5年级Module1Unit1教学设计及反思.doc
Module 1 UNIT1 There wasn't a pond教案及反思教学目标1、掌握“before”与“now”的用法。2、能用句型：“Therewas/were” “There is/are”或者“Therewasnt/werent” “There isnt/arent”，来谈论学校、家庭、城市的变化。教学重点1、掌握新单词：a pond, a swing, a slide, different2、掌握句型“There was/ were”与“There wasnt /werent ”以及如何综合运用语言知识来谈论学校、家庭、城市的变化。教学难点熟练运用句型“There was/ were”，“There wasnt /werent”以及如何综合运用语言知识来谈论学校、家庭、城市的变化。教学准备 多媒体课件，图片，板书设计教学过程Step 1 GreetingsStep 2 Warm-up activities1.Sing a song “Bingo”2.(CAI shows a picture of a park)Ask the students to talk about the picture with the sentence: “There is / are ” and “there isnt / arent”.（从学生已经学过的语言知识入手，由难到易，自然过渡）Step 3 Presentation1.(CAI shows a picture of our new school)T: Look! There are two buildings now. (CAI shows a picture of our school: before)T: But in 2002, were there two buildings ? (Ss: No) There was only one building before.（学生都亲身经历了新旧教学楼的变迁，这样的语言知识的呈现方式迅速引起了学生的共鸣，让学生带着好奇心与悬念来学习语言知识。）2.Show the sentence : There was a before, read the sentence: There was only one building before.3.Learn the words: “before” and “now”. CAI shows the different time: 2005-10-25（当时上课的时间） and 2005-3-25, 1999 and 2005, etc. Ask the students to distinguish “now” and “before”.(同时呈现两个时间，学生可以在直观形象的语境中操练“now” and “before”.)4.Learn to say: There werent before.(CAI shows the picture of a park: now)T: Look! Swings, There are (T elicit the students to say : There are swings now.) But before, were there any swings here? (CAI shows the picture of a park: before) There werent any swings before.(学生对问句：were there any swings here?一定会很陌生，但是这对理解句子的意思并没什么障碍，加大语言信息输入量，以刺激学生语言输出。)5.Talk about the picture of Activity 3 on Page 3.Step 4 Practice1.Group work : Discuss the changes of some places in groups, then show their work.(CAI shows the pictures of Page 4 Activity 2, and Page 5 Activity 4)（学以致用，由单纯的语言学习过渡到语言运用，先利用课本上的图片来进行操练，为后面的话题活动起到示范和铺垫作用。）2.Chant:There was a chicken before, a chicken before. A beautiful chicken here on the floor.There were four eggs here before, Four round brown eggs here on the floor.Oh, my god! Now there are chicks here on the floor, Cute yellow chicks on the floor. Listen to the chant. Have the chant.（Chant一直就是孩子们喜爱的形式，这是一首自编的有关母鸡下蛋的Chant，节奏感和趣味性都很强，孩子们轻松愉快的、在真实的情境下学会了如何运用语言。）3.(CAI)Guessing Game: There are 3 chicks now. How many eggs were there before? Guess it with “There were eggs before.”（趁热打铁，紧跟上一环节，通过母鸡以前孵蛋的个数，来猜测现在小鸡的数量，同时进行互换，通过现在小鸡的数量，来猜测以前母鸡孵蛋的数量。答案本来就不唯一，学生可以运用“Therewas/were”与“There is/are”来进行猜测。通过游戏、活动的形式来操练语言知识是很有成效的。）4.Listen to the dialogue on the Students Book, finish the sentences: There wasnt _ in the park before.There werent any _ in the park before.There was _ here before.There is _ here now.（听完录音材料后完成相应练习，可以着重提高学生听的能力，有效地培养学生的听说习惯。）5.Listen, point and repeat the dialogue. Step 5. Production1、T: (CAI shows some pictures of Changsha: before and now) Changsha is more and more beautiful, there are many tall buildings now, and there are many wide roads now. Changsha is changing, also our school , our family are changing too. Talk about the changes about your home, your school and your city.（从身边的事入手，再回到身边的事，学生只有在真实的生活情境中才能熟练自如地运用所学语言。图片的呈现更能加深学生的印象，降低图片感知到语言输出的难度，使语言交流的过程更加顺畅。）2、Show their works.Step 6 Homework (菜单式)A. Listen and repeat the dialogue. B: Copy the key sentences and words.Step 7: Blackboard designModule 1 Unit 1 There wasnt a pond.There werent any swings here before.There was only a slide.There wasnt a pond here before. 教学反思对于小学五年级学生来说，要在一节课时间内掌握“There is / are 与There was/were”以及否定句式的用法，并能比较熟练地运用这些句子进行描述、交际交流，其实是有一定难度的。学生不但要掌握“There be”句型在两种时态中的用法，还要能熟练地运用“before”与“now”这两个表示时间的词语。但是学生通过四年的语言学习，已经具备了一定的语言积累，能够运用所学语言知识进行话题交流、交际。我在课堂上尽量化难为易、自然过渡，并设计贴近学生生活的游戏与活动，从而激发学生的学习兴趣，顺利地掌握语言知识。小学五年级学生已经不再像低年级孩子，他们不再有强烈的好奇心与学习兴趣，也没有强烈的表现欲。因此，我的教学设计主要贯彻“任务为导向情境为线索活动为中心”的思想，通过学生亲身经历的教学楼的变迁入手，延伸到发生在自己身边的家庭、学校、城市的变化。让学生在变化中学习语言，在实际生活中使用语言，让他们有话说，让所学的语言能在真实的情境中得以运用，从而使学生的语言交际能力得到真正培养。在教学环节的设计上，我充分考虑了小学生的认知和心理特点，主要围绕母鸡下蛋的情节，自编了一首简单有趣的chant, 学生十分感兴趣，在愉快的气氛中轻松地学会了歌谣，也熟练地运用了所学句型。为了让学生在真实的语境中更加熟练地运用语言，我趁热打铁，又设计了与母鸡下蛋有关的Guessing Game，并开展竞赛，学生情绪高涨，也实现了本节课的高潮。
