五年级上英语教案Unit 7 After school牛津译林一起.doc

Unit 7 After school第一课时（B、C、D部分）一、教学目标能听懂、会说、会读和会拼写单词a newspaper, a picture book, chess, play with能听懂、会说、会读词组read a magazine, play with a yo-yo, play with marbles能听懂、会说、会读和会写句型Is he/she doing? No, he/she is not. He/She is Are they doing?No, they arent. They are四、教学过程Step 1 Revision1. MotivationSing the song “ What are you doing?”2. Catch an eye: Show the pictures of activities learnt in Units 3 & 6: Ask: What is he/she doing? What are they doing?3. T: What can you do? What can he/she do?Ss: I can He/She canT: Do you like swimming/skating, etc?Ss: Yes, I do. No, I dont. I like复习动作类单词，为进一步学习做准备。Step 2 A game T: Ask a student to come over to the teachers desk, ask him to make actions: sing a song without any sounds. What is he doing?Ss: Is he ?T: Yes, he is. No, hes not. HesSs make other actions and the others guess.利用第六单元的游戏让学生复习旧句型，并初步接触新句型。Step 3 Presentation1. T: Show the Ss a newspaper and ask: Whats this? Its a newspaper.se the same way to teach the Ss: read a picture book利用实物和学生的实际活动引出词汇和句型。2. T: Show the Ss a yo-yo: Whats this in English?Ss: Its a yo-yo.T: Can you play with a yo-yo?Ss: Yes, I can.T: Come and show us how to play with a yo-yo.What is he doing? Ss: Hes playing with a yo-yo.把用play with的词组放到一起进行教学，便于操练和学生掌握。3. T: Show the Ss a box of cards: Look, heres a box of cards. Can you play with cards?Two students: No, we cant.T: What can you do?Ss: we can play chess.T: Show a box of chess: Look, heres a box of chess too. Come and play here. Are they playing cards?Ss: No, they arent. They are playing chess.多人的活动放在一起进行教学和操练，便于学生理解。Step 4 Practice1. T: Show the Ss small pieces of paper with different names on one side, and actions the other side, let the Ss guess.What is .doing?来源:Zxxk.ComSs: Is he /she.?T: Look, no, hes/shes not. Hes/ShesSs: Are they ?T: Look, no, they arent. They are利用游戏的形式操练句型，让学生熟悉句型，能够熟练的说。2. T: Show the pictures of Part C.Ss make up dialogues as above in pairs, then show the others how to talk about the pictures.看图操练句型，使每一个学生都有说的机会。Step 5 Homework1. Copy the new words and phrases2. Practice the new dialogues and sentence drills.Assign the blackboard Unit 7 After schoolIs he sitting on a volleyball? No, hes not. Hes sitting on a basketball.Are they playing cards? No, they arent. They are playing 第二课时（A部分）一、教学目的、要求1.能 听说读写单词及短语class, over, say, after school, look for 。2.能听 说 认读日常交际用语和句型：Perhaps they are. Ill go and join them. Where are you going?二、教学重点、难点Ill go and join them 的读音。三、教具准备单词、 句型卡片，录音机和磁带，课件，抹布，脸盆，篮球和yo-yos四、教学过程设计与分析Step1 Greeting and revision1.Greeting.2.Revision.课件展示一些图片。T:Is she reading a magazine?S1:Yes,she is.T:Is he playing basketball?S1:No,hes not.Hes playing with a yo-yo.T:Are they singing?S3: No, they arent .Theyre playing cards.T: Where are Su Hai and Su Yang?S4: Theyre in the library.T: Are they studying in the library?S5: No, theyre cleaning the library.（设计意图：通过课件展示图片，帮助学生复习现在进行时的一般疑问句，不但很好地巩固了前一课时所学的内容，而且为下面学习课文打好了基础，当学生接触到课文里的这一句式时便不会感到陌生。）Step II Presentation and Practice1. T: (递抹布给6) S6, come here . Please clean the window.S6: All right.T: What is he doing?Ss: He is cleaning the window.T: (将盛着水的脸盆递给S7) S7, please go and help him.S7: OK.T: Boys and girls , is S7 cleaning the window?Ss: No.T: Shes not cleaning the window. Shes helping S6. S6, is S7 helping you?S6:Yes.Teach “Is helping you” and practice.2.课件展示iss Li的图片。T: Look, whos she?(Miss Li) Now Im Gao Shan.(带Gao Shan头饰) Excuse me. Im looking for Wang Bing .Is Wang Bing helping you in the office?Miss Li: No, hes not.Teach “Is Wang Bing helping you in the office” and practise.Gao Shan: Is Wang Bing helping Miss Li in the office?Ss: No.Gao Shan: Im looking for Wang Bing. Do you know where he is?Ss: Sorry, we dont know.Teach “look for, looking for, Im looking for Wang Bing” and practise.Gao Shan: Im sorry. I cant find Wang Bing. (脱下头饰)课件展示一个男孩找自行车的画面。T: Look at this boy. Whats he doing?Ss: Hes looking for the bike.课件展示男孩找钥匙的画面。T: What is he doing?Ss: Hes looking for his keys.（设计意图：在教学句型Is Wang Bing helping you in the office?时，利用学生间互助擦玻璃这一生活情景引导学生学习新句型，不仅形象，而且易于被学生接受和理解，并且他们学会在生活中运用英语。）4. 两名学生到前面做动作，师问，生答。T: Are they dancing / singing / jumping.?Ss: Yes, they are./ No, they arent .T: Now ,lets play a game. They do actions, you ask and I guess.师蒙着眼睛，两名学生做动作。Ss: Are they skating / swimming / dancing?T: Yes, they are. / No, they arent. Perhaps they are.Teach “Perhaps they are” and practise.（设计意图：通过游戏引出Prhaps they are 的教学，这避免了就句型教句型的枯燥，营造了轻松、愉快的学习氛围。）5. Teach “Ill go and join them” and “Lets go and join them” and practise.T: (手拿篮球) Look, whats this?Ss: Its a basketball.T: S8 and S9, please come here and play basketball.(问其他学生) Are they playing basketball?Ss: Yes, they are.T: I like playing basketball. Ill go and join them.(说两次，并和两名学生一起玩篮球)Teach “Ill join them, Ill go and join them” and practise.T: (拿出两个yo-yos，让两名学生玩) I like playing yo-yos, too. Ill go and join them. Who wants to play?S10,11,12,13: Ill go and join them.T: OK. (问S14) Do you like playing yo-yos?S14: Yes.T: Lets go and join them.Ss: OK.Teach “Lets go and join them ”and practise .(设计意图：通过创设真实的体育活动情景引出句型的教学，极大地调动囝学生的积极性，使学生能主动参与到英语学习中来。)6. 课件展示一个人走路的图片。T: Whats he doing?来源:学|科|网Ss: Hes walking.T: (出示zoo的图片 ) Are you going to the zoo?Man: (运用课件对话) No, Im not.Teach “Are you going to the.” And practise. 课件展示Park 和garden图片。Ss: Are you going to the park / garden?来源:学_科_网Z_X_X_KMan: No, Im not.T: Where are you going?Man: Im going to the reading room.Teach “Where are you going”.Ss: Where are you going?Man: Im going to the reading room替换下列地点名词toilet, sports hall, playground, table tennis room进行pair word 练习，教师巡视。Pair work:A: Are you going to the?B: No, Im not.A: Where are you going?B: Im going to the.(设计意图：创设情境学习句型并在学完后用所学句型进行操练。做到了当堂学习当堂巩固，收到了良好的学习效果。)来源:学,科,网7. 课件显示时间4:30pm。T: Whats the time?Ss: Its 4:30pm.T: Classes are over.Teach “class, classes, over, classes are over” and practise.课件出示放学的画面。T: What are the students doing? Oh, they are saying goodbye to their teacher.Teach “say goodbye to their teacher” and practise.Step III Learn the textT: Now, lets listen to the tape. Before listening, Ill give you five questions. Lets have a look.1.Ss read the questions and listen to the tape, then answer the questions one by one.2.Ss read after the tape and the teacher.Step IV Homework1. Finish the workbook P39 C Look, find and write.2. Listen to the tape recorder and read the dialogue proficiently.第三课时（E部分）教学难点特殊分词形式的巩固和掌握。教学过程Step 1Warming up T: Lets do some body exercises.（随着动感的音乐边做动作边说动词“swim , sit, run, skate, ski, dance, sing, jump, eat”。）设计意图：通过活动来热身是最能调动学生学习热情的方式之一。在做动作的过程中，不仅学习热情的方式之一。在做动作的过程中，不仅复习了前两课中出现的动词，而且学渲染了学习英语的气氛。Step 2.Review1. Play a game.T: Lets play a game “Magic eyes”, OK?S: OK!（教师手中闪动单词卡，出示写有动词的卡片，让学生竞赛，说出看到的单词并拼读。）设计意图：将旧知以比赛的形式出现，使复习单词变得有趣。引入竞争机制，进一步激发学生学习的热情，吸引学生的注意力。2. T: Look at the screen and lets read after it.出示多媒体：swim先加上ing, 再用动画形式显示另一个字母m也挤了进去。同样方式呈现“ run,sit”。ski,sing,jump,eat直接加上ing 。设计意图：利用多媒体的动画形式，再配上有趣的音乐效果，让学生注意一些特殊单词的现在分词形式，以此替换单调、枯燥的讲解，保持学生的学习兴趣。3.T: I can change swim to swimming.（师利用板书示范。） Who can change run to running?设计意图：让学生亲自动手来变动词为现在分词形式，意在巩固并检测学生学习的效果。Step 3.Learn the new words.T: Look at the baby. Her name is Lily .Oh, shes laughing.（教授 “laugh,laughing”。）Pass the baby and read “laughing” . If the baby stop laughing , the student should say “laugh”. 同法教授“cry,crying”。设计意图：利用学生喜爱的一个会哭会笑的玩具娃娃，引出新单词，并利用其哭和笑的转换时机，让学生练习单词的分词形式和原形。营造出一种直观、有趣的课堂氛围。Step 4.Learn to say the sentences.1.出示图片：一个baby在哭，引导学生说出句子： “The baby is crying.”出示第二幅图：一个男孩子在溜冰，引导学生说出 “The boy is skating.”出示第三幅图：刘翔在跑步，杨丽萍在跳舞，周杰伦在唱歌。让学生分组对图片进行描述，然后开展组与组之间的竞赛。设计意图：复习完动词的现在分词形式，紧接着让学生操练句子，适时地铺设了学习的下一个阶梯，为学生创造了“跳一跳”的空间。而与实际生活相关的图片和竞争机制更能让学生增强“说”的欲望。.出示课文中的图片，让学生进行描述，同时进行第二轮比赛。设计意图：有了上一环节的铺垫，课文中稍难的句子学生也能脱口而出，“跳一跳”就能摘到更大的“苹果”，学生的学习兴趣更浓了。Step 5.Consolidation1. Show the story again and let the students read after the tape.Read the story in groups and have a competition2. T: Do you like the mouse?S: Yes.T: Oh, the mouse is clever. The dog is faithful. If you are the mouse or the dog, what will you do? Lets continue the story, OK?S: OK!(work in pairs.)设计意图：在学生能自如描述课文中的故事的基础上，让学生根据自已的想象结合课文内容继续编有趣的故事。这一环节充分发挥学生的想象力及自主会话能力。教师未用任何条条框框限制学生的思维，让学生达到真正意义上的“我想说”。Step 6 Home work.T: Well, your stories are all interesting. Please write them down after class.设计意图：在本课结束时，对学生进行总结性评价，并让学生将课上自编的精彩故事写下来，一是巩固“写”这一重要环节，二是可将好的作品展示出来，让学生在更大程度上体验学习英语的成功和喜悦。教学评析：高年级的学生越来越多地接触到语法知识，而语法知识的讲解总让人与枯燥乏味联系在一起。本堂课利用多媒体，以有趣的动画形式引导学生自主观察、学习、总结。让学生在掌握知识的同时学会灵活运用。竞争机制的引用较好地激发了高年级学生的学习兴趣，而层层铺垫的教学过程则让学生充分体验到成功的乐趣。将兴趣转化成学生对成功的体验，是保持高年级学生学习兴趣的关键。第 四 课 时一、教学内容F Think and guess， G Listen and repeat & H Say a rhyme二、教学目标1、了解字母i在单词中的读音2、会诵读歌谣In the evening3、能用一般进行时看图写话三、教学重点能用一般进行时看图写话四、教学难点了解字母i在单词中的读音。五、教学准备1、教具准备1）课文图片。2）录音机和磁带。2、板书准备：写好课题和日期。六、教学过程Step 1 Free talk and play a game1 T： Lets play a game.Ss： OK.T： Im in the office.What am I doing？Guess， please.Ss： Are you .？2 T： Play this game in groups， boys and girls.Ss： OK.Step 2 Think and guessT请几位同学上台，逐一告知Im in the . .Im .让生生之间做此游戏。再让小组仿此游戏进