五年级英语下册 Unit 1(3)教案 新世纪版
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Unit1 Words and Their Stories一、单元分析( Unit Analysis )(一)单元地位( Unit Position )1.本课谈及了词汇故事和谚语。
教师可围绕这一内容,设计活动让学生参与资源共享,扩充对这方面知识的了解。
这对丰富学生的语言知识,提高英语学习的兴趣都很有帮助。
2.围绕“词语故事”这一主题,让学生通过互相交流共享,训练复述故事的能力。
在此过程中,特别注重一下“Giving Examples” 和“Making Yourself Understood” 这两个语言功能的学习。
3.本课出现的语法—不定式的完成式,学生之前应当已接触过。
通过这一单元,教师应在复习原有不定式的基础上如不定式的进行式等,再重点描述并操练不定式的完成式。
如The expression is said to have come from the name of a hard-working animal --- the beaver. / This phrase seemed to have arrived with the modern paper bag. 对于这一语法现象,教师有必要在课堂教学中加以一定的句型操练,加深学生对不定式的完成式的认识。
(二)单元目标( Unit Target )1.了解一些词汇故事和谚语,并能背出一些常用谚语和习语。
2.训练复述故事的能力。
3.学会“Giving Examples” 和“Making Yourself Understood”两类语言功能。
4.复习巩固以前所学过的动词不定式的各项内容,熟练掌握动词不定式的完成式的应用。
(三)单元重点( Unit Points )1.关键词:◆语言知识类complain, seem, wrap, explore, import, plain, have an important part in, exchange for,put value on, be sure of, be supposed to do / be◆交际功能类常用谚语与俗语Better late than never.A bird in the hand is worth two in the bush.Every little makes.Honesty is the best policy.Habit is second nature.As you sow, so shall you reap.An hour in the morning is worth two in the evening.East, west, home is the best.One is never too old to learn.All work and no play makes Jack a dull boy.…2.功能: 参考课文第13页Useful language1) Giving examples● … i s a good example for us.●Let me cite a few instances: …●… such as …●… for instance …●Let me take … as an example: …●Allow me to cite an example: …●Not only that.2) Making yourself understood●Have you got it?●Do you understand what I mean?●Is that clear to you?●Am I right saying that …?●Did I make everything clear?●Are you with me?●Have I made myself clear?●You got it, didn’t you?3.语法点:本课在复习巩固之前所学过的动词不定式的各项内容基础上,熟练掌握动词不定式的完成式。
(湘少版)五年级英语下册《Unit3第一课时》教案设计一、教学目标1.能够正确使用 six-ten、eleven-twenty 的英语数字进行口语表达;2.能够准确理解并回答他人提出的关于年龄的问题;3.能够运用所学知识进行日常生活中的简单交流。
二、教学重点难点教学重点:学生能够正确使用 six-ten、eleven-twenty 的英语数字进行口语表达。
教学难点:学生能够理解并回答他人提出的关于年龄的问题。
三、教学准备1.教学课件;2.实物数字卡片。
四、具体教学过程1. 导入新课1.教师出示数字卡片,让学生快速学习数字 11-20,并进行口语练习。
2.教师出示数字卡片,让学生快速学习数字 6-10,并进行口语练习。
2. 视听说训练1.教师播放视频,呈现一个小孩询问另一个小孩的年龄的场景。
让学生观看视频,并听取并理解问句和回答句。
2.教师将视频停止,在黑板上呈现下列句子,让学生观察并理解:- How old are you?- I'm twelve years old.3.教师以小组为单位让学生排练对话。
每位小组中有两名学生,一名扮演询问者,另一名扮演回答者。
3. 扩展练习1.教师播放数字卡片,让学生尽可能快地报出数字。
2.教师说出每个学生的年龄,让学生进行口语回答。
五、作业布置1.让学生制作数字卡片,自主进行数字和单词的配对。
2.让学生在家中完成与他人进行口语交流的练习,并用英文记录下他人年龄的数字。
六、教学总结通过本节课的学习,学生能够准确掌握 six-ten、eleven-twenty 的英语数字,并能够理解并回答有关年龄的问题。
在未来的生活中,学生能够运用所学知识进行简单的日常交流。
人教精通版英语五年级下册Unit1 Lesson1教学设计一、教学目标1.学生能够听、说、认读单词desk、chair、blackboard、book、ruler。
2.学生能够听、说、认读句型What’s in the classroom?There are …。
二、教学重点1.单词desk、chair、blackboard、book、ruler的认读和发音。
2.句型What’s in the classroom?There are …的理解和运用。
三、教学难点1.教学生如何用英语描述教室中的物品。
2.让学生能够自主发挥,使用句型What’s in the classroom?Thereare …描述更多的物品。
四、教学过程1. Warming-up通过简单的英文问候,让学生进入学习状态:Teacher: Good morning, everyone!Students: Good morning, teacher!2. Presentation1.引导学生观察教室内的物品,让学生逐一说出物品的名称,教师帮助学生纠正发音。
Teacher: What’s this?Student: It’s a desk.Teacher: Good! What’s this?Student: It’s a chair.Teacher: Excellent! What’s this?(教师按照同样的方式询问其他物品)2.通过图片展示和语音播放,帮助学生更好地理解单词的含义和发音。
3. Practice1.带着学生使用句型What’s in the classroom? There are …来描述教室中的物品。
Teacher: What’s in the classroom?Student: There are four desks, six chairs, a blackboard, some books and a ruler.2.让学生以小组为单位,在课堂上巡视一圈,自主发挥,使用句型What’s in the classroom?There are …来描述教室中的更多物品。
五年级下英语教学设计-Unit 1 Let’s make a home library-外研社(三起)一、教学目标1.掌握单词:shelf, library, borrow, return, card, librarian, bookcase2.理解措辞:A: Whose book is this? B: It’s mine/hers/his. Is it yours? Yes, it is. No, it isn’t.3.掌握句型:I’m going to borrow a book. She’s going to return a book. He’s going to use his card.4.练习口语表达能力5.培养学生自主阅读的兴趣和能力二、教学内容1. 词汇学习单词:shelf, library, borrow, return, card, librarian, bookcase 措辞:Whose book is this?2. 句型训练学生会话:I’m going to borrow a book. She’s going to return a book. He’s going to use his card.3. 文化背景学习学生了解家庭图书馆的概念,并认识到阅读的重要性。
三、教学过程1. Warm-up (5分钟)老师展示几本书,问:“这是一个图书馆吗?”。
鼓励学生讲他们对于图书馆的看法。
2. Vocabulary (10分钟)老师出示单词 flashcards,词汇表等工具,让学生认识单词:shelf, library, borrow, return, card, librarian, bookcase 。
3. Listening and Speaking(15分钟)老师出示单词 flashcards,出示图书馆的图片引导学生,对几个句子进行跟读练习,例如“ I’m going to borrow a book. ”4. Reading and Writing(20分钟)老师通过阅读故事或图书馆相关的材料引导学生使用词汇和语言点。
五年级下册英语教案-Unit 1 Lesson 3 Who Is Singing∣冀教版(三起)一、教学目标1.学习并掌握单词singer, dancer, actor, musician的意思;2.理解句型“Who is…?”;3.学会用英语询问和回答谁在唱歌、跳舞、表演和演奏乐器;4.能够用英语描述自己和别人的才艺爱好。
二、教学重点和难点1.教学重点:掌握四个才艺单词,学会用英语表达和询问才艺爱好。
2.教学难点:使用英语的询问和回答策略。
三、教学流程时间内容5分钟Greetings和Warm up10分钟Presentation - 教师出示图片并介绍单词singer, dancer, actor, musician10分钟Practice 1 - 听录音,学习句型“Who is…?”10分钟Practice 2 - 练习描述别人的才艺和询问自己的才艺5分钟Summary和Homework3.1 Greetings和Warm up教师和学生互相问候,然后教师提出问题:“Are you good atsinging/dancing/acting/playing a musical instrument?”,学生回答“Yes, I am.” 或“No, I’m not.”3.2 Presentation教师出示四张图片并介绍单词singer, dancer, actor, musician,然后请学生模仿教师的说法并复习单词。
3.3 Practice 1教师播放录音,学生跟读并学习句型“Who is…?”,例如:“Who is singing?”,“Who is dancing?”。
3.4 Practice 2学生在小组内练习描述别人的才艺和询问自己的才艺,例如:“Tom is a good dancer.”,“Are you good at singing?”3.5 Summary和Homework教师与学生一起总结今天学习的内容,然后布置家庭作业,让学生准备下一节课的内容。
介绍英语学科是学生学习语文的重要组成部分。
在五年级下册英语教学中,Unit1Mynewschool是重要的学习内容。
本教案主要针对此单元内容进行知识点解析及实战演练,希望能帮助到需要学习此单元课程的学生和教师。
Unit1Mynewschool教学目标1. 学会描述新学校和校园环境。
2. 能够掌握学校常用的词汇和短语。
3. 能够用简单的语言谈论学校生活和课程。
4. 提高学生的听、说、读、写的各种语言技能。
单元知识点解析1. 学校常见地点名称在描述学校环境时,常见的地点名称包括以下几个:Classroom教室Library 图书馆Canteen 食堂Playground 操场Gymnasium 体育馆Laboratory 实验室2. 课程名称在谈论学校生活和课程时,常见的课程名称包括以下几个:Chinese 语文Mathematics 数学English 英语Science 科学History 历史Geography 地理Physical Education 体育3. 询问时间和日常活动在日常生活中,学生会面对各种各样的活动。
以下是一些日常活动的表述方式:What time is it? 几点了?It's time for… 是…的时间了。
I have… 我有…Let's… 让我们…(一起)Do you like… 你喜欢…I don't like… 我不喜欢…实战演练听力训练1. 听短文,根据短文内容回答问题Hello, everyone! I'm Tom. This is my new school. I'm in Grade Five now. The school has many classrooms and teachers. There is a library on the second floor. It's big and quiet. I like to read and study there. The canteen is on the first floor. The food is delicious.1. What's Tom's name?2. Which grade is Tom in now?3. Where is the library?4. What is on the first floor?2. 听对话,将其排序,形成完整的对话A. Hi, Mike. What time is it?B. It's eight thirty.C. Let's go to the playground.D. I have physical education class at nine.E. OK. Let's go.3. 听音,选择正确的答案1. What time is it now?A. Eight o'clock.B. Eight thirty.C. Nine o'clock.2. Where is the library?A. On the first floor.B. On the second floor.C. On the third floor.3. What is your favorite activity?A. Reading books.B. Playing basketball.C. Swimming.口语训练1. 以My New School为题,谈论你对新学校的印象My new school is very beautiful. It has many colorful murals on the walls. There are many classrooms, a playground, and a big library. I like to read books and study in the quiet library. The canteen serves delicious food. I have many new friends in my class. I love my new school!2. 以What Time Is It为题,描述你一天的活动时间表What time is it? It's seven o'clock in the morning. It's time to get up. I have breakfast at seven thirty. At eighto'clock, I go to school. I have Chinese, math, and English classes. At noon, I have lunch. I play basketball with my friends in the playground in the afternoon. At four o'clock, I go home. I have dinner at six o'clock. I do my homework and read books in the evening. It's time to go to bed at nineo'clock.阅读训练阅读短文,判断正误My new schoolHello, my name is Lily. I'm in Grade Five now. This is my new school. It has many classrooms, a big library, and a canteen. The playground is very big, too. I love to play football with my friends on the playground. There are many new teachers in my school. They are friendly and helpful. I have many new friends in my class, too. I love my new school very much!1. Lily is in Grade Five.2. The new school has a small playground.3. Lily loves to play basketball with her friends.4. There are many new teachers in the new school.5. Lily loves her new school.写作训练写一篇日记,描述你今天的学校生活Dear diary,Today is a great day. I woke up early in the morning and had breakfast with my family. I went to school at eighto'clock and had Chinese and English classes. We learned new characters and words. At noon, I had lunch in the canteen.The food was delicious. In the afternoon, I had a physical education class. We played football on the playground. It was so much fun. After school, I played computer games with my friend at home. We had a great time. I finished my homework in the evening and read a book before going to bed. It's been a good day.Yours truly,Tom结尾通过上述的知识点解析及实战演练,相信学生和教师对Unit1Mynewschool这个单元的了解更加深入,知识的积累和实战演练的训练是学生掌握英语的重要途径。
五年级下册英语教学设计-第三模块第一单元-外研社(三起)一、教学目标1.知识目标:1.1.了解日常用语并能正确运用,例如“what’s the matter?” “I have a headache.”等。
1.2.通过对疾病出现的情境进行学习,了解一些日常词汇和表达。
2.能力目标:2.1.能够描述疾病的症状,如头痛,感冒等,并且理解朋友的情况并进行交流。
3.情感目标:3.1.培养学生自我保健的意识,让他们能更好的预防和解决日常生活中的疾病问题,保护自己的身体健康。
3.2.激发学生对医学的兴趣,增强其学习英语的积极性和主动性。
二、教学重点2.1.掌握日常用语的使用和表达。
2.2.理解症状的描述和区分。
2.3.教学常用医学词汇,并能在不同情境下运用。
三、教学难点3.1.拓展学生的医学词汇量。
3.2.培养学生的交流能力和语言自信。
四、教学准备4.1.课件。
4.2.单词卡片。
4.3.多媒体设备。
4.4.多媒体课堂教学软件。
4.5.课堂录音设备。
五、教学过程5.1.引入:向学生介绍生活中常见的疾病,并提出大家对于疾病的看法及处理方式,以便从学生熟知的情境做引入。
例如:“有同学上课的时候会觉得头疼、生病等,有没有同学能给他们提点建议呢?”5.2.导入新课:5.2.1.温故知新:复习和做简单自我测试,口语表达练习,看图作文等,增进对一些单词的记忆和理解,强化学生记忆,实践运用所学知识的能力。
5.2.2.新课讲解:授课,涉及生词、短语和长句的学习;语音、语调、语音速度等语音技巧的讲解,表情包使用等。
5.3.课堂练习:5.3.1.口才练习:编写几个情境,组织学生模拟实际生活中的疑问和回答,要求同学小组之间互相配合,尽量达成最佳实践效果。
例如:“A:What’s the matter?”“B:I have a headache.”“A:Do you need to see a doctor?”“B:No, thank you. I only need to take some rest.”5.3.2.审查演讲:检查学生口语发音、语音、思维、技巧及表达力,鼓励大家多说,多用英语思考并开口讲出词汇和对话,效果会比较好。
(新世纪版)五年级英语下册Unit 1 What do you want to be in the future?一、教育目标:1.教育学生从小树立远大的理想,并为之付出自己应有的努力。
2.教育学生要立长志,不要常立志。
二、知识目标:(一)基础目标:1.学习本单元单词:start, future, vacation, IT, enough, artist, enjoy, astronaut.2.掌握一般将来时的句型结构及其功能。
3.听说和阅读理解Grand Theatre 中的语言材料,并能根据主话题写6~8句话。
4.掌握元音音标 /i:/, /I/。
5.朗读Rhyme,语音、语调、节奏基本正确。
(二)发展目标:1.能用英语来表达自己的理想,并说明原因。
2.能根据实际情况写一份关于自己理想的小短文,并在小组或班级里交流。
三、能力目标:学生能用各种语言形式表达自己、同学、朋友或父母的愿望。
(综合性能力,口头、笔头、阅读理解有关伟人成材的故事,并要为实现自己的理想而努力。
)四、情感、策略和文化等目标:1.情感态度:学会关心父母或他人。
2.学习策略:培养学生合作学习、共同完成任务的团队协作精神。
3.文化目标:了解西方国家伟人成材的经历。
五、教学资源:Student’s Book 5B P1~P7, cassette 5A Unit 1, Student’s Work Book 5B P1~P9, Pictures of signs, Teaching transparencies.六、教学时间:七课时。
(其中5课时新授,2课时练习和复习,练习册随教学进度完成。
)Lesson Plan (1): WonderlandI. Pre-task preparation:1. Say hello to the class, ask the students to talk about their winter holidays. Offer some help if they need.2. S ing a song or listen to a story about the Chinese New Year’s Day (Spring Festival). Talk about what people do during the Spring Festival. e.g. Chinese New Year is the biggest holiday celebrated among Chinese people. What do people often do during the Sprin g Festival? (get together on New Year’s Eve, eat dumplings, set off firecrackers, give lucky money/get lucky money, visit relatives and friends etc.)II. While-task procedure:1. Learn the new words (vacation, future, artist, astronaut, future) while talking about the Chinese New Year. Review the words about other occupations.T: On the New Year’s Eve, people don’t go to bed until 12 o’clock, they always make a wish. I made a wish on the Chinese New Year’s Day when I was 14 years old. I wanted to be an English teacher. It came true 15 years later. What’s your wish? What do you want to be in the future? (Try to tell the reason. e.g. I want to be an artist because I like drawing. I enjoy drawing. Xu Beihong is a great artist. He was good at drawing horses. Beethoven was a great composer.)2. Learn some other new words by talking about the new semester.T: Today is the first day of school. The winter vacation is over. We are back to school again. Our morning classes begin at 7:50. We can also say, “we begin our morning classes at 7:50.” Do you enjoy your school life here? Have you got enough time to do your homework? (Explain the meaning of the word ‘enough’)3. Write the phonetic symbols of the new words on the board. Ask the students to read them out.4. Play the cassette: Wonderland. Students listen and follow with their books open.5. Play the cassette again. Students listen and repeat.6. Let the students ask questions about the new words.7. Read the new words and sentences in groups of four. Pay attention to the pronunciation. Try to remember the meanings of the new words.III. Post-task activities:1. Ask the students to remember the new words in two minutes.2. Listen and fill in the blanks.en__ __gh __ __tist enj__ __ f__turest__ __t v__c__tion astr__n__ __tFirst students fill in the blanks individually. Then check the answers together.3. Divide the students into groups of four. Ask them to make sentences with the new words.4. Invite individuals to say the sentences they have made.5. Page3, Student’s Work Book . Listen and fill in the blanks.Lesson Plan (2): FarmlandI. Pre-task preparation:1. Encourage the students to say something about their future. Prompt the less able students by asking them some questions about their future.2. Show some pictures to the students. Review the future tense by asking and answering the questions about the pictures: What will they do this evening?3. Ask the students to think of the things they will do. Learn how to use ‘shall’ and ‘will’ in the future tense.II. While-task procedure:1. Show the pictures of Farmland. Make dialogues with the students. Learn the new phrases: wash up, join them.2. Ask: Do you like English? Are you good at English? How do you learn English? Shall we do some listening and reading in English? Shall we do more listening and reading? Where will you go after this summer vacation? etc.3. Play the cassette: Mini dialogue. Students listen and follow .4. Play the cassette again. Students listen and repeat.5. Ask the students to read the dialogue.6. Encourage the students to make dialogues with their own words.7. Ask the students to look at the pictures and ask and answer the questions in pairs.8. Divide the students into groups. Encourage them to talk about what they will do during the summer vacation.III. Post-task activities:1. Distribute a sheet of paper to each group. Ask the students to write downthe things they want to do.2. Guess what their friends will do. e.g. What will you/they/he/she/we/Linda do? Will you/they/he/she/we/Linda go to the cinema?3. Try to find the mistakes and correct them. Give some help if they need.4. Ask the students to practice acting the mini dialogue in pairs.5. Invite some pairs of students to act in front of the class. Encourage more able students to use their own words.6. P age 5,Student’s Work Book .a. Students work in pairs to complete the sentences orally.b. Invite individual student to read the sentences.c. Students write the missing words individually.Lesson Plan (3): Grand TheatreI Pre-task preparation:1. Sing a song.2. Say ‘Happy New Year’ to the students. Ask: Did you have a nice Spring Festival? What did you do during the Spring Festival? How was your Spring Festival?3. Review the occupations by talking about their future. T: On the night of Spring Festival, I made a wish when I was 14 years old. I wanted to be an English teacher. Now my dream came true. What are you going to be in the future?II. While-task procedure:1. Yang Mingming, Tom and Norman also have d reams. Let’s read the text in groups. It will tell you.2. Play the cassette. Students listen and repeat .3. Find the phrases which has the similar meanings of the phrases given: at the beginning of at the start of summer holidays summer vacationread and listen to more English do more listening and readinglikedrawing enjo y drawingget me a teacher/ask a teacher to teach me find me a teachersometimes…sometimes…sometimes…one day…the next day…the next day4. Read the phrases on the board.5. Fill in the blanks:__________ the new term, the students are __________ about their future. After __________ they will go to middle school.I am Yang Mingming. I want to be an IT engineer. But my English is not __________. So I’ll ____________ every day. Tom will ________ me ________ my English.I am Tom. I want to be an artist. I __________ very much. My parents will __________. I am very happy __________ that.I am Norman. What do I want to be? __________ I want to be a football player. __________ I want to be an astronaut. __________ I want to be a pop singer. But my parents just want me to get up in time for school every day.What do you want to be in the future?6. Ask and answer: 1) What are the students doing in the classroom?2) What does Yang Mingming want to be in the future?3) Who wants to be an artist?4) And what about Norman?7. Read Q and A together.III. Post-task activities:1. Yang Mingming, Tom and Norman have resolutions. Many other persons also have resolutions. Let’s guess what they want to do.e.g. 1) Bill Gates A. to make more moneyB. to enjoy lifeC. to set up a new IT companyD. to be the president of USA2) Liu Xiang A. to break the world recordB. to release his first CDC. to marry a beautiful girlD. to be the finalchampion of the Golden League(黄金联赛总冠军).Students guess the dreams of the famous person and tell the reason. For example, may be Bill Gates wants to be the president of USA. Because he has lots of money. He is very famous.I think he can take part in the vote and maybe he will be successful.Read and find the answer:Bill Gates is the greatest IT engineer in the world. He set up the large IT company of Microsoft. He is one of the richest man in the world. His resolution is to spend more time to enjoy life.2. What do people want to do after the tsunami(海啸)?3. Different people have different resolutions. What’s your resolutions in the future? Please write down on the paper.4. Talk about their own future.5. Guess what will the teacher want to do in the future?Lesson Plan (4): DisneylandI. Pre-task preparation:1. Ask and answer some questions about the text. Make the wishes and tell the reasons.2. Ask the students to practice acting a story similar to the one in Grand Theatre.3. Students listen to the rhyme and repeat.II. While-task procedure:1. Play the cassette: Pair work on Page 6. Students listen and follow in their books.2. Play the cassette again. Students listen and repeat.3. Give pairs of students a few minutes to practice the dialogue.4. Divide students into groups. Ask them to practice acting the dialogue.5. Invite groups to act the dialogue in front of the class.6. Students listen and fill in the blanks: (Words on page 7 in Music Box) Learn the phonetics according to the sound they have heard.7. Write the phonetics on the board. Ask individuals to read them.8. Play the cassette: Rhyme. Students listen and follow in their books.9. Play the cassette again. Students listen and repeat.10. Invite individual students to read the rhyme.11. Have the students understand the Chinese meaning of the rhyme.III. Post-task activities:1. Student’s Work Book Page 1,2.a. Play the cassette. Students listen and choose the right answer.b. Students finish the exercises individually.c. Ask the students to read the sentences with the tape and check the answers.2. Student’s Work Book Page 4.a. Students listen and answer.b. Invite individual student to answer the questions.c. Invite individual student to write the answers on the board. The rest of the class check the answers.d. Ask the whole class read the questions and answers together.。
Module3 Unit1 She had eggs and sausages.(第一课时)教学目标1.掌握:had,hamburger,English,breakfast,lunch,sandwich,fish,chips,traditional,dish2.学生能够听、说、认读并会用句型:What did she have for breakfast/lunch/dinner? She had eggs and sausages/sandwiches/ fish and chips/...3.学生能够了解语篇内容并流利地朗读课文,语音、语调准确优美。
4.能够用本单元所学的目标语言与同伴进行交流,培养学生的口语表达能力。
5.能够通过观察图片写句子,培养学生的观察能力和语言组织能力。
教学重点本模块的新单词和新句型的教学与运用。
教学难点掌握句型“—What did+某人+have for+表示三餐的词?—主语+had+食物.”教学方法情景教学法、游戏法、角色扮演法教学准备图片、录音、PPT课件教学过程Step 1:warmup1. Greetings.2. Free talk.T:Hello,boys and girls.S:Hello,Mr./Miss...T:What's your favourite food?S:My favourite food is...(rice/noodles/dumplings...)T:Do you know something about English food?Step 2 PreviewFlash the pictures and say them quickly.Step 3 PresentationTell the students Daming got an email from Lingling. It talks about Englishfood. Now let's see what Lingling introduces.Teach the new conversation:1.Show students some new word cards and teach them the pronunciations.2.Open students'books. Listen to the tape for the first time, then ask the students to find out the new words and the names of the food. And introduce some English eating habits.3. Give the students some questions.(1)What is the email about?(2)What did Lingling have for breakfast?(3)What did Lingling have for lunch?(4)What did Lingling have for dinner?(5)Does Lingling like English food?4.Listen again, then try to Retell the story.Step 4:practice1.Ask and answer in pairs.A: What did you have yesterday?B: I had …2.Roleplay.Step5:Summary怎么询问某人某顿饭吃了什么食物。
Module 2 Unit 1 She learnt English.教学目标:1、知识目标:目标语句:Did your grandma learn English? Yes,she did. She is learning English now.单词:learnt foreign language taught dancer wrote2、能力目标:能用英语来询问过去所发生的事情以及他人过去和现在的状态。
3、情感目标:激发学生的学习热情,进行文明礼仪教育,感染学生,对其进行中华美德孝顺的教育。
教学重点:Did your grandma learn English? He is learning English now.说明自己想要表达的过去和现在的状态。
教学难点:用英语描述过去和现在的变化。
教学用具:点读笔,课件,单词卡片教学过程:Step1:Leading inT:Boys and girls. Do you know “你好” how to say in English.Ss : Hello/ Hi .T: Yes. But do you know how to say it in other language?T借助PPT播放“你好”,用不同国家语言是如何表达的歌曲视频。
T:So which language can you say? 引出language这个单词,跟读单词,拍单词卡片读。
S1: Chinese and English.Step 2:Let’s learnT: Yes, I am a English teacher. I teach you English.T 借助PPT出示Ms Smart的图片T: There is an English teacher too. Who is she? What’s she doing?Ss 回答,对现在进行时进行一个复习巩固。
T: Let’s watch. T 借助PPT播放文本一的内容。
新世纪五年级英语下册教案
Unit 1 What Do You Want to Be in the Future?
学情分析:
本单元是这学期的第一单元,这学期又是学生小学生活的最后一学期,因此让学生展望未来,谈谈自己的理想,为实现自己的理想而努力学习。
通过学习句型“What do you want to be in the future? I want to be….来谈谈自己的远大理想。
教学目标:
1.四会本单元单词:start, future, vacation, IT engineer, enough, artist, enjoy, astronaut,并学会组词造句。
2.能四会本课时的句子,会运用I want to be …. in the future.句型表达自己的理想。
好的同学能结合上课主题整合一段话。
3.结合学生原来学过的职业的单词,引导学生发现规律,适时归类。
课堂活动
I like winter vacation because the Spring Festival is in winter vacation. I was happy during the winter holidays. But the winter vacation is too short. Now we are back to school again. Our morning classes start at 8:15AM, and our afternoon class begins at 1:00 PM. I enjoy our school life, and I enjoy drawing very much. Xu Beihong is my favourite artist. He was good at drawing horses. So I want to be an artist in the future.。