1、冀教版五年级英语下册教案Unit1Lessons1-6 Going toBeijingLesson 1 I am excited!教学目标:1.知识目标:要求学生掌握四会单词:look, see, point体会表演looking, seeing, pointing;巩固食物名称单词与动物单词;2.能力目标:能灵活使用句子I see _、能运用所学得英语词汇与句式解决描述观察中所瞧到得东西。3.情感目标:培养学生观察能力,提高学生对事物得探究兴趣。教学重、难点:要求四会得单词look, see, point与要求掌握得句式I see _、。教具、学具准备:1.单词卡片。2.录音机或课件。教学过
2、程:Class Opening and Review1、做游戏:“Colour point”Unit1Lessons1-6 Going toBeijingLesson 1 I am excited!教学目标:1.知识目标:要求学生掌握四会单词:look, see, point体会表演looking, seeing, pointing;巩固食物名称单词与动物单词;2.能力目标:能灵活使用句子I see _、能运用所学得英语词汇与句式解决描述观察中所瞧到得东西。3.情感目标:培养学生观察能力,提高学生对事物得探究兴趣。教学重、难点:要求四会得单词look, see, point与要求掌握得句式I
3、see _、。教具、学具准备:1.单词卡片。2.录音机或课件。教学过程:Class Opening and Review1、做游戏:“Colour point”教师提前在黑板上放上不同颜色得纸,指明几个学生到前面做游戏,其她学生一起说歌谣,指颜色。(设计意图:这个环节得设置既复习了一些颜色,又引出了本课中提到得颜色。)2、做游戏“Name it”教师说出颜色名称与表示词汇得类别,如Rde:food,这时学生必须写下她们所能想起来得红色得食品。(如:肉,苹果,草莓)谁写得最多就算赢。教师拿出准备好得一些食物,说:“Im hungry、 I want to eat some bread、 I li
4、ke to eat some bread、 What do you like to eat?”“I like to eat_、”复习表示实物名称得词汇。利用单词卡片Whats your favourite food? My favourite food is _、也可用此句型复习动物词汇。(设计意图:这个环节得设置用来复习以前学过得食物词汇与动物词汇,同时复习Whats your favourite _?这个句式。)3、教师指着教室中得某个物品,说Look, I see _、 (引出新概念。)New Concepts1.本课得新概念look, see, point学生曾多次接触,比较熟悉,让其
5、表演looking, seeing, pointing、教师要向学生说明look与point得区别,look表示瞧得动作,see表示瞧见,就是瞧得结果。让学生多运用这些单词说句子。2.学生熟悉句式后,再利用实物与单词卡片学习。让学生瞧卡片,练习句型,Look! I see a _、3.运用实物进行练习。让学生向周围或窗外瞧,练习句型Look! I see a _、 ?_is piointing、4.两人一组做问答练习。What do you see? Look! I see _、(设计意图:利用已有知识引出新知识,减小教学得难度,同时可以放手让学生自己说出自己观察到得,教师加以指导就可以了,通
6、过练习巩固新知。)5.听录音两遍,注意语音语调。第一遍听后回答问题,What does Jenny/ Danny/ LiMing see?第二遍跟读,让学生足以模仿录音中得语调。6、两人一组自编对话。(学生自创情景,火车上,飞机上,操场上,教室里)教师先找一个口语较好得学生作一下示范。然后让学生分组练习,鼓励学生多说些知道得句子。如:Hello! How are you? How do you feel? Are you hungry? / thirsty? (出示一幅图画) What do you see?7、利用实物或单词卡片汇报演出。(设计意图:锻炼学生自己得创造性,可以结合以前学过得句
7、型与词汇,并利表演出来,运用于实际生活中。)Class ClosingActivity book板书设计:Lesson 1 I am excited!look, see, pointlooking, seeing, pointingLook! I see a _、 课后习题:一.找出不同类得一个单词。( )1、 chicken dumplings noodles school( )2、 cow rice sheep goat( )3、 bus train airplane kite( )4、 fruit vegetable bicycle meat二.连词成句see a I cow brown
8、_school red see I a small_Lesson 2 What Are you doing ?教学目标:1、要求学生掌握四会单词:行为动词draw sleep与形容词quiet loud2、理解并能够运用短语: drawing a picture looking out the window singing a song sleeping reading a book3、句型what are you doing ? I am _ing、 What is he (she) doing? He (She) is _ing 、教学重点:本课得四会单词: draw sleep quie
9、t loud教学难点:本课得难点在于对课文得理解与句型得灵活运用。教学用具:录音机、教学卡片、实物等。教学过程:一、Class opening and review(复习行为动词)1、唱歌曲:“I am Drawing”找一名唱得好得学生到前面做动作领唱。2、学生已学过,walk run jump sit stand这几个行为动词,教师可以用自问自答得形势,借助体态语言说出下面得话What am I doing? -I am standing 、 What are you doing? -you are sitting 、What am I doing? -I am walking 、What
10、 am I doing? -I am seeing、What am I doing ? -I am pointing、(设计意图标提倡“以旧引新”,在这个环节中,教师自己做动作,让学生借助形体语言理解句子,并复习学过得行为动词,为这一课得教学作好铺垫)二、Key concepts(新授)1.学习单词:draw, sleep继续上一环节得动作,What am I doing ? -I am drawing、让学生猜教师在做什么。What am I doing ? -I am sleeping、利用单词卡片学习这两个词汇,并练习拼读、造句。2、给全班发指令,使用新旧词汇,特别注意draw与slee
11、p,开始时,教师边发指令,边做动作,然后只发指令。Read a book! Draw a picture!Sing a song! Go to sleep!叫一名正在做动作得学生,提问并出示句子What are you doing? I am _ing、两人一组做动作练习以上句型。指名到前面表演并练习对话。3、学习单词quiet, loudWhen I am drawing, I am quiet、(这时把食指贴在嘴唇上作“别出声”状,重复quiet, quiet)But when I am singing ,I am loud。(这时也可以亮一嗓子,唱两句歌,也可以提示学生这两个词就是反义词
12、这样学生就很容易理解这两个词了。并板书单词)利用卡片学习新词,提示学生这就是一对反义词。结合前面学过得句型练习这两个词,可以教师发指令,学生将这个词用动作或声音演示出来。或老师演示,学生猜词。然后作对话练习What are you doing? I am _ing、 4、课文阅读(1)(听第一部分录音)回答问题:In the morning、 Who is quiet? Who is loud? What isJenny /Danny/ LiMing doing?(2)跟读课文加深理解。学生提出不懂得地方,全班学生一起讨论解决。(3)分角色大声朗读。(文章第二部分“In the afterno
13、on”教法基本同上)注意理解now这个词得意思。让学生猜测就是什么意思。教师指正。设计意图:新课程提倡“任务型教学”与“目标性听、读课文”由开始设置疑问到学生在听课文得过程中有重点得有目得地理解课文,再到听完课文后回答问题,学生经历了从带着兴趣好奇心想去了解课文到与课文得完全接触与初步理解,最后终于解决疑问找到答案得探究发现过程。5、表演课文对话,可以让学生对照课本进行表演。给学生一些时间进行表演前得准备。三、Class ClosingActivity book板书设计:Lesson 2 What Are you doing?draw drawing a picturepoint quiet
14、singing a songsleep loud reading a booksee looking out the windowsleeping课后反思:课后习题:1、把单词补充完整,并连线。q _ i _ t睡觉l_ _ d安静得s l _ _ p画画d r _ w瞧见s _ _吵闹得p _ _ n t指2、拓展练习让学生小组合作,创设一个任意情景,要求利用quiet, loud, sleep, draw,然后进行表演。Lesson3 Who Is singing?教学目标:A、知识目标:对本课单词baby man woman;句型Who is this? This is a man、做到
15、听说读写四会。能听懂说出认读单词their能够理解并表演第二部分:Who is singing?B、能力目标:通过学习本课,能掌握相关得词汇;用简单得语言描述人物,描述人物得活动,表达自己得感受;用现在进行时描述。C、情感目标:通过与Li Ming, Jenny, Danny在火车上得活动,增强学生观察力,增加生活情趣,更加热爱生活。教学重点:本课得四会单词:man, woman, baby句型:Who is _? Its _、教学难点:本课得难点在于对课文得理解与句型得灵活运用。教学用具:录音机、教学卡片、实物等。教学设计:Class Opening and Review1、用Simon S
16、ays得游戏复习所学动词或动词短语,也可以猜词。(瞧卡片做动作)(教学意图:也可利用其它游戏或歌曲复习所学动词或动词短语,主要就是与前一节课衔接。)New Concepts1、出示图片,教授单词man woman baby教师示范利用图片描述。(可以给她们起名字)This is Tim、 He is a father、How old is he? He is _ years old、He is a man、在让学生依例描述图片,也可以手写。让学生描述woman与baby、(教学意图:根据第一部分教学内容,充分利用直观教具与多媒体创造各种语言情景,让学生利用各种感观参与英语学习得实践活动,加快对
17、语言材料得吸收与运用,提高学生运用语言得能力。)通过游戏巩固新词。可以教师描述,让学生猜词。如:He is a father、How old is he? He is _ years old、He is a。也可以让学生做动作表演,其她学生猜词。2、教师领读课文第一部分。给学生一些卡片,让学生模仿课文进行描述。然后让学生模仿Li Ming描述自己得家庭。可以先让学生画一画自己得家庭,然后再介绍。教师最好给一个示范。(教学意图:学生利用自己家庭得实际情况描述,使英语更贴近生活,更便于学生之间运用。)3、复习句型:She/He is _ing、创设情景,复习正在进行时。板书学生提出得动词短语,加上
18、ing并朗读。(增加本课需要掌握得动词短语:sing cry talk sleep)4、变换问题:What is he doing?What is she doing?What are they doing?引导学生做出正确回答。5、小组合作学习,操练句型。可以四至五人一组,两个学生对话练习,其她学生表演动作。综合练习所学得语言。(设计意图:合作操练以巩固知识为主,也可让学生拓展练习。)6、自读课文,说说了解到了哪些信息。7、回答问题:Who is singing? Who is crying?Who is talking? Who is sleep?8、小组合作读课文,提出不懂得地方,互相帮
19、助解决。(教学意图:锻炼学生阅读能力,使学生学会用多种学习方式学习,增强学习策略方式。)9、分角色朗读课文。情景表演。可以让学生借助课本进行对话表演。(教学意图:根据学生能力,可进行情景小表演,分组或其她形式。)Class ClosingActivity book板书设计:Lesson3 Who is Singing?man woman baby singing cryingWho is _? Its _、 talking sleeping课后习题:1、填入所缺字母。m _ n b _ b _ w _ m _ n s _ n gc r _ t _ l k s l _ _ p 2、画一张自己家庭
20、得全家像,给每个人分别标上mam, womam, baby, girl, boy、并写出描述家庭关系得单词(mother, father, son, cousin)Lesson 4 Who Is Hungry?、教学目标:1、知识与技能:理解并灵活运用下列句型:Who is hungry?What would you like to eat? Would you like some_?Yes, please、/No,thanks、 May I have some?2、过程与方法:情景交流及对话表演3、情感态度教育:学会与她人合作与关心她人、教学重点、难点:Who is hungry?What
21、would you like to eat? Would you like some_?Yes, please、/No,thanks、 May I have some?、教具学具准备录音机与磁带一些袋装小吃与一些图片、教学过程Step1、 Greetings and review(表演上节课布置得情景对话)Step2、 Leading-in and listeningT: When you are thirsty, you drink、 But when you are hungry, what do you do? Yes, when you are hungry, you eat、 The
22、n what do we eat every day?Ss: Rice, dumplings, noodles, apple, hamburgersT: Yes, you are right、 For breakfast, lunch, or supper, we have rice, dumplings,noodles, and many other kinds of food、 But do you like to eat snacks? Whats a snack? Look, these are snacks、(show them to the class)、出示单词卡片,教学生认读这
23、个词。引导学生利用新词说句子。如I like / dont like snakes、师:Do you like them? Do you think Danny, Li Ming and Jenny like them? Ok, lets listen to the tape、( Play the tape and Ss answer the question:Do you think Danny, Li Ming and Jenny like them?)Step3、Reading1、 Read the text and answer the question“What would Jenn
24、y, Li Ming and Danny like to eat on the train?”( Write the question on the blackboard)-( Ss read the text and answer the questions)鼓励学生提出更多得问题,并让其她学生回答。2、 Read the text after the teacher to understand it better、3、 Read the text aloud in groups and try to make it into a dialogue、Step4、Optional- pract
25、iceSs can read the text in groups or practise the dialogue in groups找表演好得小组到前面进行表演。Step5、 Homework1、 Collect as many words about food as you can、2、 Go on with the dialogue about the text、3、 Do the exercises in the Activity Book、板书设计Lesson4 Who Is Hungry?Do Jenny, Li Ming and Danny like a snack?What
26、would Jenny Li Ming like to eat on the train? DannyLesson5 What Are They Doing？、教学目标:1、知识与技能:理解并灵活运用下列句型: What is _ doing? - He/She is _ing What are you doing? - Im _ing What are they doing? Theyre _ing 2、过程与方法:情景交流及对话表演3、情感态度教育:学会细心观察,与她人合作与关心她人、教学重难点:理解课文并能够熟练使用下面得句型What is _ doing? - He/She is _i
27、ng What are you doing? - Im _ing What are they doing? Theyre _ing 、教具学具准备录音机与磁带,多媒体课件、教学过程Step1、 Greetings and review可以做动作,让学生猜词语,如hungry, thirsty, sleep,draw等。然后出示卡片,复习这些词。Step2、 Leading-in and listenShow some pictures to the class by 、(幻灯片)and present the sentences:What is he doing? He is running、/ What is she doing? She is singing、/ What are they doing? Theyre playing、(To the class) What are you doing?C: Were look
