2019-2020年五年级英语下册 Unit5（4）教案 人教新版.doc

2019-2020年五年级英语下册 Unit5（4）教案 人教新版一、案例背景1学情分析：学生已经学习了本单元的第一课，掌握了Its colourful / pretty / cheap / expensive并初步感知How much is. ?Itsyuan的句型。2、本课时的教学重点是：Can I help you? How much is this dress / shirt / jacket?3本课时的教学难点是：expensive, pretty, colourful, ninety-nine。4、课前准备（1）教师准备Amy的头饰。（2）教师准备录音机、录音带。（3）学生准备裙子或其他衣物。二、案例过程（1）热身（Warm-up）Greeting.（2）Pair work一新课呈现（Presentation）（1）教师随意找一名学生试着进行如下对话：T: Excuse me/ Hello, how much is your shirt?S: Its .T: Is it expensive?S: Yes, but its pretty / colourful（2）学习Lets talk学生小组合作学习Lets talk。告诉学生“Can I help you?”在不同的场所具有不同含义并做简单介绍。（3）教师设置相应的情景，指导学生练习对话。让学生将教室的一角布置成商店，用讲台做柜台，把标有价格的衣物摆放在柜台上。学生在柜台前模拟表演对话（4）购物活动教师发给每个孩子100元纸币（孩子自己制作的），把教室分成四部分，组成四个服装店，每个店请一个孩子扮演售货员。让孩子们仿照课文中的对话，进行购物活动。活动完成后，小组中交流购物收获。运用How much is this skirt/.? Its cheap.等句子进行描述。二巩固和延伸（Consolidation and extension）（1）做本单元A Lets talk部分的课堂作业本配套练习。（2）听Lets talk部分的录音，读给同伴、朋友或家长听。（3）给同伴、朋友或家长唱已学的歌谣和歌曲。三、板书设计Unit 5How Much Is It?三、案例反思活动设计紧紧围绕教学目标在这节课中，教师设计的每一项活动都紧紧围绕教学目标。在导入过程中复习了该课的重要描述衣服的单词和问价钱的句子，通过讨论学生的衣服来激发学生学习英语的兴趣，培养学生良好的学习习惯。师生之间的自由对话使学生尽快融入英语学习的氛围，同时激活他们的思维。使其将所学知识和实际生活相联系，使英语学习情詈化和生活化。为学生创设购物的情景，对于学生自编对话做好了铺垫，从而为学习课文对话扫除了障碍，在不知不觉中学会了新句型。从学生表演反馈的情况来看，学生已经掌握了该课的内容。为教学目标服务的评价设计是这节课的精彩之处。全班分成若干组，有自评，有小组评，有老师评，这种评价方式既提高了学生参与活动的积极性，又很好地服务了教学目标。当然，本节课也有不足之处。比如，整节课师生问的互动较多，而生生间的互动却相对较少。在其后的教学中，要好好分析，取长补短，争取把课上得更好。附送：2019-2020年五年级英语下册 Unit5（5）教案 人教新版I.Teaching aims1. To improve the students abilities of listening, speaking, reading and writing.2. To consolidate the key points in this unit in real situation.II.Teaching important points1. To revise the positive, negative and interrogative forms of “there be”sentence structure.2. To train the students to memorize words according to their classifications of meanings.III. Teaching difficult points1. How to get the students to be able to make a shopping list.2. How to help the students know about the shopping etiquette. IV. Morality Objectives: Make students know about the etiquette between salesmen and customers. V. Teaching Approach task-based approach，audio-lingual method, municative approach and situational language teaching VI.Teaching procedureStep 1 Revision and lead-in Ask a pair of students to act out Dialogue B for the whole class on the stage.Play a game with the whole class by showing the video named Whats in Sams room? to check if the students are able to use “there be”.Step 2 Grammar focusShow the video “Whats in Sams room?”. Ask the students to describe Sams room with “there be” sentence structure. Show another video with the positive example sentences of “there be”. Ask the students to read the video. Teach the students how to use the positive form of “There be” sentence structure by showing the following example sentences on the screen. Ask some individual students to read them aloud. Ask the class to pay attention to the relationship between the noun and the main verb in each sentence There is a house in the picture.There is a clock on the wall.There are many clothes in the shop.There are three books in the bag.Ask the students to change the sentences into the negative form and read aloud.Show a video which shows the interrogative form of “There be”and ask the students to read after the video. Ask the students to change the four example sentences into the interrogative form. Get some individual students to read the example sentences. Step3 Looking and writingDescribe Picture 1 as an example, using “There be” sentence structure.There is a coffee table in the room.There is a sofa in the room.There are two chairs in the room.There are some books on the coffee table.Ask students to follow the example to write down sentences to describe Pictures 2 and 3. Students should exchange what theyve written down with their partners and correct the mistakes of each other.Step 4 Talking and thinkingPair work. To get familiar with “There be” sentence structure and be able to use it, Students ask questions to each other. And then exchange their roles.Class work. Make some pairs show their dialogues to the whole class.Step 5 Talking and findingPair work. Students are asked to pare the two pictures and find out the differences between them. They are supposed to tell their partners what they have found out with “There be” sentence structure.Suggested answer:abThere is a picture (of round dots) on the wall.There is a picture (of natural scene) on the wall.There are three buildings outside the window.There are some trees outside the window.There are two piles of books on the desk.There is one pile of books on the desk.There isnt a book near the cup.There is a book near the cup.There is a clock near the screen.There is a clock on the bed.There isnt a radio on the desk.There is a radio on the desk.There isnt a basketball on the floor.There is a basketball on the floor.There isnt a belt on the quilt.There is a belt on the quilt.There are two pillows on the bed.There two pillows on the quilt.There is a cell phone near the pillows.There is a cell phone near the quilt.Step 6 Reading and groupingAsk students: What is sold in Downtown Supermaket? ( Suggested answer: Many things such as salad sauce and chicken.) Group work. Every 3 or 4 students make a group and discuss how to sort the goods showed on the poster and put them into the correct shopping baskets. Check the answer with the whole class.Suggested answer:apple pearjuice tea, ice cream, milkrice potato, pizzachicken fishStep 7 Thinking and writingPair work 1. Show the students the picture of Scene 1. Tell them that Jack is going to hold a birthday party for his classmate Tom and he wants to buy something for the party. Ask students to follow the example of Activity 14 to make a shopping list for Jack according to what the pictures show.Pair work 2. Show the students the picture of Scene 2. Tell them that Jack wants to buy some gifts for his family. Ask students to follow the example of Activity 14 to make a shopping list for Jack according to what the pictures show.Step 8 Looking and talkingPair work. Show pictures in Activity 21 on the screen. Talk about them one by one. Write down the following questions on the blackboard. Ask students to think of them:a) Where is it?b) What are