2019-2020年五年級英語上冊 Unit1 Lesson1(3)教案 冀教版.doc

2019-2020年五年級英語上冊 Unit1 Lesson1(3)教案 冀教版教學(xué)目標(biāo) ：1知識(shí)目標(biāo)：學(xué)生能熟練的掌握家庭成員的英文名字。并且能掌握 older /younger than句型。 2能力目標(biāo)：能在情景中靈活運(yùn)用詞匯和句型，簡單介紹自己的家庭成員。3情感目標(biāo)：讓學(xué)生了解做任何事情前，都應(yīng)想想他人的感受，學(xué)會(huì)關(guān)心別人，培養(yǎng)學(xué)生喜歡用英語交流的興趣。教學(xué)重點(diǎn)：使學(xué)生能夠正確地認(rèn)識(shí)本課生詞，并能掌握 older /younger than句型。教學(xué)難點(diǎn)：older /younger than句型的靈活的運(yùn)用。教學(xué)準(zhǔn)備：錄音機(jī)，卡片。教學(xué)過程:Class Opening and ReviewSing The Family in Our House to review members of the family mastered in Level Key ConceptsI am older/younger than _INTRODUCEShow a picture of my family. Introduce my family to the students.T: Look, this is my father and mother. My father is fifty-seven years old. This is my mother. She is fifty-five years old. Are they young? ( No, they are old.) T: Look, Who are they? Can you guess? Yes, they are my grandfather and my grandmother.Teach these two words.Are they old? (Yes, theyre very old.)T: Who is she? Guess. She is my sister.Yes,I have one sister.I dont have brothers.Ask: Do my father and mother have sons? How many daughters do they have? My sister is thirty. Im twenty-eight. Who is older? My sister. My sister is older than me. Im younger than my sister. T: My father is older than me. My mother is older than me. Older, whats meaning. Younger, whats meaning.Make up the sentences Ask the students to make up the sentences with older /younger than.USE THE STUDENT BOOK AND AUDIOTAPE Ask the students to look at the books. Discuss the pictures:How many people are there in Li Mings family?Who are they?Explain Why Li Ming has two grandfathers and grandmothers.Does Li Ming has brothers and sisters?Look at the Smith family.Discuss:Where does Jennys family live?Who are in Jennys family?How old are they?Play the audiotape as the students follow in their student book.SING A SONGJenny is twelve. Bob is twenty. Bob is older than Jenny. Bob is older than Jenny. Lynn is eight. Lynn is eight. Lynn is younger than Jenny. Lynn is younger than Jenny.PRACTICEAsk the students to introduce their family in groups.PRESENTUSE THE ACTIVITY BOOKClass Closing可向同學(xué)們介紹知識(shí)窗：同學(xué)們你們知道family的由來嗎？Family就是Father and mother, I love you.這句話的每一個(gè)單詞首字母組合而成的。在國外，小朋友們起床以后的第一件事就是對父母說這句話。板書設(shè)計(jì)Lesson 1: Fathers Mothers Brothers and Sisters grandfather grandmother father mother son daughter (brother) (sister) 練習(xí)：一、用家庭成員填空。I have two _ and _ .My _ and _ have one son, he is my _ .My sister is my father and my mothers _ .二、寫一寫：用older /younger than 各寫兩句話。附送：2019-2020年五年級英語上冊 Unit1 Lesson1-2教案 北師大版新課標(biāo)體現(xiàn)： 本單元主要是要求學(xué)生能夠用過去時(shí)表達(dá)過去發(fā)生的一些事情，能夠用本單元主要句式詢問對方或他人在過去時(shí)間的住所。讓學(xué)生對一般過去時(shí)有一個(gè)初步的認(rèn)識(shí)。引導(dǎo)學(xué)生形成與人為善的態(tài)度。本單元能夠豐富學(xué)生的天文知識(shí)，激發(fā)學(xué)生樂于觀察的熱情。Teaching Aims:知識(shí)技能：1.Listening:能夠理解本單元的故事。2.Speaking:能用過去時(shí)簡單的描述在過去發(fā)生的事情，能用本單元主要句式詢問對方或他人在過去時(shí)間的住所。3.Reading:能正確、流利的朗讀課文和一些輔音的讀法。4.Writing:能正確、規(guī)范地拼寫本單元要求掌握的生詞和短語；能聽寫本單元功能句，并做出應(yīng)答。過程方法：1.利用現(xiàn)有的教設(shè)備資源，使學(xué)生可以更加直觀的對所要學(xué)習(xí)的內(nèi)容有整體了解，并且可以培養(yǎng)學(xué)生良好的發(fā)音習(xí)慣，為以后的學(xué)習(xí)打下基礎(chǔ)。 2.在教授對話的同時(shí)，把單詞或重點(diǎn)句型出示給學(xué)生，這樣可以使學(xué)生更方便于學(xué)習(xí)，掌握，和運(yùn)用。3.在教學(xué)時(shí)多采取同學(xué)之間互相幫助的功能，可以加深同學(xué)之間的感情，還可以幫助班主任更好的完成思想道德教育工作。Teaching Emphasis:Where are you from? 及回答.Where were you yesterday afternoon? I was at home.過去時(shí)was, were, had 的表達(dá)Teaching Difficulty:過去時(shí)的用法及表達(dá)。如何用過去時(shí)描述自己的夢和過去所在的場所。一些單詞的記憶。 The 1st periodTeaching Aims:1. The students can describe the picture.2. The students like to learn English.3. The students can be writing and reading.Teaching Emphasis:How can use “had, was, were” in dialogue. Answer it. Teaching Difficulty1. How to use past tense.2. Emphasis new words.Teaching process: Step1:T: Introduce myself and let student introduce themselves (name, age, hobby and so on) S: Introduce themselves about name, age etc.Step2:To review what has been learned last semester.Step3:Set the sceneT: Let the children talk about what they did during the summer vacation. Ask some questions: Where you went? Who you saw? What you did? Let them share their experience with each other.S: Try to answer the questions.T: Ask the children the question, “Where were you?”S: Try to answer the question.Step4:Get preparedT: Ask children if they had any dream at night these days. Let them talk about their dreams.S: Try to talk about their dreamsT: let them read about Anns dream.S: Read Anns dream.T: To describe what illustrated in each picture and the main plot is.S: Listen and think.T: Play the tape for the story.S: Listen to the tape. Step5:Tell the story T: Have the children look at the pictures .The teacher tells the story to the children.S: Listen and look at the picture.T: Have the children read the text by themselves.S: Read the text. T: Listen to the tape. Play the tape again. Ask some questions.Who had a dream?Who were in her dream?Where were they?Where were they now?Was it cold on Mars?Were there Martians on Mars? How do you think Ken and Ann fell?Were the Martians friendly?S: Try to answer the questions.Step6:Homework: Have the children create their own image of Martians.Blackboard writing:Ann had a dream last night.She and Ken were in her dream.They were in the space.They were on Mars.It was very cold on Mars.There were Martians on Mars. Ken and Ann were afraid.Yes, the Martians were friendly.課后反思：學(xué)生對句子都能理解，并能自己說出一些句子，只是個(gè)別學(xué)生不能完整地回答問題，應(yīng)該多鍛煉學(xué)生說完整的句子。The 2nd periodTeaching Aims:1. The students can describe the picture.2. The students like to learn English.3. The students can be writing and reading.Teaching Emphasis:1. How can use “had, was, were” in dialogue. Answer it. Teaching Difficulty1. How to use past tense.2. Emphasis new words.Teaching process:Step1:Review :( plays a game)T: Take a card and hide it. I had a dream last night. In my dream I wasS: Guess it.Step2:Learn the new words.T: Have the children open their books at page4. Draw their attention to the top half of the page. Point to the picture and ask: “What can you see in the picture?” S: Open the book and answer the question.T: Model the word and have the children repeat. Use the same procedure with the other words in the picture.S: Read the words after the teacher.T: Let student read the words again.S: read the words.T: Let students listen to the tape and point the new wordsS: listen and point. Repeat after the tape. Step3:Listen and number.T: Have the children look at the pictures at the bottom of the page. Explain that each of the pictures describes a different dream of Ann.S: Look at the picture.T: Let the children talk about where Ann was and what she was in each dream.S: Answer it.T: Play the tape. Let the children point the picture.S: Listen to the tape and point the picture.T: Play the tape again. Let children write the corresponding sentence number in the box next to the matching picture.S: listen and match.T: Point to each picture and elicit sentences from the children.Step4:Talk togetherT: Have the children open the books at page 5 and look at the picture on top of the page.S: Open the books look at the picture.T: Explain that Sue and Peter are talking about where they were yesterday. Ask the children where they