UNIT5 B “Location”教学设计
UNIT5 B “Location
设计理念:
以学生为中心,以活动为主线,以交际为目的,充分调动学生的各种感官参与到教学活动中来,让他们在轻松、愉悦的氛围中较好地接受了所学方位词,并能正确运用方位词。
Teaching Aims.
1. 能听、说、读、写单词:in, on ,under ,near ,behind 。
2. 能够听说认读单词:over ,in front of 和句子“Where is …? It’s ….”,并能在一定情景中正确运用。
Teaching Important and Difficult Points.
熟练掌握七个方位介词的用法,特别是“in front of”。
Teaching Aids.
3. 多媒体电脑课件。
4. 教师准备5. 录音机和录音带。
Teaching Steps.
Step1.(Warm-up)
⑴Sing a song “My Small Bedroom”.
⑵多媒体出示一个大盒子,问:What’s this?
S: It’s a box.
T: I have a lovely animal. It can climb the tree. It likes eating peaches. It has long hair. It’s brown. It’s very funny. Guess: What( animal) is it?
S:It’s a monkey.(多媒体展示一只可爱的猴子)
T:(教师给予肯定并表扬)Yes, you’re clever.
Step2.(Presentation)
⑴多媒体展示一只猴子跳在盒子里,T: Where is the monkey? S: It’s in the box.(带读in ,并理解其意思)
⑵教师将书放在门的后面。
T:I can’t find my book .Who can help me to find it .
S: It’s behind the door.(理解behind并带读)。
⑶教师展示猴子在盒子的不同位置的图片,运用句型教学:on, under ,near, over ,in front of .
⑷Read after me the words.(用升降调)
⑸区on 和over 的用法。
T:Look at the blackboard “on” and “over” are meaning “在…上面”。
For example: The box is on the desk.
The light is over the desk.
小结:on在…上面,两者之间有接触面,而over在…上面,两者之间没有接触面有垂直关系。
Step3.(Practice)
⑴Play game.(按我说的做)
T: Stand behind the chair.
Put your hands under the desk.
Put your finger in your mouth.
Put your book over your head.
⑵Open your book P61“Let’s learn” .Look at the picture,ask and answer the questions.
For example :Where is the walkman?
It’s on the book.
⑶Listen to the tape.
⑷P61 Let’s find out.(火眼金睛)There are some mistakes.Can you find them ?
⑸Group work.(学生4人一组将学习用品根据有关方位发指令摆放)
For example:Put your ruler in your book.…
⑹低声传句子:教师把句子:There is a … on the …”传给第一个同学,看到最后哪个组说的句子最完整,方可取胜。
Step4.(Homework)
用所学的方位词描述你房间里物品的位置关系。
板书设计:
Location
Where is …?
It’s in (on,under,near,over,behind,in front of) ….
教学反思:
教学时,我十分注重培养学生的学习兴趣,让他们在做做动动,唱唱跳跳,听听猜猜中轻轻松松学知识,让他们在乐中玩,玩中学,学中乐,从而将机械性的操练变为真正的意义型操练,使学生的个性得到充分的张扬。
五寨县三岔小学 崔建英