Unit5 Is this your school bag？(Lesson26) 教案(含反思）

Lesson 26
一、教学内容：人教精通版小学英语五年级上册 Unit 5 Is this your schoolbag ?Lesson 26
二、教学目标:
1、语言知识目标:
①能听说、认读单词schoolbag、textbook ,activity book、dictionary及 句子 Whose textbook is this? It’s mine.
②能够在适当的情景中正确地听、说、读、写单词和句子eraser、 sharpener, Is this your eraser? Yes, it is; Is this your sharpener? No, it isn’t.
③能说唱Chant并进行改编。
2、情感态度目标：
激发学生在真实的语言环境中大胆地开口说英语的欲望，培养他们积极主动地与别人交流的习惯。
三、教学重、难点:
1、听、说、认读单词textbook,schoolbag、activity book、dictionary.
2、听、说、读、写单词和句子eraser、sharpener, Is this your eraser? Yes, it is; Is this your sharpener ? No, it isn’t.
3.能够掌握音素/s/ 的发音；形容词性物主代词(my)和名词性物主代词(mine)的区别。
四、1、 教具准备：CAI课件，文具，单词卡片。
2、学具准备：相关文具，文具袋子。
五、指导思想:
以学生为主体,激发和培养学生学习英语的兴趣。帮助他们建立学习的成就感和自信心,使他们在学习过程中发展综合语言运用能力,培养学生的创造思维和创新精神。
六、教学过程：
Step One: Warm-up and Revision
Greetings
T：Good morning, boys and girls.
Ss: Good morning, Miss Gao.
T：How are you ?
Ss: I’m fine ,thank you .
2、T:Let’s sing a song----“If you are happy ”( 播放课件歌曲,师生一起边拍手边唱。)
(设计意图：和孩子们亲切的问候，可以拉近师生间的距离。轻松的歌曲，可以使大家在轻松、愉快的氛围中开始新的学习旅程,缓解学生课前的紧张情绪，让学生们迅速地融入了课堂。)
3、Revise the sentence pattern: Is this your eraser ?(可以用 ruler ,sharpener ,pen ,pencil, book替换 ) Yes ,it is . No, it isn’t.
(设计意图：这个环节既复习了以前所学的文具单词，也复习了上一节课的句型结构,也为接下来的新课Let’s write的学习做好了准备。)
Step Two: Presentation
1、Show a bag to the students . Read and practise “schoolbag” in different ways.
(eg: read together、in a line、boys and girls、single )
2、Take out a textbook from the schoolbag, learn the new word “textbook”, read the word and write it on the blackboard.
T: Whose textbook is this? Is it yours?
S1: No, it isn’t.
3、Ask another student Is this your textbook?
S2: Yes, it is. It’s my textbook .It’s mine .
Write the sentences on the blackboard and practise the sentences.
4、Ask one student to take out the “sharpener”and “ruler” from the schoolbag, and teach thetwo words，then write them on the blackboard.
5、Teacher takes out an activity book and a dictionary from the schoolbag, teach the two words.(Practise them row by row and one by one.)
(设计意图：利用一个装着各种文具的书包吸引学生的注意力,激起了他们的好奇心，为新单词的学习做好了铺垫。让学生依次从中取出不同的文具,这样可以充分发挥孩子们的主观能动性，让孩子们的学习热情和学习效果加倍地体现。)
Step Three: Practise
1、Look at the big screen and follow the tape and practise reading the new words“ dictionary ,activity book ,schoolbag”.
2、Let’s play a game: Find out the target.(找一找)
First, Ask one student to stand back to all the students，put a word card into a student’s drawer. Then, all the students say the word, once the student close to the card, they must shout this word, if he is far from it, the sound is small.
3、Let’s listen and do “Show me your～～!”
①Teacher says the words, students should show their schoolthings as quickly as possible.
(设计意图：此环节中的两个单词巩固游戏,大大地激发起了学生的兴趣,使他们非常乐于参与其中,在本课掀起了一次次的高潮。另外，学生能听音完成相应的动作,迅速地展示出自己的文具和书, 真正地使学生掌握了所学的知识，效果很好。)
Step Four: Expand
1、Pairwork.(Let’s practice)
Example: Let the students close their eyes, pick some schoolthings of theirs into my bag.
T: Is this your ～ ?
S1: No, it isn’t.
T: Whose ～ is this?
S2: It’s mine.
T: Here you are.
Ask two students to practise like this with the rest things in the bag.
All the students practice it. Then ask two groups to act it out.
Groupwork (Let’s act )
Divide the students into Green Frog Group and Brown Bear Group .First let the students prepare for 2 minutes ,then let two groups act .
3、Let’s chant.( Look at the big screen ,clap the hands and say out the chant .)
4、Look ,listen and match(Let the students look at the pictures and explain ,then listen and match， Play the CAI, finish the listening exercise in class.)
(设计意图：此环节主要运用所学单词于句子中,学生对这几个句型都掌握得比较轻松,效果也很好,并能在小组中活动中互相合作,完成了探究式的学习,真正将巩固的句型落到了实处。)
Step Five: Let’s chant(Pronunciation)
First read the sentences with the students, pay attention to the words that star with the letter“s”, then listen to the chant .Pay attention to the pronounciation /S/.
Ss
I see a scitent ,
Sitting on a seat .
He’s singing a song,
That sounds sweet .
Say the chant after music.
Try to make up a new one, ask two groups to chant in the front.(Look at the big screen,give the students an example ,then let the students make up their own )
(设计意图：通过让学生感知，体验，和学生一起总结出字母s的发音。另外，chant歌谣有利于激发学生的兴趣，帮助学生记忆。)
Step Five: Consolidation
1、Let’s write (The teacher writes the sentences and the words on the blackboard, then let the students write .)
2、Consolidate the words and sentences of this class.（巩固本课的单词和句型）
3、Teach the saying: Book is the ladder of human progress.(书是人类进步的阶梯。---高尔基)
4、情感教育：(使用物品后要养成将物品放回原处的好习惯。)
Remember to put your things away after class.
七、板书设计:
Unit 5
Lesson 26
schoolbag A: Is this your eraser/ sharpener ?
textbook B: Yes, it is. / No, it isn’t.
activity book A: Whose textbook is this?
dictionary B: It’s mine.
八、教学反思：
本节课是交际训练课，主要讲授一些有关文具及书籍的单词，并运用于句型：Is this your…?及肯定和否定的回答；特殊疑问句Whose… is this? It’s mine。由于在三年级时就已经学过一些学习用品类单词，所以，本课对于学生们来说没有很大的难度。教学中我先采用直观教学法，利用一个装满各种文具及书籍的书包来教学新单词，来吸引孩子们的眼球。然后根据本课知识结构的特点，我还运用了其他教学手段将听、说、玩、演、唱溶于一体，激发学生学习英语的兴趣和愿望，充分调动学生的学习积级性，使他们能够减轻心理压力，自然而然地学到知识。同时，充分利用小学生敢于开口的特点，鼓励他们积极主动地与别人交流，使他们所学的知识能得以实践，语言交际能力得以提高。
在设计本课的教学环节时，我层层递进，由易到难，教学完单词，又将单词运用于句中。在巩固环节，单词游戏“猜一猜”和“找一找”，极大地调动了学生的积极性，大家都非常乐于参与，并在课堂中掀起一次次的高潮。这样，对于后面句型的运用有了很好的铺垫。在本课的拓展部分，我运用了高尔基的名言，让学生觉得乐于看书是一种很好的提高自我的方式，并适时地对孩子们进行了情感教育：教育孩子使用物品后要养成将物品放回原处的好习惯。本节课完成了所制定的教学目标，且教学效果较好。