小学英语教学设计 7页

附件2：编号PEP小学英语教学设计五年级上册第三单元第一课时设计者：丘晓燕学校：大亚湾西区第一小学\nSample1(模板1)PEPBook5Unit3What’sYourFavouriteFood?Period1（Page28）TeachingDesignPartⅠUnderstandingoftheTeachingMaterial1．Analysisontheteachingmaterial本课是第三单元What’sYourFavouriteFood?的第一课时Alet’slearn①四年级上册第五单元，学生已经学过句子：Whatwouldyoulikefor…I’dlike…并且认识了一部分食物的单词。如：fish,beef,vegetable,chicken…②本课通过讲故事的形式和已经学过的句子：I’dlike…来操练学习本课即将出现的新单词。如：tomato,potato,tofu,greenbeans,fish,eggplant,cabbage,muttonandpork.③词汇量的积累和掌握，有利于激发学生创设语言，运用语言，有利于对下一课Let’stalk和Readandwrite的理解及运用。2.Teachingaimsanddemands①Knowledgegoals:能够听、说、读和写如下单词：tomato,potato,tofu,greenbeans,fish,eggplant,cabbage,muttonandpork.②Abilitygoals:能够在小组活动中完成提问并回答三餐想吃的食物，如：Whatwouldyoulikefordinner/lunch/super?I’dlikesometomatoes,tofuandfish.③Emotiongoals:\n●培养学生的合作精神和创新意识，引导学生通过以旧带新的方式自主学习，同时也要注重合作学习。●锄禾日当午，粒粒皆辛苦。教育孩子要从小养成珍惜粮食的好习惯。●为人处世，不可贪得无厌，要适可而止，小老鼠的故事令人深思。④TeachingimportantanddifficultpointsImportantpoints：本课时需要重点掌握有关食物的单词：tomato,potato,tofu,greenbeans,fish,eggplant,cabbage,muttonandpork.Difficultpoints:教学难点是本课时词汇量大，要求四会掌握的单词多。要让学生在课堂上较好掌握这些单词，需要教师巧教、趣教，努力调动学生的积极性，借以突破教学难点。PartⅡAnalysisonstudents1.10——11岁的孩子，他们已经具备了一定的听、说、读、写与玩、演、学习能力，特别喜欢玩中学和演中学。2.他们具有良好的合作精神和习惯，善于在小组里分工合作并完成学习任务。PartⅢTeachingMethods本课时是新授课，通过把本课的教学内容编成故事，以故事的形式来完成教学任务的。故事如下:TheLittleHungryMouseAlittlemousewashungry.Tiptoe,tiptoe,themousecameoutoftheholeandwalkedintothekitchen.Great,theoldmanwassleeping.Heclimbedupthetable,therewastomato,potato,tofu,greenbeans,fish,eggplant,cabbage,muttonandporkonthetable.“I’dlikesometomatoes,”themousesaid,andhehadsometomatoes.“I’dlikesomepotatoes,”themousesaid,andhehadsomepotatoes.“I’dlikesometofu,”themousesaid,andhehadsometofu.“I’dlikesomeeggplants,”themousesaid,andhehadsomeeggplants.“I’dlikesomegreenbeans,”themousesaid,andhehadsome\ngreenbeans.“I’dlikesomecabbages,”themousesaid,andhehadsomecabbages.“I’dlikesomefish,”themousesaid,andhehadsomefish.“I’dlikesomemutton,”themousesaid,andhehadsomemutton.“I’dlikesomepork,”themousesaid,andhehadsomepork.“Iamsofullnow.”themousesaid.Suddenly,theoldmanwokeup.“Youbadmouse,Youatemytomatoes,youatemypotatoes,youatemytofu,youatemyeggplant,youatemygreenbeans,youatemycabbage,youatemyfish,youatemymutton,andyouatemypork,I’llgetyou.”“No!”Themousewasfrightenedandrantohishole.Buthewastoobigandfat.Andtheholewastoosmall.Theoldmanlookedatthepoormouseandhesaid:“Ha,ha,ha!I’llgetyou.”PartⅣTeachingaids1.Cut-outpicturesof:Amouse,abigmousenexttoasmallmousehole,anoldmansleeping,andanangryoldmanawake.Picturesoftomato,potato,tofu,greenbeans,fish,eggplant,cabbage,muttonandpork.1.VCD，tape,projectorandcard-words.PartⅤTeachingProcedureTeachingstepsTeacher’sActivitiesStudents’ActivitiesTeachingAimsStep1Warm-upDutyReport1.Introduceyourself2.Saysomethingabouttheothers.eg:favouritefoodanddrink.ReviewthewordsaboutfoodanddrinkinUnit5Book3\nStep2InputIntroducethecharactersandthemeofthestoryTheLittleHungryMousebyshowingthepicturesofthestoryandaskingsomequestions:Whatwouldthemouselikeforlunch?Whatwillhappeninthestory?Producevocabularytoanswertheteacher’squestions.Andtrytoguess:Whatwillhappeninthestory.Presentationofthenewwords.Step3InputTellthestoryforthefirsttimewithpictures,movements,gestures,bodylanguage,facialexpressionsanddifferenttonesofvoice，helpthestudentsunderstandthestoryListencarefullyandwatchpatientlyEnablethestudentstocatchthemeaningofthestory.Step4InputandpracticeTellthestoryagainDotheactionsandjoinintellingthestory.Enablethestudentstoretellthestoryforeachotherintheirownwords.Step5OutputUsingpictures,movements,gestures,bodylanguage,facialexpressionsanddifferenttonesofvoicetoguidethestudentstotellthestory.Tellthestoryalongwiththeactionsingroups.Enablethestudentstousepictures,movements,gestures,bodylanguage,facialexpressionsanddifferenttonesofvoicetoretellthestoryineachgroup.Step6OutputandpracticeCheckthegroupwork1.Actoutyourstoryinyourgroup.2.Theotherstudentsassessthem,please.1.Enablethestudentstopayattentiontothepronunciationofthefour-skilledwords.2.Enablethestudentstopayattentiontothecountablenounsanduncountablenouns.Step7OutputLet’splay.1.Asksomequestionsaboutthestoryasmanyasyoucaninyourgroup.eg:Howto1.Enablethestudentstopayattentiontothecountablenounsanduncountable\nspelltheword“cabbage”?Doyouhaveanygoodwaystoremembertheword“eggplant”?Whatwouldthemouselikeforlunch?…1.Theothergroupstrytoanswerthequestions.2.Themorequestionsthegroupanswer,thewinnerwillbe.nouns,1.Enablethestudentstofindagoodwaytolisten,say,readandwritethefour-skilledwords.2.Enablethestudentstodescribeone’sfavouritefood.Step8OutputMakeasurvey:Lunchtimeiscoming.Whatwouldyoulikeforlunch?1.Finishthesurveyineachgroup.2.Writethemdownonapaper.Providethestudentswithanopportunitytousethelanguagecommunicatively.Step9OutputCheckthesurvey.Usetheprojector.1.Showyoursurveyontheprojectoronegroupbyonegroup.2.Theothergroupsassessthem,please.Helpthestudentslearnandpracticethegrammarformandspelling,sothattheycanusethelanguagemorepreciselyandaccurately.Step10Homework1.Copythefour-skilledwords.2.Getreadyforthedictation.P283.Getreadyforthenextlesson.Finishthehomeworkafterclass.Makesurethestudentscanusethefour-skilledwords(P28)morepreciselyandaccurately.PartⅥSelf-reflectiononteaching教有法，无定法。针对本课的难点：词汇量大，要求四会掌握的单词多，我把本课时ALet’slearn改编成故事。首先我介绍故事的人物和情节，接着我让学生带着问题听我把故事美美的讲了一遍，然后我就引导学生和我一起把故事再讲一遍，最后，在他们跃跃一试的状态下，我让他们在小组里一展他们的风采。我顺利地把主导课堂的接力棒交到了学生的手上，看他们玩中学、演中学，看他们说，看他们提出问题，又看他们把问题解决了……学生自己合作，自己创新，自己演绎精彩，使课堂富有生命力。另外，我鼓励同学们对每一个小组和个人的表现做出评价，帮助学生认识自我，建立自信。\n把学生的合作探究，创新和实践能力建成完善的评价体系，是我今后探索和努力的方向。