Unit 1 Come with me! 第二课时教学设计

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　　作为一位杰出的教职工，时常需要编写教学设计，教学设计是实现教学目标的计划性和决策性活动。教学设计应该怎么写呢？以下是小编整理的Unit 1 Come with me! 第二课时教学设计，仅供参考，大家一起来看看吧。

Unit 1 Come with me! 第二课时教学设计

一、课例名称: Unit1 Come with me!

　　二、执教教师:郭金梅

　　三、指导教师:英语科组全体教师

　　四、课型:词汇教学

　　五、学段（年级）:五年级

　　六、教材版本: Friends with English

　　七、词汇教学的认识及定位:

　　本课属于第二课时，即词汇新授课。学习本课，学生将学习到本课的8个单词：aunt, uncle, cousin, farmer, factory worker，dictionary , diary , calendar.；句型：What does she do ? She’s… Is this your dictionary? It’s …（注：8个单词是新授单词，句型是以前学习过的句型，本节课将新单词套用到旧句型中，复习、巩固、并运用。）

　　Topic: Unit1 Come with me! (Friends with English, Book 3)

　　Teaching period: The second period

　　Teaching objectives:

　　1. Language knowledge: To enable students to master the eight new words and ask about and identify possessions of the single form of the pronouns with the sentences: What does she do ? Is this your dictionary?

　　2. Language skills: To develop students’ abilities of listening，speaking，reading and writing.

　　3. Train the students’ communication skills and encourage them to communicate with each other.

　　Teaching key points:

　　How to ask about and identify possessions of the single form of the pronouns the sentence structure: What does she do ? Is this your dictionary?

　　Teaching difficult points:

　　1. The usage of asking about and identifying possessions of the single form.

　　2. Ask and answer by using the drills: What does she do ? She’s… Is this your dictionary? It’s …

　　Teaching aids:

　　CAI, flashcards, pictures, box, dictionary ,diary ,calendar .

　　Teaching strategies:

　　1. Situational method

　　2. TPR method

　　3. Activity method

　　4. The cooperative learning method

　　八、教学流程图：

　　九、Procedures:

　　Step 1: Warm—up

　　1. Greetings.

　　2. Sing a song:

　　Step 2: Revision

　　the pictures they are familiar，and answer the question. At the same time revise the sentences: Who’s she/he? She’s /He’s …

　　评：通过学生熟悉的图片：Tony, Jenny, Gogo复习句型：Who’s she/he? She’s /He’s …并为讲授新单词作铺垫。

　　Step 3: Presentation

　　Part I:

　　1. Lead-in.

　　Show out my relatives’s photos and guess who they are . Learn the new words and the new drills: aunt, uncle, cousin, “Who’s she/he? She’s my aunt./He’s my uncle.

　　评：老师通过自己的亲戚的相片作为导入，吸进学生注意，激发学生学习兴趣，起到很好的学习效果。

　　2. Use Ss’s photos objects to practice the words of aunt, uncle, cousin, This is my aunt/uncle/cousin.

　　评：学生用自己带来的相片作口头练习，向同桌介绍自己的亲戚，既熟悉又有创意，马上就将新学到的知识应用到实际生活中，学以致用。

　　3. Read and practice the new words one by one, two by two,……and etc.

　　评：多种形式的强化训练，及时纠正学生发音，让学生的口头表达能力更强。

　　’s play.(Look at teacher’s fingers and read the words.)

　　评：学生通过快速看老师举起的手指来跟读单词，既要求反应快，又要求读音准确，还要进行比赛，马上调动学生学习积极性，课堂气氛活跃，又达到了复习巩固的效果。

　　PartⅡ:

　　-in.

　　Sing the song and show out the pictures , guess what does she/he do ?

　　评：歌曲不但活跃课堂气氛还能复习已学举行，一举两得。

　　out my relatives’s photos and guess what does my aunt / my uncle do? Learn the new words and the new drills: farmer, factory worker. “what does my aunt / my uncle do? She’s a farmer./ He’s a factory worker.(Use the PPT to show out what does the factory worker mean.)

　　评：老师继续使用自己的相片展示自己亲人的相关职业，为学生创设了很好的语境学习新单词，既自然又有效。同时还利用PPT的相关效果给学生解释什么是factory worker.直接明了。

　　and practice the new words one by one, two by two,……and etc.

　　评：多种形式的强化训练，及时纠正学生发音，让学生的口头表达能力更强。

　　’s play.(follow the teacher to stand up and sit down .)

　　评：再用另一种游戏巩固新授的两个单词，学生在比赛过程中精神高度集中，兴致高昂，收到了很好的效果。

　　my dream: What do you want to be? I want to be a …

　　评：在谈论别人的职业同时也谈谈自己的梦想，让学生从小就设定自己的奋斗目标。

　　PartⅢ:

　　1. Lead-in.

　　Listen to the music and guess what day is it that day? Supposing that today is Christmas Day and I am the Christmas Father.

　　评：由于接下来讲授的三个单词与前面学习的内容没有太大的联系，老师再次创设了一个有趣的语境：假设今天就是圣诞节，老师是圣诞老人，同时请同学上台抽奖，把课堂气氛推向高潮。

　　out the box and find who is the lucky dog today. Choose one and learn the word : dictionary , diary , calendar.