Unit12 Review (第一课时)教学设计
一、 指导思想与理论依据：
英语课程标准和新课程理念指出，设计教学过程时，应认真分析学生背景和教学内容，设计符合学生年龄特征的活动和教学方式，激发学生学习兴趣，以学生为主体，并注意语言学习的真实情景性。本单元为复习单元，虽然本课是第一课时，但其中很多知识在前几个单元已经出现过。因此我努力给学生创设真实的语言环境让学生感知、理解和运用所学的知识，并能够从学生身边熟悉的情景导入，用学生感兴趣的话题拓展;在学习方式上，力求照顾到全体学生，设计让所有学生都参与的小组活动。
二、 教学背景分析：
(1) 教材分析：
本课时是北师大版小学英语五年级下册Unit12，第一课时，为故事教学。本单元为复习单元故事的内容也比较轻松。本单元知识也比较简单，通过人物对话主要复习的是第八、九单元学习的语言现象一般讲来时，特殊疑问句和形容词比较集合最高级等，其他单元的内容也有出现但不多。
(2) 学生分析：
五年级的小学生通过五年的学习，已经掌握了一些简单的日常交际用语，他们具有一定的语感和较好的语音,语调以及书写基础.本节课运用故事教学引入，把文字、声音、图像有机地结合起来，给学生提供真实语言情境，使学生的语言知识、语言技能、情感态度、学习策略和文化意识等方面的素质得到全面发展。
(3)技术准备：多媒体 、图片、PPT、Tape
三、教学目标：
(1)知识与技能目标：
1、学生能够理解并说出本学期所学部分词汇如: the cheapest、the biggest
2、学生能够理解并掌握本学期所学部分主要语法内容如：祈使句、一般疑问句、特殊疑问词
3、学生能够正确理解并朗读语篇部分，并能理解对故事转述时事态要用过去时
(2)过程与方法目标：
1、学生能够通过讨论、探究小组合作等多种学习方式， 理解故事内容
2、学生能够通过反复的听、说、跟读练习等，正确朗读故事的对话和叙事的内容
3、学生能够结合插图复述故事的主要情节
(3)情感、策略目标：
1、通过对故事内容的学习，培养学生，做事要考虑他人的良好品质。
2、通过对语篇的学习，使学生掌握勾画的阅读方法和按意群阅读的阅读策略。
四、 教学重、难点：
重点让学生通过对故事的学习，复习前几单元所学知识，理解故事及语篇主要内容。让学生体会，对过去事情叙述的这种方法。难点在于能够理解并结合插图复述故事主要情节
五、 教学过程：
(一)、warm-up(3分钟)
1、Greetings
T: Hello, boys and girls! Nice to meet you!
S: Hello, teacher! Nice to mee4t you, too!
2、Free talk
T: Now, we are having English class.
What class will you have after this class?
S: We will have…….
T: What class will you have in this afternoon?
S: We will…….
T: What will you do with your family tonight?
Will you watch TV? Will you take a walk?
S: Yes. / No. We will ……..
T: Will you eat out tonight?( eat out 将词卡贴到黑板上，并带读)
S: Yes. / No.
设计意图：从打招呼入手，自然引入到free talk 环节，与学生谈论有关将要发生的事，自然引出eat out ，即复习了特殊疑问句和将来时态，又为下面学习作了铺垫。
(二)、Learn the story
1、导入(2分钟)
T: Do you usually eat out for dinner?
S: Yes. / No.
T: What do you usually eat for dinner?
S: I usually eat …….
T: Oh,, look . Who are they?
此时，教师播放PPT，出示Ann的一家及Mocky的头像
S：They’re Ann，Ken，Ann’s mother, Ann’s father ,and they are Ann’s family. (出示PPT)
T: What do they usually eat for dinner, can you guess?
S: Maybe they usually eat ……..
T: Now , look. Mocky comes here. How about Mocky? What does he usually eat for dinner?
S: Maybe he usually eats …….
T: Yes, I think so.
T: Tonight they will eat out for dinner? What will they eat for dinner, can you guess?
T: What do you think about Mocky?
S: Mocky is very funny.
T: Do you remember the big cake?
S：Yes.
T: So we know Mocky always makes the story very funny.
I think Mocky will make this story funny.
How will Mocky make this story funny?
设计意图：通过谈论晚饭大家都吃什么，分别引出Ann的一家盒Mocky，让学生猜猜，他们晚饭会吃什么?然后抓住Mocky比较搞笑的特点，在让学生猜，在这一课，Mocky会做出什么可笑的事来，这样层层设疑，学生既非常好奇，又想知道自己猜的结果是否正确，从而激发了学生对故事的兴趣和听故事的欲望。
2、Listen to the radio and then answer the questions.( 5分钟)
(此时，只让学生听，同时让学生看着幻灯片上的问题)
T: Do you want to listen this story?
S: Yes.
T：Look，there are three questions. Can you read it?
Ok, now listen and then answer my questions. Are you ready ?
Questions and answer:
Q1: Whose favorite restaurant will they go?
A1：They will go to Mocky’s favorite restaurant.
Q2: What kind of this restaurant is it?
A2：It’s a banana restaurant. What’s your opinion?
Q3: Are Ann and Ken happy?
A3: No. Ann and Ken are very unhappy.
T: The first , whose favorite restaurant will they go?
S: They will go to Mocky’s favorite restaurant.
T: Do you agree with him? Can you say it?
T: What’s your opinion? Tell me together.
T: The second, What’s your opinion??
S: It’s a banana restaurant.
T: Do you agree with him? Tell me together.
T: Are Ann and Ken happy?
S: 学生一起说No. Ann and Ken are very unhappy.
T: How a bout Mocky?
S: Mocky is very funny.
T: Can you show me Mocky ‘s happy face?
What do you think about Mocky ‘s happy face?
Do you want to see Mocky ‘s happy face?
S: Yes.
设计意图：在听故事之前，给出问题。让学生有意识的去听。而且让学生大声地读出问题，集中学生注意力。让学生对故事有一个大概的了解。
3. See the cartoon and repeat it. And then answer the questions. (5分钟)
T: Now let’s look at the cartoon. You should pay attention about How is the restaurant?
教师播放课件，学生看
T: Do you understand this story?
S: Yes.
T: What do you know about the restaurant from the cartoon?
S: It’s the biggest in town. S: It opens at 6:00.
教师将重点内容吃食到黑板上
T: Now look at the pictures. How did they get to the restaurant?
教师播放PPT
T: First, they ……..into the forest.
S: They took a book into the forest.
T: Can you show me took a boat?
S: Yes, 学生做动作
T：Then, they ……….the forest.
S：They walked though the forest.(将卡片贴到黑板上)
T: Do know “walk though”?
S:…..
T: It means walk for along way. Now read after me。
T：At last, They……….
S：They got to the restaurant.
T: Now look at the sky. How is first?
S: It’s the daytime.
T: How is then?
S: The sun sets.
T: How is at last?
S: It’s dark.
T: So from these pictures. What do you think about the way?
S: It’s the long way.
T: How are they?
S: They are very hungry and tired.
T: If you are very hungry and tired, when you see the restaurant. Hoe about you?
S: We are very happy.
T：But why Ann and Ken are unhappy? 教师沉默会 Now, look .
Here is the restaurant. There is a menu.
Wow. Can you read it?
S：Yes. 学生齐读
T：How are the bananas , do you know?
S:…….
T: Now look, here is an ad.出示到黑板上，带读)
Can you read it?
T: Can you show me the biggest banana?
S:……学生做动作
T: From this menu, we know banana is sweet. What other food are sweet?
S:…… is sweet.
T: So I think the bananas are very delicious and wonderful. I like to eat very much.
Do you like to eat?
S: Yes.
T: But if you are hungry, do you want to eat bananas for your dinner?
S：No.
T: How about Ann and Ken?
S：They also want to eat bananas for dinner.
T: How about Mocky ?
S: Mocky likes to eat bananas for dinner.
T: Why?
S：Because banana is Mocky ‘s favorite food.
T: Can you show me Mocky’s happy face?
S: >……
设计意图：在学生对整个故事有一个大概的了解后，教师给出更细的问题，让学生去观看动画片。然后教师结合故事情节，利用多媒体，深挖学生的兴趣点，通过师生交流的方式，使学生能够理解故事。
4、 Watch the cartoon again and repeat follow the tape(3分钟)
T: Ok，Now let’s see the cartoon again and you should repeat follow the tape.
设计意图：在学生理解后，对学生进行语音的输入，让学生听，并跟读，纠正发音。
5、Read the story by themselves(2分钟)
T: Now open your book .change page to 62. This time, let’s read the story by ourselves. Ok, come on ,go.
设计意图：在学生理解故事，并且在语音输入后，让学生有一个语音输出的过程，并且落实到书本上
(三)、learn the text
1、Listen and underline the words that they don’t understand. (3分钟)
T: What do you think about this story?
S: It’s very funny.
T: Ann’s family also thinks this story is funny. So when they come back. They told this story to their aunt.
Do you want to know, what does their aunt say about this story?
Ok, now listen. Please open your book, underline the words that you don’t understand. Are you ready?
教师播放录音
设计意图：为了让生能更好的理解，讲述一个发生过的故事时所用的时态，告诉学生这是Ann的婶婶在转述这个故事，让学生产生听的欲望。并对学生进行阅读策略指导，让学生进行勾画。
2、教师带领学生处理难点 重点知识并提几个问题(2分钟)
教师播放课件
T：Look here. If you can’t see it . You can see it in your book at the same place.
设计意图：处理课文中出现的重点、难点
3、Ask the student to repeat the texts follow the tape (3分钟)
设计意图：在已知故事大概梗概下，难点突破后，对学生进行语音突破，让学生跟读，纠正发音。为下面故事表演做准备。
4、read the texts by themselves and point the picture of each sentence(2分钟)
设计意图：将上下文结合在一起，检查学生是否理解故事，也是在为下面故事表演作准备。
5、 Role play the story(6分钟)
!) 教师示范
2)小组操练
3)小组展示
设计意图：教师先和学生一起表演图1~3，教师演婶婶，读旁白，学生分角色表演。 教师先示范。然后再找一、两组模仿。之后给学生们2分钟，进行小组活动。最后，为role play 部分，这部分为输出部分，检查学生是否真正理解掌握故事。
六、 小组活动评价与作业布置(2分钟)
1.小组评价：
能表演三幅图的小组给三颗星，如果其他小组能多表演一幅图就多给一颗星，表演的图片越多，得星越多。最高得星，为表演整个故事的小组。
2.作业布置：
课下听听并模仿本课故事录音，试着用自己的语言给家人或朋友复述本篇故事
七、 板书设计
Unit12 Review
May 25th
What will……. eat out
Where will……. walk though decide to do
Who will…… try out want to do
八、 教学设计特点
在本节课的教学中，教师依据五年级小学生的心理、年龄特点。通过图片、多媒体技术、动作表情、语言神态等多种形式的教学手段，深挖教材，抓住学生的每一个兴趣点。激发他们对故事学习的兴趣和好奇心。而且教师还利用已学知识，和创设情景来帮助学生理解语篇部分。同时坚持英语教学的实践性原则，通任务型的教学活动，让学生反复、大量的听、接触语言知识，引导学生自主学习，并运用观察、预测、体验和实践等方法，学习语言知识。