Lesson 5 Where Is Danny?课堂实录

课题

lesson5 Where is Danny? 课型

新授课

名称

教学学习内本课单词除了behind 和in front of 后，其余基本都是学生以前接触分析

容分析

过的单词，难度不太大。所以本节课应注重语言的应用。

教学目标

语言

知识

技能

学习

策略

1通过本课学习学生能听、说、读、写并灵活运用单词behind,he ,she,以及能够听说读并运用短语in front of 。

2学生能理解并掌握运用句式Where is he/she? He/She is ... 3学生理解并掌握字母组合oo和ea的发音规律。 1学生能运用所学内容进行主动问答练习

2通过四人小组活动使学生能够积极参与，培养他们的小组合作意识

3学生要养成听录音并且抓取主要信息的能力. 通过歌曲和Chant能帮助学生在快乐中记住英文表达法。

预习1.总结学过的方位词写在预习本上。

作业

2.预读课文。听录音试读。找出新词写在预习本上，通过查词汇表翻译出来。

教学重点：1. 通过本课学习，学生能听、说、读、写并灵活运用单词 behind, he ,she,重难以及能够听说读并运用短语in front of 。

点

2. 学生能理解并掌握运用句式Where is he/she? He/She is ... 3. 学生理解并掌握字母组合oo 和ea的发音规律

难点：

学生能用所学知识对文本内容进行即兴发挥，进行口头语言表达，并能够将本课知识通过小组合作来编一个小语篇

教学图片、教学光盘、多媒体课件，习题纸

准备

板书设计

教学过程

1、Warming Up and Revision 1＇

（1）一人领读“on in under beside between”

[设计意图]为下面的Chant做铺垫，预热复习的内容。

（2）Chant (男生问，女生答) This is a book. Where is the book? On the desk. On the desk. …

2、New concepts (1) 新授单词

“in front of”“behind”

“he” “she” 15＇

T: Look ! This is LiMing, this is Danny. From the picture we know Danny is looking for Li Ming. Who can help Danny? Where 设计意图

复习方位介词并且制造轻松愉悦的氛围。

根据发音去

读单词背诵单词目的在Ss: 李明在大树的前面。

于让学生从T: Yeah,LiMing is in front of the tree. Follow me “in front 小掌握正确of”

学习英语的 (老师领读，学生跟读)——老师按发音写单词

方法。

T: Please use a whole sentence to answer my question

“Where is LiMing?”

Ss: LiMing is in front of the tree.(学生跟读) T: This time LiMing is moving. Where is LiMing? (幻灯片出

示图片)

Ss: 李明在大树的前面。.

T: Yeah,LiMing is behind the tree.

Follow me “behind”(老师领读，学生跟读)——老师按发

音写单词---学生按发音拼读

T: So we can say Li Ming is behind the tree

Excersise: 1.图片问答 2. Chant

T: Look! This is ChengLong. This is a taxi.

Who can ask a question for the picture?

S： Where is ChengLong/taxi?

S: Cheng Long is in front of the taxi.

The taxi is behind Cheng Long.（学生跟读）

is Li Ming? T: look， this is Obama. Is Obama a man or a woman? S: A man. T； So I can ask”Where is he?”

学生跟读并且拼写

S: He is behind the dog. T: Is person a girl or a boy? S：A girl T: I can ask”Where is she?”

S； She is behind the dog. T： Why this picture I use he, and this picture I use she? S：

他是男生的时候用he,她是女生的时候用she T： Yeah, so we should say”He is behind the dog.”

And “She is behind the dog.”

We can also say “He’s behind the dog”.She’s behind Chant练习过渡到第二部分文本区分he,she并且通过询问Danny自然过渡到第二部分文本。将所学知识联系于自己的生活，学生更容易接受本课内容

the dog.(解释He is =He’s She is=She’s) T: (在班里的学生进行he,she辨认) Let’s Chant! He,he ,where is he? He is in front of…

She,she,where is she? She is behind…

（2）新授课文 12＇

T: Look! Danny is missing. Where is Danny? T: Let’s listen to the tape and fill in the blanks. 要求：1.听录音，理解课文。

2.写答案

3.检查答案

T：Who can read your answer? S1:…….. 通过单词read引入字母组合“ea”的发音

通过单词classroom引入字母组合“oo”的发音

T：Good! Can you read the text in group? Let’s begin！

T：You know Danny and Jenny are good friends. They are always together. But where is Jenny? Let’s listen to the tape and fill in the blanks. 填空，读答案，小组读。

3、Drills (本节课总体知识整合提升) I look say and match 5＇

T: so much for our text. Let’s do some exercise Look say and match. II Make up a dialogue in your group 7＇

要求：

1.每组选择一个人物 2.四人一组，一人一句 3.小组合作，共同完成

T：Next I will show you some children. Please guess who is singing? …放音乐

S: Kimi TianTian ShiTou Angela Cindy T:This is Kimi. Where is Kimi? He is beside Angela. He is playing cards. T:Boys and girls. Let’s make up a dialogue with the model in your group. For example: This is Shi Tou. Where is he? He is behind

通过填空可以锻炼学生的听力，训练其抓取信息能力。

小组活动读课文可以调动其参与度的积极性

将同学们感兴趣的材料作为本课练习，可以提高学生的兴趣和参与性。同时按照老师给的示范短文以组为单位进行自编小短文，可以将本课所学知识进行综合整合在语篇中进行练习。

Angela. He is reading newspaper. T:Are you clear? Ss: Yes. T:Okay.Now every group can just choose one child. And in your group.there are four students. One student

One sentence.Four students make up the dialogue together.Okay? Ss;Okay. T:Let’s begin. 2分钟后小组展示。

4、Class closing 家庭作业

1.背诵默写本课四会单词5遍。

2.运用本节课知识将本幅图介绍给你的爸爸妈妈

例如： This is Cindy. She is in TV. She is playing with a ball.

课后反思