译林版牛津5A Unit 10 Review and check教案

Unit 10 Review and check 教学设计（新）
The first period
Teaching Content: 教学内容
This lesson is about <<Fun with English>> Book 5A, Unit10 Review and check. The main purpose of this unit is helping students conclude and review what they’ve learnt in the past four units (Unit6-9). Students are supposed to use what they’ve learnt to organize language, so that they can take part in the activities better.
The first period of this unit is reviewing present continues tense in Unit6 and Unit7. Present continues tense is important but also difficult to the students, so the activities in A (Look, read and learn) can help them a lot.
本课是译林出版社出版的牛津小学英语五年级第一册第10单元的内容。本单元本册教科书的最后一个单元，它是围绕第6-9单元展开的复习巩固单元。本单元设计有多种与学生生活紧密相关的活动，把新的日常交际用语词汇和句型有机结合起来，为学生的知识巩固和灵活运用提供了良好的前期准备。本课时是此单元的第一课时，主要复习第六和第七单元内容，其中涉及到现在进行时态。现在进行时态是重点也是难点，此课练习设计明确针对这一重难点，对学生复习会有很大的辅助作用。

Teaching Aims: 教学目标
a. The aims of knowledge:
(1) Review words and expressions in Unit6-7:
Morning, home, help, maths, sleep, jump, walk, after class, look for, join, a study, a newspaper, a picture book, play with
What are you doing? I’m / We’re …
What is he/ she doing? He’s/ She’s…
What are they doing? They are …
(2) Review some related words and expressions:
Words about location: bedroom, study, music room, …
Expressions related: Where’s…?
(3) Tense: present continues tense.
b. The aims of ability:
Students can use ’What are you doing? I’m / We’re …What is he/ she doing? He’s/ She’s…What are they doing? They are …’ to describe a situation at a certain time.
c. The aim of emotion:
Help students recognize the importance of raising a good habit: set a reasonable timetable for their lives; pay more attention to people around you…
本课时涉及到的单词及句型主要是第六和第七单元的单词和句型，以及相关的其他词句，比如地点等。另外，本课涉及一个重点时态：现在进行时态。通过本课的学习，希望帮助学生复习如何使用这些句型和时态组织语言谈论自己或别人正在做的事情，并学会询问他人此方面的信息。教师帮助学生提升一种意识：养成良好的学习生活习惯对我们的身心发展非常重要。

Difficult Points and focuses: 教学重点
1. Important points:
(1) Use ’What are you doing? /What is he/ she doing? / What are they doing?’ to ask others for some useful information.
(2) Use ‘I’m…in…’/ ‘He’s(She’s)…in…’/ ‘They’re…in…’ to express things which are happening.
2. Difficulties:
(1) Make sure students understand what present continues tense is and how to use it properly.
(2) Make sure students understand how to use pronouns properly.
(3) Help students develop abilities of using present continues tense in real life.
重点：(1) 能正确使用’What are you doing? /What is he/ she doing? / What are they doing?’获取有用的信息。
(2) 能正确使用‘I’m…in…’/ ‘He’s(She’s)…in…’/ ‘They’re…in…’表述正在发生的事情。
难点： (1) 能理解现在进行时态，并正确运用这一时态组织简单的语言。
(2) 能理解人称代词的意义并正确运用。
(3) 通过各种教学活动为学生创设良好的语言环境，帮助学生培养在现实生活中真正运用这些语言点的能力。

Teaching methods: 教学方法
Pair works, task activities, group works
同桌互动，任务型活动，小组活动等

Teaching Mediums: 教学工具
1. An Internet multimedia environment room (every student has a computer)
2. text books
3. FLASH
1. 多媒体网络教室一个（人手一机）
2. 教科书
3. FLASH

Teaching procedures:教学过程
Task1: Warm up (4’)
(1) Let’s chant
T: (Present the chant on the flash) Now, let’s look at our screens and chant it.
Ss: Act and chant it.
Let’s chant
Singing, singing, I’m singing.
Dancing, dancing, I’m dancing.
Reading, reading, I’m reading.
Swimming, swimming, I’m swimming.
Jumping, jumping, I’m jumping.
设计意图：通过flash呈现chant，在说和做中让学生感受进行时态，从而初步复习现在进行时态，培养学生的语感。
(2) Students create new chants of their own, and then show what they’ve created in pairs.
Ss: creates a chant.
S1/2: present their chants in pairs.
设计意图：通过自编chant, 让学生自主复习更多词汇，更熟练运用进行时态的句型。与同伴互相展示头脑风暴式的复习，学生可以从同伴那里学到自己不熟悉的词语，同时也给了自己一个流利表达语言的机会。

Task2: Review places(8’)
1. Listen and guess
T: (show the following exercises on the flash) Please listen carefully and guess what it is.
Ss: Listen and guess in individuals.
(1) There are many computers in it. What is it? (a computer room)
(2) We often eat and drink in it. What is it? (a dinning room)
(3) There are many books in it. What is it? (a library)
(4) Your mother always washes clothes in it. What is it? (a bathroom)
(5) At home, you can watch TV with your parents in it. What is it? (a sitting room)
设计意图：通过听和猜的游戏，和flash快速呈现的方式，提高学生兴趣和听的水平，同时帮助他们复习地点的词语。
2. Read and write
T: (show the following exercises on the flash) Now, we are going to read some sentences, and then find out what place it is.
Ss: Read and write the answers, then check by themselves.
(1) There is a bed, a desk and some toys in it.
It is a bedroom.
(2) You father always reads newspaper in it.
It is a study.
(3) There is a blackboard, some desks and chairs in it.
It is a classroom.
(4) There are many books in it. Many students can read them.
It is a reading room.
(5) You can see flowers and trees in it. And children like play in it.
It is a garden.
设计意图：通过人机互动，自主读写练习，继续复习地点，从而达到提高学生拼写能力和理解能力的目的。由学生自己通过flash核对答案，培养自主学习的能力，同时提高课堂效率。

Task3: Look, read and write(12’)
1. Listen and guess
T: (show on the flash)
Ss: Listen carefully and guess.
(1) They are in the playground. What are they doing?
(2) She is in the sitting room. What is she doing?
(3) She is in the Art room. What is she doing?
(4) He is in the study. What is he doing?
(5) They are in the table tennis room. What are they doing?
设计意图：通过听和猜的游戏，口头复习现在进行时态，提高学生在此方面的听说水平。
2. Finish part A
Ss: (1) Look at the pictures carefully.
(2) Read the sentences above and fill in the blanks.
(3) Check the answers by reading.
(4) Look and say.
设计意图：在口头复习了现在进行时态后，加入读和填的练习，进一步加强学生对地点和现在进行时态的认识，也培养他们认真阅读和观察的能力。

Task4: Summary(6’)
Summary of the present continues tense
(1) T: (show the summary on the flash)
Ss: Read and learn.
现在进行时态：表示现在正在发生的事情
be+doing
eg: I am reading.
You are jumping.
She is dancing.
They are swimming.
(2) Choose and write
Ss: Finish the following exercises by themselves.
(A) she I they
a. _______ is playing chess in the study.
b. _______am sweeping the floor in the classroom
c. Are _______ cleaning the library now?
(B)
a. Jim ________ (is running, running) in the playground now.
b. Look, Su Yang and Su Hai __________ (are dancing, are danceing).
c. Is Nancy _______ (siting, sitting) under the tree?
设计意图：帮助学生总结现在进行时态，提升学生对这个时态的认识和对现在分词规律的掌握，从而为正确运用这一时态起到一定的指导作用。在此基础上为有针对性的练习，复习人称代词的用法以及部分现在分词的不规则变化。

Task5:Activities (Make a telephone call) (10’)
Ss: (1) Design a table with people and places on it.
(2) Get to know the partner’s picture through asking questions.
(3) Finish a report according to the answers you get from your partner.
(4) Check your answer with your partner.
(A) Design:
Who (name) Where what
I __________


(B) Make a report by asking your deskmate:
Useful sentences:
Hello, is that…?
Where are you now?
Who is/are your friend(s)?
Where is he/are they now?
What are you doing?
What are they doing.
Are you/they…?
Is he/she…?
…
A model:
My desk mate is Nancy. She’s in the garden. She’s reading.
Her friends are Suhai and Su Yang. They are in the playground. They’re running.

__________________________________________________________________________________________________________________________________________________________________________________________

设计意图：这里设计的是一个综合性的拓展活动。学生自己设计内容并通过打电话给同伴的形式，向同伴询问信息来完成，写报告的任务。这个活动帮助学生运用自己的语言与他人交流并且获取信息，发展学生的英语综合运用能力。

Homework:
(1) Read Unit6 and Unit7.
(2) Write a short passage on BBS: We are in the playground.
设计意图：（1）通过朗读复习相关内容。
（2）通过写作发展学生的创造性，提高学生的综合能力。另外，在BBS上发表自己的文章也为学生提供交流的平台。

板书设计：
Unit10 Review and check
Useful sentences:
Hello, is that…? Where are you now?
Who is/are your friend(s)? Where is he/are they now?
What are you doing? What are they doing.
Are you/they…? Is he/she…?
…