優(yōu)秀的人總是會提前做好準備,在平日里的學習中,幼兒園教師時常會提前準備好有用的資料。資料是時代的記錄,它是產(chǎn)生于人類實踐活動。參考資料有利于我們完成相應的學習工作目標。所以,關于幼師資料你究竟了解多少呢?以下是小編為大家整理的“最新五年級下冊英語課件 ”,歡迎大家借鑒與參考,希望對大家有所幫助。
Unit10Doing things
Lesson 59
一、教學目標與要求:
1.能夠通過故事學習,提高朗讀,理解的能力和表演故事的能力。
2.能夠通過閱讀短文和故事,提高閱讀的熟讀能力,掌握基本的閱讀策略。
二、教學內(nèi)容:
1.學習配圖故事。
2.完成閱讀理解和表演故事。
三、教學重難點:
1.難詞理解。
2.復述與表演故事。
四、教學過程:
warming up
play game “a snowball”
lead in
Now we are going to learn a new story.Please find the key sentences in this new story.new lesson
1.read the story
2.learning new words: wheat, carefully, grind, flour, salt, yeast, tasty
3.talk about: Oh well, Well then, My, I’ll have to?
practice
1.circle the right answers.2.act out the story
homework
1.read the story
2.retell the story
五、復備,反思:
五年級第一周第一課時教案
教學目標:寒假作業(yè)講評 教學重點:寒假作業(yè)中的知識點 教學難點:寒假作業(yè)中的知識點 教學目標:知識目標:上冊知識鞏固檢查 ????????? 過程方法:教師提問的`方式進行 ????????? 情感態(tài)度:培養(yǎng)學生認真完成作業(yè)的態(tài)度 教學過程: warming up: greeting: ? Good morning class! ? Good morning ,Miss Ma! ? How are you today? ? Im fine ,thank you.And you? ? Im fine,thank you. ? Now please say something about your winter holiday. 學生互相用英語談論寒假的經(jīng)歷。? 作業(yè)講評:1.表揚作業(yè)做得好的 ??????????2.作業(yè)做得不好的也給一定的警示 提問:1.上冊單詞提問 ??????2.上冊句型及關鍵句用法提問 ????? 3.假期做的練習題 ??????4.物主單詞和人稱單詞的用法提問 提出需要注意的問題:1.書寫認真 ??????????????????? 2.基礎知識掌握要牢固 ????????????????????3.多讀多練,每天堅持聽15-20分鐘錄音。 ????????????????????4.對知識點要牢記新目標英語七年級下冊第十二單元第一課時教案
新目標英語七年級下冊第十二單元第一課時教案 教學目標 知識目標: 掌握下列單詞和句子: rule, hallway, classroom, fight School Rule Don’t arrive late for class. Don’t fight. Don’t run in the hall way. Don’t eat in the classrooms. Don’t listen to music in the classrooms. What are the rules? Well, we cant arrive late for class. 能力目標: 訓練學生的聽力和口語能力。 情感目標:作為學生,我們必須遵守學校規(guī)則。 教學重難點 重點: 學校規(guī)則和目標語言。 難點: 學習談論學校規(guī)則。 教學過程 一、復習 教師說: Hello! How are you?? What day is it today?? What’s the weather like today? What do you want to do? Do you have a pen pal? Where is your pen pal from? What animals do you like? What do you like for breakfast? What is he doing now? Do you like talking with others? Can you talk in class? Can you talk at home? Can you talk in the hallways? 說明:經(jīng)常復習學生學過的知識,增加復現(xiàn)率,讓他們學會在不斷積累中,掌握英語,學習英語。同時對一些基礎不是很好的'同學也一個自信。 二、導入 T: What’s your favorite subject?? Do you like music? Now I’d like to enjoy a song with you. (play the tape) Do you like the song?? What do you think of the song? Who is your favorite singer? Can you listen to music in the classroom? Can she/he listen to music in the hallways? Why can’t we listen to music in the classroom? S: It is our class rule. (T helps them to say it.) T: So please don’t listen to music in the classroom. (Write the sentence on the blackboard.) Read after me please. Then get Ss to read it one by one. So can we listen to music at home? 說明:從can’t中引出don’t,學習一些學習規(guī)則的表達方法。 S: Yes, we can. We can listen to music at home. T: Excuse me. What’s your favorite sport? S: My favorite sport is basketball/… T: Where do you usually play basketball/…? S: I usually play it on the playground/outside. T: Can you play basketball in the classroom/hallways? S: No, we can’t. We can’t play …in the classroom/hallways. T: So don’t play … in the classroom. Can we run in the classroom? T: Don’t run in the classroom (Write it on the blackboard.) T: Excuse me. What time do you usually come to school? What time does the class begin in the morning? T: So you are early for class.? You are a good student. If you get to school at 8:10, you are 10 minutes late for school. That is a bad one. So don’t arrive late for class. T: Look at this boy. Is he good or bad? What is he doing? Do you know? Can we fight with others? Can we fight in the classroom/hallways? T: It is impolite to fight. So don’t fight. We should be good friends. T: These are all class rules. What else can’t we do in our classrooms? Please say the sentence like this: Don’t …. S1: Don’t eat in the classroom. S2: Don’t sleep in class S3: Don’ wear hats in class. S4: Don’t talk in class. S5:… 說明:給學生一個發(fā)揮的空間,運用剛學的祈使句,把以前學過的知識運用出來。 三、運用 Now please use these phrases to make up a dialogue. You can work in group of three or two. Suppose one of you is a teacher, and the others are breaking the rules. Model: A: Hi, Peter. What are you doing? B: Hi, Ms/Mr. Green. I’m eating.( Student should use their gestures.) A: Can we eat in the classrooms? B: No, we can’t. We can’t … A: Don’t eat in the classroom. B: Oh, I’m sorry. 說明:這部分主要是讓學生運用Can和don’t編一個小對話。而且同時還復習了學過的進行時態(tài)。 四、教學SectionA-1a,1b,1c 1.利用課件,教學單詞和句型。 2.教師說:If you want to be good students, don’t break the school rules. The rules are good for your study. But now here are some bad. students. Look! Each of these students is breaking one of these rules. Write the number of the ?rules next to the student. 教師播放媒體資源中動畫,學生觀看1a的對話,然后完成1a。 2.Check the answer. 3.Listening. Now there are three students Peter, Selina and Nick. What rules are these students breaking? Please listen to the tape and write the numbers after the names. Peter__________ Selina_________ Nick__________ 3. 叫幾組學生進行對話表演。 五、教學SectionA-2a,2b 1) 教師說: Now please open your books to 72. Look! What can you see in the picture? S: … T: Yeh, the boy is Alex, and the girl is Cindy. T: What are they doing? S: They are talking. T: What are they talking about? S: … T: Now let’s listen to the tape and check the activities Alex and Cindy talk about. 2) Listen again. Can Alex and Cindy do these activities? Circle “can ” or “can’t ” above. 3) Listen and repeat. 4) Check the answer then report the list. Report: These are their rules. They can…, but they can’t… So please don’t … 六、練習 T: You know, some students are not bad students. But they also break the rules. Because they are new students. They don’t know much about the rules. So can you help them out. Now please tell them the rules of your school. You can work with your partners. Suppose one of your partner is a new student. A: What are the rules at your school? B: Well, don’t arrive late for school. A: Can we listen to music, Alex? B: No, we can’t listen to music in the classrooms, but we can listen to it outside. 說明:這一步是讓學生學會如何處理表格,對表格進行匯報,這樣也就講出了聽力的主要內(nèi)容。 七、作業(yè)(Homework) 1.用“can,cant和dont”歸納總結(jié)學校規(guī)則。 2.記憶本課時單詞。 ?一、基本教學理念和教學方法。
1、以活動為教學載體,倡導體驗學習。以新課程標準所倡導的教學思想為基本理念,讓學生通過體驗,感知,參與,實踐和多種合作的方式學會語言,學會交流。
2、以學生語言技能、語言知識、情感態(tài)度、學習策略和文化意識的發(fā)展為基礎,培養(yǎng)學生的綜合語言運用能力。面向全體學生,以人為本,使語言教學的這一過程同時也成為人文素質(zhì)、增強實踐能力,培養(yǎng)創(chuàng)新精神的過程。借鑒語言習得理論,服務英語教學。
二、處理教材的基本思路。
從語言結(jié)構(gòu)出發(fā):word---dialogue----passage
從語言技能出發(fā):listening &speaking -----reading &writing
從培養(yǎng)學生語言能力出發(fā):single language skills-----comprehensive language skills
三.教學內(nèi)容
本課時教學內(nèi)容是pep小學英語五年級下冊unit 1 this is my day第一課時,通過對教材的重新整合,我所設計的教學內(nèi)容為教材 p2 let’s start, let’s chant部分;p3 let’s learn , let’s play部分p12:good to know部分(見下圖 )
四、教學目標
1.能夠聽、說、讀、寫以下動詞短語:eat breakfast, do morning exercises, have english class, play sports, eat dinner.
2.能夠聽懂問句:when do you do morning exercises / …? 并能用所學動詞短語替換句型“i usually … at …”中的關鍵詞回答問句。
3.能理解并說唱let’s chant部分的歌謠。
4.能夠了解good to know 部分的內(nèi)容。
5.能夠利用網(wǎng)絡搜索 查找所需圖片 并制作發(fā)送卡片
五、教學重、難點
1.本課時的教學重點是掌握a部分let’s learn中的五個動詞短語,并能用這五個短語回答詢問作息時間的問題。
2.本課時的教學難點是掌握五個四會短語和單詞exercise, usually的正確發(fā)音。
六、教具準備
1.教師準備let’s start部分和主情景圖的教學掛圖。
2.教師準備錄音機和錄音帶。
3.教師準備五年級上冊第二單元的動詞卡片和本單元a let’s learn部分的動詞卡片。
4.教師在課前將usually, often, sometimes的單詞卡片貼在教室的墻上。
5.教師課前在黑板上畫一個大鐘,并標注時間刻度。
七、教學過程
step i warming up
1. 師生同頌教材p2 中l(wèi)et’s chant部分歌謠。
what do you do on the weekend?
i usually go swimming.
sometimes i climb mountains.
sometimes i go shopping.
what do you do on the weekend?
i usually play the piano.
sometimes i visit grandparents,
PEP五年級下冊第四單元第一課時教案
Unit 4 What are you doing?第一課時 一Teaching contents A Let’s learn? Let’s play? C Let’s sing 二learning? objectives a) will be able to listen ,read and speak and write the following phrases: drawing pictures, cooking dinner, doing the dishes, reading a book, answering the phone. b) 能夠領悟動詞后面加上ing 的內(nèi)在涵義 c) 通過說唱Let’s sing部分的歌謠鞏固短語和句子。 三 Important and difficult point Important point:掌握五個四會動詞短語的ing形式。 Difficult point: 動詞詞組ing形式的讀音及拼寫。 四Teaching aids 1)教師準備詞卡,和錄音機,磁帶 2)教師準備ppt 五:Teaching process 一)Warm-up/revision 1.? Daily communication. 2.? let’s chant Do, do, do the dishes. Read, read, read a book. Draw, draw, draw pictures. Cook, cook, cook dinner. Answer, answer, answer the phone 3課件出示 1)? What do you do on the weekend? I often ……. (go shopping, play the piano, read a book, do the dishes, cook dinner…) 2)? What can you do? I can ………………(教師用動作示意) (sweep the floor cook dinner wash the clothes? wash the window draw pictures empty the trash……) 二) presentation/practice (當學生說到draw pictures……) 1) drawing pictures 1.? T:I can draw pictures too. And I am drawing pictures now. (操練(個人朗讀,小組朗讀………,板書) 2. 操練 I am drawing a duck. ? I am drawing a banana. I am drawing ___. 2)cooking dinner 課件出示一只豬 T:What’s this? Ss: It’s a pig. T: Yes, it’s a helpful pig. She can do many things. She can sweep the floor, she can cook the meals, wash the clothes….But what’s she doing now. Let’s ask him: Pig ,pig, what are you doing? Pig:I am cooking dinner. 3)Let’s sing What are you doing? What are you doing? I am drawing pictures. I am drawing pictures. What are you doing? What are you doing? I am cooking. I am cooking. 4)課件出示一只累了 的`豬 T:What’s happened to Miss pig? S: She is tired. T:Yes, because she has been cooking for two hours. She is very tired .She wants to play with others. So she calls Mr sheep. 5) doing the dishes Pig: Sheep, sheep, what are you doing? Can you play with me? Sheep: sorry. I can’t. I am doing the dishes.(板書,操練) 6) Pair work(就sheep和pig 之間對話) 6)reading a book T: Mr sheep is busy. He is doing the dishes. So pig calls Mr dog. Pig:Dog ,dog, what are you doing? Dog: I am reading a book.(板書,低高音朗讀) 7)I am reading an English book. I am reading a Chinese book. ? ?I am reading a/an ___. 8)answering the phone. T: Mr dog is busy ,too. At last, she calls Miss cat. Pig:Cat, cat, what are you doing? Cat: I am answering the phone. Pig: oh, oh, can you play with me? Cat: OK! Let’s go. 9) 同桌之間操練 10)Read all the words 11) Let’s chant What are you doing? What are you doing? I’m doing the dishes. What are you doing? I’m drawing pictures. What are you doing? I’m reading a book. What are you doing? I’m cooking dinner. What are you doing? I’m answering the phone. 11) open the book, then read after the tape. 12) Play a game 做一做(一名學生上臺做動作) ?問一問(其他學生問) ?A: What are you dong? ?答一答(這名學生回答) ? B:I am……… 13) Look and say I often….? I am …. cook dinner cooking dinner eat dinner eating? dinner ? ………….. 14)總結(jié)規(guī)律 15)read and write Wu:? What are you doing, John? John:? ?I am … ?Wu:? Thank you. What are you doing ,father? ?Father: I am… ?Wu: Hi, bear.What are you doing? ?Bear:? I am …. ?Wu:? Mom.What are you doing? ?Mom:? I am… ?Wu: Thank you. What are you doing, uncle? ?Uncle: I am… 16) Design about your day. (來設計你的一天) My Day eg: I am ___________at _____ 三)Homework 1.完成相應的作業(yè)本和抄寫本上的練習。 ?2 課間用今天所學的句子進行對話操練 ?3 背誦今天的單詞,并默三次,中文 一 次。 六blackboard design What are you doing? ? I am answering the phone. drawing pictures cooking dinner doing the dishes? reading a book? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?一、單詞:
bedroom臥室living room客廳;起居室study書房kitchen廚房bathroom衛(wèi)生間phone電話table桌子bed床sofa長沙發(fā)fridge冰箱find找到them他們
二、Let’s spell:
u-e [ju:] use使用cute可愛的excuse原諒,道歉tube管道m(xù)ule騾子
u [?] cut切us我們fun開心up向上bus公共汽車mum媽媽duck鴨
三、語法點:
is開頭的句子屬于一般疑問句,回答是yes或者no,然后根據(jù)句子的開頭進行顛倒變化。
Where are the keys?鑰匙在哪里?Are they on the table?它們在桌子上嗎?
No, they aren’t.不,它們不是。 They’re in the door.他們在門里。語法點:1. are開頭的句子屬于一般疑問句,回答是yes或no,然后根據(jù)句子的開頭進行顛倒變化。
Be(is, am, are)的用法口訣
我用am,你用are,is連著他,她,它;單數(shù)名詞用is,復數(shù)名詞全用are。
變疑問,往前提,句末問號莫丟棄。變否定,更容易,be(am, is, are)后not莫忘記。
疑問否定任你變,句首大寫莫遲疑。
句型:Is she in the living room?她在起居室里嗎?
Yes, she is.是的,她是。No, she isn’t.不,她不是。
四、短語:
1.地點類:in the study在書房; in the kitchen在廚房; in the bathroom在浴室;
in your desk在你的課桌里; in your hand在你手里; on the table在桌子上;under the table在桌子下; on the fridge在冰箱上;near the phone在電話旁邊;on the bed在床上
2.動作類:watch TV看電視read a book看書have a snack吃點心
have a nap睡一會兒open the door開門look at看
Go to the living room. Watch TV去客廳,看電視
Go to the study. Read a book去書房,讀書
Go to the kitchen. Have a snack去廚房,吃零食
Go to the bedroom. Have a nap去臥室,睡覺
Go to the bathroom. Take a shower.去浴室,洗澡
五、答語、答句
1.Is she in the living room ?她在客廳里嗎?
No , she isn’t.不,她不在。 / Yes, she is.是,她在。
2. Are they near the phone ?它們在電話旁邊嗎?
No , they aren’t .不,它們不在。 / Yes, they are.是的,它們在。
3. Where is the cap ?帽子在哪里?It’s on the bed.它在床上。
4. Where are the keys ?鑰匙在哪兒?
Are they on the table ?它們在桌子上嗎?
No , they aren’t . They’re in the door .不,不在。它們在門上。
5. Where are the keys?鑰匙在哪兒?They’re on the fridge.它們在冰箱上。
6. Open the door, please.請打開門。 OK.好的
7. Is she in the study?她在書房里嗎?
No, she isn’t .不,她不在。 /Yes, she is.是,她在。
8. Is it in your hand ?它在你的手里嗎?
Yes,it is!是的,它在。 / No, it isn’t.不,它不在。
一、課題名稱:
workbook
二、教學內(nèi)容:
復習、練習課
三、教學目標:
復習內(nèi)容
1.關于衣服的單詞。
2.購物用語。
3.由whose提問的問句及其回答。
四、教學重、難點:
1.購物用語的復習。
2.由whose提問的問句及其回答。
五、教學媒體
錄音帶
六、教學過程:
1.復習衣服的單詞
(1)記憶已學的服飾類單詞。
(2)猜圖游戲。
2.復習whose的句型。
(1)看圖說句子:Whose … is/are …? It’s /They’re…
(2)同位操練句子。
3.復習購物用語。
(1)學生說出已學的購物用語。
(2)創(chuàng)設情景,學生自編對話。
4.學習Let’s Go Further
(1)聽錄音,理解課文內(nèi)容。
(2)跟讀課文。
5.布置作業(yè)
(1)聽讀已學的課文。
(2)《活動手冊》
七、教學反思
本單元的數(shù)字、衣服類單詞較多,剛開學不久學生還懶于記憶單詞,人名所有格和復數(shù)的表示法容易混淆。Whose與who’s的區(qū)別與應用有待鞏固。
一、教學目標:
1.情感目標:
(1)使學生懂得講衛(wèi)生、合理飲食、作息規(guī)律的重要性,
從而培養(yǎng)學生養(yǎng)成良好的生活習慣。
(2)培養(yǎng)學生對身邊的現(xiàn)象進行正確分析的能力和熱心幫助他人的良好品德。
2.知識目標:
(1)能夠聽說讀寫有關健康的單詞和詞組。
(2)能夠聽說讀寫有關健康的交際用語:
You should/You shouldn’t…
3.能力目標:
能夠在相應的情景下使用本單元所學的主句型,表達如何
確保身體健康成長并能夠?qū)λ说囊恍╁e誤做法提出合理改進建議。
二、教學重點:
(1)能夠聽說讀寫有關健康的單詞和詞組。
(2)能夠聽說讀寫有關健康的交際用語:
You should/You shouldn’t…
三、教學難點:
單詞exercise的發(fā)音。
四、教具準備:
卡片 錄音機 磁帶 實物
五、教學過程:
師生問答
(2)日??谡Z練習,內(nèi)容可參考如下:
T:Hello, everyone! Welcome back to school! Nice to see you!
Ss: Nice to meet you!
(3) 問學生幾個問題,引出本課重點內(nèi)容。具體會話可參考如下:
T:Hi,everyone!Nice to see you again.What grade are you in now?
Ss:We’re in Grade 5.
T:Do you like your new English books(new classroom, new teacher)?
Ss:Yes!
T: What are we going to talk about in Unit 1?Guess!What’s the topic of Unit 1?
2. Presentation(新課呈現(xiàn))
(l)教師出示Let’s start部分圖片,介紹說: Rabbit has many new teachers in her school. Do you have new teachers? 引導學生根據(jù)情景圖的提示描述新教師。然后教師說:“今天我們將學習怎樣描述新教師。Sarah將為大家介紹幾位新教師,大家在先看一看有哪些是新教師?
(2)出示Let’s learn部分的圖片,向?qū)W生介紹說: They are Sarah’s teachers. Describe these teachers.引導學生結(jié)合預習部分回答出 strong, tall, short, thin等舊詞,然后結(jié)合圖卡向?qū)W生呈現(xiàn)新詞:youny,kind old,funny。教師可利用簡筆畫、單詞卡片或?qū)嵨飯D片等—一教授新詞,使學生正確理解、認讀。
(3)教師可播放單詞的聲音,讓學生在聽過一遍后跟讀單詞,逐步掌握正確的讀音。
(4)教師根據(jù)以下信息請學生判斷會話中描述的教師是 Let’s learn配圖中的哪一位: Mr Hu is the art teacher. What’s he like?He’s short and thin.完成前面鋪墊的學習任務,讓學 生猜出哪位是Sarah的新教師。教師再引導學生利用 Let’s learn部分所提供的替換句型,描述Sarah的其他兩位新教師,練習鞏固所學新詞。
(4)試著寫單詞。
教師范寫四會單詞,讓學生跟寫或在單詞卡片背面仿寫,達到聽、說、讀、寫 四會掌握新詞的目的。
3.Let’s play (趣味操練)
(1)Let’s find out (找一找)
教師指導學生用所學新詞和句型描述Let’s find out部分幾位教師的體貌特征,然后找出正確的圖片。完成這項活動后,教師引導學生充分利用八張新詞卡片繼續(xù)進行結(jié)對或小組活動,如: My new Chinese teacher is tall and strong. Who is he? 讓其他學生選出正確的圖片。
(2)Let’s sing (唱一唱)
教師放歌曲“My new teacher”的錄音,學生跟唱,進一步在音樂節(jié)奏中感知新詞。
4.Consolidation and extension(鞏固與擴展)
(l)讓學生做本單元 A Let’s learn部分的活動手冊配套練習。
(2)讓學生模仿Let’s find out部分的錄音,讀給朋友或家長聽。展示不同教師的圖片,讓學生猜出是教哪個科目的教師,然后用所學新詞描述這些教師的外貌特征。
(3)讓學生參照 Let’s find out部分設計一些謎語讓大家清一猜??梢詤⒖家韵抡Z言: She is tall. She’s beautiful. She’s very young. We all like her. Who’s she?
(4)讓學生把新學的歌曲唱給家長或朋友聽。
5. 小結(jié)
單詞:old,short thin,tall,strong, young, funny, kind
教案點評:
提供第一課時教案示例。本課時Let’s learn部分主要是通過情景會話,談論美術教師的樣子,來讓學生學習單詞:old,short thin,tall,strong, young, funny, kind等。教學設計適合與學生身邊的人物相聯(lián)系,尤其是新老師??梢龑W生復習已學過的tall, short, thin, strong等詞匯,再進一步學習本課新生詞。達到描述不同圖片人物的要求。利用一些活動來鞏固知識。教師引導學生充分利用事先準備好的人物圖片,進行結(jié)對或小組活動,如: My new Chinese teacher is tall and strong. Who is he? 讓其他學生選出正確的圖片。
新人教版五年級英語下冊教案4
一、TeachingMaterial :
Unit 3 B Read and write ,Let’s Play ,Let’s check
二、Teaching objectives
1、To master the four skills sentences :
What’s the date ?June 9th.
Is her birthday in June ?Yes.
2、To understand the dialogue ,make sure the students can answer the questions of the dialogue and can write out the keys.
3、Make sure the students can play the game : Bingo.
4、To finish “Let’s check” .
三、Teaching points :
1、Main points : To master the four skills sentences.
What’s the date? June 9th. Is her birthday in June? Yes.
2、Difficult points : To understand the dialogue.
四、Vision aids :
1、The picture of “Read and write”.
2、Video tape, slides and some birthday cards.
五、Teaching procedures :
(一)、Warm-up
1、全班吟唱P26 Let’s chant , 說做結(jié)合,營造活躍的課堂氣氛。
2、聽歌猜節(jié)日:教師放節(jié)日歌曲 :“Jingle Bell”、“Happy Teachers’ Day”、“Happy New Year” 每放一段歌曲,提問:What festival? What’s the date? 學生用英語回答。
(二)、Preview
1、Free talk: Talk about your birthday.
eg)T : When is your birthday?
S1 : My birthday is in June.
T : What’s the date?
S1 : It’s June 1st
2、Play game: Where’s my friend?
把十二個月份的完全形式和縮寫形式寫在卡片上,分別發(fā)給24位學生,然后進行游戲。
eg) S1 : I’m January. Where’s my friend?
S2 : Here. I’m your friend, I’m Jan .
(三)、Presentation
1、Read and write.
1、The teacher shows a birthday card and asks: What’s this?
The students answer in Chinese. Then the teacher asks:
What’s “生日卡片”in English? Listen to the tape, please.
The students listen to the tape of “birthday card” several times, and repeat.
2、Show a slide.(一個女孩正在制作生日卡片)
問:What’s the girl doing? 幫助學生回答:She’s making a birthday card. 然后教師用卡紙做出制作生日卡片的動作,并說:Look! I’m making a birthday card, too.然后投影出示句子 “I’m making a birthday card.” 并帶讀句子。
問:Who has a birthday today?
一位學生回答:“I am”
教師拿著一張生日卡片對該學生說:“Happy birthday to you. It’s for you. Do you like it? 學生回答“Yes”。(在學生說“Yes”時,教師告訴學生,在接受別人禮物時,應先說“Thank you”)教師再說:Yes. I think everyone likes to get a birthday card. 投影出示:Everyone likes to get a birthday card. 并學說。再問全體學生:Is her /his birthday in April? (學生回答并學說句子)。
4、在畫有birthday card 的幻燈上添上電腦邊框,并說“Look! The card is in the computer. Oh , it’s an e-card.”(學說e-card 并解釋)再出示一個小女孩在發(fā)送電子卡片的投影片,問:What is she doing? 幫助學生回答:“She is sending an e-card.” 投影出示答語并學說。
5、Watch the video of the dialogue, then answer the questions. (投影出示下列問題,看錄像后指名口頭回答)
a、What is Zoom doing? Why?
b、Is Grandma’s birthday in June?
c、Does Grandma have a computer?
d、Can Grandma get the e-card?
e、Do they make a birthday card?
f、Does everyone like to get a birthday card?
6、Listen to the tape and repeat.
7、To practice the dialogue.
8、To act out the dialogue (in group)
9、Group work: To make a birthday card.
2、Let’s play: Bingo
教師講解游戲規(guī)則,然后做游戲,并評獎。
3、Let’s check
教師放Let’s check 部分的錄音,學生完成。
1、Boy: When is your birthday?
Girl: It’s Step 8th .
Woman: Circle the girl’s birthday.
2、Girl: When is Grandma’s birthday, mom?
Woman: It’s April 10th.
Woman: Circle grandma’s birthday.
4、Sum up:
1、How do we ask the date? We can ask like this: “What’s the date?” And answer like: “It’s June 1st .
2、To tell “What’s the date?” and “What day is it?”
(四)、Consolidation and extension
1、To finish the Wb of part B:
2、To listen to the tape of “Read and write”, and read to your parents.
3、To recite and write the four skills words and sentences.
新人教版五年級英語下冊教案5
教學重點:
1.詞匯:season,spring,fall,summer,winter
2.句型:What’s your favourite season?
教學難點:
1.單詞發(fā)音:spring,fall
2.favourite 單詞的讀音和拼寫。
教具準備:
1.教材配套課件。
2.教材相配套的教學錄音帶。
3.單詞卡片。
4.自制課件。
教學過程:
(一)熱身/復習(Warm-up/Revision)
活動一:說一說,做一做
教學參考時間:3分鐘
教師播放四年級下冊第四單元的歌謠,引導學生邊說,邊打節(jié)奏,引導學生表演出形容天氣的單詞 cold,warm,cool,hot。
(二)呈現(xiàn)新課 (Presentation)
活動二:談論天氣
教學參考時間:5分鐘
教師提問:What’s the weather like today? Is it cold? 學生根據(jù)實際做答:No , it’s warm.引出新詞匯spring,并詢問學生,哪個季節(jié)最寒冷,Which season is cold? 引出詞匯season,winter,詢問學生,還知道哪些季節(jié)?Do you know another seasons? 引導學生說出自己知道的季節(jié)。
活動三:猜猜,讀讀
教學參考時間:5分鐘
教師出示表示四個季節(jié)的圖片,讓孩子說說分別是哪個季節(jié)。孩子說對后教師板書單詞:spring,summer,fall,winter。教師范讀,學生跟讀,學生開火車讀。
活動四:說一說(Let’s learn)
教學參考時間:5分鐘
教師再次展示表示四個季節(jié)的圖片,詢問學生What’s your favourite season? 學生根據(jù)實際情況回答,并進一步陳述原因 “Spring, it’s warm and sunny.”接著教師板書主句型,指導學生認讀。最后教師播放配套課件,學生觀看,跟讀句子。教師注意強調(diào)favourite的讀音,并進行小組問答練習。
活動五:描述季節(jié)
教學參考時間:3分鐘
教師詢問:What’s the weather like in spring?學生回答,通過師生問答為學生做示范。(Spring is very warm. The leaves are green. We can see many flowers in spring. )
根據(jù)學生喜歡的季節(jié),重新分組,讓學生參考卡片圖描述自己喜歡的季節(jié)。
(三)趣味操練 (Practice)
活動六:猜一猜
教學參考時間:4分鐘
兩個學生一組,一個孩子描述季節(jié),一個孩子猜所描述的是哪個季節(jié)。
活動七:畫畫,說說
教學參考時間:3分鐘
教師將Let’s find out 中的圖片發(fā)給學生,讓孩子畫出自己最喜歡的季節(jié)里的樹,并到同學中進行調(diào)查,發(fā)現(xiàn)其他同學畫的內(nèi)容。
(四)鞏固和擴展(Consolidation and extension)
活動八:Exercises
教學參考時間:5分鐘
完成活動手冊的相關練習題,并公布答案。
第二課時
教學重點:聽懂,會說Which season do you like best?并能結(jié)合句型展開深入的對話。
教學難點:用I can 的句型說出喜歡的原因。
教具準備:
1.教材配套課件。
2.教材相配套的教學錄音帶。
3.單詞卡片。
4.Let’s sing歌曲錄音。
教學過程:
(一)熱身/復習(Warm-up/Revision)
活動一:看一看,演一演
教學參考時間:3分鐘
教師出示四個季節(jié)的卡片,引導學生邊看,邊表演出每個季節(jié)的氣候,可以請一個孩子表演,大家說出季節(jié)。
活動二:讀一讀
教學參考時間:3分鐘
教師出示單詞卡片,學生搶答或?qū)W生開火車認讀。同時,按照四季順序,然學生排列詞匯,并認讀。
活動三:聽聽,唱唱
教學參考時間:3分鐘
教師播放本單元中Let’s sing中的歌曲,孩子們邊聽邊唱邊演。
(二)呈現(xiàn)新課 (Presentation)
活動四:聽聽,連連
教學參考時間:3分鐘
教師在黑板上寫下班中隨意三個同學的名字,然后將表示季節(jié)的單詞卡貼在黑板上。教師和“榜上有名”的三個同學分別進行What’s your favourite season?的對話。全班同學聽完后,共同完成連線活動。
活動五:說一說
教學參考時間:5分鐘
教師提問What’s your favourite season? 學生根據(jù)實際做答(Winter.)。教師詢問:Why? 學生結(jié)合實際回答 (I can play snow.)。教師詢問1-2名學生后,將句型變?yōu)椤癢hich season do you like best?”并引導學生回答。教師板書句型,示意學生將此句型和What’s your favourite season?進行比較。最后,教師帶讀,學生跟讀。
活動六:模仿對話
教學參考時間:8分鐘
教師播放Let’s talk部分的錄音,提問學生:How many people in this dialogue? Who are they?Which season does Mike /Zhang like best?Why?
聽錄音后,重復聽到的句子,并出示課件,讓學生觀看每張圖片下的表示氣候的詞匯,然后在認讀的基礎上,教師和學生仿例示范一組對話,最后進行小組對話。
(三)趣味操練 (Practice)
活動七:小調(diào)查
教學參考時間:教師結(jié)合課堂教學的具體時間進行,或課外進行。
學生在規(guī)定的時間里運用本課新句型Which season do you like best?完成對五個以上同學的調(diào)查,并要求回答的同學對季節(jié)氣候進行描述。
活動八:游戲——找朋友
教學參考時間:3分鐘
學生兩人一組互相詢問:Which season do you like best? 然后同時說出答案,答案一樣的兩人成為朋友,不一樣的學生再重新開始游戲。
(四)鞏固和擴展(Consolidation and extension)
活動九:聽力練習
教學參考時間:5-6分鐘
完成活動手冊的相關內(nèi)容并公布答案。
Unit 12Revision Lesson 67
Teaching aim:Review the words about housework and after school activity.Review the sentences about ask the housework and the activity.Teaching important:Review the words about housework and after school activity.Review the sentences about ask the housework and the activity.Teaching difficult:Review the words about housework and after school activity.Review the sentences about ask the housework and the activity.Teaching utensil: tape
Teaching course:
1.Review the words: group contest, say the words as quickly as you can, match words with
pictures, look at the picture and teacher say the phrase, if teacher is right, students will say “yes” teacher is wrong, students will keep scilent.Teacher do the action and students say the word.2.單詞歸類: write down the words:Part Time Activities, Chores, Frequency.將單詞卡
片發(fā)給學生,請學生將單詞卡片按所屬類別貼到相應的名稱類別的下面。
3.Listening: 要求學生通過聽錄音,將圖中家務或課外活動的詞組與響應的表示頻度的詞組連
線。再放錄音,要求學生進行自我訂正,最后教師引導全班訂正答案。
4.調(diào)查采訪:老師領讀B部分句子,熟悉采訪語言,引導學生反復讀,找?guī)讉€好學生先采訪,做示
范,然后自由活動。
5.調(diào)查結(jié)果匯報:先請個別學生到前邊匯報,然后叫同學們在小組內(nèi)匯報。
Summary:
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