人教版小學(xué)英語五年級下冊第二單元說課稿

人教版小學(xué)英語五年級下冊第二單元授課稿AninterpretationofonelessononUnitTwo—-——what'syourfavoriteseasonGoodmorning！Myrespectedjudges!Itisagreathonortohaveachancetostandhereandtalktoyoutoday。WhatIamgoingtotalkaboutisUnitTwo—--—--What’sYourFavoriteSeason--—-inthePEPPrimaryEnglishStudents’Book-——Book2inGradeFive。一、AnalysisoftextbookThemaintopicinthisunitis‘season'.Therearethreemajorpartsinthisunit,includingPartA，PartBandPartC。Obviously,itisimpossibletofinishthisunitinonelessonhour，soIdividedthisunitintosixlessonshours，andeachparttakestwolessonshours。AndwhatIamgoingtotalkaboutisthefirstlesson。Thefirstlessonincludesfoursmallparts：Let’sstart，Let’schant,Let'slearnandLet’sfindout。（一）、ImportantPointsandDifficultiesinthislesson1．Howtoanswerthefollowingquestions:①Whatisyourfavoriteseason(orWhichseasondoyoulikebest?)？②Whatistheweatherlike？③Whatseasonisitnow？④Whydoyoulikespring/summer/fall/winter？2．Howtohelpstudentsbeabletoread，speak,listenandwritethenewwords：suchasseason,spring,summer,fallandwinter3．Reviewsomewordsonweather,suchascool,warm，hot,cold，windy，rainy，sunny,andcloudy。（二）、TeachingGoalsinthislesson1.Studythefoursentencespatterns：①Whatisyourfavoriteseason（orWhichseasondoyoulikebest?）?②Whatistheweatherlike?③Whatseasonisitnow？④Whydoyouspring/summer/fall/winter?2.Thestudentcanread，speak,listenandwritethenewwords：season，spring,summer,fallandwinterafterfinishingthislesson.3．Developthestudents’interestsinstudyingEnglishbyhelpingthemspeakEnglishasmuchaspossible.4.Teachthestudentssomegeographicalknowledgeonweatherindifferent1places.（三）、Preparationsinthislesson1.Preparefourtypicalpictures:aspringpicturewithbeautifulflowersandgreentrees，asummerpicturewithhotsunandaweepingman,afallpicturewithlotsoffruitsinthetreesandawinterwithlotsofsnows。2。Preparefourpicturesonatreeinspring,summer,fallandwinter。3.Prepareabigmap,andthemaparemarkedwithsomecitiesonit.4.Preparesomeredstarstoawardthestudentswhodoagoodjobinclass。5。Prepareatape,arecorderandafan.二、TeachingMethodsandstudyingmethods(一）SituationalTeachingMethodDuringtheteachingprocedure,Imakeseveralsituationalconversationsforthestudents.Forexample，Ichoosesomestudentstodotherole—playinggame,andletthemplaytherolesinthetextbook,andmaketheirownconversationbythemselvesaccordingtotheirreality.Bydoingthisgame,thestudentscanhavechancestopracticetheiroralEnglishandjoinintotheteachingprocedure。(二)InteractiveTeachingMethodGuessinggameisoneofactivitiesinmyteachingprocedure.Forexample，theteachermakesbodygestures，andthestudentsguesswhatthegesturesmean.Bytheinteractionbetweenteacherandstudentscanavoidjusttheteacher’stalking，alsocanactivateatmosphereoftheclass，andletthemlearnEnglishbygames。（三)Task-basedTeachingMethodInthefirstlesson,Idesignataskforthestudents,forexample.Iaskthestudentstodrawfourpicturesinspring,summer,fallandwinterandputthewordsonthepictures。Bydoingthisactivity,thestudentscanmemorizethenewwordsbetter.2（四)GroupStudyMethodIdividetheclassintofourgroupsandeachgrouphasitsownname。Groupstudyplaysaveryimportantrolemylesson。Bydoingthis，thestudentscanstudyEnglishincompetitivecooperation.（五）PracticeMethodPracticeisveryimportant.ThestudentscannotimprovetheirEnglishwithoutpractice,becausepracticemakesperfect。Bydoingpractice，thestudentscanmakefulluseofwhattheyhavelearnedintheclass.三、Teachingprocedures（一）Warm—up（1）GuessinggameInwarming—upstep,aftertheteacherandstudentsgreeteachother,theteacherbeginstomakebodygesturesonweather，suchascold，hot,warm,cool，rainy,windy,cloudyandsoon。,andasksthestudentswhatistheweatherlikenow.Andthestudentsguesswhatkindofweatheritis。Suchasmakingahotweathergesture,theteacherkeepsfanningwithhishand;makingacoldweathergesture,andtheteacherkeepshaking.Anystudentguessestherightanswerwillbeawardedaredstarforhisgroup.Thisstephelpsstudentsgooversomewordsonweather,andmakespreparationforthenewlesson.(二）Lead—in1)LearningthenewwordsTheteachertakesoutfourtypicalpicturesinspring，summer，fallandwinter，andsticksthemontheblackboard。Thentheteacherasksthestudentswhatseasonisit,andputstheword‘season’ontheblackboard,andteachesthestudentshowtoreadit。Thentheteacherpointsatspringpicture,andasksstudentswhatseasonitis.Thestudentsmaynotknowtheword‘spring’,buttheycananswerit“Chuntian”inChinese,thentheteacherwritesdowntheword‘spring’belowthepicture,andteachesthemhowtoreadit.Usingthesameway,theteacherteachesothernewwords.Afterthattheteacherinvitessomestudentstostandupandreadthenewwordsseveraltimes.2)GuessingGameInthisstep,thestudentsputthenewwordsintopractice.The3teacherchoosesavolunteer，andshowshimapictureoftree，andhedrawsthepicture，andotherstudentsguesswhatseasonitisbasedonthepicturethevolunteerdraw.Anyonewhoguessesrightwillbeawardedaredstarforhisgroup。Everygrouphasonechancetoanswerthequestion。(3)Task：DrawingpicturesInthisstep,theteacherrequireseverystudentdrawingfourpicturesinspring，summer，fallandwinter,andputtingthenewwordsonthem.(4）ShowingthemapInthisstep，theteachertakesoutabigmap,andsticksitontheblackboard,andshowsthestudentssomecitiesonthemap，suchasLhasa,Beijing，Shenzhen，Kunming，Harbin,andJianshui,andbeginsanotherGuessinggame:theteacherasks“whatistheweatherlikeinLhasa/Shenzhen/Kunming/Harbin/Jianshuiinspring/summer/fall/winter"。Thestudentsuse“itiswindy/sunny/warm/cold/hot/warm/cool”answeringthequestions.Anyonewhoguessesrightwillbeawardedaredstarforhisgroup.（5)Role—playingInthisstep，Ichoosesomestudentstodotherole—playinggame，andletthemplaytherolesinthetextbook,andmaketheirownconversationbythemselvesaccordingtotheirreality。Eachgroupatleastmakesaconversation.Suchas：Converstion1A：whichseasondoyoulikebest?B:winterA:whydoyoulikewinter？B:BecauseIlikesnows.Conversation2A：whatisyourfavoriteseason？B：Ilikesummer。4A：whydoyoulikesummer?B：BecauseIlikeswimming。Anyonewhodoeswellwillbeawardedaredstarforhisgroup.6)Let’schantTheteacherplaysthetapeofLet’schant,andthestudentsfollowthetapetochanttogetherfortwotime.Thentheteacherexplainswhatthechantmeans。Andchantitagain。7)CountingtheredstarsofeachgroupCongratulationstothewinnergroup,andgivethemapplauses.8）HomeworkEachstudentisrequiredwritingthenewwordsandfoursentencespatternstwotimes.9)BlackboardwritingplanUnit2Whatisyourfavoriteseason1。Season,spring,summer,fall,winter。2。Whatisyourfavoriteseason/whichseasondoyoulikebest.Ilike。。...3．Whydoyoulike。？Because。4。Whatistheweatherlikein..?Itis.5。Whatseasonisit？Itis四、MyteachingplanconceptsLetstudentsstudyEnglishinsituationalconversation;letstudentsstudyEnglishcompetitivecooperation;letstudentsstudyEnglishinhappiness；LetstudentshavenofearinstudyingEnglish。五年級下冊第二單元授課稿各位評委，各位老師，清早好！很有幸可以參加今天的授課面試.我授課的內(nèi)容是:人教版的小學(xué)五年級英語下冊Unit2whatisyourfavoriteseason5一、教材解析本單元的主題是Season,由PartA，PartB以及PartC三大部分組成。內(nèi)容量大，不可以能一節(jié)課上完，所以我把整個單元分為六個課時，每個部分用兩個課時。我授課的內(nèi)容就是第一課時的PartA內(nèi)容。第一課時的內(nèi)容包括四個小部分,它們分別是：Let'sstart,Let'schant，let’slearn和Let'sfindout.(一）重點和難點1．聽、說、讀、寫新單詞：season,spring，summer,fall,winter.2.運用四個句型進行問答：1．①Whatisyourfavoriteseason(orWhichseasondoyoulikebest？)？②Whatistheweatherlike?③Whatseasonisitnow？④Whydoyouspring/summer/fall/winter?3．復(fù)習(xí)有關(guān)描述天氣的單詞，比方：cool，warm,hot，cold，rainy，sunny,cloudy(二）授課目的1．學(xué)習(xí)四個句型的問答:①Whatisyourfavoriteseason（orWhichseasondoyoulikebest?)？②Whatistheweatherlike？③Whatseasonisitnow?④Whydoyouspring/summer/fall/winter?2．學(xué)生可以聽、說、讀、寫新單詞：season，spring，summer,fall，winter。3．經(jīng)過使學(xué)生多張口說英語,培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣以及用英語表達的能力。4．使學(xué)生認識一些地理知識，特別是天氣方面的知識。（三）課前準備1．準備四張典型的季節(jié)圖片：春色圖是紅花綠樹；夏景圖是驕陽當空、汗流滿面；秋景圖是果碩累累;冬景圖是白雪茫茫。2．準備四張不相同圖片，這四張圖片是相同一棵樹在春夏秋冬的不相同情況.3．準備一些關(guān)于不相同天氣的圖片.4．準備一幅地圖，并在地圖注明上課本出現(xiàn)的城市的相對應(yīng)的地理地址。．準備一些小紅星，用于課堂獎賞。6．準備錄音機、磁帶和一把小扇子。二、授課法(一)情況授課法在授課過程中，我為學(xué)生創(chuàng)立了幾個情況對話。比方：讓學(xué)生扮演課文對話中的角色，讓他們依照實質(zhì)進行英語會話.情況授課法讓學(xué)生有機遇去練習(xí)口語，參加到授課過程中來.（二）互動性授課法在我授課過程,我設(shè)置幾個猜迷游戲.比方：教師做肢體語言，讓學(xué)生猜當時的天氣情況。經(jīng)過師生互生，可以防備教師獨自授課,學(xué)生只聽不說的場面，現(xiàn)時可以激活課堂氣氛，讓學(xué)生在互動中學(xué)習(xí)英語。（三）任務(wù)型授課法在這一節(jié)課中，我給學(xué)生安排一個任務(wù)：讓他們?nèi)ギ嬎姆唵蔚拇合那锒嫞阉鶎W(xué)到單詞標到圖畫上，經(jīng)過這樣做,可以幫助學(xué)生更好記憶單詞,豐富課堂活動。（四)小組合作學(xué)習(xí)我把所有的學(xué)生分為四個小組，并為每個小組命名。小組合作學(xué)習(xí)策略是特別重要的學(xué)習(xí)策略，可以培養(yǎng)學(xué)生的團隊意識和集體看法,讓學(xué)生在合作競爭中學(xué)習(xí)英語。（五）練習(xí)法做練習(xí)在學(xué)習(xí)英語過程也是特別重要的，學(xué)生只有經(jīng)過練習(xí)才能運用到他們在課堂中所學(xué)到知識,達到牢固知識，學(xué)好英語的目的。三、授課過程（一）熱身——--猜迷游戲課堂開始，教師與學(xué)生問好，爾后教師開始做有關(guān)天氣的肢體語言，讓學(xué)生根本教師的肢體語言來猜想天氣情況。比方做天氣特別熱的肢體語言，教師可以用手不停扇扇子;做天氣冷的肢體語言，教師可以表現(xiàn)為被冷得全身發(fā)抖，在這個游戲中,教師也可以請學(xué)生來做肢體語言，讓其他同學(xué)來猜。猜對的話,就為猜對那個小組獎賞一個小紅星。經(jīng)過這個游戲,可以幫助學(xué)生復(fù)習(xí)有關(guān)天氣的單詞，并為新課的導(dǎo)入做鋪墊。7(二）新課導(dǎo)入（1)學(xué)習(xí)新單詞教師拿出準備好的四張季節(jié)圖,爾后粘貼在黑板上，接著問學(xué)生：Whatseasonisit？同時在黑板上定下season，帶著學(xué)生領(lǐng)讀，爾后讓學(xué)生猜這個單詞的意思。若是猜對的話,就給猜對那個小組獎賞一個小紅星。爾后教師指著春色問:whatseasonisit？可能學(xué)生不認得spring這個單詞，但他們知道是春天，于是教師就把spring寫到春色圖下面，并授課生怎么讀.爾后教師再用相同的方法來教summer,fall，winter這幾個單詞。教完新詞后,教師邀請一些同學(xué)起來試讀，若是讀不對，就幫助學(xué)生糾正。（2)猜迷游戲：猜季節(jié)這個游戲可以幫助學(xué)生迅速把所學(xué)到的單詞用到練習(xí)中去。教師先選一個自告?zhèn)溆碌耐瑢W(xué),爾后背對其他學(xué)生，把一棵樹四個季節(jié)圖選其中一幅圖來畫,其他學(xué)生就依照所畫的圖來猜季節(jié)。猜對的話，就給猜對那個小組獎賞一個小紅星。爾后再