篇一：十分钟片段教学设计案例
Unit 8 Was it in the Wardrobe ?
十分钟片段教学设计
Teaching content: 人教版第五册下学期 Unit 8
1.单词 2.句型
能力目标：
情感目标:
Important points:
Difficult points:
1、教师根据主题创设情境，让学生置身于相应的语言环境，成为学习的主人，增强他们学习的信心。
2、根据Part A 的内容，设置chant，加强学生对单词、句型的操练与巩固，提高语言运用与交际的能力。
Teaching aids:
Appraisal plan:
【教学过程】
StepⅠ.Greetings.
T: Hello, boys and girls. I’m Ms Zou. Glad to meet you .You are so lovely, so
handsome.
StepⅡ.Lead-in
1. Look for a present.
T: Today I prepare a present. Guess where’s it? Is it in the box? A boy, come here. Use your magic eyes. Please have a look. Is it in the box?
S1: No, it isn’t. (教师帮助补充，完整回答句子。)
T: It’s empty. Is it in the desk? Is it under the chair? Is it …? Please try to guess! S2,s3,S4: Is it …?
如果学生没有讲到包的位置，教师在回答的过程中给予暗示。
S5: …
T: Oh. It’s here. It’s beside the bottle. It’s near the window. It’s a toy. Who’s he? (走到学生中间展示玩具柯南)
Ss: He’s Conan.
T: Conan has magic eyes. Use your magic eyes. Try your best. You’ll get it. 描述玩具柯南，瓶子，窗户的方位关系，根据现场情况进行变更。
T: Now, boys and girls. Follow me. Beside. (教师用手示意玩具柯南与瓶子的方位关系。)
Ss: Beside.
T: It’s beside the bottle.
Ss: It’s beside the bottle.
T: Near. (教师拿起玩具柯南示意与窗户的方位关系。)
Ss: Near.
T: It’s near the window.
Ss: It’s near the window.
T: It’s near the window. (教师拿起瓶子示意与窗户的方位关系。)
Ss: It’s near the window.
[设计意图] 用猜礼物的方式导入课题，在极短的时间内吸引学生的注意力，激活学生思维。导入方式简单明快。
StepⅢ.Presentation
从导入自然过渡新授部分，学生学习单词near, beside. 依然通过柯南的图片与物体的方位关系学习句型：A: Was it near…?
B: Yes, it was./No, it wasn’t.
A: Was it beside…?
B: Yes, it was./No, it wasn’t..
1. Learn the new words.
T: Now, please read after me.(教师边板书单词near边带读)
near, near.
Ss: near, near.
T: ear, ear. (教师手挡住n带读)
Ss: ear, ear.
T: near, near.
Ss: near, near.
T: beside, beside.(教师边板书单词near边带读)
Ss: beside, beside.
T: i, i (教师手指带读部分)
Ss: i, i.
T: beside, beside.
Ss: beside, beside
教师走到学生中间进行练习。
T: Oh, I can see a lovely girl. I am beside the lovely girl. What’s your name? S1: My name is …
T: Who’s beside …?（教师站在学生旁边。）
Ss: …is beside Ms Zou.
T: Who’s beside …? Point and say.
Ss: …is beside …(学生边说边指向S1旁边的同学)
T: Who’s near …? Point and say.（教师用手势提示near 的范围）
S2,S3,S4,S5: …is near…
2. Learn the new sentences.
①T: Please look at here. There is a sofa. I have a picture of Conan. Look!Where’s it? Ss: It’s near the sofa. (如果学生有回答It’s beside the sofa.教师把图片拉近沙发说明It’s beside the sofa. 然后拉远说明It’s near the sofa.)
3. Open
your eyes. Where’s it now?
Ss: It’s on the sofa.
T: Yes. It’s on the sofa now. Where was it just now? Was it near the sofa?(教师边板书句子Was it near …?边问。) Yes, it was./No, it wasn’t.
Ss: Yes, it was.(教师帮助补充，完整回答句子。然后板书句子Yes, it was.)
如果有学生用No回答，教师进行过去与现在方位的讲解，结合柯南的图片与沙发的方位关系。T: It’s on the sofa now. It was near the sofa just now.然后再问学生，学生齐答。
T: Please look at here. There’s a lamp. Look where’s it?
Ss: It’s on the lamp.
T: Yes, it’s on the lamp. Close your eyes. 1,2,3. Open your eyes. Where is it now? Ss: It’s beside the lamp.
如果学生没有说出It’s beside the lamp.教师提示说出。
T: Yes, it’s beside the lamp now. Where was it just now? Was it beside the lamp? Yes, it was./No, it wasn’t.
Ss: No, it wasn’t.(教师帮助补充，完整回答句子。然后板书句子No, it wasn’t.) ②Read the sentences after teacher. (2 times)
A: Was it near the sofa?
B: Yes, it was./No, it wasn’t.
A: Was it beside the lamp?
B: Yes, it was./No, it wasn’t.
[设计意图] 利用导入延伸实际场景，学生看所需描述的对象，学说方位，自然引出新授内容。单词学习结合句型，做到词不离句，学生对新授语言有整体的直观理解和认读。在根据过去和现在的直观方位问答中，学生不断输入提问的语言，即本课的新授句型，大大地增加了学生模仿说语言的机会。同时在语言输入的过程中，结合以前所学语言，谈论某种天气适合做的事情，自然将学语言与用语言结合起来。学生增加了语言的输入与输出量。
Step Ⅳ.Practice.
T: look! This is my room. Oh, my god! Where was the television in my room? Please guess was it …? (如果学生没有说句子的反应教师再示范说句子。)
教师点击鼠标，答案正确。
T：Yes, it was. Where was the lamp in my room? Was it …? Please try to guess! S1: Was it …?
T: …(点击鼠标)
T: Where was the bag in my room? Was it …?
S2: Was it …?（点击鼠标）
T: …
[设计意图] 学生在形式多样的操练形式中，愉快、主动地进行模仿及语言的运用。在课件创设的情境帮助下，学生准确地理解所学语言的意义，同时边学边用，大大的增加了语言的实践量。
StepV Summary :
Step VI Homework
Handwriting
Unit 6 Was it in the wardrobe?
图片 A: Was it near the sofa?
Was it beside the lamp?
B: Yes, it was./ No, it wasn’t.