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1、2021-2022年五年級英語下冊 Unit 2 Lesson 13(1)教材教法 冀教版（一起） 一、教材分析： 1. 本課繼續(xù)學(xué)習(xí)四個(gè)頻度副詞，教師應(yīng)給學(xué)生具體講解四個(gè)詞的區(qū)別。 2. 根據(jù)這個(gè)年齡段學(xué)生活潑好動(dòng)的特點(diǎn)，教師應(yīng)靈活運(yùn)用多種教學(xué)方式，充分調(diào)動(dòng)學(xué)生的學(xué)習(xí)興趣和熱情，激發(fā)學(xué)生的創(chuàng)造性，讓學(xué)生主動(dòng)快樂地學(xué)習(xí)。 3. 本課重點(diǎn)： 正確識別本課的四個(gè)頻度副詞并能正確地把其運(yùn)用到句子中去。 二、教學(xué)建議： 1. Leading in (1)教師播放歌曲“It’s a nice day”在輕松愉快的氛圍中展開本次教學(xué)。 (2)教師通過“True or false”游戲幫

2、助學(xué)生復(fù)習(xí)頻度副詞。 2. Presentation (1)教師播放與課本相關(guān)的動(dòng)畫（見“優(yōu)秀課件”），讓學(xué)生在動(dòng)畫中熟悉本課的內(nèi)容，調(diào)動(dòng)學(xué)生的學(xué)習(xí)興趣。 (2)教師借助提問，引發(fā)學(xué)生積極思考，同時(shí)調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性。 (3)教師讓學(xué)生小組合作，總結(jié)本課的重點(diǎn)內(nèi)容，從而進(jìn)一步調(diào)動(dòng)學(xué)生的學(xué)習(xí)主動(dòng)性。 (4)教師借助圖片及在黑板上繪制表格的形式向?qū)W生教授單詞“chart”，為學(xué)生建立直觀的印象從而便于理解。 (5)教師讓學(xué)生自己繪制表格的形式，讓學(xué)生加深并運(yùn)用所學(xué)知識。 3. Summary 教師讓學(xué)生小組合作，以新穎的形式呈現(xiàn)出本課的重點(diǎn)內(nèi)容，之后各小組選出代表以演講的形式呈現(xiàn)

3、出來。 4. 教學(xué)過程中，教師注意對學(xué)生進(jìn)行鼓勵(lì)和認(rèn)可，讓學(xué)生體會成功的喜悅，從而更自信，更樂意學(xué)英語。 附送： 2021-2022年五年級英語下冊 Unit 2 Lesson 13(1)教案 冀教版（一起） Lesson 13 Teaching Design Items Specific contents Supplement 教學(xué)設(shè)計(jì)思路 Summary of Teaching Design 教師在歌曲“It’s a nice day”中展開本次教學(xué)，教學(xué)過程中教師通過提問、角色表演、制表格、以新穎有趣的行式呈現(xiàn)本課重點(diǎn)等方式，激發(fā)學(xué)生的學(xué)習(xí)熱情及學(xué)習(xí)主動(dòng)性。

4、 教學(xué)目標(biāo) Teaching Aim 1.Knowledge and abilities (1) 能聽懂、會說本篇對話 (2) 能理解會讀：brush your teeth, have lunch, watch TV and read books. (3) 學(xué)生能很好理解并用英語表達(dá): always, usually, sometimes and never. 2.Course and methods (1)教師借助小游戲幫助學(xué)生復(fù)習(xí)舊知識。 (2)教師借助提問引發(fā)學(xué)生思考，教師創(chuàng)設(shè)情境讓學(xué)生通過觀察、模仿進(jìn)行再創(chuàng)造。 3.Emotion and attitude 培

5、養(yǎng)學(xué)生的再創(chuàng)造能力。 教學(xué)重難點(diǎn) Key Points and Special Difficulties 1.Key Points 學(xué)生能很好理解并用英語表達(dá): always, usually, sometimes and never. 2.Special Difficulties 學(xué)生能很好理解并用英語表達(dá): always, usually, sometimes and never. 教學(xué)媒體 Teaching Media radio and tape recorder, projector, pictures relating with the text, put

6、er and disk 教學(xué)過程 Teaching Course 1.Lead in Step one: Greeting. Step two: Sing an English song “It’s a nice day”。 Step three: (1)Play “True or False ” to review adverbs of frequency. (2) Review shapes with a drill. 見“優(yōu)秀課件” 2.Start new lesson Step one: (1)The teacher plays th

7、e flash of the text. (2)The teacher asks the students the following questions. ·What do you remember about the text? ·What’s your favourite shape? ·What’s the text talking about? Step two: (1)The teacher asks the students to work in groups finding the key points of the text. (2) The teacher a

8、sks the students to point out the key points in their mind. Step three: the word “chart” (1)The teacher teaching the word “chart” with pictures. a. T: (shows a chart) Look! What’s this? It’s a _____. Teach it and let the Ss remember it. b. T: Mr. Wood makes a chart. Let’s have a look. (2)The t

9、eacher draws a chart on the blackboard. (3)The teacher asks the students to draw “chart” on their exercise book. Step four: Learn the text (1)Play the audiotape as the Ss follow in their books. (2)Answer and fill: Does Li Ming always do his homework? Does Li Ming always help his mother? Does S

10、teven always walk to school? Why does Denny never wear dresses? Let’s put a triangle for_______\put a circle for_____\put a square for______\put a ling for_______. (3)The teacher asks the students to do role play. Step five: Practice (1)The teacher asks the students to make a chart like the one

11、 in the text. (2)The students show their chart individual. (3)The students make charts by themselves. Step six: Summary The teacher asks the students to work in group to show the key points of the text. Step seven: Homework. 見“優(yōu)秀課件” 參考interesting game1

12、 參考interesting game 2 3.Interesting games (1)Making chart 教師讓學(xué)生模仿本課的表格，結(jié)合自己的情況繪制表格。教師挑選幾名學(xué)生讓他們介紹自己的表格。 (2) A short presentation 教師把學(xué)生分成幾個(gè)小組，小組成員合作，以較新穎的形式呈現(xiàn)本課的重點(diǎn)內(nèi)容。每個(gè)小組派出一名代表，以演講的形式進(jìn)行介紹。 課堂評價(jià) Assessment in Class 1.The teach checks the students’ usage of language by letting them play interesting little games. 2.The teacher let students take part in assessment by putting their judgment into account and let them ment on each other. 3.The teacher lets the students do exercise to check their mastery of language.