五年级上册 第二单元
第1课时教案
Teaching content 教学内容
Story time
Teaching aims and learning objectives 教学目标
1. 通过师生、学生交流以及指导学生阅读对话内容，学生能听懂、会说、会读日常用语和句型How many …s are there …?及答语 There are …；…is/are on the …floor.；Is there a/Are there any …(s) …?及答语Yes, there is/are./No, there isn’t/aren’t；
2. 能听懂、会说、会读单词和短语classroom, computer room, library, music room, student, first, second, third, floor, show … around；
3. 能正确理解并朗读对话内容，在教师的引导和帮助下尝试模仿；
4. 能初步运用本课所学的词汇和日常交际用语谈论学校。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
教学难点：
学生能理解序数词first、second、third的意思和用法
Teaching procedure 教学过程
Step 1 Warm up and free talk
1. Sing a song: In the classroom.
T: There is a TV in their classroom. What is in our classroom?
S: There is a teacher’s desk. There are some chairs and desks.
T: You are so familiar with your classroom. What about our school? Can you show me around? (show me around)
2. Game: Boys PK Girls.
Rules: 分别用1分钟时间男女生分组用There is/are 结构说说学校里的设施，看看哪一组说得多。
【设计意图：让学生从自己的生活出发，通过自己的观察和体会来运用所学的句型结构。】
Step 2 New teaching
1. T: There are many rooms in our school. And you know them all. Yang Ling also knows her school well. She is showing a new student around the school. Today we will learn Unit 2 A new student. (揭示课题 “A new student”教授student)
2. T: Who is the new student? Look, here she comes. (PPT呈现 Hi, I’m Nancy Black. Nice to meet you.)
S: Nice to meet you, too.
T: Yang Ling shows her around. What’s in their school? Which rooms do they talk about? Let’s watch the video and tick. (播放Story time动画)
【设计意图：让学生从已有的接近生活的情境过渡到文本的学习，让一切都在潜移默化中进行。通过第一次观看卡通，整体了解文本信息】
3. T: Which rooms do they talk about?
S1: Classroom
S2: Computer room.
S3: Library and music room.
S4: Table tennis room
T: There are a lot of rooms in their school.
(领读classroom, computer room, library, music room.)
4. 学生自读课文两人合作完成表格：
T: How many … rooms are there? (出示主句型)
S1: 24 classrooms.
T: What are these rooms?
S2: There are two computer rooms.
S3: There is a music room.
S4: There is a table tennis room.
S5: There is a library.
rooms
How many
Where
computer rooms
2
music rooms
1
table tennis rooms
1
libraries
1
【设计意图：让学生通过文本的阅读，根据老师提出的任务迅速的找到相应的信息从而完成任务。】
5. T: There are three floors in the building. Look, here is the first floor. First, the first floor. (同法教授second 和third)
T: The rooms are on different floors. (指表格) Where are they? Please read in groups and find out. (学生分小组自己朗读文本，找出每种教室分别在几楼，师生一起完成黑板上表格)
T: Where is the music room?
Group 1: The music room is on the first floor.
T: Great! (板书The music room is on the first floor) What about other rooms?
Group 2: The computer rooms are on the third floor.
Group3: The library is on the third floor too.
Group4: Nancy’s classroom is on the second floor.
T: Now please work in pairs and finish Write and say on Page 18.
【设计意图：通过小组合作寻找信息完成练习，学生在完成任务的的过程中理解文本。】
Step 3 Consolidation
1. T: You know their school well. Let’s read the dialogue after the computer.
T: You can choose one or more ways to read.
2. Let’s dub.
3. Try to retell. (学生能够根据上下文完成填空式的复述)
4. Let’s talk.
T: Nancy knows her new school. What about you? Can you talk about our school? Let’s try. You can begin like this:
Hello, I’m ... Look at my school. It’s …There are/is …They’re/It’s …
【设计意图：学生在文本学习的基础上，通过寻找信息、朗读文本、复述文本已经打下了一定的基础，再通过介绍自己的学校，让学生能够在一个恰当的情境当中运用自己所学的内容。】
Homework家庭作业
1. Read the text after the tape five times.
2. Act the story with friends.
3. Talk about our school with your friends and write it down on Page 24.
Teaching aids教学准备（含板书设计）
教学准备：多媒体、图片
板书设计：
Unit 2 A new student
There is/are … in our school.
How many … rooms are there?
The … is on the first floor.
second floor.
third floor.
rooms
How many
Where
computer rooms
2
3F
music rooms
1
1F
table tennis rooms
1
1F
libraries
1
3F
说课
本节课的主要教学内容是Story time板块。在热身环节，教师通过歌曲和游戏切入谈论学校教室和设施的主题，唤醒学生已有的句型和词汇积累。在课文新授环节，教师先让学生看动画回答问题，达到对课文的初步感知，然后让学生自读课文完成表格和书上的练习，从而进一步掌握课文的细节信息，教师在此过程中适时新授单词和词组。接下来，教师又安排多种朗读活动、配音活动加强课文的信息输入。在输出环节的活动由易到难，先是根据上下文完成填空，难度较低，然后要求学生用所学语言描述自己的学校，以段落形式进行输出，难度较大，要求学生充分调动所学知识。
五年级上册 第二单元
第2课时 教案
Teaching contents 教学内容
Story time & Fun time
Teaching aims and learning objectives 教学目标
1. 巩固所学句型Is there …? Yes, there is./No, there isn’t. Are there …? Yes, there are./No, there aren’t. How many … are there? There is/are …；
2. 学生能在相应的情境中，灵活运用there be句型，包括它的一般疑问句和特殊疑问句；
3. 学生能围绕Nancy教室，用there be句型进行问答；
4. 学生能综合运用there be句型及其一般疑问句和特殊疑问句来描述自己教室或自己梦想中的房间。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 能在创设的情景中反复使用、巩固there be句型的一般和特殊疑问句式；
2. there be一般疑问句中肯定、否定回答及特殊疑问句的回答。
教学难点：
1. 学生在创设的情境中能灵活运用there be 句型的肯定、一般疑问句和特殊疑问句及其答句；
2. 培养学生积极动脑，乐意提问的能力；
3. 培养学生综合语用能力。
Teaching procedures 教学过程
Step 1 Greeting & Warm up
1. Free talk.
T: Are we all here? How many students are there in our class? How many boys/girls are there?
2. Games.
(1) Listen and guess: What room is it?
(2) Read and guess:
a. There are a lot of books on the bookshelves. The students read books here. What room is it? (reading room/library)
b. There are some pictures on the wall. The students draw pictures here. What room is it? (art room新授)
c. There are a lot of desks and chairs in the room. The students have lessons here. What room is it? (classroom)
【设计意图：猜谜游戏中复习巩固上堂课所学词汇，丰富语言表达。】
Step 2 Review
1. T: We know Nancy is a new student. Miss Li asks Yang Ling to show her around the school. Now let’s talk about their school. What rooms are mentioned in the story?
T/S: Classrooms, computer rooms, a library, a music room and a table tennis room.
T: Is there a library in the school?
S: Yes, there is.
T: Are there any computer rooms?
S: Yes, there are.
T: How many computer rooms are there?
S: There are two.
T: Is there a music room?
S: Yes, there is one.
T: Are there any art rooms?
S: No, there aren’t.
【设计意图：文本中提到的各种各样的教室、数量和楼层是穿插在一起呈现的，对于学生记忆会造成一定的困难，所以首先从他们谈到哪些房间和数量入手，进行提炼，降低记忆难度。】
2. T: Now look, there are 24 classrooms, two computer rooms, a library, a music room and a table tennis room.
T: Where are they? What room is on the first room? What room is on the second floor? How about the third floor?
S: The music room is on the first floor.
…
3F computer room computer room a library
2F Nancy’s classroom
1F music room table tennis room
【设计意图：在上一层步骤的基础上，通过示意图帮助学生理清各教室所在楼层，加深印象，进一步理解故事。】
3. T: Well done. So can you help Nancy introduce her school to us?
Hello, everyone. My name is Nancy. Welcome to my new school.
24 classrooms in our school. My classroom is on the floor. It’s big and nice. What’s on the third floor? There are two rooms and a .
a music room? Yes, it’s on the floor. And there’s a big room too. I like my new school.
【设计意图：通过对故事的理解进行概述，检测学生掌握、理解情况，通过缺词填空，降低难度，扶持学生对所学知识的运用。】
Step 3 Presentation (Fun time)
1. Enjoy a song.
T: Now let’s enjoy a song.
T: Is it a nice song? Do you like it? Let’s listen to it again. And try to remember “What’s in the classroom?”
S1: There’s a TV.
T: Well done. There’s a TV in the classroom.
【设计意图：歌曲用来调节课堂氛围，让学生放松一下，同时为引出下一环节做铺垫。】
2. Let’s guess.
T: Is there a TV in Nancy’s classroom? Do you want to know? You can ask some questions to guess?
S1: Is there a big TV in the classroom?
S2: Is there a computer in the classroom?
S3: Are there any pictures on the wall?
S4: How many desks and chairs are there in the classroom?
T: Wonderful. Now please write down your questions. You can write 2-3 questions.
【设计意图：通过激发学生好奇心，鼓励学生应用本单元主要句型Is/Are there …? How many … are there …?在寻求答案过程中不知不觉操练重要句型。】
3. Ask and draw.
(1) T: Now please work in groups. Three students ask questions, one student looks at Page 20 and answers. The others complete their pictures according to the answers. (事先给每小组发放南希的空白教室平面图，一人看书上插图，其余三人根据自己想了解的内容进行提问，根据得到的答案共同完成绘画)
(2) Enjoy the pictures. (每一组对物品和具体位置会有不同的理解，所以会出现不同的教室效果图，大家可以互相观赏)
【设计意图：在想、猜、问、答中，小组合作完成南希的教室平面图。在游戏、动手中巩固主句型的运用。】
Step 4 Consolidation
1. Introduce the classroom.
T: Nancy’s classroom is big, bright and clean. It’s nice too. I like her classroom. Do you like it?
S: Yes.
T: Can you introduce her classroom?
T: I can. Let me show you. (出示范文)
2. T: I think you can do it too. Let’s have a try. Here are some sentences. They can help you.
This is a picture of Nancy’s new classroom. It’s …
There’s a … There’s a … too. Is there a …?
There’re … How many … are there?
Are there any …?
...
What a nice classroom!
3. Talk about our classroom.
T: Good job. You can introduce Nancy’s classroom very well. Look at our classroom. What’s in it?
S: There is/are …
T: Let’s try to say something about our classroom. Here are some sentences you can use. (PPT呈现主要句型)
4. Our dream room.
T: You did a good job. You can introduce the classroom very well. We know there are different kinds of rooms in the school. Art room, music room, science room … Do you have your dream room? First let’s enjoy some nice rooms. (PPT呈现图片)
T: Do you have your dream room? What is your dream room? Think about it and then talk about it in pairs. OK?
【设计意图：由Fun time引出的语言支架作为整个语段的支撑点，引导学生进行语言的综合运用，除了进行Nancy教室、自己教室的表述外，打开学生思维，进行拓展，想象自己梦想中的教室会是怎样的。丰富语言的创意性和趣味性，最终达到训练学生综合语用能力的目标。】
Homework 家庭作业
1. Write something about your dream room.
2. Preview Sound time and Cartoon time.
Teaching aids 教学准备（含板书设计）
教学准备：
1. 教师准备：PPT、学生用纸（教室简易图）、板书
2. 学生准备：复习Story time、掌握故事内容
板书设计：
Unit 2 A new student (Story time and fun time)
说课
本节课是主要内容为Story time和Fun time，旨在帮助学生在复习Story time的基础上进行Fun time的新授，重点操练本单元主要句型there be的一般疑问句及特殊疑问句。关于本节课教学环节中的活动设计及其设计意图：
一、课前热身运动
由于本堂课的目标是让学生谈论教室，所以之前的热身运动两个趣味猜谜活动，既能激发学习兴趣，又能再现旧知，为下一步做好渗透、铺垫。
二、Story time的复习
主要帮助学生理清两点：1. 杨玲和南希谈论到了哪些教室。2. 这些教室分别在哪个楼层。然后通过示意图帮助学生理清各教室所在楼层，加深印象。接下来通过缺词填空来检测学生的掌握情况。这样的设计可以帮助学生整合信息，理清脉络，从而进行表述。
三、Fun time的新授
本课Fun time是用句型How many … are there? Is/Are there …? 对南希教室进行问答训练，形式比较单一。为突出趣味性，教师安排学生由小组合作，一人看书上插图，其余三人根据自己想了解的内容进行猜测，在问答中，小组合作完成南希的教室平面图。然后由描述南希的教室，过渡到讨论自己的教室，以及自己梦想中的教室。这样的设计意图是：1. 借助猜猜画画游戏形式在小组中操练本单元主要句型。2. 根据老师提供的语言支架结构，进行综合运用。3. 丰富语言的创意性和趣味性，最终达到训练学生综合语用能力的目标。
五年级上册 第二单元
第3课时 教案
Teaching contents 教学内容
Grammar time & Cartoon time
Teaching aims and learning objectives 教学目标
1. 进一步巩固there be句型：Is/are there …? How many … are there …? It’s/They’re on the … floor；
2. 能正确地听、说、读、写单词art room, classroom, computer room, library, music room, playground；
3. 读懂Cartoon time中的内容，掌握常见的短语：Let’s go and play! Push me! You’re so heavy. It’s too high! There is/are … 并能运用到日常生活中去；
4. 能正确理解并朗读Cartoon time故事内容，读懂故事的幽默，在教师指导下表演故事。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 复习和巩固句型Is/are there …? How many … are there …? It’s/They’re on the … floor；
2. 能正确理解、朗读卡通故事，在教师指导下表演故事内容；
3. 掌握常见短语Let’s go and play! Push me! You’re so heavy. It’s too high! There is/are …
教学难点：
1. 句型Is/are there …? How many … are there …? It’s/They’re on the … floor. 的正确使用。
2. Cartoon time中语言点的理解和掌握。
Teaching procedures 教学过程
Step 1 Greeting and warm up
1. Greetings:
T: Hello, boys and girls.
S: Hello, Miss ...
T: Nice to see you.
S: Nice to see you too.
2. Game: Magic eyes.
T: Boys and girls. Let’s play a game: Magic eyes.
(大声说出你看到的词组或图片，当看到炸弹的时候请说bomb。)
【设计意图：通过单词和短语帮助学生回忆上节课的内容，为下面复述课文打下基础。】
Step 2 Revision
T: Those phrases and pictures are about Nancy’s new school. Do you still remember them? (播放Story time动画)
T: Now can you look at the pictures and the key words and say something about Nancy’s new school?
S: Nancy is a new student. This is her new school. There are 24 classrooms in the school. Nancy’s classroom is on the second floor. There are two computer rooms. There is a library too. They’re on the third floor. There is a music room. It’s on the first floor. The table tennis room is on the first floor, too.
(请两位同学看图，根据图片提示复述Story time，教师给予评价，也可以整班集体复述。)
Step 3 Review and New teaching
1. T: one, two, three 是基数词，first, second, third是序数词，序数词在使用时前面要加“the”。 Let’s read a rhyme. (PPT呈现儿歌)
2. T: 如果今天Nancy要到我们学校参观，她会提什么问题呢？你能把刚才我们说的there be句型的肯定句变成一般疑问句吗？
3. T: When I was a little girl, I’m in … Primary School. My school is not big, but it is very beautiful. Do you want to know about it? You can ask me questions with these sentences. (PPT呈现主要句型)
【设计意图：复习单词，为学生巩固和使用重点句型创设情境。】
4. Grammar time.
T: Now let’s do some exercise with there be.
(1) A: Is there an art room in your school?
B: Yes, there is.
(2) A: Are there any computer rooms on the second floor?
B: Yes, there are.
(3) A: How many students are there in the library?
B: There are 20 students.
(4) A: Is there a music room too?
B: No, there aren’t.
(5) A: Are there 25 classrooms in your school?
B: No, there are 20 classrooms.
(6) A: How many libraries are there in our school?
B: There is only one.
【设计意图：通过练习帮助学生辨析there be的适当形式。】
Step 4 Cartoon time
1. T: (出示Cartoon time 图1) Look, Bobby and Sam are in the playground. Let’s see what they are doing there. (播放动画)
2. T: Now I have some questions for you. (PPT呈现) Please listen and answer.
T: Where are Sam and Bobby? (播放图1录音)
S: They are in the playground.
T: What’s in the playground?
S: There’s a swing. (教授swing)
T: Can Bobby push Sam? Why? (播放图2录音)
S: No, he can’t, because Sam is so heavy. (教授 push; heavy)
T: How does Bobby say it? (提醒学生模仿录音语调)
S: You’re so heavy, Sam!
T: Is Bobby happy on the swing? Why? (播放图3录音)
S: No, he isn’t, because he is afraid. It’s too high. (教授 high; afraid)
T: How does Bobby say it? (提醒学生模仿录音语调)
S: Stop, Sam! It’s too high!
T: Do they like to swing? (播放图4录音)
S: Sam likes to swing, but Bobby doesn’t.
T: What does Sam say? (提醒学生模仿录音语调)
S: It’s great fun! Let’s play again!
T: What does Bobby say?
S: Oh no! It’s time for dinner. Let’s go home now.
T: Will Sam and Bobby play on the swing again? Why?
S: Sam will play it again, because he likes the swing and he enjoys it. But Bobby will not, because the swing is too high, he is afraid.
【设计意图：随文学习新单词和句型，并引导学生模仿录音的语音语调，正确地表达故事中人物的情感，为下一步表演打下基础。】
Step 5 Practice
1. Listen and follow. 跟录音朗读重点句型，体会朗读感情。
2. Let’s dub. 给动画配音。
3. Let’s read. 跟读全文。
4. Act it in groups. 教师评价，学生互评。
【设计意图：让学生通过多种朗读活动对文中短语和句子进行熟练掌握，为表演打基础并让学生在表演中体验英语学习的乐趣和成就感。】
Step 6 Consolidation
1. T: Do you like this story?
T: Which one do you like, Sam or Bobby? Why?
T: Can you continue this story?
2. 三个场景综合表演：
a. Sam和Bobby参观学校。
b. Sam和Bobby玩秋千。
c. 表演续编的情节。
（评价环节：教师评价，学生互评）
Homework 家庭作业
1. Read the sentence patterns in Grammar time.
2. Ask your parents about their primary school with the words and sentence patterns in this lesson.
3. Read and act Cartoon time.
Teaching aids 教学准备（含板书设计）
教学准备：
1. 教师准备：PPT，板书，学校图片
2. 学生准备：复习Story time，熟读、会复述
板书设计：
Unit 2 A new student (Grammar time& Cartoon time)
A: Is there a …?
B: Yes, there is./No, there isn’t.
A: Are there any …?
B: Yes, there are./No, there aren’t.
A: How many …s are there?
B: There is/are …
It’s on the … floor.
They’re on the … floor.
one—first two—second three—third
Let’s go and play!
Push me!
You’re so heavy.
It’s too high!
说课
本节课的教学内容是Grammar time和Cartoon time。教师首先通过热身环节的游戏唤醒学生对所学词组的记忆，通过播放课文动画帮助学生回忆Story time，然后加大难度要求学生根据图片和句子提示复述Story time。
序数词在Story time中已有渗透，此处教师通过儿歌帮助学生巩固。教师主要通过创造情境，让学生通过口头表达和强化练习的形式来掌握there be疑问句。
在卡通板块，教师先通过动画让学生了解大概内容，然后逐图播放录音针对录音提问，即时考查学生的理解情况并随文讲解新单词和句型。本课卡通，人物感情比较丰富，所以教师提醒学生在朗读时模仿录音中人物的语音语调，揣摩人物的感情，为表演做好准备。在跟读、配音、卡通表演等活动后，学生对卡通已经比较熟悉，教师鼓励学生发挥想象力，给故事续编一个结尾，然后，教师结合Story time的内容，对Cartoon time进行了拓展，给学生更多发挥的空间，也为综合使用Story time句型创造了平台。
五年级上册 第二单元
第4课时 教案
Teaching contents 教学内容
Sound time, Culture time & Checkout time (Listen and number)
Teaching aims and learning objectives 教学目标
1. 复习巩固：Is/are there …? How many … are there …? It’s/They’re on the … floor；
2. 能了解复习并巩固本单元的主要句型，并能用英语询问校园内设施；
3. 了解英美国家在楼层上的差异；
4. 结合练习册部分内容深入开展语言练习。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 复习本单元主要词汇和语言，能够将词汇灵活地运用到实际的语言表达中；
2. 复习和巩固句型Is/are there …? How many … are there …? It’s/They’re on the … floor.
教学难点：
1. 句型Is/are there …? How many … are there …? It’s/They’re on the … floor. 的准确使用；
2. 词汇first, second, third 的用法及美式英语与英式英语的区别。
Teaching procedures 教学过程
Step 1 Free talk
T: Boys and girls, here is a picture of a school. What’s in the school? Can you guess?
S1: Is there a …?
S2: Are there any …?
【设计意图：让学生用所学的句型结构来进行提问，巩固本单元的主句型。】
Step 2 Culture time
1. T: Today we have two new students in the school. Here they come. They are Ann and Alice. Please greet them.
S: Nice to meet you.
Ann: Nice to meet you too.
S: How are you?
Alice: Fine, thank you. And you?
2. T: Ann and Alice want to visit our school. Can you show them around?
S: Yes.
T: Please work in groups and prepare. (学生小组活动，用学过的内容来进行学校介绍。)
(PPT给出主要句型)
【设计意图：利用介绍学校的方式，让学生把第一单元的重点句型再次回顾，也为下一环节阅读信息打好基础。】
3. (1) T: Ann and Alice know the school in China well. They want to introduce their school to us. Now please work in groups of four and each group will get an envelope. There is some information about Alice in some envelopes; there is some information about Ann in the other envelopes. Then complete the building about their school.
(信封里是类似教材P18页的教学楼正面图，请学生小组讨论，填上教室等，然后上讲台展示)
(2) The students show Ann’s or Alice’s school. (学生上讲台展示)
S: This is XXX’s school. There are/is … in the school. They are on the … floor.
T: Where is XXX from? Do you remember?
S: …
(学生回答完，老师在图片一角贴上该国国旗，并写UK/US，然后分类贴在黑板上，新授ground)
4. T: This is Ann’s school, this is Alice’s school. What do you find?
S: (可以用中文说)
5. Summary: 在英式英语中，楼房地面与街道相平的楼层叫ground floor，ground?floor上面的一层叫first floor。在美式英语中，与街道相平的楼层叫first floor，其上面的一层叫second floor。
6. Read the sentences in “Culture time”.
【设计意图：将Alice 和Ann设定为英美国籍，让大家熟悉英美两个国家在楼层表达方式上不同，可以更方便学生对该知识点的掌握。】
Step 3 Checkout time
1. T: Look at the school building on page 25. How many floors are there?
S: There are three.
(教师可以就每层的人物和教师进行简单提问)
2. T: Now let’s listen and number each floor.
3. T: Now please introduce the school building to your partner. (PPT出示主要语言)
Step 4 Sound time
1. T: We know Alice and Ann well. What do they do after school? Let’s see.
引导 S1: They sing and dance.
S2: They have a nice ice cream.
S3: They drink some juice.
S4: They go to the cinema.
T: Wow, they do a lot of things. Look at these words, what does “c” pronounce?
S: (学生可以用中文说)
T: Let’s listen to the rhyme. (播放音频)
2. Read and find. (教师带读，然后带领学生总结c在单词中的常见发音。)
3. Think and say. (PPT呈现给单词分组)
【设计意图： 学生在Unit 1 中学过了字母c 发/k/的音，而在本单元中学生学了c发/s/的音，把两者结合起来让学生分辨，同时考查学生对单词的熟悉程度。】
Homework 家庭作业
1. Finish some exercises in the workbook.
2. Read Sound time and find more words with “c” pronounced as /k/.
Teaching aids 教学准备（含板书设计）
教学准备：
1. 教师准备：PPT，板书，学校正面图
2. 学生准备：复习Story time，熟读、会复述
板书设计：
Unit 2 A new student (Sound Time & Culture Time & Checkout time )
A: Is there a …?
B: Yes, there is./No, there isn’t.
A: Are there any …?
B: Yes, there are./No, there aren’t.
A: How many …s are there?
B: There is/are …
It’s on the … floor.
They’re on the … floor.
one—first two—second three—third
说课
本节课的主要教学内容是Culture time，Checkout time 和Sound time。前两个板块都与本课主题密切相关，因此安排在课的前半部分，并在其中融入对所学句型的复习和操练。Culture time点到即可，不做过多拓展。教师根据Culture time内容需要将Sound time中的两个小女孩设定为英美籍，既丰富了Culture time，又为进入Sound time做了铺垫。 Checkout time练习比较简单，教师可以在听力练习结束后根据图片补充一个缺词填空的环节，请学生以此为基础介绍图片中的学校，拓展了Checkout time的练习范围，加强语言的输出。Sound time以学生为主体，让学生读小诗并注意其中含字母c的单词，让学生感悟语音进而发现其中的规律。最后教师把c发/k/的音和c发/s/音的单词结合起来操练，加深学生对字母c发音的认识。
五年级上册 第二单元
第5课时 教案
Teaching content
Checkout time & Ticking time
Teaching aims and learning objectives 教学目标
1. 复习并巩固本单元的主要句型：Is there a …? Are there any …? How many … are there …；
2. 能够正确运用first, second, third；
3. 能够正确区分c在不同单词中的发音；
4. 能够运用本单元的句型以及词汇，尝试写一篇以“My dream school”为题的小文章。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：本单元主要句型的巩固和运用，能够区别c的不同发音。
教学难点：My dream school 的写作。
Teaching procedures 教学过程
Step 1 Greeting and free talk
1. Greeting.
T: Good morning, boys and girls.
S: Good morning.
T: Nice to meet you.
S: Nice to meet you, too.
T: Today we’ll review Unit 2.
2. Picture time. (PPT播放有关学校场所的图片)
T: Boys and girls, what are the pictures about?
S: School.
T: Yes, these pictures are all about school.
3. Guessing game & Free talk.
T: There are many places in the school. What are they? Let’s guess.
T: There are some desks and chairs in it. We can have lessons in it. What is it?
S: Classroom.
T: You are right. Where is our classroom?
S: It’s on the first floor.
T: There are some music instruments in it. We have music lessons there and we can sing and dance too. What is it?
S: Music room.
T: Yes, you’re right. How many music rooms are there in our school?
S: There are three. They’re on the third floor.
T: These rooms are very beautiful. There are many students’ pictures in it. We can draw beautiful pictures there and show our pictures to others. Where is it?
S: It’s an art room.
T: Yes, there are three art rooms in our school. Where are they?
S: They’re on the second floor.
【设计意图：巩固复习单词，并以free talk的方式复习本单元主要句型。】
Step 2 Talk about school (Ticking time No. 1)
1. T: Who can show us around Nancy’s school? (PPT出示Nancy’s school)
S: (介绍南希的学校)
T: Is Nancy’s school beautiful? Our school is also large and beautiful. Let’s try to show others around our school. Open your books and turn to Page 24. Please work in pairs and try to work out what’s in our school? And where are they?
2. 学生分组完成Think and write。
3. 学生展示汇报自己完成的Think and write，教师校对并给出评价，然后让学生在Ticking time中自评。
【设计意图：回顾Nancy的学校，再表述自己的学校，通过书上Think and write为写作练习做好铺垫。】
Step 3 Revision for the sentence patterns (Ticking time No. 2)
T: Do some exercise and make sure you can use Is/Are there …? to answer questions.
(PPT呈现题目，请学生回答，学生根据回答情况自评。)
Step 4 Try to use Cardinal numbers and Ordinal numbers (Ticking time No. 3)
1. Read and learn. (PPT呈现1-10序数词和基数词对照表。)
2. Think and say. (PPT呈现词组和句子翻译练习。)
学生完成练习后可以在Ticking time进行自我评价。
【设计意图：拓展基数词及序数词1-10的表达，并在练习中运用序数词。】
Step 5 Revision for the pronunciation of the letter c (Ticking time No. 4)
小组比赛完成相关辨音练习（PPT呈现），然后进行自我评价。
Step 6 Writing time
T: Good job. Now let’s design our dream school. (PPT呈现引导性问题)
(师生通过一问一答的方式列出dream school的提纲。同桌互问互答，拟出作文的提纲，并试着进行口头表达。)
Homework 家庭作业
1. Review the whole unit.
2. Try to write about your dream school.
3. Use “Is/Are there …?” to ask and answer ten questions.
Teaching aids 教学准备（含板书设计）
教学准备：PPT，板书，多媒体，学校正面图
板书设计
Unit 2 A new student
There is …
Is there a …?
There are …
Are there …?
How many … are there?
说课
本节课为复习课，对所学内容的复习围绕Ticking time中四个项目的顺序，
依次展开。对句型的复习主要以师生问答的形式进行，接下来通过完成教材中Think and write部分的练习，考查学生对所学词汇的书写情况。对there be句型、序数词、字母c发音的考查都采用了习题的形式，简单直接，这样的复习课也考查了学生对所学内容的掌握情况。每个环节结束后，让学生根据自己的表现打钩自评，使Ticking time的完成过程更具体。复习结束后，教师以本单元的重点句型为引导提出dream school的写作大纲，将之前的逐项复习综合到一个项目中去，有利于学生发挥想象力并展示自己所学到的内容。
