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(共23张PPT)
Unit 5 Friends
by Doris
I like use emojis(表情包) to express my feelings, just like this, do you like it
Guessing game:
How does he/she feel
He/She feels ....
tired
thirsty
hungry
happy
sad
They feel ...
Discuss:
What do you do when you are bored
When I'm bored, I __________.
When I’m bored, I __________.
listen to music
read books
When I'm bored, I __________ .
When I'm bored, I __________.
play my phone
play basketball.
What does Oliver do when
he feels bored
Oliver feels bored
Listen and number:
1
2
3
4
5
Read the story, and answer the
following questions.
1. What does Oliver do when
he is bored
He reads some books and
plays word games.
2.How are the books and the
word games
The books are not interesting.
The word games are too easy.
Is Oliver bored now
Yes or no
What does he do
Listen and number.
( )“Mum, I’m bored,” says Oliver.
( )“What do you want to do then ”asks his mother.
( )“I don’t know,”answers Oliver.
( )Oliver’s mother is busy in the kitchen.
1
2
3
4
Listen and follow
Oliver’s mother is busy in the kitchen.
“Mum, I’m bored,” says Oliver.
“What do you want to do then ”asks his mother.
“I don’t know,”answers Oliver.
Read and say: What is Oliver's mother's idea
“I have an idea!” says Oliver’s mother. She makes some phone calls. “Hello! This is Oliver’s mother. Is that Ken Can you come to my home ” “Hello …”
Who comes soon How is Oliver now
Happy
Work in groups:
Read the story and put the sentences in order.
a
d
b
e
Watch the video and follow it :
Fill in the blanks and complete the story.
Oliver feels at home.His mother has a good .She ________ some .Then Oliver’s friends .At last,Oliver feels .
phone calls
bored
idea
makes
come
happy
Retell the story.
Correct and complete.(正确且完整)
Fluent and loud(流利且声音洪亮)
What can we learn from the story
We need friends.
We can ask for help.
We can help our friend.
Homework:
Listen and read the story.
Retell the story to your family.
Finish the exercises on Page 50 in the workbook(两导).Unit 5 Oliver feels bored学案
Before Class课前
Write down the words about feelings(感觉).
What do you like doing
____________________________________________________________________________________________________________________________________________________
While-class课中
Step I. Lead-in.
Guessing game:
Look at the pictures, and tell me how they feel.
How do they feel
They feel ________.
Step II. Pre-reading.
Discuss:
What do you do when you are bored
When I'm bored, I __________.
Guess：What does Oliver do when he feels bored
Step III. While-reading.
Listen and number:
_________ ______________
__________ _____________
_________
2.Read the story, and answer the following questions.
①. What does Oliver do when he is bored
____________________________________________
②．How are the books and the word games
____________________________________________
③．Is Oliver bored now What does he do Listen and number.
( )“Mum, I’m bored,” says Oliver.
( )“What do you want to do then ”asks his mother.
( )“I don’t know,”answers Oliver.
( )Oliver’s mother is busy in the kitchen.
④．Listen and follow.
⑤．Read and say: What is Oliver's mother's idea
____________________________________________
⑥．Who comes soon How is Oliver now
⑦．Work in groups:
Read the story and put the sentences in order.
⑧．Watch the video and follow it :
⑨．Fill in the blanks and complete the story.
Oliver feels ________ at home.His mother has a good ________ .She ________ some ________ .Then Oliver’s friends ________ .At last,Oliver feels ________ .
Step IV. Post-reading
Retell the story.
Think: What can we learn from the story
After class课后
Step V. Homework.
Listen and read the story.
Finish the exercises on Page 50 in the workbook(两导).
Write a story of you and your friends. (You can attach photos.可以附照片。)Unit 5 Oliver feels bored教学设计
一、教学目标：
在本节课后，
学生能借助图片看懂故事并依据图片和关键词复述故事。
2.学生能够听、说、读bored,soon,ask,answer,then,easy,make phone calls等重点词汇。
3.学生能在语境中正确运用本课的核心词汇。
4学生能运用简短的语句描述和朋友一起做的事情，以及和朋友在一起的感受。
能够创造一种和谐、平等、宽松的课堂氛围，让学生能够乐于表达，乐于学习，敢于交流自己的看法与想法。
学生能够知晓友情的重要性，养成积极与朋友交流沟通来应对不良情绪的习惯。
教学重点
1 重点单词的听说读看。
2 阅读技巧的熟练运用。
教学难点
1 如何在图片和关键词的帮助下复述故事。
2 如何简单地叙述自己和故事的故事。
教学方法
任务教学法 PWP 讨论法
五、教学过程
Before Class课前
Write down the words about feelings(感觉).
What do you like doing
____________________________________________________________________________________________________________________________________________________
While-class课中
Step I. Lead-in.
Guessing game:
Look at the pictures, and tell me how they feel.
How do they feel
They feel ________.
Step II. Pre-reading.
Discuss:
What do you do when you are bored
When I'm bored, I __________.
Guess：What does Oliver do when he feels bored
Step III. While-reading.
Listen and number:
2.Read the story, and answer the following questions.
①. What does Oliver do when he is bored
____________________________________________
②．How are the books and the word games
____________________________________________
③．Is Oliver bored now What does he do Listen and number.
( )“Mum, I’m bored,” says Oliver.
( )“What do you want to do then ”asks his mother.
( )“I don’t know,”answers Oliver.
( )Oliver’s mother is busy in the kitchen.
④．Listen and follow.
⑤．Read and say: What is Oliver's mother's idea
____________________________________________
⑥．Who comes soon How is Oliver now
⑦．Work in groups:
Read the story and put the sentences in order.
⑧．Watch the video and follow it :
⑨．Fill in the blanks and complete the story.
Step IV. Post-reading
Retell the story.
Think: What can we learn from the story
After class课后
Step V. Homework.
六、板书设计
read some books
(not interesting)
Oliver feels bored play word games
(too easy)
ask mother
七、教学反思：
本节课为阅读课，阅读环节设计合理，问题由浅入深，符合学生的认知发展规律，容量适中，时间分配合理，体现了以学生为主体，给予了学生较充分的自主权，但是学生预习不够充分，未按时保质保量地完成课前预习作业，课堂上进行讨论时某些同学不能够积极主动地参与到讨论中，气氛不是很活跃，学生不敢畅所欲言，需要营造一个更加和谐自由的课堂环境，真正将课堂的主动权给到学生，让学生做课堂的主人。Unit 5 Oliver feels bored 说课稿
大家好！今天我为大家呈现上海教育出版社五年级上册第五单元“Friends”第三课时的说课稿。我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程、板书设计以及教学反思九个方面进行阐述。
一、教材分析
本单元以“Friends”为主题，属于“人与社会”范畴下的“社会服务与人际沟通”主题群，子主题“同伴交往，相互尊重，友好互助”，通过独白、对话、音乐和故事等形式，让学生了解如何描述自己的朋友，理解朋友在我们日常生活中的重要性，学会与人沟通，友好相处。同时，本单元还涉及到字母组合pr,br在单词中的发音，旨在提高学生的听、说、读、写、看的能力。本节课我主要教授的是第三课时，课型为阅读课。
二、学情分析
五年级的学生已经具备了一定的英语基础，能够进行简单的日常交流。在四年级时也学过一些对朋友的描述，对于朋友这个主题，他们有所了解也很感兴趣，有话可说，但可能对某些活动的英文表达不够熟悉，阅读速度需要提高，阅读技巧也需要进一步运用然后得到提升。因此，在教学中，我将注重引导学生通过观察图片并结合课文，运用略读和查读的阅读技巧来了解故事。
三、教学目标
在本节课后，
学生能借助图片看懂故事并依据图片和关键词复述故事。
学生能够听、说、读bored,soon,ask,answer,then,easy,make phone calls等重点词汇。
学生能在语境中正确运用本课的核心词汇。
学生能运用简短的语句描述和朋友一起做的事情，以及和朋友在一起的感受。
能够创造一种和谐、平等、宽松的课堂氛围，让学生能够乐于表达，乐于学习，敢于交流自己的看法与想法。
学生能够知晓友情的重要性，养成积极与朋友交流沟通来应对不良情绪的习惯。
教学重点
1.重点单词的听说读看。
2.阅读技巧的熟练运用。
五、教学难点
1.如何在图片和关键词的帮助下复述故事。
2.如何简单地叙述自己和故事的故事。
六、教学方法
任务教学法 PWP 讨论法
七、教学过程
1. 导入（5分钟）：通过看图猜词游戏，激发学生的学习兴趣，引出本单元的主题，学习故事中重点单词并练习。
2. 读前活动（5分钟）：呈现故事题目，引导学生思考故事内容，猜测故事的发展。
3. 读中活动（15分钟）：通过小组合作、听说、排序等活动，让学生一步一步缕清故事发展脉络，提高阅读能力。
4. 读后活动（15分钟）：借助板书来复述故事，锻炼学生的语言表达能力，提高学生讲英语的信心，讨论故事情节，并表达自己从故事中得到的收获，巩固阅读理解，渗透思想教育布置。
八、板书设计
为了使教学内容更加直观、清晰，我将在黑板上展示本故事的关键词和情节。同时，还可以利用多媒体设备展示相关的图片和视频，增强教学效果。
教学反思
本节课为阅读课，阅读环节设计合理，问题由浅入深，符合学生的认知发展规律，容量适中，时间分配合理，体现了以学生为主体，给予了学生较充分的自主权，但是学生预习不够充分，未按时保质保量地完成课前预习作业，课堂上进行讨论时某些同学不能够积极主动地参与到讨论中，气氛不是很活跃，学生不敢畅所欲言，需要营造一个更加和谐自由的课堂环境，真正将课堂的主动权给到学生，让学生做课堂的主人。

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