2019-2020年五年級英語下冊 Module 1 Unit 2(5)教案 廣州版.doc

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2019-2020年五年級英語下冊 Module 1 Unit 2(5)教案 廣州版 一、Warm up Chant: One little monkey swinging in a tree. Two little monkeys splashing in the sea. Three little monkeys playing on a swing. Four little monkeys dancing in a ring. Five little monkeys eating favourite cheese. Six little monkeys chasing naughty pigs. Seven little monkeys wearing funny things. Eight little monkeys sleeping in their pit. 二、Presentation (一) 1. 把chant 里的最后一個單詞用紅筆標(biāo)出來。 tree sea cheese swing ring pigs things pit 2. 邊讀這些詞，邊做長短音的手勢，讓學(xué)生自己說出/i:/ /I/音。 3. 讀下列音標(biāo)： /i:t/ /pi:/ /ti:/ /di:p/ /li:v/ /kik/ /kid/ /big/ /bit/ /pik/ 4. 根據(jù)/i:/音編： Me, me, let me see. He, he, show the key. She, she, go to the street. 根據(jù)/I/音編： Big, big, it’s a big ball. Hit, hit, hit the ball. Pick, pick, pick up the ball. 5. 簡單地學(xué)四個輔音：/p/ /b/ /t/ /d/ 6. 根據(jù)音標(biāo)學(xué)單詞。 bee /bi:/ bead /bid/ pit /pit/ (二) Game: 摘蘋果 (可用課件也可用圖片貼在黑板上) 蘋果樹上掛著一些寫有單詞的蘋果：fifth, in, tea, still, meet, city, kill, leave, live, hill. 兩個小朋友各拿一個籃子，一個籃子邊寫上音標(biāo)/i:/, 另一個籃子邊寫/I/， 看看哪個單詞蘋果屬于哪個籃子。 三、Presentation 1. 讀課文所給單詞，歸納出/s/ /z/ /ts/ /dz/ /iz/ 的音。 2. 在黑板上貼音標(biāo)/s/ /z/ /iz/，學(xué)生每人手中有一張單詞卡，上黑板來把單詞貼在相應(yīng)的音標(biāo)下。e.g. looks opens drinks uses washes leaves travels throws calls … 3. Game. 老師念很多學(xué)過的單詞，學(xué)生認為這個詞尾發(fā)/s/時就坐著不動，認為這個詞是發(fā)/z/時就站起來。 四、Development 1. 按規(guī)則讀下列單詞： meet meat tea please cheese kid baby hit mid ready 2. 填上所缺字母： Japan_ se f _ t b _ t _ _ t lad _ 五、Happy time (Tongue twister) Silly sheep weep and sleep. Six sharp smart sharks. She said she should sit. She sees cheese 六、Homework: 1. Read P9. 2. Try to write more words which have the /i:/ /I/ sounds. 附送： 2019-2020年五年級英語下冊 Module 1 Unit 3(1)教案 廣州版 一、教學(xué)目標(biāo)： 進一步增強學(xué)生養(yǎng)成良好生活習(xí)慣和學(xué)習(xí)習(xí)慣的意識。 給予學(xué)生大量的語言輸入。 幫助學(xué)生通過圖片幫助讀懂一些簡單的故事。 二、教學(xué)重點和難點： 1.故事的理解及復(fù)述。 2.表達情緒的形容詞的理解和運用。 三、教學(xué)策略： 1.以舊引新，把新舊知識有機地結(jié)合起來，在應(yīng)用中積累、發(fā)展。 2.運用多媒體教學(xué)和情景的設(shè)置來吸引學(xué)生的注意力，激發(fā)他們的學(xué)習(xí)興趣，引導(dǎo)學(xué)生發(fā)揮主體作用，主動發(fā)展。 提示詞語及句型： 1．It’s …/It’s time to …. 2. It’…. I like it. It’s …. I don’t like it. 四、教學(xué)媒體：圖片，表格，錄音機，多媒體軟件，VCD 五、教學(xué)過程： Step one (Warming up) 1.Chant: It’s time to …. 2.Sing a song: Tick Tock Tick {purpose}課前的小詩為學(xué)生鞏固舊知識、熱身操練口語搭設(shè)了展示自我的舞臺；歌曲既活躍了氣氛又直揭本課主題并為新知做好鋪墊。 Step two (Pre-task Leading in) 復(fù)習(xí)關(guān)于時間的句型: What time is it? It’s …. T: Look! What time is it? (教師問學(xué)生當(dāng)時的時間) Ps: It’s …. T: Right! It’s time to have our class. Good …, Class. Now, what time is it? （教師出示教具鐘，時間顯示為八點半。） P1: It’s …. T: It’s in the evening. Is it time to have lunch? Ps: No, T: Right, if you are good boys or girls, you can watch TV at that time. 2. 談?wù)撾娨暪?jié)目并填寫表格。 T: Do you often watch TV? P1: Yes, I do. T: What programmes do you like? P2: I like cartoons. T: I like cartoons, too. Because it’s interesting. I don’t like news, because it’s boring. (教師將表達情緒的詞填入下面表格作為子。) TV Programmes News TV Plays Cartoons Sport programmers Music programmers boring interesting {purpose}電視節(jié)目和情緒是學(xué)生有話可講的話題，教師以此為引子，適時地把“球”拋給了學(xué)生，讓學(xué)生有充足的時間和空間在真實的語境中，有意義地、充滿興致地交流。一方面學(xué)生欣喜地獲得了周圍朋友的真實信息，另一方面語言的滾動操練也在潛移默化中完成了。 3. 聽看錄像，并回答問題。（隱藏故事結(jié)局） T: Our friends Piggy and Poggy often watch TV too. Now they are Watching TV. What time is it now? Are the programmers Interesting? Do they like them? Listen and watch carefully and then answer, Ok? {purpose}讓學(xué)生帶著問題聽看故事，可以使他們的注意力高度集中，對學(xué)生理解課文有很大的幫助。 讓學(xué)生猜測故事的結(jié)局。 T: Piggy and Peggy don’t like the programmers. So what are they going to do? Can you guess? {purpose}讓學(xué)生通過猜故事的結(jié)局，可以鼓勵他們多動腦，多開口，并激發(fā)他們的興趣，提高他們參與活動的積極性。 全班學(xué)生跟錄音讀故事。 四人小組分角色朗讀故事并把下面短文補充完整。 Its ________ o’clock. Piggy and Poggy want to ________ _______. But the programmers are not ____________. They are not for __________.So they’re both ___________ at last. {purpose}讓學(xué)生通過讀課文及填空，進一步加深對課文的理解，為完成下一個任務(wù)做準(zhǔn)備。就教師而言這是學(xué)生學(xué)習(xí)的反饋過程。 Step three (While-task) 讓學(xué)生根據(jù)提示詞和圖片表演故事。 2. 對學(xué)生的表演給予適當(dāng)?shù)脑u價。 {purpose}教師通過讓學(xué)生表演故事，進一步活躍課堂氣氛。讓學(xué)生在表演中學(xué)會合作學(xué)習(xí)。 Step four (Post-task) 針對本故事中Piggy和Peggy的行為，就如何養(yǎng)成良好的生活習(xí)慣讓學(xué)生根據(jù)自己的生活經(jīng)驗進行交流。 {Purpose}讓學(xué)生結(jié)合自己的生活，運用所學(xué)的語言技能與他人交流。 Step five （Homework） 用自己的話復(fù)述本故事。 根據(jù)自己的生活經(jīng)驗編寫一個新的故事。 Unit 3 Let’s Go Further 第二課時 Module 1 Revision Objectives Should 和 shouldn’t的使用 小結(jié)比較級 practice doing的運用 電話用語 Module 1 Sound families Procedures Game: What can get more apples from the apple tree? Group work: Look at the words and read. cooks, drinks, jumps, skips, drives, leaves, swims, calls, sees, stays, enjoys, borrows, gets, puts, skates, starts, ends, needs, reads, understands, closes, fishes, washes, catches, watches, flies, studies, goes, does Present a boy. He’s climbing the apple tree. Please give advice to the boy. You shouldn’t climb the tree. You should water the tree. Show two more pictures and give advice. … Shouldn’t… … should… Activity book P8 Ex. 5 Summing up should＋v. should＋v.(動詞原形) should/shouldn’t do 同樣用法的詞還有: Can/can’t do, must/mustn’t do, will do, shall do, may do Look at the picture. Jiamin shouldn’t swim in the river; he should swim in the swimming pool. Let’s call his mother. T: Good morning. May I speak to Mrs. Chen? Ps: This is Mrs. Chen speaking. Who’s that, please? T: It’s Miss Zhou. Jiamin swims in the river. I’m worried about him. Ps: Really? He shouldn’t swim in the river. He should swim in the swimming pool. Thank you for telling me, Miss Zhou. T: You’re wele. Let’s help him together. Bye. Ps: Bye. Make this dialogue in pairs according to the key words. Jiamin is naughty, but Sally is a good girl. She likes singing. She enjoys listening to the music, and she practices dancing for an hour everyday. Summing up: Be doing Like doing Enjoy doing Practice doing (Activity book P10 Ex.3 (3)) 小結(jié)比較級： 句子里面含有than，than前面的形容詞后加上er Exercise: Activity book P2 Ex.4 Listening exercise: Activity book: P9 Ex.1-2 Homework: Activity book P10-12 Ex. 3-5 Listen to the tape and read Module 1. Review the new words. Layout Module 1 Our Life should/ shouldn’t do practice doing can/ can’t do be doing must/ mustn’t do like doing will do enjoy doing shall do may do 疑問句里動詞用原形 比較級 adj.+er than