Unit 5 小学英语教学设计：广州版五年级上册.docx

Unit 5 小学英语教学设计：广州版五年级上册教学内容Unit 5 Where is Ben?教学时数第1课时设计者 欧曼君执教 欧曼君教学内容分析本模块的话题是Daily life，主要谈论自己及他人在weekdays和weekend的日常活动学会问他人做某事的频率，还会用频率副词描述自己及他人做的事情或活动学生对本话题有实际的生活体验，容易引起学生的兴趣本课是Module 3 Unit 5 的第一课时，通过学生熟悉的情景（Ms White 要找Ben谈话）描述了Ben 的日常活动，让学生在巩固前两个Module所学的第三人称作主语的陈述句的基础上学习其他的句型因此设计展示放学后Lily’s mum 在学校门口不见Lily 到处找的过程，作为对后面同学们帮Ms White 找Ben 的铺垫和文本的输入教学对象分析经过几年的英语学习，五年级的学生积累了一定的英语知识，并懂得运用简单的英语句型进行说话，单句型的运用能力还不是很灵活，都是比较单一的输出，因此在教学上注意调动学生用已学的大量动词短语进行连贯说话，滚动新旧知识，培养学生对知识的综合运用能力教学目标1.语言知识： -Vocabulary词汇： maybe find look for ice cream -Sentences 句型： 1）谈论Ben的课后活动习惯，集中使用了频度副词和一般现在时第三人称单数形式。

2）词条的替换操练框架：a. Does Ben often … in /at…? Yes, he does./ No, he doesn’t. b. 动词词组、方位介词与频度副词搭配造句,如： Ben never plays music in the music room. Ben often does his homework in the classroom. 2.语言技能：-能就他人的日常生活习惯进行问答能听懂或读懂与课文难度相当的有关能力和特长的文段能口笔头描述自己和他人的日常生活习惯3.情感态度：-通过身体语言、多媒体、游戏等多种教学手段结合、提高学生的学习兴趣以旧引新，创设情景开展有效教学，让学生在真实的情境中愉快学习，培养学生小组合作的精神与能力4.学习策略：通过对话操练掌握本课重难点5.文化意识：培养良好的生活习惯教学重难点1. Asking about one’s daily life: Does Ben often go swimming?2. Phrases denoting activities.3. Adverbs of frequency.板书设计作业设计1. Listen and read the dialogue. 2. Finish the mind map. 教学流程教学环节教师行为学生行为设计意图Raise concern1. Ask children to sing a song together. 2. Play the PK game. 3. Learn and review the frequency words. 1. Listen, sing and do the action after the teacher.2. Read and say out the phrases.3. Think and answer the questions. -Warming up and activate the children’s interests.-Help children to prepare for the lesson.趣味性原则Learn/Link 1. Play the guessing game: Guess where Ben is. 2.Present the dialogue: Where is Ben？3. Ask children to listen to the dialogue again then choose the answer. 1. Think, guess and talk about it using the sentence: Maybe…. 2. Listen and answer. 3. Listen and choose.-Learn the new words through some fun activities.目的性原则针对性原则Prepare to report/ Practice 1. Read the dialogue. 2. Let’s retell. 3. Talk about Ben’s school life. 1. Practice reading the dialogue in groups. 2. Ask the children to retell the dialogue. 3. Children talk about the daily life. 针对性原则目的性原则ReportPlay the guessing game. Teacher’s demo. 1. Listen to the demo. 2. Practice in groups. 3. Play the game. 趣味性原则运用性原则特色亮点（或反思）通过游戏增加学生学习兴趣，并在真实情景中操练句型。