Module 2 Unit 1 She learnt English教学设计

Module 2 Unit 1 She learnt English教学设计
一、教材分析：
本单元是Module 2 Unit 1 She learnt English，主要围绕"她学会了英语"这一主题展开，通过故事和练习来帮助学生学习英语。

教材包含了听力、口语、阅读和写作等方面的内容，旨在提高学生的英语综合能力。

二、教学目标：
1. 学会用正确的语音和语调朗读故事。

2. 理解故事内容，能够回答与故事相关的问题。

3. 学会运用所学的句型和词汇进行口语表达。

4. 能够阅读并理解简单的英语短文。

5. 能够用所学的词汇和句型写一篇简短的英语作文。

三、教学重点和教学难点：
教学重点：故事的理解和口语表达能力的培养。

教学难点：正确运用所学的句型和词汇进行口语表达。

四、学情分析：
学生是五年级的小学生，具有一定的英语基础，能够简单的进行日常对话。

但对于较复杂的句型和词汇的运用还存在一
定的困难。

需要通过多种教学方法激发学生的学习兴趣，提高学习主动性。

五、教学过程：
Step 1: Warm-up
a. Greet the students and have a short conversation to create a positive learning atmosphere. For example:
Teacher: Good morning, class! How are you today? Students: Good morning, teacher! We're fine, thank you!
b. Review the vocabulary related to language learning, such as "learn," "study," "speak," et
c. Engage the students in a quick brainstorming activity where they come up with words related to learning languages. Write their suggestions on the boar
d. Teacher: Today, we are going to talk about learning English. Can you think of any words related to learning a language? Students: Study, practice, speak, listen, write, etc.
Step 2: Pre-reading
a. Show the title of the unit, "She learnt English," and ask students to predict what the story might be about. Encourage them to share their ideas with a partner.
Teacher: Look at the title "She learnt English." What do you think the story is about? Discuss with your partner and share
your ideas.
b. Introduce key vocabulary words from the story, such as "English," "learn," "teacher," et
c. Write the words on the board and ask students to repeat after you.
Teacher: Let's look at some important words from the story. Repeat after me: English, learn, teacher, etc.
c. Discuss the importance of learning English and encourage students to share their own experiences of learning a new language.
Teacher: Why do you think it's important to learn English? Can you share your own experiences of learning a new language? Step 3: While-reading
a. Read the story aloud to the students, emphasizing correct pronunciation and intonation. Pause at certain points to ask comprehension questions and check for understanding. Teacher: Now, I will read the story "She learnt English" to you. Listen carefully and try to understand. (Read the story aloud)
b. Ask comprehension questions about the story to check understanding. For example:
Teacher: What is the story about? How did the girl learn English? Did she find it easy or difficult?
Step 4: Post-reading
a. Divide the students into pairs or small groups and ask them to discuss the following questions:
Teacher: Now, I want you to work with your partner or in small groups. Discuss these questions: Have you ever learned a new language? How did you feel about it? What difficulties did you encounter when learning a new language?
b. Ask a few groups to share their discussions with the whole class.
Teacher: Who would like to share their discussion with the class? Raise your hand.
Step 5: Speaking Practice
a. Provide a list of sentences related to the story and ask students to take turns asking and answering questions using these sentences. For example:
Teacher: Now, let's practice speaking using the sentences related to the story. Take turns asking and answering questions. Use these sentences as a guide: Have you ever learned English? How did you learn English? Do you find it easy or difficult to learn English?
b. Walk around the classroom and provide feedback and assistance as needed.
Step 6: Reading Comprehension
a. Distribute a short passage related to the story and ask students to read it silently.
Teacher: Now, I will give each of you a short passage related to the story. Read it silently and try to understand.
b. Ask comprehension questions to check their understanding. For example:
Teacher: What is the main idea of the passage? Can you find any similarities between the story and the passage?
Step 7: Writing Practice
a. Ask students to write a short composition about their own language learning experiences, using the vocabulary and sentence structures they have learned.
Teacher: Now, I want you to write a short composition about your own language learning experiences. Use the vocabulary and sentence structures we have learned. You can use this writing template with sentence starters to guide your writing process.
b. Collect the compositions and provide individual feedback on grammar, vocabulary, and organization.
Step 8: Wrap-up
a. Review the key points of the lesson and ask students to share their learning reflections.
Teacher: Let's review what we have learned today. What are the key points of the lesson? Can you share your learning reflections?
b. Assign homework, such as writing a diary entry about their language learning journey.
Teacher: Your homework for today is to write a diary entry about your language learning journey. Include your thoughts, feelings, and experiences. Don't forget to use the vocabulary and sentence structures we have learned.
六、板书设计：
Title: She learnt English
Key Vocabulary: English, learn, study, speak, teacher
Key Sentences:
How did she learn English?
She learnt English by studying hard.
Learning a new language is not easy, but it's worth it.
七、教学反思：
本节课通过故事和练习的形式，帮助学生学习了"她学会了英语"这一主题。

通过多种教学方法，激发了学生的学习兴趣，提高了学习主动性。

学生通过听、说、读、写的综合训练，
提高了英语综合能力。

在教学中，我注重了学生的参与度，通过小组讨论和个人写作等活动，培养了学生的口语和写作能力。

同时，我也注意到了学生在句型和词汇的运用上存在一定的困难，需要进一步巩固和扩展。

通过这堂课的教学，我认为学生的学习效果还是不错的，但在以后的教学中，我会更注重巩固和拓展学生的语言能力。

我会设计更多的口语练习和写作任务，同时提供更多的例句和模板，以帮助学生更好地运用所学的句型和词汇。

此外，我还计划在课堂上增加一些游戏和互动活动，以增加学生的学习兴趣和参与度。

通过这些改进，我相信学生的语言能力和学习动力会得到进一步提高。