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1、学校： 江苏省睢宁实验小学设计者：吕苗苗课题： Unit8 At the weekends课时： 第一课时牛津小学英语5B Unit 8教学设计 一教学内容：Unit 8 Part C Ask and answer. D Look and say二教学目标： 1认知目标： (1)能听懂、会说、会读和会拼写单词：weekends，often，spend.(2) 熟练掌握句型：How do you spend your weekends ？及回答I often Sometimes IHow does he/she spend his/her weekends?及回答He/She often Som
2、etimes he/she.2.能力目标： (1)通过模仿、唱、猜、介绍等活动，学生能够在教师的引导下，掌握本课的语言知识。 (2)在特定的语境中能运用所学的知识进行介绍。 3.情感目标：通过语言的交际活动，使学生产生用英语交流的积极情感。 三教学重点：1.熟练掌握句型：How do you spend your weekends ？及回答Ioften Sometimes I2. 熟练掌握句型：How does he/she spend his/her weekends?及回答He/She often Sometimes he/she.四教学难点 句型How does he/she spend
3、 his/her weekends?及回答He/Shoften Sometimes he/she.的灵活运用及动词第三人称单数的正确使用。五课前准备 教学课件，单词卡片六教学过程Step1 Warming upT：Hello, boys and girls.ImCheng Ying,you can call me Miss Cheng. Ill be your teacher this class. Do you want to make friends with me? S:T:Thank you.You know my name .Do you want to know more abou
4、t me?S:Yes.T: This is my card ,following this you can ask me.S: Whats your English name?T:My English name is Rosy.Whats your name?S:My name is.T:Nice to meet you.S:Nice to meet you ,too.(设计意图：英语课程标准指出,要培养学生对英语有持续的兴趣和爱好。精心设计好导入，也是教师深钻教材，研究教法，有效构建教学程序的结果。本部分通过教师的名片很自然的引出师生对话，消除了与老师之间的陌生感,且通过对话为学生营造了融洽
5、的英语学习气氛，同时对话环节为下面的weekend的教学起到自然过渡的作用。)Step 2 Presentation1.What do you usually do at the weekends?a.T: If you want to know my weekends,you should use this sentence:What do you usually do at the weekends? (多媒体出示Saturday +Sunday=weekend) T: Saturday and Sunday, we can say “weekend”. (多媒体出示end: 结束) 教读
6、end,(多媒体出示weekend: 周末) 拼读weekend,(多媒体出示Saturdays +Sundays=weekends; on Saturdays and Sundays=at the weekends)（ 教读at the weekends. Ss开火车形式读,熟练掌握新授句型）T:Do you want to know my weekends?OK,ask me together.Ss: What do you usually do at the weekends?T:OK.See my flash.(Show the flash of my weekends)Then lo
7、ok at the pictures of my weekends one by one .Ss ask and I answer.(设计意图：托尔斯泰说：“成功的教学需要的不是强制，而是激发学生的兴趣。”学习兴趣是人对学习的一种认识倾向，它是由需要引起的一种情绪反应，对学习有明显的增效性。我的周末通过白板插入flash 展示，紧紧地抓住了学生的思维和注意力，让教学内容一下变得鲜活起来，给课堂增加了亮点，并达到了以旧引新的目的。)b.T:Herere my weekends.My activerties.Do you know the other activerties beginning w
8、ith these words.go . read. watch. play.Ss: go shopping/.read newspaper/.watch TV/.play basketball/.( I will show the pictures when Ss say the phrases,then Ss reads together.)(设计意图：在我的活动展示后，我通过“头脑风暴”让学生们尽可能多的说出他们学过的动词短语，起到极好的复习效果，同时为下面的对话做铺垫。)2. oftenT:So many activerties, I want to know what do you
9、usually do at the weekends? You can say I often(经常) .教学oftenT:What do you usually do at the weekends?S1:I often . What do you usually do at the weekends?S2: I often . What do you usually do at the weekends?S3:(I will show some phrases to help them to make dialouges.) (设计意图：一轮“头脑风暴”迅速的把同学们复习到的动词短语应用到
10、对话之中，凸显知识体系的连贯性。)3. How do you spend your weekends ？aT:Boys and girls you have done a good job.Please help me to read some words.Show the words pen ten weekend end , make Ss to read. Then show spend (度过) encourage Ss to .read.b.Translate some phases度过我的周末度过你的周末度过他的周末度过她的周末Ss translate these phrasesT
11、: How do you spend your weekends ?Whats the meaning?Ss:你是怎样度过你的周末的？教读How do you spend your weekends ?(设计意图：英语课本的每个单元都安排有Listen and repeat部分，着重教授一些单词音标及其拼读规律。而英语课程标准上更指出：小学高年级学生应具备“能根据拼读的规律，读出简单的单词的能力”。在此部分的单词教学中，我不是单纯地让学生学会朗读和拼读，而是从音、形、意方面着手，让学生作了比较、知识迁移和有意记忆，让学生学会思考、融会贯通，降低单词记忆难度。在教授新句型时我由易到难，利用白板的
12、遮盖功能从短语过渡到句子也大大降低难度。)4.sometimesa.Ask and answer.T:How do you spend your weekends ?S1: I often . How do you spend your weekends ?T: I often . How do you spend your weekends ?.Sn :I often . How do you spend your weekends ?T:Im sorry .I forgot to tell you. I often go shopping.Sometimes I grow flowers.
13、(多媒体展示我的周末图，让学生通过比较了解sometimes often的区别，并教读sometimes，并出示图表显示usually sometimes often的区别)b. Work in pairsA:How do you spend your weekends ？B:I often Sometimes I(I will show some phrases to help them to make dialouges.) T:Listen carefully,following their dialouges,I will give you some questions.Ss show
14、 their dialouges,then I askT: How does he/she spend his/her weekends? Ss try to answer He/She often Sometimes he/she.(设计意图：在操练句型时，我努力使方式多种多样，以从易到难的方式进行操练，一步一步提高学生对句型的掌握熟练程度。在这部分操练中通过学生之间的对话来提出问题，并请其他同学回答，即引导其他同学认真听对话，同时也为下面的第三人称单数的句型操练做了准备与铺垫。)5.How does he/she spend his/her weekends? He/She often S
15、ometimes he/she.a.T:Zhang Yining,do you know? Shes coming. How does she spend her weekends?(教读句型并强调she她 her她的)Show ZhangYinings weekends,and Ss guess how does she spend her weekends? Give some answers, make Ss to choose. She often Sometimes she.Then show the answer.b.T:Lets have a look who the man i
16、s?Ss:Hes YaoMing.T: How does he spend his weekends?Ask Ss to guess, He often Sometimes he.Then show the answer.c.Work in pairs to practice How does he/she spend his/her weekends? He/She often Sometimes he/she.Show 6 pictures,Picture1 and picture2,Ss fill the blank,the last four,Ss make dialouges.(设计
17、意图：第三人称单数句型稍有难度，首先我通过班内同学进行操练，为了保持学生的兴趣，以学生喜爱的明星人物作为讨论材料，提高学生的学习兴趣和教学效率。最后通过填空，做对话加强巩固确保学生掌握扎实。)Step3.Listen to a song.Weekends(设计意图：听一首简单明快的歌曲，缓解一下师生的疲劳，提高学生的学习兴趣。而且歌曲内容与教学相联系，也是对内容的复习巩固。)Step4.Practice.a.Interview a popula starT:Boys and girls,ChengLong do you know?Today lets interview him.(show C
18、hengLongs picture)Say good morning to him.Ss: Good morning!Cheng: Good morning!Then Ss interview ChengLong with the sentences:Whats your English name?Are you busy everyday?How do you spend your weekends ？Whats his English name?How does he spend his weekends?(设计意图：新授内容已经结束接下来就是检查学生运用知识的能力，通过采访“与名人对话”
19、为实际情境，充分地激发了学生“说”的欲望。不仅新颖、自然、巧妙、贴近生活地突破了本课的重难点，而且尽可能地发挥了学生的主体作用，让学生自己去主动探究、努力实践。)b.T:YangZi,do you know?She is coming.Now she wants to introduce herself. Lets listen.(听扬子的自我介绍)Then finish the exercises(T)(F)Ask one student come to the blankboard to finish .Then check the answer.Read the instruction
20、of YangZi together.T:Following the instruction of YangZi together, write something about yourselves.(学生完成自己的自我介绍)c.Show yourself(请一部分学生到讲台展示自己的自我介绍)(设计意图：听说读写在这里再次得到了全面的训练。自我介绍这一环节，由课堂转入实际生活，通过让学生自我介绍，达到真实英语情景呈现，提高学生英语运用和表达能力。）Step5.Homework1.熟练掌握PartC D部分句型。2.Childrens Day 就要到了，你和朋友们准备怎样度过呢？用How do you spend your weekends ？How does he/she spend his/her weekends?询问一下他们通常是怎样度过的吧。(设计意图:将课堂上的任务再延伸到课后，使英语课堂教学的空间与时间得到极大的扩充与延伸。)