五年级下册英语教案 Unit 6 Growing Up Lesson13 人教.doc

1、Unit 6 Growing Up Lesson 1教案Teaching aims:1.识别和掌握单词was born, started to speak, learned to walk, learned to ride a bike, went to kindergarten, went to school, learned to swim, fifiteenth,2.能够在生活中应用课文中的对话。Language points：词汇：was born, started to speak, learned to walk, learned to ride a bike, went to k

2、indergarten, went to school, learned to swim, fifiteenth句型：I.when I was one year old.语法： 部分动词过去式的使用。Analysis of key items and difficulties of teaching:1. Important Points: Boring.2.Difficult Points: 灵活用用对话。Teaching steps（教学步骤）1. Warming-up and revision（1）Greeting to students.（2）Divide the Ss into fo

3、ur groups to present the dialogue.Step 1: Greeting and Introduction Begin by greeting the class with a smile and good morning!T: Good afternoon, students.S: Good afternoon, teacher.Step 2: Practice 1) S1: I learned to walk when I was one year old.S2: I leaned to walk when I was 13 months old.2) S3:

4、I learned to speak when I was one year old. What about you? S4: I learned to speak at 11 months old.3) T: I learned to swim when I was 11 years old.S: I went to school when I was 7.Step 3: Play a game. Each two students in a group to practice the dialogues:1) S1: When did you go to kindergarten? S2:

5、 When I was 3.2) S3: When did you go to school? S4: When I was7.Homework: 听录音背单词。Unit 6 Growing Up Lesson 2 教案 Teaching aims:1.识别和掌握单词started to buy things, started to study English, started to use a computer.2.能够在生活中应用课文中的对话。Language points：词汇：started to buy things, started to study English, Starte

6、d to use a computer句型：When did you start to.?语法： 部分动词过去式的使用。Analysis of key items and difficulties of teaching:1. Important Points: When did you start to.?2.Difficult Points: 灵活用用对话。Teaching steps（教学步骤）Warming-up and revision（1）Greeting to students.（2）Divide the Ss into four groups to present the di

7、alogue.Step 1: Greeting and Introduction Begin by greeting the class with a smile and good morning!T: Good afternoon, students.S: Good afternoon, teacher.Step 2: Practice 1) S1: When did you learn to walk?S2: I leaned to walk when I was 13 months old.2) S3: When did you learn to speak? S4: I learned

8、 to speak at 11 months old.3) T: I learned to swim when I was 11 years old.S: I went to school when I was 7.Step 3: Play a game. Each two students in a group to practice the dialogues:1) S1: When did you start to study English? S2: When I was 3.2) S3: When did you go to school? S4: When I was7.Homew

9、ork: 听录音背单词。Unit 6 Growing Up Lesson 3 教案 Teaching aims:1.复习巩固前两节课的单词。2.能够在生活中应用课文中的对话。Language points：句型：When washe born?When did he learn to.?语法： 部分动词过去式的使用。Analysis of key items and difficulties of teaching:2. Important Points: 3. When washe born?4. When did he learn to.?2.Difficult Points: 灵活用用对

10、话。Teaching steps（教学步骤）Warming-up and revision（1）Greeting to students.（2）Divide the Ss into four groups to present the dialogue.Step 1: Greeting and Introduction Begin by greeting the class with a smile and good morning!T: Good afternoon, students.S: Good afternoon, teacher.Step 2: Practice 4) S1: Wh

11、en was Nancy born?S2: She was born on April 4th, 2019.5) S3: When was Tom born? S4: He was born on March 31th, 2019.6) T: When was David born?S: He was born on May 27th, 2019.与当今“教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。金代元好问示侄孙伯安诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。”于是看，宋元时期小学教师被称为“老师”有案可稽。清代称主考官也为“老师”，而一般学堂里的先生则称为“教师”或

12、“教习”。可见，“教师”一说是比较晚的事了。如今体会，“教师”的含义比之“老师”一说，具有资历和学识程度上较低一些的差别。辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教员”。Step 3: Play a game. Each two students in a group to practice the dialogues:2) S1: When did you go to kindergarten?其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记”之后会“活用”。不记住那些基础知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正提高学生的写作水平,单靠分

13、析文章的写作技巧是远远不够的,必须从基础知识抓起,每天挤一点时间让学生“死记”名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的功效。 S2: When I was 3.2) S3: When did you go to school? S4: When I was 5.语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。 .Homework: 听录音背单词。