Unit 10 Where were you yesterday?获奖说课稿

小学英语单元整体教学设计

五年级下册 一．

教学分析及学情分析

话题：Shool and daily life

结构：一

Where were you yesterday\last week\last month? ----I was …

学情分析：

本单元的表时间的单词除yesterday是新词外，其余已在四年级下册七单元学过，关于地点的词汇一些已在五年级上册十单元学过，如：cinema,school,park等。本册中表地点的词汇也分别在四、五、六单元学过，如: library, post office,hospital等。关于星期的名称已在四年级下册七单元学过，其中句型I will be…表将来时的用法在六单元已学过。所以在此基础上学习表过去的句型Where were you yesterday? ----I was …

应该不是太难，但是区分was\were的发音、以及用途是本课的难点。学会用Where were you yesterday? ----I was …描述过去发生的事，以达到沟通的目的，才是学习英语的真正宗旨之一。

二．

单元整体教学目标

1.

能听懂、会说、认读、会写单词：was(am\is的过去式),yesterday,today,tomorrow,were(are的过去式)，sick,better,短语：last week,at work,at home,in bed,in hospital. 2.

能听懂、会说、认读visit、the Great Wall, west, the West Lake.

3.

能初步理解并运用句型：Where were you yesterday? ----I was…

4.

能听懂、会说Part A 课文内容。

5.

会唱儿歌Where were you? 感受歌曲的旋律美。

6.

能通过游戏的方式记忆单词、短语及动词过去式。

7.

能借助图片理解、会读、会写拓展阅读材料Part D、PartE 的内容，感受阅读的乐趣。

8.

能用礼貌语“Sorry\Thank you”来表达自己的思想并与人友好相处。

三．

课时、教学内容、课型。

课时

第一课时

第二课时

第三课时

四

、

各课时的教学设计

课时

教学内容

The first period Part A and B 课型

对话新授课

教学内容

A

B C

F D

E

课型

对话新授课

句型操练课

阅读拓展课

教学目标

1.能听懂、会说、认读、会写单词：was,were,yesterday,today,tomorrow,sick,better,. 2.能认读以下短语:last week,at work,at home,in bed,in hospital. 3.能初步理解并运用句型：Where were you yesterday? ----I was …

Was\were 的意义理解以及句型的运用。

区分I was…\I am…\I will be…的表达。

Powerpoint 单词卡片

重点

难点

教具

学具

本课时教学流程

1. 主要流程：歌曲导入，做好铺垫。

步骤、内容

时间

I.Warming up

教师活动

1.Greet. 2.Divide the students into two groups, and tell them the way of competing ,if you are doing great for your group, you can get many stars

for your group. 3.Sing a song“Days of the week”

T: Today is…

I am…today. Yesterday was…

I was…

Tomorrow is…I will be…

学生活动

1. Greet. 2. Listen and know the rule of the competition.

3.Sing a song.

设计意图

新课开始，以分组比赛的方式树立学生的竞争意识，以画星的方式来为本组加分为本课的教学埋下了伏笔。

以歌曲的方式引入新课，既复习了旧知，也为后面教学做了铺垫。

通过时间进行对比学习，引导学生更好地理解、感知过去式的表达。

通过回答问题及角色扮演让学生熟悉课文。

II.Presentation

and drill.

Ⅲ.Practice

1. Show the pictures to teach 1. Enjoy the pictures. the new words.

2.Look and guess.Elicit the 2.Try to answer it, and sentence pattern “

where are learn the new sentence you today?”

pattern “

where are 3. Elicit the sentence pattern

you today?I am…

where were you yesterday? 3.Try to answer it, and Pronunciation:yesterday learn the new sentence T:ye-s-ter-d-ay,how to spell? pattern “

where were 4.Help students to pratice the youyesterday?”Iwas…

sentence pattern “

Tomorrow Repeat:yesterday is…,I will be…”

4.Practise the sentence 5. .Follow the tape and read pattern “Tomorrow Part B. is…,I will be…”. 6.Game:high and low voice 5.listen and repeat

7.

6. Enjoy the game.

1.Teach part A 2.Lisen to the tape of Part A and answer the question 3.Read it in roles.

1.Learn to Part A 2.Listen and answer 3.practice in pairs

IV Summary 1.Discuss new wordsand 1.Read and repeat sentences structure: Last week, yesterday, today,tomorrow, at work,at home,in bed,in hospital Where were you yesterday?

I was at work\at home\in bed\in hospital.

1. Annouce which group wins the competition. 2.Follow the tape and read Part A. 3.Act out

PartA. 4.Try to retell part A. Count them stars to decide which group is the winner.

通过总结本课所学单词，句型加深学生印象。

V Homework

1.以总结游戏结果的方式结尾，与开头相呼应，提高学生学习的积极性。

2.由易到难布置作业考虑到不同层次的学生。

板书设计

Unit 10

Where were you yesterday? last week

at home . at work .

I was

in bed .

in hospital .

评价设计

本课设计的亮点:一是贴近学生生活实际。

二是注重学生的听力训练，尽可能让学生通过

录音跟读。

本课游戏的引出还可更加新颖些。

教学反思

课时

教学内容

The Second Period PartC and F 课型

句型操练课

教学目标

重点

难点

教具

学具

1.会唱英文歌曲Where were you? 2.认读已学单词和短语。

5.在语境中运用where were you? I was... 与同学交流。

Where were you? Iwas…

Powerpoint

本课时教学流程

1. 主要流程：歌曲热身，做好铺垫。

步骤、内容

教师活动

时间

I.Warming up

1.Greet. 2.Divide the students into two groups, and tell them the way of competing ,if you are doing great for your group, you can get many stars for your group. 3.Sing a song“Where were you?”

学生活动

1. Greet. 2.Listen and know the rule of the competition. 3.Sing a song.

设计意图

新课开始，以分组比赛的方式树立学生的竞争意识，以画星的方式来为本组加分为本课的教学埋下了伏笔。

以歌曲的方式轻松引入课题，既复习了前面的课文，也为后面教学做了铺垫。

1.通过游戏复习单词短语为句型操练做准备。

2、通过问答训练学生获取信息的能力。

II Presentation

1.Game:Brain storm show word phrases:in

the shoppingcentre,inthepostoffice,in the cinema, at school,at home,in the park,in the lbrary …

2.Game:Can you ask me? 3.Practise Part C and review the main sentence pattern. Where were you yesterday? I was…

1. Quick response. 2.Ss:Where were you? 3.Ask and answer. review the main sentence pattern.

III Practice 1.Show Ss the task and Play 1.Ss role play PartC Part C.

T:Four of you, act out.

IV Summary 1.Sum up who is the winner by

counting the school things . 2.Homework. 1.Play partC with your good friends. 2.Make a survey. Unit 10 Where were you yesterday?

Where were you yesterday?

last week

last month

I was…

通过句型操练让学生进一步理解一般过去式的用法。

板书设计

评价设计

本课的亮点是通过游戏的方式激活学生的思维，让学生敢于表达自己的思想，敢于大胆表演。

教学反思

游戏中的图片还需更加真实，内容还需更加新颖、多样化。

课时

教学内容

The third Period

Part D, E. 课型

阅读拓展课

教学目标

1.

能初步理解动词过去式规则和不规则的变化形式。

2.

能借助图片理解、会读Part D，并完成回答。

3.

能完成Part E，写句子。

阅读

动词过去式的变化形式

Powerpoint 重点

难点

教具

学具

本课时教学流程

1. 主要流程：Chant热身，做好铺垫。

步骤、内容

时间

I.Warming up 教师活动

1.Greet. 2.Let’s chant 学生活动

1. Greet. 2. Say a chant 设计意图

高年级教学，打破一成不变的激励方式，让学习更添趣味。

II.Presentation

Part D

1.Understand changing forms of Regular verbs and irregular verbs 2.Match 3.Pre-reading

T:Last week,Mr white came from China. He was very happy.why? listen to the tape and Try to answer the questions 4．Write out“word bank”

5.While-reading Listen again and repeat,answer the questions 6.Post-reading Know more some places in 1.look and read 2..Match 2.Read past verbs. 3.Listen to partD 4.Answer the question. …

1.让学生初步了解动词过去式的规则和不规则变化形式。

2..通过听录音让学生理解短文，训练了学生的听力。

3．通过答题巩固了学生对文章的理解，加深了对一般过去式的用法。

China.

III．Practice Part E 1.

Let’s write T：Please look at the form and fill in the blacks..

1. Work in pairs , try to finish Part E by the sentence

引导学生根据图片提供的句型来解决问题。

V. Consolidation. Homework.

1.Follow the tape and read unit 10 as a review.. 2.writing.

Unit 10 Where were you yesterday?

Word

Bank

…

go-went

visit-visited

see-saw

like-liked

say-said

do-did

板书设计

评价设计

1.通过连线能加深学生理解动词过去式的变化形式。

2.在自主阅读中通过图片展示、听录音让学生自己理解上下文语境线索，推断出词义，培养了学生自主解决问题的能力。

教学反思

三部分的独立教学是按教学目标完成的，但是否安排的科学、合理将三部分有机结合还需进一步探讨。