2019-2020年五年級英語上冊 Module 8 Unit 2 There are lots of games教案 外研版.doc

2019-2020年五年級英語上冊 Module 8 Unit 2 There are lots of games教案 外研版課題名稱Module8 Unit2 There are lots of games教學時間授課老師教學目標設計1.Master the words: Wall break study ready 2. Master the sentences:There are lots of games.English children can have fun at break time.教學目標制定依據學生分析Its easy to read the new words and the base sentences.But its hard to retell the text.教材分析This is a short text. Its about games in English schools.教學過程教學時間教學環(huán)節(jié)教師活動學生活動設計意圖（課堂小記）Step1Warm upStep2PresentaTionStep3ConsolidAtionStep4Summaryhomework1. Greeting.2. Encourage Ss to talk about the Differences between the Chinese schoolAnd English school.1. T: Sum up the Ssspeech and say:We know schools in England and in ChinaAre very different. Do you want to knowMore about English school?Now lets listen to the tape.2. T plays the tape, after listening, listen again and answer: (1).Whats on the wall? (2).What do English students do at Break time?(3). Do they do homework every day?3.Practice.Suppose youre an English guide, YoullIntroduce your school for Chinese friends.3. T: Talk about your schools now.Work in groups about Part 24. T plays the tape.Now lets have a rest.Listen to a song.First listen, then try to follow it.5. Part4 Look and say. Find four differences.Do exs.1. do exs in New ClassWhat did you learn today?Retell the text.GreetingTalk about the Differences. Listen and answerThe questions.Introduce the schoolGroup workListen the song.FindingFind and write.Sum up. 口語訓練整體感知，了解大意聽力訓練設置情景學以致用小組合作互幫互助寫作訓練落到實處附送：2019-2020年五年級英語上冊 Module 9 Unit 1 Are you sad教學設計 外研版一、基本說明 1教學內容所屬模塊：小學英語2年級：五年級3所用教材出版單位：外語教學與研究出版社 4所屬的章節(jié)：Book 9 Module 9 Unit 1 5學時數： 40 分鐘 二、教學設計1、教學目標： 知識目標 1）學習新單詞：sad, happy, bored, angry, nothing。2）學習新句型: Are you sad / happy? Yes, I am . / No, Im not.技能目標 1）學會描述自己或他人的情緒，能熟練運用句型：Are you ? Yes, I am . / No, Im not.2）學會如何綜合運用語言知識創(chuàng)設對話來談論跟情緒有關的話題。 情感目標 通過描述自己或他人的情緒這一話題，培養(yǎng)學生互相關心，樂于助人的良好品德，并滲透用積極的方法疏通不良情緒的意識。2、內容分析： 新標準英語（一年級起點）第九冊的內容體現了本套教材螺旋式呈現語言點的思想，各模塊內容之間聯系不是很大，重在復現前幾冊中的知識點，以強化學生的認識。本課則以描述情緒為話題，引導學生進一步掌握“Are you ?” “Yes, I am . / No, Im not.”這一一般疑問句及其答句。在本冊中是一個獨立的內容，與前后模塊之間聯系不大。教學重點： 1）學會描述自己或他人的情緒，能熟練運用句型：Are you ? Yes, I am . / No, Im not. 2）培養(yǎng)學生綜合運用語言知識創(chuàng)設會話的能力。教學難點：學生能借助情境理解secret,surprise present 這樣比較抽象的詞語。3、學情分析： 小學五年級的學生通過四年的語言學習，已經具備了一定的語言積累，且此前已經學習過由be動詞構成的一般疑問句及其回答，只是不是涉及有關情緒的話題。大部分學生能夠運用所學語言知識進行話題交流、交際。同時，大多數孩子養(yǎng)成了良好的聽說習慣，能夠積極地參與課堂教學活動。 4、設計思路： 由于本課中secret,surprise present是比較抽象難懂的詞語，為使學生能借助情境進行理解，本節(jié)課的開始通過讓學生猜一個袋子中的東西引出一個令人驚奇的禮物（surprise present），在迅速集中了學生的注意力同時，使學生理解詞語，并引入評價機制，讓學生為贏得這一神秘的（secret）、令人驚奇的禮物而努力。然后再自然地引入情緒話題，順勢學習單詞happy,sad,bored,angry。在學生對詞語操練熟練的基礎上，學習“Are you ?” “Yes, I am . / No, Im not.”這一重點句式。有此基礎，引導學生理解和掌握課文已是水到渠成。最后再從學生已有的生活經驗著手，巧妙地將學習內容與實際生活緊密聯系在一起，引導孩子們綜合運用本課和以前所學過的句式談論跟情緒有關的話題，培養(yǎng)學生創(chuàng)設會話的能力。5、過程描述 教學環(huán)節(jié)及時間教師活動 學生活動 對學生學習過程的觀察和考查及設計意圖 Step 1 Greeting 1 minutes 1. Greeting. T: Hello, boys and girls . Wel to our English class. Are you ready?2.Sing a song.Ss:Yes. Step 2 Lead-in （導入） 4 minutes 1. The teacher shows a bag.T: Look, its a bag . Please guess : Whats in the bag ?Point some students to guess. Then the teacher shows a beautiful present box in the bag.2. T: Look,its a present. What a beautiful present ! What a surprise present ! Do you want to know what the present is ? Oh, its a secret. Lets pete during this class. The best will get the surprise present .3. Learn to say: surprise.secret. 1.the Ss guess. 2. Read the new word: secret.通過猜一猜的活動，迅速集中學生的注意力，幫助學生借助情境理解本課比較難的抽象詞語：secret,surprise present，并巧妙引入評價和競爭機制。 Step 3 Presentation （新授） 21 minutes 1. T: Look, I am very happy now ! Are you happy ?(CAI) Ah, he is happy , too .Learn to read: happy . Then read group by group.2.(CAI) T: Look, she isnt happy . She is sad.Learn to read : sad . Then read one by one in a group.3.(CAI) T: Oh , he is angry !Learn to read: angry. Then read by girls and boys respectively .4. (CAI)T: Look, she is bored . Then point some students to read : bored.5. Look at the four words (happy, sad, angry, bored) on the blackboard and read after the teacher by doing actions.6. A game: I say, you do.The teacher says : Happy / Sad / Bored / Angry The students do the actions.7. Another game : Change faces. Point two students to stand on the platform . The teacher says the words(happy, sad, angry, bored) in low voice, the other students say the words in high voice, then the two students change face.8. Look and say. Let the students look at the characters expression,then make the sentences. e.g . He / Ms Li is sad / angry 9. Learn to say the sentence pattern.(1)T: You are so clever. Im very happy. Hello, Li Jie . Are you happy ? Then point the other one to ask : Are you angry ? Learn to say : Yes, I am ./ No, Im not .Then ask some more students to answer.(2)Learn to say : Are you sad / angry ?The students ask , the teacher answers.(3)Let the students ask each other in turn to practise .(4)T: Hello, Li Ting. Are you happy ? Then point the other student: Is Li Ting happy ? ( Yes, she is . / No, she isnt .)Ask more students as the above .(5)Lead the students to read : Yes, he / she is . No, he / she isnt .10. Learn to say the dialogue.(1)T: Look ,she is Lingling . Whats the matter with Lingling . Please listen , then answer these questions.(CAI) Is Lingling sad / bored / angry ?(2)Listen to the dialogue once . Then let the students answer the questions above .(3)T : Whats the matter with Lingling ? Lingling isnt sad . She isnt bored . She isnt angry . Whats the matter? Let the students listen to the dialogue again,then answer.(CAI) Whats the matter ?Nothing. She is thinking !Learn to read : Nothing. Im thinking.(4)T : Whats Lingling thinking about ?Let the students listen to the dialogue again, then answer.(CAI) Lingling is going to make Amy for Christmas .(a surprise present)Learn to read: surprise present .(5)Learn to read the dialogue after the CD-Rom , then read after the teacher.1.Grasp the new words and sentence pattern.2.Understand and learn to read the text .1.通過課件，學生能直觀而形象地理解新單詞。 2. 通過多變的朗讀形式和游戲操練單詞，使學生充滿趣味地學習單詞，不易產生枯燥感。3.通過圖片引導學生運用新單詞造句，鞏固be動詞的用法，提高學生的語言運用能力。4. 通過課堂現場情境，使學生直觀理解并學習新句型，學習效率高。 5. 借助課件和梯度式的提問，能幫助學生逐步并充分地課文，并培養(yǎng)了學生良好的聽讀習慣。Step 4 Consolidation （鞏固） 3 minutes 1. Learn to say a poem.Are you happy ?Yes, I am . I am singing. Are you sad ?Yes, I am . I am crying.Are you bored ?No, Im not . I am thinking .Are you angry ?No, Im not . Its nothing !1.The Ss learn to say the poem. 2. Read the poem sentence by sentence in turn in four groups.簡短的詩歌有助于學生進一步掌握課文。Step 5 Consolidation (拓展) 10 minutes 1.(CAI)T: In our daily life, sometimes we are happy. Sometimes we are bored . Look at these pictures. They are Lili, Li Hua and Ms Lin . Whats the matter with them ? Please act Lili or Li Hua or Ms Lin . Make a dialogue with your partner by using the following sentence patterns:A: Are you happy / sad / bored ?B: Yes, I am . I A: Let me help you !Lets The students prepare the dialogue in pair , then show on the platform.綜合運用語言知識創(chuàng)設對話，激活舊知，有效鞏固新知。Step 6 Homework （家庭作業(yè)） 1 minutes 1.Repeat the dialogue.2.Ask your familys feeling in English.進一步熟悉課文?；顚W活用句型。四、教學反思 本課的語言功能是描述人物的情緒狀態(tài),要求掌握的句型為Are you ?形式的一般疑問句。課文提供的情境是Amy關心地詢問Lingling的心情，從而引出Lingling正在為Amy準備一份讓她意外的圣誕禮物（surprise present）。通過與校英語組成員共同研討、評析本節(jié)課，使我對整堂課的教學設計、課堂實施情況有了客觀而清醒的認識，從而對整堂課作出了較全面的反思，以供今后參考和借鑒。一、 引入充滿情境，緊扣文本和課堂評價機制。當與學生問候完，我便亮出一個又臟又破的袋子，讓學生猜里面有什么。學生的注意力馬上被吸引過來，并熱烈地猜起來。學生看到袋子那個模樣，所以猜的都是很普通的東西。當我從中拿出一個包裝精美的禮品盒時，學生不禁發(fā)出了驚呼，意外之情溢于言表，我從而順勢引出了課文中的難點詞組：surprise present 。接著我問：“Do you want to know what the present is ?(你想知道這份禮物是什么嗎？)”學生們熱切地叫著“”Yes!Yes!”而我則神秘地、壓低聲音說：“Oh, its a secret ?。ㄟ@可是個秘密?。睆亩州敵隽苏n文中抽象、難以理解的secret一詞。最后我指著評價機制，告訴學生：“Now lets pete . The winner will get the surprise present .”（現在咱們開始比賽。勝利者將獲得這份意外的禮物。）整個引入部分簡短而富有懸念，激發(fā)了學生的參與欲望，又引出了課文中難以理解的詞語，輕松突破了教學難點，很富有匠心。二、 操練富有趣味，形式多樣又利于全員參與。happy, sad, angry, bored是本課要掌握的重點單詞。在教學這幾個單詞時，我讓學生看圖邊說單詞邊做動作、聽指令做動作、玩變臉比賽的游戲等，使學生在玩中學，學中玩，學生掌握得迅速又扎實。操練Are you sad / bored ? Yes, I am. / No, Im not .句型時，我通過采訪、學生開火車的練說形式，盡量讓全體學生都參與進來，參與面廣。三、 聽讀訓練有梯度，注意培養(yǎng)學生聽的習慣。引入課文后，我先讓學生初聽課文，并提出簡單的True or False 選擇題讓學生完成。第二輪聽時，則提較難的Wh-式問題，使學生對課文有了全面的理解和梳理。有此基礎，再讓學生逐句跟讀，學生會覺得層層推進，接受起來很自然，學得順暢，掌握較扎實。這樣也培養(yǎng)了學生認真聽、善于聽英語的習慣。四、 運用任務可選擇，利于培養(yǎng)學生的創(chuàng)造性。課最后出示的運用任務有三個任務供學生選擇。這三個任務中的人物有的高興，有的難過，有的感覺無聊。學生可任選一人來扮演，創(chuàng)設對話內容，從而為學生提供了豐富的想象空間和表達空間。教學總是充滿著遺憾的。本課的不足之處是：在Look and say .這一練習環(huán)節(jié)時，學生出現is 和are 不能區(qū)分應用的情況，導致輸出障礙。這說明學生對這兩個be動詞理解不透徹，平時教學中還教得欠扎實，導致學生無法準確運用。在今后教學中還要進一步強化。通過這一課的教學，我也深刻體會到：英語教學環(huán)節(jié)的設計在遵循基本原則的情況下還是充滿創(chuàng)意的，教師設計時要緊扣文本提供的情境來尋找切入點，并同時注意圍繞重點和難點予以突破，從而突顯教學的藝術性。