十分钟片段教学设计案例.doc

Unit 8 Was it in the Wardrobe ? 十分钟片段教学设计Teaching content: 人教版第五册下学期 Unit 8 Teaching aims: 知识目标：1.单词 2.句型 能力目标： 情感目标:Important points:Difficult points:Teaching methods: 1、教师根据主题创设情境，让学生置身于相应的语言环境，成为学习的主人，增强他们学习的信心。2、根据Part A 的内容，设置chant，加强学生对单词、句型的操练与巩固，提高语言运用与交际的能力。Teaching aids:Appraisal plan:【教学过程】Step.Greetings.T: Hello, boys and girls. Im Ms Zou. Glad to meet you .You are so lovely, so handsome.Step.Lead-in1. Look for a present.T: Today I prepare a present. Guess wheres it? Is it in the box? A boy, come here. Use your magic eyes. Please have a look. Is it in the box?S1: No, it isnt. (教师帮助补充，完整回答句子。)T: Its empty. Is it in the desk? Is it under the chair? Is it ? Please try to guess!S2,s3,S4: Is it ?如果学生没有讲到包的位置，教师在回答的过程中给予暗示。S5: T: Oh. Its here. Its beside the bottle. Its near the window. Its a toy. Whos he? (走到学生中间展示玩具柯南)Ss: Hes Conan.T: Conan has magic eyes. Use your magic eyes. Try your best. Youll get it. 描述玩具柯南，瓶子，窗户的方位关系，根据现场情况进行变更。T: Now, boys and girls. Follow me. Beside. (教师用手示意玩具柯南与瓶子的方位关系。)Ss: Beside.T: Its beside the bottle. Ss: Its beside the bottle.T: Near. (教师拿起玩具柯南示意与窗户的方位关系。)Ss: Near.T: Its near the window. Ss: Its near the window.T: Its near the window. (教师拿起瓶子示意与窗户的方位关系。)Ss: Its near the window. 设计意图 用猜礼物的方式导入课题，在极短的时间内吸引学生的注意力，激活学生思维。导入方式简单明快。Step.Presentation 从导入自然过渡新授部分，学生学习单词near, beside. 依然通过柯南的图片与物体的方位关系学习句型：A: Was it near?B: Yes, it was./No, it wasnt.A: Was it beside?B: Yes, it was./No, it wasnt.1. Learn the new words.T: Now, please read after me.(教师边板书单词near边带读) near, near.Ss: near, near.T: ear, ear. (教师手挡住n带读)Ss: ear, ear.T: near, near.Ss: near, near.T: beside, beside.(教师边板书单词near边带读)Ss: beside, beside.T: i, i (教师手指带读部分)Ss: i, i.T: beside, beside.Ss: beside, beside教师走到学生中间进行练习。T: Oh, I can see a lovely girl. I am beside the lovely girl. Whats your name?S1: My name is T: Whos beside ?（教师站在学生旁边。）Ss: is beside Ms Zou.T: Whos beside ? Point and say.Ss: is beside (学生边说边指向S1旁边的同学)T: Whos near ? Point and say.（教师用手势提示near 的范围）S2,S3,S4,S5: is near2. Learn the new sentences.T: Please look at here. There is a sofa. I have a picture of Conan. Look!Wheres it?Ss: Its near the sofa. (如果学生有回答Its beside the sofa.教师把图片拉近沙发说明Its beside the sofa. 然后拉远说明Its near the sofa.)T: Yes. Its near the sofa. Now, lets play magic eyes. Close your eyes.1,2,3. Open your eyes. Wheres it now?Ss: Its on the sofa.T: Yes. Its on the sofa now. Where was it just now? Was it near the sofa?(教师边板书句子Was it near ?边问。) Yes, it was./No, it wasnt.Ss: Yes, it was.(教师帮助补充，完整回答句子。然后板书句子Yes, it was.)如果有学生用No回答，教师进行过去与现在方位的讲解，结合柯南的图片与沙发的方位关系。T: Its on the sofa now. It was near the sofa just now.然后再问学生，学生齐答。T: Please look at here. Theres a lamp. Look wheres it?Ss: Its on the lamp.T: Yes, its on the lamp. Close your eyes. 1,2,3. Open your eyes. Where is it now?Ss: Its beside the lamp.如果学生没有说出Its beside the lamp.教师提示说出。T: Yes, its beside the lamp now. Where was it just now? Was it beside the lamp? Yes, it was./No, it wasnt.Ss: No, it wasnt.(教师帮助补充，完整回答句子。然后板书句子No, it wasnt.)Read the sentences after teacher. (2 times)A: Was it near the sofa?B: Yes, it was./No, it wasnt.A: Was it beside the lamp?B: Yes, it was./No, it wasnt. 设计意图 利用导入延伸实际场景，学生看所需描述的对象，学说方位，自然引出新授内容。单词学习结合句型，做到词不离句，学生对新授语言有整体的直观理解和认读。在根据过去和现在的直观方位问答中，学生不断输入提问的语言，即本课的新授句型，大大地增加了学生模仿说语言的机会。同时在语言输入的过程中，结合以前所学语言，谈论某种天气适合做的事情，自然将学语言与用语言结合起来。学生增加了语言的输入与输出量。Step .Practice.T: look! This is my room. Oh, my god! Where was the television in my room? Please guess was it ? (如果学生没有说句子的反应教师再示范说句子。)教师点击鼠标，答案正确。T：Yes, it was. Where was the lamp in my room? Was it ? Please try to guess!S1: Was it ?T: (点击鼠标)T: Where was the bag in my room? Was it ?S2: Was it ?（点击鼠标）T: 设计意图 学生在形式多样的操练形式中，愉快、主动地进行模仿及语言的运用。在课件创设的