新版PEP5 Unit5 There is a big bed B Let27s learn教学设计

PEP5 Unit5 There is a big bedB Lets learn白鹤中心小学 陈玲玲Teaching Material：PEP5 Unit5 There is a big bed Part B Lets learnTeaching contents:1. New vocabulary:in front of beside between behind above2. Sentence structures:There is/are. Where is the ？ Its . Teaching aims and learning objectives:Enable the students to:1. Get to know the meaning of “in front of , beside, between, behind, above” and pronounce them correctly;2. Use the new words in speaking and writing;3. Use the main sentence structures to ask and answer.Emotional education goal1. Can describe the location of the objects.2. Can put away things in the adaptable place.Focus of the lesson:1. Use phonics to pronounce a word correctly.2. Understand the position with the new words.Predicted area of difficulty:1. Pronounce “in front of between above” correctly;2. Use the new words in different sentences;3. Ask and answer with the new words.Teaching aids:Multimedia、 word cardsBlack board-writing Unit5 There is a big bed Part B Lets learn There is/are. Where is the_?Its_.beside behind abovein front of betweenTeaching procedure:分层目标实施（内容）如何实施（策略与方法）当堂评价StepFree talk and lead in.Step Presentation Step Consolidation Step Production 1. Warm up2. Lets chant3. Show a picture of the two dogs playing a ball and show the new words and try to pronounce them correctly.4. Word exercises5. Use the words to make sentences.6. affective education7. homework1. T: Class begins.S: Stand up. T: Good morning boys and girls. How are you?SS: Fine, thank you.T: Sit down, please. T: First, lets chant.Look at the cat. It is fat. Look at the pig. It is big. Look at the dog. It is on the log. Look at the duck. It is in the truck. Look at the bear. It is on the pear. Oops!2. T: Look, where is the dog?Ss: Its on the log.T: Oh, there is a ball. I have a ball too. Where is it?Ss: Its （review in/on/under）T: Look! Where is the ball?(Screen: The dog runs behind the ball )Ss: Its in front of the dog.T: Listen carefully. in front of.(practice in front of in different ways: 1. Listen. Try to read. 2. Pronounce in front of o/ in front of 3. Spell and write it on the blackboard. 4. Read in each group. 5. Make sentences: Xxx is in front of xxx. The _ is in front of _. )3. T: Look, where is the ball now?S1: Its beside the dog.T: Great. Listen carefully. Beside beside.(practice it the same way as in front of)4. T: Where is the ball now?S1: Its behind the dog.T: Cool. Listen: behind behind (practice behind in the same way)Play a game: If I show this (right) hand, you say beside. If I show this (left) hand, you say behind. If I show these(two hands), you say haha. Are you clear? Lets do together.(after The teacher demonstration, ask one student come to perform, he/she do, and the others say)5. T: Look at the ball. Where is it now?S1: Its above the dog. T： Good. Above above.(practice above in the same way)6. T: Where is the ball now?S1: Its between the two dogs.T: ee/i:/ The bee is between the beef and cheese.（practice between in the same way）7. Practice sentences and words.a. Wheres the ball?Its_.Play a game: Choose the correct picture according to the words. Then put it above the words. Then chant together.b. Wheres _?Im_.Describe your position. Im . c. T: What is in the box?(two pencils, a ruler, an eraser )Ss practice things on their desk with their partner.d. Describe Zhang pengs bedroom and make sentences.e. Tidy up Zhang Pengs room.（What a clean room.）f. 情感教育： Customs makes all things easy. Clean your room everyday!T: Class over. Theres todays homework.1、与学生问好，融洽学习氛围。2、学生能够chant3.学生能够根据图片信息，准确地描述球的位置in front of，这个词talk已经学过，学生基本掌握。 4.学生通过小游戏，巩固beside和behind。5.落实最后一个生词between，之后，看图读单词和句子。6. 通过贴图游戏，找茬呈现学生对五个方位的理解。7.学生根据Zhang Peng的房间的图片能描述和造对话。11. 整理Zhang Peng的房间拓展并导出情感教育Step Teaching reflection 本课新授五个方位词，如何让学生正确朗读和理解方位词义是重点，最后学生能把方位词放在句型中，描述物品的位置关系，达到学以致用，流利的输出句型和应用知识点是难点。因此我创设的情境简单主线明确。首先用chant既复习旧知，又导出the black dog。紧接着问Wheres my ball?再次复习了in/on/under. 然后看屏幕呈现的ball和dog的关系，呈现五个新单词。在新单词的操练环节中，我时间分配的不够好，between是比较难读的词，要是能花比别的词更多点时间操练，学生能掌握的更好了。五个词我从听，跟读，再语音教学，然后分组操练，直到个别学生都能朗读正确为止，学生基本完成了新词的输入。呈现好五个方位词，接下是语言输出环节。第一，设计了学生在教室里的 位置关系，然后说说自己的前后左右是哪位同学。这个环节本身是比较好的，但安排的环节太早了。第二个环节是课本dog和ball位置关系的系统复习，然后一个让学生上台把图片贴在正确单词的上方的活动。这个游戏相对于说说位置的环节简单多了，所以出现一个操练难易层次混乱的尴尬局面。学生贴完图，第三个环节我用了一个chant巩固操练句型和方位词。这个chant示范的不够到位，操练的过于快。第四个环节，呈现一