Unit 5 It Was Here Just Now. period 2 教案含反思
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| 名称 | Unit 5 It Was Here Just Now. period 2 教案含反思 |  | |
| 格式 | docx | ||
| 文件大小 | 15.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 陕旅版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-07-22 21:19:35 | ||
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【陕旅版小学英语全日制第七册第五单元教学设计】
Unit 5 It Was Here Just Now. (The 2nd period）
【教材分析】
本单元的话题以天气及衣着为载体，以一般过去式为主线，通过对话让学生学习和掌握be动词一般过去时的用法。学生通过对本单元的学习，能灵活运用be动词的过去时，能对事物进行现在和过去的对比描述，同时培养学生有条理的意识，养成良好的学习生活习惯。而我今天授课的内容是第二课时，以Part A中Let’s talk部分的对话为主，在复习的基础上重点学习一般过去时中be动词的肯定形式was和were，其难点就是在此基础上学生能够凭借更多的拓展练习更好地理解和运用was和were.
Learning aims
At the end of the class, the Ss will be able to:
1. Use “was” and “were” correctly with the following sentence structures: - Where was\ were your… - It was….\ They were ….
2. Read and understand the dialogue in “Let’s talk”.
Key point
They can pronounce was and were, then use them correctly.
Difficult points
1.Use the sentences correctly and naturally in our real life.
2. Do more exercise by using “was” and “were”.
Teaching and learning methods
Communicating method of teaching Contrast method of teaching Gaming teaching method Cooperation learning method Communicative learning method
Teaching Process
Step1 Revision and lead- in
1. Leading in Play a game “I say and you do.” Put your book on your headache. Put your book in the desk. Put your book under the desk. Put your book on your feet. (Teacher picks up a student’s book and give it to the student )
T: Is this your book
S1: Yes.
T: Where is your book now
S1: It’s in my hand.
T: Where was your book just now
S1: It__ on my feet. (通过我说你做这一简单游戏，学生快速进入英语课堂，调动学生积极性吸引学生眼球并活跃课堂气氛，让学生初步感知just now 与was，了解was是is的过去式)。 Teacher shows two pens and uses the same teaching method to teach “were”:
T: Here are two pens. Are these yours
S2: Yes, they are.
T: Where are your pens now
S1: They’re in your hand.
T: Where were your pens just now
S1:They__ in my pencil-box.
(以学生身边的实物引导学生学习新知，具体而形象，帮助学生感知、理解新知，这样学生更感兴趣，有话可说，敢于张口说，同时使新句型的引入更加自然，对话的方式也很自然的从师生问答到生生讨论学习)。
Step 3 Sentence Practice
Teacher shows a room and let Ss talk by using the new sentences
A: Where was/ were…just now
B: It was/ They were…. (利用板书引导学生讨论房间里的东西) Step4 Listening practice It’s time to go school. But it’s raining now. Kevin can’t find his raincoat.
Listen the dialogue on page 39 for three times
Q1: Where is Kevin’s raincoat
Q2: Where are his rain boots Where were his rain boots last night
Q3: Where was his bike yesterday Where is his bike now
(通过听力材料的训练，学生进一步熟悉、掌握was 和were的用法，做到会读能理解Let’s talk 部分的对话内容)。 Students read the dialogue by following the radio. (利用课程资源课堂资源全文背诵，让学生跟读，模仿读，纠正学生读音，激发学生学习英语的兴趣，培养学生的阅读能力和对对话的理解能力) 。
Step 5 Play a game
Teacher invites a student to come to the front of the classroom. The student should face to the blackboard. Teacher hides a book in someplace. Other students should ask the student “Where was the book just now ” The student should answer “ Was it on the desk ” Until the student guesses right the game will be over.
(利用游戏调动学生学习英语的积极性，让学生在感知、熟练、理解的基础上进一步练习，正确运用was 和were)。
Step 6 Expansion
This ___ my room now. There ___ a kite behind the door. There ___ a clock on the wall. On the desk there ____still a TV. Near the desk, there ___gloves. The school bag ____ on the bed. Under the bed, there ___rain boots. Look! Where __ the book Oh, it___ on the floor.
This ___my room five years ago. There __a kite on the wall. Near the kite, there__ a raincoat. There __a desk in my room, too. There _____a TV on the desk. Near the desk, there ____a schoolbag. There__ rain boots on the floor. The book ___on the bed. My room ___ small but nice.
(进一步熟练掌握、运用was 和were并能区分is和 are的用法)。.
Step7 Summary Sing a song.
Where were you yesterday I was in my house.
Where was your house yesterday It was on my back.
Where were you yesterday I was in my car.
Where was your car yesterday It was on my farm.
(以一首英文歌总结本节课的所学内容，让学生在快乐中学习英语，这样不仅可以鼓励学生大胆说英语同时又是一种很好的记忆方法。这也符合新课标对小学英语的要求)。
Step 5 Homework
1. Try to recite the dialogue Page 39.
2. Describe your room five years ago. (家庭作业兼顾了口头作业和笔头作业，既注重了学生的基础，又培养了学生的能力)。
Blackboard designing
Unit5 It Was Here Just Now.
Was were
-Where was your book just now -Where were your pens just now
They__ in my pencil-box. -It was…..
教学反思
优点： 这节课我注重学生听说能力的培养，通过师生合作、生生合作达到了既定的教学目标。首先通过我说你做游戏不仅很快使学生轻松愉悦地进入到英语课堂同时又复习了介词的用法。我又利用学生身边最熟悉的实物铅笔和英语书进行导课，直观、形象并用对比的方法引出了was和were，学生轻松了解了它们的用法，为后面轻松掌握它们做铺垫。其间我又设计了一个游戏，该游戏由全体学生参与，让学生在玩中学，学中乐。这也符合英语课程标准的要求：“关注学生的兴趣”。最后在总结部分我把本节课所新授的知识点总结成一首歌谣，有助于学生记忆并印象深刻。 不足： 虽然这节课整体效果还不错，但是仍有一些不足，比如，在总结部分我将本节课的知识点总结成一首歌，时间有些长。其次，课堂活动不够新颖。最后，我的语速稍快，部分基础差的学生不能能解老师的要求。
改进：
在以后的教学中我要不断学习，不断丰富自己，创新课堂活动，减慢语速，认真备好每一节课，在平时的日常工作中磨砺自己、积累经验。总之，今后我会努力改正，以期做到更好。
Unit 5 It Was Here Just Now. (The 2nd period）
【教材分析】
本单元的话题以天气及衣着为载体，以一般过去式为主线，通过对话让学生学习和掌握be动词一般过去时的用法。学生通过对本单元的学习，能灵活运用be动词的过去时，能对事物进行现在和过去的对比描述，同时培养学生有条理的意识，养成良好的学习生活习惯。而我今天授课的内容是第二课时，以Part A中Let’s talk部分的对话为主，在复习的基础上重点学习一般过去时中be动词的肯定形式was和were，其难点就是在此基础上学生能够凭借更多的拓展练习更好地理解和运用was和were.
Learning aims
At the end of the class, the Ss will be able to:
1. Use “was” and “were” correctly with the following sentence structures: - Where was\ were your… - It was….\ They were ….
2. Read and understand the dialogue in “Let’s talk”.
Key point
They can pronounce was and were, then use them correctly.
Difficult points
1.Use the sentences correctly and naturally in our real life.
2. Do more exercise by using “was” and “were”.
Teaching and learning methods
Communicating method of teaching Contrast method of teaching Gaming teaching method Cooperation learning method Communicative learning method
Teaching Process
Step1 Revision and lead- in
1. Leading in Play a game “I say and you do.” Put your book on your headache. Put your book in the desk. Put your book under the desk. Put your book on your feet. (Teacher picks up a student’s book and give it to the student )
T: Is this your book
S1: Yes.
T: Where is your book now
S1: It’s in my hand.
T: Where was your book just now
S1: It__ on my feet. (通过我说你做这一简单游戏，学生快速进入英语课堂，调动学生积极性吸引学生眼球并活跃课堂气氛，让学生初步感知just now 与was，了解was是is的过去式)。 Teacher shows two pens and uses the same teaching method to teach “were”:
T: Here are two pens. Are these yours
S2: Yes, they are.
T: Where are your pens now
S1: They’re in your hand.
T: Where were your pens just now
S1:They__ in my pencil-box.
(以学生身边的实物引导学生学习新知，具体而形象，帮助学生感知、理解新知，这样学生更感兴趣，有话可说，敢于张口说，同时使新句型的引入更加自然，对话的方式也很自然的从师生问答到生生讨论学习)。
Step 3 Sentence Practice
Teacher shows a room and let Ss talk by using the new sentences
A: Where was/ were…just now
B: It was/ They were…. (利用板书引导学生讨论房间里的东西) Step4 Listening practice It’s time to go school. But it’s raining now. Kevin can’t find his raincoat.
Listen the dialogue on page 39 for three times
Q1: Where is Kevin’s raincoat
Q2: Where are his rain boots Where were his rain boots last night
Q3: Where was his bike yesterday Where is his bike now
(通过听力材料的训练，学生进一步熟悉、掌握was 和were的用法，做到会读能理解Let’s talk 部分的对话内容)。 Students read the dialogue by following the radio. (利用课程资源课堂资源全文背诵，让学生跟读，模仿读，纠正学生读音，激发学生学习英语的兴趣，培养学生的阅读能力和对对话的理解能力) 。
Step 5 Play a game
Teacher invites a student to come to the front of the classroom. The student should face to the blackboard. Teacher hides a book in someplace. Other students should ask the student “Where was the book just now ” The student should answer “ Was it on the desk ” Until the student guesses right the game will be over.
(利用游戏调动学生学习英语的积极性，让学生在感知、熟练、理解的基础上进一步练习，正确运用was 和were)。
Step 6 Expansion
This ___ my room now. There ___ a kite behind the door. There ___ a clock on the wall. On the desk there ____still a TV. Near the desk, there ___gloves. The school bag ____ on the bed. Under the bed, there ___rain boots. Look! Where __ the book Oh, it___ on the floor.
This ___my room five years ago. There __a kite on the wall. Near the kite, there__ a raincoat. There __a desk in my room, too. There _____a TV on the desk. Near the desk, there ____a schoolbag. There__ rain boots on the floor. The book ___on the bed. My room ___ small but nice.
(进一步熟练掌握、运用was 和were并能区分is和 are的用法)。.
Step7 Summary Sing a song.
Where were you yesterday I was in my house.
Where was your house yesterday It was on my back.
Where were you yesterday I was in my car.
Where was your car yesterday It was on my farm.
(以一首英文歌总结本节课的所学内容，让学生在快乐中学习英语，这样不仅可以鼓励学生大胆说英语同时又是一种很好的记忆方法。这也符合新课标对小学英语的要求)。
Step 5 Homework
1. Try to recite the dialogue Page 39.
2. Describe your room five years ago. (家庭作业兼顾了口头作业和笔头作业，既注重了学生的基础，又培养了学生的能力)。
Blackboard designing
Unit5 It Was Here Just Now.
Was were
-Where was your book just now -Where were your pens just now
They__ in my pencil-box. -It was…..
教学反思
优点： 这节课我注重学生听说能力的培养，通过师生合作、生生合作达到了既定的教学目标。首先通过我说你做游戏不仅很快使学生轻松愉悦地进入到英语课堂同时又复习了介词的用法。我又利用学生身边最熟悉的实物铅笔和英语书进行导课，直观、形象并用对比的方法引出了was和were，学生轻松了解了它们的用法，为后面轻松掌握它们做铺垫。其间我又设计了一个游戏，该游戏由全体学生参与，让学生在玩中学，学中乐。这也符合英语课程标准的要求：“关注学生的兴趣”。最后在总结部分我把本节课所新授的知识点总结成一首歌谣，有助于学生记忆并印象深刻。 不足： 虽然这节课整体效果还不错，但是仍有一些不足，比如，在总结部分我将本节课的知识点总结成一首歌，时间有些长。其次，课堂活动不够新颖。最后，我的语速稍快，部分基础差的学生不能能解老师的要求。
改进：
在以后的教学中我要不断学习，不断丰富自己，创新课堂活动，减慢语速，认真备好每一节课，在平时的日常工作中磨砺自己、积累经验。总之，今后我会努力改正，以期做到更好。