Unit 5 There is a big bed 教案共6课时(含设计意图)

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Unit 5 There is a big bed 教案共6课时(含设计意图)

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Unit
5
There
is
a
big
bed
一、单元整体分析
本单元是义务教育人教版(pep)小学英语教科书五年级上册的第五单元,本单元的学习主题是利用There
be…句型讨论家居陈设的摆放位置,总共设置了A、B、C三个板块的内容。A、B部分呈现两组情景对话、一些重点词汇和一篇阅读小短文等新知识点,C部分是以讲趣味故事形式巩固或延展知识面。
本单元的学习主题是讨论家居陈设的摆放位置,通过参观张鹏同学的卧室,为学生们展示了一些有关家居摆设的单词,并用一些表示相对位置关系的方位介词来讨论这些家居物品的具体摆放位置,重点呈现核心句型There
be,具体包括There
is…和There
are…。家,是我们从一出生就一直居住的地方,这是每个人最熟悉的场所,把自己家的样子介绍给其他同学,让他们了解自己的居住环境,这个与自己的生活息息相关的话题,可以瞬间激发学生们的浓厚情趣,让他们有话可说,使他们自然而然地把新的知识点融入到自己的真实生活中,并能很快达到内化的程度。
本单元共分六个课时,A、B两部分中的情景对话都是展示重点知识内容即本单元两个核心句型的具体语言环境,Let’s
learn
中所教学的重点词汇为学生练习使用关键句型提供多元化的素材,让学生们掌握更多常见的日常家居物品。包括A部分出现的photo,
clock,
water
bottle,
bike,
plant,
以及B部分出现的in
front
of,
between,
behind,
above,
beside。这些词汇能够拓宽学生们的知识面,增加学生们的词汇量,为提高表达能力打下基础。第五课时的Read
and
write和Let’s
check均是为巩固本单元重点知识而设计的精简训练。第六课时中的情趣故事是学生们最喜欢的板块,通过观看动画课件视频,模仿表演,学生们把本单元学会的新知识融入到虚构的故事情节当中,把故事内容活灵活现的展现在众人面前,让学生们感受着自己的进步、成功与喜悦s。
本单元重点在于讨论日常家居物品的摆放位置,想要学好本单元,学生应该对一些常见家居摆设的英文名称、以及用来表示物体间相对位置关系的介词有一定了解。只有预先了解,才能在对话中进行描述和讨论。教师在教学过程中应充分利用视频、图像、自制PPT课件、词卡等教学工具,通过各种游戏、活动生动展开教学。学生的课前准备和教师对课程的精心设计相结合,最终将取得非常好的教学效果。
二、
单元教学目标
1.知识目标
(1)能够听、说、读、写本单元photo,
clock,
water
bottle,
bike,
plant,
in
front
of,
between,
behind,
above,
beside等10个单词。
(2)能够听、说、认读本单元there,their,house,lots
of,flower,move,dirty,everywhere,mouse,live,nature等11个单词。
(3)能够听、说、读、写重点句型:There
is…/There
are…

2.能力目标
(1)能够掌握一些常见的日常家居物品的名称,能够准确描述这些物体的相对位置关系,能够在对话时正确使用上述单词。
(2)能够理解对话内容,按照正确的语音、语调和意群朗读对话,并能进行分角色饰演。
(3)能够掌握字母组合ai和ay在单词中的发音。能够读出含有字母组合ai和ay的简单单词。
(4)能够在单线上完成抄写句子活动,做到书写规范。
(5)能够区别使用There
is…和There
are…句型。
(6)能够正确理解Mr
Jones写给机器人罗宾的电子邮件,能够按照正确的意群即语音、语调朗读邮件。
(7)能够表演情景对话和趣味故事。
3.情感目标
通过对本单元的学习,让学生养成有序摆放个人物品的好习惯。
三、教学重难点
1.教学重点
(1)能够听、说、读、写本单元photo,
clock,
water
bottle,
bike,
plant,
in
front
of,
between,
behind,
above,
beside等10个单词。
(2)能够听、说、读、写重点句型:There
is…/There
are…

2.教学难点
(1)能够熟练朗读并运用本单元学习的重点词汇,能够在实际生活中灵活运用句型完成问答交流信息的交际活动。
(2)能够准确描述这些物体的相对位置关系。
四、教学方法
针对本单元的教学内容,我准备用歌曲歌谣教学方法烘托课堂气氛,应用对话表演巩固重点短语和重点句型,采用小组合作完成任务方式训练巩固重点句型,充分应用多媒体进行教学活动,声情并茂,立体呈现,鼓励学生积极表演对话情景和故事内容。
五、教学时间
本单元共分六个课时。
第一课时
A.
Let’s
try
Let’s
talk
第二课时
A.
Let’s
learn
Let’s
play
第三课时
B.
Let’s
try
Let’s
talk
第四课时
B.
Let’s
learn
Find
and
say
第五课时
B.
Read
and
write
Let’s
check
第六课时
A.
Let’s
spell
B.
Let’s
wrap
it
up
C.
Story
time
六、知识点拨
There
be
句型
There
be
句型是英语中常用句型,
意思是“有”,表示“人或事物的存在”或“某地有某物”。there在此结构中是引导词,已经没有副词“那里”的含义
要表达“某个地方或某个时间存在什么事物或人”的时候常用“There
be
+
名词+
地点(时间)这一句型。例如:There
are
some
apples
in
the
box.
盒子里有一些苹果。
/
There
is
a
plate
on
the
desk.
桌子上有一个盘子。
本单元there
be
句型具体包括there
is…和there
are…两个句型。There
be
句型中的be
究竟是is
还是
are
依照“就近原则”来确定,即应和其后紧跟着出现的名词在数上保持一致。
当动词be后紧跟的名词是可数名词的单数形式或不可数名词时,be
应该取单数is;当其后紧跟的名词是可数名词的复数形式时,be用复数are。如:
There
is
a
bag
on
the
table.
There
are
some
apples
in
the
box.
There
are
four
books,
two
pencils
and
a
ruler
in
the
school
bag.
There
is
a
ruler,
two
pencils
and
four
books
in
the
school
bag.
第一课时
一、课时内容
教科书第48页:
A.
Let’s
try
Let’s
talk
二、课时分析
本课时是义务教育人教版(pep)小学英语教科书五年级上册的第五单元第一课时,围绕“What
is
in
the
room ”这个话题展开内容,为大家展示了There
is…这个句型的用法。包括Let’s
try和Let’s
talk两个板块。本课时是本单元第一课时,是整个单元教学的总基石,对本单元余下的课程学习起着举足轻重的作用,
只有牢固地掌握本课时的学习内容才能为本单元其它课时的学习做好铺垫,打好基础。
Let’s
try是简单的听力训练,是为Let’s
talk部分做铺垫的,以Sarah

Mike
参观张鹏的卧室为背景,其设计目的是为学生们展示出本课时、同时也是本单元的核心句型:There
is
…,让学生对这一新句型形成初步印象。这一部分的听力材料没有涉及本单元的新单词,难度相对而言不太高。学生只要听出关键的句子和词汇,然后在课本上勾选出恰当的图片即可。
Let’s
talk是Let’s
try
的一个变形、延伸练习,在Let’s
try的基础上,该部分的背景同样是在参观张鹏的卧室时,Sarah
、Mike
和张鹏之间的对话,并且在对话的左侧给出了一张张鹏卧室的图片,方便学生以图文结合的方式进行学习。本部分的重要句型有:There
is
a
big
bed.这里有一张大床。There
is
a
nice
photo,
too.这儿也有一张好看的相片。教材将There
is
…句型放在一个完整的对话情境中,方便学生根据当时的语言环境进一步感知该句型的语义,并学习如何正确地使用该句型。与此同时,Let’s
talk中出现了本单元的一个新单词photo,教师可以借助该部分的图画,引导学生对photo一词进行初步地认识。对话之后,课本上另外给出一张图片,要求学生能够模仿上面对话中的句式,对这张图片进行基本地描述,进行简单的对话。如:There
is
a
desk
in
the
picture.图片里有一张桌子。There
is
a
plate
on
the
desk.桌子上有一个盘子。这其实是对There
is…句型的巩固练习。
图文结合是小学英语教学中非常重要的方式和环节,由于学生年龄的限制和思维的特点,他们对图片这种形象、直观、简单的东西更容易接受,因此图文教学不仅使得教师的教学通俗易懂,更使学生的学习得心应手,这种方式可以说是老师教和学生学的一把利器。本课时我将主要采用图文结合这一方式进行教学,用图片为学生呈现一些日常生活中常见的场景,让学生在熟悉的环境和生动有趣的图片中愉快地进行学习。
三、课时目标
1.能够听懂录音中的简单对话。
2.能够按照正确的意群、运用正确的语音和语调朗读对话,并进行分角色饰演。
3.能够听、说、读、写本单元重要句型:There
is…。
4.理解photo的含义,并能正确发音。
5.能够运用核心句型对自己的卧室进行简单的描述。
四、课时重难点
1.课时重点
(1)掌握一个新单词:photo。
(2)掌握一个重要句型:There
is
…。
2.课时难点
会听、说、读、写核心句型:There
is
…,并能对该句型进行准确运用。
五、教学准备
教师课前精心制作PPT课件,准备与本课时有关的教学挂图。
六、教学过程
1.课前热身
T:Good
morning,
boys
and
girls.
Ss:Good
morning,
Miss/Mr….
T:It’s
a
nice
day,
how
are
you
today
Ss:We
are
fine,
thank
you.
And
you
T:I’m
fine,
too.
OK,
now
please
say
after
me.
Can
you
play
the
pipa
Ss:Can
you
play
the
pipa
T:Yes,
I
can.
Ss:Yes
,I
can.
T:Can
you
do
any
kung
fu
Ss:Can
you
do
any
kung
fu
T:No,
I
can’t.
Ss:No,
I
can’t.
设计意图:以轻松、随意的方式开始本节课,同时带领学生复习了上一单元学习的重点句型,让学生放松心情,在愉悦的气氛中进行下面的学习。
2.导入
(1)语言导入
T:Boys
and
girls,
do
you
have
your
own
bedroom
Ss:Yes,
I
do./
No,
I
don’t.
T:What
can
you
see
in
your
bedroom
S1:
I
can
see
a
desk
and
a
computer
in
my
bedroom.
S2:I
can
see
a
TV
and
a
chair
in
my
bedroom.
S3:
I
can
see
many
books
and
some
pictures
in
my
bedroom.
T:Remember
Zhang
Peng
Do
you
know
what
is
in
Zhang
Peng’s
bedroom
Ss:No,
I
don’t.
T:No
problem,
Sarah
and
Mike
are
in
his
room
now,
please
listen
to
the
tape
and
tick
what
is
in
the
room.
设计意图:通过几年的英语学习,学生对张鹏很熟悉,但对张鹏的卧室却从没有涉及过,用一个未知但却很贴近生活的话题引起学生的兴趣,使下面的课程能更好地展开。
(2)播放录音,做听力练习。
请同学们根据所听到的录音内容,完成教科书第48页的听力练习。教师播放录音之前,提醒学生注意听录音中出现的物体名称,这是完成此次听力训练的关键。
设计意图:该听力材料中没有涉及到本单元的新单词,旨在要求学生们通过听关键词汇和关键句子选出正确答案,同时引出本单元的核心句型,让学生对即将学习的新句型做初步感知。
附:A
Let’s
try听力材料
Sarah
and
Mike
are
in
Zhang
Peng’s
bedroom.
What
is
in
the
room
Listen
and
tick.
Zhang
Peng:
Let’s
play
computer
games,
Mike
Mike:
OK,
but
where
is
the
computer
Zhang
Peng:
There
is
a
computer
in
my
bedroom.
Mike:
Great!
Sarah,
can
you
play
computer
games
Sarah:
Yes,
I
can.
Let’s
go.
答案:左图
3.
新课呈现
(1)教学Let’s
talk
中的对话
①用PPT展示课本48页Let’s
Talk
中的图片,师生共同就该图片进行简单的对话讨论。
T:This
is
Zhang
Peng’s
bedroom,
what
can
you
see
in
the
picture
S1:I
can
see
a
desk.
S2:I
can
see
a
computer.
S3:I
can
see
a
bed.
S4:I
can
see
a
window.
S5:I
can
see
a
door.
S6:…….
T:Very
good.
Can
you
see
Zhang
Peng
in
the
room
Ss:Yes,
we
can
see
a
picture
of
Zhang
Peng.
T:It’s
Zhang
Peng’s
photo.
教师边说边点击图片上张鹏的照片,同时板书单词photo。
T:Read
after
me,
please.
Photo,照片,Photo。
Ss:Photo,照片,Photo。
T:Photo,
p-h-o-t-o,
Photo.
Ss:Photo,
p-h-o-t-o,
Photo.
教师板书:There
is
a
photo.这儿有一张照片。
There
is…有…
教师就there
一词进行简单说明:there读作/
e (r)/,在本单元中无实际意义,常用于there
be句型中。并带领学生朗读there一词。
接下来,教师用同样的句型“There
is
a
…”描述图片中的其它物品,学生跟读。
T:There
is
a
computer.
(教师板书:There
is
a
computer.)
Ss:There
is
a
computer.
T:There
is
a
desk.
(教师板书:There
is
a
desk.)
Ss:There
is
a
desk.
T:There
is
a
bed.
(教师板书:There
is
a
bed.)
Ss:There
is
a
bed.
T:There
is
a
door.
(教师板书:There
is
a
door.)
Ss:There
is
a
door.
T:What
else
is
in
the
room
房间里还有什么?
S1:There
is
a
chair
in
the
room.
房间里有一把椅子。
设计意图:借助图片,
从学生已经学过的内容“What
can
you
see ”出发,引出本单元的一个新单词photo,同时引出本课时的重点句型“There
is
a…”,让学生在形象直观中课时进入新的知识学习中。
②播放课本48页中的教学录音,学生跟读,提醒学生注意模仿录音中的语音和语调,同时注意录音中出现的“There
is…”句型,之后再请学生翻译这段对话。翻译时注意两个核心句子:There
is
a
big
bed./There
is
a
nice
photo,
too.
Sarah:Your
room
is
really
nice!
你的房间真好!
Zhang
Peng:Thanks.
谢谢。
Mike:There
is
a
big
bed.
这儿有一张大床。
Zhang
Peng:Yes.
I
like
my
bed.
是的,我喜欢我的床。
Mike:There
is
a
nice
photo,
too.
这儿还有一张好看的照片。
Sarah:Wow!
You
look
cool!
哇!你看起来真酷!
Zhang
Peng:Thank
you.
Hey,
my
computer
is
here
on
the
desk.
Let’s
play!
谢谢你。我的电脑在桌子上,我们玩儿吧!
设计意图:五年级学生经过三年的英语学习已经有了一些朗读基础,同时这个年纪的孩子拥有很强的语言模仿能力,跟读录音进一步训练学生的英语发音,让学生在具体的语言情景中体会英语的魅力。同时翻译句子也考查了学生对本段对话的理解程度,使学生真正理解对话内容。
③再次播放课文录音,学生跟读。之后教师领读,学生跟读。最后请学生自读,并指名几位同学在全班进行分角色对话表演。
设计意图:带领学生反复朗读对话语句,熟练掌握各种英语句型的朗读要领,培养学生们养成良好的朗读习惯,提高学生勇敢说英语的积极性。
(4)巩固练习。
①教师拿出课前准备好的课本48页左下角的挂图,学生看图片对图片内容进行描述。
T:What
is
in
the
picture (教师板书:What
is
in
the
picture )
S1:There
is
a
desk
in
the
picture.(教师板书:There
is
a
desk
in
the
picture.)
T:What
is
on
the
desk (教师板书:What
is
on
the
desk )
S2:There
is
a
computer
on
the
desk.
S3:There
is
a
plate
on
the
desk.(教师板书:There
is
a
plate
on
the
desk.)
S4:There
is
a
schoolbag
on
the
desk.
T:What
is
on
the
plate (教师板书:What
is
on
the
plate )
S5:There
is
a
banana
on
the
plate.
S6:There
is
an
apple
on
the
plate.
(教师板书:There
is
an
apple
on
the
plate.)
T:You
are
so
clever.
Now,
please
follow
me.
There
is
a
desk
in
the
picture.
Ss:There
is
a
desk
in
the
picture.
T:There
is
a
plate
on
the
desk.
Ss:There
is
a
plate
on
the
desk.
T:There
is
an
apple
on
the
plate.
Ss:There
is
an
apple
on
the
plate.
教师在此过程中提醒学生注意几个方位的短语in
the
picture
,on
the
desk,
on
the
plate,为后面学习其它表示方位的单词和短语打下一个良好的基础。领读几遍之后,教师请学生翻译黑板上的几个There
is…句型,在翻译时注意引导学生先翻译后面表示位置的短语,再翻译句子前半部分,如There
is
a
desk
in
the
picture.在翻译时应先翻译in
the
picture,再翻译There
is
a
desk。
设计意图:对本课时的核心句型There
is…进行集中汇总,带领学生反复朗读,同时告诉学生对这一类句子在翻译时应注意的问题。
②教师用课件出示下列图片,学生看图片,编对话,并表演对话。
S1:What
can
you
see
in
the
picture
S2:I
can
see
a
desk,
a
book,
many
pens
and
a
cup.
S1:What
is
on
the
picture
S2:There
is
a
book
on
the
desk.
There
is
a
clock
on
the
desk.
(桌子上有一个闹钟。)There
is
a
cup
on
the
desk.
There
is
a
photo
on
the
desk.(桌子上有一张照片。)
4.巩固操练
(1)教师出示一段对话,学生仿照例子编造新的对话。
——What
is
in
the
picture
——There
is
a
desk.
——What
is
on
the
desk
——There
is
a
schoolbag.
——What
is
in
the
bag
——There
is
a
pencil-box.
——What
is
in
the
pencil-box
——There
is
a
ruler.
(2)学生小组合作,用There
is
…句型介绍教室里的物体。之后老师指名几位学生面向全班进行介绍。在学生进行汇报时,老师适时地将学生所描述的句子写在黑板上,在汇报完毕后一一进行点评,对错误的句子进行纠错处理,提醒学生以后不犯类似错误。对于句子表述正确的学生要及时予以表扬。
S1:There
is
a
computer
in
the
classroom.
S2:There
is
a
TV
in
the
classroom.
S3:There
is
a
blackboard
in
the
classroom.
S4:There
is
a
basketball
in
the
classroom.
S5:There
is
a
big
desk
in
the
classroom.
……
设计意图:以小组合作的形式运用There
is…句型进行对话练习,并请学生进行班级汇报,考查了学生对该句型的掌握程度。教师及时对学生的表述予以评价,查漏补缺,批评与表扬相结合,能很好地调动学生的积极性。
(3)教师将学生分为每两个人一组,小组成员中的一人用There
is…句型描述出一个画面,另外一名学生根据语言描述画出相对应的图片,并根据所画的图片,重新用语言对图片进行描述。
设计意图:抓住学生对图片很感兴趣的心理,用“语言描述——画图——语言重新描述”这一有趣的方式继续练习本课时的核心句型。
5.课堂小结
T:Boys
and
girls,
Let’s
look
back
this
class.
Which
new
word
do
you
remember
Ss:photo
T:Excellent!
What
new
sentences
do
you
learn
today
Ss:There
is
a
big
bed.
There
is
a
nice
photo,
too.
There
is
a
desk
in
the
picture.
There
is
a
plate
on
the
desk.
There
is
an
apple
on
the
plate.
七、课堂作业
Ⅰ.英汉互译。
1.照片__________________
2.
这儿有一张照片。_________________
3.
There
is
a
plate
on
the
desk.
_________________
4.
There
is
a
big
bed.
__________________
5.
There
is
a
nice
photo,
too.
__________________
Ⅱ.
单项选择。
(
)
1.
----What
is
in
the
picture
----_________
a
plate
in
the
picture.
A.
There
is
B.
there
is
C.
There
are
(
)
2.
There
_____
a
big
bed
A.
do
B.
is
C.
does
(
)
3.
Your
room
is
_____
nice.
A.
really
B.
real
C.
much
(
)
4.
Sarah
and
Mike
are
in
________
bedroom.
A.
Zhang
Peng
B.
Zhang
Peng’s
C.
Zhang
Pengs’
(
)
5.
A.friendly
B.friends
C.friend
Ⅲ.
连词成句。
1.
really,your,nice,is,room
______________________________.
2.
a,there,bed,big,is
______________________________.
3.
is,my,on,computer,the,desk
______________________________.
4.
is,a,there,photo,nice,too
______________________________.
5.
plate,is,a,the,on,there,desk
______________________________.
Ⅳ.
选择正确答语。
(
)
1.
What
is
in
the
room
A.
I’d
like
some
hamburgers
and
juice.
(
)
2.
Where
is
your
school
bag
B.
There
is
a
photo
in
the
room.
(
)
3.
What
would
you
like
C.
It
is
on
the
desk.
(
)
4.
Can
you
play
basketball
D.
My
favourite
drink
is
water.
(
)
5.
What
is
your
favourite
drink
E.
Yes,
I
can.
Ⅴ.
读短文,判断正(T)误(F)。
I’m
Miss
Green.
This
is
my
desk.
There
is
a
photo
of
me
on
the
desk.
There
is
a
computer
on
the
desk,
too.
I
work
with
it.
There
is
a
box
on
the
desk.
In
the
box
there
is
a
toy
bear,
my
mother
give
it
to
me.
(
)
1.
There
is
a
photo
on
the
desk.
(
)
2.
There
is
a
computer
in
the
box.
(
)
3.
There
is
a
box
on
the
desk.
(
)
4.
There
is
a
toy
in
the
box.
(
)
5.
There
is
a
photo,
a
box
and
a
computer
on
the
desk.
答案:Ⅰ.
1.photo
2.There
is
a
photo.
3.桌子上有一个盘子。
4.这儿有一张大床。
5.这儿还有一张好看的照片。
Ⅱ.1.A
2.B
3.A
4.B
5.我喜欢滑稽可笑的老师。
Ⅲ.
1.
Your
room
is
really
nice.
2.
There
is
a
big
bed.
3.
My
computer
is
on
the
desk.
4.
There
is
a
nice
photo,
too.
5.There
is
a
plate
on
the
desk.
Ⅳ.
1.B
2.C
3.A
4.B
5.D
Ⅴ.
1.T
2.F
3.T
4.T
5.T
八、板书设计
Unit
5
There
is
a
big
bed
Class
1
photo
照片
There
is
a
photo.这儿有一张照片。
There
is
a
door.
What
is
in
the
picture
There
is
a
desk
in
the
picture.
What
is
on
the
desk
There
is
a
plate
on
the
desk.
What
is
on
the
plate
There
is
an
apple
on
the
plate.
第二课时
一、课时内容
教科书第49页:
A.
Let’s
learn
Let’s
play
二、课时分析
本课时是义务教育人教版(pep)小学英语教科书五年级上册的第五单元第二课时,包括Let’s
learn

Let’s
play两部分。通过第1课时的学习,学生们已经对本单元的核心句型:There
is…有了初步地认识和了解,并且能够运用这一句型对物体进行简单地描述了。在此基础上,本课时将继续对There
is…这一句型进行深入地讲解和学习,总共分成两部分。
第一部分Let’s
learn,其设计目的是用图文结合的方式,给学生们具体、形象地展示出本单元的五个关于日常物体的单词及短语,分别是:clock/plant/photo/water
bottle和bike,这几个词和短语要求学生们会听、会说、会读、会写。我们可以看到,图片里在钟表、照片、植物、水瓶和自行车这五个物体旁边都对应给出了它们的英文单词,形象直观地告诉了学生每个单词的含义,图文结合的方式更有利于学生对单词的理解和记忆,而且图片对于孩子们更有吸引力,让孩子们不会觉得特别枯燥乏味。本课时继续采用学生们在上节课中已经熟悉的张鹏的卧室图片,学生在看到这一图片时会感到比较亲切。学习完这几个单词之后,学生应进一步对这些单词进行实际应用,具体来说,就是用There
is…句型对这些物体进行简单地描述。比如:There
is
a
clock
in
the
room./There
is
a
photo
on
the
wall./There
is
a
water
bottle
on
the
desk..
第二部分Let’s
play,以分角色进行对话的形式继续对There
is…句型的运用进行练习,同时要求句子中要用到在第一部分中所学到的几个新单词和短语。在这一部分的练习中,学生们所说的句子应从简单到复杂。例如:A同学说“There
is
a
clock
in
my
room.我的房间里有一个钟表。”B同学说“There
is
a
clock
and
a
plant
in
my
room.我的房间里有一个钟表和一盆植物。”C同学说“There
is
a
clock,
a
plant
and
a
photo
in
my
room.我的房间里有一个钟表,一盆植物和一张照片。”在练习中,教师应提醒学生们注意,英语中同时出现几个并列名词时,and放在最后一个词的前面。
本课时以单词教学为主要任务和目标,单词教学在小学英语教学中占有举足轻重的地位,针对这个学龄段的学生贪玩好动的个性特点,我准备在教学过程中设计多种游戏活动,为学生提供更多英语对话场景,让所有学生都参与到课堂活动中,在各种活动中体会英语这种语言的魅力。
三、课时目标
1.学生能够听、说、读、写本单元5个家居物品类的单词和词组:clock
/
photo
/
bike
/
plant和water
bottle。能够运用There
is…句型对这些物体进行简单地描述。
2.能够正确听、说、朗读There
is
a
clock
in
the
room./There
is
a
photo
on
the
wall./There
is
a
water
bottle
on
the
desk..等句子。
3.能够听懂、会说、会表演对话中的内容,并能将这些对话在实际生活中加以准确生动地运用。
四、课时重难点
1.课时重点
(1)掌握五个新单词和短语:clock
/
photo
/
bike
/
plant和water
bottle。
(2)能够熟练运用以上5个新单词和词组,并且用There
is…句型对这些物体的位置进行简单地介绍。
2.课时难点
能够听懂、会说、会表演对话中的内容,并能将这些对话在实际生活中加以准确生动地运用。五、教学准备
教师课前精心制作PPT课件,准备好录音设备,各种词卡和图卡。
六、教学过程
1.课前热身
T:Everybody
is
here
Ss:Yes.
T:What
do
you
have
on
Tuesdays
Ss:We
have
Chinese,
math,
English,
music
and
Science.
T:What
class
do
you
like
S1:I
like
English,
because
our
English
teacher
is
very
kind.
S2:I
like
science
,because
our
science
teacher
is
very
funny,
I
like
funny
teachers.
S3:I
like
music,
because
I
can
sing
songs.
T:Wish
you
have
a
good
time.
Ss:Thank
you.
设计意图:从学生所上的课程着手,既复习了第二单元所学的知识,又了解了学生们的喜好,拉近师生距离。同时,学生们有话可说,为即将开始的新课打下良好铺垫。
2.导入
(1)教师用PPT展示教科书第48页Let’s
talk
中的图片,指着图片中的照片
T:What
is
on
the
wall
Ss:There
is
a
photo.
T:How
to
spell
photo
Ss:p-h-o-t-o
T:What
else
is
in
the
picture
S1:There
is
a
desk
in
the
picture.
S2:There
is
a
computer
on
the
desk.
S3:There
is
a
big
bed
in
the
picture.
S4:There
is
a
window
in
the
picture.
设计意图:带领学生复习本单元第一课时所学的一个单词photo和一个重要句型There
is…,以复习旧识来引出新知。
(2)请学生用所学的There
is…句型对教室里的摆设进行描述。
设计意图:以眼前的实际场景为描述对象,让学生边观察边练习说话,现学现用所学知识点。
3.
新课呈现
(1)教学Let’s
learn
①教学新单词
教师用课件展示教科书第49页Let’s
learn
中的插图
教学单词clock
教师指着图片中的钟表,说:“What’s
this ”学生回答:“钟表。”教师说:“Yes,
it
is
a
clock.
c-l-o-c-k,
clock.”(教师板书:clock
钟表)There
is
a
clock
in
the
room.(教师板书:There
is
a
clock
in
the
room..)
教学单词plant
教师请一名学生模仿刚才的教学方式,师生配合共同教学该单词。
学生指着图片中的植物,问:“What’s
this ”其他学生回答:“植物。”教师说:“Yes,
it
is
a
plant.
p-l-a-n-t,
plant”
(教师板书:plant
植物)There
is
a
plant
in
the
room.
(教师板书:There
is
a
plant
in
the
room.)
教学单词bike
教师指着图片中的自行车,全班学生共同提问并回答:“What’s
this
自行车”教师回答:“Yes,
it
is
a
bike.
b-i-k-e,
bike(教师板书:bike
自行车)There
is
a
bike
in
the
room.
(教师板书:There
is
a
bike
in
the
room.)
教学单词bottle及其短语water
bottle
教师拿出准备好的教具——一个瓶子,提问:“What’s
this ”学生回答:“瓶子。”教师说:“Yes,
it’s
a
bottle.
b-o-t-t-l-e,
bottle.”(教师板书:bottle
瓶子)教师指着图片中的水瓶说:“There
is
a
water
bottle.”(
教师板书:There
is
a
water
bottle
in
the
room.)
水瓶
复习单词photo
教师指着图片中的照片,问:“What’s
this
in
English ”学生回答:“It’s
a
photo.”教师说:“Spell
it,
please.”学生:“p-h-o-t-o,
photo.”(教师板书:photo
照片
There
is
a
photo
in
the
room.)
②朗读新单词
T:Boys
and
girls,
look
at
the
blackboard,
please.
Read
these
new
words
with
me.
clock,钟表,clock.
Ss:clock,钟表,clock.
T:clock,clock,
钟表
Ss:clock,clock,
钟表
T:plant,
植物,
plant.
Ss:plant,
植物,
plant.
T:plant,
plant,
植物
Ss:plant,
plant,
植物
T:bike,自行车,bike.
Ss:bike,自行车,bike.
T:bike,
bike,
自行车.
Ss:bike,
bike,
自行车.
T:bottle,瓶子,bottle
Ss:bottle,瓶子,bottle
T:water
bottle,水瓶,water
bottle.
Ss:water
bottle,水瓶,water
bottle.
T:water
bottle,water
bottle,水瓶。
Ss:water
bottle,water
bottle,水瓶。
T:photo,照片,photo.
Ss:photo,照片,photo.
T:photo,
photo,
,照片
Ss:photo,
photo,
,照片
设计意图:在教学完单词的拼写和词意之后,通过反复朗读,教会学生们读单词。
③学生自由读单词,查漏补缺,自我检查还有没有不会读的单词。教师在教室内巡视,及时给学生提供帮助。
④座位处于同一列的学生为一组,以开火车的形式读单词,每名学生读两个,要求反应要快,发音要准。教师可以给每个小组计时,看哪个小组读的最准、最快。
设计意图:以小组竞赛的方式再次巩固单词发音,寓教于乐。
⑤教师带领学生朗读板书的句子。
T:There
is
a
clock
in
the
room.
Ss:There
is
a
clock
in
the
room.
T:There
is
a
plant
in
the
room.
Ss:There
is
a
plant
in
the
room.
T:There
is
a
bike
in
the
room.
Ss:There
is
a
bike
in
the
room.
T:There
is
a
water
bottle
in
the
room.
Ss:There
is
a
water
bottle
in
the
room.
T:There
is
a
photo
in
the
room.
Ss:There
is
a
photo
in
the
room.
设计意图:将新单词放在本单元重点句型There
is…中来读,体会这些单词的具体运用环境,同时为下面描述图片打下基础。
⑥用所学There
is…句型描述张鹏房间的摆设。
教师将板书内容遮住,请学生看图片描述张鹏卧室里的摆设。
T:What
is
Zhang
Peng’s
room
like
S1:There
is
a
clock
in
the
room.
T:Or
we
can
say
There
is
a
clock
on
the
wall.
S2:There
is
a
photo
on
the
wall,
too.
S3:There
is
a
plant
in
the
room.
S4:There
is
a
water
bottle
on
the
desk.
S5:There
is
a
bike
in
the
room.
T:What
else
is
in
the
room
S6:There
is
a
desk
in
the
room.
T:Very
good.
Anything
else
S7:There
is
a
computer
on
the
desk.
S8:There
is
a
chair
in
the
room.
……
设计意图:即学即用。在学习完新单词的音形义之后,马上将它们运用到实际的语言情境中去,既重新巩固了这些单词的发音,又练习了对单词的实际运用,一举两得。
⑦教师请学生将教科书翻到第49页,看Let’s
learn
中图片旁边张鹏说的话,尝试将未说完的内容补充完整。
学生:This
is
my
room.
There
is
a
clock,
a
photo,
a
plant,
a
water
bottle,
a
bike
in
the
room.
教师板书学生所说的这句话,重点指出:在英语中,当同时出现几个并列关系的名词时,往往在最后一个名词之前用and衔接起来。因此上面这句话应表述为:This
is
my
room.
There
is
a
clock,
a
photo,
a
plant,
a
water
bottle
and
a
bike
in
the
room.
教师可当堂给出几个例句:I
have
bread,
eggs,
potatoes
and
an
apple
for
breakfast.
Zhang
Peng,
Sarah
and
Mike
are
in
the
same
class.
请学生将下列句子翻译成英文:1.我的房间里有一张桌子和一把椅子。
2.教室里有一个篮球、一个足球和一把琵琶。
参考答案:There
is
a
desk
and
a
chair
in
my
room.
There
is
a
basketball,
a
football
and
a
pipa
in
the
classroom.
设计意图:本课时的学习任务之一是学会表述There
is
a_____,
a______
and
a
_______.
这一句子结构。通过学生描述提出问题,然后解决问题,最后再练习该知识点,为下面教学Let’s
play做了充足的准备。
(2)教学Let’s
play
①教师用课件出示Let’s
play部分的插图和对话内容,请三名学生朗读并翻译对话。
S1:There
is
a
clock
in
my
room.
我的房间里有一个钟表。
S2:There
is
a
clock
and
a
plant
in
my
room.
我的房间里有一个钟表和一盆植物。
S3:There
is
a
clock,
a
plant
and
a
photo
in
my
room.
我的房间里有一个钟表,一盆植物和一张照片。
②教师就该环节的设计意图对学生进行简单解释。可以说:本课时的Let’s
play以一组对话的形式向大家展示了如何在一个There
is…句型中描述多个物体,就像我们刚才练习的那样,大家要注意在最后一个名词前加and。
③教师将学生分为3人一组,练习朗读Let’s
play中的对话。朗读熟练之后,小组成员合作模仿教科书上的句型再编一组对话,熟读之后在全班进行对话表演。
对话范例1:
S1:There
is
a
water
bottle
on
the
desk.
S2:There
is
a
water
bottle
and
a
plate
on
the
desk.
S3:There
is
a
water
bottle,
a
plate
and
a
computer
on
the
desk.
对话范例2:
S1:There
is
a
banana
on
the
plate.
S2:There
is
a
banana
and
a
pear
on
the
plate.
S3:There
is
a
banana,
a
pear
and
an
apple
on
the
plate.
④教师用课件出示以下单词:clock,photo,plant,flower,bike,water
bottle,bed,basketball,football,desk,computer,chair,bag,book。要求学生参照课本Let’s
play中的句型,并使用给出的单词进行对话。
设计意图:请学生们为动画配音,使学生们实现自我能力表现价值的最佳时机,学生们摩拳擦掌,兴奋不已,都在为做好最佳配音积极努力地做准备。
(6)表演对话
①还是二人一组,分别记忆对话内容,练习脱稿对话表演。
②小组脱口秀表演。
请每组学生到台前进行表演。教师适时进行评价。最后评出优胜小组。
设计意图:学生们的表现欲是很强烈的,一定要给每一位学生展示自己的聪明才智的机会,并且对于每位参与表演的学生,都要给予适当的肯定和赞许。
4.操练
(1)快闪图片说单词。
教师利用多媒体,利用快闪功能,展示大量与日常家居摆设相关的图片,每快闪一张图片,就请学生们快速说出对应的单词。可以用拉火车形式练习,也可以小组比赛抢答。
设计意图:这是熟悉生词的一种强化训练,要求学生们集中注意力,没看到一幅图片,就能迅速做出反应。学生们很喜欢这种游戏活动,既直观又实惠,还可以让优等生带动差等生,最终达到共同熟练掌握单词的效果。
(2)抢读单词。
教师将全班学生分为若干小组,然后依次出示一些单词卡片或图片,学生举手抢答,最先举手的学生起立读出该单词并说出中文含义,也可以将该单词拼读出来,读对说对拼对的给小组加分,最后得分最多的为优胜组。
5.课堂小结
T:Boys
and
girls,
let’s
look
back
this
class.
First,
we
learn
some
new
words,
they
are…
Ss:clock
,
plant,
bike,
water
bottle.
教师手指板书的句子
T:Read
these
sentences.
Ss:There
is
a
clock
in
the
room.
There
is
a
plant
in
the
room.
There
is
a
bike
in
the
room.
There
is
a
water
bottle
in
the
room.
There
is
a
photo
in
the
room.
七、课堂作业
Ⅰ.汉译英。
1.
钟表_______
2.
照片________
3.
植物________
4.
自行车________
5.
水瓶________
Ⅱ.选择正确答案。
1.There
is
a
clock,
a
water
bottle
________
a
plant
in
the
picture.
A.or
B.
and
C.
may
2.——What
is
in
your
room
——________
a
desk
and
a
chair
in
my
room.
A.There
is
B.There
are
C.There
be
3.——________________
——I
can
see
a
cat
and
a
dog.
A.
What
is
in
the
picture
B.What
can
you
see
in
the
picture
C.
Where
is
the
cat
and
the
dog
4.——What
is
in
the
classroom
——There
is
______
in
the
classroom.
A.
students
B.desks
C.
a
teacher
5.
There
is
a
fish
________
the
water。
A.
in
B.
under
C.
in
Ⅲ.根据情景提示,选择合适的一项。
1.假如你看到一个人不知为什么很着急,你想帮他,可以说:_______
A.
What
can
I
do
for
you?
B.
How
are
you
C.
How
old
are
you
2.班上要举行英语派对了,你想询问对方能为派对表演什么节目,可以说:_______
A.
What
would
you
like
B.
What
can
you
do
C.
What
is
in
the
party
3.同学搬新家了,你想知道他的房间装饰怎么样,可以说:_______
A.Where
is
your
house
B.
What
is
in
the
classroom
C.
What
is
in
your
room
4.朋友要到你家去做客,你想为对方准备一些吃的和喝的,那么你不可以问:_______
A.What
would
you
like
to
eat
B.
What’s
your
favourite
food
C.
What
can
I
do
for
you
5.如何表达“狗的旁边有一只猫”?
_______
A.There
is
a
dog
beside
the
cat.
B.
There
is
a
cat
beside
the
dog.
C.
There
is
a
dog
behind
the
cat.
Ⅳ.按要求完成下列句子。
1.
I
would
like
some
bananas
for
dinner.(对画线部分进行提问)
_____________________________________
2.
Sarah’s
favourite
food
is
sandwich.
(对画线部分进行提问)
_____________________________________
3.
I
have
English
and
maths
on
Fridays.(改为一般疑问句)
_____________________________________
4.
Do
you
like
apples (给出肯定和否定回答)
_____________________________________
5.
I
have
English
and
maths
on
Fridays.
(对画线部分进行提问)
_____________________________________
Ⅴ.读短文,回答下列问题。
I’m
Wu
Yifan,
I’m
a
student.
We
will
have
an
English
party
next
Tuesday.
I
can
clean
the
classroom
for
the
party.
What
can
Mike
do
He
can
do
some
kung
fu.
What
can
Sarah
do
She
can
sing
English
songs.
What
can
Chen
Jie
do
She
can
play
the
pipa.
What
about
Zhang
Peng
He
can
draw
cartoons
for
the
party.
My
English
teacher
Miss
White
will
dance
for
the
party.
We
will
have
a
good
time.
1.What
can
Wu
Yifan
do
for
the
party
___________________________________
2.What
can
Mike
do
for
the
party
___________________________________
3.
What
can
Miss
White
do
for
the
party
___________________________________
4.What
can
Chen
Jie
do
for
the
party
___________________________________
5.
Who
can
sing
English
songs
for
the
party
___________________________________
答案:Ⅰ.
1.
clock
2.
photo
3.
plant
4.
bike
5.
water
bottle
Ⅱ.
1.B
2.A
3.
B
4.
C
5.
C
Ⅲ.
1.A
2.B
3.C
4.C
5.B
Ⅳ.
1.What
would
you
like
for
dinner
2.
What
is
Sarah’s
favourite
food
3.
Do
you
have
English
and
maths
on
Fridays
4.
Yes,
I
do.
No,
I
don’t.
5.
What
do
you
have
on
Fridays
Ⅴ.1.
He
can
clean
the
classroom
for
the
party.
2.
He
can
do
some
kung
fu
for
the
party.
3.
She
can
dance
for
the
party.
4.
She
can
play
the
pipa
for
the
party.
5.
Sarah.
八、板书设计
Unit
5
There
is
a
big
bed
Class
2
clock
钟表
There
is
a
clock
in
the
room.
plant
植物
There
is
a
plant
in
the
room.
bike
自行车There
is
a
bike
in
the
room.
bottle
瓶子
There
is
a
water
bottle
in
the
room.)
水瓶
photo
照片
There
is
a
photo
in
the
room.
第三课时
一、课时内容
教科书第51页:
B.
Let’s
try
Let’s
talk
二、课时分析
本课时是义务教育人教版(pep)小学英语教科书五年级上册的第五单元第三课时,围绕核心句型There
are…展开内容。包括Let’s
try和Let’s
talk二个板块。
Let’s
try是听力训练,是为Let’s
talk部分做铺垫的,是为让学生初步感知新句型而设计的。教师在开始听力训练之前,可以先带领学生复习A部分所出示的There
is…这一句型,然后阅读指令语,着重指出其中的三个复数名词pictures、flowers和toys,让学生对即将听到的听力内容有所推测。
Let’s
talk是围绕B部分核心句型There
are…而展开的一个对话场景,依然延续了A部分中Mike、Sarah参观张鹏家这一背景,通过他们三人之间的对话,呈现了There
are…here,There
are…in…的句型,让学生在参观完张鹏的卧室之后,又看到了张鹏家客厅的摆设——许多图片,许多植物,等等。对话之后设计了一个自主练习,目的是让学生仿照对话中的表达方式,同时观察Let’s
talk中的对话配图,用There
are…和There
is…句型继续讨论张鹏家客厅的其它陈设,比如两只小狗,两把椅子,许多书,一台电视机,一个书架等,通过这种对话练习,实现灵活运用新学句型,同时综合练习了A部分已学句型There
is…,将本单元的两个主要句型在同一对话场景中展示出来,形成A、B两部分教学内容的整合,让学生在一个比较宏观的背景中体会这两个句型的相同点以及不同之处。
本课时是本单元B部分的首课时,是对A部分所学话题和知识点的深入,在整个单元中起推进与拓展的作用,重点掌握用There
are…句型来描述家居陈设。对话中呈现了三个There
are…句型,加深了学生对该句型的认知度,接下来的自主练习,学生们看图片继续描述张鹏家客厅的陈设,从听对话到主动参与对话,从而达到熟练运用新句型There
are…、巩固复习已学句型There
is…的目的,
本课时在情景对话中学习重点单词和重点句型,教师在讲授新课时应首先帮助学生们理解情景对话内容,明白什么时候运用什么句型。我准备借助于网络教学资源,把对话内容以动画形式呈献给大家,声形并茂,如身临其境,同时采用分组表演对话内容的方式来调动学生参与教学活动的积极性,满足孩子们的表现欲望,增强学习英语的自信心。为学生们多创设情景游戏,帮助学生通过多种训练方式,达到熟练掌握本课时重点单词和重点句型的目的。
三、课时目标
1.能够初步掌握单词front
及其短语in
front
of
2.能够听、说、认读单词:grandparent/their/house/lot/lots
of/flower
3.能够听、说、读、写重点句型:There
are…
4.能够用重点句型There
are…来描述房间内的陈设。
5.能够听懂、会说、会表演对话中的内容,并且在真实情境中灵活运用所需核心句型进行日常对话交流。
四、课时重难点
1.重点
(1)正确理解front及其短语in
front
of的含义及用法。
(2)能够听、说、读、写重点句型:There
are…
(3)能够用重点句型There
are…来描述房间内的陈设。
(4)能够正确区别使用There
is…和There
are…句型。
2.难点
能够听懂、会说、会表演对话中的内容,并且在真实情境灵活运用所需核心句型进行日常对话交流。
五、教学准备
教师课前精心制作PPT课件以及微课视频,准备好录音设备,自制词卡与图卡。
六、教学过程
1.课前热身
T:Good
morning,
boys
and
girls.
Ss:Good
morning,
Miss/Mr...
T:(教师用课件出示教科书第49页Let’s
learn中的插图,遮住图片中的单词)Look
at
the
picture
of
Zhang
Peng’s
bedroom,
what
can
you
see
in
the
picture
S1:I
can
see
a
clock,a
photo,
a
plant.
S2:I
can
see
a
water
bottle,a
bike.
T:Wonderful.
What
is
in
the
room
S1:There
is
a
clock
in
the
room.
S2:There
is
a
photo
in
the
room.
S3:There
is
a
plant
in
the
room.
S4:There
is
a
water
bottle
in
the
room.
S5:There
is
a
bike
in
the
room.
T:Well,
there
is
a
clock,
a
photo,
a
plant,
a
water
bottle
and
a
bike
in
the
room.
Ss:Yes,
there
is
a
clock,
a
photo,
a
plant,
a
water
bottle
and
a
bike
in
the
room.
T:This
is
a
nice
room,
I
like
it
very
much.
设计意图:温故知新。在学习新句型之前,复习A部分中的已学句型。
2.导入
(1)复习巩固已学单词。
首先,教师拿出写有clock,photo,plant,water
bottle,bike的单词卡片以及与这些单词对应的图片,打乱顺序,请学生将词卡与正确的图片搭配起来。然后,朗读单词——指名读,学生领读,全体齐读。
设计意图:让学生动手搭配词卡与图片,在调动学生积极性之余考查了他们对单词含义的掌握情况。朗读单词练习了单词的发音。
(2)对话导入
T:(教师拿着词卡或图片)There
is
a
clock,
a
photo,
a
plant,
a
water
bottle
and
a
bike
in
Zhang
Peng’s
bedroom,
what
about
the
living
room
Let’s
go
and
have
a
look.
(3)教学Let’s
try。
①教师带领学生阅读并分析教科书第51页的指令语,着重指出pictures,flowers和toys这三个复数名词。
②教师播放听力录音,学生听录音,选择答案。
③师生核对答案。教师再次播放录音,学生跟读并翻译听力内容。
附:Let’s
try听力材料
Mike:This
picture
is
pretty.
Sarah:
Yes.
I
like
it,
too.
Zhang
Peng:Let’s
go
to
the
living
room.
There
are
some
nice
pictures
there.
Mike﹠Sarah:OK.
答案:Some
pictures.
3.
新课呈现
(1)教学Let’s
talk
①教师用课件出示Let’s
talk
中的插图。师生共同讨论。
T:This
is
Zhang
Peng’s
living
room.
What
is
in
the
living
room
S1:There
is
a
book
shelf
in
the
living
room.(教师板书:There
is
a
book
shelf
in
the
living
room.
客厅里有一个书架。)
S2:There
is
a
TV
in
the
living
room.(教师板书:There
is
a
TV
in
the
living
room.
客厅里有一台电视。)
S3:There
is
a
dog
in
the
living
room.
T:How
many
dogs

Ss:Two.
T:Yes,
so
we
can
say
there
are
two
dogs
in
the
living
room,
or
there
are
dogs
in
the
living
room.(教师板书:There
are
(two)dogs
in
the
living
room.)
T:Can
you
see
anything
else
S1:I
can
see
two
chairs.
T:Very
good,we
can
say“There
are
(two)
chairs
in
the
living
room”,too.(教师板书:There
are
(two)
chairs
in
the
living
room.
客厅里有(两把)椅子。

S2:I
can
see
four
plants
in
the
living
room.
T:There
are
many
plants
in
the
living
room.(教师板书:There
are
many
plants
in
the
living
room.客厅里有许多盆植物。)Can
you
see
books
in
the
picture
Ss:Yes,there
are
many
books
in
the
living
room.(教师板书:There
are
many
books
in
the
living
room.客厅里有许多书。)
T:Now
please
look
at
the
blackboard,
read
these
sentences
with
me.
There
are
(two)
dogs
in
the
living
room.
Ss:There
are
(two)dogs
in
the
living
room.
T:There
are
(two)
chairs
in
the
living
room.
Ss:There
are
(two)
chairs
in
the
living
room.
T:There
are
many
plants
in
the
living
room.
Ss:There
are
many
plants
in
the
living
room.
T:There
are
many
books
in
the
living
room.
Ss:There
are
many
books
in
the
living
room.
T:There
is
a
TV
in
the
living
room.
Ss:There
is
a
TV
in
the
living
room.
T:There
is
a
book
shelf
in
the
living
room.
Ss:There
is
a
book
shelf
in
the
living
room.
朗读完句子后,教师可以这样说:“同学们,请注意一下这些句子中被重点标出的几个词,这些句子都使用了一个共同的句型——There
be…句型。不同之处在于,当描述“有一个…”时,用There
is
a
…,后面跟单数名词,即There
is
a+单数名词;当被描述的对象不只一个时,用There
are…,并且后面跟的名词必须是复数形式,也就是There
are
+复数名词。”
②播放动画课件,观看情景对话。
打开多媒体,点击动画课件视频,播放对话情景,请学生们观看Mike,Sarah
和张鹏是如何对话的。播放视频前,请学生注意对话中出现的There
are…句型。
③教师讲解重点词句。
词汇:grandparent
意为“祖父,祖母,外祖父,外祖母”。Grandparents则为“祖父母,外祖父母”。
their
形容词性物主代词,“他们的,它们的,她们的”
house
房屋,房子,住宅
flower
花朵
so
many
如此多,那么多。后面跟可数名词复数形式。例如:so
many
pictures,so
many
flowers,so
many
books
front
意为“正面”,常用于短语“in
front
of
”中,意思是“在…前面”。例如:
There
is
a
dog
in
front
of
the
cat.
猫前面有一只狗。
There
are
two
dogs
in
front
of
the
cat.
猫前面有两只狗。
It
is
in
front
of
the
house.
它在房子的前面。
lots
of
许多,大量。
重点句型:There
are
so
many
pictures
here.
这儿有如此多的图片。
There
are
so
many
plants
here,
too.
这儿还有如此多的植物。
There
are
lots
of
flowers
in
it.
在花园里有许多花。
设计意图:对于学生来说,无论是新结识的词汇还是句型,都需要老师给以明确的讲解与告知。本课时需要学生会听、说和认读的单词、短语比较多,在听完对话后就其中的重点词句进行讲解,能及时为学生排忧解难,帮助学生更准确地理解对话内容。
④教师再次播放对话视频或录音,学生听对话并跟读。
⑤指名三位同学朗读对话,并翻译对话内容。教师从旁对学生朗读和翻译中出现的问题及时予以纠正。
Zhang
Peng:This
is
the
living
room.
这是客厅。
Mike:Wow!There
are
so
many
pictures
here.
哇!这儿有这么多画。
Zhang
Peng:Yes.
My
father
can
draw
very
well.
是的。我爸爸画画非常好。
Sarah:There
are
so
many
plants
here,
too.
这儿还有这么多植物。
Zhang
Peng:They’re
my
grandmother’s
plants.
My
grandparents
have
a
garden
in
front
of
their
house.
There
are
lots
of
flowers
in
it.
那些植物是我奶奶的。在我爷爷奶奶的房子前面有一个花园。花园里有许多花。
Sarah:Cool!太棒了!
设计意图:朗读并翻译对话,考查了学生对对话内容的理解是否到位,朗读熟练了就会无意间记住很多重点句型,为学生们把书本知识内化为自己的知识奠定了很好的基础。
(2)分角色配音朗读、表演对话。
教师再次播放对话课件,学生三人一组分角色记忆对话内容,进行动画配音、表演比赛,最后评出优胜小组给与奖励。
设计意图:这是给学生们展示自己才艺的机会,学生们积极踊跃,争先恐后,把静态的知识演变为动态的情景,主动参与到教堂活动中,成为课堂的小主人。
(3)教师再次用课件出示Let’s
talk
中的对话配图,遮住板书内容,进行说话训练。
T:What
is
in
Zhang
Peng’s
living
room
S1:There
is
a
book
shelf
in
the
living
room.
S2:There
is
a
TV
in
the
living
room.
S3:There
are
dogs
in
the
living
room.
S4:There
are
chairs
in
the
living
room.
S5:There
are
many
plants
in
the
living
room.
S6:There
are
many
books
in
the
living
room.
4.操练
(1)教师用课件出示一些日常家居物品,学生看图片,说出对应的英文名称,并写到黑板上。例如:
desk
chair
clock
photo
plant
flower
bike
bag
book
water
bottle
(2)教师假设以上物体都摆放在教室内,请几名学生用所学知识对教室里面有什么进行描述。
学生描述:There
is
a
desk
in
the
classroom.
There
is
a
chair
in
the
classroom.
There
is
a
clock
in
the
classroom.
There
is
a
photo
in
the
classroom.
There
is
a
plant
in
the
classroom.
There
is
a
flower
in
the
classroom.
There
is
a
bike
in
the
classroom.
There
is
a
bag
in
the
classroom.
There
is
a
book
in
the
classroom.
There
is
a
water
bottle
in
the
classroom.
(3)教师将(1)中的几个单词如desk,plant,flower,book变为复数形式,请一名学生重新对教室的陈设进行描述。
学生描述:There
are
desks
in
the
classroom.
There
is
a
chair
in
the
classroom.
There
is
a
clock
in
the
classroom.
There
is
a
photo
in
the
classroom.
There
are
plants
in
the
classroom.
There
are
flowers
in
the
classroom.
There
is
a
bike
in
the
classroom.
There
is
a
bag
in
the
classroom.
There
are
books
in
the
classroom.
There
is
a
water
bottle
in
the
classroom.
设计意图:以上三个操练环节是顺次衔接下来的,目的是为了让学生对已学句型There
is…和There
are…进行明确区分,避免错误和混淆。
(4)快速看图说话。
教师用课件展示一些日常家居用品图片,有的以单个数量出现,有的以多个数量出现。学生看图片,迅速用所学句型There
is…和There
are…对所看到的进行描述。此练习强调学生反应速度要快。
设计意图:通过上面的反复练习,学生对新句型已经有了一定程度的掌握,快速看图说话练习强调速度要快,描述要准,难度相对增大,考查了学生对新句型的熟练程度。
(5)给下列单词分家。
desk
chair
clocks
photos
plants
flowers
bikes
bag
book
water
bottles
windows
doors
教师也可把活动中给出的单词换成图片,让学生先看图片说单词,然后再把图片进行分类。
设计意图:学习完There
are…句型之后,很多学生经常忘记将句型中的单词变为复数形式,这种错误屡见不鲜。此练习意在让学生进一步明确There
is…和There
are…句型的不同应用。
(6)请学生用There
is…和There
are…句型,仿照教科书中学习的对话内容描述自己的房间。可以用自我介绍的形式来描述,也可以用小组合作对话的形式进行展示。
设计意图:结合新学习的重点句型,选择自己平时最熟悉的生活场所为描述对象,激发学生们的积极踊跃的英语表达兴趣,引发学生们认真回忆、重现自己的房间摆设,锻炼学生们学以致用,即学即用,实现学习英语的真实价值观。
5.课堂小结
T:Boys
and
girls
,
we
learn
some
new
words
and
sentences
this
class.
Look
at
the
blackboard
please.
There
are
some
important
sentences
on
the
blackboard.
Let’s
read
them
together.
Pay
your
attention
to
the
red
words.
T/Ss:There
are
(two)
dogs
in
the
living
room.
There
are
(two)
chairs
in
the
living
room.
There
are
many
plants
in
the
living
room.
There
are
many
books
in
the
living
room.
There
is
a
book
shelf
in
the
living
room.
There
is
a
TV
in
the
living
room.
T:We
learn
some
new
words
and
phrases,
too.
They
are:
grandparent,their,house,flower,so
many,in
front
of
.Make
sure
you
know
their
meanings.
七、课堂作业
Ⅰ.选出不同类的一项。
(
)
1.
A.
clock
B.
photo
C.
bikes
(
)
2.
A.
living
room
B.
bedroom
C.
class
(
)
3.
A.
dog
B.
cat
C.
flower
(
)
4.
A.
grandparent
B.
mother
C.
teacher
(
)
5.A.
many
B.
lots
of
C.
some
Ⅱ.选出正确的一项。
(
)
1.There_____
a
bag
on
the
desk.
A.
is
B.
are
C.
be
(
)
2.There
______
some
eggs
on
the
plate.
A.
is
B.
are
C.
be
(
)
3.There
are
lots
of
______
in
the
garden.
A.
flowers
B.
flower
C.
a
flower
(
)
4.My
grandma
and
grandpa
are
my
_______
.
A.
parents
B.
grandparents
C.
grandparent
(
)
5.There
are
______
plants
here.
A.
so
many
B.
so
much
C.
very
much
Ⅲ.读问句,选择相对的答语。
(
)
1.
Do
you
like
your
classroom
(
)
2.
Is
this
your
schoolbag
(
)
3.
How
many
plants
are
there
in
your
living
room
(
)
4.
Where
is
your
water
bottle
(
)
5.
What
is
in
your
bedroom
A.
There
is
a
desk,
a
photo
of
me,
a
chair
and
a
computer.
B.
It
is
on
the
desk.
C.
Four.
D.
Yes,
this
is.
E.
Yes,
I
do.
Ⅳ.连词成句。
1.
is,photo,in,there,a
,my,room
______________________________
.
2.is,there,a,pretty,front,in,my,grandparents’,of,house,garden
_____________________________________________________
.
3.
are,many,pictures,there,here
______________________________
.
4.
is,this
,living
room,the
_____________________________
.
5.
it,in,are,lots,flowers,of,there
______________________________.
Ⅴ.阅读短文,选择正确答案。
This
is
a
photo
of
my
house.
There
is
a
big
tree
and
some
flowers
in
front
of
my
house.
There
is
a
lake
behind
the
house.
There
are
some
ducks
on
the
lake,and
there
are
many
fish
in
it.
My
bedroom
is
on
the
third
floor.
There
are
some
pictures
on
the
wall.
There
is
a
desk
in
my
room.
There
is
a
photo
of
me
and
a
computer
on
the
desk.
There
is
a
plant
behind
the
computer.
(
)
1.
In
front
of
my
house,
there
is
________
.
A.
some
flowers
B.
a
big
tree
C.
a
big
tree
and
some
flowers
(
)
2.
The
pictures
are
_____
the
wall.
A.
in
B.
under
C.
on
(
)
3.
There
is
___________
on
the
desk.
A.
a
computer
B.
a
plant
C.
a
computer
and
a
plant
(
)
4.
The
plant
is
________
.
A.
in
front
of
the
computer
B.
behind
the
computer
C.
under
the
desk
(
)
5.
Where
are
the
fish
A.
The
fish
are
on
the
lake.
B.
The
fish
are
in
the
lake.
C.
I
don’t
know.
答案:Ⅰ.
1.C
2.C
3.C
4.C
5.C
Ⅱ.
1.E
2.D
3.C
4.B
5.A
Ⅲ.
1.will
be
2.our
3.Sometimes
4.strict
5.friendly
Ⅳ.
1.There
is
a
photo
in
my
room.
2.There
is
a
pretty
garden
in
front
of
my
grandparents’
house.
3.There
are
many
pictures
here.
4.This
is
the
living
room.
5.There
are
lots
of
flowers
in
it.
Ⅴ.
1.C
2.C
3.C
4.B
5.B
八、板书设计
Unit
5
There
is
a
big
bed
Class
3
重点单词:
front
正面
in
front
of
在…前面
重点句型:
There
is
a
book
shelf
in
the
living
room.
客厅里有一个书架。
There
is
a
TV
in
the
living
room.
客厅里有一台电视。
There
are
(two)
dogs
in
the
living
room.
客厅里有(两只)狗。
There
are
(two)
chairs
in
the
living
room.
客厅里有(两把)椅子。
There
are
many
plants
in
the
living
room.
客厅里有许多盆植物。
There
are
many
books
in
the
living
room.
客厅里有许多书。
There
is
a+单数名词
There
are
+复数名词
第四课时
一、课时内容
教科书第52页:
Let’s
learn
Find
and
say
二、课时分析
本课时是义务教育人教版(pep)小学英语教科书五年级上册的第五单元第四课时,包括Let’s
learn
和Find
and
say两部分。其中,Let’s
learn是Find
and
say的基础,Find
and
say是对Let’s
learn部分的实际运用,两者相辅相成,缺一不可。
第一部分Let’s
learn是基础板块,以单词教学为主要任务和目标,呈现了五幅图片、五个单词和一组问答句型,旨在让学生学会听、说、读、写5个表示物体相对位置关系的介词和介词短语,分别是:in
front
of/beside/between/behind/above。这五张图片每张图片对应一个单词,描述球和狗的不同位置关系。第一幅图描述的是球在狗的前面,引出in
front
of这一介词短语,含义是“在…前面”,in
front
of
the
dog,意思是“在狗的前面”。第二幅图展示的是球在狗的旁边,对应单词是beside,翻译为“在…旁边”,“在狗的旁边”就是beside
the
dog。第三幅图画的是一个球在两只狗的中间,引出单词between,翻译为“在…中间”,“在两只狗的中间”就是between
two
dogs。第四幅图为我们展示的是球在狗的后面,对应单词behind,“behind
the
dog”含义就是“在狗的后面”。最后一幅图的内容是球在狗的上面(球和狗不接触),对应的单词是above,“above
the
dog”就翻译为“在狗的上面”。一组问答句型是:Where
is
the
ball (球在哪儿?)
It’s
in
front
of
the
dog.(它在狗的前面。)要求学生把本课时的5个表示相对位置关系的单词灵活运用到这组简单的问答句中。
第二部分Find
and
say
是拓展训练板块,呈现了一幅插图和一个陈述句,其设计用意在于让学生使用Let’s
learn中学习的5个表示物体相对位置关系的介词和短语以及介词in和on,综合本单元前面学习的There
is…和There
are…句型对这一图片进行具体地描述。例如图片里有一座房子,一棵大树,可以表示为There
is
a
house
and
a
tree。房子里有两把椅子,可以用There
are
two
chairs
in
the
house来描述。通过这一部分的看图说话练习,既考查了学生的观察能力,又训练了学生对本课时乃至本单元的新单词比如bike/photo/between/behind/in
front
of等的使用,同时还让学生进一步熟悉用There
is…和There
are…这两个句型进行日常对话。
本课时要求重点掌握5个表示物体相对位置关系的介词和介词短语,以及一组问答句型来描述物体的相对位置关系。我准备充分运用多媒体的多种功能,充分展示相关的重点词句和图片,课前做好PPT课件,为学生设计几个模拟情境,帮助他们把学习的新知识及时运用到实际中,争取让每位学生都能够准确描绘自己身边的事物。
三、课时目标
1.能够听、说、读、写5个表示物体相对位置关系的介词和短语:in
front
of,beside,between,behind,above,并能正确使用这几个单词和短语。
2.能够听、说、读、写句型:There
is
a…
in/on/in
front
of/beside/between/behind/above…
There
are…in/on/in
front
of/beside/between/behind/above…
3.能够在情景中运用句型There
is…There
are…描述某处有某物
四、课时重难点
1.课时重点
(1)能够听、说、读、写5个表示物体相对位置关系的介词和短语:in
front
of,beside,between,behind,above,并能正确使用这几个单词和短语。
(2)能够听、说、读、写句型:There
is
a…
in/on/in
front
of/beside/between/behind/above…
There
are…in/on/in
front
of/beside/between/behind/above…
2.课时难点
能够在情景中运用句型There
is…There
are…描述某处有某物
五、教学准备
教师课前精心制作PPT课件,准备与本课时相关的词卡和图卡,教学中会用到的实物。
六、教学过程
1.课前热身
教师用课件出示以下图片:一个钟表,两个水瓶,一辆自行车,三盆植物,一张照片。
T:What
can
you
see,
boys
and
girls
Ss:I
can
see
a
clock,
two
water
bottles,
a
bike,
three
plants
and
a
photo.(教师板书:a
clock,
two
water
bottles,
a
bike,
three
plants,a
photo)
T:Now
please
make
a
sentence
with
one
of
them.
Make
a
sentence
like
this:
There
is
a
clock
on
the
wall.
S1:There
are
two
water
bottles
on
the
desk.(教师板书:There
are
two
water
bottles
on
the
desk.)
S2::There
is
a
bike
in
the
room.
(教师板书:There
is
a
bike
in
the
room.)
S3:There
are
three
plants
under
the
desk.(教师板书:There
are
three
plants
under
the
desk.)
S4:There
is
a
photo
on
the
wall.
T:What
does
in
mean
Ss:在…里。
T:What
does
on
mean
Ss:在…上。
T:What
does
under
mean
Ss:在…下面。
设计意图:复习前面课时中学习的两个主要句型There
is…There
are…,同时通过复习以前学习的几个表示方位的介词on/in/under,为本课时即将学习的重要内容打下铺垫。
2.导入
(1)歌曲导入
教师播放本单元的主题曲《A
photo
of
me》,学生听歌曲。
A
photo
of
me
一张我的照片
Beside
the
big
plant,
在这盆大植物旁边,
What
can
you
see
你能看见什么?
Above
the
big
clock,
在这个大钟表的上方,
There’s
a
photo
of
me.
有一张我的照片。
Beside
the
big
plant,
在这盆大植物旁边,
What
can
you
see
你能看见什么?
Between
the
two
windows,
在两个窗户中间,
There’s
a
photo
of
me.
有一张我的照片。
设计意图:通过播放本单元主题曲,让学生在复习已学知识的同时,预先感知即将学习的新知识。听过歌曲之后学生会产生很多疑问,带着疑问去学习能够做到有的放矢,目标更加明确。
(2)语言导入。
教师用课件出示单元主题曲中的这几句歌词:Beside
the
big
plant,Above
the
big
clock,Between
the
two
windows
T:Beside,
above,
between,
what
do
they
mean
Let’s
go
and
have
a
look.
3.
新课呈现
(1)教学Let’s
learn
①教学本课时新单词
教师拿出准备好的一个有盖的盒子和一个小玩具熊,先将玩具熊放入盒子里面,问学生:Where
is
the
bear 学生回答:It
is
in
the
box.然后将盒子盖好盖,把玩具熊放在盒子的上面,问学生:Where
is
the
bear 学生回答:It
is
on
the
box.
教学单词front及其短语in
front
of
教师把玩具熊放在盒子前面,问学生:Where
is
the
bear?学生回答:It
is
in
front
of
the
box.
设计意图:单词front及其短语in
front
of
在上一课时的教学中已经出现过,在此教师可以根据学生的总体掌握情况进行适当讲解。
教学单词beside
教师把玩具熊放在盒子的旁边,自问自答:Where
is
the
bear?It
is
beside
the
box.同时板书beside
在旁边
beside
the
box
在盒子旁边
教学单词between
教师另外拿出一个盒子,把玩具熊放在两个盒子中间,请学生提问:Where
is
the
bear?教师回答:It
is
between
the
two
boxes.同时板书between
在…中间
between
the
two
boxes
在两个盒子中间
教学单词behind
教师把玩具熊放在盒子后面,学生提问:Where
is
the
bear?教师回答:It
is
behind
the
box.同时板书behind。然后教师问:What
does
behind
mean
Can
you
guess
学生根据两个物体之间的位置关系作出推测并回答:在后面。教师板书:在…后面
behind
the
box
在盒子后面
教学单词above
教师手捧玩具熊,双手停留在盒子上方,教师提问:Where
is
the
bear?学生回答:在盒子上方。教师用英文回答:Yes,
it
is
above
the
box.同时板书:above
在…上面。将玩具熊放在盒子上,自问自答:Where
is
the
bear
It
is
on
the
box.教师此时向学生讲解on
和above的区别:on
指的是面与面相接触的“在上面”,above强调不接触的“在上面”,可翻译成“在…上方”。
设计意图:通过不断变换两个物体之间的位置关系,为学生讲授本课时的五个重要单词。实物教学是英语课堂上常用的教学方式之一,更加形象直观,更能引发学生参与课堂的兴趣。
②朗读单词
T:Boys
and
girls,
please
look
at
these
new
words
on
the
blackboard.
Read
them
with
me,
please.
front,f-r-o-n-t,front
Ss:Front,f-r-o-n-t,front
T:Front,front,正面。
Ss:Front,front,正面。
T:In
front
of
,In
front
of
在前面。
Ss:In
front
of
,In
front
of
在前面。
T:Beside,b-e-s-i-d-e,beside
Ss:Beside,b-e-s-i-d-e,beside
T:Beside,beside,在旁边
Ss:Beside,beside,在旁边
T:Between,b-e-t-w-e-e-n,between
Ss:Between,b-e-t-w-e-e-n,between
T:Between,between,在中间。
Ss:Between,between,在中间。
T:Behind,b-e-h-i-n-d,behind
Ss:Behind,b-e-h-i-n-d,behind
T:Behind,behind,在后面。
Ss:Behind,behind,在后面。
T:Above,a-b-o-v-e,above
Ss:Above,a-b-o-v-e,above
T:Above,above,在上面。
Ss:Above,above,在上面。
设计意图:教学完单词的形和义之后巩固单词发音。
③教师用课件依次出示本课时Let’s
learn
中的五幅插图,遮住文字部分,进行问答练习。
出示第一幅图
T:Where
is
the
ball
Ss:It
is
in
front
of
the
dog.(教师板书:It
is
in
front
of
the
dog.)
T:Translate
it.
Ss:它在狗的前面。
出示第二幅图,将学生按男女分为两大组,男生提问,女生回答。
Boys:Where
is
the
ball
Girls:It
is
beside
the
dog.(教师板书:It
is
beside
the
dog.)
出示第三幅图,师生问答
Ss:Where
is
the
ball
T:It
is
between
two
dogs.
(教师板书:It
is
between
two
dogs.)
教师板书:between
two
dogs,同时再列出几个含有between的短语:between
two
cats,between
the
doors,between
the
door
and
the
window提醒学生between后常跟表示两者的名词或代词。
出示第四幅图,女生提问男生回答。
Girls:Where
is
the
ball
Boys:It
is
behind
the
ball.(教师板书:It
is
behind
the
ball.)
出示第五幅图
T:Where
is
the
ball
Ss:It
is
above
the
ball.
(教师板书:It
is
above
the
ball.)
设计意图:借助教科书中的插图再次熟悉本课时五个单词,同时熟练使用本课时的一组问答句型。
④师生共同朗读③中板书的5个句子,或者男生朗读句子,女生翻译句子。之后交换,女生朗读句子,男生翻译句子。
It
is
in
front
of
the
dog.
它在狗的前面。
It
is
beside
the
dog.
它在狗的旁边。
It
is
between
two
dogs.
它在两只狗中间。
It
is
behind
the
ball.
它在狗的后面。
It
is
above
the
ball.
它在狗的上面。
设计意图:反复朗读是英语学习的必要方法之一。带领学生熟练朗读对话语句,熟练掌握各种英语句型的朗读要领,培养学生们好的朗读习惯,为今后的学习打下良好的基础。
(2)教学Find
and
say
①教师用课件出示教科书Find
and
say中的配图,师生共同讨论图片。
T:What
is
in
the
picture
S1:There
is
a
house
in
the
picture.
S2:There
is
a
dog
in
the
picture.
S3:There
is
a
bike
in
the
picture.
S4:There
is
a
tree
in
the
picture.
S5:There
is
a
cat
in
the
picture.
S6:There
are
two
chairs
in
the
picture.
S7:There
are
two
people
in
the
picture.
T:Where
is
the
bike
Ss:It
is
in
front
of
the
window.
T:Yes.
We
can
say
“There
is
a
bike
in
front
of
the
window”.(教师板书:There
is
a
bike
in
front
of
the
window.)
Where
is
the
tree
Ss:It
is
in
front
of
the
house.
T:So,
“There
is
a
tree
in
front
of
the
house”.(教师板书:There
is
a
tree
in
front
of
the
house.)
Where
is
the
cat
Ss:It
is
behind
the
door.
T:There
is
a
cat
behind
the
door.(教师板书:There
is
a
cat
behind
the
door.)
Where
is
the
dog
Ss:It
is
under
the
tree.
T:There
is
a
dog
under
the
tree.(教师板书:There
is
a
dog
under
the
tree.)
Where
is
the
chairs?
Ss:It
is
in
the
house.
T:There
is
a
chair
in
the
house.
(教师板书:There
is
a
chair
in
the
house.)
Where
are
the
two
people
Ss:They
are
under
the
tree.
T:There
are
two
people
under
the
tree.
(教师板书:There
are
two
people
under
the
tree.)
设计意图:学生们通过看图画,与教师进行问答练习,复习巩固了已经学习过的There
is…There
are…句型,同时在教师的引导下,将本课时所学的五个表示物体相对位置关系的介词和介词短语综合运用到There
be句型中,做到多个知识点的融会贯通,综合使用。
②朗读①中所板书的重点句型。首先教师领读,然后指名学生读,教师注意纠正学生发音,进行朗读点拨。一名学生领读,其他学生跟读。最后全体学生齐读。
设计意图:各种朗读方式相结合,巩固熟练本部分的重要句型。
4.操练
(1)Where
is
the
ruler
教师将学生分为两人一组,每组同学准备一个直尺和一个文具盒,仿照Let’s
learn
中的图片,将直尺和文具盒不停变换位置,同时进行问答练习。
Where
is
the
ruler
It
is
in
front
of
the
pencil
box.
Where
is
the
ruler
It
is
beside
the
pencil
box.
Where
is
the
ruler
It
is
behind
the
pencil
box.
Where
is
the
ruler
It
is
above
the
pencil
box.
设计意图:学生自己动手不停变换两个物体的位置,同时练习Let’s
learn
中的一组问答对话,在游戏中学习。
(2)学生全体起立,教师发出指令,学生按照老师的指令做出相应动作。教师设计的指令中要穿插使用各种不同的方位介词,比如:Stand
behind
your
chair./Stand
between
two
desks.
/Stand
on
your
chair./
Stand
in
front
of
your
desk.
设计意图:听指令做动作,让学生动起来,活跃了课堂气氛,在轻松愉悦中考查了学生对几个方位介词及其短语的理解。
(3)教师用课件出示几个描述物体间相对位置的句子,学生读句子,根据描述画一画。
There
is
a
water
bottle
on
the
desk.
There
is
a
cat
in
front
of
the
house.
There
are
two
dogs
behind
the
tree.
The
bird
is
above
the
house.
The
chair
is
between
two
desks.
设计意图:变常用的“看图片,写句子”为“看句子,画图画”。推陈出新,既丰富了教学方法,也更能引起学生的兴趣。
(4)Where
am
I
教师将学生分成五人一组,一名学生站中间,其前后左右各站一名学生,这几名学生按前后左右依次被命名为A、B、C、D。站在正中间的学生以自问自答的形式对自己的位置进行描述,在练习过程中其他小组成员监督这名学生表述是否准确。小组成员依次轮流站在正中进行练习。
Where
am
I
I
am
in
front
of
B.
Where
am
I
I
am
behind
A.
Where
am
I
I
am
beside
C/D.
Where
am
I
I
am
between
A
and
B.
Where
am
I
I
am
between
C
and
D.
设计意图:该活动是对Let’s
learn中的一组问答句型的延伸演练。
(5)教师再次播放本单元主题歌曲《A
photo
of
me》,学生跟唱。
设计意图:以歌曲结束本节课的授课环节,学生第二次听这首歌,会有不同的体会和感受。
5.课堂小结
T:Boys
and
girls,
Let’s
look
back
this
class.
What
English
words
do
you
remember
Ss:in
front
of,beside,between,behind,above…
T:Excellent!
What
new
sentences
do
you
learn
today (教师手指板书,引导学生回答)
Ss:It
is
in
front
of
the
dog.
It
is
beside
the
dog.
It
is
between
two
dogs.
It
is
behind
the
ball.
It
is
above
the
ball.
There
is
a
bike
in
front
of
the
window.
There
is
a
tree
in
front
of
the
house.
There
is
a
cat
behind
the
door.
There
is
a
dog
under
the
tree.
There
are
two
people
under
the
tree.
七、课堂作业
Ⅰ.英汉互译
1.在…前面
____________
2.球在狗的后面。
___________________
3.房子旁边有一棵树。____________________
4.The
ball
is
between
two
dogs.______________________________
5.在床的上方有一张照片。________________________________
Ⅱ.选出正确的一项。
(
)1.
______
a
pen
and
two
pencils.
A.
There
is
B.
There
are
C.
There
be
(
)2.______
two
pencils
and
a
pen.
A.
There
is
B.
There
are
C.
There
be
(
)3.There
is
a
tree
______
the
house.
A.
in
front
of
B.
in
C.
on
(
)4.The
bag
is
under
the
desk,
the
desk
is
_____
the
bag.
A.
above
B.
on
C.
in
front
of
(
)5.There
____
some
water
____
the
bottle.
A.
are,in
B.
is,in
C.
is,on
Ⅲ.连词成句。
1.
is
,
front
,
in
,
of
,
ball
,
the
,
dog
,
the
________________________________________.
2.
a
,
there
,
tree
,
is
,
the
,
behind
,
house
________________________________________.
3.
are
,
trees
,
there
,
of
,
lots
,
in
,
park
,
the
________________________________________.
4.
wall
,
on
,
is
,
photo
,
there
,
a
,
me
,
the
,
of
________________________________________.
5.
water
,
some
,
there
,
water
bottle
,
is
,
the
,
in
________________________________________.
Ⅳ.看图片,仿照例句,照要求写句子。
例句:There
is
a
table
in
the
picture.
1.用in
front
of
描述图片中的物体。
_____________________________
2.用beside描述图片中的物体。
_____________________________
3.用between描述图片中的物体。
_____________________________
4.用under描写图片中的物体。
_____________________________
5.用on
描述图片中的物体。
_____________________________
Ⅴ.阅读短文,补全句子。
My
favourite
room
is
my
classroom.
It
is
very
big,
and
it
is
very
clean
and
beautiful.
There
are
many
plants
and
a
desk
beside
the
window.
There
are
lots
of
books
on
the
desk.
On
the
wall
there
are
some
pictures.
There
are
photos
of
students
behind
the
door.
I
like
my
classroom
very
much.
My
classroom
is
___________
.
There
are
many
______
beside
the
window.
On
the
desk
there
are
many
_______
.
There
are
some
picture
__________.
Where
are
the
photos _____________________________.
答案:Ⅰ.
1.
in
front
of
2.
The
ball
is
behind
the
dog.
3.There
is
a
house
beside
the
tree.
4.球在两只狗中间。
5.There
is
a
photo
above
the
bed.
Ⅱ.
1.
A
2.
B
3.
A
4.
A
5.
B
Ⅲ.1.The
dog
is
in
front
of
the
ball.
2.There
is
a
tree
behind
the
house.
3.There
are
lots
of
trees
in
the
park.
4.There
is
a
photo
of
me
on
the
wall.
5.There
is
some
water
in
the
water
bottle.
Ⅳ.
1.
There
is
a
table
in
front
of
the
trees.
2.
There
is
a
chair
beside
the
table.
3.
There
are
many
flowers
between
the
trees.
4.
There
are
many
leaves
under
the
trees.
5.
There
is
a
guitar
on
the
chair.
Ⅴ.1.very
clean
and
beautiful
2.plants
3.
books
4.on
the
wall
5.The
photos
are
behind
the
door.
八、板书设计
Unit
5
There
is
a
big
bed
Class
4
a
clock,
two
water
bottles,
a
bike,
three
plants,a
photo
There
are
two
water
bottles
on
the
desk.
There
is
a
bike
in
the
room.
There
are
three
plants
under
the
desk.
beside
在旁边
beside
the
box
在盒子旁边
between
在…中间
between
the
two
boxes
在两个盒子中间
behind在…后面
behind
the
box
在盒子后面
above
在…上面
above
the
box
在盒子上面
between
two
dogs
between
two
cats
between
the
doors
between
the
door
and
the
window
It
is
in
front
of
the
dog.
It
is
beside
the
dog.
It
is
between
two
dogs.
It
is
behind
the
ball.
It
is
above
the
ball.
There
is
a
bike
in
front
of
the
window.
There
is
a
tree
in
front
of
the
house.
There
is
a
cat
behind
the
door.
There
is
a
dog
under
the
tree.
There
are
two
people
under
the
tree.
第五课时
一、课时内容
教科书第53-54页:B.
Read
and
write
Let’s
check.
二、课时分析
本课时是义务教育人教版(pep)小学英语教科书五年级上册的第五单元第五课时,围绕There
is…和There
are…这两个句型展开内容。包括Read
and
write和Let’s
check.两个板块。
Read
and
write是阅读训练板块,是在学习完A和B重点单词以及重点问答对话句型等两大板块之后,精心设置的灵活运用的拓展板块。阅读内容是以一封电子邮件的形式呈现的有关吴一凡的美术老师Mr
Jones向机器人Robin求救的描述。通过阅读电邮,我们了解到Mr
Jones
刚刚搬进一栋旧房子里,房间里面又脏又乱,铅笔、蜡笔、图片、照片扔的到处都是,甚至还有老鼠!他因此赶紧向机器人Robin
发邮件请求帮助。通过这封电子邮件展示了以下几个重点句型:There
are
pencils
and
crayons
on
the
floor./There
are
pictures
and
photos
everywhere./I
see
a
mouse
behind
my
computer.等。
阅读短文后面设置了两个训练板块,第一个是通过阅读日记内容,判断哪一幅图片是Mr
Jones的房间,在对应的图片上画对号;第二个训练板块是请学生们运用There
is…和There
are…句型写出三个句子,描述自己的房间。第一个训练板块是针对学生对电邮内容的理解程度而专门设计的,第二个板块是将阅读训练与写作训练相结合,这是训练小学生写作功底的重要方式之一。
Let’s
check.是一个听力训练,共有两个听力板块,第一个是要求学生根据听到的内容选择所听到的内容并将对应的图片圈出来,第二个是要求学生重新听取录音内容,并且根据所听到的内容补全句子。这个板块的精心设置,证明在小学阶段学习英语,并不是简单的了解,而是要求学生们不仅要懂得其语句意思,还要听懂英语内容,因此,教师和学生对这种听力板块的题型设计都要引起足够的重视,学生们在日常学习中要注意多参与听力训练活动。
本课时要求学生们能够通过阅读短文内容,完成与短文内容相关的训练,以及能够根据自己所听到的内容,圈出正确的图片,并且能够根据所听到的内容正确补充句子。这是学生们对学到的重点词句的灵活运用的实践检验的具体方式。相信学生们在学会完成训练之后,一定是意犹未尽,为了能够让学生们充分发挥自己的运用能力,除了准备好一些相关的多媒体课件,我特意为学生们准备了更多集中训练方式,以备课堂上让学生们尽情地练习应用。让学生们在课堂中尽可能多地了解、练习多种训练题型,能够开阔学生们的视野,以备今后再遇到类似的题型,不会感觉陌生,并且能够运用自如,对任何题型都能够轻松解决。
三、课时目标
1.会听、说、认读单词:move,dirty,everywhere,mouse,live,nature
2.能够借助于图片提示,读懂并理解电子邮件《An
email
to
Robin》的内容。
3.能够把短文内容翻译成正确的汉语意思。
4.能够正确完成阅读短文后面的两个训练题。
5.能够独立完成听力训练。
6.能够灵活运用本单元所学知识,解决实际问题。
7.对电子邮件的写作格式有初步了解。
四、课时重难点
1.重点
(1)1.能够借助于图片提示,读懂并理解电子邮件《An
email
to
Robin》的内容。能够正确完成阅读短文后面的两个训练题。
(2)能够独立完成听力训练。
2.难点
(1)能够灵活运用本单元所学知识,读懂与本单元相关的阅读短文。
(2)能够听懂与本单元相关的对话内容,并完成相关的训练。
五、教学准备
多媒体课件,录音机与录音磁带,自制PPT课件,课件内容包括与本单元有关的四个听力训练,以及三个阅读短文训练。
六、教学过程
1.课前热身
(1)播放英语歌曲“A
photo
of
me”
(2)把全班分成两大组,对译重点单词和句子。
Ss1:Beside,
beside——
Ss2:在旁边;plant,plant——
Ss1:植物;above,above——
Ss2:在上面;photo,photo——
Ss1:照片;beside,beside——
Ss2:在旁边。photo,photo——
Ss1:照片;Beside
the
big
plant
——
Ss2:在这盆大植物旁边;What
can
you
see——
Ss1:你能看见什么;Above
the
big
clock——
Ss2:在这个大钟表上方;There’s
a
photo
of
me——
Ss1:有一张我的照片;Between
the
two
windows
——
Ss2:在两个窗户中间;There’s
a
photo
of
me——
Ss1:有一张我的照片。
……
设计意图:本单元的重点句型就是A和B两部分中的重点词句,到现在为止已经全部学完,本课时的主要内容是灵活运用本单元的重点词句,解决实际问题,因此,在授课之前,首先通过播放本单元主题曲一起复习这些重点内容,是非常必要的。同时也带动后进的学生重新复习一遍,为本节课能够读懂短文和能够听懂录音内容,做好铺垫。
2.导入
(1)播放几组图片,请学生二人一组,到前

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