小学英语《Unit 5 A film about fire》教学设计
小学人教PEP版英语六年级上册Unit5 A Let’s talk教学设计
Unit 5 A Let’s talk教学设计(A. Let’s try Le’s talk)一、教学目标（一）认知目标1. 能够听、说、读、写主要句型：What does your father/mother/he do? He/She is a/an…并能在实际情景中熟练运用。
2. 能够掌握二会单词country, head teacher，理解三会句子：Do you want to be a head teacher, too? 并能在情景中正确运用。
3. 能够独立完成Let’s try部分的练习。
（二）能力目标能够灵活运用所学句型进行问答。
（三）情感目标教育学生要积极与他人合作，运用所学英语进行交流。
二、教学重难点（一）重点掌握四会句型What does your father/mother/he do? He/She is a/an...突破方法：反复朗读，情景对话，突破重点。
（二）难点能够听、说、认读拓展句型What are you going to be? I am going to be a/an...突破方法：小组对话、学生搭档对话、游戏等方式，突破难点。
三、教法与学法点拨法，引导法，情景教学法，游戏法。
四、教学准备教师准备多媒体课件、课文情景动画或音频MP3（）。
另外有单词卡片，照片，相关道具和服饰等。
五、教学过程Step 1: Warm-up1. 教师通过复习之前学过的有关职业的单词，引入本课职业的主题。
教师把粉笔、白大褂、棒球等一些与职业相关的道具放在桌上，让学生轮流猜或者讨论与之相关的职业名称。
教师给出答案，让学生跟读。
2. 教师通过“自己说命令，学生做动作”的形式复习旧单词。
如：Act like a teacher.（学生扮演老师）Act like a doctor.（学生扮演医生）Act like a nurse.（学生扮演护士）Act like a farmer.（学生扮演农民）Act like a driver.（学生扮演司机）…Step 2: PresentationLet’s try教师引导学生看教材上Let’s try部分的内容，播放录音，学生带着问题听录音，选择正确案。
牛津英语9AUnit5Films第二课时教学学案.pdf
牛津英语9AUnit5 Films第二课时教学学案一.针对上节课的内容进行下列谈话：1.通过上节课的学习，我们明白了“作为一名导演”要学会如何采集场景，具体操作过程如下(1)准备_________(2)开始_________(3)再来一次_________(4)拍得好__________.请你译好句子“我想当导演而不想当女演员。
”这一结构为I’d like to be a _____ _____ _____ an ______ .借此机会，请同学们区分一下instead和instead of的用法好吗？具体操作为：单词instead属于副词，常位于句首或句末；短语instead of后常接相当于名词的一类词。
动动手好吗？He watched TV instead of ________(play) games last night .2.同学们别忘了“白日梦”单词形式为________.顺便译好短语“stop daydreaming”的含义为_________.请你区别两个短语为(1)stop to do sth________(2)stop doing sth_______.请把句子“你为何不停止做白日梦呢？”译成英语为__________________________.同时写出同义句为Perhaps______________________________.记住：我们可不能做白日梦啊!“幸运地你们还有机会通过下次考试。
”译法为_____________________________.友情提醒:“许多学生认为自己太好而不适合做这工作”译为_______________________.3.请用方框中所给的内容完成下列对话：grow up , of course , I’d rather be a director. , Me too . , do you know A: What are Lucy and Amy doing over there , ______________ ?B: They are making a film with their director .A: Oh .Would you like to make films ?B: _________ , What about you ?A: _________ , and I would like to be an actor when I __________ .B: I don’t like to be an actor , ____________ .A: Wow , you’re really great !二.主要单词用法及相关短语的回顾：1.all-time 含义：空前的。
Unit5SectionA1a-2d教案(五四制)英语六年级上册
Unit 5 Section A 1a2d 教学目标1.复习并熟练掌握this，that，these，those。
2.了解自己的家庭，理解家人，热爱家人教学重点单词的听说读写及读写规律。
教学难点二、展示交流、合作探究（小组讨论，发言人展示等可以设计多个活动、任务）1、读一读，猜一猜。
Father’s mother is myFather’s father is my2、教师拿出全家福，引导学生用一般疑问句Is he/ she your ?Is this/that your ?3、要求学生拿出自己的全家福，完成刚才的任务4、学生小组合作制作家谱图。
5、每组选一个同学上来就制作的家谱做介绍。
按要求进行句型转换。
1.This is my friend. （变为复数句） my .2.Is that your baseball? （变为复数句） your ?3.She is my mother’s sister.（变为同义句）She is .4. He is my uncle. （变为一般疑问句） your uncle?5. This is my grandmother and this is my grandfather. （变为同义句） my .6. Those are photos. （就画线部分提问） those?7. Are these school things?（作否定回答）No, .8. That is her brother.(变为否定句)That brother.9. That’s my sister. (就画线部分提问)that?情景对话。
根据上下文要求，填入一个适当的单词。
Mike: Good morning!Tom: ________ ________, Mike. Do you know Kate?Mike: No. Who's Kate?Tom: Come and ______ her. ______ _______ Kate. Kate, this is Mike.Mike is my good friend.Kate: ________ ________ ________ ________, Mike.Mike: Nice to meet you, Kate. Is that girl your sister? Y ou look the same.Kate: ________, we are twins(双胞胎).三、达标检测用括号中所给单词的适当形式填空。
9A Unit5 Films教学案及答案
9A Unit5导学案课题9A Unit5 Comic strip ,Welcome to the Unit & V ocabulary学习目标知识目标能掌握并使用四会词汇：a TV superstar, Do you know who I am?/why don’t you stop daydreaming?/You should be realistic& cowboy.能了解电影拍摄时的有关术语, e.g., stand by, action, take two&good take。
会使用should等词语来提出自己的建议。
能知道并使用各种类型的电影的词汇。
能力目标能通过图片中情境猜测导演拍摄电影时的专业用语的意思。
能谈论电影事业的不同职务（actor, actress, director等），并能通过上网等途径查找更多的电影职业培养学生自学的策略。
能通过英文解释猜测词汇意思。
能通过交流培养听说能力。
情感目标增强对电影事业的了解和关注。
学习重点了解电影拍摄时的有关术语。
能运用should，why don’t you…?等词语来提出建议。
能知道并使用各种类型的电影的词汇。
学习难点运用should，why don’t you…?等词语来提出建议。
用英语交流电影行业的不同职业和不同类型的电影。
课前自学一、借助音标预习单词的读音，并发现积累元音字母在单词中的发音规律；了解单词的汉语意思。
二、预习漫画，找出以下问题的答案：Who does Eddie think he is?Does Hobo think so?What is H obo’s advice?尝试翻译对话意思。
三、预习Comic strip对话，找出对应英语内容。
A.停止做白日梦你知道他是谁吗？你为什么不更现实点了？B. 假设你是导演，你能拍摄的电影类型有哪些？（英文单词）C. 你在导拍电影时常用的英文术语有哪些？预备!开始!再来一次!很好的镜头!四、A.通过询问同学、查词典、网络搜索或其他方法尽可能多地知道电影事业的不同职务的英文称呼，并了解其负责的具体工作。
上海牛津英语 5am4u3 fire 课例分析 课例报告 说课课件 单元说课课件 ppt
us heat and light, drive away dangerous animals等。 话，火对人类
语言知识与技能目标
情感目标
1.能够听读词汇：in the Stone Age, heat and light, raw, 通过Yaz,的故
hate, throw away
事，了解火的
2.能理解描述火的词汇useful, important, dangerous等。 用途，知道如
3.能理解描述火在古代用途的词组cook raw meat, give 果合理使用的
5A Module4 Unit3 Fire
课例报告
5AM4U3 FIRE 课例报告
单元教学设计理念 单课教学过程设计
单元教学设计理念
1. 目标导向，确立单元教学目标 2. 单元统整，文本的重组与再构
1. 目标导向，确立单元教学目标
【语用任务】 【语言知识与技能】 【语言情感】 【学习策略】
matches or play near fires. Fire can burn the clothes
and many other things at home. It’s dangerous for
the family. So for fire safety, we mustn’t play near
Fire is dangerous. It can start in many places. When you see a fire, quickly go outside. But never use the lift. It is dangerous inside. If it is all smoky, cover your mouth and nose and crawl out very fast. Never stop for toys or clothes. Now you are outside. You know what to do. Listen to the firefighters. Here they are to help you!
人教PEP版五年级英语上册《Unit 5》全单元教案教学设计小学优秀公开课
人教PEP 版五年级英语上册教学设计Unit 5 There is a big bed一、单元整体分析本单元是义务教育人教版（pep）小学英语教科书五年级上册的第五单元，本单元的学习主题是利用There be…句型讨论家居陈设的摆放位置，总共设置了A、B、C 三个板块的内容。
A、B 部分呈现两组情景对话、一些重点词汇和一篇阅读小短文等新知识点，C 部分是以讲趣味故事形式巩固或延展知识面。
本单元的学习主题是讨论家居陈设的摆放位置，通过参观张鹏同学的卧室，为学生们展示了一些有关家居摆设的单词，并用一些表示相对位置关系的方位介词来讨论这些家居物品的具体摆放位置,重点呈现核心句型There be，具体包括There is…和There are…。
家，是我们从一出生就一直居住的地方，这是每个人最熟悉的场所，把自己家的样子介绍给其他同学，让他们了解自己的居住环境，这个与自己的生活息息相关的话题，可以瞬间激发学生们的浓厚情趣，让他们有话可说，使他们自然而然地把新的知识点融入到自己的真实生活中，并能很快达到内化的程度。
本单元共分六个课时，A、B 两部分中的情景对话都是展示重点知识内容即本单元两个核心句型的具体语言环境，Let’s learn 中所教学的重点词汇为学生练习使用关键句型提供多元化的素材，让学生们掌握更多常见的日常家居物品。
包括A 部分出现的photo, clock, water bottle, bike, plant, 以及B 部分出现的in front of, between, behind, above, beside。
这些词汇能够拓宽学生们的知识面，增加学生们的词汇量，为提高表达能力打下基础。
第五课时的Read and write 和Let’s check 均是为巩固本单元重点知识而设计的精简训练。
第六课时中的情趣故事是学生们最喜欢的板块，通过观看动画课件视频，模仿表演，学生们把本单元学会的新知识融入到虚构的故事情节当中，把故事内容活灵活现的展现在众人面前，让学生们感受着自己的进步、成功与喜悦s。
课堂教学设计：小学六年级英语Unit5授课计划和教学方法
课堂教学设计：小学六年级英语Unit5授课计划和教学方法一、教学目标本节课主要通过不同的教学方法，帮助学生掌握下列知识点：1.词汇：human, oil, energy, electricity, pollution, environment,renewable, solar, wind2.短语：use up, turn off, protect the environment, save energy,renewable energy3.句型：We should protect the environment.We should save energy.We should use renewable energy.5. 能够初步了解可再生能源，并了解太阳能和风能的重要性二、教学内容Unit 5 Save our worldLesson 1 We should protect the environment.Lesson 2 We should save energy.Lesson 3 We should use renewable energy.三、教学准备教学课件，课件板书，音频设备，图片资料，课本P39-P46四、教学过程Step 1. Warm-up1.The teacher incorporates an energizer by asking a series ofquestions about the environment and playing a matching game with the class to reinforce vocabulary from the previous unit.区分可再生能源和不可再生能源。
2.Ask students questions: "What causes pollution?", "What can wedo to stop pollution?". 然后教师简单介绍一下太阳能，风能等可再生环保能源。
五年级朗文英语SK Unit5 A School Fire Drill 教学设计
五年级朗文英语SK Unit5 A School FireDrill 教学设计1、 Teaching material:SuperKids English Book 5: Unit 4 Activity A73A75A72-792、Teaching aim and demandUsing Ability task : Students can talk about School rooms and actions.A．Basic Demands:Vocabulary: classroom playground lunchroom gym office talking to the principal doing gymnasticseating lunchlooking at magazinetaking a testSentences: What were you doing …?I was talking to the principal.B． RevisionWhat should we do now?Let’s line up, then let’s go outside . OK.Teaching difficulties: “Where’s Toni? I think she’s in the classroom.4、Teaching aidsTape recorder, photos, word cards...{Period One 1223}二、课堂教学程序Step 1 warming—upa. Greeting.b. Show pictures and let’s make a sentence about each pictures: e.g. (We’re)going to …(tomorrow)Step 2 Presentation1. T: Today, we are going to talk about our school,(Teacher teaches : Picture Cards 41---45 ) , Where are we now?We’re going to talk about what we do at school. What are you doing now? (Picture Cards 46---50 )2.Ss try to answer.3.Learn the new vocabularies :classroom playground lunchroom gym officetalking to the principal doing gymnasticseating lunch looking at magazinetaking a testa. Read together.b. High voice and low voice.c. Read one by one.d. Bingo game.e. Hide and seek.f. Listen and numberStep 3 Practice(1) Use the new words to make sentences.T: Where is … ? Where were you?S1:I think heshe’s in the... . I was in the… .(2) T: What were you doing? I was( talking to the principal.)(talking to the principal doing gymnasticseating lunchlooking at magazinetaking a test)(3) Practicing Games:a. Read one by one.b. Translation .Step4 Listen to the tape.(1) Listen to the cassette, point and say.(2) Listen and repeat.(3) Listen and Number.Step 5 Home work(1)Listen to the tape, repeat the text.(2) Write the ten new words 5 times.(3)Do the exercise in Activity Book.( p30AB){ Period two 1224}Teaching content：1、ReviewVocabulary:classroom playground lunchroom gym officetalking to the principal doing gymnasticseating lunch looking at magazine taking atest2. Review the sentence stuctures：Teaching task：Students can talk about School rooms and actions.Students can read the text and finish the exercise in book. Step1 Warming –up:（1） Review the wordsa. Read together.b. Look at the picture, say the word.c. Bingo Game.d. Missing Game.Step2 Practice:Step3 Learn the text.a. Listen to the tape about the story.b. Listen explain and repeat.c. Read together.d. Read in roles in four a group.Step4 ChantHey, SandyHey, Sandy.Hey, Sandy.Hey, Sandy. Where were you?I was in the lunchroom.I was in the lunchroom.What were you doing? I was eating lunch.Hey, Donny.Hey, Donny. Hey, Donny. Where were you?I was in the classroom.I was in the classroom.What were you doing? I was playing cards.Step 5 PracticeDo activity in page36 Say it!a. Learn the new words:go to the beach play volleyball write postcardcall home go on the Ferris wheel get some cotton candyb. Do the dialogue for examples:A: What should we do now?B: Let’s go to the beach then play volleyball.A: OK!Step 6 Group workDo dialogue in pairs and show the dialogue.Step 7 Home work(1) Recite the new words and the text.(2) Make 3—5 sentences with the new words and the main structures.(3) Do A82—83 on the book.{ PeriodThree1225}一．教学准备与分析1. Teaching material:SuperKids English Book 5: Unit 5Activity ---Read it!/ Practice it!2、Teaching aim and demandUsing Ability task :a. Students can pronunce “l”“r” sound correctly.b. Students can talk about School rooms and actions.Revision:What should we do now?Let’s go to the beach then play volleyball.3. Teaching aidsTape recorder, word cards.二、课堂教学程序Step 1 warming—upa. Greeting.b. Do a chantStep 2 Present Read it!1. Check the homework---- The exercises in page37, students answer.2. Learn some phonics:a. Teach the pronunciation of “l”“r”, give the words for exampe:“l”：Lisa look line up“r”:robot run riceb. List lots of examples for practicing.3. Listen. Write “l”“r”. Read. ( Page38-B-A86)4. Listen. Write. Number. ( Page38-C-A87)Step 3 Present Practice it!1. Do exercise A: Read Circle “T or F”2. Give the instructions.3. Ss do in four a group.4. Ss do the writing part.Step 4: Home workWrite the new words, each for 5 times.a. Recite the new words and the text.b. Make a role play.c. Finish the exercise in Activity Book.{ Period four1226}Teaching content：1、ReviewVocabulary: classroom playground lunchroom gym office talking to the principal doing gymnasticseating lunchlooking at magazinetaking a testThe sentence stuctures：What were you doing …?I was talking to the principal.Teaching task：Students finish the exercise in Activity Book. Step1 Have a dictation.Step2 Check the Text RecitingStep3 Students’ role play showStep4 Free talk:What were you doing …?Step5 Practicing TimeFinish the exercises in Activity Book.{ Period five1227}Teaching content：1. Review the main points of this unit52. Do English Coaching Paper.Step1 Warming—upShow the PPT or choose the pictures to describe the things:Step2 Let’s has a dictation again.Teaching feedback:Checked by Ms Chen。
英语人教版五年级下册unit5.A教学设计
Unit 5 Whose dog is it?（A. Let's learn & Look, say and complete）一、教学目标1.知识目标（1）掌握名词性物主代词：mine，yours，his，hers，theirs，ours（2）掌握四会句子：The dog is yours. The book is hers．They are mine. It's his. He’s eating．They are playing等句子。
2.能力目标能够用名词性物主代词表明物品的所属关系。
3.情感目标（1）培养学生热爱动物、大自然的美好情感。
（2）培养学生团队合作的精神与自主学习的意识。
二、教学重难点1.教学重点：掌握名词性物主代词的拼读与用法。
2.教学难点：(1)能正确区分形容词性物主代词和名词性物主代词的不同。
(2)能在语境、合作、交流中体会并理解物主代词的用法。
三、教法与学法1.教法：情景交学法、交际教学法、游戏教学法、全身反应教学法2.学法：合作学习法、模仿练习法、讨论法四、教学准备：视频、歌曲、图片、卡片、实物（钢笔、书包）PPT五、教学步骤（一）热身（Warm-up）1.歌曲欣赏：学生欣赏Unit 5中的歌曲Animals，animals are everywhere2．活动：（1）抢答活动：教师出示歌曲中提及的动物图片，然后进行抢答说动物名字活动。
(rabbit、monkey、elephant、panda、tiger、cat、dog、bear)（2）智力大比拼活动活动方式：教师叫四名学生带上自己的钢笔到讲台上来并举起自己的钢笔介绍：It’s my pen。
然后教师让这几名学生背对大家，互相交换手中的钢笔，并迅速交换所站的位置。
然后请其中一个凭自己的记忆猜测钢笔的所属。
如：This is his pen. This is her pen. This is my pen. This is your pen.等。
人教PEP版五年级英语上册《Unit 5 第六课时》教案教学设计小学优秀公开课
Unit 5 第六课时一、课时内容教科书第50 页：Let’s spell，第54 页：Let’s wrap it up 第55 页：C. Story time二、课时分析本课时是义务教育（pep）小学英语教科书五年级上册的第五单元第六课时，包括A 部分的Let’s spell，B 部分的Let’s wrap it up 和C 部分的Story time 三个板块。
第50 页A 部分的Let’s spell 是围绕含有字母组合ai 和ay 的单词所设计的版块，共分为四个小版块。
第一个小版块是Read, listen and chant，呈现了八幅图片和八个对应的单词。
这八个单词分为两大组，一组都含有字母组合ai，在单词中的发音为/eɪ/，另一组都含有字母组合ay，在单词中的发音也是/eɪ/。
第二个板块是Listen，read and circle，呈现了12 个单词，其特点都是含有字母组合ai 或者ay。
第三个板块是Listen，write and say，呈现的是三幅图片和三个要求补充单词的句子，而且这些需要补充填写的单词也都是第一、二个换环节中出现过的单词。
第四个小版块是Choose one sentence from above and write，是请学生抄写第三个板块中的一句话。
总之，整页内容都是围绕着含有字母组合ai 和ay 的单词展开的，目的是让学生们真实感受英语单词中的读音规则，帮助学生在理解掌握字母读音规则的基础上，能够正确拼读类似结构的陌生单词，逐步提高学生们的朗读能力。
语音教学在小学英语学习中占有举足轻重的地位，语言有三个方面，即语音、语法、词汇。
语音是语言教学的基础，语法和词汇都是通过语音得到体现的。
英语是一种拼音文字，学生掌握了字母和字母组合的发音规律，在大脑里建立字母与其发音之间一一对应的关系，就能够见词能读，听音会写，无需死记硬背，学习效率成倍增长。
可以说，学好发音是十分重要的一步。
2023学年人教PEP版五年级英语下册 Unit 5 第6课时 公开课教案
2023学年人教PEP版五年级英语下册公开课教案Unit 5第6课时B (Read and write) C (Story time)教学目标一、知识与技能1. 能够在图片和教师的帮助下读懂故事，并能正确地朗读。
2. 能够运用核心句型完成句子，描述动物正在做的动作。
3. 能够理解生词excited和like在语境中的意思。
4. 能够在单线上正确、规范地书写句子。
5. 能够了解Story time 部分的故事内容。
6. 能够表演故事。
二、过程与方法引导学生自主学习。
三、情感、态度与价值观培养爱护动物的意识、养成勤于复习的习惯。
教学重点能够了解故事内容，理解故事大意，基础好的学生能表演故事。
教学难点能够了解故事内容，理解故事大意，基础好的学生能表演故事。
教法导航教师可以引导学生看图片，并进行讨论。
鼓励学生分角色表演故事。
学法导航学生可以根据教师的安排，进行角色扮演，通过扮演角色来体验其中的意义。
教学准备多媒体课件，录音机，磁带，教学图片，单词卡片，主要人物的头饰，书，学生活动手册等。
教学过程1. Warm-up（热身及预习展示）教师呈现课文的插图，并问：Look！Can you see Robin and Sarah? Where are they? 引导学生观察图片后回答：Yes. They are at the zoo.教师接着说：So Robin is very happy. He is excited！2. Presentation and practice（精讲点拨）Read and write教师说：Look at the pictures. Robin is looking at theanimals. What animals can he see? Please read quickly and find out the answer.学生借助图片初读故事，找出Robin 在动物园里看到的动物名称：教师板书这些单词，教学这些动物名称。
Unit 5 Abilities 上课学习上课学习教案
Unit 5 Abilities 教案Unit5Abilities一.教学内容：Unit5Abilities二、教学目标：掌握Unit5的重点句型和知识点三、教学重难点：掌握课文中的重点句型和知识点的结构、用法.Firecanbeverydangerous.It’simportanttobecarefulwithfire.火可能是危险的，小心火是重要的。
2.Thankyouforjoiningus.谢谢你加入我们。
3.Didyoudoanythingforyourownsafety?你为自己的安全采取措施了吗？4.Howlongdidyoustayinhospitalafterthefire?twomonths.火灾之后你在医院呆了多长时间？两个月。
5.Don’tleavethestoveon.不要让炉子一直开着。
6.Don’tputanythinghotintotherubbishbin.不要把任何热的东西放进垃圾箱里。
7.Healwaysthinksofothersfirst.他总是先考虑别人。
8.Sheoftentellsyoungerstudentstobecarefulwhentheypl aywatersports.她常常告诉小学生玩水类游戏时要小心。
9.Theswimmingpooldoesn’topentoday.wecan’tgoswimming.游泳池今天不开门，我们不能去游泳。
0.wecouldn’tplayfootballbecauseSimonforgottobringafootball.我们不能踢足球因为西蒙忘记带足球了。
1.chenDanisthoughtfulandthinkscarefullywhenheworks.陈丹工作的时候很细心，考虑问题很仔细。
2.Heplanseverythingwellandworkswellinateam.他把每一件事都计划得很好，在队里工作做得很好。
小学英语六年级Unit 5 Our favourite films 教案
structure
I was amused because the character were funny.
The plot was amusing.
Difficult points
Toenable pupils to talk about actions with phrasal verbs and adjectives.
f. To guide the students look for rules about the adjectives ending with–ed and-ing.
IV. Consolidation
a.Group-work:look for the actions word and adjectives–ed and- ing.
Subject
Unit5Our favourite films
Teaching aims
To introduce pupils to some phrasal verbs to describe actions in films.
Toreviewthe use of–ed and–ing adjectives to describe people’s feelings and films.
We can take Wendy to the island.It is surprising for her to see so many plants and animals because she is very interested in them.It is an amusing idea. At the same time, there are many exciting things to see….
牛津译林版英语九上《Unit 5 Films》word教案
牛津译林版英语九上《Unit 5 Films》word教案教学目标：1.解有关电影的词汇和成为导演2.讨论电影行业不同的工作3.把握电影词汇教学内容：词汇：Stop daydream be more realistic action good take Stand by stand for stand against Stand out stand in句型：Why don’t you stop doing sth.? You should be more …Do you know who I am? I’m too good for TVWhy don’t you do?=Why not do?Would you like to do……..? Would you like to be an actress?Yes, I’d love to. I don’t like acting very much. I’d rather be a director.教学过程：课前预习：1、预习新单词和词组2、上网查找关于拍电影的相关词组课堂讲解：1. Comic stripsa. 不作导入，开门见山问学生：Look at the pictures and read Eddie and Hobo’s conversation.What does Eddie want to be?b. 看漫画听录音，在讨论细节的同时说明生词，鼓舞学生推测词义，不要翻看生词表。
Why does Eddie say Hobo is very lucky? Why does Hobo think Eddie is daydreaming?Does Eddie understand what Hobo says? ( No. Hobo tells Eddie to be realistic. Hobo thinks that Eddie can’t be a TV superstar. But Eddie thinks Hobo tells him not to be too modest. So he says he should be in Hollywood, because being in Hollywood is much harder than being a TV superstar. )c. 朗读、表演。
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小学英语《Unit 5 A film about fire》教学设计「教材分析」
本节课主要让学生了解课文大意，解决重点单词和词组并要求学生能对照图和单词对课文进行简单的描述。
本课时的教学难点是掌握三个短语light a fire; on fire; put out the fire; 以及cook等7个单词和其动词的过去式。
「教学目标」
(1)知识与技能目标:能够掌握三个短语light a fire; on fire; put out the fire; 以及cook等7个单词和其动词的过去式。
了解句型want to的用法。
(2)情感目标:通过学习本课，让学生知道火的危害性，树立防火意识，并知道发生火灾时要及时拨打119。
(3)学习策略目标:培养学生的逻辑思维能力和用英语描述事情的能力.
「教学准备」
小魔术道具，课件、单词卡片
「板书设计」
Unit 5 A film about fire
Dick wanted to cook some food.
light a fire on fire put out the fire
Unit 5 A film about fire
Step1. Revision
Ask students some questions to review the past tense. （复习过去时，为新课做好准备）
1．Where did you go last weekend?
2．How did you get there?
3．What did you do there?
Step2. Presentation
1. Magic (魔术的出现很好地提起学生的兴趣，并很好地解决了light a fire; on fire; put out the fire; 以及burned; hurt这些词组和单词。
)
2. Show a film about the fire
3.（第一次阅读，初步感知课文。
）Read the text quickly and answer the questions.
① Who lit the fire?
② Who put out the fire?
③ Did the fire burn many trees?
4.( 第二次阅读，解决重、难点。
）Read the text carefully and answer the questions.
① What did Dick want to do? Then what did Dick do?
② Why was the tree on fire?
③ Who did John and Dick do?
④ What did the firemen come to do?
Teach the students the new words at the same time.(wanted; lit; cooked; fall—fell; phoned; come—came; burned)
5. (要学生带着问题再次看电影，加深印象。
)Ask students to see the film again with the questions.
6．(读单词及其过去式，总结其规律，并做小游戏) Read the words and play a game.
7．Ask students to read the text and read in class.
Step3. Describing the film
Ask the students to describe the film. (要求学生根据黑板的图和单词能简单地描述课文。
)
Step4. Summary and homework
Summary:总结本课内容并告诉学生或火的危害性。
Homework:让学生熟读课文，为下节课的活动—记者招待会。