五年级英语下册教案 unit 7(6)（新世纪版）

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新世纪版五年级英语下册
Unit 7 Waiting for Another Weekend
一、教育目标
1.培养学生热爱大自然，热爱祖国的大好河山。
2.让学生了解一些天文地理知识。
知识目标
基础目标
学习本单元单词terrible spend bright forecast wait most piece
复习巩固一般现在时，现在进行时与一般将来时进行比较
听说和阅读理解 Grand Theatre中的语言材料，并能根据主话题写6-8句话
掌握元音音标
朗读Rhyme语音语调节奏基本正确
发展目标
能用英语来表达天气情况，不同气候的天气情况。
能灵活运用现在进行时与一般将来时。
能力目标
能运用不同的时态（一般现在时，现在进行时，一般将来时）正确运用单词的适当形式完成句子
情感策略和文化等目标
情感态度：培养学生了解大自然，热爱大自然，热爱生活的情操。
学习策略：培养学生注意观察天气变化，了解大自然对我们的学习、生活、工作密切相关。
文化目标：培养学生收听英语气象预报的习惯，并能用英语描述不同的天气情况。
教学资源
Student’s Book5B P45-52 Student’s Work Book
教学时间
七课时（其中五课时新授，二课时练习和复习及完成练习册随教学进度完成）
教学过程
Lesson Plan (1) Wonderland
I. Pre-task preparation
1. Daily Talk (Weather, school life and so on)
2. Talk about their holidays in Shanghai or other places.
II. While-task procedure
1. Learn the new words (terrible spend bright forecast wait most piece)
T: We’ll go to Hangzhou tomorrow. We’ll stay in Hangzhou for two days.
Do you know what the weather is like tomorrow
Now let’s listen to the weather report.
(播放一段天气预报)
T: Ask: What are you doing S: We are listening to the weather report.
T: Weather report, we can also say: Weather forecast
Elcit: forecast
T: Is the weather fine tomorrow S: No, it’s too bad.
T: Yes, it’s not bright and sunny. It’s terrible
Elicit: bright, terrible
T: Tomorrow the weather is terrible. But the day after tomorrow the weather is bright and sunny. And the day after tomorrow is the weekend. Oh, we can go to Hangzhou this weekend.
Would you like to go to Hangzhou If you want to go, please put up your hands. Oh, most of you would like to go. Well, let’s go there this weekend. We will spend three days in Hangzhou.
Now let’s wait at the school gate at 7:30 on Saturday morning.
Elicit: most,wait,spend
2. Write the phonetic symbols of the new words on the board. Ask the students to read them out.
3. Play the cassette: Wonderland. Students listen and follow with their books open.
4. Play the cassette again. Students listen and repeat.
5. Let the students ask questions about the new words.
6. Read the new words and sentences in groups of four. Pay attention to the pronunciation. Try to remember the meanings of the new words and sentences.
III. Post-task activities
1. Ask the students to remember the new words as soon as possible.
2. Divide the students into groups of four. Ask them to make sentences with the new words.
3. Invite individuals to talk the sentences they have made.
Lesson Plan (2): Farmland
I. Pre-task preparation
1. Read the rhyme “Who knows ”
2. Dictate some new words we learned last lesson
II. While-task procedure
1. Review the sentences of the Wonderland.
2. Show the pictures of Farmland. Make dialogues with the students.
Learn the new word: somewhere
3. Ask: What are you doing now Do you often help your parents do some housework Where are you going today
4. Play the cassette: Mini Dialogue. Students listen and follow.
5. Play the cassette again. Students listen and repeat.
6. Ask the students to look at the pictures, then ask and answer the questions in pairs.
7. Divide the students into groups. Encourage them to talk about what they will do this weekend.
III. Post-task activities
1. Ask the students to practice and act the Mini Dialogue in pairs.
For example: S1: What are you doing
S2: I’m cleaning the blackboard.
(visit a friend watch TV sing songs……)
2. Page 51-54 students’ Work book
a. Listen and do exercises
b. Check and answer
c. Correct the answer
Lesson Plan (3): Grand Theatre
I. Pre-task preparation:
1. sing a song
2. Say ‘Happy Weekend’ to the students. Ask: Did you have a nice weekend
What did you do last weekend What did you think of your weekend
3. What was the weather like last weekend
4. How do you often know the weather forecast
5. Do you often listen to the weather report when you go out
6. Do you often spend your weekends outside
II. While-task procedure:
1. Tell students that you did many things last weekend. You had a good time. Then what will you do next weekend What is your plan for next weekend Ask students to talk about their weekend. Encourage the students to talk about their another weekend.
2. Just now, you talked about your another weekend. Would you like to know the Wangs’ another weekend I will tell you.
3. Play the cassette. Students listen and repeat.
4. Encourage the students to answer the following questions
(1) Do the Wangs like to go to the hills at weekends
(2) Why didn’t Mr. Wang and his family go to the hills last weekend
(3) Is MrWang listening to the weather forecast on the radio or on TV (4) How does Mr. Wang know the weather forecast
(5)What does the weatherman say
(6) What’s the weather like in Shanghai
(7) How is the weather in Jiangsu and Zhejiang
(8) Can the Wangs go for a weekend trip this time
(9) Then what will the Wangs have to do
5. Play the cassette again: Students listen and follow the tape.
6. Make the students understand some phrases: the Wangs, go to the hills, listen to the weather forecast on the radio, most parts of China, early spring, be cloudy with a little rain, most of the time, be colder than before, wait for…
7. According to the text and fill in the blanks.
8. Invite some students to retell the text.
III. Past-task activities:
1. Show a student’s weekend video or weekend photos.
Ask students to describe his weekend.
2. Write something about your spare time.
(1) What do you often do in your spare time
(2) Do you like travelling
(3) Where do you like to go
(4) How do you go there
Lesson Plan (4) Disneyland
I. Pre-task preparation
1. Ask and answer questions about the text.
2. Say something about today’s weather.
3. Practice the “pair work”
II. While-task procedure
1. Play the cassette, rhyme on page 51. Students listen carefully.
2. Play it again. Students listen and repeat.
3. Invite individual students to read the rhyme.
4. Music box
First let the students listen to the tape. Then fill in the blanks.
f_ _d f_ _t p_ _l P_t bl_ _ b_ _k
c_ _l s_ _k fr_ _t f_ ll sh_ _ s_ger
5. Kids Palace
Students read the passage by themselves. Then ask questions which they don’t understand.
Do “True or False”
III. Post-task activities
1. Page 56 in Work Book
a. Students finish the work individual
b. Check the answer
2. Students try to complete the dialogue on page 57 in work Book.
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