外研社版小学英语第5册教学设计与反思

基本信息课题NewStandardEnglish(Grade5)Module4PossessionsUnit1It’smine!作者及工作单位教材分析Inthismodule,themaintaskistalkabouttheownershipofthings,andalsorelatetothepasttensewe’velearned.学情分析AstheSshavelearnedEnglishfor2years,mostoftheSshavebeenfamiliarwiththesituationallanguageteaching,andtheyhavefoundationinlearningEnglish.ThedialogueisalittlebitdifficultfortheSs,andtheymaynotunderstandthesentencesdeeply.教学目标Solvingadilemma,canunderstandandtalkaboutthebelongingofthings.教学重点和难点Keypoints:

Words:whose,mine,yours,hers,his,argue,matter,wear,line,clean.Sentences:Whose…isthis?It’smine/yours/hers/his/Lingling’s.Importantpoints:Theusageofnominalpossessivepronouns(mine,yours,hers,his)andpossessivecase(sb’s).教学过程教学环节教师活动预设学生行为设计意图Step1Warm-upGreetingsTwalkingintotheclassroomwhiletheSsarereadingthewordlist,takesomestuffsawayfromsomeSs’desk(makesuretherearesthinthesamefromdifferentstudent),andputtheminapencil-case.SsgreetT.Ssarereading,butsomeknowtheTtakesawaysthfromthem.Reviewtheknowledge.Step2Lead-inTdoesoneactionandexplainthetwowords“lost”and“found”,andtellthemhereisaLostandFoundOfficeontheplatform.

Ssareexcitingandevenwhisperingwithothers.

Tocreateasituation:ALostandFoundOffice,tofindtheirownstuffs.Step3PresentationTasks“whosepenitthis?Isityours?Isthisyourpen?(Tspeaktoonestudent)Whenstudentanswer“Yes”or“No”，Tshouldpromptshim/hertosaythecompleteanswer“Yes,it’smine!”“No,it’syours/his/hers.”TspeakstodifferentSsandwritesthenewwordsontheBbintime,andletthemreadaftertheT.Tshowsonepencilwhich2Sshavethesameone,butthismomenttheycan’trecognizewhoseitbelongs.Tasksonestudent“Isityours?Orisithis/hers?”Tletsthestudentstolistentothetapeandlookattheirbooktolearnthelesson.SsmayunderstandT’squestionsbythegestures,andanswerthequestion,butmaybenotcompleteanswer.SswillreadthenewwordsafterT,andsomeofthemcanreadtherelevantsentences.The2Ssmayhavethesameanswer“It’smine,it’snotyours/his/hers.”HereTpresents“Don’targue,what’sthematter?”SslistentothetapetounderstandthelessonandalsothinkaboutthesituationthatTcreated.Topresentthenewwordsandsentences,lettheSslearntheknowledgeintherealsituation.Tocomebacktothebookandunderstandthenewknowledgebetter.Step4PracticeTasksandletstheSstoanswertogetherorsingle.Andalsoletthempracticeingroupsof4.SsdoastheTsays.Topracticemore,mastertheknowledge.Step5HomeworkCopythenewwordsandpreviewtheUnit2.Talkabouttheownerofthethingsinyourfamily:it’sbelongingtowhom.TheSswilldoafterclass.Toconsolidatetheknowledge.板书设计Module4PossessionsUnit1It’smine!LostandFoundIsityourpen?Isityours?bookpencilpenYes,it’smine!rubberrulerinkNo,it’shis/hers/Wuyu’s.…mypen=mineyourpen=yourshispen=hisherpen=hers学生学习活动评价设计

WhenSsstandupandanswerquestion,Tsmilestohim/her,andgivetheafightorpraisewords.教学反思Firstly,inStep3PresentationIdidn’tpresentallthenewwords(line,clean)intherealsituation,andifthereweremuchmorelogicalorderwillbebettertopresentallthenewworld.Secondly,myteachingevaluationmethodismonotonous,Ishouldthinkoverand