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学校：江苏省睢宁实验小学设计者：吕苗苗课题：Unit8Attheweekends课时：第一课时牛津小学英语5BUnit8教学设计一．教学内容：Unit8PartCAskandanswer.DLookandsay二．教学目标：1．认知目标：(1)能听懂、会说、会读和会拼写单词：weekends，often，spend.(2)熟练掌握句型：Howdoyouspendyourweekends？及回答Ioften…SometimesI…Howdoeshe/shespendhis/herweekends?及回答He/Sheoften…Sometimeshe/she..2.能力目标：(1)通过模仿、唱、猜、介绍等活动，学生能够在教师的引导下，掌握本课的语言知识。(2)在特定的语境中能运用所学的知识进行介绍。3.情感目标：通过语言的交际活动，使学生产生用英语交流的积极情感。三．教学重点：1.熟练掌握句型：Howdoyouspendyourweekends？及回答Ioften…SometimesI…2.熟练掌握句型：Howdoeshe/shespendhis/herweekends?及回答He/Sheoften…Sometimeshe/she...四．教学难点句型Howdoeshe/shespendhis/herweekends?及回答He/Shoften…Sometimeshe/she...的灵活运用及动词第三人称单数的正确使用。五．课前准备教学课件，单词卡片六．教学过程Step1WarmingupT：Hello,boysandgirls.I’mChengYing,youcancallmeMissCheng.I’llbeyourteacherthisclass.Doyouwanttomakefriendswithme?S:……T:Thankyou.Youknowmyname.Doyouwanttoknowmoreaboutme?S:Yes.T:Thisismycard,followingthisyoucanaskme.S:What’syourEnglishname?T:MyEnglishnameisRosy.What’syourname?S:Mynameis...T:Nicetomeetyou.S:Nicetomeetyou,too.…(设计意图：《英语课程标准》指出,要培养学生对英语有持续的兴趣和爱好。精心设计好导入，也是教师深钻教材，研究教法，有效构建教学程序的结果。本部分通过教师的名片很自然的引出师生对话，消除了与老师之间的陌生感,且通过对话为学生营造了融洽的英语学习气氛，同时对话环节为下面的weekend的教学起到自然过渡的作用。)Step2Presentation1.Whatdoyouusuallydoattheweekends?a.T:Ifyouwanttoknowmyweekends,youshouldusethissentence:Whatdoyouusuallydoattheweekends?(多媒体出示Saturday+Sunday=weekend)T:SaturdayandSunday,wecansay“weekend”.(多媒体出示end:结束)教读end,(多媒体出示weekend:周末)拼读weekend,(多媒体出示Saturdays+Sundays=weekends;onSaturdaysandSundays=attheweekends)（教读attheweekends.Ss开火车形式读,熟练掌握新授句型）T:Doyouwanttoknowmyweekends?OK,askmetogether.Ss:Whatdoyouusuallydoattheweekends?T:OK.Seemyflash.(Showtheflashofmyweekends)Thenlookatthepicturesofmyweekendsonebyone.SsaskandIanswer.(设计意图：托尔斯泰说：“成功的教学需要的不是强制，而是激发学生的兴趣。”学习兴趣是人对学习的一种认识倾向，它是由需要引起的一种情绪反应，对学习有明显的增效性。我的周末通过白板插入flash展示，紧紧地抓住了学生的思维和注意力，让教学内容一下变得鲜活起来，给课堂增加了亮点，并达到了以旧引新的目的。)b.T:Here’remyweekends.Myactiverties.Doyouknowtheotheractivertiesbeginningwiththesewords.go...read...watch...play...Ss:goshopping/...readnewspaper/...watchTV/...playbasketball/...(IwillshowthepictureswhenSssaythephrases,thenSsreadstogether.)(设计意图：在我的活动展示后，我通过“头脑风暴”让学生们尽可能多的说出他们学过的动词短语，起到极好的复习效果，同时为下面的对话做铺垫。)2..oftenT:Somanyactiverties,Iwanttoknowwhatdoyouusuallydoattheweekends?YoucansayIoften(经常)...教学oftenT:Whatdoyouusuallydoattheweekends?S1:Ioften...Whatdoyouusuallydoattheweekends?S2:Ioften...Whatdoyouusuallydoattheweekends?S3:…(Iwillshowsomephrasestohelpthemtomakedialouges.)(设计意图：一轮“头脑风暴”迅速的把同学们复习到的动词短语应用到对话之中，凸显知识体系的连贯性。)3.Howdoyouspendyourweekends？a．T:Boysandgirlsyouhavedoneagoodjob.Pleasehelpmetoreadsomewords.Showthewordspentenweekendend,makeSstoread.Thenshowspend(度过)encourageSsto.read.b.Translatesomephases度过我的周末度过你的周末度过他的周末度过她的周末SstranslatethesephrasesT:‘Howdoyouspendyourweekends?’What’sthemeaning?Ss:你是怎样度过你的周末的？教读Howdoyouspendyourweekends?(设计意图：英语课本的每个单元都安排有Listenandrepeat部分，着重教授一些单词音标及其拼读规律。而《英语课程标准》上更指出：小学高年级学生应具备“能根据拼读的规律，读出简单的单词的能力”。在此部分的单词教学中，我不是单纯地让学生学会朗读和拼读，而是从音、形、意方面着手，让学生作了比较、知识迁移和有意记忆，让学生学会思考、融会贯通，降低单词记忆难度。在教授新句型时我由易到难，利用白板的遮盖功能从短语过渡到句子也大大降低难度。)4.sometimesa.Askandanswer.T:Howdoyouspendyourweekends?S1:Ioften...Howdoyouspendyourweekends?T:Ioften...Howdoyouspendyourweekends?..Sn:Ioften...Howdoyouspendyourweekends?T:I’msorry.Iforgottotellyou.Ioftengoshopping.SometimesIgrowflowers.(多媒体展示我的周末图，让学生通过比较了解sometimesoften的区别，并教读sometimes，并出示图表显示usuallysometimesoften的区别)b.WorkinpairsA:Howdoyouspendyourweekends？B:Ioften…SometimesI…(Iwillshowsomephrasestohelpthemtomakedialouges.)T:Listencarefully,followingtheirdialouges,Iwillgiveyousomequestions.Ssshowtheirdialouges,thenIaskT:Howdoeshe/shespendhis/herweekends?SstrytoanswerHe/Sheoften…Sometimeshe/she...(设计意图：在操练句型时，我努力使方式多种多样，以从易到难的方式进行操练，一步一步提高学生对句型的掌握熟练程度。在这部分操练中通过学生之间的对话来提出问题，并请其他同学回答，即引导其他同学认真听对话，同时也为下面的第三人称单数的句型操练做了准备与铺垫。)5.Howdoeshe/shespendhis/herweekends?He/Sheoften…Sometimeshe/she...a.T:ZhangYining,doyouknow?She’scoming.Howdoesshespendherweekends?(教读句型并强调she她her她的)ShowZhangYining’sweekends,andSsguesshowdoesshespendherweekends?Givesomeanswers,makeSstochoose.Sheoften…Sometimesshe...Thenshowtheanswer.b.T:Let’shavealookwhothemanis?Ss:He’sYaoMing.T:Howdoeshespendhisweekends?AskSstoguess,Heoften…Sometimeshe...Thenshowtheanswer.c.WorkinpairstopracticeHowdoeshe/shespendhis/herweekends?He/Sheoften…Sometimeshe/she...Show6pictures,Picture1andpicture2,Ssfilltheblank,thelastfour,Ssmakedialouges.(设计意图：第三人称单数句型稍有难度，首先我通过班内同学进行操练，为了保持学生的兴趣，以学生喜爱的明星人物作为讨论材料，提高学生的学习兴趣和教学效率。最后通过填空，做对话加强巩固确保学生掌握扎实。)Step3.Listentoasong.‘Weekends’(设计意图：听一首简单明快的歌曲，缓解一下师生的疲劳，提高学生的学习兴趣。而且歌曲内容与教学相联系，也是对内容的复习巩固。)Step4.Practice.a.InterviewapopulastarT:Boysandgirls,ChengLongdoyouknow?Todaylet’sinterviewhim.(showChengLong’spicture)Saygoodmorningtohim.Ss:Goodmorning!Cheng:Goodmorning!ThenSsinterviewChengLongwiththesentences:What’syourEnglishname?Areyoubusyeveryday?Howdoyouspendyourweekends？What’shisEnglishname?Howdoeshespendhisweekends?(设计意图：新授内容已经结束接下来就是检查学生运用知识的能力，通过采访“与名人对话”为实际情境，充分地激发了学生“说”的欲望。不仅新颖、自然、巧妙、贴近生活地突破了本课的重难点，而且尽可能地发挥了学生的主体作用，让学生自己去主动探究、努力实践。)b.T:YangZi,doyouknow?Sheiscoming.Nowshewantstointroduce