2021-2022年五年级英语上册 Unit 2 第5课时教案 苏教牛津版.doc

2021-2022年五年级英语上册 Unit 2 第5课时教案 苏教牛津版教学内容5A Unit 2,F,G,H 共几课时 6课型新授第几课时 5教学目标知识与能力1． 进一步在真实的语言环境中应用本单元句型，提高英语运用能力2. 让学生能诵读歌谣，并从中感受旋律之美，培养学生欣赏美，感受美的能力3. 让学生掌握字母a在单词中的读音过程与方法培养与锻炼自主学习的能力，分享学习资源，和同伴共同完成学习任务情感与态度学习英语的兴趣浓厚，敢于用英语进行交流和表达教学重难点重点：掌握本单元音标，会朗诵小诗难点：对于字母a的发音分类和辨析教学资源单词卡片、PPT、投影仪、录音机、练习纸预习设计1. 读熟G H部分2. 寻找一下，还有哪些字母a的发音3．朗读这首小诗，大体了解它们的中文含义学 程 预 设导 航 策 略调整反思A 预习展示 （5分钟）1.播放H部分的录音，让学生们跟读2.检查学生G部分的朗读情况B教学导航 （28分钟）1. 让学生比较图片的不同2. 用there be 句型和它的否定式来进行描述3.完成G部分 1）学生听录音跟读black, happy, hat, rabbit,四个单词，体会并发出字母a发音。

2）利用李阳疯狂英语的办法操练G部分这句话 A． 跟磁带慢读三遍，在自己中速读三遍，快速读三遍 B． 试着一口气读这个句子，每组选读得最多的进行比赛 C． 每组选一个代表看谁能最快速最清晰最大声读出这个句子3）让学生说说还有哪些单词中字母a的发音是一样的举出字母a发音不一样的单词，并尝试说出大概发什么音4.完成H部分 1）． 学生听录音模仿读 2）． 老师和学生一起读，根据内容动作，让学生边做边理解 3）． 集体读和做动作 4）可以让学生自己套用熟悉的曲调，把它唱出来C反馈总结 （5分钟）句型转换：    1、There is a rabbit in the box. ①②③       There is a rabbit in the box.④      ①一般疑问句：      ②否定回答：      ③否定句：      ④划线部分提问：    2、There are some books on the sofa. ①②③       There are some books on the sofa. ④      ①一般疑问句：      ②肯定回答：      ③否定句：      ④划线部分提问：教师注意学生的预习情况，也能创造一个轻松的学习环境。

教师可以多准备一些图片，同一个场景，但是里面的东西可以做些改变可以用数码相机拍摄）教师一下图片一（Picture1） 图片二（Picture2）的区别与大写的特点教师在最后可以让学生归纳一下there be 句型否定句的特征教师注意总结学生的错误发音的种类和原因教师一定要做好示范作用，提醒学生不要盲目图快，一定要注意发音的清晰、准确和响亮教师进行归纳，并请学生做好笔记教师以此检查学生的预习情况，并可以通过归类进行辨音教学 教师做好示范作用，进行正音，调动起学生的情绪提醒学生注意诗歌的韵脚，感受诗歌韵律美教师巡视了解完成情况 反馈评价F作业设计（2分钟）1完成相应的一课一练的练习2 背诵小诗3 预习第三单元B部分 教学反思：附送：2021-2022年五年级英语上册 Unit 2 第一课时(2)教案 苏教牛津版一、教学内容5A 第二单元（Part B & C）二、教学目标1.能正确地听、说、读、写词汇a bed, a sofa, a telephone, a lamp, in, on, under, behind.2.能正确地听、说、读、句型What's in/on/under/behind...? There's a/an...in/on/under/ behind... There are some...in/on/under/behind...3.能在真实的情境中运用所学句型三、教学重点：能在真实情境中熟练运用所学句型。

四、教学难点：能比较流畅地朗读并能进一步表演对话五、教学准备： 1. 教师准备单词卡片，实物2. 录音机、磁带六、Teaching procedures:Step1 Warming up 1.Greetings.2.Revision.T: You know, I’m new here. I want to know something about your school, can you tell me something about your school? Who can have a try?(T directs the students to use the patterns ”There is a …in our school.” ”There are some …in our school.”)Ss: There is a …in our school./There are some …in our school.T: Is there a …in your school?/ Are there any …in your school?(Review the words: a reading room, a table tennis room… )Step2 Presentation & Practice1.Present the word ”a bed”, “a sofa”, “a telephone”, “a lamp.”T: Ok, very good. Can you say something about your house?(T points to the words ”A new house” on the blackboard)Ss: There is a …in my house. /There are some …in my house.T: Is there a bed in your house?(T presents the picture of “a bed”, teaches “a bed”, and write it on the blackboard.)(Use the same way to teach ”a sofa”, “a telephone”, “a lamp”.)2.Play a game ”What’s missing”T: Now, let’s play a game ”What’s missing”.(Take any one of the pictures away)3.Present the word “in”, ”on”, ”under”, ”behind” and the patterns ”What’s in/on/under/behind…?” ”There is a…in/on/under/behind…” ”There are some…in/on/under/behind…” T: Now, look, what’s in the box?(T takes out a box with a toy rabbit in it.) Ss: … (T directs the students to use the patterns ”There is a… in the box. ”) T: Yes, it’s a toy rabbit. There’s a toy rabbit in the box.(Teach “in” and write it on the blackboard.) Ss: There is a toy rabbit in the box. T: What’s on the box?(Put the toy rabbit on the box, teach “on” and write it on the blackboard) Ss: There is a toy rabbit on the box. T: On, on, on. There is a toy rabbit on the box. Ss: (Read after the students)T: What are they?(Take out a bunch of flowers) Ss: They’re flowers. T: What’s under the box?(Put the flowers under the box, teach “under” and write it on the blackboard) Ss: There are some flowers under the box. T: /∧/，/∧/，under. Ss: /∧/，/∧/，under. (Read “under” in different groups and lines ) T: What’s under the box? Ss: There are some flowers under the box. T: Ok, boys ask girls answer. Boys: What’s under the box? Girls: There are some flowers on the box. (Use the same way to teach “behind”)3.Do and say to practice the prepositions. T: Take out your rubber and pencilcase, now, do and say after me. Put your rubber on the pencilcase. Put your rubber in the pencilcase. Put your rubber under the pencilcase. Put your rubber behind the pencilcase. Ss: (Do and say after the T)4.Present a picture of part E, let Ss ask and answer with the patterns “What’s in/on/under/behind…” “There is a… in/on/under/behind...” Picture1: What’s in the desk? There is a mouse in the desk.(Teach “mouse”, house---mouse) Picture2: What’s on the chair? There is a mouse on the chair. Picture3: What’s under the desk? There 。