2022年外研社新标准小学英语三年级起点第五册第五模块第一单元.docx

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1、精选学习资料 - - - - - - - - - 读书之法 ,在循序而渐进 ,熟读而精思外研社新标准学校英语三年级起点第五册第五模块第一单元Module 5 Unit1There are enough.教学设计 教学内容：Ms Smart: Sam please give out the pencils. Give one pencil to every child. Sam: Are there enough pencils. Ms Smart: Yes I bought twenty-five pencils yesterday .There are twenty-five childre

2、n in the class. Sam: Oh. There are only fifteen pencils. There arent enough. Ms Smart: There are enough. I put ten pencils in the blue box. Look Sam. Sam: Oh Yes. There are ten pencils there. Ms Smart: Good weve got enough for everyone. Give th em out Sam. Ms Smart: Be careful. Sam: Oh no. John: Im

3、sorry Sam This is my bag. Sam: I m John. This is your bag. ve got two pencils now. Amy: You 教材分析和教学对象分析：此课文内容比较长,同学懂得起来有一定的难度,但是课文有肯定的情形,借助再创情境,让同学在情形中 懂得把握并运用； 为了便于同学整体把握对话内容,我把课文中难理 解的句子抽出来, 让同学在符合语意的情形下先把课文的重点单词及 句子懂得好了,再进入课文的学习；对象是五年级的同学,通过肯定 的情境及任务, 激发他们的学习积极性, 使他们在教学活动中有更多名师归纳总结 - - - - - - -第

4、 1 页,共 9 页精选学习资料 - - - - - - - - - 读书之法 ,在循序而渐进 ,熟读而精思的表现空间,从而培育他们的综合才能；教学设计理念： 本课主要是让同学通过对话把握和懂得本课的重要句型,能用 There are enough. 和 There aren t enough表达物品数量是否充分；教学目标1.学问与技能 :（1）能懂得、认读生词：everyone them ；enough give out be careful （2）能懂得和认读句子 There are enough.; 和 There aren t enough. （3） 能用 There are enou

5、gh. 和 There aren是否充分；（4）能阅读、懂得并仿照朗读课文；t enough 表达物品数量2.过程与方法 : 通过借助身边的资源来进行教学,同学比较简洁懂得 重点生词、句型；同时,通过实际操练、嬉戏、分角色朗读课文来巩固重点学问,提高同学的口语表达才能；3.情感、态度、价值 开口,主动模拟；（1）培育同学积极主动地参加课堂活动,大胆（2）能在积极参加活动、和他人合作完成任务的过程中获得学习乐 趣和学习成就感；教学重点、难点 重点：用句型 There are enough.和 There are not enough. 表达物品数量 是否充分；难点：单词 enough和词组 gi

6、ve out 的懂得与运用；名师归纳总结 - - - - - - -第 2 页,共 9 页精选学习资料 - - - - - - - - - 读书之法 ,在循序而渐进 ,熟读而精思教学方法：嬉戏法、情境教学法及任务型教学法教学预备：课本、笔、凳子等实物录音机教学过程Step 1: Warming up热身活动 1. Greetings（日常问候）2. Review（复习）：Sing a songHow many do you want.（设计意图：通过复习,为学习本课句型作铺垫；）Step 2: Presentation出现活动 1. 利用情境来导出句型： There are enoughT:

7、How many windows are there in our classroom. S：There are 4 windows in our classroom. T: How many doors are there in our classroom. S：There are 4 doors in our classroom. T: How many students are there in our class. S：There areT: How many English-books are there in our class. S：There areT: Are there e

8、nough. 出现 enough S：Yes. There are enough English-books. 老师引导同学回答 ,并板书 T: There are students and English-books. There are enough English-books for everyone. 出现 everyone T: Everyone gets a desk. There are enough. 名师归纳总结 - - - - - - -第 3 页,共 9 页精选学习资料 - - - - - - - - - 读书之法 ,在循序而渐进 ,熟读而精思T: Look. There

9、 are some pencils in my hand. How many pencils are there. S：There are T: Are there enough. S：No. There arent enough pencils. 板书：There are enough English-books. There arent enough pencils. 设计意图：通过情境来导出,同学更简洁懂得这一句型； 2.利用嬉戏来对这一句型进行操练,并导出 T：Lets play a game.抢凳子嬉戏 give out 和 give toT：I want to play a gam

10、e with you. Do you like playing games. 放 5 张椅子在教室前面,请 5 位同学上来 T：I want 5 students to come here. There are 5 chairs here. Are there enough chairs. Ss:：Yes. There are enough chairs.（引导同学回答）T：You circle the chairs. When I say “ stop” , you must sit on one chair. Other students say“ There are enough cha

11、irs.”戏的时候要当心：出现 careful）Ss:：Yes. T：Who wants to try. Clear. （提示同学做游玩了第一轮嬉戏后：（搬去一张椅子, 5 个同学连续玩）名师归纳总结 - - - - - - -第 4 页,共 9 页精选学习资料 - - - - - - - - - 读书之法 ,在循序而渐进 ,熟读而精思T：There are 4 chairs and 5 students. T:：Are there enough chairs. Ss:：No,there arent enough chairs. T：Very good. 嬉戏终止后：T：Ok. You all

12、 do a good job. I will give out the presents.（出现 give out）T：Give candy to every actor. 把 candy 分给每一个表演的同学,出现 every （设计意图：通过嬉戏来进行操练There are enough.和 There arent enough.激发同学的积极性； 通过嘉奖来导出 give out 和 give to ,比较自然合理）3. 回来课本：Lets go into the text. Open your book and turu to page 18. What did Ms Smart bu

13、y yesterday. Ss：Pencils. T：Listen to the tape and answer my questions. T：How many pencils did Ms Smart buy. S：25. T：How many children are there in the class. S：25. 名师归纳总结 T：So,there are enough pencils for students. But, why dose Sam say“ there 第 5 页,共 9 页arent enough” . - - - - - - -精选学习资料 - - - - -

14、 - - - - 读书之法 ,在循序而渐进 ,熟读而精思Read this paragraph again and find out the answer. T：How many pencils does Sam get. S：15. T：How many pencils are there in the blue box. S：10 （读一次同学仍找不出答案,再读一遍） Look at the two pictures. What happened to them. Read this paragraph. S：T：Sam stumbled by John s bag. And what h

15、appened to Johns pencil. S：T：Yes, Johns pencil is divided into 2 pencils. Who gets 2 pencils？S：John gets 2 pencils. s retell the story. T：Ok. Let 复述： Ms Smart bought 25 pencils yesterday. She asked Sam to give out the pencils for everyone. There are 25 children in the class. But Sam gets only 15 pen

16、cils. There are 10 pencils in the blue box. There are enough pencils for everyone. John s pencil is divided into 2 pencils. John has got 2 pencils. （设计意图：课文比较长, 通过问题的解决理清故事情节,复述课文 内容更进一步懂得课文；Step 3: Practice操练活动 名师归纳总结 - - - - - - -第 6 页,共 9 页精选学习资料 - - - - - - - - - 读书之法 ,在循序而渐进 ,熟读而精思1.Read after

17、the tape ,then read this text in roles. 2.仿照朗读课文,表演出色片段；Step4 Summery and homework（课堂总结和作业布置）1. Summery 2.Homework 1）读课文 2）活动用书练习 促（设计意图： 任务作业的布置帮忙把课堂所学迁移到新的情形中,进同学自主学习和自觉完善,进一步巩固运用所学内容）Step5. Blackboard design Module 5 Unit 1 There are enough. 句型 单词There are enough English-books. enough everyone Th

18、ere arent enough pencils. give to be careful 课堂教学猜测 课堂可能显现的问题：在出现活动中,本课的课文比较难,老师在提 问题的时候,同学可能回答不出来,这时老师要留意随机应变,可以 通过再次读,来回答；老师要循循善诱,启示同学,引导同学回答；在嬉戏这一环节中,同学只顾着玩,老师应给以提示；教学总结与反思：1. 词汇、短语、日常用语及课文的懂得与运用,是本 Module 教学要重点解决的问题,本Module 词汇量较大,课文内容较丰富,是名师归纳总结 - - - - - - -第 7 页,共 9 页精选学习资料 - - - - - - - - - 读

19、书之法 ,在循序而渐进 ,熟读而精思强化技能训练,进展同学智力和提高同学语言交际才能的综合材料；但同时难度也大；因此我整合了一下教材,第一课时先教生词enough 、 everyone 等和句型 There are enough English-books. ；我使用了试验法,直观教学法,情形交际教学法,单词嬉戏等方法；使同学 1）能听说并认读本课的单词和句型；2） 能听懂并做3） 能正确书写新词；经过两段时间的学习,同学对英语和与自己的母语迥异的语言的生疏感已逐步消逝,对英语教学的方法已经适应, 并已初步形成英语学习的习惯；从年龄来看,五年级同学活泼好动,有较强的奇怪心和求知欲, 但他们对事

20、物的留意力不长久；爱好是他们学习英语的主动力, 但意志动力就嫌不够； 概念性学问的懂得和机械识记对他们来说不大相宜, 难度较大, 而生动活泼的情形就能很好地激发他们的爱好；因此我设计了变魔术、猜物品、分角色表演对话、有趣的调色试验、简笔画、嬉戏等活动；让同学在美的熏陶和制造中学习单词和句型； 我仍充分使用了多种教学媒体教学,课堂上用多种评判如个人加分、小组竟赛、嘉奖小红花、小贴画等形成性评判手段很好的调动并提高同学的学习爱好和参加课堂活动的积极性,帮忙学生养成良好的学习习惯； 使教学任务得到有效地完成； 同学在学习中集中留意力,学会与人合作,共同完成学习任务,留意观看生活或课堂中使用的简洁英语

21、, 在词语与相应事物之间建立联想,积极运用所学英语进行表达和沟通；2.在板书的时候我并不是像教案写的那样板书：即把重点句型写出来There are enough English-books. There arent enough pencils.而是怕他名师归纳总结 - - - - - - -第 8 页,共 9 页精选学习资料 - - - - - - - - - 读书之法 ,在循序而渐进 ,熟读而精思们不明白,就多加了好几句：There are students in our class. There are English-books. There are pencils.这么多句子他们可能

22、不想看；3.嬉戏环节,第一轮嬉戏同学都很协作说口令： There are enough chairs. 但是到了其次轮, 就很少人说 There aren t enough chairs这一口令了；由于我考虑到时间的问题, 也没有让他们利用这个情境操练： T：There are 4 chairs and 5 students. Ss：There arent enough chairs.而且在玩了之后才记起要出现那个 be careful,由于同学那时候不协作,我只顾着维护纪律；在后面发奖品的时候,把Give candy to every actor.说成Give candy to everyone. 事实上 candy并不够分给 everyone,我强加了 这一个情境；4.由于这篇课文比较难,所以在读的时候,同学有点困难,我也留意 准时订正他们不会读的地方；5.课后我问了好多同学, 他们都说不是听不懂, 只是都不想回答疑题,我在摸索怎么解决这一个问题；不足之处：关注层面不够广,个别操练少了些,集体操练略嫌多了 些 ；对同学语音方面显现问题没准时订正,以后要加强听说读方面的训练；名师归纳总结 - - - - - - -第 9 页,共 9 页