还剩3页未读，
继续阅读
Unit 3 What would you like （教案） 人教PEP版英语五年级上册
展开
这是一份Unit 3 What would you like （教案） 人教PEP版英语五年级上册，共5页。
第六课时 一、课时内容 教科书第26页：Let’s spell ，第30页：Let’s wrap it up ，第31页： C story time 二、课时分析 本单元的核心内容围绕语法教学展开，包括可数名词单数变复数和字母组合在单词中的发音规律。以下是对您提供的内容进行改写： 第一部分：掌握字母组合发音规律 第一部分"Let’s spell"重点解释字母组合"ow"在单词中的发音规律。这一部分分为四个小板块。首先，"Read, listen and chant"呈现了两组图片和单词，共有8张图片和8个单词。其中，第一组单词中的"ow"发音为/au/，而第二组单词中的"ow"发音为/∂u/。接着，在"Listen, number and say"板块，呈现了四组共计12个含有"ow"字母组合的单词，它们的发音有所不同。第三个小板块"Listen, write and say"展示了三幅图片和三个需要填写单词的句子，这些单词在第一个板块中都出现过。最后，"Choose one sentence from above and write"板块要求学生抄写上文的一句话。这四个板块共同构成了本课时的语音教学。 语音教学在小学英语学习中占有重要地位，是语言教学的基础。掌握字母和字母组合的发音规律能够帮助学生有效地阅读和发音，也有助于提高学生的语言表达能力。通过此部分的学习，学生能够准确读出含有"ow"字母组合的单词，建立字母与其发音之间的对应关系。 第二部分：可数名词单数变复数 第二部分"Let’s wrap it up"是语法教学，主要讲解可数名词单数如何变为复数形式，分为两个步骤。首先，用图文结合的方式展示了可数名词单数变复数的两种最基本形式。接着，以表格形式列出了一些常见名词单数变复数的规律。英语中名词分为可数名词和不可数名词，而可数名词有单数和复数之分。在中小学英语学习中，名词的单复数是重要的考查点。对于可数名词单数变复数，大多数情况下在单数形式后加上"s"或"es"，有一些特殊情况需要注意。 五、六年级是语法教学的重要阶段。了解语法规则能够帮助学生更好地组织语言，准确表达思想。通过此部分的教学，学生将掌握可数名词单数变复数的规则，并在语言交际中能够正确运用。 Story Time 在第31页的"Story Time"中，呈现了六幅情景图，讲述了Zoom和Zip在农场采摘蔬菜，Zip为Zoom制作蔬菜沙拉的故事。通过这个故事，引导学生多吃蔬菜有益健康的观念。 综合考虑到本课时的语法和语音教学内容，我计划采用情景化的方式进行教学，让学生在真实交际活动中感受和应用语法知识。通过与语言、行为、情境相结合，可以提高学生的学习兴趣，让他们在愉快的氛围中掌握语言技能。 三、课时目标 1、能正确发音字母组合ow 2、能快速准确地拼读含有字母组合ow的单词 3、能够在单线上完成抄写句子活动，做到书写规范。 4、掌握常见名词的复数形式 5、总结并掌握可数名词单数变复数的变化规律和发音规律。 6、能够在图片的帮助下读懂故事内容，能够朗读故事、表演故事，以及改编故事。 四、课时重难点 1.重点 (1)掌握常见名词的复数形式 (2)能正确发音字母组合ow 2.难点 (1)掌握可数名词单数变复数的规律和名词复数的发音规律 (2)能快速准确地拼读含有字母组合ow的单词 五、教学准备 教师课前精心制作PPT课件，字母卡片，与故事阅读相关的材料。 六、教学过程 Objective: By the end of the lesson, students will be able to correctly identify and pronounce the "ow" sound in words, understand the pronunciation variations (/au/ and /∂u/), and apply the rules for forming plurals of countable nouns. Warm-up: T: Good day, boys and girls! It's time for lunch. What delicious food would you like to eat today? S1: I'd prefer a healthy salad. S2: Hamburgers sound yummy to me! S3: It's my birthday, so I'm having beef noodles! T: Happy birthday! How about your favorite drinks? S4: Milk is my favorite. S5: Tomato soup is fantastic! S6: Water is the best for me! T: Wonderful choices, everyone! Let's get started with our lesson. Introduction: (1) Review the pronunciation of consonant and vowel sounds. (2) Recap the sound of "y" in Unit 1's "Let’s spell" section, highlighting the rule: when "y" follows a consonant, it sounds like /i/. (3) Revisit Unit 2's "Let’s spell" with the vowel combinations "ee" and "ea" and their corresponding sounds. Presentation: Let’s spell: (1) Teach "Read, listen and chant": Display the eight pictures and words from page 26 of the textbook. Ask students to read the words aloud. Guide students to identify the commonality among these words: they all contain the letters "ow." (2) Present the chant with the "ow" words: It is winter. I look out of my window. I can see white snow. Down comes the snow. Slow, slow, slow. Practice: Listen, Circle, and Say: (1) Play the listening exercise: Play the recording for students to listen and circle the correct words: snow, how, slow, wow. Check answers together. (2) Pronunciation practice: Have students read the circled words chorally and individually. Divide the class into pairs for paired reading. Practice: Listen, Write, and Say: (1) Play the listening exercise: Play the recording for students to complete sentences with the correct words. Verify the answers as a class. (2) Repeat the sentences from the recording: Play the recording again for students to listen and repeat the sentences. Have the whole class say the sentences together. (3) Students choose a sentence they like, write it on the bottom of page 26, and read it aloud. Practice: Let’s Wrap It Up: (1) Display singular and plural noun pairs with visuals: one apple - two apples one banana - three bananas ... Discuss the difference between the groups. (2) Introduce nouns, singular, and plural: Clarify what nouns are and introduce the concepts of singular and plural forms. Explain that countable nouns have both singular and plural forms. Discuss the rule for forming plural nouns: add -s for most nouns, and -es for nouns ending in -s, -sh, -ch, -x, -o. Highlight the irregular nouns. (3) Engage students with a plural song: Sing a simple plural song to make the grammar concept engaging. Story Time: (1) Introduce the story: Show a picture of a vegetable salad. T: What can you see in the picture? Ss: A salad. T: Is it a fruit salad or a vegetable salad? Ss: Vegetable salad. T: Let's learn how to make a delicious vegetable salad from the story. (2) Present the story using images: Display the story images on the board. Prompt students to describe the images and predict the story's content. (3) Read and understand the story: Read the story aloud as a class, clarifying vocabulary and expressions. Discuss the story: What did Zip and Zoom do? What did they say? (4) Role-play the story: Divide students into pairs to role-play the story using their own words. Encourage creativity and personalization. Conclusion: T: Well done, everyone! Today we explored the "ow" sound, learned about plural nouns, and even followed Zip's salad-making adventure. Keep up the great work and continue practicing your English skills! Homework: (1) Copy the "Let’s spell" section from page 26 neatly. (2) Complete Exercise 21 on page 21 of the workbook. (3) Write a short paragraph (at least 50 words) about your favorite food and why you like it. (4) Draw a picture of a salad you'd make as Zip. Describe it using simple English sentences. (5) Prepare a short dialogue between a customer and a waiter discussing food and drink options. Closure: T: That's all for today's lesson. I hope you all had fun learning with us. Remember, don't hesitate to ask questions if you're unsure about something. See you next time and have a great day! Feel free to adapt and modify the lesson plan according to your teaching style, classroom dynamics, and the needs of your students. 板书设计 第3单元 第六课时 ow的发音：/au/， / ∂u/ 可数名词单数变复数的规律：（1） 一般情况加s （2） 以s, sh, ch, x，o结尾加es
第六课时 一、课时内容 教科书第26页：Let’s spell ，第30页：Let’s wrap it up ，第31页： C story time 二、课时分析 本单元的核心内容围绕语法教学展开，包括可数名词单数变复数和字母组合在单词中的发音规律。以下是对您提供的内容进行改写： 第一部分：掌握字母组合发音规律 第一部分"Let’s spell"重点解释字母组合"ow"在单词中的发音规律。这一部分分为四个小板块。首先，"Read, listen and chant"呈现了两组图片和单词，共有8张图片和8个单词。其中，第一组单词中的"ow"发音为/au/，而第二组单词中的"ow"发音为/∂u/。接着，在"Listen, number and say"板块，呈现了四组共计12个含有"ow"字母组合的单词，它们的发音有所不同。第三个小板块"Listen, write and say"展示了三幅图片和三个需要填写单词的句子，这些单词在第一个板块中都出现过。最后，"Choose one sentence from above and write"板块要求学生抄写上文的一句话。这四个板块共同构成了本课时的语音教学。 语音教学在小学英语学习中占有重要地位，是语言教学的基础。掌握字母和字母组合的发音规律能够帮助学生有效地阅读和发音，也有助于提高学生的语言表达能力。通过此部分的学习，学生能够准确读出含有"ow"字母组合的单词，建立字母与其发音之间的对应关系。 第二部分：可数名词单数变复数 第二部分"Let’s wrap it up"是语法教学，主要讲解可数名词单数如何变为复数形式，分为两个步骤。首先，用图文结合的方式展示了可数名词单数变复数的两种最基本形式。接着，以表格形式列出了一些常见名词单数变复数的规律。英语中名词分为可数名词和不可数名词，而可数名词有单数和复数之分。在中小学英语学习中，名词的单复数是重要的考查点。对于可数名词单数变复数，大多数情况下在单数形式后加上"s"或"es"，有一些特殊情况需要注意。 五、六年级是语法教学的重要阶段。了解语法规则能够帮助学生更好地组织语言，准确表达思想。通过此部分的教学，学生将掌握可数名词单数变复数的规则，并在语言交际中能够正确运用。 Story Time 在第31页的"Story Time"中，呈现了六幅情景图，讲述了Zoom和Zip在农场采摘蔬菜，Zip为Zoom制作蔬菜沙拉的故事。通过这个故事，引导学生多吃蔬菜有益健康的观念。 综合考虑到本课时的语法和语音教学内容，我计划采用情景化的方式进行教学，让学生在真实交际活动中感受和应用语法知识。通过与语言、行为、情境相结合，可以提高学生的学习兴趣，让他们在愉快的氛围中掌握语言技能。 三、课时目标 1、能正确发音字母组合ow 2、能快速准确地拼读含有字母组合ow的单词 3、能够在单线上完成抄写句子活动，做到书写规范。 4、掌握常见名词的复数形式 5、总结并掌握可数名词单数变复数的变化规律和发音规律。 6、能够在图片的帮助下读懂故事内容，能够朗读故事、表演故事，以及改编故事。 四、课时重难点 1.重点 (1)掌握常见名词的复数形式 (2)能正确发音字母组合ow 2.难点 (1)掌握可数名词单数变复数的规律和名词复数的发音规律 (2)能快速准确地拼读含有字母组合ow的单词 五、教学准备 教师课前精心制作PPT课件，字母卡片，与故事阅读相关的材料。 六、教学过程 Objective: By the end of the lesson, students will be able to correctly identify and pronounce the "ow" sound in words, understand the pronunciation variations (/au/ and /∂u/), and apply the rules for forming plurals of countable nouns. Warm-up: T: Good day, boys and girls! It's time for lunch. What delicious food would you like to eat today? S1: I'd prefer a healthy salad. S2: Hamburgers sound yummy to me! S3: It's my birthday, so I'm having beef noodles! T: Happy birthday! How about your favorite drinks? S4: Milk is my favorite. S5: Tomato soup is fantastic! S6: Water is the best for me! T: Wonderful choices, everyone! Let's get started with our lesson. Introduction: (1) Review the pronunciation of consonant and vowel sounds. (2) Recap the sound of "y" in Unit 1's "Let’s spell" section, highlighting the rule: when "y" follows a consonant, it sounds like /i/. (3) Revisit Unit 2's "Let’s spell" with the vowel combinations "ee" and "ea" and their corresponding sounds. Presentation: Let’s spell: (1) Teach "Read, listen and chant": Display the eight pictures and words from page 26 of the textbook. Ask students to read the words aloud. Guide students to identify the commonality among these words: they all contain the letters "ow." (2) Present the chant with the "ow" words: It is winter. I look out of my window. I can see white snow. Down comes the snow. Slow, slow, slow. Practice: Listen, Circle, and Say: (1) Play the listening exercise: Play the recording for students to listen and circle the correct words: snow, how, slow, wow. Check answers together. (2) Pronunciation practice: Have students read the circled words chorally and individually. Divide the class into pairs for paired reading. Practice: Listen, Write, and Say: (1) Play the listening exercise: Play the recording for students to complete sentences with the correct words. Verify the answers as a class. (2) Repeat the sentences from the recording: Play the recording again for students to listen and repeat the sentences. Have the whole class say the sentences together. (3) Students choose a sentence they like, write it on the bottom of page 26, and read it aloud. Practice: Let’s Wrap It Up: (1) Display singular and plural noun pairs with visuals: one apple - two apples one banana - three bananas ... Discuss the difference between the groups. (2) Introduce nouns, singular, and plural: Clarify what nouns are and introduce the concepts of singular and plural forms. Explain that countable nouns have both singular and plural forms. Discuss the rule for forming plural nouns: add -s for most nouns, and -es for nouns ending in -s, -sh, -ch, -x, -o. Highlight the irregular nouns. (3) Engage students with a plural song: Sing a simple plural song to make the grammar concept engaging. Story Time: (1) Introduce the story: Show a picture of a vegetable salad. T: What can you see in the picture? Ss: A salad. T: Is it a fruit salad or a vegetable salad? Ss: Vegetable salad. T: Let's learn how to make a delicious vegetable salad from the story. (2) Present the story using images: Display the story images on the board. Prompt students to describe the images and predict the story's content. (3) Read and understand the story: Read the story aloud as a class, clarifying vocabulary and expressions. Discuss the story: What did Zip and Zoom do? What did they say? (4) Role-play the story: Divide students into pairs to role-play the story using their own words. Encourage creativity and personalization. Conclusion: T: Well done, everyone! Today we explored the "ow" sound, learned about plural nouns, and even followed Zip's salad-making adventure. Keep up the great work and continue practicing your English skills! Homework: (1) Copy the "Let’s spell" section from page 26 neatly. (2) Complete Exercise 21 on page 21 of the workbook. (3) Write a short paragraph (at least 50 words) about your favorite food and why you like it. (4) Draw a picture of a salad you'd make as Zip. Describe it using simple English sentences. (5) Prepare a short dialogue between a customer and a waiter discussing food and drink options. Closure: T: That's all for today's lesson. I hope you all had fun learning with us. Remember, don't hesitate to ask questions if you're unsure about something. See you next time and have a great day! Feel free to adapt and modify the lesson plan according to your teaching style, classroom dynamics, and the needs of your students. 板书设计 第3单元 第六课时 ow的发音：/au/， / ∂u/ 可数名词单数变复数的规律：（1） 一般情况加s （2） 以s, sh, ch, x，o结尾加es
相关资料
更多
