Unit 5 There is a big bed Part B read and write 表格式教案含反思
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| 名称 | Unit 5 There is a big bed Part B read and write 表格式教案含反思 |  | |
| 格式 | docx | ||
| 文件大小 | 166.7KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-03-19 21:01:14 | ||
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There is a big bed
Part B read and write 教学设计
课题名称： There is a big bed
一、基本信息
教材、学科 人教版PEP、英语 章节 Unit 5
学时 Lesson 5 年级 五年级
二、核心素养目标
Language ability: 1.At the end of this class, my students can listen, say, recognize and read the following sentences: I just moved into an old house. 2. At the end of this class, my students can understand the passage. Cultural awareness: Make my students know that they should put away their own things in order. Thinking quality: Try to train my students’ abilities of thinking, especially their critical thinking and creative thinking. Learning ability: 1. At the end of this class, my students are able to use the key sentence: There is/are ...freely. 2. At the end of this class, my students are able to read the passage. 3. At the end of this class, my students can write a short email to Mr Jones.
三、学情分析
Students of Grade Five have some certain language skills. They’ve known the basic prepositions of locality and know a little about the sentence pattern: “There is a/an ....” and ”There are... .”They love games and singing very much. They can also write some simple sentences.
四、教学重难点
Key points: 1. At the end of this class, my students are able to use the key sentence: There is/are ...freely. At the end of this class, my students are able to read the passage. Difficult points: At the end of this class, my students can write a short email to Mr Jones.
五、教学设计
教学环节 环节目标 教学活动（师生活动） 媒体作用及设计意图
Warming up 复习本单元 所学重点句型 There is/There are.. . 1.Greetings. 2.Free talk: What’s in our school 3. Play a game. (There is or There are) 这个环节主要是复习本单元的重点句型There is and There are. 检查孩子们是否可以区分there is 和 there are 的区别
Pre- reading 创设情境，引出话题，Mr Jones 搬进去一座新房子。 1. Look at Mr Jones’ room. Try to describe his room. 2. Mr Jones just moved into an old house. 3. Let’s talk about the old house. Try to ask some questions. 使用画笔的功能，圈出物品来造句，提高了孩子们的兴趣，也突出了孩子的主体性。
While-reading 通过设置不同的任务让孩子们去自主阅读文本，通过完成不同的任务来理解文本。 1. Read and find. Where is the house 2. Guess. What’s in the room 3. Read and vote. Which is Mr Jones’ room. 4. Try to find out the key sentences. (1) There are pencils and crayons on the floor. (2) There are pictures and photos everywhere. (3) There is a mouse behind my computer. 5. Read and think. How is the room Do you like it Moral education: We should keep our room clean and tidy. 6. What should he do He need some help. So he writes an email to Robin. 7. So the title is An email to Robin. 8. Try to introduce the components of an email. 在这个环节，老师提了一个问题，让孩子们找出答案，我使用的是全班作答-批注作答，孩子们可以在截图上划线然后提交，然后老师就可以知道孩子们的答题情况，选择其中一位同学的作答来讲解，可以让所有孩子们都参与进来。
Post-reading 通过不同的活动来更好地掌握文本，并试着去写回信， 1. Read the passage after the computer. 2. Read Robin’s email. 3. Moral education. What do you think of Robin and Mr Jones We should be nice to others. 4. Let’s write. Read after the computer.(跟着电脑读课文，1分钟) Retell (复述文本，1分钟) Let’s write（写作，3分钟） 让孩子们试着去写一封回信，孩子们写好后拍照提交，选择几份作文来分享，这个部分我觉得可以让孩子们给予评价，同时错误的地方可以直接批改，更加直观高效。
六、板书设计
七、教学反思
1本节课是一节阅读课，首先通过描述我们的校园来复习所学句型，然后运用句型来描述琼斯先生的房间，再利用动画引导出琼斯先生搬家的这个情境。让孩子们自己思考，来对房子进行提问，围绕这些问题去解读文本。在解读文本时，合理地去使用平板的功能，在本节课当中，使用平板的总时长大概是十分钟，同时pk板功能贯穿于整节课当中，增加了孩子们的参与积极性，希望借助平板的智慧，帮助我达到创作精准高效课堂的效果。
Part B read and write 教学设计
课题名称： There is a big bed
一、基本信息
教材、学科 人教版PEP、英语 章节 Unit 5
学时 Lesson 5 年级 五年级
二、核心素养目标
Language ability: 1.At the end of this class, my students can listen, say, recognize and read the following sentences: I just moved into an old house. 2. At the end of this class, my students can understand the passage. Cultural awareness: Make my students know that they should put away their own things in order. Thinking quality: Try to train my students’ abilities of thinking, especially their critical thinking and creative thinking. Learning ability: 1. At the end of this class, my students are able to use the key sentence: There is/are ...freely. 2. At the end of this class, my students are able to read the passage. 3. At the end of this class, my students can write a short email to Mr Jones.
三、学情分析
Students of Grade Five have some certain language skills. They’ve known the basic prepositions of locality and know a little about the sentence pattern: “There is a/an ....” and ”There are... .”They love games and singing very much. They can also write some simple sentences.
四、教学重难点
Key points: 1. At the end of this class, my students are able to use the key sentence: There is/are ...freely. At the end of this class, my students are able to read the passage. Difficult points: At the end of this class, my students can write a short email to Mr Jones.
五、教学设计
教学环节 环节目标 教学活动（师生活动） 媒体作用及设计意图
Warming up 复习本单元 所学重点句型 There is/There are.. . 1.Greetings. 2.Free talk: What’s in our school 3. Play a game. (There is or There are) 这个环节主要是复习本单元的重点句型There is and There are. 检查孩子们是否可以区分there is 和 there are 的区别
Pre- reading 创设情境，引出话题，Mr Jones 搬进去一座新房子。 1. Look at Mr Jones’ room. Try to describe his room. 2. Mr Jones just moved into an old house. 3. Let’s talk about the old house. Try to ask some questions. 使用画笔的功能，圈出物品来造句，提高了孩子们的兴趣，也突出了孩子的主体性。
While-reading 通过设置不同的任务让孩子们去自主阅读文本，通过完成不同的任务来理解文本。 1. Read and find. Where is the house 2. Guess. What’s in the room 3. Read and vote. Which is Mr Jones’ room. 4. Try to find out the key sentences. (1) There are pencils and crayons on the floor. (2) There are pictures and photos everywhere. (3) There is a mouse behind my computer. 5. Read and think. How is the room Do you like it Moral education: We should keep our room clean and tidy. 6. What should he do He need some help. So he writes an email to Robin. 7. So the title is An email to Robin. 8. Try to introduce the components of an email. 在这个环节，老师提了一个问题，让孩子们找出答案，我使用的是全班作答-批注作答，孩子们可以在截图上划线然后提交，然后老师就可以知道孩子们的答题情况，选择其中一位同学的作答来讲解，可以让所有孩子们都参与进来。
Post-reading 通过不同的活动来更好地掌握文本，并试着去写回信， 1. Read the passage after the computer. 2. Read Robin’s email. 3. Moral education. What do you think of Robin and Mr Jones We should be nice to others. 4. Let’s write. Read after the computer.(跟着电脑读课文，1分钟) Retell (复述文本，1分钟) Let’s write（写作，3分钟） 让孩子们试着去写一封回信，孩子们写好后拍照提交，选择几份作文来分享，这个部分我觉得可以让孩子们给予评价，同时错误的地方可以直接批改，更加直观高效。
六、板书设计
七、教学反思
1本节课是一节阅读课，首先通过描述我们的校园来复习所学句型，然后运用句型来描述琼斯先生的房间，再利用动画引导出琼斯先生搬家的这个情境。让孩子们自己思考，来对房子进行提问，围绕这些问题去解读文本。在解读文本时，合理地去使用平板的功能，在本节课当中，使用平板的总时长大概是十分钟，同时pk板功能贯穿于整节课当中，增加了孩子们的参与积极性，希望借助平板的智慧，帮助我达到创作精准高效课堂的效果。