2021-2022年五年級(jí)英語(yǔ)上冊(cè) Module 8 Unit 2 There are lots of games教案 外研版

2021-2022年五年級(jí)英語(yǔ)上冊(cè) Module 8 Unit 2 There are lots of games教案 外研版課題名稱(chēng)Module8 Unit2 There are lots of games教學(xué)時(shí)間授課老師教學(xué)目標(biāo)設(shè)計(jì)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(xué)目標(biāo)制定依據(jù)學(xué)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(xué)過(guò)程教學(xué)時(shí)間教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)設(shè)計(jì)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(yǔ)訓(xùn)練整體感知，了解大意聽(tīng)力訓(xùn)練設(shè)置情景學(xué)以致用小組合作互幫互助寫(xiě)作訓(xùn)練落到實(shí)處附送：2021-2022年五年級(jí)英語(yǔ)上冊(cè) Module 9 Unit 1 Are you sad教學(xué)設(shè)計(jì) 外研版一、基本說(shuō)明 1教學(xué)內(nèi)容所屬模塊：小學(xué)英語(yǔ)2年級(jí)：五年級(jí)3所用教材出版單位：外語(yǔ)教學(xué)與研究出版社  4所屬的章節(jié)：Book 9 Module 9 Unit 1 5學(xué)時(shí)數(shù)： 40 分鐘  二、教學(xué)設(shè)計(jì)1、教學(xué)目標(biāo)： 知識(shí)目標(biāo) 1）學(xué)習(xí)新單詞：sad, happy, bored, angry, nothing。2）學(xué)習(xí)新句型: Are you sad / happy? Yes, I am . / No, Im not.技能目標(biāo) 1）學(xué)會(huì)描述自己或他人的情緒，能熟練運(yùn)用句型：Are you ? Yes, I am . / No, Im not.2）學(xué)會(huì)如何綜合運(yùn)用語(yǔ)言知識(shí)創(chuàng)設(shè)對(duì)話(huà)來(lái)談?wù)摳榫w有關(guān)的話(huà)題。 情感目標(biāo) 通過(guò)描述自己或他人的情緒這一話(huà)題，培養(yǎng)學(xué)生互相關(guān)心，樂(lè)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(shí)。2、內(nèi)容分析： 新標(biāo)準(zhǔn)英語(yǔ)（一年級(jí)起點(diǎn)）第九冊(cè)的內(nèi)容體現(xiàn)了本套教材螺旋式呈現(xiàn)語(yǔ)言點(diǎn)的思想，各模塊內(nèi)容之間聯(lián)系不是很大，重在復(fù)現(xiàn)前幾冊(cè)中的知識(shí)點(diǎn)，以強(qiáng)化學(xué)生的認(rèn)識(shí)。本課則以描述情緒為話(huà)題，引導(dǎo)學(xué)生進(jìn)一步掌握“Are you ?” “Yes, I am . / No, Im not.”這一一般疑問(wèn)句及其答句。在本冊(cè)中是一個(gè)獨(dú)立的內(nèi)容，與前后模塊之間聯(lián)系不大。教學(xué)重點(diǎn)： 1）學(xué)會(huì)描述自己或他人的情緒，能熟練運(yùn)用句型：Are you ? Yes, I am . / No, Im not. 2）培養(yǎng)學(xué)生綜合運(yùn)用語(yǔ)言知識(shí)創(chuàng)設(shè)會(huì)話(huà)的能力。教學(xué)難點(diǎn)：學(xué)生能借助情境理解secret,surprise present 這樣比較抽象的詞語(yǔ)。3、學(xué)情分析： 小學(xué)五年級(jí)的學(xué)生通過(guò)四年的語(yǔ)言學(xué)習(xí)，已經(jīng)具備了一定的語(yǔ)言積累，且此前已經(jīng)學(xué)習(xí)過(guò)由be動(dòng)詞構(gòu)成的一般疑問(wèn)句及其回答，只是不是涉及有關(guān)情緒的話(huà)題。大部分學(xué)生能夠運(yùn)用所學(xué)語(yǔ)言知識(shí)進(jìn)行話(huà)題交流、交際。同時(shí)，大多數(shù)孩子養(yǎng)成了良好的聽(tīng)說(shuō)習(xí)慣，能夠積極地參與課堂教學(xué)活動(dòng)。 4、設(shè)計(jì)思路： 由于本課中secret,surprise present是比較抽象難懂的詞語(yǔ)，為使學(xué)生能借助情境進(jìn)行理解，本節(jié)課的開(kāi)始通過(guò)讓學(xué)生猜一個(gè)袋子中的東西引出一個(gè)令人驚奇的禮物（surprise present），在迅速集中了學(xué)生的注意力同時(shí)，使學(xué)生理解詞語(yǔ)，并引入評(píng)價(jià)機(jī)制，讓學(xué)生為贏(yíng)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(huà)題，順勢(shì)學(xué)習(xí)單詞happy,sad,bored,angry。在學(xué)生對(duì)詞語(yǔ)操練熟練的基礎(chǔ)上，學(xué)習(xí)“Are you ?” “Yes, I am . / No, Im not.”這一重點(diǎn)句式。有此基礎(chǔ)，引導(dǎo)學(xué)生理解和掌握課文已是水到渠成。最后再?gòu)膶W(xué)生已有的生活經(jīng)驗(yàn)著手，巧妙地將學(xué)習(xí)內(nèi)容與實(shí)際生活緊密聯(lián)系在一起，引導(dǎo)孩子們綜合運(yùn)用本課和以前所學(xué)過(guò)的句式談?wù)摳榫w有關(guān)的話(huà)題，培養(yǎng)學(xué)生創(chuàng)設(shè)會(huì)話(huà)的能力。5、過(guò)程描述  教學(xué)環(huán)節(jié)及時(shí)間教師活動(dòng)  學(xué)生活動(dòng)  對(duì)學(xué)生學(xué)習(xí)過(guò)程的觀(guān)察和考查及設(shè)計(jì)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(dǎo)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(guò)猜一猜的活動(dòng)，迅速集中學(xué)生的注意力，幫助學(xué)生借助情境理解本課比較難的抽象詞語(yǔ)：secret,surprise present，并巧妙引入評(píng)價(jià)和競(jìng)爭(zhēng)機(jī)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(guò)課件，學(xué)生能直觀(guān)而形象地理解新單詞。  2. 通過(guò)多變的朗讀形式和游戲操練單詞，使學(xué)生充滿(mǎn)趣味地學(xué)習(xí)單詞，不易產(chǎn)生枯燥感。3.通過(guò)圖片引導(dǎo)學(xué)生運(yùn)用新單詞造句，鞏固be動(dòng)詞的用法，提高學(xué)生的語(yǔ)言運(yùn)用能力。 4. 通過(guò)課堂現(xiàn)場(chǎng)情境，使學(xué)生直觀(guān)理解并學(xué)習(xí)新句型，學(xué)習(xí)效率高。 5. 借助課件和梯度式的提問(wèn)，能幫助學(xué)生逐步并充分地課文，并培養(yǎng)了學(xué)生良好的聽(tīng)讀習(xí)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(jiǎn)短的詩(shī)歌有助于學(xué)生進(jìn)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(yùn)用語(yǔ)言知識(shí)創(chuàng)設(shè)對(duì)話(huà)，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(jìn)一步熟悉課文。活學(xué)活用句型。四、教學(xué)反思 本課的語(yǔ)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(wèn)句。課文提供的情境是Amy關(guān)心地詢(xún)問(wèn)Lingling的心情，從而引出Lingling正在為Amy準(zhǔn)備一份讓她意外的圣誕禮物（surprise present）。通過(guò)與校英語(yǔ)組成員共同研討、評(píng)析本節(jié)課，使我對(duì)整堂課的教學(xué)設(shè)計(jì)、課堂實(shí)施情況有了客觀(guān)而清醒的認(rèn)識(shí)，從而對(duì)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(mǎn)情境，緊扣文本和課堂評(píng)價(jià)機(jī)制。當(dāng)與學(xué)生問(wèn)候完，我便亮出一個(gè)又臟又破的袋子，讓學(xué)生猜里面有什么。學(xué)生的注意力馬上被吸引過(guò)來(lái)，并熱烈地猜起來(lái)。學(xué)生看到袋子那個(gè)模樣，所以猜的都是很普通的東西。當(dāng)我從中拿出一個(gè)包裝精美的禮品盒時(shí)，學(xué)生不禁發(fā)出了驚呼，意外之情溢于言表，我從而順勢(shì)引出了課文中的難點(diǎn)詞組：surprise present 。接著我問(wèn)：“Do you want to know what the present is ?(你想知道這份禮物是什么嗎？)”學(xué)生們熱切地叫著“”Yes!Yes!”而我則神秘地、壓低聲音說(shuō)：“Oh, its a secret ！（這可是個(gè)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(píng)價(jià)機(jī)制，告訴學(xué)生：“Now lets pete . The winner will get the surprise present .”（現(xiàn)在咱們開(kāi)始比賽。勝利者將獲得這份意外的禮物。）整個(gè)引入部分簡(jiǎn)短而富有懸念，激發(fā)了學(xué)生的參與欲望，又引出了課文中難以理解的詞語(yǔ)，輕松突破了教學(xué)難點(diǎn)，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(diǎn)單詞。在教學(xué)這幾個(gè)單詞時(shí)，我讓學(xué)生看圖邊說(shuō)單詞邊做動(dòng)作、聽(tīng)指令做動(dòng)作、玩變臉比賽的游戲等，使學(xué)生在玩中學(xué)，學(xué)中玩，學(xué)生掌握得迅速又扎實(shí)。操練Are you sad / bored ? Yes, I am. / No, Im not .句型時(shí)，我通過(guò)采訪(fǎng)、學(xué)生開(kāi)火車(chē)的練說(shuō)形式，盡量讓全體學(xué)生都參與進(jìn)來(lái)，參與面廣。三、 聽(tīng)讀訓(xùn)練有梯度，注意培養(yǎng)學(xué)生聽(tīng)的習(xí)慣。引入課文后，我先讓學(xué)生初聽(tīng)課文，并提出簡(jiǎn)單的True or False 選擇題讓學(xué)生完成。第二輪聽(tīng)時(shí)，則提較難的Wh-式問(wèn)題，使學(xué)生對(duì)課文有了全面的理解和梳理。有此基礎(chǔ)，再讓學(xué)生逐句跟讀，學(xué)生會(huì)覺(jué)得層層推進(jìn)，接受起來(lái)很自然，學(xué)得順暢，掌握較扎實(shí)。這樣也培養(yǎng)了學(xué)生認(rèn)真聽(tīng)、善于聽(tīng)英語(yǔ)的習(xí)慣。四、 運(yùn)用任務(wù)可選擇，利于培養(yǎng)學(xué)生的創(chuàng)造性。課最后出示的運(yùn)用任務(wù)有三個(gè)任務(wù)供學(xué)生選擇。這三個(gè)任務(wù)中的人物有的高興，有的難過(guò)，有的感覺(jué)無(wú)聊。學(xué)生可任選一人來(lái)扮演，創(chuàng)設(shè)對(duì)話(huà)內(nèi)容，從而為學(xué)生提供了豐富的想象空間和表達(dá)空間。教學(xué)總是充滿(mǎn)著遺憾的。本課的不足之處是：在Look and say .這一練習(xí)環(huán)節(jié)時(shí)，學(xué)生出現(xiàn)is 和are 不能區(qū)分應(yīng)用的情況，導(dǎo)致輸出障礙。這說(shuō)明學(xué)生對(duì)這兩個(gè)be動(dòng)詞理解不透徹，平時(shí)教學(xué)中還教得欠扎實(shí)，導(dǎo)致學(xué)生無(wú)法準(zhǔn)確運(yùn)用。在今后教學(xué)中還要進(jìn)一步強(qiáng)化。通過(guò)這一課的教學(xué)，我也深刻體會(huì)到：英語(yǔ)教學(xué)環(huán)節(jié)的設(shè)計(jì)在遵循基本原則的情況下還是充滿(mǎn)創(chuàng)意的，教師設(shè)計(jì)時(shí)要緊扣文本提供的情境來(lái)尋找切入點(diǎn)，并同時(shí)注意圍繞重點(diǎn)和難點(diǎn)予以突破，從而突顯教學(xué)的藝術(shù)性。