Lesson 5 In the Living Room优秀获奖教案

1.教学目标：通过灵活呈现学生的生活影像、课本图片将文本内容与学生的现实生活联系起来。听、说、读、写活动，引导学生能熟练运用现在进行时语句，描述自己的家人在家的活动情境。围绕When is it? Who are they? Where are they? What are they doing? 运用

... beside, in front of , her, him, them, …read a book/read the newspaper/watch TV/ play cards…语言交流。

2.新设计：

游戏：

Where is S1? 3.刚接手的六年级学生，还在适应与新教师之间的课堂交流、语言命令，活动形式。学生已经在三年级学过in front of, beside, 等方位介词。现在进行时也已经在五年级学习过。本课学生没有新词汇。

4.重点难点：学生能够运用现在进行时语句，围绕When is it? Who are they? Where are they? What are they doing?

运用丰富恰当语言... beside, in front of , her, him, them, …read a book/read the newspaper/watch TV/ play cards…情景描述In the living room。并能够情景扩展，结合生活实际灵活情景描述At home.(In the kitchen…) 方位介词可能会因为三年级时学的，学习与运用的间隔时间较久，会有遗忘。在上课刚开始时设计活动帮助学生回忆再现复习。

5. 教学过程：

Greeting；

Revision：

New concepts A、lesson hook

1. (s1藏在讲桌后)

Greeting Where is S1? Is he playing on the playground? Is he in the office? Guess, where is he? I know. Who can find S1? Where is he?

To S2:

S2: He is behind the desk. 设计意图：复习本课文本中出现的behind、in front of、beside词汇、在本课重要语言词汇。

Drill: behind/ in front of/ beside Now where is Miss WU? I am in front of the desk. I am beside the desk.. 2.dicuss（图像呈现）：

Who is he/she? Where is he/she? What is she/he doing? ……

He is in the living room./ kitchen/ bedroom/study He is watching TV./…

真实人物与文本内容融合。将课堂与生活有意识结合。

B、part1 1. discuss（图像呈现）

⑴. Where is it? It is Jenny’s living room. This is Mr. Smith’s living room. What are there in the living room? Ss：This is Jenny’s living room. There is a chair/ a small table/ TV…

看图运用there be 语句运用，讨论为阅读文本铺垫

⑵. Listen Who are in the living room? Ss:听录音找出答案。

听音练习、听力练习，预热阅读。

2. to read the book 图片呈现

Where are Li Ming, Jenny and Danny?

What are they doing? 学生朗读练习，关注语调与连读。

C. Practice

1. Look at the picture to tell the story 2. Recall:

It is ___. We are in the ___. What __ we _______? Jenny and Danny ___ ______.Jenny is ______ in a chair and Danny __ _____beside ___.___ and _____ are reading newspaper. Lynn and Bob __ in front of ___. Bob __ ______in a chair. Lynn __sitting ____ a chair. They __ ________. They are happy. Do you see ___? I ___ ____at a small table. I ___ ___a letter. 3. To write by themselves and check up in pairs. 4. part2 : Let’s do it. Drill: them/ us/ you /me/ him/her 设计意图：引导学生分层次理解文本，并能围绕：When is it? Where are they? What are they doing?

运用语言交流引导学生感悟语感语调朗读帮助学生复述文本故事。落实到书

写，加深语句及文本练习巩固。

D、consolidate

图像呈现

1. Where are they?

What are they doing? 运用所学语句交流表述

T or S1 shows：

Ss：Freely talk Check up 2. Another picture Try to talk about the picture using : When is it? Where are they? What are they doing? Homework：准备围绕When is it? Who

are they? Where are they? What are they doing? 运用所学文本语言描述自己家的情境图片。

教学反思：提供更多的人们活动的情景图，帮助学生实践运用现在进行时学习。本课通过大量信息、丰富活动，听说读写综合练习，提升现在进行时的练习，较为成功完成教学任务。

不足点: 小组活动中运用语言描述图片的语言不够丰富。展示与检查还不够。应该在语言练习活动前，教师为学生提供运用丰富语言描述的引导示范。