人教版小学英语五年级下册第二单元说课稿.docx
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人教版小学英语五年级下册第二单元说课稿.docx
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人教版小学英语五年级下册第二单元说课稿
人教版小学英语五年级下册第二单元说课稿(原创)
2009-08-1716:
41
AninterpretationofonelessononUnitTwo----what’syourfavoriteseason
Goodmorning!
Myrespectedjudges!
Itisagreathonortohaveachancetostandhereandtalktoyoutoday.WhatIamgoingtotalkaboutisUnitTwo------What’sYourFavoriteSeason----inthePEPPrimaryEnglishStudents’Book---Book2inGradeFive.
一、Analysisoftextbook
Themaintopicinthisunitis‘season’.Therearethreemajorpartsinthisunit,includingPartA,PartBandPartC.Obviously,itisimpossibletofinishthisunitinonelessonhour,soIdividedthisunitintosixlessonshours,andeachparttakestwolessonshours.AndwhatIamgoingtotalkaboutisthefirstlesson.Thefirstlessonincludesfoursmallparts:
Let’sstart,Let’schant,Let’slearnandLet’sfindout.
(一)、ImportantPointsandDifficultiesinthislesson
1.Howtoanswerthefollowingquestions:
①Whatisyourfavoriteseason(orWhichseasondoyoulikebest?
)?
②Whatistheweatherlike?
③Whatseasonisitnow?
④Whydoyoulikespring/summer/fall/winter?
2.Howtohelpstudentsbeabletoread,speak,listenandwritethenewwords:
suchasseason,spring,summer,fallandwinter
3.Reviewsomewordsonweather,suchascool,warm,hot,cold,windy,rainy,sunny,andcloudy.
(二)、TeachingGoalsinthislesson
1.Studythefoursentencespatterns:
①Whatisyourfavoriteseason(orWhichseasondoyoulikebest?
)?
②Whatistheweatherlike?
③Whatseasonisitnow?
④Whydoyouspring/summer/fall/winter?
2.Thestudentcanread,speak,listenandwritethenewwords:
season,spring,summer,fallandwinterafterfinishingthislesson.
3.Developthestudents’interestsinstudyingEnglishbyhelpingthemspeakEnglishasmuchaspossible.
4.Teachthestudentssomegeographicalknowledgeonweatherindifferentplaces.
(三)、Preparationsinthislesson
1.Preparefourtypicalpictures:
aspringpicturewithbeautifulflowersandgreentrees,asummerpicturewithhotsunandaweepingman,afallpicturewithlotsoffruitsinthetreesandawinterwithlotsofsnows.
2.Preparefourpicturesonatreeinspring,summer,fallandwinter.
3.Prepareabigmap,andthemaparemarkedwithsomecitiesonit.
4.Preparesomeredstarstoawardthestudentswhodoagoodjobinclass.
5.Prepareatape,arecorderandafan.
二、TeachingMethodsandstudyingmethods
(一)SituationalTeachingMethod
Duringtheteachingprocedure,Imakeseveralsituationalconversationsforthestudents.Forexample,Ichoosesomestudentstodotherole-playinggame,andletthemplaytherolesinthetextbook,andmaketheirownconversationbythemselvesaccordingtotheirreality.Bydoingthisgame,thestudentscanhavechancestopracticetheiroralEnglishandjoinintotheteachingprocedure.
(二)InteractiveTeachingMethod
Guessinggameisoneofactivitiesinmyteachingprocedure.Forexample,theteachermakesbodygestures,andthestudentsguesswhatthegesturesmean.Bytheinteractionbetweenteacherandstudentscanavoidjusttheteacher’stalking,alsocanactivateatmosphereoftheclass,andletthemlearnEnglishbygames.
(三)Task-basedTeachingMethod
Inthefirstlesson,Idesignataskforthestudents,forexample.Iaskthestudentstodrawfourpicturesinspring,summer,fallandwinterandputthewordsonthepictures.Bydoingthisactivity,thestudentscanmemorizethenewwordsbetter.
(四)GroupStudyMethod
Idividetheclassintofourgroupsandeachgrouphasitsownname.Groupstudyplaysaveryimportantrolemylesson.Bydoingthis,thestudentscanstudyEnglishincompetitivecooperation.
(五)PracticeMethod
Practiceisveryimportant.ThestudentscannotimprovetheirEnglishwithoutpractice,becausepracticemakesperfect.Bydoingpractice,thestudentscanmakefulluseofwhattheyhavelearnedintheclass.
三、Teachingprocedures
(一)Warm-up
(1)Guessinggame
Inwarming-upstep,aftertheteacherandstudentsgreeteachother,theteacherbeginstomakebodygesturesonweather,suchascold,hot,warm,cool,rainy,windy,cloudyandsoon.,andasksthestudentswhatistheweatherlikenow.Andthestudentsguesswhatkindofweatheritis.Suchasmakingahotweathergesture,theteacherkeepsfanningwithhishand;makingacoldweathergesture,andtheteacherkeepshaking.Anystudentguessestherightanswerwillbeawardedaredstarforhisgroup.Thisstephelpsstudentsgooversomewordsonweather,andmakespreparationforthenewlesson.
(二)Lead-in
(1)Learningthenewwords
Theteachertakesoutfourtypicalpicturesinspring,summer,fallandwinter,andsticksthemontheblackboard.Thentheteacherasksthestudentswhatseasonisit,andputstheword‘season’ontheblackboard,andteachesthestudentshowtoreadit.Thentheteacherpointsatspringpicture,andasksstudentswhatseasonitis.Thestudentsmaynotknowtheword‘spring’,buttheycananswerit“Chuntian”inChinese,thentheteacherwritesdowntheword‘spring’belowthepicture,andteachesthemhowtoreadit.Usingthesameway,theteacherteachesothernewwords.Afterthattheteacherinvitessomestudentstostandupandreadthenewwordsseveraltimes.
(2)GuessingGame
Inthisstep,thestudentsputthenewwordsintopractice.Theteacherchoosesavolunteer,andshowshimapictureoftree,andhedrawsthepicture,andotherstudentsguesswhatseasonitisbasedonthepicturethevolunteerdraw.Anyonewhoguessesrightwillbeawardedaredstarforhisgroup.Everygrouphasonechancetoanswerthequestion.
(3)Task:
Drawingpictures
Inthisstep,theteacherrequireseverystudentdrawingfourpicturesinspring,summer,fallandwinter,andputtingthenewwordsonthem.
(4)Showingthemap
Inthisstep,theteachertakesoutabigmap,andsticksitontheblackboard,andshowsthestudentssomecitiesonthemap,suchasLhasa,Beijing,Shenzhen,Kunming,Harbin,andJianshui,andbeginsanotherGuessinggame:
theteacherasks“whatistheweatherlikeinLhasa/Shenzhen/Kunming/Harbin/Jianshuiinspring/summer/fall/winter”.Thestudentsuse“itiswindy/sunny/warm/cold/hot/warm/cool”answeringthequestions.Anyonewhoguessesrightwillbeawardedaredstarforhisgroup.
(5)Role-playing
Inthisstep,Ichoosesomestudentstodotherole-playinggame,andletthemplaytherolesinthetextbook,andmaketheirownconversationbythemselvesaccordingtotheirreality.Eachgroupatleastmakesaconversation.Suchas:
Converstion1
A:
whichseasondoyoulikebest?
B:
winter
A:
whydoyoulikewinter?
B:
BecauseIlikesnows.
Conversation2
A:
whatisyourfavoriteseason?
B:
Ilikesummer.
A:
whydoyoulikesummer?
B:
BecauseIlikeswimming.
Anyonewhodoeswellwillbeawardedaredstarforhisgroup.
(6)Let’schant
TheteacherplaysthetapeofLet’schant,andthestudentsfollowthetapetochanttogetherfortwotime.Thentheteacherexplainswhatthechantmeans.Andchantitagain.
(7)Countingtheredstarsofeachgroup
Congratulationstothewinnergroup,andgivethemapplauses.
(8)Homework
Eachstudentisrequiredwritingthenewwordsandfoursentencespatternstwotimes.
(9)Blackboardwritingplan
Unit2Whatisyourfavoriteseason
1.Season,spring,summer,fall,winter.
2.Whatisyourfavoriteseason/whichseasondoyoulikebest.Ilike.....
3.Whydoyoulike….?
Because…….
4.Whatistheweatherlikein…..?
Itis…….
5.Whatseasonisit?
Itis……
四、Myteachingplanconcepts
LetstudentsstudyEnglishinsituationalconversation;letstudentsstudyEnglishcompetitivecooperation;letstudentsstudyEnglishinhappiness;LetstudentshavenofearinstudyingEnglish.
五年级下册第二单元说课稿
各位评委,各位老师,早上好!
很荣幸能够参加今天的说课面试。
我说课的内容是:
人教版的小学五年级英语下册Unit2whatisyourfavoriteseason
一、教材分析
本单元的主题是Season,由PartA,PartB以及PartC三大部分组成。
内容量大,不可能一节课上完,所以我把整个单元分为六个课时,每个部分用两个课时。
我说课的内容就是第一课时的PartA内容。
第一课时的内容包括四个小部分,它们分别是:
Let’sstart,Let’schant,let’slearn和Let’sfindout.
(一)重点和难点
1.听、说、读、写新单词:
season,spring,summer,fall,winter.
2.运用四个句型进行问答:
1.①Whatisyourfavoriteseason(orWhichseasondoyoulikebest?
)?
②Whatistheweatherlike?
③Whatseasonisitnow?
④Whydoyouspring/summer/fall/winter?
3.复习有关描述天气的单词,例如:
cool,warm,hot,cold,rainy,sunny,cloudy
(二)教学目标
1.学习四个句型的问答:
①Whatisyourfavoriteseason(orWhichseasondoyoulikebest?
)?
②Whatistheweatherlike?
③Whatseasonisitnow?
④Whydoyouspring/summer/fall/winter?
2.学生能够听、说、读、写新单词:
season,spring,summer,fall,winter.
3.通过使学生多开口说英语,培养学生学习英语的兴趣以及用英语表达的能力。
4.使学生了解一些地理知识,特别是气候方面的知识。
(三)课前准备
1.准备四张典型的季节图片:
春景图是红花绿树;夏景图是艳阳高照、汗流满面;秋景图是果硕累累;冬景图是白雪茫茫。
2.准备四张不同图片,这四张图片是相同一棵树在春夏秋冬的不同景象。
3.准备一些关于不同天气的图片。
4.准备一幅地图,并在地图标注上课本出现的城市的相对应的地理位置。
5.准备一些小红星,用于课堂奖赏。
6.准备录音机、磁带和一把小扇子。
二、教学法
(一)情景教学法
在教学过程中,我为学生创造了几个情景对话。
例如:
让学生扮演课文对话中的角色,让他们根据实际进行英语会话。
情景教学法让学生有机会去练习口语,参与到教学过程中来。
(二)互动性教学法
在我教学过程,我设置几个猜迷游戏。
例如:
教师做肢体语言,让学生猜当时的天气情况。
通过师生互生,能够避免教师独自讲课,学生只听不说的局面,现时能够激活课堂气氛,让学生在互动中学习英语。
(三)任务型教学法
在这一节课中,我给学生安排一个任务:
让他们去画四幅简单的春夏秋冬画,并把所学到单词标到图画上,通过这样做,能够帮助学生更好记忆单词,丰富课堂活动。
(四)小组合作学习
我把所有的学生分为四个小组,并为每个小组命名。
小组合作学习策略是非常重要的学习策略,能够培养学生的团队意识和集体观念,让学生在合作竞争中学习英语。
(五)练习法
做练习在学习英语过程也是非常重要的,学生只有通过练习才能运用到他们在课堂中所学到知识,达到巩固知识,学好英语的目的。
三、教学过程
(一)热身----猜迷游戏
课堂开始,教师与学生问好,然后教师开始做有关天气的肢体语言,让学生根本教师的肢体语言来猜测天气情况。
例如做天气非常热的肢体语言,教师可以用手不停扇扇子;做天气冷的肢体语言,教师可以表现为被冷得全身发抖,在这个游戏中,教师也可以请学生来做肢体语言,让其它同学来猜。
猜对的话,就为猜对那个小组奖励一个小红星。
通过这个游戏,能够帮助学生复习有关天气的单词,并为新课的导入做铺垫。
(二)新课导入
(1)学习新单词
教师拿出准备好的四张季节图,然后粘贴在黑板上,接着问学生:
Whatseasonisit?
同时在黑板上定下season,带着学生领读,然后让学生猜这个单词的意思。
如果猜对的话,就给猜对那个小组奖励一个小红星。
然后教师指着春景问:
whatseasonisit?
可能学生不认得sprin
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