人教精通版英语五年级上Unit 6《It’s a grapefruit》（Lesson 35）教学设计

1、Lesson35 教学设计一、教学内容与分析Just talk本部分通过凯特兄妹和妈妈逛水果超市的场景，引出要学习的目标语言 What are these? Theyre longans. What are those? Theyre lychees.通过师生之间、生生之间在水果超市购买水果等活动，激励学生主动感知、模仿、学习和体验，引导学生能够运用 Can I have some grapes? Can we have some longans and lychees? Are they longans, too?等句型提出请求、进行询问，在真实语境中进行交际，养成有礼貌的好品质。主要目标语

2、言：What are these? Theyre longans.What are those? Theyre lychees.二、课前准备1. 准备 longan，lychee 的生词卡片、实物和教学挂图，创设情景，引导学生学习。2. 准备各种水果图和几组超市的货架图，请学生奖励给表现出色的伙伴，力求每位学生人手一张。3. 准备教学音频、教学课件、迷你货架和水果实物，用于创设情境，为趣味操练等活动提供帮助。三、教学步骤与建议1. 热身/复习(Warm-up / Revision)1) 带领学生演唱 Do you like fruit?在歌声中迅速进入英语学习环境，在表演唱中复习一些水果的名称

3、。2) 给学生们展示 a fruit shop，告诉大家我们的朋友 Peter 开了一家水果店，并将一些水果的小图片展示给学生。如果学生积极参加活动，发音准确，表演真实，将获得水果图片奖券，可以用来购买水果。T: Dear children, this is Peters fruit shop. It will open tomorrow. There are many fruit cards in my hand. They re so nice. Would you like to have one? If you do a good job in class, you can get o

4、ne, its a coupon in his shop. Ready? Go!3) 同学们运用手边提前准备的一些水果来进行一些针对所学句型的小组问答活动。教师可以奖励表现出色的同组伙伴。如：S1: Whats this?S2: Its a grapefruit.S1: Can I have one? S2: Sure. Is that a cherry?S1: Yes, it is.S2: Can I have one?S1: Yes, Ill buy one for you.T: I like this fruit. Do you like fruit?Ss: Yes.T: Can we

5、have some fruits?S1: Yes. Ill buy some for you.T: Lets go to the fruit shop, OK?2. 新课呈现(Presentation)1) 启发学生进行发散性思维，自主表达。教师指向 Peter 的水果店，通过 Whats in the shop?提问，引发学生思考在水果店里都有什么水果，也引发了可以买些什么样的水果这一思考。T: Whats in the shop? Can you guess?S: There is a . There are .T: What can we have? If you want to kno

6、w, try to ask like this, Can we have .?S: Can we have some .?2) 创设情景，让学生习得新知识。教师拿出龙眼和荔枝的小图，将它们贴在水果店货架里。指向距离近的一颗龙眼问：Whats this in English?引导学生回答 Its a longan.并进行操练；指向距离远的一颗荔枝问：Whats that in English?引导学生回答 Its a lychee.并进行操练。贴上更多的龙眼和荔枝，通过询问数量，感知两个名词复数的发音。T: How many longans (lychees) are there in the

7、shop?S: There are ten longans in the shop. There are twenty lychees in the shop.T:(分别指着十颗龙眼和二十颗荡枝)What are these in English?S: Theyre longans.T: What are those? Are they longans?S: No, they arent. Theyre lychees.3) 创编说唱句子，感知语言并运用。教师带领学生进行说唱游戏的编演。如教师举起龙眼或荔枝的图，凡是得到龙眼或荔枝小图的同学立即起身和老师伴着节奏说唱。可以变换不同的水果，引导学

8、生在更加愉悦的氛围中进一步感知运用新知。T: What are these ? What are these?Ss: Theyre longans. Theyre longans.T: What are those? What are those? T: Are they longans? Are they longans?Ss: No, they arent. No, they arent.T: Are they lychees? Are they lychees?Ss: Yes, they are. Yes, they are.4) 运用视听结合的方法，学习对话。教师在荔枝和龙眼等水果画面

9、的基础上再次呈现出水果店的全貌，引发学生思考：Peter 的水果店里来了三个人，母亲和孩子们在谈论些什么。T: Heres Peters fruit shop. Look! Two children and their mother want to buy some fruits. What does the mother say? What do the children say? Lets talk about it in fours.在学生自主表达的基础上，教师引入 Just talk 内容，组织学生通过视听对话内容、跟读、分组读等方式模仿对话，进行对话表演。5) 让学生快速问答，巩固新

10、知识。教师组织学生 4 人一组，组员轮流快速变换手中的图片、快速调整手中图片的远近，在规定时间内开展快速水果问答活动，看哪组问答的数量最多，质量最好。如：S1: Whats this?S2: Its a. Whats that?S3: Its a . What are these?S4: Theyre . What are those?S1: Theyre.3. 趣味操练(Practice )1) 运用 “句子接龙”的游戏，操练语句。教师将一个水果乐园图画呈现给学生，组织学生开展 I say one sentence. You say two sentences. I say two sent

11、ences. You say three sentences .的句子接龙活动。教师先与一个学生进行示范，然后请学生六人一组开展活动，在活动中培养学生的注意力和记忆力。如：T: (指着两个椰子)These are coconuts.S1:(指着一些椰子和草莓)These are coconuts .These are strawberries.S2:(指着椰子、草莓和樱桃)These are coconuts. These are strawberries. These are cherries.S3:(指着椰子、草莓、樱桃和梨)These are coconuts. These are st

12、rawberries. These are cherries. These are pears.2) 竞猜水果游戏，巩固所学语言。将一些水果的剖面图发给每个小组，要求学生在规定的时间内展开问答竞赛，并进行过程展示（看哪组问答的内容多，猜测的准） 。如：T: Look at the fruits. Can you ask and answer with them? Two minutes. Ready? Go!S1: What are these?S2: Theyre coconuts. Are they coconuts?S3: No, theyre hami melons. What are

13、 those?S4: Theyre cherries. What are those?S5: Theyre lychees.S6: Can we have some lychees?Ss: Sure.4. 语言运用(Language use)1) 创设情境，编演对话运用语言。场景设置：“教师也开了一个食品店，欢迎各位的光临。 ”学生们可以把刚得到的水果小图片当做奖券，换购水果。根据这一情景引导学生在游戏中运用语言。Step 1:教师启发并引导学生来食品店购物。服务员怎么表达？顾客怎么买水果等食品？Step 2:六人一组进行活动。Step 3:交流展示。语言支持： 建议：What a . day

14、! Lets go shopping. Can I help you?购物：(1) 顾客：What are these / those? Can I have some and .? Are they ?How much are they? Ill take it / them.(2) 售货员： What can I do for you? Can I help you?Theyre . Here you are .2) 让学生们进行小组合作，自制食品店。情景创设：同学们自己设计开设一个食品小超市。小组任务：各小组想象一下超市是什么样的，设计一幅名为“美食超市”图。达成效果：(1) 六人一组积

15、极思考，绘制超市图，并把送给学生的小卡片贴在图中。(2) 小组成员结合已学知识互问互答。(3) 每小组选派一、二名代表运用 Lesson 31-35 的目标语言，以对话或语篇的形式介绍一些超市中的食物。5. 课堂评价(Assessment)1) 课堂教学过程中的评价。(1) 教师可以将水果小图片作为新的学习资源，与教学活动紧密结合在一起，通过句子接龙、设计食品超市等活动活用语言。教师可以组织学生们开展最佳口才奖、优秀设计奖等。(2) 教师可以将发散学生思维的教学活动，如：水果剖面大竞猜、猜猜水果店里的水果种类，创编说唱等活动与学生自评和互评结合起来，评出最佳竞猜奖、创意奖等。(3) 教师可以组

16、织学生把自己小组设计的超市图与其他小组进行对比，利用不同的资源进行“美食超市”英文介绍，教师评选出最佳小组等。(4) 组织学生，根据自己的课上表现，开展自评活动：评价目标 听懂 会说 会写( 或会表演)我学会了 Lesson 35 的水果类单词。 我学会了演唱歌曲、说唱小诗。 我会和小伙伴一起编演关于食物的对话或短剧。 我会创编并猜出食物、水果类的谜语等。 2) 指导学生完成活动手册相关内容并进行评价。(1) 观察图片，听录音然后排序标号。考查学生听力理解、识图辨析能力。(2) 观察图文，阅读文段并将它们与相应的水果图片相连。考查学生阅读理解、识图辨析能力。(3) 阅读思考文段，从右边词库中选

17、出正确的单词完成对话。考查学生阅读理解和规范书写的能力。6. 拓展活动(Extended activities)1) 学生可以查询更多的食物类英文单词，制作水果、食品单词卡片，装订成水果食品小字典，培养动手动脑的能力；同时方便同学们交流，拓宽词汇量。2) 与本组的小伙伴开展调查活动，加深对食物的喜好和了解。Name:Ask AnswerDo you like fruit?What fruit do you like best?What kind of food is good for us?Can you say something about your favourite food?3 sentences 5 sentences 8 sentences