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小学英语湘少版五年级下册Unit 9 He's kind to Children.教学设计
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这是一份小学英语湘少版五年级下册Unit 9 He's kind to Children.教学设计，共4页。教案主要包含了设计意图等内容，欢迎下载使用。
教材分析：
本节课的教学内容选自湘少版小学英语五年级下册Unit9 He’s kind t children中的第一课时。本课时的学习内容为课文Part A和Part B，目的在于让学生运用本单元的词汇和句型进行口语交际。涉及的单词有kind, smart, friendly, active, serius, teach, village和interested.主要句型是He/She is….He/She lks….本节课围绕描述人物这个主题开展活动，鼓励学生积极参与,大胆练习，激发学生学习英语的积极性，提高学生的语言综合运用能力，培养学生健康积极的情感。
学情分析：
五年级的学生通过两年多的英语学习，已积累一定的词汇量，具备了一定的语言基础和较好的口语表达能力，对于常见的字母和字母组合的发音规律也有了一定的感知。但随着知识点难度的加大，兴趣逐渐减弱。另外，小学生喜欢直观形象思维，善于与同学交流，乐于表达自己，渴望得到同学和老师的赞许。
教学目标：
1.听懂，会说，认读，理解新单词kind, smart, friendly, active, serius, teach, village, interested.
2.能熟练运用句型 He/She is… . He/She lks… .来描述人物外貌或性格特征。
3.能学会并应用一些字母和字母组合的发音规则。
4.培养学生宽容友善，积极向上的情感态度。
教学重点：指导学生运用自然拼读法掌握本课新单词并熟练运用重点句型。
教学难点：熟练运用新句型He/She is….He/She lks…来描述人物，并能掌握词组be interested in的用法。
教学方法：情景教学法，任务型活动教学法，小组合作学习法，视听法，听说法，全身动作反应法。
教学准备：多媒体课件，单词卡，单词日历，人物照片或海报（学生准备）。
教学步骤：
Step 1. Happy Preparatin
1.Greetings.
2.Let’s chant!
The students chant tgether with actins.
3.Brainstrming:
Read sme wrds that describe peple as quickly as yu can.
【设计意图】首先师生一起说唱表演一首字母拼读韵律歌，预热了自然拼读法，拉近了师生距离,极大地调动了学生学习英语的兴趣。接着，学生大声读出荧幕上闪现的一些描述人物的单词，复习了旧知，并为后面的话题做了铺垫。
Step 2.Happy Presentatin.
1.Teach the wrd “teach”.
(1)Shw a picture f myself and get Ss t talk abut what I lk like. Then help them understand “I teach English.”
(2)Watch a piece f vide abut the prnunciatin f “ea” and “ch”.
T： I prepare a piece f vide fr yu. It will teach yu hw t prnunce“teach”.
【设计意图】从描述我的外貌，到引出我的职业，学生体会到了“teach”的意思。播放关于字母组合”ea”和“ch”的发音的视频，学生自然而然的跟着视频念起来，然后就能自己读出“teach”了.
2.Teach the wrd “kind”.
(1)Review “find” and “behind”,then help Ss read “mind” and “bind”.
T: Can yu say “find” withut “f”?
(2)Get Ss t try t spell “kind” by themselves.
T: I have a puzzle fr yu. I’ll say a new wrd. Yu have t chse sme letters frm here t frm the new wrd.
(3)Shw a picture f Santa Claus and sme children.
T: Santa Claus lves us children. He’s kind t children. (Present the title.)
【设计意图】“见字能读，听音能写”是我们运用自然拼读法的目的。在这个环节我自制了一个单词日历，“ind”固定，通过翻页来复习“find”和“behind”并引出“mind”和“bind”。 接下来学生选用荧幕上的字母拼写出我读的新词“kind”就水到渠成了。最后用圣诞老人和孩子们有爱的图片引出“kind”的含义及课题并板书He’s kind t children.
3.Teach “smart”.
(1)Pint t the student wh answered the last questin, saying “She slved my puzzle, s she is very smart.” Then teach the prnunciatin f “ar”.
(2)Challenge 1:Ss read 15 wrds cntaining “ar” ludly. Then take turns t read them in pairs.
(3)Challenge 2: A tngue twister.
【设计意图】先用情景对话帮学生领会新词smart的含义,接着强调字母组合“ar”的发音，接下来让全体学生参与两个挑战，接龙读单词和绕口令，进一步 理解并巩固字母组合“ar”的发音规律，并激发孩子们的成功欲望。
4.Teach “friendly”.
(1) T: I’m yur teacher, but I als want t be yur friend. Wuld yu like t make friends with me?
Ss: Yes.
T: Thank yu! Yu are friendly. Of curse I’m friendly, t.
(2)Turn the Lucky Wheel. Get Ss t read the fur wrds in grups.
【设计意图】“friend”是学生很熟悉的单词，只需带一下后缀“ly”发音就能让学生读出新单词“friendly”。 “Lucky Wheel”上的四个单词“lvely, lastly, slwly, ludly”也就迎刃而解了。
5.Teach “active” .
(1)T: In this class, yu can listen and think carefully, speak English ludly, and answer my questins bravely. S yu are active in my class.
(2)Ss read the wrds apple, car, hat, pig and five, then take ut five letters t frm the new wrd “active”.Ss try t prnunce “active” by themselves.
【设计意图】在课件的帮助下，从旧单词中抠出字母组成新单词。学生对这些字母的发音有了感知，然后我和学生一起做字母发音手指操，旨在帮助他们读准各音素，并增加趣味性。最后鼓励学生们大胆的读出新单词。
6.Teach “serius”.
Shw a picture f Bazheng and teach “He is serius.”
【设计意图】用包拯的图片以及自己的表情引导学生理解“serius”的含义，应是直观而有效的。另外“serius”发音不太符合读音规则，所以我考虑给学生多多模仿和操练的机会。
7.Understand“He/She ”and practise the sentence pattern.
(1)T: (Bdy language) Bazheng is a great judge. He punishes bad men, but he helps the weak peple. He is kind-hearted. He just lks serius.
(2)T: (Making different expressins) Miss Pi is kind, right? But nw Miss Pi lks serius/lvely/cl.
(3)Play a game: Peekab
Ask a student t hide behind the teacher’s desk and d a peekab. He acts sme different lks. Other students try t say “He lks active/funny/shy/sad….”
(4)Practice.
There are five eggs n the screen. Get sme students t chse ne f them and say sentences accrding t the pictures hiding in the eggs. Other students fllw him r her.
【设计意图】前面在教新单词的过程中，学生已经学会了He/She is…在这个环节，先借助图片和老师的身势语，创设情境帮助学生理解He/She lks…的含义，再用躲猫猫的游戏引导学生说出该句型，最后用砸金蛋的活动操练今天需掌握的所有句型。
Step 3. Happy Practice
1.Listen and answer.
(1)Wh is teaching in the classrm?
(2)Is he serius r kind?
2.Read the passage silently and find ut what Peter’s grandpa lks like.
3.Read the passage alud and judge whether the three sentences are true r false.
(1)Peter’s grandpa cmes t a city in China.
(2)He teaches English in a middle schl.
(3)The children are interested in his lessn.
Teach the wrds “village”and “primary schl” while crrecting the mistakes. Then teach and practise “be interested in”.
Can yu guess what I am interested in?
Let’s make a survey.Wh is interested in drawing/singing/reading/English…?
4.Listen and repeat.
【设计意图】我运用阅读教学的方法来教学A部分，学生先听课文抓主旨，然后默读找细节，接着大声读做判断，最后跟读来巩固。我把“village，primary schl”以及“be interested in”的教学放在做判断题这一步，学生通过比对和纠错，对这些新词印象会更深刻，同时也体现了“词不离句，句不离篇“的思路。“be interested in”是本课的难点，我创设了猜测，采访，调查等情境，从个人到小组到全班，引导学生不断变换人称来巩固此句型。
Step 4. Happy Prductin
1.Grup wrk:
Intrduce yur friend, teacher, family member r yur favurite star in grups. Yu may use the sentences such as This is…. He/She is…. He/She has…. He/She lks…and He/She is interested in….
2.Act ut in the frnt.
Get several students t intrduce.
【设计意图】学生拿出预先准备好的照片，海报等（当然也可以选择现场某位同学），运用所学过的描述外貌和个性的词汇及句型，小组成员间相互介绍人物。在小组活动中，学生不仅巩固，运用和拓展了知识，展示了个性，还学会了交流，借鉴，分享，合作与创新。
Step 5. Happy Prgress
1.Evaluate the students.
Yu are great! Yu are the smart children!
2.Emtinal educatin.
I hpe yu can be kind and friendly t everyne, serius t yur study, and active t yur life.
教材分析：
本节课的教学内容选自湘少版小学英语五年级下册Unit9 He’s kind t children中的第一课时。本课时的学习内容为课文Part A和Part B，目的在于让学生运用本单元的词汇和句型进行口语交际。涉及的单词有kind, smart, friendly, active, serius, teach, village和interested.主要句型是He/She is….He/She lks….本节课围绕描述人物这个主题开展活动，鼓励学生积极参与,大胆练习，激发学生学习英语的积极性，提高学生的语言综合运用能力，培养学生健康积极的情感。
学情分析：
五年级的学生通过两年多的英语学习，已积累一定的词汇量，具备了一定的语言基础和较好的口语表达能力，对于常见的字母和字母组合的发音规律也有了一定的感知。但随着知识点难度的加大，兴趣逐渐减弱。另外，小学生喜欢直观形象思维，善于与同学交流，乐于表达自己，渴望得到同学和老师的赞许。
教学目标：
1.听懂，会说，认读，理解新单词kind, smart, friendly, active, serius, teach, village, interested.
2.能熟练运用句型 He/She is… . He/She lks… .来描述人物外貌或性格特征。
3.能学会并应用一些字母和字母组合的发音规则。
4.培养学生宽容友善，积极向上的情感态度。
教学重点：指导学生运用自然拼读法掌握本课新单词并熟练运用重点句型。
教学难点：熟练运用新句型He/She is….He/She lks…来描述人物，并能掌握词组be interested in的用法。
教学方法：情景教学法，任务型活动教学法，小组合作学习法，视听法，听说法，全身动作反应法。
教学准备：多媒体课件，单词卡，单词日历，人物照片或海报（学生准备）。
教学步骤：
Step 1. Happy Preparatin
1.Greetings.
2.Let’s chant!
The students chant tgether with actins.
3.Brainstrming:
Read sme wrds that describe peple as quickly as yu can.
【设计意图】首先师生一起说唱表演一首字母拼读韵律歌，预热了自然拼读法，拉近了师生距离,极大地调动了学生学习英语的兴趣。接着，学生大声读出荧幕上闪现的一些描述人物的单词，复习了旧知，并为后面的话题做了铺垫。
Step 2.Happy Presentatin.
1.Teach the wrd “teach”.
(1)Shw a picture f myself and get Ss t talk abut what I lk like. Then help them understand “I teach English.”
(2)Watch a piece f vide abut the prnunciatin f “ea” and “ch”.
T： I prepare a piece f vide fr yu. It will teach yu hw t prnunce“teach”.
【设计意图】从描述我的外貌，到引出我的职业，学生体会到了“teach”的意思。播放关于字母组合”ea”和“ch”的发音的视频，学生自然而然的跟着视频念起来，然后就能自己读出“teach”了.
2.Teach the wrd “kind”.
(1)Review “find” and “behind”,then help Ss read “mind” and “bind”.
T: Can yu say “find” withut “f”?
(2)Get Ss t try t spell “kind” by themselves.
T: I have a puzzle fr yu. I’ll say a new wrd. Yu have t chse sme letters frm here t frm the new wrd.
(3)Shw a picture f Santa Claus and sme children.
T: Santa Claus lves us children. He’s kind t children. (Present the title.)
【设计意图】“见字能读，听音能写”是我们运用自然拼读法的目的。在这个环节我自制了一个单词日历，“ind”固定，通过翻页来复习“find”和“behind”并引出“mind”和“bind”。 接下来学生选用荧幕上的字母拼写出我读的新词“kind”就水到渠成了。最后用圣诞老人和孩子们有爱的图片引出“kind”的含义及课题并板书He’s kind t children.
3.Teach “smart”.
(1)Pint t the student wh answered the last questin, saying “She slved my puzzle, s she is very smart.” Then teach the prnunciatin f “ar”.
(2)Challenge 1:Ss read 15 wrds cntaining “ar” ludly. Then take turns t read them in pairs.
(3)Challenge 2: A tngue twister.
【设计意图】先用情景对话帮学生领会新词smart的含义,接着强调字母组合“ar”的发音，接下来让全体学生参与两个挑战，接龙读单词和绕口令，进一步 理解并巩固字母组合“ar”的发音规律，并激发孩子们的成功欲望。
4.Teach “friendly”.
(1) T: I’m yur teacher, but I als want t be yur friend. Wuld yu like t make friends with me?
Ss: Yes.
T: Thank yu! Yu are friendly. Of curse I’m friendly, t.
(2)Turn the Lucky Wheel. Get Ss t read the fur wrds in grups.
【设计意图】“friend”是学生很熟悉的单词，只需带一下后缀“ly”发音就能让学生读出新单词“friendly”。 “Lucky Wheel”上的四个单词“lvely, lastly, slwly, ludly”也就迎刃而解了。
5.Teach “active” .
(1)T: In this class, yu can listen and think carefully, speak English ludly, and answer my questins bravely. S yu are active in my class.
(2)Ss read the wrds apple, car, hat, pig and five, then take ut five letters t frm the new wrd “active”.Ss try t prnunce “active” by themselves.
【设计意图】在课件的帮助下，从旧单词中抠出字母组成新单词。学生对这些字母的发音有了感知，然后我和学生一起做字母发音手指操，旨在帮助他们读准各音素，并增加趣味性。最后鼓励学生们大胆的读出新单词。
6.Teach “serius”.
Shw a picture f Bazheng and teach “He is serius.”
【设计意图】用包拯的图片以及自己的表情引导学生理解“serius”的含义，应是直观而有效的。另外“serius”发音不太符合读音规则，所以我考虑给学生多多模仿和操练的机会。
7.Understand“He/She ”and practise the sentence pattern.
(1)T: (Bdy language) Bazheng is a great judge. He punishes bad men, but he helps the weak peple. He is kind-hearted. He just lks serius.
(2)T: (Making different expressins) Miss Pi is kind, right? But nw Miss Pi lks serius/lvely/cl.
(3)Play a game: Peekab
Ask a student t hide behind the teacher’s desk and d a peekab. He acts sme different lks. Other students try t say “He lks active/funny/shy/sad….”
(4)Practice.
There are five eggs n the screen. Get sme students t chse ne f them and say sentences accrding t the pictures hiding in the eggs. Other students fllw him r her.
【设计意图】前面在教新单词的过程中，学生已经学会了He/She is…在这个环节，先借助图片和老师的身势语，创设情境帮助学生理解He/She lks…的含义，再用躲猫猫的游戏引导学生说出该句型，最后用砸金蛋的活动操练今天需掌握的所有句型。
Step 3. Happy Practice
1.Listen and answer.
(1)Wh is teaching in the classrm?
(2)Is he serius r kind?
2.Read the passage silently and find ut what Peter’s grandpa lks like.
3.Read the passage alud and judge whether the three sentences are true r false.
(1)Peter’s grandpa cmes t a city in China.
(2)He teaches English in a middle schl.
(3)The children are interested in his lessn.
Teach the wrds “village”and “primary schl” while crrecting the mistakes. Then teach and practise “be interested in”.
Can yu guess what I am interested in?
Let’s make a survey.Wh is interested in drawing/singing/reading/English…?
4.Listen and repeat.
【设计意图】我运用阅读教学的方法来教学A部分，学生先听课文抓主旨，然后默读找细节，接着大声读做判断，最后跟读来巩固。我把“village，primary schl”以及“be interested in”的教学放在做判断题这一步，学生通过比对和纠错，对这些新词印象会更深刻，同时也体现了“词不离句，句不离篇“的思路。“be interested in”是本课的难点，我创设了猜测，采访，调查等情境，从个人到小组到全班，引导学生不断变换人称来巩固此句型。
Step 4. Happy Prductin
1.Grup wrk:
Intrduce yur friend, teacher, family member r yur favurite star in grups. Yu may use the sentences such as This is…. He/She is…. He/She has…. He/She lks…and He/She is interested in….
2.Act ut in the frnt.
Get several students t intrduce.
【设计意图】学生拿出预先准备好的照片，海报等（当然也可以选择现场某位同学），运用所学过的描述外貌和个性的词汇及句型，小组成员间相互介绍人物。在小组活动中，学生不仅巩固，运用和拓展了知识，展示了个性，还学会了交流，借鉴，分享，合作与创新。
Step 5. Happy Prgress
1.Evaluate the students.
Yu are great! Yu are the smart children!
2.Emtinal educatin.
I hpe yu can be kind and friendly t everyne, serius t yur study, and active t yur life.
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