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2019-2020年五年級(jí)英語(yǔ)上冊(cè) Unit 10教案 上海新世紀(jì)版 教育目標(biāo)： 1．讓學(xué)生懂得每個(gè)人都有自己的特點(diǎn)，應(yīng)當(dāng)揚(yáng)長(zhǎng)避短，學(xué)習(xí)他人的優(yōu)點(diǎn)。 2．教育學(xué)生與他人友好相處，產(chǎn)生矛盾時(shí)應(yīng)當(dāng)及時(shí)與對(duì)方溝通，化解不快。 知識(shí)目標(biāo)：基礎(chǔ)目標(biāo)： 1. Words and expressions touch feel smell taste sweet sour hot 2. Sentence patterns How does it smell/taste/feel? Language Lab 根據(jù)課文內(nèi)容回答Questions and answers中的問(wèn)題，根據(jù)自己的實(shí)際情況回答On your own中的問(wèn)題。 Music Box 能掌握音標(biāo)學(xué)習(xí)掌握輔音音標(biāo)/j/，/w/,/tf/及/dr/，并能看音標(biāo)讀單詞。 Disneyland 能用正確的語(yǔ)音、語(yǔ)調(diào)朗讀Rhyme，節(jié)奏基本正確。 Difficult Points 1. 當(dāng)shine解釋為照耀時(shí)，它的過(guò)去時(shí)為shone；當(dāng)它解釋為擦亮?xí)r，它的過(guò)去時(shí)為shined。 2. 讓學(xué)生能感悟寓言故事所傳達(dá)的道理。 Developing Aims 1．能用英語(yǔ)講述這則寓言故事。 2．能用英語(yǔ)說(shuō)一說(shuō)，通過(guò)學(xué)習(xí)，受到了什么啟發(fā)，悟出了什么道理。 教學(xué)資源： 教學(xué)投影片、配套磁帶、多媒體課件 課時(shí)安排：課時(shí)安排：建議本單元安排5教時(shí)。 教材處理： 本單元Disneyland的內(nèi)容是一首小詩(shī)The Wind，比較有趣且富有韻律，可以作為單詞版塊Wonderland教學(xué)的導(dǎo)入。Farmland版塊是一般將來(lái)時(shí)“will”的句型教學(xué)。Grand Theatre是一則源于《伊索寓言》的小故事The Sun and the Wind。Language Lab是Grand Theatre的配套練習(xí)，可以結(jié)合在一起進(jìn)行教學(xué)。教師可以適當(dāng)補(bǔ)充適合五年級(jí)學(xué)生閱讀的寓言故事，并鼓勵(lì)學(xué)生在學(xué)習(xí)之后表達(dá)自己的看法和感悟。 教法建議： 詞匯教學(xué)方法： 1. 由Disneyland的小詩(shī)The Wind引入教學(xué)，請(qǐng)學(xué)生討論Do you like windy days? What can we do on windy/rainy/sunny/snowy days? What weather do you like? Why? 等與天氣有關(guān)的問(wèn)題，在其中結(jié)合sky, wear, shine等與這一主題相關(guān)的單詞教學(xué)。這些單詞在發(fā)音和意義的理解上都比較簡(jiǎn)單，在之前的學(xué)習(xí)中也都有曾接觸過(guò)。因此，本課的教學(xué)中，教師應(yīng)當(dāng)側(cè)重于培養(yǎng)學(xué)生的聽(tīng)說(shuō)能力，鼓勵(lì)學(xué)生根據(jù)相關(guān)的主題說(shuō)一段話(huà)，能表達(dá)一個(gè)比較完整的意義。 2. 版塊中另幾個(gè)單詞可能比較難以結(jié)合在主題中，建議教師可以適時(shí)地巧妙地與課堂用語(yǔ)結(jié)合起來(lái)。比如，在依次請(qǐng)學(xué)生發(fā)表意見(jiàn)的時(shí)候，教師自然地引入 “Hi, Mary. It’s your turn.”。再比如，當(dāng)老師說(shuō)了笑話(huà)，或課堂中的某個(gè)環(huán)節(jié)正好引發(fā)了學(xué)生的笑聲，老師就可以說(shuō) “So funny! All of us are laughing!”，從而引入laugh的教學(xué)。 句型教學(xué)方法： 1. 教學(xué)可以從學(xué)生曾經(jīng)學(xué)過(guò)的be going to的教學(xué)開(kāi)始。首先，可以組織學(xué)生先在組內(nèi)或班內(nèi)作調(diào)查，調(diào)查的內(nèi)容可以是次日或周末整日的安排。 Sandy’s Plan for Sunday Time Things Place With Whom 8:00 a.m. get up 9:00~11:00 go shopping Auchan Supermarket parents 12:00~12:30 have lunch 1:00~4:00 go for a picnic Yangpu Park friends 2．教師通過(guò)提問(wèn): Where will Sandy be at 9:30 on Sunday? Who will Sandy go to the park with? 等等引入目標(biāo)句型的教學(xué)。 3. 出示如電影票、航班時(shí)刻表等，請(qǐng)學(xué)生根據(jù)上面提供的信息說(shuō)出電影將要開(kāi)始/結(jié)束的時(shí)間，某航班將要出發(fā)/抵達(dá)的時(shí)間等。 課文教學(xué)方法： 1. 介紹故事的兩個(gè)主人公the Sun and the Wind，請(qǐng)學(xué)生討論：In your opinion, who is stronger? Why? 通過(guò)這個(gè)環(huán)節(jié)為本課的教學(xué)作好鋪墊。 2. 學(xué)習(xí)故事的過(guò)程可以包括聽(tīng)、跟讀、表演，練習(xí)，使學(xué)生能充分理解與掌握故事的內(nèi)容。在請(qǐng)學(xué)生表演這一環(huán)節(jié)中，教師可以采用列出main points或key words的方式，鼓勵(lì)學(xué)生進(jìn)行表演，而不僅僅是朗讀。 3. 告訴學(xué)生太陽(yáng)和風(fēng)都各有各的長(zhǎng)處，我們每個(gè)人也都有各自的優(yōu)缺點(diǎn)，請(qǐng)學(xué)生討論同學(xué)有哪些優(yōu)點(diǎn)，自己可以向別人學(xué)到些什么。 背景材料 The farmer and the snake One day, a farmer found a snake in the field. It was frozen. The farmer put it in his clothes. After some times, the snake grew warmer and warmer. Suddenly, it bit the farmer. The farmer cried, “Ah, why do you bite me? I save your life!” But it was too late to say the words. The farmer died soon. The fisher and a golden fish Long long ago, there was a poor fisher lived along the seaside. As his wife was a selfish and lazy woman, the poor guy had to fish all day long to make a living with thin support. Until one day, he happened to find a dieing golden fish on the beach and then gave it a hand. The fish began to talk suddenly, “You helped my life, as a reward, I can help you fulfill any dream.” After shocking, fisher said: “Fine, full my net with fishes." To his surprise, it’s done! He rushed to home and told his wife the story. “You’re such a nut!” she creamed, “Why didnt you ask for money and big house? We need to be rich!" The fisher had no way but returned to the sea. “Golden fish....my fairy...could you please give me more money and house?” The golden fish appeared and let him get everything as he asked for. Again and again, the fisher family asked and asked. But the wife was too greedy and would never be satisfied. She asked her husband to catch the golden fish and feed it at home, so she could order it anytime. But this time, she lost it. The fisher called the fish thousands of times, no reply any more. Unfortunately, when he went back home, everything disappeared except the mad woman...... 課文教學(xué)方法： Grand Theatre中的對(duì)話(huà)主要是圍繞School Rules展開(kāi)的，課文中沒(méi)有出現(xiàn)新的詞匯，因此在聽(tīng)課文內(nèi)容學(xué)習(xí)后，教師用Language Labzhong 問(wèn)題來(lái)檢查學(xué)生是否理解課文內(nèi)容， 然后閱讀課文。閱讀后教師可以讓學(xué)生提出問(wèn)題，課文中有這樣一句話(huà)：Oh, my! We have so many musts and mustn’t.教師不必直接用母語(yǔ)解說(shuō)， 讓學(xué)生討論， 根據(jù)上下文的意思來(lái)猜猜句子中musts and mustn’t意為什么。（ 即school Rules） 教師可以針對(duì)學(xué)生對(duì)作業(yè)有很多看法的事實(shí)，提出話(huà)題，讓學(xué)生自由討論，Must we do our homework every day? Why or why not? 學(xué)生分組討論后可以分正、反兩方進(jìn)行辯論,（debate）讓學(xué)生通過(guò)辯論，思考每條規(guī)則之所以制定的原因, 一方面進(jìn)行話(huà)語(yǔ)訓(xùn)練，另一方面為寫(xiě)的訓(xùn)練作了準(zhǔn)備。 5.背景資料： 生活中常見(jiàn)的一些警示語(yǔ)表達(dá)： 請(qǐng)勿觸摸！Hands off！ 閑人勿入！No entry！ 保持干燥。Keep dry！ 小心慢行！Keep slow！ 請(qǐng)勿照相！No photos！ 前方學(xué)校請(qǐng)慢行。Slow，school 謝絕參觀(guān)！No visitors！ 對(duì)號(hào)入座！Seat by number！ 此池塘禁止游泳，垂釣 Nobathing,fishingallowedinthispond！ 附送： 2019-2020年五年級(jí)英語(yǔ)上冊(cè) Unit 11(4)教案 廣東版開(kāi)心 教學(xué)目標(biāo)： What did you do yesterday? I played basketball. What did you do the day before yesterday? I played basketball,of course. 教學(xué)重點(diǎn)、難點(diǎn): a. v-ed:used,studied,played,visited, practiced,talked, jumped,cleaned b. Prasses:last night ,the day before yesterday,last Sunday 教具: pictures,word cards,a basketball/football,tape,recorder 教學(xué)過(guò)程： Step 1 Revision a. Revise v-ed using pictures and word cards in Unit 10. b.Ask and answer using pictures . eg. T: What did Jenny do yesterday? P1: She painted. T: Did you painted yesterday? P1: Yes, I did/No, I didnt. Step 2 Presentation a. Ask and answer using pictures. T: Tom, what did you do yesterday? P2: I played watched TV. T: What about you,Peter? P3: I watched TV, too. T: Mary, what did you do yesterday? P4: I basketball/football. T: What did you do the day before yesterday? (Repeat.) P4: I played basketball/football, too. T: You can say,” I played basketball/football, of course." (Repeat.) (Write "the day before yesterday”,” of course" and sentences on the Bb.) b. Teach "last night" and "last Sunday" in the same way. c. Teach v. and v-ed at P60 using word cards, pictures/objects. eg.T: What did you do the day before yesterday? P5: I practiced piano. What about you, Miss Wu? T: I visited my good friend. (Repeat.) (Write these two pairs of v. and v-ed on the Bb. And ask the students to read them one by one. Tell them how to pronounce and the ways of the pronunciation. Teach other words in the same way.) Step3 Listen and repeat. Step4 Practice in pairs using word cards from WB. Read v-ed and make sentences using them. Step5 Ask, answer and write. Finish P61 Practice 2. Step6 Ask and answer. Step7 Summary. Step8 Homework. a. Try to recite Target. b. Remember v. and v-ed. Blackboard writing: Use-used play-played What did you do yesterday/last night/Sunday? practice- study-studied I played basketball. practiced talk-talked visit-visited What did you do the day before yesterday? jump-jumped clean-cleaned I played basketball, of course.