Module1Unit1Myfuture(教案)-英語(yǔ)五年級(jí)上冊(cè)

OxfordEnglish5AM1U1Myfuture一、學(xué)情分析

單元整體設(shè)計(jì)研讀課程標(biāo)準(zhǔn)，明確能力要求。能力學(xué)段35年級(jí)語(yǔ)言運(yùn)用具有簡(jiǎn)單運(yùn)用英語(yǔ)的能力；能用英語(yǔ)就熟悉的話題與他人進(jìn)行簡(jiǎn)單對(duì)話；能借助視覺(jué)媒介理解和學(xué)習(xí)水平相當(dāng)?shù)恼Z(yǔ)言材料；能用學(xué)到的詞匯和句型進(jìn)行簡(jiǎn)單表達(dá)。學(xué)習(xí)策略語(yǔ)言文化初步具有文化差異意識(shí)；能初步意識(shí)到英語(yǔ)國(guó)家和中國(guó)的文化差異。本校具體學(xué)情分析。授課對(duì)象五年級(jí)（1）班單元主題Myfuture本課時(shí)主題Froggy’snewjob學(xué)生已有的知識(shí)基礎(chǔ)在四年級(jí)上冊(cè)M2U6Myparentsdriver,doctor,fireman,nurse,teacher等，并且學(xué)習(xí)了核心句型Whatdoesdo?He/Sheisa/an...，學(xué)生們還圍繞該句型以及介紹自己的職業(yè)理想存在困難。班級(jí)學(xué)生具體情況1218達(dá)自己觀點(diǎn)的意愿和勇氣，但是準(zhǔn)確率不夠。二、教材分析教材分析結(jié)構(gòu)表項(xiàng)目?jī)?nèi)容模塊5AModule1Gettingtoknoweachother話題本模塊的話題是認(rèn)識(shí)自己及了解他人。本單元的話題是Myfuture.功能交往育人價(jià)值教材板塊定位表核心板塊Lookandlearn通過(guò)圖片呈現(xiàn)cook、pilot、taxidriver三個(gè)表示職業(yè)的核心詞匯。Listenandsay呈現(xiàn)了學(xué)生表述自己的職業(yè)理想的場(chǎng)景，核心句型是Whatdoyouwanttobe?Iwanttobe…Learnthesounds字母組合sk在單詞中的發(fā)音規(guī)律。次核心板塊Readastory進(jìn)一步加強(qiáng)核心句型和詞匯在真實(shí)語(yǔ)境中的運(yùn)用。輔助板塊Thinkandwrite通過(guò)看圖寫話鞏固操練相關(guān)的職業(yè)單詞。Askandanswer呈現(xiàn)職業(yè)圖片及文字提示，讓學(xué)生通過(guò)問(wèn)答操練核心句型及詞匯，并了解彼此的職業(yè)理想。Playagame呈現(xiàn)了KittyDoyouwanttobea…?學(xué)習(xí)水平表學(xué)習(xí)內(nèi)容學(xué)習(xí)水平語(yǔ)音字母組合sk知曉詞匯核心詞匯：want,pilot,teach,cook,taxidriver,job,bee運(yùn)用詞法beafraidofbegoodat理解句法Whatdoyouwanttobe?Iwanttobe...Iwantto...運(yùn)用語(yǔ)篇記敘文故事《小青蛙的新工作》理解基本信息三、單元課時(shí)分配課時(shí)話題語(yǔ)用任務(wù)語(yǔ)言知識(shí)與技能情感目標(biāo)第一課時(shí)學(xué)生能在句型結(jié)能聽(tīng)、說(shuō)以及書寫本單元Looklearn,Thinkwrite,Play gameJobsaroundus構(gòu)的幫助下，嘗試用核心句型和詞匯描述身邊的職業(yè)。語(yǔ)音基本正確、內(nèi)容基本達(dá)意。核心詞匯：pilot,cook,taxidriver。能運(yùn)用重點(diǎn)句型：Whatdoyouwanttobe?Iwanttobea/an…表達(dá)自己想要從事的工作。了解彼此將來(lái)想從事的職業(yè)及相關(guān)理由。第課時(shí)Listenand Ask andanswer,Mydreamjob鞏固核心句型及詞匯。Whatdoyouwanttobe?Iwantbea/an…介紹自己未來(lái)想從事的理想職業(yè)及理由。Learnthesounds職業(yè)。做到語(yǔ)音學(xué)生的理想職業(yè)；3.了解字母組合sk在單詞重點(diǎn)發(fā)音。Froggy’snewjob1.進(jìn)一步掌握核心詞匯和句型。學(xué)生體會(huì)閱讀帶來(lái)的樂(lè)趣，第三課時(shí)Readastory境中的運(yùn)用。引導(dǎo)學(xué)生學(xué)會(huì)猜測(cè)文明白要根據(jù)自己的特長(zhǎng)或特點(diǎn)樹(shù)立合適的職業(yè)的道理。理想。四、單元目標(biāo)語(yǔ)言知識(shí)目標(biāo)sk語(yǔ)言技能目標(biāo)能詢問(wèn)對(duì)方將來(lái)想從事的職業(yè)，能表述自己想從事的職業(yè)學(xué)習(xí)策略目標(biāo)通過(guò)聽(tīng)音頻、觀看圖片、視頻、繪本等方式，感知并學(xué)習(xí)情感態(tài)度目標(biāo)培養(yǎng)學(xué)生懂得發(fā)現(xiàn)、欣賞每一種職業(yè)都蘊(yùn)含自身價(jià)值，都培養(yǎng)學(xué)生能夠根據(jù)自身情況樹(shù)立符合實(shí)際的職業(yè)理想，做文化意識(shí)目標(biāo)初步了解職業(yè)、各職業(yè)的相關(guān)工作內(nèi)容及不同的能力要求。單課時(shí)教學(xué)設(shè)計(jì)第三課時(shí)教學(xué)板塊：Readastory:Froggy’snewjob一、教學(xué)目標(biāo)能夠掌握核心單詞及短語(yǔ)的用法：lifeguard,bee,begoodat…,beafraidof…能夠使用重點(diǎn)句型Whatdoyouwanttobe?Iwanttobe...Iwantto通過(guò)學(xué)習(xí)故事“Froggy’snewjob”，引導(dǎo)學(xué)生根據(jù)自己的特(1)能夠讀懂故事，并能體會(huì)小青蛙的情緒變化。(2)能夠調(diào)查朋友的理想職業(yè)，并完成匯報(bào)。認(rèn)識(shí)理想與現(xiàn)實(shí)中的差距，引導(dǎo)學(xué)生要根據(jù)自己的特長(zhǎng)樹(shù)立二、教學(xué)重難點(diǎn)1.教學(xué)重點(diǎn)：能夠使用重點(diǎn)句型：Whatdoyouwanttobe?Iwanttobe...Iwantto... 進(jìn)對(duì)話流。三、課前準(zhǔn)備Froggy手偶KWL表格Worksheet表格Learnerlog四、教學(xué)過(guò)程PretaskpreparationGreeting師生問(wèn)候，拉近距離，營(yíng)造良好的課堂氛圍。Checkinghomework檢查學(xué)生作業(yè)回顧核心句型。T:Doyourememberyourhomework?Shareyourdreamjobswithus.Let’shaveacheck.Singingasongtogether師生合唱歌曲，了解不同職業(yè)，同時(shí)提升學(xué)生的學(xué)習(xí)興趣。T:Whatdoyouwanttobe,children?Let’ssingtogether!MeetingFroggy介紹故事的主人公FroggyKWLdoyouknowaboutFroggy?以及WhatdoyouwanttoknowaboutFroggy?T:Differentpeoplehavedifferentjobs.Whataboutanimals?Look,Ihaveananimalfriend.Heisinourclassroom.Whereishe?Let’sclapourhandsandwele.T:YoucanseeFroggyisafrog.Whatdoyouknowabouthim?(3)播放FroggyT:WhatdoesFroggysay?Oh,hewantstofindanewjob.Whatdoeshewanttobe?Canyouguess?Maybeyoucanaskaquestionlike:Canhehelppeople?OrDoeshewanttobeadoctor?WhiletaskproceduresSilentreadingT:DoesFroggyfindanewjob?Let’sreadthewholestorysilently!Andgettheanswer.學(xué)生帶著問(wèn)題默讀故事,回答問(wèn)題。DoesFroggyfindanewjob?Picture1(1)引導(dǎo)學(xué)生觀看圖片，進(jìn)行問(wèn)答。T:WhatdoesFroggywanttobeatfirst?Let’swatch.(2)播放視頻。T:WhatdoesFroggywanttobeatfirst?T:Whydoeshewanttobeapilot?T:Lookathisface.Howdoeshefeel?Whatdoeshesay?模仿Froggy,引導(dǎo)學(xué)生體會(huì)Froggy的情緒。T:Canhebeapilot?T:Whycan’thebeapilot?(3)學(xué)習(xí)beafraidofT:Froggyisafraidofflying.I’mafraidofswimming.Whatareyouafraidof?(4)Listenandfollow.聽(tīng)讀課文。Picture2T:WhatdoesFroggywanttobe?T:Listen,heissinging.DotheylikeFroggy’ssinging?Whatdotheydo?Whatdotheysay?T；CanFroggybeasinger?T:Whycan’thebeasinger?(3)學(xué)習(xí)begoodatT:WhatisFroggygoodat?Heisgoodatjumping,swimmingandcatchingmosquitoes.T:I’mgoodatcooking.Mydaughterisgoodatdancing.Whatareyougoodat?引導(dǎo)要根據(jù)自己的特長(zhǎng)或特點(diǎn)樹(shù)立合適的職業(yè)理想。HowdoesFroggyfeel?師生模仿Froggy嘆氣。引導(dǎo)學(xué)生感受Froggy的失落感。WouldyouliketosaysomethingtoFroggy?Picture3andpicture4(1)T:Whathappens?Whoiscallingforhelp?T:Listen!Whoiscallingforhelp?T:Canheswim?T:Whocanhelphim?Let’swatch.(3)播放視頻。T:Whohelpsthechick?(4)學(xué)習(xí)lifeguard.(5)播放視頻。T:Whatdoesthelifeguardsay?T:Boys,youarethelifeguard.Girls,youareFroggy.Let’sroleplay.T:Nowwhat’sFroggy’snewjob?T:WhycanFroggybeealifeguard?T:HowdoesFroggyfeelnow?S:Happy.(6)聽(tīng)讀課文。5.WriteTrueorFalse6.完成KWL表格中的最后一欄：WhatdoyoulearnaboutFroggyfromthestoty?PosttaskactivitiesInterviewFroggy.T:Froggyishere.Let’sinterviewhimtogether.Makeaninterviewandareport.(1)Task1:Makeaninterview.引導(dǎo)學(xué)生離開(kāi)座位，采訪自己的朋友，了解彼此將來(lái)想從事的職業(yè)，并完成表格中的Task1。T:Goaroundandinterviewyourf