2019年五年級上冊教案Unit1myfamily外研劍橋版-文檔資料

1、集備課題Unit 1 Unitl Part1(a,b,c)課型新授課時分配共4課時第1課時上課時間2019.9.18項目內(nèi)容修改欄教 學 目 標識力 口 匕匕 夕育1、知識目標：句型：1, Who' s that boy behind your parents?2, Is she your friend?單詞：家庭成員單詞2、能力目標：在交際中培養(yǎng)學生合作探究能力，學會 討論詢問家庭成員情況？并能根據(jù)照片正確表述位置 關(guān)系，描述家庭成員。Introduce your family to yourpartner.可以與學生的 相關(guān)知識經(jīng)驗 相結(jié)合降低新 授難度。在學案活動設(shè) 計中讓學生進

2、 行家樸樹的制 作要充分運用 與本節(jié)單詞新 授中。過程 方法圍繞家庭成員關(guān)系”展開對話。情感 態(tài)度 價值觀1、讓學生懂得家庭成員之間要互敬互愛，家和才能萬 事興。2、對學生進行中外文化的滲透，讓學生懂得中外文化 的差異，外國家庭成員之間的關(guān)系相對更民主些。教學重點句型：1, Who' s that boy behind your parents?2, Is she your friend?單詞：家庭成員單詞教學難點用位置關(guān)系的詞表示家庭成員關(guān)系的詢問句型。教學、教具 （課件） 準備家庭成員照片、生活照、家譜樹圖、磁帶。教學流程教學上， 一 一一，一、r、，, 一一，什教師活動預(yù)設(shè)學生活

3、動修改欄環(huán)節(jié)第11頁Stepl: Warming up 讓學生集體唱一唱 daddy, mummy歌曲。 然后替換各個家庭成員再唱歌曲。并做動 作。Step2: Presentation1、Free talk:教師和學生平等的交流，2、出示簡單的三人照家庭照片用簡單的一般 疑問句句型熱身并引入本節(jié)課的課題。3、更換照片提問。Step3 : Practice1 .設(shè)置一個場景：Mike來到Emma家Emma: Hello, Mike.Mike: Hi, Emma. How are you?Emma: Fine, Thank you. And you?Mike: I 'm OK, than

4、ks.Emma: Come in, please.Mike: OK.2 . ppt整體呈現(xiàn)1a對話內(nèi)容.3 . ppt呈現(xiàn)各個家庭成員單詞，并解釋 uncle和aunt的英文含義。4 .由he和she轉(zhuǎn)化成this和that再轉(zhuǎn)化 成these和those。來操練一般疑問句句型。 兩兩問答。5 .出示 Who's that boy behind your parents?復(fù)習方位介詞并引入本句型練習。6 .完成聽力題1b.并檢查答案。Step4： Production1 .學生整體操練對話。2 .聽聽力，Introduce your family to your partner. Th

5、en change roles.3 .GUSSING GAME on page 9Step5: Ending :1.Interview your classmates.2 .Talk about your family.3 .Draw a family tree.采用節(jié)奏感強烈、 韻律優(yōu)美、瑯瑯上 口 chant讓學生唱 歌曲，激發(fā)了學生 的動力。以小組為單位，圍 繞家庭成員關(guān)系這 個話題展開提問， 可以使用以下幾個 類似的問題：(1) He is my father.(2) Is he your father?(3)學生互相提 問。可以當成自己 的家庭照片。讓學生看ppt兩兩 互問、反饋，既

6、可 以復(fù)習學生以前學 的日?？谡Z交際， 又為學生后面練習 句型 is he/she your.句型中詢問 家庭成員做好了情 景鋪墊，然后展開 非常自然、流暢的 句型練習。51: Is he your father?52: Yes, he is.53: Are those your parents?54: Yes, they are.55: Is that boy your brother?游戲教學更能促進 課堂生成，讓學生 更好的掌握所學。歌曲朗朗上口 能很好激發(fā)學 生們的興趣。準備家庭照片 的做法新穎， 富有親情感， 讓孩子們樂于 介紹親人的同 時輕松學知。this that these t

7、hose.從書上所學到 實際練習讓同 學們真正習得 語W 0板書設(shè)計課后反思Unitl.PartlMy familyAre those/these your parents?Who's that boy behind your parents?mother, father, grandmother, grandfather, brother, sister, aunt, uncle.通過帶照片的活動，讓學生在輕松親切自然的氛圍中容易習得語言。課堂上 分組活動讓學生在活動中認讀，能讓學生學以致用，既有趣、又學到了知識，提 高了單詞的記憶率，讓學生在潛移默化中掌握句型和四個指示代詞的用法，

8、取得 較好的教學效果。（五）年級（上）冊英語學科集體備課個案備課時間2019.9.13主備人主備人 所在單位復(fù)備時間2019.9.13授課教師授課教師所在單位課 題Unit1 Part2a/b/c課 型聽力 閱讀課時分配共4課時第2課時上課時間2019.09.25項目內(nèi) 容修改欄教 學 目 標識力 口 匕匕 夕育1 .復(fù)習回顧家庭成員稱呼詞匯father / mother / parents /grandfather / grandmother / grandparents / uncle / aunt / brother / sister / cousin, 聽說讀寫職業(yè)詞?匚 farmer

9、 / worker / driver / doctor / nurse / cook, 并能用 is my/ 's/ 對家庭 成員做簡單介紹。2 .熟用句子 What does do? -She/He is a doctor/ taxi driver.3 .理解句子： We re in the same class. They re both teachers. I go to their home every Sunday. My uncle cooks very well.豕庭成員和 職業(yè)相結(jié)合， 能順利的迎 合學生的思 路展開句型 練習。過程 方法通過聽音圈詞，聽音填詞，聽音選詞

10、，問答對話熟用詞句， 訓練聽說讀寫。情感 態(tài)度告訴學生愛家庭，愛家人。價值觀教學重點1 .家庭成員稱呼詞匯 father / mother / parents / grandfather / grandmother / grandparents / uncle / aunt / brother / sister / cousin2 .職業(yè)詞?匚 farmer / worker / driver / doctor / nurse / cook3 .句子 What does do? -She/He is a doctor/ taxi driver. We re in the same class.

11、 They re both teachers. I go to their home every Sunday. My uncle cooks very well.Cook Cooker區(qū)分 開。教學難點準確使用代詞及所有格形式教學、教具（課件）準備tape recorder, word cards, family photos.教學流程教師活動預(yù)設(shè)學生活動修改欄教 學 環(huán) 節(jié)Stepl Warming up1) Greetings.2) Review the words about the family.Step2 Presentation1)Show teacher's famil

12、y photo and say, Look! She is my mother. She is a farmer. He is my father. He is a bus driver. She is my sister. She is a doctor. He is my brother. He is a cook. He cooks very well. My aunt and uncle are both teachers. They are in the same school." Then ask, Who's he/she? Is she/he my ? Wha

13、t does he/she do?' 2)Show a boy and say, He is Adams Bob. Let's listen and circle his family members.”3)Listen again, ask, Who is Bob's ？ What does he/she do?' Then listen again, ask the pupils write the words in the blanks.4)Listen again and choose the words in the blanks. Then read

14、 more.5)Listen and ask, Who's Ann / Lin Tao / Bob/ Tim? Who's Bob's aunt? When does Bob go to Ann 's home? Why?”Step3 Practice1) Say a chant.Who's Bob? He's Ann's cousin?What does he do? He's a pupil. He's a pupil.Who is Ann? She's Bob's cousin.What does s

15、he do? She s a pupil. She's a pupil. They 're in the same class.Who's Bob's aunt. His father's sister. His father's sister.Who's Bob's uncle? He is LinTao. He is Lin Tao. They 're both teachers.2) Ask the pupils to introduce their family after a model. Then show i

16、n class.Greetings.Read more.Listen, read and answer.Listen and circle the family member words.Listen, answer and write.Listen, choose and write. Then read more.Answer freely.Say together.代詞表格的 復(fù)習。鼓勵學生提 前做準備，分 組討論后大Step4 Consolidation and extensionShow more Exx.Step5 Sum-up Homework1)Read and write t

17、he new words more.Work in groups.Do Exx.方展示和介 紹自己家庭 成員的職業(yè)。 然后嘗試復(fù) 述同學們的 家庭成員及 職業(yè)情況。2) Introduce their family to the partners, then write down.板 書 設(shè) 計Unit1 Part2 &5 What does he do? He is a teacher. What does she do? She is a teacher.They 're both teachers. They're in the same What does he

18、/she do?He/She is a farmer / worker/ taxi driver / doctor / nurse / cook. She/He cooks very well.教學 反思本課是L單兀第一課時，主要復(fù)習回顧豕庭成貝稱呼詞匯father / mother / parents /grandfather / grandmother / grandparents / uncle / aunt / brother / sister / cousin, 聽說讀 寫職業(yè)詞匯 farmer / worker / driver / doctor / nurse / cook, 并

19、能用 is my/ 's/ 對家 庭成員做簡單介紹。教學用自己的family photo創(chuàng)設(shè)語境，隨機呈現(xiàn)句子，直觀易懂， 留給學生深刻的記憶。聽力訓練步步深入，積累了聽力技巧。說唱歌謠抓住重點，幫 助學生熟練句子，練習鞏固方法多樣，學生知識得到積累，通過練習所學得到鞏固， 聽說讀寫能力置（得到了/、同程度的提高。（五）年級（上）冊英語學科集體備課個案備課時間2019.09.16主備人主備人所在單位復(fù)備時間2019.09.16授課教師授課教師所在單位課題Unit1 part3a 、 b課型新授課時分配共4課時第3課時上課時間2019.9.26項目內(nèi)容修改欄教 學 目知識能力1. Lea

20、rn the following sentences:-Are you Emma ' s mother(father, brother)?-Yes, I am./ No, I' m not由上節(jié)課的陳 述句轉(zhuǎn)化至本 節(jié)課的一般疑標-Is he/she your/ s friend (grandfather)?Yes, he/she is./ No, he/she isn' t.2. Draw a family tree.問句練習，使 學生把各種句 型都順利掌 握。強調(diào)一般疑問 句的回答。過程方法通過聽說、問答等活動形式，讓學生掌握并熟用句子問 答。情感態(tài)度價值觀1.保持

21、濃厚的學習興趣。 2.養(yǎng)成與人善才交流的習慣。教學重點-Are you Emma ' s mothefather, brother)? -Yes, I am./ No, I ' m not-Is he/she your/s friend (grandfatheres, he/she -is./ No, he/she isn' t.教學難點在真實語境中正確使用詞句。教學、教具（課件）準備Family number cards , family photos教學流程教 學 環(huán) 節(jié)教師活動預(yù)設(shè)學生 活動修改欄Step I . Warming up1) Greetings2)

22、CAI show the pictures of the mother ,father, grandfather , grandmother, brother , friend , aunt, uncleStep II. Presentation1) Ask the pupils to read the words, then draw a family tree together.2) CAI show teacher ' s family numbers, tell the pupils, "She/He is my " Then ask them, my/yo

23、ur ? Are you his/her/my?”3) Ask the pupils to take out their family photos, ask them, “Are you ? Is he/she your?”4) Ask them to make more dialogues in pairs, then ask them show in class.學生們展示并介 紹自己的familyphoto.由自己介紹到互 相問答，真正把 知識內(nèi)化。'Is she/he注意人稱及主謂 轉(zhuǎn)換。在學生展示活 動的同時，教師 把握機會協(xié)助 學生順利展開 對他人家庭人 員職業(yè)的介紹 及

24、問答練習。Step III. Practice 1)Say a chant: Are you his father? Yes, I am.板 書 設(shè) 計Unit1 part3a、b My familyAre you Emma ' s mother(father, brother)?-Yes, I am./ N o, I ' m not-Is he/she your/s friend (grandfather)?-Yes, he/she is./ No, he/she isn' t.教 學 反 思講到家庭,學生通常想到的就是自己的小家庭。但具實家庭一詞背后還蘊含了更為 豐

25、富的內(nèi)涵。因此，本節(jié)課的主要目的就在于對教材內(nèi)容的延伸，進一步挖掘其中的 人文內(nèi)涵。我從班級是一個家到學校是一個大家庭，再到上海這一個城市和中國一個 大家庭，甚至到世界都是一個大家庭，讓學生通過這節(jié)課的學習，不僅能加深對自己 的小家庭的熱愛之情，同樣也能感受到自己所在的各種大家庭帶給他們的愛和感動， 從而培養(yǎng)他們成“個懂得愛家、愛社會、愛祖國的好少年。（五）年級（上）冊英語學科集體備課個案備課時間2019.09.18主備人主備人所在單位復(fù)備時間2019.09.18授課教師授課教師所在單位課題Unit1 Part4課型Play課時分配共4課時第4課時上課時間2019.10.08項目內(nèi)容修改欄教

26、學 目 標知識能力1 .聽說認讀詞語：character, scene, Little Red RidingHood, policeman, Granny, woods, walk through ，come on, run away, fantastic, fall asleep.2 .熟用句子：Who s the in ？ He / She is Thiss I ' m coming. What' s the problem? Be quiet! Comewith me. 3.理解句子： The two girls walking through the wood) / r

27、un away / phone the police. All four of them walk off.聯(lián)系童話故:事“小紅帽” 給大家作背 景引入本課 對話！過程通過Free talk談?wù)摴适氯宋铮犅曇裟７氯宋?，選角色表演方法人物，續(xù)劇拓展學習來訓練聽說，培養(yǎng)能力。Fantastic 給 同學們多講 解些，聯(lián)系以 前學過的感 嘆詞！情感態(tài)度價值觀教育學生遇險不慌，生命至上，善于自我保護。教學重點詞語：Little Red Riding Hood, policeman, Granny, woods, walk through ，come on, run away,fantastic, f

28、allasleep.句子:Who s the in ? He / She is This is -I' m coming. What' s the problem?Be quiet! Comewith me. The two girls walking through the woods / run away / phone the police.All four of them walk off教學難點正確模仿人物語音語調(diào)教學、教具（課件）準備tape recorder, word cards, headwears.教學流程教 學 環(huán) 節(jié)教師活動預(yù)設(shè)學生活動修改欄Stepl

29、Warming up1) Greetings.2) Watch cartoon: Little Red Riding Hood.Step2 Presentation & Practice1) After watching, ask,“ Whocan you see?" (Yes, Little Red Riding Hood, granny, and a wolf)Do you like cartoon?(Yes, fantastic)Now let ' s watch a fantasticplay about Little Red Riding Hood.2)As

30、k the pupils to look at thebook and answer the following:How many characters? Tell them inChinese.(Four) Who ' s thegirl inGreetings.Watch cartoon:The pupils talk about the play together.The pupils to look at the book and answer the questions.They read and act out the story in groups of four.請一個

31、小朋 友“小紅帽” 的故事。鼓勵孩子們 積極參與。講解細致，同red/in green? Who ' s that in yellow/ in blue?3)CAI show the woods, teach the word. Then do and say, "I' mwalking through the woods. Whenyou are walking through the woods, what can you see?(Wolf)Yes,wild animals. How are youfeeling?(Scared.)Yes, so scared. What can you do?(Run.)Yes, come on and run away. Ask them to listen to s