新版-牛津译林版五年级上册 Revision Unit1-Unit2 A new friend 教案
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| 名称 | 新版-牛津译林版五年级上册 Revision Unit1-Unit2 A new friend 教案 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-02-03 08:33:13 | ||
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Revision Unit1-Unit2 A new friend（教案）
一、Teaching contents教学内容：
复习译林版英语五年级上册Unit1-Unit2。
二、Teaching aims and learning objectives 教学目标：
1. 进一步掌握Unit1-Unit2相关词汇、短语。
2. 熟练掌握运用There be句型的肯定、否定句式及一般疑问句式及特殊疑问句How many… are there 来询问物品的数量。
3. 在具体的情况中能熟练运用表示位置关系的介词。
4. 了解对比中西方住房、饮食、学校等方面的差异。
三、Focus of the lesson and predicted area of difficulty 教学重难点：
教学重点：
1. 能够正确运用位置关系类的介词来表述不同物体之间的位置关系。
2. 能够在任务情境中熟练运用there be句型的几种不同句型，培养学生的综合语用能力。
教学难点：
了解对比中西方住房、饮食、学校等方面的差异。
四、Student analysis 学情分析：
学习对象已经有了两年的英语学习基础，具备一定的英语语言运用和思维能力。通过之前的学习，学生对学习内容有了一定的知识储备，如表示位置关系类介词和there be句型的表述。在此基础上，如何引导学生用所学知识进行综合运用，是本课的重点。结合教学内容和学生特点，以培养学生英语学习兴趣为出发点，设计系列活动，通过同桌合作、小组合作等学习形式，引导学生进行有效的小组活动，鼓励学生在课堂上积极主动地开口表达，提高学生学习英语的积极性。
五、Teaching procedures 教学过程：
Step 1 Warming-up
1. Enjoy a song
T: Do you like this song Do you like this boy
Who’s he What’s the relationship between him and me
You can use this sentence to guess: “Is he your… ”
(1) Son
P1: Is he your son
T: No, he isn’t. I have a daughter. She is seven years old.
(2) cousin
P2: Is he your cousin
T: No. I haven’t got any cousins.
(3) student
P3: Is he your student
T: No, he isn’t. My students are in Grade one.
(4) brother
P4: Is he your brother
T: No, he isn’t. My brother is elder than him.
(5) friend
P5: Is he your friend
T: Yes. He’s my new friend. Today our topic is “A new friend”.
【设计意图】一首好听的英文歌曲，引入本课主线人物。利用学生的好奇心，设计让学生猜人物关系活动，有效调动了学生的积极性，同时也自然引出本课的主题A new friend。
Step 2 Brain storming
1. Know sth about Tony
T: Would you like to meet my new friend Let’s watch a VCR. And you can know something about him.
Now, children. Take out your sheet and try to fill in the blanks.
T: OK. Let’s check. What’s his name
P1: Tony.
T: How old is he
P2: He’s 13.
T: Where is he from
P3: He’s from China.
T: OK. Attention please, there are some differences between Chinese and China.
Read by yourself. Clear
Ps: Yes.
T: Let’s go on. Where does he live now
P2: New York.
【设计意图】通过观看一段Tony的VCR短片使学生对Tony有一个初步的了解，并获取关于Tony的基本信息，同时也达到训练学生听力能力的目的。
2. Know more about Tony
T: OK. You know Tony is 13. He is a Chinese boy. He is living in New York now.
Would you like to know more about him
What else do you want to know
P1-6: Favourite colour/ sports/ favourite animals/ his house/ favourite food and his school
T: He is my new friend. I know sth about his house, favourite food and his school.
So first let’s know sth about his house.
【设计意图】在学生掌握Tony基本信息的基础上，激发学生要进一步了解Tony的欲望，同时为下面环节对Tony’s house, favourite food and school三大板块的学习做好铺垫。
Step 3. Presentation and practice
(1) Tony’s house
① Look and say
T: Look, this is his house in New York. And this is his house in China. Look at this house. Wow, what a beautiful house!
Look, this is the first floor and this is the second floor.
But in the UK, this is the ground floor and this is the first floor.
But in China, he lives on the third floor.
People in China usually live in a flat. This is a flat. It’s a new word.
Let’s try to read it. But in the US, people usually live in a house.
T: Let’s come into Tony’s house in China. How many rooms are there
Ps: There are Six.
T: What are they
Ps: They are two bedrooms, a dinning room, a living room, a kitchen, a bathroom.
T: Yes. And this is a balcony.
T: There are two bedrooms. One is for Tony’s parents, and the other is for Tony.
Tony’s bedroom is in front of the dinning room. Which one This one or that one
T: Would you like to visit his bedroom
Ps: Yes.
T: What’s in his bedroom Look, There is a piano near the window. Can you
Please work in groups. Talk about it. Here are the rules, clear
Ps: Yes.
② Look and guess
T: Tony’s bedroom is so beautiful. His house in New York is beautiful too. What’s in his house. Please look and guess.
P1-5: Is/ Are there …
T: OK. Let’s have a short rest. Would you like to play cards I’ve got some cards here.
Let me first.
T: Now It’s your turn.
T: OK, children. We know Tony’s house in the US is beautiful. He likes it very much.
【设计意图】围绕Tony’s house通过look and say, look and guess两个活动，对中西方房子进行对比，帮助学生了解中西方住房的差异。两个活动分别以there be句型的肯定句和一般疑问句来呈现，通过15秒不停说描述房间游戏、猜房间布局的学生活动，进一步训练学生对there be句型的肯定句和一般疑问句运用能力。
(2) Tony’s favourite food
T: Does he like the food in New York
Oh, he is chatting with his mum online. Let’s go and have a look.
(教师带着学生阅读QQ聊天信息)
T: Does he like the food in New York
Ps: Yes.
T: Yes. because he’s a foodie. What’s for his breakfast in New York
P1: He has…
T: What’s for his breakfast in China
P2: He has some noodles and dumplings.
T: How about his lunch Look, I have two pictures here.
There are some food on the table. Let’s find the differences between the two pictures.
T: Look, there is some rice on the table in picture1.
There isn’t any rice on the table in picture2.
Can you Please work in pairs
P1-5: There is/ isn’t…
There are/ aren’t…
In China, people usually cook delicious food for lunch, but in the western countries, people usually cook delicious food for dinner.
【设计意图】创设QQ聊天情景，引入互联网因素，在轻松愉悦的网络聊天场景中呈现中西方饮食的差异，加深学生的体会。同时，在look and find中通过设计餐桌食物对比的活动，训练学生对there be句型否定句的运用能力。
(3) Tony’s school
T: Wow, delicious food, yummy!
T: So much for the food. Let’s visit Tony’s school.
Look, this is his school in China, it’s big. This is his school in New York, it’s small.
Which one do you like
New York School: This is Tony’s school in New York. It’s small. There are 10 classrooms. Tony’s classroom is on the second floor. Who can help me
P1: There are 3 art rooms and two reading rooms.
And there is a big swimming pool.
T: Great!
T: Look at Tony’s school in China. You can ask me some questions
P1-4: Are there any classrooms
Is there a playground
How many classrooms are there
……
T: Now please work in groups, talk about the school you like.
(两组学生展示)
T: OK. you like Tony’s ________ school. Me too.
I like Tony’s American school. And there is a short passage about his school life. Let’s read and judge.
【设计意图】围绕Tony’s school通过描述学校、read and judge活动让学生了解中西方学校的差异。在活动过程中，引导学生运用there be句型和how many句式进行对话，促进学生进一步掌握所学知识,训练学生的综合语言输出能力。
Step4 Production
T: OK. Tony can write stories in English. Now he is writing a story.
Let’s go and have a look.
Look at this picture, What the story about
Ps: It’s about the three pigs.
1) There is a house, there is a pig in the house and there is a wolf beside the door. It wants to go in.
2) Oh, there isn’t a house. The wolf blows the house down.
Teach: blow …down
….
【设计意图】通过故事创编的活动形式，激发学生参与活动的积极性，对知识进行合理迁移，提高学生对语言的综合应用能力。
Step5. Homework
T: Thank you for your helping. Today we know Tony’s house, his favourite food and his school. how about yours, choose one and write an email to him. and try to find the differences between China and American. The third, please make a new ending for the stories.
【设计意图】首先，围绕本课知识点设计必做作业，让学生根据自身实际情况选择一点给Tony写一封电子邮件，使学生能够将所学的知识应用到具体的情景中；其次，在学生掌握本课知识内容的基础上，针对学有余力的学生设计两题选做作业，①让学生对比找出中西方饮食、住房、学校等方面的差异，加深学生对中西方文化的了解，拓宽了学生的视野；②让学生为三只小猪的故事创编一个结尾，在拓展学生思维的同时也进一步训练了学生的英语综合语用能力。
板书设计：
一、Teaching contents教学内容：
复习译林版英语五年级上册Unit1-Unit2。
二、Teaching aims and learning objectives 教学目标：
1. 进一步掌握Unit1-Unit2相关词汇、短语。
2. 熟练掌握运用There be句型的肯定、否定句式及一般疑问句式及特殊疑问句How many… are there 来询问物品的数量。
3. 在具体的情况中能熟练运用表示位置关系的介词。
4. 了解对比中西方住房、饮食、学校等方面的差异。
三、Focus of the lesson and predicted area of difficulty 教学重难点：
教学重点：
1. 能够正确运用位置关系类的介词来表述不同物体之间的位置关系。
2. 能够在任务情境中熟练运用there be句型的几种不同句型，培养学生的综合语用能力。
教学难点：
了解对比中西方住房、饮食、学校等方面的差异。
四、Student analysis 学情分析：
学习对象已经有了两年的英语学习基础，具备一定的英语语言运用和思维能力。通过之前的学习，学生对学习内容有了一定的知识储备，如表示位置关系类介词和there be句型的表述。在此基础上，如何引导学生用所学知识进行综合运用，是本课的重点。结合教学内容和学生特点，以培养学生英语学习兴趣为出发点，设计系列活动，通过同桌合作、小组合作等学习形式，引导学生进行有效的小组活动，鼓励学生在课堂上积极主动地开口表达，提高学生学习英语的积极性。
五、Teaching procedures 教学过程：
Step 1 Warming-up
1. Enjoy a song
T: Do you like this song Do you like this boy
Who’s he What’s the relationship between him and me
You can use this sentence to guess: “Is he your… ”
(1) Son
P1: Is he your son
T: No, he isn’t. I have a daughter. She is seven years old.
(2) cousin
P2: Is he your cousin
T: No. I haven’t got any cousins.
(3) student
P3: Is he your student
T: No, he isn’t. My students are in Grade one.
(4) brother
P4: Is he your brother
T: No, he isn’t. My brother is elder than him.
(5) friend
P5: Is he your friend
T: Yes. He’s my new friend. Today our topic is “A new friend”.
【设计意图】一首好听的英文歌曲，引入本课主线人物。利用学生的好奇心，设计让学生猜人物关系活动，有效调动了学生的积极性，同时也自然引出本课的主题A new friend。
Step 2 Brain storming
1. Know sth about Tony
T: Would you like to meet my new friend Let’s watch a VCR. And you can know something about him.
Now, children. Take out your sheet and try to fill in the blanks.
T: OK. Let’s check. What’s his name
P1: Tony.
T: How old is he
P2: He’s 13.
T: Where is he from
P3: He’s from China.
T: OK. Attention please, there are some differences between Chinese and China.
Read by yourself. Clear
Ps: Yes.
T: Let’s go on. Where does he live now
P2: New York.
【设计意图】通过观看一段Tony的VCR短片使学生对Tony有一个初步的了解，并获取关于Tony的基本信息，同时也达到训练学生听力能力的目的。
2. Know more about Tony
T: OK. You know Tony is 13. He is a Chinese boy. He is living in New York now.
Would you like to know more about him
What else do you want to know
P1-6: Favourite colour/ sports/ favourite animals/ his house/ favourite food and his school
T: He is my new friend. I know sth about his house, favourite food and his school.
So first let’s know sth about his house.
【设计意图】在学生掌握Tony基本信息的基础上，激发学生要进一步了解Tony的欲望，同时为下面环节对Tony’s house, favourite food and school三大板块的学习做好铺垫。
Step 3. Presentation and practice
(1) Tony’s house
① Look and say
T: Look, this is his house in New York. And this is his house in China. Look at this house. Wow, what a beautiful house!
Look, this is the first floor and this is the second floor.
But in the UK, this is the ground floor and this is the first floor.
But in China, he lives on the third floor.
People in China usually live in a flat. This is a flat. It’s a new word.
Let’s try to read it. But in the US, people usually live in a house.
T: Let’s come into Tony’s house in China. How many rooms are there
Ps: There are Six.
T: What are they
Ps: They are two bedrooms, a dinning room, a living room, a kitchen, a bathroom.
T: Yes. And this is a balcony.
T: There are two bedrooms. One is for Tony’s parents, and the other is for Tony.
Tony’s bedroom is in front of the dinning room. Which one This one or that one
T: Would you like to visit his bedroom
Ps: Yes.
T: What’s in his bedroom Look, There is a piano near the window. Can you
Please work in groups. Talk about it. Here are the rules, clear
Ps: Yes.
② Look and guess
T: Tony’s bedroom is so beautiful. His house in New York is beautiful too. What’s in his house. Please look and guess.
P1-5: Is/ Are there …
T: OK. Let’s have a short rest. Would you like to play cards I’ve got some cards here.
Let me first.
T: Now It’s your turn.
T: OK, children. We know Tony’s house in the US is beautiful. He likes it very much.
【设计意图】围绕Tony’s house通过look and say, look and guess两个活动，对中西方房子进行对比，帮助学生了解中西方住房的差异。两个活动分别以there be句型的肯定句和一般疑问句来呈现，通过15秒不停说描述房间游戏、猜房间布局的学生活动，进一步训练学生对there be句型的肯定句和一般疑问句运用能力。
(2) Tony’s favourite food
T: Does he like the food in New York
Oh, he is chatting with his mum online. Let’s go and have a look.
(教师带着学生阅读QQ聊天信息)
T: Does he like the food in New York
Ps: Yes.
T: Yes. because he’s a foodie. What’s for his breakfast in New York
P1: He has…
T: What’s for his breakfast in China
P2: He has some noodles and dumplings.
T: How about his lunch Look, I have two pictures here.
There are some food on the table. Let’s find the differences between the two pictures.
T: Look, there is some rice on the table in picture1.
There isn’t any rice on the table in picture2.
Can you Please work in pairs
P1-5: There is/ isn’t…
There are/ aren’t…
In China, people usually cook delicious food for lunch, but in the western countries, people usually cook delicious food for dinner.
【设计意图】创设QQ聊天情景，引入互联网因素，在轻松愉悦的网络聊天场景中呈现中西方饮食的差异，加深学生的体会。同时，在look and find中通过设计餐桌食物对比的活动，训练学生对there be句型否定句的运用能力。
(3) Tony’s school
T: Wow, delicious food, yummy!
T: So much for the food. Let’s visit Tony’s school.
Look, this is his school in China, it’s big. This is his school in New York, it’s small.
Which one do you like
New York School: This is Tony’s school in New York. It’s small. There are 10 classrooms. Tony’s classroom is on the second floor. Who can help me
P1: There are 3 art rooms and two reading rooms.
And there is a big swimming pool.
T: Great!
T: Look at Tony’s school in China. You can ask me some questions
P1-4: Are there any classrooms
Is there a playground
How many classrooms are there
……
T: Now please work in groups, talk about the school you like.
(两组学生展示)
T: OK. you like Tony’s ________ school. Me too.
I like Tony’s American school. And there is a short passage about his school life. Let’s read and judge.
【设计意图】围绕Tony’s school通过描述学校、read and judge活动让学生了解中西方学校的差异。在活动过程中，引导学生运用there be句型和how many句式进行对话，促进学生进一步掌握所学知识,训练学生的综合语言输出能力。
Step4 Production
T: OK. Tony can write stories in English. Now he is writing a story.
Let’s go and have a look.
Look at this picture, What the story about
Ps: It’s about the three pigs.
1) There is a house, there is a pig in the house and there is a wolf beside the door. It wants to go in.
2) Oh, there isn’t a house. The wolf blows the house down.
Teach: blow …down
….
【设计意图】通过故事创编的活动形式，激发学生参与活动的积极性，对知识进行合理迁移，提高学生对语言的综合应用能力。
Step5. Homework
T: Thank you for your helping. Today we know Tony’s house, his favourite food and his school. how about yours, choose one and write an email to him. and try to find the differences between China and American. The third, please make a new ending for the stories.
【设计意图】首先，围绕本课知识点设计必做作业，让学生根据自身实际情况选择一点给Tony写一封电子邮件，使学生能够将所学的知识应用到具体的情景中；其次，在学生掌握本课知识内容的基础上，针对学有余力的学生设计两题选做作业，①让学生对比找出中西方饮食、住房、学校等方面的差异，加深学生对中西方文化的了解，拓宽了学生的视野；②让学生为三只小猪的故事创编一个结尾，在拓展学生思维的同时也进一步训练了学生的英语综合语用能力。
板书设计：