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1、Unit 6 Its a grapefruit.Lesson 31教学分析内容分析本课通过一个小男孩和妈妈在路边看到树上的柚子和椰子的场景，引出要学习的目标语言Whats this? Its a grapefruit. Whats that? Its a coconut.同时能够运用Its so big. Is it yummy? But not these. Can I have one? Well buy one in a shop. Ill buy one for you.等句型。学情分析五年级学生已经具备了两年的英语学习经验，大部分学生对英语兴趣浓厚，接受能力较快，但部分学生兴趣不高。
2、对于本课他们已有一定的知识储备，能够认读很多水果单词，能够在具体语境中听懂yummy和Its so big.等谈论口感和外观的表达。目标设置教学目标 语言知识1能够听、说、认读词语grapefruit和coconut.2能够听懂、说出并认读句型Whats this? Its a grapefruit. Whats that? Its a coconut.3能够听懂并说出句型Can I have one? Well buy one in a shop. Ill buy one for you.语言技能1能够在真实情境中运用Whats this/ that? Its a/an 谈论物品名称。2能够
3、运用Its so big. Is it yummy? 等句型描述水果的外观和口感等特点。3能够在真实语境中运用Can I have one? Well buy one in a shop. Ill buy one for you.征求意见、说出想法。情感态度提高不随意在果园里采摘水果的公德意识。学习策略1在单词与对应事物之间建立联想。2积极运用所学英语进行表达和交流。教学重难点重点：能够听说、认读Whats this? Its a grapefruit. Whats that? Its a coconut.难点：读准Well buy one in a shop.教具ppt，单词卡片，录音机。教
4、学过程教学过程学生活动预设教师活动预设设计意图时间Step 1 Warm up(1)Greetings with the teacher.(2)Chant with the teacher. (3)看图猜单词。(1)Greetings.(2)出示实物，引导学生一起说歌谣：Whats this? Whats this? Its a ruler. Its a ruler. Whats that? Whats that? Its a crayon. Its a crayon.(3)课件出示以前学过的水果图片，引导学看半遮盖的图片猜水果名称，用句型Its a/an 回答问题Whats this? Wh
5、ats that?歌谣导入，活跃课堂气氛，快速激活已有知识，为下面的学习做铺垫。5 minsStep 2 Presentation(1)回答教师提问，跟读单词。(2)仔细观察老师的体态语，理解各种谈论水果的语言。(3)和同伴一起谈论自己手中的水果（图片）。(4)班内用句型Can I have one?交流，连锁操练新句型。(5)自主表达自己的喜好，运用句型But not these. Well buy one in a shop. Ill buy one for you. 与同伴交流。(6)学生配合自己喜欢的韵律，运用各种自己喜欢的水果创编新歌谣，表达自己喜好。(1)继续以上猜水果游戏，顺势引
6、出新单词grapefruit和coconut。(2)用Its so big./ Its so small.等评价水果的外观，通过肢体动作和神态引导学生回忆和理解。(3)谈论水果的口感Its yummy! yummy的含义。适时呈现Is it yummy?引导学生谈论自己的水果。(4)示范自主选择表达自己的喜好，在语境中导入句型Can I have one?引导学生操练。T: Whats this/that?S: Its a T: Its so big/small. Is it yummy?S: Yes, it is. T: Can I have one? S: （引导学生回答）Yes. Her
7、e you are.(5)呈现果园图片，引导学生自主表达自己的喜好，当学生提出Can I have one?时，呈现句型But not these. Well buy one in a shop.和Ill buy one for you.并适时点评，引导学生说出不能采摘的原因。 (6)Chant: Grapefruit, grapefruit.Its so big. Its so big.Is it yummy? Is it yummy?Yes, yes, yes.Well buy one.Well buy one.In a shop, in a shop.Well buy one in a
8、shop. 游戏中导入单词，实现无痕过度，使学生在玩中自然习得新知，突破本课重点。创设真实情境，激活学生已有知识，在用中理解语言。在语境中呈现新句型，交流理解、巩固语言。达成本课情感态度目标。说唱歌谣使学生适当放松，突破本课难点。5 minsStep 3 Practice(1)Listen and answer.(2)Read after the tape.(3)Read and act in groups.(4)Some groups act out the dialogue in the front.(1)根据课文提出问题，让学生带着问题听录音：Q1: What fruits are th
9、ey talking about?Q2: Can the boy have them?播放课文录音，核实答案的同时再次强化果园里的水果不能随意采摘的公德意识。(2)Play the tape again.(3)Get the Ss to read and act in groups.(4)Call some groups to act out in the front.带着问题听录音，培养学生的倾听习惯，在语境中加深对语言的理解，并达成本课情感态度目标。朗读、表演规范学生的语音语调，提高朗读技能和表演能力。20 minsStep 4Language use(1)小组合作，用老师奖励的各种水果树
10、小贴画创设果园，进入情境，整合运用旧知和本课新知进行交流。(2)Some groups demonstrate in the front, others watch and listen. (1)引导学生用老师奖励的各种水果树小贴画创设果园，将学生带入去果园游玩情境中，巡回指导，引导学生用英语交流。(2)Call some groups to demonstrate in the front.小组合作，在真实情境中提高学生的综合语言运用能力，培养合作意识和创新能力。15 minsStep 5 Assessment倾听他人发言，积极参与自评和同伴互评。激励性语言贯穿教学始终，根据学生表现分发各种
11、水果树的小贴画作为奖励。在激励学生的同时增加目标语言的复现率，并为创编对话创设情境。3 minsStep 6 Extended activities(1)将果树带回家，与家人一起进果园。用英语进行交流。(2)Write down the conversation between you and your parents. 布置作业。作业延伸到生活，与家人分享交流，将果园里的水果不能随便采摘的思想传递给家人。2 mins板书设计Lesson 31grapefruit.Whats this/that? Its a coconut.Can I have one?Yes. But not these. Well buy one in a shop.Is it yummy?Ill buy one for you.教学反思教师自编的chant很好的调动了学生的英语学习兴趣，又为新知的学习打下了铺垫，后面说唱歌谣使学生适当放松，突破了本课难点。而且教授过程中还适当进行了阅读教学的指导，效果很好。