小学英语外研剑桥版五年级上册Unit 2 Mascots教案设计

Unit2 Mascots教学设计

一、教学目标

1. 能根据听到的单词或词组ring, shell, friendship band, silver bell, necklace, soft toy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 you got a mascot? Yes, I have. What is it? What colour 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Mascots。

二、教学建议

1. Listen to the song. Then listen and point.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Mascots。

Step 2 再次播放录音，老师提出问题：What are the mascots? 接着出示相关图片，如：friendship band, ring, necklace, soft toy, 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 mascots? 引导学生用歌曲中的语句描述：There are mascots everywhere. There are mascots in my wardrobe/on my chair.老师顺势说出句子：My room is full of mascots.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：When you feel? Why? 帮助学生理解歌曲的最后一短。

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：

Mascots

My room is full of mascots.

There are mascots everywhere.

There are mascots in my wardrobe,

And there are mascots on my chair.

I have twenty friendship bands.

I have rings and necklaces.

I have soft toys and many shells.

I have lots of silver bells.

My room is full of mascots.

There are mascots everywhere.

There are mascots in my wardrobe,

And there are mascots on my chair.

When there is a test at school,

I am always really cool.

I feel easy, I feel free,

Because my mascots write for me.

2. Can you spot 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 ...What about 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 on the desk. There is a ring on the desk. There are five dogs on 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 on the desk. In picture B there are two pink elephants on the desk.

In picture A there is an elephant on the wardrobe. In picture B there are two elephants on the wardrobe.

In picture A there is a ring on the desk. In picture B there is a necklace on 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 on the pencil case. In picture B there are four shells on the pencil case.

In picture A there are five dogs on the bed. In picture B there are four dogs on the bed. In picture A there is a necklace on the table. In picture B there isn’t a necklace on the table.

In picture A there are six elephants on the chair. In picture B there are five elephants on the chair.

3a. Listen and tick.听一听，勾一勾。

3b. Write sentences about the children.写一写。

Step 1 师生自由对话，学习句型：Have you got a mascot? What is it? How many have you got?

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/... got? 引导学生用句型回答，如：Juliet has got a necklace.

Step 5 要求学生补全3b的句子，并大声朗读。

录音稿：

Situation 1:

Interviewer: Hi. What’s your name?

Juliet: I’m Juliet.

Interviewer: Have you got a mascot, Juliet?

Juliet: Yes, look. Here it is.

Interviewer: Oh, a necklace. It’s beautiful.

Situation 2:

Interviewer: And you are?

Tim: I’m Tim.

Interviewer: Tim, have you got a mascot?

Tim: Yes, I’ve got three. A necklace, a friendship band and a ring.

Interviewer: Oh, wow, that’s a lot.

Situation 3:

Interviewer: What is your name?

Sarah: I’m Sarah.

Interviewer: Do you have any mascots?

Sarah: Yes, I’ve got a big shell. I keep it on the desk in my room.

Interviewer: That’s nice. Thanks.

Situation 4:

Interviewer: Simon, what about you?

Simon: I’ve got toy animals.

Interviewer: Hmm. How many have you got?

Simon: Two, a hippo and a crocodile.

Interviewer: Thank you, Simon.

3b答案：

1. Juliet has got a necklace.

2. Tim has got a necklace, a friendship band and a ring.

3. Sarah has got a big shell.

4. Simon has got two toy animals, a hippo and a crocodile.

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 Mascots. Do you know 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 Mascots. They are Beibei, Jingjing, Huanhuan，Yingying and Nini.

Step 4  老师与学生开展对话，如：

T: Do you like mascots?

S: Yes, we do.

T: Me, too. They are popular everywhere. Why do people like them?

通过课件或图片让学生尝试说出：They can bring good luck.

T: Right. People believe mascots bring good 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 know Fuwa — Beibei, Jingjing, Huanhuan, Yingying and Nini. They are the Beijing Olympic Mascots.

Mascots are popular everywhere. People believe mascots bring good luck. So many of them have mascots.

5. Look, 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 you got a mascot, (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 you got a mascot, Lily?

Lily: Yes, I have.

Girl: What is it?

Lily: A soft toy panda. Here it is.

Girl: Oh, it’s beautiful!

Lily: Yeah. I like it very much.

6. A story —— 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 does Joe want to do in the morning? What does Joe find on the way? Does he like it? Is Joe 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：Don’t forget the potatoes. It looks 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 morning, Joe is going to buy some potatoes. On his way, he sees a necklace. He likes it. But he falls down. So 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 Joe?

Step 5 学生重点操练句子：A big bag of potatoes, 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。How is Joe feeling?

What does he say? Why does 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。How is Joe feeling now? Why does 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 morning on the Puma Ranch.)

Joe: Bye, darling.

Sarah: Bye, and don’t forget the potatoes.

Joe: What’s that?

Joe: It looks great!

American Indian: Watch out!

Joe: Ouch!

American Indian: Are you OK?

Joe: My head hurts.

Joe: A big bag of potatoes, please.

Shopkeeper 1: Two dollars, please.

Joe: Stay here, Betsy. I’ll be back in a minute.

(An hour later)

Joe: Where are the potatoes?

Joe: Damn. My new jeans.

Joe: And my new shirt.

Joe: Stupid necklace!

Old man: What’s that?

Old man: I want to sell this necklace.

Shopkeeper 2: Let me have a look.

Shopkeeper 2: OK, I can give you a hundred silver dollars.

Old Man: All right. Here is the necklace.

Joe: Stupid me!

补充活动答案

1.

2, 3, 1，5, 4

2.

2, 4, 1，5, 3

3.

Tom: a blue rabbit

Karen: a ring

Sandra: a blue rabbit

Mike: a pink dog

Barbara: a friendship band

Tim: a pink dog