五年级下册英语教案Unit 6 Work quietly! Part A_人教

1、.Unit 6 Work quietly!Part A教学内容第一课时 Lets learn Look and say 第二课时 Lets try Lets talk第三课时 Lets spell教学目的【知识目的】1.能听、说、读、写本部分重点词汇。如：doing morning exercises, eating lunch2.能正确运用句型询问别人和描绘自己正在做的事情。句型如：What are you doing? They are eating lunch.3.能知道字母组合wh的发音规律。【才能目的】学会整合本话题所学的内容，进展交流。【情感目的】培养学生保护小动物保护大自然的情怀

2、。教学重点1.掌握Part A重点词汇。如：eating lunch,reading a book2.掌握 Part A重点句型。如：What are you doing? Im3.掌握wh字母组合的发音规律并运用。教学难点如今进展时态的正确运用。教学准备磁带、录音机、多媒体等。课时安排3课时。第一课时教学过程批注一、Warm-up & Revision1.口语练习。鼓励学生根据主题 “At the zoo自由对话。2.Show time. 学生展示上节课课后作业所制的动词如今分词的单词卡片。二、Presentation & Practice1.学习Main scene。1老师

3、展示Main scene挂图。学生讨论每幅对话的中心思想。2老师引导学生要遵循公共场合纪律。We should keep discipline in the public.3播放录音，学生模拟跟读。4请三组学生分别进展对话表演。2.学习Lets learn。1Show and guess. 老师将全班分成五组，请四名学生站于台前，分别对其耳边发号施令，如对S1说：做早操，S1做出做早操的动作，台下学生猜出其动作意义，并用英语在纸上写出举起，完成得好且多的组即可得一分。老师板书。2要求学生写出动词的ing形式。老师板书。 do morning exercises haveclass eat lu

4、nch doing having eating read a book listen to music reading listening3听录音，跟读模拟。4老师讲解句型。 What is/aredoing? She/He/It is/They are5Activity：开火车。 将全班分组，每组各配一名督查小队长，检查此组完成情况。学生根据课本五幅图片问答。 S1:Its 7:30 p.m.Whats Chen Jie doing? S2:Shes listening to music.Its 9 oclock.What are the students doing? S3:They ar

5、e having an English class.Its 6:00 a.m.Whats Chen Jie doing? S4:Shes doing morning exercises. (6) 拓展：学生创编对话。根据短语和所给主语造句。如： S1:What are you doing? S2:Im doing morning exercises. S3:What is he doing? S4:He is eating lunch. S5:What are they doing? S6:They are having English class.2.学习Look and say。1猜一猜。

6、 老师拿出Look and say部分的挂图，但要将挂图背对学生。老师问：What is he doing?请一名学生答：He is学生猜错此图跳过，假设猜对老师就将这幅挂图展示出来，直到学生全部猜出为止。2扩展句子。 学生五人一组，S1说教室里同学在做某事的句子，如：Wang Lei is doing his homework. S2先重复S1所说句型，再说一个新句子，如：Wang Lei is doing his homework.Lily is reading a book.以此类推。3老师带着学生将本课重点词汇、句型反复读几遍。3.小结。 Key words:doing morning

7、 exercises,havingclass Key sentences:Whats Chen Jie doing? Shes listening to music. 引导学生遵纪守法。Show and guess既对已学短语进展了复习，也为新课做了铺垫。合理的板书让学生看得更清楚。 开火车，让每位学生都参与其中，积极操练所学句型词汇。 拓展是通过学生对原有知识掌握的根底上进展灵敏运用。 猜一猜和扩展句子都是对本课所学内容的复习稳固，寓教于乐。作业设计1.听录音，背词汇。2.按Lets learn制定自己的时间表。3.完成相关练习。4.预习下一课。板书设计Unit 6 Part A 第一课时W

8、hat is Chen Jie doing?doing morning exercises. Shes havingclass. listening to music.第二课时教学过程批注一、Warm-up & Revision1.Review the words.老师说中文，学生说出英文。2.Lets listen to a song “Animals,animals are everywhere.二、Presentation & Practice1.学习Lets try。1师生对话。老师展示课本58面图片，请学生用英文表述图片内容。如：T:What are the swan

9、s doing?展示图1 Ss:The swans are sleeping. 用此方法接着描绘后三幅图片。2Listen and tick.3 老师PPT上完好呈现听力材料，让学生反复跟读录音，语音、语调、句型熟悉后，两人一组表演对话。2.学习Lets talk。1老师带学生观看动物园视频。 T:Most of you should have been to the zoo.What animals can you see in the zoo? Ss:Pandas,monkeys,tigers T:Yeah.Next,here is a video,lets have a look.老师播

10、放视频 如：老师将视频暂停在熊猫吃竹子的画面上。 T:What animal is this? Ss:A panda. T:Yes.What is the panda doing? Ss:Its sleeping. 老师将画面暂停在猴子的画面上。引导学生。 T:What animals are these? Ss:They are monkeys. T:What are they doing? Ss:They are eating bananas. 2我们从这段视频里看到了睡觉的大熊猫，吃香蕉的猴子那么Chen Jie 他们一行在动物园了又看到了些什么呢？老师播放录音，学生答复以下问题：Wha

11、t are the pandas doing?Whats the little monkey doing?What is the elephant doing?3师生共同核对答案。4老师讲解课文。强调重点句型。 What is/aredoing? Its/They are 5分组合作，背诵课文。两人一组进展表演。6根据图画，与伙伴一起创编对话。 老师给出几幅画，如：走路的老虎，吃萝卜的兔子，奔跑的马儿，让学生根据图画创编对话并表演出来。7Choose and tell.学生认读单词卡片。Haveclass,cleanroom,eat dinner老师将课前准备好的单词卡片分为两组，请学生抽取并

12、造句。(8) 师生共同合作，将所搜集信息编成歌谣。如： Pandas,pandas,what are they doing? Eating,eating,they are eating. Monkeys,monkeys,what are they doing? Playing,playing,they are playing. Elephants,elephants,what are they doing? Drinking,drinking,they are drinking. 3.小结。 Key words:panda,monkey,elephant,eating lunch,drinki

13、ng water Key sentences:What are they doing? They are eating lunch. 通过师生对话对听力中可能用到的句型进展练习，降低听力难度。 老师通过看视频与学生交流对话，将课文中的知识点分散在师生对话里，对接下来的教授新课降低了难度。 由前文引入新课。 根据图片，合作创编对话，一培养学生合作精神，二对所学语言的灵敏输出。 创编歌谣，调动学生兴趣，对本节课所学知识进展稳固复习。作业设计1.听录音，背诵课文。2.完成相关练习。3.预习下一课。板书设计Unit 6 Part A 第二课时What aredoing?are eating lunch

14、.What isdoing?. is drinking water.第三课时教学过程批注一、Warm-up & Revision1.Greetings.2.Lets chant. What,what,what,what time is it? When,when,when,when is the party? Where,where,where,where is my cat? Whose,whose,whose,whose ball is it？ Who,who,who,who are you? 通过Lets chant熟悉本课知识。二、Presentation & Prac

15、tice1.学习Lets spell。1请学生讨论我们学过的特殊疑问词有哪些。2老师展示Lets spell的挂图，请学生说说可以搭配什么特殊疑问词。3老师播放录音，学生跟读模拟。4老师将单词what,when,where,whose,who五个单词的音标写在黑板上，让学生讨论找一找音标与字母的关系。5老师讲解wh字母组合发音规律及方法。 大多数情况下wh发/w/，字母h不发音。 当wh后接o构成时，wh发/h/，字母w不发音。6老师示范发音，学生模拟，比一比，看谁的发音最正确，并给予适当的评价。7学生认读Listen and circle.中单词，并听录音，完成练习。8接龙比赛。如： S1:wh /w/ what What time is it? S2:wh /w/ when When is your birthday? 9老师带着学生完成课本练习。2.小结。 wh/w/:what,when,where wh/h/:whose,who,whom 通过讨论和单词搭配帮助学生回忆复习所学习过的特殊疑问词。 学生根据音标自己找规律，学生会更容易掌握。 通过接龙比赛可检测学生对wh字母组合