2019-2020年五年级英语下册 unit3 Lesson5（1）教案 闽教版.doc

2019-2020年五年级英语下册 unit3 Lesson5（1）教案 闽教版 教学目的与要求：1、单词：outing, climb, mountain, camera, water, cheese.2、词组：spring outing, climb a mountain, take a camera, take some pictures, sports shoes, wear a hat3、句型： What are you going to ?Im going to .Were going to . .4、功能：能用一般将来时中的第一人称阐述准备要做的事情。5、情感：培养学生热爱大自然、热爱生活的情感。 教学重点：1、学会掌握单词和词组。2、学会掌握句型：“What are you going to ?Im going to .Were going to ” 教学难点：能用所学的句子讨论春游前的准备。 教具准备：多媒体课件，单词卡片，实物等。 教学过程：Step 1 热身活动1、师生间问候。2、朗读韵律诗: SeasonsStep 2 复习导入1、复习单词: wear, shoe, hat, bag, T-shirt, umbrella, 及一些表示食物的单词，如：apple, pear, bread, milk 等。教师说：Today we are going to learn a new lesson about spring outing. 揭题并板书： Lesson 5 A spring outing .(教学A spring outing，并由A spring outing导入新课。)Step 3 教授新课1、教学新词：spring outing, camera, water 及句型：Im going to take. Were going to take教师说：每年四月我们都会去春游，今年四月我们再去春游时，你们准备要带什么呢？What are you going to take ? 引导学生用句子：Im going to take （板书）来回答。每当学生说到一个句子，教师就把相应物品图片，如：apple, pear, bread等贴到黑板上，并给予鼓励加分。这时教师也参与其中说：Im going to take a camera .出示图片和单词卡，教学camera，并采用各种形式操练。游戏礼花绽放。 教师出示单词卡a camera, 请一位学生说 Im going to take a camera, 周围四位学生起立说：Were going to take a camera .(板书)。用pear, milk 来替换练习。并告诉学生am going to 和are going to 都是表示将来要准备做的事情,只是跟的人称不同。2、教学新词：climb, mountain. 教师：Miss Gao and her students are going for a spring outing. Miss Gao 和她的学生们也要去春游了，他们准备做什么呢？Theyre going to climb a mountain. 教学climb, mountain及词组climb a mountain. 3、课文教学.打开课本二十一页，播放录音，让学生边听边指。再次播放录音，要求学生根据以下问题，在书中找到答案，然后请几位学生回答：What are they going to do on April 2nd? When are they going ? What are they going to do there?播放第三遍录音，跟读课文，并解释 You can take a camera with you. 的意思。用不同形式进行听音模仿训练。Step 4 巩固与提高1、看图说话看课本第二十二页，指导学生看图说出词组：climb a mountain, take a camera, wear a hat ,wear sports shoes, take some pictures, 再让学生在课本中找出。听音跟读，让几个程度好的学生说出本页上的句子，并当小老师领读。活动：看谁反应快。 当教师说 Chen ling says, 学生要往下说出她所说的两句话，直至把本页内容练完。最后采用不同形式操练这几个句子。2、问与答教师问：What can you see in the picture? 先要求学生把第二十三页图中的物品说出来。游戏： 伶牙俐齿。当教师问：What are you going to take with you ? 要求学生用句型:Im going to take somewith me. 来回应。 问：What are you going to wear ?要求学生用句型：Im going to wear 来回应，看准说得清晰流俐，说得多，鼓励学生也可以用上自己喜欢的食品和物品。以四人为一组，用问句 ：What are you going to take with you ? What are you going to wear ?展开调查并记录下来。然后教师再个别抽查，了解情况。3、教学诗歌:Spring in Me听第二十四页的录音，让学生先了解大意。再听第二次录音，跟读，教师解释意思。听音模仿语音语调，可分组、分排、男女生朗读训练。Step 5 课后作业1、听音熟读本课内容。2、完成一册通上本课的练习。3、拟一份旅行计划，写出所需要带的物品，下节课用句型 Im going to take/wear .介绍给同学听。附送：2019-2020年五年级英语下册 unit3 Lesson6教案 闽教版Teaching aims：1Knowledge aim：Enable the Ss to grasp the phrases and sentences: Get on , move , cheese .The student are getting on the bus .The bus is moving .They are climbing the mountain .2Ability aim：Talk about the things with “be going to”and “be doing”correctly. Improve the students listening and speaking skill.3Emotion aim:To cultivate the Ssemotions of speaking English.Main points:Talk about the things with “be going to”and “be doing”correctly. Difficult points:Improve the students listening and speaking skill.Teaching materials : tape recorder ; some cardsTeaching steps : Step 1 Warm up Greetings Read the rhyme “Spring in Me”What are they going to ready for Spring outing ?What are you going to do ? What are you going to take ? What are you going to wear ? Step 2 Lets learn Show a picture to the Ss and ask : What s the date today ? What are they doing ? They are going for a spring outing .How are they going ? By bike , by bus , or on foot ? Look! The Ss are getting on the bus .Ask the Ss to pare “get on and getting on , move and moving ”Then introduce sing and singing , climb and climbing , take and taking , etc. Step 3 Practice Ask the Ss to read the sentences after the T Then ask the Ss to make sentences as possible as they can like this .Step 4 Look and say Listen to the tape and repeat T say the sentence and Ss point Ask one S to read and others follow him .Step 5 HomeworkListen to the tape and read the dialogues Finish off the activity book of Lesson 6.教学反思：经过按话题进行分类整理的词语更贴近生活，更易于学生的实际应用，因此也就更容易被学生掌握。本单元的教学活动集中在Talking about the present这一项目上，所以，是分类整理记忆已学词语的好时机。在利用一些图画练习各类动词的同时，学会现在进行时的词语构成和用法。老师还可以在黑板上边画简笔画，边让学生猜图中人物的动作。同时重音和语调的教学也不应停留在形式上，而应当与交际需求结合起来。在这方面，教师的绘声