1、Lesson 43教学设计一、教材分析：1.单元及课文分析 本单元围绕“自己”展开话题，通过让人不断地发现自己的特长与特点，从而更加自信。本课主要是讲Jenny鼓励李明发现自己身上的优点与特长，进而对自己产生信心。2.教学重点：正确拼读本课单词，能流利朗读课文，并能用所学重点短语造句。3.教学难点：初步掌握反身代词的用法。二、教学目标1.知识目标：a.能听懂、会读、会说英语单词：unique, suppose, ourselves, person, talent, personal, strength, senseb.短语与句型：make sense, be supposed to , I f
2、ind it a little hard.2.能力目标：通过听文章与读文章，能够自己理解所学文章的大意。3.情感目标：通过角色扮演的方式，使每个人都对自己树立信心。三、 教学准备 PPT、录音机四、教学过程Step I Class Opening （4分钟）（无序播放爸爸去哪儿第一季中5个孩子的照片。）T: Do you know them?S: Yes.T:Who do you like best? Why?S:【设计思路】由爸爸去哪儿中同学们很感兴趣的五个孩子导入，可以提高学生们的兴趣，便于生词与短语的理解。Step II New Concepts （30分钟）1.New Wordsa.
3、They are the persons in “Where are we going dad?”. They show their personal strengths so we all know them now. They are unique, arent they?(由兴趣导出部分重点单词与短语。)b.单词的英汉互译，以单个PK的形式进行。c.词语运用uniqueourselvespersontalentstrengthsensesupposepersonalWe are unique. Each _ has his own special _ and _ strengths. S
4、ome of us are good at drawing, others are talented at singing. But it doesnt matter. We should be confident. It makes sense. I _we will be proud of _ in the future.【设计思路】语境讲解+单个检测+词语运用，多个角度使同学们更好地认读、理解并运用新单词。2. Listen to the first part. a. Who needs help? b. Whats his problem? 3. Listen to the secon
5、d part. 4. Read and write T or F a. Jenny and Li Ming are talking on the phone. b. Jenny can write the report for Li Ming. c. Li Ming doesnt know how to describe himself in the report at first. d. Li Ming is a good student and has many friends. 5. Text Understanding (分段进行，实行4步走：跟读熟读翻译重点单词与短语的理解。同时，把
6、Jenny 对李明提出的问题书写到黑板上，为接下来的口头作文做铺垫。)【设计思路】全面而系统地理解课文，中间穿插小组的 PK竞赛活动。Step III Consolidation and Class Closing （11分钟）Think about it.What do you like about yourself? What makes you unique? What are you good at? What are you proud of? Homework Writing.【设计思路】 以回答问题的形式先课上口述，再到课下的笔头书写，层层递进。五、教学反思 整堂课效果很好，在课文理解部分也给基础薄弱的同学一个展示自我的机会。课上口头作文之后再让同学们笔头书写，降低了难度，客观上也增加了同学们对自己写作的信心。2