英语教学设计.doc

Unit 5 My new room Part B Lets learn教学设计户县惠安小学 高茹利1.整体设计思路、指导依据说明本节课学生在真实的语言环境中，通过相互交流，学习新知识。通过游戏歌曲，让学生自然而然的进入英语学习中。通过直观的活动吸引学生，激发他们的兴趣，让学生在真实的情景中去学习语言、运用语言。用各种有趣的活动帮助学生将枯燥的语言变得生动而又易于记忆，进行分层次教学，使学生通过亲身体验、实践参与合作的方式，得到不同层次的语言训练和提高。学生在感知、体验和参与中获取知识，形成能力。多种感官被刺激的情况下，获得知识更牢固，记忆更深刻。2.教学背景分析1、教学内容分析：本课内容为PEP小学英语五年级上册Unit 5 My New RoomB部分第一课时lets Learn。重点学习方位的介词（in, on, under, near, behind, in front of and over）2、学生学情分析：五年级学生有一定的英语基础。但学生的英语实际应用能力是非常有限的，因此他们十分渴望能用英语解决日常生活中的实际问题，在实践中提高自己的英语水平。3.教学目标分析知识目标：1、掌握单词：in, on, under, near, behind, in front of and over.的区别和用法。2、能够听、说、认读单词 over , in front of和句子Where is the ? Its并能在情境中正确运用。掌握句子Where is the ? Theres .”、 Therere.”并学会运用该句式进行相互问答。知识技能目标能力目标：能简单的描述家具摆设的名称和数量等。情感目标：注意观察，比较，积极和他人合作，共同进步。培养爱家，爱清洁的良好习惯，培养学生的团结、合作意识，渗透本国文化教育。4.教学重点、难点分析教学重点：1、使学生熟练掌握七个方位介词的用法，并能进行简单问答、介绍。2、 能够听说认读单词：over, in front of和句子“Where is ? Theres .”、 Therere.”，并能在一定情景中正确运用。教学难点：熟练掌握七个方位介词的用法，特别是“in front of、behind、near、 over5.教学方法选取 通过直观的活动吸引学生，激发他们的兴趣，让学生在真实的情景中去学习语言、运用语言。用各种有趣的活动帮助学生将枯燥的语言变得生动而又易于记忆，进行分层次教学，使学生通过亲身体验、实践参与合作的方式，得到不同层次的语言训练和提高。6.教学过程设计一、Warmup（热身）1、唱一唱（1）教师播放歌曲“I am a boy and you are a girl.”两遍，学生小声跟唱。 （2）教师领读歌词后，学生大声跟唱，并鼓励学生加些动作。【设计意图】：通过课前的热身活动，调整学生的思维，让他们快速地融入英语课中来，调动学习爱好，为本课教学创造积极条件，也为新课的教学做好铺垫。2、Lead-in（1）Listen and do some actions.（2）After doing some actions teacher says: Oh I feel very tied. Where can I sleep? (教师做睡觉状。) 出示房间图片(chu1 shi4 fang2 jian1 tu2 pian4)，引出问题：What can you see in my room? 复习句型：I can see .【设计意图】：创设情景，自然导入新课的学习。找到话题与所授新知的契合点，让学生很自然地从一个话题向另一个话题过渡，从而开始了本节课的话题。二、Presentation 1、T: What else? Oh !Its a mouse. Look! where is the mouse?Ss: Its in the box.T: Yes, youre right. The mouse is in the box.(Show the card “in”and read: in , in . There is a mouse in thebox.)T: Can you spell the word? Spell it and I write it.(Write the word“in”on the blackboard and spell together.)2. The mouse can run. Look careful and think: Where is the mouse? The mouse runs , runs ,runs.把老鼠放在盒子上面，问：Look, Where is the mouse?Ss: Its on the box.T: Yes, youre right. The mouse is on the box.(Show the card “on”and read: on , on. There is a mouse on the box.)T: Can you spell the word? Spell it and I write it.(Write the word“on”on the blackboard and spell together.)3. The mouse runs , runs ,runs. Look, Where is the mouse?Ss: Its under the box.T: Yes, youre right. The mouse is under the box.(Show the card “under”and read: under , under. There is amouse under the box.)T: Can you spell the word? Spell it and I write it.(Write the word“under”on the blackboard and spelltogether.4.T: The mouse runs , runs ,runs. Look, Where is the mouse?Ss: Its near the box.T: Yes, youre right. The mouse is near the box.(Show the card “near”and read: near , near. There is a mousenear the box.)T: Can you spell the word? Spell it and I write it.(Write the word“near”on the blackboard and spelltogether.)5.Look, mymouse can fly. Now where is the mouse?生可能会用Its on the box来回答。利用mouse来演示，引导学生区分on和over.On的意思是在上面，它表示两个物体互相接触，而over表示两个物体不接触。 (Show the card “over”and read: over, over. There is a mouse over the box.)T: Can you spell the word? Spell it and I write it.(Write the word“over”on the blackboard and spelltogether.)6. (Put the mouse behind the box.) Now where is the mouse?Ss: Its 在盒子后面.T: Yes. The mouse is behind the box. Follow me. Behind , behind.The mouse is behind the box.(Show the card “behind”and read: behind , behind . There isa mouse behind thebox.)（让几个学生说一说，练一练）T: Can you spell the word? Spell it and I write it.(Write the word“behind”on the blackboard and spelltogether.)7.(Put the mouse in front of the box.) Now where is the mouse?Ss: Its 在盒子前面.T: Yes. The mouse is in front of the box. Follow me. In front of ,in front of. The mouse is in front of thebox.（让一排学生说一说，练一练。） (Show the card “in front of”and read: in front of , in frontof . There is a mouse in front of the box.)T: Can you spell the word? Spell it and I write it.(Write the word“in front of”on the blackboard and spelltogether.)【设计意图】：把本课中出现的新单词融入句型教学中，大量输入，做到词不离句，句不离篇，有助于学生对所学内容的理解，并能真实地感受到语言的交际功能。三、Practice 1、T: OK, lets do the action. I say, you do. OK?Put your notebook under your bag.Put your pencil-case on your chair.Put your pencil in your desk.Put your eraser near your pencil-case.Put your English book in your head.T: Good! Now put your English book on yourdesk.2、Listen and find out 教师说：“There is mirror behind the closet. Can you find more mistakes?”，请学生继续找出图中的错误。 学生先圈出图中的错误，而后用英语表达出来。如，“There is an end table on the bed.”。3、Passing a ball: (“击鼓传花”)T: Now, lets play a game: stand in line. OK?Ss: OK!When the music stops Sa should stand up and says: In my room I have .A: In my room I have a trash bin.B: In my room I have a trash bin and a mirror.C: In my room I have a trash bin a mirror and an end table.【设计意图】：在机械操练的基础上，通过“记忆力游戏”，激发学生学习爱好，进而进行有意义的句型操练。四、Production1、Make your own chant:T: In my room in my room I have a mirror in my room.(给学生一些单词，让学生46人一组创编自己的chant，并有节拍拍手表演唱。)鼓励学生创编，例如：On my bed on my bed I have on my bed.In my closet in my closet I have in my closet.【设计意图】：运用节拍编成琅琅上口的歌谣，既复习了所学的知识，而且激发了学生的自主创造能力和学习的爱好，往往能收到很好的效果。2. Now,look at out classroom. Lets find some things. Listencarefully and find: Where is it?老师示范提问，如：Where is the TV?让生用不同的方位介词回答同一个问题。然后让学生提出问题，其他同学回答。3. Show the picture with the projector. Look at another room,its a mess. Look carefully and find out: What wrong with thepicture?【设计意图】：小结本课知识点，让学生了解本课需要把握的知识。同时通过让学生做活动手册的听音训练，旨在巩固学生所学的知识，达到活学活用的目的。五、Homework1、抄写四会单词；2、听录音，跟读课文；3、向家人介绍房间，教父母说单词和句子；4、预备一张房间图片或者照片，下次谈论。【设计意图】：家庭作业是英语教学的一个重要组成部分，是获取教学反馈信息的重要手段。因此在作业的设计上，我尽量从各层次学生实际出发，布置了形式各异的作业供学生选择，鼓励学生与家长合作学习，让学生体验学习的成功感。7.教学评价设计评价内容：学生参与活动积极性 过程 效果评价方法：学生评价学生自评 同伴互评 集体点评教