Unit5第2课时 教学设计

Unit 5 What are the shirts made of？（第2课时）教学设计一. 教材分析《What are the shirts made of?》（第2课时）是人教版《英语》教材五年级Unit 5的内容。

本节课主要围绕衣物及其材质进行教学，通过描述衣物的颜色、款式和材质，让学生能够用英语进行简单的交流。

本节课的主要语言点是一般疑问句及其回答，以及描述衣物和材质的词汇。

二. 学情分析五年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。

他们在日常生活中也经常会接触到各种衣物和材质，对于这部分内容应该不会感到陌生。

但是，部分学生可能在表达颜色和款式方面存在一定的困难，需要老师在教学中给予指导和帮助。

三. 教学目标1.能够听懂、会说、会读、会写本节课的主要词汇：shirt, pants, dress,skirt, made, material, cotton, wool, silk, synthetic, clothes。

2.能够用英语询问和回答衣物及其材质的问题。

3.能够用英语简单描述衣物的颜色和款式。

4.能够运用所学知识进行实际交流。

四. 教学重难点1.重点：一般疑问句及其回答，描述衣物和材质的词汇。

2.难点：一般疑问句的提问方式和回答方式，以及词汇的准确运用。

五. 教学方法1.情境教学法：通过设定情境，让学生在实际语境中学习和运用英语。

2.交际教学法：通过小组讨论、角色扮演等形式，让学生在交流中提高英语水平。

3.任务型教学法：通过完成具体任务，让学生在实践中学习和运用英语。

六. 教学准备1.教师准备PPT，包含本节课的主要词汇和句型。

2.准备衣物和材质的实物或图片，用于展示和教学。

3.准备颜色和款式的图片，用于描述衣物。

七. 教学过程1.导入（5分钟）利用PPT展示衣物的图片，引导学生谈论衣物。

例如：“Look at these clothes. Can you name them?”“What colors are they?”等。

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。

人教版三年级下册英语第五单元第二课时教学设计全文共3篇示例，供读者参考篇1Title: Lesson Plan for Unit 5, Lesson 2 of Grade 3 English textbookGrade: Grade 3Unit: Unit 5 - In the countrysideLesson: Lesson 2 - What’s in the village?Objectives:1. Students will be able to identify and recognize common places and objects in a village.2. Students will be able to use the phrases "There is" and "There are" to describe what is in a village.3. Students will be able to ask and answer questions about the village using the phrases learned.Materials needed:1. Pictures of different places and objects in a village2. Flashcards of vocabulary words3. Whiteboard and markers4. Worksheets for practiceWarm-up (10 minutes):1. Greet the students and review the vocabulary words learned in Lesson 1.2. Show pictures of different places in a village (e.g. school, park, supermarket) and ask students to identify them.3. Practice pronunciation of the words and ask students to repeat after you.Presentation (15 minutes):1. Introduce the new vocabulary words for Lesson 2: "There is" and "There are."2. Use flashcards to show different objects and places in a village and model sentences using the new phrases (e.g. "There is a school in the village").3. Explain the difference between "There is" (singular) and "There are" (plural) using examples.4. Practice pronunciation and use of the phrases with the students.Practice (20 minutes):1. Divide the students into pairs or small groups.2. Give each group a set of flashcards with pictures of objects and places in a village.3. Students take turns asking and answering questions using the phrases "Is there...?" and "Are there...?" (e.g. Student A: "Is there a park in the village?" Student B: "Yes, there is.")4. Circulate around the classroom to provide assistance and correct any mistakes.Production (15 minutes):1. Give each student a worksheet with pictures of a village scene.2. Students write sentences using "There is" and "There are" to describe the objects and places in the village.3. Encourage students to be creative and use their imagination to describe the village scene.4. Review and discuss the sentences as a class.Wrap-up (5 minutes):1. Review the vocabulary words and phrases learned in the lesson.2. Ask students to share their favorite place in the village and why they like it.3. Assign homework for students to practice writing sentences using "There is" and "There are."Assessment:1. Observe students during the practice and production activities to assess their understanding and use of the new phrases.2. Review students' worksheets to check for comprehension and correct usage of the vocabulary words and phrases.Reflection:Overall, this lesson plan is designed to engage students in learning about places and objects in a village through interactive and communicative activities. By incorporating vocabulary practice, pronunciation, and sentence structure, students are able to develop their speaking and writing skills in English. The use of visuals and hands-on activities helps reinforce the new concepts and allows for active participation from all students.篇2Title: Teaching Plan for Grade 3 Unit 5 Lesson 2 of People's Education EditionIntroduction:In this teaching plan, we will discuss the teaching strategies, activities, and assessments for Grade 3 Unit 5 Lesson 2 of the People's Education Edition. This lesson focuses on the topic of daily routines, specifically on the activities people do in the morning.Key Vocabulary:- Get up- Wash- Brush- Dress- Eat breakfast- Go to schoolObjectives:- Students will be able to understand and use the key vocabulary related to daily routines.- Students will be able to describe their own morning routine.- Students will be able to identify the daily routines of others.Teaching Strategies:1. Engage students by starting a discussion about their morning routines. This can be done through a brainstorming activity or a show-and-tell where students share items related to their morning routines.2. Introduce the key vocabulary through flashcards, visuals, and gestures to aid comprehension.3. Use realia such as a toothbrush, towel, and clothes to demonstrate the actions related to the vocabulary words.4. Practice the vocabulary through activities such as matching exercises, fill-in-the-blank sentences, and role-playing scenarios.5. Encourage students to create their own morning routine charts using the key vocabulary.Activities:1. Warm-up: Sing a song or play a game related to daily routines to energize students.2. Vocabulary Practice: Have students match pictures to key vocabulary words.3. Speaking Activity: Pair students and have them take turns describing their morning routines to each other.4. Listening Activity: Play an audio recording of a morning routine and have students write down the actions they hear.5. Role-Playing: Divide students into groups and have them act out a morning routine skit.Assessment:- Observations during speaking and role-playing activities- Written quizzes or worksheets on the key vocabulary- Individual student presentations on their morning routinesConclusion:By incorporating engaging activities, real-life examples, and varied assessments, students will be able to master the key vocabulary related to daily routines and confidently describe their own morning routines. This teaching plan aims to create adynamic and interactive learning environment for Grade 3 students in Unit 5 Lesson 2 of the People's Education Edition.篇3Title: Lesson Plan for Unit 5, Lesson 2 of People's Education Press Third Grade English BookObjective:1. Students will be able to identify and use vocabulary related to daily routines.2. Students will be able to describe their own daily routines using simple sentences.3. Students will be able to ask and answer questions about daily routines.Materials:- Flashcards with pictures of daily routines activities (e.g. brush teeth, eat breakfast, go to school)- Worksheet with sentences describing daily routines- Whiteboard and markers- CD player with the audio for the lesson- Copies of the textbookProcedure:1. Warm-up (10 minutes):- Begin the lesson by reviewing vocabulary from the previous lesson (e.g. colors, numbers).- Play a quick game of Simon Says using actions related to daily routines (e.g. brush teeth, comb hair).- Ask students questions about their own daily routines to activate prior knowledge.2. Presentation (15 minutes):- Introduce new vocabulary related to daily routines using flashcards. Model the pronunciation and use of each word.- Play the audio for the lesson and have students repeat after the speaker.- Use the whiteboard to write down the vocabulary words and their meanings.3. Practice (20 minutes):- Divide the class into pairs or small groups and give each group a worksheet with sentences describing daily routines.- Have students match the sentences to the correct pictures of daily routines activities.- Encourage students to practice asking and answering questions about daily routines with their partners.4. Production (15 minutes):- Ask students to create a simple daily routines timetable for themselves on the whiteboard.- Have students take turns presenting their timetables to the class, using the vocabulary and sentences they have learned.5. Review and Assessment (10 minutes):- Play a quick review game with the flashcards, asking students to match the words to the correct pictures.- Ask students to describe their own daily routines to a partner, using the vocabulary and sentences from the lesson.- Provide feedback and assess students' understanding of the lesson objectives.6. Homework (5 minutes):- Assign homework to reinforce the lesson objectives, such as writing a short paragraph about their daily routines orcompleting a worksheet with additional exercises on daily routines.Overall, this lesson is designed to engage students in learning vocabulary related to daily routines and practicing speaking and listening skills in a fun and interactive way. By the end of the lesson, students should feel comfortable using the new vocabulary and be able to talk about their own daily routines confidently.。

六年级下册英语教案 Unit5 Being Helpful第2课时广东开心英语教学内容本课时为《广东开心英语》六年级下册Unit5 Being Helpful的第2课时，主要围绕帮助他人这一主题，学习相关的词汇、句型和日常对话。

内容包括：句型：Can I help you? / Could you please? / I can help with对话练习：日常生活中的帮助场景，如帮助老人过马路、帮助同学解决问题等。

教学目标知识与技能：学生能够听懂、会说、会读本课时的新词汇。

学生能够运用本课时的句型进行角色扮演，完成日常对话。

学生能够理解并描述帮助他人的重要性。

过程与方法：通过小组合作和情景模拟，提高学生的英语口语交际能力。

通过听力和阅读练习，提高学生的理解能力和词汇运用能力。

情感态度与价值观：培养学生乐于助人的良好品质。

增强学生的社会责任感和集体荣誉感。

教学难点正确使用情态动词Can和Could，表达请求和提供帮助。

词汇的记忆和应用，特别是volunteer, helpful, kindness等抽象词汇。

学生对于在具体情境中恰当运用句型的能力。

教具学具准备多媒体教学设备：用于播放课件和音频材料。

教学卡片：包括词汇卡片和句型卡片。

小组活动道具：用于角色扮演的小物品，如书包、书本、玩具等。

教学过程1. 导入（5分钟）老师通过简单的日常对话，复习上一课时内容，引入本课主题。

2. 新授（15分钟）利用多媒体展示新词汇，通过图片和例句帮助学生理解和记忆。

通过听力练习，让学生辨识句型Can I help you? / Could you please? / I can help with的用法。

3. 操练（15分钟）学生分组，进行角色扮演，模拟帮助他人的场景。

老师巡回指导，纠正发音和用法错误。

4. 巩固（10分钟）完成教材上的练习题，巩固词汇和句型的运用。

老师对共性问题进行讲解。

5. 小结（5分钟）老师强调帮助他人的重要性和如何在生活中实践。

(湘少版)六年级英语上册 Unit5第2课时说课稿一、教材分析本课时是《Unit5 Fun and Games》中的第2课时，共分为五个部分：1.Part 1 预习提示2.Part 2 学生自主学习3.Part 3 听、说、读、写训练4.Part 4 语言点解析5.Part 5 语言实践Part 2 学生自主学习是本课时的重点，学生需要根据提示完成一些游戏。

Part 3 是综合训练，旨在提高学生的听、说、读、写能力。

Part 4 是对本课时出现的语言点进行解析，Part 5 则是对这些语言点的实践。

二、教学目标1.能够听懂、会说并运用主要语言点It’s your turn 和That’s a good idea 进行交流。

2.能够认读并运用新单词 game, puzzle 和computer。

3.能够根据提示完成Part 2中的游戏。

4.能够根据提示进行句子构造，并写出完整的英语句子。

三、教学重点难点重点：1.根据提示完成Part 2中的游戏。

2.认读并运用新单词 game, puzzle 和computer。

3.运用主要语言点It’s your turn 和That’s a good idea 进行交流。

难点：1.能够根据提示进行句子构造，并写出完整的英语句子。

四、教学准备1.教师准备PPT课件。

2.学生准备学习笔记，课本和练习册。

五、教学过程1. 导入教师可以通过图片或者视频的方式让学生初步了解 games 和 puzzles。

2. 学生自主学习在本部分，学生需要根据提示完成一些游戏，在学生完成之后，可以给学生一些时间进行展示或者分享，鼓励学生和同学互动。

3. 听、说、读、写训练1.教师播放录音，学生跟读。

2.教师让学生和同学进行练习，例如：•用指定的单词填空。

•教师给出句子的部分，学生根据提示说出完整的句子。

•学生根据提供的图片进行句子构造，并写出完整的英语句子。

4. 语言点解析在这一部分，教师需要对本课时出现的语言点进行解析，并给学生提供更多的例子，让学生更好地理解和掌握语言点。

PEP 四年级上册 Unit 5What would you like ?第二课时教学设计一、教学目标（1）知识目标能听懂会说：What would you like for breakfast/lunch/dinner? I’d like some…并能在实际生活中运用。

（2）能力目标a．能使用句子完成点菜的任务。

b．能够相互调查一日三餐的用餐情况。

<3>情感、策略、文化目标a．情感目标：让学生在完成任务的同时，激发学生学习英语的兴趣。

培养学习英语的积极态度，同时培养他们乐于合作的精神。

b．文化目标：了解中西方饮食方面的不同之处。

c．学习策略：培养合作学习相互协助的能力二、教学重难点：教学重点：能听懂会说：W hat would you like for breakfast/lunch/dinner? I’d like some…等基本会话。

教学难点：一些常用的就餐用语，比如Everything’s ready等的使用；相互调查一日三餐的用餐情况三、教学方法：任务教学法、情境教学法四、课前准备：课件，食物图片，录音。

五、教学过程：I Warm-up and revision.Be a waiter :One student be a waiter ,the other students be the shoppers . T :Let’s play a game , one student be a waiter ,the other students be the shoppers .Use the sentence “Can I have some …? Sure .Here you are .”（并且把买到的食物贴到黑板上）T :Ok ,the game is over .Today let us continue to learn this unit “What w ould you like?”（引出课题，板书）II Presentation and practiceT :Do you like these food ?Which food do you like ? S :I like ….1. T: I like rice and vegetables. So I'd like some rice and vegetables for di nner.课件：I like rice and vegetables. I’ d like（想要,想吃） some rice and vegetables. 帮助学生理解含义，板书并教读句子I'd like some....2. T: I’d like some rice and vegetables. What would you like? （强调would发音，示范 wouldyou的连读）（引导学生猜测词句的含义） S: 引导学生用I'd like some....课件出示 Get to know :What would you like? 你想要/想吃什么？ What do you like? 你喜欢什么？(同过对比让学生加深印象) 3.Pair work :use the sentences with your partner. 4 Guess: “Which p resent?”Today there is an angle ,she can give presents to the animals ,guess:” Whi ch present?” If you guess right , I will send it to you .5 T :Oh ,I’m hungry .Are you hungry ?S :Yes .I’m hungry . T : Are you hungry ? S :Yes .I’m hungry ……T :Oh ,my dinner is ready .”dinner “What’s meaning?”Look at the clock ,What time is it ? S :It’s five o’clock . T :dinner :晚餐.(教读)T :Guess ,what’s for dinner ?(板书) S：Fish/chicken/rice/vegetablesT :Fish is ready .Chicken is ready …. T :Everything is ready .(板书)6. T: Well done !Boys and girls, Here’s a menu. Can you order dishes?） T :Now ,Let’s go to Mike’s family and see how to order dishes.T: This is Mike and his parents. We can see they are so happy from the pi ctures. What are they talking about , animals ,colours ,dinner? S1: Dinner. T: Here are two questions. Let’s watch the dialogue . 课件出示问题: What would Mike like for dinner?What would Mike’s mother like for dinner? T :Who can answer the quest ions? S :I can …..7 T :Let’s read the dialogue together8 T :Let’s act the dialogue with your partner .Group work: Role-play reading.(奖励优秀合作团队) 9 Group work:完成书中调查表格。

初中英语电子备课课时教学设计表Unit5 If you go to the party, you’ll have a great time. 第2课时学校董家中学年级八年级教师张春荣课题Unit5 If you go to the party,you’ll have a greattime(sectionA3a-sectionB2C)日期 4.2备课项目序号分值首备区域复备区域备课标与教材（10分）1 4分比较分析课标与教材的联系。

一、语言技能：1、Listening: 能听懂表示条件状语从句的句子，并能从中提取信息: who和what, 标出听到的句子；能针对所听语段的内容记录、标记表示条件状语从句的短语和句型。

把握整篇文章的含义2、Speaking: 能有效地表达自己的想法，并表达出对不同问题的观点；能角色表演2C部分；能根据话题进行一次情景对话；口语活动中做到语音、语调自然，语气恰当（如特殊疑问句应用降调。

）二、语言知识（一）词汇：1、理解和领悟against charity chance all the time等词的基本含义以及在本单元第二课对话和听力材料中特定语境中的意义：理解和领悟句型“if you go to the college,you’ll………..等句型2、运用上面的词汇、句型来谈论“条件状语从句的用法。

（二）语法：1、if引导的条件状语从句。

2、将来时态。

复习上节课学习制定规则学会运用3a来解决实际问题2 3分分析语言知识、语言技能训练的呈现方式。

3a: 通过一篇文章来练习间接引语的用法。

3b续写3a. 2a2b通过听力提取信息who and what 角色表演----- ------情景对话设计------课堂训练。

3 3分教学重点和难点一、重点1：if引导的条件状语从句。

2、理解以when 和what引导的特殊疑问句。

二、难点1.听力材料的理解。

2 if引导的条件状语从句的使用。