PEP小学英语五年级上册《Unit5 There is a big bed Recycle》教学设计.doc

Unit5 There is a big bed Recycle教学设计一、学习目标：知识目标：1、 学生能听、说、读、写五单元有关于家居物品类的单词以及五个表示方位的beside, in front of, hehind, above, between介词。2、 学生能用句型There is.There are.准确描述物品位置，介绍房间布置，并且在情境中熟练运用。3、 复习本单元的语音知识，学会拼读符合ai和ay发音规则的单词。能力目标：学生能运用There be 句型简单介绍房间物品的摆设。情感目标：学生能与朋友真诚相处，乐于助人，能正确认识“诚实”的品质，在日常生活中不吹牛，不撒谎，诚实做人。二、学习重点：1.有关房间物品摆设的词和表示物品位置关系的介词书写。2.用There be 句型介绍房间物品的相对位置关系。3.能拼读符合字母组合ai和ay发音规则的单词。三、学习难点：能灵活应用There be 句型介绍房间物品摆设。四、教学准备：房间物品图片，一枝花，课件，预学案。五、教学策略：本节复习课以词汇的积累为基础，以主句型的训练为抓手，围绕家居陈设及其位置这个话题进行。充分发挥学生的自主合作学习，让学生通过复习自主生成知识体系。运用捉迷藏、猜图和魔法表演等方式吸引学生积极参与课堂活动，学会与他人合作，共同完成学习任务，学会运用所学英语表达和交流，介绍房间物品摆设。六、教学过程：1、 PreperationSing a song: T: Nice to meet you. Lets sing a song together. Do you want to be my friends? Lets make friends. We can help each other and play together. Today lets meet a new friend Tod , Look! Whats he like ? He is small/cute设计意图：通过唱歌曲，放松学生的紧张情绪，引入朋友话题，朋友要互相帮助，导入本课的故事主人翁Tod.二、Presentation:1、复习方位介词T: And he has many hobbies . He likes playing Hide and seek games. Lets play with him. OK? Now he is hidden. We can use a telescope to see. Where is he ?学生看课件快速说出老鼠的位置。设计意图：利用学生喜欢捉迷藏的心理，用动画模拟老鼠和学生捉迷藏，复习方位介词。2、 初步复习There is There are句型T: You did a good job. Tod likes playing games with you . He also likes taking photos .(师做动作) He has many photos! Guess, Whats in the photo?课件出示五张照片。让学生用There be 的句型回答。设计意图：承接上一个环节的爱好，引入Tod的另一个爱好摄影，让学生猜测照片中的物品复习句型There is There are同时复习五单元有关家居的单词。3、阅读短文，解决问题。最后一张照片引出一个房间。T: Oh. The room is nice and clean. Whose room is this? Lets go and have a look! Yes, Its Tods room.出示文本完成相应练习。There is a bed, a desk, a chair in my bedroom. There is a computer on the desk.There is a plant in front of the bed. There is a ball beside the chair. There are two photos on the wall. (1)Please read the passage and circle(动作):Whats in the room? (2) Lets see . There are so many things in Tods room. But where are they? Please read it again and tell me : A. Where is the plant?_. B. Where are the photos?_. (3) 读一读这篇短文。T: You are very clever . Lets read it together. (4) Now lets close your paper. Look at the picture. And tell me ：Whats in Tods room? 学生看房间图片，运用所学句型自由组织语言介绍房间。设计意图：根据本单元的重难点，结合故事情节，创编新的短文。通过阅读短文，教会学生阅读技巧，学会快速读、精读、读后反思和读后综合运用英语描述房间物品摆设。培养学生根据短文信息，综合运用本单元的知识解决实际问题的能力。3、 Practice1、 创设情境复习本单元的语音知识教师播放敲门的声音Tods room is very beautiful. He likes it very much. Now he is at home. Listen .Who is coming. Oh, Its Jack, Tods friend. He visits Tod. Lets watch.播放Jack的视频“Your room is nice and clean .But my room is better.(更好）There are so many things in my room.”老师与Jack 对话：Hello Jack. Nice to meet you. Can I visit your room ? Jack: Ur,OK. But you must finish 2 tasks. Or you cantt visit my home. 老师：Do you want to visit Jacks room? But you must finish 2 tasks. OK. Lets go to Task1 “Pick apples”老师做走的动作。Please read the words loudly and you can pick the apples.Task 1: Pick apples.学生读苹果上的单词，总结ai和ay的发音。设计意图：依据故事情节，创设摘苹果单词的情景，完成拜访Jack前的第一个任务,复习本单元的语音。2、运用There be 句型找不同Task 2:Find the differencesT: You have picked so many apples. Thank you. Jack is waiting for us. Are you ready? Lets go to Task 2.老师做走的动作。课件出示两幅图，让学生找不同，并用There is /are-on/under/beside.in Room 1/Room 2. There is/ are noon /under/beside. in in Room 1/Room 2.（为下文做铺垫）此处注意超链接的使用。设计意图：让学生观察图片，用英语思维思考，学会用There be 句型阐述观点，解决问题。四、Production1、创设情境，情感教育：教师：You are so clever. We have finished 2 tasks.Now lets visit Jacks room.出示Jack 房间的照片，发现家里什么都没有。T: Oh! There is nothing. (播放哭声音)We know Jack is talking big. Though a lie be well dressed, it is ever overcome.(谎言装扮虽不错，到头总会被揭露。 ) So dont lie at any time. Please be an honest man.2、利用生活经验让学生发挥想象说出Jack房间没有的物品摆设，巩固单词书写。T: Now, Im Jack ! Im sorry. I wont tell a lie any more. This is my room. There is no bed , no _, no _, no _ and no _. There is only(只有) an old _. Wu . 老师走到学生中间，随意指学生，让学生只说no后面的单词。T: Now write down the words on the paper. 学生在预学案上写单词。T：Check your writing in pairs.师做交换动作设计意图：老师扮演Jack角色，改过自新不再撒谎。同时让学生根据日常生活经验，发挥想象，说出Jack房间没有的物品，复习本单元的重点词汇，并巩固单词的书写。通过让学生扮演Jack ,检查学生对单词的发音是否准确，也给爱表演的学生一个展示的机会。3、献爱心，用魔法给Jack添置家具T: Jack has nothing. He is so poor. So he crys.(播放声音). Lets help him . OK? There is a magic flower. 师拿出花 (教师模仿声音)。It is a magic flower. It can help Jack. Keep your eyes open. Look carfully.教师手拿花，口念咒语， Flower, flower.There is a bed on the floor .Malimalihoo.做示范。Do you want to have a try? Here you are magic flower. Please say the magic words and act just like me.把花给学生，让学生念咒语继续给Jack 添置家具。操作要点：老师用图片提示学生要说的物品。当学生说完魔法咒语后，教师用课件出示魔法变出的物品,每次变出物品要有模仿变魔术的象声词，更能增加魔法效果。4. Magic showT: Did you like the magic? Lets play in groups. One student says the magic words, the others show the pictures quickly.If you find the picture please say: Its here. But if you cant find, please say: Sorry .There is no. 设计意图：抓住学生的年龄特征，让学生带着好玩的心理，手拿真实的魔法花，念咒语帮助Jack添置家具，动手、动脑、动口，发散学生的思维，让学生在玩的过程中巩固练习了There be句型。5、由句到篇，写短文。T: If you have magic ,What can you help for Jack? Please think over and write down on the paper. Malimalihoo There is a on the . There are beside the . There in front of the window. There . There . This is Jacks room.学生写完老师用投影仪展示学生的预学案，检查学生的书写。设计意图：由说句子过度到语篇，由口头训练过度到笔头书写，循序渐进的培养学生综合运用语言的能力。同时检查