小学英语科普版五年级上册Lesson 11 There isn't any bread in the fridge教学设计及反思

这是一份小学英语科普版五年级上册Lesson 11 There isn't any bread in the fridge教学设计及反思，共7页。教案主要包含了教学重难点，教学过程等内容，欢迎下载使用。
Lesson 11 There isn't any bread in the fridge教材版本及内容：科普版小学英语Book 5 Lesson 11 一、     教学目标1．知识目标（1）认读新单词：hometown、island、 tell stories、piano、hear 、sound；（2）能够用there be结构描述某地有某物。2．能力目标(1)在图片的帮助下读懂短文内容；(2)能在老师的帮助下，借助图片用自己的话讲述文本的大概内容；(3)能通过阅读学习获取文本信息的方法，并学会用思维导图进行归纳总结，从不同方面用英语介绍一个地方或描述一件事情。3．情感目标    (1)激发学生学习的积极性和自信心；(2)通过阅读文本，帮助学生了解家乡，发现家乡的美，培养学生对家乡的热爱之情。二、教学重难点1.通过不同层次的阅读搜集鼓浪屿的相关信息，学生能够掌握阅读的方法。2.通过圈、点、划等方式，学生能够学会分析文本，总结学习方法。三、教学过程Step 1  Pre-reading1．通过看PPT封面信息，激发学生的思考和语言表达，并引出文本的主题 “My hometown”Greetings 教师示意学生看PPT封面，问:“Please look ！What can you see?”S1:“Your name is Panting”T:“Yes! You can call me Miss Pan.”S2:“I can see Longmen .”T:“Good! Longmen Grottos are in Luoyang .    Luoyang is my hometown.Where is your hometown?Ss: Anyang is our hometown.教师板书课题“My hometown”，并对单词hometown进行分解式领读，如：home、town, hometown.让学生知道hometown 是复合词，分开读可以降低难度，并对词义产生联想，有助于接下来的文本阅读。【设计思路】引导学生去发现PPT第一张给出的信息，通过学生的问题或表述引出老师和学生的家乡，在自然、真实的语境中出示本课的中心词“hometown” Step 2  While-reading1.引出本课主人公T: My honetown is Luoyang, your hometown is Anyang. This is Zhangjing.Where is her hometown?【设计思路】导出本课主人公，提出统领全文的问题“Where is her hometown?    2.Fast-readingRead and answer: Where is Zhangjing’s hometown?教师通过PPT出示福建的地图，并标出Gulangyu的位置。【设计思路】学生通过快速阅读找出张静的家乡，并通过地图的演示初步了解鼓浪屿的地理位置。    2.Read and underline more information about GulangyuT: Please read carefully and find more information about Gulangyu.   教师引导学生进行深入细致的阅读，并了解鼓浪屿的具体信息。（1）学生自读，完成任务；教师巡回观察完成情况。    【设计思路】教师在巡回的过程中，关注学生的两个方面，一是否明确任务要求，即知道做什么，二是看学生完成的速度与准确度，并随时做好helper的准备。（2）学生自主分享自己找到的关于鼓浪屿的信息，教师根据不同信息在黑板上分板块书写关键词和简笔画。Part One: 关键词Fujian, islandS:“Her hometown is Gulangyu.”T:“Look at the map, where is Gulangyu?”S:“ It’s in Fujian. It’s an island.”T：“Is Anyang an island?”Ss: “No, it’s not an island.” 简笔画：板书关键词：islanFujian T:“Please say some other islands.”通过地图清晰地呈现island岛屿的样子，引导学生了解岛屿的特点并说说他们知道的其它岛屿。Part Two: 关键词no cars, buses,T: What else? Could you tell me more information about Gulangyu?S1: “There are no cars and no buses on the island.”T: “Why?”引导学生进一步深入理解文本，从不同角度猜测为什么鼓浪屿上没有汽车和公交车。S1:“Gulangyu is a small island. ”S2: “It’s People there want to keep it the air clean, no pollution.”S3:“People like to walk.” 简笔画： T:“Who likes walking?”
S1: “I like walking after supper.”T: “I like walking, too. I think walking is a good habit. Try to walk on.”Part Three:关键词lots of, old houses, old storiesS:“On the island there are lots of old houses”简笔画： 引导学生从a house, two houses... lots of houses，教师肢体动作演示lots of, 并完善简笔画，板书关键词:lots of, housesT:“There are lots of old stories about them.”   板书关键词：old stories教师引导学生用there be描述T:Look!There are...Ss:“There are lots of old houses, there are lots of old stories .”T:“And...Look! Can you see the teachers here?”教师引导学生看全场在座的老师，再次感受lots of的意义。Ss:“There are lots of teacher here.”Part Four:关键词Daily lifeS1:“Everyone on the island likes music.”T:“I like music and I like...”教师做动作引导学生说出play the piano 简笔画         板书关键词：pianoT:“ Who can play the piano?”请一名学生做弹琴的动作教师边配音边说T: “Listen! I can hear the sound of music.”继续做手拉小提琴的动作引导学生说I can hear the sound of music.板书关键词：hear the sound of musicPPT播放一些鼓浪屿上钢琴博物馆的照片引导学生巩固练习There are lots of pianos. 在学生感受的过程中自然说出Gulangyu is called “The Island of Music”。完善板书，勾勒出鼓浪屿整体的岛，带领学生再次回到板书，从整体上再次感受鼓浪屿的特点和美引导学生说出：Gulangyu is very beautiful, I like it very much.(3)Four parts of Gulangyu  带领学生再次利用板书说说鼓浪屿，根据学生找到的关键词总结提升出文章的四个方面，即：鼓浪屿的地理位置、交通、住房、生活。  location         traffic       daily life        building              （4）Talk about Gulangyu in pairs学生同桌间利用板书的关键词和简笔画谈论鼓浪屿（5）Try to talk about Gulangyu【设计思路】细读课文，学生在边读边划线的过程中对学会提取文本信息，并对信息进行梳理和分类。学生完成信息的收集，已经基本掌握了本篇文本的框架，此时再将学生找到的信息提升为地理位置、交通、日常生活和住房四块，帮助学生再次梳理文章脉络，让学生自然的达成完整语句的表述，水到渠成。Listen and lookT:“Now let’s enjoy the video about Gulangyu.”【设计思路】学生已完全掌握文本内容，此次观看鼓浪屿的视频可以帮助孩子从动态的图片上再次感受鼓浪屿的美，在原版录音的帮助下感知语速和语流，为下一步复述课文做准备。 4. Retell the text  T:“Let’s try to introduce Gulangyu.”  PPT配图，教师示范介绍一遍，然学生尝试介绍鼓浪屿【设计思路】在老师的帮助下，借助鼓浪屿的图片用自己的话讲述文本的大概内容。Step 3  Post-readingIntroduce my hometownT: “This is Zhangjing’s hometown. Let me talk about my hometown.   Luoyang is my hometown. It’s in the west of Henan. It has a long history. If you come here you can visit some famous places, such as Longmen Grottos、White Horse Temple. There are lots of parks in Luoyang. You can fly a kite in Luopu Park and take some photos in Suitang Park. This is my hometown. Welcome to Luoyang, boys and girls.”【设计思路】教师示范自己的家乡，引导学生介绍自己的家乡。Talk about your hometownWhat about your hometown? Please introduce your hometown.【设计思路】从文本和老师的家乡自然迁移到学生的家乡，对学生来说描述的都来自于自己真实的生活，能够激发学生的英语表达欲望，真正实现培养学生综合语言运用的目的，发现家乡的美，培养学生对家乡的热爱之情。Step 4   SummaryT: “Well, children. Do you know how to write a passage about a place？You can talk about it from the different parts. ”引导学生思考并总结文章的写作方法。【设计思路】对于学生的分享与交流，教师及时通过鼓励、赞赏的语言给予肯定，并对writing skill的技巧进行总结。Step 5  HomeworkWrite a passage about your hometown .                                  板书设计： My hometown                           location    piano Fujianhear,soundisland   daily life               Guangyu               traffic lots of old houses                                          no cars,no busesold stories                                                              building