五年级上册  第八单元

第1课时 教案  

Teaching contents  教学内容

Story time

Teaching aims and learning objectives  教学目标

1. 在整体理解课文的基础上听懂、会说、会读以下词汇：Christmas, Christmas Eve, Christmas day, Christmas tree, present, Father Christmas, pretty thing, stocking, wait for, finally, turkey, pudding, all, have a good time, buy, put, early；

2. 基于故事听懂、会说、会读表示先后顺序的词：first, next, then, finally及相应的描述圣诞活动的句子：First, we buy presents. Next, we put pretty things on the Christmas tree. Then, Christmas Eve comes. Finally, it is Christmas Day.；

3. 能较流利有感情地朗读故事，在教师的引导和帮助下尝试复述课文内容。

Focus of the lesson and predicted area of difficulty  教学重点和难点

教学重点：

1. 能听、说、读大量与圣诞相关的词汇；

2. 能使用表示先后顺序的副词first, next, then, finally来描述圣诞活动。

教学难点：

能够按时间顺序连贯地表达圣诞活动。

Teaching procedures  教学过程

Step 1 Pre-reading

1. Enjoy a song: Silent night/We wish you a Merry Christmas.

T: What is this about? (根据学生回答教授Christmas)

T: Do you like Christmas? What do you know about Christmas? (将相应图片帖在黑板上并简单教读turkey, pudding, present, Father Christmas)

【设计意图：营造圣诞氛围，让学生从听觉和视觉多方位感受圣诞节，激活学生旧知。】

2. T: What do you want to know about Christmas?

S: When’s Christmas?/What do people do at Christmas? How do people spend Christmas? With whom? Where are people at Christmas?

【设计意图：激发学生思维，创设信息沟，为课文的学习做铺垫。】

Step 2 While-reading

1. Watch and match.

T: What do people do at Christmas?

【设计意图：帮助学生整体感知课文，初步理清圣诞活动的顺序。】

2. Read and find out the key words.

 S: buy presents, put presents, wait for presents, have a big lunch

3. 引导学生用first, next, then, finally为以上关键词排序。（教授顺序副词。）

first—buy presents, then—put presents,

next—wait for presents, finally—have a big lunch

4. Look, read and learn. (Before Christmas)

(1) T: What do Mike and his family do before Christmas?

S: They buy presents and put presents.

T: Do you like presents? What presents do we buy?

S: We can buy ... (学生自由表达)

T: What do Mike and his family buy? (阅读图1并回答)

S: They buy presents and a Christmas tree. (教授 Christmas tree，有模型更好)

(2) T: Next, how do Mike and his family decorate the Christmas tree with the presents? (阅读图2，划出Mike一家如何装饰圣诞树的句子)

S: They put some pretty things on the Christmas tree. (教授pretty things)

T: What can we put on/under the Christmas tree? (拿出圣诞树模型和小饰品，边说边布置礼物)

S: I can put _____ on/under the tree. I can also put ______ on/under the tree.

【设计意图：注重学生文本阅读策略和技能的指导, 并从学生情感出发，在阅读的基础上学会替换操练与实际运用。】

(3) Let’s read. (学生跟录音读图1和图2)

(4) Describe the activities according to the pictures.

(5) Let’s retell. (PPT)

5. Watch a video and say.

T: Then, what do children do on Christmas Eve? (播放小视频)

S: They put stockings on their beds and wait for presents. (教授stocking和wait for)

T: What presents do you wait for?

S: (学生自由回答)

T: We also can make a wish. (pray动作)

(学生跟读图3并尝试复述).

【设计意图：通过原版卡通输入圣诞文化，拓展学生视野，丰富语言知识。】

T: But who actually gives us presents? Father Christmas? No, our parents! They give us presents we want when we are asleep. So we should thank our parents.

【设计意图：文化拓展，感恩教育。】

6. Read and find out the verbs in Picture 4.

wake up    open    have   eat (教授wake up early, have a big lunch, eat a turkey, Christmas pudding )

 T: Do we have a good time? (教授 We all have a good time. = We all have a lot of fun.)  

(跟读图4并尝试复述).

【设计意图：通过设计不同形式的活动衔接圣诞前后人们的活动，引导学生关注文本细节，学会把握关键信息。】

Step 3 Post-reading

1. Read the whole story after the tape.

【设计意图：引导学生模仿录音，有感情的朗读文本，学习朗读过程中的语音语调抑扬顿挫，重读、弱读等朗读技巧的处理。】

2. Read the story together.

3. Choose one picture and talk.

4. Task: Talk about what you want to do on the coming Christmas Day.

T: What do you do at Christmas? Do you have any plans？

Hello, I’m _______. I like Christmas.

First, we …                          

Next, we …      

Then, we …    

Finally, we …  

I always have a good time!

【设计意图：设计个性化的活动，提供丰富的语料，在复习课文的基础上培养学生的综合语用能力。】

Homework  家庭作业

1. Say something about Christmas Day to your parents.

2. Search for more about Christmas on the Internet.

Teaching aids  教学准备（含板书设计）

教学准备：糖果、圣诞树、小礼物、多媒体

板书设计：        

Unit 8 At Christmas

说课

   本课分为阅读前、阅读中和阅读后三部分。阅读前部分主要是以歌曲创造圣诞气氛，引发学生的学习期待。阅读中部分则主要是通过各种活动引导学生从整体感知课文到细节关注，在此过程中，词不离句地教授新词，并在每段学习后让学生趁热打铁进行复述。阅读后环节，教师先安排了朗读活动巩固语言输入，接下来的看图说话和圣诞安排则为学生的语言输出创造了机会。