Unit 1 Come with me! 第二課時教學設計

　　作為一位杰出的教職工，時常需要編寫教學設計，教學設計是實現(xiàn)教學目標的計劃性和決策性活動。教學設計應該怎么寫呢？以下是小編整理的Unit 1 Come with me! 第二課時教學設計，僅供參考，大家一起來看看吧。

一、課例名稱: Unit1 Come with me!

　　二、執(zhí)教教師:郭金梅

　　三、指導教師:英語科組全體教師

　　四、課型:詞匯教學

　　五、學段（年級）:五年級

　　六、教材版本: Friends with English

　　七、詞匯教學的認識及定位:

　　本課屬于第二課時，即詞匯新授課。學習本課，學生將學習到本課的8個單詞：aunt, uncle, cousin, farmer, factory worker，dictionary , diary , calendar.；句型：What does she do ? She’s… Is this your dictionary? It’s …（注：8個單詞是新授單詞，句型是以前學習過的句型，本節(jié)課將新單詞套用到舊句型中，復習、鞏固、并運用。）

　　Topic: Unit1 Come with me! (Friends with English, Book 3)

　　Teaching period: The second period

　　Teaching objectives:

　　1. Language knowledge: To enable students to master the eight new words and ask about and identify possessions of the single form of the pronouns with the sentences: What does she do ? Is this your dictionary?

　　2. Language skills: To develop students’ abilities of listening，speaking，reading and writing.

　　3. Train the students’ communication skills and encourage them to communicate with each other.

　　Teaching key points:

　　How to ask about and identify possessions of the single form of the pronouns the sentence structure: What does she do ? Is this your dictionary?

　　Teaching difficult points:

　　1. The usage of asking about and identifying possessions of the single form.

　　2. Ask and answer by using the drills: What does she do ? She’s… Is this your dictionary? It’s …

　　Teaching aids:

　　CAI, flashcards, pictures, box, dictionary ,diary ,calendar .

　　Teaching strategies:

　　1. Situational method

　　2. TPR method

　　3. Activity method

　　4. The cooperative learning method

　　八、教學流程圖：

　　九、Procedures:

　　Step 1: Warm—up

　　1. Greetings.

　　2. Sing a song:

　　Step 2: Revision

　　the pictures they are familiar，and answer the question. At the same time revise the sentences: Who’s she/he? She’s /He’s …

　　評：通過學生熟悉的圖片：Tony, Jenny, Gogo復習句型：Who’s she/he? She’s /He’s …并為講授新單詞作鋪墊。

　　Step 3: Presentation

　　Part I:

　　1. Lead-in.

　　Show out my relatives’s photos and guess who they are . Learn the new words and the new drills: aunt, uncle, cousin, “Who’s she/he? She’s my aunt./He’s my uncle.

　　評：老師通過自己的親戚的相片作為導入，吸進學生注意，激發(fā)學生學習興趣，起到很好的學習效果。

　　2. Use Ss’s photos objects to practice the words of aunt, uncle, cousin, This is my aunt/uncle/cousin.

　　評：學生用自己帶來的相片作口頭練習，向同桌介紹自己的親戚，既熟悉又有創(chuàng)意，馬上就將新學到的知識應用到實際生活中，學以致用。

　　3. Read and practice the new words one by one, two by two,……and etc.

　　評：多種形式的強化訓練，及時糾正學生發(fā)音，讓學生的口頭表達能力更強。

　　’s play.(Look at teacher’s fingers and read the words.)

　　評：學生通過快速看老師舉起的手指來跟讀單詞，既要求反應快，又要求讀音準確，還要進行比賽，馬上調(diào)動學生學習積極性，課堂氣氛活躍，又達到了復習鞏固的效果。

　　PartⅡ:

　　-in.

　　Sing the song and show out the pictures , guess what does she/he do ?

　　評：歌曲不但活躍課堂氣氛還能復習已學舉行，一舉兩得。

　　out my relatives’s photos and guess what does my aunt / my uncle do? Learn the new words and the new drills: farmer, factory worker. “what does my aunt / my uncle do? She’s a farmer./ He’s a factory worker.(Use the PPT to show out what does the factory worker mean.)

　　評：老師繼續(xù)使用自己的相片展示自己親人的相關職業(yè)，為學生創(chuàng)設了很好的語境學習新單詞，既自然又有效。同時還利用PPT的相關效果給學生解釋什么是factory worker.直接明了。

　　and practice the new words one by one, two by two,……and etc.

　　評：多種形式的強化訓練，及時糾正學生發(fā)音，讓學生的口頭表達能力更強。

　　’s play.(follow the teacher to stand up and sit down .)

　　評：再用另一種游戲鞏固新授的兩個單詞，學生在比賽過程中精神高度集中，興致高昂，收到了很好的效果。

　　my dream: What do you want to be? I want to be a …

　　評：在談論別人的職業(yè)同時也談談自己的夢想，讓學生從小就設定自己的奮斗目標。

　　PartⅢ:

　　1. Lead-in.

　　Listen to the music and guess what day is it that day? Supposing that today is Christmas Day and I am the Christmas Father.

　　評：由于接下來講授的三個單詞與前面學習的內(nèi)容沒有太大的聯(lián)系，老師再次創(chuàng)設了一個有趣的語境：假設今天就是圣誕節(jié)，老師是圣誕老人，同時請同學上臺抽獎，把課堂氣氛推向高潮。

　　out the box and find who is the lucky dog today. Choose one and learn the word : dictionary , diary , calendar.

　　評：學生每抽一個獎品，就是本節(jié)課的一個新單詞，老師及時講授，及時指導，效果很好。

　　3. Let’s play.( passing game) And answer the question : Is this your dictionary /diary / calendar? No, it isn’t ’s somebody’s.

　　評：老師再通過另一種全新的游戲鞏固新學的單詞，馬上進行口語交際，學習句型Is this your dictionary /diary / calendar? No, it isn’t ’s somebody’s.這種教學方式既自然，又達到了教學目標。

　　Step 4: Practice

　　1. Sing a song：What do you want to do?

　　2. Do exercises.

　　評：練習的量不算多，卻能起到鞏固并查漏補缺的作用。

　　Step 5: Extension

　　vity : Looking for the owner.

　　評：學以致用是學習英語的最終目標，“尋找失主”這個環(huán)節(jié)將本節(jié)課的學習內(nèi)容應用的實際生活中，達到教學目標，讓英語學習更生活化。

　　ary.

　　Step 6: Homework

　　1. Listen and read vocabulary and target.

　　2. Use the photo talk about your relatives to your friends.

　　Blackboard writing:

　　Unit 1 Come with me!

　　What does she do ? aunt farmer

　　She’s a farmer. uncle factory worker

　　cousin

　　. dictionary

　　Is this your dictionary? diary

　　No, it isn’t calendar

　　十、課堂練習：

　　Read and write.

　　1. What _______ your uncle _____?

　　He’s a ________.

　　2. ____ this Xiao ming’s ________?

　　Yes, it is .

　　3. ______ diary _____this ?

　　It’s _________.

　　4. What ______ you want to be?

　　I want to be ____ ________ .

　　十一、教學檢測

　　通過堂上練習和作業(yè)反饋，分析學生掌握所學內(nèi)容的程度。

【Unit 1 Come with me! 第二課時教學設計】相關文章：

鯨第1課時教學設計04-01

初一英語《Module 6 Unit 1》教學設計04-04

三年級上Unit5 Look at me!教學設計03-08

《天鵝的故事》第1課時教學設計02-12

Unit5 Look at me課堂反思01-04

課時的教學設計04-03

Unit1教學反思15篇11-03

Unit1教學反思（精選20篇）05-18

Unit1教學反思(15篇)11-06

Unit1教學反思（精選25篇）05-16