人教版（PEP）五年级下册Recycle 1 第三课时教案

五下Recycle1 Lesson3教案 ( http: / / 1s1k.eduyun.cn / portal / redesign / index / index.jsp t=2&sdResIdCaseId=ff80808155c9eb260155d2d760db11e1" \l "## ) 一、教学目标 1.能够在图片的帮助下读懂小诗,能够按照正确的语音、语调、意群朗读诗歌。 2.能够掌握第一单元至第三单元中cl,pl, br, gr, ch, sh的发音规则。 3.能够在有意义的语境中理解并运用第一至三单元的话题词汇或短语。 二、教学重点 用正确的语音、语调节奏朗读诗歌,理解小诗含义，完成课文中相应的练习。 三、教学难点 用正确的语音、语调节奏朗读诗歌,理解小诗含义。 四、 ( http: / / 1s1k.eduyun.cn / portal / redesign / index / index.jsp t=2&sdResIdCaseId=ff80808155c9eb260155d2d760db11e1" \l "## )教学过程 Step1:Warming up Know about me:(Which one is Not true ) 先让学生听关于教师个人信息的照片,然后让学生找出不正确的一项。 T: What’s your name /Nice to meet you!/What’s your favorite season Do you know me Look! Here are some photos of me. These messages are about me, can you tell me which one is not true (1)The sky is clear and blue in Changshan .( ) (2)I often see birds hopping on the tree. ( ) (3)I like summer. ( ) (4)I like poems.( ) 利用教师个人信息出现的内容,让学生初步理解birds hopping on the tree,poem的意思,为接下来的新课做铺垫。 Step2: Pre-reading 1.Lead-in the topic. T: I like reading. Sarah likes reading ,too. She often reads to Sam. This is the poem that Sarah will read today. 出示文中图片,请学生自由谈论图片,预测诗歌的内容,引出题目 Bed in Summer. 2.T:Yes, it’s about summer. It’s written by Robert Louis Stevenson. 3.个人快速阅读小诗,然后回答问题。What is it about Step 3: While-reading 1.Scanning,扫读文段。Read and fill,在方格里写出summer和winter的区别,并在诗中圈出根据。(渗透阅读技巧,从诗中发现一些显性问题。) T:Thank you! Let’s read out the sentence you underlined. 2. Read and write down the answers.再次细读课文,完成问题。 (1)What can the writer see when he goes to bed _____ (2)What can the writer hear when he goes to bed _____ 3.Reading for the details.细读文段、文本解构。Read and judge, 理解字里行间的意思。(渗透阅读技巧,从诗中发现一些隐性问题。)Read and tick ( √ )or cross( × ) . 1. ( )In winter the days are long. 2. ( )In summer the days are long. 3. ( )The writer (作者) likes summer. 4. ( )The writer wants to go to bed early (早) in summer. T:Well, from the poem we know that the days are long in summer. 4.文本多方位朗读操练。 (1)第一次读:Try to read。根据标记自己尝试读一读课文,注意句子中的连读、意群和升降调。并请一个同学尝试读再听录音检测是否与录音一样。 (2)第二次读:Let’s imitate. 跟读课文,模仿读,关注连读、意群和升降调。 (3)第三次读:Let’s read aloud together. 齐读课文. Step 4:Post reading 1.(启发性思维)启发学生回答课文结尾部分And I should like so much to play, to have to go to bed by day T: If the place you live like Robert, which season do you like, summer or winter (学生自由讨论,并给出原因) 2.Find the secret , 出示35页诗歌下方表格,请学生读一读表格内的单词,然后到诗歌中去找相对应的单词,并填空。 3.Secret2诗歌押韵 4. 文本创造性重构———个性化书写。 T: Well ,in Changshan what’s the differences between ... ...