五年级上册 第四单元.doc

五年级上册 第四单元第4课时 教案Teaching contents 教学内容Cartoon time & Checkout time Teaching aims and learning objectives 教学目标1．能听懂、会读、会说单词和词组：about, idea, ice, hole, wet, look out2. 进一步掌握like doing句型的用法3．能在情境中整体感知Cartoon time故事内容并熟练朗读4．能独立完成Checkout time中的练习Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 能正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处2. 能独立完成Checkout time中的练习教学难点：能在教师的指导下表演Cartoon time中的故事Teaching procedures 教学过程Step 1 Warming up & Revision1. Greeting. (师生问答，关于Day, Date, Weather) 2. Revision.(1) Sing a song.T: Today, let’s go on learning Unit 4 Hobbies. At first, let’s sing a song We all like climbing. T: What do they like doing? S: They like climbing/dancing/swimming. (2) Look and say. T: What do they like doing? (引导学生用like句型复述课文内容) S: Mike likes … Liu Tao likes ... Yang Ling likes … Su Hai likes … Su Yang likes … T: Good job, can you fill in the blanks? S: Mike and Tim both like drawing …(3) Make a song. T: Can you make a song according to Mike and his friends’ hobbies? Have a try! S: We both like drawing/playing football/swimming very much. … T: Well done, class!【设计意图：从吟唱歌曲开篇，活跃气氛，通过问答歌词内容，复习本单元主要句型；自然过渡到复述Story time内容，并以both句型填空再次检测学生掌握情况；最后结合Story time和 Song time的形式巩固所学。

Step 2 Cartoon time1. Listen and answer. T: Look, Sam and Billy talk about their hobbies too. (教授about和 talk about)What do they like doing? Let’s listen and answer. S: They like skating.【设计意图：通过听的方式引出主要话题skating，并学习新词汇talk about2. Watch and answer. T: Is Billy really good at skating? S: Yes, he is. T: So Billy thinks going skating is a great idea. (教授 idea和a great idea) Is Billy happy at last? S: No, he isn’t. T: And look, Billy is cold and wet. (教授wet) Why? Can you choose? A. There is heavy rain. B. Billy falls in a hole in the ice. (教授hole 和ice) T: Yes, Billy falls into a hole in the ice. And Sam says “Look out”. What does it mean? S: 小心。

设计意图：通过看动画的方式整体感知故事，让学生理解故事情节，并通过“是否真的擅长”和“是否最终也开心”两个问题来检测学生对故事的理解情况，并学习目标词汇3. Read and imitate.(1) Read after the tape.(2) Think and choose. T: Do you want to read better? Let’s choose the correct tone.Pay attention to Billy in Picture 1. Should we choose “proud” or “modest”?How about Sam? Is his tone “admiring” or “unbelieving”?In Picture 2, should we choose “excited” or “indifferent”?In Picture 3, is Sam’s tone “admiring” or “unbelieving”?In Picture 4, is Sam’s tone “worried” or “surprised” now?In Picture 5, is Billy’s tone “sad” or “depressed” at last? (引导学生选择恰当的语气)(3) Read in roles.(4) Act the story.(5) Read together.【设计意图：通过循序渐进、层层深入的朗读指导，不仅关注学生的趣味阅读，也注重引导学生准确把握角色情感的模仿朗读，学生在教师引导下主动参与，主动体验。

4. Think and judge. T: Now, Billy is so depressed. If you were Sam, what will you say to him?Can we say “How funny!” or “Skating is a bad hobby.”? S: No, we can’t. We can say … T: Yes, we can say “What a bad day!” “Let’s go home and put on warm clothes!”【设计意图：通过充分朗读后的判断练习再次检测学生对故事的理解情况，并通过续编故事的方式，让学生学会在具体情景中恰当的表达Step 3 Checkout time1. Guess and act. T: Just now, you acted very well. Now, let’s go on acting. Look, what do they like doing? Can you guess and act! S1: I’m Tim. I like drawing. S2: …2. Listen and judge. T: Great, class. And what do they like doing? Let’s listen and judge.3. Think and write. T: Last class, we did a survey about our friends’ hobbies. Now please write down your friends’ hobbies.Homework 家庭作业1. Introduce your and your friends’ hobbies to your parents.2. Read and act Cartoon time.Teaching aids 教学准备（含板书设计）教学准备：图片、词汇卡、多媒体。

板书设计： Unit 4 Hobbies (Sam头像) like skating go skating(Billy头像) be good at skating look out don’t like skating说课本课的主要教学内容为Cartoon time 和 Checkout time教学目标主要围绕巩固like doing句型展开本课开始以歌曲热身，并问了一个贯穿整节课的问题：What do they like doing? 第一遍问的目的在于检测对歌曲的理解和句型巩固第二遍问则是复习Story time，并为改编歌曲做准备这样可以让教学资源在训练目标句型中得以整合运用和充分使用第三遍问则是引出Cartoon time的学习这个板块作为泛读的文本，没有对文本的字句进行细致的解读，而是设计了Listen and answer和Watch and answer两个环节来检测学生对故事的理解情况，并在回答问题的过程中，随文识字，学习目标词汇。

为了让学生更好地朗读，在听录音环节之后，设置了选择恰当语气的环节，这样使得学生在表演时能更准确地表现人物情绪的变化之后的Think and judge是巩固所学，而故事续编则帮助学生理解在恰当的情景中，如何正确的用英语表达第四遍问是进入到Checkout time的学习，此处进行了顺序调整，先通过遮住关键信息，让学生猜一猜爱好，并表演说like doing句型，增添了趣味性；Listen and judge不仅要求学生做出判断，还要求学生能用第三人称转述，训练了第三人称单数形式的表达；最后Think and write环节，在上节课调查表的基础上完成，使得前后学习融为一体，实现了听说读写四项技能的全面训练。