Unit 5 On the beach-Lesson 3-ppt课件-(含教案+素材)-县级公开课-外研剑桥版五年级下册(编号：f0681).zip
Unit 5Unit 5On the beachWarm up: say the ing form as soon as possible.sing watch TV have a bookdance shake your headclap your hands put on a shirtrunsinging watching TV having a book dancing shaking your head clapping your hands putting on a shirt runningGuessing game: fishing swimming in the seaGuessing game: riding horsesGuessing game: riding a jet-skiGuessing game: playing football listening to musicGuessing game: collecting shells flying a kiteAsk and answer:Whats the weather like in the picture?Its sunny.He is playing football.He is eating ice cream.What is _ doing?Ask and answer:He is riding a bike.He is reading a book.She is listening to music.She is flying a kite.What is _ doing?Describe the story: Today is sunny.Fei Yangyang is playing football.Lan Yangyang is eating ice cream.Xi Yangyang is riding a bike.Man Yangyang is reading a book.Nuan Yangyang is listening to music.Mei Yangyang is flying a kite.They are happy.Writing:On the beach“What“What areare youyou doing?doing? ”教学案例教学案例现在进行时的有效教学设计者、单位：教学年级：小学五年级教材版本、学科：Join In 3 、 英语I、教学理念： 本节课遵循新课标的基本理念，以学生语言技能、语言知识、情感态度、学习策略和文化知识的发展为基础，培养学生英语的综合语言运用能力。给学生提供贴近生活实际，内容健康的资源，培养他们的积极性，使他们敢于开口，大胆说英语，大胆用英语交流，帮助他们建立学习的成就感和自信心。II、学生分析本节课适用于五年级的学生。对于五年级的英语在小学英语教学中起着承上启下的作用，既是四年级的衍生又是六年级的铺垫。而五年级学生的自我控制能力比较强，对他们学习的指导要有针对性和启发性。对于五年级的学生，要注意增强学习技能训练，培养良好的智力品质；引导学生树立学习苦乐观，激发学习的兴趣、求知欲望和勤奋学习的精神；培养正确的竞争意识；鼓励参与社会实践活动，提高做事情的坚持性，建立进取的人生态度，促进自我意识发展，因此在本节英语课中，我设计了许多跟学生生活相联系的活动让学生参与，让学生学以致用。III、 内容分析A. Teaching Content: Join In 3unit 10 On the beach “What are you doing?”The topic of this unit is about activities on the beach. This is an interesting topic for students. So all the activities in this unit are helpful to raise students learning interest. In this period we can strengthen the knowledge about the present continuous tense that students have to master. It can encourage students learn English well.B. Teaching Aims:a. The pupils learn some new words: riding a bike, flying a kite, eating ice cream, reading a book, listening to music, playing footballb. The pupils will learn the new sentences: What are you doing? I am .c. The pupils can talk about the things they are doing.d. The pupils can understand the present continuous tense.C. Teaching difficult pointsa. The pupils can read and say the new words masterly.b. The pupils can talk about the things they are doing in their daily life.D. Teaching Aids: headdresses、cards、CAI、computerIV、学情分析a. 知识结构：对现在进行时结构的正确运用。b. 能力目标：能朗读对话，编写对话，理解短语并能正确使用现在进行时；学会用现在进行时表演喜羊羊的故事。c. 情感态度:使学生积极主动参与课堂，大胆开口，主动模仿，通过现在进行时，学习小朋友最喜欢的卡通之一喜羊羊的故事 。V、教学设想：本课重点学会用现在进行时表示活动的短语和词组。通过学习一个竞赛机制和喜羊羊的故事 ，学习现在进行时的相关短语，并且学会用这些短语复述故事并表演，例如 flying a kite, eating ice cream, playing football 等，并用 What are you doing? 贯穿整个故事，达到听、说、读的能力，从而掌握所学时态、关键句。根据新课标要求，要使学生有效学习语言，运用语言，就必须先发展他们的听、说技能，然后是读、写技能。因为听、说、读、写为语言实践的不同方式，可以为学生提供体验，感知语言的机会，促进学生更加熟练地掌握知识和技能，培养他们乐学（积极主动地学）情感态度。因此，我还设计了一系列有效的笔头练习让学生掌握写的能力。VI、教学设计(I). Greeting（设计意图：老师亲切的问候，拉近师生的距离，让课堂更加和谐顺畅。 ）Hello, boys and girls! I am Miss Huo! Today we are going to learn a new lesson- What are you doing?Do you like this champion cup. If you do well in this class, you can get it. (II). Presentation1. The teacher will lead in the lesson by telling a story.（设计意图：利用小朋友近段时间最喜欢的动画喜羊羊与灰太狼引起学生的学习兴趣，使原来比较机械训练的课程内容显得生动有趣味性，而且跟我们的生活有较大的联系，成功地实现有效课堂）T: Ok. Boys and girls. Do you like stories? Ss: Yes!T: I will tell you a story. （出现课件喜羊羊的故事 ）T: Look at the picture. Who are they? （老师讲述故事的时候，课件播放动画，让学生更好地理解故事内容，并从中引入本课的重点知识点）Ss: Hui Tailang and Hong Tailang.T: Yes, good. One day, Hui Tailang and Hong Tailang are at home. Hui Tailang says, My dear, what are you doing? Hong Tailang says, I am watching TV. But I am hungry. Suddenly, Hui Tailang has an idea. He runs away.At the same time, six sheep are playing in the park. Hui Tailang is there, too. He laughs, Ah, ha, ha, ha . Lets see what Hui Tailang will do.A. T: Who is he? S：Xi Yangyang.T: Yes. Hui Tailang runs to Xi Yangyang. And says, Hello! Xi Yangyang. What are you doing? I am riding a bike.B. T: OK! Next picture. Who is she? S：Mei Yangyang.T: Yes. Hui Tailang runs to Mei Yangyang and says, Hello! Mei Yangyang. What are you doing? Mei Yangyang says, I am flying a kite.C. T: Who is he? S：Lan Yangyang. T: Great! You are so clever. Can you guess what Lan Yangyang says.S： I am eating ice cream.D. T: Who is he? S： Man Yangyang. T: See, Hui Tailang comes again. What he says? S：Hello! Man Yangyang. What are you doing?T: What about Man Yangyang. S：I am reading a book.E. T: How about he? Who is he? S：Nuan Yangyang. T: So excellent!T: Do you know what will happen? What will Hui Tailang say?S：Hello! Nuan Yangyang. What are you doing?T: How about Nuan Yangyang? S： I am listening to music.F. T: OK! Fei Yangyang is here. Hui Tailang comes and he says, Hello. Fei Yangyang. What are you doing? Fei Yangyang says, I am playing football.Then all the sheep ask Hui Tailang, What are you doing? Can you guess what Hui Tailang say? T: Hui Tailang says,I am looking for food.and then the sheep want to run away. Hui Tailang says angrily, What are you doing? All the sheep say, We are running. Hui Tailang shouts, Dont go! At this time, Hong Tailang appears. She says, Where is my food? Hui Tailang is scared and says, They . At last Hui Tailang is beaten by Hong Tailang.2. Retell the story.（设计意图：通过学生感兴趣的内容学习知识，对于所学的要点印象应该比较深刻，其实也就是把所学的内容再复习一次，通过让学生复述故事内容这种有趣的活动，可以起到加强的作用，让记忆更加深刻）T: Do you like this story? Can you understand? Ss： Yes！ T： Now lets try to retell the story.（在此过程进行现在进行的教授，读书短语并加以运用，可用方法：老师带读，学生带读，小组读）当所有短语教授完以后，再练习一下黑板上的句型。3. The pupils try to act out the story.（设计意图：通过学生戴上头饰扮演不同的角色，使学生在欢笑中把知识点记忆下来，这无疑是一个轻松有效的学习好方法。 ）T: Can you act this story? Ss：Yes！T: I will give you two minutes to practise. You can practise this story according to the sentences on the blackboard. Lets find out who is the best actor. 4. Do the relative exercises.（设计意图：通过简单的寻找 ing 形式单词的练习，让学生放开自己的思维，不断运用自己的脑袋，总结和思维。 ）a. T: Now, look at here. You see, there are many verbs and their ing form. Who can say more verbs ing form that you ve learnt? b. Check the answers. 5. Play a guessing game.（设计意图：课堂需要时而紧凑，时而放松，于是我设计了一个猜谜游戏，让学生在轻松的游戏中也能掌握相应的重点知识）T: Well, today we have learnt a lot. Do you want to relax? Relax yourselves. Ss：Yes！T: Now lets play a game.OK?（Ss： Yes）We will have a guessing game. You should guess what the character is doing. 6. Oral practiceT: Great! All of you have done a good job! Now lets do one exercise. Look at here! There is a picture. Can you talk about the picture? For example, one boy is collecting shells.7. Writing（设计意图：英语课堂除了需要学生轰轰烈烈的口头训练外，还需要掌握一定的笔头能力，因此在课堂有效的时间内，进行简单的写作训练是很必要的。 ）a. T: Well, you are so great. Now lets do more exercise. Take this sheet and finish it.b. Check the answers.(III). summary: Today you have done a good job. Now lets see which group is the winner.（颁奖）(IV). Homework: Do the actions and try to retell the story that we have learnt today.VII、教学反思本节课是一节有效的、有趣的英语课。我采用了多种有趣的新颖的手段进行语法点的教授，让学生能在轻松的环境中学习，并牢固地掌握了知识点。一、引入了竞争机制，鼓励每位学生都参与到活动中来。在传统教学中，教师常常采用输入直灌的方式让学生死记某些规律，学生实践的机会很少，学生感到枯燥无味，压力大，效果差。但本班学生，特爱爱护小组的荣誉，小组与小组间绝不肯认输，我利用他们这一心理特征，引入竞争机制，把全班同学分为四个小组，各组成员必须参与到课堂中，为小组争荣誉，得奖杯，然而每组每人只能为本组出赛一次，而这种方法正好可以鼓励每位小组成员都参与到竞赛中来，从中也可让后进的同学参与。这样一来后进的学生对于本组的成绩就非常在乎,他们就会自觉地去记忆所学知识，积极表现自己, 努力争取为自己的小组增光添彩。教师在给学生充分自主学习表现的同时来回巡视，给有困难学生加以指导，以等待的心态让学生投入到学习和比赛当中，使其在学中赛，在赛中学！课堂气氛由此变得异常活跃和融洽，大大激发了学生斗志，有效点燃了英语运用的热情，学生学得轻松愉快，教学效果好。 二、用肢体语言，简化知识的难度。我们这堂课的重点是让学生较好地把握“现在进行时”的句法。从传统的教学来看，会把重点放在语法的教学上，这对于五年级的学生来说，是很枯燥的，而且轻易让孩子失去学习英语的爱好。因此我在教学过程中，有意识地淡化语法教学，抓住孩子们好动，爱表现的特点，充分利用 body language，让生边做边说，在反复操练中，体会 What are you doing? Im这些句型的意义，使学生顺利地完成了学习任务。例如，我设计了猜短语的游戏，课件中将会出现动作的一小部分，学生必须猜出图中究竟是什么动作，这活动可以活跃学生的思维，在猜的过程中，学生其实已经对所学的知识在脑海里复习了一遍，这样可以使学生更加牢固地掌握所学的知识。三、设置一个情境，让学生有身临其境的感觉。老师设定环境，用美丽的充满动感的画面吸引学生，通过有趣的喜羊羊、他的朋友和灰太狼夫妇发生的有趣故事，使各种动感的生活场景激活学生的思维，学生在描述中很快运用了现在进行时。在个别学生描述后我呈现了文字，学生进行了故事表演，这些学生非常活跃，我也没对他们活动形式进行限制，所以在输出环节学生都采用了合作形式，一人说一部分。之后我撤离了文字，让学生自由发挥，学生能真正地运用语言！
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Unit 5Unit 5On the beachWarm up: say the ing form as soon as possible.sing watch TV have a bookdance shake your headclap your hands put on a shirtrunsinging watching TV having a book dancing shaking your head clapping your hands putting on a shirt runningGuessing game: fishing swimming in the seaGuessing game: riding horsesGuessing game: riding a jet-skiGuessing game: playing football listening to musicGuessing game: collecting shells flying a kiteAsk and answer:Whats the weather like in the picture?Its sunny.He is playing football.He is eating ice cream.What is _ doing?Ask and answer:He is riding a bike.He is reading a book.She is listening to music.She is flying a kite.What is _ doing?Describe the story: Today is sunny.Fei Yangyang is playing football.Lan Yangyang is eating ice cream.Xi Yangyang is riding a bike.Man Yangyang is reading a book.Nuan Yangyang is listening to music.Mei Yangyang is flying a kite.They are happy.Writing:On the beach“What“What areare youyou doing?doing? ”教学案例教学案例现在进行时的有效教学设计者、单位：教学年级：小学五年级教材版本、学科：Join In 3 、 英语I、教学理念： 本节课遵循新课标的基本理念，以学生语言技能、语言知识、情感态度、学习策略和文化知识的发展为基础，培养学生英语的综合语言运用能力。给学生提供贴近生活实际，内容健康的资源，培养他们的积极性，使他们敢于开口，大胆说英语，大胆用英语交流，帮助他们建立学习的成就感和自信心。II、学生分析本节课适用于五年级的学生。对于五年级的英语在小学英语教学中起着承上启下的作用，既是四年级的衍生又是六年级的铺垫。而五年级学生的自我控制能力比较强，对他们学习的指导要有针对性和启发性。对于五年级的学生，要注意增强学习技能训练，培养良好的智力品质；引导学生树立学习苦乐观，激发学习的兴趣、求知欲望和勤奋学习的精神；培养正确的竞争意识；鼓励参与社会实践活动，提高做事情的坚持性，建立进取的人生态度，促进自我意识发展，因此在本节英语课中，我设计了许多跟学生生活相联系的活动让学生参与，让学生学以致用。III、 内容分析A. Teaching Content: Join In 3unit 10 On the beach “What are you doing?”The topic of this unit is about activities on the beach. This is an interesting topic for students. So all the activities in this unit are helpful to raise students learning interest. In this period we can strengthen the knowledge about the present continuous tense that students have to master. It can encourage students learn English well.B. Teaching Aims:a. The pupils learn some new words: riding a bike, flying a kite, eating ice cream, reading a book, listening to music, playing footballb. The pupils will learn the new sentences: What are you doing? I am .c. The pupils can talk about the things they are doing.d. The pupils can understand the present continuous tense.C. Teaching difficult pointsa. The pupils can read and say the new words masterly.b. The pupils can talk about the things they are doing in their daily life.D. Teaching Aids: headdresses、cards、CAI、computerIV、学情分析a. 知识结构：对现在进行时结构的正确运用。b. 能力目标：能朗读对话，编写对话，理解短语并能正确使用现在进行时；学会用现在进行时表演喜羊羊的故事。c. 情感态度:使学生积极主动参与课堂，大胆开口，主动模仿，通过现在进行时，学习小朋友最喜欢的卡通之一喜羊羊的故事 。V、教学设想：本课重点学会用现在进行时表示活动的短语和词组。通过学习一个竞赛机制和喜羊羊的故事 ，学习现在进行时的相关短语，并且学会用这些短语复述故事并表演，例如 flying a kite, eating ice cream, playing football 等，并用 What are you doing? 贯穿整个故事，达到听、说、读的能力，从而掌握所学时态、关键句。根据新课标要求，要使学生有效学习语言，运用语言，就必须先发展他们的听、说技能，然后是读、写技能。因为听、说、读、写为语言实践的不同方式，可以为学生提供体验，感知语言的机会，促进学生更加熟练地掌握知识和技能，培养他们乐学（积极主动地学）情感态度。因此，我还设计了一系列有效的笔头练习让学生掌握写的能力。VI、教学设计(I). Greeting（设计意图：老师亲切的问候，拉近师生的距离，让课堂更加和谐顺畅。 ）Hello, boys and girls! I am Miss Huo! Today we are going to learn a new lesson- What are you doing?Do you like this champion cup. If you do well in this class, you can get it. (II). Presentation1. The teacher will lead in the lesson by telling a story.（设计意图：利用小朋友近段时间最喜欢的动画喜羊羊与灰太狼引起学生的学习兴趣，使原来比较机械训练的课程内容显得生动有趣味性，而且跟我们的生活有较大的联系，成功地实现有效课堂）T: Ok. Boys and girls. Do you like stories? Ss: Yes!T: I will tell you a story. （出现课件喜羊羊的故事 ）T: Look at the picture. Who are they? （老师讲述故事的时候，课件播放动画，让学生更好地理解故事内容，并从中引入本课的重点知识点）Ss: Hui Tailang and Hong Tailang.T: Yes, good. One day, Hui Tailang and Hong Tailang are at home. Hui Tailang says, My dear, what are you doing? Hong Tailang says, I am watching TV. But I am hungry. Suddenly, Hui Tailang has an idea. He runs away.At the same time, six sheep are playing in the park. Hui Tailang is there, too. He laughs, Ah, ha, ha, ha . Lets see what Hui Tailang will do.A. T: Who is he? S：Xi Yangyang.T: Yes. Hui Tailang runs to Xi Yangyang. And says, Hello! Xi Yangyang. What are you doing? I am riding a bike.B. T: OK! Next picture. Who is she? S：Mei Yangyang.T: Yes. Hui Tailang runs to Mei Yangyang and says, Hello! Mei Yangyang. What are you doing? Mei Yangyang says, I am flying a kite.C. T: Who is he? S：Lan Yangyang. T: Great! You are so clever. Can you guess what Lan Yangyang says.S： I am eating ice cream.D. T: Who is he? S： Man Yangyang. T: See, Hui Tailang comes again. What he says? S：Hello! Man Yangyang. What are you doing?T: What about Man Yangyang. S：I am reading a book.E. T: How about he? Who is he? S：Nuan Yangyang. T: So excellent!T: Do you know what will happen? What will Hui Tailang say?S：Hello! Nuan Yangyang. What are you doing?T: How about Nuan Yangyang? S： I am listening to music.F. T: OK! Fei Yangyang is here. Hui Tailang comes and he says, Hello. Fei Yangyang. What are you doing? Fei Yangyang says, I am playing football.Then all the sheep ask Hui Tailang, What are you doing? Can you guess what Hui Tailang say? T: Hui Tailang says,I am looking for food.and then the sheep want to run away. Hui Tailang says angrily, What are you doing? All the sheep say, We are running. Hui Tailang shouts, Dont go! At this time, Hong Tailang appears. She says, Where is my food? Hui Tailang is scared and says, They . At last Hui Tailang is beaten by Hong Tailang.2. Retell the story.（设计意图：通过学生感兴趣的内容学习知识，对于所学的要点印象应该比较深刻，其实也就是把所学的内容再复习一次，通过让学生复述故事内容这种有趣的活动，可以起到加强的作用，让记忆更加深刻）T: Do you like this story? Can you understand? Ss： Yes！ T： Now lets try to retell the story.（在此过程进行现在进行的教授，读书短语并加以运用，可用方法：老师带读，学生带读，小组读）当所有短语教授完以后，再练习一下黑板上的句型。3. The pupils try to act out the story.（设计意图：通过学生戴上头饰扮演不同的角色，使学生在欢笑中把知识点记忆下来，这无疑是一个轻松有效的学习好方法。 ）T: Can you act this story? Ss：Yes！T: I will give you two minutes to practise. You can practise this story according to the sentences on the blackboard. Lets find out who is the best actor. 4. Do the relative exercises.（设计意图：通过简单的寻找 ing 形式单词的练习，让学生放开自己的思维，不断运用自己的脑袋，总结和思维。 ）a. T: Now, look at here. You see, there are many verbs and their ing form. Who can say more verbs ing form that you ve learnt? b. Check the answers. 5. Play a guessing game.（设计意图：课堂需要时而紧凑，时而放松，于是我设计了一个猜谜游戏，让学生在轻松的游戏中也能掌握相应的重点知识）T: Well, today we have learnt a lot. Do you want to relax? Relax yourselves. Ss：Yes！T: Now lets play a game.OK?（Ss： Yes）We will have a guessing game. You should guess what the character is doing. 6. Oral practiceT: Great! All of you have done a good job! Now lets do one exercise. Look at here! There is a picture. Can you talk about the picture? For example, one boy is collecting shells.7. Writing（设计意图：英语课堂除了需要学生轰轰烈烈的口头训练外，还需要掌握一定的笔头能力，因此在课堂有效的时间内，进行简单的写作训练是很必要的。 ）a. T: Well, you are so great. Now lets do more exercise. Take this sheet and finish it.b. Check the answers.(III). summary: Today you have done a good job. Now lets see which group is the winner.（颁奖）(IV). Homework: Do the actions and try to retell the story that we have learnt today.VII、教学反思本节课是一节有效的、有趣的英语课。我采用了多种有趣的新颖的手段进行语法点的教授，让学生能在轻松的环境中学习，并牢固地掌握了知识点。一、引入了竞争机制，鼓励每位学生都参与到活动中来。在传统教学中，教师常常采用输入直灌的方式让学生死记某些规律，学生实践的机会很少，学生感到枯燥无味，压力大，效果差。但本班学生，特爱爱护小组的荣誉，小组与小组间绝不肯认输，我利用他们这一心理特征，引入竞争机制，把全班同学分为四个小组，各组成员必须参与到课堂中，为小组争荣誉，得奖杯，然而每组每人只能为本组出赛一次，而这种方法正好可以鼓励每位小组成员都参与到竞赛中来，从中也可让后进的同学参与。这样一来后进的学生对于本组的成绩就非常在乎,他们就会自觉地去记忆所学知识，积极表现自己, 努力争取为自己的小组增光添彩。教师在给学生充分自主学习表现的同时来回巡视，给有困难学生加以指导，以等待的心态让学生投入到学习和比赛当中，使其在学中赛，在赛中学！课堂气氛由此变得异常活跃和融洽，大大激发了学生斗志，有效点燃了英语运用的热情，学生学得轻松愉快，教学效果好。 二、用肢体语言，简化知识的难度。我们这堂课的重点是让学生较好地把握“现在进行时”的句法。从传统的教学来看，会把重点放在语法的教学上，这对于五年级的学生来说，是很枯燥的，而且轻易让孩子失去学习英语的爱好。因此我在教学过程中，有意识地淡化语法教学，抓住孩子们好动，爱表现的特点，充分利用 body language，让生边做边说，在反复操练中，体会 What are you doing? Im这些句型的意义，使学生顺利地完成了学习任务。例如，我设计了猜短语的游戏，课件中将会出现动作的一小部分，学生必须猜出图中究竟是什么动作，这活动可以活跃学生的思维，在猜的过程中，学生其实已经对所学的知识在脑海里复习了一遍，这样可以使学生更加牢固地掌握所学的知识。三、设置一个情境，让学生有身临其境的感觉。老师设定环境，用美丽的充满动感的画面吸引学生，通过有趣的喜羊羊、他的朋友和灰太狼夫妇发生的有趣故事，使各种动感的生活场景激活学生的思维，学生在描述中很快运用了现在进行时。在个别学生描述后我呈现了文字，学生进行了故事表演，这些学生非常活跃，我也没对他们活动形式进行限制，所以在输出环节学生都采用了合作形式，一人说一部分。之后我撤离了文字，让学生自由发挥，学生能真正地运用语言！
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