意图】通过通过实物的尝试，激发学生的学习兴趣。只有能够正确说出 “Can I have…?”的学生才可以得到实物longan.
Activity 4-Look and say
Teacher: “What are these?” “They are…”
Students: “They are longans.”
Teacher: “If you want to have more than one longan, what can you ask?”
授新: “Can I have some…?”
e.g. Can I have some fresh longans?
Students practice in pairs.
Activity 5-Learn new word “lychee”
Teacher: “Are those longans, too?” (通过阴影图片询问学生)
Students: “No, they aren’t.”
Teacher: “What are those?”
授新: “They are lychees.”
lychee的发音，fly-ly + cheese-chee =lychee
Students read the word and do the air writing.同时教师板书。
Students ask and answer the question “What are those?” in pairs.
Activity 6-Learn to ask the question
Teacher: “Who would like to have some lychees?” “What should you say?”
Student: “Can I have a lychee?”
Teacher: “Sorry, I don’t have any lychees. Maybe we can go the shop to buy some fruit.” “Look, our friends are also in the shop. Now Let’s listen and see what do they want to buy.”
Activity 7-Watch the video and answer the question
Question “What fruit will they buy?”
Students watch the video and answer the question.
【设计意图】通过围绕Kate要举行生日聚会，邀请Gao Wei来参加，Kate一家需要准备水果，去超市购物这个主线，让学生能在这个情境中学习新词longan, lychee和句型。
Practice
Activity 1-Play and act
Students listen to the audio and read together→students read in roles.
Students practice in groups.
2 groups of students present their dialogues.
Activity 2-Watch and learn more expressions.
Teacher plays a video about buying fruit in real situation.
Teacher concludes more expressions that can be used in a dialogue.
Activity 3-Give tasks and make new dialogues.
Teacher tells the students Miss Lv and Miss Chai will also go to Kate’s birthday party. They need to buy fruit according to their taste. G1 and G2 will buy fruit for Miss Chai. G3 and G4 will buy fruit for Miss Lv.
Miss Lv’s taste: sweet, juicy Miss Chai’s taste: sour, juicy
Students will work in groups to discuss what fruit they can buy for the teachers.
Students present their dialogues in groups.
【设计意图】通过小白板上给学生布置任务，让他们小组合作，针对不同老师喜欢的水果口味不同，需要有针对性地为她们准备相应的水果，但是答案并不是唯一的，既培养学生合作解决问题的能力，又锻炼了学生的critical thinking。通过之前word bank里词汇的积累，前期句型的大量铺垫，给学生提供了有效的语言支架；另外水果篮，水果图片等道具，也能帮助学生营造购物气氛，为学生提供发挥的空间。
Activity 4-Evaluation
Teacher evaluate students’ performance.
Students evaluate their performance.
【设计意图】通过教师评价、生生互评的多种评价方式，让学生都能参与其中，也培养了学生的倾听和评价意识。
板书设计