2019年五年级上册教案Unit1myfamily外研剑桥版-文档资料

1、集备课题Unit 1 Unitl Part1(a,b,c)课型新授课时分配共4课时第1课时上课时间2019.9.18项目内容修改栏教 学 目 标识力 口 匕匕 夕育1、知识目标：句型：1, Who' s that boy behind your parents?2, Is she your friend?单词：家庭成员单词2、能力目标：在交际中培养学生合作探究能力，学会 讨论询问家庭成员情况？并能根据照片正确表述位置 关系，描述家庭成员。Introduce your family to yourpartner.可以与学生的 相关知识经验 相结合降低新 授难度。在学案活动设 计中让学生进

2、 行家朴树的制 作要充分运用 与本节单词新 授中。过程 方法围绕家庭成员关系”展开对话。情感 态度 价值观1、让学生懂得家庭成员之间要互敬互爱，家和才能万 事兴。2、对学生进行中外文化的渗透，让学生懂得中外文化 的差异，外国家庭成员之间的关系相对更民主些。教学重点句型：1, Who' s that boy behind your parents?2, Is she your friend?单词：家庭成员单词教学难点用位置关系的词表示家庭成员关系的询问句型。教学、教具 （课件） 准备家庭成员照片、生活照、家谱树图、磁带。教学流程教学上， 一 一一，一、r、，, 一一，什教师活动预设学生活

3、动修改栏环节第11页Stepl: Warming up 让学生集体唱一唱 daddy, mummy歌曲。 然后替换各个家庭成员再唱歌曲。并做动 作。Step2: Presentation1、Free talk:教师和学生平等的交流，2、出示简单的三人照家庭照片用简单的一般 疑问句句型热身并引入本节课的课题。3、更换照片提问。Step3 : Practice1 .设置一个场景：Mike来到Emma家Emma: Hello, Mike.Mike: Hi, Emma. How are you?Emma: Fine, Thank you. And you?Mike: I 'm OK, than

4、ks.Emma: Come in, please.Mike: OK.2 . ppt整体呈现1a对话内容.3 . ppt呈现各个家庭成员单词，并解释 uncle和aunt的英文含义。4 .由he和she转化成this和that再转化 成these和those。来操练一般疑问句句型。 两两问答。5 .出示 Who's that boy behind your parents?复习方位介词并引入本句型练习。6 .完成听力题1b.并检查答案。Step4： Production1 .学生整体操练对话。2 .听听力，Introduce your family to your partner. Th

5、en change roles.3 .GUSSING GAME on page 9Step5: Ending :1.Interview your classmates.2 .Talk about your family.3 .Draw a family tree.采用节奏感强烈、 韵律优美、琅琅上 口 chant让学生唱 歌曲，激发了学生 的动力。以小组为单位，围 绕家庭成员关系这 个话题展开提问， 可以使用以下几个 类似的问题：(1) He is my father.(2) Is he your father?(3)学生互相提 问。可以当成自己 的家庭照片。让学生看ppt两两 互问、反馈，既

6、可 以复习学生以前学 的日常口语交际， 又为学生后面练习 句型 is he/she your.句型中询问 家庭成员做好了情 景铺垫，然后展开 非常自然、流畅的 句型练习。51: Is he your father?52: Yes, he is.53: Are those your parents?54: Yes, they are.55: Is that boy your brother?游戏教学更能促进 课堂生成，让学生 更好的掌握所学。歌曲朗朗上口 能很好激发学 生们的兴趣。准备家庭照片 的做法新颖， 富有亲情感， 让孩子们乐于 介绍亲人的同 时轻松学知。this that these t

7、hose.从书上所学到 实际练习让同 学们真正习得 语W 0板书设计课后反思Unitl.PartlMy familyAre those/these your parents?Who's that boy behind your parents?mother, father, grandmother, grandfather, brother, sister, aunt, uncle.通过带照片的活动，让学生在轻松亲切自然的氛围中容易习得语言。课堂上 分组活动让学生在活动中认读，能让学生学以致用，既有趣、又学到了知识，提 高了单词的记忆率，让学生在潜移默化中掌握句型和四个指示代词的用法，

8、取得 较好的教学效果。（五）年级（上）册英语学科集体备课个案备课时间2019.9.13主备人主备人 所在单位复备时间2019.9.13授课教师授课教师所在单位课 题Unit1 Part2a/b/c课 型听力 阅读课时分配共4课时第2课时上课时间2019.09.25项目内 容修改栏教 学 目 标识力 口 匕匕 夕育1 .复习回顾家庭成员称呼词汇father / mother / parents /grandfather / grandmother / grandparents / uncle / aunt / brother / sister / cousin, 听说读写职业词?匚 farmer

9、 / worker / driver / doctor / nurse / cook, 并能用 is my/ 's/ 对家庭 成员做简单介绍。2 .熟用句子 What does do? -She/He is a doctor/ taxi driver.3 .理解句子： We re in the same class. They re both teachers. I go to their home every Sunday. My uncle cooks very well.豕庭成员和 职业相结合， 能顺利的迎 合学生的思 路展开句型 练习。过程 方法通过听音圈词，听音填词，听音选词

10、，问答对话熟用词句， 训练听说读写。情感 态度告诉学生爱家庭，爱家人。价值观教学重点1 .家庭成员称呼词汇 father / mother / parents / grandfather / grandmother / grandparents / uncle / aunt / brother / sister / cousin2 .职业词?匚 farmer / worker / driver / doctor / nurse / cook3 .句子 What does do? -She/He is a doctor/ taxi driver. We re in the same class.

11、 They re both teachers. I go to their home every Sunday. My uncle cooks very well.Cook Cooker区分 开。教学难点准确使用代词及所有格形式教学、教具（课件）准备tape recorder, word cards, family photos.教学流程教师活动预设学生活动修改栏教 学 环 节Stepl Warming up1) Greetings.2) Review the words about the family.Step2 Presentation1)Show teacher's famil

12、y photo and say, Look! She is my mother. She is a farmer. He is my father. He is a bus driver. She is my sister. She is a doctor. He is my brother. He is a cook. He cooks very well. My aunt and uncle are both teachers. They are in the same school." Then ask, Who's he/she? Is she/he my ? Wha

13、t does he/she do?' 2)Show a boy and say, He is Adams Bob. Let's listen and circle his family members.”3)Listen again, ask, Who is Bob's ？ What does he/she do?' Then listen again, ask the pupils write the words in the blanks.4)Listen again and choose the words in the blanks. Then read

14、 more.5)Listen and ask, Who's Ann / Lin Tao / Bob/ Tim? Who's Bob's aunt? When does Bob go to Ann 's home? Why?”Step3 Practice1) Say a chant.Who's Bob? He's Ann's cousin?What does he do? He's a pupil. He's a pupil.Who is Ann? She's Bob's cousin.What does s

15、he do? She s a pupil. She's a pupil. They 're in the same class.Who's Bob's aunt. His father's sister. His father's sister.Who's Bob's uncle? He is LinTao. He is Lin Tao. They 're both teachers.2) Ask the pupils to introduce their family after a model. Then show i

16、n class.Greetings.Read more.Listen, read and answer.Listen and circle the family member words.Listen, answer and write.Listen, choose and write. Then read more.Answer freely.Say together.代词表格的 复习。鼓励学生提 前做准备，分 组讨论后大Step4 Consolidation and extensionShow more Exx.Step5 Sum-up Homework1)Read and write t

17、he new words more.Work in groups.Do Exx.方展示和介 绍自己家庭 成员的职业。 然后尝试复 述同学们的 家庭成员及 职业情况。2) Introduce their family to the partners, then write down.板 书 设 计Unit1 Part2 &5 What does he do? He is a teacher. What does she do? She is a teacher.They 're both teachers. They're in the same What does he

18、/she do?He/She is a farmer / worker/ taxi driver / doctor / nurse / cook. She/He cooks very well.教学 反思本课是L单兀第一课时，主要复习回顾豕庭成贝称呼词汇father / mother / parents /grandfather / grandmother / grandparents / uncle / aunt / brother / sister / cousin, 听说读 写职业词汇 farmer / worker / driver / doctor / nurse / cook, 并

19、能用 is my/ 's/ 对家 庭成员做简单介绍。教学用自己的family photo创设语境，随机呈现句子，直观易懂， 留给学生深刻的记忆。听力训练步步深入，积累了听力技巧。说唱歌谣抓住重点，帮 助学生熟练句子，练习巩固方法多样，学生知识得到积累，通过练习所学得到巩固， 听说读写能力置（得到了/、同程度的提高。（五）年级（上）册英语学科集体备课个案备课时间2019.09.16主备人主备人所在单位复备时间2019.09.16授课教师授课教师所在单位课题Unit1 part3a 、 b课型新授课时分配共4课时第3课时上课时间2019.9.26项目内容修改栏教 学 目知识能力1. Lea

20、rn the following sentences:-Are you Emma ' s mother(father, brother)?-Yes, I am./ No, I' m not由上节课的陈 述句转化至本 节课的一般疑标-Is he/she your/ s friend (grandfather)?Yes, he/she is./ No, he/she isn' t.2. Draw a family tree.问句练习，使 学生把各种句 型都顺利掌 握。强调一般疑问 句的回答。过程方法通过听说、问答等活动形式，让学生掌握并熟用句子问 答。情感态度价值观1.保持

21、浓厚的学习兴趣。 2.养成与人善才交流的习惯。教学重点-Are you Emma ' s mothefather, brother)? -Yes, I am./ No, I ' m not-Is he/she your/s friend (grandfatheres, he/she -is./ No, he/she isn' t.教学难点在真实语境中正确使用词句。教学、教具（课件）准备Family number cards , family photos教学流程教 学 环 节教师活动预设学生 活动修改栏Step I . Warming up1) Greetings2)

22、CAI show the pictures of the mother ,father, grandfather , grandmother, brother , friend , aunt, uncleStep II. Presentation1) Ask the pupils to read the words, then draw a family tree together.2) CAI show teacher ' s family numbers, tell the pupils, "She/He is my " Then ask them, my/yo

23、ur ? Are you his/her/my?”3) Ask the pupils to take out their family photos, ask them, “Are you ? Is he/she your?”4) Ask them to make more dialogues in pairs, then ask them show in class.学生们展示并介 绍自己的familyphoto.由自己介绍到互 相问答，真正把 知识内化。'Is she/he注意人称及主谓 转换。在学生展示活 动的同时，教师 把握机会协助 学生顺利展开 对他人家庭人 员职业的介绍 及

24、问答练习。Step III. Practice 1)Say a chant: Are you his father? Yes, I am.板 书 设 计Unit1 part3a、b My familyAre you Emma ' s mother(father, brother)?-Yes, I am./ N o, I ' m not-Is he/she your/s friend (grandfather)?-Yes, he/she is./ No, he/she isn' t.教 学 反 思讲到家庭,学生通常想到的就是自己的小家庭。但具实家庭一词背后还蕴含了更为 丰

25、富的内涵。因此，本节课的主要目的就在于对教材内容的延伸，进一步挖掘其中的 人文内涵。我从班级是一个家到学校是一个大家庭，再到上海这一个城市和中国一个 大家庭，甚至到世界都是一个大家庭，让学生通过这节课的学习，不仅能加深对自己 的小家庭的热爱之情，同样也能感受到自己所在的各种大家庭带给他们的爱和感动， 从而培养他们成“个懂得爱家、爱社会、爱祖国的好少年。（五）年级（上）册英语学科集体备课个案备课时间2019.09.18主备人主备人所在单位复备时间2019.09.18授课教师授课教师所在单位课题Unit1 Part4课型Play课时分配共4课时第4课时上课时间2019.10.08项目内容修改栏教

26、学 目 标知识能力1 .听说认读词语：character, scene, Little Red RidingHood, policeman, Granny, woods, walk through ，come on, run away, fantastic, fall asleep.2 .熟用句子：Who s the in ？ He / She is Thiss I ' m coming. What' s the problem? Be quiet! Comewith me. 3.理解句子： The two girls walking through the wood) / r

27、un away / phone the police. All four of them walk off.联系童话故:事“小红帽” 给大家作背 景引入本课 对话！过程通过Free talk谈论故事人物，听声音模仿人物，选角色表演方法人物，续剧拓展学习来训练听说，培养能力。Fantastic 给 同学们多讲 解些，联系以 前学过的感 叹词！情感态度价值观教育学生遇险不慌，生命至上，善于自我保护。教学重点词语：Little Red Riding Hood, policeman, Granny, woods, walk through ，come on, run away,fantastic, f

28、allasleep.句子:Who s the in ? He / She is This is -I' m coming. What' s the problem?Be quiet! Comewith me. The two girls walking through the woods / run away / phone the police.All four of them walk off教学难点正确模仿人物语音语调教学、教具（课件）准备tape recorder, word cards, headwears.教学流程教 学 环 节教师活动预设学生活动修改栏Stepl

29、Warming up1) Greetings.2) Watch cartoon: Little Red Riding Hood.Step2 Presentation & Practice1) After watching, ask,“ Whocan you see?" (Yes, Little Red Riding Hood, granny, and a wolf)Do you like cartoon?(Yes, fantastic)Now let ' s watch a fantasticplay about Little Red Riding Hood.2)As

30、k the pupils to look at thebook and answer the following:How many characters? Tell them inChinese.(Four) Who ' s thegirl inGreetings.Watch cartoon:The pupils talk about the play together.The pupils to look at the book and answer the questions.They read and act out the story in groups of four.请一个

31、小朋 友“小红帽” 的故事。鼓励孩子们 积极参与。讲解细致，同red/in green? Who ' s that in yellow/ in blue?3)CAI show the woods, teach the word. Then do and say, "I' mwalking through the woods. Whenyou are walking through the woods, what can you see?(Wolf)Yes,wild animals. How are youfeeling?(Scared.)Yes, so scared. What can you do?(Run.)Yes, come on and run away. Ask them to listen to s