Unit2 A new student
第一课时
教学目标:
1、 理解,掌握对话内容,用正确的语音语调朗读对话,初步表演对话。
2、 正确运用日常交际用语Can you show her around? How many…? Is there a …? Yes, there is. No, there isn’t. Are there any…? Yes, there are. No, there aren’t. Let’s go and…
3、 能正确的听、说、读 单词:art room, classroom, computer room, library, music room, playground
教学重难点:
1、能正确理解对话内容,朗读对话,初步表演对话
2、流畅地朗读对话, 并能在理解对话内容的基础上表演对话
教学准备:单词卡片,人物图片,人物头饰,多媒体课件
教学步骤:
Step1. Warm up & Lead in
1. Enjoy the a song about classroom: review "there be"
2 Guessing game
There are many places in the school. What are they? Let’s guess.
T: There are some desks and chairs in it. We can have lessons in it. Where is it?
S: Classroom.
T: You are right. Are there any classrooms in our school?
S: Yes, there are.
Step2. Present the new words and sentences
1. Learn the new words
以Guessing game的游戏,同法教授新词:art room, library, playground, computer room, music room
2. Read the new words
3. 新授句型:Is/Are there …? Yes, there is/are. No, there is/are not.
教师PPT出示本校学校平面示意图,结合新授单词,对学校场所进行问答。
T: Is there a library? S: Yes, there is. T: Are there any table tennis rooms?
S: No, there aren’t.
Ask and answer in pairs.
4. 教授序数词:first, second, third及句型It’s/They’re on the … floor.
(引导学生对教师进行提问)
S:Is there a computer room?
T: Yes, there are two computer rooms. They’re on the third floor.
教授新词:first, second,third
5. 揭示课题
T: Boys and girls, today, a new student joins us.
PPT出示Nancy人物形象,She’s new here. She’s a new student.
Unit2 A new student揭示课题,带读。
T: Can you show her around?
教师示范:There is a library. It’s on the third floor.
There are two computer rooms. They’re on the second floor.
小组利用学校平面示意图向Nancy介绍自己学校场所具体位置。
Step3. Learn story time
1. Listen and answer
T: Boys and girls, you did a good job. But can Yang Ling show around her school to Nancy?
播放Picture 1课文录音。
Ss: Yes, she can.
2. T: If you’re Nancy, can you ask some questions about new school?
引导学生利用新授句型,进行提问。
S:Is there a …?
S: Are there any …?
3. Watch and circle
T: What’s in Yang Ling’s school? Let’s watch the cartoon and circle the place.
4. Read and match
T: Which floor? How many? Let’s read and match.
学生自读课文,将学校场所楼层连线,并在文中找出场所的数量。
5. Let’s read
6. Let’s act
Step 4. Consolidation
1. Try to retell. 结合板书,尝试复述课文。
2. I’m a little designer. 小组合作为学校设计,制作平面示意图,并汇报。
Step5. Grammar time
Step6. Homework
1. 听磁带,跟读并熟读课文。
2. 运用本课所学,向父母或朋友介绍自己的学校。
3. 继续完善自己的学校设计。
板书设计:
Unit2 A new student
the third floor There is/are ...
the second floor
the first floor It’s/They’re on the … floor.
教学U2第一课时,总体设计还是围绕new student,引出show around,然后听录音,让学生整体了解一下语篇中classroom,computer room,music room与table tennis room,然后从classroom入手,学习了序数词first, second ,third,在此基础上,让学生完成贴画。但是并没有完成教学任务,一是没有读透文本,二是没有操练到重点句型Is there…? Are there any …?
反思原因:
library,classroom,art room,music room等词汇花的时间太多,其实这些词汇并不是难点,art,music,table tennis等这些单词学生都已经掌握了,现在已经是五年级学生了,他们应该有更重要的任务,我应该把重点放在句式或语段上,不能纠结于这些单词上。故教学时,我作了调整,在吸引注意,积累语言的板块时,我就很快的引出了这些词汇,这边,既节省了时间,把重点转到了There be句型上,还避免了一开始介绍的冷场。