五年级英语下(R)
第6课时
Part
A Let's
spell Part
B Let's
wrap
it
up
part
C Story
time
1．能够正确听、说、认读单词和词组，如：what，when，where，whose，who，white，wait，weather，wall，well，eating，breakfast，cleaning，sleeping等。
2．能够掌握句型，如It's…now.I'm/They're/He's…doing…等。
3．能够听懂、读懂并内化Part
C部分Story
time的内容。
4．能够辨析形近音似单词，如：what，white，wait，when等。
5．能够掌握良好的阅读策略，能够提高自主学习能力。
6．培养学生良好的生活习惯和正确的规则意识。
1．能够掌握本单元的词汇、句型并灵活运用到具体的语境中。
2．能够听懂、读懂并内化Part
C Story
time的内容。
能够掌握基本阅读策略，并把本单元的词汇、句型运用到具体的语境中。
Step
1 Warming
up
1．Chant.
播放课本P60的chant两遍，教师边说chant边做动作，引导学生和教师一起边说边做。完成Read，listen
and
chant.和Listen
and
circle。
2．Free
talk.
将刚才chant中出现的“wh?”词出示在大屏幕上，师生、生生运用“wh?”词围绕本单元话题展开自由回答。
完成Listen
and
circle中第二项写句子的练习。
3．Play
a
guessing
game.
出示一幅被遮盖的图，出示提示句子，让学生读出句子，并根据句子提示猜一猜这张图上的场景是什么？例如：
出示一幅图书馆的图，给出句子“Talk
quietly.Students
are
reading
books.”等。
Step
2 Presentation
1．在上一环节最后一幅图让学生猜“电影院”这一场景。同时复习句型：“Keep
Clean.Talk
quietly.Be
quiet.”等。
T：Now，here
is
an
exciting
film
for
you.Let's
watch
it.OK?
Ss：Great!
(1)T：Please
be
quiet！(播放电影《金刚》的片段)
T：(指着屏幕上的金刚问学生)What's
that？It's
a
gorilla.(学习gorilla这个词，重复这个词并让学生跟读)What's
its
name?
Ss：Its
name
is
King
Kong.
T：What's
the
gorilla
like?
S1：It's
big.
S2：It's
tall.
…
T：(教师总结学生们的发言)Yes.It's
so
big
and
strong.It's
great!
Ss：It's
eating
bananas.
Ss：It's
playing
with
the
girl.
…
T：Do
you
like
it?
Ss：Yes，we
do.
T：Why
do
you
like
it?
Ss：It's…
(2)T：Can
you
talk
about
the
film
in
groups？(在小组中，每人一句，描述短片和活动)
给出提示的语言：We
are
watching
a
film
in
an
English
class.Its
name
is
“King
Kong”．The
gorilla
is
…．It's
________．________．(引导学生整合刚才的问答并加入自己的语言)
(3)播放动画片《狮子王》的片段，将上一环节中师生问答的功能句出示给学生，让学生在小组里就《狮子王》进行问答练习。
T：What
are
you
doing
now?
Ss：We
are
having
an
English
class.
T：What
are
you
doing
in
the
English
class?
Ss：We
are
watching
a
film.But
we
often
read
books
in
English
class.
…
2．讲解Part
C Story
time的故事：
(1)教师出示一幅教学挂图，引出接下来的这个故事发生的地点。
(2)教师播放录音，学生听录音回答下列问题：Who
are
they
in
the
story？Where
are
they？What
are
they
doing?
(3)师生共同讨论答案：
—Who
are
they
in
the
story?
—They
are…
—Where
are
they?
—They
are…
—What
are
they
doing?
—They
are…
(4)听录音完成“探究学习”第Ⅰ、Ⅱ题。
(5)让学生回答上述问题，根据学生回答问题的情况决定播放录音的次数，教师公布答案。
(6)学生理解故事后，再播放一遍录音让他们跟读。
(7)在小组中朗读并表演小故事。
(8)完成“探究学习”第Ⅲ题。
Step
3 Consolidation
1．“接龙游戏”：以小组为单位，每组每次由一人提问下一组。所提问题以Story
time部分的故事或课前观看的两个小短片为中心。
2．“改编故事”：完成“探究学习”第Ⅳ题：
(1)要求学生按照下列框架重新串接故事：
Zoom
and
Zip
are
watching
a
film.It's
so
________．The
gorilla
is
________．What
is
the
gorilla
doing？It's
________
________.It's
so
________
and
________．Zoom
and
Zip
are
talking
about
the
film.They
should
________
________(小声说话)．What's
that
noise？Zoom
is
________
________(吃爆米花)．Look
at
the
sign.It
says
________
________(保持干净)．
(2)学生以group
work的形式，小组间改编对话。
(3)学生以组为单位，每人一句改编复述故事。
(4)师生共评。
3．完成教材Part
B
Let's
wrap
it
up部分。
Step
4 Summing
up
&
Homework
Summing
up.
1．Words
and
phrases：
what，when，where，whose，who，white，wait，weather，wall，well，eating
breakfast，cleaning，sleeping等。
2．Sentences：
It's…now.
I'm/They're/He's…doing…
Homework.
1．Listen
and
recite
the
dialogue.听录音并背诵对话。
2．Finish
the
relevant
workbook
exercises.完成课堂检测的相关习题。
3．Tell
the
story
to
your
parents.把故事讲给你的父母听。五年级英语下(R)
第5课时
Part
B Read
and
write
&
Let's
check
1．能够正确听、说、认读单词和词组，如：exhibition，say，have
a
look，sushi，teach，Canadian，Spanish等。
2．能够听懂、读懂、内化Read
and
write的内容，并能表演或改编。
3．能够掌握良好的阅读策略，积极大胆的尝试写作，能够提高自主学习能力。
4．培养学生的好奇心和求知欲。
1．能够听懂、读懂并内化Read
and
write的内容，并掌握基本的阅读策略。
2．能够在实际语境中交流运用本单元的重点功能句型。
3．能够大胆尝试、练习表演或改编对话。
能够提高阅读技巧，掌握基本阅读策略，运用仿写或改编等方法进行创编的尝试。
Step
1 Warming
up
1．Sing
an
English
song：What
are
you
doing?
师生共唱学过的歌曲“What
are
you
doing？”并将歌词进行改编，加入本单元重点词组。在活跃气氛的同时，将以旧带新，达到知识的迁移与复现。
2．Word
puzzle.(谜语)
通过教师的动作或语言猜单词或词组(eat，exercises，have
an
English
class，listen
to
music，read
a
book，talk
quietly，take
turns，its，do
morning
exercises，clean)将单词或词组填到表格里，其中红色的字母将组成一个新单词。
Step
2 Presentation
1．学习新单词：exhibition。
(1)教师板书并解释词义。
(2)学生跟读单词。
(3)教师出示各种exhibition图片拓展语言。
设置情景：教师介绍the
world
robot
exhibition的信息：
T：This
is
“the
world
robot
exhibition”．(出示图片)
T：The
robots
are
from
different
countries.Guess
which
countries
are
they
from?
(根据图片上的国旗信息说一说国家)
每当学生说出一个国家，例如：
S1：Robot
1
is
from
China.
教师就换一种说法
T：It's
a
Chinese
robot.
…
用这个方法学习Canada—Canadian，Spain—Spanish并进行适当的拓展Japan—Japanese，America—American，等。
(4)完成“探究学习”第Ⅰ题。
(5)Check
the
answer.
(6)T：You
have
done
a
good
job.I
have
a
gift
for
you.Please
have
a
look.
学习have
a
look。
利用实物学习sushi让学生真实的尝一尝。
T：Do
you
like
sushi?
Ss：Yes.
T：Why
do
you
like
sushi?
Ss：It's…
T：I
can
make
sushi.Can
you
make
sushi?
Ss：No，we
can't.
T：I
can
teach
you.让学生理解体会这句话的含义。
让学生说一说“What
can
you
do？What
can
you
teach
us？”，让学生用“I
can…I
can
teach
you.”造句。
(7)Play
a
game.接龙游戏。
第一个学生说，“I
can…I
can
teach
you.”，第二个学生先转述“S1
says
he/she
can…He/She
can
teach
me.”，然后再造句“I
can…I
can
teach
you.”，以此类推。
2．学习Part
B Read
and
write部分。
教师播放录音，学生完成“探究学习”第Ⅱ题。
(1)教师要求学生听录音回答课本第63页的习题。
Fill
in
the
blanks.
The
Canadian
robot
is
______
a
picture.
Asako
is
________
sushi.
The
Spanish
robot
is
________
music.
Robin
is
________
Kung
fu.
Sarah
and
Robin
are
________
to
the
Spanish
robot.
(2)教师播放录音，学生跟读课文，理解意思。
(3)Let's
read：学生扮演不同的robot，进行模仿性朗读。
(4)以小组为单位，表演本课对话。并进行展示。
Step
3 Consolidation
1．完成“探究学习”第Ⅲ题。
将对话改编成一篇小短文，填空并在小组内说一说。
2．Do
some
exercises：
(1)完成课本Let's
check部分Listen
and
tick。
(2)完成课本Let's
check部分Listen
again
and
write。
Step
4 Summing
up
&
Homework
Summing
up.
1．Words
and
phrases：
exhibition，say，have
a
look，sushi，teach，Canadian，Spanish
2．Sentences：
Are
you
doing
kung
fu?
I'm
drawing
a
picture.
Homework.
1．Listen
and
recite
the
dialogue.听录音并背诵对话。
2．Finish
the
relevant
workbook
exercises.完成课堂检测中的相关习题。
3．Preview
next
lesson
by
looking
up
new
words
and
translating
sentences.预习下一课，查查生词，译译句子。五年级英语下(R)
Unit
6 Work
quietly!
第1课时
Main
scene Part
A Let's
try
&
Let's
talk
1．能正确听、说、朗读“What
are
they
doing？/They're
eating
lunch！/What's
the
little
monkey
doing？/It's
playing
with
its
mother！/We're…I'm…”等询问他人和描述自己正在做事情的交际用语。
2．能够正确听、说、认读词汇，如：bamboo，its等。
3．能够听懂、会说、会表演Let's
talk的内容，并为学生创设真实场景，让学生自然习得语言并运用所学语言进行真实交流和运用。
4．能够提高口语表达能力和语言组织能力，并且进行积极的思考和大胆的创新，提高自主学习能力。
1．能够在实际语境中交流运用关于描述正在做事情的问答句“What
are
they
doing？They're
eating
lunch！What's
the
little
monkey
doing？It's
playing
with
its
mother！We're…I'm…”等。
2．能够表演并内化Main
scene和Let's
talk的交际内容。
学生能够大胆创编和表演有关正在做事情的问答小对话。
Step
1 Warming
up
1．Listen
to
a
song
“School
days”．Listen
to
the
song
for
two
times.
在听歌的过程中，教师应辅以动作，帮助学生体会歌词含义。
2．Greeting.
T：Hello，everyone.
What
do
you
usually
do
at
school?
S1：We
read
books.
T：Oh，I
read
books，too.And
I
often
read
books
quietly.
S2：We
talk
with
each
other.
T：Please
talk
quietly.
S3：We
have
classes
in
the
classroom.
T：Please
keep
your
classroom
clean.
S4：We…
T：Do
you
play
games?
Ss：Yes，we
do.
T：Let's
play
a
game，OK?
Ss：OK！(由旧知识感知本单元重点题内容并渗透规则意识。)
3．Play
a
game：Brain
Storm.
教师出示一组第五单元及本课出现的动物和动词的图片，让学生快速说出图中的动物和对应的动词。
Step
2 Presentation
1．学习Main
scene。
(1)观察课本第56页的教学挂图，询问学生：Who
are
they？What
are
they
doing?
(2)学生两人一组，展开合理想象讨论：(此时，教师适时提出要求：Please
work
and
talk
quietly！)
—Who
are
they?
—They
are
Mike
and
Amy.
—What
are
they
doing?
—They
are
talking
about
the
pandas.
(3)展示讨论结果。听录音，模仿朗读，理解对话内容，并完成“探究学习”第Ⅰ题。
(4)小组内分角色进行表演性朗读、小组表演，师生共评。
(5)观察课本第57页挂图，教师指着图片询问学生：Who
are
these
two
students？What
are
they
talking
about?
—Who
are
these
two
students?
—They
are
Mike
and
Chen
Jie.
—What
are
they
talking
about?
—Chen
Jie
is
asking
Mike，“Where
is
Amy？”Mike
says，“She's
listening
to
music
in
the
classroom.”
(6)学生以pair
work的形式，两人一组讨论不懂的句子，随后向教师请教。此时，教师再次提出要求：Please
work
and
talk
quietly!
(7)教师在解答学生问题之前首先提出要求：Keep
to
the
right，please.然后逐个解答学生问题，并领读，学生模仿朗读，进一步理解对话内容，并完成“探究学习”第Ⅱ题。
(8)小组内分角色朗读、自愿上台表演、师生共评。
2．学习“Let's
try”。
(1)教师播放Part
A部分Let's
try：Listen
and
tick.的录音，学生听录音选答案。
(2)教师核对答案。
3．学习“Let's
talk”。
(1)复习原来学过的动物名词，同时问学生：“What
are
they
doing？”让学生利用“They're…”回答，教师把这些信息编成歌谣：
Fish，fish，what
are
they
doing?
Swimming，swimming，they're
swimming.
Tigers，tigers，what
are
they
doing?
Running，running，they're
running.
Monkeys，monkeys，what
are
they
doing?
Playing，playing，they're
playing.
Pandas，pandas，what
are
they
doing?
Eating，eating，they're
eating
bamboo.
Elephants，elephants，what
are
they
doing?
Drinking，drinking，they're
drinking
water.
(2)全班起立，边做动作边唱这首chant。
(3)T：So，pandas
are
eating
bamboo，elephants
are
drinking
water，monkeys
are…，what
are
you
doing，class?
Ss：We're
having
an
English
class.
(4)教师要求学生听录音两遍，然后回答“探究学习”第Ⅲ题，之后三人一组讨论：What
are
the
animals
doing?
T：This
is
a
dialogue
between
Chen
Jie
and
Mike.They're
talking
about
the
animals.Listen
to
the
tape
two
times，then
tell
me
what
animals
they
are
talking
about？What
are
the
animals
doing?
(5)教师在播放完录音之后让学生在同桌或邻近同学之间进行讨论，此时给出要求“Please
work
and
talk
quietly.”之后学生发表讨论结果：
S1：The
pandas
are
eating
lunch.
S2：The
elephants
are
drinking
water.
S3：The
little
monkey
is
playing
with
its
mother.
(6)完成“探究学习”第Ⅳ题。
(7)学生听录音朗读课文，并翻译句子。
(8)小组内分角色朗读Let's
talk部分的对话并背诵，培养合作意识。
(9)表演展示，师生共同评价。
Step
3 Consolidation
1．Have
a
match.(小竞赛)：(拓展相应的动词词组)
Task
1：每组有30秒时间，一个同学到前面看看单词卡片做动作，其他同学说动词词组，并将单词卡片作为奖励。如：having…class，eating
lunch，reading
a
book，watching
TV，painting等。
Task
2：先在组内利用手中的单词卡片造句。如：
S1：I
am
reading
a
book.
S2：He
is
reading
a
book.We
are
eating
lunch.
S3：He
is
reading
a
book.They
are
eating
lunch.You
are
watching
TV.
S4：…
各组推选出一名同学代表本组进行比赛。
2．Make
a
dialogue.
利用得到的单词卡片和提示句在小组里完成对话。此时，教师在布置任务的同时给出要求：Please
talk
quietly！Please
work
quietly!
3．在全班进行展示，师生共同评价。
Step
4 Summing
up
&
Homework
Summing
up.
1．Words：
bamboo，its
2．Sentences：
What
are
they
doing?
They're
eating
lunch.
What's
the
little
monkey
doing?
It's
playing
with
its
mother.
Homework.
1．Listen
and
recite
the
dialogue.听录音并背诵对话。
2．Finish
the
relevant
workbook
exercises.完成课堂检测中的相关习题。
3．Tell
your
parents
what
the
family
members
are
doing.告诉家长家庭成员正在做的事情。
4．Preview
next
lesson
by
looking
up
words
and
translating
sentences.预习下一课，查查生词，译译句子。五年级英语下(R)
第3课时
Part
B Let's
try
&
Let's
talk
1．能够正确听、说、朗读Work
quietly，Talk
quietly，Keep
your
desk
clean等表示规则或对他人提出规劝的交际用语。
2．能够正确听、说、认读词汇，如：show，anything，else等。
3．能够听懂、会说、会表演Let's
talk的内容，并把本课所学语言运用在真实场景中交流。
4．能够提高口语表达能力和语言组织能力，提升“规则”意识。
1．能够在实际语境中交流运用：Work
quietly，Talk
quietly，Keep
your
desk
clean.
2．能够熟悉如何对他人提出规劝，和在接受规劝时的应答交际用语。
3．内化并表演Let's
talk的交际内容。
学生能够大胆创编和表演小对话。
Step
1 Warming
up
1．Sing
the
song
“What
are
you
doing？”．
唱歌曲并改编歌词。
2．Play
a
game.(接龙游戏)
出示一个时间或一个场景，以one
by
one的形式说出相应的词组。在这里渗透“Anything
else”的意义和用法。通过教师的重复，让学生体会。
Step
2 Presentation
1．设置情景：出示卡通人物——机器猫和它的任意门，由Where
are
we
going？由此引出不同的情景和活动。
(1)场景一：Library
T：Where
are
we
now?
S：We
are
in
the
library.
T：Talk
quietly！(边做动作边说，重复几次)
S：引导学生用“OK/Yes/I
will”等来回答。
T：What
are
they
doing?
S1：They're
reading
books.
T：I
want
some
English
books.Who
can
show
me
the
English
books？做寻找的动作。
S2：I
can
show
you
the
English
books.Here
they
are.
T：My
friend
wants
some
cartoon
books.Who
can
show
me
the
cartoon
books?
S3：I
can
show
you
the
cartoon
books.Here
they
are.
…
(2)Do
“ask
and
answer”
in
pairs.
学生两人一组练习对话，教师适时提出要求“Talk
quietly”，引导学生回答“OK，I
will.”通过相邻的小组之间互相提醒转告，实现了真实的交流，完成信息的交换，扩大了交流面。
(3)场景二：Classroom
来到一间正在上课的教室，教师用体势语引导学生说出：“Talk
quietly”，然后师生轻声对话：
T：Where
are
we
now?
S：We
are
in
the
classroom.
T：What
are
they
doing?
S：They
are
having
an
English
class.
T：Can
I
read
the
books
here?
S1：Ok，but
please
work
quietly.
T：Can
I
eat
a
hamburger
here?
S2：No.
…
将功能句出示在大屏幕，3人一组完成对话。
(4)场景三：Home
大屏幕呈现home图片，房间里非常凌乱，学生只有说出一个magic
sentence才能使房子变回本来的样子。
T：What
a
mess！(房间太乱了)
Can
I
watch
TV
in
the
living
room
now?
S：No.
T：I
know
the
magic
sentence：Keep
the
living
room
clean!
重复这个magic
sentence几遍，引导学生一起说，living
room变得干净又整洁。
T：Can
I
watch
TV
here?
S：Yes，of
course.
T：Can
I
sleep
in
the
bedroom?
S1：No.
T
&
Ss：Keep
the
bedroom
clean！Keep
the
bedroom
clean！Keep
the
bedroom
clean!
T：Can
I
sleep
in
the
bedroom?
S：Yes，of
course.
其他房间如kitchen，dinning
room，由学生2～3人为一组做自由对话。
2．学习Part
B学习Let's
try
&
Let's
talk。
(1)听Part
B
Let's
try部分录音，并做listen
and
circle练习。
(2)教师指导学生观察Let's
talk部分的教学挂图，提问：Who
are
they？Where
are
they？What
should
we
do
in
the
library?
—Who
are
they?
—They
are
Tom
and
John.
—Where
are
they?
—They
are
in
the
library.
—What
should
we
do
in
the
library?
—We
should
talk
quietly.
—Anything
else?
—Work
quietly.
—Anything
else?
—Keep
the
desk
clean.
—Anything
else?
—…
(3)听录音，完成“探究学习”第Ⅰ、Ⅱ题。
(4)学生听录音跟读课文，理解意思，分角色朗读对话。
(5)小组内分角色表演操练并展示，师生共评。
Step
3 Consolidation
1．学习教材第61页Match，say
and
act部分。
(1)利用多媒体出示教材第61页出现的情境和语句，在小组内朗读并讨论。
(2)完成“探究学习”第Ⅲ题。
(3)Make
a
dialogue：
学生以pair
work或group
work的形式，任选一幅图进行创编对话。
2．完成“探究学习”第Ⅳ题。在大屏幕上展示多个学习生活的真实场景，在小组中讨论并制作标语或警示牌。
Step
4 Summing
up
&
Homework
Summing
up.
1．Words
and
phrases：
learn，any，problem，no
problem
2．Sentences：
Can
I
read
the
books
here?
Yes.Of
course.
Homework.
1．Listen
and
recite
the
dialogue.听录音并背诵对话。
2．Finish
the
relevant
workbook
exercises.完成课堂检测中的相关习题。
3．Preview
next
lesson，by
looking
up
new
words
and
translating
sentences.预习下一课，查查生词，译译句子。五年级英语下(R)
第2课时
Part
A Let's
learn
&
Look
and
say
1．能够正确听、说、朗读“What
is/are…doing？”“…is/are…”等询问他人和表达自己正在做事情的交际用语。
2．能够正确听、说、读、写短语，如：doing
morning
exercises，having…class，eating
lunch，reading
a
book，listening
to
music等。
3．能够听懂、会说Let's
learn的内容，并根据实际情况运用本课重点句型表达自己及他人正在做的事情。
4．能够提高口语表达能力和语言组织能力，并且进行积极的思考和大胆的创新，提高自主学习能力。
1．能够掌握短语如：doing
morning
exercises，having…class，eating
lunch，reading
a
book，listening
to
music等。
2．能够在实际语境中交流运用关于正在做事情的问答句“What
is/are…doing”“…is/are…”。
学生能够大胆创编和表演有关正在做事情的问答小对话。
Step
1 Warming
up
1．Listen，chant
and
do.
T：Please
stand
up！Listen
to
me.Sing
a
chant
after
me.And
do
the
actions.Here
we
go!
播放动感伴奏：
Watch
TV，no，no，no!
Watch
TV，no，no，no!
It's
ten，ten，ten.
Early
to
bed，early
to
rise.
Make
us
health，make
us
wise.
2．Play
a
game.
做一个“快闪”的游戏。出示一组动作图片，学生迅速读出图片上的动词词组，然后站起来边做动作边用进行时的句式造句。例如：
run(看图说出这个动词)，I
am
running.(边做动作边造句)
eating
a
banana(看图说出这个动词短语)The
monkey
is
eating
a
banana.(边做动作边造句)
…
Step
2 Presentation
设置场景：将全班分成几个小组，给出任务“今天我们要开展一个竞赛”。
1．Round
One：Play
a
game
“Wolf，wolf，what
are
you
doing？”根据孩子们常玩的游戏“老狼老狼几点了”改编的游戏。
T：My
children，let's
play
a
game“Wolf，wolf，what
are
you
doing？”
教师给出各种提示，让学生边猜测，边学习新授知识：
(1)S：Wolf，wolf，what
are
you
doing?
教师给出提示——播放广播操的音乐
T：Guess，guess，what
am
I
doing?
S：You
are
doing
exercises.
教师再给出提示“6：00
a．m.”
T：Guess，guess，what
am
I
doing?
Ss：You
are
doing
morning
exercises.
学习词组doing
morning
exercises，教师板书。
(2)S：Wolf，wolf，what
are
you
doing?
教师给出提示“9：00”。
S1：Having
a
Chinese
class.
S2：Having
a
maths
class.
…
教师再给出提示“英语课的录音”。
T：Guess，guess，what
am
I
doing?
Ss：Having
an
English
class.
教授：having
an
English
class(并造句：It's…We
are
having
an
English
class.)
(3)教师播放一段关于在KFC吃饭的视频，学习eating
lunch，并拓展eating
breakfast，eating
dinner。
(4)请一个学生上台扮演wolf：
Ss：Wolf，wolf，what
are
you
doing?
给他看看单词卡片，让他做动作read
a
book：
S1：Guess，guess，what
am
I
doing?
Ss：Reading
a
book.
学习词组reading
a
book，教师板书。
(5)Ss：Wolf，wolf，what
are
you
doing?
教师在黑板上画一个音符，
S1：Guess，guess，what
am
I
doing?
S2：Singing.
S3：Dancing.
S4：Playing
the
pipa.
…
教师继续画出一个录音机，wolf做认真听并陶醉的动作，问：Guess，guess，what
am
I
doing?
Ss：Listening
to
music.
学习词组Listening
to
music，教师板书。
(6)先由教师和每组代表示范玩这个游戏，然后各组在组内玩这个游戏。整体操练和输出本课5个词组，也可自由拓展之前学过的词组，挑选1～2组同学进行展示。
2．Round
Two(Let's
do
the
exercises)：
(1)教师播放录音，完成“探究学习”第Ⅰ题。
(2)Games：看谁反应快。
I
say，you
do.听指令做动作。
Look
and
say.看单词卡片说句子。
(3)Find
the
differences：出示一组图片，找出图中不同的部分。
(4)完成“探究学习”第Ⅱ题。
3．Round
Three(Look
and
say)：
(1)先独立完成连线练习。
Look，match
and
say.读一读，说一说，并连线，完成探究学习第Ⅲ题。
(2)在小组里说一说这些图片上的人物和他们的活动。
Step
3 Consolidation
1．完成“探究学习”第Ⅳ题。
Do
a
survey，make
a
report：采访不同国家的人们在某一时刻所做的事情，在小组内讨论并汇报。
country
time
doing
R：I'm
in…now，Excuse
me，what's
the
time?
S：It's…
R：What
are
you
doing?
S：I'm…
(拓展相关词汇)
2．展示表演结果：
S1：We
are
in
________
now.It's
________．A
is
________．
S2：B
is
________．
S1：C
is
________．
S3：D
&
E
are
________．
…
Step
4 Summing
up
&
Homework
Summing
up.
1．Phrases：
doing
morning
exercises，having…class，eating
lunch，reading
a
book，listening
to
music等。
2．Sentences：
What
is/are…doing?
…is/are…
Homework.
1．Listen
and
recite
the
dialogue.听录音并背诵对话。
2．Finish
the
relevant
workbook
exercises.完成课堂检测中的相关习题。
3．Write
something
about
your
family
members.观察你的家人正在做什么，并写一写。
4．Preview
next
lesson
by
looking
up
new
words
and
translating
sentences.预习下一课，查查生词，译译句子。五年级英语下(R)
第4课时
Part
B Let's
learn
&
Look，match
and
say
1．能够进一步内化本单元的交际用语。
2．能够正确听、说、读、写词汇和短语，如：keep，keep
to
the
right，right，keep
your
desk
clean，talk
quietly，turn，take
turns等。
3．能够提高口语表达能力和语言组织能力，并且进行积极的思考和大胆的创新，提高自主学习能力。
1．能够掌握词汇和短语，如：keep，keep
to
the
right，right，keep
your
desk
clean，talk
quietly，turn，take
turns等。
2．能够在实际语境中交流运用本单元的重点功能句型。
学生能够大胆创编和表演对话。
Step
1 Warming
up
1．Sing
the
song
“School
days”．
师生共同边说边唱。
2．Free
talk.
说一说上节课制作的警告牌和标语。
3．Look，read，and
match.
教师出示写有本单元动词词组的卡片或图片，学生看卡片造句，并将刚才的警告牌和标语贴到合适的图片下。
Step
2 Presentation
1．学习keep。
(1)教师出示图片和词卡kite和jeep。
学生看图片读单词。
(2)将kite和jeep整合，让学生体会单词的发音。
学习单词keep，教师板书。
(3)听《兔子舞》的音乐，和老师一起边做TPR边练习left和right。
(4)全班以组为单位学习词组：keep
to
the
right，做TPR操练。
2．学习turn。
(1)T：Which
group
will
show
your
song，and
dance
for
us?
Ss：…(举手)
T：OK，let's
take
turns.
(2)学习词组take
turns和单词turn，教材板书并让同学和老师一起写单词和词组。
(3)学生在教师的引导下吟唱chant：
Play，play，play，
You
please，you
please，
Let's
take
turns.
Do，do，do，
You
please，you
please，
Let's
take
turns.
3．学习talk
quietly。
(1)教师出示talk
quietly的单词卡片，领读。
(2)教师限定15秒，让学生看词组，并用最短的时间将词组背下来。
(3)检查：
T：Boys，keep
to
the
left，Girls，keep
to
the
right.
然后拼读这个词组。
4．火眼金睛。
教师出示第一幅图(大声喧哗)，让学生找出其中的问题：
T：What
should
they
do?
Ss：He
should
talk
quietly!
教师出示第二幅图(没有排队)
Ss：The
students
should
keep
to
the
right.
教师出示第三幅图(拥作一团)
Ss：They
should
take
turns.
教师出示第四幅图(屋子里很脏乱)，从而引出“keep…clean”的学习。
5．我说你做。
由学生发指令“keep…clean”，其他学生按指令完成动作。如：
S1：Keep
your
desk
clean.
S2：…(学生就收拾桌子)
6．完成“探究学习”第Ⅰ题。
Step
3 Consolidation
1．听录音并朗读。听教材P62
Let's
learn中的录音。跟读词组和对话完成“探究学习”第Ⅱ题。
2．完成教材P62
Look，match
and
say部分的练习。
3．Make
a
dialogue.
学生以pair
work的形式两人一组，根据Let's
learn中的三个标牌，仿照课文创编一个新对话。完成“探究学习”第Ⅲ题。学生展示表演结果：
例如，情境一：
S1：Where
are
the
English
books?
S2：I
can
show
you
the
English
books.
T：Talk
quietly!
S1
&
S2：OK，we
will.
Step
4 Summing
up
&
Homework
Summing
up.
1．Words
and
phrases：
keep，keep
to
the
right，right，keep
your
desk
clean，talk
quietly，turn，take
turns
2．sentences：
…is/are…
Keep
to
the
right.
Talk
quietly.
Take
turns.
Keep
your
desk
clean.
Homework.
1．Listen
and
recite
the
dialogue.听录音并背诵对话。
2．Finish
the
relevant
workbook
exercises.完成课堂检测中的相关习题。
3．Talk
about
the
rules
in
our
life.说一说生活中应该注意的规则。
4．Preview
next
lesson
by
looking
up
new
words
and
translating
sentences.预习下一课，查查生词，译译句子。
