Unit 1 My family Again, Please! 教案（含反思）

冀教版
五年级上册
Unit
1
Again,
Please!
一、教学分析
1.
教材分析
本单元主要讲述的是Li
Ming家庭成员的基本情况，包括描述家人体貌，介绍家人职业和讲述家人喜好。本课是这一单元的总结，是一节以练习题为载体的复习课，分别从听、说、读、写四个方面考察学生对本单元知识的掌握情况，并要求学生在课堂上对自己在这四个方面的能力进行准确地评价。
2.
学情分析
五年级学生已经有了近三年英语学习的基础，但对英语学习的兴趣并不是与日俱增，而是随着学习内容的加深，部分学生的学习兴趣有所下降，两极分化现象十分严重。学生喜欢活泼轻松，新奇有趣的课堂，所以在本节课的教学中，我并没有因为这是一节复习课就让学生只是做题，而是先用各种活动进行复习而后以闯关夺冠的竞争形式让学生完成听、说、读、写的练习。学生不仅不会感觉有压力，而且会为取得奖品努力完成学习任务。本节课我试图通过形式多样的教学活动让学生感悟所学知识，突出学生主体地位，让学生顺利完成听、说、读、写的操练并对自己做出准确的评价。
二、教学目标分析
1.
知识与技能目标：
a.
能听、说、读、写本单元单词。
b.
能听懂、会说、认读以下句型
，并能用这些句型进行交际。
What
does
____look
like
What
does
he/she
do
What
does_____
like
to
do
c.
能听懂、会说、认读并仿写下列句型：
I
like
to
_____________.
My
friends/She/He
likes
to
___________.
We
like
to
___________.
2.
情感态度目标：
a.
恰当运用评价机制，培养学生竞争意识，让学生明白想要取得成果，自己必须要付出努力。
b.
教育学生爱自己的父母，珍惜家庭的幸福。
3.学习策略目标：
a.
能积极用英语表达交流。
b.
能与小组成员合作，共同完成任务。
三、教学重点、难点分析
1.
教学重点：通过复习本单元知识，让学生能够自己独立完成本课的练习题，使听、说、读、写技能有所提高。
2.
教学难点：培养学生认真书写的技能。
四、教学准备
家庭成员单词卡片，职业单词卡片，多媒体
五、教学步骤
1.
Greeting
2.
Check
Homework
a.
Check
Part3
T:
Now
let’s
check
your
homework.
Who
can
read
them
（设计目的：通过让学生个别朗读和全体学生齐读的方式将正确答案出示给学生，学生及时更改错误。）
b.
Check
Part4
T:
I
have
a
cousin.
She
likes
to
sing
songs.
But
I
like
to
play
basketball.
Class,
what
do
you
like
to
do

S:
I
like
to
______
.
（再问两三个人，让他们说出其他三个词组。）
T:
My
friend
likes
to
watch
a
film.
What
does
your
friend
like
to
do
S:
My
friend
likes
to
______.（再问两三个人，让他们说出其他三个词组。）
T：We
like
to
go
fishing
and
watch
TV.
Class,
please
check
your
answers.
(PPT)
I
like
to
play
basketball
/
plant
vegetables.
My
friend
likes
to
watch
a
film
/
play
on
the
computer.
We
like
to
go
fishing
and
watch
TV.
(设计目的：以师生对话的形式将作业答案展现给学生)
3.
Revision
a.
复习家庭成员词汇：father,
mother,
brother,
sister,
grandfather,
grandmother,
uncle,
aunt,
cousin,
T:
In
this
unit,
we
learned
about
family.
Look,
this
is
my
family
tree.
(设计目的：用家庭树的形式把本单元所学的家庭成员展示出来，让学生对家庭成员关系一目了然。)
b.
复习关于职业的词汇：doctor,
teacher,
nurse,
cook,
worker,
farmer
T:
My
cousin
is
twenty
years
old.
She
is
a
student.
I
am
a
teacher.
Look,
class,
what
does
she
do
(出示教师的图片)
（设计目的：依次出示teacher,
doctor,
nurse,
worker和cook的图片，让学生用
What
does
he/she
do
She/He
is
a
____.句型进行问答练习，既复习了职业单词，
又复习了询问职业的句型。并且在复习职业单词的同时，将Where
does
she/he
work？贯穿于对话中。）
c.
复习动词词组：go
for
a
walk,
water
flowers,
plant
vegetables,
go
shopping,
watch
a
film,
plant
vegetables,
read
books,
work
on
the
computer,
watch
TV,
cook
T:
Where
does
a
cook
work
Ss:
A
cook
works
in
a
restaurant.
T:
What
does
a
cook
do
in
the
restaurant
Ss:
A
cook
cooks
in
a
restaurant.
(同时教师出示厨师做饭的图片)
T:
Yes,
now
let’s
play
a
game.
When
you
see
a
picture,
please
read
it.
When
you
see
a
word,
please
do
it.
（设计目的：从复习职业单词cook引出复习本单元中出现的动词短语，用游戏的方式进行复习，使复习过程轻松有趣，激发了学生的学习兴趣。）
T:
I
like
to
go
for
a
walk.
Class,
what
do
you
like
to
do
(板书I
like
to
.)
S:
I
like
to
____
.
T:
What
does
he
/
she
like
to
do
S:
He
/She
likes
to
_____
.
(板书
He/
She
likes
to
_____.)
T:
I
like
to
go
for
a
walk.
My
father
and
my
mother
like
to
go
for
a
walk,
too.
We
like
to
go
for
a
walk.
What
does
your
family
like
to
do
S:
We
like
to
____.
Practice
in
pairs
(设计目的：游戏中最后出现的是散步的图片，通过老师讲述自己喜欢散步和询问学生喜欢干什么，复习本单元的基本句型I
like
to
__.
He
/
She
likes
to
____.
通过讲述自己家人喜欢散步，复习What
does
your
family
like
to
do
We
like
to
____.这组句型，并让学生进行问答练习。)
4.
Do
Writing
Exercise
(完成练习题5)
T:
Now
I
know
what
your
families
like
to
do.
What
do
they
like
to
do
What
does
John
like
to
do
Ss:
John
likes
to
plant
flowers.
He
likes
to
read
books.
T:
What
do
Betty
and
Li
Tao
like
to
do
Now
let’s
write.
（设计目的：这是对于学生“写”的技能训练，在老师指导下，努力使学生写的能力有所提高。）
5.
Do
Listening
Exercise
(完成练习题1、2)
T:
Li
Tao
has
short
hair.
His
eyes
are
black.
Here
are
four
children.
What
do
they
look
like
Now
let’s
listen,
write
and
match.
Now
let’s
listen
again.
Circle
the
pictures.
(设计目的：充分发挥小学生听觉敏锐、辨音能力强的特点，集中精力训练听力，让学生在充足的“听”的语言量中学习英语。)
6.
Do
Speaking
Exercise（完成练习题7）
T:
Look,
class.
This
is
my
family.
This
is
me.
I
am
wearing
a
red
T-shirt.
This
is
my
grandmother.
She
is
eighty-four
years
old.
She
has
white
hair.
She
is
a
farmer.
She
likes
to
plant
vegetables.
Please
take
out
your
family
photos
and
talk
about
your
families
in
groups.
Then
evaluate
yourselves.
(先让所有学生练习准备，然后找两名学生介绍自己的家庭)
(设计目的：让学生运用本单元所学知识介绍自己的家庭照片，小组成员之间互相评价。）
7.
Do
Reading
Exercise
(完成练习题6)
T:
I
knew
their
families.
Now
let’s
learn
about
Susan’s
family.
Please
read
the
text
and
then
finish
exercises.
(设计目的：通过让学生自己阅读短文，完成练习题，提高学生的阅读理解能力。)
8.
Class
Closing
T:
Class,
everyone
has
a
family.
Family
means
father
and
mother
I
love
you.
Our
parents
are
great.
They
can
do
everything
for
us.
Please
love
your
fathers
and
mothers.
At
last,
let’s
sing
a
family
song.
That’s
all
for
today.
Goodbye,
class.
板书设计：
Again,
Please!
六、课后反思
本节课是一节以练习题为载体的复习课，在课堂上，我很好地将知识与习题相结合，让学生在愉快、轻松的课堂氛围中完成了本节课的学习。经过课后反思，我觉得本节课有以下几个突出的特点：
1.教学目标明确，教学重难点突出，教学方法灵活多样，有效地激发了学生的学习兴趣，调动了学生学习的主动性。
2.打乱教学内容顺序，对教学内容有效重整，合理地融合到整节课的教学中。
3.突出学生的主体作用，教师始终扮演指导者的角色。
4.本着听说领先，读写在后的教学原则，学生听、说、读、写技能在课堂中得到提升。
5.小组成员能够共同合作完成任务。
但本节课还有不足之处，如过于注重评价，使评价流于形式；学生在阅读时，应该是默读，而不是大声读，这是由于教师指令不清楚导致的结果。
教学反思
通过让学生个别朗读和全体学生齐读的方式将正确答案出示给学生，学生及时错误。依次出示teacher,
doctor,
nurse,
worker和cook的图片，让学生用
What
does
he/she
do
She/He
is
a
____.句型进行问答练习，既复习了职业单词，
又复习了询问职业的句型。并且在复习职业单词的同时，将Where
does
she/he
work？贯穿于对话中。
doctor
nurse
worker
cook
I
like
to
____.
He
/
She
likes
to
____.
We
like
to
______.