五级英语下册unit6myholiday教案陕旅版.docx

Unit6 My Holiday 【单元总目的】本单元话题围绕假期旅行绽开。学生通过对本单元学习，能敏捷运用如今进展时态和一般将来时态议论日常生活中假期活动支配。老师在处理本单元内容时，可结合三年级下册Unit 3 How Do You Come to School中有关交通方式和根本日常活动表达及四年级下册Unit 5 Where Are You Going中表述将来活动支配be going to构造引入对假期活动支配支配，并学习由will引导一般将来时态。本单元教学分为4个课时。第一课时以Part A中Lets learn局部词汇教学为主，学习有关假期旅游以及名胜古迹词汇；第二课时以Part A中Lets talk局部对话为主，在复习词汇根底上重点学习如何议论假期活动支配，其难点是对助动词will引导一般将来时句子构造理解和运用；第三课时以Part B中Lets learn more局部为主，拓展学习一般将来时态一般疑问句及其否认答复：Will your parents go with you No, they wont.第四课时通过完成Part C其他活动来复习稳固本单元学习内容，检测学生学习效果，并培育其阅读理解内容。【单元详细目的】学问目的一、能听、说、读、写以下词汇：travel, enjoy the visit, place of interest, the Palace Museum, the Great Wall, the West Lake二、能听懂、会说、会读、会用下列句型：1. May Day is coming. Where will you go on the holidayI will go to . with my .2. What is the . likeIt is . There are many . in it.3. What will you do this summerI will travel to .4. How will you goI will go by .5. Will your parents go with youNo, they wont.情感目的一、引导学生养成合理支配假期时间，愉悦心情，规律生活好习惯。二、激励学生和别人进展小组合作，培育学生团结合作精神。Unit6 My Holiday 第1课时教学设计【内容来源】陕旅教化出版社五年级下册 Unit6【主 题】Warming-up: Think and answer, Lets learn【课 时】第1课时一、教学目的1. 能听、说、读、写词汇：travel, enjoy the visit, place of interest, the Palace Museum, the Great Wall, the West Lake。2. 能在实际情景中敏捷运用以上词汇。3. 通过好玩课堂活动，激发学生学习英语爱好，促其乐学会学。二、教学准备1. 老师准备：(1) Lets learn局部教学卡片本课时课件。(2) 本课时课件。(3) Lets learn局部教学音频。(4) 旅行背包以及老师自己旅游照片。2. 学生准备：各自和家人旅游照片。三、教学方法建议课程导入(Leading In)(1)课前复习1. 可采纳老师做动作学生猜词汇或看图卡说词汇等方法，复习以前所学by bus, by train, by ship, by taxi, go to school, go home, jump rope, swim, play basketball, play football, sing songs, fly a kite, do exercise, see a film, do some washing, climb the mountains等有关交统统及日常活动词汇。如：T: Hello, boys and girls! Look at me. Guess what I doSs: OK.T: 老师做爬山动作S1: Climb the mountains.老师也可以请答对学生上台做动作，让台下学生猜。为进步学生参加主动性，老师可以和答对学生拥抱或出掌，以示激励。2. 接下来老师可借助Part A Warming-up: Think and answer局部四个问题来复习以前学过表示一般将来时态be going to构造。学生结合上面词汇复习应当能很快答复出这些问题，从而充分调动其课堂主动性。老师也可以依据课堂上学生对这些问题答复状况适当添加一些相关问题。温馨提示：老师可提示学生在答复问题时留意be动词形式改变。3. 同桌之间互相问答，进展练习。(2)新课导入老师可接着借助Warming-up中Think and answer话题导入新课。如：T: (老师随意走到一个学生面前) What are you going to do this weekendS1: I am going to fly a kite.T: Guess. What am I going to do on the weekendS2: Are you going to go shoppingT: No. Im not going to go shopping.S3: Are you going to .由于老师设定答案是本单元新词汇，所以学生可能始终猜不着，这样可以引起学生新奇心和留意力，顺势导入新课。课程展示活动和过程设计建议（presentation)(1)新课展示Part A Lets learn1. 教授单词travel老师承接上面会话，背起旅行包，介绍单词travel：T: Im not going to . this weekend. Im going to travel.老师出示一些旅游吐片，最好是自己在去过一些地方留影。T: I like to travel.板书、领读单词travel，并要求学生拼读。2. 教授词组the West Lake老师出示西湖PPT图片，揭晓答案：T: Im going to travel to Hangzhou. I am going to visit the West Lake.在学生更直观地理解该表达意思之后，老师板书并领读词汇。温馨提示：老师可以告知学生：the West Lake是中国西湖，它坐落于杭州，是个特别漂亮景点。因为是专出名词，所以前面要用定冠词the，而且表示名胜古迹名词都是专出名词，其表达中每个实词首字母都须大写。3. 教授词组the Great Wall老师出示长城图片，接着陈述：T: I want to visit the Great Wall, too. Its in Beijing.师生会话，复习be going to构造用法：T: Are you going to visit the Great Wall on the weekendS1: Yes. I am. / No, Im not. Im going to travel to Beijing this summer.板书、领读词汇the Great Wall，提示学生留意the Great Wall（长城）和the West Lake样都是专出名词，并且留意实词首字母确定要大写。4. 教授词组the Palace Museum老师以同样方式教授词汇the Palace Museum，并陈述：T: The Palace Museum is a famous place. Its in Beijing, too.板书、领读词汇，并告知学生the Palace Museum仍旧是专出名词，留意实词首字母大写。温馨提示：the West Lake，the Great Wall和the Palace Museum这三个名胜中有些单词其实学生已经学过或有所接触了，老师可以趁热打铁引导他们在课堂上记住这几个词汇如：lake湖泊；great特别好，宏大；wall墙。而在记忆新单词palace时老师可以把palace拆开先让学生记忆place然后在字母p后面加个字母a就构成了palace，便利学生记忆，museum记忆也特别简洁，首先记忆muum，中间再参加se就能很好地记忆。这样，学生在记忆词汇上也就便利了很多。另外，这些名胜前都加有定冠词the，表示它们是世界上独一无二。5. 教授词组place of interest老师以课件出示上述三个名胜图片并做陈述：T: I am going to visit the West Lake，the Great Wall and the Palace Museum.I m going to visit these three places of interest.老师板书、领读短语place of interest，带着学生拼读拼法；然后在place后面用其他颜色粉笔加上s，提示学生留意其复数形式成为places of interest。之后，引导学生说一说家乡名胜，加以运用:T: Can you name some places of interest in Beijing / Chengdu / Xi'an Shanghai . 6. 教授词组enjoy the visit老师出示一些自己和家人合照出游照片。T. Look. I like to travel. I enjoy the visit. Do you like to travel Do you enjoy the visit学生出示各自所准备照片，并重复：Ss: Yes. I / We enjoy the visit, too.老师讲授enjoy the visit，板书、领读并让学生拼读拼法。温馨提示：enjoy（动词）“观赏、享受”，短语enjoy sth.常指“享受某事（乐趣）”。如：They enjoy the music. visit（动词&名词）“访问、参观。如：She wants to visit the Great Wall. I have a wonderful visit to the West Lake.(2)稳固活动1. 老师播放Lets learn局部录音，让学生仿照其语音语调跟读词汇。2. 老师展示词汇图片，学生看图拼读词汇。3. 老师采纳闪卡形式，让学生抢说卡片上词汇，看谁反响快。操练活动设计与施行建议（Practice Activities)(1)情景操练老师背起所准备旅行背包，引出情景：T: Lets travel together.老师借助课件依次出示图片the West Lake, the Great Wall和the Palace Museum，让学生认一认并读出这些词汇。之后，老师出示很多名胜图片引导学生说一说：T: Do you enjoy the visitSs: Yes, we do. We enjoy the visit very much.T: Where are you going to travel（引导学生答复）Ss: We are going to travel to many places of interest, the West Lake, the Great Wall and the Palace Museum.（引导学生伴随课件图片依次说出词汇）(2)猜一猜老师选一位学生上台，然后静静告知该学生一个单词或词组，让其他学生猜是什么猜对学生可上台换下台上学生，嬉戏接着。如：T: (请学生S1上台并耳语) S1, come here,please.The West Lake.S2: The Great WallS1: No, it isnt.S3: The Palace MuseumS1: No, it isnt.S4: The West LakeS1: Yes，it is. / Yes. You are right.老师可规定台下学生猜次数，如Lets learn局部共有六个词汇，老师可规定台下学生只能猜四次，猜中学生可以接替台上学生接着嬉戏；假如四次都没猜出来，那么由台上学生公布答案，并接着参加嬉戏。【板书设计】Unit6 My Holiday 第2课时教学设计【内容来源】陕旅教化出版社五年级下册 Unit6【主 题】Lets talk, Look and complete【课 时】第2课时一、教学目的1. 能听懂Lets talk局部中与旅行相关词汇。2. 能运用May Day is coming. Where will you go on the holiday I will go to . with . We can visit many places of interest there. I will enjoy my visit there.议论将来某一假期旅行支配。3. 能运用Whatis the . like It is . There are many . in it.议论名胜特点。4. 能听、说、熟读对话，语音语调精确自然。二、教学准备1. 老师准备：(1 ) Lets learn局部单词卡片。(2) Lets talk局部人物头饰。(3) Lets talk局部教学挂图以及本课时课件。(4) Lets talk局部教学音频。三、教学方法建议课程导入(Leading In)(1)课前复习老师可仍以情景教学形式带着学谊起复习上节课所学词汇，说一说在去旅游途中都参观了哪些景点，然后大家尽情享受在旅游中。老师留意视察并找出反响最快学生，适当赐予精神或物质嘉奖。(2)新课导入1. 师生会话，引导学生复习之前所学月份单词：T: How many months are there in a yearSs: There are twelve months in a year.T: What are they Do you knowSs: Yes! They are January, February, March, April, May, June, July, August, September, October, November and December.T: So whats the date todaySs: Its .课程展示活动和过程设计建议(presentation)(1)新课展示Part A: Lets talk1. 进展到本单元时，应当接近五一假期。老师可以承接上一环节学生对日期答复就即将到来五一小长假绽开会话，引出本节课新授内容：T: May Day is coming. Are you going to travelSs: Yes. / No. What about you, Mr. / Miss .T: Im going to travel on the holiday. I will go to Hangzhou with my parents. We can visit many places of interest there. The West Lake is wonderful.同前画答复Yes同学接着会话：T: Where will you go on the holiday, S1（引导学生尝试说一说）T&S1: I will go to.板书、领读、讲解功能句：Where will you go on the holidayI will go to Hangzhou with my parents.We can visit many places of interest there.教学小贴士老师教授一般将来时态意义及构造：主语+助动词+动词原形+其他。will do构造与be going to构造一样都表示将来某个时间将要发生动作或将会出现状况。如：I will visit the West Lake. (陈述句)Where will you go on the holiday (特别疑问句，并提示学生留意一般将来时特别疑问句要将助动词will提到主语之前)2. 讲解疑难点(1) May Day (名词)“五一劳动节”。May Day是专出名词，每个单词首字母都要大写。(2) holiday (名词)“假期”。如：summer holiday “暑假”；winter holiday“寒假”。(3) May Day is coming.这是一个用如今进展时表示一般将来意义句子，其意义在于表达五一节就要降临，有兴奋、快乐之意，含确定感情色调。如：The bus is coming.公共汽车快来了。这里用此时态是为了提示大家留意车要来了。3. 对话理解(1) 老师出示本局部教学挂图，引导学生视察图片：T: What can you see in the pictureSs: I can see the Palace Museum.T: What is the Palace Museum like(引导学生答复)Ss: It is large.(2) 板书并新授句型What is . like这是一个在询问某物特点句型，如：What is your school likeIt is large and very beautiful.这里like和以前所学like含义不同，以前所学是动词“喜爱”意思，常用搭配为：like to do/like doing “喜爱做某事”。如：I like to dance. / I like dancing.而这里like是介词“像”如：He looks like his father老师讲授单词large (形容词) “宏大、宏作”。如：This is a large building.4. 老师播放Lets talk局部录音或课件，让学生细致听录音，整体感知对话内容。老师也可以自己设计一些问题引导学生结合挂图及听力内容理解对话。问题可参考如下：(1) Where will Alice go on May Day(2) Who will go to Beijing with Alice (3) What can Alice visit in Beijing(4) What is the Palace Museum like(5) Will Alice enjoy her visit in Beijing(2)稳固活动1. 老师播放录音，引导学生仿照录音中人物语音语调跟读Lets talk局部对话。2. 学生齐读对话，老师留意订正错误语音语调。3. 将学生分成两大组，分角色齐读对话。操练活动设计与施行建议(Practice Activities)(1)角色扮演1. 老师拿出所准备头饰，先自己扮演Kitty，由学生扮演Alice，分角色对话。在对话过程中，老师可留意参加确定表情动作，尽量夸大地仿照Kitty声音，为对话加人兴趣性，引起学生表演欲望。2. 学生两人一组排练对话，老师可在小组间进展巡察指导。3. 激励学生加人更多句子创编对话，并请局部小组上台表演。(2) 嬉戏：滚雪球1. 老师在黑板上与出句子，如：Where will you go on the holiday I will go to Beijing with my parents. What is the Palace Museum like 等等。2. 请第一位学生说第一个单词Where，第二位学生接着说Where will，第三位学生说Where will you，以此类推，最终雪球越滚越大，直到把黑板上全部句子都说完好。为了增加嬉戏兴趣性，建议老师规定：假如谁说错了，那么嬉戏就要从第一个学生处重新开场。温馨提示：老师也可以把Beijing和the Palace Museum更换为其他名称。(3) Part C Look and complete1. 老师可先通过问答引导学生复习出行方式on foot, by ship / train / .：T: How do you come to schoolS1: I come to school by bus.T: What about you, S2S2:I come to school by bus.T: Can you go to Beijing by busS2: Yes. / No. T: How can we go to Beijing, boys and girls弓|导学生通过探讨得出结论：Ss: By plane / train / car / bus.T: Can we go to London by plane / train / car / bus（引导学生答复）Ss: We can go to London by plane. But we can t go there by train, by car or by bus.2. 学生细致视察本局部两幅图，并说一说图中地点及交通工具名称。3. 学生自主填写，完成对话。4. 老师随机抽取几组学生进展问答，核对答案。参考答案：1. Beijing, by train 2. London, by plane【板书设计】Unit6 My Holiday 第3课时教学设计【内容来源】陕旅教化出版社五年级下册 Unit6【主 题】Warming-up: Tick and talk, Lets learn more, Look and talk, Read and report【课 时】第3课时一、教学目的1. 能运用What will you do this summer I will travel to . How will you go I will go by . Will your parents go with you No, they wont.议论将来假期旅行支配。2. 能听、说、熟读对话，语音语调精确自然。3. 能在实际生活中敏捷自如地运用一般将来时态各种句型议论自己或别人假期支配，到达学以致用目。二、教学准备老师准备：1. Lets learn局部词汇卡片。2. Lets learn more局部教学挂图和人物头饰。3. 本课时课件。4. Lets learn more局部教学音频。三、教学方法建议课程导入(Leading In)(1)课前问答师生间答，引导学生复习will引导一般将来时态根本句型构造：T: Where will you go on the weekendS1: I will go to the park. (留意will读音)T: Where will you go on the holidayS2:I will go to Mount Tai.T: What is Mount Tai likeS2: It is very high. There are many trees and flowers.T: Really Will you enjoy your visit thereS2: Yes, we will.(2)新课导入Part A Warming-up: Tick and talk1. 引导学生细致视察本局部八幅图片，并分别说出相应地点和交通方式。上面四幅图分别是公园、自由女神像代表美国或纽约、天安门代表北京、商场；下面四幅图则分别表示乘飞机、坐火车、开车以及步行这四种交通方式。2. 老师引导学生探讨一下以什么方式去这四个地点比拟合理，并将相应地点和交通方式连起来3. 学生勾出自己准备去（或想要去）地点及相应交通方式组合，结合本局部对话句型示范进展问答如：T: Where will you go on your holiday, S1S1: I will go to the USA.T: How will you goS1: I will go by plane.（引导学生尽量说出完好句子）4. 学生之间参考范例互相练习问答。课程展示活动和过程设计建议(presentation)(1)新课展示Part B Lets learn more1. 老师承接上一环节，接着运用一般将来时态与学生进展问答，并逐步引导学生理解一般将来时态更多特别疑问句型和一般疑问句及其答复。(1) T: Summer holiday is coming. What will you do this summer Will you travel this summer出示杭州西湖图片引导学生答复：T&Ss: Yes, I will. I will visit the West Lake.温馨提示：老师讲授新句型What will you do this summer并向学生说明该句型与句型Where will you go this summer不同。Where will . go指将要去哪里，强调是地点。What will . do指将要做什么，强调是活动。板书并领读功能句：Will you travel this summerYes, I will.What will you do this summerI will visit the West Lake.(2) 接着师生问答：T: Do you want to know what I will do this summer（出示长城图片引导学生提问）T&Ss: Will you visit the Great Wall老师再换成杭州西湖图片答复：T: No, I wont. I will travel to Hangzhou. I will go by train. Do you know Hangzhou Do you know the places of interest in Hangzhou在上一环节所板书一般疑问句后添加否认答复No, I wont. 并领读：之后，老师可引领学生多做几组练习，加深其记忆。如：T: Will you visit the Great WallSs: Yes. I will. / No. I wont. I will travel to .提示：travel to “去.旅行”，to后面应接地点名词。(3) 师生接着会话，练习应用travel to并接着引入更多新授内容：T: What will you do this summer, S1 S1: I will travel to Xian.T: How will you goS1: I will go by plane / train.T: It is fast.提示：fast（形容词）“快速”。其反义词为slow（形容词）“慢”。T: Why not go by car The car is slow, but you can enjoy the beautiful places along the way.板书、领读并说明：enjoy“观赏”。along（介词）“沿着”。along the way “沿途”。老师举例扶植学生理解，并练习运用。如:They will travel to Tibet by train and enjoy the beautiful places along the way.2. 老师出示Lets learn more局部教学挂图，让学生细致视察图片；之后，播放本局部录音或课件，让学生整体感知对话。在播放录音之前，老师可提出一些问题，启发学生思索。问题可参考如下：(1) What will Miss White do this summer(2) How will she go(3) Will Miss White visit the West Lake by plane Why(4) Who will go with Miss White老师播放录音之后，抽选几位学生答复上述问题，并提示学生留意运用完好句子作答，必要时可予以补充。(2)稳固活动1. 老师再次播放录音，要求学生仿照录音中人物语音语调跟读Lets leam more局部对话。2. 老师将全班分为两大组，进展对话练习；集体练习之后可让学生两两一组再次进展练习，老师巡察指导。操练活动设计与施行建议(Practice Activities)(1)对话表演1. 老师先与一名学生就Lets learn more局部对话进展示范表演，表演时要留意参加相应动作，语音语调生动自然。2. 给学生戴上相应人物头饰，激励他们脱离课本，参考黑板上重点句型表演对话。老师必要时候赐予提示，并刚好加以表扬。对于学习程度较弱学生，老师可允许其带书进展表演，并多加激励，使其能将句子朗读完好即可。(2)PartB Look and talk1. 老师让学生翻到课本49贞，细致视察本局部四组图片，并读一读图片下方几组提示，说一说相应地点和交通方式。2. 老师带着学生一起读对话，引导学生关注对话中单词字体改变，提示他们可以将对话中斜体局部交换为其他几组图片中地点和交通方式。3. 老师先给出示范，然后让学生两人一组分别就几组图片进展对话练习。4. 老师可依据课堂状况选取几组学生进展展示，并留意多确定学生表现，对于学习程度较差学生，老师可适当进展引导并激励其将句子说完好，以免挫伤其学习主动性。(3)Part B Read and report老师和学生合作完成如下内容：1. 学生读表格，理解主人公都是谁。2. 老师引导学生细致视察表格里疑问词：where在哪里，when什么时候，what做什么，how怎么样，with whom和谁一起。3. 老师引领学生结合表格内容及表格下方示范做一个小报告。如：Colin will go to the City Park tomorrow. He will plant trees. He will go with his sister. They will go by bike.4. 老师给学生几分钟时间，让学生自己先说一说。5. 学生同桌之间互相说一说6. 随机抽取学生上台作报告，刚好赐予评价，并适当嘉奖表现较好学生。【板书设计】Unit6 My Holiday 第4课时教学设计【内容来源】陕旅教化出版社五年级下册 Unit6【主 题】Lets sing, Listen and write, Talk about Kittys travel plan in groups, Read and tick【课 时】第4课时一、教学目的1. 能娴熟说唱Let s chant局部歌曲。2. 通过完成art C局部其余练习活动，复习和稳固本单元所学学问内容，彻底驾驭、学以致用。3. 学习合理支配各自假期时间，愉悦各自生活。二、教学准备老师准备：1. Lets learn局部词汇卡片。2. 本课时课件。3. Lets sing和Listen and write局部教学音频。三、教学方法建议课程导入(Leading In)(1)课前热身1. 看口型，说词汇老师不发出声音，只以口型说出本单元词汇，学生看口型，说词汇。（老师口型确定要夸大，让学生可以通过老师夸大口型猜出短语，并通过练习词汇，为今日所要进展内容做铺垫）2. Simon says老师说词汇前若有指令Simon says，则学生跟读词汇；假如指令中没有Simon says，则学生不能跟读。读错学生淘汰，比比看谁能坚持到最终，且反响最快、读得最精确。老师也可以选出读得较好学生来担当 Simon角色，指令可以改为相应学生名字，如：.says，以此来进步学生参加主动性。课程展示活动和过程设计建议(presentation)(1)Part B Lets sing1. 老师先引导学生细致视察图片，并问一问，问题可参考如下：(1) What can you see in the picture(2) Where will the boy go(3) Where will the girl go(4) How will they goT: Now, lets listen to the tape.2. 老师播放Lets sing读词局部，让学生细致听歌，理解歌曲大意。3. 读熟歌同之后，老师播放Lets sing演唱局部，师生一起学唱歌曲。温馨提示：本局部歌曲里词汇学生根本上都已经接触过，老师只要让学生跟随录音中读词局部多读几遍，学生跟着音乐就可以唱出来。4. 老师再次播放Lets sing演唱局部，学生跟唱。之后，老师激励书写改编歌词，将其中地点和交通方式进展交换，唱出属于自己歌曲。(2)Part C Listen and write1. 老师先引导学生细致视察这四幅图，看它们分别代表什么地点。2. 引领学生揣测去这四幅图片所代表地点可能要采纳交通方式。3. 老师播放录音，学生依据所听到内容填写相应交通方式。4. 老师再次播放录音，学生跟读并核查各自答案。5. 老师随机抽取学生进展陈述，核对答案。如：. will go to . by .本局部录音内容如下：1. A: What will you do on May DayB: I will travel to Guangzhou.A: How will you goB: By plane.2. Boy: Hi, Mary. Are you going homeMary: No. Im going to the supermarket.Boy: Are you going by busMary: No. By taxi.3. A: My father will go to Chongqing tomorrow.B: Really How will he goA: By ship.4. A: Where is Mount HuangB: Its in Anhui.A