Module5 Unit 1If I remember, I will bring you a souvenir
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| 更新时间 | 2010-10-02 23:57:00 | ||
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新标准第五册Module 5 My Home Town
Unit 1 If I remember,I’ll bring you a souvenir
韦新明 府城二中 手机：15078725676
一、课型：听、说
教材分析：这个模块是围绕我的家乡这个话题展开，先通过两段对话引出对地点的描述，提出本单元重点内容because引导的的原因状语从句学习。从简单的对话到大段的文章，培养学生在整段文字中了解语法点的能力以及阅读能力，最后通过写作，让学生完成对自己熟悉地点的描绘。这节课是第一课时，主要让学生通过学习两段对话，学习如何对地点进行描述以及掌握if引导的条件状语从句.
二、教学目标：
1、 语言知识目标：
能理解对话和听力材料中对地点描述的句子。
能够正确读出并使用下列单词和词组：suovenir,postcard,cousin,an enormous park,break,wonderful,trip,fine.wake up,make a noise
能够正确朗读并使用if引导的条件状语从句。
1、 语言技能目标：
能听懂if引导的条件状语从句表达的意思。
能读懂并运用if引导的条件状语从句表达条件。
能通过对话学到如何描述地点。
三、教学重点：与描绘地点有关的词汇和听说能力。
教学难点：引导的条件状语从句。
四、教学方法：实物教学法，情景交际教学法，任务教学法，归纳法
五、教学手段：实物（souvenir, postcard）,小黑板，录音机。
六、教学过程：
Step1 Warming-up and Lead-in
教师活动 学生活动 设计意图
1．Greet students2.Free talk:Ask students where theyWould like to go if they have a chanceto go aboard .Why 3.Show two pictures(the theatrein Siney and London Eye)and the students to describe them with the sentence structure:If I have a chance to go aboard ,I’ll go to …4.Lead in new teaching:Now we will go to See those interesting places with David and Peter… Greet the teacherThe students thing about the questions then answer them.Students try to describe the pictures with the sentence structure 以学生感兴趣的话题，通过聊天的方式开场，并由图片引入课题，能使学生很快带进语境中，对接下来的学习打下铺垫。
Step2.New words
教师活动 学生活动 设计意图
1.show the students picture or thing to teacher the new word:souvenir postcard2.Describe the words (cousin,enormous,trip,break) and ask the ss to guess them.3.Ask the ss to read over the words together. 1.describe the picture or thing,try to the new words2.guess the words3.Read the words loudly 通过直观的教学和猜词的游戏，学生对新词的理解相对也就快。
Step3 Listen and read.Then say
教师活动 学生活动 设计意图
Show out the questions on the Small board.Get the students to Understand them.Who is David going to visit Where is David’s cousin What does Peter usually do in England Where does Peter live in England 2.Play the recorder,ask the ss to listen to the dialogues then answer the questions.3.Ask the ss to open books to listen again,and underline the sentences that with the sturcture“If+…，…”in the dialogues.4.Ask the ss to read over the sentences which they underlined just now.5.Lead the students to discuss then find out the rules in this sentence structure.(If 引导的条件状语从句其结构为if+状语从句+主句，要注意在条件状语从句中有一个规则是“主将从现”，既主句是将来时，则从句要用一般现在时表示将来。)6．Show out the small board,ask the ss to finish the exercises:( )1.We want to know Mrs Black will come back this week.A if B that C because D since( )2.I don,t know if my uncle__If he ,I will be very happy.A comes,will comeB willcome,comes7.Check the answers with the students.8.Ask the students to read the dialogue in roles 1.Read over the questions quickly and try to understand them2.Listen to the tape and think about the questions then answer them.3.Listen and draw lines the sentences with“if”.4.Read the sentences loudly.5.Discuss and try to find out the rules.6.Finish the exercises7.Check the answers8.Read the dialogue in roles 通过设计较简单的听力问题，让学生带着问题去听，既能使学生对对话内容有一定的了解，又能达到培养听力能力的目的。跟读并找句子，是对将要学习的重点语法知识的呈现。引导学生通过观察句子的结构，找出规律，渗透学习策略指导，使学习变为有趣的合作学习。设计两道有针对性的中考题目，巩固学生所学的语法知识通过表演，让学生对对话深入理解，并能学以至用。
Step4. Listen and say(pronunciation)
教师活动 学生活动 设计意图
Tell the ss to read the sentences then read after the tape,pay attention to the pronunciation Read then repeat 让学生听并模仿录音读，以达到纠正学生的语音语调。
Step5Listen and complete(listen to Sarah’s letter and fill in the blanks)
教师活动 学生活动 设计意图
1.The first time listening.Tell the ss to get the whole meaning of the message.2.The second time listening.Ask the ss to listen again and fill in the blanks3.Ask some ss to write their answers on the board then check them together 1.Listen carefully2.Listen and fill the blanks3.some ss write the answers on the board 学生通过有目的的去听，有效地提高了听力能力，同时也能学到如何对地点进行描绘。
Step6.Work in pairs(sue the prompts in the box to complete the dialogues)
教师活动 学生活动 设计意图
1.Lead the ss to read over the prompts ,explain :wake up, watering, make a noise2.．Ask students to work in pairs to complete the dialogues.3.Ask some pairs to act out the dialogues. 1.Read over the prompts2.Work in pairs to complete the dialogues3.Somr pairs act out the dialogues 放手让学生在小组中合作学习，在实践中培养英语交际能力，同时让学生体验到合作学习的快乐。
Step7.Summary
教师活动 学生活动 设计意图
Ask the ss to summarize the language points they have learned today. Make a summary. 指导学生进行总结，让学生明确本课学习的重点。
Step8.Homework
1. Practise reading the dialogues in activity 1.
1. Exercise book P33 ,activity1-2.
七、板书设计
Unit 1.If I remember,I will bring you a souvenir.
Souvenir (if 条件状语从句“主将从现”)
Postcard If the water is warm,I’ll go for a swim.
Cousin I’ll go there if the weather is fine.
Enormous If it’s sunny,I’ll take a photo for you.
Wake up
Make a noise
八、教学反思：
本节课在课程设计上，集中体现了听说课的实效性，课堂练习和作业又能帮助学生更好地掌握和运用所学的知识；在教学关系上，充分体现了教师的帮助和引导作用，突出学生的个体和合作学习；在学习方式上，体现了学生的主体性，促进学生在教师的指导下主动的学习。但是，由于本节课所设计的课堂容量较大，对于学生基础较差的班级来说，较难完成，应适当减少部分环节或增加课时，教师应根据实际情况对课堂活动进行适当的调节和变动。
Unit 1 If I remember,I’ll bring you a souvenir
韦新明 府城二中 手机：15078725676
一、课型：听、说
教材分析：这个模块是围绕我的家乡这个话题展开，先通过两段对话引出对地点的描述，提出本单元重点内容because引导的的原因状语从句学习。从简单的对话到大段的文章，培养学生在整段文字中了解语法点的能力以及阅读能力，最后通过写作，让学生完成对自己熟悉地点的描绘。这节课是第一课时，主要让学生通过学习两段对话，学习如何对地点进行描述以及掌握if引导的条件状语从句.
二、教学目标：
1、 语言知识目标：
能理解对话和听力材料中对地点描述的句子。
能够正确读出并使用下列单词和词组：suovenir,postcard,cousin,an enormous park,break,wonderful,trip,fine.wake up,make a noise
能够正确朗读并使用if引导的条件状语从句。
1、 语言技能目标：
能听懂if引导的条件状语从句表达的意思。
能读懂并运用if引导的条件状语从句表达条件。
能通过对话学到如何描述地点。
三、教学重点：与描绘地点有关的词汇和听说能力。
教学难点：引导的条件状语从句。
四、教学方法：实物教学法，情景交际教学法，任务教学法，归纳法
五、教学手段：实物（souvenir, postcard）,小黑板，录音机。
六、教学过程：
Step1 Warming-up and Lead-in
教师活动 学生活动 设计意图
1．Greet students2.Free talk:Ask students where theyWould like to go if they have a chanceto go aboard .Why 3.Show two pictures(the theatrein Siney and London Eye)and the students to describe them with the sentence structure:If I have a chance to go aboard ,I’ll go to …4.Lead in new teaching:Now we will go to See those interesting places with David and Peter… Greet the teacherThe students thing about the questions then answer them.Students try to describe the pictures with the sentence structure 以学生感兴趣的话题，通过聊天的方式开场，并由图片引入课题，能使学生很快带进语境中，对接下来的学习打下铺垫。
Step2.New words
教师活动 学生活动 设计意图
1.show the students picture or thing to teacher the new word:souvenir postcard2.Describe the words (cousin,enormous,trip,break) and ask the ss to guess them.3.Ask the ss to read over the words together. 1.describe the picture or thing,try to the new words2.guess the words3.Read the words loudly 通过直观的教学和猜词的游戏，学生对新词的理解相对也就快。
Step3 Listen and read.Then say
教师活动 学生活动 设计意图
Show out the questions on the Small board.Get the students to Understand them.Who is David going to visit Where is David’s cousin What does Peter usually do in England Where does Peter live in England 2.Play the recorder,ask the ss to listen to the dialogues then answer the questions.3.Ask the ss to open books to listen again,and underline the sentences that with the sturcture“If+…，…”in the dialogues.4.Ask the ss to read over the sentences which they underlined just now.5.Lead the students to discuss then find out the rules in this sentence structure.(If 引导的条件状语从句其结构为if+状语从句+主句，要注意在条件状语从句中有一个规则是“主将从现”，既主句是将来时，则从句要用一般现在时表示将来。)6．Show out the small board,ask the ss to finish the exercises:( )1.We want to know Mrs Black will come back this week.A if B that C because D since( )2.I don,t know if my uncle__If he ,I will be very happy.A comes,will comeB willcome,comes7.Check the answers with the students.8.Ask the students to read the dialogue in roles 1.Read over the questions quickly and try to understand them2.Listen to the tape and think about the questions then answer them.3.Listen and draw lines the sentences with“if”.4.Read the sentences loudly.5.Discuss and try to find out the rules.6.Finish the exercises7.Check the answers8.Read the dialogue in roles 通过设计较简单的听力问题，让学生带着问题去听，既能使学生对对话内容有一定的了解，又能达到培养听力能力的目的。跟读并找句子，是对将要学习的重点语法知识的呈现。引导学生通过观察句子的结构，找出规律，渗透学习策略指导，使学习变为有趣的合作学习。设计两道有针对性的中考题目，巩固学生所学的语法知识通过表演，让学生对对话深入理解，并能学以至用。
Step4. Listen and say(pronunciation)
教师活动 学生活动 设计意图
Tell the ss to read the sentences then read after the tape,pay attention to the pronunciation Read then repeat 让学生听并模仿录音读，以达到纠正学生的语音语调。
Step5Listen and complete(listen to Sarah’s letter and fill in the blanks)
教师活动 学生活动 设计意图
1.The first time listening.Tell the ss to get the whole meaning of the message.2.The second time listening.Ask the ss to listen again and fill in the blanks3.Ask some ss to write their answers on the board then check them together 1.Listen carefully2.Listen and fill the blanks3.some ss write the answers on the board 学生通过有目的的去听，有效地提高了听力能力，同时也能学到如何对地点进行描绘。
Step6.Work in pairs(sue the prompts in the box to complete the dialogues)
教师活动 学生活动 设计意图
1.Lead the ss to read over the prompts ,explain :wake up, watering, make a noise2.．Ask students to work in pairs to complete the dialogues.3.Ask some pairs to act out the dialogues. 1.Read over the prompts2.Work in pairs to complete the dialogues3.Somr pairs act out the dialogues 放手让学生在小组中合作学习，在实践中培养英语交际能力，同时让学生体验到合作学习的快乐。
Step7.Summary
教师活动 学生活动 设计意图
Ask the ss to summarize the language points they have learned today. Make a summary. 指导学生进行总结，让学生明确本课学习的重点。
Step8.Homework
1. Practise reading the dialogues in activity 1.
1. Exercise book P33 ,activity1-2.
七、板书设计
Unit 1.If I remember,I will bring you a souvenir.
Souvenir (if 条件状语从句“主将从现”)
Postcard If the water is warm,I’ll go for a swim.
Cousin I’ll go there if the weather is fine.
Enormous If it’s sunny,I’ll take a photo for you.
Wake up
Make a noise
八、教学反思：
本节课在课程设计上，集中体现了听说课的实效性，课堂练习和作业又能帮助学生更好地掌握和运用所学的知识；在教学关系上，充分体现了教师的帮助和引导作用，突出学生的个体和合作学习；在学习方式上，体现了学生的主体性，促进学生在教师的指导下主动的学习。但是，由于本节课所设计的课堂容量较大，对于学生基础较差的班级来说，较难完成，应适当减少部分环节或增加课时，教师应根据实际情况对课堂活动进行适当的调节和变动。
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