Unit 3 Television-Lesson 2-教案、教学设计--外研剑桥版五年级下册(配套课件编号：5179c).doc

1、AdventuresA story -The hero 教学设计 教学目标：A知识与技能：1. 学生能掌握四会单词last，hero。 2. 学生能用句子I am looking for . 来表达寻找和理解Can I.征求意见。3. 联系上下文理解pancake。 B过程与方法：1. 理解故事。2.根据人物的特点有感情朗读故事，选择相关段落表演。 C. 情感态度与价值观：培养学生有感情的阅读故事，学生能结合故事理解hero，以及故事中人物成为hero的原因，了解我们生活中的hero。教学重点：1. 学生能四会掌握单词last，hero。2.学生能运用句子: I am looking for

2、. Can I.? 来表达寻找和征求意见。3. 联系上下理解pancake。教学难点：学生能结合故事理解hero，以及故事中人物成为hero的原因。教学准备：PPT, tape, pictures of the characters(Joe, Sarah, bank robbers, Sheriff, the Indian).教学过程：Step1 Warming up1. Greeting 2. Free talk:：What are you afraid of? Im afraid of. （PPT展示不同图片，看PPT进行替换练习。） （1）big dogs, English, dark,

3、 swimming, robbersStep 2 Story learningA. 感知故事。（1）看图片听录音回答问题：How many people are there in the story? Who are they? (2) Check the answers. 核对答案，并在黑板上板书人物人名(bank robbers, Joe, Sarah, Sheriff)，教读人名。（3） PPT出示图片bank robbers & Sheriff, 教读人名。“Bank robbers”: Bank robbers rob the bank.【做动作，要夸张一些】Sheriff”: Lo

4、ok, the black cat is the Sheriff, too. Sheriff is a policeman in England. （4）跟着录音再次读课文。B. 理解故事（1） Listen and circle the new words, then tick true or false. a. The bank robbers rob the bank ( )b. Sheriff is afraid of the bank robbers.( )c. Joe wants to catch the bank robbers and he catches them. ( )d

5、. Sarah catches the bank robbers.( )（2）同桌交流自学情况，解决所提出的问题。 （3）全班学习交流解决疑难：a.解决生单词：我让学生根据上下文理解”hero”的意思然后教读，在解决“pancakes”这个单词是我采用分解法教学，我把这个单词分为两部分pan 和 cakes，pan的读音通过can的读音引出同时通过图片理解pan的意思为平底锅，cakes学生不陌生。最后总结这个单词的意思为煎饼。“last”这个单词我指着最后的同学说“the last one”,学生会自热而然的理解这个单词。b.解决难理解的短语：“looking for”和Can I.我创设了

6、这么一个情节：T: Excuse me, where is my book? What am I looking for?Ss: You are looking for the book.T: Can you help me! （教师走到不同的学生身边反复说从而理解Can ）T: Look, what are they looking for?Ss: They are looking forT: “looking for”的意思是寻找。c.教师在引导生解决问题时在黑板上用线条表示人物间关系，从而理解课文内容。C.内化故事（1）Listen and find听录音分别找出：.乔捉盗贼的部分和莎拉

7、捉盗贼的部分(2)让学生自读这两部分内容选出自己最喜欢的部分。（3）根据学生的情况分组学习，交流喜欢的原因。并试着有感情分角色朗读。（4）检查学习情况：在学生汇报的过程中理解人物形象。Both of them are heroes. Sarah is a clever hero. Joe is a brave and lovely hero. What do you think?（5）选择自己喜欢的方式展示：可以复述可以表演。同学要进行评价。Step3 Practice 1.完成对话并按顺序给图片标号 Step 4 ConsolidateBoth of them are heroes，: Do

8、 you know some heroes in your life? Watch the pictures about heroes around us. Do you know them? 【联系实际生活，说说我们身边的英雄。】放歌曲Hero，边看图边讲解：Spacemen: Yang Li Wei is Chinas First Spaceman. All the Chinese are proud of him.Jing Jing: She is not afraid of some bad guys. She held the Olympic torch firmly in her

9、hands.Lin Hao: Hes a brave boy. He helped his classmates in the earthquake.Firemen: They are brave. They put out fires and save peoples life in danger. Yuan Longping: Hes a great scientist. People call him the Father of Hybrid Rice. His research helps many countries to solve the food problem.Step5 SummaryWhat is a hero? 出示有关英雄的格言。Everyone is necessarily the hero of his own life story. - John Barth每个人都应该是自己生活故事的主角！ -约翰巴斯 (美国作家)Everyone is the hero of himself. 每个人都是他自己的英雄。-Michael希望在以后的生活中，我们都做自己的英雄！Step 5 HomeworkRetell the story to your parents .复述课文