Module 5 Unit 1 It’s big and light 教案（含反思）

Module 5 Unit 1 It’s big and light 教学设计
Teaching aims
1. Students learn new words: light, hard, broken, pocket, umbrella, wheel, easy, take.
2. Students learn new sentence structures, “It’s big and light”,“It’s got two pockets”.
3. Students learn to describe things in their daily life and learn how to shop wisely.
Key points
Students can master daily adjectives and their antonyms.
Difficult points
Students can understand and use “has got”.
Step 1. Leading in
(1) Students watch a video and try to follow the chant.
(2) Students find out all the adjectives in the chant and read them together.
(3) Teacher helps students review some adjectives they learned before.
Step 2. Pre-reading
(1) Students observe the pictures about the passage.
(2)According to the picture, students try to guess “What are they shopping for ”.
Step 3. While-reading
(1) Fast-reading
Students read the dialogue quickly and find out “How many bags do they look at ”.
(2)Read and choose
Students read the dialogue again and answer three questions.
1. What’s the black bag like
A. heavy B. small C. light
2. Which bag has got pockets
A. The blue one B. The black one C. The green one
3. The blue one has got ______.
A. two pockets B. one umbrella C. four wheels
(3)Read and think
Which bag does Lingling take Why
Teacher helps students know“When shopping, please always choose the one you really need, instead of the expensive one”.
(4) Read in pairs
Students read in pairs and tick the table.
big light small heavy
The black bag
The green bag
The blue bag
Talent show: If you are Lingling, please introduce these bags according to the table.
(5) Listen and imitate
Students listen to the tape of the dialogue and then imitate the pronunciation and intonation.
(6) Students read the dialogue together.
Step 3. Post-reading
Writing: Students write a short passage about their own schoolbags.
(1) Teacher shows the writing structure and set an example.
Hello, I'm __________.
I have a ________ bag.
I bought it _____________.
It's _____ and _______.
It's got _________ pockets.
I like it very much!
(2) Students finish the writing on their own.
(3) Students show and introduce their schoolbags in front of the class.
Step 4. Summary
Students try to summary what they have learned in this class.
Words: light, hard, broken, pocket, umbrella, wheel, easy, take;
Sentences: It’s big and light; It’s got two pockets.
Step 5. Homework
基础作业（必做）：
1. 熟读课文
2. 完成课本P28活动四
益智作业（A4纸完成/二选一）
1.画出并描述你的好朋友的书包
2.画出并描述三件教室里的其他物品，
Blackboard design:
M5U1 It’s big and light.
The black bag: big but heavy
The green bag: light but small
The blue bag: big and light
The is and/but .
Module 5 Unit1 It’s big and light.教学反思
在交际中操练和运用思维导图是指运用所学句型开展具有信息沟通的活动。这是一种在模拟的或真实的情景中进行的语言操练。教师应尽量运用学生熟练掌握的句型，提出真实性的问题或开展运用所学句型的游戏活动，以培养学生用英语做事的能力。以下是笔者常用的几种交际性操练方法：
1．花儿，怎样更多？更红？
以《新标准英语》第6册Module 5 Unit 1 It’s big and light.的教学为例，该单元文章篇幅较长，学生对文章结构的分析及文章内容的理解存在困难。不少教师在教学时习惯于将课文内容从词到句逐一解析，讲解细致入微，唯独缺少让学生思考和运用语言的机会。长此以往，学生渐渐养成了学习的惰性，期待着教师将学习内容“嚼碎”了之后自己再“吞咽”下去；课堂气氛沉闷，学生学习积极性不高，教学效率较低。
基于上述因素，在教学设计方面我利用灵活多样的情景法、实物展示、图片、多媒体课件等帮助学生学习生词，加上小组竞赛等各个环节激发学生学习兴趣，设计各种各样的“It’s big and light.”思维导图，解决思维导图制作过程中内容理解方面的困难，为本节课的复述活动扫清语言障碍，做到学习活动化，活动生活化，让学生感于说、愿意说，以达到熟练运用英语进行交际的目的，并利用学生所学的英语知识拉近师生间的距离，提升他们的表现欲望，以求最佳的教学效果。同时，教师引导学生通过问答活动学习相关的内容，并根据学生的回答将课文的主要内容以思维导图的形式呈现在黑板上；然后，学生参考教师的板书，根据自己对课文的理解，整理自己的思维导图，并在此基础上复述，背诵或表演课文。课后，我布置作业，学生课下完成自己的思维导图并加以完善。回家后听录音跟读课文，下次课参考自己的思维导图讲述课文的相关内容。
1）课件呈现
例如：在教师利用PPT课件呈现It’s big and light.的相关图片，激活学生头脑中相关的背景知识和生活经验。
2）教师提出问题，学生围绕问题展开阅读。问题设计是英语阅读教学的重要手段，是帮助学生理解短文的切入点，小学英语的阅读文章篇幅较短，内容比较简单，但由于小学生词汇量少及未涉及过语法的局限性，再加上小学生缺乏克服困难的耐心。因此有很大一部分同学读的时候没有目标或读了后还是比较迷惘，为此在教学过程中精心设计一些渗透文章内容的一系列问题，不但可以帮助理解内容，还可以激发学生思维、培养学生主动学习的习惯。
问题如下：Whose bag is broken 2. Who will buy a new bag for Lingling Which bag is nice , big and heavy Which bag is light, small and has got two pockets
Which bag will they take 等。同时，教师在黑板上写出与上述问题相关的关键词，如broken bag， blue bag， black bag，green bag等，这些词就构成了本课思维导图的中心主题和第一层次。
3）学生通过独立阅读，从课文中找到上述问题的答案。教师根据学生的回答将相关的关键词写在黑板上，逐步丰富思维导图的分支。
4）学生观看多媒体课件，形象、直观地了解课文内容，掌握生词的意义。
5）通过思维导读，学生再次阅读课文，尝试回答问题：How to read the passage 学生独立阅读课文并在小组内交流，继而在全班进行汇报反馈。教师将学生回答的关键词写在黑板上，完成思维导图中关于It’s big and light.活动的细节分支。