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    这是一份全册教学设计(教案)-2022-2023学年英语五年级上册-人教PEP版,共196页。

    Unit1 What’s he like?
    一、 教材分析
    本单元学习的主题是介绍人物外貌或性格特征。教学内容主要是围绕着给新同学介绍其他同学和谈论新老师展开。教学重点是能听、说、读、写句型“—Is he young/funny? —Yes, he is./No, he isn’t.”“—What’s he/she like? —He / She is kind/…”;能听、说、读、写单词“old, young, funny, kind, strict, polite, hard-working, helpful, clever, shy”。

    二、 学情分析
    五年级英语在小学英语教学中起着承上启下的作用,既是四年级的衍生,又是六年级的铺垫。我们要帮助学生培养良好的英语学习习惯和学习方法。要求学生先从养成阅读习惯做起,再到怎样学习英语,后到提高英语学习能力。激发学习兴趣,养成自主学习的习惯和方法。平时在教学中,注意抓好学生的书写、理解与归纳等良好的学习习惯。加强学生基础知识的掌握,对知识的延伸与拓展需深入了解,特别是对各知识的融会贯通,灵活理解与运用。注重开发性使用对教材,做到“吃透”教材的前提下,大胆创新,对于知识的重难点力求把握准确,突破有法。对基本技能的训练,通过创设新的情景,让学生在变化的情景中去运用,在理解的基础上去训练,而不是变成大量的、机械的、重复的操练,因为操练并不发展意义,重复并不引起理解,反而加重学习负担,降低学习效率,引起学生的厌恶。同时,重视能力的培养。

    三、教学目标
    1 知识与能力
    1. 能够听、说、读、写句型“—Is he young/funny? —Yes, he is./No, he isn’t.”“—What’s she like? —She’s kind.”
    2. 能够在情景中运用句型“Is he/she young/…?”“—What’s he/she like? —He / She is kind/…”询问并回答某人的性格或外貌特征。
    3. 能够在语境中理解单词“know”和句子“Do you know Mr.Young?” “Ms Wang will be our Chinese teacher.”的意思,并能正确发音。
    4. 能够理解对话大意,按照正确的意群及语音、语调朗读对话并进行角色扮演。
    5. 能够在图片的帮助下理解吴一凡的日记;能够按照正确的意群及语音、语调朗读日记,并运用句型“He is hard-working/…”口头和书面描述机器人Robin及其他人物。
    6. 能够听、说、读、写单词“old, young, funny, kind, strict, polite, hard-working, helpful, clever, shy”。
    7. 能够在语境中运用这些单词询问并回答关于人物性格或外貌特征的问题,或运用这些单词描述人物性格或外貌特征。
    8. 能够掌握字母-y的发音规则,即-y在单词词尾发/i/。
    9. 能够读出符合-y发音规则的单词,并能够根据发音拼写出符合-y发音规则的单词
    10. 能够在单线上完成抄写句子的活动,做到书写规范。

    2 情感态度价值观
    1. 树立正确的审美观,避免以貌取人。
    2. 能够在教师的帮助下进行be动词与人称代词的搭配小结,学会正确搭配。

    四、课时安排
    第一课时: Part A Let’s try & Let’s talk
    第二课时: Part A Let’s learn & Ask and answer
    第三课时: Part A Let’s spell
    第四课时: Part B Let’s try & Let’s talk
    第五课时: Part B Let’s learn & Match and say
    第六课时: Part B Read and write & Let’s check & Let’s wrap it up
    第七课时: Story time
    The first period
    Part A Let’s try & Let’s talk
    内容分析
    三、 教材分析
    本单元学习的主题是介绍人物外貌或性格特征。教学内容主要是围绕着给新同学介绍其他同学和谈论新老师展开。教学重点是学生能够在情景中运用句型“—Is he young/funny? —Yes, he is./No, he isn’t.”询问并回答某人的性格和外貌特征。
    课时目标
    知识与能力
    1. 学生能够借助图片听懂简短对话,抓住关键信息,提高听的能力。
    2. 学生能够对新句型在听觉上有所感知,并完成听录音选图片的活动。
    3. 学生能够理解对话大意,能够按照正确的意群及语音、语调朗读对话并进行角色扮演。
    4. 学生能够在情景中运用句型“—Is he young/funny? —Yes, he is./No, he isn’t.”询问并回答某人的性格和外貌特征。
    5. 学生能够运用所学句型和参考词汇并根据教师的特点进行问答。
    6. 学生能够在语境中理解新单词“know”及句子“Do you know Mr Young?”的意思并正确发音。
    过程与方法
    采用快闪的手法,通过熟悉的面孔,让学生学习三会单词know,领悟句子“Do you know?”的含义。适时引出新同学Oliver,以Oliver为主线,可以有效地引导学生进一步学习本课内容。通过观察图片,引导学生猜测,让学生带着问题,有目的地听录音,培养学生的观察能力和逻辑推理能力。通过选出正确图片的任务引导学生进行描述,让学生有意识地感知目标句型。充分发挥多媒体和图片的作用,用图片对比、单词拆分等多种方法让学生理解新词的含义,并做到词不离句,为学生透彻理解对话扫清障碍,同时也可以培养学生的观察能力和逻辑思维能力。
    情感态度价值观
    通过语境真实的对话,增强学生口语表达能力,提高学习英语的自信心,提高学生之间合作能力。
    教学重难点
    教学重点
    1.学生能够理解和掌握本课重点单词和句型。
    2.学生能够在情景中运用句型“—Is he young/funny? —Yes, he is./No, he isn’t.”询问并回答某人的性格和外貌特征。
    教学难点
    学生能够灵活运用所学句型在情景中谈论人物的性格和外貌特征,实现语言输出。
    教学准备
    教学课件、课文视频、卡片、照片等。
    教学媒体选择
    多媒体,录音。
    教学活动
    1. 角色扮演;
    2. 游戏;
    3. 观看动画。
    教学过程
    Step 1: Warm-up & Lead-in
    1. Greetings.
    2. Sing the song—Who’s your teacher? (出示课件:包括歌名、与歌词相关的图片。播放歌曲)
    Lyrics
    Who’s your teacher?
    Who’s your English teacher at school?
    Who’s your English teacher at school?
    Is she pretty or tall or short?
    Tell me what you know!
    Who’s your Chinese teacher at school?
    Who’s your Chinese teacher at school?
    Is he funny or young or old?
    Tell me what you know!
    3. Lead-in.
    T: It’s a new term now. Do you remember your classmates?
    (Quick Flash) Show some pictures of the characters in the textbook one by one. (出示课件) Then talk about them with students like this:
    T: Do you know him/her?
    Ss: Yes!
    T: Who is he/she?
    Ss: He’s…/She’s…
    Write down the word “know” in time. Lead students to read it: know—know—Do you know? —I know. At last show the picture of Oliver and ask: Do you know him? Help students answer.
    Ss: No, I don’t.
    T: Who’s he? Let’s watch the video. (课件出示: Unit 1主情景图视频)
    T: Now do you know the boy?
    Ss: Yes! He’s Oliver. /His name is Oliver.
    T: You’re right. In this term, we will have a new classmate. His name is Oliver. Let’s say hello to Oliver.
    Ss: Hello, Oliver!
    设计意图:利用快闪活动带着同学们回顾教材中涉及到的角色,通过新角色引出本节课所学的重点句型:Do you know ……? 为接下来展开具体的学习做铺垫。

    Step 2: Presentation
    1. Let’s try.
    T: Wu Yifan and Oliver see Mr Li. Here are three pictures. (出示课件) Who is Mr Li? Can you guess?
    Ss: …
    T: Really? Oliver is a new classmate. So he doesn’t know his teachers. Let’s listen and tick. And you can check what you guess.
    Play the recording of “Let’s try”. (出示课件) Let students listen to the recording, grasp the key information, and then find the answer. Check the answer with students. According to the right picture, ask like this:
    T: Is he strong?
    Ss: Yes, he is.
    T: Is he a good basketball player?(with some actions)
    Ss: Yes, he is.
    T: Good job! And sometimes he is strict. (with some expressions)
    (课件出示:教材P4 Let’s try板块的听力材料)
    2. Let’s talk.
    (1)Learn some new words.
    ①Show a picture of a young teacher who students know very well.
    T: Do you know him/her?
    Ss: Yes.
    T: Who is he/she?
    Ss: He / She is…
    T: Yes, he/she is our Chinese/maths…teacher, Mr/Miss X.
    Emphasize the word “our” with some actions. Help students read it and understand its meaning: our—our—our teacher—our classroom— our friends. Write it down on the blackboard.
    ②Show the picture of Mr Young on the PPT. (出示课件) Point to it and ask: Do you know him?
    Ss: No, I don’t know.
    T: He’s Mr Young.
    Ask students to read it three times: young—young—Mr Young.
    T: (Point to his white hair.) Is he old?
    Ss: Yes, he is.
    T: (Point to Mr/Miss X.) Is he/she old?
    Ss: No, he/she isn’t.
    Help students answer slowly: He / She is young. Write down the word“young”on the blackboard. Then teach: young—young—She’s young. He’s young. (Show some pictures of young stars.)(出示课件)
    Lead students to compare the forms of “young” in “Mr Young” and “He’s young.” Help students find the difference and understand their meanings.
    ③T: Mr Young is old. And he’s very funny.
    Show a word card of “funny”. Read it and help students understand its meaning.
    T: fun-ny—fun-ny—funny. He’s funny. She’s funny. (Show some pictures of funny stars.) (出示课件) And I like funny teachers.
    设计意图:结合情景,先讲解单词,后梳理文章,由简单到复杂。
    (2)Learn the dialogue.
    T: Wu Yifan and Oliver are talking about Mr Young now. Let’s watch the cartoon and read the dialogue after it. Try to know more about Mr Young.
    Play the cartoon of“Let’s talk”. (出示课件) Let students read after it. Ask students to read the dialogue again and answer the following questions:
    ①Who is Mr Young? ②Is he young? ③Is he funny?
    Check the answers with students. Lead students to make an introduction of Mr Young according to the answers like this: Mr Young is Wu Yifan and Oliver’s music teacher. He isn’t young. He’s old. And he’s funny.
    (3)Read and act.
    ①Play the cartoon again. (出示课件) Let students read after it and try to imitate the intonation and the pronunciation of the recording. Then ask students to read together. At last ask students to read freely.
    ②Let students act out the dialogue in pairs. Several minutes later, take out some headwears and ask some students to act out.
    ③Choose the best performers with students and give awards.
    (4)Retell the dialogue according to the blackboard.
    Make a model first and then lead students to retell.
    设计意图:通过根据线索复述文章的练习,锻炼学生的思维能力,语言组织能力,英语语言综合运用能力。

    Step 3: Practice
    1. Sharp eyes.
    Show the words “tall, friendly, quiet, funny, young, old” on the PPT.(出示课件)Let students read them out quickly.
    2. Talk about the stars and your teachers.
    (1)I ask and you answer.
    Choose three pictures of movie actors who students like very much. Ask and answer according to these pictures.
    T: Who’s he/she?
    Ss: He’s /She’s…
    T: Is he/she funny/young/old?
    Ss: Yes, he/she is. /No, he/she isn’t.
    (2)Pair work.
    Show some photos of students’ teachers one by one.
    T: Do you know him?
    Ss: Yes, he is our…teacher.
    T: Can you talk about your teachers?
    Ss: …
    Show the part of “Talk about your teachers” on page 4. Provide some sentences patterns “Who’s your…teacher?” “—Is she/he…? —Yes, she/he is. /No, she/he isn’t.” (出示课件) Let students ask and answer with their partners.
    (3)Show time.
    Ask some students to act out and encourage more students to participate in.
    (4) Show time.

    Step 4: Consolidation & Extension
    Make a dialogue.
    (1)Make a model.(课件出示:一些名人或学生生活中接触过的“熟人”的照片)
    T: Do you know…?
    Ss: No, I don’t. Who is he/she?
    T: He’s/She’s my father/friend/grandpa/uncle/sister…
    Ss: Is he/she…?
    T: Yes, he/she is./No, he/she isn’t. I like him/her.
    (2)Look and say.
    Ask each student to draw a picture. Then let them imitate to talk about it with their partners.
    (3)Show time.
    Ask some students to show their dialogues and encourage more students to participate in.


    板书设计


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1.本节课采用Quick Flash的方法,通过让学生在新学期伊始回忆熟悉的面孔并认识新同学Oliver,然后从Oliver 的角度去认识新老师,适时地导入新知并进行新词和核心句型的学习。
    2.新词的学习做到了词不离句; 任务型教学法的采用强化了学生对文本的理解; 以学生为本,构建有效的对话情境,引导学生自主合作;突出语言的语用功能,通过学科整合进行拓展,让学生学以致用,提升了学生的综合语言运用能力。
    3.不同形式的朗读及角色扮演,训练了学生使用正确的语音、语调,并在具体的语境中落实了核心句型的运用。
    4.板书简洁清晰,重点突出,对学生的复述起到了很好的辅助作用。
    The second period
    Part A Let’s learn & Ask and answer
    内容分析
    本单元学习的主题是介绍人物外貌或性格特征。教学内容主要是围绕着给新同学介绍其他同学和谈论新老师展开。教学重点是学生能够听、说、读、写并熟练运用五个描述人物性格及外貌特征的单词“old, young, funny, kind, strict”。
    课时目标
    知识与能力
    1. 学生能够听、说、读、写五个描述人物年龄和性格特点的形容词“old, young, funny, kind, strict”
    2. 学生能够在语境中熟练运用这五个单词询问并回答关于人物性格及外貌特征的问题。
    3. 学生能够根据图片提示或实际情况运用“Let’s learn”板块的单词和句型。
    过程与方法
    用歌曲活跃气氛,在歌曲中帮助学生复习“Who’s your English/ Chinese teacher?” “Is he/she…?”等句型。联系学生新学期新老师的实际,在真实、自然的情境中,用“最强记忆力”的游戏,呈现本节课所有的老师,让学生认识老师,为下一步的学习做好铺垫。通过图片的直观刺激,调动学生的学习兴趣,加深学生的印象。注重采用多种方法教授单词,帮助学生学会听、说、读、写单词的方法和策略,激发学生的学习热情。
    情感态度价值观
    让学生在尽量真实的语境中合理运用所学词汇和句型,培养学生的综合语言运用能力,达到语言输出的目的。
    教学重难点
    教学重点
    学生能够听、说、读、写并熟练运用五个描述人物性格及外貌特征的单词“old, young, funny, kind, strict”。
    教学难点
    学生能够在语境中熟练运用所学核心词汇及句型。
    教学准备
    教学课件、课文视频等。
    教学媒体选择
    多媒体,录音。
    教学活动
    4. 角色扮演;
    5. 游戏;
    6. 观看动画。
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. Sing the song—Who’s your teacher?
    Play the video. (出示课件) Let students sing together with the music.

    Step 2: Presentation
    1. Play a game: The strongest memory.
    T: Boys and girls, we will have some new teachers this new term. Who are they? Do you want to know?
    Show the picture of a music book on the PPT. (出示课件) Ask the question: What’s this? Lead students to answer: It’s a music book. Then show the picture of Mr Young and say: Mr Young is the music teacher. (出示课件)
    Introduce the art teacher Mr Jones, the science teacher Miss Green, the English teacher Miss White and the maths teacher Mr Li in the same way. At last show the picture of Mrs Smith on the PPT and say: She’s the head teacher. Lead students to know the meaning of “head teacher”.
    T: Do you remember our teachers? Now let me test your memory. Who has the strongest memory?
    Show the six pictures in the book on page 5. (出示课件) The teacher asks and students answer quickly.
    T: Who’s the art teacher? Ss: Mr Jones.
    T: Who’s the music teacher?

    Choose the student who has the strongest memory and give him/her an award. Then explain the difference among “Mr, Miss, Mrs”.
    设计意图:以游戏为开端,即在游戏中锻炼学生的记忆力,同时为后面学习新单词做铺垫。
    2. Learn the new words “old, young”.
    T: Who’s Oliver’s music teacher? Ss: Mr Young.
    Show the picture of Mr Young. (出示课件)
    T: Good memory!(Point to the white hair.) Is he young?
    Ss: No, he isn’t. He’s old.
    Write down the word “old” on the blackboard and lead students to read like this: old, old, he’s old.
    Show the picture of Mr Jones. (出示课件) Lead students to compare Mr Jones with Mr Young.
    T: Mr Young is old. Is Mr Jones old, too?
    Ss: No, he isn’t. He’s young.
    Write down the word “young” on the blackboard. Teach it like this: /j/-/ʌ/-/ŋ/young, young, he’s young. Let students try to write and read. Let students perceive the pronunciation of the letter “y” by reading the words “yes, yellow, you”. Explain that the word “young” is the antonym of the word “old”. Then show a picture of an old man and ask: Is he young? Students answer: No, he’s old. (出示课件)
    Play a game to practice the two words between groups. One group says: old. The other one says: young. Then exchange. At last ask students to write words young and old.
    3. Learn the new word “funny”.
    Show the picture of Miss Green. (出示课件) Then ask two questions: Who is she? Is she young? Ask students to answer the questions. Then say: And she’s funny. Write down the word “funny” on the blackboard and read: fun-ny funny, funny, she’s funny. Let students try to spell it and perceive the pronunciation of the letter “y”.
    Show two pictures. One is a male clown and the other one is a funny girl. (出示课件) Say the sentences with students: He’s funny. She’s funny. Ask students to make funny faces. Let they read the word loudly at the same time. At last ask students to write the word funny.
    4. Learn the new word “kind”.
    T: We have known Mr Young is old. Mr Jones is young. Miss Green is funny. Do you remember Miss White? How about Miss White?
    Show the picture of Miss White. (出示课件) Point to her smiling face and say: She’s kind. Then show another picture. (课件出示:一位不友好的男士图片) Say: He isn’t kind. Let students know the meaning of “kind”.
    Ask students to pay attention to the pronunciation of the letter “i”. Lead students to read like this: kind, kind, she’s kind. Ask them to write it with their fingers at the same time. Let students practice it between boys and girls. Ask students to write the word kind.
    5. Learn the new word “strict”.
    Show the pictures of Mr Li and Mrs Smith. (出示课件)
    T: Miss White is very kind. But Mr Li is very strict. Mrs Smith is strict, too.
    Say the first sentence with a smiling face. Say the second sentence with staring and stomping. Say the third sentence with a strict expression.
    Write down the word “strict” on the blackboard. Spell it slowly. Lead students to learn the pronunciation of “str-” from the word “strong”. Ask students to pay attention to the pronunciation of the letter “i”.
    Students read after the teacher several times. Then students read it one by one and practice it in sentences. The teacher points to Mr Li and Mrs Smith and asks: Is he/she strict? Students answer: Yes, he/she is. At last ask students to write the word strict.
    设计意图:逐个单词讲解,确保学生掌握。
    6. Pair work.
    Show the part of “Let’s learn” on page 5. (出示课件) First, let students listen to the recording and read after it. (课件出示:教材P5 Let’s learn板块的音频) Ask students to pay attention to the pronunciation and the intonation. Then ask students to imitate Oliver and Zhang Peng to ask and answer with their partners. At last choose some students to act out.

    Step 3: Practice
    1. Can you do?
    Show five pictures of different expressions and the five new words. (出示课件) Explain the rules of the game: If the picture matches the word, make a smiling face; if the picture doesn’t match the word, make a sad face.
    2. Can you guess?
    Show some sentences and pictures with covers. Let students guess who he/she is by asking and answering. (出示课件) The following methods can be used: The teacher asks and students answer; Group One asks and Group Two answers; Boys ask and girls answer. Praise the students who are right.

    Step 4: Consolidation & Extension
    1. Ask and answer.
    Show the picture of Mrs Smith and some sentences. (出示课件)
    (1)Make a model.
    Point to Mrs Smith and ask: Who’s Mrs Smith? Help students answer: She’s the head teacher. She’s tall. She’s strict. We all like her.
    (2)Pair work.
    Replace the picture of Mrs Smith with some photos of teachers whom students know well. Let students imitate to ask and answer with their partners.
    (3)Act out.
    Ask some students to act out. Encourage students to describe their teachers with more words.
    2. Emotional education.
    Let students know that teachers teach them knowledge and they should always respect their teachers as much as they respect their parents.
    板书设计

    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1.本节课有效地运用了图片和多媒体课件,刺激学生的视觉、听觉,激发学生的学习兴趣。注重采用归类法、对比法、单词拆分法、自然拼读法等多种方法教授单词,注重学习方法和学习策略的培养,指导学生有方法地记忆单词。
    2.以学生为本,充分考虑到学生活泼、好奇、爱表现的心理,通过让学生猜一猜、说一说、唱一唱、做一做等方式,鼓励学生积极、主动地参与课堂活动,让学生爱上课堂。
    3.有效地设计开放性练习帮助培养学生的发散性思维,注意话题的延续性和整体性;抓住课堂教学契机,在教学语言的同时适时进行情感教育和人文渗透。
    4.板书简洁清晰,重点突出,有效地辅助了课堂教学。

    The third period
    Part A Let’s spell
    内容分析
    本单元学习的主题是介绍人物外貌或性格特征。教学内容主要是围绕着给新同学介绍其他同学和谈论新老师展开。这一课时和音标有关,教学重点是学生能够了解字母y在单词词尾的发音规则,能读准“Let’s spell”板块的例词,完成本部分的练习。
    课时目标
    知识与能力
    1. 学生能够通过听例词发音,观察例词结构中共有的特征,学习字母y在词尾发/i/的规律。
    2. 学生能够跟着录音说唱歌谣,强化记忆y的发音规则。
    3. 学生能够根据y的发音规则读出新单词。
    4. 学生能够听录音为单词标序号,巩固学习y和其他已学字母或字母组合的音—形对应关系。
    5. 学生能够通过看图、听录音、写单词活动学习根据发音规则拼写单词,并能够按照正确的书写规则在单线上抄写句子。
    过程与方法
    引导学生通过读例词,观察例词结构中共有的特征,感知字母y的发音,并帮助他们总结出其发音规则,培养他们的观察能力和逻辑思维能力。通过听觉、视觉的直观体验,采用拆分法让学生在例词中练习字母y的发音。通过学习音标教学的视频和跟读,引导学生进一步了解/ i /的正确发音,并能按照正确的语音、语调及节奏进行,通过拼读、分类和游戏等活动,总结和操练字母y在单词中的不同发音,提高学生的语言识别能力。让学生在搜集和整理含有字母y的单词的过程中,进一步巩固新知,增强小组合作精神,调动积极性,提升自主学习能力。
    情感态度价值观
    增强小组合作精神,调动积极性,提升自主学习能力。
    教学重难点
    教学重点
    学生能够了解字母y在单词词尾的发音规则,能读准“Let’s spell”板块的例词,完成本部分的练习。
    教学难点
    学生能够自主发现并总结y的发音规则,并根据发音规则拼读、拼写新单词。
    教学准备
    教学课件、课文录音、视频等。
    教学媒体选择
    多媒体,录音。
    教学活动
    7. 游戏;
    8. 观看动画。
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. Free talk.
    Show a picture of a funny teacher. (出示课件) Then ask students to answer some questions according to the picture. The following sentences can be showed beside the picture on the PPT.
    T: Who’s this teacher? Ss: Cindy.
    T: Is she funny? Ss: Yes, she is.
    Then show a picture of a happy baby with these words: Cindy’s baby. (出示课件) Point to the picture and ask.
    T: Who’s he? Ss: He’s Cindy’s baby.
    T: Is he happy? Ss: Yes, he is.

    Step 2: Presentation
    1. Observe and find.
    Make all the words disappear except these words “Cindy, funny, baby, happy”. (出示课件) Ask students to observe these words and answer the question: What can you find?
    Ss: They have the same letter “y”. T: So great!
    Show different colours on the letter “y” of every word. Ask students to read these words carefully and answer the question: What’s the sound of the letter “y” in every word? Let students read these words and perceive the sound /i/ of the letter “y”. Help students to sum up: The letter “y” has the /i/ sound in these words.
    2. Read, listen and chant.
    (1)Show the pictures of “Read, listen and chant” one by one with the recording of the words. (出示课件) Let students read after the recording. Pay attention to the sound of the red letter “y” in every word.
    (2)Read these words like this: ba-by, baby, win-dy, windy… Ask students to try to imitate. Let students practice the sound of the letter “y” in these words.
    (3)Explain the pronunciation method of /i/. Help students know /i/ through the video on teaching of phonetic symbols. (the BBC video on teaching of phonetic symbols)
    (4)Show some words “heavy, study, busy, carry, cloudy, foggy, rainy, friendly, lovely, carefully, twenty, thirty, forty”. (出示课件) Let students try to read them.
    (5)Play the recording of the chant. (出示课件) Let students listen to it and find out the words that have the sound /i/.
    (6)Show the chant on the PPT. (出示课件) Students listen to it again. Ask some students to say out the words with the letter “y” that sounds /i/ in the chant.
    (7)Play the chant. Let students chant after it. After reading together, ask students to practice it between boys and girls. Boys say a sentence and girls say a sentence. Then they can exchange. (课件出示:教材P6 Read, listen and chant的听力材料)

    Step 3: Practice
    1. Listen, number and say.
    (1)Ask students to read the topic and understand the intention.
    (2)Play the recording and let students number. (出示课件)
    (3)Play the recording again. Then check the answers.(出示课件)
    (4)Lead students to read like this: can-dy, candy, par-ty, party… Then let students read all these words together.
    (5)Play a game: I say and you say.
    The teacher says the number and students say the corresponding word according to the answer. Then S1 says the number and S2 says the corresponding word.
    2. Listen, write and say.
    (1)Look and say.
    Show some pictures. Lead students to say sentences according to the pictures. One or more words with the letter “y” can be in the sentences.
    Make a model.
    These sentences can be used: I’m sorry. It’s sunny/cloudy. They go to the party. I like candy. The family is happy.
    (2)Ask students to observe the pictures of the third part of “Let’s spell” on page 6. Lead them to talk about the pictures and predict the answers.
    (3)Play the recording. (出示课件) Let students listen to the recording and try to write down the answers.
    (4)Play the recording again and check the answers with students. (出示课件) Then ask students to read the sentences together.
    (5)Ask students to choose one sentence from above and write it down. Ask students to write in a standard way.

    Step 4: Consolidation & Extension
    1. Read and judge.
    Show the words “baby, happy, sunny, sorry, windy” on the PPT. (出示课件) Let students read these words and pay attention to the pronunciation of the letter “y” in these words. Write down the sound /i/ on the blackboard.
    T: Yes! You are right.
    Write down the word “yes” on the blackboard and say: It has the letter “y”, too. Does it sound /i/, too?
    Lead students to read the word and get the conclusion: It sounds /j/. Show other words “young, yellow, yoyo…” (出示课件)Let students read them and judge the sound of the letter “y”. Write down the sound /j/ on the blackboard.
    2. Look and say.
    Show a picture on the PPT. In the picture, a boy is flying a kite. (出示课件) Say: Look, my brother is flying a kite. Expand the words “my, fly”. Ask students to read them and find out the sound of the letter “y”. Show more words “sky, shy…” Write down the sound /aɪ/ on the blackboard.
    3. Sum up.
    Help students to sum up the pronunciation rules of the letter “y” in different words.
    4. Game time.
    Show several groups of words containing the letter “y”. The groups of words are: sunny/yes, family/sky, young/candy, funny/party, sorry/my, yellow/baby, happy/many. (出示课件) If the letters “y” have the same sound, students say: Yes. If they have the different sounds, students can say: Sorry.
    5. Find and classify.
    Divide the class into several groups. Ask students to find more words with the letter “y”. Ask them to read out and classify the words according to the sounds. At last choose a student from each group to show their results in class. Give awards to the groups which do a good job.

    板书设计


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1. 在本节课中,引导学生通过读例词、观察例词结构中共有的特征,感知字母y的发音,积极思考,寻找规律,并帮助他们总结出其发音规则。
    2. 通过丰富多彩的活动反复操练了字母y的发音,利用教学视频的示范和讲解,引导学生进一步了解元音/i/的正确发音。
    3. 通过总结和拓展,帮助学生系统地强化了所学知识,增强了小组合作精神,调动了学生的积极性,为学生自主学习打下了基础。
    4. 板书简洁明了,重点突出,一目了然,起到了很好的辅助作用。

    The fourth period
    Part B Let’s try & Let’s talk
    内容分析
    本单元学习的主题是介绍人物外貌或性格特征。教学内容主要是围绕着给新同学介绍其他同学和谈论新老师展开。教学重点是学生能够在情景中运用句型“—What’s he/she like? —He’s/She’s…”询问并回答某人的性格和外貌特征。
    课时目标
    知识与能力
    1. 学生能够根据核心句型和关键词的提示听懂对话,完成听对话选单词活动。
    2. 学生能够在图片和教师的帮助下理解Let’s talk 板块对话的大意。
    3. 学生能够按照正确的意群及语音、语调朗读并表演对话。
    4. 学生能够根据人物的体貌及性格特征在情景中运用句型“—What’s he/she like?
    —He’s/She’s…”进行问答。
    5. 学生能够在语境中理解句子“Ms Wang will be our new Chinese teacher.”的意义并能正确朗读。
    6. 学生能够根据朋友或教师的性格,运用句型“—What’s he/she like? —He’s/She’s…”展开问答。
    过程与方法
    “快看快答”的游戏活动唤起学生对本单元已学知识的全面记忆,激发学生的学习兴趣,培养学生的观察能力和逻辑思维能力。新词的教学贯穿在情景中,词不离句,有助于学生的理解。采用任务型教学法,通过观看图片、视频以及精读,让学生对文本先整体感知,后细致了解,获取关键信息,完成对应的练习,从而全面、正确地理解文本。操练活动环环相扣,引导学生一步一步地巩固核心句型的运用。层层铺垫使学生能说、会说。小组合作能有效提高学生的兴趣,同时也能让学生感受到成功的喜悦,增强学生学习英语的自信。
    情感态度价值观
    小组合作能有效提高学生的兴趣,同时也能让学生感受到成功的喜悦,增强学生学习英语的自信。
    教学重难点
    教学重点
    1. 学生能够理解和掌握本课重点单词和句型。
    2. 学生能够在情景中运用句型“—What’s he/she like? —He’s/She’s…”询问并回答某人的性格和外貌特征。

    教学难点
    学生能够灵活运用所学句型在情景中谈论人物的性格和外貌特征,达到语篇输出的效果。
    教学准备
    教学课件、课文视频、头饰、单词卡片等。
    教学媒体选择
    多媒体,录音。
    教学活动
    9. 角色扮演;
    10. 游戏;
    11. 观看动画。
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. Look and answer quickly.
    Show the teachers’ pictures of the first part on page 5 quickly on the PPT. (出示课件) Ask some questions according to these pictures. Let students answer quickly. These sentences can be chosen: Who’s he/she? Is he/she…? Do you like him/her? Why? …
    3. Lead-in.
    Show the teacher’s picture of “Let’s try” on page 7. (出示课件)
    T: Who’s she? Do you know? Ss: Sorry! I don’t know.
    T: OK. Now let’s have a look.

    Step 2: Presentation
    1. Let’s try.
    Ask students to read the topic of “Let’s try” and answer the question: Who’s she? Students read the topic and give the answer.
    Teach students to read the word “Ms” and explain the difference among “Ms, Mrs., Miss, Mr.”.
    T: Ms Wang is a new teacher. Is she funny? Is she quiet? Is she friendly? … I don’t know. Let’s listen and tick.
    Play the recording and let students listen to it and tick the right word. (出示课件) Check the answer with students and lead students to ask and answer like this: —What’s Ms Wang like? —She’s friendly.
    2. Let’s talk.
    (1)Learn “…will be…”
    T: Zhang Peng has a music teacher, an art teacher, a science teacher, an English teacher and a maths teacher this term. But who’s his Chinese teacher? I know his Chinese teacher is a new teacher. Can you guess?
    S1: … S2: Ms Wang?
    T: Yes. Ms Wang will be his new Chinese teacher.
    Write down “will be” on the blackboard. Students read it after the teacher. Explain the meaning of “will be” and give some sentences for students to understand. Make models like these:
    We’re in Grade Five now and we will be in Grade Six. Today it is windy, but it will be sunny tomorrow.
    (2)Learn the dialogue.
    Show the picture of “Let’s talk” on page 7 on the PPT. (出示课件)
    T: Ms Wang will be our Chinese teacher. But I don’t know her well. Look! Chen Jie and John are talking about Ms Wang. Let’s watch the cartoon and answer the question (课件出示:教材P7 Let’s talk板块的视频)
    Q. Who is Ms Wang? She is _______ mother?
    T: Ms Wang is Chen Jie’s mother. So Chen Jie must know her well. Do you want to know her well? Let’s go and ask Chen Jie. Watch the cartoon carefully. Then underline the key sentences.
    Q. Ms Wang is _________. Sometimes is __________.
    After students watch, ask them to fill in the blanks. Students give the answers: kind, strict.
    Explain the word “sometimes” and give some sentences to help students understand. The sentences are like these:
    Sometimes I go to school by bus. Sometimes I go to school by bike.
    Ask students to read the two sentences: She is kind. Sometimes she is strict. Then lead students to answer the question “What’s she like?” with “She is kind. Sometimes she is strict.”
    Write down “—What’s she like? —She’s kind. Sometimes she is strict.” on the blackboard. Students read them after the teacher. Ask and answer between boys and girls. Then exchange.
    (3)Read and act.
    ①Read the text.
    Play the recording. (出示课件) Let students read after it. Ask students to pay attention to the pronunciation and the intonation. Then students read together. Boys read, and girls read. They can have a competition. At last, students read freely.
    ②Pair work.
    Let students practice the dialogue with their partners.
    ③Act out.
    Take out the headwears. Ask some students to act out. Tell them to pay attention to the pronunciation and the intonation. Praise and correct in time. Encourage more students to participate.
    (4)Retell the dialogue of “Let’s talk”.
    Students retell the dialogue with the help of the teacher and the writing on the blackboard.

    Step 3: Practice
    1. Say more words.
    Ask students to say more words that can be used to describe characters, such as tall, short, young, funny, cute… They can have a competition between groups.
    2. Group work.
    Show the pictures of “Let’s learn” on page 5. (出示课件) Make a model with a student first:
    T: What’s he like? S1: He’s old.
    The teacher asks and students answer. Then asking and answering can be done between groups. These sentence patterns can be used: —What’s he/she like? —He’s /She’s…
    3. Pair work.
    Ask students to talk about their teachers or friends with partners. Show the third part of page 7 on the PPT. (课件出示: Let’s talk下方的活动板块) Let students ask and answer in pairs.
    4. Act out.
    Ask some students to act out. Praise them in time if they do a good job.

    Step 4: Consolidation & Extension
    1. Make up a dialogue.
    Divide students into several groups and give out a task list of describing people to every group. Let students make up a dialogue in groups of four. Lead students to discuss and finish the task. At last choose two students from each group to act out the dialogue.
    2. Describe your teachers or friends.
    Ask students to describe their teachers or friends according to the dialogues that they have made up in groups. Make a model:
    Miss Wan will be our music teacher. She has long hair. She is young. She’s kind. Sometimes she is strict. I like her.

    板书设计
    Unit1 What’s he like?

    What’s Ms Wang like? She’s kind.
    Sometimes she is strict.
    She will be our new Chinese teacher.
    She’s Chen Jie’s mother.

    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1. 本课时以会话教学为中心,通过“快看、快答”,唤起学生对旧知的回忆。在情境中完成单词和核心句型的教学,做到词不离句。
    2. 采用任务型教学法,层层递进,让学生一步步深入文本,获取关键信息,理解文本内容。
    3. 操练活动形式多样,较好地激发了学生的学生兴趣,使核心句型在反复操练的过程中得到落实。
    4. 利用小组合作创编对话,培养学生的团队精神,让学生感受到成功和自信,提高了学生的语言综合运用能力。
    5. 板书线条清晰,结构性强,可以很好地辅助学生的语言输出。

    The fifth period
    Part B Let’s learn & Match and say
    内容分析
    本单元学习的主题是介绍人物外貌或性格特征。教学内容主要是围绕着给新同学介绍其他同学和谈论新老师展开。教学重点是学生能够听、说、读、写单词“polite, helpful, hard-working, clever, shy”。
    课时目标
    知识与能力
    1. 学生能够听、说、读、写单词“polite, helpful, hard-working, clever, shy”
    2. 学生能够在语境中正确运用这五个单词描述人物性格或品质特征。
    3. 学生能够完成教材中Match and say板块的图文连线活动,并根据连线结果展开问答。
    4. 学生能够练习和巩固 Let’s learn 板块的核心词汇及句型“—What’s he/she like? —He’s/ She’s…”。
    5. 学生能够通过看图、读句子并连线的活动掌握单词的音、形、义,并通过看图编对话的活动,能够在真实的情景下运用单词。
    过程与方法
    在自然、真实的情景中,采用自然拼读、音节拆分、类比等方法教授单词,培养学生掌握正确的语言学习技巧。
    情感态度价值观
    提升学生的语言综合运用能力, 提高学生的学习热情,增强学生的自信,满足学生的成就感。
    教学重难点
    教学重点
    1. 学生能够听、说、读、写单词“polite, helpful, hard-working, clever, shy”。
    2. 学生能够在语境中运用这五个单词描述人物性格或品质特征。
    教学难点
    学生能够在语境中熟练运用所学核心词汇及句型。
    教学准备
    教学课件、课文视频、单词卡片等。
    教学媒体选择
    多媒体,录音。
    教学活动
    12. 角色扮演;
    13. 游戏;
    14. 观看动画。
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. Let’s match (出示课件:课件上有一排表示人物性格特点的单词,如kind, strict等等,另外再乱序放置与这些单词含义相对应的人物表情和神态,让学生配对。)
    Ask students to choose pictures according to the meaning of the words

    Step 2: Presentation
    “Let’s learn”
    Play the cartoon. (出示课件) Let students watch it.
    T: Who can you see? Ss: …
    T: Yes. We know how to describe our teachers, for example, Miss…is kind. Mr. … is strict. Ms…is old… Today we will learn how to describe our classmates.
    1. Learn the new word “polite”.
    Play a video prepared before the class on the PPT. It shows a pupil of the class saying “Good morning!” to a teacher and bowing. (出示课件)Point to the pupil and ask.
    T: Who’s he? Ss: He’s…
    T: Yes. He’s very polite.
    Show the word “polite” and read it like this: i-e /aɪ/, po-lite. (出示课件) Lead students to read it three times. Ask different groups to read it. Show some pictures and lead students to say: She’s polite. He’s polite. (出示课件) Make sure students know the meaning of the word. Then ask: Who’s polite in our class?
    Ask some students to answer: ××× is polite.
    At last ask students to spell and write the word “polite”.
    2. Learn the new word “clever”.
    Play a video on the PPT. It shows a pupil of the class with a test paper. (出示课件) Point to the pupil and ask.
    T: Who’s he? Ss: He’s ×××.
    T: ××× always gets 100 scores in tests. He’s clever. (Point to the head.)
    Show the word “clever”. (出示课件)Spell it like this: cle-ver, clever. Lead students to read the word three times. Ask students to practice it one by one. Pay attention to the sound of the letter “v”.
    After that show some pictures and lead students to say: He’s clever. She’s clever. (出示课件) Make sure students know the meaning of the word. Then ask: Who’s clever in our class? Ask some students to answer: ××× is clever.
    At last ask students to spell and write the word “clever”.
    3. Learn the new word “hard-working”.
    T: ××× is clever. ××× is clever. ××× is clever. They are not only clever, but also hard-working.
    Show the word “hard-working”. (出示课件) Explain it like this: hard + work + ing — hard-working. Spell it slowly and students imitate. Ask students to pay attention to the sounds /aː/ and /ɜː/ and the hyphen.
    Ask students to practice it between boys and girls. Show some pictures and lead students to say: He’s hard-working. She’s hard-working. (出示课件) Make sure students know the meaning of the word. Then ask: Who’s hard-working in our class?
    Ss: ××× is hard-working.
    At last ask students to spell and write the word “hard-working”.
    4. Learn the new word “shy”.
    Show a picture of a shy girl hiding herself behind her parents on the PPT. (出示课件) Point to her face and say: ××× is shy. Teach the word three times. Students read after the teacher.
    Show the words: she, fly. (出示课件) Let students read them. Ask students to write the new word through the two words. Ask students to try to spell and write. Hide “e” and “fl”, and show the word “shy” on the PPT. Then ask: Who’s shy in our class?
    Ss: ××× is shy.
    At last ask students to spell and write the word “shy”.
    5. Learn the new word “helpful”.
    Ask several students to come to the front and do the actions of cleaning the classroom. Then ask one of the students.
    T: What are you doing? S1: I’m cleaning the blackboard.
    Give him a thumb up and say “You are helpful.” Then say to the others in the same way. Ask all the class to say “We are helpful.” with thumbs up. Show the word “helpful”. (出示课件) Explain the word like this: help + ful — helpful.
    Show some pictures and lead students to say: He’s helpful. She’s helpful. (出示课件) Make sure students know the meaning of the word.
    At last ask students to spell and write the word “helpful”.
    6. Read and act.
    (1)Show the content of “Let’s learn” on page 8 and play the recording. (出示课件) Let students read after it and pay attention to the pronunciation and the intonation. Ask students to read the words and the dialogue together. Then they can have a competition in different groups. For example, Group 1 PK Group 2, and boys PK girls.
    (2)First, make a model with a student. Then let students ask and answer in pairs.
    (3)Ask some students to act out the dialogue.

    Step 3: Practice
    1. Yes or No.
    Show a picture with a word on the PPT. (出示课件) If they match, students can say: Yes. If they don’t match, students can say: No. Practice the other words in the same way.
    2. Match and say.
    (1)Look and match.
    Ask students to look at the four pictures of “Match and say” on page 8 and match the pictures with the sentences.
    (2)Check the answers.
    Check the answers with students and explain the reasons.
    (3)Point and say.
    Ask several students to point and say in pairs. One asks and the other one answers.

    Step 4: Consolidation & Extension
    1. Can you describe?
    Ask students to work in groups of four and try to describe a member of then. Then choose one of them to report. The other students can guess who he/she is. These words and sentences can help them.
    Words: eyes/ mouth/ hair/ nose/ tall/ short/ fat/ funny/ shy/ helpful/ hard-working/ polite/ clever…
    Sentences: He/ She is a boy/girl. He/ She has… He/ She is… Who’s he/she?
    2. Emotional education.
    Ask students to avoid judging people by their looks. Let they know themselves and be the best of themselves.

    板书设计


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1. 本节课恰当地利用了学生日常生活视频片段来进行教学,吸引了学生的注意力,激发了学生的学习兴趣。
    2. 采用类比法、单词拆分法、自然拼读法等多种方法教授单词,注重对学生学习方法和学习策略的培养。
    3. 通过师生互动、生生互动及小组合作等方式,帮助学生操练和巩固了所学知识,增强了团队合作精神,培养了学生自主学习的能力,并在教学语言的同时适时传递正能量,进行情感渗透。

    The sixth period
    Part B Read and write & Let’s check & Let’s wrap it up
    内容分析
    本单元学习的主题是介绍人物外貌或性格特征。教学内容主要是围绕着给新同学介绍其他同学和谈论新老师展开。教学重点是能够听、说、认读本单元的核心词汇和句型,完成相关练习题,巩固本单元所学的知识点。
    课时目标
    知识与能力
    1. 学生能够在图片的帮助下读懂日记的内容。
    2. 学生能够在语境中理解新单词“robot, made, speak, finish”的意义。
    3. 学生能按照正确的意群及语音、语调和语气朗读日记内容。
    4. 学生能够完成读后练习——选出描述Robin特征的单词。
    5. 学生能够“设计”一个机器人并写出三个描述其特征的句子。
    6. 学生能够听懂并会写单元核心句型。
    7. 学生能够在教师的帮助下正确进行be动词与不同人称代词的搭配。
    过程与方法
    1.设定各种形式的阅读任务,让学生自主探究,从文本中提取关键信息,加深对文本的理解,学会从文本中提取关键信息的技巧。
    2.列举大量例句,引导学生通过观察总结出be动词与人称代词的搭配规则,提升学生的自主学习能力,培养学生的观察能力和逻辑思维能力。
    情感态度价值观
    培养学生养成总结归纳知识点的学习习惯。
    教学重难点
    教学重点
    1. 学生能够在图片的帮助下读懂日记,完成阅读任务。
    2. 学生能够听懂录音并完成相应的练习。
    3. 学生能够了解be动词与人称代词的搭配规则。
    教学难点
    学生能够在语境中正确进行be动词与人称代词的搭配。
    教学准备
    教学课件、课文视频等。
    教学媒体选择
    多媒体,录音。
    教学活动
    15. 角色扮演;
    16. 游戏;
    17. 观看动画。
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. I say and you guess.
    The teacher says something and students guess.
    ①He always says “please” “Excuse me.” “Thank you.” to his friends. He is ________.
    ②I can help my mother sweep the floor. I am ________
    ③She can listen carefully in class and finish her homework well. She is ________.
    ④He always hides behind his father with a red face. He’s _______.
    ⑤Wu Yifan can speak Chinese and English. He is ________.
    Students give the answers: polite, helpful, hard-working, shy, clever.
    When students guess the third word, lead them to study the word “finish” with the phonetic symbol. Help students understand its meaning with some sentences.
    When they guess the fifth word, teach the word “speak” through the words “tea, clean, sea”. Ask them to pay attention to the sound of “ea” and then try to spell the word “speak”. Let students practice it in these sentences: I can speak Chinese. Sarah can speak English. Wu Yifan can speak Chinese and English.

    Step 2: Presentation
    “Read and write”
    1. Learn the word “robot”.
    Play a video about robots. (出示课件) Let students guess the content that they will study today. Then show different robots and point to them and spell the word “robot”—ro-bot, robot. (出示课件) Lead students to read. Then lead students to practice it in these sentences: This is a robot. That is a robot. They are robots.
    2. Learn the format and Paragraph 1.
    T: Robots can do housework. Robots can walk. Robots can help children learn. I like robots. Do you like them? Wu Yifan likes robots, too. And he has a robot. What’s the robot’s name? Where is it from? Here is a diary of Wu Yifan. Let’s read his diary.
    Show the diary on the PPT. Play the recording of Paragraph 1 and let students try to underline the key sentences about the answers. (出示课件) Explain the format of the diary.
    T: What’s the robot’s name? Ss: Robin.
    T: Who made the robot?
    Let students read the first paragraph and answer the question.
    Ss: Wu Yifan’s grandpa. T: How do you know?
    Lead students to underline the sentence and spell the word “made”. Give some examples like these: I made a kite. She made a cake…
    3. Learn Paragraphs 2~4.
    T: What’s Robin like? Is he clever? Is he funny? Now read the text loudly from the second paragraph to the fourth paragraph. Circle the key words.
    4. Read and tick or cross.
    Ask students to read the text silently and then tick or cross.
    Show the form on page 9. (出示课件) Let students tick or cross. Check the answers with students and ask. (课件出示:教材P9表格答案)
    T: How do you know? Where can you find the answers? Please read them out.
    When students read the sentence “Robin is short but strong.”, explain the sentence with “Robin is short, but he is strong.” Give more example sentences. When students read the sentence “He makes me finish my homework.”, the teacher asks: Who makes you finish your homework?
    Then lead students to say: My mother/father/…makes me finish my homework.
    5. Read and act.
    Students read after the recording one by one. Pay attention to the intonation, the stress, the pause and the sense group. After reading together, students read freely. Then they can have a reading show in class.
    6. Retell the diary.
    Show the diary with some blanks. (出示课件)Lead students to read and fill in the blanks to retell the diary. The answers are: robot, Robin, grandpa, short, strong, clever, Chinese, helpful, strict.
    7. Finish the task on page 9.
    Ask students to design a robot of their own, draw and write about him/her. At last students can have a show.

    Step 3: Practice
    “Let’s check”
    1. Listen and circle.
    (1)Ask students to read the two sentences and understand the requirements of the title.
    (2)Play the recording. (出示课件) Ask students to judge the answer to the first sentence and circle the answer to the second sentence. Then check the answer with students.
    2. Listen again and answer.
    T: What are the two teachers like? Look at the second part of “Let’s check”. Listen again and answer by writing the answers on the lines. Write down the key words first. And then finish the whole sentences.
    Play the recording. (出示课件) Let students write down the answers. Then check the answers with students.

    Step 4: Consolidation & Extension

    Let’s wrap it up.
    1. Think and match.
    (1)Show the answers to “Let’s check”: She is friendly. He is funny. Then show a picture of a funny dog with a sentence: It is funny, too. (出示课件) Lead students to know that “is” is behind the personal pronouns “he, she, it”.
    (2)Show the personal pronouns “we, you, they”. Let students think how to match with the correct form of verb “be”. Give some sentences like these to help students: They are funny. We are helpful. You are hard-working. Lead students to know that “are” is behind the personal pronouns “we, you, they”.
    (3)Show the exercise.

    Ask students to choose and give the reason. Lead students to know that “am” is behind the personal pronoun “I”.
    (4)Ask students to finish the task of “Think and match”. Check the answers and sum up the collocation rules with students.
    2. Choose and write.
    Ask students to finish the task of “Choose and write” on page 10. Let them pay attention to the collocation rules of the verb “be” with personal pronouns.
    After students finish it, the teacher checks the answers with them. Ask students to read the sentences together.
    3. Look and say, then write.
    Show some pictures on the PPT. (课件出示:几张人物图片,如礼貌的、害羞的、聪明的、努力的)Let students look at the pictures and say sentences. Then ask students to choose three pictures to write down the sentences.
    板书设计

    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1.本节课由读写、检测与语法小结三个部分构成。采取任务型阅读法,从整体到局部,层层深入地引导学生读懂文本,并在语境中理解新词的意义。引导学生按照正确的意群、语音、语调及语气朗读文本内容,很好地完成了读后练习。同时也检测了学生对单元核心句型的掌握,并帮助学生总结了be动词与人称代词的搭配规则。
    2.教学中注重激发学生的学习兴趣,考查学生对语篇结构的理解能力,适时地渗透了阅读策略,训练了学生的听力技巧,提升了学生自主学习的能力,培养了学生的语言综合运用能力。
    3.板书简洁明晰,重点突出,一目了然。

    The seventh period
    Story time
    内容分析
    本课是PEP小学英语五年级上册Unit 1第七课时,本节课为故事课。故事发生在足球场上,Zip和Zoom边踢球边谈论着他们的新体育老师,后来一只兔子来到球场想和他们一起踢球。Zoom看兔子矮小就怀疑他是否能踢球,结果兔子踢的很好。最后,兔子告诉他们,他就是新的体育老师。通过学习这篇小故事,旨在强化练习本单元重点句式What’s …… like? 的基础上,传递给学生不能以貌取人的思想,帮助学生树立起正确的识人待人之道。
    课时目标
    知识与能力
    1. 复习本单元所学的词汇和句型。
    2. 能够理解故事中的词句:Can I join you? I only know …… He must be ……
    3. 能运用句型:What’s he / she like? 对别人的外貌、性格特征进行询问。
    4. 能用英语对足球运动进球、失球进行描述 Shoot! We win! I missed. Ten to three.
    过程与方法
    通过游戏和观察图片,让学生复习已经学过的词汇,为新课的学习做好知识铺垫。通过细读环节,初步培养学生自主阅读来获取信息和处理信息的能力,进而提升学生的阅读技巧,让学生比较扎实地掌握所学知识。
    情感态度价值观
    根据故事的意境,树立正确的识人待人观,避免以貌取人。
    教学重难点
    教学重点
    1.掌握句型: Can I join you?
    I only know ……
    He must be ……
    2.理解“Story time”故事的意思。
    教学难点
    1.理解新句子I missed. Ten to three.的含义。
    2.理解与掌握新词shoot。
    教学准备
    教学课件、课文视频、单词卡片等。
    教学媒体选择
    多媒体,录音。
    教学活动
    18. 角色扮演;
    19. 游戏;
    20. 观看动画。
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. Sing the song—Who’s your teacher?(播放第一单元的主题曲)
    3. Play a game—“What’s he like?” (课件出示:两小朋友询问其他人的信息——即例句,然后叫起两名学生,用what’s he/she like? He / She is …进行对话,一共挑三组同学进行对话)
    Review the vocabulary “old, young, funny, kind, strict, polite, hard working, helpful, clever, shy”
    Review the sentence “What’s … like?”

    4. Lead-in.
    T: Now let’s begin our class. Boys and girls. Based on the content of the main scene, we all know that Zip and Zoom will have a new PE teacher. He’s a good football player. So, please guess what’s he like? (PPT优先呈现本单元主场景右侧的画面,即Zip与Zoom关于新PE老师的对话内容)
    设计意图:从同学们猜测PE老师的形象,引导出本节课的故事主题。
    T: Very good. Now Zip and Zoom are playing football with their friends. Their PE teacher is also among them. Can you find him out?
    Step 2: Presentation and Practice
    1. While-reading.
    Watch and answer(展示故事图片,展示学生需要回答的问题,播放故事视频)
    Who are in a team? Why?
    What’s their new PE teacher like in Zoom’s mind?
    What’s the rabbit like?
    Who is their new PE teacher?
    设计意图:设置问题,让学生们带着问题去观看视频学习小故事。
    2. Read and write.
    Read the story in groups and underline the new words and expressions.
    设计意图:锻炼学生自主阅读学习,并画出新词写下解释,加深记忆,教师适时给予指导与帮助。
    Learn the new expressions.
    — Shoot!
    — I missed!
    — Can I join you?
    — Let me show you.
    — Ten to three! We win!
    设计意图:趁热打铁学习本节课的重点句型。
    Students read the expressions aloud.
    设计意图:通过大声读加深学生的记忆。
    3. Watch and read
    Watch the video again and read aloud
    设计意图:重新完整的观看故事视频并要求学生边看边跟读,加深对故事内容的理解。
    4. Practice.
    (1)Read the story aloud in groups for 5 minutes.
    (2)Role play.( 2 students in a group )
    (3)Read together.
    (4)Role play in groups. Then choose some groups to act out the story.

    Step 3: Consolidation & Extension
    T: Today we learn the story about the Zip’s new PE teacher. He’s a rabbit. He is very thin and so short. But he is a great football player. So, boys and girls. Don't judge people by their appearance in our daily life, OK?

    板书设计
    Unit1 What’s he like?
    story time

    Who are in a team? Why? Zoom and dog (or Zip and elephant). Because they dress the same color coat.
    What’s their new PE teacher like in Zoom’s mind? He must be tall and strong!
    What’s the rabbit like? He is very thin and so short.
    Who is their new PE teacher? The rabbit is their new PE teacher.

    — Shoot!
    — I missed!
    — Can I join you?
    — Let me show you.
    — Ten to three! We win!

    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1. 本节课利用图片、视频、音频、多种资源帮助学生学习Story time中的英语小故事。
    2. 本节课利用角色扮演、你问我答等多种游戏活动强化了学生对描述他人形象的语句掌握。
    Unit2 My week
    四、 教材分析
    本单元学习的主题是有关学校课程安排和周末活动的。教学内容主要是围绕星期一到星期五的学校课程安排和周末活动来展开的。教学重点是能够听、说、读、写核心句型“—What do you have on Thursdays/…? —I have…”“—Do you often read books/…? —Yes, I do./No, I don’t.”; 能够听、说、读、写单词和词组“Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, weekend, wash my clothes, watch TV, do homework, read books, play football”。

    五、 学情分析
    五年级英语在小学英语教学中起着承上启下的作用,既是四年级的衍生,又是六年级的铺垫。我们要帮助学生培养良好的英语学习习惯和学习方法。要求学生先从养成阅读习惯做起,再到怎样学习英语,后到提高英语学习能力。激发学习兴趣,养成自主学习的习惯和方法。平时在教学中,注意抓好学生的书写、理解与归纳等良好的学习习惯。加强学生基础知识的掌握,对知识的延伸与拓展需深入了解,特别是对各知识的融会贯通,灵活理解与运用。注重开发性使用对教材,做到“吃透”教材的前提下,大胆创新,对于知识的重难点力求把握准确,突破有法。对基本技能的训练,通过创设新的情景,让学生在变化的情景中去运用,在理解的基础上去训练,而不是变成大量的、机械的、重复的操练,因为操练并不发展意义,重复并不引起理解,反而加重学习负担,降低学习效率,引起学生的厌恶。同时,重视能力的培养。

    三、教学目标
    1 知识与能力
    1. 能够理解对话大意, 按照正确的意群及语音、语调朗读对话并进行角色扮演。
    2. 能够听、说、读、写句型“What do you have on Thursdays/…?”
    3. 能够在情景中运用句型“—What do you have on Thursdays/…? —I have…”询问并回答某天的课程安排。
    4. 能够在情景中运用句型“—Do you often read books/…? —Yes, I do./No, I don’t.”询问并回答经常从事的周末活动。
    5. 能够按照正确的意群及语音、语调朗读Robin的建议,理解建议内容并仿写句子补全对话,做到书写规范。
    6. 能够听、说、读、写单词和词组“Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, weekend, wash my clothes, watch TV, do homework, read books, play football”。
    7. 能够正确运用上述单词和词组描述自己的日常课程安排和周末生活。
    8. 能够掌握字母组合ee / ea的发音规则,即在单词中发长音/i:/。
    9. 能够读出符合ee / ea发音规则的单词;并能够根据发音拼写出符合ee/ea发音规则的单词。
    10. 能够在单线上完成抄写句子的活动,做到书写规范。

    2 情感态度价值观
    1. 通过本单元的学习使学生进一步懂得珍惜时间的重要性,引导他们既要抓紧校内时间学习,又要学会合理利用周末,加强体育锻炼,做到有张有弛、劳逸结合。
    2. 能够在教师的帮助下总结简单的英语构词法,并学会利用构词法记忆单词。

    四、课时安排
    第一课时: Part A Let’s try & Let’s talk
    第二课时: Part A Let’s learn & Let’s play
    第三课时: Part A Let’s spell
    第四课时: Part B Let’s try & Let’s talk
    第五课时: Part B Let’s learn & Group work
    第六课时: Part B Read and write & Let’s check & Let’s wrap it up
    第七课时: Story time
    The first period
    Part A Let’s try & Let’s talk
    内容分析
    本单元学习的主题是有关学校课程安排和周末活动的。教学内容主要是围绕星期一到星期五的学校课程安排和周末活动来展开的。教学重点是学生能够运用本课时的重点句型“What do you have/do on…?”询问某人某天的课程安排或活动安排并作答。
    课时目标
    知识与能力
    1. 学生能够借助图片及核心词的提示听懂简短对话,抓住关键信息,提高听的能力。
    2. 学生能够对新句型在听觉上有所感知,并完成听录音选词填空回答问题的练习。
    3. 学生能够在图片和教师的帮助下理解对话大意。
    4. 学生能够按照正确的意群及语音、语调朗读对话并进行角色扮演。
    5. 学生能够在情景中运用句型“What do you have/do on…?”询问并回答某人某天的课程或者活动安排。
    6. 学生能够在语境中理解新单词“cooking”的意思,并能够正确发音。
    过程与方法
    引导学生在听前对本部分的图片进行观察,对答案进行预测,使学生明确听力的任务和目标。训练学生的听力技巧,提高学生的听力能力。练习环节进一步巩固学生对课文的理解和记忆,训练学生的语音和语调。 同时也增加学生口语输出的机会,培养他们说英语的信心。
    学会通过观察图片的方式猜测文章内容,体会文章大意。
    情感态度价值观
    增加学生口语输出的机会,培养他们说英语的信心。
    教学重难点
    教学重点
    1. 学生能够理解Let’s talk板块的对话大意。
    2. 学生能够运用本课时的重点句型“What do you have/do on…?”询问某人某天的课程安排或活动安排并作答。
    教学难点
    学生能够正确运用重点句型与同学讨论某一天的课程以及所做的事。
    教学准备
    教学课件、课文视频、教具等。
    教学媒体选择
    多媒体,录音。
    教学活动
    21. 角色扮演;
    22. 游戏;
    23. 观看动画。
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. A guessing game.
    Show some pictures about different subjects to lead students to guess the right subjects according to the pictures.
    (课件依次出示:字母图—算式图—中文古诗词图—五线谱图—体育器材图—画笔和画板图—电脑图)
    T: Look at the picture on the PPT. Please tell me what subject it is.
    Talk about other pictures in the same way.
    设计意图:通过游戏“猜一猜”帮助学生复习与学科有关的单词,增加课堂的趣味性。
    3. Free talk.
    T: What class do we have today?
    Lead students to answer this question according to the class schedule. And lead them to use the sentence pattern: We have English/…today.
    Show a calendar of a whole month on the PPT. (出示课件) Circle one day.
    T: Teach the word.
    Lead students to answer this question according to the class schedule. Freely talk like this:
    T: What do you have on ...?
    Ss: We have…on… .
    T: What class do you like? Why?
    S1:I like…, because… .
    设计意图:通过观察日历,联系实际,让学生在自由对话的过程中对本课要学习的知识有初步的感知,为后面的学习做铺垫。
    Step 2: Presentation
    1. Let’s try.
    (1)Observe and guess.
    T: John and his grandpa are talking about John’s class schedule on Wednesdays, too. Let’s go and have a look.
    Show the picture of “Let’s try” on the PPT. (出示课件) Ask students to observe the picture carefully. Lead students to read the four words about subjects in this section. Lead students to read John’s grandpa’s question. Then ask them to guess what John says to his grandpa.
    Lead students to express their opinions by using the sentence pattern and the words in this part. They can say like this: I have art/Chinese/English/PE on Wednesdays.
    (2)Listen and fill in the blank.
    T: Is your guess correct? Now listen to the recording carefully and try to fill in the blank in your book. Please pay attention to the four words about subjects.
    Play the recording of “Let’s try”. (出示课件) Students try to complete the task.
    Play the recording of “Let’s try” again. Check the answer together. Show the listening material and the answer on the PPT. (出示课件) Help students understand this section better. Ask students to pay attention to the spellings and correct the mistakes.
    2. Let’s talk.
    (1)Predict the main idea of “Let’s talk”.
    T: Now we know John has art on Wednesdays. Boys and girls, what does John have on Thursdays? Please guess!
    Ss: Maybe he has…
    (2)Show the picture of John and his grandfather in “Let’s talk” on the PPT. (出示课件)
    T: Look! Who are they? Where are they? What are they talking about? Guess!
    Ss: They are John and his grandfather. They are at home. Maybe they are talking about…
    Let students talk about the questions freely.
    (3)Learn the new words and phrase.
    ①T: Are they talking about John’s Wednesdays? Let’s listen to the recording to check your answers.
    Play the recording of “Let’s talk”. (出示课件) Ask students to listen and get the main idea of the dialogue.
    T: So are they talking about John’s Wednesdays?
    Ss: No, they are talking about their Thursdays.
    Show the calendar of a whole month again. (出示课件) Circle and teach the word “Thursday” like this: Thurs + day=Thursday. Write down the word “Thursday” on the blackboard. Demonstrate the pronunciation: Thurs /ˈθɜːz/ -day/deɪ/-Thursday. Lead students to read like this three times. Ask one student to circle all the “Thursday” on the calendar to help students better understand this word.
    ②Act like cooking dishes.
    T: Look! I’m cooking dinner in the kitchen. Can you cook?
    Ss: Yes. /No.
    Show a picture of a cooking school and its recruitment advertisement on the PPT. (出示课件)
    T: Don’t worry if you can’t cook. There is a good place. Look! This is a cooking school. If you want to learn cooking, you can go to this school and have cooking classes,just like John’s grandparents.
    Show the picture of “cooking class” on the PPT. (出示课件)
    Write down the word “cooking” and the phrase “cooking class” on the blackboard. Lead students to read them three times.
    (4)Show four questions on the PPT.

    Let students watch the video of “Let’s talk”. (出示课件) Ask students to listen carefully and underline the answers to the questions on the PPT.
    Ask four students to answer the four questions.
    Show the answers on the PPT.

    Show the pictures about maths, English and music class to help students better understand the first three questions and their answers. (出示课件)
    Show the picture about John’s grandparents in this section to help students better understand the fourth question and its answer. (出示课件)
    Check the answers together and lead students to read the sentences one time. Let students work in pairs and read the questions and answers in pairs.

    Step 3: Practice
    1. Practice the dialogue.
    (1)Show the dialogue with some blanks in “Let’s talk”. (出示课件) Then play the recording. (出示课件) Ask students to fill in the blanks without their books.
    Check the answers together. Show the answers on the PPT to let students correct their mistakes by reading the dialogue in their books.(出示课件)
    (2)Play the recording of “Let’s talk” again.(出示课件)Lead students to read after it and imitate the intonation and the pronunciation of the recording. Then ask students to read together and read freely.
    (3)Ask students to read the dialogue in pairs. Several minutes later, take out the headwears of John and John’s grandpa and ask some students to act out the dialogue.
    (4)Choose the best performers. Then give awards.
    2. Look and say.
    Show a calendar on the PPT. In the calendar, certain days are circled, such as every Wednesday or every Thursday. And there are two pictures of different subjects. (出示课件)
    Divide students into two groups. For the first picture, let boys ask the question according to the days circled in the calendar. They can ask like this: What do you have on…? Let girls answer the question according to the picture about subjects. For the second picture, let boys and girls exchange.

    Step 4: Consolidation & Extension
    “Design your own schedule”
    1. Fill in the chart.
    Show the chart below on the PPT. Divide students into six groups. Ask them to design their own schedule about courses and activities on Wednesdays and Thursdays. Let them discuss by asking and answering in groups.

    2. Interview other groups.
    Two groups interview each other. They should ask and answer the questions according to the chart. They can ask and answer like this:
    G1: What do you have on Wednesdays?
    G2: We have maths, art and Chinese on Wednesdays.
    G1: What do you do on Wednesdays?
    G2: We draw some pictures on Wednesdays.
    G1: What do you have on Thursdays?
    G2: We have English, science and music on Thursdays.
    G1: What do you do on Thursdays?
    G2: We play games and sing songs on Thursdays.
    Then the two groups make an exchange. The best group can get blank schedule cards as awards.


    板书设计


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1. 本课的重点在于训练学生的听力和口语表达能力,使学生能够使用本课重点词汇和句型询问并回答有关星期三和星期四两天的课程及活动安排。整个教学设计紧扣教学重点,脉络清晰,重点突出。
    2. 本课教学过程中复习了第一单元询问人物性格特征的句子,在教学中提醒学生注意不断地温故而知新。
    3. 课堂以学生为本,注重提高学生的课堂参与度,让他们成为课堂的主人。
    4. 本课设计把“激发和培养学生学习英语的兴趣”放在教学的首位,时刻联系生活实际,使学生们在较为真实的语境中锻炼了语言交际能力。拓展部分充分发挥了学生的主观能动性,让他们在合作中共同学习,共同进步。
    5. 板书简洁明晰,重点突出,一目了然。
    The second period
    Part A Let’s learn & Let’s play
    内容分析
    本单元学习的主题是有关学校课程安排和周末活动的。教学内容主要是围绕星期一到星期五的学校课程安排和周末活动来展开的。教学重点是学生能够在情景中询问他人的课程安排并作答。
    课时目标
    知识与能力
    1. 学生能够听、说、读、写并在语境中运用正确单词“Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, weekend”。
    2. 学生能够操练和巩固Let’s learn板块有关一个星期七天名称的单词。
    过程与方法
    掌握通过拼读单词及单词组成结构判断单词读音和认知单词的单词学习方法。
    情感态度价值观
    通过反复强调课程与日历的关系,引导学生学会基于日历的课程管理和时间管理。
    教学重难点
    教学重点
    1. 学生能够听、说、读、写本课四会单词。
    2. 学生能够在情景中询问他人的课程安排并作答。
    教学难点
    学生能够掌握表示一周七天名称的单词的拼写。
    教学准备
    教学课件、课文视频等。
    教学媒体选择
    多媒体,录音。
    教学活动
    24. 角色扮演;
    25. 游戏;
    26. 观看动画。
    27. 小组合作竞争
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. Let’s chant together—Days of the week. (出示课件).
    T: How many days are there in a week?
    Ss: There are seven days in a week.
    3. Ask and answer.
    Show pictures of courses and calendars. (出示课件) In Picture 1, it is Wednesday. And there is a Chinese class, a music class and a maths class in it, too. In Picture 2, it is Thursday. And there is an English class, a PE class and an art class in it. The teacher and students ask and answer according to the pictures.
    T: What do you have on Wednesdays?
    Ss: We have Chinese, music and maths on Wednesdays.
    T: What do you have on Thursdays?
    Ss: We have English, PE and art on Thursdays.
    4. Lead-in.
    Show the picture of “Let’s learn” on the PPT. (出示课件) Lead students to observe it carefully and answer the questions.
    T: Who are they? Ss: They are Robin and Wu Yifan.
    T: Are they talking about classes? Ss: Yes. T: Good! Let’s go and see!

    Step 2: Presentation
    1. Learn the new words.
    (1)Show the picture of the class schedule on Monday in “Let’s learn”. (出示课件)
    T: What classes can you see?
    Ss: I can see Chinese, English, maths and music.
    T: What day is it? Ss: It is Monday. T: Yes, it is Monday.
    · Teach the word like this: “monkey (mon+key)” and “day”, “Mon/mʌn/+day/deɪ/=Monday/ˈmʌndeɪ/”. Write down “Monday” on the blackboard. Lead students to practice reading it three times.
    (2)Show the picture of the class schedule on Tuesday in “Let’s learn”. (出示课件)
    T: What does Wu Yifan have on this day?
    Ss: He has maths, science, Chinese and art.
    T: What day is it? Ss: It is Tuesday. T: Yes, it is Tuesday.
    Show the picture of the whole class schedule in “Let’s learn”.(课件出示) Teach words of “Wednesday”, “Thursday”, “Friday”, “Saturday” and “Sunday”.
    (4)Ask students to look at the whole class schedule in “Let’s learn”. Point to “Saturday” and “Sunday”.
    T: Why are there no classes in these two days?
    Ss: Because they are Saturday and Sunday. We don’t go to school.
    T: Excellent! “Saturday and Sunday” is the weekend. We are free at the weekend.
    Write down “week + end=weekend” on the blackboard. Lead students to practice reading it three times.
    T: What can we do at the weekend? Ss: …
    2. Find the rules.
    Show all the seven words on the PPT. (出示课件) Ask students to observe them carefully and try to find out their spelling rules. Ask several students to stand up and express their opinions. At last, make a conclusion: The last three letters of these seven words are the same. They are all “day”. And all the first letters of these words are capital letters. Use the red chalk to stress all the first letters and the last three letters. Lead students to read all the words.
    3. Role-play.
    Show the picture of “Let’s learn”. (出示课件) Role-play the dialogue between Robin and Wu Yifan with students. The teacher acts Robin. All the students act Wu Yifan. Use the five days’ class schedule to ask and answer like this:
    T: What do you have on Mondays?
    Ss: I have Chinese, English, maths and music.
    T: What do you have on Tuesdays?
    Ss: I have maths, science, Chinese and art.
    T: What do you have on…?
    Ss: I have…

    Step 3: Practice
    1. Play a game: choose the right spell. (出示课件)
    2. Finger game.
    The teacher shows his/her fingers to express the seven days of a week. Students count the number of the fingers and try to speak out the right word as quickly as possible. If the teacher shows only one finger, students should say “Monday”. If the teacher shows two fingers, students should say “Tuesday”.
    3. Play a game: Let’s drive a train to read!
    Divide students into seven groups. Name them after the seven days in a week. Take out the word cards of the seven days and distribute them to each group randomly. Each group should remember its name. Then let the seven groups drive a train to read their names according to the right order of a week. Keep driving the train till the teacher says “Here we are!”

    Step 4: Consolidation & Extension
    Make your own schedules.
    Ask students to work out their own schedules. They can imitate the schedule in the last activity. (课件出示:上个活动中制作好的课程表)
    Let several students stand up and show their schedules. They can talk about the schedule with their teacher. Make a model:
    T: What do you have on Mondays/…? Ss: I have…
    The others can talk about the schedule with their partners.

    板书设计

    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1 .从复习旧知开始本课的学习,再通过一系列活动教授新知,达到温故而知新的目的。
    2 .本课新单词量多,难度大。在教授过程中,采用了自然拼读法、拆分法等多种方式,引导学生观察、总结单词的构成规律,很好地突破了教学难点,降低了学习的难度。
    3.本课的活动以游戏为主,增加了课堂的趣味性,也提高了学生的学习积极性。
    4 .活动的设计环节紧凑,层次分明,循序渐进,逐步提升任务的难度和所涉及知识的广度,符合认知规律。
    5.板书设计清晰明了,重点突出,起到了很好的辅助作用。

    The third period
    Part A Let’s spell
    内容分析
    本单元学习的主题是有关学校课程安排和周末活动的。教学内容主要是围绕星期一到星期五的学校课程安排和周末活动来展开的。这一课时和音标有关,教学重点是学生能够掌握ee和ea的发音规则。
    课时目标
    知识与能力
    1. 学生能够通过听例词发音,观察例词结构特征,学习字母组合ee和ea在单词中的发音规则。
    2. 学生能够跟着录音说唱歌谣。
    3. 学生能够读出符合ee和ea发音规则的单词。
    4. 学生能够根据单词的读音拼写出符合ee和ea发音规则的单词。
    5. 学生能够在单线上完成抄写句子的活动,做到书写规范正确。
    过程与方法
    在学习新知前复习旧知,唤醒学生对语音的记忆,对将要学的知识进行预热。 从chant中直接抽取出本课重点字母组合,让学生猜测发音,激发学生的好奇心和学习热情。根据歌谣和图片创设情景进行教学,一步一步引导学生自己找出相同的字母组合并归纳正确的发音,让学生更加深入地理解和掌握所学的语音知识,加深印象。通过阅读含有大量字母组合ee和ea的绘本故事,让学生利用所学知识进行阅读,拓展学生的阅读面,提升学生的学习能力。
    情感态度价值观
    培养学生独立思考的习惯,树立学习英语的自信心。拓展学生的阅读面,提升学生的学习能力。
    教学重难点
    教学重点
    学生能够掌握ee和ea的发音规则。
    教学难点
    学生能够读出符合ee和ea发音规则的单词,并能根据发音拼写出符合ee和ea发音规则的单词。
    教学准备
    教学课件、课文录音、视频等。
    教学媒体选择
    多媒体,录音。
    教学活动
    小组合作;游戏
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. Revision.
    Lead students to review the pronunciation of the letter “y” in Unit 1 by letting them drive a train to give examples.
    3. Enjoy the chant in this lesson. (出示课件)
    4. Lead-in.
    Write down the letter combinations “ee” and “ea” on the blackboard.
    T: Look at these letter combinations. And “ea” comes from the words in the chant. Please guess the pronunciation.
    Ss: …
    T: Today we’re going to learn the pronunciation of these two letter combinations.

    Step 2: Presentation
    1. Learn the letter combination “ea”.
    (1)Show a picture about a girl who is reading a book on the PPT. (出示课件)
    T: Look at this lovely girl. I want you to be the girl for a while and answer my question. Are you ready?
    Ss: Yes!
    T: Do you like to read?
    Lead students to say the sentence: I like to read. Then show the sentence beside the picture on the PPT. Make the word “read” in red. (出示课件)
    Show another two pictures on the PPT. One is about the girl eating food. The other is about the girl drinking tea. (出示课件) Then ask another two questions: Do you like to eat? Do you like to drink tea?
    Lead students to say the sentences: I like to eat. I like to drink tea.
    Show the sentences beside the pictures one by one on the PPT. Mark the words “eat” and “tea” in red. (出示课件)
    (2)Show the pictures and the words “read” “eat” and “tea” on page 16 on the PPT. (出示课件) Lead students to observe them carefully and try to find out the same letter combination “ea”. Then write it down on the blackboard.
    Ask students to listen to the recording of these three words and try to conclude the right pronunciation of the letter combination“ea”. Encourage students to say their opinions. Then show the phonetic symbol /i:/ on the PPT. (出示课件)
    Introduce the pronunciation rule briefly. Lead students to read the phonetic symbol and the three words several times.
    (3)Show the chant on the PPT. (出示课件) Point to the chant and stress the last sentence.
    T: Do you like to repeat: Look at this chant. We sang it before. ?
    Lead students to answer with the last sentence.
    T: Great! Now, please repeat this chant after the recording!
    Let students listen to the recording and read after it. Help them understand the pronunciation of the letter combination “ea”.
    (4)Ask several students to stand up and read the chant. Check their pronunciation. Give some help when it’s necessary. And correct the wrong pronunciation.
    2. Learn the letter combination “ee”.
    (1)Learn the words.
    ①Show a picture of one foot on the PPT. (出示课件)
    T: What’s this?
    Lead students to say the word “foot” and show the word beside the picture.
    Then show a picture of two feet on the PPT. (出示课件)
    T: What are they?
    Lead students to say the word “feet”. Show the word beside the picture and mark the letter combination “ee” in red.
    After that, show pictures of some animals with two or more than two feet on the PPT.(出示课件)
    T: How many feet?
    Ss: …
    Stress the word “feet”. Lead students to read it.
    ②T: What would you like for dinner? Look at this picture.
    Show a picture of beef on the PPT. (出示课件) Point to the picture. Lead students to say the sentence: I’d like some beef.
    Stress the word “beef”. Lead students to read it. Show the word beside the picture and mark the letter combination “ee” in red.
    ③Show a picture that Mr Green and Mr Lee meet together. Mr Lee is saying: Nice to meet you! (出示课件)
    T: Mr Green and Mr Lee meet together. What should Mr Green say to Mr Lee?
    Ss: Nice to meet you, too!
    Stress the word “meet”. Lead students to read it. Show the word beside the picture and mark the letter combination “ee” in red.
    (2)Make a conclusion and read.
    Show the pictures and the words “feet”“beef”and“meet”on Page 16 on the PPT. (出示课件) Lead students to observe them carefully and try to find out the same letter combination“ee”. Then write it down on the blackboard.
    Ask students to listen to the recording of the three words and try to conclude the right pronunciation of the letter combination“ee”. Encourage students to say their opinions. Then show the phonetic symbol / i:/ on the PPT. (出示课件)
    Lead students to realize that the letter combination “ee” has the same phonetic symbol as “ea”. Lead students to read the phonetic symbol and the three words several times.

    Step 3: Practice
    1. Show all the six words in “Read, listen and chant” on the PPT. (出示课件)
    Ask students to read them after the recording. Then ask some students to stand up and read these words. Give some help when it’s necessary. And correct the wrong pronunciation.
    2. Show some words containing the letter combination “ea” or “ee” on the PPT.
    The words can be “bee, feed, feel, meat, please, sea, wheel, meal, deal”. (出示课件) Let students read them according to the pronunciation rules.
    3. Show the exercise of “Listen, repeat and circle” on the PPT. (出示课件)
    Ask students to read all the words before listening. Then play the recording(出示课件). Ask students to listen and circle the word in each group.
    Check the answers together. Present the listening materials and let students read them. (出示课件)
    4. Show the exercise of “Listen, write and say” on the PPT. (出示课件)
    Let students observe the pictures carefully and get to know the tasks of the listening. Then play the recording. (出示课件) Ask students to listen and fill in the blanks.
    Check the answers together. Show the listening materials and the answers. (出示课件) Help students understand this section better. Ask students to pay attention to their spellings and correct the mistakes.
    Let students choose one sentence and write it on the line. Remind students to write the sentence in correct forms. Stress that the first letter must be capitalized. Ask students not to forget the punctuation. Ask several students to stand up and read their sentences.
    Choose some students’ work to present. Check if the handwriting is in the right form. Correct the mistakes together. Praise the students who do a good job.

    Step 4: Consolidation & Extension
    “Story time”
    1. Show the story Three for tea. (出示课件)
    Read and enjoy the story with students. Ask students to pay attention to all the words containing the letter combination “ea” or “ee”. Lead students to read the two letter combinations correctly.
    2. Show the words on the PPT. (课件出示: 单词geese, three, creek, eat, cheese, breeze, sleet, tea)
    Let students try to read these words by themselves. Then lead them to read these words several times.
    3. Let students try to read the story by themselves in groups.
    4. Ask several groups to act out the story.


    板书设计


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1. 整个教学设计侧重于培养学生自主学习的能力,通过让学生自己观察、找出规律、总结发音等方式,提高学生的自主探究能力和归纳总结能力。
    2. 在听力活动之前,让学生对所学内容进行观察和预测,使学生明确学习目的,因而能够更加集中注意力,也能有效地训练学生的听力技巧。
    3. 多种有效的练习活动,帮助学生巩固本课所学的语音知识。
    4. 板书简洁明了,重点突出。

    The fourth period
    Part B Let’s try & Let’s talk
    内容分析
    本单元学习的主题是有关学校课程安排和周末活动的。教学内容主要是围绕星期一到星期五的学校课程安排和周末活动来展开的。教学重点是学生能够掌握询问对方经常从事的周末活动的一般疑问句及其答语“—Do you often read books/…? —Yes, I do./No, I don’t.”。
    课时目标
    知识与能力
    1. 学生能够借助图片听懂简短对话,抓住关键信息,提高听的能力。
    2. 学生能够对新句型在听觉上有所感知,并完成听录音选图的活动。
    3. 学生能够在图片和教师的帮助下理解对话大意。
    4. 学生能够按照正确的意群及语音、语调朗读对话,并能够进行角色扮演。
    5. 学生能够在情景中恰当运用句型“—Do you often read books/…? —Yes, I do./No, I don’t.”询问对方经常从事的周末活动并作答。
    6. 学生能够在语境中理解词组“read books, play football”的意思,并能够正确发音。
    过程与方法
    通过引导学生利用图片和对话背景,预测听力内容,借助图片听懂简短的对话,抓住关键信息,掌握听力解题方法。
    情感态度价值观
    通过对听力的不断练习,逐渐培养乐听、愿听的情绪,并利用英语听力改善个人英语发音。
    教学重难点
    教学重点
    学生能够掌握询问对方经常从事的周末活动的一般疑问句及其答语“—Do you often read books/…? —Yes, I do./No, I don’t.”。
    教学难点
    学生能够在真实情景中用核心句型询问对方经常从事的周末活动并作答。
    教学准备
    教学课件、课文视频等。
    教学媒体选择
    多媒体,录音。
    教学活动
    28. 角色扮演;
    29. 游戏;
    30. 观看动画。
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. Enjoy the song—Days of the week. (出示课件)
    设计意图:通过歌曲复习巩固之前所学的有关星期的知识,对话交流部分对今天要学的知识进行预热,对整个课堂起到承上启下的作用。
    3. Free talk.
    T: What do you have on Mondays? Ss: We have…
    T: What do you have on Fridays? Ss: We have…
    T: I have no classes on Sunday and Saturday. What about you?

    Show some pictures about different activities on the PPT to lead students to talk about their weekend activities. (出示课件)
    4. Lead-in.
    Show a picture about Zhang Peng and Oliver. They are making a phone call in the picture. (出示课件)
    T: It’s a Saturday morning. Zhang Peng calls Oliver. What are they talking about? Let’s go and see.

    Step 2: Presentation
    1. Let’s try.
    (1)Show the pictures of “Let’s try” on the PPT. (出示课件)
    Ask students to observe the pictures carefully. Then let them try to describe the two pictures briefly. Lead students to talk about the pictures from two aspects. First, try to introduce the characters in the pictures, then try to describe the activities they do in the pictures. They can describe like these: I can see Oliver in Picture 1. He cleans his room in the picture./They are Oliver and another boy in Picture 2. They play football in this picture.
    T: From these pictures, can you guess what they are talking about?
    S1: Maybe they are talking about their weekend.
    S2: Maybe they are talking about their activities.

    T: Does Oliver do both the activities in these two pictures?

    T: We have different opinions. Please listen to the recording carefully and try to know what they are talking about and what Oliver does exactly.
    (2)Play the recording of “Let’s try” for the first time. (出示课件) Let students try to get the key information: play football, sorry, clean my room, on Saturdays, yes.
    (3)Then play the recording again. (出示课件) Let students try to listen and tick the right picture about Oliver’s weekend.
    (4)Check the answer. And check the guesses before.
    T: Now we know that they are talking about their activities on the weekend. Oliver doesn’t do both the activities. He doesn’t play football with Zhang Peng. He often cleans his room on Saturdays.
    Show the listening material and the answer of “Let’s try”. (出示课件) Lead students to read the dialogue.
    2. Let’s talk.
    Show a picture of some children playing in the park. (出示课件)
    T: It’s Saturday morning now. Some children are playing in the park. Let’s have a look.
    (1)Learn the new words and phrases.
    ①Show a picture on the PPT: A girl reads a book in the park. (出示课件)
    T: Where is the girl?
    Lead students to say the sentence: She is in a park. Write down the word “park” on the blackboard. Lead students to read it three times. Then point to the book in the picture.
    T: What’s this? Ss: It’s a book.
    T: What does she do on Saturday morning?
    Lead students to say the sentence: She reads books on Saturday morning.
    Write down the phrase “read books” on the blackboard. Lead students to read it three times.
    T: Do you often read books on the weekend? Yes or no? Pay attention to the word “often”. It means “many times”.
    Ss: Yes./No.
    T: Please ask me the two questions.
    Ss: Do you often read books on the weekend? Yes or no?
    T: Yes, I do. I often read books on the weekend. We should read more books.
    ②Show a picture on the PPT: A boy plays football in the park. (出示课件)
    T: What’s this? (Point to the football.)Ss: It’s a ball/football.
    T: It is a football. What does he do on Saturday morning?
    Lead students to say the sentence: He plays football on Saturday morning.
    Write down the phrase “play football” on the blackboard. Lead students to read it three times.
    T: Do you often play football on the weekend? Yes or no?
    Ss: Yes./No.
    T: Please ask me the two questions.
    Ss: Do you often play football on the weekend? Yes or no?
    T: No, I don’t. I often read books on the weekend. I should play sports on the weekend.
    (2)Learn the dialogue.
    ①Show the picture of Zhang Peng and Sarah in “Let’s talk”. (出示课件)
    T: Now, it is Saturday afternoon. Look! Who are in the park now?
    Ss: Zhang Peng and Sarah.
    T: What else can you see? What are in their hands?
    Ss: I can see a football in Zhang Peng’s hand and a storybook in Sarah’s hands.
    T: Excellent! What are they talking about? Are they talking about their classes?
    Encourage students to guess the answers.
    ②Play the video of “Let’s talk”. (出示课件) Let students watch the video and check their predictions. After students watch the video, ask the questions again. Lead students to provide the right answers: No, they are not talking about their classes. They are talking about their weekends.
    ③Show three questions on the PPT.

    Play the video of “Let’s talk” again. (出示课件) Let students watch carefully and try to answer these questions.
    Ask three students to stand up and answer these questions one by one. Show the answers on the PPT. Check the answers together.
    Answers:

    (3)Read and act.
    ①Let students read after the recording sentence by sentence and try to imitate the intonation and the pronunciation of the recording. Then let them read freely.
    ②Let students practice the dialogue in pairs.
    ③Ask several pairs to role-play the dialogue. Each pair that does a good job can get two word cards.

    Step 3: Practice
    1. Listen and fill in the blanks.
    Show the dialogue of “Let’s talk” with some blanks on the PPT.

    Then play the recording. (出示课件) Students try to listen and fill in the blanks to complete the dialogue. They can write the answers in their notebooks. If they can’t write down the answers, the teacher can play the recording one more time.
    Display several students’ answers. Check and correct the mistakes together. Choose the best work. Give a word card to the student as an award.
    Show the answers on the PPT. (出示课件) Ask students to check and correct their answers. Then let them read the dialogue together once.
    2. The turntable game. (出示课件)
    (游戏说明:转盘上呈现一些不同活动的图片和词组,如:read books, clean the room, play football, cook dinner, drink tea。一名学生喊 “Start!”,老师点击鼠标,指针开始转动,该学生喊 “Stop!”,老师再次点击鼠标,指针停止转动。其他学生根据指针所指的图片和词组,使用句型“Do you often…on the weekend?”提问该学生。该学生根据自己的实际情况用“Yes, I do./No, I don’t.”进行回答。)

    Step 4: Consolidation & Extension
    1. Ask and answer.
    Show the picture of “Ask and answer” and the sentence patterns “—Do you often…on the weekend? —Yes, I do./No, I don’t.” (出示课件) Ask two students to read the dialogue between Sarah and Chen Jie. Then let students work in pairs. Ask students to try to use the phrases and the sentence patterns on the PPT to make new dialogues. Encourage students to think of more phrases to make their own dialogues. Make a model with one student.
    T: Do you often play basketball on the weekend?
    S1: Yes, I do./No, I don’t.
    2. Show time.
    Ask several pairs to stand up and show their work. Give each pair four word cards as awards.
    3. Emotional education.
    Ask students to try to cherish their time, read more and do more exercise.

    板书设计


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1. 在进行听力活动和对话学习之前,都让学生对所学内容进行预测。给出问题,让学生带着问题去听听力、阅读对话,让学生明确了学习目的,同时提高了学生的学习积极性和主动性。
    2. 本课各个环节的设计循序渐进,环环相扣,让学生们很自然地跟随节奏,掌握新知。
    3. 本课结对活动较多,加强了学生之间的合作能力,各种表演活动让学生在表现自己的同时有效地感知和掌握目标语言。
    4. 课堂气氛积极活跃,时刻注意吸引学生的注意力,提高他们的学习兴趣。
    5. 板书简洁清晰,重点突出,一目了然。

    The fifth period
    Part B Let’s learn & Group work
    内容分析
    本单元学习的主题是有关学校课程安排和周末活动的。教学内容主要是围绕星期一到星期五的学校课程安排和周末活动来展开的。教学重点是学生能够听、说、读、写词组“wash my clothes, watch TV, do homework, read books, play football”。
    课时目标
    知识与能力
    1. 学生能够听、说、读、写词组“wash my clothes, watch TV, do homework, read books, play football”
    2. 学生能够在语境中正确运用上述五个词组描述周末活动。
    3. 学生能够读懂关于主线人物周末活动的三个句子,并描述自己的周末活动。
    过程与方法
    利用分组学习的方式培养学生锻炼学生自主学习,团队协作的意识。
    情感态度价值观
    分组合作有效地培养学生的团队协作意识,加强学生之间的沟通和了解。培养学生的语言综合运用能力。
    教学重难点
    教学重点
    学生能够听、说、读、写词组“wash my clothes, watch TV, do homework, read books, play football”。
    教学难点
    学生能够运用所学句型谈论周末活动。
    教学准备
    教学课件、课文视频等。
    教学媒体选择
    多媒体,录音。
    教学活动
    31. 角色扮演;
    32. 游戏;
    33. 观看动画。
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. Play a chain game.
    Divide students into groups. Every group has seven people. Let them play a chain game like this:
    S1: What do you have on Mondays, S2?
    S2: I have…on Mondays. What do you have on Tuesdays, S3?
    S3: I have…on Tuesdays. What do you have on Wednesdays, S4?
    S4: I have…on Wednesdays. What do you have on Thursdays, S5?
    S5: I have…on Thursdays. What do you have on Fridays, S6?
    S6: I have…on Fridays. What do you have on Saturdays, S7?
    S7: I have no classes on Saturdays. What do you have on Sundays, S1?
    S1: I have no classes on Sundays.
    设计意图:通过句子接龙游戏和表演对话回顾旧知,导入新知。
    3. Act out the dialogue.
    Show the picture of “Let’s talk” on page 17 on the PPT. (出示课件) Ask two pairs of students to act out the dialogue in the front of the classroom.
    4. Lead-in.
    Show the pictures of the five kids in “Let’s learn” on the PPT. (出示课件)
    T: Zhang Peng often plays football on the weekend. How about other kids? What do they often do on the weekend?
    Let students think of more activities. Encourage them to express their opinions.
    T: Let’s learn some phrases about activities first.

    Step 2: Presentation
    1. Learn the new phrases.
    (1)Show the picture of Amy and Chen Jie in “Let’s learn” without the dialogue on the PPT. (出示课件) Ask students to guess Chen Jie’s weekend activity. Then play the recording of the dialogue between Amy and Chen Jie. (出示课件) Ask students to catch the key phrase “wash clothes”. Help students speak out the phrase loudly. Show the corresponding picture of this phrase in this section. (出示课件) Help students understand it better.
    Write down the phrase “wash clothes” on the blackboard. Lead students to read it three times and do the corresponding action at the same time. In the process of teaching this phrase, use the natural spelling method to teach the sounds of “wash” and “clothes”. The teacher reads the word “wash”. Students try to pronounce each phoneme like this: w/w/-a/ɒ/-sh/ʃ/.
    Lead students to review the words learned before to sum up the sound of the letter combination “sh”. The teacher reads the word “clothes”. Lead students to pronounce each phoneme like this: cl/kl/-o/əʊ/-th/ð/-es/z/.
    设计意图:利用自然拼读法和拆音拼读法,使学生在了解单词的发音规则的基础上记忆单词。
    (2)Show the picture of Amy and Chen Jie in “Let’s learn” with the dialogue. (出示课件) Ask two students to read the dialogue. Then write down the sentence “Do you often wash your clothes on the weekend?” on the blackboard and ask some students to answer this question according to their real situations. Write down the two answers on the blackboard: Yes, I do. / No, I don’t.
    Lead students to read the sentences on the blackboard once. Tell students to do more housework at home to help their parents.
    (3)Take out a real TV remote control. Pretend to change channels and say, “Many people often watch TV on the weekend.” Teach the phrase “watch TV”. Show the corresponding picture of this phrase in this section. (出示课件) Help students understand it better.
    Write down the phrase “watch TV” on the blackboard. Lead students to read it three times. Stress that the letter “t” in the word “watch” doesn’t pronounce. Then students pass the TV remote control one by one and speak out the phrase “watch TV” at the same time.
    The teacher asks, “Do you often watch TV on the weekend?” Students answer it according to their real situations. Remind students that they should not often watch TV. They can do lots of other things.
    (4)Show the corresponding pictures of “do homework” and “read books”. (出示课件) And say “We can do homework and read books on the weekend, too.” Write down the phrases “do homework (home + work=homework)” and “read books” on the blackboard. Lead students to read them three times and do the corresponding actions at the same time.
    Ask students to ask and answer by using these two phrases and the sentence patterns in pairs. Invite two pairs to show their dialogues.
    (5)Play a short video about a football game. (出示课件) Ask students to say the name of this physical activity. Lead students to speak out the phrase “play football”. Show the corresponding picture of this phrase in this section on the PPT. (出示课件) Help students understand it better.
    Write down the phrase “play football” on the blackboard. Lead students to read it three times and do the corresponding action at the same time.
    The teacher asks, “Do you often play football on the weekend?” Students answer it according to their real situations. Remind students that they can also do some physical activities on the weekend.
    2. Read and act.
    (1)Show all the five pictures of the new phrases in “Let’s learn” on the PPT. (出示课件) Play the recording. (出示课件) Let students read after the recording.
    (2)Act out. Ask students to close their books. Each time the teacher reads a phrase, students do the corresponding action. Then ask one student to do actions, and the others try to guess the corresponding phrases.
    设计意图:将所学的新词组放到句子里,训练学生的语言综合运用能力。
    Step 3: Practice
    1. Play a game: Minesweepers. (出示课件).
    (游戏说明:课件呈现一些方格,方格里面包含一些地雷和本课5个新词组。学生选方格,遇到本课所学的新词组则进行认读,认读对了加分,遇到地雷则扣分。小组轮流进行趣味认读活动。)
    2. Play a game: Whispers.
    (游戏说明:教师用耳语告诉每竖排第一个学生一个本课的重点词组,这名学生再用耳语把听到的词组传给下一名学生,一个传一个,一直传到此竖排的最后一名学生。最后这名学生再把听到的词组用动作表现出来。老师和此排其他的学生一起确认动作是否正确,如果正确就让全班齐声读出该词组。)
    3. Play a game: The turntable game.
    (游戏说明:学生两人一组。课件出示一个单层转盘,转盘分为五个部分,每个部分包含一个本课的新词组。老师点击鼠标,指针指向哪一格,同组学生使用句型“—Do you often…on the weekend? —Yes, I do./No, I don’t.”来相互问答。)

    Step 4: Consolidation & Extension
    “Group work”
    1. Read and answer.
    Show the pictures of Wu Yifan, Chen Jie and Oliver on the PPT. (出示课件) Ask a question “What do they often do on the weekend?” Let students read “Group work” and find out the answers. Show the corresponding answers below the pictures of the three characters. (出示课件)
    2. Practice the dialogues.
    Stress the sentence patterns “—What do you often do on the weekend? —I often…on the weekend.” Let students work in pairs. One student asks the question “What do you often do on the weekend?” The other student chooses a role and answers the question with the corresponding sentence. Ask several pairs to stand up and show their dialogues.
    3. Work in groups to drive a train.
    Divide students into several groups. The first student in the group asks, “What do you often do on the weekend?” The second student answers according to his/her real situations. Then he/she asks the next one the same question. Play the game until all the students in the group say the sentences. They can ask and answer like this:
    S1: What do you often do on the weekend, S2?
    S2: I often read books and watch TV. What do you often do on the weekend, S3?
    S3: I often play football and clean my room. What do you often do on the weekend, S4?
    S4: …

    Ask several groups to stand up and show their dialogues. Choose the best group. Each student in this group can get two stickers as awards.
    4. Emotional education.
    Let students try to arrange their weekend reasonably.

    板书设计


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1. 本课使用了大量的游戏活动,课堂气氛活跃,学生的学习积极性也很高,避免了机械性学习词组的枯燥,让学生爱上英语课堂。
    2. 充分调动学生的各种感官,使用大量的肢体语言,从多方面训练了学生的综合能力。
    3. 本课将词组学习与句型学习有机地结合在了一起,多采取小组、结对活动,培养学生们的合作能力,提高他们的团队意识。
    4. 板书设计清晰明了,重点突出,起到了很好的辅助作用。

    The sixth period
    Part B Read and write & Let’s check & Let’s wrap it up
    内容分析
    本单元学习的主题是有关学校课程安排和周末活动的。教学内容主要是围绕星期一到星期五的学校课程安排和周末活动来展开的。教学重点是能够听、说、认读本单元的核心词汇和句型,完成相关练习题,巩固本单元所学的知识点。
    课时目标
    知识与能力
    1. 学生能够在图片的帮助下读懂吴一凡和机器人的对话,完成判断信息正误的活动。
    2. 学生能够根据提供的信息模仿对话、补全新的对话。
    3. 学生能够听前熟悉听的任务(看图及题目要求),听时注意听关键词句,养成良好的听的习惯。
    4. 学生能够读懂、理解阅读活动Read and circle的三个问句,能够根据自己的实际情况回答问题。
    5. 学生能够了解有些单词的构成是有一定规律的,在学习中注意及时发现、总结规律,利用规律记忆单词。
    6. 学生能够在图片的帮助下理解故事内容,复习巩固有关一个星期七天名称的单词及句型,增加语言的输入。
    过程与方法
    掌握通过反复表达的方式提高口语及英语水平的学习方法。
    情感态度价值观
    培养学生养成总结归纳知识点的学习习惯。
    教学重难点
    教学重点
    1学生能够读懂Read and write板块的对话,并完成相应的任务。
    2学生能够听懂Let’s check板块的录音,并完成标号任务。
    3学生能够完成Let’s wrap it up板块的内容,初步了解简单的构词法。
    教学难点
    学生能够给他人的日常活动提供有益的建议。
    教学准备
    教学课件、课文视频、卡片等。
    教学媒体选择
    多媒体,录音。
    教学活动
    小组PK
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. Play a game: I do and you say.
    The teacher does some actions. Students try to say the corresponding phrases, such as play football, read books, watch TV, do homework, wash my clothes and so on.
    3. Play a game: The turntable game.
    Show a turntable on the PPT. It has the names of seven days in a week on it. Before the teacher rotates the turntable, students guess what day it will be. Then the teacher clicks the mouse to let the turntable rotate. (出示课件,注意星期五被最后转出来) When the turntable stops rotating, the teacher asks and students answer according to the day which the pointer points to like this:
    T: What day is it? Ss: It is Tuesday.
    T: What do you have on Tuesdays? /Do you play football on Tuesdays?
    Ss: I have…on Tuesdays./Yes, I do./No, I don’t.
    In this way, help students review the seven words about the seven days in a week and the key sentence patterns in this unit. When the pointer points to the word “Friday”, the teacher asks, “What do you have on Fridays?” Students answer the question. Then the teacher keeps asking: What about Wu Yifan? What does he have on Fridays?

    Step 2: Presentation
    “Read and write”
    1. Predict the main idea of the passage.
    Show the two pictures above the passage in “Read and write” on the PPT. (出示课件) Let students observe the pictures and guess: How does Wu Yifan look? What does Wu Yifan have on Fridays? Encourage them to express their opinions.
    2. Fast reading.
    Play the recording of “Read and write”. (出示课件) Ask students to listen and check their answers. Lead students to say the sentences: Wu Yifan has PE on Fridays. He looks tired.
    T: I like PE. Look at me. I can run very fast. I can jump. I can play football.
    Do the actions of running, jumping and playing football. Then act like feeling very tired and say, “Oh, I like playing sports. I like running, jumping and playing football. We can play sports in PE class. But now I’m tired.” Help students understand the meanings of “play sports” and “tired”.
    The teacher asks, “Does Wu Yifan like sports?” Ask students to read the passage quickly and answer the question. Then the teacher asks, “Do you like sports?” Students may answer, “Yes, I do.” or “No, I don’t.”
    T: I’m glad that most of you like sports./I’m sorry that most of you don’t like sports. Playing sports can make us strong. You should play sports every day.
    Explain the meanings of “should” and “every day” simply.
    3. Careful reading.
    (1)Ask students to read the dialogue carefully for the second time and try to answer the question: What does Wu Yifan do on the weekend? (课件出示:此问句) Ask students to underline the related sentences in their books.
    Check several students’ work. Then show the correct answer on the PPT. (出示课件) Lead students to read the question and the answer once.
    (2)Show the chart below on the PPT.

    Ask students to count the number of “watch TV” and “read books” in the chart.
    T: How many “watch TV”? Ss: Five.
    T: How many “read books”? Ss: Two.
    Use the mathematical formula “five>two” to help students understand “often>sometimes”. Then ask students to talk about their weekend by answering the following questions: What do you often do? What do you sometimes do?
    (3)Tick or cross.
    Show the task of “Tick or cross” on the PPT. (出示课件) Ask students to read the dialogue again and try to complete the task “Tick or cross”.
    Check the answers together. Lead students to find out the mistakes in the wrong sentences and correct them. (出示课件)
    Ask students to say something about Wu Yifan’s activities in his daily life freely and try to give some advice to him. The teacher can make a model like this: I don’t often watch TV on the weekend. I sometimes watch TV. I often read books and play sports. I think he should read more books.
    Ask several students to stand up and express their opinions.
    T: You have different opinions. And some of you give good advice to Wu Yifan. Robin gives advice to Wu Yifan, too. Let’s go and have a look.
    (4)Read the schedule.
    ①Show the “new schedule” on the PPT. (出示课件) Ask students to read Robin’s words together and observe the new schedule carefully. The teacher asks and students answer like this: —What does Wu Yifan do on Mondays/Tuesdays/…? —He…on Mondays/Tuesdays/…
    ②Let students observe the new schedule, complete the dialogue between Wu Yifan and Sarah and write the answers in their books. Ask several pairs of students to stand up and read out the dialogue according to their answers. The others should listen carefully and try to find out the mistakes.
    Show the answers. (出示课件) Ask students to check their answers. Pay attention to their spellings and correct the mistakes.
    4. Role-play.
    (1)Ask students to read the dialogue between Wu Yifan and Robin in pairs.
    (2)Ask some pairs to stand up and role-play the dialogue.
    (3)Choose the best pair. Give each of them a blank class schedule as awards.

    Step 3: Practice
    1. Let’s check.
    (1)Show the content of “Listen and number” on the PPT. (出示课件) Ask students to observe the pictures and try to describe them like these:
    S1: I have English on Mondays, Wednesdays and Fridays.
    S2: I have art on Mondays and Thursdays.
    S3: I have maths on Wednesdays.
    S4: I often play football on the weekend.
    (2)Play the recording. (出示课件) Students listen carefully and number the pictures. Ask students to stand up and say their answers.
    (3)Play the recording again. Check the answers.
    (4)Show the listening material and the answers on the PPT. (出示课件) Students try to read.
    (5)The teacher asks and students answer by using the sentence patterns “—Do you often…on the weekend? —Yes, I do./No, I don’t.” Then Let students work in pairs and ask and answer with each other.
    Show the three questions in “Read and circle” on the PPT.(出示课件)Ask students to read these sentences and circle “Yes.” or “No.” according to their real situations.
    2. Let’s wrap it up.
    (1)Show the structures “Mon + day=Monday; bed + room= bedroom” on the PPT. (出示课件) Ask students to observe them carefully. Then show the seven words of a week on the PPT. (出示课件) Write them down on the blackboard. Colour the “day” red.
    Lead students to realize the formation rule of these words. These words are syntheses of two words. Monday is a compound word composed of “Mon” and “day”. Bedroom is a compound word composed of “bed” and “room”.
    (2)Take out some word cards, such as bath, bed, room, class. Let students make the right combinations, such as bathroom, bedroom, classroom.
    (3)Let students complete the task in “Let’s wrap it up”. Show the answers on the PPT. Check the answers together. (出示课件)
    (4)Present more words on the PPT, such as note, black, police, board, book, foot, man, ball and so on. Let students make the right combinations, such as notebook, blackboard, policeman, football. (出示课件)

    板书设计


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1. 本节课的重点是阅读和练习,很好地抓住并落实了课堂重点,围绕阅读和练习来展开教学。
    2. 本节课环节较多,但是多而不乱,各环节紧密相扣,帮助学生从听、说、读、写等多种形式的操练中复习知识,取得了很好的教学效果。
    3. 构词法的讲解不多,旨在引导学生自己发现、总结规律。让学生在大量的实践中感悟、掌握构词要领,并利用规律记忆单词。
    4. 板书设计清晰明了,一目了然,起到了很好的辅助作用。

    The seventh period
    Story time
    内容分析
    本课是PEP小学英语五年级上册Unit 2第七课时,本节课为故事课。故事讲述了Zoom和Zip在商店里为新学年的到来做着物质上的准备,他们打算购置很多学习用品,但最终却是由于钱不够的原因没能购买足球的趣事。这个故事处于My week单元主题下,因此本节课一方面要通过故事的形式对本单元所学的一周课程、周末活动的内容进行复习,还需要基于故事,领会凡事做好计划,谋定而动的道理。
    课时目标
    知识与能力
    5. 复习本单元所学的词汇和句型。
    6. 能够理解故事中的词句:I need to ... . We have ... on... . We don’t have enough money. I’ll put back the football.
    7. 能运用句型:I need to ... 表达自己的需求。
    8. 能运用句型:put back ... 表述要把东西放回原处。
    过程与方法
    掌握利用故事情景学习英语实际应用的方法,领悟语言学习重在使用的道理。
    情感态度价值观
    根据故事的意境,领会凡事做好计划,谋定而动的道理。
    教学重难点
    教学重点
    1.掌握句型: We have ... on ...
    I need ……
    2.理解“Story time”故事的意思。
    教学难点
    理解新句子I need to do some shopping. We don’t have enough money. I’ll put back the football. 的含义。
    教学准备
    教学课件、课文视频、单词卡片等。
    教学媒体选择
    多媒体,录音。
    教学活动
    34. 角色扮演;
    35. 游戏;
    36. 观看动画。
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. Sing the song—Days of the week. (播放第二单元的主题曲)
    3. Play a game—“Quick answer” (课件出示:出示四张课表,可以利用人名或者班级将课表做出区分,给学生1分钟时间观看课表,随后将课表中的信息全部隐藏,老师提问,可以问某一天上什么课,也可以问某节课是周几上。挑出6名学生抢答,抢到且答对记1分,答错不得分但禁止下一题抢答,最终得分多者获得老师奖励。)
    Review the vocabulary “Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, wash clothes, watch TV, do homework, read books, maths, art, English, Chinese, computer, PE, nature.”
    Review the sentence “What do / does ... have on ...?”
    4. Lead-in.
    T: Now let’s begin our class. Boys and girls. Do you often go shopping?
    Ss: Yes! / No!
    T: Very good! So, will you go shopping when new school year coming? What will you buy for new school year?
    Ss free talk.
    T: Well, Zip and Zoom now are going to do some shopping. What will they buy? Let’s learn about it.
    设计意图:从学生们的实际生活出发,引出本课的学习内容。
    Step 2: Presentation and Practice
    1. While-reading.
    Watch and answer(展示故事图片,展示学生需要回答的问题,播放故事视频)
    Why does Zoom need to do some shopping?
    What does Zoom need for art class?
    When do they have for English class?
    Can they buy the football? Why?
    设计意图:设置问题,让学生们带着问题去观看视频学习小故事。
    2. Read and write.
    Read the story in groups and underline the new words and expressions.
    设计意图:锻炼学生自主阅读学习,并画出新词写下解释,加深记忆,教师适时给予指导与帮助。
    Learn the new expressions.
    — I need to do some shopping.
    — We don’t have enough money.
    — I’ll put back the football.
    设计意图:趁热打铁学习本节课的重点句型。
    Students read the expressions aloud.
    设计意图:通过大声读加深学生的记忆。
    3. Watch and read
    Watch the video again and read aloud
    设计意图:重新完整的观看故事视频并要求学生边看边跟读,加深对故事内容的理解。
    4. Practice.
    (1)Read the story aloud in groups for 5 minutes.
    (2)Role play.( 2 students in a group )
    (3)Read together.
    (4)Role play in groups. Then choose some groups to act out the story.

    Step 3: Consolidation & Extension
    T: Today we learn the story about Zip and Zoom. They buy a lot of things. Such as notebooks and pencils, a ruler, a box of crayons and a football. But they don’t have enough money. At last, Zip put back the football. So, boys and girls. Please remember, plan ahead in everything you do, OK?

    板书设计
    Unit2 My week
    story time

    Why does Zoom need to do some shopping? Because Zoom needs to do something prepare for the new school year.
    What does Zoom need for art class? He needs a box of crayons.
    When do they have for English class? They have English class on Thursdays.
    Can they buy the football? Why? No, they can’t. Because they don’t have enough money.

    — I need to do some shopping.
    — We don’t have enough money.
    — I’ll put back the football.

    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    3. 本节课利用图片、视频、音频、多种资源帮助学生学习Story time中的英语小故事。
    4. 本节课利用角色扮演、你问我答等多种游戏活动强化了学生对所学语句的掌握。
    Unit3 What would you like?
    六、 教材分析
    本单元学习的主题是饮食。教学内容是通过Sarah和父母在家用餐以及Sarah和张鹏在学校餐厅里点餐的场景来展开的。教学重点是能够听、说、读、写核心句型“—What would you like to eat/drink?—I’d like…” “—What’s your favourite food? —I love…”;能够听、说、读、写五个食品饮料类单词和词组“tea, ice cream, hamburger, salad, sandwich”以及五个描述食物特征的单词“fresh, healthy, delicious, hot, sweet”。

    二、学情分析
    五年级英语在小学英语教学中起着承上启下的作用,既是四年级的衍生,又是六年级的铺垫。我们要帮助学生培养良好的英语学习习惯和学习方法。要求学生先从养成阅读习惯做起,再到怎样学习英语,后到提高英语学习能力。激发学习兴趣,养成自主学习的习惯和方法。平时在教学中,注意抓好学生的书写、理解与归纳等良好的学习习惯。加强学生基础知识的掌握,对知识的延伸与拓展需深入了解,特别是对各知识的融会贯通,灵活理解与运用。注重开发性使用对教材,做到“吃透”教材的前提下,大胆创新,对于知识的重难点力求把握准确,突破有法。对基本技能的训练,通过创设新的情景,让学生在变化的情景中去运用,在理解的基础上去训练,而不是变成大量的、机械的、重复的操练,因为操练并不发展意义,重复并不引起理解,反而加重学习负担,降低学习效率,引起学生的厌恶。同时,重视能力的培养。

    三、教学目标
    1 知识与能力
    1. 能够听、说、读、写句型“—What would you like to eat/drink?—I’d like…”“—What’s your favourite food? —I love…”
    2. 能够在情景中运用句型“—What would you like to eat/drink? —I’d like…”询问并回答某人想要吃什么、喝什么。
    3. 能够在情景中运用句型“—What’s your favourite food/drink? —I love…”询问并回答最喜欢的食物或饮品。
    4. 能够理解对话大意,按照正确的意群及语音、语调朗读对话,并能进行角色扮演。
    5. 能够按照正确的意群和语音、语调朗读吴一凡和爷爷留给Robin的便条,理解便条内容并完成读后选图活动及补全个性化便条的写的活动。
    6. 能够听、说、读、写五个食品饮料类单词和词组“tea, ice cream, hamburger, salad, sandwich”以及五个描述食物特征的单词“fresh, healthy, delicious, hot, sweet”
    7. 能够在模拟点餐对话时正确使用上述单词,并能在有意义的语境中运用上述单词描述食物或饮品的味道及其他特征。
    8. 能够在模拟点餐时运用上述单词填写菜单,或者根据图片的提示填充合适的单词描述食物或饮品。
    9. 能够读出符合ow发音规则的单词;并能够根据发音拼写出符合ow发音规则的单词。

    2 情感态度价值观
    1. 能够保持健康的饮食习惯,坚持绿色生活。
    2. 能够了解中西方饮食方面的文化差异,如:餐具差异、餐桌礼仪、主食差异等。

    四、课时安排
    第一课时: Part A Let’s try & Let’s talk
    第二课时: Part A Let’s learn & Role-play
    第三课时: Part A Let’s spell
    第四课时: Part B Let’s try & Let’s talk
    第五课时: Part B Let’s learn & Look, write and say
    第六课时: Part B Read and write & Let’s check & Let’s wrap it up
    第七课时: Story time
    The first period
    Part A Let’s try & Let’s talk
    内容分析
    本单元学习的主题是饮食。教学内容是通过Sarah和父母在家用餐以及Sarah和张鹏在学校餐厅里点餐的场景来展开的。教学重点是学生能够听、说、认读单词“drink”和“thirsty”。能够掌握四会句子“What would you like to eat/drink?”并能用“I’d like…”作答。
    知识与能力
    1. 使学生对核心句型在听觉上有所感知,并完成听录音、选词补全句子的练习。
    2. 学生能够在图片和教师的帮助下理解对话大意。
    3. 学生能够按照正确的意群及语音、语调朗读对话,并能够进行角色表演。
    4. 学生能够在情景中运用句型“—What would you like to eat/drink? —I’d like…”询问并回答自己想要吃什么、喝什么。
    5. 学生能够在语境中理解新单词“sandwich, drink”和“thirsty”的意思,并能够正确发音。
    过程与方法
    强化基于任务的英语学习方法。
    情感态度价值观
    通过语境真实的对话,增强学生口语表达能力,提高学习英语的自信心,提高学生之间合作能力,培养学生的语言综合运用能力。与此同时,升华学生的情感,让学生体会父母辛苦工作的不易,从而关心和敬爱父母。
    教学重难点
    教学重点
    1. 学生能够听、说、认读单词“drink”和“thirsty”。
    2. 学生能够掌握四会句子“What would you like to eat/drink?”并能用“I’d like…”作答。
    教学难点
    学生能够在情景中灵活运用所学句型谈论关于“饮食”的话题。
    教学准备
    教学课件、课文视频、单词卡片、人物头饰等。
    教学媒体选择
    多媒体,录音。
    教学活动
    37. 角色扮演;
    38. 游戏;
    39. 观看动画。
    教学过程
    Step 1: Warm-up & Lead-in
    1. Greetings.
    2. Enjoy the song—What would you like to eat today?(出示课件)
    (1) Play the song for the first time. Students only enjoy, and then try to follow it to sing.
    (2) Play the song again. Ask students to choose the words that appear in the song. The teacher ticks or crosses the words after students say the words.
    T: What’s in the song?
    Ss: Bread / noodles / fish / chicken / bananas / beef ...
    3. Lead-in.
    Show the picture of the main scene on page 22 on the PPT. (出示课件) The sentences of the picture are covered.
    T:Look! This is Sarah’s family. They are ready for dinner. What are they talking about? Sarah’s mother’s favourite food is salad. Sarah’s father likes sandwiches. Oh, they are talking about food.
    Write down the topic “Unit 3 What would you like?” on the blackboard.
    设计意图:优美而轻快的歌曲快速地活跃课堂气氛,不仅让学生反复感知核心句型,而且通过选择歌曲中出现的食物,为Let’s try板块扫清障碍,起到“一石三鸟”的作用。

    Step 2: Presentation
    1. Let’s try.
    T:Sarah is hungry. (Do the action of “hungry”.) What would she like to eat? Read the content of “Let’s try”. (出示课件) Guess the answers.
    Students say out their guessing. Then the teacher plays the recording. (出示课件) Ask students to try to catch the key information, such as bread, chicken.
    Let students listen carefully and fill in the blanks. Then check the answers with students. (课件出示:教材P24 Let’s try板块的听力材料及答案)
    Ask students to read the sentences with answers.
    设计意图:话题很自然地从Sarah过渡到Sarah’s father, 呈现完整的对话,让学生整体感知文本,提升学生的听力能力和对文本的理解能力。
    2. Let’s talk.
    (1)Learn Picture 1. (出示课件)
    ①Listen and answer.
    T:Look at the picture! What are they talking about?
    Ss:They are talking about food.
    T:Yes. Sarah’s father comes back home. He is very tired. Is he hungry? Let’s listen carefully.
    Play the recording. (课件出示:教材P24 Let’s talk板块的第一段音频) Let students listen and try to answer the question.
    T:Is Sarah’s father hungry? Ss:Yes, he is.
    ②Watch and answer.
    T:Sarah would like some bread and chicken. Sarah’s father is hungry. What would he like to eat? Let’s watch the cartoon. Then try to find the answer.
    Play the cartoon. (课件出示:教材P24 Let’s talk板块的第一段视频)
    Lead students to watch and find the answer. Show the picture of “sandwich” and help students learn the word “sandwich” (sand+ wich =sandwich). (出示课件) Ask students to pay attention to the pronunciation.
    T:Now I’m Sarah’s mother, and you are her father. I ask and you answer. What would you like to eat?
    Ss:A sandwich, please.
    Then exchange the roles. The teacher writes down the sentences on the blackboard. At the same time, students read them aloud.
    (2)Learn Picture 2. (出示课件)
    ①Observe the picture and answer.
    T:Sarah’s father is full now. But he is thirsty. What would he like to drink?
    T:(Point to the water.) Look! What’s this?
    Ss:Water!/A cup of water.
    T:Yes. Water! Sarah’s father is thirsty. What would he like to drink?
    Ss:Some water.
    T:Yes, he’d like some water.
    Say the words “thirsty” and “drink” in a tone of emphasis with some actions. Help students learn the words “thirsty” and “drink” with word cards and actions.
    ②Watch and answer.
    T:Now, you are Sarah’s father and I’m Sarah. Watch the cartoon and try to answer my question. (课件出示:教材P24 Let’s talk板块的第二段视频)
    T:What would you like to drink? Ss:I’d like some water.
    Explain that “I’d like…” equals to “I would like…” and teach students to read the two sentence patterns. Then write them down on the blackboard. Students practice these sentence patterns on the blackboard after the teacher.
    设计意图:以water引出thirsty和drink的学习。然后让学生带着任务观看文本视频,通过找出问题的答案,引导他们学习核心句型,培养他们的阅读技巧。
    3. Read and act.
    (1) Read after the recording.
    The teacher plays the recording. (出示课件) Students read after it and pay attention to the pronunciation and the intonation. Then students read together. Boys read first, then girls read. They can have a competition. At last, students read freely.
    (2) Role-play.
    First, the teacher can make a model. Then students work in pairs. It can be done between the teacher and students or boys and girls.
    (3) Act out the dialogues.
    Let students act out the dialogues with the headwears. Praise the students who do a good job and then correct the mistakes. Encourage more students to participate.

    Step 3: Practice
    1 Can you find their houses?(出示课件:一些与食物相关的词汇,并呈现两个类别,及food和drink,让学生根据词汇意思进行分类)
    T:Look, these words lose their ways. Can you help them find their houses?
    Students finish the task.
    Check the answers together.
    Help students say some sentences with the sentence pattern “I’d like some…” according to the words above.
    2 Ask and answer.
    Show the picture of “Ask and answer”. (出示课件)
    Students ask and answer according to the PPT. They can do like this:
    A:What would you like to eat? B:I’d like some…
    A:What would you like to drink? B:I’d like some…
    Students can play the game “Drive a train” to practice. The first student asks, and the second student answers. Then they can exchange.
    设计意图:让学生在情景中合理运用所学词汇和句型创编写新的对话,运用所学语言知识进行交际,培养学生的语言综合运用能力。
    Step 4: Consolidation & Extension
    1. Make a new dialogue.
    Students work in groups of four.
    T:Now try to make a new dialogue in your groups. First, I’ll make a model with one of you.
    T:Hi! Are you hungry/thirsty? S1:Yes. (I’m hungry/thirsty.)
    T:What would you like to eat/drink? S1:I’d like some bread/ orange juice.
    T:Here you are. S1:Thank you.
    2. Show their new dialogues.
    Ask some groups to show their dialogues. Give evaluations to them.
    3. Emotional education.
    Show some pictures. (课件出示:不同职业的爸爸妈妈辛苦工作的图片) Lead students to care for and love their parents.

    板书设计


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1.本节课以学生为本,以问题为导向,逐步引导学生自主学习,圆满完成学习任务。
    2.教学设计流程清晰,各环节之间过渡自然,具有层次感,有效地利用各种资源,激发了学生的兴趣,提高了课堂的教学效率。
    3.通过观察图片、预测情景,培养了学生的观察能力和逻辑思维能力。
    4.整节课突出语言的语用功能。通过创设合理的情景,帮助学生在情景中使用所学语言,培养了学生的语言综合运用能力。
    5.通过拓展和延伸,培养学生的情感态度及价值观。
    6.板书设计重点突出,简明扼要,给学生语言的输出提供了支架,对课堂教学起到了很好的辅助作用。

    The second period
    Part A Let’s learn & Role-play
    内容分析
    本单元学习的主题是饮食。教学内容是通过Sarah和父母在家用餐以及Sarah和张鹏在学校餐厅里点餐的场景来展开的。教学重点是学生能够听、说、读、写并熟练运用五个食物饮品类单词和词组“ice cream, tea, hamburger, sandwich, salad”。
    课时目标
    知识与能力
    1. 学生能够听、说、读、写五个食物饮品类单词和词组“ice cream, tea, hamburger, sandwich, salad”。
    2. 学生能够在语境中正确运用这五个单词和词组模拟点餐并填写菜单。
    3. 学生能够在语境中正确运用这五个单词及词组,在模拟点餐对话时,能够写出相应食物和饮品的名称。
    过程与方法
    创设情景,引导学生掌握基于情境的词汇句型学习及综合运用技巧。
    情感态度价值观
    提高学生口语表达能力,增强团队合作精神,发展学生自我学习能力,并向学生宣传健康饮食的理念:合理膳食,才能拥有一个健康的身体。
    教学重难点
    教学重点
    学生能够听、说、读、写并熟练运用五个食物饮品类单词和词组“ice cream, tea, hamburger, sandwich, salad”。
    教学难点
    学生能够在语境中熟练运用核心句型及所学词汇。
    教学准备
    教学课件、课文视频、转盘等。
    教学媒体选择
    多媒体,录音。
    教学活动
    40. 角色扮演;
    41. 游戏;
    42. 观看动画。
    43. 小组合作竞争
    教学过程
    Step 1: Warm-up & Lead-in
    1. Greetings.
    2. Quick response.
    Show some words and phrases on the PPT one by one and ask students to read out the words and the phrases quickly and loudly.
    Such as “chicken, rice, Coke, fish ...”
    设计意图:用游戏来复习已经学过的食物饮品类单词和词组,吸引学生的注意力,激发学生的参与热情,为后面的操练环节做准备的同时,自然地导入新课。

    Step 2: Presentation
    1. Learn the word “sandwich”.
    Point to the last word and ask:What’s this?
    Ss:Sandwich.
    T:Right. It’s “sandwich”.
    The teacher plays the recording of “sandwich”. (课件出示,各种三明治) Students read after it. And then the teacher shows different kinds of sandwiches on the PPT.
    T:Look! What are these? Please read together.
    T:All these are sandwiches. The “es” sounds /ɪz/. And “sandwiches” is the plural form of “sandwich”.
    The teacher writes down the word “sandwich” on the blackboard. And students read it several times after the teacher. Then read the word one by one.
    T:(with actions) I’m hungry. I’d like a sandwich. And I’m thirsty. I’d like some orange juice. I will go to a restaurant with my friends. Look! This is my order. (课件出示)
    T:Can you ask me some questions according to my order?
    Students ask the teacher questions like “What would you like to eat?” or “What would you like to drink?”
    Ss:What would you like to eat? T:I’d like a sandwich, please.
    Ss:What would you like to drink? T:I’d like some orange juice.

    2. Learn the words “hamburger” and “tea”.
    Show a boy and a girl on the PPT and introduce them. (课件出示:Tom和Sarah的图片)

    T:They are my friends Tom and Sarah. They are hungry and thirsty, too. They go to the restaurant with me. Look, this is Tom’s order. (课件出示)
    The teacher plays the recording of “hamburger”. (课件出示) Students follow it to read. Then the teacher shows some pictures of hamburgers.
    T:(Point to the beef hamburger.) What’s this?
    Ss:It’s a beef hamburger.
    T:(Point to the chicken hamburger.) What’s this?
    Ss:It’s a chicken hamburger.
    Ask boys and girls to read. They can have a competition.
    Write down the word “hamburger” on the blackboard.
    T:Tom is full now. But he’s thirsty. He would like some tea.
    Play the recording of “tea” and write it down on the blackboard. (课件出示)
    Students read after it. Then the teacher shows the pictures of “green tea” and “red tea”. (课件出示) Students read them.
    T:Now you are Tom. I ask and you answer. OK? Ss:OK.
    T:What would you like to eat, Tom? Ss:I’d like a hamburger, please.
    T:What would you like to drink? Ss:I’d like some tea.
    Then let students practice the dialogue between boys and girls and then exchange the roles.
    3. Learn “salad” and “ice cream”.
    T:I’d like a sandwich and some juice. Tom would like a hamburger and tea. How about Sarah? Look, this is her order. (课件出示)
    T:What would Sarah like to eat? Can you guess?
    Ask students to guess. Try to ask more students to answer. Then remove the first cover. Students learn to read the word “salad” after the recording. (课件出示) Write down the word “salad” on the blackboard. Then show the pictures of salad. Students practice reading it in every group.
    Point to Sarah’s order and ask.
    T:What else would Sarah like? Let’s have a look.
    Remove the second cover. Ask students to learn to read “ice cream” after the recording. (课件出示) Then explain “ice” and “cream” and write down the phrase on the blackboard. Students practice in groups. They can have a competition.
    Ask students to practice the key sentence patterns between the groups according to Sarah’s order. They can do like this:
    Group One:What would you like to eat, Sarah?
    Group Two:I’d like some salad and ice cream.
    T:What would Sarah like to drink? Guess. Ss:…
    Remove the third cover and make a funny face.
    T:Nothing! She isn’t thirsty. Haha!
    4. Read and act.
    (1) Students read the dialogue after the recording. (课件出示:教材P25 Let’s learn板块的音频) Then read together. Pay attention to the pronunciation and the intonation.
    (2) Students practice the dialogue in groups.
    (3) Act out the dialogue.

    Step 3: Practice
    1. A turntable game.
    (1) Put the new words and phrase on the turntable. Turn the turntable and ask students to read the words and the phrase.
    (2) Divide students into two groups and turn the turntable. Group One asks and Group Two answers with the key sentence patterns “—What would you like to eat/drink? —I’d like…” Then exchange.
    2. Pair work. (课件出示:教材P25 Role-play板块的图片)
    T:Look! Zoom and Zip are talking about food and drinks. They can write their orders. Can you? Now try to talk with your partner and write down your partner’s order.
    3. Role-play.
    Ask some students to show their own dialogues in class according to the orders in “Pair work”.

    Step 4: Consolidation & Extension
    1. A little waiter/waitress.
    Students work in groups. Choose one student as a waiter/waitress. The others are customers. The teacher gives out a menu to every group. Ask students to order dishes. The teacher can make a model.
    2. Act out the dialogues.
    Ask some groups to act out. Students choose the best waiter/waitress and the best customer.
    3. Emotional education.
    Show some pictures of food and drinks. (课件出示) Help students know the healthy food and the unhealthy food. Ask students to have a healthy diet.

    板书设计

    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1.本节课以游戏热身,带领学生快速进入英语学习,调动了学生的学习热情。
    2.词汇教学采用多种方式,以词汇学习为主线,以话题操练为中心,词不离句,创设英语学习情境。
    3.注意培养学生的学习方法和策略,丰富多彩的练习活动培养学生的合作精神,提高学生的语言综合运用能力。
    4.力争抓住课堂教学契机,在传递语言知识的同时适时进行情感教育和人文渗透。
    5.板书设计清晰简洁,重点突出,一目了然。

    The third period
    Part A Let’s spell
    内容分析
    本单元学习的主题是饮食。教学内容是通过Sarah和父母在家用餐以及Sarah和张鹏在学校餐厅里点餐的场景来展开的。这一课时和音标有关,学生能够掌握字母组合ow在单词中的发音,能够读准Let’s spell板块的例词,并完成本部分的练习。
    课时目标
    知识与能力
    1. 学生能够通过听例词发音,观察例词结构中共有的特征,学习ow在单词中的发音规则。
    2. 学生能够根据ow的发音规则读出新单词,并能够根据发音拼写出符合规则的单词。
    3. 学生能够在单线上正确规范地书写句子。
    过程与方法
    设计教学游戏,使学生掌握基于游戏进行语言学习的技巧和方法。
    情感态度价值观
    培养学生独立思考的习惯,树立学习英语的自信心。
    教学重难点
    教学重点
    学生能够掌握字母组合ow在单词中的发音,能够读准Let’s spell板块的例词,并完成本部分的练习。
    教学难点
    学生能够自主发现并总结ow的发音规则,并根据发音规则读出新单词。
    教学准备
    教学课件、语音例词单词卡等。
    教学媒体选择
    多媒体,录音。
    教学活动
    小组合作
    教学过程
    Step 1: Warm-up & Lead-in
    1. Greetings
    2. Lead-in.
    Show some pictures of food and drinks and ask students to practice the key sentence patterns. (出示课件)
    T:What would you like to eat/drink? Ss:…
    (课件出示:一头奶牛、一些鲜花和一些青草的图片)
    T:What would the cow like to eat, flowers or grass? Ss:…
    设计意图:通过师生问答活动复习旧知,活跃课堂气氛。通过图片和对话,引出新知,让学生初步感知字母组合ow在单词中的发音。
    Step 2: Presentation
    1. Look and find.
    Show a picture of a cow with the word “cow” on the PPT and ask, “What’s this?” (出示课件)Then show a picture of some flowers with the word “flower” and say, “Wow! There are some flowers. How beautiful!”(出示课件)
    At last, show a picture with the word “down”. In the picture, a girl sits down beside the flowers. (出示课件) And say, “The girl likes flowers. She sits down and enjoys the beautiful flowers.”
    Lead students to find the rule:All these words include the letter combination “ow”. Emphasize “ow” with red colour.
    (课件出示:开着窗户的房子图片,窗外有一棵树,树上有黄叶和一只蜗牛;单词“window, yellow, slow”)
    T:What can you see? (Point to the window in the picture.)
    Ss:I can see a window.
    T:Great! And we can see some yellow leaves and a snail. The snail is slow.
    Do the action to explain the word “slow”. T:Winter is coming. What can we see? (课件出示:冬天雪花纷飞的场景和单词“snow”)
    Ss:Snow./ 雪。
    T:Super! We can see white snow.
    Lead students to find the rule:All these words include the letter combination “ow”.
    2. Listen and find. (课件出示:教材P26 Let’s spell板块第一部分的单词)
    T:What’s the same in these words? Ss:They all have “ow”.
    T:Yes! Do they make the same sound? Let’s listen. And then discuss with your partners.
    The teacher plays the recording of “Read, Listen and Chant”. (出示课件) Students listen to the recording and repeat. After they discuss, the teacher asks some students to answer the question.
    Ss:No! They make the sounds of /aʊ/ and /əʊ/.
    Give evaluations and write down the words with sounds on the blackboard. Emphasize “ow” with red colour.
    3. Read, listen and chant.
    (课件出示:教材P26 Let’s spell板块第一部分的图片)
    Lead students to read these words like this:
    cow—/k/-/aʊ/ flower—/f/-/l/-/aʊ/-/ə /
    wow—/w/-/aʊ/ down—/d/-/aʊ/-/n/
    slow—/s/-/l/-/əʊ/ snow—/s/-/n/-/əʊ/
    yellow—/j/-/e/-/l/-/əʊ/ window—/w/-/ ɪ /-/n/-/d/-/əʊ/
    Explain the pronunciation methods and help students know /aʊ/ and /əʊ/ through the video on teaching phonetic symbols (for example, a BBC video on teaching phonetic symbols).
    The teacher plays the recording of the chant of “Let’s spell”. (出示课件) Students listen to the chant and repeat. After reading together, students practice it between boys and girls. They can have a competition.

    Step 3: Practice
    1. Listen, circle and say.
    (课件出示:教材P26 Let’s spell 板块第二部分的内容)
    Ask students to read the words by themselves first. Then play the recording. (出示课件) Let students listen and circle. Ask a student to say out the answers and the reasons.
    Play the recording again. (出示课件) Check the answers together. Ask students to read all these words again. (课件出示: 教材P26 Let’s spell板块第二部分的听力材料及答案)
    2. Listen, write and say.
    (课件出示:教材P26 Let’s spell板块的第三部分的内容)
    Ask students to observe the pictures and guess the answers. Then play the recording. (出示课件) Students listen to the recording and try to write down the answers.
    Play the recording again. (出示课件) Check the answers with students. (课件出示:教材P26 Let’s spell 板块第三部分的听力材料及答案) Then ask students to read the sentences together. Ask students to choose one sentence from above and write down on the line.

    Step 4: Consolidation & Extension
    1. Am I right?
    Take out the word cards with the letter combination “ow”. Ask some students to read out the words loudly one by one. If someone is right, the other students say “Yes”. If someone is wrong, the other students say “No”. Then they read out the right pronunciation loudly. Play the game like this:
    The teacher shows the card and someone says:cow—/kaʊ/?
    Ss:Yes!
    The teacher shows the card and someone says:snow—/snaʊ/?
    Ss:No! /snəʊ/.
    2. Who is the owner?
    Show some words with the letter combination “ow” and the owners:/aʊ/ and /əʊ/. Students read the words and help them find their owners. The words:
    down, bowl, tomorrow, now, flower, rainbow, cow, yellow, grow.
    /aʊ/: down, now, flower, cow
    /əʊ/: bowl, tomorrow, rainbow, yellow, grow
    3. Find and classify.
    Divide the class into some groups. Let students find some words with the letter combination “ow”. Ask them to read out and classify the words according to the sounds. At last choose a student from each group to show in class. Give some awards to the groups which do a good job.

    板书设计
    Unit3 What would you like?

    /aʊ/: down, now, flower, cow
    /əʊ/: bowl, tomorrow, rainbow, yellow, grow

    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1.本课时主要是教学字母组合ow 的两种不同发音,教师利用本课所出现的例词,结合图片与PPT,创设情境,让学生在情景中感受例词的发音,远离语音学习的枯燥。
    2.引导学生注意观察、积极思考,寻找规律,突出学生学习的自主性,提升学生自主探究的能力。
    3.利用丰富多彩的活动来调动学生的学习积极性,帮助学生加强和巩固字母组合ow的发音规则,注重学生学习策略的培养,让学生在活动中感受到了自信,激发了学生的热情,提高了学生的参与度。
    4.板书简洁清晰,重点突出,一目了然。
    The fourth period
    Part B Let’s learn & Let’s play
    内容分析
    本单元学习的主题是饮食。教学内容是通过Sarah和父母在家用餐以及Sarah和张鹏在学校餐厅里点餐的场景来展开的。教学重点是学生能够听、说、认读单词“favourite”,掌握四会句子“What’s your favourite food/drink?”并能做出相应的回答。
    课时目标
    知识与能力
    1. 学生能够听懂、理解Let’s try中的内容,并能够根据录音完成听力活动。
    2. 学生能够从听觉上感知B部分的核心句型,为进入对话学习做好准备。
    3. 学生能够理解对话大意。
    4. 学生能够按照正确的意群及语音、语调朗读对话,并能够进行角色扮演。
    5. 学生能够在情景中运用句型“—What’s your favourite food/drink? —I love…”询问并回答最喜欢的食物。
    6. 学生能够在语境中理解新单词“delicious”的意思,并能正确发音。
    7. 学生能够运用句型“What’s your favourite food?”完成调查活动并尝试进行口头汇报。
    过程与方法
    采用任务型教学法,通过观看视频和快速默读,让学生学会先整体感知文本,后细致了解文本,获取关键信息并回答问题的语言学习方法。让学生全面、正确地理解文本。
    情感态度价值观
    通过游戏的方式,增加学生对学习的兴趣,提高学生英语口语表达水平。
    教学重难点
    教学重点
    学生能够听、说、认读单词“favourite”,掌握四会句子“What’s your favourite food/drink?”并能做出相应的回答。
    教学难点
    学生能够在情景中灵活运用所学句型谈论关于“最喜爱的食物或饮品”的话题。
    教学准备
    教学课件、课文视频、卡片等。
    教学媒体选择
    多媒体,录音。
    教学活动
    44. 角色扮演;
    45. 游戏;
    46. 观看动画。
    教学过程
    Step 1: Warm-up & Lead-in
    1. Greetings.
    2. Play a game.
    Show a picture with a cover. (出示课件)
    T:I’m hungry. I’d like something to eat. Can you guess the food?
    S1:Salad? S2:Hamburgers?

    T:Yes, you’re right. I love…
    3. Lead-in.
    Do the action of “thirsty”.
    T:I’m thirsty. I’d like something to drink. Can you guess the drink?
    S1:Milk? S2:Water?

    T:Yes, you’re right. I love… Sarah and Zhang Peng are thirsty, too. What would they like to drink?
    设计意图:用游戏复习旧知,引出新知。激发学生的学习兴趣,培养学生的观察能力和逻辑思维能力。

    Step 2: Presentation
    1. Let’s try.
    T:Now turn to page 27. What can you see in “Let’s try”?
    Ss:I can see four pictures.
    T:What are they? And who are they?
    Ss:Milk, grape juice. Zhang Peng and Sarah.
    T:Zhang Peng and Sarah are thirsty. What would they like to drink? Guess the answers. (课件出示:教材P27 Let’s try板块的内容)
    Students say out their guessing. Then the teacher plays the recording. (出示课件) Ask students to try to catch the key information, such as Zhang Peng-grape juice, Sarah-milk.
    Students listen carefully and match. The teacher checks the answers with students. (课件出示:教材P27 Let’ try板块的答案)
    2. Let’s talk.
    (1) Learn the word “favourite”.
    T:Zhang Peng is hungry. And I’m hungry, too. I like noodles. I like sandwiches better. I like rice best.
    T:So I can say “My favourite food is rice.”
    Write down “favourite” on the blackboard and help students learn the word. Split the word into syllables to teach the word. The emphasis is on the first syllable of the word. Let students practice the word syllable by syllable.
    设计意图:用比较法学习新词,用音节的划分来拼读和记忆新词,可以降低难度,并加深印象。
    (2) Learn the key sentence patterns.
    Show pictures of milk, juice and water. (出示课件)
    T:My favourite drink is milk. What’s your favourite drink?
    Ss:My favourite drink is/I love…
    Boys ask and girls answer with the help of the pictures. Then exchange.
    Show pictures of noodles, sandwiches and rice. (出示课件)
    T:My favourite food is rice. What’s your favourite food?
    Ss:My favourite food is/I love…
    Divide students into two groups. Group One asks and Group Two answers with the help of the pictures. Then exchange.
    Write down the sentence patterns “—What’s your favourite food/drink? —My favorite food/drink is/I love…” on the blackboard.
    设计意图:借助图片引入核心句型,并进行操练,学生能更容易理解和使用核心句型。
    (3) Learn “Let’s talk”.
    ①Watch and answer.
    T:Sarah and Zhang Peng are talking about what to eat. What’s Sarah’s favourite food? What’s Zhang Peng’s favourite food? Do you know? Let’s watch the cartoon.
    Play the cartoon and ask students to watch it carefully. (出示课件)
    T:What’s Sarah’s favourite food? Ss:Fish.
    T:What’s Zhang Peng’s favourite food? Ss:Noodles.
    ②Learn the word “delicious”.
    T:Good job! And I like noodles, too. I like beef noodles. They’re delicious.
    Help students learn the word “delicious”. Split the word into syllables to teach the word. The emphasis is on the second syllable of the word.
    Show the picture of “beef noodles”. (出示课件) Pretend to taste and say, “Wow! Delicious!” Then ask some students to “taste” and encourage them to say “Delicious!”
    ③Make a dialogue.
    Then the teacher and students start a dialogue like this:
    T:What’s your favourite food? (Point to the picture of “beef noodles”.)
    Ss:Beef noodles. T:Why?
    Ss:They are delicious.
    ④Read and answer.
    Ask students to read the dialogue silently with the question:What do they have today? Check the answer with students.
    3. Read and act.
    (1) The teacher plays the recording. (课件出示: 教材P27 Let’s talk板块的音频) Students read after it and pay attention to the pronunciation and the intonation. Then students read together. After that, boys read and girls read. They can have a competition. At last, students read freely.
    (2) Pair work. Students practice the dialogue with their partners.
    (3) Act out. Take out the headwears. Ask some students to act out the dialogue and pay attention to the pronunciation and the intonation. Praise and correct in time. Encourage more students to participate.

    Step 3: Practice
    1. Pair work.
    Show pictures of food and drinks and the key sentence “What’s your favourite food/drink?” on the PPT. (出示课件) According to the PPT, students ask and answer with their partners.
    2. Investigate and report. (课件出示:教材P27 Let’s talk板块第二部分的表格)
    (1) Students work in a group of four. One plays the role of a reporter and asks the others about their favourite food and drinks, and then fills in the form.
    The teacher can make a model.
    (2) Make a report.
    Ask several “reporters” to report the findings of the investigation.
    Make a model:
    Sarah’s favourite food is fish. Her favourite drink is milk. Mike’s favourite food is… His favourite drink is…

    设计意图:操练活动层层深入,从给出语言支架到去掉语言支架,一步一步夯实核心句型。小组合作能有效地提高学生的兴趣,汇报调查结果不仅可以巩固句型,同时也提高学生自主学习的能力,增强学习英语的自信。

    Step 4: Consolidation & Extension
    1. Look, ask and answer.
    Show three pictures of different food/drinks/animals. (出示课件) Ask:What’s your favourite food/drink/animal? Students choose one to answer. Then students can ask and answer with their partners. At last act out.
    Show some nouns to help students make dialogues, such as fruit, colour, book and so on.
    2. Emotional education.
    Show some pictures and give emotional education:Cherish food! Don’t be picky about your food. (课件出示:学校餐厅有学生浪费食物的情景)

    板书设计


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1. 本节课从游戏入手,引出Sarah和张鹏最喜欢的饮品,引导学生观察和思考,提高听力效率,培养学生的观察能力和逻辑思维能力。
    2. 采用比较法和音节划分法学习单词和句型,化难为易。
    3. 文本的教学采用任务型教学法,培养学生的语言综合运用能力,突出重点,突破难点。
    4. 丰富多彩的阅读形式及创设的真实情景有效地调动学生的积极性。整个环节清晰明了,自然流畅,讲练结合,课堂氛围轻松活跃。
    5. 板书简洁明了,重点突出,一目了然。

    The fifth period
    Part B Let’s learn & Look, write and say
    内容分析
    本单元学习的主题是饮食。教学内容是通过Sarah和父母在家用餐以及Sarah和张鹏在学校餐厅里点餐的场景来展开的。教学重点是学生能够听、说、读、写并熟练运用五个描述食物味道及特征的单词“fresh, healthy, delicious, hot,sweet”。
    课时目标
    知识与能力
    1. 学生能够听、说、读、写五个描述食物味道及特征的单词“fresh, healthy, delicious, hot, sweet”
    2. 学生能够在语境中正确运用这五个单词描述食物或饮品。
    3. 学生能够练习和巩固B Let’s learn板块的词汇。
    4. 学生能够根据食物图片的提示描述自己最喜欢的食物,并描述这种食物的特征或味道。
    5. 学生能够理解并运用有关食物味道及特征的相关语言。
    过程与方法
    1. 创设情境进行单词教学,使学生掌握基于情境的语言学习方法。
    2. 利用支架式教学手段,引导学生掌握基于支架的语言学习方法。
    情感态度价值观
    给学生倡导健康饮食的理念:不吃垃圾食物,多吃有益健康的食物。
    教学重难点
    教学重点
    学生能够听、说、读、写并熟练运用五个描述食物味道及特征的单词“fresh, healthy, delicious, hot, sweet”。
    教学难点
    学生能够在语境中熟练运用所学词汇及核心句型描述食物。
    教学准备
    教学课件、课文视频、单词卡片、水果实物等。
    教学媒体选择
    多媒体,录音。
    教学活动
    47. 角色扮演;
    48. 游戏;
    49. 观看动画。
    教学过程
    Step 1: Warm-up & Lead-in
    1. Greetings.
    2. Free talk.
    T:What’s your favourite food?
    S1:My favourite food is salad. What’s your favourite food?
    S2:My favourite food is beef. What’s your favourite food?
    S3:My favourite food is noodles. What’s your favourite food?


    Step 2: Presentation
    T:Today is my birthday. Sarah, Mike, Amy and John are my friends. And I will invite them to have dinner. Look, I bought many things. (Take out a big bag.) What’s in the big bag? Do you want to know? Let’s have a look.
    1. Learn the word “healthy”.
    Take out some apples from the big bag.
    T:What are these? Ss:Apples.
    T:Right!Sarah’s favourite fruit is apples. Because they are healthy.
    The teacher shows a card with the word “healthy” and reads the word three times slowly. Students read after the teacher. The teacher emphasizes its pronunciation of the end of the word and writes it down on the blackboard. Lead students to compare the two words: healthy (adj.), health (n.).
    Practice “healthy” group by group.
    T:An apple a day keeps the doctor away. Let’s eat an apple a day, because it’s healthy.
    2. Learn the word “fresh”.
    Take out some oranges with green leaves.
    T:Mike’s favourite fruit is oranges. Can you see the green leaves? They are fresh.
    The teacher shows a card with the word “fresh” and reads the word three times slowly. Students read after the teacher. The teacher shows two apples. One is fresh, and the other isn’t fresh. Help students say: This apple is fresh. This one isn’t fresh. Then the teacher writes down “fresh” on the blackboard.
    Practice “fresh” between boys and girls.
    3. Learn the word “delicious”.
    Take out some pictures of beef.
    T:John’s favourite food is beef, because it’s delicious.
    The teacher shows a card with the word “delicious” and reads the word three times slowly. Students read after the teacher. The teacher splits the word into syllables to teach the word. The emphasis is on the second syllable.
    T:Beef is delicious. Chicken is delicious, too.
    Then write down “delicious” on the blackboard.
    Practice “delicious” one by one.
    4. Learn the word “hot”.
    Ask students to read the word. Then take out some pictures of chillies.
    T:Look! Chillies are Amy’s favourite vegetable.
    Then pretend to taste and say, “Wow! So hot! They are hot!”
    Ask students to guess the meaning of “hot” and explain its other meanings like this:
    It’s hot in summer. The soup is hot.
    Then write it down on the blackboard.
    Practice “hot” in class.
    5. Learn the word “sweet”.
    T:Sarah’s favourite fruit is apples. Mike’s favourite fruit is oranges. John’s favourite food is beef. Amy’s favourite vegetable is chillies. What’s my favourite food? Guess! Ss:…
    Take out an ice cream.
    T: Look! My favourite food is ice cream, because it’s sweet.
    The teacher shows a card with the word “sweet” and reads it. Students read after the teacher.
    Take out a candy.
    T:Ice cream is sweet. The candy is sweet, too.
    Then write down “sweet” on the blackboard.
    Practice “sweet” row by row.
    6. Read and act. (课件出示:教材P28 Let’s learn板块的图片和单词)
    (1) First, students read after the recording of “Let’s learn”. (出示课件) Pay attention to the pronunciation and the intonation.
    (2) Students read the words together. They can have a competition in different groups.
    (3) Students practice the dialogue of “Let’s learn” in pairs. Then act out.

    Step 3: Practice
    1. Game: What’s missing?
    Show the five words “healthy, fresh, delicious, hot, sweet” and let them disappear one by one at random. Students should say the missing word as quickly as they can. (出示课件)
    2. Game:××× is here.
    Ask every student to write down the five words on five cards. Then say out a word. Students raise up the card and say loudly “××× is here.” Divide students into groups. The group that has the least errors will be the winner.

    Step 4: Consolidation & Extension
    1. Can you say?
    (课件出示:苹果图片及单词healthy,葡萄图片及单词fresh,鱼肉图片及单词delicious)
    Ask two students to the front. Point to the picture and say.
    T:I like/love apples. They’re healthy. What about you?
    S1:I like/love grapes. They’re fresh. What about you?
    S2:I like/love fish. It’s delicious.
    2. Look, write and say. (出示课件)
    Ask students to fill in the blanks. Then check the answers with students and ask students in different groups to say sentences according to the four pictures.
    S1:I like/love chicken. It’s very delicious. What about you?
    S2:I like/love vegetables. They are fresh and healthy. What about you?
    S3:…
    3. Do a survey and fill in the form.
    (1) Students work in groups of four. One plays the role of a reporter and asks the others about their favourite food and the reasons. He / She can ask by using the key sentences in this period. Then the reporter fills in the form.
    Name:
    Favourite food:
    Favourite drink:
    Reason:
    (2) Choose a student from every group to report the result. Then give evaluations.
    4. Emotional education.
    Show some pictures of food and drinks, and ask students not to eat junk food, but eat more healthy food. (出示课件)

    板书设计


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1. 本节课围绕着描述食物味道和特征的单词展开教学。基于单元整体设计,创设情景——邀请朋友庆祝生日,以准备朋友最爱吃的食物为线索,逐步呈现和教学五个目标词汇。
    2. 注重学生学习方法和学习策略的培养,采用了形式多样、层次分明的活动进行操练,调动学生的学习热情,激发学生的兴趣,使学生在听、说、读、写等方面得到全面的训练。
    3. 通过拓展新知,培养学生的语言综合运用能力,同时较好地进行情感教育。

    The sixth period
    Part B Read and write & Let’s check & Let’s wrap it up
    内容分析
    本单元学习的主题是饮食。教学内容是通过Sarah和父母在家用餐以及Sarah和张鹏在学校餐厅里点餐的场景来展开的。教学重点是能够听、说、认读本单元的核心词汇和句型,完成相关练习题,巩固本单元所学的知识点。
    课时目标
    知识与能力
    1. 学生能够在图片的帮助下读懂两张便条,完成读后选图的活动。
    2. 学生能够参考范例,在有意义的语境中填充单词,完成一张留给机器人的便条。
    3. 学生能够综合运用本单元的核心词句。
    4. 检测本单元A,B两部分的核心句型和单词。考查学生听的细节及准确性。
    5. 学生能够总结名词单数变复数的基本规则,并根据要求完成表格。
    过程与方法
    开展各种形式的任务型阅读,让学生自主探究,锻炼学生从文本中提取关键信息的能力和技巧。
    情感态度价值观
    培养学生养成总结归纳知识点的学习习惯。
    教学重难点
    教学重点
    1.学生能够在图片和教师的帮助下读懂便条,完成阅读任务。
    2.学生能够听懂录音,完成句子的填空练习。
    3.学生能够简单了解名词单数变复数的规则。
    教学难点
    1.学生能够了解英文便条(书信)的书写格式。
    2.学生能够掌握名词单数变复数的规则。
    教学准备
    教学课件、课文视频、录音、卡片等。
    教学媒体选择
    多媒体,录音。
    教学活动
    小组PK
    教学过程
    Step 1: Warm-up & Lead-in
    1. Greetings.
    2. Play a game. (30-second non-stop talking)
    Students work in groups of four. Say some words about food or some words describing taste or characteristics of food. The student who says the most words within 30 seconds will be the winner. The teacher gives an award to the winner.
    T:Sarah likes sweet food. So what’s her favourite food?
    T:Wu Yifan likes vegetables. So what’s his favourite food?
    ...
    Show a picture of an onion to teach the word “onion”. (出示课件) Let students pay attention to its pronunciation.
    T:What’s Robin’s favourite food? Do you know? Ss:I don’t know.
    T:I don’t know Robin’s favourite food, either. But I know Robin is good at cooking. Look! Robin will cook today. (课件出示:Robin的图片)

    Step 2: Presentation
    1. Watch and find.
    T:Robin will cook today. Guess: What will Robin cook?
    Ss:A hamburger? A sandwich? Rice? Noodles? …
    T:OK. Let’s watch the cartoon and find the answer.
    The teacher plays the cartoon and students give the answer: Chicken ice cream. (课件出示: 教材P29 Read and write板块的视频)
    2. Read quickly and answer the questions.
    Questions:
    (1) What’s Wu Yifan’s favourite food? Why? (Answer: Ice cream. It’ s sweet.)
    (2) What’s Wu Yifan’s favourite vegetable? (Answer: Onions.)
    (3) What’s Grandpa’s favourite food? Why? (Answer: Chicken. It’s delicious.)
    Students read quickly and underline the key sentences.
    The teacher checks the answers like this:Dear×××, can you answer Question 1/2/3?
    Emphasize the word “dear”. After checking the answers, explain to the word “dear” students with a word card and make some examples: Dear Mum, Dear Dad, …
    3. Read silently and tick or cross.
    Students underline the key sentences with wavy lines and then finish the exercises with a tick or a cross.

    Check the answers. (出示课件)
    4. Read freely and tick.
    (课件出示:教材P29 Read and write板块第一部分的练习)
    Students read and tick the picture. The teacher checks the answer with students. (课件出示:教材P29 Read and write板块第一部分的答案)
    T:If you are Robin, what will you cook?
    Encourage students to think and say. The answers that students give can be various.
    5. Read and act.
    Students read after the recording. (出示课件) Pay attention to the pronunciation, the intonation, the sense group and the pausing. Read together. Read freely. Then act out in groups.
    6. Try to write.
    (1) Finish the task of writing.
    T:Suppose your parents are busy. You can write to Robin. Tell him what you would like to eat. And he can cook for you. But how to write? Let’s watch the two notes and pay attention to the several factors of writing a note.
    Show the factors of writing a note on the PPT. (出示课件) Then students try to write and pay attention to the writing criteria.
    (2) Show time.

    Step 3: Practice
    “Let’s check”
    1. Watch and say.
    Ask students to observe the three pictures and find the differences. (出示课件) Ask three students to say them out.
    2. Understand the sentence.
    Lead students to understand the sentence “What would Amy like?”. Explain that the sentence contains two meanings:What would Amy like to eat? What would Amy like to drink?
    3. Listen and tick.
    Ask students to try to catch the key information, such as two sandwiches, a salad, tea. Then play the recording. Let students listen to it and tick the right picture. Then check the answer together. (课件出示:教材P30 Let’s check板块的音频及第一题的答案)
    4. Guess the answer.
    Ask students to read the sentence “What is Amy’s favourite drink?” and guess the answer according to the picture they ticked.
    5. Listen and fill in the blank.
    The teacher plays the recording again. Students listen and fill in the blank. Then check the answer together.

    Step 4:Consolidation & Extension
    “Let’s wrap it up”
    1. Watch and conclude.
    (1) Show the pictures of one banana and some bananas with the words “banana” and “bananas”. (出示课件) Let students compare the difference. Emphasize the letter “s” at the end of the word with a red circle. Then teach other words “pear/pen/book…” in the same way. Lead students to conclude the general rule of the plural nouns: Add “s” to the end of the singular nouns.
    (2) Show the pictures of one sandwich and two sandwiches with the words “sandwich” and “sandwiches”. (出示课件) Let students compare the difference. Emphasize the letters “es” at the end of the word with a red circle. Then teach other words “peach/dress/class/dish/fox/box/potato/tomato…” in the same way. Lead students to conclude the rule of some plural nouns whose singular forms end with “s/x/ch/sh/o”:Add “es” to the end of the singular nouns.
    Help students understand and remember the rules like this:Potatoes and tomatoes are vegetables.
    2. Fill in the table.
    Ask students to fill in the table according to the rules.
    3. Check the answers.
    Check the answers and verify the rules with the words of the table.

    板书设计


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1. 本节课从游戏入手,梳理和总结了整个单元的目标词汇。通过选择的呈现,帮助学生复习巩固了目标句型,自然导出新课。
    2. 采取任务型阅读,综合考察学生的归纳概括能力和对语篇结构的理解能力。教学中有效地渗透阅读策略,注重学生学习方法的培养以及语言的综合运用。
    3. 通过观察、预测、总结等方法,训练学生的听力技巧。通过总结名词单数变复数的规则,提升学生自主学习的能力,培养学生的观察能力和逻辑思维能力。
    4. 整节课教学步骤清晰、自然,活动设计有层次感,学习形式多样,有效地激发了学生的学习兴趣,提升了学生的核心素养,较好地完成了教学任务。
    5. 板书简洁清晰,重点突出,一目了然。

    The seventh period
    Story time
    内容分析
    本课是PEP小学英语五年级上册Unit 3第七课时,本节课为故事课。故事讲述了Zoom来到Zip的农场。Zip用农场新鲜的蔬菜制作美味健康的沙拉招待Zoom的趣事。这个故事处于what would you like? 单元主题下,因此本节课一方面要通过故事的形式对本单元所学的内容进行复习,还需要基于故事,领会互帮互助、健康饮食、乐于分享的道理。
    课时目标
    知识与能力
    9. 复习本单元所学的词汇和句型。
    10. 学生能够在图片和教师的帮助下,理解故事内容,复习与巩固关于食品及形容词的表达方式以及句型:I’d like some ... The vegetables are so fresh. They are healthy, too.等,同时扩展学习新句型Dinner at the farm is great! Please clean the ... Be careful. It looks ...! It is ..., too. Here’s some fresh milk.等,增加学生语言的输入。
    过程与方法
    1. 掌握利用故事情景学习英语实际应用的方法,领悟语言学习重在使用的道理。
    2. 学生能够理解并朗读故事,掌握基本的阅读策略。
    情感态度价值观
    激发学生学习英语的兴趣,并通过Zoom和Zip在农场制作食物的故事,让学生感悟团结有爱的精神,增加学生的动手能力。
    教学重难点
    教学重点
    1.掌握句型: Dinner at the farm is great.
    I’d like some ...
    Please clean the ...
    It looks ...!
    It is ..., too.
    2.理解“Story time”故事的意思。
    教学难点
    能够把本课的词汇、句型运用到具体的语境中。
    教学准备
    教学课件、课文视频、单词卡片等。
    教学媒体选择
    多媒体,录音。
    教学活动
    50. 角色扮演;
    51. 游戏;
    52. 观看动画。
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. Sing the song—What would you like to eat today? (播放第三单元的主题曲)
    3. Play a game—“Free talk” (课件出示:一段案例对话,一名学生说what would you like to eat? 另一名学生回答。)
    Review the vocabulary “sandwich, salad, hamburger, ice cream, tea, fresh, hot, sweet.”
    Review the sentence “What would you like to eat?” “I’d like some ... .”
    4. Lead-in.
    T: Now let’s begin our class. Boys and girls. Today Zoom comes to Zip’s farm. What will happen on the farm? Let’s learn about it.
    设计意图:直指主题,快速进入故事内容。
    Step 2: Presentation and Practice
    1. While-reading.
    Watch and answer(展示故事图片,展示学生需要回答的问题,播放故事视频)
    What would Zoom like to eat?
    What does Zip have?
    What does Zip order Zoom to do?
    Is dinner at the farm great?
    设计意图:设置问题,让学生们带着问题去观看视频学习小故事。
    2. Read and write.
    Read the story in groups and underline the new words and expressions.
    设计意图:锻炼学生自主阅读学习,并画出新词写下解释,加深记忆,教师适时给予指导与帮助。
    Learn the new expressions.
    — What would you like to eat?
    — The vegetables are so fresh!
    — They are healthy too.
    — Dinner at the farm is great!
    — Please clean the ...
    — Be careful.
    — It looks ...!
    — It is ..., too.
    — Here’s some fresh milk.
    设计意图:趁热打铁学习本节课的重点句型。
    Students read the expressions aloud.
    设计意图:通过大声读加深学生的记忆。
    3. Watch and read
    Watch the video again and read aloud
    设计意图:重新完整的观看故事视频并要求学生边看边跟读,加深对故事内容的理解。
    4. Practice.
    (1)Read the story aloud in groups for 5 minutes.
    (2)Role play.( 2 students in a group )
    (3)Read together.
    (4)Role play in groups. Then choose some groups to act out the story.

    Step 3: Consolidation & Extension
    T: Today we learn the story about Zip and Zoom. They came to a farm. They felt angry and wanted to make some food to eat. They ate fresh vegetables and drank fresh milk. They were delicious and healthy. So, boys and girls, please remember we should eat healthy food,OK?

    板书设计
    Unit 3 What would you like?
    story time

    What would Zoom like to eat? He’d like to eat a salad.
    What does Zip have? He has tomatoes, carrots and onions.
    What does Zip order Zoom to do? He ask Zoom to clean the vegetables.
    Is dinner at the farm great? Yes, it is.

    — What would you like to eat?
    — The vegetables are so fresh!
    — They are healthy too.
    — Dinner at the farm is great!
    — Please clean the ...
    — Be careful.
    — It looks ...!
    — It is ..., too.
    — Here’s some fresh milk.


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    5. 本节课利用图片、视频、音频、多种资源帮助学生学习Story time中的英语小故事。
    6. 本节课利用角色扮演、你问我答等多种游戏活动强化了学生对所学语句的掌握。
    Unit4 What can you do?
    七、 教材分析
    本单元学习的主题是文娱活动。教学内容主要是围绕着 “What can you do?”的话题展开。教学重点是能听、说、读、写核心句型 “—What can you do? —I can…” “—Can you…? —Yes, I can./No, I can’t.”; 能听、说、读、写单词和词组 “dance, sing English songs, do kung fu, play the pipa, draw cartoons, swim, speak English, cook, play basketball, play ping-pong”。

    八、 学情分析
    五年级英语在小学英语教学中起着承上启下的作用,既是四年级的衍生,又是六年级的铺垫。我们要帮助学生培养良好的英语学习习惯和学习方法。要求学生先从养成阅读习惯做起,再到怎样学习英语,后到提高英语学习能力。激发学习兴趣,养成自主学习的习惯和方法。平时在教学中,注意抓好学生的书写、理解与归纳等良好的学习习惯。加强学生基础知识的掌握,对知识的延伸与拓展需深入了解,特别是对各知识的融会贯通,灵活理解与运用。注重开发性使用对教材,做到“吃透”教材的前提下,大胆创新,对于知识的重难点力求把握准确,突破有法。对基本技能的训练,通过创设新的情景,让学生在变化的情景中去运用,在理解的基础上去训练,而不是变成大量的、机械的、重复的操练,因为操练并不发展意义,重复并不引起理解,反而加重学习负担,降低学习效率,引起学生的厌恶。同时,重视能力的培养。

    三、教学目标
    1 知识与能力
    1. 能够完成听录音选图和听录音判断正误的活动。
    2. 能够理解对话大意,按照正确的意群及语音、语调朗读对话,并进行角色扮演。
    3. 能够在情景中运用句型 “—What can you do? —I can…” “—Can you…? —Yes, I can./No, I can’t.”询问某人能否做某事并作答 。
    4. 能够听、说、读、写句型 “—What can you do? —I can…” “—Can you…? —Yes, I can./ No, I can’t.”
    5. 能够正确理解并按照正确的意群及语音、语调朗读Robin找朋友的电子邮件,完成读后活动。
    6. 能够写出三个描述自己能否做某事的句子,做到书写规范。
    7. 能够听、说、读、写单词和词组 “dance, sing English songs, do kung fu, play the pipa, draw cartoons, swim, speak English, cook, play basketball, play ping-pong”。
    8. 能够在语境中正确运用上述单词和词组。
    9. 能够完成关于课余文化活动的调查。
    10. 能够掌握字母组合oo的发音规则,即oo在单词中常见的/ ʊ /和/uː/两种发音。
    11. 能够拼读符合oo发音规则的单词,并能够根据读音拼写符合oo发音规则的单词。
    12. 能够在单线上完成抄写句子的活动,做到书写规范。

    2 情感态度价值观
    1. 能够积极参与文娱活动,丰富课余生活。
    2. 能够了解琵琶、武术、乒乓球等有中国特色的文娱活动形式。

    四、课时安排
    第一课时: Part A Let’s try & Let’s talk
    第二课时: Part A Let’s learn & Do a survey
    第三课时: Part A Let’s spell
    第四课时: Part B Let’s try & Let’s talk
    第五课时: Part B Let’s learn & Write and say
    第六课时: Part B Read and write & Let’s check & Let’s wrap it up
    第七课时: Story time
    The first period
    Part A Let’s try & Let’s talk
    内容分析
    本单元学习的主题是文娱活动。教学内容主要是围绕着“What can you do?”的话题展开。教学重点是学生能够理解Let’s talk板块的对话大意,并掌握本课时的核心句型。
    课时目标
    知识与能力
    1. 学生能够通过完成听录音选图的活动初步接触核心句型。
    2. 学生能够独立完成听录音选图片的练习。
    3. 学生能够按照正确的语音、语调及意群朗读对话并进行角色扮演。
    4. 学生能够运用核心句型完成问答活动。
    5. 学生能够在情景中运用句型 “—What can you do for the party? —I can…”询问并回答某人能做什么事情。
    过程与方法
    掌握基于问题听听力,寻找听力关键点的听力学习方法。
    情感态度价值观
    通过语境真实的对话,增强学生口语表达能力,提高学习英语的自信心,提高学生之间合作能力。
    教学重难点
    教学重点
    学生能够理解Let’s talk板块的对话大意,并掌握本课时的核心句型。
    教学难点
    学生能够在情景中正确运用本课核心句型询问并回答某人能做什么事情。
    教学准备
    教学课件、课文视频等。
    教学媒体选择
    多媒体,录音。
    教学活动
    53. 角色扮演;
    54. 游戏;
    55. 观看动画。
    教学过程
    Step 1: Warm-up & Lead-in
    1. Greetings.
    2. Let’s chant together.
    Dog, dog, what can you do?
    I can run after you.
    Panda, panda, what can you do?
    I can eat so much bamboo.
    Mouse, mouse, what can you do?
    I can hide in the shoe.
    Mike, Mike, what can you do?
    I can draw animals in the zoo!
    3. Look and say.
    Show pictures about chant.(课件出示:与chant相关的画面,并引导学生重复完成对话。)
    Teacher ask students to say more sentences by using the sentence pattern “I can…” Encourage them to say as many as possible.
    4. Lead-in.
    (1) Show the first part of the main scene on page 36. (出示课件)
    T: Look, they’ll have an English party next Tuesday. What can Chen Jie do for the party?
    Lead students to read the sentence and answer: She can play the pipa.
    (2) Show some pictures of different kinds of musical instruments, such as erhu, guzheng and so on. (出示课件) Lead students to read the phrases “play the erhu, play the guzheng”.
    T: Can you play the pipa / erhu / guzheng?
    Students try to answer the questions according to their real situations.
    (3) Show the second part of the main scene on page 36.(出示课件)
    T: How about Zip and Zoom? What can they do?
    Lead students to look at the picture and answer the questions.
    Lead students to read the sentences: I can dance! I can sing! La la la… Encourage them to do the actions at the same time.

    Step 2: Presentation
    1. Let’s try.
    (1) Show a picture of an English party and the picture of Chen Jie. (出示课件)
    T: Chen Jie has good news. She tells Mike that they are going to have an English party. Mike is so happy. Look at these two pictures of “Let’s try” on page 38. (出示课件) What can he do for the English party?
    Ask students to describe the pictures by using the sentence pattern “He can…” Then ask them to try to guess which picture is right.
    (2) Play the recording of “Let’s try”. (出示课件) Ask students to try to catch the key information, such as “draw pictures”. And ask students to tick the right picture.
    (3) Play the recording of “Let’s try” again. Check the answer together.
    (4) Show the listening material and the answer. (出示课件)
    Ask one student to stand up and answer the question: What can Mike do? Lead him/ her to say the sentence: He can draw pictures.
    2. Let’s talk.
    (1) Learn the new words and sentence pattern. Predict the main idea of the dialogue.
    T: The children will have an English party next Tuesday.
    Show a calendar of this month. Mark two days on the calendar. One day is today and the other day is next Tuesday. (出示课件) Point to the calendar and tell students that today is in this week and the other day is in next week. We can also call the other day next Tuesday. Help students understand the meaning of “We’ll…next…” Stress that “We’ll=we will.” Then show a picture of a birthday party. (出示课件) Help students understand the meaning of “party”.
    Show the pictures of Zhang Peng and John in “Let’s talk” without words. (出示课件)
    T: Mike can draw pictures for the party. How about Zhang Peng and John? Can they draw pictures for the party, too?
    Let students observe the pictures and guess the answers. They can talk freely with their deskmates.
    (2) Listen to the recording and answer the questions.
    Play the recording of “Let’s talk”. (出示课件) Ask students to listen carefully and try to answer the questions: ①What can Zhang Peng do for the party? ②What can John do for the party? Remind them to underline the key information in their books.
    After listening, ask several students to answer the questions. Lead them to speak out the sentences: Zhang Peng can sing English songs. John can do some kung fu.
    (3) Learn the new phrases and sentences.
    ① Write down the key sentences “—What can you do for the party? —I can sing English songs.” on the blackboard. Lead students to sing English songs, such as ABC song. Help students understand the meaning of “sing English songs”. Then lead students to read the sentences three times. Then sing a Chinese song. Lead students to say the sentence: I can sing Chinese songs, too.
    ② Point to the picture of John and ask: How about John? What can John do for the party? Lead students to say: John can do some kung fu. Write down the key sentences “—How about you, John? —I can do some kung fu.” on the blackboard. Lead students to read the sentences three times. Encourage them to do the action at the same time.
    Show a picture from the movie Kung Fu Panda. In the picture, the panda is doing kung fu. (出示课件) Lead students to say: He can do some kung fu. Then show some pictures about Chinese kung fu. (课件出示:男性、女性练中国功夫的图片) Lead students to say: He/ She can do some kung fu.
    3. Read and act.
    (1) Play the recording again. Ask students to read the dialogue after the recording and pay attention to the pronunciation and the intonation.
    (2) Let students practice the dialogue in pairs.
    (3) Ask several pairs to role-play the dialogue. Encourage them to do the actions at the same time.

    Step 3: Practice
    “Prepare for our English party”
    T: We’ll have an English party, too. But only the students who have at least three party invitation cards can come to the party. Finish the tasks below. Then you can get the cards.
    1. Make dialogues.
    Show the second part of “Let’s talk” on page 38 on the PPT. (出示课件) Ask students to make dialogues according to the example. Divide students into several groups. Each group has six people. Let them ask and answer by using the sentence patterns “—What can you do for the English party? —I can…” They can use the words and the phrases in this section. They can also use other words and phrases. Provide some words and phrases for help, such as run, cook, play basketball, play sports and so on.
    Let students ask and answer by playing the game “Drive a train” like this:
    S1: What can you do for the party, S2?
    S2: I can… What can you do for the party, S3?
    S3: I can… What can you do for the party, S4?
    S4: I can… What can you do for the party, S5?
    S5: I can… What can you do for the party, S6?
    S6: I can… What can you do for the party, S1?
    S1: I can…
    Choose the best group. Each student in this group can get two party invitation cards.
    2. Fill in the chart.
    Ask students to try to complete the chart according to their dialogues.

    Choose the best group. Each student in this group can get two party invitation cards.
    3. Make a report.
    Choose one student from each group to report their chart.
    Make a model:
    S1 can… S2 can… S3 can… S4 can… S5 can… S6 can…
    Choose the best group. Each student in this group can get one party invitation card.

    Step 4: Consolidation & Extension
    “English party show”
    1. Count the invitation cards.
    Ask students to count their invitation cards. Let the students who have at least three party invitation cards come to the front of the classroom and stand in a line.
    2. English party show.
    The students sitting on the chairs ask: What can you do for the party? The students invited to the English party answer the question one by one and act out what they can do. Each student who does a good job can get a gift.

    板书设计


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1. 本课的重点在于培养学生良好的听力和交际能力。听前、阅读前都让学生对要学的内容进行预测,让学生带着问题去听、去阅读,目的明确,使学生在不知不觉中就进入了学习状态。
    2. 本课知识与学生的现实生活联系紧密,所以整个课堂紧扣生活,帮助他们在真实有效的情景中理解和掌握知识。
    3. 几轮合作竞赛给予奖励,强调了团队合作的重要性,帮助学生树立了团队意识。
    4. 趣味性的活动将课堂推向高潮,同时有效地巩固了新句型,突破了本课的难点。
    5. 板书简洁清晰,重点突出,一目了然。

    The second period
    Part A Let’s learn & Do a survey
    内容分析
    本单元学习的主题是文娱活动。教学内容主要是围绕着 “What can you do?”的话题展开。教学重点是学生能够听、说、读、写上述五个关于课余文化活动的词汇。
    课时目标
    知识与能力
    1. 学生能够听、说、读、写五个关于课余文化活动的词汇“dance, sing English songs, do kung fu, play the pipa, draw cartoons”
    2. 学生能够在语境中正确运用上述词汇。
    3. 学生能够分组用英语调查各自能做的事情,然后完成统计表格。
    过程与方法
    训练学生逐渐掌握基于合作探究的英语语言能力练习方法。
    情感态度价值观
    锻炼学生运用语言的能力,提高学生参与英语学习的积极性。
    教学重难点
    教学重点
    1. 学生能够听、说、读、写上述五个关于课余文化活动的词汇。
    2. 学生能够在情景中询问某人能做什么并作答。
    教学难点
    学生能够在语境中正确运用重点词汇和核心句型。
    教学准备
    教学课件、课文视频、单词卡片等。
    教学媒体选择
    多媒体,录音。
    教学活动
    56. 角色扮演;
    57. 游戏;
    58. 观看动画。
    59. 小组合作竞争
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. Play a game: Match and play.
    (出示课件:课件中呈现与上节课所学单词相关的能表现职业特征的从业者照片,如舞蹈演员、歌手、武道家、画家等等。另外呈现与这些职业相对应的单词,学生先一同完成职业与单词的匹配。随后,按照两人一组的模式叫起学生,按图片顺序进行“What can you do?”, “I can ...”的对话练习,同时,负责回答的同学要表演模仿出职业行为。)
    3. Lead-in.
    T: The animals can do many things. I can do many things, too. What can I do? Try to guess!
    Encourage students to express their opinions.
    设计意图:采用轻松有趣的方式复习之前学过的一些简单的动词以及上一课时学习的重点句型,活跃课堂气氛,使学生心情愉悦,让本课有一个很好的开端。
    Step 2: Presentation
    1. Learn the new word and phrases.
    (1) Act like singing a song.
    T: What can I do?
    Ss: You can ...(根据学生的答,老师做出相应的行为,直到学生说出老师会唱歌,进入下一个问题。)
    T: What songs can I sing?
    Lead students to say: You can sing English songs. Write down the phrase “sing English songs” on the blackboard. Lead students to read it three times. And present the sentence pattern “I can…” on the blackboard, too. Lead students to practice the sentences: I can sing. I can sing English songs.
    (2) In the same way, use body language to teach the word “dance”. Write down the word “dance” on the blackboard. Lead students to read it three times. And lead students to practice the sentence: I can dance.
    (3)Take out a picture of a pipa and say: I have a pipa. Hold the picture and act like playing the pipa. At the same time, play a short sound of pipa on the PPT. (出示课件)
    T: What can he do?(出示课件:一个人抱着琵琶在弹奏)
    Lead students to say: He can play the pipa. Write down the phrase “play the pipa” on the blackboard. Lead students to read it three times. And lead students to practice the sentence: I can play the pipa.
    Present some pictures of more Chinese and western musical instruments (such as erhu, guzheng, piano, violin…) and their corresponding phrases. (出示课件) Help students know more kinds of musical instruments. Lead them to read the corresponding phrases: play the erhu, play the guzheng, play the piano, play the violin and so on. Stress the word “the” in front of these musical instruments in red colour. Lead students to understand that the noun for an instrument is preceded by “the”.
    (4) Show a short video of the movie Kung Fu Panda. (出示课件) Let students try to say the name of this movie.
    T: The panda in the movie can do…
    Lead students to say the phrase “kung fu”. Then act like doing kung fu.
    T: What can I do?
    Lead students to say: You can do kung fu, too. Write down the phrase “do kung fu” on the blackboard. Lead students to read it three times. And lead students to practice the sentence: I can do kung fu.
    (5) Show some pictures of different cartoon characters.
    T: Do you like cartoons? Ss: Yes, I do.
    Then act like drawing pictures.
    T: What can I do? Ss: You can draw pictures.
    Take out some brief strokes of different cartoon characters.
    T: Look! I can draw…
    Lead students to say the word “cartoons”. Write down the phrase “draw cartoons” on the blackboard. Lead students to read it three times. And lead students to practice the sentence: I can draw cartoons.
    2. Read and make new dialogues.
    (1) Read the word and the phrases.
    ①Show the pictures of “Let’s learn”. (出示课件) First, ask students to observe the pictures. Then let them read the word and the phrases after the recording. (出示课件) Encourage students to do the corresponding actions at the same time.
    ②Take out the cards of these vocabulary randomly. Ask students to read them out loudly.
    ③Ask one student to come to the platform and take all the cards in his/ her hands. The teacher says a word or a phrase at a time. The student should choose the right card and hand it up. The others read the word or phrase loudly.
    (2) Read the dialogue.
    Divide students into two groups. Let all the girls read Miss White’s sentence and all the boys read Mike’s sentence. Write down the sentence patterns “—What can you do? —I can…” on the blackboard.
    (3) Make your own dialogue.
    ①Let students work in pairs. Ask students to use the word and the phrases in this part and try to ask and answer by using the sentence patterns on the blackboard.
    ②Ask some pairs to show their dialogues by the game “Drive a train”.

    Step 3: Practice
    1. Play a game: John says.
    (出示课件:John 和 老师两个人物形象,John说一句话,学生做想应动作,老师说的话,学生不予理会。
    游戏说明:教师发指令,学生做动作。如果教师在指令前说了John says,学生就要做出相应的动作;如果教师只说指令,学生则保持不动。例如,教师说“Simon says,sing English songs.”,学生唱英文歌;如果教师说“Sing English songs.”,学生保持不动。以此方法多轮操练本课重点词汇。)
    2. Play a game: You say and I imitate.
    (游戏说明:挑选一名学生上台,下面同学询问“What can you do?”,台上学生回答“I can ...”同时模仿出相应的动作,每名同学被询问三次。)

    Step 4: Consolidation & Extension
    “Do a survey”
    1. Show the chart of “Do a survey” on page 39. (出示课件)
    Ask students to read all the key word and phrases in the chart. Encourage students to say more activities. Write them down on the blackboard. Ask students to write them below the chart in their books.
    2. Present the dialogue between John and Zhang Peng. (出示课件)
    T: What can Zhang Peng do?
    Ask students to find out the answer. Then tick in the corresponding grid.
    3. Work in groups.
    First, students write down all the group members’ names on the first row of the chart. Then ask and answer as the example of John and Zhang Peng. Tick in the corresponding grids according to the answers.
    4. Make a model with a student.
    Write the name of this student on the first row of the chart. Then ask and answer like this:
    T: What can you do? S1: I can sing English songs and play the pipa.
    Tick in the corresponding grids about these two activities under this student’s name. Then ask students to complete their charts. After they complete the chart, lead students to report their survey result in groups like this: S1 can… S2 can… S3 can… At last, invite several students to show their results in class. Each good group can get two stars.
    5. Count the number of stars of each group.
    Find out the best group in this lesson.

    板书设计


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1. 本节课从听、说、读、写多方面入手,培养学生的语言综合运用能力。
    2. 本节课的活动多以说为主,让学生在活动中学,在活动中说,增加了课堂的趣味性,也提高了学生的学习积极性。
    3. 充分利用多种教学手段,课堂活动的设计环节紧凑,教学过程连贯、自然,符合学生的认知特点。
    4. 板书设计清晰明了,重点突出,起到了很好的辅助作用。
    The third period
    Part A Let’s spell
    内容分析
    本单元学习的主题是文娱活动。教学内容主要是围绕着 “What can you do?”的话题展开。这一课时和音标有关,教学重点是学生能够感知并掌握字母组合oo在单词中的发音规则,拼读符合oo发音规则的单词。
    课时目标
    知识与能力
    1. 学生能够感知并掌握字母组合oo在单词中的发音规则。
    2. 学生能够拼读符合oo发音规则的单词。
    3. 学生能够根据单词读音写出符合该规则的单词。
    过程与方法
    引导学生掌握基于反复听读的方法掌握音标发音的方法。
    情感态度价值观
    提高口语表达能力。
    教学重难点
    教学重点
    1. 学生能够感知并掌握字母组合oo在单词中的发音规则。
    2. 学生能够拼读符合oo发音规则的单词。
    教学难点
    1. 学生能够拼读符合oo发音规则的单词。
    2. 学生能够根据单词读音写出符合该规则的单词。
    教学准备
    教学课件、录音、语音例词单词卡等。
    教学媒体选择
    多媒体,录音。
    教学活动
    小组合作发音练习
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. Revision.
    Help students review the letter combination “ow” in Unit 3 and let students give examples by the game “Drive a train”.
    3. Enjoy the chant.
    Play the recording of the chant in this lesson. (出示课件) Let students listen to it and feel about the pronunciations of the letter combination “oo”.
    4. Lead-in.
    Show the content of the chant in this lesson. (出示课件) Put the word cards of “zoo” “look” “too” and “football” on the blackboard. Mark all the letter combinations “oo” in red colour. Then play the recording of the chant in this lesson again. (出示课件) Ask students to listen carefully and divide the word cards on the blackboard into two groups.
    After students listen to the recording, lead students to put the two word cards “look” and “football” in Group One, and put the two word cards “zoo” and “too” in Group Two. Lead students to read them several times, and help students try to get a preliminary understanding of the two kinds of pronunciations of the letter combination “oo”.

    Step 2: Presentation
    1. Learn the new chant.
    (1) Show the new chant on the PPT. Lead students to read it and remind them to pay attention to the pronunciations of the letter combination “oo”.

    Ask students to find out the words containing the letter combination “oo”. These words are “book, balloon, good, food, noodles, too”. Ask students to try to read them by themselves.
    (2) Show all the words containing the letter combination “oo” in the two chants. They are “book, look, football, good, balloon, food, zoo, noodles, too”. (出示课件) Ask students to try to divide these words into the two groups and write down the answers in their own exercise books.
    2. Put the words into the right group.
    (1) Show the eight pictures of “Read, listen and chant” on the PPT. (出示课件) Ask some students to read the words according to the pictures one by one. The others listen carefully and check the pronunciations and pay attention to the pronunciations of the letter combination “oo”.
    (2) Play the recording of “Read, listen and chant”. (出示课件) Ask students to listen carefully and read after the recording. Then ask students to check if the previous grouping is correct after listening and reading.
    (3) Check the grouping result together. Take out the word cards. Put the word cards of “book” and “good” in Group One, and put the word cards of “balloon”, “food” and “noodles” in Group Two. Mark all the letter combinations “oo” in red colour.
    3. Learn the pronunciations.
    (1) Lead students to read these words in the two groups one by one. Help students try to conclude the right pronunciation of the letter combination “oo” in each group. Encourage students to say their opinions.
    (2) Show the phonetic symbols /ʊ/ and /u:/ on the PPT. (出示课件) Explain the pronunciation skills briefly. Lead students to read the phonetic symbols several times. Take out the word cards of these phonetic symbols. Lead students to put them in the right group. Put the phonetic symbol /ʊ/ in Group One. Put the phonetic symbol /u:/ in Group Two.

    Step 3: Practice
    1. Read, listen and chant.
    (1) Show the chant of “Read, listen and chant” and play the recording. (出示课件) Ask students to read them after the recording again. Then ask some students to read these words and the chant. Give some help when it’s necessary and correct the wrong pronunciation.
    (2) Show some words containing the letter combination “oo”, such as football, good, book, look, cook, noodles, zoo, balloon, food. (出示课件) Ask students to say more words. Let students choose some words to make sentences. Then make a model like this: Look! It is a good book.
    Ask several students to say their sentences. Each one of them can get a sticker as an award.
    2. Listen, circle and say.
    Show the content of “Listen, circle and say”. (出示课件) Ask students to read all the words according to the pronunciation rules. Then play the recording.(出示课件)Let students listen and circle the words they heard.
    Check the answers together. Present the listening material and let students read the words again. (出示课件)
    3. Look, listen and write.
    Show the pictures of “Look, listen and write”. (出示课件) Let students observe the pictures carefully and get to know the listening tasks. Then play the recording. (出示课件) Let students listen and fill in the blanks.
    Check the answers together. Show the listening material and the answers. (出示课件) Help students understand this section better. Ask students to pay attention to their spellings and correct the mistakes.
    Let students choose one sentence from above and write it on the line. Lead students to write the sentence in the correct and standard form. Ask several students to show their sentences. Check the writing together.

    Step 4: Consolidation & Extension
    “Story time”
    Show the story The Cook on the PPT. (出示课件)
    1. Read and enjoy the story.
    Ask students to read the story and pay attention to all the words containing the letter combination “oo”. Lead students to read the two kinds of pronunciations of the letter combination.
    2. Show the words on the PPT.
    Show the words “cook, noodles, spoon, good, mooncakes, too, afternoon, Woods,Hoods” on the PPT.(出示课件)Let students try to read these words by themselves. Then lead them to read these words several times.
    3. Read the story in groups.
    Let students try to read the story by themselves in groups.
    4. Act out the story.
    Ask several groups to act out the story.

    板书设计


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1. 通过歌谣引入课堂主题,避免语音学习的枯燥性,在充分调动学生积极性的基础上呈现单词,深入主题。
    2. 整个教学设计侧重于培养学生的自主学习能力,通过自己观察找出规律、总结发音等方式,提高了学生的自主探究能力和归纳总结能力。
    3. 通过听、说、读和写,从多方面对学生的能力进行层层深入的训练。
    4. 多种有效的练习活动,帮助学生巩固了本课所学的语音知识。
    5. 板书设计清晰明了,起到了一定的辅助作用。

    The fourth period
    Part B Let’s try & Let’s talk
    内容分析
    本单元学习的主题是文娱活动。教学内容主要是围绕着 “What can you do?”的话题展开。教学重点是学生能够运用核心句型“—Can you…? —Yes, I can./No, I can’t.”询问对方能否做什么并作答。
    课时目标
    知识与能力
    1. 学生能够借助图片,听前预测对话内容,听时抓住关键信息,能够听懂简短对话,提高听的能力。
    2. 学生能够对新句型在听觉上有所感知,并完成听录音选择正确选项的活动。
    3. 学生能够按照正确的语音、语调及意群朗读对话,并能够进行角色扮演。
    4. 学生能够在情景中运用句型“—Can you…? —Yes, I can./No, I can’t.”询问对方能否做什么并作答。
    5. 学生能够运用核心句型完成连锁问答活动。
    6. 学生能够在情景中恰当运用功能句“Today we’ll learn some kung fu.”
    过程与方法
    掌握利用现实场景进行所学知识练习强化的英语学习方法。
    情感态度价值观
    通过游戏的方式,增加学生对学习的兴趣,提高学生英语口语表达水平。
    教学重难点
    教学重点
    1. 学生能够理解对话大意,并能够按照正确的语音、语调及意群朗读对话。
    2. 学生能够运用核心句型“—Can you…? —Yes, I can./No, I can’t.”询问对方能否做什么并作答。
    教学难点
    学生能够在真实情景中运用核心句型询问对方能否做什么并作答。
    教学准备
    教学课件、课文视频等。
    教学媒体选择
    多媒体,录音。
    教学活动
    60. 角色扮演;
    61. 游戏;
    62. 观看动画。
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. Enjoy the song—What can you do? (出示课件)
    3. Play a game: I say and you do.
    (游戏说明:全班分为六个小组,每个小组随机抽选两位学生上讲台参加游戏。一位学生用 “I can…” 说一句话,另一位学生迅速表演出相应的动作。六对学生表演完之后,全班一起评选出配合最默契的一对学生,奖励他们获得“最佳拍档”的称号。)
    4. Lead-in.
    (1) Show some pictures of different kinds of activities, such as wash clothes, play the pipa, draw cartoons, do some kung fu and so on. (出示课件) Point to these pictures one by one and ask students to answer the question “Can you…?” Students may answer “Yes.” or “No.” for each question. Ask students to guess what the teacher can do. After students answer, the teacher says “Yes, I can…/No, I can’t…”
    (2) After saying “No, I can’t do any kung fu.”, ask students to answer the question “Can you do any kung fu?” Invite several students to stand up and answer this question according to their real situations. Lead them to say the sentences “Yes, I can do some kung fu. / No, I can’t do any kung fu.”
    T: How about this boy? Let’s go and have a look! (课件出示: Mike的图片)
    设计意图:热身环节的每一个活动都有效地帮助学生复习之前学过的重点词汇和句型,同时逐步融入本课的重点句型,使学生在轻松愉悦的活动中自然而然地进入本课主题。

    Step 2: Presentation
    1. Let’s try.
    (1) Show the picture and the question of “Let’s try”. (出示课件)
    T: Who is this boy?
    Ss: He is Mike.
    T: Wonderful! (Thumb up at the same time.)
    Ask students to read the question on the PPT. Let students guess the answer. Lead students to say the sentences “Yes, he can do some kung fu. /No, he can’t do any kung fu.”
    (2) Play the recording of “Let’s try”. (出示课件) Let students try to get the key information like these: It’s kung fu today. It’s cool but I can’t do it.
    (3) Then play the recording of “Let’s try” again.(出示课件)Let students listen and tick the right answer.
    (4) Check the answer together. Present the listening material and ask students to read it to help students understand this section. (出示课件)
    2. Let’s talk
    (1) Present the chart below on the PPT.

    Ask the questions “Can Zhang Peng / Mike do any kung fu?” According to the listening of “Let’s try”, lead students to answer together “Zhang Peng can do some kung fu. Mike can’t do any kung fu.”
    Draw a tick and a cross in the corresponding positions in the chart.
    Point to the names of John and Oliver and ask “Can John do any kung fu? How about Oliver?” Ask students to guess the answers.
    (2) Play the video of “Let’s talk”. (出示课件) Let students watch the video to get the answers.
    Show the answers. (出示课件) Check the answers together. Ask the questions again. Lead students to say “Yes, he can. / No, he can’t.”
    (3) Show the chart below.

    Use this chart to help students distinguish the meanings and the usages of “some” and “any”. Stress that “some” is used in positive sentences and “any” is used in interrogative or negative sentences. Stress the word “not” in red colour. Write down “can’t = can not” on the blackboard.
    (4) Show the first picture of “Let’s talk”. (出示课件) Ask students to observe the picture carefully and answer the question “Who are they?” They may say “They are Sarah, Amy, John, Oliver and…”
    Ask three questions: ①Who is this man? ②What’s his job? ③What do they have today?
    Then play the video of the first part of “Let’s talk”. (出示课件)
    Let three students answer the questions. Lead students to say “The man is Mr Ma. He is a PE teacher. They have PE today.”
    T: Mr Ma says, “Today we’ll learn some kung fu.” Now we know what they will do in the PE class. How about our English class today? Do you know what we will learn next?
    Lead students to say “We’ll learn English songs /…” Write down the word “learn” on the blackboard. Lead students to read like this: learn, learn, learn, learn some kung fu, learn English songs…
    Point to John and ask “Can John do any kung fu?” This time, students can easily answer the question. They may say “Yes, he can.” Thumb up and write down the sentence patterns “—Can you do any kung fu? —Yes, I can.” on the blackboard. Lead students to read the sentence patterns three times.
    (5) Show the second picture of “Let’s talk”. (出示课件) Ask students to watch the video of the second part. (出示课件) And let students try to answer the questions “Can Oliver do any kung fu? What can Mr Ma do for him?”
    Ask two students to stand up and answer the questions. Lead students to say “No, he can’t do any kung fu. Mr Ma can help him.”
    Write down the sentence “No, I can’t.” on the blackboard. Lead students to read the whole sentence patterns.
    Take out the card of “No problem.”
    T: Oliver can’t play any kung fu. So Mr Ma says, “No problem. I can help you.” If we can help others, we can say “No problem. I can help you.” Now I need your help. Can you help me put this card on the blackboard?
    Lead students to say “No problem. I can help you.” Invite the most active student to put up the card on the blackboard. After that, thumb up and say “Wonderful! Thank you!” Write down the word “wonderful” on the blackboard. Tell students that “wonderful” means “Great! Very very good.” Then lead students to read the sentences and the word several times.

    Step 3: Practice
    1. Practice the dialogue.
    (1) Play the recording of “Let’s talk”. (出示课件) Ask students to read the dialogue sentence by sentence after the recording.
    (2) Let students practice the dialogue in groups.
    (3) Ask several groups to role-play the dialogue. The group that does a good job can get two stickers.
    2. Can you do it?
    (1) Show the word and the phrases in “Can you do it?” (出示课件) Lead students to read them. Encourage students to write more words or phrases in their books, such as dance, play the pipa, play football, make a cake, draw cartoons and so on.
    (2) Show the pictures of “Can you do it?”(出示课件)Divide students into several groups. Let them ask and answer in a chain as the children do in the pictures. Every question can be used only once.
    (3) Make a model with some students:
    T: Can you sing English songs?
    S1: Yes, I can. Can you cook?
    S2: No, I can’t. Can you do any kung fu?
    S3: No, I can’t…

    (4) Ask two or three groups to show their work. Each student in these groups can get a sticker.

    Step 4: Consolidation & Extension
    Play a game——“I want you!”
    (活动说明:首先选出六名学生,询问他们未来想要从事的工作,六人不同最好。划定他们的身份为领导者。铺设情景,即他们要在他们自己喜欢的领域做出一番事业,现在他们要去寻找与自己的目标一致,且具备相关技能的人。要求六位领导者在卡片上写下自己需要的人的所需的技能。随后,教师根据六名学生的需求,向同学们描述这六个方向,其他同学在纸上写下“I can do ...”每人限三条。随后,六位领导者分别阐述自己带队要从事的工作,并每人可以询问10名学生“What can you do?”,学生回答后,六名同学根据回答决定是否是自己队伍需要的人,如果需要,回答“I want you.”游戏最后,老师根据各小组选到的人数多少和工作匹配程度来评出第一名,老师给予一定的奖励。)

    板书设计


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1. 坚持以教师为主导,以学生为主体,以活动为主线,引导学生自主探究,培养学生的学习能力。
    2. 在听力活动和学习对话之前,都让学生对所学内容进行了预测。给出问题,让学生带着问题去听听力、阅读对话,使学生的学习目的明确。
    3. 本课时各环节的设计循序渐进,环环相扣,让学生们很自然地跟随节奏,掌握新知。
    4. 为学生创设真实的场景,让学生在真实的场景里运用并体会所学的词汇和句型。
    5. 板书简洁清晰,重点突出,一目了然。

    The fifth period
    Part B Let’s learn & Write and say
    内容分析
    本单元学习的主题是文娱活动。教学内容主要是围绕着 “What can you do?”的话题展开。教学重点是学生能够听、说、读、写五个有关课余文化活动的单词和词组“swim, speak English, cook, play basketball, play ping-pong”。
    课时目标
    知识与能力
    1. 学生能够听、说、读、写五个有关课余文化活动的单词和词组“swim, speak English, cook, play basketball, play ping-pong”。
    2. 学生能够在语境中正确运用这五个单词和词组询问某人是否具备某种技能并作答。
    3. 帮助学生运用并巩固核心语言,进一步提高语言运用能力。
    过程与方法
    通过单词训练的拓展与延伸,训练学生基于所学单词联想学习相近单词的方法。
    情感态度价值观
    通过活动更好地掌握单词和句型,进一步培养语言交际能力,进一步加深学生对自己和同学的了解,培养学生合作学习的意识和态度。
    教学重难点
    教学重点
    1. 学生能够听、说、读、写五个有关课余文化活动的单词和词组“swim, speak English, cook, play basketball, play ping-pong”。
    2. 学生能够在语境中正确运用上述五个单词和词组询问某人是否具备某种技能并作答。
    教学难点
    学生能够在语境中正确运用上述五个单词和词组询问某人是否具备某种技能并作答。
    教学准备
    教学课件、课文视频、录音等。
    教学媒体选择
    多媒体,录音。
    教学活动
    63. 角色扮演;
    64. 游戏;
    65. 观看动画。
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. Play a game: Pass the ball.
    (游戏说明:教师敲击桌子,学生传彩球,教师停止敲击桌子时,彩球传到哪位学生的手里,哪位学生就站起来与教师进行对话。)
    T: What can you do? S1: I can…
    3. Lead-in.
    T: Boys and girls, can you make a happy face?
    Lead students to make happy faces.
    设计意图:通过热身活动让学生对学过的知识进行复习,充分激发学生的学习兴趣,调动他们的积极性,活跃课堂气氛,为后面的学习做好铺垫。
    Step 2: Presentation
    1. Learn the words and the phrases.
    (1) Show the picture of John. (出示课件)
    T: Can John do any kung fu? Ss: Yes, he can.
    T: How about Oliver? Can he do any kung fu? Ss: No, he can’t.
    Show the picture of Oliver in “Let’s learn”. (出示课件)
    T: Look! What can Oliver do? Ss: …
    Take out a real basketball. Use it to teach the word “basketball”. Lead students to read it three times. Then lead students to answer “He can play basketball.” Write down the phrase “play basketball” on the blackboard. Stress that: basketball=basket + ball. Lead students to read it three times. Ask students to ask and answer in pairs by using the sentence patterns “— Can you play basketball? —Yes, I can. / No, I can’t.”
    (2) Ask students to put their hands up if they can play basketball. Walk to one of them.
    T: You can play basketball. Can you play football? S1: …
    Then take out a ping-pong.
    T: How about this? Can you play ping-pong? S1: …
    Take the ping-pong and walk around the classroom. Ask more students to answer the question “Can you play ping-pong?” Ask students to ask and answer in pairs by using the sentence patterns “—Can you play ping-pong? —Yes, I can. / No, I can’t.”
    T: Some of you can play football. Some of you can play basketball. Some of you can play ping-pong. How about Amy? What can she do?
    Show the picture of Amy in “Let’s learn”. (出示课件) Lead students to answer “She can play ping-pong.” Write down the phrase “play ping-pong” on the blackboard. Lead students to read it three times.
    T: Look! I can play basketball. I can play ping-pong, too. (Do the actions.)
    Ask students to stand up and do the actions together. Lead them to say the sentences at the same time.
    (3) T: Oh, I played too many sports. Now, I’m thirsty. I need to drink some water.
    Take out a fish tank with a little fish swimming in the water.
    T: What’s this in the water? Ss: It’s a fish.
    T: What can a fish do?
    If someone speaks out the word “swim”, write it down on the blackboard. If they can’t, lead them to speak it out. Then lead students to read the word three times.
    Show the first picture in “Let’s learn”. (出示课件)
    T: Fish can swim. How about the children? Can they swim?
    Lead students to answer “Yes, they can.” Ask students to ask and answer in pairs by using the sentence patterns “—Can you swim? —Yes, I can. / No, I can’t.”
    (4) T: I’m hungry.(Touch the stomach.)Can I eat this fish now?
    Ss: No!
    Take out a spatula for cooking.
    T: What can I do with the spatula?
    Act like cooking and lead students to say “You can cook.” Write down the word “cook” on the blackboard. Lead students to read the word three times.
    Show the third picture in “Let’s learn”. (出示课件)
    T: Look at the two girls. They can cook, too. Can you cook?
    Give the spatula to the first student in a row. Ask the students in this row to pass the spatula one by one and say “I can cook.” by the game “Drive a train”.
    (5) Show the second picture in “Let’s learn”. (出示课件)
    T: What can they do?
    Ask students to observe the picture carefully and encourage them to express their opinions. Lead students to say the sentence “They can speak English.”
    T: I’m an English teacher. I can speak English. Can you speak English?
    Lead students to say “Yes,I can. I can speak Chinese, too.” Write down the phrase “speak English” on the blackboard. Lead students to read the phrase three times.
    设计意图:词汇教授的环节紧凑,词与词之间过渡自然,整个环节逻辑性强,使学生对本课的重点词汇有深刻的理解和印象。
    2. Listen, read and act.
    (1) Listen and read.
    Show the five pictures and the new words and phrases in “Let’s learn”. Play the recording. (出示课件) Let students try to read them after the recording.
    (2) Show the dialogue of Zoom and Zip. Ask students to read the dialogue after the recording. (出示课件) Ask two students to stand up to role-play the dialogue.

    Step 3: Practice
    1. Work in pairs.
    Encourage students to use the words and the phrases learned today to make their own dialogues like this:
    S1: Can you speak English?
    S2: Yes, I can. I can…, too. / No, I can’t. Can you…?
    S1: Yes, I can. I can…, too. / No, I can’t.
    Ask several pairs to stand up and show their dialogues.

    2. Play a game: Quick response. (出示课件)
    (游戏说明: PPT快闪式呈现“Let’s learn”板块的五个词汇,学生们需要快速反应每次出现的是哪个,并大声读出来。依次进行,直到把所有的词组都读过一遍为止。)
    3. Play a game: I do and you guess.
    Work in pairs. One student does the actions. The other student guesses. And they try to ask and answer with each other. Make a model:
    T: What can I do? (Do the actions.) S1: You can…
    T: Yes. / No.
    Present some pictures of extracurricular cultural activities to help students.(出示课件)

    Step 4: Consolidation & Extension
    “Do a survey”
    1. Read and complete.
    Show the chart in “Write and say”. (出示课件) Lead students to read Sarah’s sentences and fill in the chart about what Sarah can do and can’t do.
    2. Fill in the chart.
    Show a blank chart. (出示课件) Ask students to complete the chart according to their real situations. Provide some help when it’s necessary. Check some students’ words or phrases and correct their mistakes.
    3. Pair work.
    Let students talk about their special talents with partners by using the sentence patterns “I can… I can’t…”
    4. Show time.
    Ask some students to show in class.

    板书设计


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1.本课使用了大量的趣味活动,活跃了课堂气氛,激发了学生的学习兴趣。
    2.设计多种活动,让学生及时运用所学知识,起到了“现学现用,学用结合”的效果。
    3.本课设计旨在培养学生良好的学习习惯和有效的学习策略,发展学生自主学习英语的能力与合作创新的精神,培养学生的语言综合运用能力。
    4.板书设计清晰明了,重点突出,起到了很好的辅助作用。

    The sixth period
    Part B Read and write & Let’s check &
    Let’s wrap it up
    内容分析
    本单元学习的主题是文娱活动。教学内容主要是围绕着 “What can you do?”的话题展开。教学重点是能够读懂“Read and write”板块的内容,并完成相应的任务,能够听懂“Let’s check”板块的录音,并完成相应任务。
    课时目标
    知识与能力
    1. 学生能够在图片的帮助下读懂电子邮件并完成判断正误的活动。
    2. 学生能够写出三个描述自己能或不能做什么的句子。
    3. 学生能够听前先看表格,推测考查点,然后有意识地去听材料,根据所听的信息进行判断,完成练习。
    4. 学生能够独立完成听录音补全句子的练习。
    5. 学生能够了解“play”与文体活动名称的搭配规则。
    过程与方法
    掌握对比学习法。
    情感态度价值观
    培养学生养成总结归纳知识点的学习习惯。
    教学重难点
    教学重点
    1.学生能够读懂“Read and write”板块的内容,并完成相应的任务。
    2.学生能够听懂“Let’s check”板块的录音,并完成相应任务。
    3.学生能够了解“play”与文体活动名称的搭配规则。
    教学难点
    学生能够写出三个描述自己能或不能做什么的句子。
    教学准备
    教学课件、课文视频、录音等。
    教学媒体选择
    多媒体,录音。
    教学活动
    游戏;抢答
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. Play a game: Magic eyes. (出示课件)
    Show some pictures one by one. Every picture has a part covered. Ask students to look carefully and try to speak out the right word or phrase as soon as possible. The first one who speaks out the right word or phrase can get a gift. The words and phrases are the key vocabulary in this unit.
    3. Play a game: Rock, scissors, cloth.
    (游戏说明:同桌两人一组,进行“石头剪刀布”的游戏。赢的同学用 “What can you do?”提问,输的同学则用 “I can…”来回答。)
    4. Talk about the best friend.
    The teacher shows a picture of the best friend. Briefly introduce this friend.
    T: This is my best friend. He/ She is friendly/ tall/… He/ She can speak English /… He /She can’t… Who’s your best friend? Is he /she tall/…? What can he /she do?
    Let students talk with each other in pairs. Ask several students to introduce their best friends to the class.
    5. Lead-in.
    T: Do you want a new friend?
    Lead students to answer. Then show a picture of the QQ message page. (出示课件) Point to the mail icon.
    T: Oh, I’ve got an email.
    Write down the word “email” on the blackboard. Lead students to read it three times. Ask students to read the word by the game “Drive a train”.
    Show the picture of Robin. (出示课件)
    T: Robin sends this e-mail to me. He wants to be our new friend. What do you know about Robin?
    Lead students to guess Robin’s characteristics and abilities. Let student try to briefly introduce Robin from these two aspects.

    Step 2: Presentation
    1. Fast reading.
    Ask students to read the email quickly and try to find out the sentences about Robin’s characteristics and abilities.
    2. Careful reading.
    (1) Ask students to read the email carefully for the second time, and try to answe r the questions.
    Question 1. What’s Robin like?
    Question 2. What can Robin do?
    Question 3. What can’t Robin do?
    Ask students to answer the questions. Then show the answers.
    Lead students to read the questions and the answers one time.

    (2) Show the chart about what Robin can / can’t do.(出示课件)Ask students to complete the chart.
    Check the answers together. Show the answers. (出示课件)
    (3) Show the content of “Tick or cross” in “Read and write”. (出示课件) Ask students to complete the task in this section. Check the answers together. Encourage students to correct the wrong sentences according to the email.
    3. Listen, read and write.
    (1) Play the recording of “Read and write”. (出示课件) Ask students to try to read after it. Let students practice reading the email by themselves and pay attention to the pronunciation and the intonation.
    (2) T: Do you want to be Robin’s friend?
    Let students answer and briefly talk about the reasons. Remind students to introduce themselves from two aspects: characteristics and abilities. Lead students to complete personalized writing in their books. Ask students to complete the first and the second sentences. Then let them write a whole sentence about themselves independently.
    Walk around to check students’ handwriting and spellings. Give guidance when it’s necessary. Ask students to talk about the sentences they have written in groups. Then ask several students to read their sentences in class. Evaluate students.

    Step 3: Practice
    1. Write an email to Robin.
    (1) Show an email template. Lead students to learn the format of it. Explain how to write and send an email step by step. Stress the word “send” by pointing to the corresponding icon. And ask students to pay attention to the email addresses of the recipient and the sender. Tell students that if they want to send an email to Robin, they should send the email at robin@urfriend.cn. Write down “want” “send” and “at” on the blackboard. Lead students to read these words several times.
    (2) Encourage students to write an email to Robin. They can use the email template on the PPT for help.
    (3) Show some students’ emails to the class. Correct the mistakes together.
    2. Let’s check.
    (1) Listen and tick or cross.
    ①Show the chart in “Let’s check”. (出示课件) Ask students to observe the chart and predict the content of the listening.
    ②Play the recording. (出示课件) Ask students to listen carefully and catch the key information, such as “play basketball”,“No, I can’t”, “play ping-pong”, “Yes”, “play ping-pong together”. Then ask students to tick or cross in the corresponding positions.
    ③Play the recording again. Check the answers together. (出示课件)
    (2) Fill in the blank.
    ①Lead students to describe the content of the chart like these: John can play basketball. John can play ping-pong. Zhang Peng can play ping-pong.
    Ask students to find out the activity John and Zhang Peng can do together. Lead students to say “John and Zhang Peng can play ping-pong together.”
    ②Ask students to fill in the blank in “Let’s check”. Walk around to check their handwriting.
    Show the listening material and the answer. (出示课件) Help students understand this section better.
    ③Encourage students to say what sports they can do and try to find the partners they can play with together.
    3. Let’s wrap it up.
    (1) Show the pictures of “play football” “play basketball” and “play ping-pong”. (出示课件) Ask students to speak out the phrases. Write them down on the blackboard.
    (2) Show the pictures of “play the pipa”, “play the erhu” and “play the piano”. (出示课件) Ask students to speak out the phrases. Write them down on the blackboard.
    (3) Ask students to observe the two groups of phrases on the blackboard. Lead students to find out the rules: The phrases in the first group are all about playing balls. There is no “the” in these phrases. The phrases in the second group are all about playing musical instruments. There is “the” in these phrases.
    Show the pictures of “Let’s wrap it up” to help students better understand the rules. (出示课件)
    (4) Ask students to complete the exercises. Check the answers.
    (5) Show more pictures about recreational and sports activities, such as “play volleyball” “play tennis” “play the guitar” “play the violin” and so on. (出示课件) Encourage students to say the right phrases and try to classify them correctly.

    板书设计

    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1.本节课主要是对本单元内容的综合复习和训练,培养学生听、说、读、写等多方面的能力。
    2.在阅读部分,学生既学习了课本知识,又训练了阅读能力和运用所学词汇和句型的能力。本部分还加入了适当的拓展,在拓展中学生学习了本课需要掌握的词汇,进一步加强了语言综合运用能力。
    3.听力部分对学生的听和写等能力进行了有效的训练。
    4.引导学生自己观察、总结“play”与文体活动名称搭配的规则,充分发挥了学生学习的主体地位。
    5.趣味阅读部分给课堂增添了乐趣,学生学习知识的同时,也学会了机智地解决问题。
    6.板书简洁清晰,重点突出,一目了然。
    The seventh period
    Story time
    内容分析
    本课是PEP小学英语五年级上册Unit 4第七课时,本节课为故事课。故事讲述了一条饥饿的蛇抓住一只老鼠打算吃掉,最终却被老鼠逃掉的趣事。由于本课处于What can you do?单元主题下,因此本节课一方面要通过故事的形式对本单元所学的内容进行复习,还需要基于故事,领会临危不乱,爱护动物的道理。
    课时目标
    知识与能力
    11. 复习本单元所学的词汇和句型。
    12. 认识词汇:rat, snake, tasty, lake, silly。
    13. 掌握基础句型:What can you do? I can ... Can you ... ? Yea, I can. / No, I can’t.
    14. 掌握拓展句型:I can ... for you. There’s a ... Don’t ...
    过程与方法
    1. 掌握利用故事情景学习英语实际应用的方法,领悟语言学习重在使用的道理。
    2. 学生能够理解并朗读故事,掌握基本的阅读策略。
    情感态度价值观
    激发学生学习英语的兴趣,并通过一只小老鼠机智地从蛇嘴里逃脱出来的故事,让学生感悟到遇到困难临危不乱的重要性,以及学会爱护小动物。
    教学重难点
    教学重点
    1.掌握句型: What can you do?
    I can ...
    Can you ... ?
    Yea, I can. / No, I can’t.
    I can ... for you.
    There’s a ...
    Don’t ...
    2.理解“Story time”故事的意思。
    教学难点
    能够把本课的词汇、句型运用到具体的语境中。
    教学准备
    教学课件、课文视频、单词卡片等。
    教学媒体选择
    多媒体,录音。
    教学活动
    66. 角色扮演;
    67. 游戏;
    68. 观看动画。
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. Sing the song—What can you do? (播放第四单元的主题曲)
    3. Play a game—“Free talk” (课件出示:一段案例对话,一名学生说what can you do? Can you ... ? 另一名学生回答。)
    Review the vocabulary “sing English song, play the pipa, do kung fu, dance, draw cartoons, cook, swim, play basketball, play ping-pong”
    4. Lead-in.
    T: Boys and girls, look at the picture. What’s this? (课件出示:一只老鼠的图片)
    Ss: A rat.
    T: Right. So, what’s this?(课件出示:一条蛇的图片)
    Ss: A snake.
    T: Very good. Today, we will learn a story about them. Let’s begin our story.
    设计意图:直指主题,快速进入故事内容。
    Step 2: Presentation and Practice
    1. While-reading.
    Watch and answer(展示故事图片,展示学生需要回答的问题,播放故事视频)
    Why does snake want to eat the rat?
    What does rat say to snake?
    Can rat sing and dance?
    How does the rat escape?
    设计意图:设置问题,让学生们带着问题去观看视频学习小故事。
    2. Read and write.
    Read the story in groups and underline the new words and expressions.
    设计意图:锻炼学生自主阅读学习,并画出新词写下解释,加深记忆,教师适时给予指导与帮助。
    Learn the new expressions.
    — I’m hungry.
    — Wait a minute.
    — I can do things for you.
    — What can you do?
    — Don’t throw me into the lake, please!
    设计意图:趁热打铁学习本节课的重点句型。
    Students read the expressions aloud.
    设计意图:通过大声读加深学生的记忆。
    3. Watch and read
    Watch the video again and read aloud
    设计意图:重新完整的观看故事视频并要求学生边看边跟读,加深对故事内容的理解。
    4. Practice.
    (1)Read the story aloud in groups for 5 minutes.
    (2)Role play.( 2 students in a group )
    (3)Read together.
    (4)Role play in groups. Then choose some groups to act out the story.

    Step 3: Consolidation & Extension
    T: Today we learn the story about a rat and a snake. Snake want to eat the rat. But rat gets out of trouble with his intelligence. This story tells us, when we are in trouble, be sure to think calmly. There are solutions to everything.

    板书设计
    Unit 4 what can you do?
    story time

    Why does snake want to eat the rat? Because the snake feel hungry.
    What does rat say to snake? The rat say it can do things for snake.
    Can rat sing and dance? Yes, it can.
    How does the rat escape? There is a lake, snake throw the rat into the lake. In order to rat can swim, so the rat swim away.

    — I’m hungry.
    — Wait a minute.
    — I can do things for you.
    — What can you do?
    — Don’t throw me into the lake, please!

    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    7. 本节课利用图片、视频、音频、多种资源帮助学生学习Story time中的英语小故事。
    8. 本节课利用角色扮演、你问我答等多种游戏活动强化了学生对所学语句的掌握。
    Unit5 There is a big bed
    九、 教材分析
    本单元学习的主题是家居陈设及其位置。教学内容主要是围绕着几个孩子参观张鹏家的情景来展开。教学重点是能听、说、读、写句型“There is a/an…in/on/…”“There are…in/on/…”;能听、说、读、写单词和词组“bike, clock, photo, water bottle, plant”。

    二、学情分析
    五年级英语在小学英语教学中起着承上启下的作用,既是四年级的衍生,又是六年级的铺垫。我们要帮助学生培养良好的英语学习习惯和学习方法。要求学生先从养成阅读习惯做起,再到怎样学习英语,后到提高英语学习能力。激发学习兴趣,养成自主学习的习惯和方法。平时在教学中,注意抓好学生的书写、理解与归纳等良好的学习习惯。加强学生基础知识的掌握,对知识的延伸与拓展需深入了解,特别是对各知识的融会贯通,灵活理解与运用。注重开发性使用对教材,做到“吃透”教材的前提下,大胆创新,对于知识的重难点力求把握准确,突破有法。对基本技能的训练,通过创设新的情景,让学生在变化的情景中去运用,在理解的基础上去训练,而不是变成大量的、机械的、重复的操练,因为操练并不发展意义,重复并不引起理解,反而加重学习负担,降低学习效率,引起学生的厌恶。同时,重视能力的培养。

    三、教学目标
    1 知识与能力
    1. 能够理解对话大意,按照正确的意群及语音、语调朗读对话,并进行角色扮演。
    2. 能够听、说、读、写句型“There is a/an…in/on/…”“There are…in/on/…”
    3. 能够在情景中运用句型“There is/are…”描述某处有某物 。
    4. 能够理解Mr Jones写给Robin的电子邮件,按照正确的意群及语音、语调朗读邮件,并完成读后活动。
    5. 能够运用核心句型写出三个句子,描述自己房间内的物品。
    6. 能够听、说、读、写五个家居物品类的单词和词组“bike, clock, photo, water bottle, plant”
    7. 能够听、说、读、写五个表示相对位置关系的介词和介词词组“beside, between, behind, above, in front of”
    8. 能够正确使用上述有关家居物品和相对位置关系的单词和词组,并能简单介绍自己的房间。
    9. 能够掌握字母组合ai/ay在单词中的常见发音/eɪ/。
    10. 能够读出符合ai/ay发音规则的单词,并根据ai/ay的发音规则拼写单词。

    2 情感态度价值观
    1. 能够养成及时整理个人物品的习惯。
    2. 提倡垃圾分类,增强环保意识。

    四、课时安排
    第一课时: Part A Let’s try & Let’s talk
    第二课时: Part A Let’s learn & Let’s play
    第三课时: Part A Let’s spell
    第四课时: Part B Let’s try & Let’s talk
    第五课时: Part B Let’s learn & Find and say
    第六课时: Part B Read and write & Let’s check & Let’s wrap it up
    第七课时: Story time
    The first period
    Part A Let’s try & Let’s talk
    内容分析
    本单元学习的主题是家居陈设及其位置。教学内容主要是围绕着几个孩子参观张鹏家的情景来展开。教学重点是学生能够在情境中运用句型“There is…”描述某处有某物。
    课时目标
    知识与能力
    1. 学生能够通过观察Let’s try板块的图片,对听力部分的重点内容进行预测。
    2. 学生能够借助图片听懂简短对话,抓住关键信息,提高听的能力,并完成本部分的听力任务。
    3. 学生能够通过听的过程完成对新句型的初步感知,为Let’s talk板块的学习做好铺垫。
    4. 学生能够按照正确的语音、语调及意群朗读对话并进行角色扮演。
    5. 学生能在情境中运用句型“There is…”描述某处有某物。
    6. 学生能够在语境中理解“photo”的意思,并能正确发音。
    过程与方法
    通过不同形式的朗读训练,确保学生能用正确的语音、语调和意群流利地朗读对话,锻炼学生的语言表达能力。掌握基于意群和朗读的语言学习训练方法。
    情感态度价值观
    提高学生口语表达能力。
    教学重难点
    教学重点
    1学生能够理解和掌握本课重点单词和句型。
    2学生能够在情境中运用句型“There is…”描述某处有某物。
    教学难点
    学生能够在情境中运用句型“There is…”描述某处有某物。
    教学准备
    教学课件、头饰、学生自画的房间图、视频等。
    教学媒体选择
    多媒体,录音。
    教学活动
    69. 角色扮演;
    70. 游戏;
    71. 观看动画。
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. Sing the song—What can you do?
    Play the cartoon of the song. (出示课件) Let students enjoy the song and try to sing it.
    3. Lead-in.
    Help students review the key contents of the last unit by asking students what they can do.
    T: You are helpful. And can you play computer games?
    Ss: Yes, I can./No, I can’t.
    设计意图:用歌曲激发学生的兴趣,用谈话的方式复习旧知,为新知的学习做好铺垫。设计丰富多彩的活动,让学生既整体感知文本,又关注文本的细节,加深对文本的理解,并有意识地学习目标句型。

    Step 2: Presentation
    1. Let’s try.
    (1)Look at the pictures and talk about it.
    T: Sarah and Mike can play computer games, too. Now they are in Zhang Peng’s bedroom. Open your books and observe the two pictures. What’s the difference between the two pictures?
    Ss: … (a mouse, a TV remote control )
    Students can say out the difference in Chinese.
    T: What are they? Ss: A TV set and a computer.
    T: So what is in the room? Can you predict? Ss: …
    (2)Finish the exercise of “Let’s try”.
    T: Who’s right? Let’s listen to the recording and tick the answer.
    The teacher plays the recording. And students listen and tick. Then check the answer together. (出示课件)
    T: So we can say “There is a computer in Zhang Peng’s bedroom.”
    Write down “There is…” on the blackboard. Teach students to say the sentence. Let them pay attention to the pronunciation of “there” and practice the word one by one.
    2. Let’s talk.
    (1)Look and predict.
    Show the picture of “Let’s talk” on page 48 to students on the PPT. (出示课件) Let students look at the picture carefully. Ask some questions to lead them to predict the main idea of the dialogue.
    T: What’s this? A bedroom or a classroom? Ss: A bedroom.
    T: So what’s the dialogue about? Ss: It’s about the bedroom.
    T: Great! The bedroom is Zhang Peng’s. Zhang Peng’s bedroom is really nice. Let’s go to see.
    (2)Learn the new words and sentence pattern.
    (课件出示:Let’s talk的整张图片,然后四周变暗,重点聚焦在bed上)
    T: What can you see in Zhang Peng’s room? Ss: A bed.
    T: Right! There is a big bed.
    Write down the sentence on the blackboard. Lead students to read it several times.
    (课件出示:Let’s talk的整张图片,然后四周变暗,重点聚焦在photo上)
    T: Who is he? Ss: Zhang Peng.
    T: Yes. It’s Zhang Peng’s photo.
    Teach the word “photo” several times. Ask students to pay attention to the sound of the letter “o”. Then show some photos of students. Lead students to practice like these: S1’s photo, S2’s photo… Ask students to imitate the sentence “There is a big bed.” to say a sentence.
    T: Good job! We can say “There is a photo in the room.”
    Point to the photo.
    T: Look at the photo. Zhang Peng can do kung fu. Is Zhang Peng cool?
    Ss: Yes! T: Can you do kung fu like Zhang Peng?
    Ask a student to do the action.
    T: (with a thumb up) Wow! You look cool!
    Ask all the students to say the sentence with their thumbs up.
    T: The photo is very nice. There is a nice photo in the room.
    Lead students to consolidate the sentences: There is a big bed. There is a nice photo, too.
    Write down the sentence “There is a nice photo, too.” on the blackboard. Lead students to read it several times.
    (3)Watch and judge.
    Show some sentences on the PPT. Let students watch the cartoon and then underline the key information in the dialogue and judge the sentences.
    (4)Talk about the picture.
    Show the picture of “Let’s talk” on page 48 on the PPT again. (出示课件)
    ①Say more sentences with “There is…”
    T: Can you say any more sentences about the room? S1: There is a desk.
    S2: There is a chair. S3: There is…
    Help students say and know the new words about the picture: clock, bike, water bottle and plant.
    ②Express the places with the prepositions “in/on”.
    Make a model:
    T: There is a computer on the desk. There is a bed in the room.
    Show the sentence pattern “There is…in/on/…” on the PPT for students to imitate. (出示课件) After practicing, ask some students to show in class.
    S1: There is a clock on the wall. S2: There is a bike in the room.

    (5)Read and act.
    ①The teacher plays the recording. (出示课件) Students read after it. Try to imitate the intonation and the pronunciation. Then students read together. At last students read freely.
    ②Students read the dialogue in pairs. Then the teacher takes out some headwears and asks some students to act out the dialogue.
    ③Students choose the best performers. The teacher gives awards.

    Step 3: Practice
    1. Retell and dub the dialogue.
    (1)Retell the dialogue.
    Show some information of the dialogue on the PPT. (出示课件) Ask students to retell the dialogue according to the information.
    (2)Dub the dialogue.
    Play the cartoon without voice and subtitles. (出示课件) Ask students to dub the cartoon. Choose the best dubber.
    2. Make a new dialogue.
    (1)Pair work.
    Ask students to take out the pictures of their rooms drawn before class. Let them imitate the text and make a dialogue with their partners.
    Make a model with a student.
    T: Look! This is my room. S1: Wow! It’s really nice.
    T: Thanks. There is a computer on the desk.
    S1: And there is a photo on the wall, too.
    T: Yes. I like my photo. S1: Wow! You look cool!
    (2)Show time.
    Ask some students to show their dialogues. Encourage more students to participate in the show.

    Step 4: Consolidation & Extension
    Describe the picture.
    (1)Look and say.
    Show the picture of the second part of “Let’s talk” on page 48 on the PPT. (出示课件)
    T: What can you see in the picture? Ss: A dog, a ball, …
    (2)Describe the picture with “There is…in/on/…”
    Make a model first.
    T: There is a desk in the picture. There is a plate on the desk.
    Then students describe the picture by themselves. Pay attention to the pronunciation of “there”. At last, some students show their sentences in class. Maybe these sentences can be made:
    There is a desk/dog/football/computer/plate/banana/…in the picture.
    There is a plate/computer/schoolbag/an English book…on the desk.
    There is a banana/an apple on the plate.
    There is a dog/football under the desk.
    There is a football beside the dog.


    板书设计
    Unit5 There is a big bed

    There is a big bed. 有一张大床。
    There is a nice photo, too. 有一副很漂亮的画。

    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1. 本节课主要是围绕着对张鹏房间的描述所展开的一段对话,是一节会话课。
    2. 教学中通过复习上一单元的主要内容导入新知,让学生感知核心句型,并通过层层递进的操练活动强化学生对核心句型的理解和掌握。
    3. 通过听、读、演、编等方式加深学生对文本的理解和记忆。
    4. 不同形式的朗读及角色扮演,培养了学生用正确的意群、语音、语调流利地朗读对话的口语能力,并让学生在具体的语境中落实了核心句型的运用。同时也突出了语言的语用功能,通过学科整合进行拓展,让学生学以致用,提升学生的语言综合运用能力。
    5. 板书简洁清晰,重点突出,一目了然。

    The second period
    Part A Let’s learn & Let’s play
    内容分析
    本单元学习的主题是家居陈设及其位置。教学内容主要是围绕着几个孩子参观张鹏家的情景来展开。教学重点是学生能够听、说、读、写并熟练运用核心词汇及句型。
    课时目标
    知识与能力
    1. 学生能够听、说、读、写单词和词组“clock, photo, bike, plant, water bottle”
    2. 学生能够熟练地运用上述单词和词组介绍房间内物品。
    3. 学生能够在“滚雪球”游戏中正确运用核心词汇和句型。
    过程与方法
    强化基于游戏化策略进行英语语言学习方法的使用。
    情感态度价值观
    锻炼学生运用语言的能力,提高学生参与英语学习的积极性。
    教学重难点
    教学重点
    学生能够听、说、读、写并熟练运用核心词汇及句型。
    教学难点
    学生能够在语境中灵活运用所学词汇及核心句型。
    教学准备
    教学课件、课文视频等。
    教学媒体选择
    多媒体,录音。
    教学活动
    72. 角色扮演;
    73. 游戏;
    74. 观看动画。
    75. 小组合作竞争
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. I do and you say.
    The teacher does some actions (It can be done with the help of the PPT.) and students say sentences with “There is…” like this: The teacher puts an apple on the plate. Students say “There is an apple on the plate.” These words can be used: pen/desk/book/bag…
    3. Retell the dialogue.
    Show the picture of “Let’s talk” on page 48. (出示课件) Let students look at the picture and retell the dialogue.
    设计意图:充分利用学生已学的背景知识,创设情景,呈现新知。通过课件、图片等直观刺激,提高学生的学习兴趣。

    Step 2: Presentation
    1. Learn the new words and phrase of “Let’s learn”.
    (1)Learn the new word “photo”.
    T: This is Zhang Peng’s room. (Point to the photo.) So what’s this on the wall?
    Ss: …
    T: Yes, it’s Zhang Peng’s photo. It’s a nice photo.
    Teach the word “photo”. Lead students to practice the word in a high and low voice. Show some students’ photos on the PPT and say with students like these: S1’s photo, S2’s photo…
    Write down the word “photo” on the blackboard. Ask students to pay attention to the sound of the letter “o”. Ask students to fill in the blanks: _ _ oto, ph_t_, pho_o.
    Lead students to practice the sentence patterns “There is a nice/beautiful/funny/cool/…photo in/on…” in groups.
    Show a picture and a photo to students. (出示课件)
    T: Look! This is a picture. I can draw a picture. (with the action of “drawing”). This is a photo. It’s Zhang Peng’s photo.
    Explain the difference between the two words. Lead students to practice with “There is a picture/photo in/on…”
    (2)Learn the new word “clock”.
    T: Zhang Peng is a student. He is never late for school, because the clock helps him a lot. (课件出示:先出现张鹏房间图片,后聚焦在clock上面)
    T: Look! This is Zhang Peng’s clock.
    Teach the word “clock”. Lead students to practice the word in a high and low voice. Write it down on the blackboard. Ask students to pay attention to the sound of the letter “o”. Ask students to fill in the blanks: cl_ck, clo_ _ , c_o_ _ .
    Show various clocks. (出示课件) Let students practice the sentence patterns “There is a funny/yellow…clock in Zhang Peng’s room.”
    (3)Learn the new word “bike”.
    T: Zhang Peng goes to school by bike. (Point to the bike.) Look, this is his bike. It’s near the door.
    Teach the word “bike” like this: i-/aɪ/, bike. Show the word “like” to help students read and remember the word “bike”. Lead students to practice it in a high and low voice.
    Write it down on the blackboard. Ask students to fill in the blanks: b_k_, _i_e.
    Show several bikes in different colours (red bike, blue bike…) on the PPT. (出示课件) Lead students to practice the sentence pattern “There is a red/…bike near/behind…”
    (4)Learn the new word “plant”.
    Show a picture on the PPT. (课件出示:一个男孩骑车上学,路边有一些植物)
    T: Look! The boy is riding a bike. (Point to a plant along the road.) What’s this?
    Help students answer: Plant.
    Teach the word “plant”. Lead students to practice the word in a high and low voice. Write it down on the blackboard. Ask students to pay attention to the sound of the letter “a”. Ask students to fill in the blanks: pl_nt, p_ant, pla_t.
    Lead students to practice the sentences “There is a plant./There are some plants.” one by one with some different pictures. (出示课件) At last the teacher asks: Does Zhang Peng like plants? Guess! After students guess, the teacher says: Yes. Zhang Peng likes plants. Look, there is a plant near the window in his room. And many plants can make the air clean for us.
    (5)Learn the new phrase “water bottle”.
    T: Zhang Peng rides a bike to school every day. He’s often thirsty. So he always takes a water bottle in his bag.
    Teach the word “bottle”. Give the words “little, apple” to help students read and remember the word. Lead students to practice it in a high and low voice. Write down the phrase “water bottle” on the blackboard. Ask students to fill in the blanks: b_tt_e, bot_le, bo_ _le.
    Show some pictures and lead students to practice the phrase “water bottle, milk bottle” and the sentence “There is a water bottle in his bag.” (出示课件)
    2. Read and act.
    The teacher plays the recording. (出示课件) Students read after it one by one. After practicing in different ways, students try to say sentences in class like these: This is my room. There is a clock, a… Ask students to pay attention to the position of the word “and”.

    Step 3: Practice
    1. Say in different voices.
    The teacher says a word in a low voice, and students say it in a high voice. The teacher says a word in a high voice, and students say it in a low voice. Practice the new words and phrase.
    2. Listen and choose.
    The teacher says a word. Students choose the corresponding picture from the three pictures that appear at random on the PPT. (出示课件)
    3. What’s missing?
    Divide the new words and phrase into five groups. There are three words in every group. Show the groups of words on the PPT. Let students say what’s missing quickly. (出示课件)

    Step 4: Consolidation & Extension
    1. Let’s play.
    Show the picture and the sentences of “Let’s play” on page 49 on the PPT.(出示课件) Let students find the difference among the three sentences. Students imitate and work in groups. The teacher shows some sentences on the PPT to help students. Choose some students to show in class like these: There is a bike in my room. There is a bike and a computer in my room. There is a bike, a computer and a photo in my room.
    2. Listen, draw and say.
    Tell students what’s in the room and students draw the corresponding room. Then some students introduce the room with the sentence patterns “There is a…in the room. There is a…and a…in the room.” The others check the answers with the teacher.
    3. Write and say.
    Show a picture of a room and a passage with some blanks on the PPT. (出示课件) Ask students to finish the passage according to the information. Then let several students stand up and read their passages. The following passage can be used:
    This is my room. There is a ________ in my room. There is a ________. There is a ________ and a ________, too. I like my room very much. It’s clean and nice.
    Encourage students to introduce their own rooms. These words and phrases can be used: end table, closet, mirror, curtain, trash bin, air-conditioner, heating system…

    板书设计
    Unit5 There is a big bed

    Photo 照片 clock 钟表 bike 自行车 plant 植物 water bottle水壶

    This is my mom. There is a clock, a photo, a bike, a plant and a water in my room.

    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1. 本节课充分利用学生已学的知识,创设情景,呈现并教授新知;教学中有效地运用了图片和多媒体课件,刺激学生的视觉、听觉,激发学生的学习兴趣。
    2. 采用对比、自然拼读等多种方法教授单词;以学生为本,设计了丰富多样的操练活动,从音、义、形几个方面由浅入深地进行操练;学生在学中玩、玩中学,活跃了课堂气氛;注重学习方法和学习策略的培养,从根本上指导学生听、说、读、写单词。
    3. 利用学科整合,巩固和强化了学生对目标词汇及句型的掌握,提高了学生的语言综合运用能力。
    4. 板书简洁清晰,重点突出,一目了然。

    The third period
    Part A Let’s spell
    内容分析
    本单元学习的主题是家居陈设及其位置。教学内容主要是围绕着几个孩子参观张鹏家的情景来展开。这一课时和音标有关,教学重点是学生能够掌握ai / ay在单词中的发音规则,能读准“Let’s spell”板块的例词,完成本部分的练习。
    课时目标
    知识与能力
    1. 学生能够掌握ai / ay在单词中的发音规则。
    2. 学生能够读出符合ai / ay发音规则的单词。
    3. 学生能够根据读音拼写出符合ai / ay发音规则的单词。
    过程与方法
    掌握通过音标、单词结构来判断单词读音并写出对应单词的方法。
    情感态度价值观
    培养学生独立思考的习惯,树立学习英语的自信心。
    教学重难点
    教学重点
    学生能够掌握ai / ay在单词中的发音规则,能读准“Let’s spell”板块的例词,完成本部分的练习。
    教学难点
    学生能够观察、感知、体验并归纳ai / ay的发音规则,并根据发音规则拼读、拼写新词。
    教学准备
    教学课件、视频、语音例词单词卡等。
    教学媒体选择
    多媒体,录音。
    教学活动
    小组合作
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. Free talk.
    Show a picture of a room on the PPT. (出示课件:一个房间的图片,有很多事物,但是需要有事物可以引导着老师讲到以ay结尾的单词,如蛋糕引导到生日,日历引导到假期均可。)
    T: What’s in the room? Ss: There is a…
    T: What’s this? What do you think of it?
    Ss: It’s ... . Maybe it’s ... .
    T: So clever!
    设计意图:在师生自由、轻松的问答活动中,复习旧知。

    Step 2: Presentation
    1. Learn the words and find the rule.
    (1)Learn the words with “ay”.
    T: Today is Monday. (Point to a boy at school on the PPT.) Look, it’s his birthday. So we can say: Happy birthday! His mother prepares a birthday cake for him. But it’s a long way from his house to his school.
    Write down the words “birthday, Monday, say, way” on the blackboard.
    T: Observe these words, please. What can you find?
    Students discuss in groups. Then they give their answers. The teacher marks the same letter combination “ay” of these words with red chalks.
    T: Can you read the letter combinations with red marks? Try to find the rule of pronunciation.
    Students read them again and perceive the sound carefully.
    Ss: They have the same sound /eɪ/.
    (2)Learn the words with “ai”.
    T: It is rainy. After the rain, there is a rainbow in the sky. How beautiful!
    Write down the words “rainy, rainbow” on the blackboard.
    T: The boy is worried. He wants to get home early. He wants to paint a picture. He can’t wait.
    Show a picture of “paint” on the PPT and do the action. (出示课件) Then write down the words “paint, wait” on the blackboard.
    Students observe these words. They find the same letter combination “ai” in these words and the pronunciation rule in the same way.
    (3)Sum up.
    Sum up the pronunciation rule of “ay/ai” with students. Lead students to find the difference of the positions of “ay/ai” in the words. It is that “ai” always appears in the middle of the words and “ay” always appears at the end of the words.
    Explain the pronunciation method of /eɪ/. Help students know /eɪ/ through a video of teaching phonetic symbols.
    设计意图:通过特定画面呈现特定的单词,让学生初步感知ay / ai在单词中的发音,引出新知。
    2. Read, listen and chant.
    (1)Show the pictures of the first section of “Let’s spell” one by one with the recording of the words on the PPT. (出示课件) Ask students to read after the recording and pay attention to the sound of “ay/ai” in every word.
    (2)Spell these words like this: /eɪ/—rainy, /eɪ/—say… Let students try to imitate and practice the sound /eɪ/ in these words and have a reading competition among groups.
    (3)The teacher plays the recording of the chant. (出示课件) Students chant after it first. Find the words with “ay/ai” and then chant freely. Have a chanting competition between boys and girls.

    Step 3: Practice
    1. Listen, read and circle.
    (1)Let students underline “ay/ai” in the words first. Then ask them to try to read the words according to the pronunciation rule.
    (2)Ask some groups to read the words out and help them correct the wrong pronunciation.
    (3)Play the recording. (出示课件) Let students circle the right answers.
    (4)Play the recording again and check the answers. (出示课件)
    2. Listen and fill in the blanks.
    Show some words with some blanks on the PPT. (出示课件) Let students listen to the recording and fill in the blanks according to the rules that “ai” always appears in the middle of the words and “ay” always appears at the end of the words.
    3. Think and make more sentences.
    Show some pictures of the first section of “Let’s spell” on page 50 and lead students to say sentences according to the pictures. (出示课件) One or more words with “ay/ai” can be used in the sentences. The sentences may be various.

    Step 4: Consolidation & Extension
    Look, listen and write.
    (1)Ask students to observe the pictures of the third section of “Let’s spell” on page 50 and predict the answers, such as today, rainy, paint, rainbow, Monday… Remind students to capitalize the first letter of the sentence.
    (2)Play the recording. (出示课件) Let students listen to the recording and try to write down the answers.
    (3)Play the recording again and check the answers.(出示课件) Then students read the sentences together. (课件出示:教材P50 Let’s spell板块第三部分的听力材料及答案)
    (4)Ask students to choose one sentence from above and write it on the line. Ask students to pay attention to the correct writing—the first letter of a sentence must be capitalized; the line can be seen as the third line in a four-line grid.

    板书设计


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1. 本节课从复习旧知入手,通过有引导性的对话引出有ay读音的单词,从而引出新知的学习。
    2. 通过创设情景,逐一呈现例词,让学生在故事情节的发展中感知ay/ai的读音,总结出其发音规则。
    3. 教学中设计了丰富多样的活动,帮助学生反复操练了ay/ai的发音。
    4. 通过总结和拓展,帮助学生系统地强化了所学知识。
    5. 板书简洁清晰,重点突出,一目了然。

    The fourth period
    Part B Let’s talk & Let’s play
    内容分析
    本单元学习的主题是家居陈设及其位置。教学内容主要是围绕着几个孩子参观张鹏家的情景来展开。教学重点学生能够在情境中运用句型“There are…”描述某处有某物。
    课时目标
    知识与能力
    1. 学生能够通过观察Let’s try板块的选项,对听力部分的内容进行预测。
    2. 学生能够听懂简短对话,抓住关键信息,提高听力技巧,并完成本部分的听力任务。
    3. 学生能够通过听的过程完成对新句型的初步感知,为Let’s talk板块的学习做铺垫。
    4. 学生能够按照正确的语音、语调及意群朗读对话并进行角色扮演。
    5. 学生能够在情境中运用句型“There are…”描述某处有某物。
    6. 学生能够在语境中理解新词和词组“grandparent, their, house, flower, lots of”的意思并正确发音。
    过程与方法
    通过问与答,唤起学生对本单元已学核心内容的全面记忆,为新知的学习做好铺垫。利用主情景图,自然导入本课时话题。通过听力活动,让学生感知新句型,提高学生的听力技巧,培养学生的观察能力和逻辑思维能力。创设情境, 激发学生的学习兴趣,并在图片的帮助下落实对关键词汇和句子的理解。形式多样的活动让学生既整体感知文本又关注文本的细节。通过朗读、配音、表演等形式,锻炼学生的语言表达能力,进一步强化学生对文本的理解。操练活动环环相扣,引导学生一步一步地巩固核心句型,提高学生的自主探究能力,达到灵活运用语言的目的。
    情感态度价值观
    增加学生对学习英语的兴趣,提高学生英语口语表达水平。
    教学重难点
    教学重点
    1. 学生能够理解和掌握本课时重点词汇和句型。
    2. 学生能够在情境中运用句型“There are…”描述某处有某物。
    教学难点
    学生能够在情境中灵活运用所学句型描述某处有某物。
    教学准备
    教学课件、课文视频、卡片等。
    教学媒体选择
    多媒体,录音。
    教学活动
    76. 角色扮演;
    77. 游戏;
    78. 观看动画。
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. Ask and answer.
    Show the picture of “Let’s learn” on page 49 on the PPT and ask some questions. (出示课件)
    T: Whose bedroom is it?
    Ss: It’s Zhang Peng’s.
    T: What’s in the bedroom?
    S1: There is a photo on the wall.
    S2: …

    3. Lead-in.
    Use the main scene to lead in. Show the picture of the main scene on page 46. (出示课件)
    T: Look at the picture. Who do you see in the picture? Where are they?
    Ss: …
    T: Yes. They are in Zhang Peng’s living room.
    Write down the topic “My clothes” on the blackboard.

    Step 2: Presentation
    1. Let’s try.
    (1)Read and predict.
    Show the question and the options of “Let’s try” on the PPT. (出示课件)
    T: Sarah and Mike are in Zhang Peng’s living room now. What is in the living room? Can you guess?
    Ss: Maybe there is/are…

    (2)Finish the exercise of “Let’s try”.
    T: Good guess. Maybe there are some pictures. Maybe there are some flowers or some toys. But I’m not sure. Read the question and the options of “Let’s try” again. Please listen and tick.
    The teacher plays the recording. (出示课件) Students listen and tick the answer. Then they check the answer together. (Answer: Some pictures.)
    The teacher shows the sentence “There are some pictures in the living room.” on the PPT. (出示课件) Students read it after the teacher three times.
    2. Let’s talk.
    (1)Learn the new words, phrase and sentence pattern.
    ①Learn the new word “flower”.
    Show a picture of a beautiful flower on the PPT. (出示课件)
    T: Look! What’s this?
    Help students answer: It’s a flower. Teach the word like this: flower, “fl” sounds /fl/; “ow” sounds /aʊ/; “er” sounds /ə/; flower, flower. (出示课件) Students read the word several times after the teacher.
    Show the word “flower” and the picture of flowers in different colours on the PPT. (出示课件) Students practice with the teacher like these: A red flower. A purple flower. A yellow flower…
    ②Learn the new phrase “lots of” and the new sentence pattern.
    T: (Point to all these flowers.) Wow! So many flowers. Where are the flowers?
    Show a picture of a garden. (出示课件)
    T: There are so many flowers in the garden. What else is in the garden?
    S1: Trees.
    S2: …
    T: Yes. They are all plants. So we can say there are so many plants in the garden.
    Show the two sentences on the PPT. (出示课件) Teach students to read them. Mark the words “are” “flowers” and “plants” with red colour. Explain the usage of the sentence pattern: These words are plural nouns, so “are” must be used in the sentences. Give some examples for students to understand: There are some trees in our school. There are some books on the desk.
    T: There are so many/lots of flowers. There are so many/lots of plants. They have the similar meaning. And “lots of” has the same meaning as “a lot of”.
    Give an example for students to understand: There are a lot of/lots of flowers.
    ③Learn the new words “house, grandparent, their”.
    T: The garden is very beautiful. But where is the garden? (课件出示:一间房子在花园后面的图片及单词house) Oh!It’s in front of the house.
    Point to the house and teach the word “house” like this: “ou” sounds /aʊ/. Students read it after the teacher in a high and low voice.
    T: Whose house is it?
    Show the picture of two old people in front of the house on the PPT. (出示课件)
    T: Right! It’s my grandparents’ house. It’s their house.
    Show the words “grandparent, their” on the PPT. (出示课件)
    Tell students that “grandparent” refers to “grandmother” or “grandfather”.
    Teach the word like this: grand + parent=grandparent. Teach the word “their” by comparing it with “they, them”. Practice with the sentences: The garden is my grandparents’. The plants are my grandparents’. It’s their garden. These are their plants.
    (2)Watch and answer.
    Play the cartoon and ask a question: What are Mike and Sarah doing? (课件出示:教材P51 Let’s talk 板块的视频)
    Students watch it and answer the question: They are visiting Zhang Peng’s living room.
    (3)Read and answer.
    The teacher shows some questions on the PPT. Students read the dialogue aloud and answer the questions.
    Check the answers with students.

    (4)Read and find.
    The teacher shows the sentence pattern “There are…” on the PPT. (出示课件) Students read the dialogue silently and underline the sentences related to the sentence pattern.
    Ask some students to read out the sentences. Write them down on the blackboard.
    Answers: There are so many pictures here. There are so many plants here, too. There are lots of flowers in it.
    Students read these sentences together.
    (5)Fill in the blanks and retell.
    The teacher shows the dialogue with some blanks on the PPT. (出示课件) Students fill in the blanks and retell the dialogue. Then read it out aloud.
    (6)Read and act.
    ①The teacher plays the cartoon. (出示课件) Students read after it one by one. Try to imitate the intonation and the pronunciation. Then students read together, read freely and dub the cartoon. Choose the best dubber.
    ②Students read the dialogue in groups. Then the teacher takes out some headwears and asks some students to act out the dialogue. Students choose the best performers. The teacher gives awards.

    Step 3: Practice
    1. Read and circle.
    Show some sentences with “There is/are…” on the PPT. Students circle the right answers and give the reasons. Then check the answers together.

    2. Compare and sum up.
    Lead students to compare the sentences above and find the key words in the sentences. Ask students to sum up the difference between “There is…” and “There are…” Ask some students to say it out.
    3. Point and say.
    Show the pictures of “Let’s talk” on page 51 on the PPT. (出示课件)
    Students point to the pictures and say some sentences with the sentence patterns “There is/are…” First, they can do it by themselves. Then some students show in class. The others judge their sentences.
    Step 4: Consolidation & Extension
    1. Find the differences.
    The teacher shows two pictures of two rooms on the PPT. (出示课件)Students find out the differences and express them with the sentence patterns “There is/are…” like these: There is a plant in A’s room. There are many plants in B’s room.
    2. We like “DIY”.
    (1)Design your dream room.
    Show some pictures of DIY on the PPT, such as DIY food, a DIY kite,a DIY lantern, a DIY umbrella… (出示课件)
    T: Do you like DIY? Let’s design your dream room.
    Let students work in groups of four and design their dream rooms together by drawing or writing.
    (2)Introduce your dream room.
    The teacher makes a model.
    T: This is my living room. There is a sofa in it. There is a TV in front of the sofa. It’s very big. There are some plants in the living room. They are my grandmother’s. There are some pictures on the wall. They are nice. There is a fish tank on the table. And there are some fish in it. I like my living room.

    板书设计
    Unit 5 There is a big bed

    grandparent their house flower lots of = a lot of

    There are so many pictures here.
    There are so many plants here, too.
    There are lots of flowers in it.

    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1 本课时以会话教学为中心,通过“说一说、猜一猜”活动唤起学生对本单元所学内容的回忆,有效地吸引了学生的注意力。
    2 采用任务型教学法,让学生对文本先整体感知,后细致了解,获取关键信息,正确地理解文本。
    3 在图片、视频及动作的辅助下,落实了对词汇的理解。操练活动环环相扣,巩固了核心句型,强化了对文本的理解。
    4 教学中注重了对学生正确的语音、语调的培养,语言支架的提供降低了学习难度,增强了学生的自信。
    5 拓展活动进一步地巩固了学生对核心句型的运用,激发了学生的兴趣,培养了学生的团队精神,提高了学生的语言综合运用能力。
    6 板书简洁清晰,重点突出,一目了然。

    The fifth period
    Part B Let’s learn & Find and say
    内容分析
    本单元学习的主题是家居陈设及其位置。教学内容主要是围绕着几个孩子参观张鹏家的情景来展开。教学重点是学生能够听、说、读、写单词和词组“in front of, beside, between, behind, above”。
    课时目标
    知识与能力
    1. 学生能够听、说、读、写核心词汇“in front of, beside, between, behind, above”。
    2. 学生能够熟练运用核心词汇描述人物或物品的相对位置关系。
    3. 学生能够操练和巩固B部分的核心词汇及there be结构。
    4. 学生能够正确描述图中人物或物品的位置。
    过程与方法
    强化基于游戏化策略进行英语语言学习方法的使用。
    情感态度价值观
    提高口语表达能力,树立学生学习的自信心,激发学生的兴趣,培养学生的团队精神。
    教学重难点
    教学重点
    1. 学生能够听、说、读、写单词和词组“in front of, beside, between, behind, above”。
    2. 学生能够在语境中运用核心词汇描述人物或物品的相对位置关系。
    教学难点
    学生能够在语境中熟练运用核心词汇及句型。
    教学准备
    教学课件、课文视频、录音、卡片等。
    教学媒体选择
    多媒体,录音。
    教学活动
    79. 角色扮演;
    80. 游戏;
    81. 观看动画。
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. Enjoy the song—A photo of me. (出示课件)
    3. Free talk.
    Show the pictures of “Let’s talk” on page 51 on the PPT. (出示课件)
    T: What’s in the room? S1: There is… S2: There are…
    4. Lead-in.
    T: Where is the black dog? Ss: It’s on the table.
    T: Where is the garden? Ss: It’s in front of the house.
    T: Today we’re going to study some prepositions of locations.
    Write down the topic on the blackboard.
    设计意图:通过歌曲和师生之间亲切、自然的会话,营造英语学习氛围,复习本单元的主要句型,为新知的学习做好准备。

    Step 2: Presentation
    1. Learn the new words and phrase of “Let’s learn”.
    (1)Learn the new phrase “in front of”.
    T: Look at the ball. Where is the ball? (课件出示:教材P52 Let’s learn 板块的第一幅图)
    Ss: It’s in front of the dog.
    Write down the sentences “—Where is the ball? —It’s in front of the dog.” on the blackboard. Help students pronounce the word “front” correctly. Pay attention to the sound of the letter “o”. Students read the word after the teacher. Practice it in a high and low voice.
    The teacher shows two pictures on the PPT and asks. Students answer according to the pictures.
    (课件出示:1. 房子前有一只猫2. 一个女孩坐在小汽车前面)
    T: Where is the cat? Ss: It’s in front of the house.
    T: Where is the girl? Ss: She’s in the front of the car.
    Explain the difference between “in front of” and “in the front of” briefly.
    (2)Learn the new word “behind”.
    T: The ball is in front of the dog. But where is the dog? Ss: …
    T: Right!The dog is behind the ball. (Point to the picture on the blackboard.)
    Write down the word “behind” on the blackboard and teach it. Pay attention to the sound /aɪ/. Let students practice it in a high and low voice. Help students understand that the meanings of “in front of” and “behind” are opposite.
    The teacher shows two pictures on the PPT and asks. Students answer according to the pictures.
    (课件出示:1. 一个房子前面有一个花园2. 教材P52 Let’s learn板块的第四幅图)
    T: Where is the house? Ss: It’s behind the garden.
    T: Where is the ball? Ss: It’s behind the dog.
    (3)Learn the new word “beside”.
    (课件出示:教材P52 Let’s learn板块的第二幅图)
    T: Look at the ball. Is it behind the dog? Is it in front of the dog?
    Ss: No. T: Where is it?
    Help students answer: It’s beside the dog.
    Write down “beside” on the blackboard and teach it. Students read it after the teacher three times and practice it in a high and low voice. Help students remember the word like this: be+side=beside. Help students understand it like these: (Point to two students in the class.) A is beside B. (Point to the door and the window in the class.) The door is beside the window.
    Let students ask and answer.
    S1: Where is the ball? S2: It’s beside the dog.
    (4)Learn the new word “between”.
    (课件出示:教材P52 Let’s learn板块的第三幅图)
    T: Where is the ball?
    Help students answer: It’s between the dogs.
    Write down the word “between” on the blackboard and teach it in a high and low voice. Students read it one by one. And the teacher corrects the wrong pronunciation. Stick the corresponding picture on the blackboard. Let students ask and answer like this: —Where is the ball? —It’s between the dogs. Explain the usage of “between…and…” and make an example like this: It’s between the yellow dog and the black dog.
    Show a picture for students to practice. (课件出示:一个小男孩在爷爷奶奶中间的图片)
    T: Where is the boy?
    Ss: He is between his grandparents./He is between his grandmother and grandfather.
    (5)Learn the new word “above”.
    (课件出示:1. 一张照片放在床上和句子“There is a photo on the bed.”2. 该照片在床头的墙上面和句子“There is a photo above the bed.”)
    Ask students to compare them and guess the meaning and the usage of “above”. Help students sum up the different usages according to students’ answers. Write down the word “above” on the blackboard and teach it in a high and low voice. Ask students to pay attention to the sound /ʌ/. Then show the fifth picture of “Let’s learn” on page 52 and ask. (出示课件)
    T: Where is the ball? Ss: It’s above the dog.
    2. Read and act.
    (1)Read “Let’s learn”.
    The teacher plays the recording. (出示课件) Students read after it. After reading together and reading freely, students can have a competition between boys and girls or among groups. Make sure they can read the new words and phrase correctly.
    (2)Pair work.
    First, the teacher asks and students answer according to the pictures of “Let’s learn”. Then students work in pairs. Ask and answer with the sentence patterns “—Where is the ball? —It’s…” After asking and answering in pairs, students act out the dialogue in class.

    Step 3: Practice
    1. Quick response.
    The game is done between boys and girls. Put the five word cards on the blackboard. A boy and a girl stand in front of the blackboard. The teacher says a word or a phrase one time. They take down the card as fast as they can. The winner can get a sticker for the group.
    2. Yes or No.
    The teacher shows some pictures and says sentences. If the sentence matches the picture, students say “Yes”. Or they say “No”.
    Make a model:
    T: The balloon is above the desk. (Show a picture in which there is a balloon on the desk.)
    Ss: No.
    3. I say and you do.
    Students take out a book, a pen and a pencil. The teacher says the positions of the book. Students put the book to the right positions. The teacher says like these: The book is above the pen. The book is beside the pencil… Students check the answers with their partners.

    Step 4: Consolidation & Extension
    1. Can you fill in the blanks?
    The teacher shows some pictures and sentences with blanks on the PPT. Students fill in the blanks with the new words and check the answers with the teacher. (出示课件)
    2. Find and say.
    The teacher shows the picture of “Find and say” on page 52 on the PPT and plays a game with students. (出示课件) It contains two parts. Students are divided into several groups. Some stickers are prepared for the winners.
    (1)What’s in the picture?
    Students discuss and answer with the sentence patterns “There is/are…behind/above…” like these: There is a garden in front of the house. There is a cat behind the door…
    Choose some students to give their answers. The other students say “Yes/No” and correct the wrong answers. Choose the winner.
    (2)Where is/are…?
    Students ask and answer with the sentence patterns “—Where is/are…? —It’s/They are behind/above…” like these: —Where is the white cat? —It’s between the chairs. —Where is the tree? —It’s in front of the house. Choose some groups to give their answers. The other students say “Yes/No” and correct the wrong answers. Choose the winner.

    板书设计


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1 本节课从欣赏有方位介词的歌曲入手,给学生营造英语学习的氛围,充分利用图片的趣味性和直观物体之间的位置关系导入新课,学习方位介词。
    2 以学生为主体,注重对学生的学习方法和学习策略的培养;利用有效的资源帮助学生从听、说、读、写四个方面进行操练,活动形式丰富多样,层层递进,夯实了新知,提高了学生的兴趣,培养了学生的观察能力、逻辑思维能力和自主学习能力,增强了团队合作精神。
    3 板书简洁清晰,重点突出,一目了然。

    The sixth period
    Part B Read and write & Let’s check & Let’s wrap it up
    内容分析
    本单元学习的主题是家居陈设及其位置。教学内容主要是围绕着几个孩子参观张鹏家的情景来展开。教学重点是能够听、说、认读本单元的核心词汇和句型,完成相关练习题,巩固本单元所学的知识点。
    课时目标
    知识与能力
    1. 学生能够在图片的帮助下读懂电子邮件并选出正确的房间图。
    2. 学生能够正确写出三个描述自己房间的句子。
    3. 学生能够从图片信息中推测考查点,做到有意识地听录音并完成听后任务。
    4. 学生能够在教师的帮助下完成连线步骤,重点关注is、are与名词单复数的搭配。
    5. 学生能够根据连线结果完成三个句子。
    过程与方法
    强化基于自主探究的英语语言学习方法的使用。
    情感态度价值观
    培养学生养成总结归纳知识点的学习习惯。
    教学重难点
    教学重点
    1学生能够读懂电子邮件,完成阅读任务。
    2学生能够听懂录音并完成相应的练习。
    3学生能够了解is、are与名词单复数的搭配。
    教学难点
    1学生能够在语境中正确运用is、are与名词单复数的搭配。
    2学生能够完成写句子的活动。
    教学准备
    教学课件、课文视频、录音等。
    教学媒体选择
    多媒体,录音。
    教学活动
    游戏;抢答
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. Quick response.
    The teacher shows the key words in this unit one by one. Students read them out quickly. (出示课件)
    3. Magic show.
    Show some pictures of a mouse in different positions on the PPT. The pictures appear in turns to help students review the key words and phrase about positions. (出示课件)
    T: Look!This is a mouse.
    Lead students to read “mouse” in a high and low voice.
    T: Now look carefully. Where is the mouse?
    Ss: It’s in front of the box. Ss: It’s behind the box.

    4. Lead-in.
    Show the picture of “Let’s talk” on page 48 on the PPT. (出示课件)
    T: Zhang Peng’s room is really nice. It’s clean and tidy. Today we are going to see another room. Let’s go and see.

    Step 2: Presentation
    “Read and write”
    1. Pre-reading.
    (1)Learn the new words “dirty, move, live”.
    Show two pictures of two rooms on the PPT. (出示课件) One room is clean. The other one is dirty. Let students know the meaning of “dirty” by comparing the two pictures. Teach it in a high and low voice.
    T: I don’t like the dirty room. So I’m going to move into the clean room.
    Write down the word “move”. Draw an arrow from the dirty room to the clean room. (出示课件) Help students understand the word “move”. Students read it after the teacher.
    T: And now I live in the clean room.
    Write down the word “live” on the blackboard and teach it in different voices. Show the picture of “Find and say” on page 52 on the PPT. (出示课件)
    T: Look! Zhang Peng’s grandparents live in the house.
    (2)Look and predict.
    Show the picture of an old house on the PPT. Mr Jones is standing in front of it. (出示课件)
    Ask some questions to lead students to predict. The questions can be like the following:
    ①Who is he? (He’s Mr Jones.)
    ②Where is he? (He’s in front of an old house.)
    ③Is he happy? Why? (Yes, he is/No, he isn’t. Maybe…)

    2. While-reading.
    (1)Fast reading.
    Students read the email for the first time quickly and get the main idea of the email. Try to answer the teacher’s questions. And check the answers with the teacher.

    (2)Careful reading.
    Show some sentences on the PPT. Ask students to judge and correct.Students read the email for the second time carefully. Try to find the answers and underline the sentences.
    Check the answers with students.

    Explain the meaning of “everywhere” (“here and there” or “every place”) in the process of checking answers. Help students remember the word like this: every+where=everywhere. Students read it after the teacher.
    Show a picture of a nature park to help students know the meaning of the word “nature”. (出示课件)Students read it in different voices. At last, students read the correct sentences together. The teacher writes down the sentences “There are pencils and crayons on the floor. There are pictures and photos everywhere.” on the blackboard.
    (3)Read the email.
    Play the recording of “Read and write”. (出示课件) Let students listen and read after the recording. Pay attention to the intonation, the stress, the pause and the meaning group. After reading together, students read freely. Let students know the format of an email briefly.
    3. Post-reading.
    (1)Read and tick.
    Students observe the two pictures of “Read and write” on page 53 and compare the differences according to the text. Tick the right picture and give the reason with the sentence patterns “There is/are…”
    These are different:
    There are pencils and crayons on the floor in the left picture.
    There are some pencils on the floor in the right picture.
    There is a mouse behind the computer in the left picture.
    There is a mouse in front of the computer in the right picture.

    Answer: the left picture.
    (2)Think and write.
    T: Mr Jones’ room is dirty. How about your room? What’s in your room? Please write three sentences.

    Students think and write the sentences on the lines. Pay attention to the correct writing and check the answers with their partners.

    Step 3: Practice
    “Let’s check”
    1. Talk about the pictures.
    Show the five pictures of “Let’s check” on page 54 to students. (出示课件)Ask students to talk about the pictures in pairs with the sentence patterns “—What’s in the picture? —There is/are… in the picture.”
    A: What’s in the picture? B: There is a bed/a desk/a dog/a plant in the picture.
    A: What’s in the picture?
    B: There are two photos in the picture.
    2. Listen and tick or cross.
    T: Now let’s listen and tick or cross.
    Play the recording. (出示课件) Students listen and tick or cross. Then check the answers. (出示课件)
    3. Read the sentences.
    Lead students to read the two sentences. Lead students to predict the missing words according to the pictures above. Help students listen on purpose.
    4. Listen again and write.
    Play the recording again. (出示课件) Students write down the missing words on the lines.
    5. Listen and check.
    Play the recording again. (出示课件) Let students check the answers. Then choose two students to show their answers. Lead students to judge the answers. At last, ask students to read the two sentences together.

    Step 4: Consolidation & Extension
    1. Let’s wrap it up.
    (1)Read and observe.
    Students look at the pictures and read these words and phrase: in front of, above, behind, beside. Know their meanings. Then observe the example sentence and read the sentence.
    (2)Match and say.
    Students match and make sentences and say them in groups. Have a competition among groups. Make as many sentences as they can within the limited time.
    (3)Sum up.
    Show some sentences that students made up. Lead students to observe the collocation rules of “is, are” with nouns. Let students discuss in groups. Choose one from the groups to report their result. Then the teacher helps students sum up.
    (4)Write the sentences.
    Students complete the sentences independently according to the collocation rules of “is/are” with nouns. Then the partners exchange and check the answers. The teacher asks students to pay attention to the writing.
    2. Emotional education.
    Lead students to compare some pictures. Some rooms are clean and some rooms are dirty in the pictures. (出示课件) Ask students to choose the pictures that they like and give the reasons. Help students form the habit of sorting things out in time.

    板书设计

    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1 本节课采取多种有效的方法,层层深入地引导学生阅读并理解文本,考查了学生对语篇结构的理解能力,注重渗透阅读策略;帮助学生按照正确的意群和语音、语调朗读文本内容,圆满地完成了读后练习。
    2 整节课不仅检测了学生对单元核心词汇及句型的掌握,而且让学生自主探究,总结出了is、are与名词单复数的搭配规则。
    3 教学中注重激发学生的学习兴趣,训练了学生的听力技巧,提升了学生自主学习的能力,并适时地进行了情感教育。
    4 板书简洁清晰,重点突出,一目了然。

    The seventh period
    Story time
    内容分析
    本课是PEP小学英语五年级上册Unit 5第七课时,本节课为故事课。故事讲述了一个易拉罐“回家”的趣事。由于本课处于There is a big bed单元主题下,因此本节课一方面要通过故事的形式对本单元所学的内容进行复习,还需要基于故事,领会乐于助人,保护环境,不乱丢垃圾的道理。
    课时目标
    知识与能力
    15. 复习本单元所学的词汇和句型。
    16. 能够通过上下文理解over, busy, naughty, poor, catch, kick等单词的意思。
    过程与方法
    1. 掌握利用故事情景学习英语实际应用的方法,领悟语言学习重在使用的道理。
    2. 学生能够理解并朗读故事,掌握基本的阅读策略。
    3. 通过合作学习、扮演展示等培养学生的合作意识和相互交流的能力。
    情感态度价值观
    激发学生学习英语的兴趣,并通过易拉罐“回家”小故事,让学生感悟乐于助人,保护环境,不乱丢垃圾的道理。
    教学重难点
    教学重点
    1.掌握句型: Can you help me?
    Look at that poor can.
    Come on!
    We’re late for school.
    Let me help you.
    2.理解“Story time”故事的意思。
    教学难点
    能够把本课的词汇、句型运用到具体的语境中。
    教学准备
    教学课件、课文视频、单词卡片等。
    教学媒体选择
    多媒体,录音。
    教学活动
    82. 角色扮演;
    83. 游戏;
    84. 观看动画。
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. Sing the song—A photo of me (播放第五单元的主题曲)
    3. Play a game—“Look and say” (课件出示:一些场景图,让学生说一说场景中都有什么)
    Review the sentence “ There is ...”
    4. Lead-in.
    T: Boys and girls, Do you like drinking carbonated drink? (课件出示:罐装汽水的图片)
    Ss: Yes / no.
    T: OK, so what will you do with the leftover cans?
    Ss: put it in the bin.
    T: Very good. We need to protect the environment. So we need put cans in the bin.
    设计意图:从同学们生活中是否爱喝碳酸饮料,以及同学们平时如何处理喝剩的易拉罐出发,引出本课主人公——易拉罐。
    Step 2: Presentation and Practice
    1. While-reading.
    Watch and answer(展示故事图片,展示学生需要回答的问题,播放故事视频)
    What animals do you see?
    What does can(he) want to do?
    Who help the can go home?
    设计意图:设置问题,让学生们带着问题去观看视频学习小故事。
    2. Read and write.
    Read the story in groups and underline the new words and expressions.
    设计意图:锻炼学生自主阅读学习,并画出新词写下解释,加深记忆,教师适时给予指导与帮助。
    Learn the new expressions.
    — There is a can beside the river.
    — The can flies over Rabbit and Monkey.
    — The can falls between two fish.
    设计意图:趁热打铁学习本节课的重点句型。
    Students read the expressions aloud.
    设计意图:通过大声读加深学生的记忆。
    3. Watch and read
    Watch the video again and read aloud
    设计意图:重新完整的观看故事视频并要求学生边看边跟读,加深对故事内容的理解。
    4. Practice.
    (1)Read the story aloud in groups for 5 minutes.
    (2)Role play.( 2 students in a group )
    (3)Read together.
    (4)Role play in groups. Then choose some groups to act out the story.

    Step 3: Consolidation & Extension
    T: Today we learn the story about a can. He want to go home. But he can’t do it by himself. At last, Zoom and Zip help him. This story tells us, We should take good care of the environment. More than this, It also tells us, when others are in trouble, we should try our best to help them.

    板书设计
    Unit 5 There is a big bed.
    story time

    What animals do you see? Bird, Bear, Rabbit, Monkey, Fish
    What does can(he) want to do? He want to go home.
    Who help the can go home? Zoom and Zip

    — There is a can beside the river.
    — The can flies over Rabbit and Monkey.
    — The can falls between two fish.

    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    9. 本节课利用图片、视频、音频、多种资源帮助学生学习Story time中的英语小故事。
    10. 本节课利用角色扮演、你问我答等多种游戏活动强化了学生对所学语句的掌握。
    Unit6 In a nature park
    十、 教材分析
    本单元学习的主题是自然公园。教学内容主要是通过Miss White带领学生在自然公园游玩以及张鹏和Miss White在自然公园里的对话情景来展开的。教学重点是能听、说、读、写核心句型“—Is there a river in the forest? —Yes, there is./No, there isn’t.”“—Are there any tall buildings in the nature park? —Yes, there are./No, there aren’t.”; 能听、说、读、写单词“forest, lake, mountain, hill, river, building, village, house, tree, bridge”。

    二、学情分析
    五年级英语在小学英语教学中起着承上启下的作用,既是四年级的衍生,又是六年级的铺垫。我们要帮助学生培养良好的英语学习习惯和学习方法。要求学生先从养成阅读习惯做起,再到怎样学习英语,后到提高英语学习能力。激发学习兴趣,养成自主学习的习惯和方法。平时在教学中,注意抓好学生的书写、理解与归纳等良好的学习习惯。加强学生基础知识的掌握,对知识的延伸与拓展需深入了解,特别是对各知识的融会贯通,灵活理解与运用。注重开发性使用对教材,做到“吃透”教材的前提下,大胆创新,对于知识的重难点力求把握准确,突破有法。对基本技能的训练,通过创设新的情景,让学生在变化的情景中去运用,在理解的基础上去训练,而不是变成大量的、机械的、重复的操练,因为操练并不发展意义,重复并不引起理解,反而加重学习负担,降低学习效率,引起学生的厌恶。同时,重视能力的培养。

    三、教学目标
    1 知识与能力
    1. 能够听、说、读、写句型“—Is there a river in the forest? —Yes, there is./No, there isn’t.”
    “—Are there any tall buildings in the nature park? —Yes, there are./No, there aren’t.”
    2. 能够在情景中运用句型“—Is there…? —Yes, there is./No, there isn’t.”“—Are there any…? —Yes, there are./No, there aren’t.”询问某处是否有某物并回答。
    3. 能够在图片的帮助下正确理解短文,按照正确的意群及语音、语调朗读短文,并完成补画的活动;能够根据文中描述的自然公园提出三个问题并写出答案。
    4. 能够听、说、读、写单词“forest, lake, mountain, hill, river, building, village, house, tree, bridge”
    5. 能够掌握字母组合ou的发音规则,即ou在单词中发/aʊ/。
    6. 能够读出符合ou发音规则的单词,并能够根据发音规则拼写单词。

    2 情感态度价值观
    1. 能够亲近自然、热爱自然。
    2. 能够了解一些环保常识。

    四、课时安排
    第一课时: Part A Let’s try & Let’s talk
    第二课时: Part A Let’s learn & Draw and ask
    第三课时: Part A Let’s spell
    第四课时: Part B Let’s try & Let’s talk
    第五课时: Part B Let’s learn & Write and say
    第六课时: Part B Read and write & Let’s check & Let’s wrap it up
    第七课时: Story time
    The first period
    Part A Let’s try & Let’s talk
    内容分析
    本单元学习的主题是自然公园。教学内容主要是通过Miss White带领学生在自然公园游玩以及张鹏和Miss White在自然公园里的对话情景来展开的。教学重点是学生能够在情景中运用句型“—Is there…? —Yes, there is./No, there isn’t.”询问并回答某处是否有某物。
    课时目标
    知识与能力
    1. 学生能够借助图片听懂简短对话,抓住关键信息,提高听的能力并完成本板块的听力任务。
    2. 学生能够按照正确的语音、语调及意群朗读对话,并能在小组中进行角色扮演。
    3. 学生能够运用核心句型就自然公园展开问答。
    4. 学生能够在情景中运用句型“—Is there…? —Yes, there is./No, there isn’t.”询问并回答某处是否有某物。
    5. 学生能够在语境中理解新词“forest, river, lake, go boating”的意思,并能正确发音。
    过程与方法
    掌握自主探究模式下的英语学习方法。
    情感态度价值观
    通过语境真实的对话,增强学生口语表达能力,提高学习英语的自信心,提高学生之间合作能力。
    教学重难点
    教学重点
    1. 学生能够理解对话大意,并能用正确的语音、语调朗读对话。
    2. 学生能够在情景中运用句型“—Is there…? —Yes, there is./No, there isn’t.”询问并回答某处是否有某物。
    教学难点
    学生能够灵活运用所学句型在情景中询问并回答某处是否有某物。
    教学准备
    教学课件、视频、单词卡片等。
    教学媒体选择
    多媒体,录音。
    教学活动
    85. 角色扮演;
    86. 游戏;
    87. 观看动画。
    教学过程
    Step 1: Warm-up & Lead-in
    1. Greetings.
    2. Revision.
    Show the picture of Zhang Peng’s room on page 49 on the PPT. (出示课件) Students look at the picture and talk about it.
    T: What’s in the picture?
    S1: There is a picture on the wall.
    S2: There is a computer on the desk.

    3. Free talk.
    Talk about the things in the classroom.
    T: What’s in our classroom?
    S3: There’s a blackboard.

    4. Lead-in.
    Show the main scene picture of Unit 6. (出示课件)
    T: Look at the picture. Who do you see in the picture? Where are they?
    Lead students to answer the questions.
    T: Yes. They are Miss White and the children. They are in a nature park.
    Use the picture to help students understand the theme of this unit.
    T: In this unit we’re going to talk about “In a nature park”.
    Write down the topic “In a nature park” on the blackboard.

    Step 2: Presentation
    1. Let’s try.
    (1) Look and talk.
    T: Miss White and the children are in a nature park. What’s in the park?
    Show the picture of “Let’s try”. (出示课件) Let students look at the picture carefully.
    T: Who are they?
    Ss: They are Chen Jie and Mike.
    T: They are looking at a map of the nature park. What’s in the park? Can you guess?
    Students try to guess.
    T: Now let’s go to see.
    (2) Finish the task in “Let’s try”.
    ①Show the content of “Let’s try”. (出示课件) Students read the words by themselves.
    ②Show the pictures on the PPT. (课件出示:森林、湖、河流的图片及相应单词) Help students understand the words.
    ③Play the recording. (出示课件)
    Students listen to the dialogue and try to tick the word they hear.
    ④Play the recording again and check the answer. (出示课件)
    2. Let’s talk.
    (1)Look and predict.
    Show the picture of “Let’s talk”. (出示课件) Let students look at the picture carefully. Ask some questions to lead them to predict the main idea of the dialogue.
    T: Who are they?
    Ss: Miss White, Zhang Peng and a student.
    T: Where are they?
    Ss: They’re in a nature park.
    T: What can you see in the picture?
    S1: …
    S2: …
    T: What a beautiful park!Let’s have a look.
    (2)Learn the new words, phrase and sentence patterns.
    ①Show a picture of a nature park on the PPT. (出示课件)
    T: Miss White and the children are in a nature park. What’s in the park?
    Ss: There’s a forest in the park.
    Show a picture of a forest and the word “forest” on the PPT. (出示课件) Teach the word “forest”.
    T: What a nice forest! Let’s go to the forest!
    T: What can you see in the forest? What can you do? What do you want to do in a forest?
    Ask several students to answer the questions.
    ②T: What does Zhang Peng want to do? Let’s watch the cartoon.
    Play the cartoon. (出示课件) Students watch the cartoon. Help students try to answer.
    Ss: He wants to go boating.
    Show a picture of a boat and the word “boat” on the PPT. (出示课件) Teach the word “boat”.
    Then show a picture and the phrase “go boating” on the PPT. (课件出示:划船的图片及相应词组) Teach the phrase “go boating”.
    ③Learn the new words “river” and “lake”.
    T: Zhang Peng wants to go boating. Is there a river or a lake?
    Show the pictures of a river and a lake and the words “river” and “lake” on the PPT. (出示课件) Teach the words “river” and “lake”. Use the word “cake” to help students read the word “lake”. Use the word cards to help students practice the words.
    ④Learn the sentence patterns “—Is there…? —Yes, there is./No, there isn’t.”
    T: Zhang Peng wants to go boating. Is there a river in the forest?
    Ss: No, there isn’t.
    T: Is there a lake?
    Ss: Yes, there is.
    Write down the sentence patterns on the blackboard and teach them. Students practice in pairs.
    T: There is no river in the forest. There is a lake. What’s on the lake?
    Ss: There are some small boats on the lake.
    3. Read and act.
    (1)Students read after the recording of “Let’s talk”. (出示课件)Pay attention to the pronunciation and the intonation.
    (2)Let students practice the dialogue in groups.
    (3)Let students act out the dialogue.

    Step 3: Practice
    1. The best partner.
    (活动说明:请两位学生到讲台前,背对背站好,两人均手持Yes和No的两张卡片。教师出示单词卡片,如lake, forest, river, park等。其余学生根据卡片内容,用句型“Is there a…?”询问这两位同学。持有卡片的学生需举起Yes或No的卡片,并用“Yes, there is.”或“No, there isn’t.”回答。配合最默契、说出相同答案最多的一组为“黄金搭档”。)
    2. Pair work.
    (1)Students talk about the park in pairs.
    A: Is there a forest in the park?
    B: Yes, there is.
    A: Is there a river in the forest?
    B: No, there isn’t.

    (2)Ask several students to show in the front of the class. The other students listen and make evaluations.

    Step 4: Consolidation & Extension
    “Talk about our school”
    1. Lead students to talk about the school.
    T: What a beautiful nature park! Our school is also beautiful. Welcome to our school.
    Show the conversation structure on the PPT.

    2. Make a model with a student.
    T: Is there a library in your school?
    S1: Yes, there is.
    T: Is there a gym in your school?
    S1: No, there isn’t.
    3. Then practice in pairs.
    Ask students to practice in pairs.
    4. Show time.
    Ask several students to show to the class. The other students listen and make evaluations.

    板书设计


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1整个教学设计突出教师的引导功能,引导学生理解文本内容,教学过程自然。
    2活动设计注重学生的操练,提高学生学习的主动性。
    3帮助学生读懂题目要求,借助图片帮助学生初步感知新词汇,引导学生学会听前预测听力的重点内容。
    4在情境中理解,在活动中运用,突出语用功能。通过创设合理情景,帮助学生在情景中真实自然地使用所学语言,突出教学重点。

    The second period
    Part A Let’s learn & Draw and ask
    内容分析
    本单元学习的主题是自然公园。教学内容主要是通过Miss White带领学生在自然公园游玩以及张鹏和Miss White在自然公园里的对话情景来展开的。教学重点是学生能够听、说、读、写并熟练运用单词“forest, lake, mountain, hill, river”。
    课时目标
    知识与能力
    1. 学生能够听、说、读、写单词“forest, lake, mountain, hill, river”
    2. 学生能够熟练运用上述单词就自然公园展开问答。
    3. 学生能够自己动手设计一个自然公园并在空白处画一个简单的示意图,然后在同桌之间就示意图展开问答。
    过程与方法
    强化基于游戏化策略进行英语语言学习方法的使用。
    情感态度价值观
    锻炼学生运用语言的能力,提高学生参与英语学习的积极性。
    教学重难点
    教学重点
    学生能够听、说、读、写并熟练运用单词“forest, lake, mountain, hill, river”。
    教学难点
    学生能够掌握单词“mountain”的发音。
    教学准备
    教学课件、课文视频、单词卡片等。
    教学媒体选择
    多媒体,录音。
    教学活动
    88. 角色扮演;
    89. 游戏;
    90. 观看动画。
    91. 小组合作竞争
    教学过程
    Step 1: Warm-up & Lead-in
    1 Greetings.
    2 Sing a song.
    Play the cartoon of the song—In a nature park. (出示课件) Students enjoy the song and try to sing it.
    3 Talk about a nature park.
    Show a video about a nature park on the PPT. (出示课件)
    T: What a nice nature park! What’s in the park? Watch carefully and try to say.
    Students work in groups to talk about the park. Ask several groups to show.
    4 Lead-in.
    T: Cool! There is a…in the park. There are… What else? Is there a…?
    Ss: Yes, there is./No, there isn’t.

    T: Today we’re going to learn the things in a nature park.
    Write down the topic on the blackboard.

    Step 2: Presentation
    1. Learn the new word “forest”.
    Draw a tree on the blackboard and ask.
    T: What’s this?
    Ss: It’s a tree. T: Yes, there is a tree on the blackboard.
    Draw many trees on the blackboard and say.
    T: There are lots of trees now. It’s a…
    Lead students to say the word “forest”.
    Write down the word “forest” on the blackboard and teach the word.
    Lead students to practice the word in a high and low voice. Point to the picture in the book and chant with students like this:
    Forest, ↗ forest. ↘ Is there a forest in the park? ↗ Yes, there is. Yes, there is.
    2. Learn the new word “lake”.
    Draw a lake on the blackboard and ask.
    T: What’s this? Ss: It’s a lake.
    T: Yes. There is a lake on the blackboard.
    Write down the word “lake” on the blackboard and teach the word.
    Show other words “cake, take, make” to help students read and remember the word. (出示课件) Lead them to practice the word in a high and low voice. Point to the picture in the book and chant with students like this:
    Lake,↗ lake.↘ Is there a lake in the park?↗ Yes, there is. Yes, there is.
    3. Learn the new word “river”.
    Draw a river on the blackboard and ask.
    T: Look! What’s this? Ss: It’s a river.
    T: Yes. There is a river on the blackboard now.
    Write down the word “river” on the blackboard and teach the word.
    Ask students to spell the word like this:/ɪ/ /ɪ/ /ɪ/, ri-, ri-, ri-, /ə/ /ə/ /ə/, -ver, -ver, -ver, river. Lead them to practice the word in a high and low voice. Point to the picture in the book and chant with students like this:
    River,↗ river. ↘ Is there a river in the park?↗ Yes, there is. Yes, there is.
    4. Learn the new word “hill”.
    Draw a hill on the blackboard and ask.
    T: Look! Is there a hill on the blackboard?
    Ss: Yes, there is.
    Write down the word “hill” on the blackboard and teach the word.
    Hide the letter “h” to show the word “ill” to help students: read and remember the word. Lead them to practice the word in a high and low voice. Point to the picture in the book and chant with students like this:
    Hill,↗ hill.↘ Is there a hill in the park?↗ Yes, there is. Yes, there is.
    5. Learn the new word “mountain”.
    Show a picture of a hill and ask. (出示课件)
    T: Is there a hill? Ss: Yes, there is.
    Then show a picture of a mountain. (出示课件) T: Is there a hill? Ss: No, there isn’t.
    T: There is a mountain.
    Help students understand the word.
    Write down the word “mountain” on the blackboard and teach the word.
    T: In this word, “ou” sounds /aʊ/ and “ai” sounds /ə/.
    Ask students to spell the word like this: /aʊ/ /aʊ/ /aʊ/, moun-, moun-, moun-, /ə/ /ə/ /ə/, -tain, -tain, -tain, mountain. Lead students to practice the word in a high and low voice. Point to the picture in the book and chant with students like this:
    Mountain,↗ mountain.↘ Is there a mountain in the park?↗ Yes, there is. Yes, there is.
    6. Read and act.
    (1)Play the recording. (出示课件) Students read after the recording of “Let’s learn”. Ask students to pay attention to the pronunciation and the intonation.
    (2)Then students read together. At last students read and practice with partners.

    Step 3: Practice
    1. Flashing cards.
    Use the word cards to play a game. Students read the words “forest, lake, river, hill, mountain” as fast as they can.

    2. What’s missing?
    Use the word cards(forest, lake, river, hill, mountain) to play this game.
    Hide one card and ask “What’s missing?” The fastest student has a chance to answer. If he or she is right, give a prize to him or her. Then show the card to students.
    3. Ask and answer.
    Use the word cards to play this game. Assume that the blackboard is a nature park. Stick some word cards on the blackboard and ask.
    T: Is there a forest/lake/river/hill/mountain?
    Ss: Yes, there is./No, there isn’t.


    Step 4: Consolidation & Extension
    Let’s play.
    Draw and say.
    (1)Design and draw.
    T: Please design and draw a nature park in your book. You have 3 minutes to do this.
    Students design their own nature parks and draw in their books.
    (2)Pair work.
    T: Then please talk about it with your partner by using the following sentence patterns and words.
    Show the sentence patterns and some prepositions of positions on the PPT. (出示课件) Students talk about their parks.
    (3)Describe a nature park.
    Students try to describe the nature park.(出示课件:一张自然公园的图片。)
    (4)Show time.
    Ask several students to show to the class. The other students listen and make evaluations.

    板书设计
    Unit 6 In the nature park



    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1课前利用PPT播放歌曲,学生跟唱,激发学生的兴趣;并用PPT出示视频,师生讨论自然公园,自然地引出了本单元的话题。
    2充分结合图片和问题引导学生学习新单词,帮助学生直观地了解所学知识,培养学生的思维能力和观察能力。
    3通过“画一画,说一说”的活动让学生在情境中合理运用所学词汇,激发学生学习英语的动力,拓展使用句型,培养学生的语言综合运用能力。

    The third period
    Part A Let’s spell
    内容分析
    本单元学习的主题是自然公园。教学内容主要是通过Miss White带领学生在自然公园游玩以及张鹏和Miss White在自然公园里的对话情景来展开的。教学重点主要是学生能够掌握字母组合ou在单词中的发音,并能读准Let’s spell板块的例词。
    课时目标
    知识与能力
    1. 学生能够感知并掌握字母组合ou在单词中的发音规则。
    2. 学生能够拼读符合ou发音规则的单词。
    3. 学生能够根据单词读音写出符合该规则的单词。
    过程与方法
    掌握通过音标、单词结构来判断单词读音并写出对应单词的方法。
    情感态度价值观
    培养学生独立思考的习惯,树立学习英语的自信心。
    教学重难点
    教学重点
    学生能够掌握字母组合ou在单词中的发音,并能读准Let’s spell板块的例词。
    教学难点
    学生能够在教师的引导下感知、发现和归纳字母组合ou的发音规则,并根据发音规则拼读、拼写新单词。
    教学准备
    教学课件、录音、语音例词单词卡等。
    教学媒体选择
    多媒体,录音。
    教学活动
    小组合作
    教学过程
    Step 1: Warm-up & Lead-in
    1. Greetings.
    2. Revision.
    Show a picture of a nature park. (出示课件) Ask students to answer some questions according to the picture. The following sentences can be showed beside the picture on the PPT:
    A: Is there a river/hill/lake/forest/mountain?
    B: Yes, there is./No, there isn’t.
    3. Lead-in.
    Show the word “mountain” on the PPT. And mark “ou” in red. (出示课件)
    Ask several students to read the word and pay attention to the pronunciation of the letter combination “ou”.
    T: What’s the sound of the letter combination “ou”? Let’s learn more words and try to find.
    Write down the topic on the blackboard.
    设计意图:利用图片,复习相关单词和句型,并借助上节课所学的单词mountain,让学生感知字母组合ou的发音,导入本课所学内容。

    Step 2: Presentation
    1. Learn the words.
    (1)Show a picture of a house on the PPT. (出示课件)
    T: Is there a house?
    Ss: Yes, there is.
    Write down the word “house” on the blackboard. Write the letter combination “ou” in red.
    Students try to read the word and pay attention to the pronunciation of the letter combination “ou”.
    (2)Play a sound of a mouse. (出示课件)
    T: What sound? Let’s listen!
    Ss: …
    Write down the word “sound” on the blackboard. Write the letter combination “ou” in red. Students try to read the word and pay attention to the pronunciation of the letter combination “ou”.
    (3)Show a picture of a mouse on the PPT. (出示课件)
    T: Is there a mouse?
    Ss: Yes, there is.
    Write down the word “mouse” on the blackboard. Write the letter combination “ou” in red. Students try to read the word according to the sound of “house” and pay attention to the pronunciation of the letter combination “ou”.
    (4)Show a picture of many mice on the PPT. (出示课件)
    T: Oh no! How many? Let’s count! One, two, three…
    Write down the word “count” on the blackboard. Write the letter combination “ou” in red. Students try to read the word according to the sound of “sound” and pay attention to the pronunciation of the letter combination “ou”.
    2. Look, read and find.
    Show the four words to students. Let students look at the words carefully.
    T: What can you find?
    Ss: They all have “ou”.
    T: Yes! Now let’s listen and read the words.
    Play the recording on the PPT. (出示课件)
    Students read the words after the recording. Then read the words by themselves.
    T: What does “ou” sound?
    · Ss: It sounds /aʊ/.
    T: Cool! They all have “ou”. It sounds / aʊ /.
    3. Let’s chant.
    Show the chant on the PPT. Students read the chant.


    Step 3: Practice
    1. Look, listen and circle.
    (1)Show the three groups of words on the PPT. (出示课件) Students read the words by themselves and underline the letter combinations that sound / aʊ /.Let students read the word “around” through the word “round”.
    (2)Play the recording. (出示课件) Students listen and try to circle the right words.
    (3)Play the recording again. Check the answers. (出示课件)
    (4)Find more words with the letter combination “ow”.
    T: The letter combination “ow” also sounds / aʊ / in some words. Can you find more?
    Lead students to find more words like “wow, down, now, town…”.
    2. Look, listen and write.
    (1)Show the three pictures on the PPT. (出示课件) Students look at the pictures carefully and predict the missing words.
    (2)Play the recording. (出示课件) Students listen to the recording and try to write down the words.
    (3)Play the recording again and check the answers with students. (出示课件)
    (4)Students read the sentences loudly by themselves.
    (5)Ask students to choose one sentence from above and write it down on the line.
    T: Please pay attention to these things. The first letter of the sentence is capitalized. There are spaces between the words and a punctuation at the end of the sentence.

    Step 4: Consolidation & Extension
    1. Let’s read.
    Show the word cards to students. Students try to read the words.
    2. Let’s play.
    Put these word cards in a box. Ask one student to take out one card at a time and the other students ask.
    Ss: Is there a word “house”/“mouse”/“sound”/“count”?
    The student answers according to the card he/she takes out.
    S1: Yes, there is./No, there isn’t. There’s a…
    3. Let’s read more words.
    Show some more words on the PPT. (课件出示:out, mouth, shout, loud, south, found, wow, down等单词) Students try to read the words.
    4. Find and read.
    Divide the class into some groups. Students try to find some more words with the letter combination “ou”. Students read the words in groups and then read them to the class. Give some awards to the groups which do a good job.

    板书设计


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1教师充分利用多媒体出示图片和声音,自然地引出新词,并通过板书帮助学生观察记忆词形。
    2突出学生学习的自主性。引导学生独立思考并逐步引导学生总结归纳发音规则,提高学生自主探究、归纳的能力。
    3在学生进行听力练习之前,预留时间让学生对空缺的内容进行预测,对学生进行有效的听力技巧指导。
    4通过多种活动强化所学新知,并进一步强化巩固发音规则,帮助学生在活动中感受到自信,激发学生的学习热情。
    The fourth period
    Part B Let’s try & Let’s talk
    内容分析
    本单元学习的主题是自然公园。教学内容主要是通过Miss White带领学生在自然公园游玩以及张鹏和Miss White在自然公园里的对话情景来展开的。教学重点是学生能在情景中运用句型“—Are there…? —Yes, there are./No, there aren’t.” 询问并回答某处是否有某物。
    课时目标
    知识与能力
    1. 学生能够听懂简短对话,抓住关键信息,提高听的能力并完成本板块的听力任务。
    2. 学生能够理解对话大意。
    3. 学生能够按照正确的意群及语音、语调朗读对话,并进行角色扮演。
    4. 学生能够运用核心句型就自然公园展开问答。
    5. 学生能够在情景中运用句型“—Are there…? —Yes, there are./No, there aren’t.” 询问并回答某处是否有某物。
    6. 学生能够在语境中理解 “building” 的意思,并能正确发音。
    过程与方法
    强化基于游戏化策略进行英语语言学习方法的使用。
    情感态度价值观
    通过创设自然真实的情境,让学生在情境中合理运用所学语言,培养学生的语言综合运用能力。
    教学重难点
    教学重点
    1学生能够理解对话大意,并能用正确的意群及语音、语调朗读对话。
    2学生能在情景中运用句型“—Are there…? —Yes, there are./No, there aren’t.” 询问并回答某处是否有某物。
    教学难点
    学生能够运用核心句型就自然公园展开问答。
    教学准备
    教学课件、课文视频等。
    教学媒体选择
    多媒体,录音。
    教学活动
    92. 角色扮演;
    93. 游戏;
    94. 观看动画。
    教学过程
    Step 1: Warm-up & Lead-in
    1. Greetings.
    2. Sing a song.
    Play the cartoon of the song—In a nature park. (出示课件)
    Students enjoy the song and try to sing it.
    3. Talk about a nature park.
    Show the picture of the main scene of this unit on the PPT. (出示课件)
    T: What a nice nature park! What’s in the park? Look carefully and try to say.
    Students work in groups to talk about the park. Ask several groups to show.
    4. Lead-in.
    T: Cool! Miss White and the children are in the nature park. There is a… in the park. There are… Is there a…? Ss: Yes, there is./No, there isn’t.
    T: Look at Zoom. What does he say?
    Ss: He’s hungry.
    T: Yes! Is there a restaurant beside the lake?
    Ss: No, there isn’t.
    T: Look! Zip has some food. And they can share. The children are hungry, too. They also have some food. They want to find a place to share their food. But they need some tables. Where are the tables? Let’s go to see.
    Write down the topic on the blackboard.

    Step 2: Presentation
    1. Let’s try.
    (1)Predict the conversation.
    Show some tables on the PPT. (出示课件)
    T: There are some tables in the park. Where are the tables? Can you guess?
    Students try to guess.
    (2)Show the content of “Let’s try”. (出示课件)
    Students read the sentence and predict the answer by themselves.
    Show pictures of a river/lake/hill. (出示课件)
    T: Are they beside the river/lake/hill? Now let’s listen and find.
    (3)Play the recording. (出示课件)
    Students listen to the dialogue and try to find the key word. Then fill in the blank.
    (4)Play the recording again and check the answer. (出示课件)
    (5)Play the recording for the third time. Students read after it. (出示课件)
    2. Let’s talk.
    (1)Show the picture of “Let’s talk”. (出示课件) Let students look at the picture carefully. Ask some questions to lead them to predict the main idea of the dialogue.
    The questions are like these:
    ①Who are they?
    ②Where are they?
    ③What’s in the picture? Is there a lake? Is there a restaurant?

    (2)Learn the new words and sentence patterns.
    ①Point to the picture and ask.
    T: Look! Miss White and Zhang Peng are sitting beside a lake. What do they see? Are there any people?
    Write down the sentence “Are there any people?” on the blackboard. Lead students to answer. Then write down the answer “No, there aren’t.” on the blackboard. Write down “aren’t=are not” on the blackboard.
    Teach students to read.②Show a picture of a building on the PPT. (出示课件)
    Teach the word “building” (build + ing=building) to students.
    ③Show the questions on the PPT.
    T: Miss White and Zhang Peng are sitting beside a lake. What do they see? Are there any tall buildings? Are there any animals? Now let’s watch.
    Play the cartoon.(出示课件)Students watch the cartoon and try to get the answers.
    Check the answers.
    T: Are there any tall buildings?
    Ss: No, there aren’t.
    T: Are there any animals?
    Ss: Yes, there are.
    T: What are they?
    Ss: They are ducks and rabbits.
    Show the picture of “rabbit” to help students understand the word “rabbit”. (出示课件) Then teach the word.
    3. Read and act.
    (1)Play the recording.(出示课件)Students read after the recording. Ask students to pay attention to the pronunciation and the intonation.
    (2)Let students practice the dialogue in groups.
    (3)Let students act out the dialogue.

    Step 3: Practice
    1. Ask and answer.
    Show the picture of “Let’s talk” and the sentence patterns “—Are there…? —Yes, there are. /No, there aren’t.” on the PPT. (出示课件) Let students ask and answer questions according to the picture.
    A: Are there any tall buildings?
    B: No, there aren’t.
    A: Are there any animals?
    B: Yes, there are.
    A: Are there any ducks?
    B: Yes, there are.

    2. Look and say.
    Show a picture of a nature park on the PPT. (出示课件) Students ask and answer questions according to the picture. Then show to the class. The other students listen and make evaluations.
    3. Tick a picture and find your “friend”.
    (1)Show the pictures. (课件出示:教材P61 Let’s talk 板块第二部分的三幅图片) Let students tick one picture at random.
    (2)Make a model.
    Make a model with two students.
    T: Are there any lakes in the park?
    S1: No, there aren’t.
    T: Sorry. You’re not my “friend”.
    T: Are there any lakes in the park?
    S2: Yes, there are.
    T: How many?
    S2: 2.
    T: You’re my “friend”!
    (3)Students practice in pairs.
    (4)Show time.
    Ask several students to show to the class. The other students listen and make evaluations.

    Step 4: Consolidation & Extension
    “Find the differences”
    1. Create a situation.
    Show two pictures about different nature parks. (出示课件)
    T: There are two pictures about nature parks. There are some differences between the two pictures. Please ask and answer questions to find the differences.
    2. Make a model.
    Make a model with a student.
    T: In my park, there’s a lake. Is there a lake in your park?
    S1: Yes, there is.
    T: Are there any buildings?
    S1: No, there aren’t.

    3. Students work in groups.
    Students work in groups. Students try to find out the differences by asking and answering questions.
    4. Show time.
    The group that finishes it fastest will be the winner. Then show to the class. The other students listen and make evaluations.

    板书设计


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1在学习之前先引导学生预测对话内容,逐步帮助学生读懂题目要求,再引导学生学会听前预测听力的重点内容,培养学生的听力技巧。
    2在教学过程中,设计多种活动,鼓励学生运用重点句型进行问答,增加实践机会,帮助学生掌握句型用法。
    3让学生在情境中理解,在活动中运用,突出语用功能。通过创设合理情境,帮助学生在情境中真实自然地使用所学语言,突出教学重点。

    The fifth period
    Part B Let’s learn & Let’s play
    内容分析
    本单元学习的主题是自然公园。教学内容主要是通过Miss White带领学生在自然公园游玩以及张鹏和Miss White在自然公园里的对话情景来展开的。教学重点是学生能够听、说、读、写并熟练运用单词“house, tree, bridge, building, village”。
    课时目标
    知识与能力
    1. 学生能够听、说、读、写单词“house, tree, bridge, building, village”。
    2. 学生能够熟练运用上述单词描述自然公园里的景物。
    3. 学生能够观察Let’s learn 板块的图片,运用句型 “There is…”和 “There are…”完成四个描述该图的句子 。
    过程与方法
    强化基于游戏化策略进行英语语言学习方法的使用。
    情感态度价值观
    提高口语表达能力,树立学生学习的自信心。
    教学重难点
    教学重点
    学生能够听、说、读、写并熟练运用单词“house, tree, bridge, building, village”。
    教学难点
    学生能够用所学单词和句型来描述自然公园里的景物。
    教学准备
    教学课件、课文视频、录音等。
    教学媒体选择
    多媒体,录音。
    教学活动
    95. 角色扮演;
    96. 游戏;
    97. 观看动画。
    教学过程
    Step 1: Warm-up & Lead-in
    1. Greetings.
    2. Sing a song.
    Play the cartoon of the song—In a nature park. (出示课件)
    Students enjoy the song and sing it.
    3. Revision.
    Show the picture of the main scene on the PPT. (出示课件)
    T: Miss White and the children are in a nature park. Look! What’s in the park? Is there a lake?
    Ss: Yes, there is.
    T: Are there any fish?
    Ss: Yes, there are.

    Students work in groups to talk about the park. Ask several groups to describe the park.
    4. Lead-in.
    T: Cool! Miss White and the children are in a nature park. There is a lake in the park. There is a river, too. There are many pretty fish in the river. What else is in the park? Let’s go to see.
    Write down the topic on the blackboard.

    Step 2: Presentation
    1. Look and say.
    Present the picture of “Let’s learn”. (出示课件) Talk about the picture with students. Use some questions to lead their learning.
    T: Who are they? Where are they? What’s in the picture? Is there a…? Are there…?
    2. Learn the new word “village”.
    Point to the picture and say.
    T: There is a village in the nature park. Now Miss White and the children are in the village. What do you think of the village?
    Lead students to describe the village.
    Ss: It’s small/quiet/beautiful/clean/nice…
    Write down the word “village” on the blackboard. Use the recording to teach the word. (出示课件)
    Students read the word one by one.
    Point to the picture and lead students to practice the word like this:
    Village,↗ village.↘ There is a village.
    Students ask and answer to practice the word.
    A: Is there a village?
    B: Yes, there is.
    3. Learn the new word “house”.
    Point to the house in the picture and ask.
    T: Are there any houses?
    Ss: Yes, there are.
    Write down the word “house” on the blackboard. Lead students to read the word “house” with the word “mouse”. Then use the recording to teach the word. (出示课件)
    Teach them to read the plural form “houses”. Students read the word in groups.
    Point to the picture and lead students to practice the word like this:
    Houses, ↗ houses.↘ There are many houses.
    Students ask and answer to practice the word.
    A: Are there any houses?
    B: Yes, there are.
    4. Learn the new word “building”.
    Point to the building in the picture and ask.
    T: What’s this?
    Ss: It’s a building.
    Show the pictures of a house and a building on the PPT. (出示课件) Help students understand the similarities and differences between “building” and “house”.
    Write down the word “building (build + ing=building)” on the blackboard. Use the recording to teach the word “building”. (出示课件)Students read the word three times.
    Point to the picture and lead students to practice the word like this:
    Building,↗ building.↘ There is a building.
    Students ask and answer to practice the word.
    A: Is there a building?
    B: Yes, there is.
    5. Learn the new word “bridge”.
    Show the picture of “Let’s learn” again. (出示课件) Talk about the picture with students. Use some questions to lead their learning.
    T: Where are Miss White and Zhang Peng?
    Ss: They’re in front of a building.
    T: Where are Chen Jie and Amy? Can you find them?
    Lead students to answer “They are on a bridge.”
    T: Yes, there is a bridge in the village. Chen Jie and Amy are on the bridge. They’re taking pictures.
    Write down the word “bridge” on the blackboard. Teach students to spell the word by natural spelling.
    Use the recording to teach the word. (出示课件) Teach them to read the plural form “bridges”. Students read the word in groups.
    Point to the picture and lead students to practice the word like this:
    Bridge, ↗ bridge. ↘There is a bridge.
    Students ask and answer to practice the word.
    A: Is there a bridge?
    B: Yes, there is.
    6. Learn the new word “tree”.
    Point to the tree in the picture and ask.
    T: What else can you see in the village?
    Lead students to answer “There are many trees.”
    Write down the word “tree” on the blackboard. Teach students to spell the word by natural spelling. Use the recording to teach the word. (出示课件) Teach them to read the plural form “trees”. Students read the word in groups.
    Point to the picture and lead students to practice the word like this:
    Trees,↗ trees.↘ There are many trees.
    Students ask and answer to practice the word.
    A: Are there any trees?
    B: Yes, there are.
    7. Read and act.
    (1)Play the recording. (课件出示:教材P62 Let’s learn板块的音频)
    (2)Students read the words and the dialogue after the recording. Then practice by themselves.
    (3)Students act out the dialogue in pairs.

    Step 3: Practice
    1. Flashing cards.
    Use the word cards to play a game. Students read the words “village, house, building, bridge, tree” as fast as they can.
    2. Ask and answer.
    Students look at the picture of “Let’s learn” and make dialogues in pairs.
    They can start like this:
    A: Are there any houses in the village?
    B: Yes, there are.
    A: Are there any bridges in the village?
    B: Yes, there is one.
    Ask several students to show to the class. The other students evaluate their performance.

    Step 4: Consolidation & Extension
    “Write and say”
    1. Let’s introduce.
    Students work in groups and try to say some sentences to introduce the picture of “Let’s learn” on page 62.
    2. Write down the sentences.
    Students try to write four sentences about the picture by using the sentence patterns “There is…” and “There are…”
    Students check the sentences in groups.
    3. Show the sentences.
    Choose some students to show their sentences to the class. Other students try to make evaluations.

    板书设计


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1借用主情景图引导学生进行对话练习,帮助学生复习相关句型并自然导入新课,为后面的学习做好铺垫。
    2教师充分结合图片和对话,以多种方式引导学生学习新词,激发学生的学习兴趣。借用多媒体资源教授新词,并引导学生利用多种方式操练新单词。
    3在操练环节,利用单词卡片和chant帮助学生操练新单词,并让学生在句型中运用新单词,很好地活跃了课堂气氛,巩固了所学新知。
    4拓展部分通过“说一说、写一写”的活动,让学生在情境中合理运用并正确书写所学词汇,帮助学生打下坚实的英语基础。
    The sixth period
    Part B Read and write & Let’s check & Let’s wrap it up
    内容分析
    本单元学习的主题是自然公园。教学内容主要是通过Miss White带领学生在自然公园游玩以及张鹏和Miss White在自然公园里的对话情景来展开的。教学重点学生能够根据阅读所获取的信息完成相应的阅读任务。
    课时目标
    知识与能力
    1. 学生能够在图片的帮助下读懂短文并补画自然公园的景物。
    2. 学生能够理解短文中 “high” 的意思。
    3. 学生能够按照意群朗读短文。
    4. 学生能够通过看图,学会从图片信息中推测考查点,做到有意识地去听录音并完成听后任务。
    5. 学生能够先写出前两个问题的答句,然后补充其他问句,再写出答语。
    过程与方法
    通过要求学生独立阅读寻找文中关键信息,锻炼学生掌握英语阅读提炼信息的方法。
    情感态度价值观
    培养学生养成总结归纳知识点的学习习惯,培养了学生亲近自然、热爱自然的情感。
    教学重难点
    教学重点
    学生能够根据阅读所获取的信息完成相应的阅读任务。
    教学难点
    学生能够根据阅读所获取的信息完成相应的阅读任务。
    教学准备
    教学课件、课文视频、录音等。
    教学媒体选择
    多媒体,录音。
    教学活动
    游戏;抢答
    教学过程
    Step 1: Warm-up & Lead-in
    1. Greetings.
    2. Sing a song.
    Play the cartoon of the song—In a nature park. (出示课件)
    Students enjoy the song and sing it. Help students review the words and the sentences they learned in this unit.
    3. Play a game —— Look and say.
    Show a picture of a nature park on the PPT. (出示课件)
    Students talk about the nature park.
    S1: There is a lake in the nature park.
    S2: There is a river in the nature park.
    S3: There is a bridge in the nature park.
    S4: There are some houses in the nature park.
    ...
    Students take turns to talk about the park.
    4. Lead-in.
    T: What a nice nature park! I want to go to a nature park. There is another nature park. Let’s go and see.
    Write down the topic on the blackboard.
    设计意图:通过有趣的歌曲和看图说话的活动,活跃课堂气氛,复习本单元所学的知识,为学生进入下一步的阅读做好准备。

    Step 2: Presentation
    1. Look and predict.
    Show Picture 1 of “Read and write” on the PPT. (出示课件) Let students look at the picture carefully. Ask some questions to lead them to predict the main idea of the passage.
    The questions are like these:
    ① Who is he? (Robin.)
    ② Where is Robin? (He’s at Mr.Jones’ house.)
    ③ What is he doing? (He’s looking at the nature park.)
    ④ What’s in the nature park?

    2. Fast reading.
    Ask students to read the passage for the first time quickly to get the main idea of the passage and try to circle the words about the scenery and the things in the nature park in the passage.
    Check the answers with students.
    Answer: mountain, village, lake, ducks.
    3. Careful reading.
    Ask students to read the passage for the second time carefully and try to underline the sentences about the positions of the scenery and the things. Let some students read the sentences aloud to check the answers.
    Lead students to discuss the meaning of the word “high”. Use the gesture to help them understand. Help them read the word “high” with the word “hi”.
    T: Robin would like to draw a picture of the park. Can you help?
    Let students try to draw the sketch map of the nature park by themselves. Show some students’ sketch maps to the other students.
    4. Read the passage.
    Play the recording. (出示课件)Ask students to read after it and imitate the right pause. Students pay attention to the pronunciation and the intonation.
    5. Write the questions and the answers.
    (1)Ask questions according to the picture by using the sentence patterns “Is there…?” and “Are there…?” Students answer the questions.
    (2)Ask students to write down three questions about the nature park and write down the answers according to the picture.
    (3)Check the answers in groups.

    Step 3: Practice
    1. Let’s check.
    (1)Show the pictures of “Let’s check” on the PPT. (出示课件) Let students talk about the pictures in pairs.
    A: Is there a river?
    B: Yes, there is.
    A: Are there any birds?
    B: Yes, there are.

    (2)Listen and tick or cross.
    Play the recording. Let students listen and tick or cross. Then check the answers. (出示课件)
    (3)Read the questions.
    Let students read the two questions. Help students listen purposefully.
    (4)Listen again and answer the questions.
    Play the recording again. (出示课件) Students write down the answers.
    (5)Check the answers. (出示课件)
    (6)Let students listen and read after the recording. (课件出示:教材P64 Let’s check 板块的听力材料及音频)
    2. Let’s wrap it up.
    (1)Look, read and say.
    Show the picture of this section on the PPT. (出示课件) Students look at the picture carefully.
    Ask students to describe the picture with the sentence patterns “There is/are…”
    (2)Write down the answers.
    Show the first two questions on the PPT. Lead students to write down the answers. Check the answers. (出示课件)
    (3)Summarize the pattern of the general question about “There be…”
    (4)Look and write.
    Students complete the other questions according to the picture and give the answers by themselves. Then check the answers in pairs.
    (5)Show time.
    Show some students’ work to the class. Other students make evaluations.

    板书设计


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1通过听、说、读、写等多种形式帮助学生巩固核心语言,利用多种教学活动激发学生学习英语的兴趣。
    2本课所有的教学活动都围绕着本单元所学的主要句型 “—Is there…? —Yes, there is./No, there isn’t.”和 “—Are there…? —Yes, there are./No, there aren’t.”展开,帮助学生运用所学句型对景点内容进行描述。
    3最后的趣味故事是对学生知识的补充,学生在图片和教师的帮助下理解故事内容,培养了学生亲近自然、热爱自然的情感。

    The seventh period
    Story time
    内容分析
    本课是PEP小学英语五年级上册Unit 6第七课时,本节课为故事课。故事讲述了Zoom和Zip去自然公园游玩的趣事。由于本课处于In the nature park单元主题下,因此本节课一方面要通过故事的形式对本单元所学的内容进行复习,还需要基于故事,领会注意保养电子用品并小心使用的道理。
    课时目标
    知识与能力
    17. 复习本单元所学的词汇和句型。
    18. 掌握句子 Why don’t you take a picture of me? 的用法。
    过程与方法
    1. 掌握利用故事情景学习英语实际应用的方法,领悟语言学习重在使用的道理。
    2. 学生能够理解并朗读故事,掌握基本的阅读策略。
    3. 通过合作学习、扮演展示等培养学生的合作意识和相互交流的能力。
    情感态度价值观
    激发学生学习英语的兴趣,并通过公园游玩小故事,让学生领会注意保养电子用品并小心使用的道理。
    教学重难点
    教学重点
    1. 掌握句型: What a nice day!
    Why not?
    Why don’t you take a picture of me?
    2. There be. / Is there. 句型强化练习
    3. 理解“Story time”故事的意思。
    教学难点
    能够把本课的词汇、句型运用到具体的语境中。
    教学准备
    教学课件、课文视频、单词卡片等。
    教学媒体选择
    多媒体,录音。
    教学活动
    98. 角色扮演;
    99. 游戏;
    100. 观看动画。
    教学过程
    Step 1: Warm-up & Revision & Lead-in
    1. Greetings.
    2. Sing the song—In a nature park (播放第六单元的主题曲)
    3. Play a game—“Look and say” (课件出示:一些场景图,让学生通过问答的形式说一说场景中都有什么)
    Review the sentence “Is there...” “ There is ...”
    4. Lead-in.
    T: Boys and girls, look out, is it a nice day today?
    Ss: Yes / no.
    T: OK, so what will you do when the weather is fine?
    Ss: Free talk
    T: Very good. When the weather is fine, I will go for a walk in the nature park. Well, Zoom and Zip will go to a nature park, too! So, what will happen? Let’s learn about it.
    设计意图:从同学们日常接触的电子产品,以及当电子产品出现问题入手,进入本课的故事。

    Step 2: Presentation and Practice
    1. While-reading.
    Watch and answer(展示故事图片,展示学生需要回答的问题,播放故事视频)
    What’s in this park?
    Is there a koala in the house?
    What does Zoom ask Zip to do?
    What’s wrong with Zoom and Zip’s camera?
    设计意图:设置问题,让学生们带着问题去观看视频学习小故事。
    2. Read and write.
    Read the story in groups and underline the new words and expressions.
    设计意图:锻炼学生自主阅读学习,并画出新词写下解释,加深记忆,教师适时给予指导与帮助。
    Learn the new expressions.
    — What a nice day!
    — Why don’t you take a picture of me?
    — Why not?
    设计意图:趁热打铁学习本节课的重点句型。
    Students read the expressions aloud.
    设计意图:通过大声读加深学生的记忆。
    3. Watch and read
    Watch the video again and read aloud
    设计意图:重新完整的观看故事视频并要求学生边看边跟读,加深对故事内容的理解。
    4. Practice.
    (1)Read the story aloud in groups for 5 minutes.
    (2)Role play.( 2 students in a group )
    (3)Read together.
    (4)Role play in groups. Then choose some groups to act out the story.

    Step 3: Consolidation & Extension
    T: Today we learn the story about a can. Zoom and Zip go to a beautiful park. They see many beautiful mountains and trees. They want to take pictures but find the camera is broken. This story tells us,we should use these things carefully.

    板书设计
    Unit6 In the nature park
    story time

    What’s in this park? A beautiful bridge, a house, some corn, a koala
    Is there a koala in the house? No, there isn’t. There is so much corn
    What does Zoom ask Zip to do? He ask Zip to take a picture of him.
    What’s wrong with Zoom and Zip’s camera? The card is broken. They have no photos.

    — What a nice day!
    — Why don’t you take a picture of me?
    — Why not?

    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    11. 本节课利用图片、视频、音频、多种资源帮助学生学习Story time中的英语小故事。
    12. 本节课利用角色扮演、你问我答等多种游戏活动强化了学生对所学语句的掌握。
    Recycle 1
    一、教材分析
    本部分是一个复习单元。教学内容主要是以陈洁参观Willow小学为线索,通过陈洁与David, Jean和Dean的对话情景以及陈洁在学校餐厅点餐的场景及角色扮演活动,让学生在新的语境中复习1~3单元的核心词汇和句型的语义及用法。

    二、学情分析
    五年级英语在小学英语教学中起着承上启下的作用,既是四年级的衍生,又是六年级的铺垫。我们要帮助学生培养良好的英语学习习惯和学习方法。要求学生先从养成阅读习惯做起,再到怎样学习英语,后到提高英语学习能力。激发学习兴趣,养成自主学习的习惯和方法。平时在教学中,注意抓好学生的书写、理解与归纳等良好的学习习惯。加强学生基础知识的掌握,对知识的延伸与拓展需深入了解,特别是对各知识的融会贯通,灵活理解与运用。注重开发性使用对教材,做到“吃透”教材的前提下,大胆创新,对于知识的重难点力求把握准确,突破有法。对基本技能的训练,通过创设新的情景,让学生在变化的情景中去运用,在理解的基础上去训练,而不是变成大量的、机械的、重复的操练,因为操练并不发展意义,重复并不引起理解,反而加重学习负担,降低学习效率,引起学生的厌恶。同时,重视能力的培养。

    三、教学目标
    1 知识与能力
    1. 能够掌握并在实际情景中运用1~3单元中的核心句型。
    2. 能够运用句型“—What’s she/he like? Is she/he…? —She is kind/…”询问并回答他人的性格及外貌。
    3. 能够运用句型“—What do you have on…? —I have…”介绍一周的课程。
    4. 能够按照正确的意群及语音、语调朗读对话、便条及短文。
    5. 能够听、说、读、写并在实际情景中运用1~3单元中关于人物性格、外貌特征、品质、一周七天名称及各类食品等词汇。
    6. 能够掌握1~3单元中y, ee, ea, ow在单词中的发音规则。
    7. 能够读出符合发音规则的单词,并能根据发音拼写出符合发音规则的单词。

    2 情感态度价值观
    1. 能够做到不以貌取人。
    2. 能够合理安排学习和生活作息时间,加强体育锻炼,学会劳逸结合。
    3. 能够注意健康饮食,不挑食,不偏食。

    四、课时安排
    第一课时: Page 32 & Page 33
    第二课时: Page 34 & Page 35
    The first period
    Page 32 & Page 33
    内容分析
    本部分是一个复习单元。教学内容主要是以陈洁参观Willow小学为线索,通过陈洁与David, Jean和Dean的对话情景以及陈洁在学校餐厅点餐的场景及角色扮演活动,让学生在新的语境中复习1~3单元的核心词汇和句型的语义及用法。
    课时目标
    知识与能力
    1. 学生能够理解第32页的对话大意,并根据图片中其他教师的图片展开问答。
    2. 学生能够通过对话复习“What’s she/he like? Is she/he kind/…?”等句型,并能进行回答。
    3. 学生能够进行角色扮演。
    4. 学生能够完成第33页的听力活动,听录音填充课程表并选择正确的答案。
    5. 学生能够根据填好的课程表判断句子正误。
    6. 学生能够通过听力活动复习“What do you have on…?”“What’s your favourite class?”等句型。
    过程与方法
    强化基于游戏化策略进行英语语言学习方法的使用。
    情感态度价值观
    通过语境真实的对话,增强学生口语表达能力,提高学习英语的自信心,提高学生之间合作能力。
    教学重难点
    教学重点
    掌握第1~2单元的核心词汇和句型。
    教学难点
    第1~2单元的核心句型在实际生活中的运用。
    教学准备
    教学课件、课文视频等。
    教学媒体选择
    多媒体,录音。
    教学活动
    101. 角色扮演;
    102. 游戏;
    103. 观看动画。
    教学过程
    Step 1: Warm-up & Lead-in
    1. Greetings.
    2. Sing a song—Who’s your teacher?
    3. Free talk.
    Talk with students with these sentences:Who’s your Chinese/ music/ …teacher? What’s he/she like? Is he/she…?
    Step 2: Presentation
    1. Learn the contents of page 32.
    (1) Look and say.
    Show the pictures of page 32 on the PPT. (出示课件)
    T:Chen Jie is visiting Willow Primary School in the UK. David is a student in the school. Here are David’s teachers. Please talk about the teachers with your partner. The following sentences can be used: Who’s David’s Chinese/music/…teacher? What’s he/she like? Is he/she…?
    (2) Have a show.
    Ask some students to show in class. Let students pay attention to the pronunciation of “Mr. Reed, Mr. Kelly”.
    (3) Read and answer.
    Students read the dialogue and answer the questions. Then the teacher checks the answers with students.
    ①Who’s David’s Chinese teacher?(Ms Zhang.)
    ②What’s David’s Chinese teacher like?Is she kind?
    (Yes. She’s very kind, but she’s strict sometimes.)
    (4) Read and act out.
    Students read the dialogue after the teacher. Then read in different ways, for example, read in groups, read between boys and girls, read with their partners. Act out the dialogue in class.
    2. Learn the contents of page 33.
    (1) Think and guess.
    T:Chen Jie knows David’s teachers. Now she meets some new friends in Willow Primary School. They are talking about the classes. Can you guess what classes they have according to their teachers?
    Ss:… T:Maybe you’re right. But I’m not sure.
    (2) Listen and fill. (课件出示:教材P33 课程表)
    T:Look! This is their schedule. But there are some blanks in the schedule. Listen to the recording and fill in the table. Try to catch the key words.
    Play the recording. (出示课件) Ask students to catch the key words: computer, maths, PE and art.
    Students listen to it and fill in the table. Then check the answers together. (课件出示:教材P33课程表答案)
    Students talk about the schedule with the sentence:What do you have on Mondays/…?
    (3) Listen and circle.
    T:David, Jean and Dean have so many classes. But what are their favourite classes? English or Chinese? Music or art? Computer or PE? Catch the information. Listen again and circle the right answers. (出示课件)
    Check the answers with students.
    T:What’s David’s/Jean’s/Dean’s favourite class? Ss:…
    Show the answers on the PPT. (出示课件)
    (4) Tick or cross.
    Students look at the schedule on page 33 and tick or cross. Ask students to catch the key information, such as art, two reading classes, maths, music, days of the week. Then check the answers with students.
    T:What do they have on Wednesdays/Fridays/…? Ss:…
    T:So tick or cross? Ss:…
    Show the answers on the PPT. (出示课件)
    (5) Talk about the schedule.
    Ask students to talk about the schedule freely with the sentence patterns they learned.
    Step 3: Practice
    “English breakthrough”
    Divide students into four groups. Prepare some flags for the winners.
    1. Can you read?
    Show some words on the PPT:old, young, funny, kind, strict, shy, polite, helpful, clever, hand-working. Ask students to read the words and say out their meanings as fast as they can. (出示课件)
    2. Can you say?
    Give some tips on the PPT. (出示课件) Choose several students from every group to answer the following questions: Who’s your…teacher? Who’s she/he?Is she/he…?What’s she/he like?
    3. Can you follow me?
    The teacher says a day of a week. S1 says the following day. Then S2…S3… S7 says the same day as the teacher quickly and correctly. After that, all of the students chant Days of the week.
    4. Can you answer?
    Show the schedule on page 15 on the PPT and ask: What do you have on Mondays/…? (出示课件)
    Students answer the questions according to the schedule.
    Count the flags in every group with students and choose the winner.
    Step 4: Consolidation & Extension
    1. Make a dialogue.
    Show some sentence patterns of Unit 1 and Unit 2 on the PPT and lead students to make a dialogue. Students talk about their schedule, their favourite classes, their favourite teachers and what the teachers are like.
    2. Act out.
    After finishing the dialogue, students can have a show in class.

    板书设计
    Recycle 1

    — Who’s your Chinese / ... teacher? — Ms / Mr / Miss / Mrs ...
    — What’s she / he like? — She / He is ...
    — Is she / he ... ? — Yes, she / he is. / No, she / he isn’t.
    — What do you have on ... ? — We / I have ... on ...

    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1. 本节课是一节复习课。以陈洁参观David的学校为线索,通过陈洁与David的会话重现了第1单元的核心词汇和句型,通过与新朋友交谈重现了第2单元的主要内容,学生在完成相关练习的同时全面地复习了已学知识。
    2. 在教学过程中,采用了观察、预测、听、问与答、小组合作以及闯关游戏等方式,激发了学生的学习热情,让学生体验了学习英语的乐趣,帮助学生回忆并巩固了已学知识。同时立足教材,适当拓展,创设相对真实的情境,提高了学生的语言综合运用能力。
    3. 板书简洁清晰,重点突出,一目了然,起到了很好的辅助作用。

    The second period
    Page 34 & Page 35
    内容分析
    本部分是一个复习单元。教学内容主要是以陈洁参观Willow小学为线索,通过陈洁与David, Jean和Dean的对话情景以及陈洁在学校餐厅点餐的场景及角色扮演活动,让学生在新的语境中复习1~3单元的核心词汇和句型的语义及用法。
    课时目标
    知识与能力
    1. 学生能够完成第34页的练习,复习巩固第3单元的核心语言。
    2. 学生能够自主阅读并理解陈洁的日记,能选择匹配的主题词。
    3. 学生能够通过找单词朋友的任务,总结归纳前三个单元的语音知识。
    4. 学生能够通过连词成句活动复习第2单元的核心句型。
    过程与方法
    强化基于游戏化策略进行英语语言学习方法的使用。
    情感态度价值观
    提高学生口语表达能力,培养学生的语感。
    教学重难点
    教学重点
    复习第3单元的核心词汇和句型。
    教学难点
    1.第3单元的核心词汇和句型在实际生活中的运用。
    2.综合复习1~3单元的核心句型、词汇及语音知识。
    教学准备
    教学课件、课文视频、卡片、图片等。
    教学媒体选择
    多媒体,录音。
    教学活动
    104. 角色扮演;
    105. 游戏;
    106. 观看动画。
    107. 小组合作竞争
    教学过程
    1. Greetings.
    2. Sing a song—What would you like to eat today?
    3. Free talk.
    Talk with some students according to the pictures of food and drinks in the teacher’s hands.
    T:Look! What would you like to eat/drink? S1:I’d like…
    T:Here you are. S1: Thank you.

    设计意图:用歌曲营造轻松、愉快的学习氛围;用谈话的方式导入教学,衔接自然;用图片刺激学生的感官,激发学生的兴趣。

    Step 2: Presentation
    1. Learn the contents of page 34.
    (1) Observe and find.
    Show the picture of the first section on page 34 on the PPT. (出示课件)
    T:Who is she? Where is she?
    Let students observe the picture and think. Then lead them to read the title and find the answers.
    (2) Classify and say.
    Students look at the menu in their books. Read the words on the menu. The teacher helps them sum up and classify the words, such as fruits, vegetables, drinks…
    (3) Ask and answer.
    Ask students to answer the questions according to the menu.
    T:What do they have on Mondays/…? Ss:They have…
    (4) Read and fill.
    Students read the dialogue and fill in the blanks. They can mark the key words on the menu. Then check the answers with the teacher. (出示课件)
    (5) Act out.
    Ask students to imitate the dialogue to make a new dialogue in pairs. Then students act it out in class.
    2. Learn the contents of page 35.
    (1) Read and answer.
    T:Chen Jie visited Willow Primary School. She met some new friends. She ate some delicious food. Here is her diary. Please read it quickly and answer the question: Does Chen Jie like the school?
    Students read the diary and answer the question: Yes. She likes the school.
    (2) Read and match.
    Students read the four title words first. Then read the diary carefully. Circle the key words. Match the title words with the passages. Then check the answers with the teacher. (出示课件)
    (3) Find and write.
    Show the words “diary, sunny” on the PPT. (出示课件) Let students read the sound of the letter “y”. Then ask students to find the words with the letter “y” that have the same pronunciation rule in the diary. Let students finish the exercises of other groups on page 35 by themselves and check the answers with the teacher. (课件出示:教材P35第二部分练习答案) At last, lead students to review the pronunciation rules according the answers.
    (4) Rearrange and write.
    ①Read the words. Rearrange the words and make sentences.
    ②Write down the sentences. Pay attention to the standard writing. (课件出示:教材P35第三部分练习答案)
    ③Read the sentences aloud.

    Step 3: Practice
    “English breakthrough”
    Divide students into four groups. Prepare some flags for the winners.
    1. Can you read?
    Show some words on the PPT: ice cream, hamburger, tea, sandwich, salad, fresh, healthy, delicious, hot, sweet. Ask students read the words and say out their meanings as fast as they can. (出示课件)
    2. Can you say?
    Show some sentence patterns in Unit 3 on the PPT. (出示课件) Choose several students from every group to answer the following questions: What’s your favourite food/drink? Why? What would you like to eat/drink?I’d like…
    3. Can you ask and answer?
    Show the pictures of “Let’s learn” on page 18 on the PPT one by one. (出示课件) One student asks:Do you often…on the weekend? What do you often do on the weekend? The other students answer according to the pictures. It can be done in every group.
    Count the flags in every group with students and choose the winner.

    Step 4: Consolidation & Extension
    1. Observe and read.
    Show the picture of the second section on page 34 on the PPT. (出示课件) Students observe the picture and read the dialogue.
    2. Work in pairs.
    Students work with their partners. One plays the waiter or the waitress. The other plays the customer. And the waiter/waitress draws the pictures of food or drinks on the plate. The teacher helps the students who have difficulties.
    3. Make a dialogue and act.
    Students read the dialogue of the first section on page 34 again and imitate to make a dialogue of ordering a meal in pairs. Then act it out in class.

    板书设计
    Recycle 1

    — What would you like to eat / drink? —I’d like...
    — What’s your favourite food / drink? —My favourite food / drink is...
    — Do you often ... on the weekend? —Yes, I do. / No, I don’t.

    y / i / ee(ea) / i: / ow /əʊ / ow /aʊ /

    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1. 本节课是复习单元的第二节课。依然以陈杰参观David的学校为线索,通过餐厅点餐复习和巩固第3单元的核心词汇和句型;通过日记记录下的所见所闻,整合了第1~3单元的知识。
    2. 在教学过程中采用了歌曲导入、小组合作闯关游戏等方法,激发了学生的学习热情,让学生体验了学习英语的乐趣,帮助学生回忆并巩固了已学知识。同时立足教材,适当拓展,创设相对真实的情境,提高了学生的语言综合运用能力以及书写能力。
    3. 板书简洁清晰,重点突出,一目了然,起到了很好的辅助作用。

    Recycle 2
    一、教材分析
    本单元是一个复习单元。学习的主要内容是通过故事、活动等复习和巩固4~6单元的核心句型、词汇及语音知识。

    二、学情分析
    五年级英语在小学英语教学中起着承上启下的作用,既是四年级的衍生,又是六年级的铺垫。我们要帮助学生培养良好的英语学习习惯和学习方法。要求学生先从养成阅读习惯做起,再到怎样学习英语,后到提高英语学习能力。激发学习兴趣,养成自主学习的习惯和方法。平时在教学中,注意抓好学生的书写、理解与归纳等良好的学习习惯。加强学生基础知识的掌握,对知识的延伸与拓展需深入了解,特别是对各知识的融会贯通,灵活理解与运用。注重开发性使用对教材,做到“吃透”教材的前提下,大胆创新,对于知识的重难点力求把握准确,突破有法。对基本技能的训练,通过创设新的情景,让学生在变化的情景中去运用,在理解的基础上去训练,而不是变成大量的、机械的、重复的操练,因为操练并不发展意义,重复并不引起理解,反而加重学习负担,降低学习效率,引起学生的厌恶。同时,重视能力的培养。

    三、教学目标
    1 知识与能力
    1. 能够听、说、读、写4~6单元的核心句型。
    2. 能够在情景中运用句型“—What can you do? —I can…”“—Can you…? —Yes, I can./No,
    I can’t.”询问并回答某人能做什么。
    3. 能够在情景中运用句型“There is/are…”描述某处有某物。
    4. 能够在情景中运用句型“—Is there…? —Yes, there is./No, there isn’t.”“—Are there any…? —Yes, there are./No, there aren’t.”询问并回答某处是否有某物。
    5. 能够听、说、读、写并在实际情景中运用4~6单元有关课余活动、家居物品及自然公园景物的单词或词组。
    6. 能够掌握4~6单元中字母组合oo, ai/ay, ou在单词中的发音规则。
    7. 能够读出符合上述发音规则的单词,并根据单词读音拼写出符合发音规则的单词。

    2 情感态度价值观
    1. 能够积极参与文娱活动,丰富课余生活。
    2. 能够养成及时整理个人物品的习惯。
    3. 能够亲近自然、热爱自然。

    四、课时安排
    第一课时: Page 66 & Page 67
    第二课时: Page 68 & Page 69
    The first period
    Page 66 & Page 67
    内容分析
    本单元是一个复习单元。学习的主要内容是通过故事、活动等复习和巩固4~6单元的核心句型、词汇及语音知识。
    课时目标
    知识与能力
    1. 学生能够完成听录音判断图片正误、写答句的活动。
    2. 学生能够写出两个句子,描述机器人还能做什么事情。
    3. 学生能够模仿录音内容进行角色扮演。
    4. 学生能够理解对话,根据对话内容完成补画活动。
    5. 学生能够和同桌一起就自然公园的地图展开问答。
    过程与方法
    强化基于游戏化策略进行英语语言学习方法的使用。
    情感态度价值观
    通过语境真实的对话,增强学生口语表达能力,提高学习英语的自信心,提高学生之间合作能力。
    教学重难点
    教学重点
    学生能运用所学知识完成任务。
    教学难点
    学生能够在情景中合理运用句型。
    教学准备
    教学课件、课文视频等。
    教学媒体选择
    多媒体,录音。
    教学活动
    108. 角色扮演;
    109. 游戏;
    110. 观看动画。
    教学过程
    Step 1: Pre-learning
    1. Greetings.
    2. Sing a song—What can you do? (出示课件)
    Students sing the song together.
    3. Revision.
    Show some words and phrases of Unit 4 on the PPT. (出示课件) Help students review the words and the phrases.
    Students read them out and try to do the actions.
    4. Play the game: Drive a train.
    Students ask and answer one by one like this:
    T: What can you do?
    S1: (Do the action and answer.) I can do kung fu. (Turn to the next student.) What can you do?
    S2: (Do the action and answer.) I can play basketball. (Turn to the next student.) What can you do?
    S3: …

    设计意图:充分利用PPT出示相关单词和词组,帮助学生唤醒旧知,引导学生通过“开火车”的游戏活动复习句型,为后面的学习做好铺垫。

    Step 2: While-learning
    “Learn the contents of page 66”
    1. Read the background knowledge.
    Show the five pictures of Robin on page 66 on the PPT. (出示课件) Lead students to look at the pictures and talk about them.
    T: Who is he? Ss: He’s Robin.
    T: What can Robin do? Do you remember?
    Students answer the questions according to the memory.
    T: Yes. Robin can do many things. What else?
    Lead students to read the background knowledge in the book.
    T: Miss White and the children will go to a nature park this weekend. Robin wants to go, too. He calls Miss White. Now let’s listen and tick or cross.
    2. Listen and tick or cross.
    (1)Lead students to look at the pictures to get the key information of the pictures: sing, dance, do kung fu, swim, cook.
    Play the recording of this section. (出示课件) Ask students to listen to the dialogue and try to tick or cross the pictures.
    (2)Play the recording again. Listen and check the answers together. (出示课件)
    Praise the students who do a good job.
    3. Listen again and answer the questions.
    (1)Ask students to read the three questions by themselves quickly. Then lead them to underline the key information: cook noodles, swim, go to the park.
    (2)Play the recording. (出示课件) Students listen to the dialogue and try to write down the answers to the three questions on the lines.
    (3)Play the recording again. Students listen and then check the answers. (出示课件) Praise the students who write well.
    4. Write two sentences.
    T: Robin can sing and dance. He can do kung fu. What else can Robin do?
    Ask several students to answer. Write down the answers on the blackboard. Let students try to write two sentences in their books by themselves. Show several students’ sentences to the class. The other students give evaluations to them. Then students check each other’s sentences in groups.
    5. Role-play.
    (课件出示:教材P66 Role-play部分的对话图)
    The teacher acts Miss White. One student acts Robin. Make a dialogue.
    T: Can you cook, Robin? S1: Yes, I can.
    T: Can you…? S1: …

    Students work in pairs to role-play.
    “Learn the contents of page 67”
    1. Read the background knowledge.
    Show the picture on the PPT. (课件出示: 教P67 第一幅图) Lead students to look at the picture and talk about it.
    T: Who are they? Ss: Robin and the children.
    T: Where are they? Ss: They are in a nature park.
    T: Yes. They’re in front of a map. What’s on the map? Can you guess?
    Use the sentence patterns “Is there…?”“Are there…?” to lead students to guess.
    Ask students to read the background knowledge by themselves.
    2. Read and draw.
    Show the map on page 67 on the PPT. (出示课件)
    T: Look at the map. What’s on the map?
    Students look at the map and describe the map.
    Ss: There is a lake. There are some trees…
    T: Yes. But some things are missing on the map. Now read the dialogue and find out the missing things.
    Students read the dialogue by themselves and circle the things in the park. Find out the missing things, then draw the missing things on the map.
    Students check the answers in pairs.
    3. Talk about the map.
    Make a model with one student.
    T: What’s in the nature park? S1: There is a small village.
    T: Where is it? S1: It’s…
    Students talk about the nature park in pairs according to the complete map. The teacher asks several students to show to the class. The other students give evaluations to them.
    Step 3: Post-learning
    “A weekend plan”
    1. Draw a map.
    T: We’ll go to a beautiful nature park this weekend. Please draw a map of the park you’d like to go.
    Students work in groups to draw a map about the park.
    2. Make the weekend plan.
    (1)Draw a chart on the blackboard like this:
    Name
    Activity
    Position












    Make a model with one student:
    T: Is there a river in the park?
    S1: Yes, there is. And there’s a bridge over the river.
    T: What can you do?
    S1: I can take pictures on the bridge.
    Fill in the chart according to the answers of the student.
    (2)Work in groups.
    T: Now please work in groups of four. Draw a chart on the paper. Ask and write down the answers in the chart.
    (3)Make a report.
    Make a model first: We’ll go to a beautiful nature park this weekend. There is/are… …can… We’ll have a good time there.
    Then students try to make a report. The other students listen and give evaluations to them.

    板书设计


    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1. 充分利用了PPT出示相关单词和词组,通过“开火车”的游戏活动引导学生复习句型,帮助学生唤醒旧知,为后面的学习做好铺垫。
    2帮助学生读懂题目要求,引导学生学会听前预测听力的重点内容,分步完成听力任务,再运用这些信息进行对话练习,在情景中运用所学语言。
    3通过创设自然真实的情境,让学生在情境中合理运用所学语言,并作简单的汇报,培养了学生的语言综合运用能力。

    The second period
    Page 68 & Page 69
    内容分析
    本单元是一个复习单元。学习的主要内容是通过故事、活动等复习和巩固4~6单元的核心句型、词汇及语音知识。
    课时目标
    知识与能力
    1. 学生能够在图片和教师的帮助下理解故事大意。
    2. 学生能够在语境中理解“dark, hallway, stairs, cupboard”和情景语言“down the dark, dark stairs”的意思。
    3. 学生能够用正确的语音、语调朗读故事。
    4. 学生能够简单了解万圣节的相关文化知识。
    5. 学生能够根据故事内容给单词标号,然后尝试复述故事。
    6. 学生能够在故事中找出与语音例词具有相同字母组合和发音的单词并填写在相应的括号里。
    7. 学生能够替换关键词完成仿写故事的活动。
    过程与方法
    强化基于游戏化策略进行英语语言学习方法的使用。
    情感态度价值观
    提高学生口语表达能力,培养学生的语感。
    教学重难点
    教学重点
    学生能通过完成阅读任务复习巩固4~6单元的主要语言和语音知识。
    教学难点
    学生能够在图片和教师的帮助下理解故事大意,并能用正确的语音、语调朗读故事。
    教学准备
    教学课件、课文视频等。
    教学媒体选择
    多媒体,录音。
    教学活动
    111. 角色扮演;
    112. 游戏;
    113. 观看动画。
    114. 小组合作竞争
    教学过程
    Step 1: Pre- reading
    1. Greetings.
    2. Sing the song—A photo of me.
    Play the song on the PPT. (出示课件) Students sing together.
    3. Look and say.
    Show a picture of a nature park on the PPT. (出示课件)
    Students look at the picture and try to ask and answer about the picture in pairs.
    A: What a beautiful nature park! What’s in the park? Is there a lake?
    B: Yes, there is.
    A: Where is the lake?
    B: It’s…
    A: Are there any…?
    B: Yes, there are./No, there aren’t.

    The teacher asks several pairs to show their dialogues in class.
    4. The snowball game.
    Students talk about the nature park by playing the snowball game in groups.
    Make a model:
    S1: There is a lake in the nature park.
    S2: There is a lake and a river in the nature park.
    S3: There is a lake, a river and a bridge in the nature park.
    S4: There is a lake, a river, a bridge and some houses in the nature park.

    Students take turns to talk about the park. The teacher asks several groups to show to the class.

    Step 2: While-reading
    1. Read the background knowledge.
    Show a tree on the PPT and ask. (出示课件)
    T: What’s that? Ss: It’s a tree.
    Show lots of trees on the PPT and ask. (出示课件)
    T: What can you see now? Ss: Trees./A forest.
    Show some small trees on the PPT and say. (出示课件)
    T: The first one is a forest. The second one is a wood.
    Help students understand the words “wood” and “forest”. (A wood is smaller than a forest.)
    Show a picture of Amy under a tree on the PPT. (出示课件)
    T: Look! Amy is reading a story under a tree. Let’s read the story with her.
    2. Read and number.
    Students read the story for the first time and try to circle the things in the story. Then number the words. Check the answers. (课件出示:教材P69第一部分练习的答案)
    Write down the words “wood, house, hallway, stairs, room, cupboard, box, mouse” on the blackboard.
    3. Read in details.
    Play the cartoon. (出示课件) Students watch the cartoon and read after it.
    Help students understand the word “dark”. Teach them to read the word.
    T: What’s in the dark, dark wood? Ss: There is a dark, dark house.
    T: What’s in the dark, dark house? Ss: There is a dark, dark hallway.
    Show a picture to help students understand the word “hallway”. (课件出示:走廊图片)
    Lead students to spell the word like this: all-hall, way, hallway.
    T: What’s in the dark, dark hallway? Ss: There are some dark, dark stairs.
    Show a picture to help students understand the word “stair”. (课件出示:楼梯图片)
    Lead students to spell the word like this: air, stair.
    T: What’s down the dark, dark stairs? Ss: There is a dark, dark room.
    T: What’s in the dark, dark room? Ss: There is a dark, dark cupboard.
    Show a picture to help students understand the word “cupboard”. (课件出示:橱柜图片)
    Lead students to spell the word like this: cup+board=cupboard.
    T: What’s in the dark, dark cupboard? Ss: There is a dark, dark box.
    T: What’s in the dark, dark box? Ss: There is a big mouse.
    T: The man stepped on the mouse’s tail. He caught it.
    4. Know about Halloween.
    Play the cartoon again. (出示课件) Students watch the cartoon.
    T: Are you scared? Children, happy Halloween!
    Introduce the customs of Halloween to students.
    5. Retell the story.
    Students work in groups to retell the story with the help of the blackboard writing. Ask several students to show to the class. The other students make evaluations to them.
    Step 3: Post-reading
    1. Find “friends” for the words.
    Show the first group of words “food, afternoon (room)” on the PPT. (出示课件) Ask students to read the words and try to find out the similarity of the words.
    Ss: They all have the letter combination “oo” and the pronunciation of “oo” is the same.
    T: Cool! Now please find “friends” in the story for the rest groups and write them down.
    Then check the answers. (出示课件) Ask students to read the words one by one.

    板书设计

    作业设计
    完成《核心课堂》/《一本好卷》本节课习题。
    教学反思
    1 在复习过程中,充分发挥学生的主动性,让学生积极、主动参与复习。
    2教师借用图片、语言等帮助学生读懂题目要求,引导学生逐步理解故事,并通过阅读问题训练学生在语篇中提取不同类型的信息的能力。
    3引导学生梳理总结故事,借助板书复述故事,并引导学生仿照故事尝试自己创编一个故事,培养学生的创造能力。


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