2019-2020年五年級(jí)英語(yǔ)下冊(cè) Unit 1 Lesson 2(3)教案 冀教版.doc

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2019-2020年五年級(jí)英語(yǔ)下冊(cè) Unit 1 Lesson 2(3)教案 冀教版 一、教學(xué)目標(biāo)： 1. 要求學(xué)生掌握四會(huì)單詞：行為動(dòng)詞draw sleep 和形容詞quiet loud 2. 理解并能夠運(yùn)用短語(yǔ)：drawing a picture looking out the window singing a song sleeping reading a book 3. 句型 What are you doing ? I am ___ing. What is he/she doing? He/She is ____ing . 二、教學(xué)重點(diǎn)： 本課的四會(huì)單詞： draw sleep quiet loud 教學(xué)難點(diǎn)：本課的難點(diǎn)在于對(duì)課文的理解和句型的靈活運(yùn)用。 三、教學(xué)過(guò)程： 一、Class opening and review(復(fù)習(xí)行為動(dòng)詞) 1. 唱歌曲：“I am Drawing”找一名唱的好的學(xué)生到前面做動(dòng)作領(lǐng)唱。 2. 學(xué)生已學(xué)過(guò)，walk run jump sit stand 這幾個(gè)行為動(dòng)詞，教師可以用自問(wèn)自答的形勢(shì)，借助體態(tài)語(yǔ)言說(shuō)出下面的話(huà) What am I doing? ---I am standing . What are you doing? ---You are sitting . What am I doing? ---I am walking . What am I doing? ---I am seeing. What am I doing ? ---I am pointing. (設(shè)計(jì)意圖 標(biāo)提倡“以舊引新”,在這個(gè)環(huán)節(jié)中，教師自己做動(dòng)作，讓學(xué)生借助形體語(yǔ)言理解句子，并復(fù)習(xí)學(xué)過(guò)的行為動(dòng)詞，為這一課的教學(xué)作好鋪墊) 二、Key concepts(新授) 1．學(xué)習(xí)單詞：draw, sleep 繼續(xù)上一環(huán)節(jié)的動(dòng)作，What am I doing ? ---I am drawing. 讓學(xué)生猜教師在做什么。What am I doing ? ---I am sleeping. 利用單詞卡片學(xué)習(xí)這兩個(gè)詞匯，并練習(xí)拼讀、造句。 2.給全班發(fā)指令，使用新舊詞匯，特別注意draw和sleep，開(kāi)始時(shí)，教師邊發(fā)指令，邊做動(dòng)作，然后只發(fā)指令。 Read a book! Draw a picture! Sing a song! Go to sleep! …… 叫一名正在做動(dòng)作的學(xué)生，提問(wèn)并出示句子 What are you doing? I am _____ing. 兩人一組做動(dòng)作練習(xí)以上句型。 指名到前面表演并練習(xí)對(duì)話(huà)。 3.學(xué)習(xí)單詞 quiet, loud (出示兩張圖畫(huà)) She is drawing, she is quiet. 這時(shí)把食指貼在嘴唇上作“別出聲”狀，重復(fù)quiet, quiet） He is singing ,he is loud。 （這時(shí)也可以亮一嗓子，唱兩句歌，也可以提示學(xué)生這兩個(gè)詞是反義詞這樣學(xué)生就很容易理解這兩個(gè)詞了。并板書(shū)單詞） 利用卡片學(xué)習(xí)新詞，提示學(xué)生這是一對(duì)反義詞。 結(jié)合前面學(xué)過(guò)的句型練習(xí)這兩個(gè)詞，可以教師發(fā)指令，學(xué)生將這個(gè)詞用動(dòng)作或聲音演示出來(lái)?；蚶蠋熝菔荆瑢W(xué)生猜詞。然后作對(duì)話(huà)練習(xí)What are you doing? I am _____ing. I am ____. 4. 課文閱讀 （1）（聽(tīng)第一部分錄音）回答問(wèn)題：In the morning. Who is quiet? Who is loud? What is Jenny /Danny/ LiMing doing? （2）跟讀課文加深理解。學(xué)生提出不懂的地方，全班學(xué)生一起討論解決。 （3）小組成員分角色大聲朗讀。 （文章第二部分“In the afternoon”教法基本同上） 注意理解now這個(gè)詞的意思。讓學(xué)生猜測(cè)是什么意思。教師指正。 設(shè)計(jì)意圖：新課程提倡“任務(wù)型教學(xué)”和“目標(biāo)性聽(tīng)、讀課文”由開(kāi)始設(shè)置疑問(wèn)到學(xué)生在聽(tīng)課文的過(guò)程中有重點(diǎn)的有目的地理解課文，再到聽(tīng)完課文后回答問(wèn)題，學(xué)生經(jīng)歷了從帶著興趣好奇心想去了解課文到與課文的完全接觸和初步理解，最后終于解決疑問(wèn)找到答案的探究發(fā)現(xiàn)過(guò)程。 5. 表演課文對(duì)話(huà)，可以讓學(xué)生對(duì)照課本進(jìn)行表演。給學(xué)生一些時(shí)間進(jìn)行表演前的準(zhǔn)備。 三、Class Closing 四、板書(shū)設(shè)計(jì)： Lesson 2 What Are you doing? draw drawing a picture point quiet singing a song sleep loud reading a book see looking out the window sleeping 五、課后反思： 六、課堂教學(xué)資源： morning 指得是早上 從5點(diǎn)左右到中午12點(diǎn) afternoon 指的是下午 從中午12點(diǎn)到下午7點(diǎn)左右 evening 指的傍晚 從7點(diǎn)左右到8，9點(diǎn)左右，看天亮的亮度 night:指夜晚，從日落到日出的一段時(shí)間，尤指不見(jiàn)光的時(shí)間 noon指的是正午12點(diǎn)整 為什么沒(méi)有 “good noon"的說(shuō)法呢，因?yàn)槟悴荒芸粗淼?2點(diǎn)整，不能多一秒的時(shí)候說(shuō) good noon了 中午好:Good afternoon； 并且注意in the morning和in the afternoon/evening前的the的讀音不同。 （備注：say 說(shuō)， say與says的讀音要注意， ask 問(wèn)， now現(xiàn)在） 七、課后習(xí)題： 1. 把單詞補(bǔ)充完整，并連線(xiàn)。 q _ i _ t 睡覺(jué) l_ _ d 安靜的 s l _ _ p 畫(huà)畫(huà) d r _ w 看見(jiàn) s _ _ 吵鬧的 p _ _ n t 指 2.拓展練習(xí) 讓學(xué)生小組合作，創(chuàng)設(shè)一個(gè)任意情景，要求利用 quiet, loud, sleep, draw, 然后進(jìn)行表演。 附送： 2019-2020年五年級(jí)英語(yǔ)下冊(cè) Unit 1 Lesson 2(4)教案 冀教版 General goals for unit 1 In this unit, Li Ming, his mother, Jenny and Danny travel by train to Beijing. Through the story of the trip, students review action words, foods and other vocabulary. They master new vocabulary to describe actions and people. Specific goals for unit1 mastery vocabulary Students can read, write, say and aurally understand the following vocabulary: Adjectives: Quick, loud, quiet Adverb of time: now Descriptors for uncountable nouns: some Nouns baby, man, woman Standard question: Who is it? It’s Verbs and negation: (don’t) draw, sleep, see, look, point mon phrases: Would you like some ? Yes, please. /No, thank you. What are you doing? I am ing. What is he/she doing? He/She is . Are you having fun? I am having fun. Each unit exposes students to more words and phrases than they need to master or use orally. We have included these extra words because they form part of typical English conversation, which, we believe, students should hear. These extra words and phrases also allow the natural curiosity of children to guide some of their language learning. As you encourage and respond to questions about these extra words, you may decide to demonstrate, translate of use examples to make their meaning clear. Lesson 2 What are you doing? 一、Suggestions for review 二、Key concepts quiet, loud draw, sleep 三、Introduce Demonstrate“quiet”and“l(fā)oud”with your voice. Say“Shhhh! I am quiet”in a quiet voice. Say“I am loud”in a loud voice. Lead a dialogue such as: Teacher :（In a quiet/loud voice.）I am quiet/loud.（To Student1.）Are you quiet/loud? （Nod or shake your head.）Yes/No… Student1 :（In a quiet/loud voice.）Yes/No, I am quiet/ loud. Give directions to the class Read a book! Draw a picture! Sing a song! Go to sleep! 四、Use the student book Write the word “now”on the blackboard. Can any one find the word in the lesson? What do the students think it means? 五、Use the activity book Number2 in the activity book is a listening exercise on the audiotape as follows: Listen. Match the pictures and words. a. What is Li Ming doing now? He is reading a book. b. What is Jenny doing now? She is singing a song. c. What is Danny doing now? He is jumping. d. What is Li Ming’s mother doing now? She is looking out the window. 六、Homework:1、3