Unit 1 We are going to read stories 第一课时 1教材分析 本课是新湘少版小学英语五年级下册第一单元的第一课时,本 课时为新授课,学习内容为课文 Part a&B。本节课主要要求学 生掌握 Part b的单词和短语,活泼妤动活泼好动能够初步掌握 用 be going to结构询问将要做的活动或想法及回答。 2教学目标 1、学习 Part B的单词、短语 listen to, talk about, write about,read, put on a play和 Part a的对话。 能初步掌握用 be going to结构询问将要做的活动或想法, 并回答 3学情分析 本班学生学习英语积极性高,活泼好动,喜欢表演,喜欢受到同 学和老师的关注,希望受到表扬 4重点难点 重点:能够听,说,读,写得单词和短语。 难点:运用 be going to结构询问 5教学策略 1、认知策略:通过课件、单词卡、游戏等帮助学生掌握单词和 句型
Unit 1 We are going to read stories 第一课时 1 教材分析 本课是新湘少版小学英语五年级下册第一单元的第一课时, 本 课时为新授课，学习内容为课文 Part A&B。本节课主要要求学 生掌握 Part B 的单词和短语，活泼好动活泼好动能够初步掌握 用 be going to 结构询问将要做的活动或想法及回答。 2 教学目标 1、学习 Part B 的单词、短语 listen to,talk about,write about,read,put on a play 和 Part A 的对话。 2、能初步掌握用 be going to 结构询问将要做的活动或想法， 并回答。 3 学情分析 本班学生学习英语积极性高，活泼好动，喜欢表演，喜欢受到同 学和老师的关注，希望受到表扬。 4 重点难点 重点：能够听，说，读，写得 单词和短语。 难点:运用 be going to 结构询问。 5 教学策略 1、认知策略：通过课件、单词卡、游戏等帮助学生掌握单词和 句型
2.交际策略:创设各种场所情境,让学生实际运用所学单词 短语及句型。 6教学过程 活动1【导入】Step1 Warming up and Revision 1、 Greetings师生互相问好 2、 Sing a song-- The Happy song提高学生学习情 绪 活动2【导入】Step2 Lead in 本节课时春节后第一节课,复习 The Spring festival 相关单词、短语及句型及相关句型,引出用 be going to 谈新学期的打算。 T: We had a wonderful spring Festival. What did you do during the spring festival? Students: We got red packets Ss: We lighted firecrackers T: Now, this is your new term. What are you going to 活动3【讲授】Step3 Presentation 1、教师创设话题,引出 be going to结构的句子与Part B的单词和短语 listen to, talk about, write about,read, put on a play用PPT依次展示并引导 学生回答。这样能让学生在具体、形象的情景中,积
2．交际策略：创设各种场所情境，让学生实际运用所学单词、 短语及句型。 6 教学过程 活动 1【导入】Step 1 Warming up and Revision 1、Greetings 师生互相问好。 2、Sing a song——The Happy Song 提高学生学习情 绪。 活动 2【导入】Step 2 Lead in 本节课时春节后第一节课，复习 The Spring Festival 相关单词、短语及句型及相关句型，引出用 be going to 谈新学期的打算。 T:We had a wonderful Spring Festival.What did you do during the spring festival? Students:We got red packets. Ss:We lighted firecrackers…… T:Now,this is your new term.What are you going to do? 活动 3【讲授】Step 3 Presentation 1、教师创设话题，引出be going to结构的句子与Part B 的单词和短语 listen to，talk about,write about ,read ,put on a play 用 PPT 依次展示并引导 学生回答。这样能让学生在具体、形象的情景中，积
极主动地学习新单词和短语,更容易接受和掌握新句 型 t: (1)T: Are we going to listen to music? Ss: Yes, we are./No, we aren't (2)T: Are we going to talk about new teacher? Ss: Yes, we are./No, we aren't 照上面的方法依次教授剩下的单词和短语。 2、 Practice Play games Game 1:师生玩大小声的游戏,练读。(让学生集中注意 力准确地掌握单词的发音。) Game2:用在盒子里抽单词的方式检查学生掌握单词的 况。(提高学生对单词掌握的熟练程度。) Game3: Play the chain game.(在新句型中操练新单词, 起到提高学生的应用能力。) t: Sl: Are we going to read stories? S2: Yes, we are. Are we going to put on a play? S3: No, we aren' t Are we going to listen to music? 3、 The Dialogue (lIsten to the tape of Part A. (2)listen and find who you can hear
极主动地学习新单词和短语，更容易接受和掌握新句 型。 如：（1）T:Are we going to listen to music? Ss:Yes,we are./ No,we aren’t. （2）T:Are we going to talk about new teacher? Ss:Yes,we are./ No,we aren’t. 照上面的方法依次教授剩下的单词和短语。 2、Practice. Play games: Game1:师生玩大小声的游戏，练读。(让学生集中注意 力准确地掌握单词的发音。) Game2:用在盒子里抽单词的方式检查学生掌握单词的 况。（提高学生对单词掌握的熟练程度。） Game3:Play the chain game.(在新句型中操练新单词， 起到提高学生的应用能力。) 如：S1:Are we going to read stories? S2:Yes,we are. Are we going to put on a play? S3:No,we aren’t.Are we going to listen to music? …… 3、The Dialogue (1)Listen to the tape of Part A. (2)listen and find who you can hear
(3)Listen and repeat (4) Listen and read 设计意图:先让学生听录音,再让学生在对话的图片 中找到听到了什么,既训练了学生的听力又让学生积 极思考问题。 (5)、 Play games Act the dialogue 让学生分角色表演对话,既充分发挥了学生们活泼好 动,爱表现的特点,又让他们在具体的语言情景中更 熟练,自然地掌握并运用所学的单词和句型。 Step4、 Exercises(课内练习) 考考你反应力,请填空 l、 We re going to some interesting 2, Are we going to read the stories? We re going to read them. 3、 Are we going to 4, We re going to put on a 通过练习进一步巩固单词、短语和句型 k(家作) 1, Ss listen to the tape and read after it
(3)Listen and repeat. (4)Listen and read. 设计意图：先让学生听录音，再让学生在对话的图片 中找到听到了什么，既训练了学生的听力又让学生积 极思考问题。 （5）、Play games Act the dialogue . 让学生分角色表演对话，既充分发挥了学生们活泼好 动，爱表现的特点，又让他们在具体的语言情景中更 熟练，自然地掌握并运用所学的单词和句型。 Step 4、Exercises （课内练习） 考考你反应力，请填空. 1、We're going to ___ __ __ _ some interesting stories. 2、Are we going to read the stories? ____, ____ ____. We're going to read them. 3、Are we going to ____ ____ them? 4、We're going to put on a ____ ____. 通过练习进一步巩固单词、短语和句型。 Step 5、Homework （家作） 1、Ss listen to the tape and read after it
2, Copy the new words and sentence three times and try to tell your parents about your weekend plan. 3、考你会说话,请连词成句 I, you are read going a story to 2 going write you to about a book are 3 we talk about going Are music 家庭作业可以帮助学生更好的听,说,读,写,更牢 固的掌握本节课所学的知识。 Step6、 Blackboard design(板书设计) listen to music? talk about them? Are we going to write about it? read them? put on a play? 七、教学评价设计 本课英语教学的评价主要是通过学生的课堂表现及握语言 知识技能两方面进行。以教师诱导,学生为主体通过多种教学手 段和教学方法的方式,既提高学生的学习兴趣及合作精神,又通 过灵活运用掌握和巩固本课时的语言知识。 八、 Blackboard design(板书设计) listen to music? talk about them?
2、Copy the new words and sentence three times and try to tell your parents about your weekend plan. 3、考你会说话，请连词成句 1、you Are read going a story to ? 2、going write you to about a book Are ? 3、we talk about going Are music ? 家庭作业可以帮助学生更好的听，说，读，写，更牢 固的掌握本节课所学的知识。 Step 6、Blackboard design （板书设计） listen to music？ talk about them? Are we going to write about it? read them? put on a play? 七、教学评价设计 本课英语教学的评价主要是通过学生的课堂表现及握语言 知识技能两方面进行。以教师诱导，学生为主体通过多种教学手 段和教学方法的方式，既提高学生的学习兴趣及合作精神，又通 过灵活运用掌握和巩固本课时的语言知识。 八、Blackboard design （板书设计） listen to music？ talk about them?
Are we going to write about it? read them put on a play
Are we going to write about it? read them? put on a play?