教学设计
一、教材内容分析
本课时学生要学习的内容是小学英语（精通英语）五年级下册第一单元第一课时，主要环节是just talk。主要的目标语言有Welcome to our school. We often borrow books from the library. 本部分通过设置外宾来校，Li Yan和Gao Wei 作为引领客人参观的小向导，向客人介绍学校图书馆和会议室的场景，引出要学习的目标语言。从对话的整体上让学生感知、模仿、学习和体验，再创设情景让学生能够运用目标语言，最终引导学生能够运用目标语言进行简单交际。 二、学生情况分析
本课的授课对象是小学五年级学生，通过三四年级的英语学习，他们已经具备了一定的英语语言知识和听说读写技能。绝大数学生对英语有一定的感知能力，在学习中敢于表达，乐于合作。本节课目标语言中所涉及的词汇也都是较容易表达的，所以教学中重点是要创设情景，帮助学生理解并运用本节课的目标语言。 三、教学目标
1. 能听懂、会说、认读本课对话。
2. 能正确、流利地朗读对话，并能够按照角色进行简单的对话表演。 3 .能按照正确的意群及语音、语调朗读对话。
4. 能在恰当情境中运用目标语言完成简单的交际。
5. 能知道接待宾客的礼仪和礼貌用语，并能够用真实自然的语言向外宾介绍学校。 6. 能够通过同位活动或小组活动培养自主和合作学习的意识和行为。 四、教学重难点
1. 能听懂、会说、认读本课对话；能正确、流利地朗读对话，并能够按照角色进行简单的对话表演。
2. 能够听、说、读句型：Welcome to our school. We often borrow books from the library. 3. 能在适当的情境中运用目标语言Welcome to our school. We often borrow books from the library.
4. 能在适当的情境中运用目标语言Welcome to our school. We often borrow books from the library.
5. 能够在语境中理解、认知本课难点词汇library, meeting room和show around的意思，以及We will have a meeting …与We often have a meeting …的区别。 五、教学步骤
（1）热身（对话） 师生问好 猜谜导入
T: Good morning, boys and girls. Ss: Good morning, Miss Liu.
T: Welcome to school. Nice to see you again. Ss: Nice to see you again.
T: First, let’s have a guessing game. It’s a place. There are many rooms in it. Such as: art room, music room, computer room…And there is a playground outside .We can see teachers and classmates there. What place is it? S: It’s school.
T: Yes, it’s a school. Welcome! Welcome back to our school.
Ss: Welcome! Welcome back to school.
设计意图：开学第一课，老师与学生互相问好，增进师生感情；同时通过一个谜语让学生乐于参与，在猜谜的同时复习旧知，又为新课创设情境，猜谜所用到的学校各个教室的卡片贴在黑板上也可以成为本课最后的拓展活动语言情景支架，同时也让学生初步感知目标语言Welcome to our school. （2）呈现
1. 看图理解情景：出示Li Yan 和Gao Wei的图片，他们也在说Welcome to our school.看图观察他们在对谁说，引出并学习visitors;
2. 接着引出并学习show you around our school;
3. 再让学生观察图片他们都参观了哪里，引出并学习library和meeting room. T: Look, who are they? S: Li Yan and Gao Wei. T: Yes, what do they say? S: Welcome to our school.
T: Good！Who are they talking to? S: 参观者
T: Yes, The visitors. Li Yan and Gao Wei show them around the school. Show you around our school means…? S: 参观学校。
T: good. Look at the pictures again. Where do they visit? Yes, a library and a meeting room. 设计意图：让学生观察课本图片，既能帮助学生逐步理解文本所创设的情景，又能借助图片在情境中帮助学生重点理解、感知新语言词汇library和meeting room，为后面的语言句型学习打好基础。同时还能培养学生的读图能力。
听录音感知对话:教师进一步提出问题:Do you often come to the library? Do you often have meetings here？Let’s listen and find out.
T: Now, you know the visitors have visited two places. They have two questions about the two places: Do you often come to the library? Do you often have meetings here？Let’s listen and try to answer the questions.
设计意图：通过听录音找答案，培养学生抓关键信息的听力能力。同时也让学生初步感知对话文本，为下面的学习做好铺垫。
Read and answer: When will they have a meeting?
T: Now, you know they often borrow books from the _____. And they often have a meeting in the _____. Do you know when they will have a meeting? Read and find out. 设计意图：阅读对话找答案可以进一步培养学生有目的的阅读和思考的能力。带着问题深入理解文本内容，找出并理解本课的核心语句，同时也引导学生理解区分本课难点We will have a meeting in it this afternoon. 4. Read in roles.
①Listen and follow the dialogue. ②Practice in roles. ③Act the dialogue.
设计意图：学生通过跟读原版录音练习，训练正确的语音、语调朗读。然后再通过分组分角色表演进一步理解和巩固课文内容。 （3）操练
Listen and guess: who is she/he?
一个学生变着声音说welcome to our school.全班同学猜猜这个人是谁？
T: let’s play a game. Somebody will speak “welcome to our school.” with different sound. Guess, who is she or he? A good guide.
Look at the picture and introduce the place with: Welcome to our school. This is our____. We often _____ in/from the___.
T: many visitors often visit our school. Can you be a good guide? Can you show them around our school? Here is some sentence patterns for you. Now, le’s practice in pairs. 设计意图：通过教师提供的学校专业教室的图片进一步巩固练习目标语言。结合上课导入时的板书。
（4）拓展运用
Many visitors often visit our school. Can you introduce our school? 设计意图：设置真实的语言情境，让学生在真实的情境中运用语言。 六、小结评价
让学生总结一下本节课都学习了那些知识，老师做一下总结。下课前对知识进行梳理，让学生进一步巩固所学。培养学生的归纳总结的能力。 七、家庭作业
1．Listen to the dialogue and repeat. 2．Read the dialogue to your parents.
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