Words in each unit教学设计及说课稿

五上Words in each unit 教学设计

一．

教学目标

1.

使学生掌握一定量的词汇，提高语言综合运用能力；使学生掌握一些基本的词汇学习的方法和策略。

2.

能够根据图片，认读单词并说出其含义。能够根据实物，说出实物所代表的单词。

3.

能够通过了解英语词汇逻辑记忆法，发散思维，提高单词的记忆效率。

4.

通过词汇教学，帮助发现词汇中的有趣现象，让学生对词汇的学习有兴趣，充满自信心，能够克服困难。

5.

通过创编与单词有关的活动，感受创造和学习的快乐。

二．

教学重点

能够根据图片，认读单词并说出其含义。能够根据实物，说出实物所代表的单词。掌握words in each unit 里的单词。

三．

教学难点

能够通过了解英语词汇逻辑记忆法，发散思维，提高单词的记忆效率。

四．

教学方法

小组和做法，情景教学法

五．

教学过程

1.

Greeting T：Good morning, students. Ss: good morning, teacher. T: Today we are going to review the words we have learnt in each unit. Please turn to page to 72. 2.

Presentation (1). Review the words in unit one: what’s he like?

look and say.

T: What is your teacher like? Ss: My music teacher is old. Ss: My art teacher is young. T: look ! Can you guess what is he/she like? Ss: She is shy.

(2).Review the words in unit two: My week A. Let’s enjoy a song about days of the week. B. look and match. T: Pay attention: the first letter should be the big letter in words of week. C: Free talk. What do you often do on the weekend?

(3). Review the words in unit three: What would you like? Here we come to a restaurant. What would you like to eat/drink? T: Now I’m a waitress. You are customer. Let’s make a dialogue. T: Welcome, what would you like to eat/drink? Ss: I’d like some salad. T: Why? Ss: It’s healthy.

(4). Review the words in unit four: What can you do? A. Let’s enjoy a song: What can you do? B. Ask students what can you do? Ss: I can play the pipa.

(5). Review the words in unit five: There is a big bed. A. Let’s listen to a song: a photo of me B. So, tell me what’s in Zhang Peng’s bedroom? Ss. There is a clock in the bedroom.

C. Now let’s play a game: find the ball T: Where is the ball? Ss: It’s above the dog.

(6). Review the words in unit six: In a nature park. A. Enjoy a song: In a nature park. T: What’s in the park? Ss. There is a lake in the park.

3.

Consolidation Students draw a mind map to help themselves remember the words in each unit.