Module 1 Unit 1 We lived in a small house. 教案含反思

外研版五年级下册英语Module 1
《Unit 1 We lived in a small house.》教案
一、教材分析：
本节课是外研版五年级下册Module 1《Unit 1 We lived in a small house.》的教学内容。教材主要通过描述过去和现在的生活差异，引导学生了解祖国和家乡的巨大变化。通过学习本单元，学生将掌握一些与过去和现在相关的词汇和句型，并能够用英语表达过去和现在生活的变化。
二、教学目标：
语言知识目标：
1. 全体学生能理解单词：still, programme, lady, life, different, ago, interviewer, enough, television, grandchildren, change。
2. 全体学生能运用句子：We lived in a small house. There weren't many buses. We live in a big house. There are lots of buses and cars.
语言技能目标：
全体学生能听懂并会说以下句子：We lived in a small house. There weren't many buses. We live in a big house. There are lots of buses and cars.
情感态度目标：
1. 培养学生的时间意识和祖国意识。
2. 体会祖国和家乡的巨大变化。
三、教学重点和教学难点：
教学重点：
1. 掌握单词：still, programme, lady, life, different, ago, interviewer, enough, television, grandchildren, change。
2. 学会运用句子：We lived in a small house. There weren't many buses. We live in a big house. There are lots of buses and cars。
3. 能朗读课文，能按要求完成语句书写。
教学难点：
1. 掌握"There be... We lived... many years ago. We live... now."句型。
2. 全体学生能运用已学语言描述过去到现在生活的变化。
四、学情分析：
学生是五年级学生，对英语学习有一定的基础。他们对家乡和祖国的变化可能有一些感知，但对于过去和现在生活的英语表达可能较为陌生。因此，需要通过多种形式的教学活动来帮助学生理解和运用相关的词汇和句型。
五、教学过程：
Step 1: Warm-up
1. Greet the students and briefly review the previous lesson by asking questions related to the topic. For example, "What did we learn about in the last lesson Can you tell me one thing that has changed in your life recently "
2. Show pictures of different houses on the board or using flashcards. Ask the students to describe the houses using adjectives. For example, "How would you describe this house Is it big or small Is it old or new "
3. Introduce the topic of the lesson by asking the students about their own houses and transportation in their hometowns. Encourage them to share their experiences and memories related to these topics.
Step 2: Presentation
1. Introduce the new vocabulary words one by one. Show pictures or real objects to illustrate the meanings of the words. For example, show a picture of a TV and say, "This is a television. We watch different programmes on it."
2. Teach the correct pronunciation of each word. Model the pronunciation and have the students repeat after you. Pay attention to any challenging sounds or phonetic patterns.
3. Write the new words on the board and provide simple definitions or explanations for each word. Use gestures and examples to help students understand the meanings. For example, for the word "lady," you can say, "A lady is a polite way to talk about a woman."
4. Give examples of sentences using the new words and explain their meanings. For example, write the sentence "My grandparents have many grandchildren" on the board and ask students to identify the new word "grandchildren" and its meaning.
5. Practice pronunciation of the new words as a class. Use drilling techniques, such as choral repetition or individual repetition, to ensure students are pronouncing the words correctly.
Step 3: Listening and speaking
1. Play an audio recording of a conversation between two people talking about their past and present lives. Make sure the audio is clear and at an appropriate speed for the students to understand.
2. Distribute comprehension questions related to the conversation. Students should listen carefully and answer the questions individually.
3. After the audio is finished, discuss the answers as a class. Allow students to share their answers and provide explanations or clarifications if needed.
4. Divide the class into pairs. Instruct one student to be the interviewer and the other to be the interviewee. Provide a list of questions for the interviewee to answer about their past and present lives. Encourage them to use the sentence patterns: "We lived in...", "There weren't...", "We live in...", "There are..." For example, "Where did you live when you were young Were there many buses at that time "
5. Monitor the pairs and provide assistance as needed. Encourage students to ask follow-up questions and have a conversation rather than just a question-and-answer session.
6. Ask some pairs to present their conversations to the class. This promotes speaking and listening skills and allows students to learn from each other's experiences.
Step 4: Reading and writing
1. Have students read the dialogue in the textbook silently. Ask them to underline any unfamiliar words or phrases.
2. Read the dialogue aloud as a class, focusing on pronunciation, intonation, and expression. Encourage students to read along and pay attention to the meaning of the text.
3. Ask comprehension questions to check understanding of the text. Discuss the answers as a class and address any difficulties or misunderstandings.
4. Divide the class into pairs again. Provide sentence starters or prompts related to the dialogue. For example, "When I was young, my house was..." or "Nowadays, there are many..." Students should use the target language to complete the sentence and write it down.
5. Monitor the pairs and provide assistance as needed. Encourage creativity and variety in their responses.
6. Ask some pairs to share their completed sentences with the class.
Step 5: Consolidation
1. Review the key vocabulary words and sentence patterns as a class. Use flashcards, gestures, or word-guessing games to reinforce the meanings of the words.
2. Conduct a short quiz or game to reinforce the students' understanding and retention of the target language. For example, show a flashcard with a picture and ask students to say the corresponding word or use the word in a sentence.
3. Summarize the lesson by highlighting the main points and key language structures. Remind the students of the changes they have discussed in their own lives and how to express them in English.
4. Provide positive feedback and encourage students' efforts throughout the lesson.
六、板书设计：
Unit 1 We lived in a small house.
Vocabulary:
still, programme, lady, life, different, ago, interviewer, enough, television, grandchildren, change
Sentence Patterns:
We lived in a small house. There weren't many buses.
We live in a big house. There are lots of buses and cars.
七、教学反思：
本节课通过引导学生讨论过去和现在的生活差异，以及学习相关的词汇和句型，达到了教学目标。学生通过听、说、读、写等多种形式的练习，巩固了所学的语言知识和技能。然而，在教学过程中，可能会遇到一些学生理解困难或表达不流利的情况。为了更好地帮助学生掌握目标语言，教师可以提供更多的实践机会，例如角色扮演、小组讨论等活动，以促进学生的口语表达能力。同时，教师还需注意及时给予学生反馈和指导，帮助他们纠正错误，提高学习效果。