2021秋人教PEP版英語(yǔ)五年級(jí)上冊(cè) 全冊(cè) 說(shuō)課稿

Unit1Whafshelike?說(shuō)課稿

I.Theanalysisofteachingmaterial

Firstly,I'dliketotalksomethingabouttheanalysisofteachingmaterial.Thisbookisfrom

Unit1ofPEPprimaryEnglishbookVandthemaintopicissomeadjectivesandsentence

structurestodescribeaperson.Throughlearningthisunit,studentswillbeabletousethesewords

andsentencestructurestotalkaboutpeopleintheirdailylife.

II.Theanalysisofstudents

Secondly,Iwillanalysemystudents.Studentsingrade5havejustlearntsomeEnglish

knowledge,butit'sstillquitedifficultforthemtospeakEnglishindailylife.SoIwillmainlyuse

CommunicativeApproachandSituationalApproachtohelpthemlearnbetter.

m.Theanalysisofteachingaims

AccordingtoNewCurriculumStandard^Isetthreeteachingaims.Thefirstoneisknowledge

aim:studentswillbeabletoreadandwritesomeadjectiveslikepolite,shy,helpful,clever....The

secondoneisabilityaim:throughcorporationanddiscussion,studentscanusethewordsand

structurestodescribeotherpeoplesmoothlyandfluently.Thelastoneisemotionalaim:students

canbeinterestedinlearningEnglishbydoingdifferentactivities.

IV.Theanalysisofteachingkey&difficultpoints

Basedontheanalysisofteachingmaterial,studentsandtheteachingaims,myteachingkey

anddifficultpointsareasfollows.Theteachingkeypointisthatstudentscanreadandwritethe

newwordsandsentencestructuresinthislesson.Theteachingdifficultpointisthatstudentsare

abletousethesewordsandsentencestructurestodescribeapersonintheirdailylife.

Theanalysisofteachingmethods

Toovercometeachingkeyanddifficultpoint,IwillmainlyuseCommunicativeApproach

andSituationalteachingmethod.

V.Theanalysisofteachingprocedures

Now,let'sfocusonthemostimportantpartofmyteachingdesign,thatistheteaching

procedures.Itincludesfourparts,warming-up,presentation,consolidation,summary

&homework.

Stepl:Warming-up

Afterthedailygreeting,Iwillaskmystudentstodosomeactionstocheerusup.Inthisway,

Icancreateaactivelearningsun*oundingformystudentsandletthemleamhappily.

Step2:Presentation

Inthisstep,Iwillusefivepicturestointroducethenewwordstomystudents.Inthesefive

pictures,therearefivedifferentpeople,studentsareaskedtodescribeeachpersonandfromtheir

description,Icangetthenewwordseasily,theyare"polite,helpful,clever...Andafterthe

introduction,Iwillplayagamenamed“fingergame,,withthem.ThereasonwhyIdothisisto

helpstudentsbefamiliarwiththetopicandunderstandthenewwordsandphrasesinthelistening

material,soastosweepthelisteningobstacle.ThenIwillplaythetapeforthreetimes.BeforeI

playthetapeforthefirsttime,Iwillaskmystudentswhat'sitabout.Andaftertheyfinishthe

listening,1willasksomestudentstotellmetheanswer,theymaygetpartoftheinformationandI

willcombinetheiranswersandgetthemainidea.AndthenIwillplaythetapefbrthesecondtime,

beforetheylistentoit,Iwillaskthemtogetsomedetailsaccordingtothestructuregiven"what's

WuYifanlike^^aftertheirlistening,IwillasksomeonetotellmetheanswerandIwillgetthe

“He'shard-working”.Aftertheytotallyunderstoodthelisteningmaterial,theyareaskedtolisten

tothetapeforthethirdtime,andpayattentiontothepronunciationandtheintonationofthe

speaker.Ifpossible,theycanalsoimitateit.Bylisteningtotheconversationforthreetimes,

studentswillmastereverylittledetailsinit.

Step3:Consolidation

Inthisage,IwillplayagamenamedApplegamewithmySs:Iwillshowanappletree

coveredwithmanyapplesonthePPT,andoneachapple,thereisaword.ThenIwillaskstudents

toreadthesewords,themoretheypronounce,themoreapplestheywillget.Atlast,whogetsthe

mostappleswillbeawardedasmilingface.Afterdoingthis,they

Next,IwillplayanothergamewithmySsnamedPointandSay:Studentsareaskedtoshow

theirownphotosanddescribetheirappearanceusingthenewwordsandsentences.Inthisway,

whatwehavelearntinthisclasswillbeconsolidated.

Step4:Summary&Homework

Attheendoftheclass,Iwillguidestudentstosummarizewhatwehavelearnttoday.And

givethemtoday'shomework:theyshoulddrawapictureabouttheirfavoritecartooncharacter

andtrytodescribehimorhernextclass.

VI.Theanalysisofblackboarddesign

Lastly,Iwillputforwardtheanalysisofblackboarddesign,myblackboarddesignincludes

threeparts,topic,keywordsandkeysentencestructures.Youcanseeveryclearlywhatwehave

learnttoday.

That'sallformypresentation,thanksfbryourlistening.

Unit2MyweekPartB第二課時(shí)說(shuō)課稿

一、教材分析

（一）教材的地位作用

本課的知識(shí)點(diǎn)接近學(xué)生實(shí)際生活,與學(xué)生周末活動(dòng)有密切聯(lián)系,而且所學(xué)重點(diǎn)內(nèi)容又是繼let,stalk

的基礎(chǔ)之上，所以通過(guò)學(xué)習(xí)能把新舊知識(shí)有效銜接、引申和發(fā)展，將所學(xué)語(yǔ)言靈活運(yùn)用于生活。

（二）教學(xué)目標(biāo)的確定

根據(jù)《英語(yǔ)課程標(biāo)準(zhǔn)》的教學(xué)理念、教材特點(diǎn)以及五年級(jí)學(xué)生的實(shí)際情況，我確定本課的教學(xué)目

標(biāo)為：

1、知識(shí)目標(biāo)：1.能夠聽(tīng)、說(shuō)、讀、寫(xiě)5個(gè)短語(yǔ)：washmyclothes,watchTV,dohomework,read

books,playfootball.

2、能力目標(biāo)：能夠在語(yǔ)境中正確運(yùn)用這五個(gè)詞組描述周末活動(dòng)。

3、情感目標(biāo)：提醒學(xué)生注意合理安排周末活動(dòng)。

4、教學(xué)重難點(diǎn)：短語(yǔ)在對(duì)話(huà)中的正確運(yùn)用。

二、學(xué)生分析

本課我教學(xué)的對(duì)象五年級(jí)的學(xué)生，基礎(chǔ)水平層次分明。因此我將學(xué)生分組進(jìn)行授課，讓學(xué)生在組

內(nèi)互幫互助，發(fā)揮學(xué)優(yōu)生的優(yōu)勢(shì)來(lái)帶動(dòng)學(xué)困生，一起學(xué)習(xí)，共同提高。

三、教學(xué)過(guò)程

本著以學(xué)生學(xué)習(xí)為主體、多媒體為輔助，在教師的點(diǎn)撥、啟發(fā)和引導(dǎo)中，我把教學(xué)過(guò)程分為六部

分來(lái)完成。

（-）熱身與復(fù)習(xí)

通過(guò)唱英文歌曲，緩解學(xué)生緊張的情緒，讓學(xué)生在輕松、愉快的氛圍中開(kāi)始學(xué)習(xí)英語(yǔ)。課前讓學(xué)

生通過(guò)師生、生生的情景互動(dòng)，突出本課重點(diǎn)句型Whatdoyoudoontheweekend?I….并導(dǎo)入新

課。

（-）新課呈現(xiàn)

通過(guò)教師的提問(wèn)，引導(dǎo)學(xué)生觀(guān)看flash動(dòng)畫(huà)，進(jìn)行對(duì)詞組的初步學(xué)習(xí)，掌握其發(fā)音與書(shū)寫(xiě)。并結(jié)

合Doyouoften...ontheweekend?句型進(jìn)行操練。

（三）操練鞏固

以聽(tīng)、說(shuō)、讀、寫(xiě)的形式進(jìn)行操練鞏固。讓學(xué)生先聽(tīng)音，然后進(jìn)行CrazyEnglish模式訓(xùn)練，隨

后組內(nèi)完成隨堂筆記，由組長(zhǎng)檢查。

（四）拓展延伸

此環(huán)節(jié)設(shè)計(jì)了兩個(gè)拓展延伸內(nèi)容。一是根據(jù)Groupwork的練習(xí)進(jìn)行組內(nèi)調(diào)查，完成調(diào)查表格并

進(jìn)行展示，二是己學(xué)的舊知聯(lián)系新知完成小練筆。這個(gè)環(huán)節(jié)的設(shè)計(jì)能及時(shí)了解學(xué)生對(duì)知識(shí)的掌握情況；

也能激發(fā)學(xué)生對(duì)知識(shí)的求知欲。

（五）當(dāng)堂反饋

根據(jù)所設(shè)計(jì)的練習(xí)，讓學(xué)生獨(dú)立完成，并核對(duì)答案。目的是檢測(cè)學(xué)生對(duì)知識(shí)的理解程度。

（六）情感升華

結(jié)合本課知識(shí)點(diǎn)，總結(jié)并提出希望：合理安排自己的周末。同時(shí)出示：Forthehard-working,a

weekhassevendays,forthelazy,seventomorrows.（勤奮的人,一個(gè)星期有七天；懶惰的人，―

個(gè)星期有七個(gè)明天。）鼓勵(lì)學(xué)生要做一個(gè)勤奮的人。

（七）作業(yè)布置

根據(jù)學(xué)生表現(xiàn)情況，適當(dāng)布置作業(yè)的量。將本課所學(xué)的短語(yǔ)落實(shí)到行動(dòng)上。

四、板書(shū)

Unit2Myweek

B.Let'slearn.Groupwork

重點(diǎn)詞匯：washmyclotheswatchTVdohomeworkplayfootballreadbooks

重點(diǎn)句型：-Doyouoftenwashyourclothesontheweekend?

-Yes,Ido.

Ioftendohomework,readbooks,watchTVanddrawsontheweekend.

Unit3Whatwouldyoulike?PartA第二課時(shí)說(shuō)課稿

一、說(shuō)教材

從內(nèi)容上來(lái)看，本單元教學(xué)內(nèi)容是對(duì)四年級(jí)上冊(cè)學(xué)過(guò)的關(guān)于食物的相關(guān)知識(shí)的鞏固、拓

展和延伸，學(xué)生對(duì)食物這樣的教學(xué)內(nèi)容興趣濃厚。

二、說(shuō)學(xué)情

本節(jié)課的授課對(duì)象是小學(xué)五年級(jí)的學(xué)生，他們已經(jīng)學(xué)過(guò)許多有關(guān)食物的單詞，對(duì)這個(gè)話(huà)

題也很感興趣。整體看，他們聰明好動(dòng)，但由于層次不一，學(xué)習(xí)態(tài)度和學(xué)習(xí)能力差異很大，

授課時(shí)，應(yīng)注重趣味性。為了激發(fā)他們的競(jìng)爭(zhēng)與合作意識(shí)，我們進(jìn)行小組合作學(xué)習(xí)。

三、說(shuō)教法

根據(jù)對(duì)教材的分析，針對(duì)學(xué)生好動(dòng)、好勝、注意力持續(xù)時(shí)間短等特點(diǎn)，我設(shè)置情境、游

戲等方式讓學(xué)生學(xué)習(xí)新單詞。

在整個(gè)過(guò)程中，我會(huì)采用情境教學(xué)法、直觀(guān)演示法、多媒體輔助教學(xué)法、游戲教學(xué)法、

小組合作教學(xué)法等方法，并在教學(xué)中穿插使用。

四、說(shuō)教學(xué)目標(biāo)

1、能夠聽(tīng)、說(shuō)、讀、寫(xiě)句型：Whatwouldyouliketoeat/drink?Kdlike...What'syour

favouritefood?Ilove....

2、能夠在情境中運(yùn)用句型:Whatwouldyouliketoeat/drink?I'dlike...

3、能夠在語(yǔ)境中理解新單詞hamburger、icecream、salad>sandwich、tea的意思，并

能夠正確發(fā)音。

五、說(shuō)教學(xué)重、難點(diǎn)

1、教學(xué)重點(diǎn)：

(1)能夠用句型Whatwouldyouliketoeat/drink?對(duì)別人吃些或喝些什么進(jìn)行提問(wèn)，并

能用句型I'dlike….表達(dá)自己喜歡食物。

(2)能夠在語(yǔ)境中理解新單詞hamburger、icecream、salad、sandwich、tea的意思，

并能夠正確發(fā)音。

2、教學(xué)難點(diǎn)：

能夠在情境中運(yùn)用句型:Whatwouldyouliketoeat/drink?I'dlike...

六、課前準(zhǔn)備

課件、有關(guān)食物的圖片和單詞卡片。

七、說(shuō)教學(xué)過(guò)程

Step1Warm-up

為了營(yíng)造課堂的氣氛，激發(fā)學(xué)生的學(xué)習(xí)興趣，課件首先會(huì)出現(xiàn)四年級(jí)上冊(cè)學(xué)過(guò)的歌曲

^Whatwouldyoulike?》，讓學(xué)生跟唱，進(jìn)行熱身和復(fù)習(xí)導(dǎo)入。

Step2Presentation

⑴教師問(wèn)：“Whatdoyouliketoeat?〃讓學(xué)生根據(jù)自己的喜好，用已學(xué)句型“Ilike...〃回答。

(2)教師出示卡片hamburger,并問(wèn)：“Doyoulikeahamburger?”

(3)學(xué)生學(xué)說(shuō)hamburger一詞，教師板書(shū)單詞，并抽查一組學(xué)生，學(xué)生快速讀詞。

⑷出示有關(guān)食物的圖片(hamburger、icecream、salad>sandwichtea.)教師泛讀,然

后領(lǐng)讀。

(5)做游戲："thebomb〃(教師在單詞旁邊畫(huà)炸彈，如果指哪個(gè)哪個(gè)不讀，指沒(méi)有畫(huà)炸彈

的地方，學(xué)生齊讀，錯(cuò)的人教師數(shù)123,,學(xué)生說(shuō)〃bang")

Step3Practice

1>教師說(shuō)：“Lookatthepictures,readthesentence.Whatwouldyouliketoeat?Kdlike

(替換單詞進(jìn)行練習(xí))

2、教師問(wèn)：uWhatwouldyouliketoeat?,J學(xué)生答"I'dlike.…”。

Step4Role-play

請(qǐng)學(xué)生兩兩上講臺(tái)表演，一人問(wèn)："Whatwouldyouliketoeat?"或“Whatwouldyoulike

todrink?”另一人答：另'dlike.…”

Step5Goodtoknow

What'sthehealthyfood?

Step6Homework

1、Writethewords.

2、Dotheexercisebook.

八、板書(shū)設(shè)計(jì)

Unit3Whatwouldyoulike?

hamburgericecreamsaladsandwichtea

-Whatwouldyouliketoeat?

-I'dlike....

-Whatwouldyouliketodrink?

-I'dlike...?

Unit4Whatcanyoudo?說(shuō)課稿

LadiesandGentlemen,it'smygreatpleasuretobeheresharingmylessonwithyou.

ThecontentofmylessonisPEPPrimaryEnglishBook5Unit4PartBReadandWrite,telling

otherswhichhouseworkyoucando.First,letmetalkabouttheteachingmaterial.

Part1TeachingMaterial

Bythestudyofthisunit,theSsknowhowtoasktheotherswhattheycandoinEnglishand

howtodescribetheironlyabilities.ThestudyofthislessonwillhelptheSswithdaily

communication.

Thissetoftextbookspaymoreattentiontothestudents*interests,experienceandabilitiesto

linktothereality.It'sclosetolife.Thesecharacteristicsinthisunithasbeenfullyembodied.In

thisunit,thetopicishousework,andthefunctionistousethesentencestointroducewhatthings

youcandoandtoaskaboutotherpeople'sability,andonthisbasisitcanhelpstudents'leamto

studybythemselves,andalsohelpthemimprovetheircommunicationability.Thecontentinthis

classiscloselylinkedwiththedailylifeandeasytounderstand.Aftertheactualpractice,students

willgetgoodresults.

Therefore,onstudyingtheteachingmaterialandanalyzingtheregulationofchildren'sgrowing

ofmind,IputforwardtheteachingaimsaccordingtonewEnglishlessonstandard.

(1)Cognitiveaim:tolisten,speak,read,andwritethesentences:Whatcanyoudo?Ican....

Understandthedialogue,tohelpstudentsunderstandthesentence:Wecanhelpher.Justdoit.

(2)Abilityaims:studentscanputtheknowledgeintotheactualcommunicationenvironment.

(3)Emotionalgoal:tostrengthenstudents'self-careability,cultivatingstudents'goodqualityof

lovingforparents,lovingworking,takingpleasureinhelpothers.

Accordingtothecourseoftheteachingcontentandstudents*understandingofknowledge

degree,combinedwiththecourseteachingobjectivesandlearninggoals,Ithinkthekeyand

difficultpointsofthiscourseareabletoskillfullyusepatterns

Part2TeachingandLearningMethods

First,Iwillsaysomethingabouttheteachingmethods.Pupilshaveastrongpowerof

observationandimitation.Theyhavefullofcuriositytonewthings,withastrongdesireto

participatein.Thisclasswillspendmuchtimetotrainthestudents'abilities.Accordingtothe

modernperceptiontheoriesandsocialintercourseteachingtheories,1decidetousethesituational

teachingmethod,task-basedteachingmethod,etc.,tohelpstudentstakepartintheinteresting

activities,andletstudentsfeelhappinessandsuccess.Atthesametime,makeuseofthemodem

electricityteachingequipmentsandallkindsofteachingmeans,itcanmobilizetheSs'

enthusiasmandcreativityinlearningEnglish.

Next,Iwillsaysomethingaboutthelearningmethods.LetSsstudyinarelaxedandagreeable

atmosphere.Ssunderstandthenewknowledgeincertaindegreethroughthementalprocessof

seeing,hearing,saying,observing,imagining,thinkingetc.Andmakepreparationforcompleting

thenewstudytask.Afterfeelingandcomprehendingthelanguagepoints,letSsobtainthe

knowledgeactivelybyprobestudyandcooperativestudy.Thereby,developtheSs'abilitiesof

studyingandworkingwiththelearninglanguageindependently.

Part3TeachingProcess

Inordertorealizetheteachingprocesssystematically,properlyandefficiently,underthe

principleof"regardSsasthecorpus,theteacherinspiresforpredominance”,Idividetheteaching

processintofivesteps.

Step1.Warmupandpresentnewknowledge.

Firstofall,Iwillgiveachant,thecontentandthisclassarecloselylinkedandthen,andIsayto

theclassmates:"Look!Wecandomanythings!Ithinkyouarehelpfulathome.Whatcanyoudo

athome?”Guidesthestudenttouse"Ican...°toanswer,theteacherwillsay"Great!YouYe

helpful!"toencourage.AtthattimeIwilltakeoutsmallanimals,letthestudentsguesswhoare

coming,afterthat,Iask:"Youcandomanythings,Youarehelpful.Butwhatcanthemonkey

do?”Letthestudentsguesswhatthelittlemonkeywilldo.ThenI'dsay:''Animalscandomany

things,theyarehelpful.Nowlisten,whatotherthingscantheydo?”AndarousetheSs,

performancedesire,participationdesire,andleadtheSsintoathickEnglishstudyingatmosphere.

Step2.Usegamestoconsolidateknowledge.

Targetedgameistheeffectivewaytopracticethelanguageknowledge,itcanstimulatethe

students*learningenthusiasm,activeclassroomatmosphere,letsthestudentreallytakepartinthe

classroomactivities.

Therefore,Iuse"competition"gametopracticethelanguageknowledge.Firstwhenstudent

finishlistening,Iwillletthestudentscomparewhogetthemostinformationtotraintheirlistening

ability.Nextletthestudentsreadthetexttwicefollowingthetapetotrainingstudents'

pronunciationability.Then,inordertoimprovethestudents'autonomouslearningand

cooperativelearningability,1letthestudentsreadsilentlyingroups,findouttheproblemand

solvetheproblemthatteachergives.Iwillgivepraiseandencouragementtothebetterteam.I

thinkthistaskcanimprovethestudents9abilitytoanalyzetheproblems.

Step3.Learningthelanguage,strengthenthenewknowledge.

Themaingoaloflearningalanguageistocommunicateinreallife.Iwillpresentachallenge,

letthestudentsandteacherchallenge.Thispartofthedesignisinordertodevelopthestudents1

languageintegrationandexpressionability.Accordingtothepromptweretell,letthestudents

reducethechanceofmakingmistakes,itcancultivatestudents'self-confidence,soastoimprove

theirlearningEnglish.

Step4.Usethenewknowledge,developlanguage.

Themaingoaloflearningalanguageistocommunicateinreallife.Iwillusetheupcoming

Thanksgiving,tostimulatethestudents'tothanktheirparents,helpparentsdosomehousework.

Accordingtothetopicofroleperformance,teachstudentstogratitude,andcultivatetheirsenseof

responsibility.

Step5.Homework.

Languageteachingmustpaymoreattentiontoaffectivepenetration.Learningthislesson,Igive

studentshomeworklikethis:ThanksgivingDayisapproaching,writealettertoyourmother,tell

yourparentswhatyoucanhelpthemtodo.Thispartistostrengthenstudents*self-careability,

cultivatingstudents*goodqualityoflovingforparents,lovingworking,takingpleasureinhelp

others.

Part4Blackboardwritingdesign

Unit4WhatCanYouDo?

Ican....

Iamhelpful!Youarehelpful!

Blackboardwritingisanimportantteachingside,soIwilltrytoembodytheteachinggoal,

outstandingdifficulty.

Inaword,throughthisclass,thestudentscangraspthekeysentences,andcanusethelanguage

tocommunicateinreallife.Alsoitcancultivatethestudents*communicationandcommunication

ability.

Unit6InanatureparkA第一課時(shí)說(shuō)課稿

一、說(shuō)教材

1、認(rèn)知目標(biāo):能聽(tīng)懂和會(huì)說(shuō)Isthere...?Yes,thereis.No,thereisn't.并能在情景中運(yùn)用。

2、能力目標(biāo)：能熟練運(yùn)用Isthere...?句型，并掌握其肯定和否定回答方法。

3、情感態(tài)度：培養(yǎng)學(xué)生熱愛(ài)大自然的美好情感，增強(qiáng)學(xué)生的環(huán)保意識(shí)，培養(yǎng)學(xué)生的合作意

識(shí)，讓學(xué)生體驗(yàn)合作的愉快，培養(yǎng)學(xué)生的創(chuàng)造力和想象力。

4、重點(diǎn)：掌握句型Isthere...?Yes,thereis./No,thereisn't.難點(diǎn):city的理解與讀音。

5、教具：小方盒、圖片、錄音機(jī)、多媒體、小獎(jiǎng)品。

二、說(shuō)教學(xué)思想

關(guān)注學(xué)生情感，營(yíng)造寬松、民主、和諧的教學(xué)氛圍，激發(fā)并強(qiáng)化學(xué)生學(xué)習(xí)英語(yǔ)的興趣，

鼓勵(lì)學(xué)生大膽地使用英語(yǔ)，培養(yǎng)學(xué)生的自信心，為學(xué)生提供自主學(xué)習(xí)和相互交流的機(jī)會(huì)以及充

分表現(xiàn)和自我發(fā)展的空間。

三、說(shuō)教法、學(xué)法

1、創(chuàng)設(shè)情境，激發(fā)興趣。

根據(jù)小學(xué)生的心理特點(diǎn)和教學(xué)內(nèi)容，借助實(shí)物、圖片、電教媒體等直觀(guān)手段和語(yǔ)言描述

相結(jié)合創(chuàng)設(shè)情境，激發(fā)學(xué)生的情感，引導(dǎo)學(xué)生進(jìn)入特定的情境之中，激活學(xué)生的思維，發(fā)揮

學(xué)生的想象。

2、開(kāi)展多種活動(dòng)，穩(wěn)定興趣。

采用聽(tīng)、說(shuō)、讀、唱等多種形式的教學(xué)活動(dòng)，激發(fā)學(xué)生的求知欲望，以豐富多彩的學(xué)習(xí)

形式，讓學(xué)生時(shí)時(shí)產(chǎn)生新鮮感，輕松愉快地學(xué)習(xí)。

四、說(shuō)課件的設(shè)計(jì)與特色

本節(jié)課設(shè)計(jì)的課件整體都是為了本節(jié)課的的教學(xué)目標(biāo)服務(wù),生動(dòng)有趣的課件容易引起學(xué)

生的學(xué)習(xí)興趣，貼近學(xué)生的生活，讓學(xué)生快樂(lè)自覺(jué)地學(xué)習(xí)和運(yùn)用英語(yǔ)，達(dá)到交際目的。

在學(xué)習(xí)新課環(huán)節(jié)中，有兩個(gè)課件較為突出：一個(gè)是一幅自然公園圖，首先讓學(xué)生看課件

猜一猜，培養(yǎng)學(xué)生對(duì)本節(jié)課主要句型Istherein...?的聽(tīng)說(shuō)能力，再通過(guò)動(dòng)畫(huà)顯示句型，讓

學(xué)生認(rèn)讀，使學(xué)生容易接受。另外，為了使學(xué)生易于掌握本節(jié)課另一個(gè)重點(diǎn)：Yes,thereis.

No,thereisn't.我將一幅“龍灣旅游風(fēng)景區(qū)放入我的課件中，這幅風(fēng)景圖學(xué)生非常熟識(shí)，貼

近學(xué)生的生活，學(xué)生很容易能夠根據(jù)實(shí)際運(yùn)用Yes,thereis,No,thereisn't.去回答Is

there...in...?的句型。

還有在鞏固環(huán)節(jié)中，我設(shè)計(jì)了這樣的課件:一間房子，房子里有不同的房間。（livingroom,

bedroom,kitchen）既幫助學(xué)生復(fù)習(xí)舊詞匯，又運(yùn)用本課新學(xué)的內(nèi)容進(jìn)行小組討論，這樣，

音、像結(jié)合，生動(dòng)有趣，從而培養(yǎng)他們綜合運(yùn)用英語(yǔ)的能力，體現(xiàn)合作精神。

五、說(shuō)教學(xué)程序

Step1WarmupandRevision

①Greetings.

②利用游戲"速認(rèn)速記"復(fù)習(xí)單詞，在一個(gè)小方盒的6個(gè)面分別寫(xiě)有river,forest,grass,

path,lake,flower6個(gè)單詞，讓學(xué)生用Isit...?的句型猜背向他們的單詞,教師用“Yes./No.”

評(píng)價(jià)。

（設(shè)計(jì)意圖：通過(guò)這項(xiàng)有趣的活動(dòng)，讓學(xué)生鞏固上節(jié)課學(xué)的單詞，而且這些單詞又是本節(jié)課

的又一個(gè)語(yǔ)言教學(xué)內(nèi)容，同時(shí)上課一開(kāi)始就讓學(xué)生開(kāi)口說(shuō)英語(yǔ)可以活躍課堂氣氛，并能調(diào)動(dòng)

學(xué)生學(xué)習(xí)英語(yǔ)的積極性。）

③給學(xué)生展示一幅naturepark的圖畫(huà)，剛開(kāi)始，圖畫(huà)里只有一條彎彎曲曲的小道，教師說(shuō)

出：Look!Thereisapathinthenaturepark...然后分別舉起其它畫(huà)有"小河"等的圖片，引導(dǎo)學(xué)

生說(shuō)出Thereis...的句型,教師將圖片貼在naturepark里。

（設(shè)計(jì)意圖：讓學(xué)生在視覺(jué)上享受大自然的美，也是復(fù)習(xí)上節(jié)課所學(xué)的句型Thereis...并為

新課的導(dǎo)入作鋪墊。）

Step2Presentation

①教師利用課件將一幅自然公園圖呈現(xiàn)給學(xué)生,并引出Isthere