述職范文|人教版五年級上冊英語Unit4《WhatCanYouDo》教案（收藏17篇）
發表時間：2019-01-24人教版五年級上冊英語Unit4《WhatCanYouDo》教案（收藏17篇）。
? 人教版五年級上冊英語Unit4《WhatCanYouDo》教案
Unit 4 What are you doing？的主要內容是描述自己或他人正在什么等。結合本課時的教學內容，借助“任務型”教學方法，采用各種各樣的教學手段將聽、說、讀、寫、演、唱等融為一體，激發學生學習英語的興趣和愿望，使學生在通過小組的合作學習中體驗成就感，從而樹立自信心，發展自主學習的能力，形成初步用英語進行簡單日常交際的能力。
結合新課程標準和英語課程總體目標，我將本課時的教學目標設計如下：
知識目標：
1、能夠聽、說、讀、寫動詞短語的 ing 形式：drawing pictures ， doing the dishes ， cookingdinner ， reading a book ， answering the phone 。
2、能運用句子“What are you doing ？ I am doing the dishes/…”詢問別人正在做什么并作答。
（二）說重點、難點：
遵循“以學生為主體，教師為主導”的思想，我充分利用卡片和多媒體課件，把情境教學法、TPR教學法和任務型教學法有機地結合，讓學生在輕松、愉快的學習氛圍中習得語言知識和技能。
通過創設相應的學習情境，引導學生在和諧、興趣盎然的氛圍中積極參與、學習。主動模仿，積極參與活動，合作與交流，在樂中學，在玩中學，在演中學。
依據英語教學的.直觀性、趣味性、實踐性的教學原則，結合合作學習和任務型教學的新理念，我充分利用圖片、實物、卡片、多媒體課件等進行教學，讓學生更加直觀、形象地感受新知識。
教學設計緊緊圍繞“以物引趣，圖片激趣，活動增趣，任務促趣”展開教學。
1、師生相互問好。
2、日常口語練習。
Can you do the dishes/draw pictures/read a book/cook dinner/answer the phone ？
3、Let’s chant .
（設計意圖：在熱身部分，我通過師生相互問好、日常口語練習、欣賞歌謠這三個環節調動學生的學習興趣和積極性，同時也復習了舊知識引入了新知識。）
1、板書課題并出示學習目標。
2、學習新知。
（1）跟讀單詞。
（2）小組合作學習單詞。
（3）讓各個小組分別讀單詞。
（4）出示動作圖片，讓學生說出動作短語。
（5）給學生提供電話、碗碟等小道具，教師問：What are you doing ？引導學生邊做動作邊回答：I am drawing pictures/doing the dishes/cooking dinner/answering
the phone/reading a book.
（設計意圖：加強學生之間的溝通與交流，集中暴露學生自學中存在的疑難問題從而進行正確地引導和點撥。）
（1）根據以上（5）的內容填寫Let’s play中的表格。
（2）學生根據表格內容，進行小組操練。
（設計意圖：讓學生匯總成果，發揮學生自主、探究、合作的學習精神。）
1、Look and match.
（設計意圖：通過連線、說說、寫寫，培養學生的理解能力和書寫能力。）
板書：
Unit 4 What are you doing ？
What are you doing？
? 人教版五年級上冊英語Unit4《WhatCanYouDo》教案
七年級（下）Unit4 Section A
1, words: assistant. sales assistant. doctor. reporter. police. officer. police officer. waiter. bank. clerk. hospital. show. star
2. What do you want to be? ?3. What does she do?
I want to be a doctor. ??????She’s a doctor.
1．培養學生自主學習、合作學習的能力。
2．培養學生學習英語的`興趣，了解工作與職業。
1. Words: assistant, sales assistant, doctor, reporter, police, officer, police officer, waiter, bank. clerk, ?hospital, ?show, star
2.? What do you want to be??? 3. What does she do?
I want to be a doctor.??????? She’s a doctor.
1. What does she want to do??? 2. What does she do?
She wants to be a doctor.?????? She’s a doctor.
Do you know Jackie Chan/Bethoven?
1.?????? Revise the words and expressions in Unit 3
2.?????? Get students to make dialogues about how to order a pizza.
1.?????? Present the new words by showing the pictures and get Ss to read after.
2.?????? Get students to make dialogues
1．Ask students to tell what they see in each picture.
2．Repeat after me.
3．Ask students to match each word with the pictures
4．Check the answers.
1.?? Ask the students to only listen.
2.?? Play the tape a second time. This time, ask the students to number the people.
3.?? Correct the answers.
4.?? Practice the dialogues.
1.???? Ask one student to do some actions and the others guess their jobs
2.???? Ask two students to read the dialogue to the class.
3.???? Let the students work in pairs with the pictures they have..
跟讀模仿，成對活動,操練句型，表演。
檢查學生掌握生詞及句型的情況，提供指導。
Do the exercises on the small blackboard.(If time permitted)
筆頭練習，鞏固所學知識。
1.New words: words: assistant, sales assistant. doctor. reporter. police. officer. police officer. waiter. bank. clerk. hospital. show. star Patterns:
2. What do you want to be?
3. What does she do ?
Homework:
Unit4? ?I want to be an actor.
New words:
reporter???????? hospital.
police????????? show.
officer???????? ?bank.
police officer.
Drills:
1: A: What do you want to be?
? 人教版五年級上冊英語Unit4《WhatCanYouDo》教案
1.認識并正確、規范書寫本課的生字，理解由生字組成的詞語。能正確、流利、有感情地朗讀課文。
2.了解錢塘江潮雄偉壯觀的景象。感受文章中詞語句子的精確美妙，感悟到恰當地運用語言和修辭方法所帶來的表現力和感染力。
3.學習文中精彩生動的語言描寫。認識古今語言的異同，增強語感，感悟祖國語言的魅力。
認識并正確、規范書寫本課的生字，理解由生字組成的詞語。能正確、流利、有感情地朗讀課文。了解錢塘江潮雄偉壯觀的景象。感受文章中詞語句子的精確美妙，感悟到恰當地運用語言和修辭方法所帶來的表現力和感染力。
學習文中精彩生動的語言描寫。認識古今語言的異同，增強語感，感悟祖國語言的魅力。
同學們，我們剛剛度過了中秋節，相信在這一天你感受到了合家團圓的天倫之樂。你知道嗎?每年從中秋節后的第二天起，一浪浪海水受到了月亮的召喚聚集到了浙江江口，它們的“團圓”造就了一個聞名天下的自然奇觀——浙江潮。你對此感興趣嗎?讓我們一起來看一看吧!
(孩子們還陶醉在中秋節快樂的回憶里，老師的話讓他們立刻提起了精神，饒有興趣的拿起了書。教師通過自己的語言創設特定的情境，渲染特定的背景，可以牽動學生的情感積累，激發學生的聯想和想象，引導學生進入美的境界，深入體驗文章的美感。)
觀看浙江潮視頻。你想用什么詞語來形容你看到的景象。
(設計思考：由于小學生受生活閱歷和審美經驗的限制，要給學生以美的感受，就要盡量創造機會讓學生能看得到、聽得見、摸得著，使學生在圖、聲、樂的共同作用下感受其中之美，產生和作者同樣熾熱的愛和心理共鳴。因而，在條件允許的情況下教師適當采用直觀手段，如圖片、聲音、影像等，可以增強課文中描述的美的感染力，把學生領到美境中去，使其得到美的享受，受到美的熏陶，養成良好的愛美情趣。)
學生用詞：雄偉、神氣、很有氣勢、氣勢磅礴……(對學生的概括給以適當評價，不適合、不優美的給予建議，規范提高學生的語言。)
讓我們看一看宋朝著名的文學家周密是怎樣來描寫他眼中的浙江潮吧。再看視頻，自己放聲讀課文，劃出不懂的字、詞、句，質疑提問。
老師范讀，指導學生斷句抑揚。
(設計思考：因為這篇課文是文言文，學生在剛開始接觸時不知道該怎樣去讀，這時候老師的范讀讓學生知道了該如何斷句，什么時候抑什么時候揚，為下面理解課文打下了基礎。在下面的學習過程中有的時候找幾個學生讀不好的地方由老師范讀，如描寫江潮由遠及近的這個過程的時候聲調也應該是由弱到強的，在“繼而漸進”這個詞上也要表現出這個變化，學生沒有體悟到，經老師的范讀點撥學生較好的把握了這種氣勢的變化。)
抓住“天下之偉觀也”中的“偉”字讓學生體會作者用字之妙。“偉”，罕見的、奇特的、壯觀的、有氣勢的。
你從哪些地方感受到了“偉觀”?拿“信號筆”作批注。
(設計思考：作批注的過程是學生思考的過程，對培養學生的概括能力、分析能力、表達能力很有好處。五年級的學生應該開始此項訓練。但是批注的形式和方法并不。)
“……方其遠出海門，僅如銀線;既而漸進，則玉城雪嶺，際天而來，大聲如雷霆，震撼激射，吞天沃日，勢極雄豪……”
你從這句話體會到了什么?能讀出來嗎?
在讀遠觀大潮時，老師輕聲而喜悅地說：“盼望著、盼望著，遠遠的，潮來了……”學生會意輕柔跟讀“方其遠出海門，僅如銀線”師(漸強，振奮)：“大潮越來越近了!”生(大聲，振奮)：“繼而漸進，則玉城雪嶺，際天而來”;師(短促有力)：“那聲音……”生：“大聲如雷霆，震撼激射”;師：“那氣勢……”生(充滿激情)：“吞天沃日，勢極雄豪”。
(設計思考：這句話是課文的重點，通過多種形式的讀讓學生領會文章的描寫之妙?！皠輼O雄豪”中的“極”字讓學生體會作者用字之妙?！皹O”，極致的、的、不可比擬和超越的。體會之后再回到誦讀中，通過重讀表現出作者用意，同時也幫助學生進一步體會到并讀出了“浙江潮”之奇。為了讓學生通過不斷地誦讀體會文章意境，老師的語言穿針引線，一波接一波地造勢，老師幾個字的引導使學生讀得激情四射，把孩子的情緒推向高潮，如大潮洶涌于眼前。)
通過朗讀反復體會古漢語的凝煉、精當，積累詞語。在下面和現代文的比較閱讀上體會中國語言文字的繁簡之妙。
文章結尾運用了楊誠齋的詩“海涌銀為郭，江橫玉系腰”，體會作者以此作為結尾的用意。
1.體會詩句對浙江潮的高度概括。體會語言和韻律美。
2.浙江潮的偉觀被廣為稱頌。
(第一點作用是老師在教案中設計好的，第二點卻是學生自己在思考后提出的，很出老師意料。可見學生是學進去了，動腦筋了，而且有著良好的分析、思考和想象力。)
找出和古文相對應的句子。和古文中的句子對照著讀一讀，體會二者的不同(從語言文字、內容結構、朗讀感受上體會)促進對課文的朗讀。
1.過一會兒，響聲越來越大，只見東邊水天相接的地方，出現了一條白線。
“方其遠出海門，僅如銀線”
2.“那條白線很快地向前移動，逐漸拉長，變粗，橫貫江面。再近些，只見白浪翻滾，形成一道兩層樓高的白色城墻。”
“繼而漸進，則玉城雪嶺，際天而來”
3.“那浪潮越來越近，猶如千萬匹白色戰馬齊頭并進，浩浩蕩蕩地飛奔而來;那聲音如同千萬輛坦克同時開動，發出山崩地裂的響聲，好像大地都被震得顫動起來，令人驚心動魄。”
“大聲如雷霆，震撼激射，吞天沃日，勢極雄豪”
(設計思考：使學生在比較閱讀后從語言文字、內容結構、朗讀感受上體會出了兩篇文章的不同，對古今語言的異同產生了感性的認識，感悟到祖國語言的魅力，增強了語感，反饋到誦讀上就更加充滿激情。)
再看一次浙江潮視頻。假如你就是周密，站在浙江邊觀看氣勢磅礴的浙江潮，通過朗讀，抒發出你的感慨吧。
(這段視頻在課上出現了三次，第一次是在導入時，學生在觀看時不斷發出唏噓贊嘆之聲，馬上有興趣走進課文。第二次是在理解語言文字之時讓學生通過觀看體會，學生對“銀線”、“玉城雪嶺”、“大聲如雷霆”有了形象的體會，轉化到讀的時候就更加到位。第三次是在學習完課文內容之后，學生這時通過反復讀書已經基本做到了熟讀成誦，并且對大潮的整個過程有了到位的理解，在讀的時候學生有的手指錄像畫面，有的搖頭晃腦誦得有滋有味。
當然，這種資源在語文課上的作用只能是輔助的，所以在考慮運用時一定要明確用的目的，避免搞花哨走形式。
? 人教版五年級上冊英語Unit4《WhatCanYouDo》教案
1. Get the students to learn the useful new words and expressions in bold in this part: ancient, compete, medal, volunteer, Greece, homeland, regular, basis, athlete, admit, slave, nowadays, gymnastics, stadium, gymnasium, host, responsibility, replace, swift, motto, take part in, stand f or, as well
2. Let students learn about the basic knowledge on the Olympic Games.
1. Develop the students’ reading ability and let them learn different reading skills.
2. Enable the students to learn to talk about the Olympic Games.
1. Arouse the students’ great interest in the Olympic Games.
2. Develop the students’ sense of cooperative learning.
1. Let the students learn more about the basic knowledge on the Olympic Games.
2. Get the students to learn different reading skills.
Difficult Points about the Class
1. Develop the stu dents’ reading ability.
2, Enable the students to learn to tal k about the Olympic Games.
3. Let the students learn to use comparing and contrasting when writing.
As we know, the ancient Olympic Games took place in Olympia in Greece every four years between 776BC and 339BC. Only men and boys could compete in the ancient Olympic Games. Married women were not even allowed to watch the Games; only young girls, boys and men could watch.
However, in modern times, there are two main sets of Games—the Summer and Winter Olympics, and both are held every four years. Athletes from any country who have reached the agreed standard for their event will be admitted as competitors. Therefore, there are many significant differences between the modern and ancient Olympics, although certain similarities exist.
In this text, Pausanias, an ancient Greek writer, has come on a magical journey to find out more about the ancient and modern Olympics. Has he got what he wants to know? I think you have got the answer. OK. First, let’s do a survey about Olympics.
Reflection:
This part is to introduce the students to the text briefly to make the text easy for them to read.
6. How many main kinds of the Olympic Games are there in the world?
7. What is the motto of the Olympic Games?
8. What is the host city of the first Olympics?
9. What is the host city of the Olympics?
10. What is the host city of the Olympics?
6. Two. They are the Summer Olympic Games and the Winter Olympic Games.
7. Higher, swifter and stronger.
8. Athens, Greece.
9. Athens, Greece.
10. Beijing, China.
Reflection:
This part is to arouse the interests of the students on Olympic Games and get them into the reading slowly.
Ask the students to look at the title of the text and the pictures in it and talk about them.
An interview is a meeting in which someone is asking another one some questions in order to find out about their actions or opinions.
2) The first picture in the text
The first picture is the statue of a great Greek. His name is Pausanias. He was a famous traveler and writer in the second century AD.
3) The second picture in the text
The second picture is a Chinese athlete named Yang Yang. She won a gold medal for China at the Winter Olympic Games. She is a famous skating player.
4) The third picture in the text
The third picture is the opening ceremony of the Olympic Games. Maybe this is the main stadium. It’s large and can hold thousands of audience. See in the sky the five white rings? They are the Olympic Five Rings which stand for the five continents—Asia, Africa, the Americas, Europe and Oceania.
Reflection:
This step is to help the students make a further understanding of the text.
What does the passage mainly tell about?
Suggested answer:
This text mainly tells about the similarities and the differences between the ancient and modern Olympic Games.
2. Reading for detailed information
Ask the students to read this text carefully to locate detailed information and then choose the best answer.
1) Where do all the competitors live?
A. A hotel. B. A special village. C. A restaurant. D. A place hired by competitors.
2) Why do many countries want to host the Olympic Games?
A. To run faster, jumper higher and throw further. B. To get a great honour.
C. To make the country famous. D. To make money.
3) Which of the following is included in the Winter Olympic Games?
A. Skiing and ice skating. B. Running races. C. Horse riding. D. Swimming.
4) The last Olympic Games were held in _________.
A. Beijing B. Atlanta C. Athens D. Sydney
5) Why does Pausanias think people may be competing for money in the modern Olympic Games?
A. Because the winner can get medals.
B. Because the winner can be awarded lots of money by their own countries.
C. Because the olive wreaths have been replaced by medals.
D. Because medals are made of gold.
Reflection:
This part is to check if the students have truly understood the text.
3. Read the passage carefully and answer the following questions.
1) What amazes Pausanias about the Olympic Games?
2) Why does he think Athens and Beijing should feel proud?
Keys:
1) Pausanias is amazed that many countries take part in the Olympics and women too and there are two sets of Olympics.
2) It’s a great honour to host the Olympics.
Reflection:
This part is to enable the students to have a deep understanding of the text by answering some difficult questions.
Keys:
1. one 2. women; slaves 3. Greece 4. two 5. reached; agreed standard
Reflection:
This part is to strengthen the key content in the text.
Answer these questions in not more than 100 words.
回答下列問題，將答案組成一個段落，不要超過100個單詞。
1. Who is Pausanias?
2. Why has Pausanias come to our time?
3. Who tells Pausanias about the Modern Olympic Games?
4. How often are the Modern Olympics held?
5. How many sets of Games are there for the Modern Olympics and what are they?
6. Who can take part in the Modern Olympic Games?
7. How many sports are there in the Modern Olympics?
8. Where do the athletes live during the Olympics?
9. Who wants to host the Modern Olympics and why?
10. What are the mottos of the Olympics?
Keys:
1. Pausanias is a Greek writer about years ago.
2. He has come to our time to find out about the Modern Olympic Games.
3. Li Yan tells him about it.
4. The Modern Olympics are held every four years
5. There are two sets of Games for the Modern Olympics. They are the Summer and the Winter Olympics.
6. Athletes who have reached the agreed standard can take part.
7. There are over 250 sports in the Modern Olympics.
8. The athletes live in a special village during the Olympics.
9. Any country wants to host the Olympic Games because it is a great honour to host it.
10. The mottos of the Olympics are Swifter, Higher, Stronger.
Reflection: This exercise is to improve the students’ ability of analyzing and writing.
6. Discuss this question in groups: why do many countries want to host the Olympic Games while others do not? Put forward your ideas and give reasons for your choices.
Reasons to host the Olympic Games
3. more buildings will be put up
4. feeling proud for one’s country
5. new sports stadiums will be built
Reasons not to host the Olympic Games
Reflection:
This part is to improve the students’ abilities of summing up and analyzing.
Let’s invite some of the students to act as Pausanias and Li Yan to make an interview. Ok, who likes to act as Li Yan? And who wants to act as Pausanias? Welcome here. (to the one who acts as Pausanias) Hello, Pausanias, very glad to meet you! Welcome to our time on a long journey from your time! You must be tired, aren’t you? What have you come here for? Why have you been here? Ok, let me introduce my friend, Li Yan, who is a volunteer for the 2008 Olympic Games. (to Li Yan) Li Yan, this is Pausanias, a great Greek writer, who wants to ask you some questions. Pausanias, you can ask Li Yan any questions you like. Go ahead.
Reflection: This part is to display the students’ ability of performance.
Step 4 Post-reading (summary of the whole text)
1. Finish the mind map to have a summary of the text.
Keys:
1. Every four years. 2. Two. 3. 250. 4. Anyone who reaches the agreed standard. 5. Any country.
6. Swifter, higher and stronger.
Reflection:
This part is to ask the students to summarize the key content in this class.
2. Fill in the blanks according to the text.
Pausanias and Li Yan are talking about the similarities and 1________(different) between the ancient and modern Olympics. The ancient Olympic Games were first held in Athens, in 2________ only men from Greece had the right/honour 3__________(compete). The champions were awarded olive wreaths as prizes. The modern Olympics 4________(start) in 1896. From then on, athletes from all over the world have come to take part 5________ the Games every four years. There are two sets of Games—the Summer and the Winter Olympics. Anyone who has reached the agreed standard for their event will be 6________(admit) as competitors. There are over 250 events. To host all the competitors, a special village is usually built, with a stadium, a very large swimming pool, a gymnasium as well as seats for those who watch the 7________(game). The winners of the first three places are awarded gold, silver and bronze medals. The motto of the Olympic Games is: 8________(swift), Higher and Stronger.
附：
Text,vocabulary and sentence structure
Pausanias, who was a Greek writer about 2,000 years ago, has come on a magical journey on March 18th, to find out about the present-day Olympic Games. He is now interviewing LiYan, a volunteer for the 2008Olympic Games.
P: My name is Pausanias. I live in what youcall “Ancient Greece” and I used to write about the Olympic Games a long timeago. I’ve come to your time to findout about the present-day Olympic Games because I know that in 2004 they wereheld in my homeland. May I ask yousome questions about the modern Olympics?
L: Good heavens! Have you really come from solong ago? But of course you can ask any questions you like. What would you liketo know?
P: How often do you hold your Games?
L: Every four years. There are two main setsof Games—the Winter and the Summer Olympics, and both are held every four yearson a regular basis. The WinterOlympics are usually held two years before the Summer Games. Only athletes who have reached the agreedstandard for their event will be admittedas competitors. They may come fromanywhere in the world.
P: Winter Games? How can the runners enjoy competing in winter? And what abouthorses?
L: Oh no! There are no running races or horseriding events. Instead there are competitionslike skiing and ice skating which need snow and ice. That’s why they’re calledthe Winter Olympics. It’s in the Summer Olympics that you have the runningraces, together with swimming, sailing and all the team sports.
P: I see. Earlier you said that athletes areinvited from all over the world. Do you mean the Greek world? Our Greek citiesused to compete against each other just for the honour of winning. No othercountries could join in, nor could slavesor women!
L: Nowadaysany country can take part if their athletes are good enough. There are over 250sports and each one has its own standard. Women are not only allowed, but playa very important role in gymnastics,athletics, team sports and …
P:Please wait a minute! Allthose events, all those countries and even women taking part! Where are all theathletes housed?
L:For each Olympics, aspecial village is built for them to live in, a main reception building,several stadiums for competitions,and a gymnasium as well.
P: That sounds very expensive. Does anyonewant to host the Olympic Games?
L: As a matter of fact, every county wantsthe opportunity. It’s a great responsibilitybut also a great honour to be chosen. There’s as much competition amongcountries to host the Olympics as to win Olympic medals. The 2008 Olympics willbe held in Beijing,China. Did you know that?
P: Oh yes! You must be very proud.
L:Certainly. And after thatthe Olympics will be held in London.They have already started planning for it. A new village for the athletes andall the stadiums will be built to the east of London. New medals will be designed of course and …
P: Did you say medals? So even the olivewreath has been replaced. Oh dear!Do you compete for prize money too?
L: No, we don’t. It’s still all about beingable to run faster, jump higher and throw further. That’s the motto of the OLympics, you know—“Swifter, Higher and Stronger.”
P:Well, that’s good news.How interesting! Thank you so much for your time.
1.Greecen. 希臘 Greek adj. 希臘(人)的;希臘語的;n.希臘人;希臘語
3. present-day adj. = modern目前的; 現代的
4. volunteer n. a person who does somethingwithout being paid 志愿者
5. ancient adj. very old; living in oldtimes 古代的;古老的
8. a set of 一套;一組 a setof stamps 一套郵票
9. regular adj. 規則的;定期的 regularly adv. 定期地irregular adj. 不規則的;不定期的
10. basis n. (pl bases) 基礎;根據on a regular basis 按照常規
11. athlete n. 運動員;運動選手 athletics n. (pl) 體育運動;競技
13. admit v. to allow sb. to be a member ofan organization 容許;承認;接納
be admitted as … 被允許成為…
14. compete v. 比賽;競爭 compete in 在…比賽;參與…競爭 compete for 為…而比賽
competitor n. 競爭者 competition n. 比賽;競爭 competitive adj. 競賽性的
15. slave n. 奴隸 slaveowner 奴隸主 slavery n. 奴隸制
16. nowadays adv. = at present 現今;現在
19. stadium n. (pl stadiums or stadia) 露天大型體育場
20. a reception building = a building usedfor receiving guests 接待大樓 a reception room 接待室
22. host v. = organize an event 做東;主辦;招待
23. responsibility n. 責任;職責 responsible adj. 負責任的;有責任心的
27. replace v. take the place of 取代;替換;代替
1. He is now interviewing Li Yan, a volunteer for the 2008 Olympic Games.
劃線部分是Li Yan的同位語，用來補充說明Li Yan的情況。也可以將其轉化為非限制性定語從句 who is a volunteer for the 2008 Olympic Games. 反之也然。如，Pausanias, who was a Greek writer about 2,000 yearsago, has come on a magical journey on March 18th, 2007 to findout about the present-day Olympic Games. 可以將who was去掉，把非限制性定語從句改為同位語。
2. I live in what you call “Ancient Greece” and I used to write about the Olympic Games a long timeago. 我生活在你們叫“古希臘”的地方。我很久以前是寫奧運報到的。
劃線部分是賓語從句，作介詞in的賓語。
3. That’s why they’re called the WinterOlympics. 這就是它們為什么被叫作冬奧會的原因。
劃線部分是表語從句，前面is是系動詞。
4. It’s in the Summer Olympics that youhave the running races, together with swimming, sailing and all the teamsports. 就是在夏季奧運會上你才會看到跑步比賽，游泳，帆船和其它集體項目。劃線部分是強調句。結構是 It is/ was +被強調部分+that+其余部分。被強調部分是表示人的名詞也可以用who來代替that。如，The building was built 100 years ago. 強調主語 It was the building that was built 100 years ago. 強調時間狀語 It was 100 years ago that the building was built.
5. Our Greek cities used to compete againsteach other just for the honour of winning. 在我們希臘，城市之間過去經常為榮譽而比賽。
used to do sth. 過去常常做某事。beused to do sth. 被用來做某事。be used to doing sth.習慣于做某事。
6. No other countries could join in, norcould slaves or women! 其它國家不能參加，奴隸和婦女也不能!
劃線部分是倒裝句，表示前面否定的情況也適合后面。結構是nor/neither+be/助動詞/情態動詞+主語?？隙ň溆胹o引導。
7. There’s as much competition among countries tohost the Olympics as to win Olympic medals. 國與國之間爭取奧運會承辦權的競爭就跟爭奪奧運獎牌一樣激烈。
as +形容詞或副詞原級+ as或者as + much/many +名詞+as 是同級比較的句型，意思是“和…一樣的”
如，He ate as much rice as I did. It’s generally believed that teaching is asmuch an art as it is a science. 人們普遍認為教學既是一門科學，也是一門藝術。I have as many friends as my brother does.
Reflection:
Thispart is to make it convenient for the students to complete the learning planwith the help of vocabulary and structure, especially to the common cla
Why do many countries want to host the Olympic Games while others do not? Put forward your ideas and give reasons for your choices and then write a passage.
? 人教版五年級上冊英語Unit4《WhatCanYouDo》教案
Unit 4 Goodbye 第一課時 教學內容: A: Learn to say: : Get up ,Go to school ,Go home, Go to bed ,Goodbye , See you , Good night 教學目標: 1. 能理解、聽懂、會說句型:Get up ,Go to school ,Go home, Go to bed , Goodbye , See you, Good night. 2. 鼓勵學生多說、多用英語。 教學重點： 學生能夠正確使用祈使句進行語言表達。 教學難點： 學生能夠根據不同的情景使用相應的句型。 教學準備: 幻燈片, 鐘 教學過程 Step 1 Warm-up ： 1. Sing a song: Hi, Nancy! 邊唱邊交際表演。 2.Greetings: Hello! Hi! Good morning /afternoon /Nice to meet you. 3.? Free talk ： T:? Hi /Hello ,I m? Miss Chen, what s your name? S:? Hi/Hello, Miss Chen, Im ××. T:? Good morning/Good afternoon, ××, this is ××. S1: Nice to meet you, ××. S2: Nice to meet you, too. ? S1: Good morning /Good afternoon, ××, this is ××. S2: Nice to meet you, ××. S3: Nice to meet you, too. ? S1: Hi, Im Nancy, this is my father /mother /brother/sister. S2: Nice to meet you ... S3: Nice to meet you, too. Step 2 .Presentation and practice. 1. Learn to say: Get up, ××,All right a. 利用課件：時鐘顯示時間6:00; 一個女孩正在起床. T: This is Meimei. Oh, Its six. Get up, Meimei. 幻燈片播放: All right . (? say All right ,do Get up ) b. Read after the T. Get up All right ? c. Practice : T-S, S-S? ， Group work . Work in pairs. 利用情境，學生進行組組、男女生的練習。 2. Learn to say: Go to school now ,××.Ok, ××,Goodbye. a.? 切換幻燈片: 時鐘顯示7:30. 一個小女孩背書包打算去學校. T: This is Wanzi. Its half past seven now. She should go to school. Go to school now, Wanzi. 幻燈片播放: Ok. Goodbye. b.? Read after the T. Go to school ,now Ok. Goodbye. c. Practice : 開火車練習： S1: Go to school, ××. S2: Ok. Goodbye. Go to school, ××. S3: Ok........? 3. Learn: Go home now, ××, All right, See you, ×× a. 切換幻燈片: 時鐘顯示5:00, 一個小男孩騎車打算回家. T: Look, this is Xiaoxin, Its five oclock, school is over. Go home now, Xiaoxin. ?幻燈片播放: All right ,See you. b. Read after the T? Go home. See you c. Practice（練習時，可把see you 和Goodbye 交換使用。） 4. Learn: Go to bed now ,××,Ok ,Good night,×× a. 切換幻燈片: 時鐘顯示9:00. 一個小男孩準備睡覺. T: This is Mingming. Its nine. He should go to bed now. Go to bed now, Mingming. 幻燈片播放: Ok, Good night. b. Read after the T. Go to bed ? Good night c. Practice and check. 5.? Boys and girls, Im tired. Lets have a rest . Now lets play a game :Guess：? (Teacher act Get up. What am I doing? student guess. 也可師生角色交換.) Step 3: Say a chant: (幻燈片切換至CHANT, 并播放鼓點音樂, 教師領讀后 學生跟讀, 熟讀后可進行小組比賽.) Step 4: Consolidation. 1. 通過幻燈片的播放,學生跟讀課文并嘗試根據圖畫背誦課文. 2. Act the part A. (引入競爭制，使學生的注意力更為集中)? Step 5: Sing a song: Goodbye! (不要求在課上全部會唱, 可布置學生在課后練習歌曲.) Step 6: Homework: 1. Listen to the tape and repeat about Part A three times . 2. Sing Goodbye ! Design: Unit 4 Goodbye Get up, ××. All right. Go to school now, ××.? Ok, ××. Goodbye. Go home now, ××. All right. See you, ××. Go to bed now, ××. Ok. Good night, ××. 教學后記: 運用符合三年級兒童心理特征的卡通人物貫穿于課文的傳授，學生學習英語積極主動性提高了，更能夠集中注意力學習本課主要的句型。另外，歌曲和CHANT的加入也增添了本節課的趣味性，學生興趣濃厚，學習效果很好?？磮D背課文環節使原本死記硬背變成理解性、靈活性記憶，突破了傳統的方式，學生更易掌握、記牢！ ? ? ? ? ? 第二課時 教學內容： B Look and learn :a bookcase, a desk, a bed, a sofa, a fridge, a chair, a table, a telephone. 教學目標： 1、能理解、會說單詞a bookcase, a desk, a bed, a sofa, a fridge, a chair, a table, a telephone. 2、能聽懂教師簡單的課堂用語，并能作出相應的'反應。 3、鼓勵學生多說、多用英語。 教學重點： 學生能夠認識，會說，會用B部分的單詞。 教學難點： 要求學生掌握B部分單詞中元音字母的發音，尤其是一些雙元音。 教學準備： 磁帶、錄音機、圖片、多媒體課件。 課前在黑板上寫下課題：Unit4 Goodbye 教學過程： Step1 Warming-up Sing 《Hello》《 Hi, Nancy !》師生互動。 Free talk Hello, everyone ! Good morning, everyone…以及圍繞上節課所學句型 Step2 Presentation and practice(1) Ss learn to say new words. (bed, bookcase, desk, chair, table) 1. T: Boys and girls, let’s go to my bedroom. 引導學生提問What’s this? T: This is a bed. (Ss read after the teacher: a bed, a bed, this is a bed ,this is a bed .) (升降調朗讀) T: Look at this bed, what colour ? S: Pink./ A pink bed. T: Now, boys and girls, let’s say a chant, ok? (A bed, a bed, this is a bed ,a pink bed, a pink bed, I like a pink bed.) Practice in pairs. Check and say one by one. 2. 同法教單詞 bookcase. 3. T: Boys and girls, let’s play a game. Ok? S: Ok. 教師在黑板上畫出某物品的簡筆畫，學生根據教師的筆勢進行猜測，先猜出的有獎勵。（沒教的單詞可以用中文） 引出單詞desk , chair ,table. Read the new words after the teacher. Step3 Presentation and practice(2) Ss learn to say new words. ( fridge, sofa, telephone.) 1. T: 看，這是我的客廳，誰能來幫我布置一下？ （出示一大張客廳的圖片和沙發、電話、桌椅、冰箱等小圖片） 一學生貼完后，師生互相問：What’s this? This is a… 引出單詞sofa , fridge, telephone. Read after the teacher and then read one by one. 2. T: Boys and girls, let’s say a chant. Sofa , sofa , I sit in the sofa . Telephone, telephone, I call you on the telephone. Fridge, fridge, I like the ice-cream in the fridge. Ss say together and then say in pairs. Step4 Consolidation 1. Listen to the tape and repeat. 2. Play a game in groups. (每組同學拿出自己準備的大的房間圖片和小的物品圖片，布置房間，然后用This is a…的句型向其他組員作介紹，比比誰布置的最美觀，說的最多最流暢，培養學生的動手能力。) Play a game together 利用多媒體課件，展示物品的一角，看誰猜得最快，說得最準。 Step5 Homework 給家里的物品貼上英文標簽，并能用This is a…的句型向家人介紹物品。 Step6 End Listen and try to sing the song 《Goodbye》 教學后記： ? 這節課主要教、學本單元物品類單詞a bookcase, a desk, a bed, a sofa, a fridge, a chair, a table, a telephone.在教學生認識，會說單詞的基礎上，提前滲透了下節課的句型This is a/an…在完成本課的教學內容之后發現，還需要在學生的單詞讀音方面再多作復習、鞏固，如單詞table中的雙元音/ei/,學生以前沒有接觸過，發音的不太到位。 ? ? ? ? 第三課時 教學內容： C? Look and say? 句型This is a/an… 教學目標： 復習、會說動物類和水果類的單詞。 能使用句型This is a/an…指認實物及圖片。 幫助學生熟練使用所學英語單詞、句型。 教學重點： 學生會說、會用C部分的句型This is a/an… 教學難點： 區別句型This is a…和This is an…； 區別a 和an. 教學準備： 1、磁帶、錄音機、圖片、多媒體課件。 課前在黑板上寫下課題：Unit4 Goodbye 教學過程： Step1 Warm up: Greetings. Free talk. 圍繞本單元句型及認初次見面相互介紹，問候之類的交際用語。 Sing 《Good morning to you 》 Step2 Presentation and practice: 1. look and say 利用多媒體出示一張放有很多水果的大桌子，教師向學生提問： What can you see on the table?（向學生解釋中文） 學生用上單元學習過的句型I can see a/an…/some…回答，答對的獲得獎勵。（此環節中，注意引導學生區別a和an的用法。） 2. Play a game: Who’s fast? 利用多媒體同時出現幾種動物，然后消失，讓學生按順序說出幾種動物，比比誰記得最多，最準確。 最后逐一點出，學生跟讀動物單詞數遍。 3.出示C部分的六幅圖片，學生分組討論，使用句型This is a…或This is an…, 然后分別請六位同學就六幅圖片作介紹。 （引導學生歸納出This is an orange/an apple/an elephant.三句話，對于an的用法，向學生稍作解釋。） 學生跟讀C部分句型。 Step3 Say a chant This is a dog , this is a dog. It has a banana , it has a banana. This is a cat , this is a cat. It has an apple , it has an apple. This is an elephant , this is an elephant. It has an orange , it has an orange. 升降調朗讀，學生跟讀數遍，然后分組操練。 Step4 Consolidation: Listen to the tape and repeat. 分組練習： 每組同學拿出準備好的房間、動物園的大圖片和桌椅類? 人教版五年級上冊英語Unit4《WhatCanYouDo》教案
The 8 week the 4 plan Unit 4 what can you do?
Period 4 Teaching aims： Four skills phrases----wash the clothes, set the table, make the bed, do the dishes 2 Understand and say----put away the clothes, Can you do housework? Yes, I can./ No, I can' t.3 Let' s chant.Teaching important points and difficult Points: 1 Five new phrases about housework.2 Pronunciation of the word “clothes”.Teaching aids： 1 Pictures 2 Word cards 3 Recorder and tape Teaching procedure: Step 1 Warm up a.Greetings: Hello, boys and girls,Good morning, everyone!Nice to meet you!
thth
Duty report: Good morning, everyone...I am on duty is Thursday, October， It is sunny today.Everyone is here.Thank you!b.Let' s do in Book Three Unit Four Part B.Step 2 Preview(1)Chant and ask and answer----Amy, Amy, what can you do? Amy, Amy, what can you do? I can sweep the floor.I can sweep the floor.….(2)Pair work----S1: What can you do? S2: I can ….(3)T: Can you spell “sweep the floor”? Ss spell.Step 3 Presentation Let' s learn a.T shows the picture and present the new phrases----make the bed Wash the clothes set the table do the dishes put away the clothes, when show the pictures, T:I can….Can you…? b.T do the action and say : I ca wash my face.I can wash my coat, can you ? Review body’s and clothes words.(clothes)c.Play a bingo game, go over the phraces.d Chant and act together.---Can you do housework? Yes, I can.I can wash the clothes./I can set the tables.I can make the bed./I can do the dishes.I can put away the clothes./I can do housework.Yeah!
(4)Show the pictures and ask and answer.S1: Can you …? S2: Yes, I can.(5)Play a game.---Pass the message.Let's chant Listen to the recording of Let us chant.Ss chant and act together.Good to know Teacher read the sentences in Good to know first.Ss repeat.Step 4 Consolidation and extension(1)Write the phrases : wash the clothes, set the table, make the bed, do the dishes.(2)做小狀元P43.(3)Listen to the tape and read the dialogue to your mother.Step 5 Homework
a.Listen to the tape and preview let us talk.py the words five times Blackboard design:
What can you do ? wash the clothes, set the table, make the bed , do the dishes Amy, Amy, what can you do?
Amy, Amy, what can you do? I can sweep the floor.Teaching reflection:
? 人教版五年級上冊英語Unit4《WhatCanYouDo》教案
五年級英語上冊《Unit4 B Read and write》評課稿
2、充分體現了校本教研閱讀教學課題的成果。拓展環節有說的拓展（機器人展學生聯系實際運用住句型），讀的拓展（閱讀理解本單元的.storytime），寫的拓展（給機器人寫e—mail）
3、學生的學習習慣良好，思維活躍，小組合作學習做得扎實有效，體現了大班額教學活動的成果。
4、拓展環節運用課本的storytime體現了大量閱讀的理念，注重學習方法的遷移。
5、教材的處理相當靈活。如呈現了新句型后及時通過chant趣味鞏固。
6、面向全體關注每一個學生。
二、建議：
1、建議呈現playchess后拓展一些含有play的短語，如playfootball/playthepiano等。
2、建議將課后的兩項作業。
（1）收集機器人的資料。
（2）抄寫四會詞組合并在一起，改為收集機器人的資料，寫出它的名字，會做的事情等。
? 人教版五年級上冊英語Unit4《WhatCanYouDo》教案
《PEP小學英語》五年級上冊Unit4 第四課時說課稿
今天，我說課的內容是《PEP小學英語》五年級上冊Unit4 第四課時B Let’s learn，我將從教學分析、學情分析、教法和學法、教學準備、教學過程、板書設計、教學反思七個方面來說說我對本課的理解和設計。誠請各位予以批評指正。
一、教材分析
本單元的話題是“What can you do”，家務勞動與學生日常生活聯系密切，是大部分學生樂于學習和接受的，而且在A部分學生已經學會了一部分家務勞動的單詞，相信他們對本課的學習充滿信心。
本課是這個單元的第四課時，縱觀整個單元乃至整個小學英語教學階段，本課時的教學都起到了承前啟后的作用。
二、學情分析
小學生好模仿，愛表現，記憶力強，處在學習語言的最佳時期。而且求知欲強，對新鮮事物充滿好奇心，有強烈的參與欲望。
因此必須運用各種教學手段激發學生的興趣，調動積極性。教學時，結合教學內容，靈活運用多媒體軟件，學生將會產生濃厚的興趣。
三、教法和學法：
（一）教法
為了達到本課的教學目標，更好地突出重點、突破難點，根據英語新課標的要求并結合教學內容。我主要采用的教學法是：
1、聽說法：通過聽說唱，感知句子的發音、正確的語音語調。加強聽說訓練。為學生運用英語進行交流創設情境，實現師生互動，生生互動的多向交流。
2、情景交際法：課堂教學以情景交際法為主，盡量給學生以足夠的聽說讀的機會。本課我利用多媒體展示一些圖片為學生創設真實的語境，讓學生在真實或模擬真實的情境中感知語言，體會語言，掌握語言的應用，同時，在學生運用語言過程中學會和他人進行交際。
3、游戲法：本課我為學生設計了Memory game和傳話游戲，啟發學生的思維，激發學生學習英語的興趣，讓學生大膽地參與游戲活動，鞏固已學知識。
本課教學從激發學生的興趣入手，引導學生由詞到句，循序漸進地達到學習目標，在活動中開始，在情景中操練，充分發揮學生的自主性，創造性。在整堂英語課堂教學中最大限度地激發學生的學習興趣，使小學生在一節課的時間里始終保持高昂的學習狀態。產生事半功倍的效果。
（二）學法
小學生的形象思維在其認識過程中占主導地位，對語言記憶以機械記憶占大多數，這就要求教師采用多樣的教學手段，使課堂教學生動活潑，吸引學生，寓教于樂。
1.在小學英語課堂教學中要盡量多的采用直觀的教學，這樣做既符合小學生的認知規律，又能吸引他們的有意注意。
2.按課堂教學實際的需要，采用多媒體輔助教學，錄音、多媒體課件的運用既能幫助學生糾正發音，又比較生動地為學生創設了語言環境，增加了直觀性和趣味性，同時又激發學生學習英語的強烈欲望，提高英語學習的效率。
四、教學手段
依據英語教學的直觀性,趣味性和實踐性原則，結合本課的教學內容和教學目標要求，主要利用詞組卡片，課件以及相關的錄音輔助教學。
五、教學過程
（一）教學目標
根據學生已有的認知基礎及本課在單元之中的地位及作用，依據小學英語教學的總體目標，我確立本課的教學目標為：
1、知識目標
(1)能聽、說、讀、寫動詞短語wash the clothes, make the bed, do the dishes, set the table.能聽、說、認讀動詞短：put away the clothes
(2)掌握“Can you ??”句型并能用“Can you do housework?”來詢問了解他人的日常生活自立能力及相應的回答“Yes.I can.”。
2、能力目標
(1)通過設置情境和有趣的活動，使學生掌握五個有關家務的詞組和句子“Can you do housework? Yes, I can./ No, I can’t.” 并能在日常生活和交際中使用。
(2)通過做動作，讓學生體驗勞動的辛苦，提高對知識的理解能力,培養學生的思維、想象力。
3、情感目標
讓學生了解一些環保的相關知識，以及養成熱愛勞動的良好品質。
（二）教學重點和難點:
(1)教學重點：四會詞組wash the clothes, make the bed, do the dishes, set the table；三會put away the clothes并在日常交際中正確運用。
(2)教學難點: put away the clothes的正確發音和四個動詞的書寫及運用。
（三）教學過程
合理安排教學程序是教學成功的關鍵之一，根據新課標的新理念，針對學生的認識狀況及本課教材特點，我設計了以下的環節：
1、Warming-up通過熱身來組織教學，創設氛圍
播放歌謠Let’ sing “I can help”，師生邊拍手邊說，邊聽錄音邊做動作。
I can set the table.I can sweep the floor.I can wash the clothes and count forty-four.I can wash the dishes and clean my bedroom.There is so much I can do.Now I ask you.根據教材及學生的年齡特點，我在進入新課前首先采用富有節奏感的歌謠營造學習的氛圍，在輕松、愉悅的熱身活動中，師生同唱，激發學生學習英語的興趣和主動性，迅速進入學習狀態，復習鞏固舊知，為后面的教學作好鋪墊。
2、Presentation新課呈現
1）Phrase teaching
(1)用guessing gamed 形式，結合圖片引出本節課的五個新詞組：
wash the clothes/set the table/make the bed./do the dishes/put away the clothes
（多媒體展示圖畫，調動學生的積極性，使學生在愉快的氛圍中學習單詞，理解詞組意思。）
(2)讓學生跟讀錄音。
聽錄音跟讀，是培養聽說能力最重要、最有效的途徑。因為錄音磁帶所提供的語言是標準地道的英語，是學生學習的樣本，搞好這一環節的教學，對于培養學生正確的語音、語調和語感，培養學生正確的模仿能力和表達能力，都起到了非常重要的作用。
（用課文原音教學詞組讀音，讓學生模仿標準的讀音，避免了老師自身的口音誤導學生。通過聽和說，感知句子的發音、正確的語音語調。）
(3)Remember them:整合五個新詞組，自編歌謠記憶詞組：make make make make the bed…（小循環教學是對所學新單詞的及時鞏固，增強學生的記憶，符合小學生的記憶規律。歌謠創編既加強學生的節奏感，又有效鞏固所學的新單詞，還能培養學生的創新意識。）
2）Sentence patterns
（1）Tips：通過師生之間自由練說，引出重點句型。
A、詢問別人會做什么：Can you??
肯定回答：Yes, I can.否定回答：No, I can’t.B、當你不會做某事，卻愿意嘗試一下，可以說：I’d like to have a try!
(2)Pair work: 整合本節課的新詞組和句型，以對話的形式展示出來，小組操練。A: Hello，××．Can you do housework?
B: Yes, I can.I can wash the clothes/set the table/ make the bed/ do the dishes/put away the clothes.Or No, I can’t.But I’d like to have a try.（將詞組貫穿于句子中教學，符合新課標的要求。）
3、Let’s play:
(1)傳話游戲
① 將學生分成5組，請每組的第一人任意抽一張課前準備好的詞組卡片。
② 5個組同時開始，將你看到的句子小聲傳給下一個同學，最后一個同學大聲地說出來，選出最快最正確的一組。
（時間充足的話，可以進行多次。）
(2)Look and say依次閃過五張關于剛學的詞組的圖片，讓學生快速記住圖片并用英語回答。（這是Memory game的一種形式，是小學生比較喜歡的游戲，有利于調動學生學習的積極性，激活了課堂氣氛,檢測的學生對圖片、詞組的記憶。）
4、Good to know:課外知識的擴展
I can cook the meals.Remember to switch off the gas.I can empty the trash.Remember to pick out the batteries.I can do the dishes.Remember to rinse off the detergent.I can wash the clothes.Remember to separate the coloured clothes from the white ones.（讓學生了解一些環保的相關知識，增強學生的環保意識。）
5、Lets chant:學生跟唱，并配上動作一起表演。時間充足的話，可以反復聽幾次。
Cook the meals.Water the plants.Wash the clothes.No time to dance.Make the bed.Sweep the floor.Empty the trash.And there is more.Oh, please!No more!
（通過chant讓學生在輕松的說唱中鞏固了所學的新內容，激發學生的興趣、調動學生的學習積極，渲染課堂氣氛。）
6、Summary:讓學生看圖總結本節課所學的五個新詞組，鞏固新學的知識。
A: Hello，××．Can you do housework?
B: Yes, I can.I can wash the clothes/set the table/ make the bed/ do the dishes/put away the clothes.Or No, I can’t.But I’d like to have a try.讓學生主動說出這一堂課學到了什么。歸納總結簡單明了，讓學生自主發揮，自我求知，促進學生思維的活潑和才能的發揮，使得記憶更加深刻，知識更加牢固。
7、Homework:
(1)完成本單元B Let’s learn部分的活動手冊配套練習。
(2)聽課文錄音，并讀給家長聽。
（新課標理念下要有新型的課外作業，應努力嘗試，進行作業改革。）
六、說板書設計
為了增加學生學習的趣味性，教學時利用了課件。所以板書相對比較簡單一點了。設計如下：
Unit 4 What can you do?
B.Let’s learn
Can you do housework?
Yes, I can.七、課后反思
設計教案時遵循了“學中用，用中學，學用結合，學以致用”及“詞不離句”的詞匯教學原則，在教學過程中，學和用是一個整體。積極創造真實、自然、愉悅的氣氛以發展學生聽、說、認讀的綜合語言技能。
設計了豐富多彩的教學活動并巧妙設計教學環節，在整個教學過程中教學目標明確，課堂教學結構合理，層層深入，環環相扣。
教師充分發揮學生的積極性和主體作用，給予學生充分運用語言的空間和時間，使學生主動參與到求知的行列中來。在愉快、輕松的氛圍中溫故而知新，達到初步運用英語交際的能力。
? 人教版五年級上冊英語Unit4《WhatCanYouDo》教案
單元教學目標：
1、 能力目標：
(1) 能夠簡單描述自己教師的體貌特征及性格特點，如：We have a new
English teacher. He’s tall and strong. He’s very funny.
(2) 能夠詢問并介紹學校里教師的情況，如：Who’s your English
teacher? Mr Carter .He’s from Canada. What’s he like? He’s tall andstrong.
(3) 能夠聽懂一些描述人物特征的簡單對話，完成學生用書中的Let’s try 部分。
(4) 能夠聽懂、會唱歌曲“My New Teachers”.能夠靈活替換歌詞中的
科目及表示人物特征的形容詞。
2、知識目標
(5)理解A、B部分Read and write 中的會話，并根據提示填充句子或
回答問題。
(6) 聽、說、讀、寫A、B部分Let’s learn 和Read and write 中的四
會單詞和句子。
a) 理解Let’s start、Let’s find out、Let’s sing、Let’s chant 和Pair work
等部分的內容。
b) 了解Pronunciation部分的字母組合在單詞中的發音，并能熟練讀
出例詞。
c) 了解Task time 、Story time、Good to know等部分的內容。
(7)情感、策略、文化等有關目標：
a) 情感態度：根據小學高年級階段學生的特點，引導他們在英語學習
過程中更大限度發揮自主學習能力，積極主動地進行英語學習，更好地激發他們英語學習的興趣。
b) 學習策略：學習過程中注意培養學生合作學習的態度和方法，有效
利用學生用書中設計的Pair work 、Group work、Talk and draw 以及Tasktime部分，培養學生合作學習的意識。
c) 文化目標：了解中西方國家在稱呼人名上的不同習慣。
單元教學課時安排
第一課時A Let’s start Let’s learn Let’s chant Let’s find out
第二課時A let’s try Let’s talk Let’s chant C Good to know
第三課時A Read and write Pair work C Story time
第四課時B Let’s learn Let’s chant Let’s sing
第五課時B let’s try Let’s talk Group work C Task time
第六課時B Read and write Talk and draw Pronunciation Let’s check
? 人教版五年級上冊英語Unit4《WhatCanYouDo》教案
詞匯：
1.本單元出現的家具類詞匯：table桌子 bed床 bookcase書櫥，書柜 sofa沙發 chair椅子 drawer抽屜
2.表位置的介詞短語：under the table在桌子下面 on the sofa在沙發上in the backpack在雙肩背包里 under the bed在床下面 on the chair在椅子上 on the dresser在梳妝臺上on the table在桌子上 in the drawer在抽屜里 on the floor在地板上3.math book數學書 4.alarm clock鬧鐘puter game電腦游戲 tape錄像帶7.take sth. to sb.把某物帶給某人
take these things to your sister把這些東西帶給你姐姐8.ID card身份證9.bring sth. to some place把某物到給某地bring some things to school把一些物品帶到學校10.pencil case鉛筆盒11.in the bedroom在臥室12.in the kitchen在廚房
句型：Where’s the baseball? It’s in the backpack.
Where’s my computer game? It’s under the bed.
Where are his keys? They’re on the dresser.
Where are your books? They’re on the chair.
Where are her keys? They’re on the table.
Where are you? I’m at school.
Is it on the dresser? No, it isn’t.
Please take these things to your sister.
Can you bring some things to school?
The book is on the floor.
語法: 1,詢問人或物品在哪里，我們用Where, 結構為 where+is/are+人/物品名稱? “……在哪里” 回答用 主語+is/are +in/at/under/on/near +地點
注意：表示“在……地方”地點前要用定冠詞the 或者形容詞性物主代詞my/your/his/their修飾，但是兩者不能同時出現，我們可以說in the room, in my room 但是絕對不可以in the my room.
詞語用法:1, take v.帶走， 把人或物品帶到別的地方去，take …to… 把……帶到……去
bring v.帶來，把人或物品從別的地方帶到說話的地方來 bring…to… 把……帶到……來
2,please 后接動詞用原形。
句式：1.詢問地點——Where + be動詞 + sth. 答語——It is/They are + 表位置的介詞短語—Where’s my backpack? —It’s under the table.
—Where are your books? —They’re on the chair.
—Is the baseball on the sofa?—No，it isn’t. It’s under the chair.
—Are they on the bed? —No，they’re not.
3.祈使句——Please do sth. Please take these things to your sister…
4.can引導的一般疑問句 Can you bring some things to school?
5.倒裝句——Here + be動詞 + 主語 Here is my pen.
Here are some apples.
1)_______(this) are my parents.
2)_______(that) are his friends.
3)Is this his father? No,_______ isn’t.
4)Is his mother your friend? Yes,________is.
5)Thanks _________your interesting book.
6)There _______ a photo of my friends.
7)My parents are _________teachers.
? 人教版五年級上冊英語Unit4《WhatCanYouDo》教案
1、“露從今夜白，月是故鄉明?！边h離故土的人，總會思念自己的家鄉，這是人世間最美好的情感。同學們，你們學過哪些與“月”有關的詩詞呢?
2、是呀，故鄉的月亮總是那么令人懷念，今天我們首先要學習的就是一首與“月”有關的詩。
(教師板書課題，出示字典中“泊”字的兩個音節(bópō)及其不同的意義，選擇正確的讀音。齊讀課題。)
1、課前，你們通過收集資料，都知道些什么呢?
⑴“瓜洲”現在揚州的一小鎮，位于長江北岸。
⑵王安石，北宋時期的政治家，文學家，詩人。
2、解題：
1、全班齊讀，注意讀準字音。
2、根據注釋，四人小組討論詩句的意思并從中體會詩人所要表達的感情。
3、自由朗讀，并從詩中找出能集中表達詩人想回家的一個字。(“還”字)
2、根據學生的匯報，相機引導學習：
⑴京口瓜洲一水間，鐘山只隔數重山：
②推敲詩句用詞的準確：
將“綠”字與詩人曾想過的“到、過、入、滿”作對比，想一想詩人為什么最后選”綠”?
③啟發想象：
假如你來到江邊，望著僅僅一江之隔的對岸，而對岸的不遠處就是你離開很久、思念很久的家鄉，此時你有何感想?
④引導學生概括詩人此時這種強烈的思鄉之情：
3、指導學生朗讀，感悟體會詩人強烈的思鄉之情。
1、課文學到這里，你有什么疑問嗎?
2、討論、升華詩情：
既然詩人已經離家很近了，而且他又這么渴望回到家鄉去，那他為什么不回去看看呢?
3、學生先猜測有幾種可能，師再順勢簡介當時的時代背景：
(詩人為了改革大計、為了國家大事，雖到家門卻不能還，為大家而舍小家的崇高境界，他從內心深處發出的“明月何時照我還”的強烈的思鄉情深深地震撼了我們。)
4、同桌互說詩意。
1、總結學習方法：
剛剛我們通過初讀詩句──緊扣題眼──朗讀感悟的方法學習了《泊船瓜洲》這首詩，下面我們繼續學習《秋思》。
2、初讀詩句，了解詩人情況。
3、合作學習，了解詩句大意：
⑴洛陽城里見秋風，欲作家書意萬重：
(客居洛陽，又見秋風。心中涌起千愁萬緒，覺得有說不完、寫不盡的話需要傾吐，而一時間竟不知從何處說起，也不知如何表達。)
七、咬文嚼字，體會“推敲”
1、師：同學們，你們知道嗎?這兩首詩中都因某個字用得特別妙而成為千古絕句，有誰知道是哪兩句詩、哪兩個字嗎?(綠、見)
2、過渡：
我們已經體會了“綠”字的妙用，那么秋風無形，何以用“見”，談談你的理解。
3、師講解：
秋風本無形，但它可使本葉黃落，百花凋零，給自然界帶來秋光秋色，因而雖無形可見，卻又處處可見。用“見”就將秋風與秋風所帶來的肅殺的秋景聯系起來，給讀者以暗示和聯想。
4、總結：
秋風無形，但處處可“見”;一個“綠”字，表達了眼前一片景，胸中無限情;一個“綠”字，使《泊船瓜洲》成了千古絕句;一個“綠”字，使王安石改字成了千古佳話?，F在讓我們也來當一回王安石，推敲一下以下的句子該用什么字好。
5、填字練習：
⑵自由填字：
春風吹()了樹梢，吹()了小草，
吹()了河水，吹()了花苞。
1、上節課，學習了兩首思念家鄉的古詩，今天繼續學習清代詞人納蘭性德所寫的《長相思》。課前通過收集資料，你們有哪些收獲呢?(從作者生平及作品內容等方面進行交流。)
2、簡介作者納蘭性德：
納蘭性德是清初滿洲貴族人士中，文學造詣很深，藝術成就很高的詞人。他的作品大多數反映滿洲貴族的生活情調，盡管缺少廣泛的社會意義，但情真意切，顯現著一種華貴的悲哀，一種優美的感傷。他和朱彝尊、陳維嵩被稱之為清代”詞家三絕”。
3、這首詞作于康熙十二年(1681)。是作者隨康熙皇帝東巡到山海關的途中所作。
4、納蘭性德善作詞，反對模仿，強調獨出心裁。“長相思”，詞牌名，內容多寫對家鄉、親人的思念。
1、學生試讀，思考：
這首詞寫了什么內容?有什么不懂的地方?
⑴山一程，水一程，身向榆關那畔行，夜深千帳燈。
(走過一段山路，又走過一段水路，我向榆關那邊行。夜深了，周圍千百座帳篷里亮著燈。)
⑵風一更，雪一更，聒碎鄉心夢不成，故園無此聲。
(風兒刮了一更天，雪又下了一更天，刮得我心兒碎，連回鄉的夢都未做成。在我的家鄉啊，可沒有這樣的風云交加的聲音。)
4、觀察插圖：
想象作者深夜站在軍帳外，他在望何處?心里又在思念誰呢?
1、根據插圖，引導學生質疑：為什么詞人在夜深時無法入睡，這是怎樣的一種感情?
2、討論探究，感受詩境：
(從詞的內容看，寫的是從軍出征的人對故鄉的思念之情。作者無法入睡就是因為思念家鄉、懷念親人。)
1、輕聲自讀，想象詩中送別的情景，說說這首詩表達了作者什么樣的感情?
3、有感情地朗讀，體會詩情。
1、背誦全詞。
2、搜集表達思鄉情感的詩詞，拓展閱讀。
? 人教版五年級上冊英語Unit4《WhatCanYouDo》教案
Unit4 my home
第一課時
教學目標：
1.聽、說、認讀單詞：study, bathroom, living room, bedroom, kitchen。2.能根據指令迅速做出動作
教學重點：聽、說、認讀單詞：study, bathroom, living room, bedroom, kitchen。學習表示指令的詞組。
教學難點：單詞study, bathroom, bedroom的發音。教學準備：教學課件、錄音帶、單詞卡、圖片 教學過程：
一．（Warm-up / Revision）Play a guessing game: 1.2.3.教師一張圖片，用一張白紙遮住，讓學生猜一猜是什么。
然后教師出示該圖，問學生：Is it a beautiful house? Do you like it? 請有能力的學生說一說圖中房間的名稱。
二、呈現新課（Presentation）
1.教師出示study的圖片，手指著書房里的書問學生：What are they? 學生回答：They are books.教師接著自問自答：Where are the books? They are in the study.教讀單詞 study, 并板書，讓學生認讀。教師用動作幫助學生理解詞義：We read the books in the study.2.教師出示living room的圖片，教師問學生：Are there many books here? Is it a study? 學生回答：No.教師肯定學生的回答：Good.This isn’t a study.It’s a living room.We watch TV in a living room.教讀單詞living room, 并板書，讓學生認讀。3.教師出示bedroom的圖片，問學生：What’s in it? 當學生回答出bed時，教師說：Yes, there is a bed in it.We sleep in a bedroom.(做動作幫助學生理解)This is a bedroom.教讀bedroom, 并板書，讓學生認讀。
4.教師出示bathroom的圖片，問學生：Is this a study? Is this a living room? Is this a bedroom? 學生會回答：No.教師告訴學生：This is a bathroom.We take a shower in a bathroom.(用動作幫助學生理解)教讀單詞bathroom，并板書，讓學生認讀。5.教師出示kitchen的圖片，問學生：Is this a bathroom? 教師可讓學生用中文說出這是哪兒。然后教讀單詞kitchen, 并板書，學生認讀單詞。教師可請學生看圖片說句子：This is a kitchen.1 6.教師把第46頁Let’s learn部分的掛圖貼到黑板上說：This is my home.How many rooms can you see? What are they? 7.讓學生觀看本部分教學課件。[使用Unit 4 Let’s learn/A] 8.教師提問：Can you see a bedroom, a living room, a study, bathroom and kitchen? 學生回答：Yes.教師：Oh, you can see a bedroom, a living room?并讓學生重復這段話。
9.讓學生聽錄音，跟讀課文。
10.教師出示單詞卡，讓學生認讀單詞。
11.教師用動作和語言表達句子，讓學生說出相應的房間。教師：We watch TV in the_______.We read a book in the _________.We have a snack in the _________.We take a shower in the _________.We have a sleep in the ___________.12.Let’s do:
1）教師播放錄音，學生跟唱。
2）教師說前一部分的指令，讓學生說后一部分的指令并做出相應的動作。教師：Go to the living room.學生：Watch TV.Go to the study.Read a book.Go to the kitchen.Have a snack.Go to the bathroom.Take a shower.Go to the bedroom.Have a sleep.3）學生小組表演Let’s do部分的內容。4）教師獎勵優秀小組。
三、趣味操練（Practice）1.搶讀單詞
這是訓練學生認讀單詞能力的游戲，教師將全班分成若干小組，然后逐個出示一些單詞卡片或圖片，學生們舉手搶答，教師讓最先舉手的學生讀出該單詞并說出其中的意思，或將圖片上的單詞讀出來拼出來，讀對說對拼對的給該組記10分，得分最多的組為優勝。2.摸寶說英語
教師準備好本課的單詞卡片(有的寫中文，有的寫英文)和圖畫。將卡片和圖畫放入一只不透明的袋子里。游戲開始教師說，袋子里裝的是許多寶物，讓學生們上來輪流摸寶，如果摸到的是寫有英文的卡片，則要英譯漢；如果是中文，則要漢譯英并拼讀出來；如果是圖片，則要看圖說英語。
3.Let’s sing: 《My Bedroom》
第二課時
教學目標：
通過情境練習，學會句型：Is it in/on/under/?? Yes, it is.No, it isn’t.能在實際情景中運用所學句型并作出相應的肯定回答和否定回答。
教學重點：句型：Is it in/on/under/?? Yes, it is.No, it isn’t.詞匯：isn’t 教學難點：發音：it is 連讀，isn’t 教學準備：圖片study, bathroom, bedroom, living room, kitchen相配套的課件、錄音帶
教學過程：
（一）熱身／復習（Warm-up/Revision）
1.做游戲：教師把圖片study, bathroom, bedroom, living room, kitchen放在講臺桌上，讓一個學生到前面來看教師指定好的圖片，然后向全班同學做出在該房間可發生的動作，讓其他同學來猜一猜他看到的是哪張圖片。
2.做A部分Let’s do 的游戲。一個同學說指令，讓其他同學根據指令做可能發生的動作。3.Sing a song“My bedroom”.（二）呈現新課（Presentation）
1.教師對一個學生說：I have a new eraser.Do you have it? Where is it? 讓學生回答以上問題。教師繼續對其他學生說：I have?.Do you have it? Where is it? 讓學生回答：It’s in/on/under? 2.教師分別指著書、本、鉛筆、尺子、橡皮等實物憑借記憶再次詢問以上學生：Is it on your desk? Is it in your pencil-box? Is it in your desk? Is it under your book? 在學生回答出Yes和No的基礎上，引導他們用Yes, it is.No, it isn’t 來回答。
3.做猜一猜的游戲。教師告訴學生有一些東西（物體或動物）分別放在家中的各個房間里。讓學生猜一猜他們到底在哪個房間中。把學生分為兩大組，一組學生必須使用句型Is it in/on/under??來猜，另一組學生看著圖用Yes, it is.No, it isn’t 來回答。教師所給的單詞是：desk, bed, cat, chair, TV, sofa, book, bag.4.教師通過敘述故事，導入課文對話。
教師：一天，Sarah來到Chen Jie的家中，在Chen Jie的臥室里，看到她家的貓把她的新橡皮給叼跑了。你知道，貓把橡皮叼到哪里去了嗎？可讓學生先用句型Is it in??來猜一猜。
5.讓學生觀看教學課件。［使用Unit 4 Let’s talk/A］
看完課件后，讓學生回答：Where is the cat? 6.聽錄音，跟讀課文對話。7.讓學生做對話表演。
（三）趣味操練（Practice）1.做Let’s play部分的游戲。
讓一個人蒙上眼睛，其他的人來藏一件物品。然后，讓蒙上眼睛的同學猜Where’s?., 蒙上眼睛的同學用Is it in/on/under/??來猜。其他同學用Yes, it is.No, it isn’t 來判斷。如果猜對了，換人繼續游戲。如果猜錯了，要被罰演節目。
2.猜袋中物
教師從書包中拿出一件東西放入一只不透明的袋子里，由每組的第一名學生輪流猜，可以問：“Is it a banana(an apple, orange)?”猜對了為優勝。
（四）擴展性活動（Add-activities）看圖猜詞
以每一縱行為一組進行競賽，教師先出示一些單詞的圖片，然后收起來，再從中抽出一張放在身后，由每組的第一名學生輪流猜，可以問：“Is it a plane(bus, bike)?”回答：Yes it is.或No，It isn’t.等。哪個組猜對了就給記10分，然后接著往下猜，第一排的學生猜過后第二排接著猜，最后得分最多的組為優勝。做游戲時，還可以找一位學生來主持，由他讓學生們猜。
第三課時
教學目標：
（1）掌握字母u-e的發音
（2）能夠聽、說、認讀由u-e組成的單詞：usecuteexcuse 教學重點：（1）掌握字母u-e的發音
（2）能夠聽、說、認讀由u-e組成的單詞：usecuteexcuse 教學難點：正確區分u和u-e在單詞中的發音。教學準備：錄音機、磁帶、本課時所需的課件
教學過程：
（一）熱身／復習（Warm-up/Revision）（1）Enjoy a phonics song.（2）I say , you say.(字母與音素的對應)
（二）呈現新課（Presentation）
（1）教師把單詞呈現出來，讓學生看著單詞聽錄音，最后找出規律。
聽chant, 并試著說一說聽到最多的音素。Which sound do you hear the most? 學生多聽幾遍后找出帶有該音素的單詞。（2）體會單詞中的音素。（教師和學生通過數單詞中有幾個音素，讓學生體會元音u在單詞中的發音。）
（3）出示chant的內容，聽音選擇或聽音連線。（4）嘗試說唱chant內容。（5）嘗試總結發音相同的單詞。（可以不管單詞是否正確，只是通過替換的形式練習）在體會長音的發音規律的同時，對比元音字母o的短音發音。（6）完成教材活動，listen，circle and say.（三）Practice（1）通過圈詞、詞卡的游戲形式進行新詞的試拼，操練、鞏固元音字母的長短音。（2）Listen, circle and write.第一遍聽的時候只是circle，第二遍聽的時候write.第四課時 教學目標：
1.能聽說認讀單詞：phone shelf fridge sofa bed table 2.會在實際情境中利用句型詢問單詞：Where are the ?? The are ? 教學重點：掌握詞匯：phone fridge sofa bed table 教學難點：發音：phone不要丟掉尾音，bed注意[e]的發音
教學過程：
（一）熱身／復習（Warm-up/Revision）
1、復習句型：Where is ?? It’s on/in/?
游戲：Guess: “Where is ??”
教師藏起鉛筆、書、橡皮、鉛筆盒等物。學生閉上眼睛，猜一猜。用：“It’s in/on”來回答。游戲先由教師示范，然后在小組中進行。
2、用學過的句型描述：
學生出示自己設計的房子的圖畫，用學過的語言進行描述。如：This is my house.It’s big.I have a living room.I have a study?.先在小組里做這個活動，然后請個別同學展示自己的圖畫，給大家介紹。
（二）呈現新課（Presentation）
1、教師出示Let’s learn的課件（教材配套），提問“What can you see in the picture?”鼓勵學生們積極發言，盡量說。
2、學生會說到TV.table.chair desk甚至bed 等詞。如果學生說出本課的生詞，教師要特別鼓勵，并反復的讀幾遍，加深學生的印象。如果學生指著table說成了desk, 教師可通過圖片對比兩個單詞的不同。
3、針對學生第2項說的情況進行生詞的學習：
教師圖片出示phone等圖，教學生一一學說生詞，每個生詞示范讀后，都請大部分學生試讀。注意phone的尾音。
4、教師播放課件，學生跟讀學習。
5、游戲：將本課時的單詞上下左右貼在黑板上，播放錄音，學生聽一聽，指一指。再次打亂圖片順序，學生根據錄音指圖片。教師還可請能力強的學生說單詞，其他學生指圖片。
6、讓學生聽錄音，跟讀Let’s learn中生詞。然后教師隨意說詞，學生快速的指出。
（三）趣味操練（Practice）
游戲1：Let’s do(Unit 4/B/let’s do)學生聽錄音，邊聽邊做。
教師邊發出口令，邊示范動作。示范后，教師發出口令，學生做動作。教師在黑板上展示Let’s do的圖卡，讓學生看看圖，做一做，說一說。比比誰最快，教師快速出示圖卡或者說指令，學生迅速反應，做出動作。游戲2：聽一聽，擺一擺
教師說詞，學生按順序擺詞卡。（小組游戲）
游戲3：布置我的家
學生以小組為單位活動（四人一小組最好），每小組準備一張大圖畫（由小組成員在上節課共同設計的家），教師用英語描述（如：The table is in the kitchen.The shelf is in the bedroom.）學生用自己的詞卡擺一擺。(四)擴展性活動（Add-activities）
捏一捏，說一說 學生以小組為單位活動。學生們準備橡皮泥。每個學生捏一樣東西。擺在小組設計的家的圖片中。擺完后，用英語描述。（鼓勵孩子綜合運用本單元的詞匯）
第五課時
教學目標：
1、能熟練理解朗讀短文。
2、能聽說認讀句型Where are ?? Are they?? Yes, they are./No ,they aren’t并在實際中運用。
教學重點：聽說認讀句型Where are ?? Are they?? Yes, they are./No ,they aren’t并在實際中運用。
教學難點：句型Where are ?? Are they?? Yes, they are./ No, they aren’t的掌握
教學準備：書包、鉛筆等實物、課件、錄音帶
教學過程
一、熱身／復習（Warm-up/Revision）
Let’s do: 第四課時中的let’s do部分的練習。教師發出口令，學生表演。請學生當小老師發口令。小組中進行游戲。
Guess: 教師讓全體學生閉上眼睛，將pen藏在一個學生的課桌里。說：Where is it? 假裝問：Is it in your pencil-box? 學生回答：No, it isn’t.直到找到，學生回答：Yes, it is.教師將pencil藏起來，讓學生用Is it??來提問，被問到的學生回答：No, it isn’t./ Yes, it is.（為尋找范圍過大，教師可以劃定范圍。第一組或第一排。）
二、呈現新課（Presentation）
1、教師拿出一個書包，說There are many books in this schoolbag.What are they? Are they notebooks? 引導學生用Are they?? 來猜一猜, 猜出正確答案:They are storybooks.2、出示Let’s talk的課件（教材配套），觀看課件中的故事，理解句子的含義。
3、先讓學生試著自己讀故事。然后學生邊聽錄音（教材配套），邊認讀句子。
4、小組分角色對話朗讀，各小組展示。然后給課件中的角色配音。
5、各小組表演故事。
6、教師出示Let’s chant部分的掛圖。告訴學生這是Sarah的一家人。讓學生就掛圖部分提問，Where is Sarah’s mother/father/brother/sister? Mother is in the living room?..(該練習先由教師和掌握較好的同學做示范，然后小組中進行問答訓練，最后各小組來提問回答)
7、聽錄音，跟讀句子，邊讀邊打節奏。邊讀邊指句子。(對mother’s或brother’s學生可能不太理解，教師告訴學生?’s= ? is，不必過多的講解。)
三、趣味操練（Practice）游戲1： 對話表演比賽
教師讓學生根據本課及前面所學內容自編對話，然后讓學生到教室前表演他們自己所編的對話，選出最佳劇本獎和最佳演員獎。游戲2 ：幫媽媽找鑰匙 教師自制大教學掛圖：一棟房子，（參考C/task time的圖），找一找，Where are mother’s keys? 房子中的任何物品都可以取下（先制作一棟房子的結構，每間屋子的英文名字貼上去，背后有Yes/No的答案。每間屋子中的物品都可摘下。物品背后有答案，找到畫有鑰匙的部分即為找到）。學生在猜的過程中，運用語言Are they ?來提問。教師用Yes, they are./ No, they aren’t來回答
第六課時
教學目標：
1.通過對本單元的學習，能夠正確完成Let’s check等的練習。2.學會唱英文歌曲。
3.通過自己閱讀，小組交流，教師解疑等方式，能理解Story time.情感目標: 培養學生英語學習興趣。
教學重點：能夠正確完成Let’s check等的練習。
教學難點：通過自己閱讀，小組交流，教師解疑等方式，能理解Story time.教學過程：
（一）熱身／復習（Warm-up/Revision）1． 指教室中的各個事物復習單詞。
2． 游戲：教師念單詞的前一個或兩個字母，學生迅速從指出并讀出單詞。3． 幾個學生為一組，比賽拍單詞。
（二）呈現新課（Presentation）1． 小組合作，完成課本練習。1）自己做
2）組內交流
3）班內回報 2．Let’s check 1）根據圖片進行編對話練習2）放錄音做練習3）重復核查 4）朗讀句子 3． 學唱歌曲 4．Story time 1）自己閱讀 2）小組討論交流 3）回答教師問題 4）看動畫 5）跟讀句子 6）嘗試表演
（三）趣味操練（Practice）游戲1：看誰敲得快
學生準備好鉛筆、尺子等可以用來敲打物品的東西，教師說單詞學生要用最快的速度去敲擊與所聽相符的單詞或圖片，最快最準的獲勝。游戲2：猜字母
學生兩人一組。一個學生在另一個學生的后背上用手書寫字母，讓他憑著感覺來猜出書寫的是哪個字母。然后相互交換。
? 人教版五年級上冊英語Unit4《WhatCanYouDo》教案
1、能力目標：
(1)能夠簡單描述自己教師的體貌特征及性格特點，如：We have a new English teacher. He's tall and strong. He's very funny.
(2)能夠詢問并介紹學校里教師的情況，如：Who's your English teacher? Mr Carter .He's from Canada. What's he like? He's tall and strong.
(3)能夠聽懂一些描述人物特征的簡單對話，完成學生用書中的Let's try部分。
(4)能夠聽懂、會唱歌曲“My New Teachers”.能夠靈活替換歌詞中的科目及表示人物特征的形容詞。
2、知識目標
(5)理解A、B部分Read and write中的會話，并根據提示填充句子或回答問題。
(6)聽、說、讀、寫A、B部分Let's learn和Read and write中的四會單詞和句子。
a)理解Let's start、Let's find out、Let's sing、Let's chant和Pair work等部分的內容。
b)了解Pronunciation部分的字母組合在單詞中的發音，并能熟練讀出例詞。
c)了解Task time 、Story time、Good to know等部分的內容。
(7)情感、策略、文化等有關目標：
a)情感態度：根據小學高年級階段學生的特點，引導他們在英語學習過程中更大限度發揮自主學習能力，積極主動地進行英語學習，更好地激發他們英語學習的興趣。
b)學習策略：學習過程中注意培養學生合作學習的態度和方法，有效利用學生用書中設計的Pair work 、Group work、Talk and draw以及Task time部分，培養學生合作學習的意識。
c)文化目標：了解中西方國家在稱呼人名上的不同習慣。
3、單元教學課時安排
第一課時A Let's start Let's learn Let's chant Let's find out
第二課時A let's try Let's talk Let's chant C Good to know
第三課時A Read and write Pair work C Story time
第四課時B Let's learn Let's chant Let's sing
第五課時B let's try Let's talk Group work C Task time
第六課時B Read and write Talk and draw Pronunciation Let's check
? 人教版五年級上冊英語Unit4《WhatCanYouDo》教案
這周二，我接到領導通知周五有教委辦的老師會來可慕小學隨堂聽課。一接到消息，緊張又興奮的我當天晚上便開始查找資料，構思教學設計，做課件。在和指導老師施玲玲老師反復交流教學構思，修改教學設計，我從不自信到自信，從沒把握到胸有成竹?！癏ow many do you want”這節課的重點主要是使學生在日常生活購物時，學會用“How many do you want?”詢問數量。整堂課我運用數字歌熱身，圖片導入，從新授單詞再到新授句子最后到新授課文，讓學生在豐富的活動中學習，在歌曲演唱中鞏固。課后我意識到了自己課堂過程英文出現頻率還不夠高，中文偏多，最后鞏固知識學唱英語歌曲how many do you want,后半部分歌詞學生不懂，應事先截掉。
腦袋里一直盤旋著自己的不足，我忐忑地進入校長室，等待聽課老師的點評。然而，聽課老師的評價讓我更清楚地認識到了自己，有不足也有優點。許燕珊老師對我仿寫重點句型環節的肯定，簡短有力的建議都讓人感覺如沐春風。龔怡寒老師細節的提醒，建議我為小組合作設置情境，對教學環節的改進思路，讓我受益匪淺。教委辦黃雅莎老師的三個亮點三個期望，也讓我意識到自己需要成長的空間，未來的路還要腳踏實地地走下去。其他老師對于音樂課的點評，也讓我懂得不同學科中教法的想通。
不得不說，這堂課背后也少不了學校領導，同事的大力支持和幫助。很感謝有這樣一次上課的機會，讓身為新教師的我，更清楚地明白自身業務上的不足，更清楚地感受到身為一名小學優秀英語老師需要努力的方向。任何業績的質變都來自于量變的積累，我希望以后有更多這種鍛煉的機會，讓我從準備中學習，從反思中進步，從壓力中成長。
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? 人教版五年級上冊英語Unit4《WhatCanYouDo》教案
Unit 4單元分析
一、教學內容
studybathroombedroomliving roomkitchenphonebedsofashelf
fridgetable
it’s=it isaren’t=are notthey’re=they are
heytheyopen the dooron the tablenear the phonein the door3、幫助學生在掌握單詞的基礎上造出句子，編出對話，學以致用。
4、培養學生用英語交流的能力，為學生的進一步學習奠定基礎。
二、教學要求
1、能聽懂、會說，會用每一課會話。
2、掌握本單元出現的生詞，詞組和字母。
3、會唱本單元的歌曲。
三、教學重點和難點
1、對于較長的單詞如bathroom ,bedroom ,living room, kitchen的掌握以及對于第一次
出現的介詞短語如open the dooron the tablenear the phonein the door的掌握。
2、對于禮貌用語“Thank you , Excuse me, After you”的掌握與應用。
3、描述臥室中所有物件，并能據此編出對話。
四、教學時間
本單元共6課時，每周3課時，2周完成。
Lesson19
1.Teaching aims
To act quickly after listening to the T.Master the sentences: This is my home.You can see a bedroom...New words: study bathroom bedroom living roomkitchen
Practice: This is my home.You can see a bedroom, a living room…
2.Teaching aids
A tape-recorderA picture
Several word cards
3.Important points
The pronunciation of the new words
4.Teaching steps
1)Greetings
Do some oral work and sing a song.2)New contents
At first, the teacher shows Amy’s house using the computer.“What can you see in the
picture?”
“I can see a study.”
“I can see a bedroom.”
…….5.Homework Work
To say the sentences smoothly
Listen to the tape and recite the new words.1.Teaching notes
Lesson20
1.Teaching content
1)Learn the dialogue and act it out.2)Let them master the sentences
1.Teaching aims
Master the phrases: in the living room, in the study, in your desk, in your hand…
Use the dialogue smoothly.3.Important points
The pronunciation of the new words
4.Teaching aids
A tape-recorderA picture
Several word cards
5.Teaching steps
1.Greeting
Sing an English song.Ask the students to introduce their homes.2.Revision
Learn the drills and practice the drills.T: What’s this?Ss: An eraser.T: yes, what does it like?S: It looks like a fish.T: Where is my eraser? Is she in the…?
Ss: Yes, she is.(No, she isn’t.)
Show them several pictures.T: Oh, how beautiful!Where is it?
S: This is my bedroom.(This is my
Living-room.This is my bathroom.)
T: Is this your..?S: Yes, it is.(No, isn’t.)
Game.-Where is my pen?-Is it in the …?
-No, isn’t.-Is it in the …?
-Yes, it is.Tell them the difference between “Is it…?” and “Is she…?”
Listen to the tape and imitate.Practice in groups and act it out.6.Homework
To say the sentences smoothly
Recite the dialogue and listen to tape.2.Teaching notes
Lesson 21
1.Teaching Aims
Let them master the words :
homeroomschoolclassroom
(listeningspeakingreadingand writing)
And the sentences
Welcome to my ……home ……
This is my ……room ……
When they see the pictures, they can recognize and say their English names..2.Teaching Aids
a tape recordercardspictures
3.Important points
4-skill words:
homeroomschoolclassroom
4.Teaching steps
1).Greeting and organization
Sing an English song and do oral work.2).Revision
A:Act the dialogue of lesson 21
B: Review these words:
Homeroomschoolclassroom
3).Presentation
Read the words and spell them.Ask a student come to the front to read all the words, and the others after him or her.4).Practice
Listen to the tape, imitate and practice the sentences.Read and spell the words.5.Homework
Spell the words , then write them:
Homeroomschoolclassroom
1.Teaching notes
Lesson22
1.Teaching Aims
Let the students master the words and phrase :
phonebedshelffridgetablesofa
Let the students listen and read these drill:
Sit on …Make …
Watch TV.Answer…Open…Set…
2.Teaching Aids
a tape recordercardspictures
3.Important points
Learn to say the words: phoneshelffridgetablesofa
When they see the subject, they can recognize and say their English names..4.Teaching steps
1).Greeting and organization
Sing a song and do a oral work.2).Revision
Review these words:
Homeroomschoolclassroom
3).Presentation
The teacher shows the phone of the room and points at somethingone by one, and the students say it in English.In this way, learn to say the new words:
phoneshelffridgetablebedsofa
Ask a student come to the front to read all the words, and the others read after him.4).Play a game:
Passing the eight words between eight groups, and then checking which group did quickly and right.5).Practice
Listen to the tape, imitate and practice the words:phone…
Read and spell the words.6).Let’s do
Sit on the sofa.Make the bed.Watch TV.Answer the phone.Open the fridge.Set the table.5.Homework
1.Listen and read the new words and drill.2.Recite “Let’s do”.2.Teaching Notes
Lesson23
1.Teaching content
1)Drills
A: Are they on the …?A: Are they near…?
B: Yes, they are.(No, they aren’t.)
2)Learn the dialogue and act it out.3).Let’s chant.2.Teaching aims
Let them master the short sentences:
Open the dooron the tablenear the phone
Learn the new drills.Use the dialogue smoothly.3.important points
1).The pronunciation of the new words
2).A: Are they on the …? B: Yes, they are.(No, the are
aren’t)
4.Teaching aids
A tape-recorderA picture
Several word cards
5.Teaching steps
1).Greeting and organization
Sing an English song and do oral work.Ask the students to introduce their home.2).At first, the teacher talk to the students.T: Where are the key(book…)?
S: It’s on the table(in the desk, near the phone…)
T: Where are the keys(books…)?
S: They are on the table(in the desk, near the phone…)
T: Are they on the table?S: Yes, they are.(No, they aren’t.)
Then learn to say the drills.And practise the drill with the Ss.From “the T asks, the
S answers” to “the S asks, the S answers.”
3)Then practise these drills smoothly.Play a game.S1:Where are the keys? S2:Are they in he …?
S3: No, they aren’t.S2: Are they in the …?
S3: Yes, they are.Tell them the different of “Is it…?” or
“Are they…?”
Listen to the recorder and in groups and act it out.6.Homework
Recite the dialogue.To say the sentences smoothly
3.Teaching notes
Lesson 24.Teaching Aims
1)Let the students master the four-skill words :
Windowdeskdoorchairbed
2)Let the students read these sentences:
What can you see in my room? I can see…
When they see the objects, they can recognize and read them and do the action about them.2.Teaching Aids
a tape recorder.3.Difficult words and emphasis:
4-skill letters and words:
Windowdeskdoorchairbed
4.Teaching steps
1)Organization
Chant together and do a oral work.2).Revision
Spell the word: Windowdeskdoorchairbed
Phrase: w_nd_wd_ _rd_skch___
b_d
3).Presentation
When the teacher point at the subject, the students say the word and spell it.Then write these
words.Read the drills smoothly:What can you see in my room?
I can see…
Read and choose: Listen to the T and choose A,B,C or
4).Listen to the tape, imitate and read..5).Game
The teacher asks a student come to the front of the class, and tell him/her a word, then asks other students guess the word.5.Homework
Spell and write the four-skill words :
? 人教版五年級上冊英語Unit4《WhatCanYouDo》教案
小學四年級英語第一學期Unit4教案
一、教學內容
1、本單元要求會聽，說，認讀的單詞和詞組：
study bathroom bedroom living room kitchen phone bed sofa shelf fridge table it’s=it is aren’t=are not they’re=they are
2、本單元要求會聽，說的單詞和詞組：
hey they open the door on the table near the phone in the door
3、幫助學生在掌握單詞的基礎上造出句子，編出對話，學以致用。
4、培養學生用英語交流的能力，為學生的進一步學習奠定基礎。
二、教學要求
1、能聽懂、會說，會用每一課會話。
2、掌握本單元出現的生詞，詞組和字母。
3、會唱本單元的歌曲。
三、教學重點和難點
1、對于較長的單詞如bathroom ,bedroom ,living room, kitchen的掌握以及對于第一次出現的介詞短語如open the door on the table near the phone in the door的掌握。
2、對于禮貌用語“Thank you , Excuse me, After you”的掌握與應用。
3、描述臥室中所有物件，并能據此編出對話。
四、教學時間
本單元共6課時，每周3課時，2周完成。
Lesson
1.Teaching aims To act quickly after listening to the T.Master the sentences: This is my home.You can see a bedroom...New words: study bathroom bedroom living room kitchen Practice: This is my home.You can see a bedroom, a living room… 2.Teaching aids A tape-recorder
A picture
Several word cards 3.Important points The pronunciation of the new words 4.Teaching steps 1)Greetings Do some oral work and sing a song.2)New contents At first, the teacher shows Amy’s house using the computer.“What can you see in the picture?”
“I can see a study.” “I can see a bedroom.” …….5.Homework Work
To say the sentences smoothly Listen to the tape and recite the new words.1.Teaching notes
Lesson 1.Teaching content 1)Learn the dialogue and act it out.2)Let them master the sentences 1.Teaching aims Master the phrases: in the living room, in the study, in your desk, in your hand… Use the dialogue smoothly.3.Important points The pronunciation of the new words
4.Teaching aids A tape-recorder
A picture
Several word cards 5.Teaching steps 1.Greeting
Sing an English song.Ask the students to introduce their homes.2.Revision
Learn the drills and practice the drills.T: What’s this?
Ss: An eraser.T: yes, what does it like?
S: It looks like a fish.T: Where is my eraser? Is she in the…? Ss: Yes, she is.(No, she isn’t.)Show them several pictures.T: Oh, how beautiful!Where is it? S: This is my bedroom.(This is my
Living-room.This is my bathroom.)T: Is this your..?
S: Yes, it is.(No, isn’t.)Game.-Where is my pen?-Is it in the …?Is it in the …?-Yes, it is.Tell them the difference between “Is it…?” and “Is she…?” Listen to the tape and imitate.Practice in groups and act it out.6.Homework
To say the sentences smoothly Recite the dialogue and listen to tape.2.Teaching notes
Lesson 21 1.Teaching Aims Let them master the words :
home
room
school
classroom
(listening speaking reading and writing)And the sentences
Welcome to my ……home ……
This is my ……room ……
When they see the pictures, they can recognize and say their English names..2.Teaching Aids
a tape recorder cards pictures 3.Important points
4-skill words:
home room school classroom 4.Teaching steps
1).Greeting and organization Sing an English song and do oral work.2).Revision A:Act the dialogue of lesson 21 B: Review these words: Home
room school classroom 3).Presentation
Read the words and spell them.Ask a student come to the front to read all the words, and the others after him or her.4).Practice Listen to the tape, imitate and practice the sentences.Read and spell the words.5.Homework
Spell the words , then write them: Home room
school
classroom 1.Teaching notes
Lesson
1.Teaching Aims Let the students master the words and phrase :
phone bed shelf fridge table sofa Let the students listen and read these drill:
Sit on …
Make …
Watch TV.Answer…
Open…
Set… 2.Teaching Aids a tape recorder cards pictures 3.Important points Learn to say the words: phone shelf fridge table sofa When they see the subject, they can recognize and say their English names..4.Teaching steps
1).Greeting and organization
Sing a song and do a oral work.2).Revision
Review these words:
Home room school classroom 3).Presentation
The teacher shows the phone of the room and points at something one by one, and the students say it in English.In this way, learn to say the new words: phone shelf fridge table bed
sofa
Ask a student come to the front to read all the words, and the others read after him.4).Play a game:
Passing the eight words between eight groups, and then checking which group did quickly and right.5).Practice
Listen to the tape, imitate and practice the words:phone…
Read and spell the words.6).Let’s do
Sit on the sofa.Make the bed.Watch TV.Answer the phone.Open the fridge.Set the table.5.Homework
1.Listen and read the new words and drill.2.Recite “Let’s do”.2.Teaching Notes
Lesson 1.Teaching content 1)Drills
A: Are they on the …?
A: Are they near…?
B: Yes, they are.(No, they aren’t.)
2)Learn the dialogue and act it out.3).Let’s chant.2.Teaching aims Let them master the short sentences:
Open the door
on the table
near the phone
Learn the new drills.Use the dialogue smoothly.3.important points 1).The pronunciation of the new words 2).A: Are they on the …? B: Yes, they are.(No, the are
aren’t)
4.Teaching aids A tape-recorder
A picture
Several word cards 5.Teaching steps 1).Greeting and organization Sing an English song and do oral work.Ask the students to introduce their home.2).At first, the teacher talk to the students.T: Where are the key(book…)?
S: It’s on the table(in the desk, near the phone…)
T: Where are the keys(books…)?
S: They are on the table(in the desk, near the phone…)
T: Are they on the table?
S: Yes, they are.(No, they aren’t.)
Then learn to say the drills.And practise the drill with the Ss.From “the T asks, the S answers” to “the S asks, the S answers.”
3)Then practise these drills smoothly.Play a game.S1:Where are the keys? S2:Are they in he …? S3: No, they aren’t.S2: Are they in the …? S3: Yes, they are.Tell them the different of “Is it…?” or “Are they…?”
Listen to the recorder and in groups and act it out.6.Homework
Recite the dialogue.To say the sentences smoothly 3.Teaching notes
Lesson 24 1.Teaching Aims 1)Let the students master the four-skill words : Window desk door chair bed 2)Let the students read these sentences:
What can you see in my room? I can see…
When they see the objects, they can recognize and read them and do the action about them.2.Teaching Aids a tape recorder.3.Difficult words and emphasis:
4-skill letters and words:
Window desk door chair bed 4.Teaching steps 1)Organization
Chant together and do a oral work.2).Revision Spell the word: Window desk door chair bed Phrase: w_nd_w
d_ _r
d_sk
ch___
b_d
3).Presentation
When the teacher point at the subject, the students say the word and spell it.Then write these words.Read the drills smoothly:What can you see in my room? I can see…
Read and choose: Listen to the T and choose A,B,C or 4).Listen to the tape, imitate and read..5).Game
The teacher asks a student come to the front of the class, and tell him/her a word, then asks other students guess the word.5.Homework
Spell and write the four-skill words :
? 人教版五年級上冊英語Unit4《WhatCanYouDo》教案
Did they buy ice creams?
學習任務：
This is a letter about Lingling’s funny experience with Sam and Amy in London.了解字母、字母組合e, ea, i, e, a 在單詞中常見的讀音
歌曲：The London eye .
運用任務：
1、read the letter
2、recite the key words.
3、answer the questions
教學程序：
1、熱身復習
借助掛圖復習SB Unit 1。
2、任務呈現與課文導入
review thewords of Unit 1,Module 1 ;let some students read the text.
教師應對學生的描述給予鼓勵和肯定。
3、課文教學
(1)用動畫或大掛圖加錄音帶呈現SB Unit 2活動1
放第一遍錄音，let the student preview the letter.放第二遍錄音，學生檢查，and follow the read thetext.教師對學生給予鼓勵和表揚。
(2)SB Unit 2活動2
播放錄音，在每一句話后停頓，學生重復，模仿錄音中的語音、語調。
抽幾組學生匯報。如果該組學生說的句子不夠，其他組補充，直到把能說的句子都說出來為止。
4、任務完成
全班完成SB Unit 2活動3。
課文學習
(1)語音教學
學習SB活動1。
教師出示一些單詞卡片，上面的詞包括Chinese，teacher，river，rabbit，letter，hen，cat，apple。單詞劃線處的元音字母寫成紅色。教師出示單詞卡片，學生讀出單詞。
學生聽錄音，思考劃線處的發音。教師舉起寫有Chinese的卡片，請學生判斷e字母在這個單詞中的發音。再舉一些例子。學生可以兩人合作，或小組合作來想單詞。以同樣的方式來學習其他元音字母及字母組合在單詞中的發音。
(2)歌曲教學
SB 活動2。學生看書歌曲部分下面的圖，用英語描述每一幅圖上都有什么，讓學生讀每一個句子，確認學生明白每一句。問學生這四句話分別用來描述哪一幅圖。
放第一遍歌曲錄音，學生聽。放第二遍錄音，在每一句后暫停，學生跟唱。用此種方式讓學生跟錄音唱幾遍，直到學生學會為止。
6、課后作業
SB活動2，唱給家人聽。
聽磁帶跟讀SB Unit 1、2、3中的內容，模仿標準地道的英語。
完成AB Unit 2練習2和3。
copy the letter three times.
教學板書設計
Module 1 Unit2 Did they buy ice cream?
Words send –sent run – ran email love
Phonetics. DidLingling go to the park yesterday ?
Didshe meet John ?
Didthey buy ice creams ?
Didthey go home by bike ?
Did Linglingwalk to the bus ?
DidLingling drop her ice cream ?
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