课时教学计划 改

课时教学计划学校：东胜中心校主备人:东胜张光岩审核人:课题UnitOnePartALet’slearn课型词汇课课时One教材分析本节课是词汇教学课，要求学生能够听说读写四会单词：old、young、funny、kind、strict以及重点句型：Who’syourEnglishteacher？Isshe…？来描述身边人物特点。能在实践中灵活利用本单元重点词汇和句型。学情分析本节是一节会话课，鉴于在四年级上册unit3以及初步学习了描述人物外貌特征词汇：big、small、tall、short、thin、strong和句型：He/Sheis…He/Shehas…基础之上再次学习关于人物性格特征词汇和句子。要求学生能够认真观察人物外貌特征，主动参加班级合作。教学目标1.学生能够听说读写四会单词：old、young、funny、kind、strict2.重点句型：Who’syourEnglishteacher？Isshe…？来描述身边人物特点。3.培养学生认真观察人物特征，能够学以致用，培养学生乐于助人、尊老爱幼良好品格。重点难点1.学生在情境中能够准确了解，恰当地利用重点词汇：old、young、funny、kind、strict和句型Who’syourEnglishteacher？Isshe…？2.strict一词发音较难掌握，教师应经过肢体语言，面部表情，图片活动等形式多练习。并在教授新词时找出词汇之间规律，如反义词：old—young、strict—kind。教学策略本节是词汇教学课，应遵照词不离句、句不离词标准，从学生学习兴趣、生活经验、认知水平出发，提倡利用体验、交流、合作学习方式和任务型教学路径，发展学生综合语言利用能力。教学准备课件卡片教学过程教师活动设计学生活动构想二次备课Step1Warmup1.puttheSsintotwogroupsT:Today，wehavetwogroupsinourclass，BoysandGirls.whodothebest，whowillbethewinner，Areyouready?Step2Revision1.WehavelearnedLet’stalkwhowantstoshowOliverandWuYifan?Youcancomehere,maybeyouarethebest.Don‘tbenervous.T:ok!Iwillgiveyouonesteptoboysandgirls!2.T:Whoisthemusicteacher?Isheyoung?3.RevisionWhatclassesdoyouhavethisterm?Step3Presentation1.T:Ok,Iwillaskwho’syourChinese/mathsteacher?Ishe/sheyoung/strict?Lookthescreen2.I’myourEnglishteacher,nowLet’splayanEnglishgame:Makewords.Areyouready?UsethescreentoshowEg:atllinthorshtaftronstgT:Ok,Boysareperfect,goonestep.Step1Ss:Yes,IamreadyStep2SstalkaboutwithyourparterS:MrYoungNo,heisn’tStep3S1:MyChineseis...Sheis...Ss:Yes.IamreadySstaketurnstosayrightwordsEg:tallthin...3.let’sseelod.canyouspellthisword?T:OK,You’resogreat.lookatthepictures,oneisyoungandtheotherisold,whoisold?4.Tpointtheyoungteacher’spicture.T:Howaboutthisman?ThenwriteitontheblackboardT:y—o—u—n—gYyyOuououNgngngT:Howtoreadit?Thisteam,readitonebyone.5.let’ssaytogetherlettersFffUuuNnnSothiswordisfunT:Howtoreadit?Canyoutryit?Whenweplusny,itchangefunnyfunnyitsounds[i]youngitsounds[j]sowereadit6.showtwopicturesusescreenoneisfunny,oneisstiffT:Whoisfunny?T:Yes,It’sfirstDoyouwantstobethefunnymanorstiffman?Why?7.T:let’splayafunnygame.sayoppositewordsorsentencesT:Heisold,o_l_d,old8.ShowMsWang’spictureandsayT:Isaykind,MsWangiskindandthenshowMrWang’spictureLet’sspellkindandstrictT:kindT:strictLet’splayagameguess“whoishe/she?”Eg:S1：Who’sshe?（旁白）S2:Isshestrict?T:No，sheisn’t.S3:Isshefunny?T：No.sheisn’t.S4:Issheold?T:Yes，sheis.S5：Oh,she’sourheadteacherAskthreeorfourgroupstoshow9.showMrli’pictureT:WhoisMrli?Doyouknow?在图片上方出现mathsteacherstrictT:Whoishisartteacher?Showthreepictures.Theyare:MrYoungMrJonesMissGreenT:Let’saskZhangPeng,whoisyourartteacher?ListentothetapeandshowthewordsonMrJones’spictureartteacheryoung10.Now,youcantalkaboutothersteacherwithyourparter,andues：Who’syourEnglish/Chinese/music...teacher?Ishe/shefunny/old/kind...?Step4Practice1.用PPT展现Let’slearn关句子并判断T：MrliisascienceteacherT:Mrliisamusicteacher2.Playagame(用PPT一次展现两个单词)Iftheyareopposite,readitIftheyarethesame,bequiteEg:FatthinBigsmallYoungoldKindcleverFatold3.taketurnstoshowtherightwords.lookthescreenT:You’redothegoodjod,andmaybegirlsarethewinner.let’shandstoher.4.practisewithyourparterusethescreenS1:oldSs:AnswerthequestionS1:Heisyoung[j][j][j][ʌ][ʌ][ʌ][ŋ][ŋ][ŋ]Readitonebyone[f][f][f][ʌ][ʌ][ʌ][n][n][n]Ss:funReaditS1:ThefirstSstalkaboutSsusetallfunny/kindtopractiseS1:Heistallt-a-l-l，tallS:IsaystrictMrliisstrictS:[ai]S:[i]TalkaboutS1:HeisOlivers’smathsteacherSsguessS1:answerthequestionTalkaboutStep4S1:Yes,heisS2:No,heisn’tDothegameSsanswerittalkabout教学过程教师活动设计学生活动构想二次备课Step5Homework1.Recitethewordsandthedrills.2.MakeacompositionaboutIntroduceyourselfandyourfamily.Step5板书设计Unit1What’shelike?Group1Group2Who’syourartteacher?MrJonesIshe/she…？Yes.he/sheis/No.he/sheisn‵t.old、young、funny、kind、strict教学反思课时教学计划学校：东胜中心校主备人:东胜张光岩审核人:课题UnitOnePartALet’stalk课型会话课课时One教材分析本课时Let’stry部分是针对本单元关键句型Ishe…？Yes，heis.而设计听力活动，主要是使学生能够借助图片听懂简短对话，抓住关键信息，提升听能力。对于听力材料中出现新词strict，教师能够请学生猜测词义，并初步感知它读音。学会在情境中利用句型Ishefunny/young?问询并能够回答某人性格和外貌特征。能够利用所学句型和参考词汇并依照教师特点进行问答。能够在语境中了解新单词know以及句子DoyouknowMr.young？意思并正确发音。学情分析五年级学生以及具备了一定英语基础，这一阶段主要是保持学习兴趣，所以在设计课堂教学活动时一定要清楚学生性格特点以及学生日常中感兴趣事物。多采取灵活多样教学方法来吸引学生注意。教学设计应把握由浅入深，循序渐进标准来培养学生语言习得。教学目标1.能够听录音完成选择图片活动并在教师和图片帮助下了解对话大意。2.能够用正确语音语气朗诵对话，并能进行角色演出，能在情境中利用句型Isheyoung/…?问询并回答某人性格特征。用适当形容词描述身边同学、朋友等。3.能够在语境中了解生词know意思，并正确发音。4.培养学生合作能力，主动利用所学语言表示和交流，教育学生团结友爱。重点难点1.学生能够了解对话内容，并能够回答课文中相关问题Who’sWuYifan’smusicteacher？Ishefunny?2.在真是语境中能够灵活利用重点句型Ishe/she…?Yes.he?sheis/No.he/sheisn‵t.并能结合实际情况做出恰当回答。3.学生能够主动参加，依照新讲课讨论自己感兴趣人物，拓展谈论范围。教学策略本节课是会话教学课，所以我打算采取实践、参加、合作交流学习方式和任务型教学路径。适当利用TPR教学法，提升学生口语表示能力和利用能力。教学准备课件卡片教学过程教师活动设计学生活动构想二次备课Step1Warmup1.let’sdo2.puttheSsintotwogroupsT:Today，wehavetwogroupsinourclass，BoysandGirls.whodothebest，whowillbethewinner，Areyouready?3.T:Helloeveryone.IamMissZhang.Iam28yearsold.Iamyoungandkind,Canyoutalkabout“WhatisMissZhanglike?ormaybeyoucantalkaboutyourselftoourclass?Step2RevisionLet’stry1.Thewordsbig、small、tall、short、thin、strong2.ThedrillsT:showthepictureLet’stryandthesentencesIshefunny/young?Let’stalkListentothetapefourtimesandanswerthequestions1.Firstwho’sWuYifan’smusicteacher？”2.Takethequestionandlistencarefully3.ListenitagainandanswerthequestionsT:WhoisWuYifan’smusicteacher?4.ListenandanswerT:WhoisMrYoung?Ishefunny?Step3PresentationT:Youaresowonderful,MissZhangwilltakeyournewfriends.Let’ssayhello××.Lookatthepicturesandtalkaboutuseit”Who’s…?Ishe/she…?”1.ShowthecartoonsandtalkaboutTaketurnsthecartoons:小丸子、海绵宝宝、机器猫、美羊羊2.Let’splayagame“Guess”UseIshe/she…?Yes.he/sheis/No.he/sheisn‵t.Taketurnsthepicturesontheblackboard.therearefourstudent‘spicturesontheblackboard.Step4Practice1PracticethewordsA:Listentothepronunciation,choosethepicture.书P4B:Lookatthepictures,andsaythewordsasquicklyastheycan.2Practicethedrills.A:T：Lookatthepictures,answerthequestion.Step5Consolidationandextension1.Talkaboutyourteacheruesthesentences.whenyoufinishityoucanhandsup.Ifyouaregreatyoucanputyourphotoontheblackboard.Giveyou3mintues.okonetwothreego!2.MakeacompositionthemselvesStep6Homework 1.Recitethewordsandthedrills.2.MakeacompositionaboutIntroduceyourselforyourbestfriendsStep1WarmupSinganddancetogether.Ss:Yes,IamreadySstalkaboutS1:S2:Step2Revision1.lookandsaythewodrsquicklySsanswerthequestionListenKnowthewholedialogueAnsweritStep3SstalkaboutitSspractisewithyourparterStep4Practice1A:ListenandchooseB:LookandsaythewordsquickA:Answerthequestion.Step5S1:S2:DothereportStep6教学过程教师活动设计学生活动构想二次备课板书设计Unit1What’shelike?Group1Group2Ishe/she…?Yes.he/sheis/No.he/sheisn‵t.照片粘贴处：fiendlyquiteshycleverfunnystrict教学反思课时教学计划学校：东胜乡中心校主备人:东胜张光岩审核人:课题UnitOnePartALet’sspell课型语音课课时One教材分析Let’sspell板块分为三个部分：依次展现了字母y在词尾发[i]发音规则；经过听力活动帮助学生深入感知并巩固y在词尾发音，并经过刚才学习语音知识，识别和朗诵符合发音规律单词；最终则经过听句子写上单词活动，帮助学生综合利用自然拼读法拼写单词，并经过手抄句子活动培养学生在单线上写句子能力和良好书写习惯。学情分析五年级学生对于对于自然拼读法已经有一定程度了解，对于y福音发音也有过接触，而且学习过一些它在词尾发元音[i]单词，如sunny、cloudy、snowy、funny等等。教师在教学中可适当引导学生比较y两种发音，并观察它在发两个不一样音时在单词中位置，从而了解字母y发音规则。教学目标1.学生能够熟练掌握字母“y”发音规律，能听懂、会说、认读、会写语音部分单词：baby，happy，windy，sunny，sorry。2.经过学习字母“y”发音规律，学生能够依照发音规律学习拼读更多单词，跟着录音说唱歌谣，强化记忆字母y在词首和词尾发音规则。3.经过课堂教学活动设计，激发学生探索、体会字母发音规律。能够经过看图、听录音、写单词活动学习依照发音规则拼写单词，并能够按照正确书写规则在单线誊录句子。重点难点1.引导学生灵活掌握字母“y”发音规律；帮助学生体会寻找发音规律。2.引导学生能够利用已掌握字母发音规律学习新单词。教学策略本节课学习是字母y发音。在语音教学课堂中教师也要重视创设情景，引导学生在情景中学习。另外在教学中要重视自然拼读法与国际音标教学有效结合。两种方法都要设计有效教学活动，帮助学生能够经过这两种方法操演熟练地掌握该字母发音规律。教师在课堂教学中应重视正确规范示范，经过各种活动激发学生学习语音兴趣。教学准备课件词卡教学过程教师活动设计学生活动构想二次备课Step1warmup1.Todaywearegoingtolearnnewlessonlet’sspell.Areyouready?singanEnglishsongtheletterssoundofY播放视频2.TandSshaveafreetalk,itcanuse:Who’syourartteacher?MrJonesIshe/she…？Yes.he/sheisNo.he/sheisn‵t.Step2Revision1.Showthepicture.AmaniswearayellowshirtT:Isheateacher?T:Isheyoung?T:Whatcolourishisshirt?T:Isheyourteacher?T:Ishefunny?ThencolourthesewordstoredyoungyellowyesyourfunnyT:lookatthesewords,Theyhaveasameletter,whatisit?T:What’sthesoundof“y”ineachword?Let’sreaditonebyoneT:lookatthiswordfunny.Doestheletterysound[j]infunny?Whatitssound?Ok,let’sreaditfunny[i]together.2.whenwestudiedfunny[i],putitontheblackboardandwecanfindtheletterofyissound[i]3.T:Readthesewordsandtalkaboutwhichsoundtheysaysineachword,[j]or[i]?利用课件展现以下单词词性和对应图片sunny、windy、baby、yoyo、yard4.lookattheyinfrontofthewordandinbehindoftheword.howtosay?whentheyinfrontofthewordUsuallysound[j].whentheyinbehindoftheword.Usuallysound[i].5.T:ShowthesentencesThefoodisyummy.IamhappyShowtheotherssentences6.Listentothetape“let’schant”andtrytocounthowmanywordswiththelettersyhas[i]sound,listenittwotimes.T:Yes,you’resowonderful,giveyouasticker.T:Arethereanycandiesforthebaby?Then,let’ssingthechanttogetherStep3Presentation1.ShowthewordyesT:lookatthisword.Ithastheletter“y”too,Doestheysay[i]?sowhatdoesittosay?2.taketurnstoshowthewordsyoungyellowyoyomanysorrycandyyesyummybabypa