pep小学英语五年级上册unit6 part a read and write教学设计

PEP小学英语五年级上册Unit6 Part A Read and write教学设计一、 所在班级情况、学生特点分析本人所带的五年级，是从三年级时就接手的班级，所以对每个学生的情况还是比较了解。本班共有59个学生，大部分学生有较好的学习习惯，知道英语的重要性，乐于学习英语，但仍有十几个学生学习习惯差，尤其是男孩子们，表现得比较燥动、贪玩，脾气冲动。班里存在两极分化的现象。整体来说，学生们上课能专心听讲，但是缺乏一定的学习方法、缺少学习毅力，在某种程度上还是不能够严格要求自己,有待于教师进一步指导。二、教学内容分析本节课的主要内容是以nature park为话题展开的一个对话。在此之前学生已经掌握了一些与nature park相关的单词，也能够用There is与Is there句型进行表达。本节课要求学生能够理解对话内容，并能听、说、读、写Is there?句型和相应回答。对话旁配有插图，教师可以利用插图，进行导入和句型练习。三、 教学目标1. 能够听、说、读、写句型：Is there? Yes, there is. No, there isnt.2. 能用Is there? Yes, there is. No, there isnt.谈论假日照片。四、 教学重、难点分析本课的教学重点是使学生掌握“Is there? Yes, there is. No, there isnt.”句型；本课的教学难点是培养学生在实际情景中运用对话的能力。五、 教学过程Step1. Warming-up1. 教师用PPT出示图片，引出nature park,并提问What can you see in the nature park?2. Lets chant:The grass is green.The sky is blue.The air is clean.The day is new.The wind blows.The clouds play.The river flows.Beautiful day, beautiful day!Step2. Lead-in & Before-reading1. 教师出示只有forest和river的nature park. T: Is there a forest in the park?S1: Yes, there is.T: Is there a mountain in the park?S2: No, there isnt.T: Is there a river in the park?S3: Yes, there is.T: Is there a lake in the park?S4: No, there isnt.2. Lets chant:Forest，forest Is there a forest? Mountain，mountain Is there a mountain? River，river Is there a river? Lake，lake Is there a lake?3.男女生分组对Lets chant进行问答G: Is there a forest in the park?B: Yes, there is.G: Is there a mountain in the park?B: No, there isnt.B: Is there a river in the park?G: Yes, there is.B: Is there a lake in the park?G: No, there isnt.Step3. During-reading1.出示Read and write旁边的插图T: Who is he?Ss: He is Wu Yifan.T: Yes, this is Wu Yifans picture. This is Wu Yifans holiday picture. Is it a nature park? Ss: Yes, it is.T: Is there a forest in the park? Now read the dialogue quickly and find out the answer.学生初读课文，并找到答案Yes, there is.2. Tick or cross(1) There is a river in the park. ()(2) There is a lake in the park. ()(3) Wu Yifan doesnt like this park. ()(4) This park is pretty. ()Ask a student to show his answers and check together. 学生第二次阅读，更详尽地理解阅读内容，同时鼓励学生找出相关根据，训练学生的逻辑思维能力。3. Finish the sentences(1) Is there a _ in the park? Yes,_.(2) Is there a _? No,_.要求学生独立完成句子，同桌校对，让个别同学在黑板上写下他们的答案。4. Listen and repeatStep4. After-readingRole play八、课堂练习出示课件，另一幅nature park的图，让同桌两人合作，一个学生就图片内容先写出问题，然后同桌就问题写回答。到前面展示对话。九、作业1. Listen to tape and read the dialogue.2. Write the sentences.3. Talk about your pictures.教学反思本节我始终坚持“任务型教学”的教育理念，通过三次阅读课文，对学生提出不同层次的问题，让学生带着不同的任务去学习，学生通过快速阅读并圈出关键词能很快找到问题的答案，无需一词一句地阅读语篇。学生在完成一个个任务中，体验着成功的快乐。本节课还有以下几个特点：1. 突出合作的教学理念；2. 突出以学生为主体的教学理念；3. 突出学以致用的教学理念。