冀教版 五年级上册
Lesson 1 Li Ming’s Big Family
教材分析
本课是冀教版小学英语五年级上册第一单元第一课，本单元学习My Family，介绍自己家人的有关信息。这节课主要讲述李明的大家庭，先从自己的小家庭入手，从而学习大家庭成员之间的关系。
教学问题分析
学习本课的学生为五年级的小学生，他们具有好动、好奇、模仿能力较强等特点。本单元教授的是与学生们日常生活有紧密关系的家庭及成员的相关内容。学生们会对这方面的内容较感兴趣且较容易理解。本节课力求让学生多说多练多做，激发学生学习英语的兴趣。
教学策略与方法
为了更好的突出重点，突破难点，按照学生的认知规律，我采用讲授型和任务型教学模式，传统课堂与多媒体辅助教学相结合。通过师生交流、小组交流及成果展示充分调动学生积极性、主动性。多媒体课件的运用是本课教学的一个亮点，它使知识变得直观形象、生动有趣，符合学生的年龄特点和认知规律。
教学目标分析
知识目标：
1. 学生能听懂、会说、认读和书写以下词汇：grandfather, grandmother, father, mother, brother, sister, parents, have
2. 学生能运用句型“I have? . I don’t have ”以及“My parents have .” 来介绍自己的家庭成员。
(二）能力目标:
通过学习本课，学生能够掌握家庭人物关系，并且能用英语介绍自己的家庭成员。
（三）情感与态度目标：
让学生体会英语学习中的乐趣，敢于表达，培养他们的学习兴趣，发展其综合语言运用能力。同时热爱自己的家庭，热爱自己的父母。
教学难点
弄清大家庭成员之间的关系。
教学准备
多媒体课件
教学过程
Greeting：
T: Good morning, boys and girls.
Ss: Good morning, Miss Hu.
T: How are you today?
Ss: I am fine, thank you. And you?
T: I am fine, too.
Warm-up：
Sing a song together—finger family(视频）
Lead- in
Show a video of my family.
Presentation
Step 1: Learning the new words (father/mother)
Show a picture of my family
T: This is my father.
老师带读，学生跟读，同时板书(同样的方法教授mother）
T: What can you find? The same part.
引导学生去发现单词相同的部分，帮助学生记忆单词。
Drill: F-a-ther, /M--o-ther几个学生分别读出来。
Step 2: Learning the new words (parents/have/brother/sister)
Show a picture of my parents.
T:He is my father ,she is my mother. They are my parents.
老师带读，学生分别读Father and mother are my parents进行操练。
解释parent 和parents的区别，让学生理解单复数的概念。
In my family, my parents have two children. How about your parents?
Drill：A: My parents have children/child, How about your parents?
B: My parents have .
T: I have a brother, but I don’t have sisters. Do you have sisters or brothers?
Drill: A：I have a brother, but I don’t have sisters. Do you have sisters or brothers?
B: I have a ./ I don’t have or .
Step 3：Learning the new words (grandfather/grandmother/uncle/aunt/cousin)
Show a big family photo of my family.
T: Who are they? (讲解grandfather and grandmother)
老师领读，学生分别读。
T: Grandfather means: father’s father or mother’s father.
让学生自己说出grandmother 的含义。
Grandmother means: father’s mother or mother’s mother.
T: Father and mother are parents. So grandfather and grandmother means:
grandparents. (引导学生说出grandparents)
Drill: A: I have a father and a mother but I have two grandfathers and two grandmothers. How
about you?
B: I have .
T: I have a brother. My father has a brother too. Who is he? (uncle）My mother has a brother
too, he is also my uncle. I don’t have sisters, but my mother has a sister. She is my aunt.
（老师领读，学生跟读。）My uncle has two children. They are my cousins.
Step 4: Exercises
1. Match.
2. Play a game.
通过闪词让学生再次巩固单词。
Step 5: 回归文本
Show a picture of Li Ming’s family. Listen carefully and then answer the questions.
1. Who is Aunt Wanrong?
2. Does his father have a brother? Who is he?
3. Who is Jing?
通过听力及问题来学习文本
Step 6：Exercise. (自己阅读课文，小组一起做练习。）
Step 7：Introduce your family. (给学生提供词汇，让学生自由输出）
Step 8: 情感升华，观看关于家庭的公益广告。
Step 9：Homework: Draw a family tree for your family and then write a passage.
uncle
aunt
grandfather
grandmother
cousin
parents
1 father’s father
2 father’ s sister
3 mother’s mother
4 mother’s brother
5 mother’s sister
6 father’s mother
7 father’s brother
8 mother’s father
9 father and mother
10 aunt's or uncle's child
1 father’s father
2 father’ s sister
3 mother’s mother
4 mother’s brother
5 mother’s sister
6 father’s mother
7 father’s brother
8 mother’s father
9 father and mother
1 father’s father
2 father’ s sister
3 mother’s mother
4 mother’s brother
5 mother’s sister
6 father’s mother
7 father’s brother
8 mother’s father
9 father and mother
冀教版 五年级上册
Lesson 2 What Do They Look Like?
一、教学背景分析
1. 学情分析：本课教学对象为五年级学生。学生在教学中处于主体地位，而五年级的学生已经接触过将近几年的英语，对英语学习有持续的兴趣和爱好。随着年龄的增长,大部分学生的学习态度已经由被动学习向主动学习转变。学生在学习中乐于参与、积极合作、主动请教。要鼓励学生通过思考、交流和合作等方式，巩固所学句型和激活学生已有知识，扩展学生学习内容，与实际生活相联系，真正做到学以致用。
2. 单元内容分析: 五年级第五册第一单元讲述Li Ming的一家，介绍了Li Ming的家人以及他们的特点与爱好，让我们认识了一家人在一起的温馨快乐。
3. 教学内容分析：本课内容是讲述Li Ming和他家人的人物特点，介绍他们的年龄，身高，长相。本课中，学生能听懂、会说和认读white、hair、black、uncle、aunt、cousin、thin七个单词。通过学习学生会描述自己的家人。
二、教学目标分析
1. 知识与技能目标
（1）学生能听懂、会说、认读和书写white, hair, black, uncle, aunt, cousin, thin七个单词。
（2）学生能认读、理解并使用下列句式：
-- What do they look like？-- He/She has________(hair/eyes). He/She is ________(short/tall/thin).
2. 情感态度目标
（1）学生能体会到英语学习的乐趣。
（2）关注每一名学生的情感，努力营造宽松、民主、和谐的教学氛围，保持学生英语学习的动力。
（3）通过拓展图片展示不同的人物形态，不同的长相，不同的身高，不同的皮肤，不同的国家，但是我们是一家人。对学生情感进行升华，让学生感受到“One World, One Family”
三、教学重点、难点分析
1.帮助学生理解运用white, hair, black, uncle, aunt, cousin, thin七个单词。
2. 学生能运用本课内容流利地描述自己家人和朋友的特征。
四、教学准备：手掌娃娃卡片和PPT课件。
五、教学方法：TPR、任务型教学法、直观法。
六、教学过程设计
Step 1: Warming—up & Revision（热身和复习）
1. Greetings:
How old are you? What’s your favourite colour ?
2. Play a game. (Point to your eyes, point to your nose, point to …)
3. Sing a song “ Finger Family” to Review the family members.
（using CAI）
（设计意图：通过谈话和游戏，复习旧知，对后面的学习进行铺垫。通过歌曲，让学生快速融入本节课的学习情境中，激发学生学习本课的兴趣，为后面的教学拉开序幕。）
Step 2: New concepts（新授）
1. Introduce
Look at the “Finger Family” and talk about the member of family.
T: Look! This is baby finger.
T: What colour is his hair?
Ss: His hair is green.
T: What colour are his eyes?
Ss: His eyes are black.
T: Is he short or tall?
Ss: He is short.
T: What does he look like? He has green hair, black eyes …
Ss: He has green hair, black eyes…
(设计意图：教师通过baby finger的形象，依次呈现本课的重点内容。)
2. Practice
Ask for some volunteers to come to the front of the blackboard, and bring their family cards and describe the family members, then put up these cards under the family tree.（Blackboard writing）
T：Father finger, Father finger, where are you?
Ss: Here I am. Here I am.
T: What does he look like?
S: He has …（描述手中的娃娃）
（设计意图：学生通过对手掌娃娃的描述，师生互动，激发学生的语言思维，教师很自然地引出新词语，注入新的语言表达，学生易于接受，再通过老师张贴出来的手掌娃娃家庭图片，学生上台来描述娃娃卡片并贴在相应处等活动，达到寓教于乐的目的。）
3. Let`s chant!
What do they look like? White hair, black hair.
What do they look like? long hair, short hair.
What do they look like? Black eyes, blue eyes.
What do they look like? Tall or short, fat or thin.
学生改编chant，通过学生的改编，教师能够知道学生对知识掌握的程度。
（设计意图：这首由教师自编的chant，韵感强、节奏轻快、受到孩子的喜爱，很好地操练并巩固了本课的教学重点, 突破了难点。）
Step 3: Text（课文呈现）
1. Listen and answer
Q: Who are they?
2. Read the text by yourself.
3. Fill in the chart.
Grandfather Grandmother Father Mother Uncle Aunt Cousin I
Age
Hair
Eyes
Form（体型）
4. Pair work. Ask and answer.
E.g. What colour is Li Ming’s hair?
Is Li Ming’s mother tall?
What does Uncle Dachao look like?
What does Jing look like?
（设计意图：学生通过听音、朗读帮助学生提取课文主要信息，通过填写表格和同伴问答，检查学生对课文的理解情况。）
Step 4: Consolidation, extension & using（巩固、延伸、运用）
1. Let’s do it. (Read and match P5-2)
2. Guessing Game
E.g. He is a boy.
He is young.
He has big ears.
Who is he?
（设计意图：通过课本中“Read and match”拓展延伸到生活中的人物形象，通过“Guessing Game”活跃课堂气氛，将本节课的内容推向高潮.）
3. Extension
What do they look like? Different country, different people. We are good friends。
(设计意图：图片展示不同的人物形态，不同的长相，不同的身高，不同的皮肤，不同的国家，但是我们是一家人。对学生情感进行升华，让学生感受到不同的人们可以成为好朋友。)
Step 5: Homework
Write a short passage about your family.
（设计意图：在布置作业的同时，对本节课的主要学习内容进行总结，培养学生的写作能力。）
板书设计
Lesson 2 What Do They Look Like？
grandfather grandmother
mother father uncle aunt
I cousin
He/She has________(hair/eyes).
He/She is ________(short/tall).
He/She is _________(thin/fat)
（板书意图：简单明了，美观大方，呈现课文主要内容。）
整体设计思路：
本课是单元中的新授课，学生通过本课学习能听懂、会说和认读white、hair、black、uncle、aunt、cousin、thin七个单词；学生能认读、理解并使用下列句式-- What do they look like？-- He /She has________(hair/eyes). He/She is ________(short/tall/thin/fat).本课教学中，首先用一首“Finger Family”的歌曲进行课前热身，通过歌曲，学生复习了家庭成员，并快速融入本节课的学习情境中，激发了学生学习本课的兴趣，为后面的教学拉开序幕。然后，教师展示手掌娃娃，针对娃娃的形象，提出What colour is his hair? What colour are his eyes? 等问题让学生描述娃娃的长相，从而引出 look like，让学生理解look like的含义。学生通过对手掌娃娃的描述，师生互动，激发学生的语言思维，教师很自然地引出新词语，注入新的语言表达，学生易于接受，运用唱诗练习加强对本课内容的学习。这首由教师自编的CHANT，韵感强、节奏轻快、受到孩子的喜爱，很好地操练并巩固了本课的教学重点, 突破了难点。课文的呈现也是步步深入，学生通过听音、朗读，提取课文主要信息。通过填写表格和同伴问答，检查学生对课文理解情况。最后，情感升华，欣赏不同种类的人物图片展示不同的人物形态，不同的长相，不同的身高，不同的皮肤，不同的国家，但是我们是一家人。对学生情感进行升华，让学生感受到“One World，One Family”。
另外，作业是教学的延伸和补充，是教师用来检查教学效果的重要手段。为了更好地巩固所学，根据本课课文仿写自己的家庭成员的特征，可以培养学生的写作能力。
冀教版 五年级上册
Lesson 3 What Do They Do?
教学目标
1. 通过调查能够和同伴谈论彼此父母的职业并做介绍。
2. 能够写一段短文介绍父母的职业。
3. 能够通过视听原版英文片段学习Olivia从小树立自己的职业目标，并在自己的理想方面有所启示。
教学内容
1. 学习有关职业的词汇：doctor，nurse，worker（补充词汇postman，lawyer，accountant，hair dresser，engineer）
2. 学习询问职业的表达方式，如What does your father do?
3. 学习写一段短文介绍父母的职业。
教学活动
Item Name Content Aim
Activity 1 Brainstorming Charades Review some vocabulary about job
Activity 2 Pre-task work Learn the new vocabulary Learn more words relating to write a short passage:
Activity 3 Listening a. Listen and tick b. Answer the questions c. Listen and match Understand the text
Activity 4 Pair work Complete the chart Get ready for the main task
Activity 5 Pair work Ask for the information Do the main task
Activity 6 Language focus Correct the errors Learn the new language and demonstrate how to ask for parent’s job
Activity 7 Task repetition Repeat the main task Use the language more accurately
Activity 8 Writing Finish Let’s do it 2 and write a short passage Do the main task
Activity 9 Extension Watch a video Have an aim for job
教学过程
本节课秉承了任务型英语教学的理念，考虑到教材文本的特点以及教学目标的需要，整体设计教学环节，思路如下：
设置任务。
教师向学生说明本节课的任务是“写一段短文介绍父母的职业。”让学生明确本节课的教学目标是：By the end of the lesson, you will be able to:
Talk about your parent’s job.
Write a short passage about it.
Have a dream job of your own.
让学生明确本节课的学习目标，旨在使学生有目的进行学习，能给学生一定的思维启示，明晰自己的学习思路，课后容易检验自己的学习效果。
复习引入。
教师带领学生做Charades游戏，六位同学来到教室前面，通过看教师手中的迷你图册，将所看到的职业轮流用肢体语言表演出来，班里一位同学计时，其他学生猜，看两分钟内一共能猜出多少职业。教师采用头脑风暴的活动，引导学生复习有关职业的词汇，构成词汇网。
学习课文。
1） 学生通过与教师交流互动学习本课词汇：doctor，worker，nurse以及补充词汇postman，lawyer，accountant，hair dresser，engineer。
2） 学生听课文，初步整体感知文本信息，边听边做听力记录（图一）。教师要求学生在Li Ming的family tree中勾出Li Ming所谈论的家庭成员。以家庭树的形式出现可以紧扣本单元主题，也可以作为指导学生进行听力活动时的学习素材，是培养学生整体理解的学习策略。
（图一）
听力结束后，问一问学生勾划了哪些人物，并回答Who works at a school? Who works at a hospital? 学生对文本有了大概的了解后，听第二遍课文，完成连线活动（图二）。旨在通过细节性问题进一步理解课文。
（图2）
3） 学生阅读课文。通过核对Listen and match答案的方式自读课文。熟悉文本的结构以及谈论职业时所用语言，初步建构写短文的印象。
4. 谈论职业信息表。
学生先将自己父母的职业信息表填好，然后通过互问互答的方式调查同伴父母的职业信息，完成表格（图3）。
My father/mother His/Her father/mother
Name(姓名)
Job(职业)
Place of work (工作地点)
Way to work (交通方式)
（图3）
教师在学生活动的过程中关注他们的交流情况，有选择的将同学们使用的对的句子记录下来，同时记录一些典型的错句，将其写在黑板上或打在幻灯片上。并更正不恰当的语言，强化本课关键句型“What does he do?”在此活动的基础上，再次调查父母更多的相关信息，学习使用新句型，完成表格（图4）。
My friend’s Who’s your father/ mother? How old is he/she? What does he/she look like? What does he/she do? Where does he/she work? How does he/she go to work? …
Father
Mother
（图4）
同伴采访后，在小组（4-6人最佳）内作报告，推荐最佳报告员。
5. 写短文。
学生根据自己的表格写短文，介绍自己父母的职业，完成书中练习2 Let’s do it。
6. 视听原版英文片段
学生通过视听影片，学习Olivia从小树立自己的职业目标，能够在自己的理想方面有所启示。教师点拨学生无论长大后做什么职业，职业本身并不代表什么，只要做自己想做的事，做有意义的事，成为自己想成为的人就好。
冀教版 五年级上册
Lesson 4 What Do They Like to Do?
教学目标
在语境中学习plant flowers, water flowers, cook, go for a walk等动词词组，通过Guessing game和chant进行操练，能听懂、会说、认读plant flowers, water flowers, cook, go for a walk
在对话中学习使用What does he/she like to do? He/She likes to do sth etc.并能运用此句型进行简单的交流。
在I like to do sth.和He/She likes to do sth的对比下，初步理解动词第三人称单数的概念。
教学过程
Warming-up
A chant:
What does your father do?
Teacher, teacher, he is a teacher.
What does your mother do?
Doctor, doctor, she is a doctor.
What does your uncle do?
Worker, worker, he is a worker.
What does your aunt do?
Nurse, nurse, she is a nurse.
课件
T: Who’s on duty today?
S: Introduce their family members: This is .... He/She is ...years old. He/She has big/small eyes. He/She is a teacher. etc. He/She goes to work by car.etc.
Presentation
T: Today we’ll learn to say what they like to do. At last of the class, we will introduce our family members, and say something they like to do. Now let’s watch a video.
T: Hello! What do you like to do?
S: I like to ...
T: What does he/she like to do?
S: He/She likes to ...
T: I have something on this table. You can choose one and say: I like to ... Who wants to try? (There is a ping-pong paddle, stove, pan, badminton racket, books, flower pot, and watering pot on the table.)
S: I like to read. (with some actions)
S: I like to cook.
T：What does she\he like to do?
S: She/He likes to cook.(Take the pan and stove with some actions)
T: Cook, cook. Can you read these words? Book, look, took
To use the same way to present plant flowers, water flowers.
T: What do I like to do?
T: I like to go for a walk.
T: Let’s read like this:
Plant flowers, plant flowers. She likes to plant flowers.
Water flowers, water flowers. He likes to water flowers.
Go for a walk, go for a walk. She likes to go for a walk.
Cook, cook. He likes to cook.
Practice
A chant
T: Let’s say a chant together!
What does she like to do?
Plant flowers, plant flowers. She likes to plant flowers.
What does he like to do?
Water flowers, water flowers. He likes to water flowers.
What does she like to do?
Go for a walk, go for a walk. She likes to go for a walk.
What does he like to do?
Cook, cook. He likes to cook.
A guessing game:
Guess, what is it? If you are right, you can get a sticker.
Text learning.
Listen and match.
T: Look at your learning card. Listen carefully, then match. Please check your answers in groups.
Listen and repeat.
T: Listen to the tape carefully ,try to imitate the intonation and pronunciation.
T:Read it by yourselves again.
Consolidation
T: Look at Number 2,let’s do it. Please write the sentences number 3 to Number 6.
T: Check the answers.
T: Look ! This is my daughter, she is two years old. She has black hair. She is a little fat. She likes to sing and dance! She is very cute! I love her. Please introduce one of your family members to your team.
T: Who wants to introduce your family member to all of us?
Homework
Please introduce one of your friends to your father and mother.
板书设计：
Lesson 4 What Do They Like to Do?
he
What does she like to do?
plant flowers.
He likes to water flowers.
She cook.
go for a walk.
冀教版 五年级上册
Lesson 5 Having Fun Together!
一、教学分析
1、学习对象分析
小学五年级的学生，通过两年多的英语学习，他们已经具有了一定的英语基础，能够用英语简单地介绍自己的家庭成员、喜欢从事的活动等。这个阶段儿童思维发展开始从具体形象思维向抽象逻辑思维过渡，但他们的抽象逻辑思维在很大程度上仍然直接与感性经验相联系，仍有很大的不自觉性和具体形象性。在教学中，我会通过各种活动、操练等，让学生感知所学知识。突出以学生为主体，倡导体验参与，始终把激发学生的学习兴趣放在首位，以学生的发展为宗旨，注意分层教学，引导学生积极运用所学英语进行表达和交流，掌握良好的学习方法，培养学生良好的学习习惯。
2、教学内容分析
本课的内容共有两部分。第一部分主要是以Li Ming 为主线介绍Li Ming一家人在一起喜欢从事的活动和趣事，从而延伸到运用句型What does your family like to do? My family likes to …和We like to …介绍自己的family fun. 理解We like to …和My family likes to …的意思是一样的, 可以替换使用。第二部分，语音学习是让学生通过认读单词，发现 ay/ai/a都发/ei/并能够根据这个规则，认读含有ay/ai/a的单词。
二、教学目标
1. 知识与技能目标
a. 听懂、会说、认读、书写以下词汇：family, film, we，理解运用短语watch a film
b. 听懂、会说、认读并运用句型：What does your family like to do? My family likes to… We like to…
c. 学生通过听例词发音，观察和学习ay/ai/a在单词中的发音规律并根据这个规律读出含有这些字母或字母组合的单词。
2. 情感态度目标
a. 通过课堂英语学习使学生保持良好的英语学习兴趣。
b. 通过课堂真实语境中的口语交际操练，使学生乐于模仿，敢于开口，积极参与。
3. 学习策略目标
a. 课上学生能积极运用所学英语知识在创设的真实语境中进行交流。
b. 学生能通过体验、观察，学会运用语音规律来学习单词的读音。
三、教学重点难点分析
1. 重点：听懂、会说、认读、书写以下词汇：family, film, we，理解运用短语watch a film，并运用句型：What does your family like to do? My family likes to… We like to…
2. 难点：理解My family likes to… 和 We like to…意思相同。知道my family 是单数第三人称，like的后面要加s。运用ay\ai\a的发音规律读出含有这些字母或字母组合的单词。
四、教学方法
根据五年级学生的特点, 遵循“以动促说，以做促学；玩中学，乐中学，用中学”的教学原则，主要采用情景教学法、直观教学法、游戏教学法和任务教学法辅助教学。
五、教具准备
单词卡、PPT课件
六、教学过程
Class Opening and Review（5 minutes）
Greeting
T: Hello, boys and girls！How are you? Nice to see you again!
Play a game: Bomb
Use the games to review phrases: plant vegetables, read books…
Free Talk
What do you like to do? I like to…
What does your mother like to do? My mother likes to…
What does your father like to do? My father likes to…
设计意图：通过Game、Free talk环节，从学生的实际生活出发，运用已经学过的动词短语复习句型，为本课新句型的学习做铺垫。
New Concepts （31 minutes）
family, we, film
Demonstrate Family（3 minutes）
T: (PPT) My mother likes to go for a walk. My father likes to go for a walk. I like to go for a walk, too. So I can say: My family likes to go for a walk together.
Lead the students try to read.
T: Look, here is a quick way to remember “family”.（PPT出示）
They should master “family” quickly.
Write and read
设计意图：运用学生已经学会的句型引导学生说出本课句型。通过father and mother I love you首字母的方式学习本课四会词family的拼写，可以加深学生对家的理解和热爱从而更好地记住单词。
Practice（3 minutes）
What does your family like to do?
My family likes to …
设计意图：操练的时候让学生根据PPT所给出的学过的动词短语，尽可能多地进行对话练习。形式由师与个别生之间的对话，逐步过渡到生生之间的对话。
Demonstrate We（2 minutes）
T：What does your family like to do?
S1：My family likes to …
T：Your family like to … My family likes to go for a walk. We like to watch a film.
Write and read
Write “We like to….” on the blackboard.
Film（1 minute）
Show the cards:
Glue them on the blackboard and read.
设计意图：教师通过与学生的对话，自然地引出本课的句型：We like to… .运用卡片出示动作和地点的短语后，教师将本课四会词film遮挡住，试着让学生拼出该词。最后将卡片贴到黑板上，完成句型We like to watch a film at the cinema，并让学生读一读。
Introduce（2 minutes）
Use PPT to introduce: film
T: Look. Here are some films. Do you know them?
They’re English films. Which one do you like? Why?
设计意图：课件快速出示一些电影的图片，试着让学生说出这些电影的名字，与学生谈论喜欢哪一部电影以及原因。
Use the student book and audiotape（3 minutes）
T: What does Li Ming’s family like to do? Let’s listen.
Listen to the tape.
Listen again. Ask the students to match the pictures.
(PPT出示四幅李明家人活动的图片,让学生听音搭配。)
设计意图：第一遍听课文，让学生整体感知课文。第二遍再听，PPT出示图片，让学生搭配，帮助学生理解课文。
Ask some volunteers to come to the front.
PPT shows the sentence one by one:
We like to watch the animals at the zoo.
We like to plant vegetables on the farm.
We like to fly kites in the park.
All the students say the sentence. The volunteers use cards to substitute phrases in “We like to …”.
设计意图：通过游戏活动，运用卡片上的短语让学生进行替换练习，巩固操练本课的重点 We like to…这个句型, 更好地帮助学生理解课文。
Pair work（3 minutes）
Talk about your family fun with your partner.
What does your family like to do?
My family likes to … We like to …
Present
设计意图：PPT给出一些有关“活动”的短语，让学生根据自己的实际情况，巩固和活化所学知识，即内化理解、外化表达，来提高学生运用语言的能力，学会用英语做事。
Group work（4 minutes）
T: There’re some cards. We can make many sentences.
Let’s look, which group is great.
设计意图：学生4人一小组，每组利用教师提供的单词和短语组句。比一比哪组组出的句子最多。分别找几组同学说出该组组出的句子，教师给予评价。
Write：Part2（5 minutes）
T: Class, you see. Some sentences can make a short passage. It’s easy. You can write a short passage like this after class.
设计意图:在学生书写时，教师到学生中间巡视，让3-4名书写漂亮、工整的同学将句型写在老师预先准备好的纸上。教师展示并书写文章的开头、结尾，并以本课的题目：Having Fun Together为这篇文章的命题。此环节要让学生明白写英语短文并没有想象中那么困难。
Demonstrate（1 minute）
Use cards to demonstrate: day play say
Lead the students try to say “ay” says / ei/.
Game：Choose and read
Ask some students to choose one letter and match a new word like this:
h ay hay , s ay say , p ay pay ….
设计意图：通过运用词卡演示，引导学生归纳总结出ay的发音。让一些学生抽取教师提前准备的字母卡片，与ay组成一个新的单词，并试着让学生拼一拼，读一读。
The same way to demonstrate “ai”. (1 minutes)
Demonstrate（2 minutes）
Use PPT to show: name face date
Lead the students try to say “a” says /ei/,too.
Ask the students try to say some words like this: make, lake…
Use the student book and audiotape（1 minute）
Listen to the audiotape and follow it.
T: Look at these letters. What can you find?
让学生总结“ay”“ai”“a”都发/ei/。
设计意图：让学生在游戏中拼单词、归纳字母组合的发音规律，再把这个规律运用到实际当中去，从而实现发音规律为学习单词服务的目的，培养学生良好的语音学习习惯。
Class Closing
Homework:
1. 找出含有ay, ai, a 的单词，至少各两个，并试着读一读。
2. 试着写一篇以“My family Fun”为主题的小短文。
Sing a song(2 minutes)
1. Listen to the song.
2. Try to sing the song.
3. Stand up and sing the song together.
板书设计：
Lesson 5 Having Fun Together
What does your family like to do?
We like to .
七、教学反思
在课堂上，我力争为学生营造出一个宽松愉悦、民主和谐的英语氛围。我摒弃了传统的英语教学所采取的“你教我学”的方法，采用情境教学、直观教学、游戏教学与小组活动相结合，让学生积极主动地参与到活动中来，从而突出了学生的主体地位，并且收到了良好的教学效果。课后经过反思，我觉得这节课的设计突出了以下几点：
1. 在教学中突出了学生的主体地位，我设计的每一个活动都能从学生的兴趣和知识水平出发，使学生都能积极主动地参与其中，形成了良好的英语学习氛围。教师真正成为了活动的组织者和引导者。
2. 在教学中，我所设计的教学活动涉及到听、说、读、写各个方面，从而提高了学生
的语言综合运用能力。
3. 我所设计的教学活动具有层次性、梯度性。活动从简单的操练本课句子拓展到所学过的短语和地点搭配，然后以小组合作的形式自己组句，最后利用所学的简单的句子写一个小短文。这样由易到难的活动，可以使不同层次的学生都有可施展的空间，提高自己的英语水平。
课堂教学是不可能完美的艺术，我们永远有可提升的空间，如果在教学中，我能把时间分配得再合理一些，后面组句和写小短文再多给学生一些时间，这样就更能体现英语学习的实践性了。
at the cinema
watch a film
fly kites
plant vegetables
watch the animals
in the park
on the farm
at the zoo
冀教版 五年级上册
Lesson 6 Maddy’s Family
一、教学分析
1.教学内容分析
本单元主题是Family，通过对生活中家庭成员间话题的讨论展开，将英语的学习与日常生活紧密的联系在一起，本单元主要讨论了家族成员的相貌、工作、喜好等等，涵盖内容广泛，本节故事课是对本单元内容的概括以及延伸，通过Maddy家庭的故事，联系我们生活的实际引出我们各自家庭的故事，将英语与我们日常生活很好地融合在一起，进而引导学生运用英语进行交际和交流。
2.学生情况分析
五年级学生通过三年的英语学习，无论是在理解能力还是实际操作方面都具备了相当的水平，但是高年级的学生对英语学习的兴趣整体有所下降，在进行教学设计时教师应该面向全体学生，要在学生体验形式多样的阅读策略的同时，培养学生的阅读能力，增强他们的课堂活动参与意识，促进学生之间情感和语言的交流。为了让不同程度的学生都完成教学要求，我把激发学生的学习兴趣放在首位，注重分层教学，培养学生良好的学习方法和学习习惯。
二、教学目标分析
1. 知识与技能目标
a. 能够利用上下文、插图以及在老师的帮助下读懂故事内容。
b. 能够借助图片和在老师的帮助下讲故事。
c. 借助图片，通过小组合作复述故事。
d. 能介绍自己的家庭成员的工作、喜好等。
2.学习策略目标
a. 通过师生间的交流，培养学生在实际生活中运用语言的能力
b. 通过跟读、朗读、角色表演的方式，培养学生良好的阅读习惯。
c. 通过小组内的活动，引导学生积极与他人合作，共同完成学习任务。
3.情感态度目标
a. 通过师生谈话交流、模仿故事角色朗读等环节培养学生自信，激发学生的学习兴趣。
b. 通过“家庭”这一话题的学习，使学生热爱自己的家人，珍惜自己拥有的幸福生活。
三、教学重难点
教学重点：通过师生交流、生生交流、游戏、仿读等方式让学生在自然的语境中获取本课故事中的信息，教给学生使用不同的阅读策略理解课文，复述故事。
教学难点：在实际生活中，能灵活运用所学知识谈论自己的家庭。
四、教学准备
PPT课件，挂图，卡片等
五、教学步骤
Step I Class Opening (5 minutes)
1. Greetings
T: Let’s begin our class. Hello, boys and girls. Nice to meet you.
2. Free talk
T: Hello! How do you feel now?
S1/2: I feel …
T: Now I'll show you a picture of Li Ming’s family. What can you say about Li Ming’s family?
S: Li Ming’s father is a teacher. He is tall. He likes to cook…
T: What does your father do? Is he tall?
S: Li Ming’s mother is a doctor. She likes to go shopping…
T: Does your mother like to go shopping? ...
【设计思路】通过谈论本单元学过的李明的一家，既复习了前面学过的内容，同时在自由的师生谈话过程中，学生也能够自然而然地介绍自己的家庭信息。
T: What do you like to do? Can you ask your friend?
S: I like to ______. He/She likes to______.
【设计思路】通过同伴间互相询问这一问题，让课堂上每个学生都能开口说英语，而后也可以练习人称的转化。
3. Game “Do and Guess”
The volunteer chooses one of cards and does the action, others guess.
Phrases: ride bikes, go for a walk, watch a film, sit and cry, jump, have dinner
【设计思路】通过“做与猜”的游戏复习了本课涉及到的动词词组，活跃气氛的同时，让学生尽快地融入课堂，为下面的故事打基础。
Step II New Concepts (25 Minutes)
T: Today my friend Maddy and her family are coming to our classroom, do you remember Maddy?
S: She is a monster, she is 99 years old, she is 5 metres tall. She lives in a big house with her big family.
【设计思路】通过PPT图例介绍让学生自己说出Maddy的个人信息。
T: Can you guess how many monsters are there in Maddy’s family? Who are they?
T: Let me tell you a story .The name is: Maddy’s family
【设计思路】教师讲故事有利于学生整体感知语篇，提炼主旨大意。
Match the words and pictures on the blackboard.
【设计思路】考察How many monsters are there in Maddy’s family?这一问题，并出示Maddy一家的贴图，将对应的成员名称贴到黑板上，此环节可检查学生刚刚听故事的效果。
2. Listen to the story
Try to imitate the sentences.
【设计思路】听读可以纠正学生的读音，有益于学生模仿正确的语音语调,通过模仿发音指导学生流利的表达。
3. Game: Guess, guess, who are they?
Read these cards: ride bikes, sit and cry, go for a walk, work, work in a park, play jump-on-uncle, have fun together , watch a film, have dinner
The volunteers read the sentences on the paper.
She is a monster. She likes to sit and cry. Who is she?
He is a monster, too. He likes to ride bikes. Who is he?
He is a worker. He works in a park. Who is he?
She is a worker, too. She works. Who is she?
PPT:
They like to go for a walk. Who are they?
They like to play jump-on-uncle. Who are they?
Others guess, who are they? And please match the cards on the blackboard. This is Maddy's_____. He/She likes to ______.
【设计思路】用游戏的方式对故事中的内容进行再次的巩固，相当于一个匹配的练习。
4. Listen to the story again.
Read the story quietly and check.
【设计思路】通过学生再次听故事, 并且默读课文完成练习，给学生思考的时间，并用谈话的方式检查学生练习完成的情况，了解学生对故事的掌握程度。
Step III Consolidation（8 minutes)
1. Practice in groups.
【设计思路】分层设计小组活动目标，进行复述的练习。
2. Activity: My family
T: That’s Maddy’s family.
Please talk about your family with your partner.
【设计思路】将所学知识运用到实际生活中，介绍自己的家庭成员。
Step IV Class Closing（2 minutes)
1. Homework: Write a story about your family.
2. Introduce some English story books about love.
Charlotte’s web / Guess how much I love you / My Mum / My Dad
3. Song: Love song
【设计思路】在课堂的结尾，给学生们介绍一些比较适合他们阅读的有关爱的英文故事书，进行课外英语教学的渗透，最后在温馨的歌声中结束本堂课。
板书设计：
六、课后反思
本节课取得了良好的教学效果，多数学生能够通过图片以及短语的提示复述本课的故事，激发了学生们用英语讲故事的兴趣。本课还在师生轻松愉悦的谈话过程中自然地创设了语境，通过多种方式熟悉故事内容，学生学习起来不枯燥，而且乐于接受。课后通过反思，我觉得该课的设计有以下几个特点：
1.以师生谈话、生生交流贯穿始终，不论是开课时的Free talk环节，还是后面练习Read and check环节,都是以鼓励学生多讲英语、启发学生多表达为基本的出发点。
2.教学形式多样，让英语故事教学“活”起来。本节课通过游戏、自由讨论、模仿朗读、复述故事、听歌曲等多种方式，让故事课教学更具有实效性，并真正有趣起来。
3.小组合作学习，同伴互助，通过学生之间互相影响，共同进步。
4.教学活动的设计有层次，问题设置符合学生实际，注重课堂教学的实效性。
我觉得在这节课的教学中也有很多的不足之处，比如对学生原有知识的掌握预设不准确，导致个别提问有的学生参与不进来。在进行教学设计时，教师应更面向全体学生, 注重分层教学，培养学生良好的学习方法和学习习惯,最大限度地激发学生的学习兴趣。
冀教版 五年级上册
Unit 1 Again, Please!
一、教学分析
1. 教材分析
本单元主要讲述的是Li Ming家庭成员的基本情况，包括描述家人体貌，介绍家人职业和讲述家人喜好。本课是这一单元的总结，是一节以练习题为载体的复习课，分别从听、说、读、写四个方面考察学生对本单元知识的掌握情况，并要求学生在课堂上对自己在这四个方面的能力进行准确地评价。
2. 学情分析
五年级学生已经有了近三年英语学习的基础，但对英语学习的兴趣并不是与日俱增，而是随着学习内容的加深，部分学生的学习兴趣有所下降，两极分化现象十分严重。学生喜欢活泼轻松，新奇有趣的课堂，所以在本节课的教学中，我并没有因为这是一节复习课就让学生只是做题，而是先用各种活动进行复习而后以闯关夺冠的竞争形式让学生完成听、说、读、写的练习。学生不仅不会感觉有压力，而且会为取得奖品努力完成学习任务。本节课我试图通过形式多样的教学活动让学生感悟所学知识，突出学生主体地位，让学生顺利完成听、说、读、写的操练并对自己做出准确的评价。
二、教学目标分析
1. 知识与技能目标：
a. 能听、说、读、写本单元单词。
b. 能听懂、会说、认读以下句型 ，并能用这些句型进行交际。
What does ____look like?
What does he/she do?
What does_____ like to do?
c. 能听懂、会说、认读并仿写下列句型：
I like to _____________.
My friends/She/He likes to ___________.
We like to ___________.
2. 情感态度目标：
a. 恰当运用评价机制，培养学生竞争意识，让学生明白想要取得成果，自己必须要付出努力。
b. 教育学生爱自己的父母，珍惜家庭的幸福。
3.学习策略目标：
a. 能积极用英语表达交流。
b. 能与小组成员合作，共同完成任务。
三、教学重点、难点分析
1. 教学重点：通过复习本单元知识，让学生能够自己独立完成本课的练习题，使听、说、读、写技能有所提高。
2. 教学难点：培养学生认真书写的技能。
四、教学准备
家庭成员单词卡片，职业单词卡片，多媒体
五、教学步骤
1. Greeting
2. Check Homework
a. Check Part3
T: Now let’s check your homework.
Who can read them?
（设计目的：通过让学生个别朗读和全体学生齐读的方式将正确答案出示给学生，学生及时更改错误。）
b. Check Part4
T: I have a cousin. She likes to sing songs. But I like to play basketball. Class, what do you like to do ?
S: I like to ______ . （再问两三个人，让他们说出其他三个词组。）
T: My friend likes to watch a film. What does your friend like to do?
S: My friend likes to ______.（再问两三个人，让他们说出其他三个词组。）
T：We like to go fishing and watch TV. Class, please check your answers.
(PPT)
I like to play basketball / plant vegetables.
My friend likes to watch a film / play on the computer.
We like to go fishing and watch TV.
(设计目的：以师生对话的形式将作业答案展现给学生)
3. Revision
a. 复习家庭成员词汇：father, mother, brother, sister, grandfather, grandmother, uncle, aunt, cousin,
T: In this unit, we learned about family. Look, this is my family tree.
(设计目的：用家庭树的形式把本单元所学的家庭成员展示出来，让学生对家庭成员关系一目了然。)
b. 复习关于职业的词汇：doctor, teacher, nurse, cook, worker, farmer
T: My cousin is twenty years old. She is a student. I am a teacher. Look, class, what does she do? (出示教师的图片)
（设计目的：依次出示teacher, doctor, nurse, worker和cook的图片，让学生用
What does he/she do? She/He is a ____.句型进行问答练习，既复习了职业单词，
又复习了询问职业的句型。并且在复习职业单词的同时，将Where does she/he
work？贯穿于对话中。）
c. 复习动词词组：go for a walk, water flowers, plant vegetables, go shopping, watch a film, plant vegetables, read books, work on the computer, watch TV, cook
T: Where does a cook work?
Ss: A cook works in a restaurant.
T: What does a cook do in the restaurant?
Ss: A cook cooks in a restaurant. (同时教师出示厨师做饭的图片)
T: Yes, now let’s play a game. When you see a picture, please read it. When you see a word, please do it.
（设计目的：从复习职业单词cook引出复习本单元中出现的动词短语，用游戏的方式进行复习，使复习过程轻松有趣，激发了学生的学习兴趣。）
T: I like to go for a walk. Class, what do you like to do?
(板书I like to .)
S: I like to ____ .
T: What does he / she like to do?
S: He /She likes to _____ . (板书 He/ She likes to _____.)
T: I like to go for a walk. My father and my mother like to go for a walk, too. We like to go for a walk. What does your family like to do?
S: We like to ____.
Practice in pairs
(设计目的：游戏中最后出现的是散步的图片，通过老师讲述自己喜欢散步和询问学生喜欢干什么，复习本单元的基本句型I like to __. He / She likes to ____. 通过讲述自己家人喜欢散步，复习What does your family like to do? We like to ____.这组句型，并让学生进行问答练习。)
4. Do Writing Exercise (完成练习题5)
T: Now I know what your families like to do. What do they like to do? What does John like to do?
Ss: John likes to plant flowers. He likes to read books.
T: What do Betty and Li Tao like to do? Now let’s write.
（设计目的：这是对于学生“写”的技能训练，在老师指导下，努力使学生写的能力有所提高。）
5. Do Listening Exercise (完成练习题1、2)
T: Li Tao has short hair. His eyes are black. Here are four children. What do they look like? Now let’s listen, write and match. Now let’s listen again. Circle the pictures.
(设计目的：充分发挥小学生听觉敏锐、辨音能力强的特点，集中精力训练听力，让学生在充足的“听”的语言量中学习英语。)
6. Do Speaking Exercise（完成练习题7）
T: Look, class. This is my family. This is me. I am wearing a red T-shirt. This is my grandmother. She is eighty-four years old. She has white hair. She is a farmer. She likes to plant vegetables. Please take out your family photos and talk about your families in groups. Then evaluate yourselves.
(先让所有学生练习准备，然后找两名学生介绍自己的家庭)
(设计目的：让学生运用本单元所学知识介绍自己的家庭照片，小组成员之间互相评价。）
7. Do Reading Exercise (完成练习题6)
T: I knew their families. Now let’s learn about Susan’s family. Please read the text and then finish exercises.
(设计目的：通过让学生自己阅读短文，完成练习题，提高学生的阅读理解能力。)
8. Class Closing
T: Class, everyone has a family. Family means father and mother I love you. Our parents are great. They can do everything for us. Please love your fathers and mothers. At last, let’s sing a family song.
That’s all for today. Goodbye, class.
板书设计： Again, Please!
(
doctor
) (
nurse
) (
worker
) (
cook
)
(
I like to ____.
He / She likes to ____.
We like to ______.
)
六、课后反思
本节课是一节以练习题为载体的复习课，在课堂上，我很好地将知识与习题相结合，让学生在愉快、轻松的课堂氛围中完成了本节课的学习。经过课后反思，我觉得本节课有以下几个突出的特点：
1.教学目标明确，教学重难点突出，教学方法灵活多样，有效地激发了学生的学习兴趣，调动了学生学习的主动性。
2.打乱教学内容顺序，对教学内容有效重整，合理地融合到整节课的教学中。
3.突出学生的主体作用，教师始终扮演指导者的角色。
4.本着听说领先，读写在后的教学原则，学生听、说、读、写技能在课堂中得到提升。
5.小组成员能够共同合作完成任务。
但本节课还有不足之处，如过于注重评价，使评价流于形式；学生在阅读时，应该是默读，而不是大声读，这是由于教师指令不清楚导致的结果。
