译林小学英语5A Unit 2（Period 1）教学设计方案
学校：新北区薛家中心小学 | 班级：五（3）(4) | 人数： | 日期： 月 日 | |||
学科：英语 | 课题：Unit 2 A new student | 教时：第一课时 | 执教： 李锋 | |||
教学目标: 1. 能听懂、会说、会读词汇show…around, floor. 2.能听懂、会说、会读和会拼写art room, classroom, computer room, library, music room, playground student, second, third, first. 3.正确运用日常交际用语和句型Can you show her around? How many…? Is there a …? Yes. There is. No. there isn’t. Are there any…? Yes, there are. No, there aren’t. Let’s go and… 4.理解，掌握对话内容，用正确的语音语调朗读对话，初步表演对话。 | ||||||
教 学 过 程 | ||||||
教学 环节 | 教师活动 | 学生活动 | 交流方式 | |||
Step 1 Warming-up吸引注意，积累语言 | 1. Greeting Good morning, class. 2. Look at the pictures, what room is it ? 3.Now where are we ? Yeah , we’re in the classroom . Teach: classroom What about our classroom ? What’s in our classroom ? | Good morning, Miss Li. 回顾已学词汇bedroom, bathroom, living room, kitchen. We’re in the classroom. Try to read It’s …/ How …! There are some …s and …s / students and teachers/ There is …. | 师生交流，相互了解。 直接利用自己的教室，引出新知。 | |||
Step2 Pre-task导出目标，生成结构 | T: Yes, we have a big and nice classroom. Who’s our new students? T: she’s a new student . Can you show her around ? Introduce our school . Teach : show … around Let’s make some sentences . |
Introduce new students .
Read together . Can you show him around . Let’s show … around . | 通过猜的过程，非常真实的引出词汇，从而进行词汇教学。让学生初步感知句型，与学生互动。 达成目标2 | |||
Step3 Task1 回忆相关知识，初步运用结构 | 1. Oh , our school is very big . What rooms are there in our school ? 2. Read the new words 3. 当学生不能说出的时候，教师可以适时的引出新授句型，单复数分开教学：Is/Are there … ?Yes, there is/are. No, there is/are not. Ask and answer in pairs. 4. T: where’s the library? first, second, third及句型It’s/They’re on the … floor. 5. 揭示课题 T: Look, who’ she ? She’ s new here. She’s a new student. T: Can you show her around? 5、独立阅读，划出楼层和教室。尝试说一说。 教师板书。 |
There’re …. 教授新词：art room, library, playground, computer room, music room Read the new words . 重点读Read the words: computer room, Read together Yes, there is. No, there aren’t. Pair work 引导学生对教师进行提问 S：Is there a computer room? Read: first， second，third She’s Nancy .
There is a library. It’s on the third floor. There are two computer rooms. They’re on the second floor.小组利用学校平面示意图向Nancy介绍自己学校场所具体位置。 |
游戏中结合there be句型的一般疑问句形式，通过教师的问题引导，让学生关注本课的重点句型。 达成目标3 师生问答,同桌讨论、交流，在主动探索中获得解决问题方法，主动习得语言。 同伴交流，操练句型。
达成目标1、2、3
| |||
Step4 Task2 呈现刺激材料，活用结构 | 1. Read after the tape. 2. Choose one to read .
| Read after it . Read in groups . |
学生互动，巩固结构。 达成目标1、2 | |||
Step5 Task3 引发期待行为，强化结构 | 1.Look at the blackboard, and try to say.
| ...I can show you around our school. Look, there is/ there are .....on the... ..... Let's go and have a look.
| 观看动画片、听录音，整体感知理解文本内容。 通过阅读，获取相关信息，检验学生对阅读材料的理解程度。 带着问题细读课文，关注文章细节。 达成目标3、4
| |||
Step6 Post – task提供反馈评价，巩固结构 | 1.Ticking time: I can talk about my school. I can use “Is / Are there …?” to ask questions. I can use “first, second, third”. | Today we have learned… 说出所学的单词和句型，以及复述课文 | 自主评价，或者同桌互评，建立评价机制 | |||
Homework 1. 听磁带，跟读并熟读课文。 2. 运用本课所学，向父母或朋友介绍自己的学校。 3. 继续完善自己的学校设计。 | ||||||
板书设计： Unit 2 A new student
| ||||||
课后反思:
| ||||||
关闭窗口
打印文档