广东版 (先锋&开心)开心学英语五年级下册Unit 3 On Vacation精品教学设计

这是一份广东版 (先锋&开心)开心学英语五年级下册Unit 3 On Vacation精品教学设计，共6页。

本模块选自广东人民出版社五年级下册Unit 3 On Vacatin的Mre reading and writing部分。学生在Unit 1 Making Plans， Unit 2 Vacatin Plans和Unit 3 On Vacatin中已经围绕假期的计划与描述进行了主题学习，为阅读与写作奠定了一定的语言基础。本课时作为阅读拓展材料，主要为学生呈现了加拿大学生的重大假期及其放假方式，内容比较简单，因此教师可以在阅读文本中，适当给学生拓展语言的输入量，培养学生的阅读能力，引导学生积极参与听，说，读，写等教学活动，从而提高学生的语言综合运用能力。
学情分析
1．学生年龄特点和认知特点分析：
本单元的学习对象是五年级学生，年龄约在10到11岁左右，他们具有较强的求知欲，对新鲜事物开始思考、追求、探索。在好奇心的驱使下，他们对英语学习有着更高的兴趣和热情，在图片及教师的引导下，大部分学生的口语表达流利，能用所学知识进行简单的交流。但对英语写作及自由表达的能力还有待加强。
2．语言知识和技能分析：
通过前面四年的英语学习，学生掌握和储备了一定的语言知识，并具有将所学习和掌握的知识运用于语言实践中的能力。学生在广东人民出版社第五册Unit 3 Dates和Culture 2 Festivals中已经学习了国内外一些重要节日及日期的英语表达；在本册Unit 2 Vacatin Plans中学生对这些重要假期的表达再一次被唤醒。从而让学生更加系统和灵活地运用知识，为本单元的学习打下了良好的基础。
3．学习能力分析：
在五年级上学期的阅读技巧，阅读策略培养下，学生已经初步掌握一定的阅读方法，有了一定的思维能力、分析能力和理解能力，对于用英语表达自己的一些简单意愿或思想也有一定的信心和能力，同时也具备用英语与他人合作与交流完成学习任务的能力。在本单元的阅读教学中，老师将采用各种教学手段，挖掘更多国家的不同重要假期以及放假方式，帮助学生习得语言知识，获得语言技能，培养尊重各国文化的意识。
教学目标
1. Knwledge bjectives（语言知识目标）:
（1）Students can generally understand the big hlidays in Canada.
（2）Students can describe the length f time fr a certain hliday.
（3）Students can talk abut the big hlidays and their length f time in China and ther cuntries.
2. Ability bjectives（语言技能目标）:
（1）Students can get the main idea f the text by first listening.
（2）Students can find ut sme necessary infrmatin by skimming and scanning.
（3）Students can talk and write abut the big hlidays and their length f time in China r ther cuntries.
（4）Students can master sme effective reading strategies gradually.
3. Learning strategies（学习策略）:
（1）Students can learn t use the ld language t learn the new.
（2）Students can take part in the activities actively in class.
（3）Students can cmmunicate with thers cnfidently.
4. Emtin bjectives（情感态度）:
（1）Students can be active and cnfident when they express in English.
（2）Students can be interested in English reading by sme pictures r ther teaching
tls.
（3）Students can widen their visin after studying.
5. Culture bjectives（文化意识）:
（1）Students can talk abut their favrite hlidays based n life experience and real
situatins.
（2）Students can knw abut the big hlidays and different arrangement between China and ther cuntries.
重点难点
1. Teaching Key Pints（教学重点）:
（1）Students can get t knw the big hlidays and their arrangement in Canada and
ther cuntries by listening and reading.
（2） Students can talk and write sme big hlidays and their arrangement in China
based n the text they have learnt.
2. Teaching Difficult Pints（教学难点）:
（1）Students can get sme infrmatin frm the text by related reading strategies.
（2）Students can describe the length f time fr a certain hliday crrectly.
教学过程
课时目标
1. Knwledge bjectives（语言知识目标）:
（1）Students can generally understand the big hlidays in Canada.
（2）Students can describe the length f time fr a certain hliday.
（3）Students can talk abut the big hlidays and their length f time in China and ther cuntries.
2. Ability bjectives（语言技能目标）:
（1）Students can get the main idea f the text by first listening.
（2）Students can find ut sme necessary infrmatin by skimming and scanning.
（3）Students can talk and write abut the big hlidays and their length f time in China r ther
cuntries.
（4）Students can master sme effective reading strategies gradually.
3. Learning strategies（学习策略）:
（1）Students can learn t use the ld language t learn the new.
（2）Students can take part in the activities actively in class.
（3）Students can cmmunicate with thers cnfidently
4. Emtin bjectives（情感态度）:
（1）Students can be active and cnfident when they express in English.
（2）Students can be interested in English reading by sme pictures r ther teaching
tls.
（3）Students can widen their visin after studying.
5. Culture bjectives（文化意识）:
（1）Students can talk abut their favrite hlidays based n life experience and real
situatins.
（2）Students can knw abut the big hlidays and different arrangement between China and ther cuntries.
教学重点
1. Students can get t knw the big hlidays and their arrangement in Canada and ther cuntries
by listening and reading.
2. Students can talk and write sme big hlidays and their arrangement in China based
n the text
they have learnt.
教学难点
1. Students can get sme infrmatin frm the text by related reading strategies.
2. Students can describe the length f time fr a certain hliday crrectly.
教学活动
【导入】Pre－Reading
1. Lead in:
T: What day is it tday? (It is Friday.)
What abut tmrrw? (Tmrrw is Saturday.)
And what abut the day after tmrrw? (It is Sunday.)
T: D we g t schl next Mnday? (N.)
Why nt? (Because Qingming Festival is cming.)
T: We are ging t have a Qingming hliday. Qingming hliday is three days lng, s we have a
three- day hliday.
T: D yu like hlidays? What is yur favrite hliday?
[设计意图: 通过联系生活实际，以旧知识What day is it tday? 引出清明节假期的到来，我们将会有三天假期的话题，以Qingming hliday is three days lng和We have a three-day
hliday这两个句型来激活文本的内容，为学生在阅读过程中顺利找出加拿大重大假日的放假安排作铺垫。接着以D yu
like hlidays? What is yur favrite hliday?提问学生，唤起学生对重大假期的记忆。]
2. Guessing game:
T: Nw, let’s listen and guess what hliday is it? (Natinal Day)
T: Hw lng is the Natinal Day? (Natinal Day is ne week lng)
T: What hliday is it? Let’s listen. (Spring Festival)
T: Hw lng is the Spring Festival? (Spring Festival is ne week lng)
T: Yes, it is in winter hliday, t. Natinal Day, Spring Festival, and winter hliday are big
hlidays in China. Tday we are ging t talk abut “Big Hlidays in Different Cuntries”.
[设计意图: 通过游戏教学“听音猜节日”激发学生的学习兴趣，引导学生说出中国的长假期：国庆节，春节，寒假等。继而用Hw lng is the hliday？对学生进行提问，让学生尝试表达Natinal Day is ne
week lng等，从而为学生对文本的学习扫清一定的阅读障碍，也引出本课的主题：Big Hlidays in
Different Cuntries.]
【讲授】While－Reading
1. Read the text.
Task 1: Listening
T: Let’s lk at this handsme by. What is he ding? (He is writing.)
T: He is writing abut the big hlidays in his cuntries.
Let’s listen, where is he frm, Canada? Or America? (Canada)
T: D yu want t visit Canada? Let’s g!
(Shw sme pictures f Canada with music)
[设计意图:通过任务一：不带文本听，训练学生的听力，让学生通过听，抓住“Canada”一词，从而把握文本的大意，知道这是描述加拿大重大假期的阅读材料。当学生抓住这一大意后，适时向学生配乐插图介绍加拿大 的著名建筑景点，让学生不知不觉沉浸其中，从而激发学生的阅读兴趣。]
Task 2: Skimming
T: What are the big hlidays in Canada? Let’s read the text quickly, and circle the
answers.
(Give sme reading tips t the Ss befre they get int the reading, lead them t
find ut the answers
accrding t the key wrd “big hlidays”)
[设计意图:通过任务二：跳读，让学生快速找到关键信息：the big hlidays in Canada。在学生自主阅读前，给出相关的阅读提示，训练学生抓住关键词，快速阅读文本，寻找关键信息的阅读技巧。]
Task 3: Scanning
T: Hw lng are these big hlidays in Canada? Let’s read the text carefully, and
underline the answers.
(Make sme examples t explain the meaning f “Hw lng” t students, s that they can find ut the answers easily.)
[设计意图:通过任务三：寻读，先指导学生看清楚问题，理解hw lng的意思，再指导学生快速阅读，查找与时间长度有关的信息。从而培养学生在文本中快速寻找信息的阅读能力。]
Task 4: Infrmatin-arrange
T: Nw, let’s arrange the infrmatin tgether.
(Lead the Ss t pay attentin t the first wrd f each sentence, understand the
meaning f questins. Then read the text again, and finish the exercise.)

[设计意图:通过任务四：信息整理，检验学生在前两个阅读任务中学习的阅读能力，放手让学生通过跳读，寻读两种阅读技巧，独立完成课文后面 的阅读练习。]

Task 5: Listen and repeat
T: Let’s listen and repeat it.
(Ask Ss t repeat the text, imitate the tne f the language, and have an verall
review f the text.
[设计意图:通过任务五：跟读，让学生在模仿中学习地道的语音语调，并在读的过程中，再一次回顾文本的内容。]
Task 6: Talk in pairs
T: Frm this text, we knw that Jeff is frm…
He has three big hlidays. What are they? And hw lng are they? Let’s talk in pairs.
[设计意图:通过任务六：同桌交流，让学生再一次互相检验对文本的理解，对重要句型Their summer hliday is 9 weeks lng进行巩固，从而突破重点难点。也为接下来引出英国重要假期及其放假方式的教学环节作准备。]
2. Read the chart.
（1）Read the chart, and answer sme questins.
T: Lk at this handsme by. Where is he frm?
What are the big hlidays in his cuntries?
And hw lng are they? Please read the chart.
(After reading fr sme time, let sme Ss answer the questins, meanwhile, the teacher writes dwn sme infrmatin f the UK n blackbard.)
[设计意图:在前面的环节中，学生在老师的引导下，已初步掌握跳读，寻读的阅读技巧。因此这环节的设计意图是：老师放手让学生运用相应的阅读技巧，自己读图表，完成阅读任务。]
（2）Read the chart, and cmplete the sentences.
T: Nw, let’s read the chart again, and cmplete the sentences by yurselves.
(Let the Ss read the chart by themselves, then check the answers.)
[设计意图:在前面的环节中，学生在老师的引导下，已初步掌握跳读，寻读的阅读技巧。因此这环节的设计意图是：老师放手让学生运用相应的阅读技巧，自己读图表，完成课后练习。]
3. Sum up
(The teacher leads the students t sum up the big hlidays and time arrangement f
Canada and the UK with blackbard-writing.)
[设计意图:学生在老师的引导下，小结加拿大和英国的重大假期及其放假安排，这既让学生对文本进行回顾，也让老师检测学生的阅读所得]
【活动】Pst－Reading
1. Enjy the big hlidays in ther cuntries.
(Shw sme vide abut big hlidays in Japan and Australia. Lead the Ss t cmpare
the culture
differences between China and ther cuntries.)
[设计意图:通过视频介绍，给学生拓展更多国家的重大假期及其放假方式，同时进行文化渗透，让学生了解不同国家有不同的假期，而且放假的时间长短也各异。]
2. Talk abut big hlidays in China.
T: D yu knw ther big hlidays in China?
What are they? And hw lng are these hlidays?
(After Ss’ talking, ask Ss t fill in the blanks with new learnt expressin.)
[设计意图:本教学环节属于输出环节，通过前面的大量语言输入，学生回归到现在所处的中国，用这节课所学到的We have summer hliday, summer hliday is 8 weeks lng等表达方式进行口头汇报后，写下来。]

3. Design the hliday arrangement in China.
T: If yu are ne f the members in State Department, Yu can decide the hliday
arrangement in
China, hw will yu design?
[设计意图:本环节以“假如你是国务院的成员，由你来确定中国的重大假期及其放假方式，你会怎样设计？”这一贴近学生，并让学生感兴趣的话题，让学生再一次强化本文涉及的语言表达。]
【作业】Hmewrk
1. Design the hlidays and talk with yur partners.
（设计放假安排,并与同学分享）
2. Surf the Internet fr mre big hlidays in different cuntries.
（上网搜集更多其他国家的重大假期）