5第2课时

Unit 5 第2课时公开课教学设计课题：Toys一、学情分析三年级学生已经有了两年多的英语学习的积累，在一年级已经学过ball，kite，toy，bear等玩具主题的单词，对单元目标句型What do you like? I like … .也有一定的感知，学生能够初步说出自己喜欢的部分玩具。

基于对学情的了解，本单元的课时是学生熟识而且喜欢的话题。

但是，受疫情影响，考虑所提供在线教学内容为“保底”材料，为保证效果，我们在分配、难度设置上与常规课堂有所区别。

根据前期问卷调查，三年级的学生对卡通动画形象仍然比较感兴趣，受制于版权限制等因素，在设计上，我们大胆采用了教师人物和虚拟动画结合的方式，把云海学校的吉祥卡通“小云，小海”请进课堂，并贯穿5个课时，让学生能很快进入课堂，并融入课堂。

同时，三年级的学生，已经掌握了一定的描述外貌，特征，能力的词汇和句型，对事物也有更强的讨论能力和评价能力。

因此，利用线上课的学习特点，我们充分利用线上互动，多渠道开展线上调查，海报制作等多种方法相结合，以此来拓宽学生语用输出的渠道、机会，让学生在语用任务中进行情感体验。

二、教材分析本单元是第二模块My favorite things的第二单元，教材的内容是让学生能够和朋友用英语询问对方喜欢的玩具，单元目标是让学生能用英语对自己和他人喜欢的玩具进行简单问答。

本模块分别在1B和2B中出现，在3B复现，目的是让学生在原有的基础上对此话题有更深入的了解和运用，并提高学生的英语运用能力。

因此，在设计上，我们以旧知带新知，层层递进，阶梯提升。

我们通过第一课时Play with the toys，引出toys的话题，在这一课中，同学们会综合运用一二年级学过的词汇和句型来描述玩具；接着我们通过第二课时：Toys I like 新授重点句型和单词，扩大学生词汇量，并进一步训练学生的听说能力和创编能力；第三课时通过利用在线学习的特点，引导学生通过不同的方式进行同伴间调查，突现英语学科工具性的特点。

部编版道德与法治一年级下册第5课风儿轻轻吹（教案）核心素养目标1.政治认同：知道风的存在，了解风的功能，体会风的“脾气”，感受自然的神奇与变化，乐于接触大自然亲近大自然。

2.道德修养：了解自然灾害的相关知识，掌握避免让风儿伤害的安全自护方法，体会在大自然中玩耍的快乐感和安全感。

3.责任意识：喜欢在大自然中活动，感受自然的美好，体会人与自然的亲密关系，增强与大自然的共在感。

课时安排2课时。

第2课时课时教学目标1.通过交流风在生活中的作用，了解风的功能，知道风能帮助人们更好地生活。

（重点）2.通过联系生活实际及视频展示相关知识，认识不同级别的风，掌握在灾害天气中保护自己的方法。

（难点）课前准备教师准备小组合作完成的作业纸若干。

学生收集风娃娃能帮我们做的好事以及台风天气的注意事项。

教学过程一、风娃娃的朋友1.引入上节课，我们认识了可爱的风娃娃，和他交上了好朋友。

风娃娃今天还带来了他的另几位朋友们，大家想认识一下吗？（板书：风娃娃）2.出示出示教材第18-20 页绘本故事《风的朋友》。

3.欣赏教师带领学生一起读一读。

4.提问刚才绘本故事介绍的风娃娃有哪些朋友呢？预设：雨、雾、树叶、星星、雪花、云、雷、电。

5.过渡风娃娃的朋友可真多。

大自然中不仅有风，还会有下雨、打雷、闪电等现象。

大自然真神奇啊！6.追问由于风娃娃的到来，我们身边的很多事物都会有一些变化，他们和风儿像朋友一样玩耍。

你还认识风娃娃的哪些朋友呢？他们一起做些什么呢？预设1：风儿和树叶一起跳舞。

预设2：风儿和风铃一起唱歌。

7.小结大自然中的风真是奇妙！在风娃娃的陪伴下，大自然展现出了雨、雪、雷、电等一系列神奇的自然现象。

它们或柔和、美丽，或疯狂、暴躁，但它们都不可避免地经常出现在我们身边。

风娃娃的本领大着呢，他还能做很多事儿。

这节课我们继续学习第5课《风儿轻轻吹》，研究风娃娃能做些什么事。

（板书： 5 风儿轻轻吹）二、风娃娃本领大1.看图说话，风的作用大(1）提问：（出示教材第20页图片）风儿能帮我们做些什么？(2）交流：按顺序，小组内每一个学生轮流说。

Unit5 What do they do?第2课时教学目标：1. 复习上节课所学的词汇和故事。

2.能听懂、会说、会读、会写句型与日常用语：What does he/she do? He/She is a teacher/ worker/factory/writer . . .教学重点：1.句型：What do you do?和What does he/she do?及其回答 He/She is a . . .的语调和用法。

2.能用正确的语音语调正确的朗读对话，复述故事。

教学难点：句型：What do you do?和What does he/she do?及其回答 He/She is a . . .的语调和用法。

教学具准备：1.教师准备：单词卡片，多媒体，图片，录音机，磁带，板书。

2. 学生准备：复习上课时的内容，预习句型What does he/she do? He/She is…教学过程：Step1. RevisionActivity 11.Ask and answer2.Work in pairs1.T: Hello, boys and girls. Last lesson we learned “What do theydo?”2.PPT:Ask and answer（1) What does Mike’s father do?（2) What does Mike’s mother do?（3)What does Su Hai’s father do?（4) What does Su Hai’s mother do?Work in pairs.2. T: (指一名学生)What does your mother do?S: She’s . . .T: (指另一名学生)What does your father do?S: He’s . . .Work in pairs.Step2. Presentation and practiceActivity 21.Learn the new words2.Do a survey3.Have a report1. Learn new words（1）PPT出示Fun time的八幅图片。

Unit 5 What are the shirts made of？（第2课时）一、教材分析：本节课的主要话题是谈论产品由什么制造及其产地，同时在文中巩固复习被动语态的构成及应用。

二、三维目标(一) 知识与技能1. To learn more about passive voice.2. To understand the pasage on Page35.(二) 过程和方法3. To get a general knowledge of the passage by reading and role-play.4. To know how to make sentences and express correctly using passive voice.(三) 情感态度和价值观5. After learning this part, every student will know more about products and learnto be cooperative in the course of learning.三、教学重点1. Further learning about passive voice.2. to understand the passage on Page 35.四、教学难点1. To know the sentence pattern: find it + 宾补 + that …2. to understand the passage on Page 35.五、教学策略根据本课教学目标和重点内容，教师可采用听，读，小组讨论，角色扮演等活动来引导学生进行学习。

六、教学准备ppt， recorder， mutiple-media七、教学环节1、课堂导入Step 1 Lead-inRole—play\Role—play the conversation on Page 34Pam: China is famous for tea, right?Liu Jun: Yes, both in the past and now.Pam: Where is tea produced in China?Liu Jun: Well, in amny different areas. For example, Anxi and Hangzhou are widely known for their tea.2. 课堂讲授Step 2. Reading1) Fast-readingNow turn to page 35 and read the page quickly to find answers to the questions.1.Where did Kang Jian go to visit his uncle and aunt?2.What did he discover in the toy stores?3.Why did he have to visit many stores before buying a pair ofbasketball shoes?4.What did he realize after his shopping experiences?Answers:1. He went to San Francisco.2. Most of the toys had American brands, but they were made in China.3. He want to find a pair of shoes made in America.4. He realized that Americans can hardly avoid buying products made in China.2) careful-readingRaed the passage again and write what the underlined word refer to.1. No matter what yoy may buy, you might properly think those products were madein those countries.those:_______________________those: ______________________2. He found it interesting that so many products in local shops were made of China. it: ____________________________3. I want to buy a toy car for my cousin, but even though most of the toys hadAmerican brands, they were made in China.they:_______________________Answers: 1. the products he saw in other countriesJapan, France, Switzerland…2. so many products in local shops were made of China3. most of the toys he saw in America3) Studying useful structures.1) He found it interesting that so many products in local shops were made of China.本句结构为：Find + it + 宾补+ that / to do…It在句中为形式宾语。

第二课时Lesson 26: Keep the Candle Burning环节1 新课导入What’s this？(It’s a candle.)Yes，it’s a burning candle.We will have an interesting class.Can you guess what we will do in this class？There are some things that may be used in an experiment.Do you want to know what will happen？Today we’ll learn Lesson 26：Keep the Candle Burning.设计意图：利用带来的教具，凭着学生对科学强烈的求知欲和好奇心，学习本课的新词，并鼓励他们表述实验。

环节21.Have a discussion with the students about the two questions on the textbook.2.Collect the answers from the students.3.Ask the students to listen to the tape carefully.4.Explain the meaning of the whole text sentence by sentence，help the students remember the main words and the main sentences.5.Ask the students to read the text by themselves.6. Do the Exercise 1 and Exercise 2 on the page of 69.7. Read the Project after class.8.要点点拨（1）.Keep the candle burning！让蜡烛燃烧！keep... burning 使……燃烧。

陈庄镇付窝小学“目标导学”教师用导学案导学案教学内容二备教学设计课题： Unit 5 Let’s learn & Let’s do 课时： 2【学习目标】：1 能听说、认读本课所学关于食物的单词 bread，egg，juice，milk。

2 能用英文介绍这些食物。

3 能听懂一些简单的有关进食的指令语，并能按照指令做出相应的动作。

【学习重点】：能听说、认读本课所学关于食物的单词 bread，egg，juice，milk。

【学习难点】：能听懂一些简单的有关进食的指令语，并能按照指令做出相应的动作。

【复习回顾】：日常口语会话展示。

P38/P41【预习导航】：同桌间共同预习课本P49.【合作探究】：教师播放 A 部分的歌曲 Noodle Noodle Dumpling ，学生做传球游戏，当音乐停止时，手中拿球的同学要到老师手中抽取一张图片，并大声说出图案的内容，说对的同学将可以拥有此图片。

（图片内容为已学单词）【精讲预设】：（1）教师播放本课时的教学课件，同时教师置疑：你们还记得Sarah 的 party 中都有什么食物吗？学生凭借记忆说单词。

（2）教师不对学生的回答做过多评价，提示学生注意观察。

T: Ok. What’s on the table? Let’s see together. Look atit carefully.（3）再次让学生说说都有哪些单词？（4）此环节学习食品单词bread，egg，juice，milk。

（5）认读词语的学习过程。

屏幕上出现各种食物单词的英文拼写，每个单词与其相应的图案只见用线连接。

目的是将单词的图、形、意相结合，学习单词。

（6）让学生打开书49页，听录音、指单词、读单词。

（7）教师只出示单词卡，学生认读单词。

（8）听录音，学生跟读。

（9）教师分析语言点，并用击鼓传花进行操练。

（10）小组间练习，然后上台表演。

全班根据表现作出评比。

（11）让学生拿出上节课所做的涂色卡片或用模拟玩具，边听Let’s do 部分的录音边用卡片做动作。

7B Unit 5 Amazing things （第2课时）Reading问题导学单教学目标To learn to guess meanings of new words from the context To learn to skim text for overall meanings and scan for details To understand the structure of difficult sentences教学重点To learn to guess meanings of new words from the contextTo learn to skim text for overall meanings and scan for details教学难点To understand the structure of difficult sentences【温故知新】一、词汇。

1. There are many trees and in the garden(bush).2. I was to hear that he didn’t pass the exam.(surprise)3. He said to , ”I must study hard.”(he)4. It is for him to buy each of us a present today. What happened?(usual)5. Take .The bus may hit you if you are not or you don’t look .(care)6. The baby is sleeping. Don’t make any and you go to ask them not to jump up and down , because it is too now.(noise)7. There's only _______ (脂肪) in the back of elephants' feet.8. He is sitting on the__________ (背部) of the giraffe. Can you take a photo of him?9 --How is your little brother? -- He is deaf(聋子). He can't hear anything from _______ (出生).10. There are no_________ (骨头) in the back of elephants' feet.【预习导航】一、完成句子1．你知道他昨天发生什么事情了吗？Do you know yesterday?2. Simon 仔细地寻找，但是没有发现什么奇怪的事情。

Unit 5 She's my mother第2课时Story time一、刘涛正在向我们介绍他的家庭成员呢！听录音，给刘涛的家庭成员标序号。

二、从方框中选择合适的选项补全句子或对话，填序号。

A. brotherB. SheC. sisterD. eveningE. JamesF. I'm1. This is ________. He's my brother.2. This is my ________ Jenny.3. ________ is my mother.4. This is me. ________ Liu Tao.5.—Are you Kim? —No. I'm Kim's ________ Jim.6.—Good evening, Sam. —Good ________.三、单项选择。

( )1.—Are you Liu Tao? —________A. Yes, I'm Liu Hao.B. No, I'm not.C. No, I'm Liu Tao. ( )2. I________ Yang Ling. She ________ Su Hai. We' re friends.A. am; isB. am; areC. is; is( )3. This is Joe. ________ is my brother.A. HeB. SheC. it( )4.—Who is she? —________ Miss Li.A. He’sB. she’sC. She's四、根据中文或首字母提示，完成句子或对话(每空一词)。

1.—Su Hai is my friend. —(她) is my friend too.2.—This is my (父亲). —Nice to meet you, Mr Liu.3. This is my. We love each other(彼此相爱).4.—This little girl is my .—She is so lovely.五、给下列对话选择合适的图片，将图片序号填入括号内。

六年级英语(上)第5单元第2课时Unit5 What does he do?A let’s learn一、【教材分析】教学目标知识目标学生能够听说认读、写单词“ factory worker/postman/businessman/police officer”等有关职业的单词和词组，理解英语中职业名称对于不同性别的差异。

能力目标学生能在情境中运用“What does your he/she do? ”来询问对方的职业，用“He/She is a/an…”来回答。

情感目标学生感受父工作的辛苦，懂得尊重他人的劳动。

学生了解英语中职业名称对于不同母性别的差异。

教学重点能够听说读写let’s learn部分的四会短语。

教学难点四会单词替换入What does your he/she do? He’s a …句型中进行表述。

Businessman的发音。

教学方法环节师生活动二次备课I.复习热身1.T: Hello, boys and girls. let’s sing a song to warm up.(师生共同说唱PEP四年级上册64页let’s sing “My family”)2. T: he’s a driver, he’s not a cook. (老师要加上动作模仿) do you know any other jobs?老师快速闪卡一些单词（teacher, nurse, doctor, singer, writer, farmer, cleaner…）3. Free talk .T: What’s your father’s job?S: he’s a …Ⅱ.新知呈现1.T: Today is career Day. Zhang peng and Oliver are talking about their father in front of the display board.Can you guess?Q: What does he do ?He’s a ________.A. B.2.T: Is he a postman?板书postman .呈现课件中邮递员图片，The man works in post office calls postman, women works in post office calls post women板书。