篇一：十分鐘片段教學(xué)設(shè)計案例

　　Unit 8 Was it in the Wardrobe ?

　　十分鐘片段教學(xué)設(shè)計

　　Teaching content: 人教版第五冊下學(xué)期 Unit 8

1.單詞 2.句型

　　能力目標(biāo)：

　　情感目標(biāo):

　　Important points:

　　Difficult points:

1、教師根據(jù)主題創(chuàng)設(shè)情境，讓學(xué)生置身于相應(yīng)的語言環(huán)境，成為學(xué)習(xí)的主人，增強(qiáng)他們學(xué)習(xí)的信心。

2、根據(jù)Part A 的內(nèi)容，設(shè)置chant，加強(qiáng)學(xué)生對單詞、句型的操練與鞏固，提高語言運用與交際的能力。

　　Teaching aids:

　　Appraisal plan:

　　【教學(xué)過程】

　　StepⅠ.Greetings.

　　T: Hello, boys and girls. I’m Ms Zou. Glad to meet you .You are so lovely, so

　　handsome.

　　StepⅡ.Lead-in

　　1. Look for a present.

　　T: Today I prepare a present. Guess where’s it? Is it in the box? A boy, come here. Use your magic eyes. Please have a look. Is it in the box?

　　S1: No, it isn’t. (教師幫助補(bǔ)充，完整回答句子。)

　　T: It’s empty. Is it in the desk? Is it under the chair? Is it …? Please try to guess! S2,s3,S4: Is it …?

　　如果學(xué)生沒有講到包的位置，教師在回答的過程中給予暗示。

　　S5: …

　　T: Oh. It’s here. It’s beside the bottle. It’s near the window. It’s a toy. Who’s he? (走到學(xué)生中間展示玩具柯南)

　　Ss: He’s Conan.

　　T: Conan has magic eyes. Use your magic eyes. Try your best. You’ll get it. 描述玩具柯南，瓶子，窗戶的方位關(guān)系，根據(jù)現(xiàn)場情況進(jìn)行變更。

　　T: Now, boys and girls. Follow me. Beside. (教師用手示意玩具柯南與瓶子的方位關(guān)系。)

　　Ss: Beside.

　　T: It’s beside the bottle.

　　Ss: It’s beside the bottle.

　　T: Near. (教師拿起玩具柯南示意與窗戶的方位關(guān)系。)

　　Ss: Near.

　　T: It’s near the window.

　　Ss: It’s near the window.

　　T: It’s near the window. (教師拿起瓶子示意與窗戶的方位關(guān)系。)

　　Ss: It’s near the window.

　　[設(shè)計意圖] 用猜禮物的方式導(dǎo)入課題，在極短的時間內(nèi)吸引學(xué)生的注意力，激活學(xué)生思維。導(dǎo)入方式簡單明快。

　　StepⅢ.Presentation

　　從導(dǎo)入自然過渡新授部分，學(xué)生學(xué)習(xí)單詞near, beside. 依然通過柯南的圖片與物體的方位關(guān)系學(xué)習(xí)句型：A: Was it near…?

　　B: Yes, it was./No, it wasn’t.

　　A: Was it beside…?

　　B: Yes, it was./No, it wasn’t..

　　1. Learn the new words.

　　T: Now, please read after me.(教師邊板書單詞near邊帶讀)

　　near, near.

　　Ss: near, near.

　　T: ear, ear. (教師手擋住n帶讀)

　　Ss: ear, ear.

　　T: near, near.

　　Ss: near, near.

　　T: beside, beside.(教師邊板書單詞near邊帶讀)

　　Ss: beside, beside.

　　T: i, i (教師手指帶讀部分)

　　Ss: i, i.

　　T: beside, beside.

　　Ss: beside, beside

　　教師走到學(xué)生中間進(jìn)行練習(xí)。

　　T: Oh, I can see a lovely girl. I am beside the lovely girl. What’s your name? S1: My name is …

　　T: Who’s beside …?（教師站在學(xué)生旁邊。）

　　Ss: …is beside Ms Zou.

　　T: Who’s beside …? Point and say.

　　Ss: …is beside …(學(xué)生邊說邊指向S1旁邊的同學(xué))

　　T: Who’s near …? Point and say.（教師用手勢提示near 的范圍）

　　S2,S3,S4,S5: …is near…

　　2. Learn the new sentences.

　　①T: Please look at here. There is a sofa. I have a picture of Conan. Look!Where’s it? Ss: It’s near the sofa. (如果學(xué)生有回答It’s beside the sofa.教師把圖片拉近沙發(fā)說明It’s beside the sofa. 然后拉遠(yuǎn)說明It’s near the sofa.)

3. Open

　　your eyes. Where’s it now?

　　Ss: It’s on the sofa.

　　T: Yes. It’s on the sofa now. Where was it just now? Was it near the sofa?(教師邊板書句子Was it near …?邊問。) Yes, it was./No, it wasn’t.

　　Ss: Yes, it was.(教師幫助補(bǔ)充，完整回答句子。然后板書句子Yes, it was.)

　　如果有學(xué)生用No回答，教師進(jìn)行過去與現(xiàn)在方位的講解，結(jié)合柯南的圖片與沙發(fā)的方位關(guān)系。T: It’s on the sofa now. It was near the sofa just now.然后再問學(xué)生，學(xué)生齊答。

　　T: Please look at here. There’s a lamp. Look where’s it?

　　Ss: It’s on the lamp.

　　T: Yes, it’s on the lamp. Close your eyes. 1,2,3. Open your eyes. Where is it now? Ss: It’s beside the lamp.

　　如果學(xué)生沒有說出It’s beside the lamp.教師提示說出。

　　T: Yes, it’s beside the lamp now. Where was it just now? Was it beside the lamp? Yes, it was./No, it wasn’t.

　　Ss: No, it wasn’t.(教師幫助補(bǔ)充，完整回答句子。然后板書句子No, it wasn’t.) ②Read the sentences after teacher. (2 times)

　　A: Was it near the sofa?

　　B: Yes, it was./No, it wasn’t.

　　A: Was it beside the lamp?

　　B: Yes, it was./No, it wasn’t.

　　[設(shè)計意圖] 利用導(dǎo)入延伸實際場景，學(xué)生看所需描述的對象，學(xué)說方位，自然引出新授內(nèi)容。單詞學(xué)習(xí)結(jié)合句型，做到詞不離句，學(xué)生對新授語言有整體的直觀理解和認(rèn)讀。在根據(jù)過去和現(xiàn)在的直觀方位問答中，學(xué)生不斷輸入提問的語言，即本課的新授句型，大大地增加了學(xué)生模仿說語言的機(jī)會。同時在語言輸入的過程中，結(jié)合以前所學(xué)語言，談?wù)撃撤N天氣適合做的事情，自然將學(xué)語言與用語言結(jié)合起來。學(xué)生增加了語言的輸入與輸出量。

　　Step Ⅳ.Practice.

　　T: look! This is my room. Oh, my god! Where was the television in my room? Please guess was it …? (如果學(xué)生沒有說句子的反應(yīng)教師再示范說句子。)

　　教師點擊鼠標(biāo)，答案正確。

　　T：Yes, it was. Where was the lamp in my room? Was it …? Please try to guess! S1: Was it …?

　　T: …(點擊鼠標(biāo))

　　T: Where was the bag in my room? Was it …?

　　S2: Was it …?（點擊鼠標(biāo)）

　　T: …

　　[設(shè)計意圖] 學(xué)生在形式多樣的操練形式中，愉快、主動地進(jìn)行模仿及語言的運用。在課件創(chuàng)設(shè)的情境幫助下，學(xué)生準(zhǔn)確地理解所學(xué)語言的意義，同時邊學(xué)邊用，大大的增加了語言的實踐量。

　　StepV Summary :

　　Step VI Homework

　　Handwriting

　　Unit 6 Was it in the wardrobe?

　　圖片 A: Was it near the sofa?

　　Was it beside the lamp?

　　B: Yes, it was./ No, it wasn’t.