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1、2021-2022年五年級英語上冊 unit2 Lesson2教案 廣東版開心 本課是第二課時，學生在第一課時的學習中已經(jīng)把握了：staples, scissors, stamps, envelopes, paper clips等可數(shù)名詞以及句子：Do you have any……? Yes, I do./ No, I don’t.本節(jié)課的教學內(nèi)容是以教材提供的主題句型Do you have any…? Yes, I do./ No, I don’t.為起點，學習3個不可數(shù)名詞：paper, glue, tape, rubber bands.通過故事的學習以及完成老師布置的任務，使學生能夠把

2、英語應用于對生活需求的表達方面，有效地進行英語交際，編演自己喜歡的故事。 【設計理念】 國家《英語課程標準》明確指出：提倡任務型教學模式，把綜合語言運用能力的培養(yǎng)落實在教學過程中，倡導體驗、實踐、參與、交流和合作的學習方式，實現(xiàn)任務的目標，感受成功，強調(diào)學生能用英語做事情，反對“單純傳授語言知識的教學方法”，闡明了課程應從學生的愛好、生活經(jīng)驗和認知水平出發(fā)，在發(fā)展學生綜合語言能力的同時，還應提高學生的實踐活動能力及人文素養(yǎng)。 【活動目標】 （1） 以游戲的形式復習單詞和句型，使學生能在快樂中回憶，提高學生參與課堂的積極性； （2） 通過師生問答、倆倆對話、角色扮演等多種言語交際活動培

3、養(yǎng)和提高口語交際能力和在日常生活中遷移運用英語的能力； （3） 通過聽說故事，培養(yǎng)學生良好的聽說習慣； （4） 通過角色扮演的形式，滿足學生的表演欲，讓學生體現(xiàn)參與課堂的快樂； （5） 通過故事的學習，潛移默化地滲透思想品德教育，通過表演活動逐步培養(yǎng)孩子們的相互協(xié)作意識； （6） 通過任務的布置，把綜合語言運用能力的培養(yǎng)落實在教學過程中，讓學生通過任務的完成體驗生活，能英語做事情。 【資源預備】 1、實物： staples, scissors, stamps, envelopes, paper clips, paper, tape, glue 2、多媒體課件：power poin

4、t, 課文錄音 【活動過程】 I. Warm-up 1. Guessing game Power point: shows the pictures quickly to have Ss guess. Using the languages: Do you have…..? Yes, I do. I have some ……/No, I don’t. I don’t have any…… 2. Do some exercises: (1) Do you have ______ staples? Yes, I do. I have ______ staples. (2) I do

5、n’t have ______ stamps. Do you have ______ stamps? (3) I have_____ envelops. Do you have ______ envelopes. Check: Pair work to show the answers. Link to the Presentation: (T says: Do you have any glue/ paper/ tape (show the objectives )? Now Gogo is unhappy because there is something wrong with

6、 his hang glider. Can you help him? Ok! Let’s see what does Gogo need.) II. Presentation Questions: (1) What does Gogo need? (2) What is Gogo doing? CAI: show the pictures of page 9 when playing the recorder. (T: Look at the pictures, listen and try to answer.) Have Ss answer the questions.(T:

7、 Do you want to try?) Have Ss listen and repeat the sentences without reading on page 9.(T: You have done a very good job! Now, let’s repeat the conversation between Gogo, Tony and Jenny.) Talk about the difficulties: Are you making something? I’m fixing the hang glider. Have Ss read on page 9. A

8、nd show the difficulties. Role-play: play in group of 4. (T: Now, Let’s have a role-play. You can add whatever languages you like. Please work in group of 4.Try your best to Play without reading on page ) Check: 2 groups to show. Others listen and appraise. III. Extension 1. Create a new story:

9、 Where will Gogo, Tony and Jenny go by the hang glider? Will they need any things more? discuss in group of 4. Check: 2 groups to show. 2. T: Just now, Gogo had made the hang glider. Now, Let’s make something as we can. First, I want to make an envelope. Do you have any paper/staples/rubber band

10、s/tape/glue/paper clips? (Ss respond: Yes, I do. Here you are.) Thank you! Do you have any……? Asking the questions to consolidate the target languages and vocabularies. Operation: 1. Make something using the target languages. 2. Work in group of 4. Check: show the products of some groups.

11、IV. Conclusion T: Boys and girls. Today, We have learnt how to DIY a thing. Take attention to use the languages: “Do you have any……? ” If someone has the certain thing he/she will say: “Yes, I do.” “Here you are.” If not, he/she will say: “No, I don’t”. Remember to say: “Thank you!” V. Home

12、work 1. Listen and repeat the “conversation” 2. Have a home dictation of the new words. 3. Recite the conversation. 教學反思 本節(jié)課提倡任務型教學模式，通過教師的示范作用，把任務落實給每一個學生，讓學生在實踐的過程中提高綜合運用語言的能力。本課提倡體驗、實踐、參與、交流和合作的學習方式，強調(diào)學生能用英語做事情，反對“單純傳授語言知識的教學方法”，闡明了課程應從學生的愛好、生活經(jīng)驗和認知水平出發(fā)，在發(fā)展學生綜合能力的同時，提高學生的實踐活動能力及人文素養(yǎng)。如： 學生

13、學習故事后，教師為學生提供線索：1：主人公將乘著滑翔飛行去哪里？2：他們還會有什么需要嗎？學生明確任務后，馬上開展4人小組討論，創(chuàng)編一個新的故事。這樣，既能鞏固所學知識，更能開闊學生的思維，實現(xiàn)知識的有效拓展。 又如，教師在學生學習完Gogo修理滑翔飛行后的故事，先通過自身的示范，引導學生在原有課文的語言基礎上，以4人小組的方式制作一樣東西，并要求在制作該東西時要用英語表達自己的需求。實踐證實：學生在完成教師布置的任務的過程中，學會了用英語去溝通，體現(xiàn)了同學之間的合作和交流，經(jīng)過下一節(jié)課對作品的收集，教師發(fā)現(xiàn)：學生不僅能創(chuàng)造出許多作品，有的，還能在整個制作過程中都使用英語。 通過這一節(jié)課

14、引發(fā)了我的思考：學生在課堂上參與活動，他們應該以主人公的身份進行實踐，那么，教師的課堂用語的選用是否應站在學生親身參與的立場去考慮呢？如： “Listen and repeat”可換成 “Listen and try to say after”. 緣于這點思考，我嘗試在設計每一節(jié)課時，注重選用合適的課堂用語，務求使學生感受到自己是學習的主人，只要他們相信自己的能力，努力克服困難，就一定能順利把任務完成。 附送： 2021-2022年五年級英語上冊 Unit2 Lesson3-4教案 北師大版 Teaching Aims: 1. The students can read the d

15、ialogue. 2. The students like to learn English. 3. The students can be listening and order. Teaching Emphasis: How to read the dialogue and listen. Teaching Difficulty 1. How to read the dialogue. 2. How to listen and order. Teaching process: Step1: Review the story T: Ask some questions:

16、 What did he do? S: Try to answer the questions. T: Take out the pictures about the story and have the children try to retell the story. S: Look at the pictures and try to retell the story. Step2: Words to learn T: Write the new words on the blackboard and have the children act. S: Read the w

17、ords and act. T: Play the tape and have the children read the words after the tape. S: Listen to the tape and repeat. T: Have the children look at the book and try to read the words. S: Look at the form and read the words. T: Explain the words and past words. S: Listen and read. T: Play the t

18、ape and have the children repeat. S: Listen and repeat. Step3: Listen and number T: Have the children look at the pictures and ask: What did they do? S: Look at the pictures and try to answer the question. T: Play the tape and have the children order. S: Listen to the tape and order. T: Pla

19、y the tape again and check the answer. S: Listen to the tape again and check the answer. T: Have the children try to speak out the sentences. S: Try to do it. Step4: Talk together T: Ask some questions (Where were you yesterday? What did you do?) S: Try to speak out their experience. T: Have

20、 the children look at the picture and ask a question (What did she/he do yesterday?) S: Look at the picture and try to answer the question. T: Read the dialogue and have the children listen. S: Just listen. T: Read the dialogue and have the children repeat. S: Repeat the dialogue. T: Have the

21、children read the dialogue in pairs. S: Read the dialogue in pairs. Step5: Listen and practice T: Have the children look at the pictures and try to read the sentences. S: Look at the pictures and try to read. T: Play the tape and have the children repeat. S: Listen and repeat. T: Have the ch

22、ildren read the sentences that they read very well. S Read the sentences loudly. Homework: Have the children think about what verbs they have learned so fa 課后反思：大多學生能掌握過去時用法， 但是有部分學生在回答時經(jīng)常忘記was與were的用法，還有的同學丟了the ，說明學生對知識掌握的還是不熟練，需要反復練習。 The 4th period Teaching Aims: 1. The students c

23、an tell the story about past time. 2. The students like to learn English. 3. The students can read and write. Teaching Emphasis: How to tell the story and write the past tense. Teaching Difficulty 1. How to tell the story. 2. How to remember the past words. Teaching process: Step1: Review

24、 the verbs T: Have the children look at the pictures and retell the story. S: Listen and try to repeat. T: Show the picture about past words. S: Look at the TV. Step2: Model the structures T: Have the children try to retell the story. Ask some questions: Did Mocky eat an apple? S: Try to ans

25、wer the questions. T: Write the sentences on the blackboard and have the children try to read. S: Look at the blackboard and try to read. Step3: Uncle Booky’s Blackboard T: Have the children look at the Blackboard and read the sentences and have the children repeat. S: Listen and repeat. T: H

26、ave the children make the sentences one by one. S: Try to do it. Step4: Touch and say T: Have the children look at the picture and explain the pictures. S: Look at the pictures and try to speak out the sentences. T: Show the sentences. S: Read the sentences. Step5: Read and write T: Have

27、the children look at the picture and read the story. S: Look at the picture and do exercise T: Have the children read the story by themselves. S: Read the story and write the correct words. T: Read the story and have the children repeat. S: Read the story together. Step6: Write the sentences

28、about Joe T: Have the children look at pictures in middle and try to write the sentences about Joe. S: Look at the pictures and try to write. T: Ask them to work in pairs and tell each other about the story they write. Homework: Tell the children to read their writings to their parents. 學生對英文歌曲非常感興趣，學習的也非?？?，只有最后一句唱的不是很熟練，對字母組合發(fā)音部分掌握的也很好，第一遍就能辨別字母的發(fā)音，并且能夠根據(jù)發(fā)音規(guī)則自己讀出新單詞。