5B U5 Review and check 教案.doc

一 教学内容：5B Unit 5 Review and checkA Look, read and write. B Look and write二 教学目标：1.知识目标：通过本堂课的复习，使学生掌握Unit2和Unit4的重点词、词组以及句型。 通过对Unit2，4情景对话的复习及拓展，提高学生的阅读理解能力。通过完成Unit5 A、B练习，锻炼做题能力。2. 技能目标： 能在一定的情景下就“关心”的话题进行对话。能够运用第三人称单数句型进行交际。3. 情感态度目标：培养学生热爱家人及乐于助人的积极情感。培养跨文化交际的意识。三 教学重点、难点：1. 通过本堂课的复习，使学生掌握Unit2和Unit4的重点词、词组以及句型。2. 能够运用第三人称单数句型进行交际。四 教具准备：教师准备：课件学生准备：听写本五 设计理念及思路：1、 突出学生学习过程，注重对学生自学能力的培养。对于学生能够通过自己的能力解决的问题，腾出足够的时间和自由度，让学生自己去try，给出学生展示才华的空间，使学生成为课堂的主人。2、精心设计小组竞赛活动，充分发挥小组凝聚力，使课堂充满趣味和魅力。3、设计思路：在复习Unit2的过程中，由A部分情景对话入手，从而复习该单元的重点句型-词组-四会单词体现“词不离句，句不离境”的教学原则。而复习Unit 4时，B部分词组不存在于A部分中，所以提到前面复习，然后是情景对话词组四会单词。Step 1 Warm up1. GreetingsGood morning/ afternoon, how are you today? 2. 向学生展示本堂课的教学目标及知识点。 Step 2 Revision复习Unit 2，完成B部分练习1. Lead in: How do you feel today? We feel happy, but Helen doesnt feel happy. Whats wrong with her? -ill 自读Unit 2 A部分，回答问题：What day is it today?Who calls her? Whats wrong with Helen? Is Helen taking any medicine?2. Helen feels ill. How do you feel now? Work in pairs:A: How do you feel now ? B: I feelthirsty, tired, blanket, illA: I can get a/ some for you.Act and say：A: Whats wrong with you?B: Ive got a toothache, an earache, a backache, a headache, a stomach ache, a fever, a cold, a cough.A: Im sorry to hear that.3. 观察操练的两种句型有什么区别：I feel 后面跟形容词，而Ive got后面跟名词。 4. 在文中找到下列词组，并翻译：1. 1. at school 2.call her 3. after lunch2. 4. speak to Helen 5. stay in bed3. 6. a bad cough 7. get better soon4. 8. take some medicine 9. classes are over5. 10. get some fruit 11. have a lot of rest5. Have a ditationa. 在Unit 2中找到下列四会单词，翻译单词所在的句子及单词的意思（遵循“词不离句，句不离境”的原则）b. 听写单词，然后集体核对。6. 教材Unit5 B部分图：a. Guess：What are they speaking?b. 集体核对答案7. Watch a cartoon and judge:1. The patient（病人）has got a fever. （ ）2. The patient has got a toothache, too. （ ）3. The doctor asks the patient to take some medicine and have a lot of rest. （ ）4. The patient will（愿意）take an injection(注射) . （ ）复习Unit4，完成A部分练习1. Game time: Order and doSpeak loudly, dance beautiful, walk carefully, run fast, jump high, sit quietly（设计意图：一节课进行到一半，部分学生可能出现精神疲惫，在此利用Unit4的词组，安排一个“听口令做动作”的运动，不但可以活跃课堂气氛，缓解疲劳，而且能够有效地巩固Unit4的词组。）2. 过渡到A部分情景对话：Were doing some exercise. What is Wang Bing doing?自读Unit4A部分，回答问题:What is Wang Bing doing? Who is Wang Bings English friend?Does he live in London?What subjects does he study at school?3. 浏览课文，找出含有does的句子（本单元重点句型）(1)A: Does he/ she ? B: Yes, he/ she does. No, he/ she doesnt.(2)A: What does usually do ? B: He/ She usuallyAsk and answer in pairs（C、D部分对话）总结：“三单”后面的动词+s/es4. 再次浏览课文，文中找出下列词组，并翻译 1. write an e-mail 2. play table tennis 3. surf the Internet 4. a small town near London 5. swim well5. Have a dictation:e-mail, busy, town, usually, well, fast, high, from6. 教材Unit5 A部分图a. 学生独立完成做题。b. 集体核对答案。Step 3 Consolidation and production阅读理解（第三人称单数句型的运用）Read the dialogue and answer the questions:Learning Tip: You can read the dialogue with the questions, then answer them.(你可以带着问题读对话，然后回答问题。) It is Saturday morning. Liu Tao and his family are at home.Mum: You look not happy. Whats wrong with you? Are you ill?Liu Tao: No. Im not good at PE. I cant run fast. Mike runs fast and jumps high in our class.Mum: Does she usually do exercise after school?Liu Tao: Yes, she does.Mum: So why dont you do some exercise now?Liu Tao: Good idea. Ill walk to school every morning and do more exercise.Mum: Good. Youll be strong soon.1.What day is it today?2.Wheres Liu Tao?3.Is Liu Tao ill?4.Does Liu Tao run fast?5.What does Mike usually do after school?6. What does “strong” mean?Step 4 Summary1.第三人称单数的问句：Does he/ she.? What does he/ she .?陈述句：He/ she usually s （“三单”后面的动词加s/es）2. 对别人表示关心的问句：How do you feel? Whats wrong with you?答句有I feel hungry/ Ive got a headache/ （feel加形容词，get加名词）Step 5 Homework1.抄写Unit2，4的四会单词，2遍。2.整理Unit2，4的四会内容，制作成复习资料。3.预习Unit1，3四会内容,并尝试完成复习单元的C、D部分。七 板书设计Unit 5 Review and check 对别人表示关心可以说：How do you feel ?Whats wrong with you?I can get for you.Heres for you.答语：I feel形容词Ive got名词陈述句中，“三单”后面的动词加s/es教后反思：1、 Hey, boy/ girl! I like you.等亲切的语言及摸摸头、拍拍肩的小动作，拉近师生间距离，促进师生交流。2、 教学环节的衔接自然巧妙、清晰流畅。对话的处理突出整体呈现，在情境中复习重点句型-词组四会单词，体现了“