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外研社（一起）五年级英语下册Module 5 Unit 1 Your bag is broken! 第一课时Teaching Aims:1. Learn the new words: broken brown carry back2. Learn to describe the things with the adjectives.3. Can read the text in Unit 1 fluently. N otes:Key points:1. Get the Ss to grasp the new words.2. Can describe the things with the adjectives.Difficult points:Get the Ss to describe the things with the adjectives.Teaching Aids:CD-ROM, cards, pictures, tape- recorderTeaching Procedures:Step 1: Greetings1. Greetings:Good morning, boys and girls.Glad to see you again!2. Say a poem: In spring it is warm.Step 2: Warm-up activities1. A game—Find friends: (Ss write some adjectives on the paper. T also do this and put them in the box. Then ask some Ss to choose one and read, and make friends with the student who has the antonym. Then make a dialogue with the adjectives2. Ask the Ss to describe the objectives in the classroom.Step 3: Presentation1. T takes out a broken bag: What is the bag like?It’s broken. Learn t he new words: broken.2. T takes out an old bag: This is my bag. It’s old. I bought it last year. It’s too small to take my books. So I bought a new one yesterday.” T takes out a new bag: What color is it? Is it nice?”3. (T: Lingling also got a new bag. What is it like? Is it big or small? Let’s have a look.) Play the CD-ROM, look and listen to the dialogue.4. Open the books listen and find the adjectives.5. Stick the adjectives.Lingling: black bag — black big heavyMs Smart: green bag — green small light6. Listen again and answer the questions:Which bag does Jingling like?What’s the bag like?Which bag does Ms Smart like?What’s the bag like?Step 4: Practice1. Listen and repeat2. Practice the dialogue in pairsStep 5: HomeworkDescribe something as you like.Writing on the BoardModule 5 Your bag is broken!What is the … like?Jingling: black bag — black big heavyMs Smart: green bag — green small lightUnit 1 your bag is broken! 第二课时Teaching Aims:1. Learn to describe the things with the adjectives and compare something.2. Finish Activity3. N otes:Key points: 1. can describe the things with the adjectives.Difficult points:Get the Ss to describe the things with the adjectives and compare something.Teaching Aids:CD-ROM, cards, pictures, tape- recorderTeaching Procedures:Step 1: Warming up1. Greetings:Good morning, boys and girls.Glad to see you again!2. Give Ss instructions and revise colors:Point to something white / red / b lack / ….Step 2: Presentation1. T shows a big bag: What is the bag like?Ask Ss to answer.2. Learn to ask: What is the… like?3. Work in pairs. (Take your things and ask your partner.)4. Finish Activity 3.(Do an example with the class first. Then ask Ss to say about others by themselves, finally, ask Ss to show their sentences.)Step 3: Practice1. Complete the sentences with the adjectives.I like ice cream but it’s too sweet for my teeth.It’s sunny today but…I have a lot of homework but …My do g is naughty but …2. Game--- magic guessingT makes statements about objects in our daily life. Ss have to listen carefully and guess which objects you are talking about.3. Ask Ss to describe something with a short passage.Step 4: HomeworkTalk about something you like and write a short passage.Writing on the BoardModule 5 Your bag is broken!What is the … like?I t’s nice / heavy / light。
课题：《英语》（新标准）（一年级起点）五年级下册Module 5 Unit 1Your bag is broken.一、教材分析本课是外研社新标准英语（一起）五年级下册Module 5 Unit 1 Your bag is broken. 修订版教材第五模块的内容，本课的情境是Lingling 的行李箱坏了，Ms Smart要为她每一个新的，于是两人一起去商店。
Lingling 看到一款黑色的包，觉得又打又好看，但是Ms Smart 觉得太重；Ms Smart向她推荐一款绿色的包，很轻，但是Lingling 觉得太小；最后，售货员推荐一款红色的箱子，既大又轻，Ms Smart决定给Lingling买这款红色的箱子。
通过课文的学习，学生可以进一步注意到中外文化的异同，增强跨文化交际的意识和能力。
二、学情分析对于五年级学生来说，本课并没有新增的语法知识点，是对之前所学内容的复习和归纳，新知识就是让孩子学会利用本节课所学的知识点进行书包以及延伸到其他物品性质的介绍。
三、教学目标1、语言技能全体学生能够运用所学知识简单谈论事物的性质。
2、语言知识（1）全体学生能理解单词：how much… ? light, sales assistant, carry, pound.部分学生能运用单词：how much… ? sales assistant, carry, pound.（2）全体学生能够运用句型：Your bag is broken./ This black bag is nice. It’s big. / Look at this green one. It’s light.3、情感态度乐于感知并积极尝试使用英语。
4、学习策略教师要充分利用多种活动方式，帮助学生对所学内容进行复习和归纳。
5、文化意识鼓励学生在学习和日常交际中，进一步注意到中外文化异同。
四、教学重、难点1、重点全体学生能理解并运用单词：light全体学生能够运用句型：Your bag is broken./ This black bag is nice. It’s big. / Look at this green one. It’s light.2、难点全体学生能够运用所学知识简单谈论事物的性质。
小学（外研）英语资料外研社（一起）五年级英语下册Module 5 Unit 1 Your bag is broken!教学目标:知识目标: a. 学习形容词“broken”，并对所接触过的形容词进行整理运用。
b. 掌握功能句“This black bag is nice / big.”“But it’s heavy.”能力目标:使学生能用形容词对身边事物的明显特征进行描述，比较。
情感目标:激发学生的积极情感，培养学生交流与合作的能力。
教学重点:单词: broken及其他形容词的运用。
功能句: This adjective noun is adjective. It’s adjective.教学难点:能够灵活运用形容词，对事物的鲜明特征进行描述，了解及感受形容词在句中的不同位置。
学生分析对于五年级学生来说，形容词并不陌生，在低中年级已有初步的学习，涉及到对事物的简单描述。
（如天气，情绪，物体属性等。
）在本节课中，通过继续深入学习其表述，引导学生能运用更多的形容词对物品进行较为全面，准确的描述；以及能就事物的鲜明特征，恰当使用形容词进行描述。
设计理念根据本课的教学内容，结合学生已有的认知水平。
在本节课的设计上，我采用了任务型的教学模式，遵循了兴趣教学原则,直观教学原则与循序渐进的教学原则，通过学生在活动中参与，体验，交流，合作，主体性得到充分发展，综合语言能力得到提高。
教学准备CAI课件、录音机、单词卡片、实物、图片、给玲玲的建议（表格）教学流程Ⅰ.Warming upa. Greetingsb. Say and act the poem. “In spring, it is warm.” (M4 U2)Cut: I love spring, summer, autumn and winner. But my favorite season is spring. Because spring is warm .It’s a bit wet and green. What’s your favorite season? And why? What’s your favorite animal/food? And why? (找学生板书描述中出现的形容词)d.卡片出示8个单词smart/clean/dirty/heavy/light/beautiful/powerful/expensive,讲其中的2个单词的记忆方法。
教学设计：五年级下英语Module5Unit1 Your bag is broken外研版（一起）一、教学目标1. 知识与技能：学生能够正确理解和运用本课的单词和短语，如：broken, zip, key, mobile phone等。
学生能够理解并运用句型“Your bag is broken”来描述物品的损坏情况。
学生能够运用一般现在时态来描述日常生活中的物品和情况。
2. 过程与方法：通过图片、实物、情景模拟等多种教学手段，让学生在真实语境中学习英语。
通过小组合作、角色扮演等活动，培养学生的英语听说能力和交际能力。
3. 情感态度价值观：培养学生关心他人、乐于助人的品质。
培养学生积极向上的学习态度和合作精神。
二、教学内容1. 单词和短语：broken, zip, key, mobile phone等。
2. 句型：“Your bag is broken”。
三、教学重点与难点1. 教学重点：单词和短语的理解和运用，句型的正确运用。
2. 教学难点：一般现在时态的运用，句型的正确构造和运用。
四、教具与学具准备1. 教具：PPT课件，图片，实物。
2. 学具：学生用书，练习册，文具。
五、教学过程1. 导入：通过展示一些破损的物品图片，引导学生说出这些物品的英文名称，从而导入本课的主题。
2. 新课内容展示：通过PPT课件展示本课的单词和短语，让学生跟读并模仿。
3. 句型学习：通过情景模拟和角色扮演，让学生学习并运用句型“Your bag is broken”。
4. 练习：通过练习册上的练习题，让学生巩固本课所学知识。
六、板书设计1. 单词和短语：broken, zip, key, mobile phone等。
2. 句型：“Your bag is broken”。
七、作业设计1. 完成练习册上的练习题。
2. 用英语描述自己或家人的物品损坏情况，并写成小作文。
八、课后反思本节课通过图片、实物、情景模拟等多种教学手段，让学生在真实语境中学习英语，提高了学生的英语听说能力和交际能力。
