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The fifth period（第五课时）Part B Read and write▶教学内容与目标课时教学内容课时教学目标Read and write ·通过头脑风暴活动汇总自己所知的各种上学方式,激活已有的背景知识和储备词汇·通过阅读问题训练,能够在语篇中寻找关键词,并能就细节进行推理·能够根据示范的海报完成安全海报的设计·能够根据例句提示在文段中找到更多同类现象,最终正确朗读句子能够听懂、读懂“Read and write”板块的短文,并能够根据短文内容完成相应的练习. ▶教学难点能够了解不同国家的文化差异和出行方式.▶教学准备1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容.2.PPT课件､课文录音､视频、交通信号灯模型等.▶教学过程Step 1: Pre-reading1. Greetings.2. Review.Hold a model of traffic lights. Talk with students.T：What do the traffic lights mean?Ss：Red means… Green means… Yellow means…T：You are so clever! Do you know different countries have different traffic rules? For example, in China, we walk on the right of the road. But in England, people should walk on the left. Do you know any other countries’ ways of transportation? Now, let’s see what we will learn today!3.Lead-in.Show some pictures. (出示课件) Help students know the names of these places.Students read after the teacher.Step 2: While-reading1. Brainstorm.T：How many ways can you think of to go to school? Please talk with your partner.Students do the “Brainstorm”. Gather all the ways they know to go to school.（课件出示：本单元学过的上学的方式by car/bus/bike/subway/taxi/plane/ship/train和on foot的相关内容）Teaching purpose通过与学生互动,调动学生参与课堂的积极性.通过复习旧知引入本课将要学习的内容,为后面的学习做好铺垫.Teaching purpose通过问题引导学生观察并讨论图片,借助图片预测教学内容,培养学生的观察能力和逻辑推理能力.通过预测教学内容激活已有知识,并提取与文本有关的知识,进入文本话题.32.Look and predict.Show the pictures of “Read and write” on the PPT.（课件出示：教材P18 Read and write板块的图片）Let students observe the pictures,read the dialogue and discuss the questions.Questions：①Who are they? (Robin and Wu Yifan’s grandpa. And the grandpa is ill.)②What does Robin want to do? (He wants to read a magazine to the grandpa.)③What’s the magazine about? (Different ways to go to school in different countries.)3.Listen and say.(1)Show the four pictures one by one. （课件出示：依次出示教材P18 Read and write板块的四幅图片） Let students observe the pictures and discuss the questions.Questions:①Who are they? (They are students/kids/children.)②Where are they? (In Munich, Germany. In Alaska, USA. In Jiangxi, China. In Papa Westray, Scotland.)③How do they go to school?Let students read the text quickly and find the ways of the children to go to school.(2)Play the recording. （课件出示：教材P18 Read and write板块的音频）Let students listen to it and answer the questions below the passage in the book.(3)Check the answers.4. Learn the new words and sentences.(1)Play the recording again. （课件出示：教材P18 Read and write 板块的音频） Lead students to learn the new words and sentences.①Show the picture of the sled and do the action to help students understand the phrase “by sled”. （课件出示：雪橇图片）Do the action fast first, then do the same action slowly. Let student s understand the word “fast”.Ask students to do and say the sentences “Some kids go to school by sled. It’s fast.” “Don’t let the dogs run too fast. You must drive slowly.”②Show the pictures of a boat, a ferry and a ship on the PPT. Teaching purpose引导学生带着问题阅读文本,整体感知文本,获取有用信息.利用问题逐步引导学生理解文本,逐步跟随文本学习新句型.Teaching purpose运用任务型教学方法,设计不同的任务,环环相扣,逐步引导学生跟随文本学习新词汇、新句型,对重点句型进行认知和操练,突破教学重点,降低学习的难度.5Help students und erstand the differences among “ship, boat and ferry”.Do the action and teach the phrase “by ferry”. Wear a life jacket to help students understand the sentence “We must wear a life jacket by ferry. And don’t run on the ferry.”Write down the sentence str ucture “Some kids go to school by…” on the blackboard. Do the actions and let students use the sentence structure to make sentences.③Lead students to look at Picture 4. Ask them to read the sentences and try to answer the questions.T ：How do the children in Papa Westray go to school? Ss ：By ferry.T ：How did they go to school in 2009? Ss ：By plane. T ：Why?Ss ：Because the ferry didn’t work.(2)Play the recording. （课件出示：教材P18 Read and write 板块的音频） Let students read after the recording. Pay attention to the pronunciation and the intonation.5. Read and choose.(1)Let students practice the passage. (2)Let students act out.(3)Let students retell the ways of the kids to go to school in groups by looking at the pictures.(4)Let students give some suggestions for the kids.Divide students into six groups. Let them read the suggestions on page 19 one by one. Then ask them to choose the suitable suggestions for the kids and write them down on page 18.6. Practice the words and the sentences. (1)Play the game of “Drive the train”.Make up a chant of the words and the phrases.Ask students to chant it one by one in lines. Give a sticker to the student who does a good job.Teaching purpose播放录音,让学生听录音跟读.引导学生按照正确的意群及语音、语调朗读对话.Teaching purpose利用插图引导学生分组复述原文.最后,带领学生阅读后文给出的关于选择不同交通方式的建议,引导学生对前文的孩子们的不同的出行方式提供合适的建议.(2)Play the game of “Roll the snowball”.Lead students to practice the key sentences “Some kids go to school on foot./By sled, you must drive slowly./On foot, don’t go at a red light.”Make students stand in a line. Let the first student say the first word “some” of the sentence. Then the second student says “somekids”. The third student says “some kids go” …Students say till the last student speaks out the whole sentence “Some kids go to school on foot.” Once one of the students says it wrong, the team loses the game. Oppositely, the team can get a sticker if all the students say it correctly.Step 3: Post-reading1. Play the recording of “Tips for pronunciation”. （课件出示：教材P19 Tips for pronunciation的音频）Let students listen and compare, then find out the rule of pronunciation. Tell students the law of linking sounds. Ask students to listen again and repeat. Then let students find and say more words like these from the text on page 18.2.Do a survey.(1)Make a model：A: How do you go to school?B: I go to school by/on…(2)Let students ask and answer in groups. Finish the chart. (课件出示：调查表) Then let the group leader make a report with the sentence structure “… goes to school by/on…”3. Make a poster.(1)Let students list the ways of the group members to go to school.(2)Let students write down at least two suggestions for each way. Make a modal:By ferry, you must wear a life jacket. / Don’t run on the ferry.(3)Let students make a poster in groups.(4)Show time.▶板书设计▶作业设计1.Read after the recording.Teaching purpose滚雪球游戏可以锻炼学生的快速反应能力,让学生在游戏中进一步巩固所学知识,加深对本课重点词汇和句型的理解,体现在玩中学、学中玩的思想,让学生在课上及时吸收消化所学知识.Teaching purpose利用小组调查活动,创造学生说英语的机会,使学生能够在实际情景中运用核心词汇和句型.Teaching purpose紧密联系前面布置的小组调查活动,环环相扣,让学生能够在熟练运用核心词汇和句型之后,自由设计海报,学以致用.2.Do the exercises. (见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时作业)▶教学反思1.在本堂课中,以学生为主体、训练为主线,开展多类型的小组活动,使学生在学中用、用中学.学用结合,激发学生的多元智能学习能力.2.这节课以句型教学为主,配以简单的词组来运用所学句型.采用chant、滚雪球等多种形式来逐步引导学生操练词汇和句型,有效地帮助学生巩固重点词汇和句型.3.呈现活动设计丰富,易操作,且具备层次感,有效地提升了学生的核心素养.以学生为本,以解决问题为导向,引导学生自主学习.4.突出语用功能,联系学生和班级的实际情况,设置多个环节,环环相扣,层层深入,帮助学生在真实情景中.自然地使用所学语言Read and write·Gather all kinds of ways to go to school they know through the brainstorm and activate the background knowledge and the vocabulary they have learned.·Be able to find the key words in the text and reason about details through solving the problems below the text.·Be able to complete the design of a safety poster according to the demonstration poster.·Be able to find more similar sentences in the passage according to the example sentence prompt and read the sentences correctly.▶Teaching Priorities·Be able to listen and read the passage and complete the corresponding exercises according to the passage.▶Teaching Difficulties·Be able to learn about the cultural differences and the ways of travelling in different countries. ▶Teaching Procedures7（续表）9。
第五课时教学设计一、教学目标1．能够听、说、认读本课进主要句型：It’s…o’clock. It’s time for …/ It’s time to…；能理解“Hurry! Oops, I’m ready.”等单词和短句。
2．能够在教师的帮助和录音带的带读下朗读对话。
3．能够较好地完成Let’s check中的评价。
4．能够比较熟练地吟唱本单元的歌谣。
二、教学重难点本课时的重、难点是“It’s time to…”和“It’s time for…”的用法。
教师还需要介绍一下oops是表示惊讶、狼狈时发出的喊声。
三、课前准备1．与教材内容相关的课件、声音、图片等媒体素材2．教师准备相关的词卡。
四、教学过程（一）热身1．师生共同吟唱B部分的歌谣，边唱边做动作。
2．教师和学生谈谈他们的作息时间，如：T: What time do you get up ? S: Five forty. 也可让学生猜猜教师的活动时间，如：T: What do I do at 6:30? S: Y ou get up. 以此导入课文。
（二）新课呈现1．教师拿出Mike的图片，问学生Who is he? What time does he get up? 学生可能会给出各种答案，让他们从录像中找到正确答案。
2．看图片或课件，回答理解性问题，并通过情景、动作等帮助学生理解hurry, ready 和oops 的意义，可适当进行造句练习加以巩固，并注意对两个句型：“It’s time for…”和“It’s time to…”加以比较。
听录音，然后跟读、模仿。
分角色朗读和分角色表演。
（三）趣味操练1．调查：设计一个调查表，然后调查五名学生或教师的作息时间，在四人小组中进行交流。
鼓励学生用新句型“It’s time to…”来表述。
2．Let’s check连续播放三次录音。
第一遍让学生先听录音，第二遍勾出与录音内容相符的一项，第三遍检查。
UNIT 2 My Days of the Week 第五课时一、教学目标与要求1．能听懂、会说：What's your favourite food? I / We like .... 并能在情景中熟练运用。
2．能够听懂Let's try的录音，为几张配图正确排序。
3．能够根据Task time中所给范例自编一则广告。
二、教学重、难点分析1．本课时需要重点掌握询问和回答最爱吃什么食物的句型：What's your favourite food? I like ....2．难点为单词favourite的发音。
三、课前准备1．教师准备第四课时的六张单词卡及其他已学食物的单词卡片。
2．教师准备一份调查表。
3．教师准备录音机和相关录音带。
4．学生准备彩笔和第一课时制作的谜语图片。
（请注意中文后加注英文）四、教学步骤和建议1．热身（Warm-up）（1）教师放四年级上册第五单元的歌曲“What Would You Like?”，学生跟唱歌曲。
（2）日常口语练习，内容参考如下：A: Do you like ... ?B: Yes, they're sweet .... / No, they're sour ....2．预习（Preview）（1）教师放B部分 Let's chant的录音，学生跟唱歌谣。
（2）Let's try教师放Let's try部分的录音，请学生为几张配图正确排序。
录音内容如下：① Girl: Do you like bananas?Boy: Yes, they're sweet．② Boy: Do you like tomatoes?Girl: Yes, they're fresh．③ Girl: What's you r favourite food?Boy: Beef, it's healthy．④ Boy: Do you like ice-cream?Girl: Yes, it's tasty．3．新课呈现（Presentation）Let's talk（1）教师出示三张食品的图片贴到黑板上，对学生说：I like chicken, beef and fish．教师指向chicken说：I like chicken．在旁边画上一张笑脸；接着指向beef 说：I like beef better．并在旁边画上两张笑脸；再指向fish说：I like fish best．在旁边画上三张笑脸。
第五课时教学设计一、教学目标1、能够听、说、认读主要句子：How are you, Liu Yun? You look so happy. I’m going on a bigtrip. I failed the math test. I’m sorry to hear that. 并能在实际情景中运用。
2、能够掌握四会句子：How are you? You look so happy. You look sad today.3、通过对话的学习，培养学生团结友爱，关心他人的良好品质，增强学生的耐挫能力。
4、能够理解并完成Let’s try和Let’s check部分的练习。
二、教学重点及难点：重点：句型：How are you? You look so happy / sad. I’m going on a big trip. I failed the math test. I’m sorry to hear that.难点：运用所学陈述产生某种心情的原因。
三、课前准备：1、资源中心的相关素材。
2、短语卡片：a big trip, a hard trip, failed the math test, failed the English test, failed theChinese test3、Let’s try，Let’s talk部分的录音。
4、几张不及格的各科试卷。
四、教学过程：1、W arm up （热身）活动一：Sing and chant教学参考时间：2-3分钟(1)教师播放Let’s sing部分歌曲，学生演唱。
(2)教师播放Let’s chant部分歌谣，学生说唱。
活动二Read and say教学参考时间：3分钟(1)出示卡片：have a f_ver h_ _ t have a c _ ld have a t _ _th _ che have a h _ _d _chehave a sore thr _ _t _ngry h_ppy s_d t_r_d _xc_ted(2)请个别学生朗读、说出所缺字母并用肢体语言或表情说明意思。
