The second period
Page 68 & Page 69
内容分析
本单元是一个复习单元。学习的主要内容是通过故事、活动等复习和巩固4~6单元的核心句型、词汇及语音知识。
课时目标
知识与能力
学生能够在图片和教师的帮助下理解故事大意。
学生能够在语境中理解“dark, hallway, stairs, cupboard”和情景语言“down the dark, dark stairs”的意思。
学生能够用正确的语音、语调朗读故事。
学生能够简单了解万圣节的相关文化知识。
学生能够根据故事内容给单词标号，然后尝试复述故事。
学生能够在故事中找出与语音例词具有相同字母组合和发音的单词并填写在相应的括号里。
学生能够替换关键词完成仿写故事的活动。
过程与方法
强化基于游戏化策略进行英语语言学习方法的使用。
情感态度价值观
提高学生口语表达能力，培养学生的语感。
教学重难点
教学重点
学生能通过完成阅读任务复习巩固4~6单元的主要语言和语音知识。
教学难点
学生能够在图片和教师的帮助下理解故事大意，并能用正确的语音、语调朗读故事。
教学准备
教学课件、课文视频等。
教学媒体选择
多媒体，录音。
教学活动
角色扮演；
游戏；
观看动画。
小组合作竞争
教学过程
Step 1: Pre- reading
1. Greetings.
2. Sing the song—A photo of me.
Play the song on the PPT. (出示课件) Students sing together.
3. Look and say.
Show a picture of a nature park on the PPT. (出示课件)
Students look at the picture and try to ask and answer about the picture in pairs.
A: What a beautiful nature park! What’s in the park Is there a lake
B: Yes, there is.
A: Where is the lake
B: It’s…
A: Are there any…
B: Yes, there are./No, there aren’t.
…
The teacher asks several pairs to show their dialogues in class.
4. The snowball game.
Students talk about the nature park by playing the snowball game in groups.
Make a model:
S1: There is a lake in the nature park.
S2: There is a lake and a river in the nature park.
S3: There is a lake, a river and a bridge in the nature park.
S4: There is a lake, a river, a bridge and some houses in the nature park.
…
Students take turns to talk about the park. The teacher asks several groups to show to the class.
Step 2: While-reading
1. Read the background knowledge.
Show a tree on the PPT and ask. (出示课件)
T: What’s that Ss: It’s a tree.
Show lots of trees on the PPT and ask. (出示课件)
T: What can you see now Ss: Trees./A forest.
Show some small trees on the PPT and say. (出示课件)
T: The first one is a forest. The second one is a wood.
Help students understand the words “wood” and “forest”. (A wood is smaller than a forest.)
Show a picture of Amy under a tree on the PPT. (出示课件)
T: Look! Amy is reading a story under a tree. Let’s read the story with her.
2. Read and number.
Students read the story for the first time and try to circle the things in the story. Then number the words. Check the answers. (课件出示:教材P69第一部分练习的答案)
Write down the words “wood, house, hallway, stairs, room, cupboard, box, mouse” on the blackboard.
3. Read in details.
Play the cartoon. (出示课件) Students watch the cartoon and read after it.
Help students understand the word “dark”. Teach them to read the word.
T: What’s in the dark, dark wood Ss: There is a dark, dark house.
T: What’s in the dark, dark house Ss: There is a dark, dark hallway.
Show a picture to help students understand the word “hallway”. (课件出示:走廊图片)
Lead students to spell the word like this: all-hall, way, hallway.
T: What’s in the dark, dark hallway Ss: There are some dark, dark stairs.
Show a picture to help students understand the word “stair”. (课件出示:楼梯图片)
Lead students to spell the word like this: air, stair.
T: What’s down the dark, dark stairs Ss: There is a dark, dark room.
T: What’s in the dark, dark room Ss: There is a dark, dark cupboard.
Show a picture to help students understand the word “cupboard”. (课件出示:橱柜图片)
Lead students to spell the word like this: cup+board=cupboard.
T: What’s in the dark, dark cupboard Ss: There is a dark, dark box.
T: What’s in the dark, dark box Ss: There is a big mouse.
T: The man stepped on the mouse’s tail. He caught it.
4. Know about Halloween.
Play the cartoon again. (出示课件) Students watch the cartoon.
T: Are you scared Children, happy Halloween!
Introduce the customs of Halloween to students.
5. Retell the story.
Students work in groups to retell the story with the help of the blackboard writing. Ask several students to show to the class. The other students make evaluations to them.
Step 3: Post-reading
1. Find “friends” for the words.
Show the first group of words “food, afternoon (room)” on the PPT. (出示课件) Ask students to read the words and try to find out the similarity of the words.
Ss: They all have the letter combination “oo” and the pronunciation of “oo” is the same.
T: Cool! Now please find “friends” in the story for the rest groups and write them down.
Then check the answers. (出示课件) Ask students to read the words one by one.
板书设计
作业设计
完成本节课习题。
教学反思
1 在复习过程中，充分发挥学生的主动性，让学生积极、主动参与复习。
2教师借用图片、语言等帮助学生读懂题目要求，引导学生逐步理解故事，并通过阅读问题训练学生在语篇中提取不同类型的信息的能力。
3引导学生梳理总结故事，借助板书复述故事，并引导学生仿照故事尝试自己创编一个故事，培养学生的创造能力。Recycle 2
一、教材分析
本单元是一个复习单元。学习的主要内容是通过故事、活动等复习和巩固4~6单元的核心句型、词汇及语音知识。
二、学情分析
五年级英语在小学英语教学中起着承上启下的作用，既是四年级的衍生，又是六年级的铺垫。我们要帮助学生培养良好的英语学习习惯和学习方法。要求学生先从养成阅读习惯做起，再到怎样学习英语，后到提高英语学习能力。激发学习兴趣，养成自主学习的习惯和方法。平时在教学中，注意抓好学生的书写、理解与归纳等良好的学习习惯。加强学生基础知识的掌握，对知识的延伸与拓展需深入了解，特别是对各知识的融会贯通，灵活理解与运用。注重开发性使用对教材，做到“吃透”教材的前提下，大胆创新，对于知识的重难点力求把握准确，突破有法。对基本技能的训练，通过创设新的情景，让学生在变化的情景中去运用，在理解的基础上去训练，而不是变成大量的、机械的、重复的操练，因为操练并不发展意义，重复并不引起理解，反而加重学习负担，降低学习效率，引起学生的厌恶。同时，重视能力的培养。
三、教学目标
1 知识与能力
能够听、说、读、写4~6单元的核心句型。
能够在情景中运用句型“—What can you do —I can…”“—Can you… —Yes, I can./No,
I can’t.”询问并回答某人能做什么。
能够在情景中运用句型“There is/are…”描述某处有某物。
能够在情景中运用句型“—Is there… —Yes, there is./No, there isn’t.”“—Are there any… —Yes, there are./No, there aren’t.”询问并回答某处是否有某物。
能够听、说、读、写并在实际情景中运用4~6单元有关课余活动、家居物品及自然公园景物的单词或词组。
能够掌握4~6单元中字母组合oo, ai/ay, ou在单词中的发音规则。
能够读出符合上述发音规则的单词，并根据单词读音拼写出符合发音规则的单词。
2 情感态度价值观
能够积极参与文娱活动，丰富课余生活。
能够养成及时整理个人物品的习惯。
能够亲近自然、热爱自然。
四、课时安排
第一课时: Page 66 & Page 67
第二课时: Page 68 & Page 69The first period
Page 66 & Page 67
内容分析
本单元是一个复习单元。学习的主要内容是通过故事、活动等复习和巩固4~6单元的核心句型、词汇及语音知识。
课时目标
知识与能力
学生能够完成听录音判断图片正误、写答句的活动。
学生能够写出两个句子，描述机器人还能做什么事情。
学生能够模仿录音内容进行角色扮演。
学生能够理解对话，根据对话内容完成补画活动。
学生能够和同桌一起就自然公园的地图展开问答。
过程与方法
强化基于游戏化策略进行英语语言学习方法的使用。
情感态度价值观
通过语境真实的对话，增强学生口语表达能力，提高学习英语的自信心，提高学生之间合作能力。
教学重难点
教学重点
学生能运用所学知识完成任务。
教学难点
学生能够在情景中合理运用句型。
教学准备
教学课件、课文视频等。
教学媒体选择
多媒体，录音。
教学活动
角色扮演；
游戏；
观看动画。
教学过程
Step 1: Pre-learning
1. Greetings.
2. Sing a song—What can you do （出示课件）
Students sing the song together.
3. Revision.
Show some words and phrases of Unit 4 on the PPT. (出示课件) Help students review the words and the phrases.
Students read them out and try to do the actions.
4. Play the game: Drive a train.
Students ask and answer one by one like this:
T: What can you do
S1: (Do the action and answer.) I can do kung fu. (Turn to the next student.) What can you do
S2: (Do the action and answer.) I can play basketball. (Turn to the next student.) What can you do
S3: …
…
设计意图：充分利用PPT出示相关单词和词组，帮助学生唤醒旧知，引导学生通过“开火车”的游戏活动复习句型，为后面的学习做好铺垫。
Step 2: While-learning
“Learn the contents of page 66”
1. Read the background knowledge.
Show the five pictures of Robin on page 66 on the PPT. (出示课件) Lead students to look at the pictures and talk about them.
T: Who is he Ss: He’s Robin.
T: What can Robin do Do you remember
Students answer the questions according to the memory.
T: Yes. Robin can do many things. What else
Lead students to read the background knowledge in the book.
T: Miss White and the children will go to a nature park this weekend. Robin wants to go, too. He calls Miss White. Now let’s listen and tick or cross.
2. Listen and tick or cross.
(1)Lead students to look at the pictures to get the key information of the pictures: sing, dance, do kung fu, swim, cook.
Play the recording of this section. (出示课件) Ask students to listen to the dialogue and try to tick or cross the pictures.
(2)Play the recording again. Listen and check the answers together. (出示课件)
Praise the students who do a good job.?
3. Listen again and answer the questions.
(1)Ask students to read the three questions by themselves quickly. Then lead them to underline the key information: cook noodles, swim, go to the park.
(2)Play the recording. (出示课件) Students listen to the dialogue and try to write down the answers to the three questions on the lines.
(3)Play the recording again. Students listen and then check the answers. (出示课件) Praise the students who write well.
4. Write two sentences.
T: Robin can sing and dance. He can do kung fu. What else can Robin do
Ask several students to answer. Write down the answers on the blackboard. Let students try to write two sentences in their books by themselves. Show several students’ sentences to the class. The other students give evaluations to them. Then students check each other’s sentences in groups.
5. Role-play.
(课件出示:教材P66 Role-play部分的对话图)
The teacher acts Miss White. One student acts Robin. Make a dialogue.
T: Can you cook, Robin S1: Yes, I can.
T: Can you… S1: …
…
Students work in pairs to role-play.
“Learn the contents of page 67”
1. Read the background knowledge.
Show the picture on the PPT. (课件出示: 教P67 第一幅图) Lead students to look at the picture and talk about it.
T: Who are they Ss: Robin and the children.
T: Where are they Ss: They are in a nature park.
T: Yes. They’re in front of a map. What’s on the map Can you guess
Use the sentence patterns “Is there… ”“Are there… ” to lead students to guess.
Ask students to read the background knowledge by themselves.
2. Read and draw.
Show the map on page 67 on the PPT. (出示课件)
T: Look at the map. What’s on the map
Students look at the map and describe the map.
Ss: There is a lake. There are some trees…
T: Yes. But some things are missing on the map. Now read the dialogue and find out the missing things.
Students read the dialogue by themselves and circle the things in the park. Find out the missing things, then draw the missing things on the map.
Students check the answers in pairs.
3. Talk about the map.
Make a model with one student.
T: What’s in the nature park S1: There is a small village.
T: Where is it S1: It’s…
Students talk about the nature park in pairs according to the complete map. The teacher asks several students to show to the class. The other students give evaluations to them.
Step 3: Post-learning
“A weekend plan”
1. Draw a map.
T: We’ll go to a beautiful nature park this weekend. Please draw a map of the park you’d like to go.
Students work in groups to draw a map about the park.
2. Make the weekend plan.
(1)Draw a chart on the blackboard like this:
Name Activity Position
Make a model with one student:
T: Is there a river in the park
S1: Yes, there is. And there’s a bridge over the river.
T: What can you do
S1: I can take pictures on the bridge.
Fill in the chart according to the answers of the student.
(2)Work in groups.
T: Now please work in groups of four. Draw a chart on the paper. Ask and write down the answers in the chart.
(3)Make a report.
Make a model first: We’ll go to a beautiful nature park this weekend. There is/are… …can… We’ll have a good time there.
Then students try to make a report. The other students listen and give evaluations to them.
板书设计
作业设计
完成本节课习题。
教学反思
1. 充分利用了PPT出示相关单词和词组，通过“开火车”的游戏活动引导学生复习句型，帮助学生唤醒旧知，为后面的学习做好铺垫。
2帮助学生读懂题目要求，引导学生学会听前预测听力的重点内容，分步完成听力任务，再运用这些信息进行对话练习，在情景中运用所学语言。
3通过创设自然真实的情境，让学生在情境中合理运用所学语言，并作简单的汇报，培养了学生的语言综合运用能力。
