小学英语牛津译林版五年级上册Unit 7 At weekends教案
展开一．Teaching aims and learning objectives教学目标：
- 复习Story time, 帮助学生运用所学语言，谈论SuHai&SuYang ,
Mike & Helen的周末活动。
- 帮助学生通过Grammar的学习, 梳理、掌握谈论周末生活的问与答，
进一步了解助动词do和does区别。
- 区分和掌握频率副词always, usually, often, sometimes用法，并
整理第三人称单数动词的变化规律。
- 帮助学生通过游戏,对话等多种活动方式,正确理解和运用 What do
you do at weekends? What does he/she do at weekends?
What do they do at weekends?询问他人的周末活动,并能运用
I/He/She/They进行回答.
5. 通过周末活动的交流，引导学生合理安排自己的周末,学会健康生活。
二．Focus of the lesson and predicted area of difficulty教学重难点：
教学重点：
1. 频率副词的理解和运用.
2. 用所学句型与他人谈论周末活动.
教学难点：
- 能正确并熟练地运用本单元所学词句谈论彼此的周末活动。
- 能正确使用频率副词和第三人称单数
Preparation教学准备：
1、教具：多媒体
2. 导学案
Pre-reading
1. Know the new teacher / Present topic
T: Good morning! Glad to see you here. I am your new English teacher. You may want to know something about me. Now you can ask me some questions.
（师生对话最终引出动物话题）
T: I like rabbits. It’s small and cute. It has two long ears and red eyes. It can jump. It likes eating carrots. What about you? What animals do you like?
选择2~3名学生回答（注意引导学生说出喜欢的原因，尽量用学过的句型组织语言，例如：I like... It has... It can... It likes...等 ）
2. A guessing game (Riddle)
T: Today we have an animal friend here. What is it? Let’s have a guessing game.
Riddle（每呈现一句谜语，就让学生猜测是什么）
It has two big ears.
It has small eyes.
It is very fat.
It likes eating and sleeping.
(Answer: Pig)
3. About the cover (main character/ title/ author)
T: It’s a pig. Today we’ll read a picture about this pig. Please look at the cover first.
（PPT出现绘本封皮，手中拿着绘本向学生展示什么是cover）
T: What can you see from the cover?
S: A pig.
T: Yes, the pig is the main character of the picture book.
（PPT: 呈现main character（主角）字样）
T: What else can you see?
S: ‘Can pigs fly?’
T: This is the title/name of the story.（PPT用红颜色圈凸显标题）
（对于“作者”这个信息，学生不一定能注意到，可由教师发问）
T: Do you know who writes the story? Can you find the answer from the cover?
（此时学生的关注点就落在了作者Ben Cort身上）
（学生手指或说出时，凸显作者名字）
T: Ben Cort is the author. He is also the illustrator. He writes this story and draw pictures for it.
T: What else can you see?
S: Wings.
T: Yes. The wings are special. They are feather wings.（联系other教读）
注：以上从封面中获取的信息顺序可能会有变动，PPT中用触发器设置好，学生说到哪个点开哪个。
While reading
1. Skimming and scanning
T: The title is 'Pigs can't fly', but this pig has two feather wings. What happened? Can he fly?
→ Skimming and scanning
（PPT呈现以下内容，向学生传达阅读技巧）
阅读小技巧：
Skimming：略读，即快速阅读抓住文章主要大意。（初步感知绘本内容）
Scanning：扫读，即带着问题或目的有意识地去寻读。
（学生读后，教师再次提问）
T: Can the pig fly?
S: No.
T: He can't fly. He just wants to fly. What’s the matter with him? Now let’s read in details.
2. Look, listen and find
Picture 1（PPT呈现图1：小猪坐在树下，很无聊）
T: What information can we get from this picture?
（PPT中文提示：图片告诉了你哪些信息？）
S: The pig is under the tree.
T: Look at his face. How does he feel now?
（PPT放大小猪脸部，引导学生观察小猪的面部表情，进而推测他现在的心情）
S: He is not happy.
T: Now let’s listen.
（PPT播放录音呈现下列文字：Billy is under a tree. ‘Bored, bored, bored!’ he says）
T: What does Billy say?
（学生先试读，接着教师朗读，加动作、神情示范bored一词，让学生猜测bored含义）
T: What’s the meaning of ‘bored’?
（学生可能会用中文解释，教师再英英解释）
T: Yeah. ‘Bored’ means someone has noting to do. How to read?
（联系before一词教授bored）
T: Can you read this word like the pig?（引导生读出无聊的感觉）
T: Billy is bored, what does he do next?
（PPT播放录音呈现下列文字：I’m going to find something interesting.）
T: What is the interesting thing? Now let’s watch.
3. Watch and answer
（完整播放一遍绘本动画）
Q1: What is the interesting thing?
A. Imitate other animals.（模仿其他动物）（教授imitate一词）
B. Helping other animals.
Q2: What animals does he meet in the story?
（生答，师板书帖相应动物的图片。注意个别单词，如zebra）
4. Detailed reading
(A) T guided reading
(1) Pictures 2-3
（PPT呈现图2和以下文字：He meets Giraffe ___________.）
T: Billy meets Giraffe first. Where do they meet?
S: Near a big tree.
T: You’re right. Look at Billy. What does he think now? Can you do the action like Billy?
（师示范，生跟做“嘬手指、仰头望着并思考”的动作，通过动作，切身体会Billy目前的心理状态：羡慕长颈鹿、感到惊叹等）
（师安排一生站在凳子上，向其同桌提问）
T: Now you are Billy, what do you think now?
● PPT中在Billy头上用云形标注显示Billy可能要说的话作为提示
S: Giraffe is tall. / It has a long neck. ...
T: Billy admires Giraffe. So he thinks it is cool to be ______________.（PPT呈现这句话）
（admire一词用动作、神情向学生解释，板书在黑板一处，后续会再次提到该词）
T: But how to be a giraffe? What does he need? What does he find?
（PPT呈现图3和文字：He finds_____________.）
S: a pair of stilts.（生不一定会读）
T: ‘stilt’ is a new word, but I think you can read it. Look!
（师板书从still引出stilt，再到stilts，最后到a pair of stilts，注意用不同颜色的笔标注变换的字母）
T: Now Billy has a pair of stilts. He goes on walking.（PPT直接呈现这句话）
（图2、图3放在一张PPT中，句子挖空，让学生复述）
T: Can you describe the two pictures now?
He meets ____________ ____________. And he thinks it’s cool to be _____________. He finds a pair of ____________. And he goes on walking. |
Ss read.
(2) Pictures 4-5
T: Billy goes on walking. Then he meets _________.（PPT呈现图4）（生齐答Zebra）
T: Where do they meet?
S: In the forest.
T: What do they talk? Look! I have two stilts. Who wants to be Billy? Come and talk with me. I am the zebra now.（师拿出道具，请一位同学上台扮演踩高跷的Billy，师扮演zebra）
T: Hello! I am Zebra. Who are you? S: Hi, I am a giraffe. T: Why do you say you are a giraffe? (What do you have?) S: I have two long legs. T: Can you walk like a giraffe?（学生摇摇晃晃地走两步） T: Look! You can’t walk well with stilts. You are not a giraffe. You are just a pig! 注：现场对话生成性较强，不一定按照设定的剧本走，要根据现场情况适时调整。 |
● You are not a giraffe. You are just a pig!
这两句话也要用云形标注样式放在PPT斑马的头上，着重凸显。
（表演过后，教师接着问扮演小猪的同学）
T: Billy, are you happy now? Is it still cool to be a giraffe?
S: No.（师追问why，生答：It is too tired. ...）
T: Do you still want to be a giraffe?
S: No, it is too tired.
T: Now Billy changes his mind.（PPT出示该字样）
T: So it is not cool to be _____________.（生接话：a giraffe）
T: What does Billy do next?
（PPT呈现图5和文字：So he finds__________.）
S: Some paint.（读音问题，结合rain，引导生用同样的方法学单词发音）
T: He finds some paint. He paints himself in black and white. Then he goes on _________.
（图4、图5放在一张PPT中，句子挖空，让学生复述）
T: Now let’s describe the two pictures.
He meets _________ __________. And he thinks it’s cool to be__________. He finds _______________. And he goes on ___________. |
（注意paint读音，结合rain）
Ss read.
(B) Ss self-reading
(3) Pictures 6-7, 8-9, 10-11
T: Now Billy is a zebra. He goes on walking. Then he meets another three animals.
（PPT整体呈现这六幅图）
T: He changes his mind again and again. Next, work in groups. Read pictures 6-11. Try to find:
Q1: Where do they meet?
Q2: What do they talk?
Q3: What does Billy do?
T: When you read, you may meet some difficult words. Here are some tips for you.
Guess the meaning with the help of pictures. 看图猜词
Guess the pronunciations according to phonics. 根据拼读规则猜测读音
Ask partners and teacher for help. 向同伴或老师求助
（学生小组合作学习六幅图片，教师进入小组，必要时给予指导）
讨论结束，选小组汇报。教师给出文本框架，帮助小组汇报。如图6-7：
He meets _________ __________. And he thinks ___________________. He finds __________________. And he __________________. |
此处生汇报时注意三个词：pond, hose, leaves
Pond联系on，注意词义辨析（区别river, lake等）
Hose让学生给出相近拼写的单词，可以提示，手指鼻子（nose）
T: Why does Billy find a long hose and two big leaves? What does he want to do?
S: He wants to be an elephant. / He thinks it is cool to be an elephant.
T: Billy admires（板书有该词）the elephants’ long nose and big ears. What do they talk?
（PPT把图6中人物头上方用云形标注加省略号提示学生，给故事人物创编对话）
注：对话要注重强调You’re not a zebra. You are just a pig.（PPT中要体现在大象的对话框里）
T: Now Billy thinks he is an elephant. And he goes on walking. Who does he meet next? Which group wants to report?
接下来以同样的方式，小组汇报剩下四幅图（2组）的内容（具体细节内容略）。
流程：教师搭建框架——小组完成填空——词音词义解析——小组创编对话
He meets Kangaroo. ...（spring词义）
He meets Parrot. ...（shell词义、读音）
汇报过程中要加深学生两个印象：
The pig changes his mind again and again.
（change一词可在板书中体现，在动物与动物之间写出来，突出小猪不断变的过程）
You are not ______. You are just a pig.
（这句话要在每次人物对话时用PPT着重凸显出来）
这两组汇报结束后，教师针对图11，再次发问：
T: Now Billy is a special parrot. Can he fly now?
S: No.
T: Why? How do you know?
S: He climbs up the tree. He can’t fly.（对于细心观察的同学要及时表扬）（climb up意思）
T: He can’t fly. But he still decorates himself with feathers and shell. As for his changes, what do you want to say to Billy?（发散学生思维）
T: Do you know what the monkeys says to Billy? Now let’s read together.
(4) Pictures 12-13
（呈现图12和所有文字，生齐读）
T: Do you agree with Monkey? How to understand ‘Why not be yourself?’ What do you want to say to Billy?（生说一说）
T: Billy is a pig. He is not a giraffe or an elephant. He is himself.
（此处可用学生举例，什么是be oneself）
T: If you are Billy, and if you listen to the monkey’s suggestion, what will you do?（学生先试说）
（呈现图13和文字：Billy ___________ and he ____________）（生一起说出答案）
T: How does Billy feel now?
S: Very happy.
T: Why is he so happy now?（学生可用中文说一说）
T: He comes back to a pig again. / He is a pig again.
T: As for Billy, he is a pig. He lives in the mud. He likes playing with the mud. He needn’t imitate others. To be a pig is the happiest thing to him. To be himself is the best.
（PPT出现 -the end- 字样）
T: This is the end of the story. Do you think it’s an interesting or a funny story?
5. Try to tell the story
T: It is not difficult for you to understand the story, why?（生简单说说原因）Because there are many similar sentence patterns, like ‘He meets... He thinks... He finds...’ etc. Now can you tell the story by yourself.
Post reading
1. Let’s think
Q: Do you like Billy? Why or why not?
对于这个故事，孩子们可能会有不同的理解。有人认为小猪盲目模仿别人，没有主见，失去自我。也有人会认为小猪勇于尝试新鲜事物，有探索精神。无论哪种认识都没有错，都是大家思考后的结果。这将是一个开放性的问题。
2. Picture book recommendation（绘本推荐）
Ben Cort: He is an illustrator（插画家）from England. He drew many pictures for picture books, such as ‘Hello, Moon!’, ‘Octopus’s garden’. They are vivid and interesting. You can read more books after class.
3. Homework
(1) Share the story with others.
(2) Enjoy Chinese version《小猪变形记》to find some differences.
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