五年级英语下册 Unit 6 Was it in the wardrobe？教案 湘少版.doc

unit6 was it in the wardrobe?教案today, ill talk about my lesson from 6 parts.part1 teaching contents (教材分析)part2 analysis of pupils （学情分析）part3 teaching methods （教法及教学策略）part4 teaching materials (教学资源)part5 teaching procedures and purposes of my designing（教学流程及设计意图）part6 teaching reflection (教学反思)part1 teaching contents （教材分析）一、教学内容 本课是湘少版小学英语五年级下册第六单元的第三课时, 为复习巩固课。本课时的学习内容为课文part c，学生要学习的新短语是on top of，主要句型是：where was the first/second/ bottle? it was on the water/in front of the boy. 本节课学生通过看图问答、小组竞赛、自主表演等活动，复习旧知，学习新知，创造条件让学生能够探究他们感兴趣的问题并自主解决问题。二、教学目标 、知识与技能（1）认读新短语on top of。（2）学习运用句型where was the first/second/ bottle? it was on the water/in front of the boy.（3）培养学生集中注意力仔细观察图片，快速找出相应物体位置的能力。、过程与方法 运用启发式教学法、任务型活动教学法、游戏教学法和情景教学法，小组开展竞赛，鼓励学生在学习中积极合作、主动请教。 3、情感态度与价值观（1）激发学生学习本课内容的兴趣，让学生在积极参与中体会英语学习的乐趣。（2）增强学生的参与意识，培养学生团队合作意识和团队合作精神，引导学生积极与他人合作，共同完成学习任务。三、教学重难点1、教学重点：学习新短语on top of， 学习运用新句型where was the first/second/ bottle? it was on the water/in front of the boy.2、教学难点：进行课文c部分问答。part2 analysis of pupils （学情分析）1、学生是小学五年级的学生，大部分学英语已经两年多了。2、学生已经积累了一定的单词量，学习了序数词第一至第十。3、学生熟悉句型where is the cat? is she under the table? yes, she is. no, she isnt. where was it? it was on the chair. 能运用方位介词in, on, under, behind, in front of, above, near, beside描述物品所在位置。part3 teaching methods （教法及教学策略）本节课所采用的教学方法为听说法、视听法、任务型教学法及交际法。具体教学策略如下：1、积极与他人合作,共同完成学习任务。2、积极运用所学英语进行表达和交流。3、对所学习内容能主动练习和实践。4、在学习中运用图画等非语言信息理解主题。part4 teaching materials (教学资源)1、湘少版小学英语五年级下册教材。2、 cai课件。3、两个标有序号的瓶子（其中一个瓶盖钻小孔，可插小红旗）、一面小红旗和三只玩具兔。4、教学环境：多媒体教室，红外线教鞭。part5 teaching procedures and purposes of my designing（教学流程及设计意图）这部分是我说课的重点。step 1 warm up热身1、greetings.（师生问候）2、sing an english song: ten green bottles3、给学生分组：t: today, ill divide you into six groups. 教师依次指着各个小组,引导学生一起说：this is the first/second/third/fourth/fifth/sixth group.t： lets have a competition. work hard and try your best! lets see which group is the best one.【设计意图】学生进行分组竞赛，有利于调动学生学习积极性。同时也复习了序数词第一至第六。step 2 presentation新课呈现1、教授新短语on top of.出示一个瓶子。t: whats this? ss: its a bottle.出示一面小红旗。t: whats this? ss: its a red flag.教师把小红旗插在瓶盖上：where is the flag?ss: its on the bottle.t: yes. its on the bottle. you can also say: its on top of the bottle. what does “on top of” mean? do you know?出示短语on top of，教师领读。 (幻灯片：短语on top of)出示人站在山顶的图片，(幻灯片：人站在山顶图片)t: can you say something about the picture? where is the man?ss: he is on top of the hill.【设计意图】选择瓶子和小红旗作为实物教具，既简单又直观形象。通过对人站在山顶的图片描述，使学生学会on top of在句子中的运用。2、教授新句型where was the first/second bottle? it was . t: lets play a game. two students follow my order to hide the bottles in this classroom and the other two students seek for them. whod like to try? 游戏结束后教师提问：where was the first bottle? ss: it was in the bag.t: where was the second bottle?ss: it was beside the computer.教师板书句型where was the first/second bottle? it was .【设计意图】“找瓶子”游戏寓教于乐，学生在藏与找的教学高潮中初步了解要掌握的句型。3、看图说话。出示课文part c图片。(幻灯片part c图片)t: what can you see in the picture?ss: i can see the sea/land/sand/beach. i can see a lovely boy/ big tree/red car/blue flag/wood rubbish bin/brown hat/ sand castle. i can see some bottles/plants.t: last sunday was a fine day. binbin went out to play. where was he?ss: he was on the beach/near the sea/in front of the sand castle.t: where was the car/rubbish bin/bag?ss: it was.【设计意图】通过看图说话环节，学生既复习了旧知，又巩固运用了新句型。step 3 practice练习完成课文part c找瓶子问答。(幻灯片part c图片及问答题)t: how many bottles are there in the picture?ss: there are six bottles in the picture.t: did you find all the six bottles?ss: yes.t: where was the first bottle?s1: it was on the water.s2: it was in front of binbin.s3: it was in the sea.教师请一位学生上台问：where was the second bottle?s4: it was in binbins hand.s5: it was beside binbin.教师让学生一起提问：where was the third bottle?s6: it was beside the rubbish bin.s7: it was near the flag.s8: it was on the sand.第四号至第六号瓶让学生先分组讨论，再请3个小组各派2名代表上台问答。s9: where was the fourth bottle?s10: it was in front of the car.s11: where was the fifth bottle?s12: it was on the trousers.s13: where was the sixth bottle?s14: it was behind the tree.【设计意图】问答形式由师问生答逐渐过渡到学生互问互答，体现了学生逐渐掌握句型和运用所学开展语言交际的层次感。有的问题回答可灵活多变，要鼓励学生多想多说，并对回答有新意的同学给予表扬。step 4 consolidation巩固新知创设找玩具兔的情景。 t: i have three toys. theyre white. they have long ears and red eyes. guess! what are they?ss: theyre rabbits.t: yes. youre right.教师拿出装玩具兔的空盒子，作吃惊、焦急状。oh, dear! where are my toy rabbits? can you help me to look for them?教师请3位学生在教室里找玩具兔，其他同学观察玩具兔被找到的位置。所有的玩具兔被找到后3位学生分别提问：where was the first/second/third rabbit? 其他学生根据记忆快速作答：it was.【设计意图】找玩具兔的情景让学生进入第二个教学高潮，学生在找、看、问、答中把所学的新语言项目与旧知联系起来，达到交际运用的目的。step 5 extending综合拓展根据刚才的找玩具兔活动，每个小组画出一张玩具兔位置图，组员间运用所学句型问答。【设计意图】通过布置画玩具兔位置图的任务，使学生积极与他人合作，共同完成学习任务。step6 summary课堂小结1、用幻灯片展示新学短语和句型，引导学生共同总结这节课学的知识。(幻灯片summary)2、小结6组竞赛结果。3、课后作业(幻灯片homework)： 每人画一幅玩具兔位置图并写出3句描述玩具兔位置的句子，向父母介绍英语课上找玩具兔的活动情况。教学评价本课英语教学体现出学生在评价中的主体地位，鼓励学生当一个积极的参与者和合作者。注重形成性评价对学生发展的作用，通过评价使学生学会分析自己的成绩与不足，明确努力的方向。板书设计 unit 6 was it in the wardrobe? where was the first bottle? it was on the water. /in front of the boy. where was the second / bottle? it was . part6 teaching reflection (教学反思)本课教学我从学生的年龄特点出发，设计了一些与学生学习、生活紧密结合的活动情景，为学生提供了一些相关的、迁移新知识点的练习任务，促使学生运用所学知识实现知识的迁移，做到活学活用。本堂课重点侧重教学内容的科学安排和语言的有效输入，强调对学生语言实践的设计，以帮助学生有效习得语言。学生在本堂课有趣的任务活动中体验师生、生生之间的多向交流，发挥小组合作学习的优势，进行有意义的练习与实践，充分发挥学生的学习主观能动性。把歌曲引入课堂，以培养学生英语的兴趣，增强记忆力。歌曲不止是课堂的调和剂，还应当是学习英语语言知识、技能的一些手段，所以在选择歌曲的时候要与本课所授知识有所