外研版（一年级起点）五年级下册 Review Module Unit2 教案

新标准英语一年级起点 五年级下
Review Module Unit 2 教学设计
1、 教材分析
本课是外研版一起五年级下册复习模块第二单元的内容。本单元的话题是用一般过去时描述一日三餐以及职业并能根据旅游者的年龄特点，实践经历等制定合理的旅游攻略，并能准确地用一般将来时进行表述。同时，感知和理解中外文化的异同。
2、 学情分析
五年级的学生处于直观思维向抽象思维转化的过程，有一定的英语学习基础。学生已经学过一般过去式及一般将来时，而前十个模块的学习，也让同学们初步了解了中外在食物、名胜古迹、日常生活的异同。本单元则要把这些以前零散的东西给串在一起，有一个整体的认识和理解。通过本节课的学习，学生能够运用所学的知识准确流利的表达这些方面的内容。五年级属于小学的高段，所以在课堂上要让他们在语言支架的引领下进行小练笔的练习，详细描写一天的旅行计划。
三、教学目标
1、 语言知识目标：
（1） 功能：描述一日三餐，职业等日常内容，制定并描述旅游计划，给出合理的建议，理解文化异同。
（2） 语法：全体学生能熟练够运用一般过去时和一般将来时。
（3） 词汇：全体学生能理解并运用和一日三餐，职业，旅行等有关的词汇。
（4） 语音：进一步强化语音语调，争取达到语调达意。
2、 语言技能目标：
（1）听：全体学生能听懂和职业相关的单词和句型。
（2）说：全体学生能根据图片谈论图片中三餐、职业等。
（3）读：全体学生能正确朗读关于职业和旅行的段落。
（4）写：全体学生能写出4-5个语句，介绍一天的旅游计划。
3、 学习策略：小组合作
4、 文化意识：了解中外饮食文化的差异。
5、 情感态度：乐于接触外国文化，增强爱国意识。
四、教学重难点
1、教学重点：大多数学生能够用一般将来时向小组成员描述一个合理的旅游计划并写出相应的作文。
2、教学难点：一般过去时和一般将来时的正确使用。
五、教学流程
Part I. Meals
1. Greetings
2. Sing a song. Breakfast lunch and dinner
3. Ask and answer: What is Chinese food What is English food
设计意图:听完英文歌曲之后，问歌曲是关于什么的，再次强化学生的意识，让他们知道，马上要进行的内容是关于meal的。顺便复习英式食物和中式食物，让他们有一个概念，也就是回忆了单词，为下一步的对话做好铺垫。
4. Free talk
T: What did you have for breakfast S: I had … for breakfast.
T: When did you have it S: I had it at 6:30.
T: Who cooked it for you S: My mother cooked it for me.
5.Pair work
Ss ask and answer in pairs like this.
Share the results.
T: What do you think of your mother S: She is very nice and she loves me.
T: So please be kind to her and help her if you can.
设计意图:同桌两人练习了关于一日三餐的内容，并进行德育渗透。
6. Talk about Andy’s meals(练习第三人称单数)
When did he have… He had it at…
What did he have for … He had…
Who cooked it for him Maybe… cooked for him.
Part II. Jobs.
1. Guess and check
T: Grandpa Jim cooked breakfast for him. He is a very good cook now. But thirty years ago he wasn’t. What was he thirty years ago
Ss guess. Maybe he was a/an…
2. Listen and answer.
T: Thirty years ago, Grandpa Jim was a farmer. And he has got three friends. They are Grandma Liu, Grandpa W and Grandma Mary. Let’s listen about them and answer the questions. What was he/ she Where did he/she work What did he/ she wear What did he/ she do
(1.)Listen
1. Thirty years ago, Grandpa Wang was a doctor. He worked in a hospital. He wore a white coat every day. He helped ill people.2. Thirty years ago, Grandpa Jim was a farmer. He worked on a farm. He wore a hat every day. He looked after the animals.3. Thirty years ago, Grandma Mary was a sales assistant. She worked in a shop. She wore a dress every day. She sold bags.4. Thirty years ago, Grandma Liu was a teacher. She worked at a school. She wore trousers every day. She helped lots of children learn.
(2.)Practice in groups. Choose one of them ask and answer.
(3.)Check the answers.
3. Look and say.
Choose one and describe the picture
设计意图:本环节进行的是关于工作的复习，学生由最开始的问答，过渡到最后一人选择一幅图片描述，体现了由易到难的设计理念，同时也让学生有由分散到整体的整理和总结的意识。
Part III. Travel
1. Look and say
T: Grandpa Jim and Grandma Mary are in London. Grandpa Wang and Grandma Liu are in Beijing. Grandpa Wang and Grandma Liu are going to visit London. Who can guess when will they go
Point ss to guess.
T: They will go there next week. They are going to visit lots of places together. British Library, London Zoo, Stonehenge, Big Ben/ London Eye/ River Thames.
2.Look , ask and answer
T: Look at their travel plan. Please answer my questions.
Sunday Airportbig and beautiful by taxi 1 hour see lots of planes,eat English food take our passports, our tickets, some clothes and some presents,
Monday Have a rest
Tuesday
Wednesday
（1）Where will they go on Sunday
（2）How will they get there
（3） How long will it take
（4）What will they see/ eat/ do there
3.Group work: Finish the travel plan
Ss work in groups and try to finish the travel plan. And discuss how to be reasonable.
Share the results.
设计意图:以Jim和Mary的旅行计划为支架，让学生根据When, Where, How, How long, What 等特殊疑问词的引导，完成制定旅行计划，在制定计划的时候还要兼顾旅游者的年龄特点，知识结构，制定一个劳逸结合的计划，并为下一步写一天的旅游计划提供依据，同时也可以理清写作的思路。
4. Writing
Ss try to write about one day’s plan.
Share the results.
设计意图:根据上一步的内容和支架，进行一天的旅游计划的详细描写，主要要让学生们在会使用一般将来时的同时，还要考虑到写作的顺序和表达的合理性。
板书：