沪教牛津版(五四制)五年级上册Unit 3 Moving home教案

这是一份沪教牛津版(五四制)五年级上册Unit 3 Moving home教案，共10页。教案主要包含了教材分析，学情分析，教学目标，教学重难点，教学准备，单元主题和单课话题，教学过程设计，板书设计等内容，欢迎下载使用。
 5A Module2 Unit3 The Chens’ new home【教材分析】本节课的教学内容选自上海牛津版Oxford Module2 Unit 3 Moving home第一课时，围绕“The Chens’new home”这一话题展开,谈论新家的结构并描述对新家的喜欢以及喜欢的理由。本课时主要运用特殊疑问句Why…?以及回答Because…进行展开讨论。并适当拓展教学内容，丰富学生的知识面，并结合Which…? There be… I like…等句型展开教学。通过学习，学生除了可以表达自己喜欢家里的哪个房间以及理由之外还能与他人进行交流，询问他人家的布局以及喜欢的房间 并将所学内容与实际生活紧密相连，达到学能致用的目的。【学情分析】五年级的学生处于语言发展的提高阶段，学生已有一定的基础，良好的听、说、读、写英语的习惯已基本养成。但由于教材内容较以前增加，难度加大，因此学生的学习兴趣较以前难以保持，容易出现两极分。因此，本学期应注重转化后进生，因材施教，分层教学，兼顾各梯度的学生，保持学生的学习兴趣。虽然五年级学生已经升入高年级，但是他们依然保持着儿童的特性。他们活泼好动，对新事物有着强烈的好奇心，探索知识的欲望很强烈，并且有着很强的表现欲。所以老师还是应一如既往地采用新颖活泼有趣的教学形式进行教学，保持并提高学生学习英语的兴趣。【教学目标】知识技能目标1．学生能够在具体的语境中理解与掌握方向的单词east、south、west、north以及a lot of、face并做到音形义的统一。2．学生能够在情境中运用新旧句型Which room do you like? Why? Because…来描述自己喜欢家里的哪个房间以及喜欢的理由，并能在具体的对话中进行运用。3．通过问答进一步操练巩固核心句型，并结合学生自己的家说说喜欢的理由。过程与方法目标通过组织学生进行看图说话、对话交流、演一演等方式开展教学，让学生在不同的活动体验中学习新授词汇与句型。在词汇与句型积累的基础上，逐步提高学生语篇输出的能力。在学习过程中慢慢渗透要爱家，感受与家人在一起时的幸福时光的人文目标。情感态度价值观目标学生通过对自己家的描述，进一步感受到家带来的温暖以及和家人在一起时的美好时光,体会爱家、爱家人的情感体验。【教学重难点】重点学生能够在情境中运用新旧句型Which room do you like? Why? Because…来描述自己喜欢家里的哪个房间以及喜欢的理由，并能在具体的对话中进行运用。难点学生能够在图片和文字的支持下自主学习理解方向的单词east、south、west、north、a lot of、face并做到音形义的统一，并能正确朗读出来。【教学准备】多媒体课件、导学单、学生设计的房子平面图【单元主题和单课话题】            关键问题学生如何在课堂活动中，通过听、说、读、写来全面学习掌握语言知识，并在语境中感知，理解，操练和综合运用本课时的单词和句型？解决方法：1、听：通过听力的输入，感知、了解文本内容。 2、说：用 Why do you like…?和… because…来询问和回答喜欢事物的原因。 用 It’s easy to ….等句型来表达房间的功能和优点。 3、读：通过各种形式的朗读，进一步掌握新授的词汇和句型。 4、写：通过简单的书写，检测、反馈本课语言知识的掌握情况。 【教学过程设计】过程设计教学内容师生活动设计意图Step 1Revison1.Sing a song In my home      2. Let’s say like this.①Sing a song In my homeT: What can you hear in this song?S: Rooms/ activities/…T: How many rooms can you hear?S: Bathroom/ bedroom/…② Homework checkingActivitiesT: I say sleep, what also?S: read books/…FeelingsT: I say warmS: happy/quiet/…③ Let’s say like thisT: I can sleep in the bedroom, so warm!S: I can ____ in the _____, so _____！以一首歌曲引入主题从身边熟悉的环境出发，开门见山感知新语言的内涵，同时结合已知的语言框架， 语言的感知从运用开始，这也是一种新的学习体验。对于五年级学生来说，将已知内容连词成句，难度不是很大。Step 2 PresentationShow The Chens’ old and new home① Sally introduces their old home.      A few months later, the Chens move to a new home.②Dad introduces their new home.        2.The text  (comprehending)(1). Watch and answer        (2). Watch again and match        Why do they like these rooms?(1)    Why does Sally like the living room?① Teach the words: east south west north       1. Show The Chens’ old and new home(1). Sally introduces their old home.T: Does Sally like their home?S: No, she doesn’t.T: why?① The living faces north, there isn’t a lot of sunshine.② Dad likes reading, but they don’t have room for reading or working.③ the kitchen is too small. Mum alwayscooks for a long time.④ Peter and Paul like playing outside, but the home is too far from the park.(2).Dad introduces their new home(创编文本，整体感知输出语言知识，东南西北和句型结构)Listen and answer: How many rooms are there in the Chens’ new home?① The living room faces south, there’s a lot of sunshine. We can…in it.② The study faces east, it’s quiet. We can read books and work there.③ The kitchen faces north, we can cook a lot of food there.④ Two bathrooms face west, they’re quiet.2. The text  (comprehending)(1).Watch the video and answerQ1: Are they happy with the new home?A. Yes, they are   B. No, they aren’t.Q2: Which rooms can you hear?Ss: Living room, garden, study(2). Watch again and match①. MatchQ1: Which room does Sally like?Q2: Which room does Dad like?Q3: Which room do Peter and Paul like?②. ReadSally likes the living room.Dad likes the study.Peter and Paul like the garden.3.  Why do they like these rooms?(1). Why does Sally like the living room?① Listen and answer② Teach the words (east, south, west, north)T: What does the south mean?T teaches the word south, and then Ss read the other three words by themselves通过Sally对自己家的设计所表达的不满意，为接下来搬家、设计新家埋下伏笔，教师有意渗透不满的点，正是为下方让学生通过Dad的描述引出新家做好铺垫。    Dad的描述引导学生在语境中初步感知文本的整体内容，提取文本信息。简单描述，复现核心词汇和句型，让学生自然进入新语言的运用，使得语言学习更加自然。      带着问题，整体输入文本内容，在第一遍的视频观看中，解决本课时的两个贯穿于全文的重点问题。第二遍观看视频时，通过连一连，解决第三个重要问题：Which room do they like       通过视、听、说、 体验等多种形式的活动，让学生感受在客厅里阳光的温暖以及家人陪伴的幸福，体会到两种不同的warm.并指导学生有逻辑的表达。   东南西北的学习更是体现了学生的自主学习能力。 ② Teach the phrase: a lot of sunshine      ③Whole reading (Sally’s part)      (2)    Why does dad like the study?① Ask ② Read and order       ③ Ask and answer(Pair work)       ④ While reading (Dad’s part)(3) Why do Peter and Paul like the garden?       Step 3 Practice4. The text (Remembering)① Look at the blackboard and repeat.② Role play       ③ What’s the face mean there?Ss according to the sentence, and then choose the answer.face south 脸    B. 朝④ Teach the phrase: a lot of sunshineT: What’s this?Ss: It’s sunshine.Let’s open the window and have a look.Wow, a lot of sunshine. ⑤ whole reading (Sally’s part)T asks and the Ss answer, then read together.(2). Why does dad like the study?① Can you ask?T: Sally wants to know how about dad. If you are Sally, what can you ask?Ss: Are you happy with the new home?   Which room do you like? Why?② Read and orderDad’s answers are in a mess, please according to dad’s answers, and then order them.(Ss order it in their learning sheet)③ Ask and answer (pair work)Ss according to dad’s brainstorming and talk in pairs, then say more about what can dad also do in the study.Sally: Which room do you like?Dad: I like the…Sally: Why do you like it?Dad: Because it’s… I can… So…!④ Whole reading （Dad’s part）(3) Why do Peter and Paul like the garden?T: What about Peter and Paul?Are they happy with the new home?Which room do they like? Why?① Read the book and find the answers (Turn to page 27)② Discuss in groups, then talk about it.  4. The text (Remembering)① Read along.② Listen and repeat.③ Role reading.④ Read and remember in pairs.      They are happy with their home. 解决了东南西北后，再巧妙的化解了学生对face这个单词的疑惑，学生可以轻松的理解face的另一种意思。          通过听、读、排序，得出爸爸喜欢书房的理由。通过爸爸的头脑风暴，再让学生说说爸爸在书房还能做得一些活动,加深喜欢书房原因的体验，同时也操练了本课时的关键对话内容。         在解决Peter and Paul的内容时，教师不再采用详细讲解的方式，而是让学生自主讨论，找到问题的答案，再通过小组对话交流解决文本，体验在花园里玩耍的乐趣，表达Peter和Paul 喜欢新家的理由，进一步推进情感体验。  文本内容的整体输出，通过看板书复述，有感情的跟读、独立读、角色扮演等方式操练和巩固对话内容，在角色扮演上，照顾到后进生和尖子生的不同，给予难度不一样的方式扮演。Step 4 Consolidation & Extension5. Look and say (Group work)       6. Show the students’ pictures    5.  Look and say (Group work)① Describe your home.② Share your home in groups.③ Show your home to us..Ss: I’m _____ my home. I like the _____.Because __________________________________________________________I love my home.(…is…/ …face… / …can…/ so…) 6. Show the students’ pictures.T shows some pictures about their activities at home.We all love our homeBecause where there is a familyThere is a home!  I love my home,复习房间及其朝向，介绍自己喜欢的房间和原因及周边设施，体会家的美好，介绍自己的家，通过学习能达到写话语言基本准确，有逻辑性。   通过一系列学习活动，让学生学会介绍自己或家人喜欢这个家的原因，在描述的过程中感受家庭的美好，总结提炼，内化情感。Homework1. Read the dialogue on P272. Draw and write love my home.          【板书设计】               【教学评析】基于课标，立足教材，基于学生的基础上，我对Moving home这个内容进行了有机的分解整合，使学生的语用能力在有限的环境中得以提升。主要体现在以下三个方面。  一、           问题引领在问题引领方面，我着重三个问题：Are you happy with our new home? Which room do you like? Why? 推进教学环节的层层递进。首先在问题的引入，我通过三个问题，让学生们引入本课时的主题，然后着重指导本课时的教学内容和文本内容，接着我通过三个问题的推进，帮助学生理解并初步运用句型，最终使学生能够根据这三个问题，不断的进行自我的实践，然后进行练习，进行本课时的有创造性的语用训练。二、           板书呈现我希望通过板书的提炼做到逻辑呈现，本课时的板书内容依然围绕着三个核心内容进行展开逐步呈现，随着教学活动的展开，我希望给孩子们精准的板书内容，并为他们最终的语用输出提炼支撑。最终呈现的板书结构清晰，同时也是老师在课堂上有意识的指导学生进行逻辑思考的过程体现。三、           活动设计我在设计本节课的活动时，着重根据学生的实际情况以及与课后作业相结合，并根据学生的语言量和语言表达能力让学生自己动手设计心目中理想的家，并通过问题的引领和板书内容的呈现，进行有创造性的语用输出。M2U3 The Chens’ new home（Learning sheet）Activity 1: Write and say           Activity 2:  Watch ,tick and match          、  Activity 3:  Read and order          Activity 4:  Read and say (Group work)              Activity 5:  Look and say (Group work)              附文本内容：