下关区第一小学五年级英语上册 Unit 7 She Looks Tall and Thin第1课时教

Unit7 第1课时教学设计
一、教学目标
1. 能听、说、读、写单词：aunt, uncle, kid, friends, thin, strong, old, young。

2. 能在教师的引导下，完成Part C Let’s say部分的练习。

二、教学准备
教师准备：
(1) Let’s lea rn部分的单词卡片。

(2) Let’s lea rn部分的音频。

(3) 一张有爷爷、奶奶、父母、叔叔、婶婶及他们的一个小孩子的全家福照片和幻灯片，一张教师本人的全家福(父母叔婶、教师、叔婶的小孩子)，一张教师和几个朋友的合影。

三、教学方法建议
I. 课程导入(Leading In)
1. 课前热身
师生相互问候之后，教师借助Part A Warming-up中的第一个活动Say and guess引入话题。

进行本活动前，教师可先引导学生观察自己，复习学过的一些形容词，如tall, short, long hair, short hair, big eyes, small eyes, big nose, small nose等，下列语句可供教师参考：
T: Boys and girls, look at me! Am I nice?
Am I tall?
Look at my hair. Is it long?
What about my eyes? Are they big?
What about my nose?
之后，教师先就班里某个体型特征明显的同学进行描述，引导学生来猜名字，然后让学生两人一组互相描述彼此熟悉的同学的特征猜名字。

2. 新课导入
教师承接上一环节，展示自己的全家福照片，师生对话，导入新课：
T: Boys and girls, look at my family photo. Who are they? Can you guess? Look at the old man. Who is he?
Ss: Is he your father?
T: Yes. He is my father and she is my mother. Do you know who they are?(指向叔叔婶婶)
Ss: Sorry, I don’t know.
T: They are my uncle and my aunt.(指向小孩子)And the kid is their child.
II. 课程展示活动和过程的设计建议(Presentation)
1. 新课展示
(1) 教授单词old
教师借助幻灯片展示爷爷和奶奶的照片，向学生描述：
T: Look, this is my grandpa. He is 70 years old. He is old. And my grandma is old, too.
教师模仿老人走路的样子，边表演边说：I am old.鼓励学生说句子并表演，学习形容词old。

教师板书并领读单词：grandpa - old grandma - old
(2) 教授单词aunt, uncle, young, kid
教师继续展示叔叔和婶婶以及他们的孩子的照片，引导学生和教师进行对话：
T: Who is he?
Ss: Is he your father?
T: No. He is my uncle. My uncle is my father’s brother. Is he old?
Ss: No. How old is he?
T: He is 34. He is young. My uncle is not old. He is young.
教师板书并领读单词：uncle - young
T: The woman is my aunt. My aunt is a teacher. She is also young.
教师板书并领读单词：aunt-young
T: Look at the child. That’s a lovely boy. He is their kid. The kid is lovely. 教师板书并领读单词：kid - lovely
(3) 教授单词friends
教师拿出所准备的自己和朋友的照片，和学生进行交流：
T: Look, these are my friends. We are good friends. Do you have good friends? Ss: Yes.
T: Who is your good friend, S1?
S1: ... is my good friend.
教师板书并领读单词friends，注意换一种颜色的粉笔书写复数词尾-s。

(4) 教授单词thin和strong
教师在黑板上画一个强壮的举重运动员，进行描述，同时可借助肢体语言来展现，引领学生学习单词strong: He is strong.
教师板书单词strong，并强调：字母组合tr在这个单词中不发[tr]的音，在[s]音后面要浊化为[dr]的音。

教师画一个偏瘦的舞蹈演员，板书并引领学生学习单词thin，并请学生说说Who is thin in our class?
2. 教师播放Let’s learn部分的录音，让学生模仿其语音语调跟读单词，看谁模仿得最像。

III. 操练活动的设计与实施建议(Practice Activities)
1. 比比谁的眼力好
教师把所学的Let’s learn部分的单词打乱字母顺序写在黑板上，随机选几名学生把这些字母重新排序组成单词并写下来。

如：utan-aunt, sontrg- strong, tnih - thin 等，通过这个活动来帮助学生巩固所学单词。

2. 我来分分组
本课时所学的词汇分为两类，一类是表示人的身份的名词、另一类是描述人物特征的形容词。

教师注意不要从语法的角度向学生介绍，而要从应用方面引导学生把这些单词分成两类。

如：
表人物身份的词(名词)：aunt, uncle, kid, friend
描述人物特征的词(形容词)：thin, strong, old, young
3. 对号入座
教师将Let’s learn部分的图片贴在黑板上，然后逐一描述这些图片，让学生根据自己描述的顺序，为这些图片标上序号。

教师也可鼓励学生选出各自喜欢的图片用英文来介绍，对于表现突出的学生教师要给予奖励。

4. Part C Let’s say
(1) 这是一个说的活动。

教师可把学生分成若干小组，让每个学生把各自身边的一个同学介绍给小组其他同学。

教师要向学生强调应尽量多地使用已学的描述人物的词汇和句子来描述朋友的特征。

提示：先介绍姓名、性别、年龄，再介绍人物特征，最后介绍其爱好及
特长。

(2) 选出几个小组在班里展示。

Unit 5 Sports day
Part A 同步练习
一、英汉互译
1. 愿意_________
2. 尝试________
3. 跑的快_________
4. how about you__________
5．I will try___________ 6．have a sports day_________
二、根据情景选择正确的一项。

( )1.老师打算开运动会，她可以说：
A. We are going to have a sports day.
B. We are go to have a sports day.
( )2.老师想知道谁可以跑100米：
A. Who will run 100 meters?
B. Who are run 100 meters?
( )3. 老师想知道谁可以跑800米：
A. Who will run 800 meters?
B. W ho are run 800 meters?
( )4. 老师想知道谁可以跳高：
A. Who will do high jump?
B. Who will do long jump?
( )5. 老师想知道谁可以跳远：
A. Who will do high jump?
B. Who will do long jump?
三、连词成句
1. pick Do flowers the not
_________________________.
2. left is a on There TV my
_________________________.
3. eat eggs school We in
_________________________.
4. noodles does not like She
_________________________.
5. the roller coaster Where is
_________________________.
四、判断题。

(T or F)
1. We are go to have a Sports Day. ( )
2. Who will run 100 meter? ( )
3. Who will do long jump? ( )
4. I will try. ( )
5. I will taking photos. ( )
五、句型转换。

1. You are going to have a Sports Day. (转换成疑问句)
______ ______ going to have a Sports Day?
2. I will do long jump. (对划线部分提问)
_____ _____ do long jump?
3. How about you? (作回答)
I ______ try.
4. I will take photos. (对划线部分提问)
_____ _____ you do?
5. Can you run very fast? (转换成陈述句)
_____ ______ run very fast.
六. 翻译
1. 我们要举办运动会。

_____________________________________________.
2. 他可以游的很快。

_____________________________________________.
3. 你在运动会上参加什么项目？
_____________________________________________?
4. Who will take photos?
_____________________________________________？
5. She will try.
_____________________________________________。

参考答案：
一、1. will 2. Try 3. run fast
4. 你呢
5. 我会试试
6. 举办运动会
二、1-5 AAAAB
三、1. Do not pick the flowers.
2. There is a TV on my left.
3. We ate eggs in school.
4. She does not like noodles.
5. where is the roller coaster?
四、1-5 FFTTF
五、1. Are; you 2. Who; will 3. will
4. What; will
5. You; can
六、1. We are going to have a sports day.
2. He can swim fast.
3. What will you do on sports day?
4. 谁来拍照？
5. 她会努力的。

等我长大了When I Grow Up
My parents take care of me all the time, they tell me that even I grow up, in their eyes, I will be their baby always. I am so moved, so I make up my mind, when I grow up, I must return their love. When my parents are old, it is my
duty to take care of them. I am so lucky to be their child and I am so grateful.
我的父母总是一直照顾着我，他们告诉我即使我长大了，在他们眼里，我会一直是他们的孩子。

我很感动，因此我下定决心，等我长大了，我一定要回报他们的爱。

当父母
变老了，照顾他们是我的责任。

成为他们的孩子是我的幸运，我也很感激。

The fifth period(第五课时)
Part B Let’s learn ＆ Ask and write
▶教学内容与目标
课时教学内容课时教学目标
Let’s learn •能够听、说、读、写July, August, September, October， November, December这六个月份单词
•能够在语境中正确运用这六个月份单词
Ask and write •能够听、说、读、写Let’s learn中不同的节日名称,并根据节日填写相应的月份,将句子补充完整
1.能够听、说、读、写July， August, September， October， November， December这六个月份单词。

2。

能够听、说、认读单词national, American, Thanksgiving， Christmas和短语National Day。

▶教学难点
能够在实际情境中表达一些常见节日的所在月份。

▶教学准备
1。

预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。

2.PPT课件、课文录音、视频、教学卡片等。

▶教学过程
Teaching purpose
复习1~6月的月份单词
与句型“—When is…?—It’s
in…”，为教授新课做好铺
垫。

从教师问、学生答，过
渡到一名学生问、全班学生
回答，最后是两人一组，
一人问、一人答。

复习方式
多样，极大地调动学生的积
极性。

Step 1: Warm—up ＆ Revision
1. Greetings.
2。

Revision。

Show some pictures of the festivals。

T: What festival is it？
Ss： Tree Planting Day.
T: When is Tree Planting Day？
Ss: It’s in March。

S1: What festival is it?
Ss: …
S1: When is…?
S2：…
Make a competition between boys and girls。

Step 2： Presentation
1. Learn “July, August”.
(1)T： Which season do you like best?
Ss: Spring/Summer.
T： What do you usually do in summer？
S1: I usually go swimming in summer。

T： I like summer， too. We have summer vacation in summer. （Write down “summer vacation” on the blackboard。

）Teaching purpose
以提问形式自然引出新单词July、August，并将月份、季节和活动联系起来，将新旧知识融合在一起，培养学生的综合语言运用能力。

T： When is summer vacation?
Ss： 7月, 8月。

T: Yes, summer vacation is in July and August.
(课件出示：暑假日历图）
(Write down “July, August” on the blackboard。

）
Students read after the teacher。

（2)Spell。

T: The short form of “July” is—
Ss: “Jul。

".
T：The short form of “August" is—
Ss：“Aug.”。

Students spell the short forms with their fingers。

（3）What will you do?
T: Class, I’ll eat watermelons in summer vacation. What will you do in summer vacation? You can say “I’ll…”
(Write down “I'll…” on the blackboard。

)
Ss: I’ll go swimming/eat ice cream/…
2. Learn “September， October，November”.
T: After summer vacation, autumn is coming。

In autumn， what will you do？
Ss：I will have a school trip/pick apples/…
Show pictures of some festivals.
(课件出示：教师节、中秋节、国庆节、感恩节图片)
T: In autumn, there are some festivals。

What are they？
Ss：Teachers’ Day， Mid—Autumn Day，China’s National Day, American Thanksgiving Day.
（Write down the four festivals on the blackboard.)
Students read the four festivals after the teacher.
(1)Learn “September”。

T： When is Mid-Autumn Day？
Ss： It's usually in September or October./九月或十月。

T: Good！It’s usually in September or October。

（Write down “September, October” on the blackboard.）
(课件出示：九月日历图)
Students read after the teacher and summarize the short form of September-“Sept。

”。

T： Pay attention to the four letters。

S—e-p-t, dot。

Students spell the short form with their fingers。

T：The Mid-Autumn Day is usually in September or October。

What will you do on Mid—Autumn Day?
Ss：I will eat mooncakes see the moon/…
（2)Learn “October”。

T: When is China's National Day? Teaching purpose
用同样的方法引出9月、10月、11月的月份单词。

提醒学生注意比较、观察三个单词，培养学生的观察能力和记单词的技巧。

Ss ： It’s in October. 十月。

T: Good! It’s in October。

(课件出示：十月日历图) Students read after the teacher 。

T: The short form of “October” is— Ss ： “Oct.”.
Students spell the short form with their fingers.
T ： China’s National Day is in Oc tober. What will you do on China’s National Day？
Ss ： I will play with friends. And I will draw a picture of Beijing…
(3)Learn “November".
T: Do you know American Thanksgiving Day? Let’s look at the picture.
(课件出示：感恩节图片)
T: When is American Thanksgiving Day? Ss: It's in November 。

十一月.
T: Good ！ It's in November. (课件出示:十一月日历图片） （Write down “November” on the blackboard.) Students read after the teacher 。

T ： The short form of “November" is - Ss ： “Nov.”。

Ask students to spell the short form with their fingers. T: What will people do on Thanksgiving Day ？
Ss: They will eat dinner with family/say “Thank you"/… The teacher makes a summary:
The spelling of September ， October, November all end with “—ber"。

3。

Learn “December".
T: Now ， what’s this festival？Let’s liste n to a song 。

The teacher plays the song Jingle Bells. (出示课件) Ss ： Christmas. T: When is Christmas ？
Ss ： It's in December. 十二月。

T: Good ！ It's in December. (课件出示：十二月日历图） （Write down “December” on the blackboard.) Students read after the teacher 。

T ： The short form of “December" is— Ss ： “Dec。

"。

The teacher asks students to spell the short form with their fingers.
T: What will people do on Christmas Day ？
Ss ： They will eat dinner with family have a Christmas party/… Step 3： Practice
Teaching purpose
由机械操练过渡到半机械操练，再到自主操练，
Teaching purpose
通过听熟悉的歌曲引出12月的月份单词， 让学生有代入感。

1. Listen and read。

Play th e recording of “Let’s learn”. Students follow the recording and read together。

2。

Play games。

（1)Go fishing.
Each fish represents a month。

When the teacher catches a fish, students say the corresponding month.
(2)Guessing time.
Show a table。

Tick the number in the table one by one and then there will be pictures。

Students say out the months according to the pictures they see。

(3)Pair work。

T: Look at the dialogue in “Let’s learn”。

Practice with your partner。

S1: When is Mid—Autumn Day?
S2: It’s in September or October. I will…
（4）Chant。

（课件出示:与月份相关的chant）
Step 4: Consolidation & Extension
1。

Ask and write。

(1)Finish the exercises on P28 of the textbook.
(2)The teacher and students check the answers together. (出示
课件）
2。

Make your own festival card.
Students make a festival card and introduce the card by themselves.
Make a model:
I like summer.
I like August.
The summer vacation is in July and August。

It is hot in August.
I will go swimming in the sea with my parents and eat ice cream。

Students who perform well can get a sticker。

▶板书设计Teaching purpose
设计较为真实的拓展活动，充分发挥学生的主观能动性。

根据自己最喜欢的季节、月份和活动，自主设计卡片，培养学生的想象力、创造力和综合语言表达能力。

▶作业设计
1。

Read the words and sentences to your family members。

2。

Do the exercises。

(见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时作业)
▶教学反思
1.本节课继续学习月份单词，沿用了“Part A"单词教学的部分教学方法。

因为学生已经较为熟悉,教师可以将主动权交给学生,如请学生自己总结缩写规律、拼写规律等。

2.在本课的教学中，不局限于掌握月份单词,而是将月份、节日和活动融合在一起,注重新旧知识的联系，丰富了学生的表达,提高了学生综合运用语言的能力。

3.设计节日卡片，极大地调动了学生的感官，以画画的形式表达活动。

学生在思考之后，呈现自己喜欢的作品,创意满满。

学生汇报时，说的句子比较多，内容丰富，较好地达到了教学效果。

▶Teaching Contents ＆ Teaching Aims
Let’s learn
• Be able to listen， speak, read and write the new words：July, August， September， October, November, December.
• Use the words of months properly in context
Read and say
• Be able to listen, speak, read and write the months and the festivals and complete the sentences。

▶Teaching Priorities
• Be able to listen， speak， read and write the new words and the new phrases。

▶Teaching Difficulties
• Use the new words and the sentences in context。

▶Teaching Procedures
1。

Greetings.
2。

Talk about months and festivals.。