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Unit 1 Come with me! 第二课时教学设计
作为一位兢兢业业的人民教师，时常需要准备好教学设计，教学设计把教学各要素看成一个系统，分析教学问题和需求，确立解决的程序纲要，使教学效果最优化。我们应该怎么写教学设计呢？以下是小编为大家整理的Unit 1 Come with me! 第二课时教学设计，仅供参考，希望能够帮助到大家。
Unit 1 Come with me!第二课时教学设计
一、课例名称: Unit1 Come with me!
二、执教教师:郭金梅
三、指导教师:英语科组全体教师
四、课型:词汇教学
五、学段（年级）:五年级
六、教材版本: Friends with English
七、词汇教学的认识及定位:
本课属于第二课时，即词汇新授课。学习本课，学生将学习到本课的8个单词：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个单词是新授单词，句型是以前学习过的句型，本节课将新单词套用到旧句型中，复习、巩固、并运用。）
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、教学流程图：
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 …
评：通过学生熟悉的图片：Tony, Jenny, Gogo复习句型：Who’s she/he? She’s /He’s …并为讲授新单词作铺垫。
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.
评：老师通过自己的亲戚的相片作为导入，吸进学生注意，激发学生学习兴趣，起到很好的学习效果。
2. Use Ss’s photos objects to practice the words of aunt, uncle, cousin, This is my aunt/uncle/cousin.
评：学生用自己带来的相片作口头练习，向同桌介绍自己的亲戚，既熟悉又有创意，马上就将新学到的知识应用到实际生活中，学以致用。
3. Read and practice the new words one by one, two by two,……and etc.
评：多种形式的强化训练，及时纠正学生发音，让学生的口头表达能力更强。
4.Let’s play.(Look at teacher’s fingers and read the words.)
评：学生通过快速看老师举起的手指来跟读单词，既要求反应快，又要求读音准确，还要进行比赛，马上调动学生学习积极性，课堂气氛活跃，又达到了复习巩固的效果。
PartⅡ:
1.Lead-in.
Sing the song and show out the pictures , guess what does she/he do ?
评：歌曲不但活跃课堂气氛还能复习已学举行，一举两得。
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.)
评：老师继续使用自己的相片展示自己亲人的相关职业，为学生创设了很好的语境学习新单词，既自然又有效。同时还利用PPT的相关效果给学生解释什么是factory worker.直接明了。
3.Read and practice the new words one by one, two by two,……and etc.
评：多种形式的强化训练，及时纠正学生发音，让学生的口头表达能力更强。
4.Let’s play.(follow the teacher to stand up and sit down .)
评：再用另一种游戏巩固新授的两个单词，学生在比赛过程中精神高度集中，兴致高昂，收到了很好的效果。
5.Talk my dream: What do you want to be? I want to be a …
评：在谈论别人的职业同时也谈谈自己的梦想，让学生从小就设定自己的奋斗目标。
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.
评：由于接下来讲授的三个单词与前面学习的内容没有太大的联系，老师再次创设了一个有趣的语境：假设今天就是圣诞节，老师是圣诞老人，同时请同学上台抽奖，把课堂气氛推向高潮。
2.Take out the box and find who is the lucky dog today. Choose one and learn the word : dictionary , diary , calendar.
评：学生每抽一个奖品，就是本节课的一个新单词，老师及时讲授，及时指导，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.
评：老师再通过另一种全新的游戏巩固新学的单词，马上进行口语交际，学习句型Is this your dictionary /diary / calendar? No, it isn’t .It’s somebody’s.这种教学方式既自然，又达到了教学目标。
Step 4: Practice
1. Sing a song：What do you want to do?
2. Do exercises.
评：练习的量不算多，却能起到巩固并查漏补缺的作用。
Step 5: Extension
1.Activity : Looking for the owner.
评：学以致用是学习英语的最终目标，“寻找失主”这个环节将本节课的学习内容应用的实际生活中，达到教学目标，让英语学习更生活化。
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、课堂练习：
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、教学检测
通过堂上练习和作业反馈，分析学生掌握所学内容的程度。
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