小学五年级第五册Module7 Unit3教学设计和反思 - 绿色圃中小学教育网

教学过程

教学环节

教师活动

预设学生行为

设计意图

Step1 Warm-up

T：Greeting each other. Let’s say the poem with actions,OK?

Ss：Say the poem with actions.

通过韵律诗热身活动来吸引学生有意注意力，创设轻松愉悦的学习氛围。

Step2 Revision and starting

T: I do the actions,

you speak English,

Ok? Go!(师出示镜子，通过自我照镜子，配合夸张动作，表情，手势引导学生快速说出I could see myself)

T: Show students the actions themselves and learn to say.依次找男生和女生到前面边照镜子引导学生说出He/She could see himself/herself.

1. Ss: Do the actions and learn to say. ‘I could see myself.’

2. Ss: 几名男生和女生依次到前面边照镜子，其他学生说出 He /

She could see himself/herself.

全体学生集中注意力，以生活中照镜子的真实语境启动新课。最大限度地调动了每个学生的感官。帮助学生根据已有的知识构建起新的“知识模块”，在语言的运用中强化语感，实现玩中学，趣中练。

Step3 Presention

T: Now I’ve got a magic mirror. Can

you guess how he/she would look at the picture,OK?教师分别出示的四幅图并配合夸张动作，表情，手势引导学生快速说出I could see myself./ It was not very nice.

T: Show students the actions themselves and grasp the means of each sentence.

T: Pay attention to the stress and sounds of the words. And he looked twice. I gave myself a smile. You look at yourself and run a mile.

T: 教师组织全班交流，师生答疑，板书内容。(1)Now open your books and say the poems with actions. (2)Let’s have a match and let’s see which group is the winner,OK? Ready? Go! Look at the picture and say the poems with actions group by group.

T: Let’s say which group is the better.

全体学生聚精会神地看着教师出示的画片，每位学生脸上呈现出赞叹的表情。(1) 学生每幅图都配合夸张动作夸张动作，表情，手势进行描素I could see myself./ It was not very nice.

Ss: Do the actions and grasp the means of each sentence.

Then learn to say.

Ss: Listening to the recorder.(1) Now open the books and say the poems with actions.(2) Look at the picture and say the poems with actions group by group.

教师设计真实语境,激励每位学生积极参与，对全体学生充满信任，调动每位学生强烈的求知欲望。

创设问题情境，展开探究活动。本课以照镜子为主线，以功能型句式为提示语，师生之间，生生之间形成多层次、多渠道、多方面立体信息交流网。以练，思为主，让学生通过感悟----概括----应用。

发挥评价的激励机制，把游戏恶和小组竞赛活动作为课堂教学的一部分，给学生创造自主求知的机会。

Step4

Practice and consolidation

T: Let’s play a game, Ok?

(1) Do AB exercises. Show the students groups of words and try to say the sounds of letters.

(2) Write two things you can / can’t do by yourself.

Ss: 按照教师的游戏要求来组织活动。通过游戏，小组竞赛解疑。

以游戏形式过单词关，师生，生生互动，探究字母、读音。音素和拼写之间的内在联系。词不离句，句不离篇。帮助学生构建字母音素单词及词句篇，培养学生形成立体思维空间。加强学科之间的联系，激活学生学习兴趣。

Step5 Summer and homework

T: What have we learn today?

T: Homework: Draw a picture and say to your parents or partner.

Ss: 全体总结今天所学内容。

Ss: 用英语把自己画的画描述给家人或同座听。

板书设计

I could myself. He/ She could see himself/ herself.

学生学习活动评价设计

以学生为主体的“一体多面”的多元互动的评价