2019-2020年五年级英语下册 Unit 1(1)教学案 湘少版.doc

2019-2020年五年级英语下册 Unit 1(1)教学案 湘少版 教 学 内 容 1. Teaching materials 1) Part A: Lingling is drawing a picture. Draw a cat on the roof. Draw a bird above the chimney. Draw a boy behind the tree. This is a good picture. 2) Part C: （图片见Step 3的第3个环节） There are four birds on the tree. There is a snake in the grass. 2. 设计学案：1）口语训练：Let’s chant. 2）听力训练：教师发出指令，学生根据教师的指令画画，然后检查学生画得是否正确。3）拓展练习：学生六人一组用“Draw a…on/in/…”发出指令并作一幅画；展示每一组的画；教师先用There is/are…介绍一幅画，然后选择一两组的学生上台来介绍自己的画，训练学生的听说技能。4）学生作业设计（学生课任选一个）。 教 学 目 标 1．Knowledge Objectives：①Be able to say the words and phrase: above, in front of, a roof, a chimney, a tree. ②Be able to master the sentence pattern: “Draw a…on/above/behind/…” 2．petence Objectives: Be able to use the spatial prepositions to describe the relationship of the objects correctly. 3．Emotion Objectives：Cultivate the pupils’ spirit of cooperation. 课时 安排 本课教材内容选自湘少版五年级下册第一单元，本单元作三个课时安排。本节课是第一课时，课型为听说课。 Step 1 Warming up and revision 1. An English song—“Twinkle, twinkle, little star” 【学习内容】预热单词“above”。 【学习方式】唱英语歌曲。 【设计意图】课前歌唱热身，活跃课堂氛围，也为新单词的教学做铺垫。 2. Asking and answering T: Look and answer. Where’s the cat? Ss: It’s on / in / under / behind the box. 【学习内容】复习已学方位介词及用方位介词描述物体之间的位置关系。 【学习方式】看图说句子Look and describe. 【设计意图】复习旧知，为后面的教学做好铺垫。 Step 2 Presentation and drill 1. T: Look. Where’s the cat? It’s in front of the box. Where’s the bird? It’s on / above the box. 【学习内容】新单词“above”和“in front of”。 【学习方式】画面呈现，学生观察理解意思。然后再呈现图片，学生进行看图造句。 【设计意图】借助CAI，通过比较，以旧知引出新知，水到渠成，顺理成章。巩固操练新授的单词时，提供语言情景，进行有意义的单词操练。 2. T: I’m drawing. I’m drawing a picture. What’s this? Ss: It’s a house. T: What’s this? Ss: It’s a door. T: What are these? Ss: These are windows. T: What’s this? It’s a roof. What’s this? It’s a chimney. T: Look! I’m drawing a tree now. Draw a tree. Draw a tree in front of the house. 【学习内容】新单词“roof” , “ chimney”和“tree”。 【学习方式】教师画图，学生练说新单词。 【设计意图】利用简笔画，通过直观形象的方式教学词汇，使教学内容化难为简。 3. T: Now, look and listen carefully. Draw a cat on the roof. T: Who can draw? Draw a bird above the chimney, S1. Draw a boy behind the tree, S2. T: Thank you very much. Go back to your seat. 4. 教师给画添上云和边框，然后翘起大拇指说: This is a good picture. 【学习内容】新句型“Draw a…on / above / behind…” 【学习方式】学生画图，一边画图一边说句子。 【设计意图】小学生是善于表现，并乐于表现的，让学生上台画画，展示学生的特长，使学生通过参与、感知、实践的过程形成积极的学习态度，促进语言运用能力的提高。 5. Open your book at Page1. Listen to the tape and repeat. 【学习内容】课文Part A 【学习方式】①听录音，跟读；②看上面的四幅图（一个一个的呈现图片），学生尝试用“Draw a…”记忆课文中的句子；③Let’s chant. 【设计意图】让学生注意语音、语调，整体感知课文内容；通过看图造句检测学生课文的掌握情况；同时，通过chant操练课文内容，让学生朗读课文。 Step 3 Practice and consolidation 1. Listen and draw. 【学习内容】Draw a… 【学习方式】教师发出指令，学生作画。 【设计意图】训练学生的听力，检测今天所学内容学生是否已掌握，获得更多的来自学生的反馈。 2. Group work: Draw and say Each group finishes a picture. Use the sentence pattern “Draw a…on/in…” 【学习内容】听说练习。 【学习方式】小组合作学习方式：学生六人一组用“Draw a…on/in/…”发出指令并作画；展示每组的画；教师先用There is / are…介绍一幅画，然后选择一两组的学生上台来介绍自己的画。 【设计意图】通过画画活动，培养学生团结合作的精神，并在此过程中操练新知，巩固新知，提高学生综合运用语言的能力。 3.Talk about the picture 【学习内容】看图说话。 【学习方式】教师引导学生用There be…句型描述图片。 【设计意图】通过看图说话训练学生的口语表达能力。课文图片起到了创设情境的作用，提高同一教学资源的使用率。这个环节起到一个承上启下的作业，既是对前面课文内容的梳理，又启动Part C部分的教学。 4.Ok, boys and girls. I have some beautiful pictures. Look! What are they? (CAI: cat, bird, tiger, fish, duck, snake, tortoise, car, plane) Now, look carefully. Where are they? (CAI: Part C） 【学习内容】课文Part C。 【学习方式】小组竞赛学习方式：教师先说例句, 然后每组学生用方位介词造句描述画面, 看哪组学生说的句子多。 【设计意图】通过看图说话进一步训练学生的口语表达能力，培养学生团结合作的精神。 Step 4 Summary You’ve done a good job. Now, let’s see which group is the winner. Congratulations! Step 5 Homework （任选一个） ①谈谈自己家里物品的位置关系。 ②看图说话:自己找一幅画并描述画面。 【学习内容】作业设计 【学习方式】自主学习 【设计意图】将课堂活动延伸到深处，作业注重实践性，让学生在真实任务中巩固所学。 学 案 Draw a cat on the roof. Ⅰ. Let’s chant On, on, on, on the roof, Draw a cat on the roof. Above, above, above, above the chimney, Draw a bird above the chimney. Behind, behind, behind, behind the tree, Draw a boy behind the tree. Ⅱ. Listen and draw T: Draw a table. Draw a cup on the table. Draw a banana behind the cup. Draw an apple in front of the cup. Draw a chair. Draw a ball under the chair. Ⅲ. Group work: Draw and say 提供参考的单词和句型： Desk, chair, ruler, bag, eraser, pen, pencil, pencil-box; Tree, grass, flower, bird, rabbit, dog, car, house; … Draw a…on/in/… There is/are…on/in… Ⅳ. Homework ①谈自己家里物品的位置关系。 ②图说话：学生自己找一幅画并描述画面。 自我反思 主要特色与创新之处： 1. 唱歌预热新单词，有效降低学生学习和记读单词的难度。 2. 让学生上台画画，发挥学生特长，激发学生学习兴趣，活跃课堂气氛。 3. 运用了多媒体，形象直观，便于学生理解。 4. 以旧引新，自然生成。在教学过程中，我注意了用已学知识带动新知学习，教学目标的实现遵从由简到难的过程，注重了教学环节的衔接和活动环节的层次与梯度问题，使教学过程自然顺畅，水到渠成，有效降低了学习难度。 5. 注重学生听说能力的培养：看图造句、看图说话以及课文C部分的竞赛描述给学生提供了练说的机会；课上安排了画画的活动，训练了听说能力；课后的作业设计让学生描述家里物品之间的位置关系或者自己找一幅画看图说话。 附送： 2019-2020年五年级英语下册 Unit 1(1)教案 新世纪版 单元教学目标 课题 Unit 1 教学目标及策略 一、教育目标： 1．让学生从小就树立远大的志向，并努力去奋斗去实现。 2．教育学生要向伟人学习，立志成材。 二、知识目标： （一）基础目标： 1. 学习掌握运用单词：start, future, vocation, IT, enough, artist, enjoy, astronaut等。 词组掌握：go/do + v.-ing. 的结构及其功能。 学习掌握enjoy doing sth的句型，并懂得和like 句型的区别。 2．听说和阅读理解Grand Theatre 中的语言材料，并能根据主话题“ talk about you future”写6-8句话。 3. 学会区分元音音标 /i:/, /I/ 。并能看音标读出单词。 4．读Rhyme，语音，语调，节奏基本正确。 （二）发展目标： 能根据自己所立的志向努力奋斗。 能根据实际情况写一篇短文。 三、能力目标： 学生能用各种语言形式表达自己的志向。（口头，笔头，并努力付之于自己的实际行动） 四、情感、策略、文化目标： 1．情感态度： 通过英语学习，教育学生学会用英语相互介绍交流自己的理想。 2．学习策略： 教育学生在生活中要有远大的理想，要立志成材。 3．文化目标： 教育学生要让理想成为现实，需要付出辛勤的劳动。 教学 重点 1.掌握运用单词：start, future, vocation, IT, enough, artist, enjoy, astronaut等。 2.掌握词组：go/do + v.-ing. 的结构及其功能 3.听说和阅读理解Grand Theatre 中的语言材料，并能根据主话题写6-8句话。 教学难点 比较操练时态：一般将来时和一般现在时非三单一形式 教学 准备 Student Book 5B:P1-7 Tape 5B:Unit 1 Student workbook 5B:P1-9 Teaching Transparencies 5B 课时安排 1.Wonderland 2． Farmland 3． Grand Theatre + Language Lab ( Q and A ) 4． Review words and sentences + Language Lab ( On your own and Pair work) Music Box and review Disneyland and Work Book Same Step 第一课 时 课 时 目 标 1. 学习掌握运用单词：start, future, vocation, IT, enough, artist, enjoy, astronaut等。会用其组词、造句。 2．掌握句型：enjoy doing sth.。 3. 让学生谈谈他们的 “summer,winter vacation” 课 型 新 授 课 教 学 过 程 生成问题 调整设计 Pre-task preparation: Warming up: Daily talk (about the Spring Festival ) What did you do in Spring Festival? Where did you go in Spring Festival? How did you feel? 2. Ask and answer in pairs. While-task procedures: 1. Review the words: begin, vocation. And learn the word start, holiday. start(ed)= begin(began) begin—end; start—finish Q: When does the first class start? vacation= holiday e.g. winter/ summer vacation 2. Learn the word: future. (in the future) 3. show some picture of “Yao Ming, Yang Liwei…” Q: Who is he? What’s he? (astronaut= spaceman) Learn the new words: (an)IT engineer, (an)artist Q: What do you want to be in the future? I want to be a/an… Learn the new word: enough Learn the new word: enjoy= like e.g. enjoy our school life; enjoy oneself= have a good time enjoy doing sth.= like doing/ to do (I enjoy swimming. What do you enjoy?) 6. Play the cassette: Wonderland. The students follow in their books. Post-task activities 1. Discuss the words in each group. 2. Make sentences with the words by themselves begin with 1) start at… start to do/ doing sth. 2) =leave出发，起身 e.g. We must start early. holiday: be on holiday, go on holidays cosmonaut, taikonaut enough:1)(a.): enough+n./ n.+enough 2)(adv.)a.+ enough 3) be+a.+enough+for sb. (to do sth.) Enjoy:1)=like 2) 享受 enjoy the sunshine 板 书 设计 Unit 1 What Do You Want to Be in the Future? Wonderland start=begin IT in the future vocation=holiday artist enough enjoy=like astronaut enjoy doing sth like doing sth like to do sth 课内练习 设计 1. Listen and read the words or sentences. 2. Make sentences. 3. Listening prehension. 课后练习 设计 Listen and read the Wonderland. Copy these words and learn them by heart. Rewrite the sentences as required.  第二课 时 课 时 目 标 1.掌握词组：go/do + v.-ing. 的结构及其功能。 2.能根据Mini Dialogue提供的语言材料替换进行交际性对话。 3.掌握一般将来时的句子结构，并能熟练运用。 4.能进行一般将来时与一般现在时非三单一形式对比。 课 型 新 授 课 教 学 过 程 生成问题 调整设计 Pre-task preparation: Warming up: Daily talk. What will you want to be in the future? What will you want to do ? (this afternoon, this weekend, next …, tomorrow) Ask and answer the questions with the words. Dictation. While-task procedure: 1. Talk about the future. 2. Make a dialogue “What will … do …? ’’ in each group and play. 3. Learn the new phrases 1) do more listening and reading 2) go +v.-ing. e.g. go fishing/ boating/ shopping/ swimming/ skating/ skiing/… 2) wash up, play football, clean the classroom 4. Ask and answer in the group. 5. Play the cassette: Grand Theatre. The students follow in their books. 6. Read the mini-dialogue. 7. React the dialogue with the substitutions Post-task activities: Rewrite the sentences as required.(the general future tense) 学生讨论总结shall、will用法。 总结将来时的时间状语。(next…/tomorrow; this Sunday/weekend; after school… join sb.: join us/ them 板 书 设 计 Unit 1 Farmland What will you do…? I/We will(shall) do … What will they/he/she do…? They/He/She will do… 课 内 练 习 设 计 1.Dictation. 2.Act the dialogue in pairs. 3.Do some exercises: Fill in the blanks(一般将来时与一般现在时非三单一形式对比) 4.Listening prehension. 课 后 练 习 设 计 1. Read the mini-dialogue and repeat it. 2. Do Workbook on P5-6. 3. Recite the word groups of Farmland. 4. Recite the sentences as required. 第三课 时 课 时 目 标 听说和阅读理解Grand Theatre 中的语言材料。 能根据主话题“ talk about your future”写6-8句话。 课 型 新 授 课 教 学 过 程 生成问题 调整设计 Pre-task preparation: Warming up: Daily talk What did you do last night? What will you do this night? What do you want to do this afternoon? What will you want to be in the future? 2. Review the dialogue of Farmland. While-task procedure: 1. Say sth. about the Spring Festival.. 2. Show my wishes, then ask: What do you want to be in the future? (CEO-- , pop singer, a football player, actor, manager…) 3. Learn the Grand Theatre. Listen to the tape. Explain the key phrases. a. at the start of= at the beginning of b. talk about c. primary school, middle school, high school d. help sb. With sth. e.g. help mum with the housework, help me with my English e. want to do/ be make sentences with “want to do/be” f. find me a teacher pare: find & look for e.g. I can’t find my key. I’m looking for it. g. be happy about h. get up—go to bed i. in time/ on time/ at a time (3) Play the cassette: Farmland. Students follow in their books. 3. Questions and answers on P6 (Oral—Written) Post-task activities: Oral discussion: What do you want to do in the future? talk with sb. about sth. help sb. do sth. find sb. a teacher= find a teacher for sb. one day… the next day… the next day… 板 书 设 计 Unit 1 Grand Theatre What do you do in the future? I/We will(shall) … What do you want to be in the future? I/We will(shall) want to be a/an… 课 内 练 习 设 计 1. Read the phrases and text. 2. Answer the questions: 1) What do you want to do after school? I will(shall) do sth. 2) What do you want to do in the future? I will(shall) want to be a/an… 3. Finish Q&A 4. Listening prehension. 课 后 练 习 设 计 1. Read and repeat the Grand Theatre. 2. Copy the text. 2. Write down your dream. 3. Recite the word groups of this text. 第四课 时 课 时 目 标 1.复习巩固Grand Theatre知识点。 2.完成On your own及Pair work 3.学会区分元音音标 /I:/, /I/ 。并能看音标读出单词。 4.学习: The clock 课 型 复习课 教 学 过 程 生成问题 调整设计 Pre-task preparation: 1. Warming up: Rhyme(New learning) 2. Daily talk. While-task procedure: 1. Review the words and the phrases, and then take a dictation. 2. Review the text and Q&A 3. Review the sentences: What will… do…? 3. Ask and answer: On your own (Oral – Written) 4. Learn: Pair work 1) Explain the phrases: a. talk about sth. to the class b. be good at= do well in (be good at singing) be good at – be poor at 2) Read the dialogue. 5. Make a dialogue in pairs at the last. Post-task activities: 1. Do exercises. Work book on P7-8 2. Read the music box. /i:/ /i/ 板 书 设 计 Unit 1 Music Box /i:/ /i/ bean bin beat bit seat sit feet fit sheep ship these this 课内练习 设计 1.Act a dialogue. 2. Do exercises. Workbook P7-8 3. Read the music box. 课后练习 设计 1.Read the music box.. 2.Recite the pair work. 3.找一找含有/I:/ 和/i/发音的单词，并把它们写在书上P7。 4.Finish workbook on P1-4。、 5.Rewrite the sentences as required.  第五课 时 课 时 目 标 The total revision of Unit 1 课 型 复习课 Unit 1 生成问题 调整设计 Pre-task preparation: 1. Warming up: Rhyme 2. Ask and answer in pairs While-task procedure: Review some words and phrases. Music Box Review the phonetics: / i: /, / i / Read them loudly. Show the words with them to read. 说一说含有/i::/ 和/i/发音的单词。 Post-task activities: Analyze the Workbook. Do exercises. 课内练习 设计 1. Listening prehension. 2. Finish the Exercise Paper. 课后练习 设计 Workbook: P9 The Exercise Paper Review Unit 1. 课后反思 在词汇部分教学中不仅要重点教会学生单词在句中的用法，而且要把单词的过去式、单复数、介词搭配、词性转换以及词组等都要讲明白。 本课所包含的以上知识内容较多，可能学生一下子不能很好地吸收，就要让学生回家复习时不仅要熟读课文内容，背默单词，同时还要复习笔记，在下一课 时教学前要课堂提问，以加深印象。