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、认读单词和短语，如：game，riddle，act
out，RSVP，by等。
2．能够听懂、读懂并内化Read
and
write的内容，并能够自己写一封邀请函。
3．能够掌握基本的阅读策略，积极大胆地尝试写作，能够提高自主学习能力。
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．能够在实际语境中学会运用将来时“will”的表达方式，以及一些重要的短语、句型，如：“act
out”“Will
you
come
to…”等。
3．能够大胆尝试写一封邀请函，培养英文基础写作能力。
能够提高阅读技巧，掌握基本阅读策略，并进行大胆思考和尝试英文写作。
Step
1 Warming
up
1．Chant
together.
教师带领学生复习上节课总结环节的歌谣，在活跃气氛的同时，将旧知识像滚雪球一样再次呈现，更能加深学生的记忆。
T：National
Day，National
Day，when
is
National
Day?
S：October，October，it's
in
October.
T：Thanksgiving，Thanksgiving，when
is
Thanksgiving?
S：November，November，it's
in
November.
…
2．Show
and
guess(你秀我猜)：
每组学生选出两个代表到台前参加比赛，一个学生出示节日图片，另一个学生用英文说出节日及所在月份，用时最短的组得分最高。
3．I'm
a
tourist(我是导游)：
由学生来到讲台前扮演导游讲解员，利用课前搜集的资料来讲解他们所理解的英语晚会。
Step
2 Presentation
1．设置情景：教师介绍英语晚会的基本概况，并告诉学生今天大家一起举办英语晚会。
(1)用多媒体播放音乐，展示英语晚会的相关图片。
(2)学习短语play
games。
T：Do
you
like
playing
games？Today
let's
play
games.We
have
the
English
party
together，OK?
S：Great!
T：In
the
English
party,
we
usually
play
games.在学生理解game的意思后，强调这里game为可数名词要用复数表示泛指。开火车，读三遍。
T：What
games
do
we
play
in
the
English
party?
(3)学习riddle；act
out。
A．教师询问同学喜欢猜谜语吗，引出单词“riddle”。
教师出示课件，展示几个谜语，让学生猜。可小组讨论也可男女分组进行比赛，看看哪个小组猜得最多最准确。如：
①What
letter
is
an
animal?
Key：B(Bee).
②Who
can't
live
in
a
house?
Key：snowman.
③A
mouse
has
a
large
pocket,
what
is
it?
Key：A
kangaroo.…
教师对表现优异的小组给予鼓励，并强调课件上展示的谜语就是riddle。教读riddle，并纠音。
小组内活动。一位组员出示谜语，另一位组员猜，然后互换。强化对“riddle”的理解。
B．教师出示单词act及短语act
out。
教师通过体势语表演，模仿动物，让学生猜模仿的是什么动物，对猜对的学生给予奖励。
①教师手持卡片，请学生上台表演卡片上的内容，让同学们猜表演的是什么。
②学生两人一组上台表演老师指定的小故事，对表现好的小组给予鼓励。
2．学习Read
and
write：
(1)T：Robin
wants
to
hold
an
English
party.Here's
his
invitation
for
his
friends.Listen
to
the
tape
and
then
finish
the
exercise
on
the
textbook.教师播放录音，学生完成课本第29页的判断正误练习，作答并改正错误的说法。
答案：× √ × √
纠错：S：The
English
party
is
on
April
12th.
S：You
will
play
games
at
the
party.You'll
read
riddles.
You
will
act
out
stories.
(2)教师播放录音，学生跟读课文，理解意思，教师讲解。注意教授单词RSVP，by和句型Will
you
come
to…？的用法。
(3)“口头邀请函”：学生扮演Robin，口头邀请朋友参加英语晚会。
S：I'm
Robin.I
will
hold
an
English
party…
(4)学生自愿上台表演，师生共同评出“口语之星”。
Step
3 Consolidation
1．根据短文完成对话并表演。
R：Hello，Alice.
A：Hi，Robin.
R：I
will
hold
an
English
party.Would
you
like
to
come
to
my
English
party?
A：Of
course.I'd
like
to.When
is
it?
R：It's
on
April
12th，7
p．m.
A：Where
will
you
hold
the
party?
R：In
the
gym.
A：What
will
we
do
in
the
party?
R：We'll
play
games.
We
will
read
riddles.
We
will
act
out
stories.
A：Sounds
great!
2．Write
an
invitation.
(1)假如你的生日即将到来，请给你的朋友写一封生日聚会邀请函。
参考词汇：dance，play
games，make
a
wish，sing
the
birthday
song，eat
noodles/a
birthday
cake
(2)学生习作：
Birthday
Party
When：July
8th，7
p．m.
Why：birthday
party
Where：my
home
What：We
will
play
many
games.We
will
dance
together.We
will
sing
the
birthday
song.We
will
eat
a
big
birthday
cake
and
I
will
make
a
wish.There
are
also
many
delicious
dishes.
RSVP：Will
you
come
to
my
party？Please
send
an
email
by
July
1st.
Sophia@
师生共同评价，找出优点和缺点。
3．Let's
check.
教师播放录音，学生完成Let's
check部分内容。教师再次播放录音，学生整体回忆，加深理解。
Step
4 Summing
up
&
Homework
Summing
up.
1．Words
and
phrases：
game，riddle，act
out，RSVP，by等。
2．Writing：
Acquiring
how
to
write
an
invitation.
Homework.
1．Listen
and
recite
the
text.听录音并背诵短文。
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
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
3 My
school
calendar
第1课时
Main
scene Part
A Let's
try
&
Let's
talk
1．能够正确听、说、朗读及运用“When
is
the
school
trip
this
year？”“It's
in…”“When
is
the
party？”“It's
in…”等询问他人活动的时间并做出回答的交际用语。
2．能够正确听、说、读、写单词及短语，如：July，August，September，October，November，December，summer
vacation，Teachers'Day等。
3．能够听懂、会说、会表演Let's
talk的内容，并能够在真实场景中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活动的问答句“When
is
the
school
trip
this
year？”“It's
in…”“When
is
the
party？”“It's
in…”。
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活动的问答小对话。
Step
1 Warming
up
1．Greetings：
T：What
day
is
today?
S1：It's
Monday.
T：What's
the
month?
S2：It's
March.
T：Do
you
like
March？Why?
S3：Yes，I
do./No，I
don't.
T：Cool！Can
you
guess
what
month
I
like
best?
S4：You
like…
T：Wow，so
cool！I
love
July，August
and
September.The
summer
vacation
is
in
July
and
August；the
Mid?Autumn
Day
is
in
September.(教师边说边用手指笔画出第七、第八、第九月份，然后将十月、十一月、十二月的彩色单词卡片贴在黑板上。)Here's
a
song
about
months.It's
a
special
song.Do
you
want
to
sing？Let's
go!
2．教师播放歌曲“Months
of
the
year，”学生随着优美的旋律哼唱，第二遍时教师边唱边做动作，让学生集中注意力跟着模仿。
Step
2 Presentation
1．学习Main
scene。
(1)教师将课本23页的挂图贴在黑板上，询问学生：“What
are
they
talking
about？”。
(2)学生两人一组，展开合理想象并讨论：
—What
are
they
talking
about?
—They
are
talking
about
the
school
trip
and
the
singing
contest
in
May.
(3)展开讨论结果。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24页挂图，询问学生：“Who
are
they？What
are
they
talking
about？”。
—Who
are
they?
—They
are
Zhang
Peng
and
Mike.
—What
are
they
talking
about?
—They
are
talking
about
the
English
party
in
April
and
the
school
trip
in
May.
(6)让学生以pair
work的形式，两人一组讨论不理解的句子，随后向教师请教。
(7)教师解答问题，并领读，学生模仿朗读，进一步理解对话内容。
(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的听力，让学生听录音，完成“探究学习”第Ⅱ题。
(2)教师校对答案。
3．学习Let's
talk。
(1)复习原来学过的中外节日和这些节日所在的具体月份，同时问学生：“When
is
Teachers'
Day？”让学生利用“It's
in…”回答，教师把这些信息作为歌词，放在Months
of
the
year这首歌的旋律中并与学生一起演唱：
Summer
vocation
is
in
July.
Teachers'Day
is
in
September.
China's
National
Day
is
in
October.
Thanksgiving
Day
is
in
November.
Christmas
is
in
December.
We
love
them.
(2)全班起立，边做动作边唱这首歌曲。
(3)T：Cool，we
know
Teacher's
Day
is
in
September，Christmas
is
in
December.Can
you
say
out
some
other
holidays？(因为大部分学生做到课前预习，上网查阅国外节假日及风俗习惯，准备充足，所以师生由课内学习转向课外认知，链接学生的生活并拓展知识面。)
S1：May
Day
is
in
May.
S2：Father's
Day
is
in
June.
S3：…
(4)教师要求学生听两遍录音，然后完成“探究学习”第Ⅲ题，之后两人一组讨论并判断。
(5)师生核对答案。
(6)完成“探究学习”第Ⅳ题。
(7)让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)2—3组进行表演展示，以检查学生对本课对话的掌握情况，教师评价、生生互评。
Step
3 Consolidation
1．Make
a
dialogue.
教师要求学生两人一组，根据提示单词完成关于中外节假日的问答：
Summer
vacation，Mid?Autumn
Day，China's
National
Day，
American，Christmas，December，November，October，September，July…
A：When
is…？
B：It's
in…
A：What
do
you
do
on
that
day?
B：We…
(拓展相关表示事情的词汇)
2．Be
a
reporter(争做星级小记者)：在小组内调查同学们的生日及该月会出现的节假日，并向同学们汇报调查过程和结果。
学生4人一组，选出一名reporter调查其他组员，完成“探究学习”第Ⅴ题。然后以pair
work的形式创编对话，并展示汇报过程和结果。
Name
When
is…？
What
do
you
do
on
that
day？
It's
in…
I…
S1：Let
us
do
a
survey.When
is
your
birthday?
S2：My
birthday
is
on…
S1：Wow！Cool.What
holiday
is
in
that
month?
S3：…
S1：What
do
you
do
on
that
day?
S4：I…
Step
4 Summing
up
&
Homework
Summing
up.
1．Words：
July，August，September，October，November，December
2．Sentences：
When
is
the
school
trip
this
year?
It's
in
May.
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．Do
a
survey
about
other
holidays.用英语调查一下其他的节假日。
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4课时
Part
B Let's
learn
&
Ask
and
write
1．能够进一步内化“When
is…”等用来询问他人时间的交际用语并学会使用表示月份的单词。
2．能够正确听、说、读、写单词，如：July，August，September，October，November，December，National等以及涉及的一些重要节日，如：Mid?Autumn
Day，National
Day，Thanksgiving
Day，Christmas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．能够掌握单词，如：July，August，September，October，November，December，National，American等并熟悉一些重要节日，如：Mid?Autumn
Day，National
Day，Thanksgiving
Day，Christmas等。
2．能够在实际语境中运用关于时间的问答句“When
is…？”“It's
in…”并熟悉所涉及的节假日及风俗习惯。
学生能够大胆创编和表演有关节假日的问答小对话。
Step
1 Warming
up
1．教师利用卡片玩“flash
card”游戏。通过图卡的快速闪动，请学生根据观察和推断快速回答教师的问题：“Which
month
is
it？/Which
season
is
it？”。
2．“Matching”游戏。教师展示一月到六月图片以及每个月份所涉及的活动的图片并将其粘贴到黑板上，邀请学生来进行matching，将活动所在月份粘贴在一起并进行描述。
Step
2 Presentation
1．学习July，August：
T：How
many
months
are
there
in
a
year?
S：Twelve.
T：Yes.Let's
say
them
together.They
are
January，February，March，April，May，June…The
next
is
July.
教师板书单词“July”并且问学生“What's
the
Chinese
meaning
of
July？”。
S：七月。
教师强调其发音，并且和单词“June”进行比较便于学生记忆。然后，教师写下单词“August”，并教会学生读。
T：Then，what
do
you
do
in
July
and
August？Do
you
go
to
school?
S：No.We
have
a
summer
vacation.
T：So
we
have
a
summer
vacation
in
July
and
August.(与学生齐读)
2．学习September，October，November
and
December：
教师列出September，October，November，December并且给出相应中文意思，教会学生识读，并且询问这四个单词拼写有什么规律。学生们会发现“?ber”后缀一致的规律以方便他们记忆单词。
3．学习有关节日的单词：
(1)展示学生课前搜集的关于节日的图片并指导学生用英文读出图片上的节日。
(2)邀请学生将他们搜集的图片粘贴到相应的月份前，引导学生一起来指认。
(3)教师写下相应的有关节日的单词在图片下，学习Teachers'
Day，Mid?Autumn
Day，China's
National
Day，American
Thanksgiving
Day
and
Christmas。
(4)播放Let's
learn单词录音，跟读。
(5)领读数遍，开火车读。
(6)鼓励学生介绍他们搜集的节日图片，了解该节日的风俗习惯，教师做出总结，以PPT的展现形式让学生了解中西方文化，深化所学知识。
4．学习Let's
learn：
(1)展示教学对话图片，邀请学生来读对话。
(2)教师领读，学生跟读。
(3)请学生翻译并指正。
(4)强调“When
is…？”询问时间的用法。以同样的句型，向学生提问，进行操练：
T：When
is
Teacher's
Day/Mid?Autumn
Day/China's
National
Day/American
Thanksgiving
Day/Christmas?
S：It's
in
September/October/November/December.
(5)全班以pair
work的形式进行操练。
5．完成“探究学习”第Ⅰ题。
6．学生在教师的引导下演唱歌谣：
一月January雪花飞；
二月February年来到；
三月March花儿笑；
四月April风筝飞；
五月May去劳动；
六月June节日到；
七月July向着党；
八月August烈日照；
九月September回学校；
十月October庆国庆；
十一月November初冬到；
十二月December过圣诞。
7．完成“探究学习”第Ⅱ题和第Ⅲ题。
Step
3 Consolidation
1．Fill
in
the
blanks：完成教材第28页Ask
and
write部分的填空。
2．Make
a
dialogue：学生以pair
work的形式两人一组，完成Ask
and
write部分的对话并进行展示。
3．“大转盘”游戏：每组学生派出一个代表来摇晃大转盘，当指针指向某个月时，该学生就要列举出这个月有哪些节日并写到黑板上，然后组员配合完成介绍这些节日的风土人情的任务。教师给出评价分数。
4．进行“击鼓传花”的游戏：音乐响起，学生开始传花，音乐停止，花落到某个学生手中，那么该生要从纸盒里抽出一张写有节日的字条，此时，其他学生问：“When
is
it？”该生会根据字条上的节日回答出相应的日期并做拼写。
5．完成“探究学习”第Ⅳ题。学生展示表演结果：
S1：Which
month
do
you
like
best
this
term?
S2：I
like
September
best.
S1：Why
do
you
like
it?
S2：Because
I
can
go
to
school
to
see
my
classmates.And
all
my
family
members
get
together
on
Mid?Autumn
Day.How
about
you?
S1：My
favourite
month
is
December，because
there
is
snow
in
winter.Everything
is
white
on
the
ground.I
love
Christmas.
S2：When
is
Christmas?
S1：It
is
on
December
25th.
Step
4 Summing
up
&
Homework
Summing
up.
1．Words
and
phrases：
July，August，September，October，November，December，national，Mid?Autumn
Day，National
Day，Thanksgiving
Day，Christmas
2．Sentences：
When
is…？
It's
in…
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
favourite
festival.对你喜爱的节日进行描述。
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2课时
Part
A Let's
learn
&
Read
and
say
1．能够正确听、说、朗读“When
is
Tree
Planting
Day？”“It
is
in
March.”等询问他人节假日或活动的交际用语及其回答语。在不同的情景下，学会独立表达“When
is…？”“It's
in…”等功能语句进行语言交际，表达将要发生的动作，并培养学生的团队合作竞争意识。
2．能够正确听、说、读写单词及短语，如：January，February，March，April，May，June，New
Year's
Day，winter
vacation，Tree
Planting
Day等。
3．能够听懂、会说Let's
learn的内容，并能够根据实际情况运用本课重点句型表达中西方节假日和风俗习惯。
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．能够掌握单词及短语：January，February，March，April，May，June，New
Year's
Day，winter
vacation，Tree
Planting
Day等。
2．能够在实际语境中交流运用关于时间的问答句“When
is…？”“It's
in…”。
学生能够大胆创编和表演有关询问节假日的问答小对话。
Step
1 Warming
up
1．Play
a
game：quick
respond.
There
will
be
some
phrases
on
the
screen.The
teacher
will
show
one
of
them
to
the
students.One
student
stands
up
and
reads
it
out，then
he
will
ask
another
student
to
make
a
sentence
with
the
phrase.The
students
will
do
the
game
in
chains.
T：Please
stand
up！Let's
play
a
game：quick
respond.Look
at
the
screen.There
is
a
phrase
on
it.Who
can
read
it
out？And
then
ask
one
of
your
classmates
to
make
a
sentence
with
it.Here
we
go!
2．播放动感伴奏：
T：Look，dear
boys
and
girls.The
first
phrase，who
can
read
it
out?
S1：New
Year's
Day.Wang
Li，please
make
a
sentence.
S2：New
Year's
Day
is
in
January.(There
will
be
the
next
phrase
on
the
screen.The
second
student
will
ask
another
student
to
read
it.)
S3：…
S4：When
is
Children's
Day
this
year?
S5：…
Step
2 Presentation
设置场景：教师手中拿着本年度重大节假的时间安排表，如果能闯过以下各个关，就可以得到时间安排表，及时了解重大活动安排的时间。
1．Challenge
One(Let's
guess)：向学生展示场景：
(1)谈论寒假时间。
T：I
am
your
English
teacher.Do
you
want
to
know
something
about
school
holidays?
S1：When
is
the
winter
vacation?
T：Guess？Is
it
in…？
S2：Is
it
in
December?
T：The
month
is
after
December.
S3：It's
in
January
and
February.
学习单词January缩略形式Jan.，February缩略形式Feb.和短语winter
vacation。
(2)猜出植树节时间。
T：I
like
the
holiday
very
much.On
that
day，many
people
would
like
to
go
to
the
park
and
plant
small
trees
with
their
parents
or
friends.So
can
you
guess
what
it
is?
S1：Tree
Planting
Day.
T：I
want
to
know
who
also
likes
it
very
much，so
we
should…
S2：Plant
small
trees
outdoors
and
enjoy
protecting
trees
around
us.
T：When
is
Tree
Planting
Day?
S3：It's
in
March.
学习单词March缩略形式Mar.和短语Tree
Planting
Day。教师边和学生交流，边板书主要功能句式：“When
is…？It's
in…”，并且贴出有关教学测试和时间的纸条。教师给出语言和动作提示，让学生边猜测，边学习新授知识，培养用英语进行思维的能力。
(3)教师唱一首英文歌，学生马上反应过来——singing
contest。
T：Do
you
want
to
know
something
about
the
singing
contest?
S1：When
is
the
singing
contest?
S2：Is
the
singing
contest
in
December?
T：No，it's
in
May.Now
let
us
see
the
time
table.
学习单词May和缩略形式May及短语singing
contest。贴出短语sing
English
songs。
(4)利用课件展示学生进行各种体育比赛的场景，引导学生在组内尝试运用新句式进行问答练习。
S1：When
is
our
sports
meet?
S2：It's
in
April.(教师将涉及的短语贴在黑板上)
(5)教师利用语言描述学校旅游的场景，引导学生进一步运用句式进行语言练习。
S1：When
is
our
school
trip?
S2：It's
in
March.(教师将涉及的短语贴在黑板上)
(6)视频播放学校退休优秀教师过生日的场景——学生为优秀老教师献花，引导学生结合现实生活的具体事例利用已学句式进行问答，同时也培养学生尊重老师的情感。
S1：When
is
Miss
Chen's
birthday?
S2：It's
in
September.(教师将涉及的短语贴在黑板上)
(7)T：Now，dear
boys
and
girls，please
look
at
the
blackboard.Ask
and
answer
the
questions
in
chains.
教师引导学生按照板书呈现的内容，运用所学的功能句式进行问答练习。
T：Look
at
our
school
time
table.Can
you
ask
and
answer?
S1：When
is
our
sports
meet?
S2：It's
in…
S3：When
is
our
school
trip?
S4：It's
in…
2．Challenge
Two(Let's
do
the
exercises)：
(1)教师播放录音，完成“探究学习”第Ⅰ题。
(2)Board
game：比一比，看一看哪个小组在规定的时间内，在此游戏中获得本课涉及的短语最多。
(3)Play
a
game(What
is
missing？)：播放幻灯片，仔细记忆一组图片，随后其中的一张消失，让学生用“…is
in…”说出其相应的英文句子。
(4)完成“探究学习”第Ⅱ题。
(5)运用所学知识，小组间合作完成“探究学习”第Ⅲ题，选出优秀组进行展示，激发学生学习积极性，培养学生合作交流能力和团队竞争意识。
3．Challenge
Three(Do
a
survey)：
(1)自我检测：学习教材第25页Let's
learn部分，运用所学知识，以individual
work的形式完成第25页Read
and
say的练习题和“课堂检测”第Ⅰ、Ⅱ题。
(2)完成“课堂检测”第Ⅲ题。
(3)运用所学知识创编对话，小组间展示成果，在班内评出“英语之星”小组。
Step
3 Consolidation
学生顺利完成闯关游戏后，教师将全年节假日活动安排表发放给学生，要求学生结合学校的时间安排表来合理安排一下自己家庭的日常活动时间表。
T：You
all
do
a
good
job！Now，you
know
many
holidays
and
our
school
timetable.Can
you
make
a
timetable
for
your
family?
完成“探究学习”第Ⅳ题。学生在组内制作日常活动安排表，并且在组内讨论，推选出代表来展示时间安排表，评选出最佳合作小组。
Name
________
Jan.
Feb.
Mar.
Apr.
…
grandma's
birthday
father's
birthday
mother's
birthday
family
trip
…
(1)My
grandma's
birthday
is
in
May.
________________________________________________________________________
________________________________________________________________________
(2)展示表演结果：
S1：Do
you
want
to
know
my
family
timetable?
S2：Of
course.When
is
your…？
S1：It's
in…We
do
a
lot
of
things.We…
S3：Wow！Wonderful!
…
Step
4 Summing
up
&
Homework
Summing
up.
1．Words：
January，February，March，April，June
2．Sentences：
When
is…？
It's
in…
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
your
timetable
with
your
friends.和朋友在一起谈谈你们的时间安排表。
4．Preview
next
lesson
by
looking
up
words
and
translating
sentences.预习下一课，查查生词，译译句子。
5．Ask
and
know
when
your
friends'
birthdays
are.了解一下你朋友们的生日。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“When
is…？”“It's
in…”等有关节假日或活动安排的问答句。
2．能够正确听、说、读、写单词和短语，如：October，school
trip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．掌握并灵活运用一般将来时，并在此基础上提高学生的口语表达能力、语言组织能力和“用英语做事情”的能力，提升“I
will
do
it！”的主人翁自信心。
1．能够在实际语境中交流关于时间安排的问答句“When
is…？”“It's
in…”。
2．能够熟悉交际用语“What
will
you
do…？”“I
will…”等的用法。
3．内化并表演Let's
talk的交际内容。
1．学生能够大胆创编和表演有关节假日或活动安排的问答小对话。
2．学生能够灵活运用一般将来时的表达方法，提升“I
will
do
it！”的主人翁精神。
Step
1 Warming
up
Play
a
game“点豆花”：
师生共同“点豆花”：When，when，when
is…？It's
in，it's
in，it's
in…
被点到的学生回答问题。
—When，when，when
is
Christmas？It's
in，it's
in，it's
in…
—It's
in
December.
—When，when，when
is
New
Year's
Day？It's
in，it's
in，it's
in…
—It's
in
January.
…
Step
2 Presentation
1．设置情景：教师询问学生喜欢什么季节：
(1)多媒体展示一段一年四季交替变化的视频，借此提问：“Which
season
do
you
like
best？Why？What
activities
do
you
have
in
that
season？”。
T：Which
season
do
you
like
best?
S：I
like
autumn.
T：Why?
S：I
really
like
the
colours.
T：What
activities
do
you
have
in
that
season?
S1：We
usually
have
a
school
trip
in
autumn.
T：Great！When
is
the
trip
this
year?
S2：It's
in
October.
S3：We'll
go
to
the
Great
Wall.
T：Cool！I
love
the
Great
Wall!
学生两人一组操练句型：“When
is…？It's
in…”。
(2)拿出自制单词卡：October。要求学生根据音标和读音填写字母，开火车读三遍。
(3)教师举着单词卡，把单词卡贴到黑板上，问：“When
is
the
trip
this
year？”。
—When
is
the
trip
this
year?
—It's，it's…It's
in
October.(学生争先恐后地举手)
—What
will
you
do？(教师对另一名学生说)
—We'll
go
to
the
Great
Wall.(这名学生回答)
学生以小组为单位朗读操练数遍：“What
will
you
do…？
I/We
will…”。
2．学习Let's
try和Let's
talk：
(1)听Let's
try部分的录音，完成“探究学习”第Ⅰ题。
(2)教师指导学生观察Let's
talk部分的教学挂图，提问：“Who
are
they？What
are
they
talking
about？”。
—Who
are
they?
—They
are
Oliver
and
Chen
Jie.
—What
are
they
talking
about?
—They
are
talking
about
when
the
trip
is
this
year
and
what
they
will
do.
(3)听录音，完成“探究学习”第Ⅱ题。
(4)学生听录音跟读课文，理解意思，并进行表演性朗读。
(5)小组内分角色进行表演操练、学生自愿上台表演，师生共评。
Step
3 Consolidation
1．学习教材第27页What
will
you
do
for
your
mum
on
Mother's
Day？部分：
(1)利用多媒体展示教材第27页出现的拓展词汇及其图片：cook，make
a
card，sing
to
her，say
“Thank
you”，write
her
a
letter，tell
her
a
story，play
the
pipa
for
her，学习词汇并且在小组内朗读数遍。
(2)完成“探究学习”第Ⅲ题。
(3)Make
a
dialogue：完成“探究学习”第Ⅳ题。学生以pair
work的形式两人一组运用句型“When
is…？It's
in…We'll…”创编对话。
S1：When
is
Children's
Day?
S2：It's
in
June.We'll
sing
and
dance
with
my
friends.
S1：Cool！I
love
to
sing
and
dance.
S2：What
about
you？When
is
the
school
trip?
S1：It's
in
October.We'll
go
to
the
theme
park.
S2：Cool！I
love
the
theme
park.
2．Make
a
dialogue(庆祝生日)：
Situation：When
your
parents
or
friends
have
a
birthday，you
want
to
celebrate
it
and
do
some
wonderful
things.当你的家长或朋友过生日时，你想要帮他们庆祝并做些有意义的事情。
(1)教师要求学生完成“探究学习”第Ⅴ题。
(2)学生根据情景以pair
work的形式，两人一组创编对话。学生自愿上台表演对话。
S1：What
will
you
do
for
your
father
on
his
birthday?
S2：I'll
cook
for
my
father.
S1：Will
you
sing
birthday
songs?
S2：Yes，I
will.
S1：Cool！Can
you
make
a
card?
S2：No，I
can't.
S3：No
problem.I
will
help
you.
S2：What
about
you
and
your
partner?
S3：I'll
write
a
letter，tell
a
story
and
play
the
pipa.
S2：So
cool!
(3)师生共同评价，找出表演者的优点和缺点。
Step
4 Summing
up
&
Homework
Summing
up.
1．Words
and
phrases：
cook，card，the
Great
Wall
2．Sentences：
—I'll
cook
for
my
mother.What
about
you?
—I'll
make
card.
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
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，如：plan，away，April，July，vacation，test，sweet等。
2．能够掌握句型：“What
will
you
do？/I
will…”。
3．能够听懂、读懂并内化Part
C部分Story
time的内容。
4．能够掌握良好的阅读策略，并能够提高自主学习能力。
5．培养善于发现自我的能力，学会领悟“学习在前，享乐在后”。
1．能够掌握本单元的三会、四会词汇以及句型并灵活用到具体的语境中。
2．能够听懂、读懂并内化Part
C部分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．师生共同演唱关于月份的歌谣，并配上音乐。
Hey
Hey
When's
your
birthday?
Clap
your
hands
if
it's
in
January
Stamp
your
feet
if
it's
in
February
Shrug
your
shoulders
if
it's
in
March
If
it's
in
April
stand
up
Born
in
May
wave
your
hand
June's
the
month
to
touch
the
sky
Fly
around
if
it's
in
July
If
it's
in
August
blow
your
nose
In
September
touch
those
toes
If
your
day
is
in
October
start
your
day
by
rolling
over
In
November
bend
your
knees
Here's
December
you
must
freeze!
2．Free
talk：学生前后两人一组，以pair
work的形式展开自由对话，询问节日时间。
S1：When
is
Tree
Planting
Day?
S2：It's
in
March.
S1：When
is
Easter
Day?
…
Step
2 Presentation
1．Main
scene：
教师展示课本第31页教学挂图。
T：Who
are
they？What
are
they
talking
about?
S1：They
are
Zip
and
Zoom.
S2：They
are
talking
about
their
summer
vacation.
(1)学习away和plan：
T：When
is
our
summer
vacation?
S：In
July
and
August.
T：Yes，the
summer
vacation
is
still
three
months
away.
T：When
is
our
winter
vacation?
S：In
January.
T：Yes?
在学生做出回答后，给出away的含义及用法。
T：Do
you
want
to
make
a
plan
for
your
summer
vacation？Do
you
have
any
plans？What
will
you
do?
S：I
will
go
back
to
my
hometown./I
will
go
to
Beijing…
(2)Drive
the
train：
教师分别偷偷告诉每组排头学生Story
time中的重点句型，每组同时开始对话，前排的学生传给后排的，选出最快最准确的一组，给予奖励。(由此导入新句型如：When
is
the
summer
vacation？/It's
still
three
months
away./What
will
you
do？/Early
planning
is
always
good.)
①Flash动画展现暑假旅游的各种地方并附有以上重点句型的字幕，学生开火车比赛操练数遍。
学生开火车比赛，两组同时开始，由排头两个学生开始向下一对学生传声：
S1：When
is
the
summer
vacation?
S2：It's
still
three
months
away.
②每组排头学生向后排学生小声传话“Early
planning
is
always
good.”
2．讲解Part
C部分Story
time的故事：
(1)播放课文录音，完成“探究学习”第Ⅰ题。
教师请学生回答问题并纠正答案。
(2)教师给学生时间朗读课文，学生听录音完成“探究学习”第Ⅱ题。
(3)师生共同讨论答案：
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。
(4)帮助学生理解故事后，再播放一遍录音让他们跟读。
(5)分角色朗读。
(6)分组朗读，熟悉课文。
Step
3 Consolidation
1．My
summer
vacation
plan“我的暑假计划”：制定自己的暑假计划并进行口头描述。
2．“突破创新”：完成“探究学习”第Ⅳ题。根据学生的不同学层次分为三组：第一组表演课文对话，第二组根据所给框架编写对话，并表演，第三组自创并表演对话。
(1)第一组表演课文对话；
(2)要求学生按照框架重新串接故事；如：
S1：Look
at
my
summer
vacation
plan!
S2：It's
May
Now.The
summer
vacation
is
still
two
months
away.
S1：Early
planning
is
always
good.
S2：What
will
you
do?
S1：In
July，I'll
go
to
Xiamen
with
my
family.
S2：What
will
you
do
there?
S1：I'll
see
the
blue
sea，pick
up
shells
and
have
delicious
food.
S2：Sounds
great!
S1：In
August，I
will
go
back
to
my
hometown.
S2：You
have
a
great
plan，but
what
will
you
do
tomorrow?
S1：Oh，my
goodness！I'll
hand
in
my
homework.
(3)学生充分发挥想象力自编对话并进行表演。
(4)师生共同评出“口语之星”“改编之星”“表演之星”等。
3．完成教材Part
B部分Let's
wrap
it
up，总结“on＋星期”和“in＋月份”的规律。
小组合作操练“What
will
you
do
on
Monday/Tuesday/Wednesday？和What
will
you
do
in
January/February/March？”的问答。
拓展in＋年份：e.g.in
1988；on＋具体日期或者特指某一天：e.g.on
a
Christmas
evening，on
May，1st，2014，at＋钟表时间：e.g.at
three
o'clock；此外，in
the
morning/afternoon/evening。
Step
4 Summing
up
&
Homework
Summing
up.
1．Words：
plan，away，April，July，vacation，test，sweet等。
2．Sentences：
What
will
you
do?
I
will…
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
Zoom's
story
to
your
parents.把Zoom的故事讲给你的父母听。
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。
