2019-2020年五年級(jí)英語上冊(cè) Module3 unit2教案 外研版.doc

2019-2020年五年級(jí)英語上冊(cè) Module3 unit2教案 外研版. Teaching Aims:1. Function: Describe actions in the past. 2. Language: Where/How/When/What did?3. Vocabulary: hour mountain . Main Points:1. Language: Where/How/When/What did? 2. Vocabulary: hour mountain. Difficult Point:Describe actions in the past. Teaching Aids: Recorder photos cards. 課前準(zhǔn)備： 師：板書課題及相關(guān)內(nèi)容生： 自己到某些名勝古跡的照片.Teaching Steps:PROCEDURESCONTENTSMETHODSPURPOSE.Warm-upSing songs. The students sing the songWhere did you go? The London Eye.歌曲熱身，營(yíng)造愉悅輕松的課堂氛圍。. Lead-in1. Say the words of the past tense.2. Talk about the photos. 1. After singing the song, the students say out the past of the verbs in the song.2. The teacher writes the words on the blackboard.3. Show a photo of myself which was taken in Qingdao. 4. T: Can you use the words on the blackboard to ask me any questions you want to know? Ss: (小組討論2分鐘，學(xué)生舉手發(fā)言。)Write the questions on the blackboard and answer the questions the students asked.Where did you go? I went to _.When did you go? I went there _.What did you see? I saw _.Who did you meet? I met _.What did you buy? I bought _.Ss:（小組討論上面的問題組成一片簡(jiǎn)單的文章）5. One student tells the article. The other students help him.說出歌曲中的過去式，不僅對(duì)下面的討論作好鋪墊，也及時(shí)的復(fù)習(xí)了第一模塊的內(nèi)容。培養(yǎng)學(xué)生發(fā)現(xiàn)問題并及時(shí)提出問題，然后試著解決問題的習(xí)慣是各科教學(xué)中不容忽視的任務(wù)。學(xué)生根據(jù)黑板上的問題和答案組織文章鍛煉了他們的語言組織能力。. Set the task.1. Preview main points: at the weekend, in the morning, by bus, for one hour, lots of, take photos of.2. Sentences: Describe actions in the past.1、 Learn the text by themselves. Underline the new words and some difficulties. 2、 Listen to the tape and solve some problems.3、 Read the text again and find some main points.4、 municate the main points with their partners.5、 Teacher checks their tasks and writes the main points on the blackboard. If they have any questions, they can ask.6、 Praise them.學(xué)生在自學(xué)和互學(xué)中既看到了他人的長(zhǎng)處也鍛煉了自己的思維。教師適時(shí)地引導(dǎo)和檢查能讓學(xué)生在有限的時(shí)間內(nèi)有效的完成任務(wù)。鼓勵(lì)和表揚(yáng)必不可少。. Presentation 1Learn the text and finish Part 2.3. The sounds of some letters3. The song1. T: look at the picture on Page 12. Who are they? Ss: They are Daming and his father.T: Where is this place?Ss: Its the Great Wall.T: What is Daming doing?Ss: Hes taking photos.T: Good! Who can introduce the Great Wall to us?S；Read the passage they wrote.2. Listen to the tape and repeat. 3. Read the text together.4. Listen to the tape and repeat it again.5. Now finish the questions in Activity 2. Write the answers on their books.6. Check the answers.7. Correct the mistakes.8. Recite the text by looking at the questions and the answers. They can recite in groups. 9. Choose one best group and praise them.1. Listen to the tape and pay attention to the colorful letters. 2. Listen to the tape and follow the tape. 3. Teacher writes the phonetic symbols on the blackboard and leads them to read.4. Have the students suggest other words that contain the same sounds. Learn the song in Unit 1.通過觀察圖片，學(xué)生對(duì)課文會(huì)有一大體的理解。不斷的跟讀有利于語感的形成。養(yǎng)成有錯(cuò)必改的習(xí)慣。通過問題聯(lián)想事情的經(jīng)過并通過小組復(fù)述，為他們?nèi)蘸蟮膶懽鞔蛳禄A(chǔ)。聽音，看音標(biāo)，讀音標(biāo)，說單詞，通過一系列的步驟為自學(xué)單詞做好準(zhǔn)備。歌曲放在第一單元學(xué)習(xí)更有利于學(xué)生理解英國(guó)文化。. DrillTalk about the photos they took.1. Talk about the photos they took with their partners.Where, what, when, who, how 2. Tell the stories to the whole class.用英語描述自己親身經(jīng)歷的事情，既有趣又有挑戰(zhàn)，對(duì)他們的口語表達(dá)能力有了更高的要求。.Consolidation1. the main points in the text.2. the sounds.1. Hands up and tell the main phrases in the text.2. Tell the main patterns in the text.1. Choose one student to lead the others to read the sounds.學(xué)生自己總結(jié)本節(jié)課的重點(diǎn)是一個(gè)復(fù)習(xí)和鞏固的過程。. Homework1. Speaking 2. Writing 1. Recite the text.3. Write a short letter about the photo. Post the letter to their friends or our foreign teachers.4. Write the words in Module 3. Have a dictation in group.口語與書寫相結(jié)合，養(yǎng)成課后及時(shí)復(fù)習(xí)的好習(xí)慣。學(xué)生課后合作，互相監(jiān)督，體驗(yàn)合作的愉悅。板書 What did Daming do?重點(diǎn)詞組 Where did you go? I went to +地點(diǎn). the Great WallWhen did you go? I went there +時(shí)間. at the weekendHow did you go? By+交通工具. by busWhat did you do? I + 做的事情. take photos of for one hour walkwalked lots of taketook arewere gowent附送：2019-2020年五年級(jí)英語上冊(cè) MODULE4 unit1教案 外研版學(xué)習(xí)任務(wù)：Its mine (yours , his, hers, Linglings)功能：說明物品所屬關(guān)系。運(yùn)用任務(wù)：、根據(jù)物品特征猜測(cè)物品所屬：、參加“失物招領(lǐng)”的游戲、在發(fā)現(xiàn)他人丟失物品后分析失主是誰。教學(xué)程序：、熱身復(fù)習(xí)課前安排兩名學(xué)生在教師剛進(jìn)教室時(shí)為爭(zhēng)奪而爭(zhēng)吵。A:Its mine.B:It isnt yours. Its mine!教師在這時(shí)可以滲透一下本課的語言。Dont argue! What s the matter?Its got her name on the book.教師給指令，學(xué)生做動(dòng)作。、任務(wù)呈現(xiàn)與課文導(dǎo)入教師展示一些鉛筆、書包、外套等物品說Ive got something from LostFound Room Maybe something here is yours. If something is yours, what can you say to get it back?、課文教學(xué)（）學(xué)習(xí)新詞教師把一塊布浸濕，用手摸一摸，然后說Its wet. 一組學(xué)生傳濕布，用手摸后也說Its wet.在黑板上畫四個(gè)頭像，一男，一女，一幅像老師自己，一幅像班里一名學(xué)生。在頭像上方各畫一個(gè)蘋果。一邊說This apple is mine. This apple is his. This apple is yours.一邊把his ,hers, yours, mine寫在頭像下面。（）SB活動(dòng)學(xué)生帶著問題聽活動(dòng)的錄音，然后回答這四個(gè)問題。1. What colour is Sams T-shirt?2. What colour is Amys T-shirt?3. What colour is Linglings T-shirt?4. Where are Sams T-shirt and Amys T-shirt? And why?出示紅恤圖片，學(xué)生猜測(cè)是誰的。同時(shí)出示Lingling, Sam, Amy的圖片或頭飾。啟發(fā)學(xué)生用Its Linglings. Its his. Its hers.來猜測(cè)。出示紅恤圖片，學(xué)生猜測(cè)是誰的。同時(shí)出示Lingling, Sam, Amy的圖片或頭飾。啟發(fā)學(xué)生一起歸納，然后領(lǐng)學(xué)生讀mine，yours, his, hers。放第二遍錄音。說明當(dāng)聽到mine，yours, his, hers，Linglings中的任何一個(gè)單詞時(shí)，他們必須舉手。教師評(píng)比哪一組最快。放第三遍錄音，每句話后暫停。學(xué)生打開課本跟讀。把全班學(xué)生分成四組，分角色朗讀。放第四遍錄音。學(xué)生合上課本聽，重復(fù)剛才讀的角色的話，并加上相應(yīng)的動(dòng)作。 、任務(wù)完成全班完成SB練習(xí)準(zhǔn)備練習(xí)中四幅圖的大圖片，背面分別相應(yīng)地寫上Linglings skirt, Amys skirt, Sams trousers. Ms Smarts sweater。出示這幾幅圖的一角，學(xué)生看部分猜整體。、課后作業(yè) 三人一組創(chuàng)作表演?。涸诎l(fā)現(xiàn)他人丟失物品后分析失主是誰。在下節(jié)課上表演。教學(xué)板書： Module 4 Unit 1 A B C DUnit 1 This is my nose. This is mine.This is your book. This is yours.This is his shirt. This is his.