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1、 喻家坳乡小学“五环互动新课堂”流程导学教学设计年级五科目英语周次1节数1课题Unit 1 Were going to read stories学习目标Master the new phrases: listen to, talk about, write about, read , put on a playKnow how to talk about plans using the sentence pattern “sb is going to do.”学习分析1、不同的形式学习本课时里的词组和句子；2、通过本课时的学习，让学生掌握英语中如何用一般将来时表达制定的 计划;学习准备英语卡片
2、学习流程导学策略Step 1: Greetings and self-introductionT：Hello,everyone ,Im Miss Liao.Glad to see you again after our happy winter holiday.How are you？Step 2: Presentation1.Introduce the new words in part B (Showing different pictures on board and explain the meaning.) 不同形式地读：学生试读、老师带读、学生自读齐读 Teaching Patte
3、rn: TSs or Ss T2. Learn to say: Were going to read stories. T: What are we going to do today? We are going to read the stories. (Showing different pictures on board and talk about them in the sentence pattern we are going to do .)3. 书本Part A a. Ss try to read the sentences b. Translation c.Re-read i
4、n groups d.Two Ss read in group,one ask ,another answer. 一、 从学生愉快的寒假入手，拉进师生之间的距离。从最常用的问候入手，把学生带到熟悉的英语氛围中。当然还有其他的打招呼的句子，如“How about your winter holiday?”或者“Can you talk about Spring Festival?”等。新内容的呈现，学生必须得多说多练。在这里有个句子的转换，相当于是由陈述句变成特殊疑问句，如果要学生来说问句，学生肯定会有难度，但由老师引出来，好像是水到渠成的了。在接下来的学习中，就还有一般疑问句。通过对读，把课文
5、内容变成学生自己的内容。 学习流程 导学策略Step 3 Practice 1. Practice the words: High and low voice.（单词卡片指读、认读）（或者一个学生做动作，其他学生说句子） 2. Practice the sentence pattern “Were going to”（小组合作读指名读）Step 4 Consolidation Two students make a group and role play. S1: What are you going to do today? S2: We are going to read the stor
6、ies. S2:Are we going to read stories? S1:Yes,we are. 学生对于各种形式地读，应该是很感兴趣的。行为引出：把学到的知识灵活的运用。作业布置1. Copy the new words or phrases;2. Tell your parents what you study today.板书设计 Unit 1 Were going to read storiesWere going to read stories listening to some interesting stories talk about stories put on a short play教学反思在英语学习中，听、说、读、写、译五种能力是可以互补的。真正做到听说先行，读写跟上。光听说不读写，很难收到高效。只靠模仿不培养学习能力，也难减轻学习负担。所以小学生还是应当认真进行语言学习。我们可以采用多种手段帮助小学生在记忆力强的时期多记单词，多学习语言规则，并尽可能多创造模仿的机会，提高学生的语音和语调。2 / 2
