wheredotheysitteachingplan

1、Where do we sit？教学设计与课件2 教师姓名单 位上课年级课题名称涂玲玲上海外国语大学附属浙江宏达学校五Unit 4 Where Do They Sit? 教学材料分析教学材料整体采用描述性的语言，具有明显的逻辑思维特征。在阅读过程中，学生既需要了解和熟悉方位表述的相关语言知识点，又要挑战一定难度的逻辑推理能力。对于五年级的学生来说，语篇难度较高，篇幅较长。教学设计说明针对语篇的逻辑思维特点及其包含的语言结构和语言点，设计一个整体的Quiz Time的系列挑战。循序渐进地呈现和学习语言结构，也循序渐进地进行思维训练。让孩子主动思维，勇于探究。在读懂的过程中，学会使用语言结构“ s

2、its . ” “ and are in the same row.”等表达某人所在的位置。教学内容确定Where Do They Sit?There are twelve students in the class. The boys are Tom，Sam, Bob, Jack, Dan and Tony. The girls are Amy, Lucy, Lily, Pam, Annie and Lisa. Rows go front to back and side to side. There is at least one boy and one girl in each row.

3、 Where do they sit? 1. Jack sits in front of Annie. 2. Pam and Jack are in the same row. 3. Sam sits next to Amy. 4. Amy and Lucy are in the same row. 5. Jack and Tom are in the same row. 6. Lisa sits behind two boys. 注释：1. 为了更切合五年级孩子语言学习和逻辑思维的特点，帮助学生既读懂语篇，又领略到在英语阅读中逻辑思维过程中的乐趣，对其语言表达顺序和篇幅进行了调整，适当降低了

4、语篇的阅读难度。2. 语篇集中呈现了12个孩子的英文名字。为了降低学生同时辨认12个陌生的名字的难度，将其中的四个名字换成了学生教材中较熟悉的名字。教学目标定位1. The students will be able to master the following words and phrases: in front of, behind, next to, in the same row 2. The students will be able to describe the location of the students using the following structures:

5、sits in front of / behind / next to . and are in the same row. 3. The students will be able to understand and complete the plan of the classroom. 4. The students will be able to experience the skills of thinking in English and learning by doing. 教学重点难点The Key Point：The students will be able to descr

6、ibe the location of the students using the following structures: sits in front of / behind / next to . and are in the same row.The Difficult Point：The students will be able to understand and find out the location of the students and complete the plan of the classroom. 板书设计Where Do They Sit? A pictur

7、e (The plan of the classroom) Lucy and Lily are in the same row. Jack sits in front of Annie . behind next to教学设计教学步骤教师活动学生活动建议说明Warming-up1. Greet Ss. 2. Get to know some of the students and their friends. 1. Greet. 2. Get to know teacher and introduce their friends in the class. 从孩子们熟悉的话题入手，并引导孩子们

8、关注方位。Pre-reading 1. Have Ss go and find the boxes in the class. 2. Present the new words and phrases: next to, in front of and behind. 3. Group Ss. 4. Present the quiz and explain what Ss would do in the quiz. Reward the winner. 1. Listen to Ts description, go and find the box. 2. Learn to say the n

9、ew words and phrases. 3. Listen and understand the rules of the contest. 4. Look, listen, answer and learn during the quiz. 利用简单的命令，激活关于方位的旧知。利用盒子的不同方位导入新授词语及短语的学习中。按照教师的指令（或请学生说指令）进行站位。孩子们边学边用，尝试理解和表达。在竞赛的氛围中激发孩子们积极参与。活动意图：让孩子们通过简单的方位描述，找到目标；活动意图: 让孩子们尝试用方位词进行描述。为孩子们解决较复杂的问题做铺垫。While-reading1. Help

10、 the students understand the concept of “row”. Show the students the picture of the classroom, put some of the students into their seats. and present the new structure: and are in the same row.2. Present the structure: sits in front of . 3. Present the task of reading the first paragraph. 4. Help th

11、e students read the conditions No. One and No. Two, find out and explain why Jack sits the seat. 5. Check the answers.6. Present the task of reading the whole six conditions. 7. Make a summary of the plan of the classroom. Help the students describe the location with the structures: sits in front of

12、 . and are in the same row. 1. Try and understand the word “row”, learn to say the structure: and are in the same row. 2. The students try to express the location by using the structure: sits in front of . and are in the same row. 3. Read the first paragraph and find out the answer. 4. Read the cond

13、itions 1 and 2, find out the location of Jack and explain why. Find out the corresponding sentence and read it. 5. Read all the conditions and complete the plan of the classroom in groups. 6. Present the answers and express why. 7. Try and describe the location with the structures: sits in front of

14、. and are in the same row. 通过直观的图示和学生的座位让孩子们理解“row” 和 “in the same row”的概念。动意图：孩子们通过快速阅读获取关键信息。通过直观的板演展示学生的思维过程，为更深一步、复杂的思维和理解做好铺垫。示范如何在阅读中寻找相关线索。让孩子们通过“读一读、想一想、摆一摆”的方式，完成阅读任务。对思维的过程进行重现，对文本进行整体的梳理。引导孩子们在读懂的同时，自己组织语言对其座位进行描述。Post-readingPresent the task, and help to find out where his friend sits ac

15、cording to students description. Prepare and describe where his friend sits by using the structures: sits in front of . and are in the same row. 通过一个任务型的语言输出活动，组织目的语言，形成一个意思相关的一段小语篇。体现“学中用，用中学”的语言学习观。Homework1. Copy the following words and phrases 4 times: in front of behind next to in the same row2

16、. Read the passage correctly and fluently. 3. Write down your report “Where does my friend sit?”. Where do we sit？教学设计与课件3 教师姓名单 位上课年级课题名称陆莎金师附小五年级Where do they sit？教学教材分析针对教材、学生以及重难点的分析，和英语课程标准中基础教育阶段英语课程的总体目标，我采用情景法、全身反应法、直观法等教学方法，以学生为主体，以话题Location为核心，以语言功能为主线，以任务型活动和项目学习为媒介，从学生的学习兴趣、生活经验和认知水平出发，

17、使学生在运用所学语言交际的同时巩固复习新学到的单词，并且滚动复习原先所学过的相关内容，在句中学，在学中用，体现语言的功用性，使学生通过感知、体验、实践、参与、合作与交流的方式实现任务目标，完成项目，达到预期目标。教学内容确定Unit4 Where do they sit教学目标定位1、能够理解方位单词(短语)front to back, side to side, in front of, behind, next to, in the same row, in one of the desks in front of的意思。2、能够掌握形容某物体方位的句型 is/ are .3、能够理解课文

18、内容，根据所给提示完成班级座位表。4、能够运用所学知识，准确描述各种位置。教学重点难点单词、短语front to back, side to side, in front of, behind, next to, in the same row, in one of the desks in front of的理解，句型的灵活合理运用。板书设计教学设计教学步骤教师活动学生活动建议说明Warming up1. Greeting.2. Introduce myself向学生简单的介绍自己。Presentation1. Chant2. next to/ side to side T stand ne

19、xt to a student. T: Im next to . What about you? 引出next toPractise: Im next to . Game: Say one by one A: Im next to B. B: Im next to C. C: Im next to D. D: Im next to E. Ss: is next to . is next to . is next to .T: So they are in the same row. They sit side to side.Practise: Im next to . We sit side

20、 to side.3. in front of/ behind/ in the same rowT: Where am I?引出Im in front of you.Practise: Where about you?Im in front of .T walks to the back. T: Am I in front of you?引出 behindPractise: Where do you sit?Im behind .Where do you sit?Im in front of . But Im behind .T: Yes. is in front of. But he/ sh

21、e is behind . So they are in the same row.Practise: Im in front of . Im behind . We are in the same row. 4. in one of the desks in front of Describe the seat. Hello, Im . Where do I sit? Look! Im in front of .Im behind . Im next to . What about you? T 引出 is in one of the desks in front of .Say the c

22、hant together.Learn：next toSs: Im next to.Ss: is next to.Ss: Im next to. We sit side to side.Ss practice in front of.Ss practice behind.Ss: Im in front of. Im behind . We are in the same row.Pair workSs talk about their seat.儿歌活跃课堂气氛。利用老师的站位引出单词，直接、明了。学生横向操练，引出in the same row, side to side，直观。利用老师的站

23、位直接引出in front of, behind.学生能够运用不同的方位词，完整的描述自己的座位。Reading1. Listen and answerHow many students are there in the class? 2. Complete this plan of the classroom.3. Enjoy some picturesIn art class, students sit side by side.In English class, students sit in front of the teacher.In science class, students

24、 sit around.In music class, students sit row by row.In the reading class, students sit wherever they want.4. Where do you want to sit? Why?5. PoemWhere do you want to sit? Sit wherever you want. Sit anywhere you like. Next to my best friend. Near the dear teacher. Any place is fine with me. Ss liste

25、n to the tape and answer the question.Group work.Ss enjoy the pictures.Ss: I want to sit.Enjoy the poem.听录音感知课文，回答简单的问题。能够根据提示，排列学生的座位，并运用方位词描述学生的位置。感受不同课程可以运用不同形式的座位排列。选择自己喜欢的座位，并说出原因。Homework1. Try to design new seating arrangement for our English class.教学反思：拿到教材，就感到无从下手，这个话题和学生息息相关却从未在平时的教学中涉及过。因

26、此几易其稿，才最终确立目前的方案。整节课上下来，我觉得有以下几方面做得很失败，导致课堂呆板，没有生气。1. 教学目标设定过于简单，教学设计缺陷。修改得太多，让我对整个教学设计有一种陌生感，而正是对教学流程的不熟悉，让整个教学过程变成了片段式。教学设计新授部分也有极大的问题，方位词的呈现顺序颠倒，不够顺畅，让整个教学过程显得十分别扭。教学内容预设不够充足，课堂上觉得没有东西可上，某些环节就显得拖沓，不利索。操练活动单一，没有新意，总是在学生课堂上打转转，走不出课堂，走不进生活，语言学习方式是凝固不灵活的。2. 个人原因。课堂气氛不够活跃，大部分原因在我的调节失常，没有能够带动学生积极地投入到学习

27、当中。从第一稿的教学设计到最后的方案，我反复地看了好几遍。从最初我自己的重新编写文本进行词汇新授，利用各种场所进行操练，最后利用原有文本巩固运用，到最新的教学设计从学生的课堂出发，在课堂中操练运用，延伸至学生自主选择座位。无论是哪一个教学设计，都有缺陷和优点，但都需要从生活实际出发，都需要老师的领会和演绎， 循循善诱，引领学生自主探究学习。通过这一次失败的教学，我更加深刻地领悟到某些教学真理，希望自己的教学道路更加宽广。 Where do we sit？教学设计与课件1 教师姓名单 位上课年级课题名称马一帆杭州新世纪外国语学校五Where Do They Sit?教学材料分析教学材料的主体分为

28、两部分，第一段的提示语和八句表示方位的句子。本课的重点是要求学习者通过八个句子的理解，找到缺失的学生座位，完成教室的平面图。其中主要目标语言为带有介词或介词短语的句子sits in front of / behind/ next to / in the same row as，以及there be句型。教学设计说明本课定位为一节听说课。主要通过不同形式的听力训练（如教师语言，听力材料等）的输入，引导学生理解目标语言。通过不同形式的反复操练，指导学生正确运用方位介词及短语。本课从学生喜闻乐见的动物入手，引出话题，再从动物转换到文本内容的学习，最后迁移到学生的现实课堂里，实现语言的综合运用。教学内

29、容确定本课的教学内容为1 表示方位的介词或介词短语：in front of, next to, behind，in the same row as2 句型：Mary sits in front of / next to /behind/ in the same row as Bob. 以及There be 句型。教学目标定位基础目标： 1. 学生能够以动物为载体听懂、会说目标语言in front of, next to, behind, in the same row as.2. 学生能够运用以上介词或介词短语正确描述动物所在的位置。3. 学生能够正确理解文本内容，并完成相应的练习。提高目标：

30、 1. 学生能够在达成基础目标的前提下，运用以上介词或介词短语正确描述同学在班级中所处的位置。2. 学生能够运用本节课所学的介词或介词短语写一段话，正确描述同学在班里所处的位置。教学重点难点教学重点：1. 学生能够正确认读、理解in front of, next to, behind, in the same row as等表示方位的介词或短语。2. 学生能够正确运用以上介词或介词短语表达方位。教学难点：1. 学生能理解并运用短语in one of the desks in front of.2. 学生能运用本节课所学的介词或介词短语写出一段话，正确描述同学在班里所处的位置。板书设计Where Do They Sit?in front of _ . _ sits behind _. next to _. _ is in the same row as _. They are in t