复习巩固描述人物特征的形容词：quiet, friendly, tall, thin, small, long hair;复习巩固用颜色及物品。一起看看五年级下英语unit4教案设计!欢迎查阅!
1.复习巩固描述人物特征的形容词：quiet, friendly, tall, thin, small, long hair;复习巩固用颜色及物品。
2.复习巩固句型：let’s…, let me…, Who’s he/she? He’s/She’s…, He/She has…, What’s her/his name? 。
教学难点：
1、用表示人物特征的形容词来描述自己的朋友;
2、人称代词及物主代词he, she, his, her 的正确运用。
教具准备：
1.Fred, Kate, Ben, Ann等人物图片。
2.有关教室及物品的图片。
3.Read aloud and match the pictures部分的录音。
教学过程：
(一)热身/复习(Warm-up/Revision)
1.播放教材第25页Let’s chant的录音，复习形容词tall, strong, short, thin, friendly, quiet及人称代词He, She。
2.播放教材第30页Let’s sing的录音，进一步复习描述人物的形容词，通过歌曲来活跃气氛，提高学生学习的兴趣。
(二)呈现新课 (Presentation)
1.Let’s play a guessing game.让我们来玩个猜猜猜游戏：
师：I have a good friend. He’s/She’s…. He’s/She’s…. He/She has…. Who is he/she?
通过描述班上一个或几个特征较为明显的学生，让学生通过猜来学习运用本课重点词汇：quiet, friendly, tall, thin, small, glasses, brown shoes, a blue bag, long hair, short hair, he, she等。
2.出生Look and find部分挂图或Fred, Kate, Ben, Ann等人物图片，通过连线进一步练习句型He’s/She’s…. He’s/She’s…. He/She has…. Who is he/she? 及词汇quiet, friendly, tall, thin, small, glasses，brown shoes, a blue bag, long hair, short hair, he, she等知识。
3.播放Read aloud and match the pictures部分录音，让学生完成在图片中的标号。
4.完成Read aloud and match the pictures部分的另两幅图片的对话。
参考内容如下：
(1) A: Oh, my schoolbag is heavy.
B: What’s in your schoolbag?
A: I have an English book, a math , a storybook…
(2) A: Who is he? He’s tall and he has brown hair.
B: He’s my friend. He’s new here.
A: What’s his name?
B: His name is…
(三)趣味操练 (Practice)
1.通过猜学生熟悉的动画人物或电影电视明星入手，培养学生综合运用所学知识的能力，如：what’s his/her name? His/Her name is…;He’s/She’s…. He’s/She’s…. He/She has…
2.播放或展示某个人物的一部分，让学生猜，这个人高还是矮，胖还是瘦。
(四)扩展性活动(Add-activities)
出示自己的全家福照片，让同伴猜他/她是谁。
教学反思：
教学难点：Play a game的内容综合了前三单元的主要句型，学生需要一个练习过程，然后过渡到综合运用。
教具准备：
1.Unit1-3单词卡及短语卡片。
2.小旗帜。
4. 教材相配套的教学录音带。
教学过程：
(一)热身/复习(Warm-up/Revision)
1.看单词卡读出单词并说出中文，复习1-3单元要求四会的单词。
2.做“拼读单词列队比赛”
将全班分成两组，教师发给每个学生一张字母卡片。游戏开始，教师说一个单词，如door，或出示一张门的图片，两个组持d，o，o，r字母的学生应立即站到讲台前按顺序站好队，先按正确次序排好队的为优胜。
3.复习表示颜色的单词，做“猜颜色”游戏。
教师先准备一些单词的图片。如白色的兔子，红色的小汽车，黑色的书包，绿色的上衣等。游戏开始，请一名学生到前面来猜，猜的学生面对全班站立，再请另一名学生上前站在他身后，抽出一张图片高举在手中并说：“This is a plane(car).What color is it? Please guess.”猜的学生可以问全班：“Is it red (black)?”等，全班学生答：“Yes.”或“No.”猜对后可以换另一位学生继续猜。
(二)呈现新课 (Presentation)
1.教师出示第35页的图片投到到黑板上。让学生读出上面的问题。
2.将全班学生分成几个小组，通过回答楼梯上的问题的回答来进行竞赛。可男生与女生比，小组之间，小队之间比等等。答对的小组小旗帜就向上移，看哪个最先登山顶峰。
3.让学生根据图中所给的单词和词组，对班中的同学进行描述。
4.教师问学生在前三个单元都学了哪些方面的知识?给学生分成三大组，教师将my classroom, my schoolbag, my friends 三个话题分给各组，让每组学生就本组所分到的话题拟定几个问题。
(三)趣味操练 (Practice)
1.看图写单词
这是让学生们复习学过单词的游戏，教师事先把需复习的11个单词用简笔画画在小黑板上或大白纸上，先不要让学生们看见，然后将全班按前后左右四人一组分成若干小组。竞赛开始，教师将小黑板或白纸挂起来，让学生们看一分钟，然后收起来，再给学生们两分钟时间将看到的单词写出来，写得最多最正确的组获胜。
2.找对子
教师将20个单词的图片贴在黑板上，另外将20张对应的单词卡扣着放在讲台上，然后让参赛的两组学生逐一上来抽卡片，抽出卡片后先要举给学生们看，然后把黑板上相应的图摘下来并将单词读出来，找对读对的得2分，找对读错给1分，找错了的不得分，卡片全部抽完后，得分多的为优胜。
(四)扩展性活动(Add-activities)
猜袋中物品数量
将全班分成若干小组，每组抽一人到前面，背对着班级。教师拿一个袋子，并向学生们借一些书本，铅笔，钢笔，橡皮等，放入袋中，然后让各组学生轮流猜袋子里东西的数目，猜对的给该组记10分。
板书设计： Recycle 1
What’s in your classroom?
Who’s your math teacher?
How many story-books do you have?
What’s in your pencil-case?
What’s in your schoolbag?
Do you like maths?
Who’s your best friend?
What colour is your schoolbag?
What colour is your English book?
教学目标：
知识与技能
1.Words and phrases: stomachache, cold, headache, fever,
fall off, fell off.
2.Sentences: Sam had lots of chocolate biscuits yesterday.
So today he’s got a stomachache.
3.Grammar: Talking about illnesses.
Words and phrases: stomachache, cold, headache, fever,
fall off, fell off.
教学难点：
Sentences: Sam had lots of chocolate biscuits yesterday.
So today he’s got a stomachache.
Grammar: Talking about illnesses.
讲授、过去时
教学过程：
(一)导入：Step 1 Warm-up
T: Hi, boys and girls.
T: Let’s sing a song, ok?
Ss: Ok.
T: Ok! London Bridge is falling down…。 (Ss sing the song)
T: You are clever boys and girls. Now let’s have a Free Talk “What I did yesterday”， Ok?
Ss introduce what they did yesterday
(二)探究新知Step 2 Presentation and leading
T: Who can tell me what happen to Daming in last Unit.
Ss: Daming’s head was bumped.
T: Let’s play this story, ok?
Ss: Ok.
(Two students play in roles of “Daming” and “Sam”， others describe the story, the two students do the actions)
The teacher writes the word “today” on the blackboard. What happened to Daming, Sam, Amy and Lingling? Lead the students to use “to” and “and” to connect the two sentences.
Step 3 Text Teaching
T: Now, this class we are going to learn Module 10 Unit 2 Sam had lots of chocolate biscuits .First, listen to the tape and underline the new words.
(Teach the new words’ cards)
T: Now listen to the tape and repeat it. Are you clear?
(The teacher writes these sentences on the blackboard)
Sam had lots of chocolate biscuits yesterday.
So today he’s got a stomachache.
T: Now listen to the tape again and tell me what happened to Sam, Lingling, Amy and Lingling.
T: Look at these words: had, ate
(三)巩固新知Step 4 Task-Fulfilling
T: Let’s play a game, ok? Ss: Ok.
T: Let’s play “I do you say”。 I’ll ask four students to come to the front of the class, one student performs Daming eating chocolate biscuits and then having a stomachache, and others describe it, and so on.
Step 5 Text Learning
T: Look at Part 4, answer these questions:
What is wrong with Little Tommy?
What’s wrong with Little Lingling?
What’s wrong with Little Ben?
T: Listen to the tape and repeat it.
T: Let’s read the poem together and do the actions, ok?
Ss: Ok.
(四)作业布置Homework
(五)小结：过去时的用法
板书设计：
Unit 2 Sam had lots of chocolate
Sam had lots of chocolate biscuits yesterday.
So today he’s got a stomachache.
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