PEP小学英语五年级上册Unit 5 There is a big bed A Let’s talk and let’s learn教学设计.docx

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1、PEP 五上 Unit 5 There is a big bed.A Let s talk and let s learn【教材简析】：本节课是第五单元的第一课时，通过Sarah和Mike参观张鹏卧室 的情景，让学生感知There is句型的语义和语用情景。【教学目标.知识与技能目标：1 .全体学生能够理解对话大意。2 绝大部分学生能用正确的语音语调及意群朗读对话并进行角色扮演。3 .绝大部分学生能够听说认读单词和词组：clock, photo, bike, plant, water bottle.4 .绝大部分学生能够听说认读核心句型There is a big bed. There is

2、a nice photo, too.5 .绝大部分学生能够在情境中运用句型There is描述某处有某物。6 .绝大部分学生能够使用上述有关家居物品和相对位置关系的介词，简单介 绍自己的房间。7 .全体学生能够在语境中理解photo的含义，并能正确发音。8 .全体学生初步感知mind map在复述文本中的应用。以及初步尝试使用mind map来描述房间。过程与方法目标1 .通过听的活动，培养学生捕捉关键信息的能力。2 .通过猜测房间内的物品以及他们可能要谈论的内容，培养学生预测文本， 并尝试用完整句子回答问题的能力。3 .通过pair work和group work,培养学生在情境中运用所学目

3、标语言。4 .通过创设真实的情景，激发学生的交际欲望，培养学生的语用能力。情感态度与价值观目标：学生能够养成及时整理个人物品保持房间整洁干净的习惯。【教学重难点】：教学重点：核心句型There is a.in/on/.以及五个家居类单词和词组 clock, photo, bike, plant, water bottle 的听说认读以及运用。教学难点：运用上述句型和单词简单介绍自己房间。小组合作探究点：1 .小组内合作分角色朗读对话。2 .小组合作自学单词 water bottle, bike, plant.3 .小组合作运用核心句型描述张鹏房间。4 .小组内交流分享自己本节课收获与不足。【教

4、学过程】教学过程Step I Warm upGreetingsThe teacher says hello to the students and ask students to show.1. Show timeThe students give the performance and make an assessment for themselves. Then ask the other students make an assessment.2. Give the title: Today we are going to learn Unit 5 There is a big bed.

5、 A Let s talk and let s learn.批注rl:利用学生所处的新环境让学生进行Free talk 初步感知There be句型。3. Free talk Using there is to describe the new classroomEnjoy a songLet s enjoy a song and tell me hat s the song about? A bedroom B classroom. Guide students to enjoy the song and give the answer A bedroom.设计意图：活跃课堂气氛，并渗透th

6、ere is句型。Step II Presentation and practicePresent the part of let s try1. Show the picture of Zhang Peng s bedroom. Introduce the scene of let s try. Our friends Sarah and Mike are in Zhang Peng, s bedroom. What s in the bedroom? Let s listen and tick. Give the structure of there is a. There is a TV

7、 or a computer.Guide the Ss to give the answer : A computer.Present the part of let? s talk批注r2:此时利用Guess的方式进行猜测，教师利用 句型进行渗透，再次感知There be句型。批注r2:此时利用Guess的方式进行猜测，教师利用 句型进行渗透，再次感知There be句型。1. Guess whatJ s in Zhang Peng s bedroom. Guide students to guess like this :Maybe there is a/an.预设：学生一开始猜测用到It

8、 sa.引导学生运用本节课核心句型there is来猜测。2. Show the picture of Zhang Peng, s bedroom. What s the room like? Then listen what does Sarah think of the room. Give the sentence: Your room is really nice! Guide students to read the sentence with feelings. And try to read by being stressed “really” . Then check what

9、 s in his room.批注r3:基于三生课堂的理念，老师多次让学生运用 发散思维进行猜测，尝试运用新句型，难度适中。3. Guess what are they talking about. Guide students guess like this : May they are talking about.4. Watch and find out: What are they talking about? Guide students to say the key sentences: There is a big bed. There is a nice photo, too.

10、 Teach to read and write them on the blackboard. Especially the pronunciation of photo and it s meaning.设计意图:运用猜测来培养学生预测文本的能力，并运用核心句型there is来 预测，感知核心句型的语用情景。5. Look at the picture :where is the computer? Then give the answer :My computer is here on the desk. Explain here refers to on the desk.6. Re

11、ad in silence and your problems.7. Listen and imitate. Pay attention to the pronunciation and intonation.8. Read in roles.9. Show time and make an assessment for them.批注r4J:让学生追随Mind imp进行Retell让学生 更加直观，而且调动学生的积极性，但是这里老师要 是能多一点对Mind m叩 进行解释，学生操作起来会 更好的。10. Retell the dialogue by using the mind map.P

12、resent the part of let s learn1. Show the picture of let s learn and introduce the scene.This is a photo of Zhang Peng, s bedroom.2. Listen and find out: How does Zhang Peng introduce his room?Guide students to give the answer : This is y room. There is a clock, a. Ask students how to read this word

13、 “clock” . Explain the method of learn a new word by using an old word.批注r5J:在这里老师非常注重学习方法的指导，不仅 让让孩子们学会单词，还让孩子们学会学单词的方 法。3. Group work :Learn the new wordsWhat else are in Zhang Peng s bedroom? Discuss the words in groups, and to show like this : This is Zhang Peng, s bedroom. There is a/an.When th

14、e students show the pronunciations of the words and the methods to read the words, ask other students opinions. Then write them on the blackboard. Practice the word bottle.4. Listen and imitate5. Let s chantThe teacher gives a modal, then chant together by practicing the words and pictures.批注r6:教师采用

15、一拖二的活动，让学生试读然后运用想象力 借助句型进行猜测，最终引导学生利用核心句型和重 点词汇描述自己的房间。Step III Presentation and practiceMini practiceDescribe Zhang PengJ s bedroom again by using the sentence structure : there is a/an. . Using the words bank: big/small/cool/nice/beautiful/blue /red/green/brown.1. Read a story of a magic room toge

16、ther.There is a woods near the sea. There is an old house in the woods. There is a big room in the house. There is a brown desk in the room. There is a nice box on the desk.2. Guess what;s in the box? The teacher give the modal. Maybe there is a brown Teddy bear in the box? Maybe there is a red bag

17、in the box? Maybe there is a big hamburger in the box. Guess in pairs. Then ask students to guess like this ： Maybe there is a/an.设计意图：利用绘本阅读，来进一步运用句型Ihere is,激发学生兴趣。 进行一个小拓展，巩固、运用所学知识活动。Read the teacher s magic room. Guide students to read according the picture of the teacherJ s magic room.批注r71：兼顾

18、不同层次的学生给学生设置不同的目标，难度有所区分，让学生都能够达成自己的目标。3. Time for crazy imagination: Design your roomChoose one you like.m onkeyftiger.iTemsbottleI like my raoin/under bedroomFood,drinks and fruitsbread hotju icez Appearance and colours )big qri al L nice .cool.Beautiful,red/blue,yello w,blacfc,white,brown./white9

19、 brown.Words bank:Items:物品 bed, water bottle, photo, desk, chair, lamp, fan, book, bag, TV, computer, bike, ball , toy*Colors:颜色 blue, yellow, black, brown, white, red, green*Food, drink and fruits:食物，饮料，水果 bread, hamburger, sandwich, hot dog, milk, juice, apple, banana,Appearance:夕卜貌 big, small, lo

20、ng, short, nice, cool, beautiful*-Animals: 动物elephant, dog, cat, monkey, bear*Introduce your room to your partner and then show in the class. Guide other students listen carefully and ask some questions.设计意图：利用奇思妙想时间，来大胆设计一个自己的房间，更能激发学生 说的欲望，进一步运用句型there is,进行描述。同时，加入了很多房间的 物品，颜色，食物饮料，水果，动物，外貌。将所学知识

21、融会贯通。同时， 又根据学生水平的差异性，设计了两个不同的任务，供学生选择。关注到所 有学生。Emotional education.Show some pictures of untidy rooms. What s your feelings ? What should we do? Keep our room nice and clean.StepIII SummaryWhat have you got today?预设：引导学生正确的自评和互评。如果学生说到我认为今天我表现的挺好, 适时追问哪里好？如果学生总结到我认为我今天的表现不理想，追问哪里不 理想。如果学生仅仅只是从知识方面总结

22、，那就引导学生从方法、情感以及 日后的规划发面总结。StepIV Homework(1 )Listen and imitate the dialogue and words twice.(2) Try to make a mind map of your room.点评：本节课是五年级上册第五单元A部分的对话和单词的整合课。教师设计的初 衷即是围绕教学目标涉及的教学内容进行相关的教学活动。本节课包括热身、呈现文本、呈现单词、操练、巩固几个环节。教师在热身环节就注意对学生语用的感知性的培养，让学生在接触核心句型 前就初步感知，降低陌生度。在呈现文本和单词环节，教师反复使用有利于调动孩子积极性的活动，让学 生在兴趣中学英语，同时培养学生的英语学习兴趣。在操练环节教师更是用心准备绘本，在课堂的最后环节能够很好的吸引学生 的注意力，更好的围绕老师的教学进行学习。老师的每个教学活动都尽力关注到了学生的情况，尽量让学生能够参与到学 习中来，关注到每个学生的层次性。老师希望能够通过一节课，让学生在学习英 语的同时关注到自己英语学习的方法与兴趣。