鲁科版（五四制）小学英语五下 Unit 4 Try yourself. 教案

这是一份鲁科版（五四制）小学英语五下 Unit 4 Try yourself. 教案，共5页。
Unit4 Try yourselfA Good Neighbour.教学设计一、教学目标知识目标： 学生能在情境中掌握并准确运动词汇：tortoise, move away, slow, put away, own, touched。 能够理解故事含义，在故事图片和文本语言的帮助下，学习语言，运用所学语言表达自己的生活体验和情感体验，并能够将讲述故事运用的第三人称转化成第一人称。能力目标：能够在图片和情景支架的帮助下阅读并理解故事，学习并概括本故事的几个要素：时间、地点、人物、事件的起因、经过和结果。培养学生理解文本的能力、读图能力、分析能力以及推理预测等能力。培养学生积极主动与他人合作的学习能力。德育目标：能够让学生深刻体会邻里之间要和睦相处，宽容友爱，延伸到人与动物、人与人甚至是国家与国家之间都要互相帮助，友好相处。二、教学重难点1，自主阅读Enjoy it部分的故事，并在教师引导下理解故事大意，深入挖掘故事文本空白处的内容，深入体会随着故事情节的发展，兔子和小乌龟彼此的情感变化，最终体会到与人为善的重要性。2，能够在教师引导和帮助下完成表演任务，借助肢体语言和口语与小组成员共同合作，完成整个故事情节的表演。三、教学准备教学课件，句子卡，人物头饰，自制绘本，表演道具 四、教学过程I.Pre-reading:T: This unit we have learnt something about the neighbourhood. Today let’s learn a story named “A Good Neighbour”. Do you have any questions about this title?（引导学生自由提问，教师板书问题）T:When did the story happen?Where did it happen?What were the details?Why is he/she called the good neighbour?Who were in the story?T：OK. Now let’s learn the story and find the answers.[设计意图：本课的设计思路就是和学生们一起学习该故事的六要素：时间、地点、人物、事件的起因、经过和结果。学生看到故事题目，一定会有自己的思考和疑问，所以把学生的疑问板书到黑板上，带着这些问题展开对故事的学习，解决这些问题。]II.While-reading:T: Guess, who is he? Who is she?They lived in the same neighbourhood.呈现文本语句：Rabbit was Tortoise’s new neighbour. Guess: What did they say?     教师给予肯定：Yes. Maybe. Good guess. Clever. Wondonful. Good job. Excellent. You did better.Look at the rabbit, she has long legs. But look at the tortoise, he has short legs and a heavy shell. So she is very fast and he is very slow. “Could they be good neighbours?”学生给予回答后 Let’s go on learning.[设计意图：教师通过引导学生观察故事主人公的特征，顺势引出了故事的起因：即兔子很麻利，乌龟慢吞吞，导致小兔子不满意小乌龟。在本课最后，经过这个故事之后，再次让学生们评价主人公，孩子们就能从品质入手，进行点评，这前后的对比，可以更加让学生体会到不能仅仅通过一个人的缺点或者外表而轻易评判人，而是要了解一个人的内在品质。]2. T: She is very happy. But, look at her face. How did she feel?What did she want to do？学生给出回答后，一般都没有回答到点子上，这个时候，教师引导学生看兔子的背包： Look at her back. There is a bag.学生给出回答后，T： But soon, she wanted to move away. Why? 学生猜想后，出示课文图片： What did she say?播放课文音频：“ Tortoise is so slow. I don’t like him. ”she said. T: Imagine when they do things together. What will happen? 教师出示四个场景图，Choose one and act. You can act other situations. 同位两人想象兔子和乌龟各是怎样表现的，练习之后，找2-3组同学上台进行表演。每组两人，一人扮演兔子，一人扮演乌龟，进行对比性表演。[设计意图：通过引导学生看小兔子的背包，培养学生仔细读图的能力。设计兔子和小乌龟的对比，这样一来，表演者和观众都能深切感受到两者的差异，深入理解该故事的起因：两人步调不一致。]3, Read, discuss and answer: Would rabbit move away at last? 速读找答案。No. She wouldn’t move again. What happened? Let’s learn. 引导学生观察太阳以及鞋上的水滴。播放课文音频“One morning, rabbit cleaned her shoes and put them in the garden.”并提问“Whose clothes are these?”学生回答后，播放音频：Then she went out. Guess: What did she do? 学生们猜想后，呈现课文图片：下雨的图片。T：How’s the weather? 学生回答“It rained.”播放音频“It rained in the afternoon, so she came back.” T: How did the rabbit came back? Quickly or slowly?[设计意图：通过提问兔子最后会搬家吗？培养学生通过迅速读图和读文找答案的能力，学生心中也会产生疑问：兔子为什么最后不搬家了呢？带着这份好奇，学生们会更加好奇的继续学习。]4.播放音频“She couldn’t find her shoes.”What the rabbit say? Guess（为最后的课文表演做准备。） T：“Where are the shoes? ”提问：What happened to her shoes?提出任务：Read Picture 4-8, discuss in groups and fill.学生讨论后请2-3组学生汇报小组讨论结果。[设计意图：通过表格让学生们自己精读文本的中间部分，寻找关于事件经过等具体细节性信息。该表格有对比的效果，学生们能够通过该表格直观的总结出兔子的鞋和乌龟的衣服位置的对比，更会由衷感动于小乌龟的友好。]5. 播放音频“Tortoise put them away, but his own clothes were still in the rain.引导学生看图片中兔子眼中出现的眼泪。“Look at the tears in her eyes.”提问：How did the rabbit feel?学生回答后，播放音频“Rabbit was touched.” Guess: What’s in the box? If you were the Rabbit, what would you put in the box to show your thanks? 学生回答后，提问： What did she say?“I won’t move again. I have a good neighbour.” 提问：In your life, do you have any experiences like this? 在你的生活中，你是否有被邻居帮助过的经历？[设计意图：通过观察兔子的眼泪体会兔子的内心活动，通过学生自己猜猜盒子里是什么，培养学生懂感恩的情感意识。通过学生自己说一说被邻居帮助的经历，激发全班同学睦邻友好的情感共鸣。]6. Enjoy the whole story.观看整个故事的视频，通过知识树带领学生整理故事六要素，进行到details的时候，引导学生通过板书继续梳理。然后：Choose one and say.学过这个故事之后，让学生们自己说一说对兔子和小乌龟的观点，并提问在你的生活中，你是否有这种经历，刚开始因为某种原因，你不喜欢某个人，后来，经历一番事情之后，你喜欢他/她了？The rabbit didn’t like the tortoise at first, but she liked him very much at last. Do you have any experiences like this? [设计意图：通过知识树来总结故事六要素。通过学生自己讲述自己与他人的经历，能够让学生们意识到帮助他人，与人为善的重要性。] III. Post-reading: Fill and show.     Three in group. One is Rabbit, one is Tortoise and another is Aside.教师给出一定的语言支架，小组讨论后，在此基础上可以进行自己发挥，完善自己的文本，并表演故事。学生表演故事时，教师给予四个部分每个部分一个背景，让学生深刻感受时间事件的变化。Enjoy a video.(播放关于动物之间，人与人之间，国家与国家之间互相帮助的小视频。)What have you learnt today? 先带领学生回答一开始学生们自己提出的老师写在黑板上的问题，在让学生们自己谈谈感受体会。[设计意图：通过将讲述故事的第三人称转化成第一人称，培养学生熟练语言的能力。通过表演故事，提高学生语言表达、肢体表达和情感表达的能力。]