外研版小学英语五年级上册Module5Unit1Thereareenough!教学设计

1、word整理版 学习参考资料 Unit 1 There are enough 教学设 一、教学内容和分析： 外研社小学新标准英语（三年级起点）第五册第五模块第一单元 。 课文内容如下： Module 5 In Class Unit 1 There are enough. Ms Smart: Sam, please give out the pencils. Give one pencil to every child. Sam: Are there enough pencils? Ms Smart: Yes, I bought twenty-five pencils yesterday .Th

2、ere are twenty-five children in the class. Sam: Oh! There are only fifteen pencils. There arent enough! Ms Smart: There are enough. I put ten pencils in the blue box. Look, Sam. Sam: Oh Yes. There are ten pencils there. Ms Smart: Good, weve got enough for everyone. Give them out, Sam. Ms Smart: Be c

3、areful! Sam: Oh, no! word整理版 学习参考资料 John: Im sorry, Sam, This is my bag. Sam: Im John. This is your bag. Amy: Youve got two pencils now! 课文内容分析： 此课文内容比较长，学生理解起来有一定的难度，但是课文有一定的情景，借助再创情境，让学生在情景中理解掌握并运用。为了便于学生整体把握对话内容，我把课文中难理解的句子抽出来，让学生在符合语意的情景下先把课文的重点单词及句子理解好了，再进入课文的学习。鉴于南师附小五（4）班学生的实际情况，我把该单元的学习分为了两个

4、课时。以下把两个课时的教案合在一起。二、教学对象：南宁市师范学校附属小学 五（4）班 三、教学目标： （一）语言知识 1 能理解、认读生词：enough , give out , be careful , everyone , them 。 2. 能理解和认读句子There are enough.; 和There arent enough. 。 （二）语言技能目标 1. 能阅读理解课文； 2. 能模仿朗读课文。 word整理版 学习参考资料 3. 能用There are enough. 和There arent enough表达物品数量是否充足。 （三）情感态度和情感态度目标： 1. 能努力猜

5、测enough,give out, everyone等生词和句子There are enough的语义； 2. 能认真模仿并尝试掌握运用There are enough 和There are not enough 来描述物品是否充足； 3. 能集中注意力认真观察本课生词和新句子所在的语境，并通过联想在语境和语义之间建立起联系； 4. 能在积极参与活动、和他人合作完成任务的过程中获得学习乐趣和学习成就感。 四、教学重点难点 （一）重点：用句型There are enough.和There arent enough. 表达物品数量是否充足。 （一）、难点：单词enough和词组give out 的

6、理解与运用。 五、教学法： 1、直观教学法：将要教授的内容用图片或实物（铅笔、盒子等）直接呈现，让学生能直观地了解单词和句子的含义，如：在呈现There are ten pencils in the blue box .该word整理版 学习参考资料 句的时候就用一个盒子里装了10支铅笔的形式直接而且有趣味性展示在学生面前，从而避免了用母语翻译解释的曲折性。 2、情景教学法：在课堂中创设真实或模拟的情景，帮助学生在猜测、模仿、竞赛等过程中理解、模仿和运用生词和新句子。 3. 整体语言教学法：围绕分发铅笔这个主题整体设计教学活动，帮助学生借助上下文所提供的语境理解、模仿和运用。 4. 任务型语言

7、教学：设计任务型活动，让学生在完成任务的过程中学会运用There are enough 和There are not enough 来描述是否有充足的物品。 六、教学准备： 1、教师准备磁带、相应的单词卡片：bought , give out , enough , every , everyone，be careful .及句条 ：Are there enough pencils? There are enough pencils. weve got enough for everyone. There arent enough. Youve got two pencils now! Ther

8、e are ten pencils in the blue box. 2、实物铅笔若干，蓝色盒子，人物和实物图片。 七、教学过程 Step 1 Preparation 1、Greeting . 复习上一节课的课堂指令，便于调控课堂。 word整理版 学习参考资料 T: Class begins. Stand up, please. Good morning, boys and girls. Ss: Good morning, Miss teng. T: Sit down, please. Boys and girls, do you remember: Boys and girls, Yes

9、, Yes, Yes. 边说边做动作，使学生能回忆起之前用过的课堂指令。 Ss: Yes. T: Very good. Now, lets do it. OK? Ss: OK. (设计意图：在上课之前，先复习课堂指令，有助于在教学过程中的调空，也是在活跃课堂气氛，让一开始上课就可以让所有的学生都能参与到活动中来。) 2、Review the word “bought” 教师在课堂上创设一个情景：让学生猜测教师昨天去做了什么，同时复习单词bought及上一个模块的句型：What did you do yesterday? T: Boys and girls, do you want to kno

10、w, what Miss Teng did do yesterday? Ss: Yes. T: OK, ask me: What did you do yesterday? word整理版 学习参考资料 Ss: What did you do yesterday? T: I went to the shop, and bought some pencils.（出示铅笔） And what about you? S1: T: And you? S2: T: Yesterday, I went to the shop, and bought some pencils. Look, Ive got

11、some new pencils. I BOUGHT them yesterday. I BOUGHT the pencils yestersay. ( 教师反复重读bought). Bought, bought. (出示bought 单词卡片，用大声小声的形式操练该单词。) （设计意图：bought是buy的过去式，虽然学生在四年级下册就学习了动词的过去式及其的表达，但是为了学生能更好地理解课文，所以对bought的复习也很重要。在读该单词的时候要注意其尾爆破音。） Step 2 Presentation. 1. Presentating the new words: word整理版 学习参

12、考资料 T: I bought the pencils yesterday. Now, I have some pencils. I want to give out the pencils. (教师做分发的动作.) Now, who wants to get a pencil? Come here, please! OK, you four come here, please. (让四个学生到讲台上来，教师给他们分发铅笔，让下面的学生直观地看到分发的动作.) T: OK, look! I will give out the pencils to everyone.(用手势示意是要发给台上的每

13、学生.) Now the whole class，say to me: Miss Teng, please give out the pencils. Ss: Miss Teng, please give out the pencils. T: OK! This is for you. This is yours. (给两个学生后转向全班) Please say to me: Please give out the pencils. Please give them out Ss: Please give out the pencils. Please give them out. T: We

14、ll, I dont want to give out the pencils myself. Who can help me and give them out? （让学生上台给最后两位学生发铅笔）This one is yours. Here you are. Say thank you. S1-S4: Thank you!/ Thank you very much. T: You are welcome. (对全班) Has everyone got a pencil? Yes, everyone has got a pen (指四位学生手中的笔). Can you tell me th

15、e meaning of “give out”? And whats word整理版 学习参考资料 the meaning of “ please give them out?” . How about “give the pencils to everyone?” Good. Look here.(出示give out、everyone、them 的单词卡片教学生认读。) （设计意图：创设此情境是为呈现give out, everyone和 them服务，但是也是在对give out的操练，everyone和 them虽然不是重点单词，平时也经常用，但是为了引起学生的注意，在课堂上的呈现也是

16、有必要的。词组give out对于学生来说较难理解，让学生亲身去体验动作的过程有助于理解掌握，也为后面的句子呈现提供条件。） 2 Presenting the new sentences . T: Good job. Now, I still have some pencils. If you want the pencils, please stand up quickly and say as many new words as you can. If you can say all the new words, you will get a new pencil. 请马上站起来背出刚刚学

17、的单词.One, two, go！(对能背诵单词的学生说) You did a good job. Now who can help me and give out the pencils to them. (对全班). Any volunteers? （把铅笔交给上台帮忙的学生）Please give out the pencils to the winners. And the whole class ask her:,please give out the pencils . word整理版 学习参考资料 Ss: ,please give out the pencils. T: Just

18、 a minute. How many students? How many pencils? Are there enough pencils for everyone? Good, there are enough pencils for everyone. (如果较多学生能在这个环节背出生词，则直接呈现) Sorry, there are not enough pencils for everyone. We do not have enough pencils for everyone. (板书句子，教学生认读和理解句子) T: Now, lets have another game.

19、 If you want the pencils, please stand up quickly and say the sentence: “There are not enough pencils for everyone.” One, two, begin. (拿出多于学生站起来的人数的铅笔) This time, are there enough pencils for everyone? Yes, there are enough pencils for everyone. (板书句子并教读) 3Presenting the new text （1） 阅读前活动 T: Look a

20、t the pictures in your textbook. Who are they? What are they doing?（和学生对话交流） Read the text and find out the answers to the following word整理版 学习参考资料 questions (用小黑板出示阅读理解问题) 1、Are there enough pencils? 2、How many children are there in the classroom? 3、Who has got two pencils? (设计意图：为了充分利用教材，把比较长的课文当作

21、阅读材料，有助于学生理解的同时，也培养了学生的阅读能力。学生带着问题来阅读课文，可以提高学生的阅读效率。) （2）阅读理解活动 T: Have you got the answer? (阅读理解问答) （3）课文朗读 跟录音朗读课文，分角色朗读课文 Step 4 Practice 1 Bombing game- Practice the new words. T: Now, boys and girls, lets play a bombing game (爆炸游戏) . Lets say together until I clap my hands. When I clap my hands

22、, you must sit down. Clear? If you do not sit down or if you are slower than others, you must repeat what I say three times. Clear? （全班起立，教师和学生同时说, 教师做随时都要拍手的动作，让学word整理版 学习参考资料 生在全神贯注的游戏中模仿说： bought, I bought some pencils yesterday, give out, give out the pencils; everyone, give the pencils to ever

23、yone; give them out 等内容） （设计意图：通过游戏的形式来操练词组和单词，激发学生的兴趣，提高操练的效率。被抓到的反应慢的学生要求一个一个地来读词组，可以在检查学生掌握情况的同时纠正读音。游戏也可随着次数的增加而成倍的增加学生读的次数，这样就可以增加游戏的挑战性。） 2. Passing game - Practice the new sentences. T: The whole class look at the blackboard. Lets read the sentences on the blackboard. Very good ! Now, lets have a passing game. Each group will send one student to come here and look at the sentence Ill show you. Then you repeat the sentence to the next student. And then the next. The last student must stand up and say the sentence to the whole c