Unit 5 A party 教案
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Unit 5
A party
【教学目标】
1.知识目标
①字母组合ow在单词中的发音。
②能灵活运用be going to不同结构进行描述和询问打算。
③能听懂、会说、会读和会拼写句型：where are you going to .../what are you going to .../who are you going to ...
2.能力目标
①能正确理解，掌握be going to结构的疑问句及答语。
②能根据卡片内容进行问答。
3.情感目标
感知聚会的氛围
【教学重、难点】
①字母组合ow在单词中的发音。
②能灵活运用be going to不同结构进行描述和询问打算。
③能听懂、会说、会读和会拼写句型：where are you going to .../what are you going to .../who are you going to ...
常规预习
①搜集字母ow 在不同单词中的发音。
②根据书上的notes ，进行自问自答。
③复习本单元句型。
陈述句：主语+be going to+动词原形+其它
否定句：主语+be not going to+动词原形+其它
一般疑问句：Be+主语+ going to+动词原形+其它？
特殊疑问句：特殊疑问词+be+主语+ going to+其它？
【教学过程】
Step 1：Warm up
1. Enjoy a song 《The party time》
T: Good morning/afternoon, class. Let’s enjoy a song first.
2. Leading
T: Is the song nice What is the song about Where are they going (S: They are going to a party.)
3. Show the title
T: Today we are going to talk about a party. Let’s read the title. —Unit5A party (板书1)
4. Free talk l
T: Do you like parties
When do people usually have a party
What holiday or festival do you know
In these holidays and festivals, there is one holiday for you.
Which one —Children’s Day (板书2)
Step 2: Presentation
1. Children’s Day
T: When is Children’s Day What did you do last Children’s Day What are you going to do this Children’s Day Are you going to have a party
2. Watch the cartoon
3. Ask and answer When—this Sunday (板书3)
Where—At Mike’s house (板书4)
Who—Su Hai, Wang Bing, Yang Ling and Liu Tao (板书5)
4. Ask “What” T; Now I have a new question. —“What”(板书6：What)
What are the children going to bring to the party
5. Match and say (read part 1by yourself) -What is xxx going to bring to the party —He/She is going to bring …(板书7)
6. Learn “clown” and “appear”(read part2 and part3 in groups)
7. Let’s choose.(read part 4 in pairs)
8. Judge
9. Read after the tape
10. Read ( as you like)
Step 3：Production
1. Fill in the blanks.
2. Make an invitation.
【板书设计】
Unit 5
A party
What will you do for the party
I will buy…
I will take…
【教学反思】
教师在单词或词组的教学中，不能只是教读单词或词组。要循序渐进的插入本单元的重点句子，让学生在记单词或词组的过程中熟悉句子。这样能满足不同学的学生的学习要求。根据学生的个人素质、性格特点、记忆力、反应速度等，因材施教，分层要求，以求通过最有效的激励机制促进学生进步。最后，在今后的每一节课中都要灵活运用所学句型，请学生造句，培养学生的创新意识。
A party
【教学目标】
1.知识目标
①字母组合ow在单词中的发音。
②能灵活运用be going to不同结构进行描述和询问打算。
③能听懂、会说、会读和会拼写句型：where are you going to .../what are you going to .../who are you going to ...
2.能力目标
①能正确理解，掌握be going to结构的疑问句及答语。
②能根据卡片内容进行问答。
3.情感目标
感知聚会的氛围
【教学重、难点】
①字母组合ow在单词中的发音。
②能灵活运用be going to不同结构进行描述和询问打算。
③能听懂、会说、会读和会拼写句型：where are you going to .../what are you going to .../who are you going to ...
常规预习
①搜集字母ow 在不同单词中的发音。
②根据书上的notes ，进行自问自答。
③复习本单元句型。
陈述句：主语+be going to+动词原形+其它
否定句：主语+be not going to+动词原形+其它
一般疑问句：Be+主语+ going to+动词原形+其它？
特殊疑问句：特殊疑问词+be+主语+ going to+其它？
【教学过程】
Step 1：Warm up
1. Enjoy a song 《The party time》
T: Good morning/afternoon, class. Let’s enjoy a song first.
2. Leading
T: Is the song nice What is the song about Where are they going (S: They are going to a party.)
3. Show the title
T: Today we are going to talk about a party. Let’s read the title. —Unit5A party (板书1)
4. Free talk l
T: Do you like parties
When do people usually have a party
What holiday or festival do you know
In these holidays and festivals, there is one holiday for you.
Which one —Children’s Day (板书2)
Step 2: Presentation
1. Children’s Day
T: When is Children’s Day What did you do last Children’s Day What are you going to do this Children’s Day Are you going to have a party
2. Watch the cartoon
3. Ask and answer When—this Sunday (板书3)
Where—At Mike’s house (板书4)
Who—Su Hai, Wang Bing, Yang Ling and Liu Tao (板书5)
4. Ask “What” T; Now I have a new question. —“What”(板书6：What)
What are the children going to bring to the party
5. Match and say (read part 1by yourself) -What is xxx going to bring to the party —He/She is going to bring …(板书7)
6. Learn “clown” and “appear”(read part2 and part3 in groups)
7. Let’s choose.(read part 4 in pairs)
8. Judge
9. Read after the tape
10. Read ( as you like)
Step 3：Production
1. Fill in the blanks.
2. Make an invitation.
【板书设计】
Unit 5
A party
What will you do for the party
I will buy…
I will take…
【教学反思】
教师在单词或词组的教学中，不能只是教读单词或词组。要循序渐进的插入本单元的重点句子，让学生在记单词或词组的过程中熟悉句子。这样能满足不同学的学生的学习要求。根据学生的个人素质、性格特点、记忆力、反应速度等，因材施教，分层要求，以求通过最有效的激励机制促进学生进步。最后，在今后的每一节课中都要灵活运用所学句型，请学生造句，培养学生的创新意识。