there is a big bed评课稿
there is a big bed评课稿
there is a big bed评课稿题目：环境设计与家具选择对于房屋装修的重要性探析——以"there is a big bed"为例一、引言（引出主题，提出文章要解决的问题）在进行房屋装修时，环境设计与家具选择是至关重要的环节。
那么，环境设计与家具选择之间存在着怎样的关系呢？本文以"there is a big bed"为主题，将一步一步探讨环境设计与家具选择对于房屋装修的重要性。
二、环境设计的重要性1. 创造舒适的居住环境一个人的舒适感受往往受到环境的影响。
一个环境设计得当的房屋可以创造出舒适的居住氛围，从而使人更加愉悦和放松。
环境设计包括空间布局、色彩搭配、光线利用等方面，这些元素相互影响，共同决定了居住环境的舒适度。
2. 彰显个性与品味环境设计能够反映居住者的个性与品味。
通过对房屋环境的设计，可以展示出居住者对美的追求和对生活品质的态度。
一个精心设计的房屋不仅仅是一个居所，更是一个展示个人品味的空间。
三、家具选择的重要性1. 与环境设计的协调性家具是环境设计的重要组成部分，与整体环境的协调性是家具选择的首要考虑因素。
家具的风格、材质、色彩等要与环境设计相呼应，协调统一，才能保持整体的美感与和谐。
2. 舒适性与功能性家具不仅仅是起居用具，更是为居住者提供舒适与便利的作用。
坐卧两用的大床就是一个典型的例子。
合理的设计与良好的材质选择，能够提供一个舒适的休息空间。
此外，家具还需满足居住者的日常功能需求，合理的储物空间设计以及多功能家具的选择，能够提高居住的便利性。
四、环境设计与家具选择的相互影响1. 环境设计与家具选择的先后关系环境设计与家具选择是一个相互依存的过程，二者相辅相成。
环境设计需要提前规划，确定好房间的用途与空间布局，然后才能更好地选择适合的家具。
而家具的选择也会对环境设计产生一定的影响，因为家具的摆放和尺寸会对空间布局产生限制。
2. 家具对环境设计的影响合适的家具能够为整个环境设计增添美感，提升房屋的整体风格。
《Unit 5 There is a big bed》教学设计教学反思-2023-2024学年小学
《There is a big bed》教学设计方案（第一课时）一、教学目标1. 学生能够听懂、会说、认读单词big和bed。
2. 学生能够理解并会运用There be句型来描述物品的位置。
3. 学生能够通过实际场景进行交流，提高口语表达能力。
二、教学重难点1. 重点：学生能够熟练运用There be句型描述物品的位置。
2. 难点：big和bed的发音和书写。
三、教学准备教师准备PPT、单词卡片、实物bed、录音机及一些辅助教具（如房间模型等）。
学生自带一些日常用品，如玩具、文具等。
四、教学过程：1. 热身环节：播放一首与本课相关的歌曲，帮助学生放松心情，为接下来的学习做好准备。
2. 新课导入：通过PPT展示一张大床和小男孩的图片，引导学生说出“There is a big bed and a little boy.”然后讲解There be句型的含义和用法。
3. 词汇学习：通过PPT展示一些描述物品的词汇和表达方式，如bed, boy, doll, chair等，让学生进行跟读和练习。
4. 听力训练：播放录音，让学生听录音并模仿其中的句子。
录音内容应包括新课的重点句型，帮助学生熟悉和掌握语言点。
5. 小组活动：将学生分成小组，进行角色扮演和对话练习。
学生可以自由选择话题，如描述房间、介绍自己等，尽可能地使用所学知识进行交流。
教师可以在必要时给予指导和帮助。
6. 课堂小结：回顾本课所学重点知识和句型，强调There be 句型的用法和意义。
同时，鼓励学生分享他们在小组活动中的经验和收获，提高他们的口语表达能力和自信心。
7. 作业布置：让学生回家后，尝试使用There be句型描述自己的房间或房间里的物品，巩固和扩展所学知识。
8. 延伸拓展：鼓励学生多看、多听、多说英语，尤其是日常生活中常用的表达方式，提高他们的英语口语能力。
9. 板书设计：在黑板上列出本课的重点词汇和句型，方便学生随时复习和巩固。
Unit5Thereisabigbed说课稿
Unit5Thereisabigbed说课稿Unit 5 There is a big bedA Let’s learn & let’s playGood morning, everyone! It’s my great honor to stan d here and talk about my teaching idea. The content of my lesson is 《PEP Primary English》Book5 Unit5let’s learn& let’s play. My topic today is Unit5 There is a big bed. And I’ll talk about it from the following parts: the analysis of teaching material, the analysis of students, the teaching and learning method, the teaching procedures and blackboard design.Now, please allow me to show you the first part ——The analysis of teaching material.Part1 The analysis of teaching material.This lesson is about a room topic. The sentence pattern of this lesson “There is …” is a key and difficult point of this Unit. This topic is about how to describe our rooms. Students will be certainly interested in it, because it is closed our daily life.Now I’ll talk about the te aching aims and demands in this lesson.Teaching aims and demandsAccording to the new curriculum standard, teaching aims are composed of three aspects: Knowledge arms, Ability aims and Emotion aims.Knowledge arms:1.Ask Ss to learn the words of different household things. Such as, clock,photo, plant, bike, water bottle, etc.2.Ask Ss to learn the sentence pattern: There is …Ability aims:1.To help Ss talk about their rooms with the target language.2.To foster Ss abilities of communication and innovation.Emotion aims:By completing the task, the Ss increase their interest and set up self-confidence in language study.Teaching important and difficult points1.The important points of this Unit are the five words about household things.Make sure that Ss can describe the rooms with these words.2.The difficult point is how to describe the room with “there is” and make surethey can use the sentence pattern correctly.Part2 The analysis of students.This lesson is for the students of Grade5. They have leant about “The sofa is in the living room, the bed is in the bedroom, and some prepositions before. Such as on/in/under/near/next to.” And they can use structures when they practice to express to how to describe their rooms in this lesson.The students have learned English for more than two years so far. They can understand each other well. They have showed great interested in English. This topic is closed to the daily life. So they will be interested in it as usual.After this, I’ll talk about teaching and le arning methods.Part3 Teaching and learning methods.For teaching methods, the new curriculum standard advocates the language is for communication, English teaching should lay emphasis on development of Ss. For this purpose, I’ll mainly adopt task-based teaching method, communicationteaching method, game teaching method, and so on. Here I’ll mainly talk about Task-based teaching method. that is so say，in my class I’ll design different activities and get Ss to fulfill the tasks. In that way, Ss will learn to experience and explore to improve their overall abilities.Now I’ll deal with the most important part, teaching procedure.Part4 Teaching procedure.In this part, I’ll arrange 5 steps.Step1. Warm-upIn this step, we’ll first give each other greetings, then I’ll guide students to review what we’ve learnt in last class, and then I’ll lead in thenew lesson. I’ll let all the students ask someone. “xxx, xxx, what can youdo?” Then she or he does and say it.Purpose: By this, the students can be interested in it and pay attention to our class easily. It is very important to develop their keen interest inEnglish.Now I’ll go to step 2Step2. PresentationFirst, I’ll say, “Oh! You can do many things. You’re so helpful. Miss Lee has a new house. Let’s go and see. What’s in my house? OK? Then I’llshow a house picture from PPT) I’ll ask Ss to say what’s in my house andwhat can you do in the living room/bedroom…? Then let’s do together. Go tothe living room, watch TV, Go to the study, read a book…Next, I’ll show a room picture from PPT. I’ll say, “Look! This is my bedroom. What can you see in the bedroom? And let them answer, “I can see a…” Then I’ll say, “Oh! My room is clean and nice. But I want to make it nicer. Next I’ll present the new words about household things from decorate my room.Purpose: CAI can provide a real situation for the Ss to understand the target language well in this lesson.Now I’ll ask students to practice the words.Step3. Practice1.I’ll show the screen and ask Ss to watch these pictu res quickly andremember them. Then put these pictures in some boxes. Next, I’ll ask, “What’s in picture1, 2, 3, 4… and let them answer, “There is a….2.After this, we’ll chant, and I’ll help students to make their own chant. Justlike “Clock, clock, draw a clock, Photo, photo, take a photo… etc.3.Next, I’ll show a “magic box” on the screen, and there are so many thingsaround the box. I’ll ask Ss to say it one by one. The first student says, “There is a clock.” The second one says, “There is a clock and a photo.”And the third one says, “There is a clock, a photo and a… etc.4.Now, students work in pairs. Ask Ss to ask and answer. One asks, “What’sin the classroom/bag/desk/pencil-box… And the other answers with “there be”.Purpose: Task-based teaching method is used here todevelop Ss’ ability of communication, and encourage them to speak more English. Step4. ConsolidationIn this step, I’ll describe my room sentence by sentence. After that, I’ll ask Ss to take out their worksheet and write about their own rooms. As they do this, I’ll walk around and give them help if necessary. Then I’ll ask two or three students to show their worksheet and talk about their own rooms. Purpose: In a word, the whole period is based on tasks. When the Ss fulfill the tasks, they can acquire information, knowledge, and have their ability and skills trained.Step5. HomeworkT ell your parents or friends what’s in your room.(Describe it with “there be”)Purpose: Cultivate their abilities of summarize and independence.Part 5 Blackboard designUnit5 There is a big bedPart A Let’s learn Let’s playThis is my room.clockThere is a photowater bottlebikeplantTeaching reflection:In the class, students will remember the new words by chant, playing games, working in a group. After class, they can talk about with their friends. Anyway, the teaching of this lesson aims to develop not only the Ss’ language technical abilities, but also the diverse intelligence by integrated teaching methods. Asteachers, to make our English classroom shine with vitality, we are laid with heavy burden, and we have a long way to go. I will try my best to achieve further success!Above is the lecture note of my lesson. Thank you for your attention.。
There is a big bed 的说课稿
There is a big bed 的说课稿各位老师：大家好！今天，我说课的内容是PEP Primary English Book V Unit Five There is a big bed的第一课时。
根据本课时的教学内容，我将本节课定位为一节词汇课。
接下来我将从教学的指导思想、教学的背景分析、教学方法、教学目标及重难点、教学过程、板书设计、评价及反思这几个方面来呈现我的说课。
一、教学指导思想《英语课程标准》指出，小学生的英语学习应特别强调培养对英语的感知能力和良好的语言学习习惯。
掌握有效记忆和使用英语词汇的方法等。
二、教学背景分析1、教材分析( 1 )教材内容本课时内容包括Let’s learn 和Let’s play这两部分。
其中，重点内容在于Let’s learn 部分的五个与日常生活息息相关的家居物品类单词clock, plant, water bottle, photo, bike以及句型there is …( 2 )教材地位首先，Unit Five There is a big bed 与四年级上册Unit Four My home有一定的相关性。
在学习了有关房间的基础上再来学习家居物品类单词，既体现了教材循序渐进、螺旋上升的编排意识，又体现了英语知识承前启后的紧密相关性，符合学生的认知规律。
其次，there be 结构对五年级的学生而言，是全新的知识。
本课内容直接关系到Part B部分将要学习的there be 结构的复数形式以及Unit 6 In a nature park 将要出现的一般疑问句形式。
总而言之，本课在教材中起着承上启下的重要作用。
2、学情分析学生特点 1、适合直观形象思维和抽象思维相结合的教学方式，并且对游戏、竞赛等活动特别感兴趣。
2.、虽处于小学高年级学段，但仍然活泼好动，有着极强的求知欲和表现欲。
3、五年级学生已有两年的英语学习基础。
问题分析 1. 1、综合运用语言的能力较弱。
Unit5Thereisabigbed说课稿
Unit 5 There is a big bed A Let’s learn & let’s playGood Good morning, morning, morning, everyone! everyone! everyone! It It It’’s s my my my great great great honor honor honor to to to stand stand stand here here here and and and talk talk talk about about about my my teaching idea. The content of my lesson is 《PEP Primary English 》Book5 Unit5let ’s learn& learn& let’s let’s let’s play. My topic today is Unit5 There is a big bed. And I play. My topic today is Unit5 There is a big bed. And I’ll talk about it from the following parts: the analysis of teaching material, the analysis of students, the teaching and learning method, the teaching procedures and blackboard design. Now, Now, please please please allow allow allow me me me to to to show show show you you you the the the first first first part part ——The The analysis analysis analysis of of of teaching teaching material. Part1 The analysis of teaching material. This This lesson lesson lesson is is is about about about a a a room room room topic. topic. topic. The The The sentence sentence sentence pattern pattern pattern of of of this this this lesson lesson lesson “There “Thereis …”…” is a key and difficult point of this Unit. This topic is about how to describe our is a key and difficult point of this Unit. This topic is about how to describe our rooms. Students will be certainly interested in it, because it is closed our daily life. Now I ’ll talk about the teaching aims and demands in this lesson. Teaching aims and demands According to the new curriculum standard, teaching aims are composed of three aspects: Knowledge arms, Ability aims and Emotion aims. Knowledge arms: 1. Ask Ask Ss Ss Ss to to to learn learn learn the the the words words words of of of different different different household household household things. things. things. Such Such Such as, as, as, clock, clock, photo, plant, bike, water bottle, etc. 2. Ask Ss to learn the sentence pattern: There is …Ability aims: 1. To help Ss talk about their rooms with the target language. 2. To foster Ss abilities of communication and innovation. Emotion aims: By completing the task, the Ss increase their interest and set up self-confidence in language study. Teaching important and difficult points 1. The important points of this Unit are the five words about household things. Make sure that Ss can describe the rooms with these words. 2. The difficult point is how to describe the room with “there is ” and make sure they can use the sentence pattern correctly. Part2 The analysis of students.This lesson is for the students of Grade5. They have leant about “The “The sofa is in sofa is in the the living living living room, room, room, the the the bed bed bed is is is in in in the the the bedroom, bedroom, bedroom, and and and some some some prepositions prepositions prepositions before. before. before. Such Such Such as as on/in/under/near/next to.” And they can use structures when they practice to express to how to describe their rooms in this lesson. The The students students students have have have learned learned learned English English English for for for more more more than than than two two two years years years so so so far. far. far. They They They can can understand each other well. They have showed great interested in English. This topic is closed to the daily life. So they will be interested in it as usual. After this, I ’ll talk about teaching and learning methods. Part3 Teaching and learning methods.For teaching methods, the new curriculum standard advocates the language is for communication, English teaching should lay emphasis on development of Ss. For this purpose, purpose, I I ’ll ll mainly mainly mainly adopt adopt adopt task-based task-based task-based teaching teaching teaching method, method, method, communication communication communication teaching teaching method, method, game game game teaching teaching teaching method, method, method, and and and so so so on. on. on. Here Here Here I I ’ll ll mainly mainly mainly talk talk talk about about about Task-based Task-based teaching method. that is so say ，in my class I ’ll design different activities and get Ss to fulfill the tasks. In that way, Ss will learn to experience and explore to improve their overall abilities. Now I ’ll deal with the most important part, teaching procedure. Part4 Teaching procedure.In this part, I ’ll arrange 5 steps. Step1. Warm-upIn In this this this step, step, step, we we we’’ll ll first first first give give give each each each other other other greetings, greetings, greetings, then then then I I ’ll ll guide guide students students to to to review review review what what what we we we’’ve ve learnt learnt learnt in in in last last last class, class, class, and and and then then then I I ’ll ll lead lead lead in in in the the new new lesson. lesson. lesson. I I ’ll ll let let let all all all the the the students students students ask ask ask someone. someone. someone. ““xxx, xxx, xxx, xxx, xxx, what what what can can can you you do?do?”” Then she or he does and say it. Purpose: By By this, the this, the students students can be interested in can be interested in it and pay attention to our class class easily. easily. It It is is is very very very important important important to to to develop develop develop their their their keen keen keen interest interest interest in in English. Now I’ll go to step 2 Step2. PresentationFirst, I’ll say, “Oh! You can do many things. You ’re so helpful. Miss Lee has a new house. Let ’s go and see. What ’s in my house? OK? Then I ’ll show a house picture from PPT) I ’ll ask Ss to say what ’s in my house and what can you do in the living room/bedroom …? Then let ’s do together. Go to the living room, watch TV , Go to the study, read a book …Next, I’ll show a room picture from PPT. I ’ll say, “Look “Look! This is my ! This is my bedroom. What can you see in the bedroom? And let them answer, “I can see a …”…” Then I Then I’ll say, “Oh! My room is clean and nice. But I want to make it nicer. Next I ’ll present the new words about household things from decorate my room. Purpose: CAI CAI can can can provide provide provide a a a real real real situation situation situation for for for the the the Ss Ss Ss to to to understand understand understand the the target language well in this lesson. Now I ’ll ask students to practice the words. Step3. Practice1. I ’ll ll show show show the the the screen screen screen and and and ask ask ask Ss Ss Ss to to to watch watch watch these these these pictures pictures pictures quickly quickly quickly and and remember remember them. them. them. Then Then Then put put put these these these pictures pictures pictures in in in some some some boxes. boxes. boxes. Next, Next, Next, I I ’ll ll ask, ask, “What’s “What’s in picture1, 2, 3, 4 in picture1, 2, 3, 4… and let them answer, “There “There is a is a…. 2. After this, we ’ll chant, and I ’ll help students to make their own chant. Just like “Clock, clock, draw a clock, Photo, photo, take a photo … etc. 3. Next, I ’ll show a “magic box ” on the screen, and there are so many things around around the the the box. box. box. I I ’ll ll ask ask ask Ss Ss Ss to to to say say say it it it one one one by by by one. one. one. The The The first first first student student student says, says, “There is a clock.” The second one says, “There is a clock and a photo.”And the third one says, “There is a clock, a photo and a … etc. 4. Now, students work in pairs. Ask Ss to ask and answer. One asks, “What’sin the classroom/bag/desk/pencil-box … And the other answers with “there be be””. Purpose: Task-based teaching method is used here to develop Ss’Ss’ ability of ability of communication, and encourage them to speak more English. Step4. ConsolidationIn this step, I’ll describe my room sentence by sentence. After that, I ’ll ask Ss to take out their worksheet and write about their own rooms. As they do this, I ’ll walk around and give them help if necessary. Then I ’ll ask two or three students to show their worksheet and talk about their own rooms. Purpose: In a word, the whole period is based on tasks. When the Ss fulfill the tasks, they can acquire information, knowledge, and have their ability and skills trained. Step5. HomeworkT ell your parents or friends what’s in your room.(Describe it with “there be”) Purpose: Cultivate their abilities of summarize and independence.Partclockis a photowater bottlebikeplant。
pep英语五年级上册 unit 5 there is a big bed说课稿
PEP英语五年级上册unit 5 There is a bigbed说课稿人教版小学英语五年级上册各位领导：上午好！今天，我说课的内容是PEP Primary English Book Unit Five There is a big bed 的第二课时。
根据本课时的教学内容，我将本节课定位为一节词汇课。
接下来我将从教材的分析、教学方法、教学目标及重难点、教学过程、板书设计、评价及反思这几个方面来呈现我的说课。
一、教材分析1.教材内容本课时内容包括Let’s learn 和Let’s play 这两部分。
其中，重点内容在于Let’s learn 部分的五个与日常生活息息相关的家居物品类单词clock, plant, water bottle, photo, bike 以及句型there is …2.教材地位首先，Unit Five There is a big bed 与四年级上册Unit Four My home 有一定的相关性。
在学习了各个房间的基础上再来学习家居物品类单词，既体现了教材循序渐进、螺旋上升的编排意识，又体现了英语知识承前启后的紧密相关性，符合学生的认知规律。
其次，there be 结构对五年级的学生而言，是全新的知识。
本课内容直接关系到Part B 部分将要学习的there be 结构的复数形式以及Unit 6 In a nature park 将要出现的一般疑问句形式。
总而言之，本课在教材中起着承上启下的重要作用。
二、教学目标1.知识目标能够听、说、读、写五个家居物品类的单词和词组：bike,clock,photo,water bottle,plant2.能力目标能够在语境中正确运用所学的五个家居物品类单词和词组以及句型there is...3.情感态度目标创设多种活动，充分激发学生学习英语的兴趣和热情，让学生体验成功。
4.学习策略目标感知和模仿英语发音的特点;掌握有效记忆和使用英语词汇的方法等。
小学英语五年级上册《Unit 5 There is a big bed》单元说课稿
《Unit 5 There is a big bed》单元说课稿第一课时教学目标1、能够听、说、读、写本课主要单词：mirror，curtain，closet，end table，trash bin；2、能够听、说、认读单词air-conditioner以及句型：Is this your…? I have …并能在情景中运用；3、能够听懂、会唱歌曲“My Small Bedroom”。
教学重点1、正确认读出本课出现的单词：curtain, closet, mirror, end table, trash bin, air-conditioner，并知其意；2、掌握本课出现的句型，并结合这些句子表达的情境，学会恰当的替换句中的单词。
教学难点能够正确书写出本课要求四会的单词：curtain, close, mirror, end table, trash bin。
教学准备1、教师准备教学过程中所需要的图片、声音、课件，以及本课时的六张单词卡。
2、教师准备录音机及录音带。
教学方法情景教学法，小组合作法，图片展示法教学过程设计1、Warm—up（热身）Let’s chant①教师播放Let’s chant课件。
②学生看课件三遍。
到第三遍时，教师可以鼓励学生小声跟读重复。
③教师请学生看图（Chant中的小图），说一说听到了什么，教师也可根据学生的情况对小诗稍作解释。
2、Presentation（新课呈现）（1）读一读①教师点击课件，进入Let’s learn部分。
提问学生：“What’s this?”，帮助学生说出：“It’s a bedroom.”。
领读单词“bedroom”，强调学生不要读成“bed-room”。
②教师向学生说：让我们听听这两个女孩在聊些什么，点击Play按钮播放对话两遍。
③请学生试重复出对话，并说一说“curtains”的意思。
教师领读“curtain”，并让学生说说为什么对话中“curtain”要加“s”。
小学英语_Unit5ThereisabigbedALet’sspell教学设计学情分析教材分析课后反思
PEP五年级上册Unit 5 There is a big bed A Let’s spell教学设计教学文本一、教学内容分析本节课内容是PEP五年级上册Unit5 There is a big bed. 第三课时A Let’s spell 语音课，本课时主要分为（1）Read，listen and chant（2）Listen，read and circle（3）Look，listen and write三部分，学习了字母组合ai和ay在单词中的发音/ei/，以及发音规律。
Read, listen and chant部分呈现了常见的字母组合ai和ay在单词中发/ei/的规律，并通过吟唱歌谣强化记忆。
Listen，read and circle部分活动，强化了ai和ay的音与形对应关系，培养学生听音辩形的能力。
Look，listen and write部分则是对学生进行了写的要求，考察听音能写的能力，并在单线上完成句子抄写活动。
通过在单线上完成抄写句子的活动，锻炼学生在无四线三格的情况下书写规范与美观。
二、学生学情分析学生通过两年的学习，已经初步掌握了辅音字母、元音字母和一些常见元音字母及辅音字母组合的发音，同时学生在学习发音的过程中具备了初步的听音辨音、听音拼词、听音写词的基本能力，具有一定的拼读意识和能力。
本节课主要学习ai和ay的发音/ei/，所涉及的单词有很多都是学生学习过的，这为语言学习和拼读教学提供了一定的基础，这些已有的知识都成为了本节课学生学习的知识基础，本课也将融合学生的已有知识展开语音教学。
同时，学生对自然拼读比较感兴趣，这也有利于促进学生对本课的知识的掌握。
但是，学生缺乏自觉拼读的意识和较好的拼读能力，虽然学生已经学过了26个字母音素，但是他们的拼读意识和习惯还没有得到很好的提升，在遇到生词时还不能自觉主动地借助音素进行拼读。
三、教学目标1. 语言能力目标（1）学生能够感知并归纳字母组合ai和ay在单词中的发音规则。
Unit 5 There is a big bed 说课稿
Unit 5 There i a big bed 说课稿各位老师：上午好！今天，我说课的内容是ar Engih Boo V Unit Five There i a big bed的第二课时。
根据本课时的教学内容，我将本节课定位为一节词汇课。
接下来我将从教学的指导思想、教学的背景分析、教学方法、教学目标及重难点、教学过程、板书设计、评价及反思这几个方面来呈现我的说课。
一、教学指导思想《英语课程标准》指出，小学生的英语学习应特别强调培养对英语的感知能力和良好的语言学习习惯。
其中，包括感知和模仿英语发音的特点；掌握有效记忆和使用英语词汇的方法等。
二、教学背景分析1、教材分析1 教材内容本课时内容包括Let’ earn 和Let’ e有一定的相关性。
在学习了各个房间的基础上再来学习家居物品类单词，既体现了教材循序渐进、螺旋上升的编排意识，又体现了英语知识承前启后的紧密相关性，符合学生的认知规律。
其次，there be 结构对五年级的学生而言，是全新的知识。
本课内容直接关系到, bathroom, itchen, iving room，etc句型：Thi i m roomThere i a big bed三、教学目标及重难点新课程标准指出，义务教育阶段英语课程的总目标是：通过英语学习使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养。
而这种综合语言运用能力的形成是建立在语言知识、语言技能、情感态度、学习策略和文化意识的整体发展基础上的。
根据本课教学内容和学生认知结构特点，我确定了如下教学目标：1、教学目标（1 ）知识目标能够听、说、读、写五个家居物品类的单词和词组：bie, coc, ut be fun 本堂课我采用了各种各样的游戏来激发学生学习的动机，培养学生的兴趣。
2、说学法词汇的记忆是学生在学习中所碰到的一大难题，因此在教学中渗透学法的指导，把规则交给学生，引导学生运用读音规则等方法记忆单词。
Unit5Thereisabigbed第四课时教学设计及反思范文
Unit5Thereisabigbed第四课时教学设计及反思范文第一篇：Unit 5 There is a big bed第四课时教学设计及反思范文Unit 5 There is a big bed第四课时教学目标知识目标：1.能够听、说、读、写单词或短语：front, in front of, beside, behind, between, above。
2.能够正确使用所学方位介词造句，并能在情景中正确运用。
3.学生配合协作完成Find and say部分的口语练习。
4.掌握四会句子There are so many picture here.并能在情景中进行运用。
5.能够理解掌握三会单词或词组：grandparent, their, house, lot, lots of, flower。
能力目标：1，培养学生的观察能力、方向感和口语交际能力。
2，培养学生的听、说、读、写能力及表演能力。
情感目标：1，教育学生做事细心认真，观察入微。
2，教育学生认真对待生活，仔细观察身边事物，发现美好之处。
教学准备重点：1，熟练掌握五个方位介词或短语的用法。
2，熟练掌握There are…句型的简单表达法以及四会句子的正确书写。
教学难点：1，正确辨析五个方位介词或短语的使用情况，融入情景灵活运用。
2，熟练运用There are…句型来表达某地有多个事物。
教具：课件相关录音。
教学方法：引导法，点拨法，游戏法。
教学过程设计修补1．热身和复习（Warm up and revision）学生两人一组，把所带单词卡卡面朝上放在课桌上。
教师说一句话：There is a…/There are…学生试着找到相应的卡片，用手拍一下，并迅速拼出单词。
2.新课呈现（Presentation）Let?s learn 1.教师问学生：“我们在介绍自己的房间摆设时，一般会怎么说呢？”教师引导学生回答：“床在窗户前面。
”“书桌在床旁边。
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There is a big bed评课稿
杨丽君五年级英语教学中，老师对学生的学习的空间更加开放，能激发学生创造性地使用所学语言，从而使学生的思维得以激活，学生自主学习的能力得以发展。
本着本节课的重点是能听、说、读、写单词“clock”，“plant”，“bike”，“water bottle”和“photo”，并能用句型“There is …”表达某处有某物。
上课一开始，授课教师播放每单元 Let’s chant歌谣《What can you do ?》，让学生感受歌谣的节奏和韵律，为新句型的教学作好铺垫,引出What can you see in the picture ?
接着,通过课件展示将Part A Let’s learn 中的新词汇，然后生生互助，小组合作完成单词记忆，并引出句型“There is …”。
然后,让学生再次感受，强化记忆。
即全班学生以抢答的形式，再次巩固和强化上节课的内容。
抢答的方法如下：教师将以上的词组的图片贴在黑板上，教师报其中的图片号码，全体学生抢答。
通过抢答游戏，让全体学生动起来，避免了机械单调地读，活跃了课堂气氛，激发了学生学习的兴趣，同时也锻炼了学生观察、记忆和快速反应的能力。
在新课教授部分，实行了听力先行，感知新语言。
这样一方面有利于拉近师生之间的关系，另一方面听力练习可以用来帮助学生在进入Let’s talk 新句型的学习之前先从听觉上感知新语言点。
在此基础上,创设游戏各种游戏活动。
如:Let’s learn , Let’s play , Let’s draw , Let’s check…”等。
把学生带入了真实生活的情境，为练说新句型作好了情感铺垫。
又根据学生的特点，抓住他们喜欢交友、喜欢热闹之情，挖掘学生的认知和情感，自然地引出新句型。
最后，让学生结合本课重点和生活实际来设计对话，能使学生切实感到身边有英语，从而增强学生运用英语的意识，培养学生的自主创新能力。
本次教学中我认为有以下需要改进的地方：
一是对于在课堂上辅差的时间安排还在探索，教学目标和重难点是面向全体学生，而有些基础差或接受能力差的同学可能在课堂上不能有效完成教学，因而对英语学习的兴趣会减弱，这是我应该思考的问题。
二是小组活动中，个别小组急于表现自己，因此在其他小组进行展示的时候，纪律性较差，需要花时间进行课堂管理，如何提高全班的注意力，并能在他人回答问题或表演节目时保持纪律性也是我要深思的问题。
这堂课的教学效果很好，大部分同学不但掌握了四个四会单词的拼读和拼写.学生的当堂练习也反馈出学习效果很好。
这些都是与学生的预习充分、学习习惯好、学习能力强、学习兴趣高，与老师的备课充分、引导到位、教学基本功扎实分不开的。