【小编寄语】www.manfen6.com英语网小编给大家整理了五年级Unit 5 My new room 第一课时教学设计，希望能给大家带来帮助!
一、教学内容
Brainstorm, A Let's learn, Let's play, Let's chant
二、教学目标
1. 认知目标
(1)听说读写单词：closet, curtain, mirror, air-conditioner
(2)熟练运用句子Where is...? Put the...on /in/under/near the...
2. 能力目标
培养学生的观察能力和主动竞争的意识，培养学生灵活运用交际用语的能力和知识的迁移能力。
3. 情感目标
培养学生积极与他人合作，乐与助人，热爱生活的美好情感。
三、教学重难点
1. 本课时的重点是掌握Let's learn部分的6个单词。
2. curtain、closet、air-conditioner的发音是本节课的难点。
四、教学策略
借助图片、多媒体、体态等直观教学和情景的创设，让学生直接感受和理解语言。通过连环的任务型活动的设计，培养学生运用语言，并用语言解决生活中的问题的能力。
五、教学准备
多媒体课件一套、录音机、评价表一份、钥匙一把、房子图片、单词卡若干份。
六、教学过程
Step 1: Warm-up ---- Revise
1. Sing a song: "My new bedroom"
2. Guess and race
T: Can you guess what's in my hand?
S: ...
T: It's a key. The key is for my new house. I'm very happy because I have a new house. Do you want to have a look?(点击鼠标，出现一间空房)
T: My new house is empty. I want to buy something to make my house beautiful. Can you help me? What should I buy? Now boys and girls, let's have a race, OK?(出示一张评价图表，鼓励学生多说)
Ss: Desk, bed, chair...
设计意图：用“猜一猜”活动激发学生的兴趣，将学生的思维方式由中文转化到英文上，再给学生一个贴近生活的任务，让学生通过帮助老师购物来达到复习的目的。本阶段教学创设了轻松和谐的课堂气氛，复习了相关词汇，为新课的学习做好了铺垫。
Step 2: Presentation
T: OK, thank you very much. I still have some money. What else should I buy?(做沉思状)
(CAI出示很多衣服)Look, I have a lot of clothes. What should I buy?
(课件出示有镜子的衣柜图片)教授新词：closet
cl-o-clo, s-e-t-set, closet.(按音节直拼，暗示发音及拼写规律)
自编chant: closet, closet, open the closet.
T: Look at the closet. There is a mirror on it.
教授新词：mirror
m-i-mi, rr-or-rror, mirror.
自编chant: mirror, mirror, mirror, clean the mirror.
T: Look at the window. How to make it beautiful?
教授新词：curtain
c-u-r-cur, t-ai-n-tain, curtain.(课件出示图片)
自编chant: curtain, curtain, close the curtain.
T: Are you tired? I'm very tired and hot. What things can make me cool?
教授新词：air-conditioner
air-air, c-o-n-con, d-i-di, tion-er-tioner, air-conditioner.(课件出示图片)
自编chant: air-conditioner, air-conditioner, make me cool.
T: Thank you, everyone. I have bought a closet with a mirror and some curtains. Please sit down please and have a rest.(课件出示一茶几，上面放着一些水果)
T: There is some fruit on the end table.
教授新词：end table
e-n-d, t-a-b-l-e.
T: Have some bananas please, and put the banana peel into the trash bin. (课件出示垃圾桶图片)
教授新词：trash bin
tr-a-sh, b-i-n.
设计意图：各个新词的呈现都是与现实生活的情景相关的，体现了语言来源于生活，服务于生活的理念。每个词语的学习都有一定的联系，环环相扣。词语注意提示学生发音和拼写，辅以自编chant，琅琅上口可以帮助学生科学有效地记忆单词。
Step 3: Practice
Activity 1: Find your roommate找室友(学生之间个体活动)
T: Look! My house is very beautiful now. Thank you so much. I prepare some presents for you! I will give you some new houses. But every four students share one house. Please look for your roommates who live with you.
(教师给一组同学一幅房子图片，旁边有房间内配备物品的单词，其中每两位同学的图片是一样的。教师给另一组同学一张便条，每两位同学的便条是一样的。便条的内容是对图片上房子的描述性语言。然后让他们到另一组去寻找和自己住同一套房子的两个人。)
学生可运用的语言：
S1: What's in your house?
S2: The mirror, the...
S1: Oh, I have no... in my house, bye!
S3: Do you have...?
S4: Yes, we are together.
设计意图：该活动形式为学生个体活动。由于不同大组学生手中的材料性质不一样，不同小组学生的材料内容也不一样，所以该活动具有较强的信息差，可以把全体同学都调动起来，是一个真正意义上的任务型活动。
Activity 2: Design your new house设计自己的房子(学生小组活动)
T: Now we all have found our roommates. But your houses are still empty. Please design your houses together. What do you have in your room? You can use the sentence: In my room I have...
点击鼠标，屏幕逐个出现“a trash bin, a mirror, an air-conditioner”
学生完成任务后上前展示作品，S1, S2, S3依次描述：
S1: In my room, I have a trash bin.
S2: In my room, I have a trash bin and a mirror.
S3: In my room, I have a trash bin, a mirror and an air-conditioner.
S4: ...
教师评价各组的回报情况。
设计意图：此活动承接上一活动，使之成为一个连贯的任务链。学生复习所学知识，实际运用语言。
Step 4: Assessment
课件出示一棵树，树上有各种颜色的苹果，每个苹果上有一个问题。
T: Well done. Now let's have a competition. Look at the apple tree. In each apple there is a question. You can get one point for your group if you answer it right. Now Group 1, which apple do you like?
S: I like the red apple.
T: Ok, listen. What thing can make us cool?
S: ...
设计意图：以问题的形式总结本课所学内容，富有趣味性。师生一起总结比赛结果，给予获胜组鼓励。
Step 5 Homework
1. Introduce your house.
2. Do housework for your parents.
简析
该堂课以教师的new room为线索贯穿始终。拿钥匙——选家具——摆家具等一系列与现实生活密切相关的任务型活动能帮助学生发挥学习的主动性。任务简单有效，能令学生充分体验成功的愉悦感。学生设计自己的房间的活动能充分展现学生的个性和创新能力。小组活动的形式有益于学生在小组合作中培养与他人合作的精神。