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Unit5HaveaGreatTrip教学设计（Lesson1）一、教材内容分析本课时的教学内容为新起点五年级下册第五单元教材第56-57页内，即：Getready,AListenandtick,BChantandsay和CLet’swrite.在A部分，借助Getready

图和对话录音，情境化地呈现了本课的目标词：wenttothebeach,drankcolddrinks,swaminthesea,ateice-cream,wenttotheStoneForest,boughtsomeg

ifts,sawflowers,tookpictures等短语；让学生通过看、听、选择等途径来感知并学习这些短语。B部分通过歌谣帮助学生操练词汇并学习另外两个目标词，同时体会Itwasboring.等句子在交际情境中的运用。C部分是学生根据语境，

使用恰当的词语填空。二、学生情况分析五年级的学生在本套教材第八册的第三单元学习了TravelPlans学习了sea,ski,eatseafood,visittheMogaoCaves,WestLake,rowaboat,theGreatWall,takephotos等描述旅游景点名

称及相关活动的单词和短语，学生能够用Wecan…初步表达在风景名胜中所从事的相关活动。这些为本节课的顺利开展打下了基础。三、教学目标通过本节课的学习，学生能够达到以下目标：1.能够听懂、会说wenttothebeach,drankcolddrinks

,swaminthesea,ateice-cream,wenttotheStoneForest,boughtsomegifts,sawflowers,tookpictures等单词和短语，尝试借助拼读规律记忆它们，并能够根据语境选择恰当的单词形式填空。2.能够通过说唱歌谣，以及运用谈论过去旅游

情况的功能句Iwentto…Iclimbed…等操练本单元的重点词汇。3.能够根据语境选择单词的恰当的形式填空。四、教学重难点教学重点：能够听懂、会说wenttothebeach,drankcolddrinks,swam

inthesea,ateice-cream,wenttotheStoneForest,boughtsomegifts,sawflowers,tookpictures等单词和短语，尝试借助拼读规律记忆它们，并能够根据语境选择恰当的单词

形式填空。教学难点：能够通过说唱歌谣，以及运用谈论过去旅游情况的功能句Iwentto…Iclimbed…等操练本单元的重点词汇。五、教学步骤1.热身（唱一唱）T:Goodmorning,boysandgirls.Ss:Goodm

orning,MissSu.T:Lookatthesebeautifulpictures.Whereisit?(点击课件，出现三亚风景图片)Ss:Sanya.T:Great!Isitabeautifulplace?Ss:Yes.T:DidyougotoSanya?Ss:No.T

:Butourfriend——BillwenttoSanya.WhatdidBilldothere?Let’shavealook.设计意图：开门见山，直入正题。2.学习（学一学，练一练）（1）单词教学①教学wenttothebeachT:Whereisit?(点击课件，出现海滩)S:海边/

沙滩T:Yes.It’sbeach.(点击课件，出现beach单词)Howtoreadtheword?(出现teach,each)学生读单词，根据旧单词试着拼读新单词。设计意图：用旧单词学习新单词的方法，培养学生学习能力。T:/bi:tʃ/S:/bi

:tʃ/T:Doyoulikethebeach?S:Yes.T:Whatcanyouseethere?S:Icanseethesea,thesandand…T:Isitbeautiful?Ss:Yes.T:It’ssob

eautiful,soBillwenttothebeach.(点击课件，出现went)wenttothebeachSs:wenttothebeachT:Lookatthepicture.Billwenttothebeach

.Whoelsewenttothebeach?Ss:Bill’sparents.T:Youareright.Youshouldgotothebeachwithyourparents.设计意图：在学习的过程中适时进行安全教育是必须的。T:Whowenttot

hebeachinourclass?S:Me.T:Billwenttothebeach.XXwenttothebeach,too.WhatdidBilldothere?设计意图：在说周围同学的经历的时候，同时也是巩固新学的动词过去式。②教学swamintheseaT:Theseaisblu

e.It’shot.Billswaminthesea./swæm/S:/swæm/T:Bill________.(教师引导学生说图)S:Billswaminthesea.T:Didyouswiminthe

sea,XX?S:Yes.T:XX____.(教师引导学生用学过的动词过去式短语说句子)S:XXswaminthesea.③教学drankcolddrinksT:Billswamintheseahalfanhour.Hewastired.

Whatdidhedothen?Look!(点击课件)He____.(教师引导学生说句子)Drankhotdrinks?S:No.T:Billdrankcolddrinks./dræŋk/S:/dræŋk/T:Canyoudrinkcolddrinkaf

terexercises?S:No.T：Drinkingcolddrinksafterexercisingisnotgoodforourbody.Youshoulddrinkwarmwater.Right?S:Yes.T:Didyoudr

inkcolddrinksinlastsummer?Ss:Yes./No.T:AfterBilldrankcolddrinks,heswamintheseaagain.Heswamandswam.Halfanhour,hewastiredagain.Whatdidhedo?④教

学ateice-creamT:Look!(点击课件)Heateice-cream./eit/S:/eit/T:Whatdoesa—esay?Ss:Itsays/ei/.T:OK.WasBillright?S:No.T:Wh

atshouldhedo?S:Heshoulddrinkwarmwater.T:Clever.⑤教学wenttotheForestStoneT:BillwenttoSanya.WhataboutLily?WheredidLilygo?Look!(点

击课件)Whereisit?S:Kunming.T:Goodjob.DidLilygotoKunmingwithherparents?S:No.T:Who?S:…T:LilywenttoKunmingwithheruncle’sfamily.

WheredidLilyvisit?Look!(点击课件)Whereisit?S:石林T:theStoneForestSs:theStoneForestT:TheStoneForestisverybeautiful.Lilywentthere.

T:Whatdidshedothere?S:…(教师帮助学生用过去式表达)⑥教学sawflowersT:Look!Whatarethese?S:Flowers.T:Beautiful?S:Yes!T:Lilywentto

theStoneForest.Theflowerswerethere.Lilysawflowers./sɔ:/S:/sɔ:/T:Isawmanyflowers.Didyouseeflowers?(手指课件上面的花儿)S:Ye

s.Isawflowers.⑦教学tookphotosT:WhatdidLilydoafterseeingflowers?(点击课件，出现词组和旧单词)S:tookphotosT:Youaresoclever.Whotookphotosfo

rLily?S:Lily’suncle.T:Good.Didyoutakephotoswhenyouhadatrip?S:Yes.T:OK.Wewilltalkaboutyourphotosnextclass.⑧教学boughtsomegiftsT:WhenLily’stripw

asover,shewenttoashop.Whatdidshedo?(点击课件)S:boughtsomegiftsT:Right.Whatdidshebuy?S:Sheboughtsomegifts.T:G

oodjob（2）ListenandtickT:NowopenyourbookandturntoP57.Let’slistenandtick.Takeoutyourpencils.(点击课件)学生听音，打勾，班内校正，及时评价。（3）ChantandsayT:Loo

katthepicture.WhatdidBillandLilydo?S:Billswaminthesea.Lilyboughtsomegifts.T:Readthesentencebyyourself.学生自己读句子。T:Areyouright?Let’slist

enandfollowit.(点击课件)学生听音跟读，班内展示，及时评价。（5）Homework1.ReadthedialogueonP56.2.SayChanttoyourparents.3.Writeashortpassagea

boutyourtrip.设计意图：家庭作业以说为主，检测学生是否真正掌握本节课的内容。作业实行分层，让孩子根据自己的学习能力选作，真正实现了以生为主。