Unit 5 Have a Great Trip Story Time 表格式教案

教学设计 教学背景分析 教材分析：本课是《新起点英语》五年级下册Unit 5 Have a Great Trip单元中的故事课。以故事的形式复现本单元的部分学习内容，让学生在欣赏故事的过程中，体会本单元重点词汇和功能句在语境中的运用。涉及了动词过去式的规则变化单词和不规则变化的单词。went， left， put , jumped， got…等20个动词过去式的形式。B项的问题中，涉及了本单元的功能句：What did they do How did they go Did they have a good trip 等。 教学目标 教学目标：能够在教师的引导下，借助图片和其他阅读策略读懂本单元的故事，提炼关键信息。能根据问题在文中找出答案并尝试复述故事。教学重点：在阅读故事前，观察主题图进行提问。借助图片和其他阅读策略读懂故事。能够根据关键词的支撑，尝试复述故事。教学难点：尝试复述故事。 教学准备 教师准备：课件、教具、学习单等学生准备：书。 教学流程示意 教学过程与教学资源设计 Step one: Warming Up:Show different beautiful pictures about camping. Ask and answer: Have you ever been camping If you go camping, where do you want to go What do you want to do there Today we will talk about a story about camping. Step Two: Before Reading:教师出示主题图，介绍John’s family. This boy is John. Who are they Who is the little girl And John’s family has a pet. What is it It is a dog. His name is Quick. From the picture, do you think that everyone likes Quick This is John’s family. And the title of the story is the best camper. Do you know camper Camping, camp, camper. What does it mean in English 让学生用英文解释Camper的意思。We know John’s family. We know the title of the story is the best camper. What other do you want to know the story 学生自由提问：Where did they go What did they do there How did they go there How was your camping Did they have a good time 等，学生在提问的过程中，教师进行板书。【设计意图】上课伊始，教师播放配乐图片，引出camping的话题。通过出示有关camping地点、野营方式、做的活动等图片，激活学生对野营的已有知识，与学生自然交流camping的经历，激活学生旧知。从出示主题图，介绍故事中的主人公，出示故事的题目，让学生就故事的内容进行提问，激发学生想读故事的热情。（此处渗透研究主题，尽可能让学生提出问题。）Step Three: While Reading:So many questions, now let’s read the story, try to find out the answers. Who is the best camper Did they have a good time 给学生2分钟的时间初读故事，回答问题。Did they have a good time Yes, they had a wonderful time. Who is the best camper Quick is the best camper. Because of Quick, they had a wonderful time. ［设计意图］读故事第一遍，通过问题，引导学生了解故事大意。You know the story, we know Quick is the best camper. He helped a lot during the camping. Now let’s read the story again, try to find out What did Quick do to help John’s family Underline the activities Quick did.学生读完故事，学生两人一组完根据划的内容，完成Flow map.小组可以通过讨论）［设计意图］通过读第二遍故事，再次关注关键问题，让学生边读边划出Quick师生谈论故事。教师与学生一起订正流程图的答案。OK. Let’s talk about the story together. Last summer vacation, John’s family学生回答： went camping. 教师贴板书。Did they take Quick with them No. They left Quick at thei ... ...