haihongyuan.com
海量文库 文档专家
全站搜索:
您现在的位置:首页 > 小学教育 > 小学英语小学英语

五年级英语第二学期教案

发布时间:2013-11-17 14:14:12  

广州市小学五年级英语第六册Module One教学设计

一、设计理念

本Module是复习主语是第三人称单数的一般现在时的运用,学习一些基本的电话用语,以及初步认识形容词、副词的比较级形式。为达到预期的教学目的,我们运用系统观点和方法,遵循教学过程的基本规律,将此单元内容进行整体规划 ,分解教学难点,降低教学难度,尽量使本单元系统功能达到最优化。

二、教学对象分析

五年级学生经过四年多的英语学习,已经积累了一定的学习基础,他们初步找到适合自己的学习方式,对贴近生活的学习内容有强烈的兴趣。但同时五年级学生存在明显的两极分化,存在一定比例的后进生,如何让学困生也能尽可能地接受英语课堂,是个难题。

三、教材分析和设计思路

1、教材分析

(1)MODULE 1主要是学习谈论某人的日常生活,向别人提出建议,正确使用电话用语,以及能简单地对别人的现在与过去情况做简单的比较。

内容丰富,适应多层次学生的需求,贴近学生生活,接近学生认知水平。教学的内容的范围、深度既与学生的现阶段水平相衔接,又适合学生的潜在水平,以利于学生在原有的认知结构的基础上“同化”或“顺应”新的知识,但unit2的课文涉及“新知识”面比较广(向别人提出建议,正确使用电话用语,对别人的现在与过去情况做简单的比较),要想用一节课完成有点难度。

(2)揭示学习中知识和技能的相互关系,分析蕴含在知识中的智力因素和情感因素,以利于知识技能的掌握和智力的开发。教材中涉及有关沉迷电脑游戏是孩子们普片存在的现象,所以在教学中,可以利用这个话题展开讨论,并适时地对孩子进行教育。

(3)根据教学内容的特点和部分内容在整体内容的地位和作用,我们设计如下教学思路。

2、教学思路

本单元设计为六课时:

第一课时:UNIT 1 Work With Language复习主语是第三人称,一般现在时的肯定句、否定句、一般疑问句和特

殊疑问句的使用。目的在于复习巩固一般现在时和以前学过的日常活动的短语,以旧带新,拓展运动的表达。

第二课时:UNIT 1 Dialogue: What does Sue do on weekdays? 设计情境,在情境中学习。

第三课时:UNIT 2 Work With Language,复习时间的表示法(间接读法)和程度副词,学习如何对别人提出建

第四课时:UNIT 2 Dialogue:What should Jiaming do? ,学习电话用语和对别人的现在与过去作比较,解决

句子上口问题。

第五课时:UNIT 3 Story Time和sound family,进行听、说、读、写训练。

1

第六课时:任务型活动课,在活动课上巩固、拓展本单元英语知识。

四、单元教学目标

1. Language Knowledge

a). Words: former, pupil, early, subject, hour, practise, piano, than, pen friend, glad, may, e-mail, each other, noon,

begin, teach, soon, worried, be worried about, tired, hand in, on time, do well (in), should, worry, catch up with, together, seldom, shouldn’t.

b). Structure: I’d be glad to.

He /She + usually (adv.) +V(s) +sth.

Does he/ she + often (adv.) +V + sth.?

Sb. should/ shouldn’t do sth.

Sb. look(s) + adj.比较级 +than before.

Sb. Do sth. +adv.比较级 than….

2. Language Skills

a. Pupils can talk about others’ life.

b. Pupils can make a telephone call.

c. Pupils can give advice for others.

d.they can make simple compare between now and before.

3. Affection

a. We know shouldn’t wallow in the computer games, and we should study hard.

b. We know how to distribute time well.

4. Strategies

a. Communicate in groups.

b. Playing games.

c. Mechanical and meaningful practice.

5. Culture Consciousness

a. To know what we shouldn’t do in the western countries.

五、单元重难点

重点:He /She + usually (adv.) +V(s) +sth.

Does he/ she + often (adv.) +V + sth.?

Sb. should/ shouldn’t do sth.

Sb. look(s) + adj.比较级 +than before.

Sb. does sth. + adv.比较级 than…

2

难点(句子上口):On weekdays she always does her homework for an hour after dinner. And she practises the piano for half an hour like you. 六、教学策略

直观法、游戏法、任务型、创造情境、小组合作、广泛运用TPR 七、教学媒体

电脑、CAI、图片、 录音机,投影等 八、教学步骤

3

4

6

Module 2 unit 4

一、 教学内容分析:

Module 2 unit 4是module 1的延续,继续复习一般现在时.本单元主要的句型是What’ s the matter ? I feel tired/ill…../ You shouldn’t …../You should …..

二、教学对象分析:

学生在第一单元已经学习和复习了一般现在时, 再练习中容易把第三人称单数后面的s漏掉.因此在本课时教学时还是继续强调这一语言点.此外,上学期学过must的用法,本单元出现You should /shouldn’t do…表达方法,学生能结合两者对比运用.

三、 教学目标:

1、 语言知识:a. 掌握相关的短语和单词。

b. 进一步巩固第三人称单数一般时的句式和用法。

2、语言技能:能正确运用一般时的各种句式向其它人提出建议和进行交流。

3、情感态度:

1)培养学生英语学习的兴趣。

2)培养大胆开口、勇于实践的学习习惯

4、学习策略:

1) 模仿和演练。

2)积极与他人合作,共同完成任务。

5.文化意识:

教育学生要加强锻炼身体,爱护环境,为我们创造一个优美的生活环境。

四、 教学重、难点:

重点: 一般时的各种句式。Should, shouldn’t的用法.

难点: 一般时的第三人称单复数形式及动词短语

7

五.教学媒体

多媒体辅助教学,实物,图片,录音机等。

六、教学过程

(一)Warming up and Revision

1. Sing a song “An Apple A Day ”

An apple a day keeps the doctor away.

An apple a day helps you work, rest and play.

An apple a day is important in May.

An apple a day stops your teeth going grey.

2. Free talk : Are you happy today?

I am not very happy. Because my best friend Janet is ill.向学生展示Janet的图片. 让学生讨论: What’s the matter with Janet?

复习已学过的生病的说法: have a cold, have a headache, have a tooth- ache, have a fever, have a sore throat, have a stomachache.

(二)Presentation

1、以Janet feels ill.这一句子引入,复习一般现在时第三人称作主语的疑问句,并归纳Does+ 第三人称单数+动词原形??

2、先让学生用Does Janet …来提问,引入课文

3、学生听录音一次,针对学生已经提出的问题,要求学生自己来回答。

4、教一些新单词和句型:wake up, matter, quickly, have a cold

5.、学生第二次听录音,判断对错。

1) Janet gets up very early. (F)

2) Janet doesn’t want to have breakfast. (F)

3) Janet goes back to sleep. (T)

4) Ben wants to be late for school. (F)

5.) Janet doesn’t feel well. (T)

6) Mum wants Janet to get dressed and see a doctor. (T)

6、学生看课文的电脑碟,整体呈现课文。

7、逐字逐句听读完一遍课文后,要求学生找出自己不懂的单词或者句型。可以让学生自己解决,解决不了的老师再帮忙。比如:It’s time for… get dressed

(三)、Consolidation

8

1. 跟录音朗读课文。

2. 小组分角色自由朗读课文。(目的:以小组的形式进行,保证每个学生都能参与,既可互相监督,又可

互相帮助与提高)

3. 全班集体朗读课文。

(四)、Summing-up :

生病的说法

Does+ 第三人称单数+动词原形??

(五)、Homework

(1)、抄写本单元的“四会”新词,准备听写。(2)、背诵课文

Unit 5 Janet goes to the doctor’s(第一课时)

一、 教学内容分析:

本单元的内容是以看医生为主,这个unit是在前一个unit为基础,进行加深、巩固和拓展。

二、教学目标:

一)、知识技能:

单词:(四会)pale, first, medicine, time, headache, toothache, fever, pain ,(三会) checkup, stomachache 短语:take medicine, you’d better= you had better

句型: 1) You’d better stay at home.

2) What’s the matter?

3) I feel ill/bad.

4) Take the medicine three times a day.

5) I have a cold/headache/stomachache/toothache.

二)、 语言技能 :能就“看病”的话题进行交谈。

三)、情感目标 :关心同学,团结同学

三、 教学重难点:

9

情态动词should的句子的肯定式、否定式和一般疑问式

四、教学策略教学方法: 竞赛、游戏、多媒体平台

五、 教学媒体:多媒体,图片,

六、教学过程:

(一) warming-up: Sing a song :An apple a day.

Rhyme : P 18

(二) Pre-task:

1, 表演课文,表演unit 4

2.看电脑图片复习一些生病的单词: have a cold , feel ill , don’t feel well, hot , tired, hungry,

(三)While-task:

1.学习headache, toothache, fever, take medicine , stomachache, pain,, pale, you’d ,better checkup.

电脑呈现一些生病的动画, 师说: Look at this boy , he looks pale . (板书pale,然后学习).接着继续说: What’s the matter with him ? Let’s go to see the doctor. You’d have a checkup. (板书和学习headache ) .Oh, He has headache . ( 板书和学习headache )。

出现一个男孩捂着嘴的图,老师说:What’s the matter with him? Let’s have a checkup . Oh , he has toothache. (板书和学习toothache).

出现一幅图,一个女孩子感觉冷,老师说:She feels cold . Let’s have a checkup. Oh, she has a fever. (板书和学习fever). She must take medicine three times a day.(学习take medicine和 three times a day)然后学习完上面的单词.

2.学习课文:

1)老师说:My former pupil Janet feels tired today . What’s matter with her ? Is she ill ? Let’s go to the hospital with her to see a doctor .Let’s have a checkup with her. OK?

2)用电脑呈现整体课文.

3)请学生看着问题再看课文

a. Does Janet feel good?

b. Does Janet look pale?

c. How much fruit does Janet eat every day?

D. How much vegetable does Janet eat every day?

e. Does Janet always go to school on foot with her father?

f. Does Janet often go to bed early?

h. What advice does doctor give to Janet?

4)回答完问题后,请学生做课P22的第二题练习,加深对课文的理解.

5)朗读课文.

10

6)分角色朗读.

(四)Homework:

1.Copy the words .

2.Read the dialogue .

板书设计:

Janet headache

Janet toothache

You’… . fever

stomachache

pain

first

Unit 5 Janet goes to the doctor’s (第二课时)

一、教学内容:Sound families, work with language, fun with language

二、教学目标:

一)、知识技能:

单词:vet 兽医 gap 裂缝;缺口 peck 啄;啄食

音标:/e/ /a/ /k/ /g/ /f/ /v/

二)、语言技能 :

能就“看病”的话题进行交谈。

三)、情感目标 :关心同学,团结同学

三、 教学重难点:医生看病的用语

四、教学策略教学方法: 竞赛、游戏、多媒体平台

五、 教学媒体:多媒体,图片,

六、教学过程:

(一) Warming-up:

11

Sing a song: An apple a day

(二)Pre-task:

Chant: I have a fever, I have a cold.

I feel hot , I fell ill.

I have headache, I have toothache.

I must see a doctor now.

Doctor says:

Take medicine, three times a day.(通过CHANT,把上节课所学的单词进行复习)

(三)、While-task

1.Study the sound families: watch the computer . Read after the computer, and ask the pupils to conclude the rule .(学生不会回答的时候,老师可以帮助他)。

Let the pupil try to read the words on page 23, the teacher can find more words to practise : pet , set , bet , bat ?.

2.let one pupil come up the blackboard to do the action . Ask others to guess what’s the matter with him \her ? Use the patter to answer : He has a ?. Or She has a ?.

Do the exercise 1 on page 24: Match the speech bubbles with the pictures.

3.GAME:Let the pupils do the exercise 2 on page 24, then play game to check the answers. The teacher can write the sentences first on the papers, put them on the blackboard , write the DOCTOR and PATIENT on the blackboard , ask the pupils put the sentences after the names.

4.Do the exercise 1 on page 25 : 比赛看谁做得又快又好,比比谁多。

(四)Homework :

1.Activity book P21 exercise 5 and 6

12

Module 3 Unit 7 Is Yongxian’s New School Larger?

一、教学目标

1、 语言知识

1) 学会本课“四会”要求的词语:large,bright,more,more than

2) 初步感知形容词的比较级及句型:“?more?than”,“much?than”

3) 学生能朗读和表演课文。

2、 语言能力

1) 学生能掌握本课的词语,理解其正确的意义,并会运用。

2) 学生能用本课的句型进行交际性的语言对话。

二、重难点

形容词的比较级用句型。

广州市小学英语第六册Module3 Unit7

Work with Language Look at Our School

天河区骏景小学 何晓莹

一、教学内容

这节课学习的内容是Module3 Unit7,Work with Language1、2,主要是巩固形容词比较级的基本句型。同时,学生在这节课会接触到名词性物主代词,并结合比较级使用。

二、教学对象分析

五年级学生经过四年多的英语学习,已经积累了一定的学习基础,他们初步找到适合自己的学习方式,对贴近生活的学习内容有强烈的兴趣。本节课让学生用自己或自己的物品与同学进行比较,激起他们的兴趣。但同时学生将在这节课接触到名词性物主代词,并结合比较级在句子中使用,是个难点。

三、教学目标

1、 语言知识

a. 能正确拼、读以下词汇: bigger, smaller, longer, shorter, fatter, thinner, 13

stronger, his, hers, theirs

b.重点句型:

A is ?-er than B.

My pen is longer than yours.

His dog is fatter than hers.

2、 语言技能

a. 能用重点句型参与游戏、活动。

b. 能chant英语小诗 good, better, best

c. 能运用所学句型进行对话、比较。

3、 情感态度

在词汇、句子学习中增强学习英语的兴趣和参与热情,逐步养成良好的学习习惯。让学生真正成为学习的主体,主动学习。

4、 学习策略

通过交际性操练,让学生更深刻体会交际运用对语言学习的重要性,并积极、主动与他人合作,运用英语于交际中。

四、教学策略

a) TBL(任务型教学):以任务为主导,以活动为载体,以学生为中心,通过完成特定的交际

活动促使学生语言交际能力的发展。

b) 创设情景,设计多样化的游戏,用游戏突破重难点,让绝大部分学生开口练习。

五、教学重点、难点

重点:1、部分形容词的拼读

2、基本句型:A is …-er than B.

3、理解名词性物主代词his, hers, theirs,并能在实际语境中进行比较 难点:1、形容词物主代词和名词性物主代词的区别

2、两种物主代词同时存在的一个句子的时候,如何就两事物进行对比

e.g. My pen is longer than yours.

His dog is fatter than hers.

六、教学媒体:电脑、CAI、图片、 录音机、实物投影等

14

15

Module 3 Unit 8 What Time Do Yongxian’s Classes Begin?

一、教学目标

1、形容词比较级和副词比较级的句型

2、日常交际用语:Welcome to our school. Thank you.

3、能就“自己的学校和班级”的话题进行交谈。

二、重难点

1、 句型:What languages do you usually speak at school?

Welcome to our school. Thank you.

2、 比较级在句型中的应用。

三、教学步骤

I、教学准备(2mins)

1、 Greeting & Free talk

II、教授新课 (32mins)

1、 Title and aim: Unit 8 < What time do Yongxian’s classes begin> (1min)

2、 a)呈现新旧教室图片,让学生观察,然后回答教师提出的问题:(3mins)

T: Which classroom is bigger?

Ss: …………..

T:Which classroom is cleaner?

Ss: ……………..

T:Which classroom is brighter?

Ss: ………….

T: Which classroom is tidier?

S:………….

T:Which classroom is much better?

Ss:………………..

b)教授新词:tidy

句子:This classroom is much better than the old one. (1min)

(通过看图培养学生的观察能力)

3、 a)呈现人物图像:

b)教授新词:country, language。

句型:What languages do you usually speak at school?(1min)

what country do you come from?

c) 听短文,完成下面的表格。老师先做一个示范。

These are some pupils of this classroom. They’re from more than ten countries. Let me introduce them to you. Try to catch the main messages about them and fill in the form.(第一个做示范,剩下的十个人物描述情况用十张小纸条写好当场发给十个学生,让学生在教师的示范后进行。) (5mins)

This lovely girl is Rose,she comes from Britain, she speaks English.

This cool boy is Ben , he comes from the USA, he speaks English.

This handsome boy is Pam, he comes from Canada, he speaks English.

This is Jiamin, he comes from China, he speaks Chinese.

This beautiful girl is Sally, she comes from Australia, she speaks English.

This little girl is Judy, she comes from France, she speaks French.

Lily is a pretty, she comes from Japan, he speaks Japanese.

The tall girl is Jean, she comes from Germany, she speaks German.

This cute boy is Tom, he comes from Britain, he speaks English.

16

d) 给学生2mins 互相运用句型检查填表情况。(2mins)

e) 提问,反馈效果。(3mins)

4、小结(1min)(通过图观察,引起学生联系语言。)

5、学习课文1—3段:

a) 教师提出两个问题:Q: What languages does Yongxian speak at school?

Is Yongxian’s classroom much better than the old one?

学生带着问题听录音,反复听2—3 次。(2mins)

b)回答问题。(1min)

c)跟读,自由读,齐读。(3mins)(培养学生听的能力)

6、 听最后两段课文录音,跟读,齐读。(2mins)

7、整体呈现课文(课件呈现)(1min)

8、 全班朗读课文

9、 回答课文问题。学生也可就所学的知识进行提问。

Q: Where are Rose and Tom from?

Do Yongxian’s classmates come from more than ten countries?

Is Yongxian’s classroom beautiful?

What time does Yongxian begin his classes?

What time does Yongxian leave school?

Does Yongxian get up earlier than Tom?

Does Rose leave school later than Yongxian?

How many pupils are there in Yongxian’s class?

Is Rose’s class bigger than Yongxian’s?

How many pupils are there in Rose’s class?

(检查学生学习课文的情况,及时反馈信息。)

III、巩固、发展 (4mins)

速读两篇短文,然后将两篇短文的内容进行对比,得出earlier, later, bigger等比较级在句子中的运用。再进行最后两段课文教学。(5mins)

P1: My name is Chen Jiaming, I study at Guangzhou International School. Every day I get up at six thirty in the morning. I have my breakfast at seven o’clock. I go to school at a quarter past seven. My classes begin at seven forty. There are thirty-seven pupils in my class. I leave school at four thirty.

P2: My name is Ben. I am from Britain. I get up at eight o’clock. I have breakfast at eight thirty and go to school at nine o’clock. Classes begin at a quarter past nine. There are fifteen pupils in my class. I have four classes in the morning and two in the afternoon. I leave school at three thirty. After school I have sports. In the evening I surf the net for about an hour.

IV1、 完成表格,对比自己和Rose& Tom 的作息情况,得出结论。

23、 听、读、背、演课文 广州市小学英语第六册Module3 Unit8

Work with Language

天河区骏景小学 何晓莹

七、教学内容

这节课学习的内容是Module3 Unit8,Work with Language1,主要是人称代词(主格与宾格)及物主代词(形容词性与名词性)在句子中的正确运用;在情景中进一步地理解和运用比较级句型。。

八、教学对象分析

五年级学生经过四年多的英语学习,已经积累了一定的学习基础,他们初步找到适合自己的学习方式,对贴近生活的学习内容有强烈的兴趣。本节课让学生通过实际例子去理解各人称代词在句子中的使用。

九、教学目标

1、 语言知识:四类人称代词的使用

You grow thinner than her.

She grows taller than him.

This is my book, it’s mine.

The girl is running faster than the boy.

2、 语言技能

a. 能用重点句型参与游戏、活动。

b. 能运用所学句型进行对话、比较。

3、 情感态度

在词汇、句子学习中增强学习英语的兴趣和参与热情,逐步养成良好的学习习惯。让学生真正成为学习的主体,主动学习。

4、 学习策略

通过交际性操练,让学生更深刻体会交际运用对语言学习的重要性,并积极、主动与他人合作,运用英语于交际中。

十、教学策略

a) TBL(任务型教学):以任务为主导,以活动为载体,以学生为中心,通过完成特定的交际

活动促使学生语言交际能力的发展。

b) 创设情景,设计多样化的游戏,用游戏突破重难点,让绝大部分学生开口练习。

十一、 教学重点、难点

重点:1、四类人称代词

2、基本句型:You grow thinner than her.

3、理解名词性物主代词mine,并能在实际语境中使用

难点:1、形容词物主代词和名词性物主代词的区别

18

十二、 教学过程

I Leading in

1. 1.read the dialogue of unit 8 in roles

2. Ask 2-4 Ps to complete the long and difficult sentence in the dialogue.

e.g. Do some of your classmates come from the other countries?

3. Then check which one is fast/faster, which one is good/ better

4. Review the verbs and adv.

(Let kids tell me the phrases, e.g. fly high, swim fast, jump far…)

5. Freeze game: T says the phrases, Ps do actions and repeat. Ps have to stop the actions if the teacher shout” freeze”

II pre-task

1.tell kids the teaching aims

T: today, we’ll learn more the comparative degree and personal pronoun

2. Game: Grow Thinner and Grow Fatter, Grow Taller and Grow Shorter-

-----You grow thinner than her. / You grow taller than him.

(Ask 2 pupils to play this game on the platform, and show the word cards:)

I you he she it we they

me you him her it us them

3. Compare the result of the game

-----Your groups has more points than ours

Show the word cards:

my your his her its our their

mine yours his hers its ours theirs

4.ask pupils to compare the results with their own words.

5.Free talk:

T: What day is it today? P:It’s P: We have math, ….

How many subjects do you have in the school?

What are they?

Which subject do you like better, Chinese or English?

Can you lend me your art/maths/Chinese/… book?

6. Present “mine”, and practise the personal pronoun in sentences.

*老师要还书给学生,故意犯糊涂,向学生提问 *当找到书的主人,让学生用英语告诉我“this is my book.”, 老师呈现 “mine”

T: we can say “”

*让学生拿自己一样东西向老师说句子“this is my …, *向学生提问*Drills: (1)教师说前半句,学生根据教师手所指的学生将句子补充完整 (2)增加游戏的难度,教师说一个句子,要求学生不改变意思用另一个句子表达:

e.g. T: This is my book. Ps: This book is mine.

e.g. T: This pen is hers Ps: This is her pen.

*学生四人小组用现成的物体操练hand, hair, book…

7. Let pupils make a summary about the personal pronoun with their own words, teacher help if necessary

19

III present and practise P38,2

1. (Check the score board) T: group … are working hard, but group…is working harder. Just like the children in the picture.让学生看图,老师提问:

T: what can you see in the picture?

Ps: A boy and a girl.

T: What are they doing?

Ps: they are running.

T: Where are they?

Ps: They are running on the playground.

T: Who is running faster, the boy or the girl?

Ps: the girl is running faster than the girl.

2. Let kids read the example once, then ask them to make dialogue in groups.

3. Read/ act out their dialogue

IV summary

Let pupils make a summary about this lesson.

V homework

i. 完成《活动手册》P37, Ex 4

ii. Ex.2中任选三幅图仿照例句写对话(可扩展)

3. 听读背U7、8课文

五年级下册Module 4

Unit 10 What are the biggest animals in the world?

教学目标

1、语言知识目标:

单词:whale, blue whale, land, on land, dinosaur, metre, weigh, over, ton

句型:Elephants are the biggest animals on land.

Which is bigger, a blue whale or a dinosaur?

2、语言技能目标:

能用所学语言谈论动物一些特点和生活习性。

3、情感态度目标:

了解动物,保护动物,热爱大自然。

教学重、难点:

1、对课文中出现的最高级的理解。

2、对动物生活习性的了解少.

教学媒体:

图片、VCD、

教学过程:

1. Look and discuss: What animals do you like? 让学生观看节目《动物世界》,然后运用所学的动物单词来进行小组讨论。

20

请同学说出刚才看到的动物:turtle, crocodile, fish, tiger ,elephant, ant…引出新单词whale, blue whale ,dinosaur.

2. game: 呈现多种动物的画面,让学生通过快速反应来说出新单词,特别注意新学的动物单词.

3. 以上面的小组讨论环节为基础让学生,让学生初步理解下面的句子:1)What are the biggest animals in the world?

2)What are the biggest animals on land ? 4. Free talk:(让学生讨论答案)

1)blue whale 2)elephants

3)Where do whales live ? 4)What do whales eat ? 5)How long is the whales? ……

通过讨论得出动物的不同习性: Food: (haven’t teeth)fish … (have teeth) large animals…

big: more than thirty metres long and weighs over 150 tons live: in the sea

5. 学习新呈现的单词:land ,on land, metre, weigh, over ,ton 注意单词的发音规律 6. 呈现课文和跟读

7. Make a survey and fill in the form.

教学目标:

Unit10 work with language

1.语言知识:

I’m…than you. I’m…than you two. I’m the…of the three. I think this picture is the best. 2.语言技能

能在较简单的句型中正确理解及运用形容词、副词的比较级和最高级。 能在情景中进一步理解及运用最高级进行语言交际。

21

教学重难点:

重点:比较级、最高级的理解和运用。

难点:最高级的理解和正确运用。

教学过程:

1. Leading-in

Play a game and chant: 让学生看一些动物的剪影30秒钟(在书本),然后拿开,采用chant的形式来复习动物单词和最高级,如:

Which animal is the biggest on land? Elephant, elephant,

Which animal is the biggest in the world? Blue whale, blue whale,

2. Presentation and Practice

1) Free talk

教师利用本班学生及课室的真实情景,谈话引出形容词、副词的比较级和最高级,目的是让学生在真实的情景中去理解最高级的用法并进行初步运用。

形容词:

T: Is A tall? (叫学生A站到课室前面)

Ps: Yes.

T: Who is taller, A or B? (叫个子稍微高点的学生B站到A旁边)

Ps: B is taller.

T: What about C? (叫个子比学生B高的C站在一起)

Ps: C is the tallest. (学生可能这样回答或回答其他)

T: (给予引导并呈现新的内容) A is tall, B is taller than A, C is taller than A and B, So C is the tallest of the three. 副词:

T: Does he jump high?

(教师叫三名学生进行跳高的比赛,引出副词的最高级的用法)

2)group discussion:

找优点: 让学生在小组里面讨论找出自己比其他同学强的地方,并就小组里面讨论的结果进行汇报并写下来. E.g. I study English better than …

…runs fastest in our group.

…is stronger than…

3) Talk about the pictures and fill in the blank.(呈现课本P47 1的内容)

3. Development:

Make an Animal Cartoon Picture Show. Make a survey and fill in the form(P47 2)(课前叫学生先画好画)

4. Summing up

回顾及总结本节课所学内容。

22

Unit11 what animal run fastest?

教学目标:

1 语言知识

1)学习单词:cheetah, kilometer, leopard

2) 继续学习运用比较级和最高级去描述事物。

2 语言技能

1),能流利并准确地运用比较级和最高级去描述事物。

2),能熟读并理解课文,流利地背诵课文。

教学重、难点:

1 能运用准确地运用比较级和最高级去描述事物

2 能熟读和背诵课文

教学过程:

1. leading-in

1) chant: 根据上节课的内容进行

2)fast responding: 学生根据老师的提示和课件,以最快的速度说出形容词和副词的最高级和比较级,同时让学生总结出规律:如big- biggest

2. Presentation

1) Show the title and tell the aim of this Unit

T: What are the biggest animals in the world?

S: Blue whales.

T: What are the biggest animals on land?

S: Elephants.

T: What animals run fastest? Guess?

播放一段关于描写cheetah, leopard的短片,让学生初步了解所学的内容并引出新单词leopard, kilometer,

cheetah

2) 学习和操练新单词,并注意发音

3)present the dialogue

(1). Watch the video of the dialogue for two times and catch the main idea of it.

(2). Answer the questions:

What is Ben doing?

Does he think the horse run fastest? Is he right?

What animals run fastest?

23

How fast can a cheetah run?

What does a cheetah look like?

3. Development:

Do a survey and fill the form

教学目标

1 语言知识 Unit11 work with language

继续学习运用比较级和最高级去描述事物。如:Who runs fastest in your class?

2 语言技能

1)能流利并准确地运用比较级和最高级去描述事物。

2)在老师的引导下找出形容词、副词比较级、最高级的变化规律。

3)学习一些字母和字母组合的发音规律,能运用读音规则拼读部分简单的单词。 教学重、难点

1 能运用准确地运用比较级和最高级去描述事物

2 掌握形容词、副词比较级、最高级的变化规律。

3 学习并了解一些字母及字母组合的发音规则。

教学过程

1. Leading-in

1) Chant: Four Blue Whales

2) Free talk

2. Pre-task

(1) Play a game

T: big ,P1: bigger ,P2:biggest (让学生分组比赛看那一组说得多,说得对,然后分组板书这些词) fast--- big--- early--- white--- good---

small--- thin--- heavy-- large--- well---

24

long--- easy--- nice--- many---

(2) Ask the students to find out the changing rules of these comparisons.

(3) Talk about some pictures. (实物投影,有 buildings, rulers, apples…)

T: Which buildings is taller, building A or building B?

P1: Building B is taller than building A.

T: Which is the tallest, building A, building B or building C?

P2: Building C is the tallest.

3. While-task

(1)Play a game.

(2) Make a survey and fill in the form.

Module 5 Unit 13

I Prefer Hamburgers

第一课时:Dialogue

一. 教学对象分析

这课时的主要内容是掌握双音节或多音节形容词和副词的比较级的表达方法,另外复习强化有关食物的单词,为对话教学做好铺垫。

二.教学对象分析

学生在前面的内容中已对形容词和副词的比较级与最高级的表达有了一定的掌握,在此基础上引入多音节形容词和副词的比较级与最高级难度不大,只要教师善于启发和适当点拨,学生就能在原基础上顺利掌握,通过创设合适的情景,让学生进行比较和归纳就可以达到教学目的。

三、教学目标:

1、 To learn these words with 4-skill: prefer, inside, full

2、 To learn these words with 3-skill: pizza, hamburger

3、 To learn how to ask about choice and express preference

四、教学重点、难点:

1、The understanding of the text

2、How to ask about choice and express preference

五、教学准备:

Pictures, tape, tape recorder

教学过程:

Step1:

1). Free talk: What’s your favourite food?

2). Tell the aim of this lesson

25

3). Guessing game: Look at the shapes of some food and drink, and guess what it is.

(Apples, bananas, oranges, watermelon, hamburger, pizza.coffee, tea, coke)

Step2:

1). Read the words above and learn the new words(hamburger, pizza)

2). Practise the sentences pattern:?

3). The teacher uses two pictures (banana, apple) to make sentence: I prefer banana.

Step3:

1). Ask the pupils which does he/she prefer.

2). Ask the pupils to make dialogues with those pictures above.

P1:?

P2:

Step3:

1). Present the text

(Show the first picture on P58)

T: Today Ben, Janet and their mother eat at Jimmy’s. Please find out which food do they prefer.

2). Play the tape and ask the pupils to find out the answers

3). Check the answers.

4). Read the text after the tape

5). Read the text in three-pupil groups

6). Read the text together

Homework:

1. Dictate the new words at home

2. Listen and read the text after the tape

教学后记:学生对食品单词感兴趣,并且内容简单,学生掌握得较好。

第二课时:Work With language

一、教学目标

1. 语言知识目标

新单词:burger, peach, pasta

句型:Which do you prefer,… or …?

…is/are more …than ….

2. 语言技能目标

26

能用所学的句子来谈论有关食物的话题,能够运用句型询问和选择食物。

3. 情感态度目标

认识到要吃营养丰富的食品才能使身体健康,学会关心他人。

4. 学习策略目标

培养合作精神。

5. 文化意识目标

初步认识到中西方饮食文化的不同。

二、教学重难点

学会用Which do you prefer,… or …? 等句子来招呼客人及进行有关饮食话题的交谈。

三、教学媒体

图片,食物及饮料(学生自己带),录音,扮演服务员的服饰。

四、教学步骤

A. Leading-in

1.Sing the song: Pizza and Chips

2.Free talk: What do you Prefer…? I prefer…

B. Pre-task

1.看图片复习已学的食物单词orange juice, coffee, porridge, noodles, rice noodles, 引出新单词coke, toast

2. 仿照课文,四人小组进行情景表演。

3. 完成练习1

C.While-task

1. 创设情景: 小组操练句型

D. Post-task and check

E.Homework

1. 抄写活动手册的新单词。

2. 写出自己的饮食习惯。

教学后记:本课时没有全新的知识点,所以老师在完成内容后,主要让学生编简短对话,学生完成得不错。

Unit Fourteen

Which Food Do You Prefer?

第一课时:Dialogue

一. 教学对象分析

这课时的主要内容是掌握双音节或多音节形容词和副词的最高级的表达方法,另外复习强化有关食物的 27

单词,为对话教学做好铺垫。

二.教学对象分析

学生在前面的内容中已对形容词和副词的比较级与最高级的表达有了一定的掌握,在此基础上引入多音节形容词和副词的比较级与最高级难度不大,只要教师善于启发和适当点拨,学生就能在原基础上顺利掌握,通过创设合适的情景,让学生进行比较和归纳就可以达到教学目的。

三、教学目标

1)

2)

3) 继续学习如何询问别人的喜好和如何表达自己的喜好。 形成良好的饮食习惯。 了解不同国家地区的饮食文化。

四、教学重点、难点

本课的单词及句型Which food would you like,…? I prefer … It’s\ They’re the most delicious food . It’s\ They’re the most famous food in ….

二、 过程:

1 preparation

1) warm-up :rhyme : What Would You Like…?

2)复习有关食物的单词:每个小组选一类,如A组选Drinks,B组选Fruits, C组: … D组:… 看哪个小组能够说出自己所选那类最多的食物名称。顺带学习新单词:pork, sea food, menu, cereal

2. presentation and practice

1) 复习完食物的单词随即引出句型Which food would you like,…? I prefer … It’s\ They’re the most delicious food .

2)同桌用该句型问答

3) GAME:找朋友

教师在课前在几张纸上画chicken, sea food, pizza等食物的图和写上肯德基、广州酒家、必胜客等餐厅字样,把这些纸撕开一半,把其中半张纸分给部分学生。在课上再把另一半纸给参加游戏的学生,让他们通过用Which food would you like,…? I prefer … It’s\ They’re the most delicious food 。It’s\ They’re the most famous food in 28

(Guangzhou Restaurant).进行问答找出拿有另一半纸张的同学,拼出一张完整的图。

4) GAME:猜猜你是哪国人

教师准备几幅国家的图,让参加游戏的一名学生抽一张,其他的学生问:Which food would you like,…? 该生回答:I prefer (sushi). It’s the most delicious food . 其他学生可猜:Are you Japanese? Sushi is the most delicious food in Japan.

3.Consolidation

1) 让学生猜猜Ben 一家到哪里吃饭,各人喜欢吃些什么?

2)看光碟了解课文第一到倒数第二段的内容,看看是否与所猜的一致

3)让学生想想一天必吃的食物是哪些

4)看光碟中课文的最后一段让学生了解一天的营养食物搭配。

5)听录音跟读课文对话,小组读,分角色读

6)总结

7)小组讨论完成Exercise 2

教学后记:本课课文长,而且情景较复杂,我主要把它分为两部分进行,第一部分作为听读材料,第二部分作为阅读材料,这样能帮助学生减轻压力。

第二课时:Work With language

一、教学目标

语言知识:1)To know how to make comparatives and superlatives of adjectives and adverbs containing two or more

syllables.

2) To review the food words.

语言技能:1)掌握多音节词比较级与最高级的表达方法。

2)进一步掌握有关食物的词语。

教学策略:通过创设情景激发学生的学习兴趣,以旧引新,进行知识的比较与归纳,逐步掌握知识。 文化意识:通过学习归纳各类食物,让学生初步了解东西方饮食文化的差异。

二、、教学重点、难点

中西方的饮食习惯的区别

三、教学媒体:课件,录音机等

29

四、教学过程

1、 Warming up

1) Sing the song (Pizza and Chips)

2) Free talk: What is your favorite food?

2、 Presentation

For Work with language1:

1. 利用课件展示Snow White 片段,教师问1)Do you like the story? 2) Is the queen beautiful? 3) Is Snow White

beautiful? 4) Who is more beautiful, the queen or Snow White? 然后教师用缓慢的语调说 P65 example。课件显示该例子,全班同学齐读。提醒学生注意 more beautiful与 most beautiful, 然后让学生根据上下句说出它们的意思。

2. 课件显示一些句子:例如Room 1 is big. Room 2 is bigger than Room 1, and Room 3 is the biggest of all the three

rooms.让学生与P65例句比较,看看有什么发现。

3. To tell the pupils that before long adjectives and adverbs more/most is added to make their

comparatives/superlatives.

4. 利用课件展示一些可以比较的情景,引导学生练习P65列出的多音节形容词和副词。

For Work with Language2:

1.进行小组活动,组中成员说出学过的食物词语,其中一个成员记录,比一比哪组找得多。

2. 教师在黑板上书写Western food和Chinese food, 然后让学生根据类别汇报他们找出的单词。

3. Play the recorder and ask the pupils to stick the pictures in the right places on Page66. Then let the pupils write down the words beside the pictures.

For Work with Language3

Discuss in groups and fill in the table on Page66. Then ask some students to report by using expressions like “ I think…”, “My favorite…is …”. “I like…best”.

C. 小结本课时主要内容

D. Homework

1) 仿照P65例子,选用P65多音节形容词和副词造句,任选5个。

2) 听录音预习Unit14课文

教学后记:本课要求学生掌握中西方的食品及饮食习惯的不同。

Unit 16 What’s the Weather Like?

The First Period

30

一.Analysis

本单元话题谈及天气和季节,学习What’s the weather like(in)?? What’s the temperature? What season do you like best?等, 学生对天气的知识已有初步的了解,但对有关天气和季节的句子还需要熟练掌握。

天气预报对学困生来说可能比较难理解。帮助学生发掘有规律的单词,以便记忆,例如snowy\cloudy\rainy\sunny\windy等都是表示天气的,它们都有y结尾;但没有以y结尾,如cold\wet\hot\dry等。

二、Aims

1. 四会词汇:

weather/wet/windy/puton/zero/yesterday/sunny/cloudy/rain/raincoat/bye-bye/bye/NewZealand/sound/snowy/ski/warm/rainy/cool

三会词汇:temperature/degree/umbrella/foggy.

2. 初步掌握(1)What’s the weather like(today)?

What’s the weather like in..?并能回答It’s?.

(2)What’s the temperature?It’s ?

3.能初步听懂天气预报中的天气情况。。

4.能理解对话,并连贯朗读,语音、语调和停顿基本正确,基础好的学生能表演对话。

5.通过谈及天气的话题,培养学生观察天气的能力。

三、Focus & points

1. 掌握四会词汇,如拼写weather, temperature, umbrella.

提问的句型及对话教学。如:No, it isn’t, but it’s quite cloudy and it’s going to rain.

2.

3. 正确地说出每天的天气情况以及当天的温度。 理解天气与季节相关对话,并运用所学词句作简单的天气预报。

四、strategies

1.充分利用书中的插图、歌曲、歌谣、游戏等资源,寓教于乐,优化课堂教学。

2.对话采用情景教学,联系生活实际。

3.单词量大、多,应指导学生以整体的同类进行忆记。

五、Tools

天气图片、单词图片、温度计图、单词卡

六、课时(1-2)

七、Process

31

一.Warming up

1.Listen and sing ‘The Wind and Rain’

2.Listen and chant the Rhyme

二、Pre—task

1.师生一起做动作复习已学单词:hot warm cool cold

2.用自制的图片学习:用句型:What’s the weather like? It′s sunny./snowy/cloudy/rainy/windy

3.Game: to drill windy/snowy/cloudy/rainy/sunny.

4.用天气图引出学习单词:weather

三、Presentation and Practice

1. T:Today′s weather report. Today is hot, wet and cloudy. The temperature is 25℃.并把对应的图片及温度表呈现给学生看。学习新单词:

temperature 0℃(zero degree centigrade)

2. Free talk: What’s the weather like?

3. It’s rainy.时引导学生说:Yes. It’s rainy. It’s raining. We must put on the raincoat. And take an umbrella. (教师做出穿衣的动作和出示雨伞的图片),学习新词:

raincoat umbrella

4. 操练上面新单词:Play a game.“大、小声”.

5. 用天气图片与自制的温度计来操练句型。

(1)What′s the weather like today? It’s warm and sunny.

(2) What′s the temperature now? It′s 27℃.出示两个别的城市的天气图,来替换操练句型。

6. Listen to the dialogue of the VCD. Then answer questions.

(1)What′s the weather like in Guangzhou today?

(2)What′s the temperature?

(3)Is today much colder than yesterday?

(4)Does Ben like tod ay’s weather?

(5)Is it raining?

(6)Where are they going to?

(7)What’s the weather like in New Zealand?

(8)What’s the temperature in New Zealand?

四、Development

1. Listen and read in chore / groups/ pairs.

2. Practice the weather report in groups.

32

五、Homework

1. Listen and say after the tape.

2. 同桌互相做一次天气预报员,比一比谁做得好。

3. Copy the new words.

八、Feedback

1、

2、

3、 对于拼写较长的单词,学生通过老师元音拼读-分音节的方法指导,掌握得较好。 针对形容词变化的规律,让学生自己观察、分析和归纳,从而加深记忆。 要求学生默写主要的课文段落,培养英语的整体理解能力。

The Second Period

一、Analysis

利用学生对单词的学习和记忆掌握了一定的规律,Work with Language贴近生活的内容使学生有强烈的兴趣,加强描述天气的形容词的运用。从广州的天气情况拓展到学习其他城市的天气报告,估计学生对于句子和天气预报的表达比较难掌握。

二、Aims

1.Work:rainy, foggy, cool,

2.句型:What’s the weather like today? It’s ?.

In --- the weather is ---.

3.学生懂得运用英语谈论天气。

4.学生通过天气预报的学习,养成善于观察大自然的良好习惯。

三、Focus & points

1. 句型的表达:

What’s the weather like in ---? It’s ?.

Is it --- ? Yes \ No, ---.

四、strategies

任务型教学:以任务为主导,以活动为载体,以学生为主体。创设情景,设计游戏,用游戏突破重难点。

五、Tools

天气图片、单词图片、城市图、单词卡、

六、课时(1-2)

七、Process

一. Leading-in

1、Sing the song. Rain, Rain, Go Away

33

2、Rhyme.

二. Pre-Task

1、Free talk.

What day is it today/tomorrow?

What day is it yesterday?

What’s the date yesterday?

What’s the weather like today?

Is it sunny/cloudy/rainy/??

2、Show some pictures of the weather ( eg:sunny, windy, cloudy, rainy, snowy, foggy引出句子What’s the weather like today? It’s ?.

其他的天气现象以类似的方法呈现,同时教新词 warm, cool, wet。

3、Play a game:操练What’s the weather like today? It’s ?.句型。

4、Then practice in Activity Book p66:the antonyms of the adjective.

Step3: While-Task

1. Read and understand the sentences.

2. To discover the rule about the weather.

Step4: Post-Task

1. Listen to a dialogue and answer the questions.

1). What’s the weather like now in ---?

2). What’s the temperature there now?

3). Is it much colder than in Guangzhou?

2. Make a simple dialogue follow the sentences.

3. Role play.

Step5: Homework

1. Read the new words and the sentences.

2. Do <Activity Book> Page 65.Ex1,4

Unit 17What Season Do you Like Best ?

First period

34 )

. 一、教学内容分析

本节课的教学内容为Module 6 unit 17,课文通过谈论What season do you like best ,巩固用英语谈论天气和温度,在此基础上学会用英语说出一年四季及其特点。

二、教学对象分析

学生到了五年级下学期,英语的语音知识已经已有一定的积累,单词学习和记忆可以以音标为辅助的工具,轻松达到学习目的。在本课的学习中,通过歌曲、小诗和游戏等环节激发学生学习和巩固所学知识,同时,通过老师的引导使学生掌握本节新授的内容,加上适度的拓展,提高学生运用所学知识描述天气的能力。

三、教学目标

1 语言知识

1)学习四会单词:season, month ,because ,fire ,snowman ,snowmen

三会单词:sightseeing, go sightseeing

2) 学会用英语说出一年四季及其特点。

2 语言技能

1),能流利并准确地运用英语说出一年四季及其特点。

2),能熟读并理解课文,流利地背诵课文。

3 情感态度

1)在学习过程中学会互助、合作。

4 学习策略

1)通过游戏让学生学会用英语说出一年四季及其特点。

2)通过多种互助合作形式,让学生熟练掌握课文达到交流的目的。

四、教学重、难点

1 能运用英语说出一年四季及其特点

2 能熟读和背诵课文。

五、教学媒体:

图片

六、教学过程

(一)、leading-in

35

1、

2、 Guess game: Describe the season (spring, summer, autumn and winter) Free talk

What’s the weather like today ?

What’s the tempreture ?

What food do you like best?

What flower does your mother like best?

What season do you like best?

(Learn the word “ season ” here )

(二)、 While-task

1. Show the title and tell the aim of this Unit

2. Learn the dialogue

1)Watch the video of the dialogue and answer

the questions :

How many seasons are there in England?

What are they?

What’s Ben’s favourite season ? Why ?

What’s Xiaoling’s favourite season ? Why ?

2) Get the pupils to read the dialogue in different ways.(以小组、大组分角色读或

自读、齐读等)

(三) 、Development

1. Do page78 ex2

2. Ask and answer in pairs(What season do you like best? Why? What season does your father like best? Why?)

3. Make a group survey and report

(四) 、Homework:

1、

2、

copy the new words and the dialogue Read and recite the text. 36

3、

Do <Activity Book> page69 Ex1.2

Unit 17 Work with Language

Second period

一、教学内容分析:

本课的教学内容是17单元的第二个课时,主要是学习有关季节的知识及其天气变化,总结描述天气相应的形容词及其与名词之间变化的规律。通过学习这些单词,让学生能够通过观察来比较各个季节不同的天气变化特征。

二、教学对象的分析:

五年级学生属于高段,学习的侧重点应该从对单词,句型的学习理解转到对课文的整体把握,对语言的实际运用以及提高阅读和写作能力。所以我在教学中创设各种开口说,动脑筋的活动,给学生们自由发挥的空间,并通过各种不同的激励办法,使孩子们更加牢固地掌握所学知识。

三、教学策略:

激发兴趣,让学生通过日常生活的积累和观察,启发学生积极思考,养成观察大自然的习惯。开展合作学习,关注学困生,引导他们参与讨论,培养他们学习英语的兴趣。。

四、文化意识:

了解中国各个地区的气候变化情况以及日常生活中所要注意的问题。

五、教学目标:

(一)语言目标:

1、能理解并流利的说出描述天气的形容词。

2、能正确并流利的读出十二个月的单词及表示四个季节的单词。

3、理解句型:Is it hotter today than yesterday ?...Which is the hottest/ coldest??What will the weather like?.?并使用这些句型根据实际情况进行问答。

(二)语言技能:

1. 能用所学语言描述天气.

2. 形容词的原级、比较级和最高级之间的变化规律。

(三)情感态度:

培养学生的观察力和认真细致的学习态度。

六、教学资源:图片、课件、VCD

七、教学过程:

一、Leading-in:

37

1、Sing a song .《The Wind and the Rain》

2、Free-talk:

What’s the weather like today?

Is it sunny/foggy/cloudy/snowy??

What season do you like best? Why?

What’s the date today?

二、While-task:

I.巩固形容词的比较级和最高级。

1、 Play a game: 接力说出表示天气的形容词,然后再由其他同学说出这些形容词的比较级和

最高级。

2、

3、

4、

5、 用电脑放出形容词的比较级和最高级。把同一类变化的放一起,好让同学找规律。 Read the words. 让同学找形容词比较级和最高级的规律,并试着归纳总结。 最后由老师总结形容词的比较级和最高级的规律。

II.复习月份并引出句型Which is the coldest/hottest/month?in your city?

1. Ask the pupils:

T:How many months are there in a year?(指名回答)

S:There are twelve months in a year.

T: What are they ? Who can tell me?

S:January February March April May June July August September October November December

T: Which is the hottest/coldest month in Guangzhou?

T: Is Guangzhou warmer than Beijing now?

2.Read the words of the months.

3. Do page80 Ex 2.4.

4.Check up the answers.

三、Development:

1 、Ask the pupils: What’s the weather like today ?

Is it hotter today than yesterday ? Yes, it’s much hotter .And it’s sunnier.

2、根据老师所提供的信息,学生同桌之间互相问答(电脑打出北京,上海,澳大利亚,美国?)用所学句型make the dialogue with the parterner.

38

Fox example: What will the weather be like tomorrow in your city ? Will it be warmer tomorrow than today?

Which is the hottest month in Beijing?

Which is the coldest month in Shanghai?

3、小结这堂课所要掌握的内容。

五、Homework:

1、Do <Activity Book page71Ex5

2、使用表示天气的形容词进行造句子。(不少于五句)

3、做一个北京与广州天气的比较表。

39

网站首页网站地图 站长统计
All rights reserved Powered by 海文库
copyright ©right 2010-2011。
文档资料库内容来自网络,如有侵犯请联系客服。zhit326@126.com