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2019-2020年五年級(jí)英語(yǔ)下冊(cè) Unit 6 Holidays in Shanghai 第四課時(shí)教案 新世紀(jì)版 預(yù)習(xí)：課前要求學(xué)生聽(tīng)讀Disneyland中的小詩(shī)；聽(tīng)讀Music box中的音標(biāo)和單詞。 課前準(zhǔn)備：PPT演示文稿制作，圣誕物品、圣誕老人的實(shí)物。 課型：兒歌和音標(biāo)教學(xué) 教學(xué)目標(biāo) 基礎(chǔ)性目標(biāo)： 能認(rèn)讀國(guó)際音標(biāo)/ ?: /, / ?: /，能根據(jù)音標(biāo)讀出單詞。 能基本理解Rhyme的基本意思，能根據(jù)Rhyme說(shuō)說(shuō)wolf。 發(fā)展性目標(biāo)： 能根據(jù)字母組合的發(fā)音給單詞歸類并讀出單詞。 能體會(huì)Rhyme的語(yǔ)音、語(yǔ)調(diào)、語(yǔ)感和節(jié)奏并誦讀。嘗試用自己的語(yǔ)言描述兒歌所描述的情景。 能模仿Disneyland的兒歌創(chuàng)編兒歌（能力較強(qiáng)的學(xué)生）。 課堂活動(dòng) 活動(dòng)過(guò)程 教師活動(dòng) 學(xué)生活動(dòng) 教案調(diào)整 I. Pre-task preparation 1. Read the rhyme: On the blackboard I can draw. 2. 兒歌改編（要求學(xué)生畫(huà)一幅森林圖） Say the rhyme together. Draw the picture in groups. II. While-task procedure 1. Talk about the forest. What can you see in the forest? What animal lives in the forest? Which is your favorite animal? Which animal is the fastest? Which is the cleverest? 2. Learn some phrases. 1) What does the wolf do all day? talk to the flowers, chase after leaves, crouch in the grass, sleep in the sun, hunting is done,… 2) Ask the students to act out the phrases. 3. Learn the rhyme. 1) Listen to the rhyme. 2) Listen again. Watch the picture and talk about the questions in groups. Guess what the wolf does during the daytime. Read the phrases, try to catch the meaning. Students imitate the wolf. 1) Listen to the rhyme together. 2) Read the rhyme in groups. Post-task activities How much do you know about a wolf? Fill in the blanks (the rhyme) Learn the phonetic symbol / ?: /, / ?: / 提供書(shū)本上的范例 指導(dǎo)學(xué)生規(guī)范朗讀 根據(jù)讀音填寫(xiě)空缺字母 指導(dǎo)學(xué)生搜尋與所學(xué)音標(biāo)相同發(fā)音的例詞 1) Talk about the wolf’s daily life in pairs. 2) Fill in the blanks. 3) Tell a story about the wolf. 4) Make a new rhyme if the students can. 集體或個(gè)別朗讀 單獨(dú)填寫(xiě) 小組討論，整理與所學(xué)音標(biāo)相關(guān)的詞匯 附送： 2019-2020年五年級(jí)英語(yǔ)下冊(cè) Unit 6 Holidays in Shanghai(5)教案 新世紀(jì)版 教育目標(biāo)： 培養(yǎng)學(xué)生熱愛(ài)上海，關(guān)注上海發(fā)展變化的情感。 通過(guò)參與活動(dòng)，讓學(xué)生進(jìn)一步了解上海、中國(guó)等地的旅游景點(diǎn)及旅游特色。 知識(shí)目標(biāo)： （一）基礎(chǔ)目標(biāo)： 學(xué)習(xí)本單元單詞：modern, museum, foreigner, Yu Garden, The Oriental Pearl TV Tower, maglev, Chinese knot, silk 進(jìn)一步掌握There be與一般過(guò)去時(shí)態(tài)的句型結(jié)構(gòu)及其功能。 聽(tīng)說(shuō)和閱讀理解Grand Theatre中的語(yǔ)言材料，并能模仿課文內(nèi)容及話題說(shuō)一段過(guò)去發(fā)生過(guò)的經(jīng)歷。 掌握音標(biāo) 朗讀Rhyme，語(yǔ)音、語(yǔ)調(diào)、節(jié)奏基本正確。 （二）發(fā)展目標(biāo)： 通過(guò)本單元句型的操練，能靈活運(yùn)用there be句式與一般過(guò)去式。 能根據(jù)Holidays這一話題，使用正確的時(shí)態(tài)，進(jìn)行有條理的描述。 能力目標(biāo)： 能用較為完整的語(yǔ)言來(lái)描述自己所熟悉的旅游景點(diǎn)。 情感、策略和文化等目標(biāo)： 1情感態(tài)度：通過(guò)學(xué)習(xí)，使學(xué)生更熱愛(ài)上海。 2學(xué)習(xí)策略：培養(yǎng)學(xué)生合作學(xué)習(xí)，共同完成任務(wù)的團(tuán)隊(duì)合作精神。 3文化目標(biāo)：了解上海的變化，及中國(guó)的傳統(tǒng)工藝和著名的旅游景點(diǎn)、文化等。 教學(xué)資源： Students’ Book 5B P38~44, cassette 5A Unit 1, Student’s Work Book 5B P43~50, Pictures of signs, Teaching Transparencies. 教學(xué)時(shí)間： 七課時(shí)。（其中5課時(shí)新授，2課時(shí)練習(xí)和復(fù)習(xí)，練習(xí)冊(cè)隨教學(xué)進(jìn)度完成。） Lesson Plan (1): Wonderland I. Pre-task preparation: 1. Recite the rhyme together. 2. Ask the students to talk about Shanghai. Offer some help if they need. (Did you go to Shanghai? When did you go to Shanghai? Where did you visit in Shanghai? …) 3. Students make a short dialogue in groups and then act in front of the class. II. While-task procedure: Learn the new words: All of you have been to Shanghai. Now what do you think of Shanghai? Can you tell us some interesting places in Shanghai? (To elicit: modern, museum, Yu garden, The Oriental Pearl TV Tower, the Bund) Shanghai is one of the biggest cities in China. It is developing very fast. So many foreigners visit Shanghai every day. And they like to buy some Chinese presents for their friends. (To elicit: foreigner, Chinese knot, silk, paper cuts) There are lots of means of transport in Shanghai. Such as buses, taxis, trains, cars, underground and so on. And there is the maglev train, too. It’s much faster than the underground. (To elicit: maglev) Write the phonetic symbols of the new words on the board. Ask the students to read them out. Play the cassette: Wonderland. Students listen and follow with their books open. Play the cassette again. Students listen and repeat. Let the students ask questions about the new words. Read the new words and sentences in groups of four. Pay attention to the pronunciation. Try to remember the meanings of the new words. III. Post – task activities: 1. Ask the students to remember the new words in two minutes. 2. Listen and fill in the blanks. m_d_ _n , s _l k, Ch_n_s_ kn_t , m _s_ _ m , Yu G _ _d _ n f_r_ _gner, the _ r _ _nt_ l P _ _ _ T V T_ _er First students fill in the blanks individually. Then check the answers together. 3. Divide the students into groups of four. Ask them to make sentences with the new words. 4. Invite individuals to say what they have learned. 5. Page 45, Student’s Work Book. Listen and fill in the blanks. Lesson Plan (2): Farmland I. Pre-task preparation: 1. Encourage the students to say something about last weekend. Prompt the less able students by asking them some questions about their weekend. 2.Show some pictures to the students. Review the past tense by asking and answering the questions about the pictures: What did they do last Sunday? II. While-task procedure: 1. Show the picture of Farmland. Ask the students to talk about the picture or ask some questions about the picture. 2. Make dialogues with the new phrases: go for a field trip, show somebody around somewhere. 3. Play the cassette: Mini dialogue. Students listen and follow. 4. Play the cassette again. Students listen and repeat. 5. Ask the students to read the dialogue. Encourage the students to make dialogues using their own words. Ask the students to make a survey about what they did during their holidays, then report. III. Post-task activities. 1.Distribute a sheet of paper to each group. Ask the students to write down the things they did. 2. Guess what their friends did. 3. Try to find the mistakes and correct them. Give some help if they need. 4. Ask the students to practice acting out the mini dialogue in pairs. 5. Invite some pairs of students to act in front of the class. Encourage more able students to use their own words. 6. Page 47, Student’s Work Book. a. Students work in pairs to plete the sentences orally. b. Invite individual student to read the sentences. Students fill in the missing words individually. Lesson Plan (3) Grand Theatre I. Pre-task preparation: 1. Sing an English song. 2. Daily talk: (1) What’s the date today? (2) What holiday is in this month? (3) Can you tell me any other days? (4) What holiday do you like best? Why? (5) What did you do in winter holidays? (6) Did you go to Shanghai in winter holidays? II. While-task procedure: 1. Ask the students to introduce the interesting places in Shanghai. Offer some help if they need. (e.g. The Bund is very beautiful. At the Bund, we can take the nice photos. We can see the boats. Can you tell me some interesting places in Shanghai? 2. Ask the students to talk about the special things in Shanghai. Offer some help if they need. 3. Ask the students to talk about the means of transport. 4. Show some questions and ask the students to listen to the Grand Theatre “Holidays in Shanghai”, and then encourage the students to try to answer the questions. (1) Where did the American students visit? What did they buy? What did they do in Yu Garden? What is Shanghai like? 5. Explain some phrases: a good place, a group of 6. Ask the students to make some sentences with these phrases. 7. Play the cassette: Holidays in Shanghai. Students listen and follow the tape. 8. Play the cassette again. Students listen and repeat. Read Q and A together. III. Post-task activities: 1. Ask the students to ask some questions about the text. 2. Choose one picture and talk about it. 3. Take out the photos that the students or their parents took when they visited the interesting places, and introduce their holidays. Lesson Plan (4) Disneyland I. Pre-task preparation: Ask and answer some questions about the text. Ask the students to talk about their holidays in Shanghai or other places. Students listen to the rhyme and repeat. II. While-task preparation: Play the cassette: Pair work on page43. Students listen and follow the tape. Give pairs of students a few minutes to practice the dialogue. Divide students into groups. Ask them to practice acting out the dialogue. Invite some groups to act out the dialogue in front of the class. Students listen and fill in the blanks (words on page 44 in Music Box) learn the phonetic symbols according to the sound they have heard. Write the phonetic symbols on the board. Ask individuals to read them. Play the cassette: Rhyme. Students listen and follow the tape... Play the cassette again. Students listen and repeat. Invite individual students to read the rhyme. Make the students understand the Chinese meaning of the rhyme. III. Post-task activities: Student’s Work Book Page 44, 46. Play the cassette. Students listen and choose the right answer. Students finish the exercises individually. Ask the students to read after the tape and check the answers.