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2019-2020年五年級英語上冊 Module3 unit2教案 外研版 Ⅰ. Teaching Aims: 1. Function: Describe actions in the past. 2. Language: Where/How/When/What did…? 3. Vocabulary: hour mountain Ⅱ. Main Points: 1. Language: Where/How/When/What did…? 2. Vocabulary: hour mountain Ⅲ. Difficult Point: Describe actions in the past. Ⅳ. Teaching Aids: Recorder photos cards Ⅴ. 課前準備： 師：板書課題及相關內(nèi)容 生： 自己到某些名勝古跡的照片 Ⅵ.Teaching Steps: PROCEDURES CONTENTS METHODS PURPOSE Ⅰ.Warm-up Sing songs. The students sing the song Where did you go? The London Eye. 歌曲熱身，營造愉悅輕松的課堂氛圍。 Ⅱ. Lead-in 1. Say the words of the past tense. 2. Talk about the photos. 1. After singing the song, the students say out the past of the verbs in the song. 2. The teacher writes the words on the blackboard. 3. Show a photo of myself which was taken in Qingdao. 4. T: Can you use the words on the blackboard to ask me any questions you want to know? Ss: (小組討論2分鐘，學生舉手發(fā)言。) Write the questions on the blackboard and answer the questions the students asked. Where did you go? I went to ______. When did you go? I went there _____. What did you see? I saw _________. Who did you meet? I met ________. What did you buy? I bought ______. Ss:（小組討論上面的問題組成一片簡單的文章） 5. One student tells the article. The other students help him. 說出歌曲中的過去式，不僅對下面的討論作好鋪墊，也及時的復習了第一模塊的內(nèi)容。 培養(yǎng)學生發(fā)現(xiàn)問題并及時提出問題，然后試著解決問題的習慣是各科教學中不容忽視的任務。 學生根據(jù)黑板上的問題和答案組織文章鍛煉了他們的語言組織能力。 Ⅲ. Set the task. 1. Preview main points: at the weekend, in the morning, by bus, for one hour, lots of, take photos of. 2. Sentences: Describe actions in the past. 1、 Learn the text by themselves. Underline the new words and some difficulties. 2、 Listen to the tape and solve some problems. 3、 Read the text again and find some main points. 4、 municate the main points with their partners. 5、 Teacher checks their tasks and writes the main points on the blackboard. If they have any questions, they can ask. 6、 Praise them. 學生在自學和互學中既看到了他人的長處也鍛煉了自己的思維。 教師適時地引導和檢查能讓學生在有限的時間內(nèi)有效的完成任務。 鼓勵和表揚必不可少。 Ⅳ. Presentation 1．Learn the text and finish Part 2. 3. The sounds of some letters 3. The song 1. T: look at the picture on Page 12. Who are they? Ss: They are Daming and his father. T: Where is this place? Ss: It’s the Great Wall. T: What is Daming doing? Ss: He’s taking photos. T: Good! Who can introduce the Great Wall to us? S；Read the passage they wrote. 2. Listen to the tape and repeat.. 3. Read the text together. 4. Listen to the tape and repeat it again. 5. Now finish the questions in Activity 2. Write the answers on their books. 6. Check the answers. 7. Correct the mistakes. 8. Recite the text by looking at the questions and the answers. They can recite in groups. 9. Choose one best group and praise them. 1. Listen to the tape and pay attention to the colorful letters. 2. Listen to the tape and follow the tape. 3. Teacher writes the phonetic symbols on the blackboard and leads them to read. 4. Have the students suggest other words that contain the same sounds. Learn the song in Unit 1. 通過觀察圖片，學生對課文會有一大體的理解。 不斷的跟讀有利于語感的形成。 養(yǎng)成有錯必改的習慣。 通過問題聯(lián)想事情的經(jīng)過并通過小組復述，為他們?nèi)蘸蟮膶懽鞔蛳禄A。 聽音，看音標，讀音標，說單詞，通過一系列的步驟為自學單詞做好準備。 歌曲放在第一單元學習更有利于學生理解英國文化。 Ⅴ. Drill Talk about the photos they took. 1. Talk about the photos they took with their partners. Where, what, when, who, how 2. Tell the stories to the whole class. 用英語描述自己親身經(jīng)歷的事情，既有趣又有挑戰(zhàn)，對他們的口語表達能力有了更高的要求。 Ⅵ.Consolidation 1. the main points in the text. 2. the sounds. 1. Hands up and tell the main phrases in the text. 2. Tell the main patterns in the text. 1. Choose one student to lead the others to read the sounds. 學生自己總結(jié)本節(jié)課的重點是一個復習和鞏固的過程。 Ⅶ. Homework 1. Speaking 2. Writing 1. Recite the text. 3. Write a short letter about the photo. Post the letter to their friends or our foreign teachers. 4. Write the words in Module 3. Have a dictation in group. 口語與書寫相結(jié)合，養(yǎng)成課后及時復習的好習慣。 學生課后合作，互相監(jiān)督，體驗合作的愉悅。 板書 What did Daming do? 重點詞組 Where did you go? I went to +地點. the Great Wall When did you go? I went there +時間. at the weekend How did you go? By+交通工具. by bus What did you do? I + 做的事情. take photos of for one hour walk－walked lots of take－took are－were go－went 附送： 2019-2020年五年級英語上冊 MODULE4 unit1教案 外研版 學習任務： It’s mine (yours , his, hers, Lingling’s) 功能： 說明物品所屬關系。 運用任務： １、根據(jù)物品特征猜測物品所屬： ２、參加“失物招領”的游戲 ３、在發(fā)現(xiàn)他人丟失物品后分析失主是誰。 教學程序： １、熱身復習 課前安排兩名學生在教師剛進教室時為爭奪而爭吵。 A:It’s mine. B:It isn’t yours. It’s mine! 教師在這時可以滲透一下本課的語言。 Don’t argue! What ‘s the matter? It’s got her name on the book. 教師給指令，學生做動作。 ２、任務呈現(xiàn)與課文導入 教師展示一些鉛筆、書包、外套等物品說I’ve got something from Lost—Found Room Maybe something here is yours. If something is yours, what can you say to get it back? ３、課文教學 （１）學習新詞 教師把一塊布浸濕，用手摸一摸，然后說It’s wet. 一組學生傳濕布，用手摸后也說It’s wet. 在黑板上畫四個頭像，一男，一女，一幅像老師自己，一幅像班里一名學生。在頭像上方各畫一個蘋果。一邊說This apple is mine. This apple is his. This apple is yours.一邊把his ,hers, yours, mine寫在頭像下面。 （２）SB活動１ 學生帶著問題聽活動１的錄音，然后回答這四個問題。 1. What colour is Sam’s T-shirt? 2. What colour is Amy’s T-shirt? 3. What colour is Lingling’s T-shirt? 4. Where are Sam’s T-shirt and Amy’s T-shirt? And why? 出示紅Ｔ恤圖片，學生猜測是誰的。同時出示Lingling, Sam, Amy的圖片或頭飾。啟發(fā)學生用It’s Lingling’s. It’s his. It’s hers.來猜測。 出示紅Ｔ恤圖片，學生猜測是誰的。同時出示Lingling, Sam, Amy的圖片或頭飾。啟發(fā)學生一起歸納，然后領學生讀mine，yours, his, hers。放第二遍錄音。說明當聽到mine，yours, his, hers，Lingling’s中的任何一個單詞時，他們必須舉手。教師評比哪一組最快。放第三遍錄音，每句話后暫停。學生打開課本跟讀。把全班學生分成四組，分角色朗讀。放第四遍錄音。學生合上課本聽，重復剛才讀的角色的話，并加上相應的動作。 ４、任務完成 全班完成SB練習３ 準備練習中四幅圖的大圖片，背面分別相應地寫上Lingling’s skirt, Amy’s skirt, Sam’s trousers. Ms Smart’s sweater。出示這幾幅圖的一角，學生看部分猜整體。 ５、課后作業(yè) 三人一組創(chuàng)作表演?。涸诎l(fā)現(xiàn)他人丟失物品后分析失主是誰。在下節(jié)課上表演。 教學板書： Module 4 Unit 1 A B C D Unit 1 This is my nose. This is mine. This is your book. This is yours. This is his shirt. This is his.