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1、Unit 5 There is a big bed Part B Read and write教学设计小学英语（PEP）五年级上册一、教材内容分析本课是人教新版小学英语五年级上册第五单元第五课时的内容。本课时分为读、写两部分。第一部分要求学生阅读一封电子邮件，并选出正确的图画；第二部分为个性化的书写活动，要求学生仿照文段内容，根据个人情况填充三个句子。二、学生情况分析经过三、四年级的学习，学生已经熟悉了本教材中Read and write板块的设计模式及读写要求，已经养成了一定的阅读习惯，对于略读、默读、带感情朗读等阅读形式已经逐渐熟悉。在前面的课时中学生已经学习了There be句式，也已经
2、掌握了部分家具及生活用品的表达。五年级的学生与三、四年级相比在心智上更加成熟，理解能力更强，探究欲望也更浓。以上这些对于开展本课时的教学都大有助益。三、教学目标知识目标：理解文本大意，并完成读后活动。理解just, move, dirty, everywhere的词意。用There is /are句式描述房间内的物品陈设，并正确写出相关句子。技能目标：能够在情景中运用There is /are句式描述某处有某物；能够按照正确的意群及语音、语调朗读邮件；能够运用核心句型写出三个句子，描述房间内的物品。过程与方法：基于学情，依据教学内容采用任务型教学法，情境教学法和读写教学法，以情境为支架，以句子
3、为载体，让学生在情境中理解句意，通过猜测、联想、分析及略读、默读、跟读、朗读等多种方式，鼓励学生在教师的指导下，通过体验、实践、参与、探究和合作等方式，发展阅读技能，提高读写能力。情感态度与价值观：1. 通过学习，进一步发展学生的阅读技能，提高读写能力。2. 鼓励学生积极主动参与课堂活动，乐于表达，大胆实践。3. 引导学生树立养成良好的卫生习惯，及时整理个人物品的意识。四、教学重难点教学重点：读懂电子邮件，仿照邮件内容，根据从个人情况填充三个句子。教学难点：理解just, move, dirty, everywhere的词意。能够按照正确的意群及语音、语调朗读邮件。写出描述房间的句子。五、教学
4、步骤1热身（1）Free talk. Talk about our classroom.师生交流，用There is/ are.描述教室内的物品。（2）Lets say and chant.看图，用There is/ are.描述图中的物品，随后通过歌谣进行归纳。 设计意图：通过师生互动和歌谣复习家具、生活用品的英文表达及There be句式，激活学生的知识储备，为新课的呈现做铺垫。T: Good morning, boys and girls.Ss: Good morning, Ms Li.T: Do you like this classroom, children?Ss: Yes, we
5、 do. T: Great. I like it too. Its big and nice.Ss: Its clean /beautiful /.T: Look, whats in the classroom?Ss: There is /are.T: There is a computer too. Look at the computer. There is a.Ss: There is a house.T: In front of the house, there is a truck. Whats in the truck?Ss: There is /are.T: Here is a
6、chant. Lets enjoy. Then, lets chant together.2 呈现（1）主题情景的呈现pre-reading课件出示Mr Jones，提出问题：What does he want to do?引导学生进行联想、猜测，并从图片中提取信息，通过观察图片，找到相应的答案，引出move into a house,并进行操练。 设计意图：利用图片、问题和情境支架，引导学生将注意力集中到图片上，根据教师提出的问题搜索信息，并组织语言进行反馈，有助于培养学生的读图能力，训练学生观察、思考、语言组织、快速搜集并整理信息等多种技能。利用动态图演示搬家的过程，通过演、说结合，加深对
7、move into a house的理解，使知识学习更加直观、形象。T: Wow, there are so many things in the truck. Look, there is a man beside the truck. Who is he?Ss: He is Mr Jones.T: What does he want to do? Can you guess?S1: 他想搬家。T: Yes, he wants to move into another house. （词卡）Read after me please. Move, move, move into a house
8、. (PPT) Lets move together.请学生根据自身生活体验展开联想：如果你要搬新家，你会有什么样的心情？再看图片，Mr Jones一脸沮丧。通过对比，让学生猜测Mr Jones不高兴的原因。设计意图：结合学生的生活经历，引起情感共鸣。根据这些问题，学生可以充分发挥想象，不仅锻炼思维，而且语言能力也得到了提高和发展。通过反差对比，激发学生的阅读兴趣与探究意识。T:Children, if you move into a house. How do you feel? Happy or unhappy?Ss:Happy.T:Actually, most of us are hap
9、py. How about Mr Jones? Look, he is.Ss: Unhappy.T:Why is he unhappy? Can you guess?Ss:或许他的新房子太小了、太脏了、太旧了.（让学生猜测）T:Wow, you have rich imagination. Mr Jones can tell us. Lets listen.(2) 文本的呈现与学习while-reading整体感知，听录音，找出Mr Jones不开心的原因。学习新词与词组：moved into, just, dirty。在此过程中引导学生注意连读与句子停顿。 设计意图：整体呈现文本，让学生带着
10、问题进入文本，进而找到关键词。通过质疑、猜测、验证等一系列活动启发学生的思维。在教授知识的同时训练阅读技巧与朗读技能，引导学生注意连读，按照正确的意群进行朗读，注意断句与停顿。（听文本录音之后）T: Got the answer? Mr Jones is unhappy because he just moved into.Ss: An old house.T: Oh, the house is old. Its an old house. Try to read please.(引导学生注意连读。)Listen again.( I just moved into an old house.)
11、 （出示just词卡，并教读。）Its a word about past tense. So we should add letter “d” behind “move”. Read after me please. Moved. Moved into. I just moved into an old house.(引导学生注意断句与停顿。)（操练完 I just moved into an old house.之后）T: The house is old. And the rooms are. (PPT播放The rooms are dirty.录音）The rooms are.Ss:
12、Dirty.(PPT播放dirty图）Ss: The door is dirty. The wall is dirty. The windows are dirty. The floor is dirty.T: Whats on the dirty floor? Read carefully and circle the answers please.细读文本，圈出关键词pencils, crayons, pictures, photos，并填空There are _ on the floor.之后利用图片学习并操练everywhere。 设计意图：通过提问和各种交流活动挖掘阅读材料，使学生有
13、更多的机会运用所学英语，发展语言运用能力。借助图片，通过真实、活泼的情景复现语言点并加以扩展，提高学生阅读理解的能力。同时，提醒学生要养成良好的生活习惯，及时整理个人物品，保持房间干净整洁。（细读文本之后）T: Whats on the floor? S1: There are pencils and crayons on the floor.T: Anything else?S2: There are pictures and photos.T: Wow, youre a good reader. (PPT呈现图片）There are so many pictures on the floo
14、r. There are pictures here. There are pictures there. There are pictures everywhere. (加入肢体动作，帮助学生理解。)Ss: There are _ here. There are _ there. There are _ everywhere.T: Look , there are clothes everywhere in this bedroom. Is the room clean and nice? Ss: No, it isnt.T: The room is so messy. We should
15、keep the room clean and tidy.再读文本，找出正确的图片。观察两幅卧室图，找出其不同之处，并用there be句型进行描述。找出Mr Jones的房间之后，着眼Oh, no! I see a mouse. 在情境中进行操练。 设计意图：找出两幅图的不同之处，既锻炼了学生的观察力，又进一步巩固运用知识点。通过不断更换场景，不断复现方位介词，让学生在用中强化知识。同时，引导学生体验不同的情感变化，用不同的语调声情并茂地朗读。理解促进了朗读，朗读又深化了理解。T: Look at these two rooms. They are not clean. Whats in t
16、he rooms? Can you find the differences between them? S1: There is / are. in room 1.S2: There is / are. in room 2.T: Can you see the mouse? S1: There is a mouse behind the computer in room 1. S2: There is a mouse in front of the computer in room 2. T: Which is Mr Jones bedroom? Read and tick please.（
17、找出正确的图片之后）T: Oh, Mr Jones see a mouse. Is he happy?Ss: No, he isnt.T: Yes, he is unhappy. Can you try to read in unhappy tone? Lets try to read in different tone.（PPT呈现图片：老鼠在不同的地点）Ss: Oh, no! I see a mouse behind/ in front the computer. Oh, no! I see a mouse on the bed/ under the table.学习邮箱地址的正确读法。
18、设计意图：使语言学习生活化。学生在学习过程中不仅能建构知识、参与合作、发展思维，而且能密切联系生活，提高实际语言运用能力。T: The house is old. The rooms are dirty. And there is a mouse. Mr Jones is unhappy. Maybe he is angry and afraid. He needs help. So, he writes an e-mail to Robin. Do you know e-mail? In our daily life, we can send messages and make phone
19、calls to our friends. Write e-mails is a nice way. If you want to write an e-mail. You need e-mail address. Just like jones art. cn. （PPT呈现邮箱地址符号，教授邮箱地址的正确读法。）3 操练post-reading（1） 跟读文本录音。设计意图：听音正音，并为练习复述做准备。（2） 利用歌谣复述文本。先让学生结合文本大意补全句子，再一起说唱歌谣。 设计意图：通过完成句子，引导学生根据线索查找详细信息，检测对文本的掌握情况。利用歌谣对文本大意进行整合，既是对整节
20、课的总结，也是对学生思维能力、语言表达能力和学习兴趣的培养。T: Heres the e-mail from Mr Jones to Robin. Lets read together. （跟读之后）From this e-mail, we know something about Mr Jones house.Can you try to describe the house in this way?（PPT出示歌谣）First, try to fill in the blanks please.（完成填空之后）T: Now, lets chant about the house.4 拓展与
21、延伸(1)小组合作，学用结合。以小组为单位利用卡片和贴纸帮助Mr Jones布置房间，用there be句型描述房间，并至少写出三句描述房间内物品的句子。 设计意图：此环节是一个综合性的活动，读写结合，通过小组合作，将语言学习与技能训练相结合，不仅锻炼学生的思维和合作能力，而且语言能力和动手操作能力也得到了提高和发展。T: Robin can clean the rooms for Mr Jones. Robin is helpful and hard-working. Can you help Mr Jones?Ss: Yes.T: Great. You are helpful too. L
22、ets help Mr Jones to decorate the rooms.You can use the pictures and stickers. Decorate the rooms and write down the sentences. Work in groups please. Lets go.(2) 呈现成果，汇报展示。以小组为单位进行汇报，各组展示房间设计图，并用there be句型对房间内的物品进行描述。展示方式力求多样化，更多的为学生提供展示平台。设计意图：此环节既是对学习成果的验收，也是对学习能力的进一步提升训练，为学生提供展示的空间和能力训练的平台，让学生体验
23、学习的成就感，树立自信心。(3) 引起共鸣，情感升华。结合本课的主题，教育学生养成良好的生活习惯，保持房间整洁。学习谚语：East or west, home is best. 设计意图：将知识学习与情感教育相结合，引导学生养成良好的生活习惯,形成正确的价值观，体现英语课程的工具性与人文性。T: There is no place like home. No matter your house is new or old. No matter your house is big or small. Keep your room clean and tidy. Keep your house w
24、arm and comfortable. East or west, home is best.5 作业用there be 句型写出三句描述房间的句子；给老师写一封电子邮件，向老师介绍你家的房间。设计意图：将学习延伸到课外。T: After class, please try to write three sentences about your house or your room. You can also try to send an e-mail to me. Send an e-mail to English Li .六、板书设计整个板书以there be句型为主，在学习的过程中，逐步将板书补充完整。