《Module5Unit1It’smine》教学设计郑延波

特色创建校级课题方案调整阶段系列材料系列材料课题研究阶段性成果汇报“教学设计”课题名称：小学英语词汇教学有效策略的实践研究所任学科：英语授课年级：五年一班授课内容：Module 5 Unit 1 Its mine. 执教人：郑延波2012-10课题简介：通过几年的教学实践，我发现班级里有很多的学生一是单词读的不准确，二是记忆单词效果不好，记得不够扎实。能读出来，但是一到写的时候就写错。根据这种情况，我确立了小学英语词汇教学有效策略的实践研究这一课题。语言的三大要素是语音、词汇和语法。而词汇本身有音、形、义三个部分。如何发音，如何拼写，意思是什么。学习英语的基础就是要先掌握好单词，只有学好了单词，才能进行更深入的学习英语句子和课文。目前的小学英语课堂中，对于词汇的教学往往是单一的。看图卡，认识词，机械的练习诵读单词，然后就让学生去自己记忆，默写。很多学生不会背单词，甚至不愿意背单词。没有有效的记忆方法，没有良好的记忆习惯，无法正确及时的掌握词汇，在积累到一定程度后，有的学生出现听不懂，读不懂，说不出的情况，逐渐失去学习英语的兴趣，出现对英语学习的畏难情绪。因此在小学英语课堂教学中，词汇教学是教学过程中重要环节。首先转变自己在教单词时传统的教学方式，同时转变学生学习单词的方式，形成小学英语词汇教学的有效策略，切实提高学生英语词汇学习的效率，我采用了利用音标教学单词，掌握单词的拼读规则；利用联想记忆法进行单词教学，掌握联想原则；利用对比法，找出单词中的关联等方法，学生们掌握的还是不错的。其实，在教学中我还采用了其他的一些办法，比如词根词缀法、卡片法、复习法，瞬间记忆法等等，上边提到的几个方法是比较常用的，也是学生们比较喜欢的，而且他们在实施起来效果也是比较明显的。无论哪种方法，只要能有效的记住单词，我们都可以说是一种好方法。SubjectEnglishTopicModule 5 Unit 1 Its mine. TeacherZheng YanboTypeNew lessonTeaching Aim:1.知识目标：学生能在创设的情境和老师的引导下学习、理解课文，能听、说、读 、写单词mineyourshershis及句子Its mine his hersyours.学会运用名词性物主代词描述物品的所属关系,结合新旧知识组织对话，进行交际。2.能力目标：能说明物品的所属关系。3.情感目标：通过本课学习使学生敢于开口，乐于模仿，在鼓励性评价中树立信心，在小组活动中积极参与合作，从而意识到交流对于学习英语的重要意义。Teaching difficulties and emphasizes:重点：句型:Its mine / yours / hers / his . 新单词: both, wet, mine, hers, yours, his 难点： 用名词性物主代词描述物品的所属关系。TopicModule 5 Unit 1 Its mine. Teaching prepareMultimedia, CD- ROM, pictures Teaching ProcessTeaching Steps:Activity PurposeWarmerSing the song “You know up to June.” Say “Hello” to each other. Listen and point. Point to your book desk pencil-box. Point to her bag his head Point to your English teacher.调动课堂气氛，在活动中不知不觉的复习形容词性物主代词，为新授扫除出障碍，打下基础。Presentation1. Learn the new words “mine” “yours” “his” “hers” and the sentence pattern “Its It isnt.”(1)T: Look! Whats this? Whose bag is this?T: Yes! Its my bag. Its mine.CAI shows the teachers photo. T: Read after me. T: would you like to show some thing and say “Its mine”?(2)Show a pen.T: Yesterday I borrowed a pen. But I forget whose pen it is?Is it yours? Ss: No, it isnt mine. S1: Its yours. S2: Its yours T: Oh, its yours! Thank you!(3)Show a basketball.T: Do you like playing basketball?Is it yours? / Is it his? / Is it hers?(4) Teach the words: mine, yours, his, hers my-mine your-yours her-hers his-his (5) Look, guess and say: Its hishers.CAI shows some things and photos. T: Whose penbagwatchis it? Can you guess? Lets have a competition.Super stars: ZhaoWei ChenKunLiXinagWangHanRead the sentences, one by one.Itsmine / yours / his / hers.(进一步巩固重点句型和单词)2. Listen to the text, then tick or cross. CAI shows a red T-shirt. T: Whose T-shirt is it? Is it yours? Is it his? Is it hers?T: Its Linglings. Amy and Sam are arguing with this T-shirt. What happened? Lets listen to the text, then tick or cross.Tick or cross.判断对错（1）Amy and Sams T-shirts are blue.（2）Linglings T-shirt is wet.（3）Amy and Sam are very sorry to Lingling.3. Listen and repeat the text. Find the words ：his, hers, mine, yours. Learn the new word “matter，both.4. Read again. Then fill in the blanks according to the text.Fill in the blanks. (填空) Whose/ his/ hers /mineThere is a T-shirt.Sam thinks(认为) its _.Amy thinks its_.But both their red T-shirts are wet._ T-shirt is it? Lingling says “Its_.”导入环节巧妙设疑，让学生通过猜测包的主人来理解学习新单词mine.通过老师忘记了钢笔的主人引出yours.借助篮球引出his hers的教学。学习新单词，通过形容词性物主代词的读音引出名词性物主代词该怎样读及其中的关联性，该怎样记忆。由一件红色T恤引出课文故事。并进行课文的第一次听读，接着判断正误，检验学生对故事内容的理解，第二次听读课文，圈出重点单词，扫清难点单词障碍。第三次读课文，帮助学生理顺归纳故事，能进一步运用所学重点知识，检验学生知识点的掌握情况。Practice1做对话(group show)make a little dialogueUse these words make a dialogue.(whose, mine, hers, yours, his)e.g.S1: Whose pen is it? Is it yours?S2: No, it isnt mine.S1: Is it yours?S3: Yes, its mine.S1: Here you are.S3: Thanks.2.童年记忆Whose photo is it?T: Boys and girls, look! I have got a box. Dou you know? Whats in the box?T: Yes, these are photos. Everyone had a good Childhood. Now lets play a game. You can take out a photo and guess whose photo it is. Then give the photo to the owners. Whod like to try?Boys and girls, theres a riddle for you. First lets read together. Now please guess. A riddle:Its mine. Its yours. Its hers. Its his. Its ours.(我们的)Whats this? T: Yes, its the earth.通过小组合作，用所学单词和句型编对话，激励学生用所学单词和句型完成对话。小组展示既可以检测学生的