五年级上册Module10Unit1Hewasinthekitchen王思力.docx
外研社新标准英语五年级上册Module 10 Unit 1 He was in the kitchen.新都区龙虎小学：王思力一.教材分析本节课是新标准小学英语三年级起点新版第五册第十模块第一 单元的内容。本节课主要学习rooms,对于room贴近学生生活，学生 并不陌生。本课通过Amy和她的好朋友捉迷藏为主线，展开重点句型 He was in the kitchen. Where did you find？I foundin the. 的学习，教材利用情景对话的形式来呈现句型要点，并进行相关练习， 有利于学生的理解和掌握。在教学中，应从学生的已有的知识、能力 和兴趣出发，尽可能创设真实、有趣的语言情境，吸引和组织学生积 极参与，使他们在参与、体验、合作与交流中，自然地习得语言，发 展技能，从而提高实际语言运用能力，能运用句型来进行简单交流。二.学情分析：本课的教学对象是五年级学生。他们已经有了一段时间的英语学 习经历，掌握了一些基本的表示方位的的单词和句型，能够简单地用 英语表达方位。形成了较好的协作学习的习惯，他们能较好地接受直 观形象以及贴近生活的语言学习。他们对新鲜事物充满了好奇心和探 索的欲望，有较强的参与意识和表现欲。三.教学目标：一）.语言知识目标：1 .学习单词：kitchen, toilet, bedroom, living room, now, last, sofa, hide, hide-and-seek o.学习句型：He was in the kitchen.Where did you find. . ? I found. . . in the.2 .学习、理解对话内容。二）.语言技能目标：1 .能听、说、认读四个房间的单词：kitchen, toilet, bedroom, living room0.能理解课文内容，并能比较流利的朗读。2 .能运用句型 u Where did you find. . ? I found. . . in the.' 谈论人或物品所处的位置。三）.情感态度目标：1 .培养学生积极感知并尝试运用英语进行谈论，从而体会到英语学习 的乐趣。2 .了解中西方对各房间的不同定义和使用。四.教学重点难点：1 .四个房间的熟练认读和表达。2 .在实际情境中学生能灵活运用句型“Where did you find. ? I found. . . in the.”.课文的深入理解和熟练朗读。五.学习策略：整堂课围绕“学生为主体，教师为主导”的教学理念，通过多媒体 辅助教学，创设一系列情景，让学生在具体的情景中学习新单词、新 句型。六.教学过程：Stepl: Warm upa song, “hide-and-seek”T:It' s about hide-and-seek. Do you know hide-and-seek?Look at this picture.出示图片，指明 hide 和 seek,教读 hide- and-seek, 并张贴板书。Step 2: Lead in.出示Tom图片，遮住头部，让学生猜。T: look! Who' s the boy?T: He' s Tom. He likes hideand seek.1 . watch and choose, (activity 1)There are ( ) rooms.B. three C. four看完第一遍动画，核对答案。3,分别出示 kitchen, bedroom, toilet, living room 四幅图片，点 读， 跟读。 如： kitchenin the kitchenI' m in the kitchen.张贴图片，完善板书。4.再以思维导图的形式出示kitchen, bedroom, toilet, living room四幅图片，使学生明白all of them are rooms,引出单词room.'s chant together.6.分4组评价T: so today we have 4 groups, which group is today' s winner? Let' s wait and see.Step 3: Presentation1. Amy, Sam, Lingling and John are playing hide and seek game , too.the rules of “hide-andseek“ game: Who are hiding? Who is seeking? The first to be found is lost. The last to be foundis the winner.(引出 first 和 last 并板书)'s watch the video, then answer, (activity 2)Where? Who? What game?4. anwser the questions.（课件出示图片，根据教师的标注回答问题。）watch the paragraph 2 and 3, then match.5. I can match.6. thinking map.I' m Amy. I can say.师给出句型:I foundin the在图片的提示下引导学生说出Sam, in the bedroom.再引导学生用I found 句型说出John和Lingling所在的位置。7. work in pairs.师在PPT上出示两幅图片，分别圈出John和lingling.同时提供Sam和Amy对话的句型，如下：Sam: Where did you find？Amy: I found in the .同伴讨论图片信息，并以Sam和Amy的角色来完成对话。8. show time.（分图展示合作成果）watch the paragraph 4 and 5, then answer the two questions.QI: Where is Tom?Q2: Who won the game?9. answer two questions.QI: Where is Tom?Q2: Who won the game?在出示答案的过程中教sofa等单词，并点读、跟读重点句子。He was in the living room.He is hiding behind the sofa.He won the game.师张贴图片，完善板书。the mind map.引导学生在F m Amy.的基础上根据图片说出关于Tom的位置。I found Tom in the living room.He is hiding behind the sofa.完成关于四人位置的思维导图，并板书在黑板上。Step 4 : Practice and ExpendListen and rapeat.1. Retell the story.2. A guessing game.1) . Look at some pictures. Let' s play hide-and-seek with them.Oh, they hide.A:Where was the schoolbag?B: It was in the .2) . Practise in pairs.A:Where did you find the schoolbag?B:I found the schoolbag in the living room.3. Have a show.4. .情感教育：Keep the room clean! Don't put the things anywhere!Step 5 : Homeworkand repeat the text twice.“kitchen, bedroom, toilet, living room” in your house to your parents.
