五年级英语下册 Unit 1(2)教案 新世纪版

（新世纪版）五年级英语下册

Unit 1 What do you want to be in the future?

一、教育目标：

1.教育学生从小树立远大的理想，并为之付出自己应有的努力。 2.教育学生要立长志，不要常立志。 二、知识目标：

（一）基础目标：

1.学习本单元单词：start, future, vacation, IT, enough, artist, enjoy, astronaut.

2.掌握一般将来时的句型结构及其功能。

3.听说和阅读理解Grand Theatre 中的语言材料，并能根据主话题 写6~8句话。

4.掌握元音音标 /i:/, /I/。

5.朗读Rhyme，语音、语调、节奏基本正确。 （二）发展目标：

1.能用英语来表达自己的理想，并说明原因。

2.能根据实际情况写一份关于自己理想的小短文，并在小组或班级里交流。 三、能力目标：

学生能用各种语言形式表达自己、同学、朋友或父母的愿望。（综合性能

力，口头、笔头、阅读理解有关伟人成材的故事，并要为实现自己的理想而 努力。）

四、情感、策略和文化等目标：

1.情感态度：学会关心父母或他人。

2.学习策略：培养学生合作学习、共同完成任务的团队协作精神。 3.文化目标：了解西方国家伟人成材的经历。 五、教学资源：

Student’s Book 5B P1~P7, cassette 5A Unit 1, Student’s Work Book 5B P1~P9, Pictures of signs, Teaching transparencies.

六、教学时间：七课时。（其中5课时新授，2课时练习和复习，练习册随教学 进度完成。）

Lesson Plan (1): Wonderland

I. Pre-task preparation:

1. Say hello to the class, ask the students to talk about their winter holidays. Offer some help if they need.

2. Sing a song or listen to a story about the Chinese New Year’s Day (Spring Festival). Talk about what people do during the Spring Festival. e.g. Chinese New Year is the biggest holiday celebrated among Chinese people. What do people often do during the Spring Festival? (get together on New Year’s Eve, eat dumplings, set off firecrackers, give lucky money/get lucky money, visit relatives and friends etc.) II. While-task procedure:

1. Learn the new words (vacation, future, artist, astronaut, future) while talking about the Chinese New Year. Review the words about other occupations.

T: On the New Year’s Eve, people don’t go to bed until 12 o’clock, they always make a wish. I made a wish on the Chinese New Year’s Day when I was 14 years old. I wanted to be an English teacher. It came true 15 years later. What’s your wish? What do you want to be in the future? (Try to tell the reason. e.g. I want to be an artist because I like drawing. I enjoy drawing. Xu Beihong is a great artist. He was good at drawing horses. Beethoven was a great composer.)

2. Learn some other new words by talking about the new semester.

T: Today is the first day of school. The winter vacation is over. We are back to school again. Our morning classes begin at 7:50. We can also say, “we begin our morning classes at 7:50.” Do you enjoy your school life here? Have you got enough time to do your homework? (Explain the meaning of the word ‘enough’)

3. Write the phonetic symbols of the new words on the board. Ask the students to read them out.

4. Play the cassette: Wonderland. Students listen and follow with their books open.

5. Play the cassette again. Students listen and repeat. 6. Let the students ask questions about the new words.

7. Read the new words and sentences in groups of four. Pay attention to the pronunciation. Try to remember the meanings of the new words. III. Post-task activities:

1. Ask the students to remember the new words in two minutes. 2. Listen and fill in the blanks. en__

__gh

__

__tist

enj__

__ f__ture

st__ __t v__c__tion astr__n__ __t First students fill in the blanks individually. Then check the answers together.

3. Divide the students into groups of four. Ask them to make sentences with the new words.

4. Invite individuals to say the sentences they have made. 5. Page3, Student’s Work Book . Listen and fill in the blanks.

Lesson Plan (2): Farmland I. Pre-task preparation:

1. Encourage the students to say something about their future. Prompt the less able students by asking them some questions about their future.

2. Show some pictures to the students. Review the future tense by asking and answering the questions about the pictures: What will they do this evening?

3. Ask the students to think of the things they will do. Learn how to use ‘shall’ and ‘will’ in the future tense. II. While-task procedure:

1. Show the pictures of Farmland. Make dialogues with the students. Learn the new phrases: wash up, join them.

2. Ask: Do you like English? Are you good at English? How do you learn English? Shall we do some listening and reading in English? Shall we do more listening and reading? Where will you go after this summer vacation? etc.

3. Play the cassette: Mini dialogue. Students listen and follow . 4. Play the cassette again. Students listen and repeat. 5. Ask the students to read the dialogue.

6. Encourage the students to make dialogues with their own words.

7. Ask the students to look at the pictures and ask and answer the questions in pairs.

8. Divide the students into groups. Encourage them to talk about what they will do during the summer vacation. III. Post-task activities:

1. Distribute a sheet of paper to each group. Ask the students to write down the things they want to do.

2. Guess what their friends will do. e.g. What will you/they/he/she/we/Linda do? Will you/they/he/she/we/Linda go to the cinema?

3. Try to find the mistakes and correct them. Give some help if they need. 4. Ask the students to practice acting the mini dialogue in pairs.

5. Invite some pairs of students to act in front of the class. Encourage more able students to use their own words. 6. Page 5,Student’s Work Book .

a. Students work in pairs to complete the sentences orally. b. Invite individual student to read the sentences. c. Students write the missing words individually.

Lesson Plan (3): Grand Theatre I Pre-task preparation: 1. Sing a song.

2. Say ‘Happy New Year’ to the students. Ask: Did you have a nice Spring Festival? What did you do during the Spring Festival? How was your Spring Festival? 3. Review the occupations by talking about their future. T: On the night of Spring Festival, I made a wish when I was 14 years old. I wanted to be an English teacher. Now my dream came true. What are you going to be in the future? II. While-task procedure:

1. Yang Mingming, Tom and Norman also have dreams. Let’s read the text in groups. It will tell you.

2. Play the cassette. Students listen and repeat .

3. Find the phrases which has the similar meanings of the phrases given: at the beginning of at the start of summer vacation

read and listen to more English do more listening and reading like

drawing enjoy drawing get

me

a

teacher/ask

a

teacher

to

teach

holidays

summer

me find me a teacher

sometimes…sometimes…sometimes… one day…the next day…the next