小学英语鲁科版 (五四制)五年级下册Lesson 1 Let’s stop and wait教学设计
展开教学设计
课题 | Unit2 Good Behaviour Lesson1 Let’s stop and wait. | 备课人 |
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教学 目标 | 1．能听懂、会说、认读、规范书写单词 ：stop (vi.) (n.), wait, street. 能听懂、会说、认读单词和短语: auntie，get on, push, wait in line 2.能听懂、会说、认读句型：“Look before you cross the street. ”“The light is red now. Let’s stop and wait.” “Let’s get on the bus.” “Don’t push.” “Let’s wait in line.”． 3.能熟练运用所学语言谈论交通规则和文明行为. | |||
教学重难点 | 用祈使句的肯定形式和否定形式描述公共场所的行为举止。 | |||
教学 准备 | 课文动画、课件、单词卡，人物头饰，桌子、红绿灯、斑马线、公共汽车等教具 | |||
教学 时间 | 1课时 | |||
教 学 过 程 | Step 1: Warm up:
T: What can you see in the picture? Ss: A car, A man, the traffic light… T: A man is driving a car. Now, the light is red. Can he go on driving the car? Ss: No. T: What should he do? He should stop and wait. Learn the words ‘stop’ and ‘wait’ with the pictures. 设计意图：通过free talk 的形式，让学生观察并描述图片，给学生提供了一个自由发挥的语言天地，既培养了学生的发散思维， 又培养了学生实际运用语言的能力。进而引出本节课的课题.同时，借助图片学习单词stop 和wait.让学生在情境中充分理解单词的意思。
Ss： Twelve. T: What are they? Ss: car, bus, taxi… Look at the picture together, and learn the new transportation. 设计意图：让学生带着问题在轻松，欢快的氛围中进入英语的学习，通过歌曲复习学过的有关交通工具的单词，并借助图片和音乐呈现没有学过的单词，有效地扩充了学生的词汇量,大大激发了孩子的积极性和学习乐趣，能够更快的投入到课堂学习中。 Step2: Presentation:
T: Who are they? Ss: They are Li Ming, Danny, Li Ming’s mother, and Li Mei. T: They are relatives. So, Li Ming’s Mum is Li Mei’s auntie. （learn the word :auntie） T: Now, they are having breakfast. What do they want to do after breakfast? Let’s listen. T: Oh. They are going to go to the zoo. And they are going to see the pandas. (板书人物和zoo) 设计意图：通过观察图片，理顺好人物关系，学习单词auntie,通过设置问题： What do they want to do after breakfast? 自然过渡到课文的学习中来。 Step3: Text teaching:
How do they go to the zoo? By car? By taxi? Or by bus? Ss: They are going to go to the zoo by bus. 设计意图：本环节通过带着问题观看动画，快速进入课文情境。不仅让学生对课文内容有了整体认识，还培养了他们在看的过程中把握文本大意和主要信息的能力。 2.Learn the text: 1）、Show the picture of street, learn the word :street, and practise with the pictures.(板书street) 2)、 Show the picture: They are going to cross the street. Learn the word: cross. And practise the phrase ‘cross the street’ with different pictures. (板书cross the street)
3）、T：What should they do before they cross the street? Listen to the tape: Look before you cross the street. Listen again and imitate. (板书look) T: We should look right, look left and look at the traffic light. Practise the sentence with different pictures.
4)、T:Can they cross the street now? Ss: No. T: Why? S: The light is red. T: Yes. The light is red. What can they do now? Listen. Learn the sentence: The light is red now. Let’s stop and wait. Listen and imitate. Practise with different picture. (板书红灯和stop wait) 5)、T:Look! The light is green now. What can they do? They can cross the street. （板书绿灯,并演示4个人物过斑马线）
6）、T:Look! The bus is coming. What does Danny say? Let’s listen. Teach ‘get on’, and say: The girl is going to get on the bus. Practise ‘ get on’ with the pictures.（板书bus, get on）
T: Look! What is Danny doing? Ss: Watch the video. T: Oh! He is pushing the girl. Is he right? Ss: No. 设计意图：让学生仔细观察视频，并借助手势理解push的含义，形象、生动，便于学生掌握。 T: So, Li Ming says to him: Don’t push, Danny. Let’s wait in line. Listen to the tape and learn ‘push’ and ‘wait in line’ with the pictures. (板书Don’t push. wait in line) T: They all have good behavior.
设计意图：通过借助手势以及向学生呈现不同 情境下的图片练习本课单词和短语，让学生在真实的语境中学习单词并灵活掌握用法，达到学以致用的目的。 T: Now, they have got on the bus. And they are going to go to the zoo. 5. Read in roles. 6.Show time. 设计意图：在表演环节，通过红绿灯，斑马线，喇叭声音，公共汽车等道具的布置，以及对文本的加工，给学生创设了真实的语言环境，使课堂变得生机盎然，焕发出生命的活力，让学习成为愉快的享受,学生参与活动的积极性非常高。 Step4: Practice:
1). Teacher retells the story with students. 2). Students retell the story by themselves. 3). Ask some students to show. 设计意图：让学生借助于思维导图，对课文内容进行复述，学生在把握文本的基础上对原文内容进行加工，给学生提供了运用所学语言的机会，有利于加深学生对课文内容的理解，有利于开发学生的创造性思维。
What civilized behavior in the text? 设计意图:学生在默读时能够集中注意力，把通过眼睛获得的文字信息处理并精心思考，这样的阅读有助于学生抓住主要线索，进行概括和总结。默读既适应学生自主学习的要求，又有利于全体学生的共同发展。
our life? Ss: Don’t play on the street. Don’t run on the street. Don’t shout… T: No calling. No drinking. Fasten your seat belt…
T:The traffic signs can help us to obey the traffic rules well. So, they are very useful and important.
What will happen? Ss: … T: …
设计意图：该环节是语言输出活动，通过小组讨论将在操练中获得的语言知识和技能转化为语言运用能力，应用到学生的生活实际，将‘学中用’落到实处。
In South Africa: The car must give way to the animals and the passagers. In Indonesia ：They will be cut a baldheaded, include the female drivers. In Japan: If they splash the water on passagers by the car, they will be fined. In Brazil: They will be sent to kindergarten to play traffic games with the children. In the U.S.: They will be invited to be a nurse to take care the people who hurt in the accident. In Lebanon : The tyre will be stabbed.
In Colombia: They will be invited to see a movie about the accident. T:All of these, in order to remind us to obey the traffic rules. 设计意图：本环节通过轻松、幽默的语言讲述世界其他国家的交通规则，将英语学习和德育渗透结合起来，引导学生要遵守交通规则。既提升了课堂教学品质，又让学生受到潜移默化的熏陶，真正体现了小学英语课程的工具性和人文性。 Step5：Summary
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用free talk将学生带入情景, 引出本课课题
用优美的歌曲热身，启动大脑，激起学生学习的 热潮
启发学生，激起学生的求知欲
在语境中学习新知，避免了单调机械的重复，便于学生理解掌握
真实情境的创设，激起了学生的表演欲望
运用思维导图，尊重学生的科学思维
让学生带着不同问题，采用不同形式阅读文本，使阅读更加多样化
开放性问题的设计，充分调动了学生的发散性思维
将绘本故事与情感教育相结合，语言生活化，情趣化。
不同层次作业的设计，满足了不同学生的需求。 | ||
板书设 计
| Unit2 Good Behaviour Lesson1 Let’s stop and wait. | |||
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