顾洁 英语《After school》

                                                  牛津小学英语5A Unit7 After school (EFGH)

                                                                           顾洁

教学目标

1. 复习ABCD部分。

2. 巩固所学，在前两课时的基础上会运用所学知识。

3. 会编写新的小诗。

教学重点难

1. 在活动中培养学生综合运用语言的能力。

2. 为孩子提供各种口头表达的机会。

教学准备

1. PPT

2. 板书

教学过程

Step1 Free talk

1.T: Hello, boys and girls, how are you this morning?

     Do you like English?

2. T: Today there’re a lot of teachers here. They come to listen to our English lesson. Look, what are they doing?

S1: They’re sitting.

S2: They’re watching.

S3: They’re writing.

S4: They’re taking photos. They’re listening to us.

T: Good!

【设计意图】 ：在上课伊始，激发学生储备的语言，根据现场听课老师的实际情形，引导学生用现在进行时的正确表达。

3. Today we’ll go on learning Unit 7 After school(齐读). Well, boys and girls, what do you do after school?

S1: I play football.

S2: I read books.

S3: I play games.

S4:…

4. We can do a lot of things after school. Let’s read the phrases.

read…

play…

watch TV, do housework, do my homework…

5. So I think all of you are very busy after school. Do you think so?

【设计意图】 ：教师直接点明本节课的教学内容和主题，通过询问学生：What do you do after school? 以此激活学生的已有知识经验，引导学生同时打开思维和语言的限制。

 

Step2 Lead-in

1.      What about these children? Can you read it?

Ss: They’re all busy after school.

Where are they? What are they doing? Can you guess?

2.  How can we guess? What sentences can we use?

Are they….? （板书） Yes, they are. No, they aren’t.

Is he/ she…? （板书） Yes, he/she is. No, he/she isn’t.

【设计意图】 ：给学生创造了一个新的场景：猜图中的学生们在干什么？学生在猜的时候必然会用到现在进行时的一般疑问句。老师及时引导学生在猜测的时候应该怎么猜？并且根据学生的表达适时总结并板书，以此带领着全班同学一起再复习。

3.      Are you right? This time, please read the passage by yourself.

Can you match now?

Tom ard his friends are playing a game in Tom’s home.

May is looking for her dog everywhere.

Jack is busy with his family. Maybe he’s reading.

【设计意图】 ：通过Read and match揭示了图中学生分别做的事情，将综合复习课的各个板块整合在一起，形成一节课的教学体系，学生不会感到零散的知识，整节课也有了明确的主题，即：After school, the students are busy. 由这个主题开始，全班同学进行了分板块的学习。

 

Step3 Part F ( Tom and his classmates)

1.      T: At first, let’s look at Tom and his friends. Where are they? 

Ss: They’re in Tom’s home.

T: What are they doing?

Ss: They’re playing games.

2.  T: Look at this game, can you play it? Let’s try.

Ss: Yes.

T: At first, I say a place, all of you try,

I’m in the sitting-room. What am I doing? Guess!

S1: Are you watching TV?

S2: Are you…?

T: I’m mopping the floor.

3. Now play this game in groups of four. Look at the rules.

  Firstly, you should say a place.

And then the group members try to guess like this: Are you…? (板书，Yes, I am. / No, I’m not.)

4. 小组汇报游戏，全班玩这个游戏。

【设计意图】 ：首先给学生观察游戏怎么玩的时间，然后老师示范以此给学生一个直接的呈现，接着在组内玩，最后在全班展现，这是个层层递进的学习方式。教师只是扮演引导者的角色，学生是真正的课堂参与者。

 

Step4 Part E ( May ) and Part G

1. T: Tom is playing games with his friends. What about May?

Ss: She’s looking for her dog.

2.      T: Where’s her dog? What is the dog doing? Now I give you a hint.

The dog is staying with a mouse. What is the dog doing? What is the mouse doing? Can you guess?

Ss: 学生自己运用一般疑问句来进行猜测。

【设计意图】 ：这里给学生充分想象和自由表达的空间，他们可以凭自己的想象来猜测狗在干什么？猫在干什么？相信这里的课上生成一定是非常精彩的，这样提供的问题对学生而言是有话可说的，是值得提出的问题。

3.      T: 揭示答案: Look, it’s playing with a mouse.

Let’s watch a cartoon about it.

What a funny cartoon. Do you like it? Let’s learn it.

4. Learn the sentence one by one. (Learn: laugh, cry)

5. T: Now you know the story. What do you think of the dog and the mouse?

 S1: …

T: So, the dog is poor! The mouse is playing a trick on it. The mouse is very naughty.

【设计意图】 ：英语课上不光要满足学习英语知识，还要重视培养学生的情感。学完了故事，我增加了这里的环节：What do you think of the dog and the mouse? 这样设计的好处就是在情感上正确地引导学生。并且五年级的学生在思想上应该有了评价的意识，通过他们对故事中狗和猫的评价也能及时反映出他们的评价否准确。

6. T: Now tell the story in groups.

T: Now can you tell the story one by one? Let’s do it together. What will happen then?

 Ss: 学生们进行猜测。

T: Look, the dog and the mouse are going to fly a kite in the garden.

 Ss: (吃惊)…

T: So surprising! Yes, there’s an old saying in China: No discord, no concord. (不打不相识。)They become friends.

   They have got a nice kite. What can you see on the kite?

   Five tigers.

7. What are they saying?

We like the five tigers on the kite.

Read the words: five, tiger, like, kite

Can you make up more sentences by using the words here?

【设计意图】 ：由猫和狗的故事过渡到一起放风筝虽说有点令人感到意外，但是又带给学生无限的遐想。教师还教了一句：No discord, no concord! 顿时，学生觉得趣味十足。

 

Step5 Part H  ( Jack )

1.   Boys and girls, we know Tom…/ May…(消失)

What about Jack? What’s he doing?

2.   He’s busy with his family. What are his family members doing? Please read the rhyme by yourself.

3.   Let’s try to read the rhyme.

To say the rhyme more beautifully, we have the feet:..

Understand?

4.   Now let’s make the new rhyme according to the title I give you.

In the morning

At 12 in the evening

In the kitchen

You have 30 seconds to think it over.

【设计意图】 ：限时趣味编小诗是个很有意思的活动。它的有意思体现在：趣味性，情境性，真实性和运用性。首先教师给出了有情境性的话题：In the morning, At 12 o’clock in the evening, In the kitchen, 学生就不可乱说，必须在此情景中展开编写。这个编写还必须是真实的，所以相信在课上的编写中，不少孩子会带来很多奇迹。

 

Step6 Homework

1.      Finish wrting the rhyme.

2.      Write a dialogue or a passage.

 

板书设计

                    Unit7 After school

Are you…?           Yes, I am. / No, I’m not.

Are they…?          Yes, they are. / No, they aren’t.

Is/she….?            Yes, he/she is.  /  No, he/she isn’t.