Teaching

content

Unit 6 In a nature park. A. Let’s talk.

学情分析

五年级的小学生正处在学习语言的最佳时期，经过了两年的英语学习，已经有了一些英语基础，在教师的指导下能做一系列的任务活动。而通过前一单元的学习，能听懂、运用There is/are…on/in/under/near the…描述物体位置。

学生对于户外活动特别感兴趣，尤其是对于自己身边熟悉的事物特别有表现的欲望，而且容易接受，所以本课结合学生所熟悉的红花尔基公园展开学习，激发学生兴趣，逐步参与到教学活动中来。

教材分析

本课时是PEP第五册第六单元的第一课时。它承接前一单元There is/are…on/in/under/near the…描述物体位置。同时引出所学句型：“Is there … in the nature park?”及其回答。深入钻研《英语课程标准》，侧重培养学生的交际能力，本课时在本单元以及整个英语学习阶段都十分重要。

Teaching aims

知识目标：

1. 句型Is there a …in the …?Yes, there is./No, there isn’t.

2. 在情景中运用Is there a …in the …?Yes, there is./No, there isn’t.询问某处是否有某物并作出回答。

3. 词汇river, forest, lake ,go boating.

能力目标：

1. 能够理解对话大意，能够按照正确的语音、语调及意群朗读对话并进行角色扮演。

2. 能够运用核心句型就自然公园展开问答。

情感目标：

激发学生学习英语的兴趣，调动学生学习的积极性，培养学生热爱大自然的情感。

Teaching

important

points

1.学生能够听、说、认读核心句型Is there a …in the …?Yes, there is./No, there isn’t.并能在情景中运用核心句型谈论公园。

2.能在情影中运用核心句型询问并回答某处有某物。

Teaching

difficult

points

1. 学生能够用正确的语音语朗读对话，并能进行角色扮演。

2. 核心句型在情景中的灵活运用。

3. river中v的发音。

Teaching procedures

Steps

Teacher’s activities

Students’ activities

Purposes

Step I．

Warm-up

1. Greetings.

2. Free talk.

Do you like playing outside? Me too.I like having a trip with family. I like to see the flowers and beautiful views, take beautiful pictures. There are many beautiful places in Hulunbeier. Now , let’s enjoy a video.

1. Greetings.

2. Free talk to the teacher.

通过日常口语对话,拉近师生间的距离，引出本课话题。

Step II．

Presentation and practice

I.Lead in.

1.Watch a video.

Is it beautiful?

And this video is about_______.

2.Introduce ‘Honghuaerji Nature Park’.

Teach ‘nature park’.

Look,this is a ticket for the park.And I have many tickets for the park.If you can try your best ,you can get a ticket.

3.Today let’s go to the park together,OK?

4.Show the map of the park.

Question:

-What’s in the park?

-There is/are…in the park.

a.Teach: lake

cake-make-lake

b.There are some small boats in the park. Let’s go boating.

Teach:go boating.

c.forest fo-re-s-t

II.Presentaion.

1.I have a question:Is there a river in the park?

Teach ‘river’.

Yes,there is./No,there isn’t.

2.Practice the new sentences.

3.Ask and answer.(Talk about the pictures of the park.

-Is there …in the park?

-Yes, there is./No,there isn’t.

4.Guessing game.

5.Miss White and her Ss are in the nature park too.Let’s go together.OK?

6.Let’s try.

(PPT)Look,Chen Jie and Mike are talking.What are they talking about?Listen and answer the question.What’s in the park?Tick the word you hear.

III.Let’s talk.

1.Look,Miss White.Let’s go and have a look.

Task1.Listen to the tape.

Question:

Is there a lake in the park?

Is there a river in the park?

Task2.Watch and answer.

What else is in the forest?

What can they do in the forest?

Task3.Listen and repeat.

Task4.Read and act.

Read the dialogue.

Role play the dialogue.

Act out the dialogue.

Task5.Read and fill in blanks.

1.Watch the video and answer the question.

2.Learn ‘nature park’.

3.Know the ‘ticket’.

4.Answer the question with ‘There is /are…in the park.

Learn the new words ‘lake, forest, go boating’.

1.Learn ‘Is there a river in the park?Yes,there is.No,there isn’t.

3.Talk about the pictures of the park.

4.Play the game.

6.Listen and tick the word they hear.

1.

Listen to the tape and answer the questions.

Watch the video and answer the questions.

Listen and repeat.

Choose one of them to finish.

Read and fill in blanks.

以学生身边并熟知的红花尔基森林公园视频创设情境，激发学生学习兴趣和求知欲。

建立评价机制，创立小组竞争，激发学生学习兴趣。

通过观察公园门票的地图里面有什么，用There is /are…说句子，紧扣本课主题，复习旧知，同时在情境中教授本课新词。

教授新词的同时见缝插针，渗透语音教学。

通过教师与学生机械的操练，以及Guessing game让学生熟悉新句型，培养学生的口语表达能力，加深师生、生生之间的交流。

通过猜的游戏进一步操练句型。创设Miss White 和她的学生们在公园的情境，进入对话。

让学生带着有梯度的问题听录音、跟录音读，模仿纯正的语音语调，培养良好的朗读习惯。反复的听读，让学生熟练掌握对话。

布置分层任务，以学生为主体。

Step III.

Production

Talk about the nature park.

（根据手上拿到的风景区门票，和同伴创编游自然景观的对话。）

1.Make a new dialogue in groups.

2.Show.

1.Make a new dialogue in groups.

2.Show.

运用所学知识进行交际，有助于学生避免单纯追求朗读而忽视与语境相结合，进一步深化知识，吸收知识，达到学以致用的效果。

Step Ⅳ .

Homework

Listen to the tape and repeat.

Act it out.

Talk about a park you have known with your classmates after class.

Ss finish the homework.

作业是课堂的延续，让学生在完成作业的过程中达到复习巩固所学知识的目的。分层作业的设计，让每个层次的学生都能体验到成功的乐趣，同时让学有余力的同学‘吃’得饱！

Blackboard

design

教学反思