课 题
人教版五年级上Unit class="t_table" >
| 教学过程 |
| 教学环节 | 教师活动 | 预设学生行为 | 设计意图 |
| 1 Warn-up(1) Sing the song My New Teacher(2) Practice oral English2 PreviewReplace the key words in the sentence and review the new words that they learned last period.3 PresentationLet’s tryBroadcast Let’s try, get the Ss finish the exercise. Get the students listen to the voice of their familiar teachers and guess who they are.Learn the dialogue in Let’s talk.Let’s talk(1) Present the figure pictures. Let the Ss remember them quickly. And then get Ss to recall which subject they teach.(2) Listen to the radio and read after the tape. Get the Ss to replace the key words and make sentences. We can do the group works.(3) Let the Ss make figure cards and describe the figures using the sentences: Who’s this man/woman? What’s he/she like?Good to knowLet the Ss find out the differences of calling names between China and the western countries.4 Consolidation and extension(1) Do A Let’s talk in work book.(2) Listen to the dialogue in Let’s talk and read them to your friends and parents.(3) Describe some photos with your partner. | Students describe their teachers in Chinese . | Present new words . |
| 板书设计 |
| Unit 1 My new teachersWho’s your math teacher?Mr Zhao.What’s he like?He’s thin and short . He’s very kind. |
| 学生学习活动评价设计 |
| 1，听力评价：2，认读评价：3，听说内容评价： |
| 教学反思 |
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1. 五年级学生具有贪玩、好动、好奇心强，爱表现自己的特点。他们已经学过了四年的英语，已经具备了一定的基本知识和技能，对基本的课堂用语，教师的指令已经基本掌握，在图片或多媒体课件的帮助下能听懂、读准英语单词和句子。在教师的指导下能做一系列任务活动。
2. 本课以话题为纲，交际功能为线，兼顾结构，运用英语完成任务为目标。即 话题——功能——结构——任务对话教学。由于这节课所学的知识是一个技能的展示和学习，创设的活动也多样，学生在认知和掌握的程度上就会慢一些，所以课堂上师生间的交流与反馈多了，课堂进度慢了，最终课容量相对较少。
本节课面向全体同学，教师是引导者、组织者，学生是活动的主体，创设情境，由于全班同学的英语水平参差不齐，所以采用分层递进的教学方法，多给那些接受相对慢的学生回答问题的机会，出现错误及时纠正，回答正确给予及时的肯定和鼓励，使每一个孩子都能树立起学习英语的信心，充分调动他们的积极性，确保每一个学生都能在课堂上有所学，有所收获。
