教科EEC版五下Unit5 Where Is the Gift Shop -Class 3 Textbook p.46－47-ppt课件-(含教案)--(编号：40683).zip

Unit 5 Where is the gift shop ? EEC小学英语五年级下册 （Period 2） Chant: Left, left, right, right, go straight , go , go ,go . left, left, right, right, go straight , go , go , go. Lets sing and dance. turn left Left 左边左边 turn right right 右边右边 go straight Straight 直的 left rightturnturn go straight Go Straight, go straight. Stop. Turn right/ turn left. blocktwo blocks the bookstore the gift shop the hospital the gift shop the zoo the gift shop the theater in front of between and next to/close to A: Where is the gift shop? B:Its . A: Is there a near there? B: Yes. Go straight and turn right/ left. Its in front of / betweenand. /next to. Practice in pairs. 选择填空选择填空 ( )1.Im_West Lake Road. A.on B.in C.at ( )2.Im next_the hosptial. A.to B./ C.in ( )3.Wheres West Lake Road, please?Go straight_. A.in B.on C.at ( )4.Wheres the Lulus house? -_left. A.Tun B.turn C.Turn B A B C Draw a map from your home to school,then describe it in English. 1 EEC 五年级下册五年级下册 Unit5 : Where Is The Gift Shop? 1本单元设计意图: 学生通过学习一些地点的单词及方位词，去向别人问路或给别人 指路。了解习得个别国家的名字以及各国具有代表性的景点或动物等，教师培养学生对外域 文化的兴趣。学生学会感叹句的表达，学会说简单的祈使句及问答。 2本单元学习目标 语言知识目标：学生能够掌握方位介词及短语，熟练应用地点名词，并向他人正确的问 路以及指路。从听、说、读，三方面了解西方国家的名称以及各国具有代表性的景点或动物 所对应的景点。 语言技能目标：教师创设情境，学生在情境中学语言，学生能运用所学语言进行交际的 能力。 情感态度目标：激发他们学习的主动性，培养学生学习英语的兴趣，培养学生参与合作 的意识，通过学习和交流， 提高学生的实际生活能力。通过对家乡景点及温得星球照片的 赞叹，培养学生热爱家乡、力争把家乡建设得更加美好的情感。 学习策略目标：培养学生的判断力，观察力，激发学生积极思考问题，通过情境活动， 激发学习英语的兴趣，引导全体学生在任务中积极运用所学英语进行表达。 3、学情分析 我所教授的两个班级，英语程度较好，但是也有极少部分程度较差。学生积极活泼，喜 欢做游戏，练习对话。所以在本单元讲授过程中，我侧重于多做活动，多做对话，让每一位 学生都有一个表现的机会，并且同时也要学会掌握本节课的知识。本单元围绕的主题为职业， 学生将要学会表达及运用关于职业的一些词汇，以及会询问职业。因为学生在学习第二单元 时已经掌握了一部分关于职业的词，所以在本节课开始，我会运用游戏来热身并且复习第二 单元的知识，包括在过程中尽可能多的运用一些活动来巩固拓展。激发他们学习的积极性， 培养学生学习英语的兴趣，培养孩子乐于与人合作的意识，通过学习和交流，促进学生对西 方国家的了解。 4、单元具体设计 根据课时安排我把本单元分 3 课时来完成教学。 The first period P44、P46 The second period P45、P47 The third period 复习第五单元+问路以及感叹句的表达 音标： i u: j u: 2 Unit 5: Where Is The Gift Shop? Period 2 一、一、Teaching Aims: 1. Knowledge aims: Students can listen, speak, read and write the words: left , right , turn left , straight , gift shop , blocks , restaurant，building , go straight, on your left, movie, between and. in front of, Students can listen, speak and read:restroom Students can listen and speak: theater Key structures：Where is ? Is there? 2. Ability aims: By the end of the lesson, the students should be able to: 1. Learn the text and master how to ask and answer about direction; 2. Use structures like “Is there a near here? Go straight _ blocks and turn left/ right.” Its next to to talk about their ideas in English. 3. Students can give example j u: i 4.Students know the meaning and can read the words like: cafeteria, laundry, photo shop, restroom, and supermarket. 3. Focus of the lesson: 1. Students know the places like: movie, theater, library, restaurant, bookstore, gift shop, hospital. 2. Students can use“ Go straight block(s) and turn right/left. You can find it on your left/right to tell the way to the others. 3. Students can ask the way by two ways: Where is the ? / Is there a near here? And the differences about these two sentences. 4. Predicted area of difficulty: 1. Students can express the direction fluently. 3 2. The pronunciation of “straight, turn, cafeteria, laundry.” 二、二、Teaching methods: Task-based teaching approach, Situational language teaching , 三、三、Teaching aids: pictures, CAI 四、四、Teaching Procedures： Step I : Greeting Step II : Chant. Ss do a chant in English. Students can clap hands to read the words shown by PPT to review left,right,go straight.Then they can sing a song with these words. 设计意图：复习环节所涉及到的单词是为本课的教学目标服务，能够为学生学习本课新知 做好语料的准备与铺垫。并且说唱游戏激发学生兴趣。由复习导入新授单词。 Step III: Presentation 1. (ppt) Show a picture of a gift. T: We can buy gifts in the gift shop. But I dont know where the gift shop is? Today we are going to learn Unit 5 Where is the gift shop? (板书) 2. Read the words “gift shop” one by one. 3. T draws three signs on the BB. Ss guess three direction words: turn left, go straight, turn right, 4. Read them and pay attention to the pronunciation of” straight”. 5. T says, Ss do the action, and then change, ( left, left, turn left,) 设计意图:让学生在熟读的基础上用手势再一次熟悉左转，右转,直行三个短语,为下一步在 4 句中练习做好铺垫. 6. T review what just learned with students.T sums up on ppt. Ss read. Then students paly a game 7. T shows a map, tell the Ss the differences between block and street. Read and remember: block clock 8. T: Mothers Day is coming, I want to buy a gift for my mom. Can you tell me where should I go? S1: Shopping mall. S2: Supermarket . S3 :(引出 gift shop) T: OK. Where is the gift shop? T points to the building and says : Can you see that white building? The gift shop is next to that building. A line ask and answer. Ss read after the teacher three times. T uses the pictures to present : in front of, next to, betweenand Ex: Li Ming is in front of Wang Xing. Huang Xing is between Yu Lan and Liu Ning. Im next to Nan Xiaowei. T asks some Ss to say this new sentence one by one. Learn the new phrases” in front of, betweenand”All the Ss read .Let Ss say more sentences with in front of, next to, betweenand BB: in front of, next to, betweenand 设计意图：利用图片示范， 让学生很容易明白三个短语的意思，并在让学生举一反三 的举例子。 9.T: Look at the picture. Is there a gift shop? Students answer :Go straight two blocks and turn right. Its in front of/between.and ./next to/close to. 5 A line repeat the sentences . 10. Practice in pairs : A:Where is the gift shop? B: Go straight two blocks and turn right. Its in front of/between.and ./next to/close to. Step IV: Consolidation. 1.Listen to the tape on page 47 and repeat. 2.Exercise. Step V: Homework. Draw a map from your home to school,then describe it in English. 五、五、Blackboard design 六、六、Teaching reflection “在扎实的语言知识前提下，激发学生学习的热情”这是我通过领导和学科组教师对自己的这节研究课 发表的看法所总结出来的。没有扎实的语言知识，那么对兴趣的培养就只会结出没有果实的花；课堂没 有任何趣味，只有严密的语言体系的传授，那只会导致语言的僵化。根据以上所说，我在这节课的教学 中存在着这样几个问题： Unit 5 Where Is The Gift Shop? A: Where is the . B: Go straight one block and turn left. A: Is there a . B:Yes.There is/isnt clock block go straight turn left turn right 6 1、语言的教授不到位。学生正是因为在学习单词时没有完全的吸收，以至于在句型的学习上感到吃 力，虽然一遍遍去读，却并不能真正了解句子的含义与用法，就更谈不上灵活应用了。由此可见，单词 和句型是需要我们教师帮助学生砸实的，忽略了基础，那课就只能算是华而不实的空架子。 2、缺少兴趣点。五年级的学生不同于低年级的学生，富有挑战性和竞争性的活动才能激起他们的兴 趣，而这正是我这节课所没有把握好的，侧重朗读，忽视了竞争在课堂中的作用。应该发挥学生集体的 意识，学生通过自己的努力为集体赢得分数，是他们参与学习活动的一个重要动力。 3、缺少尊重真正生活情境的教学。如果把这样一个情境变成整堂课的线索，贯穿课堂始末，那么这 节课的实效性也就会相应的突出出来。 通过对这节课的分析，我找到了自己需要提高的方面。 1、要积极创设各种情景，鼓励学生大胆地使用英语，为学生提供自主学习和直接交流的机会，以及 充分表现和自我发展的一个空间。要把英语教学与情态有机地结合起来，创造各种合作学习的活动，促 进学生互相学习，互相帮助，体验成就感，发展合作精神。 2、要关注学生情感，创造民主、和谐的教学气氛。学生只有对自己、对英语及其文化有积极的情态， 才能保持英语学习的动力并取得成绩，刻板的情态，不仅会影响英语学习的效果，还会影响其它发展， 情态是学好英语的重要因素，因此我要努力创造宽松民主、和谐的教学空间。建立融洽、民主的师生交 流渠道，经常和学生一起反思学习过程和学习效果，互相鼓励和帮助，做到教学相关。