香安樊永华五年级上册UNIT7绘本故事听力教学教学设计 (2).doc 9页

What’sHeWearing?EEC五年级上Unit7绘本故事听力课教案哈尔滨市香安小学樊永华教学目标：任务目标：1能听懂、理解故事大意和细节；并能听懂、理解询问和描述着装的词句。2能模仿录音说话。体验目标：1了解在公共场所如商场找不到同伴时的求助方式。2体会故事中的孩子们在父母及亲戚生日前购买和计划礼物所表达的对亲人的关爱之情。教学重点：帮助学生理解故事和新语言的意义。教学难点：对句型：Whatabeautifulhairpin!Howaboutmakingabirthdaycardforhim?的理解Teachingprocedure教学过程：Part1:Warmup热身准备T:Hey,boysandgirl.Doyourememberme?What’smyname?I’msogladtohearthis,Let’sstartourEnglishclass,OK?Standup,please.let’ssingasongfirst.S:Singasong:what’shewearing?T:Goodjob.Sitdown,please.Doyoulikethissong?Ilikeitverymuch.It’sfunnyandit’sabouttheclotheswewear,todaylet’ slearnastoryunit7“What’sHewearing?”（运用简单的对话，拉近师生的距离，缓和学生的紧张情绪,并通过歌曲活跃课堂气氛，引入今天的话题。）Part2:Revision复习导入Showstudentspictures.Havethemanswersomequestions.T:Now,let’sreviewthestorywehavelearned..Pic.1(第五课第8幅图)Look,Whoarethey?Wherearetheygoing?S:Sandy,Billy,DongdongandTino.Theyaregoingtothegiftshop.T:Pic2(第五课第2幅图和6、幅图组合)Whatdotheywanttobuythere?S:T:Pic3（第6课第2幅图）WhereareSandy,DongdongandBillynow?S:T:WhatdoesBillywanttobuy?Doyouremember?S:T:Pic4(第六课第4和第6幅图组合)Whatkindofshirtdoeshewant?Whatcolorandwhatstyle?S:T:Doeshebuytheshirtatlast?Why?Whatwillhedothen? S:（以旧带新，通过看图回答问题的形式，简要回顾教材中与新故事相关的故事情节，让故事具备连贯性和完整性，为接下来的新故事学习做好铺垫。）Part3:故事学习Step1整体理解故事Pre-listening看图预测故事大意。T:Now,let’slearnthenewstory.Lookatthepicturescarefullyandthinkaboutmyquestions.Pic1Whoarethey?CanyouseeBillyinthispicture?Whereishe?Whoistheman?Whatdoeshedohere?Pic2Whomaretheytalkingabout?Whataretheytalkingabout?Pic3Whataretheytalkingaboutinthispicture?Pic4Whomdoesthemanpoint?Pic5Whataretheytalkingabout?What’sinSandy’shand?Pic6What’sinDongdong’shand?Pic7HowaboutBilly?Ishehappy?Pic8IsBillyhappyinthispicture?Why? T:Let’slistenandcheck.（引导学生逐图观察并思考以上问题，猜测故事大意，对故事大意有一个初步的认知和理解。）While-listening.听音配图理解（全篇）Listentothewholestory.Post-listeningT:Doyouunderstandthestory?Youcantalkaboutthemwithyourpartners.（听后，通过讨论再次回答听前的框架预测性问题，检查、验证学生的听音效果；同时，也是为故事的详学打下基础。）Step2.分节学习（设计理念：听前，观察图片，具体猜测故事中人物、情节、语言，并在小组内讨论；听后检测，并进一步理解故事情节和语言使用的情境。）Picture1:A.Havestudentslookatthepicturecarefullyandtalkaboutit.Whoaretalking?Howdoyouknowheisapoliceman?Whatdoeshedohere?B.Listenoncetothefirstpictureandcheck.C.Listenandanswer“Whatdotheysay?”T:Thekidsareworriedandnervous,thepolicemancanhelpthem.HowcanhefindBilly?Doesheknowhim? S:Picture2A:lookandguess.Whataretheydoing?What’sthepoliceman’squestion?B.Listenandanswerthequestions.Listenagainfor“What’shewearing?”"Andaskthem“Whoiswearingajacket/pants/boots,today?Havethemknowthedifferencebetweenpantsandjeans,bootsandshoes.Picture3A.lookandguess,Whatdoesheaskinthispicture?B.Listenandanswerthequestions.c.Listenagainfor“Doeshewearglasses?”andaskthem“Doyouwearglasses”?Whowearsglasses,Pleasestandup?Takegoodcareofeyes.T:Now,ThepolicemanknowsBillyiswearingaredjacket,bluepantsandyellowbootsandhedoesn’twearglasses.Canhefindhim?Picture4:A:Lookandanswer:DoesthepolicemanfindBilly?Howdoyouknow?Whatdoeshepointandsay?B:Listenandgettheanswer.C:IsSandyhappy?Whatdoesshesaytothepolice?Whatis “Thanksalot.”CanyouexplainitinEnglish?D:Listenandcheck.Thenwhatdoesthepolicemansaytoher?Listenandcheck.T:TheyfindBilly.Whataretheygoingtodo?Picture5A:Lookandsay:Wherearethey?Whataretheytalkingabout?WhatdidSandybuy?B:ListenandgettheanswerC:Whatisafountainpen?Doyouhaveafountainpen?Showmeplease.Picture6A:Lookandsay:WhatdidDongdongbuy?B:Listenandgettheanswer.C:Whatisahairpin?Havealooktogether.Whoiswearingahairpintoday?Pleasestandup.Doyoulikethehairpin?DoesSandylikethehairpin?Whatdoesshesay?Listenandcheck.Picture7A:Lookandsay:WhatdidBillybuy?Why?B:Listenandgettheanswer.T：SoIshehappy?C:Pic5.68Lookandguess:Whoisnothappy,either?Why?Lookathim.Hesitsthere.Hewantstogo.Lookatthispicture, Hegoeshomebyhimself.Doyoulikeshopping?Picture8:A:Lookandsay:IsBillyhappyornot?Why?B:Listenandcheck.C:Listenagainandthink:“What’Sandy’sidea?”D:Listenandcheck.DoesBillylikethisidea?Whatdoeshesay?Thisisourstory,Doyoulikeit?Part4:回顾故事，听音模仿Listenandrepeat.听录音，抓音模仿跟读。(Payattentiontothepronunciation.)（在故事回顾的同时进行听音模仿练习，不仅让孩子们再次整体的感知整个故事，留下更为深刻的印象，同时也在为孩子们在情景下进行语言交际搭建平台。在这个情景中学生们更能够关注故事人物的情感变化，因此在语音、语调、表情和动作上会有更接近完美的表现力，能为接下来的角色扮演环节打下坚实的基础）Part5:学生打开书大声读故事，并圈出自己不会读或不理解的词句。（此环节是孩子们学会发现问题、解决问题、内化新知的必要环节，也是孩子们阅读能力培养的环节。）Part6:.Discussion.(emotion)讨论(情感体验活动)1WhatdoesSandydoWhenshecan’tfindBilly?Ifyou couldn’tfindyourfamilymembersorfriends,whatwouldyoudo?2Didyouprepareabirthdaypresentforyourfather,mother,otherfamilymembersorfriends?Whodidit?Showmeyourhands.(Goodboysandgirls.)Whodidn’tdoit?(Willyouprepareabirthdaypresentlikethem?)3Intoday’sstory,Sandy，BillyandDongdongboughtpresent.Whataretheygoingtodothen?Wewilllearnthestorynextyear.（提出问题让学生思考，故事的主人公是如何解决问题的？对故事的关键性问题进行再次回顾，让学生们通过本节课的学习形成正确的价值观，并知道遇到同样的情况下，自己应该如何做。）Part6:Homework作业Toallthestudents:1.Listenandrepeat.2.Practicethestoryinroleswithyourpartner,haveashownextclass.3.Writefoursentencesinbooks.aWhat’shewearing?BHe’swearingaredjacket,bluepantsandyellowboots.CWhatabeautifulhairpin! dHowaboutmakingabirthdaycardforhim?Tosomestudents:Previewnextpage.（设计理念：讲求作业的实效性，并根据学生的差异性，布置一些分层的、拓展型的、挑战型的、有自主选择权的作业，让孩子们根据自己的喜好、能力来自己选择完成，突出学生的主体地位。）