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小学课堂教学设计年级:五年级 学科:英语课 题Unit 1 Meeting New FriendsPart A课 时一课时备课时间9月12学生人数40授课班级班五(1)授课教师授课时间40分钟教学目标1.学习单词tall, pupil, Australia,能够初步运用beside, behind, on等表示方位的介词。2.学习句型:Whos that boy?Which boy?The boy beside/behind/with.Hes a new pupil.3.学习字母组合ch和tch在单词中的发音。4.学说韵律诗:Whos the Girl?5.学唱歌曲:Do You Know the Tall Boy?6.功能:能用英语描述他人。教学重点1.能够初步运用beside, behind, on等表示方位的介词。2.学习并运用Whos that boy? Which boy? 等句型。教学难点用英语描述他人所处的方位。教 学 过 程旁 注Step 1 Warming up1.师生互致问候。2.师生自由对话,如: is our new friend. Hello, ! Nice to meet you.Where are you from?Which class are you in?Can you sing?Can you play basketball? 等。3.欣赏歌曲:Do You Know the Tall Boy?4.教师指着歌曲的题目说:“Do you know the tall boy?”边说边出示单词卡片ball, wall, tall,帮助学生学习新词tall的音、形、义,然后告诉学生:“He is our new friend, Peter. Today lets talk about Meeting New Friends.”揭示并板书课题:Unit 1 Meeting New Friends Part A。Step 2 Review1复习音标Step 3 Presentation(一)初步感知课文内容。1.教师说:“You are in Grade Five now. In your English book you will meet a new friend. His name is Peter. He is a new pupil. Hes from Australia. He can play football. Hes very good at sports.”2.教师在黑板上或电脑上出示下列句子:His name isHes a newHes from He canHes very good at3.教师播放课文录音或教学光盘,学生边看边从对话中找出答案。4.请个别学生带着书上台,将黑板上的五个句子补充完整。5.教学单词pupil和Australia。(1)教师出示Peter的头像,一边贴在黑板上的五个句子的旁边,一边说:“His name is Peter. Hes a new pupil.”出示单词卡片pupil,教学单词pupil。告诉学生pupil与student的区别。教师让学生用单词pupil说句子,如:Im a pupil. He is a pupil. She is a pupil. We are pupils. Peter is a new pupil.等。(2)教师指着Peter的头像接着问:“Where is Peter from?”引导学生看第三个句子:Hes from Australia.出示单词卡片Australia,教学单词Australia。告诉学生地名的首字母要大写。复习Beijing, Taiwan和London的音和形。教师出示澳大利亚的国旗、伦敦大本钟、北京天安门、上海东方明珠、台湾阿里山等图片,让学生用Shes/Hes from. Im from.练说句子。(3)文化渗透。教师通过视频和图片介绍澳大利亚的风土人情。6.教师采用不同的方法帮助学生读熟上面的五个句子。(二)学习句子:The tall boy beside Wang Tao.1.教师出示小猫在纸盒里、纸盒上、纸盒后面和纸盒旁边的图片,让学生理解beside和behind的含义。2.教学句子He /She is beside.和He /She is behind.(1)教师请一位女生站在教师的旁边,教学单词beside和句子She is beside me.再请这位女生站在其他学生的旁边,请全班学生说句子“She is beside .”(2)教师请一位男生躲到门后,教学单词behind和句子He is behind the door.3.教师出示课文的第二幅图,教学以下句子:Whos that boy?Which boy?The tall boy beside Wang Tao.Thats Peter. Hes a new student.教师问:“Which boy is Peter?”(1)教学句子Which boy? The tall boy beside Wang Tao.学生读完句子后,教师根据学生的答案板书句子:Which boy? The tall boy beside Wang Tao.并教学句子。(2)巩固单词beside的用法。教师指着班上的某个学生提问大家:“Whos the boy beside ?”学生说出该同学的名字。教师请个别学生提问,其余学生回答。4.熟读对话。(1)请学生翻开课本第2页,教师播放课文录音或教学光盘,学生模仿跟读。(2)请学生分角色表演对话。5.情感教育。教师出示句子:A friend in need is a friend indeed.(患难见真情。)帮助学生理解句子含义,并说一说。(三)巩固练习。1.完成课本第3页的Ask and answer.部分。(1)教师播放录音,学生模仿跟读。(2)PPT上出现第三幅图,教师出示单词卡片behind和beside,提醒学生注意区别beside和behind的音、形、义。(3)PPT上出现第四幅图,教师指着图,引出句子“The boy with a basketball.”的教学。教师出示几幅图,如:“the boy with blue eyes(蓝色眼睛的男孩)”,“the girl with a kite(拿着风筝的女孩)”,“the boy in a black car(黑色小轿车里的男孩)”等,让学生看图说句子:The boy/girl with.(4)请学生两人一组,合作完成对话练习。2.学说韵律诗:Whos the Girl?3.拓展运用。(1)教师出示玩具娃娃,让“她”分别站在桌子上、椅子下、书本旁边、笔盒后面、茶杯里面等,请学生用“The girl on/under/beside/behind/in.”来造句。(2)游戏他/她是谁?游戏规则:教师在PPT上出示一张学生的集体照,给学生10秒钟记忆时间,而后将照片遮住,教师说:“The boy/girl beside/behind/with.Whos he/she?”请学生猜是哪位学生,反应最快的学生所在的小组得一分。教师示范两次后可请学生上台出题。(四)语音教学。1.教师带领学生朗读单词teacher, chair, Chinese, chicken,引导学生发现单词中共同包含的ch字母组合,发现字母组合ch在单词中发/t/。2.用同样方法学习单词kitchen和watch,引导学生找出共同包含的tch字母组合,发现字母组合tch在单词中发/t/。3.教师播放课本第3页的Listen and learn the English sounds.部分的录音,学生模仿跟读,学习字母组合ch, tch在单词中的读音。Step 4 Extension综合活动:我的朋友。请学生拿出自己与几个好朋友的合影,向老师和同学做介绍。(1)教师与个别学生示范活动。(2)同桌两人一组进行对话练习。(3)请个别学生上台,教师用幻灯片展示合影,台下学生提问,台上的学生根据提问,说出朋友的名字。Step 5 Homework1.听课文录音,模仿并熟读课文。2.完成活动手册中本课的练习。3.完成课本第8页自我评价表的第五部分。4.用英语向父母介绍你的好朋友。板书设计教后反思 小学课堂教学设计年级:五年级 学科:英语课 题Unit 1 Meeting New FriendsPartB课 时一课时时间集备教师五年级全体英语教师授课班级授课教师授课时间教学目标1.学习单词short,long和hair,熟练掌握介词with, beside, behind, on的用法。2.学习句型:Whos that girl?Which girl?The girl with.Come and play basketball with us.I like to watch you play.3.功能:描述人物的特征。教学重点熟练掌握介词with, beside, behind, on的用法。教学难点用方位介词表达他人所处的位置。教 学 过 程旁 注Step 1 Warming up1.师生互致问候。2.听录音,齐唱歌曲:Do You Know the Tall Boy?3.教师对全班学生说:“Peter is a new pupil. He meets some new friends in this school.”揭示并板书课题:Unit 1 Meeting New Friends Part B。Step 2 Review1.教师出示课本第3页的第一幅图,请学生用英语简单介绍Peter,如:He is a new pupil. He is from Australia. He is in Grade Five now. He is tall. He can play basketball. He is good at sports.等。2.出示课本第3页中Ask and answer.部分的四幅图,请学生描述图中人物。3.教师请学生分别站在书桌旁、躲在门后、站在椅子后面,让其他学生用方位介词beside和behind来描述。Step 3 Presentation(一)初步感知课文内容。1.教师说:“In the playground, Peter sees a girl with short hair. He wants to know her name. Lets watch the CD ROM.”2.教师播放课文录音或教学光盘,学生初步感知课文内容。3.教师出示下列句子,请学生自读课文,并根据课文内容判断下列描述是否正确。正确的画“”,错误的画“”。(1)Lily is a girl with short hair.()(2)Peter is in Class 1.Lily is in Class 2.()(3)Lily will play basketball with Peter.()(二)教学单词short, long, hair和句子Whos that girl? Which girl? The girl with short hair.1.教师将Lily的头像贴在黑板上,边贴边说:“Lily is Chinese. She is a girl with short hair.”2.教师出示单词卡片short,教学单词short。3.教师拿出两支长短不一的铅笔,通过对比教学单词long。4.教师拿出两把长短不同的尺子和两支长短不一的钢笔,让学生练说This is a long ruler. This is a short ruler. This is a long pen. This is a short pen.等。5.教师指着一位长发的女生A说:“A is a girl with long hair.”接着指着一位短发的女生B说:“B is a girl with short hair.”教师出示单词卡片hair,教学单词hair。教师板书句子:The girl with short hair.进行教学及操练活动。6.教师请两位学生上台比高矮,引出一对反义词:tall与short。教师告诉学生short有两个含义,分别表示“短的”和“矮的”。7.游戏唱反调。游戏规则:教师任意说一个形容词,全班学生快速说出这个形容词的反义词。如:教师说tall,学生说short等。(三)教学句子:Come and play basketball with us.1.教师说:“Peter is very good at sports. What about Yang Ming and Lily? Lets watch the CDROM once again.”2.教师再次播放课文录音或教学光盘,引导学生找出答案:Yang Ming can play basketball. Lily isnt good at it.3.教师问:“How can you find the answer?”引出Come and play basketball with us.的教学。4.PPT上出示课文的第三幅图,教师说:“Lily isnt good at playing basketball. But what does she say?”引出句子But I like to watch you play.的教学。(四)熟读课文,分角色表演对话。1.请学生翻开课本第4页,教师播放课文录音或教学光盘,学生模仿跟读。2.教师再播放录音,请学生戴上头饰分角色跟读。3.教师请学生根据课文内容填空。4.情感教育。教师在PPT上出示句子:We are a big family. We should get along well with our friends.帮助学生理解它们的含义,并告诉学生:“我们是一个大家庭,我们要相亲相爱、友好相处。”(五)巩固练习。1.完成课本第5页的Ask and answer.部分。(1)教师出示第5页的第二幅图,问:“Whos that girl?”引导学生问:“Which girl?”教师说:“The girl with short hair.”学生回答:“Thats Lily.”教师也可针对图中人物Julia与学生进行对话练习。(2)教师播放录音,学生模仿跟读。(3)学生两人一组,合作完成对话练习。2.完成课本第5页的Read and answer.部分。(1)请学生自读对话,然后在人物图下写出相应的名字。(2)教师将人物图片贴在黑板上,请两位同学上台介绍Betty与Linda。(3)教师播放录音,学生跟读。(4)学生两人一组,合作完成对话练习。3.完成课本第7页的Listen and circle the right answer.部分。(1)教师播放录音,学生独立完成练习,教师个别指导。(2)教师展示个别学生所做的练习,然后讲解并订正。4.游戏大转盘。游戏规则:教师拿出自制的一个大转盘,转盘的每一格都贴有学生的照片,由教师或者一位学生来转动转盘,当指针停住时,全班学生观察指针停在哪一格,然后快速说出指针所停位置中照片的人物特征,如:She is a girl with long hair. He is a boy with short hair. She is a girl with big eyes.等。Step 4 Extension综合活动:介绍我的好朋友。1.教师先示范说:“In my class I have a good friend. She is a girl with short hair. She is good at music. She can play the violin. Who is she?”学生根据教师的描述猜是哪位同学。2.教师请每位学生拿出作业本,写下自己好朋友的特征,然后与同桌同学说一说,最后选出几位学生上台展示。Step 5 Homework1.听录音,熟读本课内容。2.完成课本第6页的Learn to write.部分。3.完成活动手册中本课的练习。4.完成课本第8页的自我评价表。5.为自己的爸爸或妈妈画一幅画,并用英语标注他们的特点。板书设计教后反思 小学课堂教学设计年级:五年级 学科:英语课 题Unit 2 Teachers DayPart A课 时一课时集备时间集备教师五年级全体英语教师授课班级授课教师授课时间教学目标1.学习单词where, September, panda, tomorrow,词组sitting room, Teachers Day,并能够初步运用lovely, kind等单词。2.学习句型:Where is the boy?Hes.Whats he doing?Hes.3.学习字母组合ou和oa在单词中的发音。4.学说韵律诗:Thank You.5.学唱歌曲:Where Is Linda?6.功能:询问某人的位置,讲述正在发生的事情。教学重点学习并运用Where is the boy? Hes. Whats he doing? Hes.等句型。教学难点就某人所在的位置、所做的事情进行交流。教 学 过 程旁 注Step 1 Warming up1.师生互致问候。2.学说韵律诗:Thank You.3.通过韵律诗,揭示并板书课题:Unit 2 Teachers Day Part A。(1)教师说:“Today we are going to talk about Teachers Day.”教师出示单词卡Teachers Day,教学并板书,告诉学生节日的首字母要大写。(2)教师在黑板上Teachers Day前加上When is,组成句子When is Teachers Day?教师问:“When is Teachers Day?”出示9月份的日历,用红笔圈出10号,说:“Teachers Day is on September 10th.”出示单词卡片September,教学单词September和词组September 10th,告诉学生月份的首字母要大写。Step 2 Review复习有关节日的表达法。1.教师出示Teachers Day, Childrens Day, New Year, Christmas Day和the Spring Festival等有关节日的卡片,请学生认读。2.游戏什么不见了?游戏规则:教师出示五张节日卡片,请全班学生齐读一次,然后抽出一至两张卡片藏在背后,让学生猜一猜什么节日卡片不见了。3.教师出示日历,请学生说出以上五个节日的时间,教师用英语描述时间。4.教师出示各种庆祝节日的图片,引导全班学生说“Happy New Year!”或“Happy Teachers Day!”等句子。Step 3 Presentation(一)问题引导,初探课文。1.教师说:“Teachers Day is coming. Where is Yang Ming? Whats he doing?”2.教师在黑板上出示这两个问题,帮助学生明白这两个问题的意思。(1)教师出示单词卡片,教学单词where。(2)教师出示where, when, what, why等单词,帮助学生认知这四个单词的音、形、义。(3)全班学习这两个问句。3.教师播放课文录音或教学光盘,请学生边听边从课文中找出答案。4.教学句子:Hes in the sitting room.和Hes drawing a picture.(1)教师问:“Where is Yang Ming?”引导学生回答:“Hes in the sitting room.”(2)教师在黑板上Where is Yang Ming?的句子下方板书Hes in the sitting room.并教学词组sitting room。(3)教师在PPT上出示课文第二幅图,然后问全班:“What is Yang Ming doing?”学生可用中文回答。(4)教师出示单词卡片picture,教学单词。引导学生说句子“Hes drawing a picture.”教师在黑板上Whats he doing?的句子下方板书答句。(5)游戏快速反应。游戏规则:教师出示sing, dance, play basketball, play the violin, row a boat等动态图片或电脑课件,边指着图片或课件边问:“Whats he/she doing?”或“What are they doing?”学生根据图片或课件提示回答“Hes/Shes.”或“They are.”(6)游戏最佳搭档。游戏规则:请两位学生上台,面向全班学生站好,教师站在两位学生身后出示图片给全班学生看,全班学生根据图片内容做出相应动作(动作不能停)。一学生问:“What are they doing?”另一学生要用“They are.”来回答。每组学生上台可做三至四个动作,看看哪组学生是最佳搭档。(二)深入思考,研读课文。1.教师对全班说:“Yang Ming is drawing a picture. What is he drawing? Why does he want to draw a picture?”2.请学生自读课文,找出答案并在答案下画线。3.通过问题的答案教学新知。(1)教学句子:This is a lovely panda.教师在PPT上出示课文的第二幅图,然后自问自答:“Whats Yang Ming drawing? Hes drawing a lovely panda.”进行单词lovely,panda及句子This is a lovely panda.的教学。教师出示兔子、猴子、小猪等动物的图片,引导学生说句子“Its a lovely monkey.”等。(2)教学句子:Its September 10th tomorrow. I want to give it to Miss Gao.教师再次播放课文录音或教学光盘,请学生翻开课本第9页,让学生在语境中边听边理解课文,然后进行Its September 10th tomorrow.和I want to give it to Miss Gao.句子的教学。(3)教学句子:She is a nice teacher. She is very kind.PPT上出现课文的第三幅图,教师说:“Yang Ming is drawing a picture. He wants to draw a picture for Miss Gao. Why?”请学生从书中找到答案,引出句子“She is a nice teacher.”和“She is very kind.”的教学。(4)教学句子:Say“Happy Teachers Day”to her, please.教师说:“Miss Gao is very kind. She is a nice teacher. What will Yang Ming do on Teachers Day? Can you find out the answer?” 教师引导学生找到答案,并引出Say“Happy Teachers Day”to her, please.的句子教学。 游戏头脑风暴。游戏规则:教师出示教师节、春节、圣诞节等节日图片以及向他人问好、再见等图片,让学生看图说出“SayHappy New Years Dayto her, please./Say hello to her, please.”等句子。(三)熟读课文。1.请学生翻开课本第9页,教师播放课文录音或教学光盘,学生模仿跟读。2.教师出示下面四个句子,请学生根据课本内容选择填空。(1)Yang Ming is in the .A. library B. sitting room C. classroom(2)Yang Ming is drawing a lovely.A. dog B. monkey C. panda(3)Teachers Day is in .A. spring B. September C. summer(4)Miss Gao is a teacher.A. nice B. short C. lovely(四)巩固练习。1.完成课本第10页的Ask and answer.部分。(1)请学生四人一组,合作完成对话练习。(2)个别学生展示。(3)教师播放录音,学生模仿跟读。2.游戏Guessing Game。游戏规则:教师出示各种地点的图片,如:in the classroom, in the park, at school, at the zoo, behind the tree等,并将这些图片贴在黑板上。请两位学生上台,学生A背对黑板站立,学生B将一个人物图片(如Lily)放置在任意一个地点图片中,然后问:“Where is Lily?”学生A猜,猜对了,全班学生说:“Yes. Shes.”猜错了,全班学生则说:“No. Shes.”以此类推。3.学唱歌曲:Where Is Linda?(五)语音教学。1.复习字母组合ch, tch在单词中的读音。2.学习字母组合ou在单词中的读音。(1)教师出示单词卡片mouth, house, cloud, sound并带读,语速由慢到快。(2)让学生自主读单词,找出这几个单词中的音和形的共同点。告诉学生字母组合ou通常读/ au /。(3)教师播放课本第10页的Listen and learn the English sounds.的录音,请学生模仿跟读,学习字母组合ou在单词中的读音。(4)让学生尝试读出带有字母组合ou的单词,如:proud, loud等。3.学习字母组合oa在单词中的读音。(1)教师播放课本第10页的Listen and learn the English sounds.部分的录音,让学生感知字母组合oa的读音,引出oa发/ u /音的教学。(2)教师出示单词卡片boat, coat,road, goat等含有字母组合oa的单词,让学生尝试拼读。4.全班翻开课本第10页,教师再次播放Listen and learn the English sounds.部分的录音,让学生模仿跟读。教师引导学生注意以上单词之间音与形的区别。5.教师读mouth, house, boat, coat, cloud, goat等单词,请学生根据单词的读音,把mth, hse, bt, ct, cld, gt补充完整。Step 4 Extension综合活动:写一写你心目中的老师,并画一幅画送给他/她。1.教师播放有关教师节活动的视频,边播放边介绍不同国家的教师节由来和庆祝活动。2.学生写一写心目中的老师,并在旁边画一幅画,如:She is good at Chinese. She is tall. She has long hair and big eyes. She is very kind. She is a nice teacher.等。3.学生两人一组合作完成,然后教师请几位学生上台,展示成果。4.请学生准备一张本人在某地方活动的照片,下节英语课带来。Step 5 Homework1.听课文录音,模仿并熟读课文。2.完成活动手册中本课的练习。3.用英语与同伴说一说自己心目中的好老师。板书设计教后反思 小学课堂教学设计年级:五年级 学科:英语课 题Unit 2 Teachers DayPart B课 时一课时集备时间集备教师五年级全体英语教师授课班级授课教师授课时间教学目标1.学习单词paper, picture, smile和词组paper flowers, take a photo,并懂得运用。2.学习句型:These are paper flowers.Its/They are for you.3.功能:表达节日的问候,赞美美好的事物。教学重点1.学习单词paper, picture, smile和词组paper flowers, take a photo,并懂得运用。2.学习并运用句型:These are paper flowers. Its/They are for you.教学难点用英语表达关于“赠送礼物”这一话题的简单信息。教 学 过 程旁 注Step 1 Warming up1.师生互致问候。2.齐唱歌曲:Where Is Linda?Step 2 Review1.复习句子Where is?Whats he/she doing?及其答句。(1)教师出示自己本人的照片,与学生进行下列对话练习:T: Where am I?S1: You are in the.T: What am I doing?S1: You are.(2)学生出示自己的照片,与同桌学生互相进行问答练习。(3)展示个别学生的照片,进行下列问答练习:T: Where is he/she?S1: Hes/Shes.T: Whats he/she doing?S1: Hes/Shes.2.听录音,齐说韵律诗:Thank You.3.揭示并板书课题:Unit 2 Teachers Day Part B。(1)教师问:“When is Teachers Day?”复习句子:Its September 10th.(2)教师说:“On Teachers Day I want to say thank you to my teacher. I want to say Happy Teachers Day to my teacher. What about you?”请学生自由说。Step 3 Presentation(一)初步感知课文。1.导入课文。教师说:“It is Teachers Day. Sally, Lily and Yang Ming are in the classroom. What do they say to Miss Gao? Do they give presents to Miss Gao? Lets watch the video.”2.教师播放课文教学光盘,引导学生得出答案:They give their presents to Miss Gao.3.教师再提出如下问题:Whats Sallys present?Whats Yang Mings present?Does Peter take a photo?请学生翻开课本第11页,自读对话,给出答案。(二)单词和句子教学。1.教学句子:These are paper flowers.和They are for you.(1)教师根据第一个问题:Whats Sallys present? 引出词组paper flowers和句子These are paper flowers.的教学。教师出示单词卡片paper,示范发音,学生跟读。(2)教师拿出事先准备好的一朵纸花说:“A paper flower. This is a paper flower.”教师采取递进式操练方式教学,如:flower, paper flower, a paper flower, This is a paper flower.(3)教师拿出三朵纸花,引导学生说“paper flowers”。用上述方法进行操练,教师板书句子“These are paper flowers.”(4)游戏句子接龙。游戏规则:教师出示两张单词卡片:a paper flower和paper flowers,教师说“This is”,学生就说“This is a paper flower.”教师说“These are”,学生就说“These are paper flowers.”可以用book, pen, crayon等单词替换进行操练。(5)教师说:“These paper flowers are beautiful. They are for Miss Gao. What does Sally say?”引出句子“They are for you.”的教学。教师在黑板上“These are paper flowers.”句子的下方板书句子“They are for you.”2.教学句子:This is my drawing.和Its a present for you.(1)由第二个问题:Whats Yang Mings present? 引出单词drawing和句子This is my new drawing.的教学。(2)教师出示单词卡片drawing,教学drawing。教师板书句子“This is my new drawing.”区别drawing与be drawing sth.的用法。drawing作为名词表示“图画”或“素描”,而be drawing sth.中的drawing是动词draw的现在分词形式,表示正在画画。(3)教师说:“Yang Ming wants to give a present to Miss Gao, too. What does he say?”引出句子“This is my new drawing. Its a present for you.”的教学。教师在黑板上“This is my new drawing.”句子的下方板书“Its a present for you.”提醒学生注意名词单、复数形式的使用。3.教学句子:Let me take a photo.和Smile, please.(1)先教学单词photo。教师拿出一张照片,说:“This is a photo.”接着拿出一架相机做拍照的动作,说:“Let me take a photo.”引出“Let me take a photo.”的教学。教师出示词组卡片take a photo进行教学,再说句子:“Let me take a photo.”(2)教师在黑板上画出一个笑脸,并做出微笑的表情,带学生读smile;然后教师把相机镜头对准几个同学,说:“One, two,three! Smile, please!”(3)游戏照相。游戏规则:全班学生一起说句子:“Let me take a photo.”当教师举起相机,说:“Smile, please!”的时候,全班学生必须将动作“定格”下来。4.教学句子:They are beautiful! 和Its a nice picture.(1)教师说:“Sally and Yang Ming give the presents to Miss Gao. Does Miss Gao like the presents? What does she say? Lets watch the video again.”(2)教师再次播放教学光盘,引导学生找到答案,引出句子“They are beautiful!”和“Its a nice picture.”的教学。(3)教师在PPT上出示一些图片,如:美丽的花朵、漂亮的衣服、一幅美丽的风景画等,引导学生自主说句子“They are beautiful. Its beautiful. Its a nice picture.”等。(4)情感教育:告诉学生在接受他人礼物的时候,在表示感谢的同时,还可以赞美和认同这份礼物。(三)熟读课文,并表演对话。1.请学生翻开课本第11页,教师播放课文录音或教学光盘,请学生模仿跟读二到三遍。2.请学生分角色表演对话。3.请学生看图补全对话4.巩固练习。(1)完成课本第12页的Look and say.部分。教师播放录音,学生模仿跟读。然后教师出示相应的物品,请学生自由说一说。(2)完成课本第12页的Read and answer.部分。教师播放录音,学生模仿跟读。然后教师请同桌两个学生合作,完成对话练习。(3)完成课本第14页的Listen and connect.部分。教师播放录音,学生独立完成练习。然后教师展示个别学生所做的练习,讲解并订正。(4)完成课本第13页的Learn to write.部分。请学生独立完成,教师巡视,个别指导纠错。Step 4 Extension小组活动节日快乐!教师出示“教师节”、“儿童节”、“圣诞节”和“元旦”等场景,引导学生根据不同的场景进行对话,如:Teachers DayA: Happy Teachers Day! This is my drawing. Its a present for you.B: Thank you. Its beautiful!Childrens DayA: Happy Childrens Day! This is my new drawing. Its for you.B: Thank you. Its a nice picture!ChristmasA: Merry Christmas! These are paper flowers. They are for you.B: Oh, thank you. They are beautiful!A: Let me take a photo.New YearA: Happy New Year! This is a New Year card. Its for you.B: Step 5 Homework1.听录音,熟读本课内容。2.完成活动手册中本课的练习。3.完成课本第15页的自我评价表。板书设计教后反思洋里学区 小学课堂教学设计年级:五年级 学科:英语课 题Unit 3 Planning a TripPart A课 时一课时集备时间集备教师五年级全体英语教师授课班级授课教师授课时间教学目标1.学习单词will, wont, holiday,专有名词National Day。2.学习句型:Will you?Yes, I will. /No, I wont. I will.Where will you go? I will go to.3.学习辅音连缀bl和br在单词中的发音。4.功能:谈论旅行计划。教学重点1.学习单词will, wont, holiday,专有名词National Day。2.学习句型:Will you? Yes, I will. /No, I wont. I will.Where will you go? I will go to.教学难点用所学语言与他人谈论节假日外出旅行的计划。教 学 过 程旁 注Step 1 Warming up1.师生互致问候。2.师生自由对话,如:Good morning, .How are you?Where are you from?Do you like playing football?Will you go to Beijing?Do you like to travel?3.从句子“I will make a trip to Taiwan.”引出单词trip的教学。4.揭示并板书课题:Unit 3 Planning a Trip Part A。教师说:“I like to travel. I am planning a trip to Taiwan.”教师板书课题,教学词组plan a trip。Step 2 Presentation(一)学习节日名称:National Day。1.教师出示一本日历,请学生根据日历上教师所指的时间,说出相应的节日。如:教师指向6月1日说:“Its June 1st. Its.”学生说:“Childrens Day.”以此类推。2.教师出示National Day, Childrens Day, New Year等有关节日的词组卡片,学生看卡片,说词组,复习它们的音、形、义。3.教师播放国庆节阅兵式的图片或视频,问:“We raise our national flag. What holiday is it?”学生用英文回答。(二)对话导入课文。1.教师指着日历说:“October 1st is our National Day. It is coming.”教师出示10月份的日历和单词卡,教学单词October。然后出示下列问题:(1)What do you often do on National Day?引导学生回答“We raise our national flag./We go to the park.”等。(2)Do you go for a holiday?引导学生回答“Yes, I do.”帮助学生理解问题的意思,教学单词holiday,复习单词will,告诉学生will用于表示将要做某事的句子中。2.教师说:“National Day is coming. Will Wang Tao go for a holiday? Where will he go? Lets watch the video.”教师播放教学光盘,让学生先整体感受课文。(三)学习课文对话。1.学习句子:Where will you go? 和Ill go to Taiwan.(1)教师播放课文录音或教学光盘,学生理解对话内容。(2)教师问:“Will Wang Tao go for a holiday?”得到肯定答复后,教师出示一张中国地图,问大家:“Where will he go? Can you find it?”请一位学生上台,指出“台湾”的位置。(3)教师在黑板上板书:Where will you go? Ill go to Taiwan.并教学。(4)请一位学生看中国地图,全班学生提问:“Where will you go,?”该学生回答:“Ill go to.”并指着地图上该地所在的位置。2.再读课文,完成下列句子。(1)教师出示下列句子: and live in Taibei. will go with Wang Tao.They will go to Taiwan by .(2)教师再次播放课文录音或教学光盘,学生看书,小声模仿,然后完成填空练习。(3)复习aunt, uncle, with和live in 等单词和词组,并请学生熟读上面三个句子。(4)教师出示交通工具的图片,请学生看图说词,并写一写。(5)教师提出问题:A: How can we go to Taiwan?B: We can go .A by train B. by plane C. by bus D. by ship教师请学生选出B和D两种答案后,告诉学生,目前大陆到台湾的交通工具只有飞机和轮船。因为我们与台湾是隔海相望的,没有桥梁和海底隧道相通,陆路交通到达不了,只能通过海路与航空往来。3.熟读对话。(1)请学生看课本第16页,教师播放课文录音或教学光盘二至三遍,学生模仿跟读。(2)请全体学生默读对话,遇到自己不会读的单词、词组或句子,可请同桌帮忙。(3)请个别学生读对话。(四)巩固活动。1.完成课本第17页的Ask and answer.部分。(1)教师出示词组卡片,如:go to Wuyishan, go to the library/computer room, watch TV, do my homework, draw a picture, make paper flowers, read a book等,先请学生看卡片说词组,然后教师将卡片贴在黑板上并编号。(2)教师出示图片,学生说词组,并指出黑板上相应词组卡片的编号。(3)教师播放Ask and answer.部分的录音,学生模仿跟读。(4)小组合作,根据不同的图片进行对话训练。(5)请几个小组上台展示对话内容。2.完成课本第21页的Listen and connect.部分。教师播放录音,学生独立完成练习。然后展示个别学生所做的练习,教师讲解并订正。(五)语音教学。1.学习辅音连缀bl在单词
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