Unit 6 Adventures-Lesson 3-教案、教学设计-县级公开课-外研剑桥版五年级下册(配套课件编号：e1896).doc

1、1、 教学内容：Join in 五年级下册Unit6 A story- The hero二、教学设计 设计者 学生年级 五年级三、教学目标A. 知识目标：学生能听懂、会读并理解故事，能掌握三会单词：hero/ bank /robbers/ last/ pancake能理解短语：look for/help sb with sth学生能理解并灵活运用句型 Where are you going? I am looking for.B. 能力目标：学生能理解并表演故事片段C. 情感态度目标：渗透爱的教育和安全教育。4、 教学重难点：1、 重点：能利用思维导图理解故事内容，并自己创作Sarah如何救出

2、Joe过程的思维导图。2、 难点： 能利用思维导图复述故事；能片段性的表演故事 ；能用简单的单词描述英雄的优秀品质5、 教学资源：卡片、PPT、希沃教学助手Pre-reading6、 教学流程：1. Greetings.T: Hello, Children. Im very happy to see you again. Today,you will be divided into 6 groups. Group 1,2,3,4,5 and 6. If you can answer the questions about our todays story, and you are my her

3、o. And also you will get the hero medal . OK? Are you ready, my children?【设计意图】通过简单的寒暄，消除孩子们的紧张感。评价方式的提出，能提高学生的积极性，为课堂的交流做准备。2. Watch a vedieo.教师播放英雄拯救人类的视频，并提出问题：Who are they?学生可以用中文回答。T: Look, here is a cool vedieo for you. Please watch it carefully, and then tell me : T: Who are they?T: Yes, they

4、 are heroes in the films. Do you like them? Actually our todays story is about “ the hero”.(贴出标题） 教读hero，并贴出思维导图的中心词：hero【设计意图】通过观看视频，吸引孩子们的注意力。教师询问：Who are they? 自然导出本课主题：The hero 同时解决生词heroWhile-reading1.Show 15th picture of this story PPT出示第十五幅图片，同时提出问题，“Who is he?”学生回答出人物Joe。教师继续提出问题“Is he a her

5、o?”学生通过文本判断Yes或者no,教师先不给出正确答案。T: Who is he?(使用希沃聚光灯) Is Joe a hero? Maybe yes maybe no. And now lets go into our story and look for the answer .2.Show the towns picture.教师出示一张小镇图，先向学生介绍背景，教师询问：Whats wrong？ 寻找到警铃出处，学习单词 bank robbers sheriffT：Look, this is Joes hometown. Its a small town.Where is it?（

6、突然，警铃响起，运用放大镜功能寻找铃声出处） Wow, whats wrong? Lets look for it. Oh, the voice is from here. Where is it? Its a bank. Who are they?T: They are the robbers. And they rob in the bank.T:Who want to catch the bank robbers?教读 bank/ sheriff robber【设计意图】设置小镇场景，解决生词 bank robbers ，为故事学习扫清语言障碍3. Listen,read and cho

7、ose 教师引导，询问:But does the sheriff catch the bank robbers? Lets listen, read from picture from picture 1-3. And then, choose the correct answers.1. _ cant catch the bank robbers.A. Joe B. The sheriff2. _ will catch the bank robbers.A. Joe B. The sheriff解决1-3副图之后，询问Is Joe a hero now? Why?为后文阐述人物性格特征做铺垫

8、4.Watch the vedieo about Joe.精读故事1-8部分播放视频，同时询问：Where is Joe going?学生回答完问题以后学习词组：look for（板书短语和句子）T：And then,Joe is coming. What will Joe do? Lets watch the vedieo and then please answer me : Where is Joe going? （PPT展示问题）He is looking for bank robbers.look for Eg. Emma is looking for his dog.My hat

9、is gone. I am looking for it.My pen is gone. I am looking for it.T: How does Joe do? Ss:T: What is the end?Ss:T：Look, whats this?Its a guitar. So the bank robbers catch Joe，and Joe is caught by the bank robbers.根据思维导图复述故事【设计意图】通过三个问题两个问题的提出，分别列出思维导图中Joe如何去抓bank robbers，让学生更好的理解故事，也为学生能完整的复述Joe部分的故事提

10、供语言基础。5. Read following the computer.6. Watch a vedieo 学生观看视频，教师询问：Where is Sarah going? 预测学生回答：She is looking for Joe.Post-reading1.Read and answer让学生自主阅读picture 9-14，并自主完成Sarah 部分的思维导图。【设计意图】通过问题，理清脉络，为学生自己制作思维导图作语言铺垫和思路上的启发。T：And now, can you make a mind vector like Joes. And now, please look at

11、here.Where means Where is Sarah going?What meansWhat does Sarah do?”Who means “Who catches the bank robbers?”根据思维导图复述Sarah 部分故事（拍照上传）2. Dubbing and act(表演配音）体会人物情感，为最后的表演作铺垫3. Listen, read and answer听读文章最后四副图,回答谁最后得到了钱，进一步分析人物性格，进行情感教育。4. Work in groups and act out.（ 小组合作，选择一段并表演）5. Homework.1. Write down the outline of the story by your mind map.2. Learn an English song theHero.学唱英文歌曲对孩子们提高英文学习兴趣和锻炼口语很有帮助，此首歌曲与我们本文内容契合。可现场通过希沃软件发送到读书群里面。