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湘少版五年級(jí)上、下冊(cè)英語(yǔ)復(fù)習(xí)教案 Unit 1-6 [ Teaching aims: ] a. 語(yǔ)言知識(shí)目標(biāo)：復(fù)習(xí)目標(biāo)語(yǔ)句：What does he/she look like? He/She is.... Can I help you? I’d like ...., please. Do you want some...? Yes, please. / No, thank you. Can I use your...? Yes, here you are. Can I have....? Yes, you can. / No, you can’t. Which one do you want, the ...one or the...one? b.語(yǔ)言技能目標(biāo)：通過(guò)復(fù)習(xí)與操練，提高學(xué)生綜合運(yùn)用語(yǔ)言能力，進(jìn)行小組表演情境對(duì)話。 c.情感態(tài)度目標(biāo)：培養(yǎng)學(xué)生團(tuán)隊(duì)協(xié)作能力，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，積極參與各項(xiàng)活動(dòng)，在活動(dòng)中享受小組合作的樂(lè)趣與自信。 [ Key points: ] What does he/she look like? He/She is.... Can I help you? I’d like ...., please. Do you want some...? Yes, please. / No, thank you. Can I use your...? Yes, here you are. Can I have....? Yes, you can. / No, you can’t. Which one do you want, the ...one or the...one? 并能在實(shí)際情景中靈活運(yùn)用。 [ Difficult points: ] Which one do you want, the ...one or the...one? 句型的操作和訓(xùn)練。 [Teaching Methods:] The Audio-lingual Method , TPR, The Direct Method [ Teaching procedure: ] Ⅰ. Warm-up (熱身活動(dòng)) Sing a song. “What would you like?” Ⅱ. Words Review A. Read the words of Unit1-Unit6, read after the teacher. B. Make dialogues of this words. Ⅲ. Sentences Review A. Read the sentences and how to use the sentences. B. 兩人小組讀課文。創(chuàng)設(shè)情景，鼓勵(lì)學(xué)生在表演的過(guò)程中加上動(dòng)作和表情。 這一環(huán)節(jié)是一個(gè)機(jī)械操練的階段，目的讓學(xué)生更好、更準(zhǔn)確的學(xué)習(xí)語(yǔ)言，掌握語(yǔ) 言。通過(guò)學(xué)生對(duì)課文的感知―理解，小梯度，多臺(tái)階地強(qiáng)化了學(xué)生對(duì)語(yǔ)言知識(shí)的 理解與掌握。 Ⅳ. Production (任務(wù)完成) A. 分組合作學(xué)習(xí):進(jìn)一步學(xué)習(xí)如何談?wù)撡?gòu)物、借物及能做的事情詢問(wèn)及回答并且進(jìn)行操練。 B. 讓學(xué)生用 “I’d like ...., please. ” 造句。把學(xué)生分成小組，每次每組派一名學(xué)生參賽，說(shuō)得又快又正確的學(xué)生得分。有新意的可獲得加分。如：回答問(wèn)題的學(xué)生用的都是陳述句，第一個(gè)用疑問(wèn)句的學(xué)生可獲得加分。得分高的小組獲勝。通過(guò)完成任務(wù),增強(qiáng)了學(xué)生間的了解，促進(jìn)了學(xué)生之間的交流。同時(shí)，學(xué)生學(xué)會(huì)了并運(yùn)用了本課的語(yǔ)言知識(shí)。 Ⅴ. Summary and Home work (小結(jié)與作業(yè)) a.Summary b.Homework 全班完成：熟讀課文；聽(tīng)說(shuō)讀寫(xiě)三個(gè)重點(diǎn)句子；預(yù)習(xí)unit7-12： 背誦或表演課文。 Bb Design: Unit 1-6 What does he/she look like? He/She is.... Can I help you? I’d like ...., please. Do you want some...? Yes, please. / No, thank you. Can I use your...? Yes, here you are. Can I have....? Yes, you can. / No, you can’t. Which one do you want, the ...one or the...one? 湘少版五年級(jí)上冊(cè)英語(yǔ)復(fù)習(xí)教案 Unit 7-12 [ Teaching aims: ] a.語(yǔ)言知識(shí)目標(biāo)：復(fù)習(xí)目標(biāo)語(yǔ)句：What time do you ... ? I... at... Her mother/father .... She helps her/ him. What’s your hobby? My hobby is ... . The sign means “do not...” I’m.... I feel.... We’re.... The Spring Festival is an important festival in China. What do people do ? b.語(yǔ)言技能目標(biāo)：通過(guò)復(fù)習(xí)與操練，運(yùn)用句型談?wù)摿?xí)慣、愛(ài)好、標(biāo)志、情緒及春節(jié)的話題。 c.情感態(tài)度目標(biāo)：培養(yǎng)學(xué)生團(tuán)結(jié)協(xié)作的精神，提高學(xué)生學(xué)習(xí)興趣，注重過(guò)程性評(píng)價(jià)，讓學(xué)生在學(xué)習(xí)過(guò)程中充分得到激勵(lì)。 [ Key points: ] What time do you ... ? I... at... Her mother/father .... She helps her/ him. What’s your hobby? My hobby is ... . 在實(shí)際情景中運(yùn)用所學(xué)句型進(jìn)行交流。 [ Difficult points: ] The sign means “do not...” I’m.... I feel.... We’re.... The Spring Festival is an important festival in China. What do people do ?句型的操作和訓(xùn)練。 [Teaching Methods:] The Audio-lingual Method ， TPR， The Direct Method [ Teaching procedure: ] Ⅰ. Warm-up (熱身活動(dòng)) Play a game: Guessing. Ⅱ. Words Review A. Read the words of Unit7-Unit12, read after the teacher. B. Make dialogues of this words. Ⅲ. Sentences Review A. Read the sentences and how to use the sentences. B. 兩人小組讀課文。創(chuàng)設(shè)情景，鼓勵(lì)學(xué)生在表演的過(guò)程中加上動(dòng)作和表情。 這一環(huán)節(jié)是一個(gè)機(jī)械操練的階段，目的讓學(xué)生更好、更準(zhǔn)確的學(xué)習(xí)語(yǔ)言，掌握語(yǔ)言。通過(guò)學(xué)生對(duì)課文的感知―理解，小梯度，多臺(tái)階地強(qiáng)化了學(xué)生對(duì)語(yǔ)言知識(shí)的理解與掌握。 Ⅳ. Production (任務(wù)完成) 分組合作學(xué)習(xí):通過(guò)小組合作學(xué)習(xí)，進(jìn)一步學(xué)習(xí)如何談?wù)摿?xí)慣、愛(ài)好、標(biāo)志、 情緒及春節(jié)的話題。并且進(jìn)行話題的操練。通過(guò)完成任務(wù),增強(qiáng)了學(xué)生間的 了解，促進(jìn)了學(xué)生之間的交流。同時(shí)，學(xué)生學(xué)會(huì)了并運(yùn)用了本課的語(yǔ)言知識(shí)。 Ⅴ. Summary and Home work (小結(jié)與作業(yè)) A.Summary B.Homework 全班完成：熟讀課文；聽(tīng)說(shuō)讀寫(xiě)三個(gè)重點(diǎn)句子； 背誦或表演課文。 Bb Design: Unit 7-12 What time do you ... ? I... at... Her mother/father .... She helps her/ him. What’s your hobby? My hobby is ... . The sign means “do not...” I’m.... I feel.... We’re.... The Spring Festival is an important festival in China. What do people do ? 湘少版五年級(jí)下冊(cè)英語(yǔ)復(fù)習(xí)教案 Unit 1-6 [ Teaching aims: ] A. 知識(shí)目標(biāo)：復(fù)習(xí)目標(biāo)語(yǔ)句：What are we going to do today? We’re going to .... . First,... And the, ... Next,.... Lastly, .... Don’t... When’s your birthday? It’s... What will you do for your mother? I’ll ... B. 語(yǔ)言技能目標(biāo)：通過(guò)復(fù)習(xí)與操練，能夠通過(guò)這些語(yǔ)句的練習(xí)發(fā)展學(xué)生綜合語(yǔ)言運(yùn)用能力。 C. 情感態(tài)度目標(biāo)：培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，積極參與各項(xiàng)活動(dòng)。 [ Key points: ] 將來(lái)時(shí)will +do... / be going to do... 描述將要做某事， [ Difficult points: ] 否定祈使句Don’t do...及生日月份表達(dá)的鞏固與操練。 [Teaching Methods:] The Audio-lingual Method ， TPR，The Direct Method [ Teaching procedure: ] Ⅰ. Warm-up (熱身活動(dòng)) Let’s play a game. Quick response Ⅱ. Words Review A. Read the words of Unit1-Unit6, read after the teacher. B. Make dialogues of this words. Ⅲ. Sentences Review A. Read the sentences and how to use the sentences. B. 兩人小組讀課文。創(chuàng)設(shè)情景，鼓勵(lì)學(xué)生在表演的過(guò)程中加上動(dòng)作和表情。 這一環(huán)節(jié)是一個(gè)機(jī)械操練的階段，目的讓學(xué)生更好、更準(zhǔn)確的學(xué)習(xí)語(yǔ)言，掌握語(yǔ)言。通過(guò)學(xué)生對(duì)課文的感知―理解，小梯度，多臺(tái)階地強(qiáng)化了學(xué)生對(duì)語(yǔ)言知識(shí)的理解與掌握。 Ⅳ. Production (任務(wù)完成) C.作學(xué)習(xí):短文練習(xí)。First,.... And then, .... Next,.... Lastly,....運(yùn)用所復(fù)習(xí)的句 型，對(duì)手工制作進(jìn)行描述，并說(shuō)出自己喜歡的季節(jié)和原因。 D.讓學(xué)生Make library rules分組討論，看哪組說(shuō)得又多又好。有新意的可獲得加分。通過(guò)完成任務(wù),增強(qiáng)了學(xué)生間的了解，促進(jìn)了學(xué)生之間的交流。同時(shí)，學(xué)生學(xué)會(huì)了并運(yùn)用了本課的語(yǔ)言知識(shí)。 Ⅴ. Summary and Home work (小結(jié)與作業(yè)) aSummary b.Homework 全班完成：熟讀課文；聽(tīng)說(shuō)讀寫(xiě)三個(gè)重點(diǎn)句子；預(yù)習(xí)unit7-12： 背誦或表演課文。 Bb Design: Unit 1-6 What are we going to do today? We’re going to .... . First,... And the, ... Next,.... Lastly, .... Don’t... When’s your birthday? It’s... What will you do for your mother? I’ll ... 湘少版五年級(jí)下冊(cè)英語(yǔ)復(fù)習(xí)教案 Unit 7-12 [ Teaching aims: ] a. 語(yǔ)言知識(shí)目標(biāo)：復(fù)習(xí)目標(biāo)語(yǔ)句：Is there a... ?Yes, there is./No, there isn’t. Excuse me, can you show me the way to the...? You can... 一般過(guò)去式與動(dòng)詞的過(guò)去式。 Where were you? I was... Was it ...? Yes, it was. / No, it wasn’t. What did ...do? Did he/she/you...? Yes, he/she/I did. No, he/she/I didn’t. Where did you go? I.... b. 語(yǔ)言技能目標(biāo)：通過(guò)復(fù)習(xí)與操練，運(yùn)用句型介紹自己來(lái)自的國(guó)家和詢問(wèn)他人，能準(zhǔn)確的說(shuō)出一周的七天，和進(jìn)行價(jià)格的詢問(wèn)和咨詢。 c.情感態(tài)度目標(biāo)：培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣 [ Key points: ] Is there a... ?Yes, there is./No, there isn’t. Excuse me, can you show me the way to the...? You can... .在實(shí)際情景中運(yùn)用所學(xué)句型進(jìn)行交流。 [ Difficult points: ] 一般過(guò)去式與動(dòng)詞的過(guò)去式句型的操練與鞏固。 [Teaching Methods:] The Audio-lingual Method ，The Direct Method [ Teaching procedure: ] Ⅰ. Warm-up (熱身活動(dòng)) Let’s say a chant together. Ⅱ. Words Review A. Read the words of Unit7-Unit12, read after the teacher. B. Make dialogues of this words. Ⅲ. Sentences Review A. Read the sentences and how to use the sentences. B.兩人小組讀課文。創(chuàng)設(shè)情景，鼓勵(lì)學(xué)生在表演的過(guò)程中加上動(dòng)作和表情。這 一環(huán)節(jié)是一個(gè)機(jī)械操練的階段，目的讓學(xué)生更好、更準(zhǔn)確的學(xué)習(xí)語(yǔ)言，掌握語(yǔ) 言。通過(guò)學(xué)生對(duì)課文的感知―理解，小梯度，多臺(tái)階地強(qiáng)化了學(xué)生對(duì)語(yǔ)言知識(shí) 的理解與掌握。 Ⅳ. Production (任務(wù)完成) C.合作學(xué)習(xí):進(jìn)一步學(xué)習(xí)談?wù)撨^(guò)去發(fā)生的事情，祈使句型、There be 句型。并通過(guò)合作學(xué)習(xí)，,增強(qiáng)了學(xué)生間的團(tuán)隊(duì)協(xié)作能力，促進(jìn)了學(xué)生之間的交流。同時(shí)，學(xué)生學(xué)會(huì)了并運(yùn)用了本課的語(yǔ)言知識(shí)。 Ⅴ. Summary and Home work (小結(jié)與作業(yè)) A.Summary B.Homework 全班完成：熟讀課文；聽(tīng)說(shuō)讀寫(xiě)三個(gè)重點(diǎn)句子； 背誦或表演課文。完成“一起作業(yè)”模擬試題 Bb Design: Unit 7-12 Is there a... ?Yes, there is./No, there isn’t. Excuse me, can you show me the way to the...? You can... Where were you? I was... Was it ...? Yes, it was. / No, it wasn’t. What did ...do? Did he/she/you...? Yes, he/she/I did. No, he/she/I didn’t. Where did you go? I.... 9 / 9