Teaching Material授课材料
First period; Lesson 3, Unit 5, Book 6; Primary English
Teaching Objects授课对象
Students of Grade 5
Students Analysis 学情分析
The students in Grade Five are activity. They can say some simple English sentences. They can communicate with easy sentences.
Teaching Time授课时间
40 minutes
Teaching Contents教学内容
1. New words: tomatoes, potatoes, carrots, cabbages, chicken, duck, pig, cow;
2. Phrases: lots of, a lot of, black and white, very nice;
3. New sentences: There is … There are …
Teaching Aims and Demands教学目的
1. Language Focus语言目标
1) Understand and say:
tomatoes, potatoes, carrots. cabbages, chicken, duck, pig, cow;.
2) Understand and say dialogs to express opinions:
e.g. There is a cow. There are four pigs.
2. Skills Aims技能目标
Have students understand and say the words about the farm animals and vegetables; Use the sentences “There is/are…”
3. Emotion Aims情感目标
Have students express their opinions——their favorite farm animals and vegetables. Cooperate in pairs/groups to interview their classmates.
Important and Difficult Points教学重难点
1. Four-skill words and expressions
2. Useful phrases and sentences
Teaching Ideas教学理念
I will use the teaching method of “Interest, Situation, Activity” to create more opportunities for students to speak, to think and foster their ability to study independently and cooperatively.
Teaching Aids教具
1. Cards and pictures 3. CAI (PPT)
2. Real objects
Procedure Flow Chart 教学流程图
Teaching Procedure 教学过程
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Steps |
Activities |
Purposes |
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I. Warm-up |
Greetings. Free Talk. |
营造轻松愉快的课堂氛围，调动学生积极的学习情感。 |
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Play a guessing game about farm animals and vegetables. |
围绕本课核心词汇进行猜谜活动。 |
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II. Presentation & Practice |
1．Students watch the video. Think of the questions: 1) How many pigs? (4) 2) How many cows? (1) 3) What kind of vegetables? (Potatoes, tomatoes, carrots and cabbages.) 2. Students watch the video again, answer the questions. |
运用谈话法，创设真实的语言交际环境，让学生在轻松愉快的氛围中习得语言。 |
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3. Read the text. Draw the mind map.
a. Students follow the text. b. Students read the text by themselves. c. Pair work (Complete the chart)
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注意培养学生静听、仿读的好习惯，在朗读时关注学困生、培养全体学生的合作精神。
运用思维导图帮助学生进行整体理解，构建文本框架。
进行课堂反馈，突破难点，为后面的后续学习做好铺垫。 |
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4. Students read A again. Circle the things in Happy Land. (Part B) Check the answers. |
帮助学生运用课后练习恰当的处理语篇中的知识。 |
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III .Production |
1．Read the text. Students read the text in groups. Group assessment. |
为学生创设真实的情境，让学生从模仿到实践，在情境中运用语言。 借助于多样的小组评价方式鼓励各组组员朗读本课文本。 |
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2. Students complete Part C in their books. Read A again. Complete the dialog. |
利用练习检查学生对文本的全面的理解。 |
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3. Students discuss and name the passage.(e.g. Happy Land) |
让学生在阅读理解的基础上给文本命名。 |
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IV. Fun Time |
Students describe your Happy Land. Use the mind map, talk about the fruits, toys, etc. |
拓展文本至实际生活，帮助学生进行口头的拓展练习。
运用思维导图的方式，引导学生进行发散思维，拓展课本以外的相关信息。 |
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Model: In Happy Land, there are lots of fruits. There is ____________. It is ____________. There are ____________. They are ___________. There are _________________, too. |
将口头的拓展练习延伸到书面的笔头练习，将各小组已收集的相关信息，形成书面的内容，仿照原文本内容，鼓励学生进行适度拓展。 |
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V. Sum up |
Homework: 1.☆Read the text with your partners. 2.☆☆Talk about your Happy Land with your classmates. 3. ☆☆☆Complete the passage. |
用星级作业帮助学生逐步完成文本语言至语言运用的飞跃。 |
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Blackboard Design |
Unit 5 Lesson 3 Fun Reading and Writing |
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Model(示例): In Happy Land, there are lots of fruits. There is ____________. It is ____________. There are ____________. They are ___________. There are _________________, too. |
Group Assessment(小组评价) Boys Girls ☆☆☆ ☆☆ |
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Exercises |
Fill in the blanks(填表):
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