外研社版小学英语第六册

Module 5 Decisions Unit 2 It’s too big for you.教案

教材分析：

Module 5 Unit 2的主题是“decesions”, 语言功能是表达自己对事物的看法并帮助作出决定；学习任务为句型It’s too big for you.和单词hard.

教学重点：

It’s too big for you. 功能——描述事物的特征，表达自己的看法。

教学难点：

It’s got a panda on it. Try this one in white.

教学目标：

知识目标

1. 能听懂、会说并认读单词hard；

2. 能认读背景单词programme，firemen, sausage;

3. 能听懂、会说并认读句子It’s too big for you. It’s got a panda on it. Try this one in white.

能力目标

描述事物的特征，表达自己的看法,帮助同学朋友提意见做决定。

情感目标

体会英语在人与人交往中的作用，来明确学习目标，提高学习兴趣。身边的同学朋友需要帮助，大家要乐于帮助他人。

教学过程：

1.     Warp-up

In the last period, we learnt to describe things. Now I’ve got some cute things. I will describe them, then you guess.

1)     I can use it to write. What’s it? --------It’s a pen.

2)     It’s an animal. It’s white and black. It’s very fat. What’s it? ------It’s a panda.

3)     It’s a kind of fruit. It’s yellow. Can you guess?-------It’s mango.

(Learn the word mango. Then listen to the song named mangoes and rice. Wow! This song is very lovely!)

4)     It’s a kind of clothes. We can wear it. --------It’s a cap.

(I have got a cap here. Take out the cap I have perpared before. Can you wear it? Ask a student to wear it. Wow! It’s too big for you. It’s too big for him. Yes? Have you got a small one? Ok. Try this one in yellow. This one is ok for you. You can take it. )

2. Presentation

1) In unit 1, we know lingling need a bag. Today she is going to the department store again. Listen and answer: What does Lingling want to buy? What has it got on it?

2) Listen again and answer: What color does Lingling buy at last? Why doesn’t she buy the blue one?

3) Listen and repeat.

4) Read the text  

5) Show to the class. Role-play.

3. Practice

1) Pair-work.

In our daily life, we often meet different things. We can say “it’s too … for …”. Let’s describe the pictures!

2) Group-work.

Let’s go to the Department Store. One is the sales assistant, and the others are going to buy something. Let’s see which group are the best actors! Remember to use these sentences:

It’s beautiful/ big/ light/ cute/ nice ….

It’s got …/ ….

It’ll be … for you.

It’s too … for ….

4. Sum-up and homework

What have you learnt today?

Homework:

1. Read the text three times.

2. Buy things in other groups. Try to say more.

教学反思

先说自己的这节课，起初在备课的时候总想有点小突破，充分调动学生的“活力”，不想按照常规的模式走，于是设计了几个自由环节——学生应用上节课所学知识描述自己的某一种物品，通过我的描述来猜测物品，学生戴帽子、换帽子，听唱歌曲，小组购物表演。这些环节自由变通性大，学生的自主性大，有利于充分调动已学知识复习巩固，为本节课的学习做好铺垫，并且能激发学生的学习兴趣，提高学习积极性。总体来说，这节课与之前的课堂相比，有一些新意，有一些突破，为我的英语课堂注入了新鲜血液，指引了更宽广的道路。在以后教学实践中，我要认真研究、探索，努力打造富有个性与活力的英语课堂。

本节课路线简单明了：学生自己介绍描述自己的物品；老师也要描述，我来描述你来猜，期间欣赏歌曲，渗透重点句型；稍稍回顾一下上一课，进入过渡到本节课的学习听音回答问题，学习课文；同桌活动描述图片；小组活动购物表演；总结回顾，家庭作业。总体来看路线清晰，简单明了，与学生互动性较强，学生乐于参与。进步之处在于，板书环节掌握清晰，书写及时到位，再接再厉。

但是，仔细想来，本课也存在缺陷。由于只试讲了一遍，课堂环节不是十分熟悉，一些地方衔接不到位；课堂缺少打磨，有一些小细节考虑不是很周到，应该力求做到没一个环节、每一句话都烂熟于心了如指掌；本课没有渗透情感教育，并且提倡情感教育应该渗透在课文中不易觉察的地方，与课堂融为一体。这些都是需要注意的地方，需要我在日常教学的过程中认真揣摩。

级部内听评课的过程中，我们又听了颖洁、丽君、任儿、董儿的课，他们的课也都努力达 成老师、学生、课本的共通共融，大家都在不断地进步着，每个人身上都有很多亮点，愿我们互相吸收借鉴，共同成长进步，不断提高自己的授课能力。