五年級下冊英語 集體備課

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1、益林中心小學五年級英語下集體備課 Unit1 Cinderella 單元教材分析： 主備人：孫玲 本單元以Cinderella的故事為主線，以why提問，because回答的方式為重點，學生在情境中理解，感知并掌握。 單元教學目標： 1. 能聽懂，會讀，會說，會用why…? 詢問原因，用Because…回答原因。 2、能聽懂、會說、會讀 prince，fairy，why，because，clothes，let，put on, before等單詞。 3、通過學習Story time和Cartoon time，能比較流暢地朗讀對話，并能創(chuàng)編對話。 4、能了解中西文化中的一些

2、經(jīng)典故事。 5、能了解并掌握dr在單詞中的發(fā)音。 單元設計意圖： 以學生們熟知的cinderella的故事，呈現(xiàn)本單元重點why的詢問及because的回答。在充分利用書本材料進行教學與操練的基礎上，學生們自然交流，培養(yǎng)學生快速捕捉和獲取文章大意的能力。培養(yǎng)學生對語法及句型的掌控能力，善于表達的良好習慣。 課時安排：總 4 課時 第1課時：Story time（text, Look and order） 第2課時：Fun time Grammar time Think and write 第3課時：Cartoon time Checkout time 第4課時：

3、Sound time Culture time Ticking time 課題 Story time 執(zhí)教日期 2.26 教學目標 1. 在整體理解的基礎上聽懂、會說、會讀故事中出現(xiàn)的詞匯：prince, fairy, why, because, clothes, let, put on, before, have to, try on, fit 2. 基于故事聽懂、會說、會讀、會寫句型：Why…? Because …?并理解句型的意思； 3. 能夠聽懂、會說、會讀日常用語：Come and help me… Let me help you. I have to …

4、4. 能較流利有感情地朗讀故事。 教學重點 1在聽故事的過程中理解詞匯及句型Why…? Because …? 能夠從整體到局部理解內(nèi)容； 2能以正確的語音語調(diào)朗讀故事，合作表演故事。 教學難點 1. Why? Because … 句型教師可充分利用生活實際和文本幫助學生理解。 教學資源 課件 教學過程 教學內(nèi)容 學生活動 教師活動 集體備課后調(diào)整 一、預習 呈現(xiàn) 1.試著結(jié)合圖片，理解課文大意。 2.能說出相關的童話故事的名稱。 3.你有什么疑問？ . 4.Present the title Today we’ll read a story. S

5、ee, the handsome man is a prince. The pretty girl is Cinderella. (present the title) b. Try to say T: I think you all know this story. Can you say something about the story. party can’t go … helps comes back Whose shoe… c. Try to read T: There’s a party at the prince’s house, but Ci

6、nderella cannot go. Listen, who are shouting? Ss:(picture)two sisters and the stepmother T: What do they say? Try to read like the bad sisters Ss read the sentences d. Watch and answer T: The two sisters can go to the party happily. But Cinderella cannot go, so she is very …Ss: Sad.

7、T: Why she cannot go to the party and who helps her? Let’s watch the cartoon. check the answer Teach: a fair/a witch (tell the differences) e. Act in two Read after the computer Teacher make an example Act in two f. About the party 1. Listen and say T: Cinderella puts on the new clothe

8、s and shoes. What does the fairy say? Teach: before/after(作為板書) 2. Read and underline Cinderella is at the party. The prince sees her. What would he say? Ss: What a pretty…? Would you …? T: She has a good time at the party. (鐘聲) Does she want to go home? Ss read and underline T: Pleas

9、e tell me the sentences you underline Teach: have to … make some new sentences T: She left her shoe. So the prince shout: Ss: Hey, your shoe. T: How do you think of Cinderella? Ss: … Teacher show two important sentences 1. Read and order T: Cinderella has to go home. Q: What do

10、es the prince do? Does Cinderella try on the shoe at first? Ss read and answer g. Read and match T: Do you like my story? Do the exercise (Read and match together) 二、展示交流 三、檢測反饋 1.完成P8的Read and match 2.完成P8的 Ask and answer 學生認真學 習例題，獨立完成預習題，做到

11、預習作業(yè)本 小組展示預習作業(yè)，并進行評價 獨立作業(yè)，集體反饋 設計預習作業(yè)、布置作業(yè)并 對學生提出要求。 針對學生回答進行適當引導 教師巡視、指導學困生 板書設計 Unit1 Cinderella When Who

12、 Why...? Why Cinderella Whose Because... Where 媒體呈現(xiàn)方案 板書在黑板教師書寫 課題 Fun time Grammar time Think and write 執(zhí)教日期 2.27 教學目標 1.進一步鞏固并掌握故事中出現(xiàn)的詞匯：prince, fairy, why, because, clothes, let, put on, before, hav

13、e to, try on, fit ,leave…behind 2. 進一步鞏固并掌握四會句型：Why? Because … 3. 學生能夠根據(jù)Fun time中的圖片說和演 4. 學生能夠根據(jù)故事，完成Checkout time中的Think and write,進一步鞏固故事，理解故事。 教學重點 1運用Why？ Because…交流，掌握句子結(jié)構(gòu)。 2 復習鞏固故事，敘述故事。 教學難點 能夠掌握Why are you …? Why can’t you …? Why does …？句子結(jié)構(gòu) 教學資源 課件 教學過程 教學內(nèi)容 學生活動 教師活動 集體備課后調(diào)

14、整 一、預習 呈現(xiàn) 1 Fun time 出示Fun time的圖片 Ask and answer: P1: Why can’t she go to the party? Because … P2: Look, who comes? What will she say? P3: Cinderella meets price. … P4: Look at the picture, What do they say? Read Act 選擇兩幅圖演一演。 Checkout time: Think and write (leave…behind) 2 Gram

15、mar time: Show the sentences: Why are you so sad? Because I can’t go to the party. Why can’t you go to the party? Because I don’t have any nice clothes or shoes. Read and summary(學生根據(jù)自己的理解總結(jié)Why…? Because…的用法。) 二、展示交流 每人在小組交流 小組交流比賽最好的學生 小組相互指名比賽 三、檢測反饋 完成課課練第二課時 學生認真學習例題，獨

16、立完成預習題，做到預習作業(yè)本 小組展示預習作業(yè)，并進行評價 獨立作業(yè)，集體反饋 設計預習作業(yè)、布置作業(yè)并對學生提出要求。 針對學生回答進行適當引導 教師巡視、指導學困生 板書設計 Unit1 Cinderella Why are you so sad? Because I can’t go to the party. Why can’t you go to

17、 the party? Because I don’t have any nice clothes or shoes. What… (What time, what colour, what subject…) When… Where… Who… Whose How (how old, how many, how much…) 媒體呈現(xiàn)方案 1..板書在黑板教師書寫 課題 Cartoon

18、time Checkout time 執(zhí)教日期 2.28 教學目標 1. 能夠聽懂、會說、會讀卡通故事中出現(xiàn)的詞匯：mushroom, late, pick, understand, be bad for 2.能夠理解并掌握Why…? Because…的句型結(jié)構(gòu)，并正確交際運用。 3能夠整體理解并簡單表演卡通對話 教學重點 能正確理解、朗讀卡通故事，讀懂故事傳遞的信息。 教學難點 掌握Why…? Because…的句型結(jié)構(gòu)，并正確交際運用 教學資源 課件 教學過程 教學內(nèi)容 一、 預習 呈現(xiàn) Step1 Warm up 1 Free talk What

19、season do you like? Why do you like …? Because… (Ask and answer) Step2 Cartoon time 1 出示Tina和Bobby的圖片， a Look at the picture: Where are they? How are they? They are in the forest. They are very hungry. Guess: What are they saying? I want _________. Do you have ___________? (Picture 1

20、出示，學生讀，根據(jù)snack bar說說snack的含義) b. Pictuce2 Look at the picture: T: What’s under the tree? There are some mushrooms under the tree. (mushroom) Who finds the mushrooms? (find --- finds) Bobby finds the mushrooms. What will he say? Let’s ________ We can ________ (pick摘---pick some mushroo

21、ms) c. Picture3 Look at the picture: T: What does Bobby do? He picks a mushroom. T: Look at the mushroom. How is the mushroom? It’s nice. It’s red. It’s very big. (引導學生觀察蘑菇，用英語表達) T: Do you like the mushroom? Do you want to eat it? Why we can’t eat it? d. Picture4 T: How about Sam and

22、Bobby? Read it by yourselves. (學生自讀，理解be bad for…引導學生說說反義詞 be good for… Milk is good for us.) 2 Read the story 模仿語音，語調(diào)。 想一想讀的語氣。 3Act the story Step3 Checkout time 1 Look and write a. Talk about the picture P1:We are having an English lesson now. How about Yang Ling? Is Yang Ling at sc

23、hool today. Try to use “Why…” to ask a question. (Why is Yang Ling not at school today?) Then, answer. (Because she’s ill at home.) P2: Look at Liu Tao, How is he? Is he sad? Ask and answer: Why is Liu Tao so happy? Because his birthday comes. He can get some presents. P3: Wha

24、t does Nancy do? Ask and answer: (Why does Nancy take off her coat? Because she’s hot.) P4: How about Mike? Ask and answer: Why does Mike put on his jacket? Because he’s cold. Pair work 二、展示交流 每人在小組交流 小組交流比賽最好的學生 小組相互指名比賽 三、檢測反饋 完成課課練第三課時 學生認真學習例題，獨立

25、完成預習題，做到預習作業(yè)本 小組展示預習作業(yè)，并進行評價 獨立作業(yè)，集體反饋 設計預習作業(yè)、布置作業(yè)并對學生提出要求。 針對學生回答進行適當引導

26、 教師巡視、指導學困生 集體備課后調(diào)整 板書設計 Unit1 Cinderella Where? Sam and Bobby How? What’s …? …can… pick… Why

27、 can’t we eat…? 媒體呈現(xiàn)方案 1.板書在黑板教師書寫 課題 Sound time Culture time Ticking time 執(zhí)教日期 3.5 教學目標 1.能夠正確、流利、生動地講故事Cinderella 2.了解字母dr在單詞中的發(fā)音。 3.了解中西方兒童的閱讀喜好 4. 能正確并熟練地運用“Why”“Because” 教學重點 能在教師的引導下完成本單元的三項目標檢測，與同學合作完成自評和互評，了解和調(diào)整自己的學習情況。 教學難點 能夠使用正確使用Why… Because ….進行問答。 教學

28、資源 課件 教學過程 教學內(nèi)容 學生活動 教師活動 集體備課后調(diào)整 一、預習呈現(xiàn) Step1 Warm up 1 Free talk: T：Do you like the story of Cinderella? Why? What else do you like reading? Step2 Presentation 1 Show teaching aims In this lesson, we’ll have some learning aims. Look at the learning aims. First, I can understand “C

29、inderella”. Then, I can use “Why” and “Because” to ask and answer questions. Finally, I know the sound of the letter “dr”. (PPT出示teaching aims) 2 .Act the story Now, first, let’s come to the first aim. Can you understand “Cinderella”? 學生根據(jù)自己的理解敘述故事。 a. Work in groups b. Ask some studen

30、ts to act the story(PPT出示ticking form) 3. Culture time Different children like different stories. What does Mike like reading? He likes reading fairy tales. How about Yang Ling? She likes reading stories about the Monkey King and Nezha. (Read the sentences of culture time) Ask and answer: Wh

31、at about you? What do you like reading? (Pair work) 中國經(jīng)典故事和西方經(jīng)典故事欣賞，出示封面，簡單介紹。一些比較熟悉的，可以讓學生用中文介紹。 4 Sound time a. Let’s come to the second aim. Look at the picture. The boy is Andrew. The girl is Andrew’s sister. She’s Andrea. (Andrew Andrea) T: Let’s guess: a What is Andrew doing? (drink

32、 some water/have a drink ) Andrew is having a drink. Use “why” to ask question and answer: Why is Andrew having a drink? Because he’s thirsty. b What is Andrea doing? (draw a dress) Andrea is drawing a dress. Try to ask: Why is Andrea drawing a dress? Because she likes

33、drawing. Because she wants a new dress. …… (I think you can use “why” and “Because” to ask and answer questions. PPT出示teaching aims) c Why is Andrea drawing a dress? Because she’ll give it to her friend Sue. (出示Sound time 部分) Read and find: What’s the pronunciation of the letters “dr”?

34、Can you say more words? Try to read (PPT出示teaching aims) 二、展示交流 三、檢測反饋 完成課課練第四課時 學生認真學習例題，獨立完成預習題，做到預習作業(yè)本 小組展示預習作業(yè)，并進行評價 獨立作業(yè)，集體反饋 設計預習作業(yè)、布置作業(yè)并對學生提出要求。 針對

35、學生回答進行適當引導 教師巡視、指導學困生 板書設計 Unit1 Cinderella Why is Andrew having a drink? Because he’s thirsty. Why is Andrea drawing a dress? Because she likes drawing. Because she wants a new dress. … dr: draw dress drink driver … 媒體呈現(xiàn)方案 1.板書在黑板教師書寫