剑桥版 英语 五年级上册 全册教案

1、Starter unit Pm going higher 第 1 课时教学设计【内容来源】Join In三起点(2013年版)五上Starter unit【主题】Part la, lb, PAIRWORK【课时】第1课时一、教学目标(Teaching aims)能根据听到的单词或词组 doing homework/cleaning my room/playing computer games/reading/listening to English/swimming/taking photos/playing the piano指认图片，并能根据图片认读、说出句子。二、教学重难点(Teachi

2、ng points and difficulties)复习现在进行时的构成。三、教学准备(Teaching preparation)课件、音频、图片(教师可以在优教平台直接调用或下载)四、教学过程Step 1: Review师生自由对话，交流暑假生活(最好能提前通知学生准备几张假期生活的照 片)，复习相关句型，如：Look at this photo. What are you doing? Fm 等。通过问答 What year are you in? Tm in Year 5.导出本单元话题：Vm going higher.Step 2: Presentation利用课件或图片呈现人物Fu

3、 Xuetong,播放录音：Hi, Fm Fu Xuetong. My English name is Linda. Look, here are some of my holiday photos. In photo 1, Fm 引导学生回答 Whats her name? Whats her English name? What are the photos about?等问题。老师再次播放录音，学生打开课本到第2页，边听边指图片。这个步骤可重 复几次，让学生复习现在进行时的句型。学生读lb中的句子，听录音，根据录音顺序给句子标序号。师生共同核对答案。学生再听录音，重复句型，进一步巩固和熟

4、悉现在进行时的表达。借助课件或图片设计句子认读活动，引导学生关注现在进行时的构成be四、教学过程Step 1: Review教师播放颜色歌曲，复习颜色单词，带学生进入英语学习氛围中。歌曲播放完后，教师问Whats your favourite colour?引导学生用I like.或my favourite colour is.o接着呈现part8部分的图片，开始新课。Step2: Presentation老师出示课本中的图片，请学生根据图片的信息尝试描述Ann的信息，如：Ann likes . Her favourite food/colour is . She has got.老师播放录音

5、，让学生整体感知、理解短文，并回答问题：Where is Ann from?Does she like swimming? Has she got a pet? What is it?师生共同核对答案。老师再次播放录音，学生跟读。老师鼓励学生描述Ann的信息。录音稿：Ann is a girl from Australia. She is nine years old. She is at New South Wales SchoolShe is in Year 3. She likes table tennis and swimming. Her favourite food is bana

6、nas. Her favourite colour is blue. She has got a pet. It is a bird.答案：Ann is from Australia.Yes, she does.Yes, she has. It is a bird.Step3: Practice老师与学生就一个喜欢的话题开展讨论，如：Whafs your favourite colour?Do you like ？学生打开课本到第6页，独立完成图表的填写。学生可在小组内交流自己的信息,如：I like . best. I like . I dont like . I hate 学生打开课本到第

7、7页，阅读10a的短文。老师播放录音，学生整体感知、 理解对话。学生根据短文内容填写单词，老师巡视指导。师生共同核对答案，学生大声朗读短文。学生将短文内容转述成Andy的信息，老师提供相关的语句，如：He is.He likes.His favourite并对学生的描述予以评价。 学生独立完成Andy的信息的书写，老师巡视指导。录音稿：Pm Andy from the UK. Im in Year 5.1 wear a uniform to school. I don ft like the uniform. I like Maths and Science best. I like Musi

8、c, too. My favourite sport is basketball. I have got many friends.I0a答案：5, Maths, Music, basketball10b答案：Andy is fiom the UK. He is in Year 5. He wears a uniform to school. He doesnt like it. He likes Maths and Science best. He likes Music, too. His favourite sport is basketball. He has got many fri

9、ends.Look at the picture and answer the questions.看一看，答一答。打开课本到第7页，学生观察图片，并用所学的there be句型和现在进行时 的句型来描述图片中的人物信息。学生独立阅读并回答问题。师生共同核对答案，学生大声朗读句子。 老师鼓励学生根据图片信息模仿提问并回答。答案：Yes, there are.They5re playing football.Theyre dancing.Yes, they are.Step5: Homework登陆优教同步学习网，听课本第6页8部分录音3遍。写一篇英文自我介绍。【板书设计】Starter uni

10、tWhats your favourite colour?Do you like .?I like best. I like I dont like . I hate .Unit 1 My family第1课时教学设计【内容来源】Join In三起点(2013年版)五上Unitl【主题】partla, lb,lc, PAIRWORK【课时】第1课时一、教学目标(Teaching aims)能*艮据听至U 的单词 family, mother, father, grandmother, grandfather, parents, grandparents, brother, sister指认图片

11、或人物；并能说出、认读、写出家庭成员的 单词。能运用句型 Are these/those your parents/grandparents? Yes, they are. Whos that boy.? He，s.等，就个人和家庭情况进行简单交流。二、教学重难点(Teaching points and difficulties)家庭成员单词、含these/those 一般疑问句及答语。三、教学准备(Teaching preparation)课件、音频、图片(教师可以在优教平台直接调用或下载)四、教学过程Step 1: Review教师播放导入歌曲：My family,引入本课主题。老师利用图

12、片或课件创设情境(最好是利用自己或学生的家庭照片)，开始 本节课单词讲授。Step 2: Presentation教师播放la部分录音，学生听录音，初步感知有关家庭成员的单词。再次播放录音，学生听录音，回答老师的提问：How many people are there in Emmaus family? Who are they?帮助学生进一步理解对话中的家庭成员关系。分段听对话，老师依次介绍对话中Emma的家庭成员。每介绍一个家庭成 员，就将相应的图片呈现给学生。H如：Mike: Wow! So many photos!MEmma: Yeah. My mum has put them on

13、the wall.Mike: This big one is nice. Are these your parents?Emma: Yes, they are. My father Bill, and my mother Betty.老师借助家谱图教授单词：mother, father, grandmother, grandfather, parents, grandparents, brother, sisteroStep 3: Practice老师设计活动，操练单词：1）听单词指认图片；2）看图片说单词；3）看单词指认图片。学生打开课本，再听对话，完成la图片和单词配对的练习。师生共同核对

14、 答案。老师利用课件或图片创设情境，让学生模仿对话中的人物，学习对话中的重 点句型： Are these/those your parents? Yes, they are. /No, they arent. Whos that boy behind your parents? He5s my brother Tim.同时老师板书句型，帮助学生准确认读 句子，并要求他们大声朗读。采取多种形式操练对话。播放录音，学生听完后给lb的对话标序号，师生共同核对答案。再次播放录音，学生模仿跟读。然后老师和一名学生扮演Emma Mike,示范 lb的对话。学生两人一组，练习对话。根据学生的活动情况，请23

15、组学生进行展示。老师示范，引导学生明白猜谜游戏的玩法和在游戏中要使用的句型，可重复 几次。学生玩游戏，老师进行适当指导。录音稿：Emma: Hello, Mike.Mike: Hi, Emma. How are you?Emma: Fine, thank you. And you ?Mike: Im OK, thanks.Emma: Come in, please.Mike: OK.Mike: Wow! So many photos!Emma: Yeah. My mum has put them on the wall.Mike: This big one is nice. Are these

16、 your parents ?Emma: Yes, they are. My father Bill, and my mother Betty.Mike: Who s that boy behind your parents?Emma: He s my brother Tim.Mike: Umm, hes lovely. Are those your grandparents?Emma: Yes, they are.Mike: What are their names ?Emma: My grandfather is Hans, and my grandmother Alice.Mike: W

17、ow, a happy family!Emma: Yes, I love my family.答案：la: C, B, G, H, A, F, Dlb: 3, 1, 2Step4: Homework登陆优教同步学习网，听课本第8页la部分录音3遍。读英语故事书10-20分钟。准备一张全家福的照片。【板书设计】Unit 1 My familymother, father, grandmother, grandfather, parents, grandparents, brother, sisterAre those/these your grandparents?一Yes, they are.

18、Unit 1 My family第2课时教学设计【内容来源】Join In三起点(2013年版)五上Unitl【主题】part2a, 2b,2c【课时】第2课时一、教学目标(Teaching aims)能木艮据听至U 的单词 family, mother, father, grandmother, grandfather, parents, grandparents, brother, sister, uncle, aunt, cousin 指认图片或人物；并能说出、认读、 写出家庭成员的单词。能运用句型Whos that boy .？ Hes等，就个人和家庭情况进行简单交流。二、教学重难点(

19、Teaching points and difficulties)家庭成员单词、s的用法。三、教学准备(Teaching preparation)课件、音频、图片(教师可以在优教平台直接调用或下载)四、教学过程Step 1: Review教师播放歌曲My family,复习家庭成员名称。教师出示一家人的照片，让同学们说说他们家人的关系。可以用Are these his parents?复习句型。Step 2: Presentation学生打开课本到第10页，观察图片，老师介绍图片中的男孩Bob Adams, 并引导学生对其他人物进行猜测，如：Who9s that boy? Is he Bobs

20、 brother?在学生充分预测的基础上，老师播放录音，学生初步感知短文内容。老师再次播放录音，学生完成听音圈单词的练习，师生共同核对答案。老师采取分句听的方式，借助图片或课件，依次介绍并教授新单词cousin,aunt, uncle, 如：I am Bob Adams. Ann is my cousin. We are in the same class.在教授 aunt 和 uncle 时,可向学生解释：Aunt is your fathers or mothers sister. Uncle is your fathers or mothers brother.学生打开课本，完整听对话，

21、完成2b在横线上填单词的练习，师生共同核 对答案。老师引导学生根据图片和单词提示，模仿Bob复述图片中的人物关系，不 一定完全用录音中的句子。如：Ann is my cousin. This is my aunt. She is Ann9s mother. And she is my fathers sister.等。老师先带领学生大声朗读2c方框内的单词，然后播放录音，学生完成选词 填空的练习。老师对学生进行一定的做题技巧指导，如先标序号，再填空等。We They He She uncle aunt cousin brother师生共同核对答案，然后学生大声朗读短文。录音稿：I am Bob

22、 Adams. Ann is my cousin. We are in the same class, Ann s mother is my aunt. She is my father s sister My uncle is Lin Tao. They are both teachers. Ann has got a brother Sam. He is four years old. I go to their home every Sunday. My uncle cooks very well.答案：2a: cousin, mother, aunt, father, sister,

23、uncle/ brother2b: aunt, uncle, brother, cousin2c: cousin, We, aunt, She, uncle, They, brother, HeStep 3: Practice老师借助图片或课件创设情境，运用短文中的句型介绍自己的家庭成员，然 后学生在小组内活动，利用自己的照片，互相介绍家庭成员。根据学生的活动情况，请2-3名学生上台展示。Step4: Homework登陆优教同步学习网，听课本第10页2a、2b部分录音3遍。读英语故事书10-20分钟。默写单词。【板书设计】Unit 1 My familymother, father, gra

24、ndmother, grandfather, parents, grandparents, brother, sisteruncle, aunt, cousinShe is my fathers sister.He is Bobs.Unit 1 My family第3课时教学设计【内容来源】Join In三起点(2013年版)五上Unitl【主题】part3a, 3b, PAIRWORK【课时】第3课时一、教学目标(Teaching aims)能运用句型 Are you .s mother/.? Yes, I am. /No, Im not. Tm .Is he/she .? Yes, he/

25、she is. /No, he/she isnt. Whos that boy .? Hes.等，就个人和 家庭情况进行简单交流。二、教学重难点(Teaching points and difficulties)家庭成员单词、一般疑问句及答语。三、教学准备(Teaching preparation)课件、音频、图片(教师可以在优教平台直接调用或下载)四、教学过程Step 1: Review老师事先让学生准备自己的家庭照片，并依据图片展开师生对话，如：Are you Amy? Is she your mother? Are they your parents?等，引导学生回答：Yes, I am

26、. Yes, she is./No, she isnt. Yes, they are. /No, they arent.等。Step 2: Presentation老师利用课件呈现课本第8页的情境，或学生打开课本到第8页，回答老师 的提问， 如：Is he Emmas grandfather? Is she Emmas mother? Is Tim Emmas brother?等，引导学生回答：Yes, he/she is. No, he/she isnt.老师通过板书呈现句型，并引导学生学习和操练：Are you.? Yes, I am./ No, Im not. Is he/she .?

27、Yes, he/she is. No, he/she isnt.等。老师设计活动，操练问答句型，如：猜猜我是谁？猜猜他是谁？学生打开课本到第11页，先在老师的带领下朗读对话，然后根据提示完成 对话和图片连线练习。师生共同核对答案。老师播放录音，学生模仿跟读。然后分角色朗读对话，如师生对话、男女生 对话、两人一组对话等。3b录音稿：Number 1:W: Are you Emma s father?M: Yes, I am.Number 2:M: Are you Emma s mother?W: No, Vm not. Im her aunt.Number 3:W: Is Tim Emma s

28、brother?M: Yes, he is.Number 4:M: Is he your grandfather?W: Yes, he is. His name is Hans.Number 5:W: Is she Emma s friend?(am,is,are) + doing,如将图片和句子配对等。She is doing homework.She is reading a book.老师提问，引导学生看图回答，如：In photo 1, what is she doing? She is doing homework .等。Step 3: Practice两人一组，练习对话。根据学生的

29、活动情况，请23组学生进行展示。引导学生用自己的照片进行对话练习，如：What are you doing? Fm.la录音稿：Hi, Im Fu Xuetong. My English name is Linda. Look, here are some of my holiday photos.In photo 1, Ifm doing homework.In photo 2, Im cleaning my room.In photo 3, Im playing computer games.In photo 4, Im reading.In photo 5, Vm listening t

30、o English.In photo 6, Im swimming.In photo 7,1 fm taking photos.In photo 8, Im playing the piano.lb录音稿：Here are some of Linda s holiday photos.Photo 1. She is doing homework.Photo 2. She is cleaning her room.Photo 3. She is playing computer games.Photo 4. She is reading.Photo 5. She is listening to

31、English.M: Yes, she is. She s her cousin, too.Number 6:M: Is she Emma s grandmother?W: Yes, she is.Step 3: Practice学生打开课本到第10页，看着Ann的家庭照片，一名学生扮演Bob,和老 师一起做示范表演，如：Are you Anns cousin? Yes, I am. Is he your brother? No, he isnt. He is Ann9s brother. Hes my cousin.等。这个环节可重复几次。学生两人一组，练习3a的对话。根据学生的对话情况，请

32、2-3组学生进行展示。Step4: Homework登陆优教同步学习网，听课本第11页3b部分录音3遍。读英语故事书10-20分钟。【板书设计】Unit 1 My family一Are you.?一Yes, I am. / No, Tm not.一Is he/she .?一Yes, he/she is. No, he/she isnt.Unit 1 My family第4课时教学设计【内容来源】Join In三起点(2013年版)五上Unitl【主题】part4【课时】第4课时一、教学目标(Teaching aims)能借助图片听懂、读懂、朗读小短剧Pizza for Granny,并能在教师

33、的帮助 下表演小短剧。二、教学重难点(Teaching points and difficulties)家庭成员单词、一般疑问句及答语。三、教学准备(Teaching preparation)课件、音频、图片(教师可以在优教平台直接调用或下载)四、教学过程Step 1: Review老师事先让学生准备自己的家庭照片，并依据图片展开师生对话，如：Are you Amy? Is she your mother? Are they your parents?等，引导学生回答：Yes, I am. Yes, she is./No, she isnt. Yes, they are. /No, they

34、arent.等。Step 2: Presentation学生打开课本到第12页，先看图，认识主要人物。然后运用课本上的句型 进行对话，并将人物头像呈现在黑板上。Little RedRiding HoodHer sisterThe wolfPolicemanLSWPUse： Who is.?A: Who is the girl in red?B: She is Little Red Riding Hood.老师播放第一部分的录音，并辅以课件或图片、体态语、表情等，帮助学生 初步感知情景剧的情节和内容。再次播放上述部分录音，学生边听边思考，然后回答老师的问题，如：Whoare the childr

35、en? Where are the children going? Whats in the basket and whafs in the box? Who eats the pizza?等。老师通过问题引导学生学习和操练第一部分的句型：Come on. Granny is hungry. Vm Little Red Riding Hood. Shes my sister. Whats in the basket? Whats in the box? A pizza for Granny. Wonderful! Give me the pizza. I love pizza. Fantast

36、ic. 等。老师播放录音，学生逐句跟读，模仿录音中的语音、语调。师生分角色表演第一部分。老师引导学生，对后面的故事情节进行预测。老师播放第二部分的录音，学生初步感知这一部分的情节和内容。再次播放录音，学生边听边思考，将人物和所说的话配对。如：A. Fm coming. B. Pm so scared. C. Please help us. D. Whats the problem?E. Its in here. F. Be quiet! G The wolf has got Grannys pizza.H. Lets find the wolf. I. Give me the pizza. J

37、. Come with me!学生学说和操练这一部分的重点句型。老师注意引导学生关注每个角色的心 理活动和说话的语气。老师播放录音，学生逐句跟读，模仿录音中的语音、语调。老师引导学生分角色朗读或表演这一部分的情景。老师完整播放录音，学生跟读，注意模仿语音、语调。录音稿：S: Oh, Im so tired.L: Come on, Granny is hungry.W: Stop!Girls: Aaahh!W: Whats your name?L: Im Little Red Riding Hood.W: And you?S: Im erm . Tm .L: Shes my sister.W:

38、Whats in the basket?S: A box.W: What9s in the box?L: A pizza for Granny.W: Mmmmm . lovely. A pizza for Granny.Wonderful! Give me the pizza.Girls: Here you are. (The two girls run away.)W: Mmm! Mmm! I love pizza.Mmm .fantastic.(The wolf eats the pizza.)Aaaah! Im tired.(The wolf falls asleep.)L: Hello

39、. This is Little Red Riding Hood. Please help us.P: Im coming.P: Hello.Girls: Hello, please help us.P: Whafs the problem?S: The wolf has got Grannys pizza.P: Uhuu. The wolf has got Grannys pizza. Lets find the wolf.S: Im so scared.L: Be quiet!(They find the wolf.)P: Give me the pizza.W: The pizza? I

40、ts in here.P: Come with me!W: OK, OK.(All four of them walk off.)Step 3: Practice小组活动，分角色朗读或表演。请2-3组学生表演。Step4: Homework登陆优教同步学习网，听课本第12页4部分录音3遍。读英语故事书10-20分钟。【板书设计】Unit 1 My familyA play-Pizza for Granny.Unitl My family第5课时教学设计【内容来源】Join In三起点（2013年版）五上Unitl【主题】part5,PAIRWORK【课时】第5课时一、教学目标（Teaching

41、 aims）能借助图片听懂、读懂关于职业的单词father, worker, driver, doctor, nurse, cook,并能准确说出、认读和写出单词。能运用句型 My father/mother .is a .What does your father/mother . do?He/ She is a简单交流家庭成员的职业情况。二、教学重难点（Teaching points and difficulties）职业单词、询问职业的句型。cook单词的意思，词性易错。三、教学准备（Teaching preparation）课件、音频、图片（教师可以在优教平台直接调用或下载）四、教学过

42、程Step 1: Review教师播放导入歌曲My father is a doctor,让学生感知职业名称。引入本课。Step 2: Presentation老师播放录音，学生打开课本到第13页，边听边指图，初步感知关于职业 的单词和问答句型。老师利用课件或图片创设情境，介绍职业，并教授职业类单词：farmer, worker, driver, doctor, nurse, cooko在这个过程中，老师可以引导学生根据拼读规 律，自己尝试拼读新单词。老师设计活动，操练单词：1）听单词指认图片；2）看图片说单词；3）看单词指认图片。老师再次播放录音，引导学生熟悉询问和回答家庭成员职业的句型。

43、老师可以和一名学生示范问答，如：My mother is a worker. What does your mother do?引导学生回答：She is a.录音稿：farmer worker driver doctor nurse cookGirl: My father is a doctor. What does your father do?Boy: He is a taxi driver.Step 3: Practice老师带领学生操练句型。在这个过程中，老师可以结合实际情况，设计一些 活动，如猜职业等。学生两人一组，练习对话，交流父母的职业。根据学生的活动情况，请2-3组学生进行展

44、示。Step4: Homework登陆优教同步学习网，听课本第12页5部分录音3遍。读英语故事书10-20分钟。默写职业单词。【板书设计】Unit 1 My familyfarmerworkerdriverdoctornursecookWhat does your father/mother . do?He/ She is a .备课时间主备人主备人 所在单位复备时间授课教师授课教师 所在单位杜庄小学课题Unit 2 Mascots（l）课 型Song课时分配1课时第 1 课时容内项 目知识目标:学会运用：necklace, ring, shell, friendship band, soft

45、 toy, silver bellThere are mascots everywhere. I feel easy, I feel free. Because my mascots write for me.能力目标：（1）听歌曲中的细节，填出歌词中所 缺的内容。（2）学唱歌曲唱一唱、猜一猜、说一说、演一演、唱一唱情感态培养学生热爱生活，善于发现生活中的乐趣的积极度价值情感。教学重点学会运用：necklace, ring, shell, friendship band,soft toys, silver bells.教学难点正确填写歌词是个难点。教具、学具tape recorder, wor

46、d cards, real things of（课件）准备mascots.教 学 流 程A： Warming up教Greetings.Sing a song School party”.Review the words about my room.Free talk.T： Guess, what do I collect?T： I collect Mascots.出示奥运福娃T： They are Mascots of Olympics. What does Mascots mean?B： Presentation1. Tasks： Do you have mascots?（板书：Ss le

47、arn to sayMascots）the word学2. T: I have many mascots, too. Lets look, what they are?（出示实物）mascots”.3. When a pupil says a mascot withLearn the newChinese, T teaches its English wordwords环immediately and write the new word on利用课件呈现单the Bb.词，有助于发挥学1) necklace课件出示项链的拼图，让生的想象力，并能节学生猜是什么东西。根据发音让学生记单牢记单词。

48、词。Ss learn to say2) ring课件出示戒指的拼图，让学生the new words猜是什么东西。one by one.bring-ringshell通过摸让学生说出是什么词。friendship band左手拿单词卡片 friendship,右手拿band,反复闪现。soft toy课件呈现，双手成O状， 教发音。6) silver bellGuessing games: Touch and guess. & Whats missing?教师出示一个装满mascots的房间。教师先可拿出 两个房间图，一张教师活动预设学生活动Photo 6. She is swimming.P

49、resent new sentences and write them装满Mascots的on the Bb.房间，一张是空This is my room. My room is full of的，反复说,it ismascots. There are mascotsempty. It iseverywhere.full.让学生理解 full的含义T：I have many mascots. Where areSI： There is athey in my room? Wheres the ring?.ring on theT： I have lots of.=many mascots,ta

50、ble.There are mascots everywhere. ( TS2: There are.leads read one by one sayin/ under/ on.together)Ss make sentences by use full of everywhere many lots ofC： PracticeListen to the song twice.Listen to the song again and fill in the words.Answer the questions.What does Emma do in the picture?How is s

51、he feeling? (She feels easy and free.)one by one.Why? (Because her mascots writeSs learn to singfor her.)the song4. Ask Ss to learn to sing the songfollowing thefollow the tape.tape.5. Ask Ss to sing the songSs sing the songtogether.b： Consolidation and extension全班同学跟着教师一起边唱歌边跳舞， 表扬跳的好的同学。点几个跳的好的同学上

52、前来跳，其他同 学伴唱。together.Photo 7. She is taking photos.Photo 8. She is playing the piano.lb答案：4.18.25.36,7Step4: Homework登陆优教同步学习网，听课本第2页la部分录音3遍。读英语故事书10-20分钟。【板书设计】Starter unitPhoto 1. She is doing homework.Photo 2. She is cleaning her room.Photo 3. She is playing computer games.Photo 4. She is readin

53、g.Photo 5. She is listening to English.Photo 6. She is swimming.Photo 7. She is taking photos.Photo 8. She is playing the piano.E： HomeworkWrite the new words for 4 times.sing the song.板Mascot书necklace, ring, friendship band,设shell, soft toys, silver bells.My room is full of mascots.计There are masco

54、ts everywhere.教学反思备课时间主备人备人r 主肺复备时间授课教师授课教 师所在 单位课题Unit 2 Mascots(2)课 型课时分配1课时第 1 课时项 目内容教学 目 标知识 能 力知识目标：巩固运用有关mascots的单词.学习运用句子：In picture (B) there isnt (a ring) under the .能力目标：找出两副图中的8处不同的地方。训练学生敏锐的观察能力，快速找出细微差别。情感态度：培养学生能大胆说英语的勇气。过程看一看、说一说、方法情感态度 价值 观培养学生热爱生活，善于发现生活中的乐趣的积 极情感。教学重点巩固运用有关mascots

55、的单词.学习运用句子：Inpicture (B) there isnt (a ring) under the .教学难点正确用句子 In picture (B) there isnt (a ring) under the进彳亍表达。教具、学具（课件）准备教学相关的两幅图片教学流 程教学环教师活动预设学生活动Warming up1 .Listen to the song and sing it: Mascots2.Show the word cards and read and spellthem.TrainingReview some words about colours, room thi

56、ngs, ect.Colours:快速反应，教师说颜色，学生马上指到 教室里有该颜色的物品。Room things:教师发出指令，让学生反应。Clean the Bb, Open the door,Touch the desk, Show me your chair,Run to the curtain.in/under/on教师出示一个球和一个椅子，训练学生说方位词。Lead in:2 shellT:How many shells do I have?(教师闪现手中的shello )S:Three?four?（猜对的同学加分）T:What colour are they?S:They are

57、 T:教师将shell贴在黑板的房屋中， there are shells ,让学生把句子补充 兀壑。3 elephantT:How many elephants do I have?T:What colour are they?S:They are .T:教师将elephant贴在黑板的房屋中， There are elephants ,让学生把句子 补充完整。同样方法引出其他的句子。T shows 2 pictures, Ss watch them.Ask and answer: What can you see in picture 1/2?How many.are there? The

58、re is/are5.Spot the differences between twopictures.Use sentences:(1) In picture A (B) there is a ring under(2) In picture A (B) there are 3 elephantsWrite this sentences on the blackboard.Practisel.Open the books and tell the differences in pairs.(1) In picture A (B) there is a ring under(2) In pic

59、ture A (B) there are 3 elephants2.Show the answers in the class.There is one mouse on the wardrobe.There are five elephants on the chair.There are four dogs on the bed.There is no necklace on the table.There are eight bells under the desk.There are three shells on the table.There is a necklace on th

60、e desk.3.Check the answers.Revision part 3学生看图然后判断句子正误。板书设计Unit2 MascotsIn picture A (B) there is a ring undefthe .In picture A (B) there are 3 elephants onthe .教学反思:教学反思本节课的教学内容是 六年级Unit 2Mascots的第 三课时，学生学会用句型：In picture A(B) there is a/an. on /in /under.找出两幅图的 不同。本课的教学强度大，内容多，但学生学得比较轻松、 愉快，并且高效地完成