Lesson 5 Where?教案及板书设计

Lesson 5：Where？

教学内容

Lesson 5：Where？

主备教师

1、知识目标：Where is it?

It is _____.

On in under 教学目标

2、能力目标：Talk about in the group with the important sentences. 3、情感态度目标：培养学生能够正确的掌握方位位置. 教学重点

Where is it?

It is _____.

On in under 教学难点

Where is it?

It is _____.

On in under 教具、学具

cards

audiotape Lesson 5：Where？

Where is it? 板书设计

It is_______. In , on, under 教

师

活

动

课时数

1 学

生

活

动

设

计

意

图

1.Greeting: Give a standard greeting to Greeting each other. Free talk. welcome students to English

自由对话，复习数以旧带新，引出新知。

class. Begin today’s class by Count aloud from one to 字，

reviewing the numbers. Together twenty.

学生讨论书上的图as a class, count aloud from one

片，说一说自己知道的句to twenty. 子。

2. Let’s look at our books. Give the

standard command for students

实物教学，生动形to take out the students books.

Take out the students books.

象，学生易接受。

a. Introduce. Use the real objects.

Remind students about the

different between a and an. In

English, we say an eraser because

通过游戏，活跃气it’s easier than saying an eraser.

b. Practice. Play “hide it”

with Play “hide it”

氛，巩固新知。

classroom objects, especially with

chalk,

教

师

活

动

an eraser, paper or a pencil. Use word cards in a pocket panel to show students how to substitute words in “Where is____? It’s ____.”

Ask for two volunteers. Give one volunteer two objects to place in any position. This volunteer then points to the words and make sentences with them. c. Have a brief class discussion to check the students’ comprehension. What’s wrong with Jenny’s housecoat? Are Danny’s pajamas too big? What about Li Ming’s coat?

3. Point to each item and have the students repeat the words with you. Take a moment to check comprehension. Ask a few students to volunteer to come to the front of the class. Point to various articles of their clothing, and ask the other students in the class to name them. 4. Let’s read a story.

5. Let’s do some exercises. First write the words. Second write the sentences. 6. Class closing. Say good-bye to the students.

学

生

活

动

Look at the teacher hid the objects, and read “Where is _____? It’

s___.”

设

计

意

图

Students hide the objects, ask and answer.

Answer the questions.

What’s wrong with Jenny’s housecoat? Are Danny’s pajamas too big? What about Li Ming’s coat?

Repeat the words. A few students come to the front of the class. Point to various articles of their clothing, and ask the other students in the class to name them read the story book.

Do some exercises.

全班讨论，检查学生的综合理解能力。

带领学生复习以前学过的方位词：on, under, beside，above, below, behind, in front of，并将单词写在黑板上。

带着问题讨论。

读故事，培养学生的阅读能力。

加强书写练习。

作

业

设

计

绘图并描述三个球的位置

教

学

反

思

本课主要学习方位的词汇in

on

under,课堂上我设计了大量的活动，如听口令做动作、调查、游戏等。学生参与面较广，充分调动了学生学习英语的积极性。整节课充分体现了以生为本的教育理念，安排了多样的学生活动，其中有两人、小组的，有教师指导性的，也有需学生独立或合作完成的。让他们通过小组合作Pair work学会与他人交流,做好由易到难的衔接工作，给学生提供开口的机会，让学生有更多的时间操练，课堂效果会好一些，能够突破句型教学是难点的问题。