英语第五册第二单元教案

安丘市研讲评一体化教学备课专用纸
集体合作探究备课
单位： 担山学校 年级及学科组：英语
中心发言人： 时间：
研究的内容 How many do you want How much do you want
解决的问题 How many do you want
解决问题或能力培养有效措施 1、Listen and say: shopping food need cheeseListen and understand: How many do you want 2、Listen and understand:How many do you want 3、通过看听说演唱等活动,使学生产生学习英语的兴趣,树立学好英语的信心.
重点强化内容 Words: shopping food need cheeseSentence: How many do you want How much do you want
教师个体探究备课
课题：Module2 Unit1 设计教师：徐永军
教师引领 学 生 活 动 预 设
Step 1:Listen to a song:Step 2:Free talkStep 3、Warm up:1． 导入shopping2．导入cheese:3．导入food:Step 4:New sentences learning:Step 5、.New text learningStep 7:Homework: read together Sing a song:Mary had a little lamb.（设计意图：活跃课堂气氛，创设英语氛围，激发学生的学习兴趣）Hello.How are you What’s your name How old are you （设计意图：通过过自由对话拉近师生间的感情，并通过询问年龄复习数字。）（1） 通过出示家家悦超市的模拟情景，教师挽着一个同学的胳膊说：Look,This is -------- supermarket.Now ,Kids,Let’s go shopping. (2) 出示shopping单词课件并领读指读，质疑“shopping” means:(3)If you want go shopping.You can make a shopping list.(出示课件)紧接着说： Such as: (出示课件)name list; book list.（1）（回到shopping list课件）Read together.bananas,apples,pears,and cheese.（2）.出示cheese单词并领读指读，（1）（指着模拟超市说）At the supermarket.We have some apples,bananas,(出示这些食物课件)noodles,meat。All these are food.（2）出示food单词并领读指读，1.导入新句型：How many do you want (1)(教师指着模拟超)Look! There are some apples. How many Let’s count.(One…)对S1:Do you like apples S1: Yes,I do. T: How many do you want S1:Four.T:OK,(拿出4个)Here you are!(2)出示How many do you want 课件并领读指读，并质疑 (3) Practice in pairs. (设计意图：通过真实的情景导入重点句型学习，避免了枯燥，无味的方式，同时， TPR和游戏竞赛形式全班互动,将课堂气氛推向高潮。进一步巩固了句型练习)1．Today.Ms Smart and Lingling go shopping.Let’s listen to Ms Smart and Lingling How do they go shopping. (1)First,Look listen and learn:(2)Second.Look listen and say.(3)（质疑）Can you read the shopping list to me I don’t know the Chinese meaning.Who can tell me (4)Now read in pairs.one is Ms Smart.One is Lingling.（小组分角色朗读）2．超市购物情景模拟：（1） Then,Let’s go shopping at the Jiajiayue supermarket.（教师与一名同学演示） T:Do you like pears S3:No,I don’t.T:Do you like bananas S3:Yes,I do.T:How many do you want S3:Two.T:One yuan.S3:here you are .T:here you are .goodbye.（2）请几组到前面表演3．Next .Let’s have a try.(出示课件)（选择正确答案） (1)选出与购物有关的句子：A: Have you got a toy car B: What do you do at the weekend C: Yesterday, I went shopping .D:I live in West Lake Road. (2)选出你喜欢的食物：A: car ship doll plane kite B: cat dog tiger lion elephantC: shopping need like want D: cheese juice orange bananas（设计意图：以表演的形式，让学生学以致用，将课堂上的知识与生活实际相联系，培养了学生对语言的综合运用能力。）1． 听录音，朗读课文并试着录音2． 与家人到超市或文具商场进行英语购物对话
说明：教师引领，学生活动设计要以解决问题为目标，以解决问题为出发点进行设计　
教师个体探究备课
课题：Module2 Unit1 设计教师：徐永军
教师引领 学 生 活 动 预 设
1.Revision:2.Warm up:3．Learning the text:4.Games：5.Practise:五、Summary: 六、Homework: Look and act(请同学看着书上的插图表演对话。)(1)Answer the questions:A:What season is it B:What do you like in the season :C:What sport do you like in the season D:Where do you like to play (2)Work in groups:(3)Talk about this picnic in English.Look at the pictures, please look at them carefully, then answer the questions:(1) How many children are there in the picture (2) What’s in their hands (3) What’s he doing (4)What’s on the paper of his hand Please open your books. Look at the text. What’s meaning of “be going to” here.Please read the sentences by themselves. (5)Listen to the recorder:A: Listen and point.(Find out the food)B: Learn the new words.(根据学生的回答，教师出示相应的单词卡片和食物卡片将其一一对应，引导学生学会单词。)C：Say the difference between “how many” and “how much”。D：Listen and read after the tape.（1）Listen and match.(将物品和卡片连线)(2).Have a match.(分组到黑板比赛，指认物品或单词)（设计意图：充分调动学生的学习兴趣，活跃课堂的氛围）1.Game:《I’ll go home.》Draw two houses on the blackboard.Write “how many”on one house;write “how much”on another house.Stick food cards on the houses.(在黑板上画两栋房子，并交代分别代表how many和how much 的家，请学生帮助食物卡片分别找到自己的家，贴在黑板上。)（设计意图：让学生分清可数名词与不可数名词）2.Shopping:(Act out in a shop)(1)Go over the words and sentences about shopping.(2)How much… (How many … )(3)Make a list and act.（设计意图：巩固与练习How many/much …do you want 提供真实运用语言，培养学生运用语言的能力） Words:make a list ,juice take ,all right Sentence :How much do you want 。1. Go shopping on the computer.2. Go over the words and sentences of the text.
说明：教师引领，学生活动设计要以解决问题为目标，以解决问题为出发点进行设计　
教师个体反思
反思教师： 徐永军 时间：
高效环节再现
高效原因
低效环节及成因分析
改进措施