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外研版五年级上册Module 5教案

发布时间:2013-10-14 10:33:34  

Module 5 In Class

Unit1 There are enough

第一课时教学案例

一、教学内容

本课的教学内容为外研版新标准小学英语(三年级起点)第五册第五模块第一单元There are enough。

二、教学目标

1.知识目标:

(1)能正确听、说、认读新单词enough、give、every、everyone、them、careful。

(2)复习there be 句型,理解并会正确运用句子:there are\aren’t enough.

(3)理解课文内容。

2. 能力目标:学会用句型there are/aren’t enough 表达物品数量是否充足。

3.情感目标:

在教学过程中充分利用资源激发学生英语口语表达的欲望,提高学生的语言表达能力,促使学生关注身边的人和事物。

三、教学重难点:

1.单词enough、give、every、everyone、them、careful.的理解。

2.熟练运用there are\aren’t进行物品数量是否充足的表达。

四、教学策略

在教学过程中利用交际法、情景法、游戏法、激发学生英语学习的兴趣,提高学生的语言表达能力。

五、教学准备

录音机、磁带、纸条、教学挂图、小贴纸、五支铅笔、小凳子。

六、教学过程

Step1:Warming-up

Greeting

T: Good morning. boys and girls.

Ss: Good morning. Mr Huang.

T: How are you today?

Ss: I’m fine, thank you, And you?

T: I’m fine, too, thank you.

师生一起唱歌曲“How many do you want ?”。

[设计意图]课前用英语和学生进行简单的问候,可以拉近师生间的距离,利用歌曲的演唱可以帮助学生尽快地进入英语学习的状态,既对前第二模块中已学过的知识进行了复习,又为接下来的新课的教学作好铺垫。

Step2: Review

T:(教师伸出晃动的十指) Boys and girls, look at me, please. How many fingers are there on my hands?

Ss: Ten.

T: Yes. There are ten fingers on my hands. Look here, can you guess how many chalks there are in the box?

Ss:……(学生猜数量)

T:Ok, let’s count the chalks.

T、S: One, two……

T:Say together. There are …chalks in the box.

T: Very good. How many books are there on the desk?

T:Yes, you are right. There are…books on the desk.

[设计意图]free talk 主要围绕there be 句型展开,虽然这一句型学生在第三册曾经接触过,但学生掌握起来并不容易,而熟练运用there be 句型又是学好本课新句型的基础,所以我们在这时复习这一句型能够为更好地学习本课内容打下良好的基础。

Step3:Presentation

Leading-in

T: Look here, please. How many pencils are there on my hands?

Ss: There are five pencils.

T:I need three students to come here, who?(把笔分给学生)I will give out the pencils. Now every student can have one pencil. There are enough.(板书课题,领读几遍)。 教授enough

T:I need two more students to come here, I will give them two pencils, who? T: (把剩下的两支给学生) Ok, now, How many pencils are there in their hands? Ss: There are five pencils

T: How many students?

Ss: There are five students.

T: So we say there are enough pencils(板书enough,并领读)

T:I need another student to come here. Who?

T: (学生走上来时对他说) I’m sorry ,I have no pencil for you, there aren’t enough pencils. Boys and girls, how many students are there in the front now?

Ss: There are six students.

T: How many pencils are there in their hands?

Ss: There are five pencils in their hands.

T: That’s to say“there aren’t enough pencils。”(师生一起读。)

T:OK,could you please give back my pencils?

Thank you. Wait for a moment, please. For your courage, I give you some tickers, OK, Go back to your seats, please.

T: (教师拿起一支粉笔)I want to write with the chalk. Is there enough chalk? Ss: Yes, there is enough chalk.

T: (教师拿起一个粉笔头) I want to write with the chalk. Is there enough chalk? Ss: No, there isn’t enough chalk.

[设计意图]通过学生非常熟悉的学习和教学用具—铅笔、粉笔来引出课题,既能让学生容易接受,同时又密切联系了课文内容,为后面的课文学习打下基础,enough 这个单词意思的呈现是一个动态的过程,学生可以在动态的情景中理解课题的意思。

Step4 Text-learning

1. 教师把教学挂图展示给学生,让学生初步感知故事情节。

T:Boys and girls, what can you see in the pictures ?

S1: I can see Ms Mart, Sam and Amy. ……

T: Where are they?

Ss: They are in the classroom.

T:Ms Smart bought some pencils yesterday. She want to give out the pencils to every child. But are there enough pencils? Let’s listen to the tape and find the answer.

2. T:(听完录音)OK,please open your books and turn to page 18, Module 5,Unit1,activity1. I will play the tape again, please mark the words or phrases you haven’t learned.(标出你还没有学过的词或短语) and answer these questions:

(1) How many pencils did Ms Mart buy yesterday?

(2) How many pencils in the blue box?

(3) How many pencils in the yellow box?

(4) How many students in the class?

(5) Are there enough pencil?

教授give

T:(教授拿着一支铅笔给一个学生,面对其他学生)I give him a pencil. Give, give. (板书give). ***, could you please give my pencil to me ?

S3: Yes, here you are.

T: Thank you. I will give you a sticker(贴纸).

T: “Give out” What’s the meaning?

T: For example, I have three apples.(用简笔画画三个苹果),There are three children.(画几个小人) I give out the apples to the children.(画箭头指示)

教授every

T: (读完”every”一句教师拿起粉笔盒)What’s the colour of the chalk?

Ss: White.

T: Right. Every chalk in this box is white.(板书every) We can say “Every window is open./Every day we are happy.

教授them

T: (读完第三段话,教师让学生回答问题(1)、(2)、(3)对学生回答问题(3)表示怀疑)Yes? No?

T: Ok, Look at Sam’s words,(读句子出来)Why? Why Sam say that? (示意学生举手) Ss: Because……

T: You’re so clever. Come here, please. I will give you a sticker. Wait for a moment, please.

T: What does Ms Smart say?

Ss: There are enough.

T: Why?

S5: Because she put ten pencils in the blue box.

T: Great. Boys and girls, how many pencils are there in the blue box?

Ss: Ten.

T、Ss: There are ten pencils in the blue box.

T: Fifteen and ten is…十五加十等于……

S6:Twenty-five.

T: You, please come here. I will give you a sticker, too.

(面对全班学生)Boys and girls ,how many stickers do I give them?

Ss: Two.

T: Yes, I give them two stickers, so they have two stickers.(板书them)

教授everyone

T:(走到一个学生前)Do you have the new English book?

S7: Yes.

T: Good. (走到另一个学生前)Do you have the new English book?

S8: Yes.

T: Very good. (问几个学生同样的问题)

T: Ok, please put up your new English books, let me see.

T: Great. Everyone has the new English book.(板书everyone)

T: Put up your pen, please. (学生举起笔)

T: Everyone has a pen.

教授careful

T: Look at the picture, what’s the matter with Sam?

Ss:他被书包绊到了。

T:Oh, he is stumbled by John’s bag. We should say……

Ss: Be careful.

T: Now, let’s do the action. (教师示范单手捧起书转540度)Stand up, please. When we do the action ,we should say “be careful” (板书careful)

T: (做完动作)What’s the result?结果怎么了?

Ss:铅笔摔成两截了。

T: (读完两个句子) Why John and Sam say sorry to each other?他们为什么要互相道歉呢? Who can answer? You can speak in Chinese.

S9:John 的包绊倒了Sam, Sam 摔坏了John 的铅笔。(教师奖励小贴纸) T: Has everyone got one pencil?

Ss: No.

T: Who has got two pencils?

Ss: John.

3. 根据刚才的问题,出示几个填空题,让学生们带着这些疑问再次听录音,并跟读,要求抓住故事中的主要数字,准备完成填数字的听力题。并在课本中划出重点的句子。

1.Ms Smart bought ________ pencils yesterday.

2.There are ___________ pencils in the blue box.

3.There are ____________pencils in the yellow box.

4.There are ____________students in the class.

5.There _________(are/ aren’t)enough pencils.

4. 游戏“抢凳子”,学习重点句型:There aren’t enough。(这是一个学生们非常熟悉的游戏,把它放到教室中来,既有很好的可操作性,又能轻松解决“不足够”的教学重点知识点,同时安排在这个时间的游戏也是一种帮助学生轻松一下的一个重要环节。学生在抢一抢,说一说,笑一笑中轻轻松松地掌握了重点句型,可谓是一举多得)

七、小结。

八、布置作业。

观察自己家里的东西是否足够,并用英语表达出来。(课外作业是课内学习内容的延伸)

Module 5 In Class

Unit 1 There are enough.

There are enough.

There are not enough . 反思: 我认为,小学英语教学是要重视培养兴趣,但不能单靠说说唱唱玩玩。因为培养兴趣主要是为学习英语,游戏应成为小学生学习英语语言知识的手段。因此,我们在激发学生对学科的兴趣的过程,不能只停留在课堂表面的“活”,“乐”,“玩”中。我们注重学科本身,从学得后产生的成功体验来不断滋长兴趣,挖掘学生学习的内驱力。

1、巧设情景引入环节,运用多媒体课件,将学习内容穿插在生动形象的故事情节中,

采用他们所喜爱的小动物和食物来引导孩子们用 There are enough : There are not

enough. 来描述,在学习当中培养培养他们的学习兴趣,激发他们的学习热情,更要

激起他们对知识探索的欲望。

2、在提升练习中,设计了一个BINGO游戏,使用enough 和 not enough来描述图片当中事物是否足够,让学生感受到完成任务所带来的快乐和荣誉。

不足之处:

1、本课的课文容量比较大,可以将其分开上,一节课下来学生有些掌握不了。

2、单词教学还是有些不够扎实,个别学生出现不会读的情况,应将新授单词让学生再多读几遍。

3、在课堂上应让学生多练习说,小组之内让学生充分发挥每个学生的能力,多培养学生口语表达能力。

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