《Unit6Wasitinthewardrobe教学设计》由会员分享，可在线阅读，更多相关《Unit6Wasitinthewardrobe教学设计（11页珍藏版）》请在金锄头文库上搜索。
1、Unit6 Was it in the wardrobe?教学设计Period 1一、概述本课是湘少版小学英语五年级下册第六单元的第一课时, 本课时的学习内容为课文Part A & B。新单词和短语有ring, help, look for, beside a lamp, near the sofa. 主要句型是：Was it in the wardrobe? Yes, it was. / No, it wasnt. 本节课主要从学生兴趣出发，学生通过对话、观看动画、小组竞赛、自主表演等活动，复习旧知，学习新知，运用英语进行交流。鼓励学生积极参与，大胆练习，激发学生学习英语的积极性，提高学生的
2、语言综合运用能力。二、教学目标分析、知识与技能（1）掌握新单词beside和短语look for；认读新单词和短语ring, help, beside a lamp, near the sofa.（2）学习运用新句型Was it in the wardrobe? Yes, it was. / No, it wasnt.（3）能够运用新句型进行情景会话；（4）能够根据flash课件自主听读英语对话、故事。、过程与方法 运用启发式教学法、任务型活动教学法、兴趣教学法，以开展小组比赛的形式，发挥小组合作学习的优势，进行有意义的练习与实践，调动学生学习的主观能动性。3、情感态度与价值观（1）激发学生学
3、习英语的兴趣，帮助学生树立学好英语的信心，培养学生热爱生活、热爱英语的态度，并在成功中体会英语学习的乐趣。（2）增强学生的参与意识，培养学生团队合作意识和团队合作精神，引导学生积极与他人合作，共同完成学习任务。三、教学重点和难点1教学重点：学习新单词和短语ring, help, look for, beside a lamp, near the sofa. 学会运用新句型Was it in the wardrobe? Yes, it was. / No, it wasnt.2教学难点：表演课文A部分对话。四、学习者特征分析1、学生是小学五年级的学生，大部分学英语已经两年多了。2、学生已经学习了
4、一些房间类的单词bedroom, kitchen, bathroom, living room和一些家居类的单词如：door, table, chair, bed, cupboard, wardrobe。3、学生熟悉句型Where is the cat? Is she under the table? Yes, she is. No, she isnt. 能运用方位介词in, on, under, behind, in front of, above, near描述物品所在位置。4、五年级的学生，生性活泼好动，思维活跃，喜欢直观形象思维，对动画、竞赛特别感兴趣。善于与同学交流，乐于表达自己，渴
5、望得到同学和教师的赞许。5、学生对英语学习的兴趣还较为浓厚，听说读写演的能力已有了一定程度的发展，但随着知识点难度的加大兴趣逐渐在减弱，说写能力还有待加强。五、教学策略1、分组策略：把学生分为四个学习小组，引导学生积极与他人合作，共同完成学习任务。2、带疑阅读策略：学生带着问题阅读短文，训练学生有针对性地快速找到答案。3、动画激趣策略：通过flash动画的观看与参与，可以集中学生学习的注意力，激发学生学习的兴趣，理解对话的主要内容。4、情景表演策略：通过相应情景的创设，形成真实的语言氛围，使学生在语言运用中学习和巩固英语，达到了学以致用的目的。六、教学资源1、湘少版小学英语五年级下册教材。2、
6、 CAI课件（含动画）。3、新单词及短语卡片。4、学生习题卡。5、模拟情景：2套课桌椅，1块橡皮擦掉在椅子下。6、教学环境：多媒体教室，红外线教鞭。七、教学过程Step 1 Warm up热身1、Greetings（师生问候）T：Class begins! Ss: Good morning, Miss Liu.T: Good morning, boys and girls. Nice to meet you! Ss：Nice to meet you, too! 2、给学生分组：T: Today, Ill divide you into four groups. Lets have a comp
7、etition. Which group will be the winner? Ill wait and see.【设计意图】学生在分组竞赛的同时，好胜的竞争意识被激发了出来。Step 2 Presentation新课呈现1、教授新单词help.出示浴室图片，配卧室单词bedroom。(幻灯片：浴室图片)T: Is this a bedroom? Ss: No，it isnt.T: Whats this in English? Who can help me to point to the correct word? 出示单词卡“help”: What does the word “help
8、” mean? Do you know? 教读新单词help两遍。T：Can you help me?请一位学生用红外线教鞭指出正确单词，教师点鼠标check, 为帮上忙的小组发竞赛红旗：Thank you for your help ! The first flag is for your group!【设计意图】为浴室图片选择正确单词，既复习了旧知，又为之后的场景图片的出现作了铺垫。单词help在本套教材三年级上册第一单元、五年级上册第一单元和第九单元、五年级下册第一单元中已多次出现，因此教授时可简单带过。2、 教授新单词lamp.出示Lingling在卧室图片。(幻灯片：Lingling
9、在卧室图片)T: Look! This is Lingling. Where is she?Ss: Shes in the bedroom.T: What can you see in the bedroom?Ss: I can see a bed/doll/table/chair/door/rubbish bin/pen/.T: Where is the doll/book/ball/rubbish bin?Ss: Its on the bed/in the bag/under the table/behind the door.教师指卧室图片中的台灯。T: Whats this in En
10、glish?出示单词卡lamp，教师领读。【设计意图】通过卧室物体摆放位置的问答，复习了方位介词in, on, under, behind, 为新单词beside的出现作好了准备。3、教授新单词beside和短语beside a lamp.出示小猫蹲在台灯旁边的图片。(幻灯片：小猫在台灯旁边图片)T: Where is the cat?学生可能回答：Its near the lamp.此时教师请一位学生上台，让他/她站在教师附近，解释：He/She stands here. You can say: He/She is near me. 再让学生站在教师身边，解释：But if we are
11、like this, you should say: He/She is beside me. Do you understand?出示单词卡beside, 学生齐读三遍。看灯片，教师领读：beside a lamp学生在习题卡上抄单词beside两遍。【设计意图】通过调整师生两人位置的远近，帮助学生理解了beside和 near的区别。beside是学生需要掌握的单词，因此需要多加抄写。4、教授新单词sofa 和短语near the sofa 出示Lingling在客厅的图片. (幻灯片Lingling在客厅图片)T: Where is Lingling now?Ss: Shes in th
12、e living room.T: What can you see in the picture?Ss: I can see.T: Whats this?Ss: Its a sofa. (学生答不出则教师带读)T: Where is the dog?Ss: Its near the sofa. (教师同时出示相应单词卡)【设计意图】学生在四年级上册第十课学习living room时对sofa有所耳闻，因此回答near the sofa 是水到渠成。5、教授新句型Was it in the wardrobe? Yes, it was. / No, it wasnt.T: Just now, th
13、e dog wasnt near the sofa. Guess! Where was it? The connect clue is “the wardrobe”. (幻灯片：衣柜图片) You may ask like this: Was it under the wardrobe?Ss: Was it beside/in front of/near the wardrobe?T: No, it wasnt.Ss: Was it in the wardrobe?T: Yes, it was. (幻灯片：狗在衣柜里图片) The dog is very naughty, isnt it? 【
14、设计意图】学生通过猜小狗与衣柜的位置，初步知道了新句型的用法。6、教授短语look for. 出示Lingling妈妈在厨房的图片。(幻灯片：妈妈在厨房图片)T: Look! Where is Linglings mom?Ss: Shes in the kitchen.T: She looks very worried. She is looking for something. 出示单词卡look for. T: Whats the meaning of “look for”?教师领读，学生读后抄写。【设计意图】通过观察图片中Lingling妈妈的着急神态和教师做寻找状的肢体语言，学生能较好
15、地理解短语look for。7、看动画，听课文录音，回答问题并学习新单词ring.T: What is Linglings mom looking for? Lets watch the flash. 学生看完动画后完成习题卡上问答题第一小题填空并回答：She is looking for her ring.教师出示单词卡ring，请一位学生带读。【设计意图】学生首次感受课文，回答问题不宜过多、过难。8、学生再次看动画，独立完成习题卡其余填空。T: Where was the ring? Lets watch the flash again.看完动画后教师提问：Lingling found the ring. Was it beside the lamp? (幻灯片:台灯图片)Ss: No, it wasnt.T: Was it near the sofa? (幻灯片:沙发图片)Ss: No, it wasnt.T: Was it in the wardrobe? (幻灯片:衣柜图片)Ss: No, it wasnt.T: Where was it?Ss: It was on the television. (幻灯片:电视机图
