小学英语_Module10Unit1Hewasinthekitchen教学设计学情分析教材分析课后反思.doc

Module10 Unit1 He was in the kitchen.教学设计 一、教学目标 语言知识目标 全体学生能够理解kitchen, toilet, room, living room, hide-and-seek, last, hide, sofa, now。全体学生能运用kitchen, toilet, room, now。部分学生能运用living room, hide-and-seek, last, hide, sofa。 语言技能目标 全体学生能运用“Where did you find…?”“I found …in the …” “He/ She was in the …”句型来询问、谈论人或物所处的位置。 情感态度目标 1.教育学生要爱比自己小的孩子，爱自己的家。 2.通过享受寻找的过程学习英语，使学生能体会到英语学习的乐趣。 二、教学重点 1. 四个房间的熟练认读和表达； 2. 运用句型“Where did you find…?” “He/ She was in the …”谈论人或物所处的位置。 三、教学难点 能熟练使用句型“Where did you find…?”“I found … in the …”谈论人或物所处的位置。 四、教具准备 课件、教学卡片、CD-Rom 五、教学过程 StepⅠ Warming up 1.Greetings. 2.Sing a song—You are happy. 3.Play a game. Where is the toy dog? It’s in/on /under/behind the bag. 4.Show a picture about the game: hide and seek. Ask: Do you know what are they playing? SS: No/Yes 5.Learn the word hide-and-seek: hi- de, hide, see-k seek 【设计意图：通过小朋友捉迷藏的图片激发学生的好奇心与求知欲，自然导入本课主线，并及时学习单词hide-and-seek为新课学习做好充分的铺垫。】 Step II Leading in 1. Show a picture of Tom. Ask: Who is he? SS:Tom. 2. Watch the cartoon of acti.1 Learn the new words of the rooms: kitchen, toilet, living room 3. Sing the chant and do the actions. 【设计意图：通过动画、图片、chant来学习kitchen、toilet、living room，bedroom,强化记忆，各个击破，为学习文本清扫词语障碍。】 StepⅢ Text-learning 1.Show a picture of John/Sam/Amy/Lingling/Tom. T: Amy, Lingling, Sam and John are playing hide-and-seek. Do you want to know who won the game? Let’s watch and find. 【设计意图：抛出问题，让学生带着问题看动画，更具有针对性和统一性。】 2.Watch the cartoon of acti.2. 【设计意图：观看动画，整体感知文本内容。】 T: Who won the game? S1:Tom. S2:Sam. T: Let’s learn the text carefully. After that, you will get the answer. 3.a.Review the four rooms: kitchen, toilet, living room,bedroom--rooms b.New words: sofa hide hide- /h/-/ai/-/d/-hide He is hiding behind the sofa. 【设计意图：利用自然拼读法教授单词，避免枯燥记忆，提高学生学习兴趣。】 4.Listen and answer 1 What game are they playing? 2Where did they find Lingling? 3Where was Tom? 【设计意图： 利用任务教学法，让学生带着问题听课文，学习的过程即寻找人物的过程，激发学生兴趣。】