(广州版)五年级英语上册教案Module2Unit4(集体备课).docx

广州版小学英语五年级上册集体备课
Module 2 Abilities
Unit 4 What can they do?
集体备课成员：刘妍萍、古金班、孙芳一、教学内容分析
本课为广州版Success with English教材五年级Module2第一课时，在新授单词gift、far> own> fly的基础上，学习本课。

本课内容不太大，但有大量的语言操练材料。

重点学习对话内容，有利于给学牛更多的展示才能及语言机会，以便更好地在听说方面掌握本节内容。

让学生有情景对话初步体验的基础，发挥学生自主探究的精神和小组合作精神。

通过创设“动物大家庭”的情景，展示一幅人与动物和谐相处的画面，生动形象地告诉学生“各有所长”的道理。

另外，在授受新单词的过程中，要求学生感知字母在单词中的相对发音。

二、教学对象
五年级的学生自尊心越来越强，各方面能力也越来越强，在谈论特长的吋候能产生很强的自豪感。

在本课教师创设“动物大家庭”的情景，应大量创造让学生展示角色特长的机会，让学生带着强烈的自豪感操持语言，激发学生学习英语的自信心。

三、教学目标
（-）语言知识目标
词汇：四会词汇kangaroo, frog, turtle, m
句型：能理解并运用情态动词can的肯定句、否定句、一般疑问句。

日常用语：Everyone has his own gift.
语法：情态动词can/ can, t的用法
（二）语言技能目标
1、能听说新单词，感知字母在单词中的相对发咅。

2、能流利朗读课文，理解课文的意思，能根据提示表演课文。

3、能模仿课文，自编简单对话并表演。

4、能灵活运用句型描述能力。

（三）学习简略目标
能结合实际，在大胆展示自己的技能与学习他人的长处等活动中，积极运用所学英语进行表达与交流。

（四）情感态度目标
1、懂得各有所长，取长补短的道理。

2、培养关心同学，热爱自然等积极情感。

(五)文化意识目标
把握Everyone has his own gift 的文化含义。

四、教学策略
1、创设情景大量创造机会，讣学生充分展示角色的特长，从而怀着浓厚的兴趣和自豪的心情主动学习。

2、挖掘教材内容，渗透情感教育。

3、充分利用教学资源，采用游戏竞赛，任务等多种形式教学。

五、教学步骤
(一)Warming up
1、Sing song.
2^ Greetings.
(1)What date is it today? It is ...... (Nov 15,n)
(2)What day is it today? It is ...... (Monday)
(二)Lead in
Review the words about animals we have lcarned—Divided the animal groups.
T: Now let" s play scissors paper stone.
Then you should tell us “Who are you? What can you do ?”
(By playing the "stone, scissors, cloth" of the game, students choose like animal group)
ex： I am a cat . I can catch a mouse.
(三)Prese nt at i on & Practice
WORDS:
T: Everyone has his own gift. Different people are good at different things. Welcome to our animal world.
(let the students into their animal characters.)
T: (Courseware leads to monkey voice) Who' s coming?
S: Leads to words in guess Monkey.
T: Act and read it one by one.
Today a new friend wil1 come here. Who， s that?
(Play video clip kerngaroo hopping)
s：……
T: It" s a kangaroo. Now put up your finger.
S: follow it
T: (To produce courseware dialogue)
I can jump very high and very far. Can you jump? (act and say)
s：... …
S: (Imitate the teacher and student dialogue, exercise performanee)
T:I have a riddle. T live in the sea. I have four legs and a hard shel1. I can" t jump ，but I can swim. Who am I?
S:Answer
T： I" ma turtle. I can" t jump, but I can swim.
S: read the sentences and act it one by one.
T: What' s this?
S: It，s a bag.
T: Yes, it，s a bag. It' s a big bag. It，s a big yellow bag. But what^ s in it? A book ? No , an apple? No. What' s in it? Do you know?
S: Touch and guess.
(Lead:frog)
T: let，s play frog math. Who want to play? The other students say "I can jump and 1 can swim. ”
S: match and play it.
(四)Presenting and studying the text
1、say the sentences and guess animals. (Produce courseware)
I can jump very high and very far. (kangaroo)
I can， t jump but I can swim, (turtle)
I can" t swim but I can fly very high, (bird)
1 can jump and 1 can swim, (frog)
2、act and guess the sentences (Produce courseware)
I can" t jump but I can swim.
I can" t swim but I can fly very high.
T can jump and I can swim.
I can swim and I can run.
Make students understand …• can…，but…can' t…•和…can…，and…can…句型。

3^ Make students understand Everyone has his own gift.
(五)Consolidation and development
1)Using the courseware to show the texto
2)The group role
3)Team role performance
4)Change the text for the chant, students choose their own way of love (clapping, stomping, pats the table, take the stationery box) show the text.
5)Find your favorite animal data, use the sentences in their skills. Eg： This is
a ・Tt，s my favorite animal. It can…but it can" t…
6)sing a happy song u can you swim?”
7)According to the students' performance evaluation
(六)Homework
Lis ten to the t ape, read, play rec ite text
(七)Feedback。