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小学英语外研剑桥版五年级上册Unit 2 Mascots教案设计
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这是一份小学英语外研剑桥版五年级上册Unit 2 Mascots教案设计，共8页。教案主要包含了教学目标，教学建议等内容，欢迎下载使用。
1. 能根据听到的单词或词组ring, shell, friendship band, silver bell, necklace, sft ty等指认图片或实物；并能说出、认读、写出有关吉祥物的单词。
2. 能运用there be句型描述物品的位置。
3. 能用句型Have yu gt a masct? Yes, I have. What is it? What clur is it? 等交流有关吉祥物的信息。
4. 能听懂关于吉祥物的简短对话，并根据完成的图表信息补全句子。
5. 能读懂有关北京奥运会吉祥物的短文，并能正确朗读。
6. 能借助图片听懂、读懂、朗读故事The necklace，并在老师的帮助下和图片的提示下讲述故事。
7. 能学唱英语歌曲Mascts。
二、教学建议
1. Listen t the sng. Then listen and pint.听一听，指一指。
Step l 老师播放录音，让学生在旋律优美、节奏鲜明的歌曲中，借助图片初步感知歌曲内容，引出歌名Mascts。
Step 2 再次播放录音，老师提出问题：What are the mascts? 接着出示相关图片，如：friendship band, ring, necklace, sft ty, shell, silver bell，结合句型 I have...开展词汇学习。
Step 3 老师创设一个房间情境（简笔画或课件），将以上六件物品放在房间里不 同的地方。根据图片，老师提问：Where are the mascts? 引导学生用歌曲中的语句描述：There are mascts everywhere. There are mascts in my wardrbe/n my chair.老师顺势说出句子：My rm is full f mascts.帮助学生理解此句，并操练句型。
Step 4 老师展示歌曲下部的图片，并提问：Hw yu feel? Why? 帮助学生理解歌曲的最后一段。
Step 5 学生打开课本到第14页，跟着录音边唱边指图。
Step 6 学生完整演唱歌曲。
录音稿：
Mascts
My rm is full f mascts.
There are mascts everywhere.
There are mascts in my wardrbe,
And there are mascts n my chair.
I have twenty friendship bands.
I have rings and necklaces.
I have sft tys and many shells.
I have lts f silver bells.
My rm is full f mascts.
There are mascts everywhere.
There are mascts in my wardrbe,
And there are mascts n my chair.
When there is a test at schl,
I am always really cl.
I feel easy, I feel free,
Because my mascts write fr me.
2. Can yu spt the differences? 看一看，找不同。
PAIRWORK双人活动
Step l 师生自由对话，复习有关幸运物品的单词，如：What’s this? It’s abut these? They are…等，为后面的学习做好铺垫和准备。
Step 2 老师出示图A让学生观察，引导学生用there be片中物品的数量及位置进行描述，如：There are three pink elephants n the desk. There is a ring n the desk. There are five dgs n the bed.等。
Step 3 老师展示图B，请学生跟同桌讨论图B与图A的不同点，将8处不同点圈出来，进一步熟练运用there be句型。
Step 4 全班核对答案。
答案：
In picture A there are three pink elephants n the desk. In picture B there are tw pink elephants n the desk.
In picture A there is an elephant n the wardrbe. In picture B there are tw elephants n the wardrbe.
In picture A there is a ring n the desk. In picture B there is a necklace n the desk.
In picture A there are five bells under the desk. In picture B there are eight bells under the desk.
In picture A there are three shells n the pencil case. In picture B there are fur shells n the pencil case.
In picture A there are five dgs n the bed. In picture B there are fur dgs n the bed. In picture A there is a necklace n the table. In picture B there isn’t a necklace n the table.
In picture A there are six elephants n the chair. In picture B there are five elephants n the chair.
3a. Listen and tick.听一听，勾一勾。
3b. Write sentences abut the children.写一写。
Step 1 师生自由对话，学习句型：Have yu gt a masct? What is it? Hw many have yu gt?
Step 2 学生打开课本到第16页，老师引导学生观察图片和表格，认读人物名字及 表格中的物品。
Step 3 老师播放录音，学生根据对话勾出与人物相对应的物品。
Step 4 师生共同核对答案，老师提问：What has Juliet/... gt? 引导学生用句型回答，如：Juliet has gt a necklace.
Step 5 要求学生补全3b的句子，并大声朗读。
录音稿：
Situatin 1:
Interviewer: Hi. What’s yur name?
Juliet: I’m Juliet.
Interviewer: Have yu gt a masct, Juliet?
Juliet: Yes, lk. Here it is.
Interviewer: Oh, a necklace. It’s beautiful.
Situatin 2:
Interviewer: And yu are?
Tim: I’m Tim.
Interviewer: Tim, have yu gt a masct?
Tim: Yes, I’ve gt three. A necklace, a friendship band and a ring.
Interviewer: Oh, ww, that’s a lt.
Situatin 3:
Interviewer: What is yur name?
Sarah: I’m Sarah.
Interviewer: D yu have any mascts?
Sarah: Yes, I’ve gt a big shell. I keep it n the desk in my rm.
Interviewer: That’s nice. Thanks.
Situatin 4:
Interviewer: Simn, what abut yu?
Simn: I’ve gt ty animals.
Interviewer: Hmm. Hw many have yu gt?
Simn: Tw, a hipp and a crcdile.
Interviewer: Thank yu, Simn.
3b答案：
1. Juliet has gt a necklace.
2. Tim has gt a necklace, a friendship band and a ring.
3. Sarah has gt a big shell.
4. Simn has gt tw ty animals, a hipp and a crcdile.
4. Read and learn.读一读，学一学。
Step l 老师通过课件或图片展示福娃的模糊形象，介绍并提问：They are the Beijing Olympic Mascts. D yu knw them? What are their names?
Step 2 打开课本到第17页，播放第一段录音，学生感知、理解短文。
Step 3 学生根据福娃图片进行介绍，如：Fuwa are the Beijing Olympic Mascts. They are Beibei, Jingjing, Huanhuan, Yingying and Nini.
Step 4 老师与学生开展对话，如：
T: D yu like mascts?
S: Yes, we d.
T: Me, t. They are ppular everywhere. Why d peple like them?
通过课件或图片让学生尝试说出：They can bring gd luck.
T: Right. Peple believe mascts bring gd luck.
Step 5 老师播放第二段录音，学生跟读。
Step 6 老师完整播放录音，学生跟读。老师可组织小组朗读比赛，并予以评价。 录音稿：
We all knw Fuwa — Beibei, Jingjing, Huanhuan, Yingying and Nini. They are the Beijing Olympic Mascts.
Mascts are ppular everywhere. Peple believe mascts bring gd luck. S many f them have mascts.
5. Lk, listen and learn. Then practise in pairs.看一看，听一听，学一学，练一练。
Step 1 老师与学生自由对话，复习核心句型：Have yu gt a masct, (Lily)? What is it? 并引导学生进行回答。
Step 2老师播放录音，学生根据图片和提示语补全对话。
Step 3 学生打开课本到第17页，分角色朗读对话。
Step 4 同桌之间可根据课前带来的吉祥物或画出的吉祥物进行对话。
录音稿：
Girl: Have yu gt a masct, Lily?
Lily: Yes, I have.
Girl: What is it?
Lily: A sft ty panda. Here it is.
Girl: Oh, it’s beautiful!
Lily: Yeah. I like it very much.
6. A stry —— The necklace.故事——项链。
Step 1 老师利用图片或课件，向学生介绍Puma Ranch。学生打开课本到第18页， 老师播放录音，学生边听边看图片，初步感知整个故事。
Step 2 老师播放图片1-5的录音，学生边听边思考，适当用问题进行引导：What des Je want t d in the mrning? What des Je find n the way? Des he like it? Is Je OK?
Step 3 师生核对答案，老师带领学生学说和操练故事中的句子：Dn’t frget the ptates. It lks great. My head hurts.等。在这个过程中，老师可引导学生 进行语言运用，复述图片1-5的故事内容。如：One mrning, Je is ging t buy sme ptates. On his way, he sees a necklace. He likes it. But he falls dwn. S his head hurts.
Step 4 老师播放图片6-10的录音，学生边听边思考：What’s the matter with Je?
Step 5 学生重点操练句子：A big bag f ptates, please. Stay here, Betsy. I’ll be back in a minute.等。在这个过程中，老师可以引导学生进行表演，并通过情景帮助学生理解damn在故事中的含义。
Step 6 老师播放图片11的录音，体会人物的语气及感受。Hw is Je feeling?
What des he say? Why des he say “Stupid necklace”？
Step 7 在学生熟悉故事情节的基础上，老师引出故事名称：The necklace,可引导学生给故事另起一个新的名字。
Step 8老师播放图片12-16的录音，体会人物的语气及感受。Hw is Je feeling nw? Why des he say “ Stupid me ” ?
Step 9 老师再一次播放录音，学生逐句跟读，尽可能模仿录音中的语音、语调。 Step 10学生分角色朗读故事。
Step 11学生分组进行故事表演，老师可引导学生对故事结尾部分进行改编，并全程巡视指导。
Step 12老师选1-2组学生表演故事，可以采取不同的形式，如配音、分段表演等。老师给予积极的评价。
录音稿：
(It’s mrning n the Puma Ranch.)
Je: Bye, darling.
Sarah: Bye, and dn’t frget the ptates.
Je: What’s that?
Je: It lks great!
American Indian: Watch ut!
Je: Ouch!
American Indian: Are yu OK?
Je: My head hurts.
Je: A big bag f ptates, please.
Shpkeeper 1: Tw dllars, please.
Je: Stay here, Betsy. I’ll be back in a minute.
(An hur later)
Je: Where are the ptates?
Je: Damn. My new jeans.
Je: And my new shirt.
Je: Stupid necklace!
Old man: What’s that?
Old man: I want t sell this necklace.
Shpkeeper 2: Let me have a lk.
Shpkeeper 2: OK, I can give yu a hundred silver dllars.
Old Man: All right. Here is the necklace.
Je: Stupid me!
补充活动答案
1. 2, 3, 1, 5, 4
2. 2, 4, 1, 5, 3
3.
Tm: a blue rabbit
Karen: a ring
Sandra: a blue rabbit
Mike: a pink dg
Barbara: a friendship band
Tim: a pink dg
1. 能根据听到的单词或词组ring, shell, friendship band, silver bell, necklace, sft ty等指认图片或实物；并能说出、认读、写出有关吉祥物的单词。
2. 能运用there be句型描述物品的位置。
3. 能用句型Have yu gt a masct? Yes, I have. What is it? What clur is it? 等交流有关吉祥物的信息。
4. 能听懂关于吉祥物的简短对话，并根据完成的图表信息补全句子。
5. 能读懂有关北京奥运会吉祥物的短文，并能正确朗读。
6. 能借助图片听懂、读懂、朗读故事The necklace，并在老师的帮助下和图片的提示下讲述故事。
7. 能学唱英语歌曲Mascts。
二、教学建议
1. Listen t the sng. Then listen and pint.听一听，指一指。
Step l 老师播放录音，让学生在旋律优美、节奏鲜明的歌曲中，借助图片初步感知歌曲内容，引出歌名Mascts。
Step 2 再次播放录音，老师提出问题：What are the mascts? 接着出示相关图片，如：friendship band, ring, necklace, sft ty, shell, silver bell，结合句型 I have...开展词汇学习。
Step 3 老师创设一个房间情境（简笔画或课件），将以上六件物品放在房间里不 同的地方。根据图片，老师提问：Where are the mascts? 引导学生用歌曲中的语句描述：There are mascts everywhere. There are mascts in my wardrbe/n my chair.老师顺势说出句子：My rm is full f mascts.帮助学生理解此句，并操练句型。
Step 4 老师展示歌曲下部的图片，并提问：Hw yu feel? Why? 帮助学生理解歌曲的最后一段。
Step 5 学生打开课本到第14页，跟着录音边唱边指图。
Step 6 学生完整演唱歌曲。
录音稿：
Mascts
My rm is full f mascts.
There are mascts everywhere.
There are mascts in my wardrbe,
And there are mascts n my chair.
I have twenty friendship bands.
I have rings and necklaces.
I have sft tys and many shells.
I have lts f silver bells.
My rm is full f mascts.
There are mascts everywhere.
There are mascts in my wardrbe,
And there are mascts n my chair.
When there is a test at schl,
I am always really cl.
I feel easy, I feel free,
Because my mascts write fr me.
2. Can yu spt the differences? 看一看，找不同。
PAIRWORK双人活动
Step l 师生自由对话，复习有关幸运物品的单词，如：What’s this? It’s abut these? They are…等，为后面的学习做好铺垫和准备。
Step 2 老师出示图A让学生观察，引导学生用there be片中物品的数量及位置进行描述，如：There are three pink elephants n the desk. There is a ring n the desk. There are five dgs n the bed.等。
Step 3 老师展示图B，请学生跟同桌讨论图B与图A的不同点，将8处不同点圈出来，进一步熟练运用there be句型。
Step 4 全班核对答案。
答案：
In picture A there are three pink elephants n the desk. In picture B there are tw pink elephants n the desk.
In picture A there is an elephant n the wardrbe. In picture B there are tw elephants n the wardrbe.
In picture A there is a ring n the desk. In picture B there is a necklace n the desk.
In picture A there are five bells under the desk. In picture B there are eight bells under the desk.
In picture A there are three shells n the pencil case. In picture B there are fur shells n the pencil case.
In picture A there are five dgs n the bed. In picture B there are fur dgs n the bed. In picture A there is a necklace n the table. In picture B there isn’t a necklace n the table.
In picture A there are six elephants n the chair. In picture B there are five elephants n the chair.
3a. Listen and tick.听一听，勾一勾。
3b. Write sentences abut the children.写一写。
Step 1 师生自由对话，学习句型：Have yu gt a masct? What is it? Hw many have yu gt?
Step 2 学生打开课本到第16页，老师引导学生观察图片和表格，认读人物名字及 表格中的物品。
Step 3 老师播放录音，学生根据对话勾出与人物相对应的物品。
Step 4 师生共同核对答案，老师提问：What has Juliet/... gt? 引导学生用句型回答，如：Juliet has gt a necklace.
Step 5 要求学生补全3b的句子，并大声朗读。
录音稿：
Situatin 1:
Interviewer: Hi. What’s yur name?
Juliet: I’m Juliet.
Interviewer: Have yu gt a masct, Juliet?
Juliet: Yes, lk. Here it is.
Interviewer: Oh, a necklace. It’s beautiful.
Situatin 2:
Interviewer: And yu are?
Tim: I’m Tim.
Interviewer: Tim, have yu gt a masct?
Tim: Yes, I’ve gt three. A necklace, a friendship band and a ring.
Interviewer: Oh, ww, that’s a lt.
Situatin 3:
Interviewer: What is yur name?
Sarah: I’m Sarah.
Interviewer: D yu have any mascts?
Sarah: Yes, I’ve gt a big shell. I keep it n the desk in my rm.
Interviewer: That’s nice. Thanks.
Situatin 4:
Interviewer: Simn, what abut yu?
Simn: I’ve gt ty animals.
Interviewer: Hmm. Hw many have yu gt?
Simn: Tw, a hipp and a crcdile.
Interviewer: Thank yu, Simn.
3b答案：
1. Juliet has gt a necklace.
2. Tim has gt a necklace, a friendship band and a ring.
3. Sarah has gt a big shell.
4. Simn has gt tw ty animals, a hipp and a crcdile.
4. Read and learn.读一读，学一学。
Step l 老师通过课件或图片展示福娃的模糊形象，介绍并提问：They are the Beijing Olympic Mascts. D yu knw them? What are their names?
Step 2 打开课本到第17页，播放第一段录音，学生感知、理解短文。
Step 3 学生根据福娃图片进行介绍，如：Fuwa are the Beijing Olympic Mascts. They are Beibei, Jingjing, Huanhuan, Yingying and Nini.
Step 4 老师与学生开展对话，如：
T: D yu like mascts?
S: Yes, we d.
T: Me, t. They are ppular everywhere. Why d peple like them?
通过课件或图片让学生尝试说出：They can bring gd luck.
T: Right. Peple believe mascts bring gd luck.
Step 5 老师播放第二段录音，学生跟读。
Step 6 老师完整播放录音，学生跟读。老师可组织小组朗读比赛，并予以评价。 录音稿：
We all knw Fuwa — Beibei, Jingjing, Huanhuan, Yingying and Nini. They are the Beijing Olympic Mascts.
Mascts are ppular everywhere. Peple believe mascts bring gd luck. S many f them have mascts.
5. Lk, listen and learn. Then practise in pairs.看一看，听一听，学一学，练一练。
Step 1 老师与学生自由对话，复习核心句型：Have yu gt a masct, (Lily)? What is it? 并引导学生进行回答。
Step 2老师播放录音，学生根据图片和提示语补全对话。
Step 3 学生打开课本到第17页，分角色朗读对话。
Step 4 同桌之间可根据课前带来的吉祥物或画出的吉祥物进行对话。
录音稿：
Girl: Have yu gt a masct, Lily?
Lily: Yes, I have.
Girl: What is it?
Lily: A sft ty panda. Here it is.
Girl: Oh, it’s beautiful!
Lily: Yeah. I like it very much.
6. A stry —— The necklace.故事——项链。
Step 1 老师利用图片或课件，向学生介绍Puma Ranch。学生打开课本到第18页， 老师播放录音，学生边听边看图片，初步感知整个故事。
Step 2 老师播放图片1-5的录音，学生边听边思考，适当用问题进行引导：What des Je want t d in the mrning? What des Je find n the way? Des he like it? Is Je OK?
Step 3 师生核对答案，老师带领学生学说和操练故事中的句子：Dn’t frget the ptates. It lks great. My head hurts.等。在这个过程中，老师可引导学生 进行语言运用，复述图片1-5的故事内容。如：One mrning, Je is ging t buy sme ptates. On his way, he sees a necklace. He likes it. But he falls dwn. S his head hurts.
Step 4 老师播放图片6-10的录音，学生边听边思考：What’s the matter with Je?
Step 5 学生重点操练句子：A big bag f ptates, please. Stay here, Betsy. I’ll be back in a minute.等。在这个过程中，老师可以引导学生进行表演，并通过情景帮助学生理解damn在故事中的含义。
Step 6 老师播放图片11的录音，体会人物的语气及感受。Hw is Je feeling?
What des he say? Why des he say “Stupid necklace”？
Step 7 在学生熟悉故事情节的基础上，老师引出故事名称：The necklace,可引导学生给故事另起一个新的名字。
Step 8老师播放图片12-16的录音，体会人物的语气及感受。Hw is Je feeling nw? Why des he say “ Stupid me ” ?
Step 9 老师再一次播放录音，学生逐句跟读，尽可能模仿录音中的语音、语调。 Step 10学生分角色朗读故事。
Step 11学生分组进行故事表演，老师可引导学生对故事结尾部分进行改编，并全程巡视指导。
Step 12老师选1-2组学生表演故事，可以采取不同的形式，如配音、分段表演等。老师给予积极的评价。
录音稿：
(It’s mrning n the Puma Ranch.)
Je: Bye, darling.
Sarah: Bye, and dn’t frget the ptates.
Je: What’s that?
Je: It lks great!
American Indian: Watch ut!
Je: Ouch!
American Indian: Are yu OK?
Je: My head hurts.
Je: A big bag f ptates, please.
Shpkeeper 1: Tw dllars, please.
Je: Stay here, Betsy. I’ll be back in a minute.
(An hur later)
Je: Where are the ptates?
Je: Damn. My new jeans.
Je: And my new shirt.
Je: Stupid necklace!
Old man: What’s that?
Old man: I want t sell this necklace.
Shpkeeper 2: Let me have a lk.
Shpkeeper 2: OK, I can give yu a hundred silver dllars.
Old Man: All right. Here is the necklace.
Je: Stupid me!
补充活动答案
1. 2, 3, 1, 5, 4
2. 2, 4, 1, 5, 3
3.
Tm: a blue rabbit
Karen: a ring
Sandra: a blue rabbit
Mike: a pink dg
Barbara: a friendship band
Tim: a pink dg
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