Words in each unit-教案、教学设计-市级公开课-人教版pep五年级上册英语(配套课件编号：b110b).doc

1、UnitUnit 4 4WhatWhat cancan youyou do?do? 一、TeachingTeaching contentcontent:P73Words in Unit 4 二、二、 TeachingTeaching objectsobjects andand demandsdemands KnowledgeKnowledge objectsobjects: 1.Grasp the four-skilled words and expressions: sing English songs, play the pipa, do kung fu, dance, draw cart

2、oons,swim,speakEnglish,cook,playbasketball, play ping-pong. 2.Enable ss can listen, speak and read the words and phrases: well, party, next, wonderful, learn, any, No problem, want ,send, email, at. 3.Make sure ss can use the key words in the true situation: What can you do? Can you? Yes, I can. No,

3、 I cant. AbilityAbility objectsobjects: 1.Trainstudentslistening,reading,speakingand acting skills. 2.Developssabilitiesofusingdifferentvocabulary leaning strategies to memorize words. 3.Encourage students to write, direct and act their own plays using the target languages. EmotoinEmotoin objectsobj

4、ects: Train the students to pay attention to the emotion of life and love of life. 三、三、TeachingTeaching keykey pointspoints andand difficultdifficult points:points: Key points: Four-skilled words,phrases and sentences. Difficultpoints:Leadthestudentstomakeupsome dialogues or plays using thekey words

5、 and actthem out. 四、四、PositionsPositionsUnit 4What can you do ? PositionsP73Words in Unit 4 Grade_Name_ 一.Try to read and write the new wordswhat you have learnt. More words and phrases: _ _ 二Can you share your secrets with us? And guess what your partners can or cant do . eg: What can you do? Can y

6、ou ? Yes,I can. No, I cant. NameCanCant Ican_.Ican_.I can_ _.ButIcan t _. 三. Theplay Title Director Character Scene 五、五、TeachingTeaching procedureprocedure （一）（一）Self-studySelf-study The students try to finish the positions. （二）（二）CooperativeCooperative studystudy 1. Get the students to discuss thei

7、r worksheets in groups and correct their pronunciation and spelling each other. 2. Deal with difficult language points or new words. 3. Choose 1 or 2 groups to show their answers, the others make evaluation to check the students answers. ( (三三) ) ExtendedExtended studystudy Students works in groups

8、to make up a new dialogue or a play and act. 六、六、TeachingTeaching reflectionreflection 新课标的实施的关键在于贯彻实施英语课程的基本理念，即 充分的发挥学生学习的主体作用，因此，我转变教学理念。尝试 “一切为了学生，高度尊重学生，全面依靠学生”的生本课堂， 真正从心里改变过去“一家言”的满堂灌教学模式，利用“先做 后学、先会后学、先学后教”等多种方法。 （一） 、建立 Word spider平常在复习词汇时，教师手中的 “法宝”只是让学生读读背背默默单词，长期以来，学生兴趣倍 减， “法宝”也失去了它的魔力，

9、而这样的教学模式是否能够有 效调动起学生的学习积极性,是否能够使得每一个学生都能在轻 松的环境中主动地参与词汇复习过程？我把 Unit4 词汇之间建立 一种发散性思维建构模式，学生可根据自已的喜好，建立 word spider,在众多词汇之间建立起某种联系，将它们联系成一体。 可以轻松地解决上述问题 （二）布置前置性作业真正体现了学生是学习的主体。相信 他们能够练习，通过自己掌握这个单元的四会单词和句型。词不 离句，前置性作业第三、四是基于在布置第二题的基础上为学生 创设一个有选择和开放的平台，让学生表演对话，课本剧，朗读 课文，演唱歌曲及 chant 小剧本，把要学的语言知识变成服务于 语言实践活动的素材，为我所用，给琐碎的语言知识赋予更多的 生命力：让学生自导、自排、自演剧本。 小学生的年龄特征决定了他们对好玩、有趣的事情有着强烈的 好奇心，因此我认为单元词汇课同样也要注意到培养学生运用英 语进行交际的能力，而不是一味地应付考试。在学完一个单元之 后，将从学生的视角出发,我往往会利用一节课的时间让学生进 行归纳和运用所学目标语言。让学生在一遍又一遍的表演中自然 学习英语、熟悉英语、运用英语，将语言的学习最终落实到运 用，并拓展学生各方面的学习能力：在展示中学习如何尊重和倾 听他人发言；学会如何与他人合作能力；增强用英语进行交流的 自信心。