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Unit 1 Come with me! 第二課時教學設計
作為一位兢兢業業的人民教師，時常需要準備好教學設計，教學設計把教學各要素看成一個系統，分析教學問題和需求，確立解決的程序綱要，使教學效果最優化。我們應該怎么寫教學設計呢？以下是小編為大家整理的Unit 1 Come with me! 第二課時教學設計，僅供參考，希望能夠幫助到大家。
Unit 1 Come with me!第二課時教學設計
一、課例名稱: Unit1 Come with me!
二、執教教師:郭金梅
三、指導教師:英語科組全體教師
四、課型:詞匯教學
五、學段（年級）:五年級
六、教材版本: Friends with English
七、詞匯教學的認識及定位:
本課屬于第二課時，即詞匯新授課。學習本課，學生將學習到本課的8個單詞：aunt, uncle, cousin, farmer, factory worker，dictionary , diary , calendar.；句型：What does she do ? She’s… Is this your dictionary? It’s …（注：8個單詞是新授單詞，句型是以前學習過的句型，本節課將新單詞套用到舊句型中，復習、鞏固、并運用。）
Topic: Unit1 Come with me! (Friends with English, Book 3)
Teaching period: The second period
Teaching objectives:
1. Language knowledge: To enable students to master the eight new words and ask about and identify possessions of the single form of the pronouns with the sentences: What does she do ? Is this your dictionary?
2. Language skills: To develop students’ abilities of listening，speaking，reading and writing.
3. Train the students’ communication skills and encourage them to communicate with each other.
Teaching key points:
How to ask about and identify possessions of the single form of the pronouns the sentence structure: What does she do ? Is this your dictionary?
Teaching difficult points:
1. The usage of asking about and identifying possessions of the single form.
2. Ask and answer by using the drills: What does she do ? She’s… Is this your dictionary? It’s …
Teaching aids:
CAI, flashcards, pictures, box, dictionary ,diary ,calendar .
Teaching strategies:
1. Situational method
2. TPR method
3. Activity method
4. The cooperative learning method
八、教學流程圖：
九、Procedures:
Step 1: Warm—up
1. Greetings.
2. Sing a song:
Step 2: Revision
1.Show the pictures they are familiar，and answer the question. At the same time revise the sentences: Who’s she/he? She’s /He’s …
評：通過學生熟悉的圖片：Tony, Jenny, Gogo復習句型：Who’s she/he? She’s /He’s …并為講授新單詞作鋪墊。
Step 3: Presentation
Part I:
1. Lead-in.
Show out my relatives’s photos and guess who they are . Learn the new words and the new drills: aunt, uncle, cousin, “Who’s she/he? She’s my aunt./He’s my uncle.
評：老師通過自己的親戚的相片作為導入，吸進學生注意，激發學生學習興趣，起到很好的學習效果。
2. Use Ss’s photos objects to practice the words of aunt, uncle, cousin, This is my aunt/uncle/cousin.
評：學生用自己帶來的相片作口頭練習，向同桌介紹自己的親戚，既熟悉又有創意，馬上就將新學到的知識應用到實際生活中，學以致用。
3. Read and practice the new words one by one, two by two,……and etc.
評：多種形式的強化訓練，及時糾正學生發音，讓學生的口頭表達能力更強。
4.Let’s play.(Look at teacher’s fingers and read the words.)
評：學生通過快速看老師舉起的手指來跟讀單詞，既要求反應快，又要求讀音準確，還要進行比賽，馬上調動學生學習積極性，課堂氣氛活躍，又達到了復習鞏固的效果。
PartⅡ:
1.Lead-in.
Sing the song and show out the pictures , guess what does she/he do ?
評：歌曲不但活躍課堂氣氛還能復習已學舉行，一舉兩得。
2.Show out my relatives’s photos and guess what does my aunt / my uncle do? Learn the new words and the new drills: farmer, factory worker. “what does my aunt / my uncle do? She’s a farmer./ He’s a factory worker.(Use the PPT to show out what does the factory worker mean.)
評：老師繼續使用自己的相片展示自己親人的相關職業，為學生創設了很好的語境學習新單詞，既自然又有效。同時還利用PPT的相關效果給學生解釋什么是factory worker.直接明了。
3.Read and practice the new words one by one, two by two,……and etc.
評：多種形式的強化訓練，及時糾正學生發音，讓學生的口頭表達能力更強。
4.Let’s play.(follow the teacher to stand up and sit down .)
評：再用另一種游戲鞏固新授的兩個單詞，學生在比賽過程中精神高度集中，興致高昂，收到了很好的效果。
5.Talk my dream: What do you want to be? I want to be a …
評：在談論別人的職業同時也談談自己的夢想，讓學生從小就設定自己的奮斗目標。
PartⅢ:
1. Lead-in.
Listen to the music and guess what day is it that day? Supposing that today is Christmas Day and I am the Christmas Father.
評：由于接下來講授的三個單詞與前面學習的內容沒有太大的聯系，老師再次創設了一個有趣的語境：假設今天就是圣誕節，老師是圣誕老人，同時請同學上臺抽獎，把課堂氣氛推向高潮。
2.Take out the box and find who is the lucky dog today. Choose one and learn the word : dictionary , diary , calendar.
評：學生每抽一個獎品，就是本節課的一個新單詞，老師及時講授，及時指導，效果很好。
3. Let’s play.( passing game) And answer the question : Is this your dictionary /diary / calendar? No, it isn’t .It’s somebody’s.
評：老師再通過另一種全新的游戲鞏固新學的單詞，馬上進行口語交際，學習句型Is this your dictionary /diary / calendar? No, it isn’t .It’s somebody’s.這種教學方式既自然，又達到了教學目標。
Step 4: Practice
1. Sing a song：What do you want to do?
2. Do exercises.
評：練習的量不算多，卻能起到鞏固并查漏補缺的作用。
Step 5: Extension
1.Activity : Looking for the owner.
評：學以致用是學習英語的最終目標，“尋找失主”這個環節將本節課的學習內容應用的實際生活中，達到教學目標，讓英語學習更生活化。
2.Summary.
Step 6: Homework
1. Listen and read vocabulary and target.
2. Use the photo talk about your relatives to your friends.
Blackboard writing:
Unit 1 Come with me!
What does she do ? aunt farmer
She’s a farmer. uncle factory worker
cousin
. dictionary
Is this your dictionary? diary
No, it isn’t calendar
十、課堂練習：
Read and write.
1. What _______ your uncle _____?
He’s a ________.
2. ____ this Xiao ming’s ________?
Yes, it is .
3. ______ diary _____this ?
It’s _________.
4. What ______ you want to be?
I want to be ____ ________ .
十一、教學檢測
通過堂上練習和作業反饋，分析學生掌握所學內容的程度。
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