人教版 (新起点)五年级下册Lesson 1公开课教学设计

这是一份人教版 (新起点)五年级下册Lesson 1公开课教学设计，共3页。

教学目标
1. 能够听懂、会说 was brn, started t speak, learned t walk, learned t ride a bike等短语，尝试借助拼读规律记忆它们，并能够根据语境选择恰当的单词形式填空。
2. 能够使用I … when I was … years ld. 描述自己的成长经历，操练was brn, started t speak, learned t walk, learned t ride a bike等短语。
3. 能够按照提示或者要求选择恰当的词语填空，补全句子。
教学重点
能够听懂、会说 was brn, started t speak, learned t walk, learned t ride a bike等短语，尝试借助拼读规律记忆它们，并能够根据语境选择恰当的单词形式填空。
教学难点
能够使用I … when I was … years ld.描述自己的成长经历，操练was brn, started t speak, learned t walk, learned t ride a bike等短语。
教学过程
1. 热身（唱一唱）
2. 学习（学一学，练一练）
（1）单词教学
①教学went t kindergarten
T: They went t the beach. They went t the Frest Stne. When did yu g t the kindergarten? Lk here! This is the kindergarten. D yu knw the kindergarten’s meaning?
Ss: 幼儿园
T: Gd! Please fllw me. /’kɪndəgɑ:tn/
Ss: /’kɪndəgɑ:tn/
T: Well dne. When did Andy g t kindergarten? Guess!
S: Andy went t kindergarten when he was ___ years ld.
设计意图：在学习单词的过程中，植入本节课的重点功能句：I ____ when I was _____ years ld.
②教学went t schl
T: When I was seven years ld, I went t schl. (点击课件，出现词组) went t schl
Ss: went t schl
T: When did yu g t schl?
S: I went t schl when I was ____ years ld.
T: Clever! Did yu like the schl?
S: Yes/ N!
T: Why?
S: Because …
设计意图：在学习词组的过程中，不露痕迹的对学生进行德育渗透。
③教学was brn
T: By the way, when was yu brn? Lk here! (点击课件) The girl was brn, her father was very happy. Brn.
Ss: brn
T: Was yu brn in 2004?
S: Yes!
T: When is yur birthday?
S: My birthday is n ____.
T: When was yur mther brn? D yu knw?
S: My mther was brn n ____.
T: Yu are great! Please remember yur parents’ birthdays.
④教学started t speak
T: Lk at the picture. What did the baby say?
Ss: Mama
T: When did yu start t speak?
S: I started t speak when I was ne year ld.
T: Wnderful. What abut yu?
S: I started t speak when I …
T: Super!
⑤教学learned t walk
T: Lk at the picture. (点击课件) What’s the baby ding?
Ss: 学习走路
T: He is learning t walk. When did he learn t walk? Guess!
S: He learned t walk when he was __ years ld.
设计意图：在猜的活动中，让学生在不知不觉之中操练了词组，巩固了功能句。
T: Gd! Wh helped yu learn t walk?
S: …
T: We shuld say “Thank yu” t them. Yes?
S: Yes!
⑥教学learned t ride a bike
T: Wh is the girl?
S: She is ___.
T: She is Lily. Lily likes riding a bike. When did she learn t ride a bike? Guess!
S: She learned t ride a bike when she was ___ years ld.
T: Maybe yu are right. We’ll knw. Can yu ride a bike?
S: Yes.
T: When did yu learn t ride a bike?
S: I learned t ride a bike when I was ____ years ld.
T: Yu are great! I learned t ride a bike when I was ten years ld.
⑦教学learned t swim
T: Can yu guess wh is he?
S: He is ____.
T: Yes, he is Binbin. What’s Binbin ding?
S: He is swimming.
T: When did he learn t swim?
S: He learned t swim when he was ____ years ld.
T: Can yu swim?
S: Yes!
T: When did yu learn t swim?
S: I learned t swim when I was _____ years ld.
T: Lk at the pictures. Please talk abut yurself. Wrk in 2.
学生两人一组练习，班内展示，及时评价。
（2）Let’s write
T: Lk here. Wh can read the sentence?
学生读句子。
T: Gd! Can yu finish the sentence accrding yur grwing –up stry?
Ss: Yes! 学生做练习，班内展示，及时评价。
（3）Hmewrk
1. Read P68.
2. Tell us ne f yur grwing-up stries.
3. Write a shrt passage abut yur grwing-up stries.
设计意图：家庭作业以说为主，检测学生是否真正掌握本节课的内容。作业实行分层，让孩子根据自己的学习能力选作，真正实现了以生为主。