五年级上册英语教案Module 1 Unit 1 There wasn't a clock here before 2外研社.docx

1、Module 1 Unit 1 There wasnt a clock here before.教材分析本册教材是供小学五年级上学期使用的。五年级的教材侧重对本套教材涉及的全部语法现象以及重要知识点的全面复习巩固以及进行一定的延展。本节课的主要内容是运用There be 句式的过去和现在（包括肯定和否定）两种形式描述一处场景的变化和不同。因为这是本模块的第一课时，所以要让学生正确区分运用There be 句式的过去和现在，引导学生在情境中感受be动词is/are及was/were的使用并能运用There be 句式结构的过去和现在恰当描述一处场景的变化和不同。 教学目标【知识目标】 1. 能够

2、理解并运用bench，了解for，different, then等词汇的用法.；2. 能够进一步感知语句重音及字母组合ench的发音；3. 能够听、说、读并正确运用There be句式的过去和现在，描述一处场景的变化和不同。【能力目标】全体学生能正确运用There werent any benches here before. There was a house. There wasnt a clock here before. There is one now. 此类语句，恰当描述一处场景的变化和不同。 【情感目标】通过对本课的学习，让学生懂得使用本课重点句式，恰当描述一处场景的变化和不同，

3、并将其运用到实际生活中，诸如描述家乡的变化，激发学生热爱家乡的自豪感。同时，培养学生注重观察生活的能力。 教学重难点【教学重点】1. 学习、理解词汇bench，了解for, different, then；2. 熟练、灵活运用目标语句There werent any benches here before. There was a house. There wasnt a clock here before. There is one now. 描述一处场景的变化和不同 。【教学难点】1. There be 句式过去和现在的正确使用；2. There be句式过去时否定形式的运用。 课前准备T

4、ape recorder, Multimedia教学过程Step 1. Warm-up 1. T: Hello, boys and girls! Lets sing a song together. (Sing the song “Animals, animals are everywhere”. And do the actions) 2. T: At the zoo, there are many animals. What about our classroom? Whats in the classroom now? Ss: There is a in the classroom. T

5、here are in the classroom. 3. T: Look at all the animals. Please remember where they are. And well play a memory game. Ss:学生根据记忆描述小动物的位置：There was a cat here before. There were two fish here before 【设计意图】 歌曲导入，可以活跃课堂气氛，同时用学生熟悉的动物入手，可以帮助孩子迅速融入话题，为接下来的教学打下基础。另外，记忆游戏的设置，可以激发学生的学习热情和积极性。Step 2. Presenta

6、tion1. Present the task. T: 课件出示图片并描述：Look! This is Swan Lake before. And this is Swan Lake now. There wasnt a lake here before. There is a lake now. There wasnt a theatre here before. There is a theatre now. There werent many tall buildings before. There are many tall buildings now. There werent ma

7、ny trees here before. There are many trees now. So great changes have taken place in Swan Lake. Yes or No ? Today lets talk about changes and try to find the differences. After learning well talk about what changes have taken place in Hefei , OK? Lets learn Module1 Unit1.(板书课题) 2. Present the new te

8、xt. a. (一遍听音)T: Whos she?(此处运用聚焦功能) Do you still remember where is she going to go this summer? Ss: Shes Lingling. Shes going to go to the UK. T: Yes. And now shes in London with Sam and Amy.(继续聚焦)Where did they go in London? Sam and Amy were in China for two years. Does London look different now? b

9、. (二遍听音) T: The park is different. Whats in the park now? Lets watch and answer. 引出句子There are benches now. There is a clock now. There are birds, too. c. (三遍听音) T：Boys and girls, there are benches in the park now. There is a clock in the park now. What was in the park before? Were there any benches

10、 here before? Was there a clock here before? Please open your books, lets listen and underline the answers. 引出句子：There werent any benches here before. There was a house. There wasnt a clock here before. d. T：Lets read the sentences on the board. And then well have a group discussion. What can you fi

11、nd from these sentences? e. （模仿跟读）T：Do they like the park now? What can they do? Lets listen and repeat. f. Read the text by yourselves. g. Read in roles. 【设计意图】 从天鹅湖的变化引入课本内容，可以让学生迅速进入情境。三次听音，并且通过问题，逐步引出本节课的核心句型There be的过去式和现在时的使用，层层递进，能够充分调动学生的思考能力，使得学生能够更清楚地理解课本材料。Step 3. Practice1. Good job, chi

12、ldren! Lets do an exercise: Read and choose. 2. Well done, children! Now, this is task 1 for you. Look! This is the house before. And this is the house now. Can you find the changes? Please work in pairs and then well chant together. 3. Children, youve done a good job. Here comes task2 for you. Plea

13、se try to find the differences in each picture. Please watch carefully. 4. Ok, children. Here comes our task 3. This was the classroom before. And this is the classroom now. Please try to find the changes in this classroom. Please work in boys group and girls group. And then well have a match betwee

14、n boys and girls. 【设计思路】将课本的Listen and chant 部分作为练习，可以充分考察学生对已学知识的掌握程度，同时也考察了学生的观察能力，另外chant的形式活泼有趣，可以提高学生学习的积极性。Step 4. Production 1. Boys and girls, heres a video for you. Lets watch it together. (播放合肥发展变迁的一段视频) 2. Great changes have taken place in Hefei these years. Lets try to describe the chang

15、es in Hefei. Please work in groups. 3. Who likes to share? 【设计意图】由天鹅湖的发展变化拓宽到合肥的发展变化，以此鼓励学生注意观察周边事物的变化，同时将所学知识学以致用，学生更具有参与感。通过此项活动可以提升学生的语言运用能力。Step5. Summary and homework 1. What did we learn today? 2. Homework: a. 用本节课所学知识描述家乡的变化，写出1-2句，上传到班级英语微信群中。 死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的

16、、阻碍学生能力发展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为提高学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背”与提高学生素质并不矛盾。相反,它恰是提高学生语文水平的重要前提和基础。b. 用本节课所学知识描述家乡的变化，写出3-4句，上传到班级英语微信群中。教师范读的是阅读教学中不可缺少的部分，我常采用范读，让幼儿学习、模仿。如领读，我读一句，让幼儿读一句，边读边记；第二通读，我大声读，我大声读，幼儿小声读，边学边仿；第三赏读，我借用录好配朗读磁带，一边放录音，一边幼儿反复倾听，在反复倾听中体验、品味。【设计意图】作业是课堂学习的延伸，是对课堂所学的技能很好的综合检测。通过口

17、语作业可以锻炼学生的口头表达能力，加强学生的输出；同时分层作业可以满足不同水平学生的需求，是因材施教的一种侧面体现。教学反思我国古代的读书人,从上学之日起,就日诵不辍,一般在几年内就能识记几千个汉字,熟记几百篇文章,写出的诗文也是字斟句酌,琅琅上口,成为满腹经纶的文人。为什么在现代化教学的今天,我们念了十几年书的高中毕业生甚至大学生,竟提起作文就头疼,写不出像样的文章呢?吕叔湘先生早在1978年就尖锐地提出:“中小学语文教学效果差,中学语文毕业生语文水平低,十几年上课总时数是9160课时,语文是2749课时,恰好是30%,十年的时间,二千七百多课时,用来学本国语文,却是大多数不过关,岂非咄咄怪事!”寻根究底,其主要原因就是腹中无物。特别是写议论文,初中水平以上的学生都知道议论文的“三要素”是论点、论据、论证,也通晓议论文的基本结构:提出问题分析问题解决问题,但真正动起笔来就犯难了。知道“是这样”,就是讲不出“为什么”。根本原因还是无“米”下“锅”。于是便翻开作文集锦之类的书大段抄起来,抄人家的名言警句,抄人家的事例,不参考作文书就很难写出像样的文章。所以,词汇贫乏、内容空洞、千篇一律便成了中学生作文的通病。要解决这个问题,不能单在布局谋篇等写作技方面下功夫,必须认识到“死记硬背”的重要性,让学生积累足够的“米”。略。