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Unit 5 Do you have a soccer ball 教案

Unit 5 Do you have a soccer ball?

Section A1 (1a-2d)

一、教学目标：

1. 语言知识目标：

1) 能掌握下列词汇：do (does), have, tennis, ball, ping-pong, bat, soccer, soccer

ball, basketball, let, us, let's go, we, late, has, get

2) 学会用have对物品的所属进行提问以及应答，学会使用do和does引导的

一般疑问句：

①—Do you have a baseball?

—Yes, I do. /No, I don't.

②—Does she/he have a tennis ball?

—Yes, she/he does./ No, she/he doesn't.

③—Do they have a soccer ball?

—Yes, they do./ No, they don't.

3) 学会用Let’s…提建议。

2. 情感态度价值观目标：

利用学生喜爱运动的心理，激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。在小组活动中，培养学生团结协作精神。

二、教学重难点

1. 教学重点：

1) 通过运用have对物品的所属进行提问以及应答，来掌握一些运动项目的词汇。

2) 在询问对方是否有某物的对话中学会使用do和does引导的一般疑问句。

3）学会用祈使句来向对方提出建议。

2. 教学难点：

学会使用第三人称单数的一般疑问句Does …?及回答做对话。

三、教学过程

Ⅰ. Presentation

1. Present the key vocabulary.

(Show a basketball to the class.)

T: What’s this in English?

S1: It’s a basketball.

T: Yes, you are right. Read after me. B-A-S-K-E-T-A-B-L-L, basketball.

Ss: B-A-S-K-E-T-A-B-L-L, basketball.

(Show the students other objects. Teach the new words “soccer ball, ping-pong ball, volleyball, tennis bat, ping-pong bat” in the same way.)

T: Read the words together twice.

Ss: …

2. Look at the words in 1a and match the words with the things in the picture.

T: Number 1 is (a), tennis ball. What’s Number 2 Match them.

Ask one student to show the answers and check them.

3. Present the key structure.

Present these questions and answers.

(Point to a student who has a pencil box.)

T: Do you have a pencil box?

S1: Yes, I do. (Nod your head yes)

T: (Ask S2) Does she have a pencil box?

S2: (Help S2 answer) Yes, she does.

T: Do you have a basketball?

S1: No, I don’t. (Shake your head no)

T: (Ask S2) Does she have a basketball?

S2: (Help S2 answer) No, she doesn't.

Practice the drill “Do you have a …?”, "Does he/she have a…? " in pairs. You can use your school things and these balls. Look at the model, then practice like this. Model:

S1: Do you have a basketball?

S2: Yes, I do.

S3: Dose she have a basketball?

S4: Yes, she does.

S1: Do you have a soccer ball?

S1: No, I don’t.

S3: Dose she have a soccer ball?

S4: No, she doesn't.

(Students work in pairs.)

II. Listening

T: Look at the four items of 1b in the pictures. Listen to the conversation.

(Play the recording of 1b the first time. Students only listen.)

T: Listen to the conversation and circle the words you hear.

(Play the recording again.)

T: Check their answers.

S1: … S2…

III. Pair work

1. Read the conversations in 1c. (Ask students to repeat.)

2. Look at the picture in 1a and practice the conversation with each other in pairs.

S1: Do you have …?

S2: Yes, I do.

S1: Do you have a …?

S2: No, I don’t.

3. Work in groups of four and use the picture to practice the similar conversations

with the new words. (basketball, baseball bat, soccer ball, volleyball, computer, ping-pong bat, baseball)

T: Ask and answer the questions as many as you can.

S1: Do you have a … ?

S2: …

S1: …

S2: …

IV. Listening

1. T: Look at the pictures in 2b and name them. What are these?

(Point at the baseball, basketball, soccer ball, volleyball.)

Ss: They are…

T: There are four children in the conversations. Who are they? Please listen and find the answer.

(Play the recorder for the first time.)

S: …

T: I’ll play the recorder for the second time. Listen and number the pictures (1-4).

(Students listen for the second time.)

T: Listen to the conversation in 2b. Match the people with the balls.

(Students listen and match. Teacher checks their answer.)

V. Pair work

1. T: Let’s look at the picture in 2a. Does Jane have a tennis ball?

S1: No, she doesn't.

T: Does Paul have a soccer ball?

S2: No, he doesn't.

T: Does his brother have a soccer ball?

S2: Yes, he does.

(Ask more students to make a conversation.)

T: Make conversations with things in the picture.

S: …

2. Ask some pairs to act out their conversations.

VI. Presentation

(Show a soccer ball to class.)

T: Let’s play soccer ball after class, OK?

S1: OK.

T: Let’s play ping-pong.

S2: OK.

T: We often use the drill “Let’s…” to make a suggestion. If you want to do it, you may say “OK. / That sounds good. / All right …” If you don’t want to do it, you may say “No, I don’t have a …”

(The teacher writes the drill on the backboard.)

A: Let’s play…

B: No, I don’t have a …

A: Well, let’s play baseball.

B: OK. Let's go.

Ss read the conversation and try to remember them.

VII. Role-play

1. Cindy and Helen want to play baseball. Now read the conversation and match the

things with their right places.

baseball on the chair

baseball bat in Cindy's bag

Cindy's jacket Bill has it.

2. Read the conversation after the teacher.

3. Practice the conversation with your partner.

4. Ask some pairs to act out the dialogue in front of the class.

5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评

价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）

VIII. Language points

1. have作动词，意为“有”，一般指某人拥有某物，侧重于所属关系。其第三人

称单数形式是has。

常用句式为：某人+ have/has + 某物，表示“某人有某物”。

在一般现在时态中，当主语为第三人称单数形式时，用has的形式。

e.g. I have a good friend. 我有一个好朋友。

She has a new pen. 她有一支新钢笔。

2. late “迟到” 是个形容词，常用be late 的结构。

e.g. Jack is always late. 杰克总是迟到。

3. we是人称代词主格，意为“我们”，在句子中作主语。如：

We are good friends. 我们是好朋友。

We have a new soccer ball. 我们有一个新足球。

4. us “我们”, 是we的宾格形式，在句子中放在介词或动词后作宾语。

【辨析】we / us / our

we “我们” 是人称代词主格形式，作句子的主语。

us “我们”是人称代词宾格形式，作句子的宾语。

our “我们的”是形容词性物主代词，放在名词前。

e.g. We are in Mike’s room. 我们在迈克的房间里。

Call us at 457-3287. 给我们打电话457-3287。

Our teacher is in the classroom. 我们的老师在教室里。

5. 以动词let开头的祈使句，表示向别人提建议，意思是“让……做……吧”。

基本结构为：let sb. do sth.，表示“让某人做某事”，表示说话人的建议。其中sb.可由名词或代词宾格来充当，其后的动词一定要用动词原形。如:

Let me do it. 让我来做吧。

Let him guess. 让他猜一猜。

6. let’s是let us 的缩写形式，意为“咱们一起做某事吧”，通常表示建议、请求

或命令。

肯定回答：一般用“OK”，“All right”，“Yes, let’s …”；

否定回答：一般用“Sorry, I …” 。如：

—Let’s go! 让我们走吧！

— OK. 好吧。

Let’s look at the blackboard.

让我们看黑板。

IX. Exercises

Homework

1. 复习记忆本课所学的生词。

2. 编写三个问答句：

分别询问一下你的朋友有basketball, soccer ball和volleyball吗？

课后反思：

Unit 5 Do you have a soccer ball?

Section A2 (Grammar Focus3a-3c)

一、教学目标：

1. 语言知识目标：

1) 进一步学习通过运用have对物品的所属进行提问以及应答。

2)继续学会do和does引导的一般疑问句，理解并掌握英语句子中的人称和

数，掌握并熟练运用下列句型。

①—Do you have a baseball?

—Yes, I do. /No, I don't.

②—Does she/he have a tennis ball?

—Yes, she/he does./ No, she/he doesn't.

③—Do they have a soccer ball?

—Yes, they do./ No, they don't.

3) 能用Let’s…句型来提建议。

2. 情感态度价值观目标：

利用学生喜爱运动的心理，激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。在小组活动中，培养学生团结协作精神。

二、教学重难点

1. 教学重点：

1) 总结do和does引导的一般疑问句及其回答语。

2) 在实际生活情景中能正确运用所学的句型谈论自己或他人所拥有的东西。

3) 理解并掌握英语句子中的人称与数，让学生牢记第三人称单数。

2. 教学难点：

1) 在实际生活情景中能正确运用Do…?或Does…?句型谈论自己或他人所拥

有的东西。

2) 理解并掌握英语句子中的人称与数，让学生牢记第三人称单数。

三、教学过程

Ⅰ. Revision

Let the Ss work in groups (each group has three Ss). Review the sentence

structures we

have learned.

S1: Do you have a basketball?

S2: Yes, I do.

S1: Does she have a basketball?

S3: Yes, she does.

S1: Do you have a tennis bat?

S3: No, I don't.

S1: Does he have a tennis bat?

S2: No, he doesn't.

…

Ⅱ. Grammar Focus.

1. Read Grammar Focus and finish off these sentences.

①你有一个棒球吗？____ you _____ a baseball?

②是的。___, I ____. 不，没有。_____, I ______.

③你有一个乒乓拍吗？____ you _____ a ping-pong _____?

④没有。我有一个乒乓球。_____, I ______. I _____ a ping-pong _______.

⑤她有一个网球吗？____ she _____ a tennis?

⑥是，她有。没有。她有一个棒球。

_____, she _________. ____, she ________. She ____ a ______.

⑦他有一个足球吗？_____ he _____ a _____ ball?

⑧没有。他有两个乒乓球拍。____, he ________. He ____ two ping-pong

______.

⑨他们有一个篮球吗？___ they _____ a basketball?

⑩是的，有。没有。他们有一个排球。

Yes, _____ _____. ____, they ______. They ______ a ________.

写出下列表达方式的缩写形式

①do not = ________ ②does not = ______

③we are = ______ ④let us = ________.

2. Summary

1) have意为“有”，表示某人所有某物。have在句子中有两种形式，即have

和has。have用于第一人称（I, we）、第二人称（you）以及第三人称复

数（they）和其他复数名词；而has则用于第三人称单数（he, she, it）和

单数名词。如：

I have an apple. 我有一个苹果。

Mary has an orange. 玛丽有一个桔子。

2) have/has句子的一般疑问句是在句首加助动词do或does，句尾用问号构

成。除第三人称单数前用does外，其他都用do。第三人称单数前加does

后，句中的谓语动词has应改为have。作简略回答时，肯定回答为：“Yes,

主语+ do/does.”，否定回答为：“No, 主语+ don’t/doesn’t.”。

Ⅲ. Writing

1. 指导：英语句子中的人称和数

2. Ss discuss with their partner and fill in the chart.

3. Check the answers.

IV. Practice

1. 指导：实义动词的一般疑问句结构。

①当主语是第一人称/第二人称/第三人称复数时，句型结构为：Do +

you/they/we/…+ 动词原形+ …？不管用什么动词，它的回答是固定

的。

肯定回答：Yes, I/they /we … do.

否定回答：No, I /they/we …don’t.

②当主语是第三人称单数时（she, he, it, Linda, Bob及名词的单数形式an

apple），句型结构为：Does + she/he/it/…+ 动词原形+ …？不管用什

么动词，它的回答是固定的。

肯定回答：Yes, she/he/it … does.

否定回答：No, she/he/it … does n’t.

2. Notes:

①play + 球类意为“玩、打……”play soccer, play volleyball, play basketball,

play ping-pong

②That sounds good. 那听起来不错。sound 连系动词，“听起来”，后跟形

容词。

That sounds great. 那听起来很棒。

3. Ss complete the conversations with their partner.

4. Check the answers with the class. (Let some pairs read the conversation)

4. Ss practice the conversation with their partner then act out the dialogue.

V. Game (Remembering game)

1. T: Look! This is Bob's room. He has many things. Look at the things in his room

for three minutes. Then close your books and ask and answer questions with your partner.

2. Model:

S1: Does he have a soccer ball?

S2: Yes, he does.

S1: Does he have a computer game?

S2: Yes, he does.

S1: No, he doesn't. You're wrong.

(Then S2 ask S1)

S2: Does he have a volleyball?

S1: Yes, he does. …

VI. Exercises

Homework

根据鲍勃房间里的物品，写出五个一般疑问句的问答句。课后反思：

Unit 5 Do you have a soccer ball?

Section B1 (1a-2c)

一、教学目标：

1. 语言知识目标：

1) 掌握下列词汇：interesting, boring, fun, difficult, relaxing, watch TV, student,

sport, play sports, to, same, love, with, them, only, like, easy, after, class, classmate

2) 会用句型Let's…来提建议。

3) 能用所学的形容词来表达自己对某项运动项目的看法。

That sounds …

4) 阅读有关体育用品收藏的小短文，并能获得相关信息。

2. 情感态度价值观目标：

通过阅读有关运动的文章和对话, 使学生更加热爱体育活动并培养一种适合自己的体育爱好。

二、教学重难点

1. 教学重点：

1) 学会用Let’s…提建议，并能够谈论自己对某球类运动的简单看法。

2) 引导学生进行听力和口语交际训练，来逐步学会用Let’s…提建议。

3) 引导学生进行阅读训练，来掌握行为动词一般现在时的肯定句、否定句的

结构，尤其是单三形式的变化。

2. 教学难点：

行为动词一般现在时的肯定句、否定句的结构，尤其是单三形式的变化。三、教学过程

Ⅰ. Revision

Review the expressions and sentence structures we have learned.

Ⅱ. Presentation

1. (Show the picture which a boy is doing an interesting thing on the screen.)

Learn the new words, interesting

(Show other pictures on the screen) learn the new words: boring, fun, difficult,

relaxing, easy, in the same way

2. (Show some activity pictures on the screen)

Learn the new phrases: "watch TV", "go to the same school", "love soccer", "after class" and "play sports"

3. (Show some pictures of students on the screen)

Learn the new words "student", "classmate"

4. Let Ss read the new words and phrases and try to remember them.

5. Read the words in 1a. (Point to the five words in 1a and ask students to repeat

each one.)

Ss: interesting, fun, relaxing, boring, difficult.

(Let some Ss explain the Chinese meaning of them.)

Then match each picture with one of the words.

(Point to the five pictures and ask students to match them.)

Check the answers.

Ⅲ. Listening

1. Next we’ll listen to a conversation. Here are two boys in the conversation. What

do they want to do? Listen.

(Play the recording the first time.) (For the first time, students only listen.)

2. Listen again and check the words you hear in 1a. (Play the recording again.)

3. Check the answers.

4. Practice in recognizing specific vocabulary words in conversation and in writing

them. First, listen to the recording in 1b. What does Paul say about the activities?

(Point to the blanks where the students write their answers.) (Play the recording the first time. Students only listen.)

T: Listen to the conversation and write a word from 1a in each blank. (Play the recording again.)

T: Check the answers.

S: …

Ⅳ. Pair work

1. T: Act out the conversation in 1c in pairs. You are Paul. Your partner is Paul's

friend, Jenny. Talk about the activities in 1c.

S1: Let’s play computer games.

S2: That sounds interesting but…

S1: …

S2: …

2. Let some pairs act out the conversation in front of the class.

V. Writing

1. Find the sports words in the unit. Write them in the correct column.

2. Make a report to your partner first.

S1: I have a soccer ball, a volleyball, two tennis balls, three ping-pong bat…

I don't have a basketball, a tennis bat, a baseball bat…

3. Exchange the chart with your partner. Report your partner's sports collection.

S2: He has a soccer ball, a volleyball, two tennis balls, three ping-pong bat…

He doesn't have a basketball, a tennis bat, a baseball bat…

VI. Reading

1. Our school magazine made a survey about sports collection. This is the survey

results. Read the passage and answer the question:

Who has a soccer ball?

2. Ss read the passage quickly and find the answer to the question.

3. Check the answer. Let some students say their answer and say why?

(指导：在读短文时，应重点抓住soccer ball，通过对比文中的信息，从而轻松地就能知道答案。)

VII. Reading

1. Now let's work on 2c.

Who do you think says these sentences? Check (√) F for Frank, G for Gina or W for Wang Wei.

Read the passage carefully and check the right person.

2. Ss read the passage carefully and discuss with their partner.

3. 指导：先读懂试题中每句话的意思，然后在短文中找和题目中句子意思相

同或相近的句子，比如not easy意为difficult。最后，再看这是对谁的调查，便能确认正确的人物。

4. Check the answers with the class.

VIII. Language points

1. I don’t have a soccer ball, but my brother Alan does.

我没有足球，但是我哥哥艾伦有。

句中的does是do的第三人称单数形式。此处用do来代替上文出现过的动词或动词词组,以避免重复。在本句中，does代替上文出现过的have a soccer ball。如：

Jack doesn’t play volleyball, but his sister does.

杰克不打排球, 但他的姐姐打。

Linda have a baseball bat, but I don’t.

琳达有一个棒球拍, 但是我没有。

2. love 是动词, 意为“喜欢；喜爱”, 比like 的程度深。常见的结构为：

love + sth. / sb. 意为“喜爱物/人”。

e.g. He loves his mother. 他爱他的母亲。

Love me, love my dog. (谚)爱屋及乌。

3. watch ... on TV 表示“在电视上看…… (节目)”, 其中watch是“观看; 注视”,

强调“观看”其行为动作, 跟踪其运动目标, 有“监视”之意, 侧重于场面过程。

on TV是固定短语, 意为“在电视上”。如:

She often watches football matches on TV. 她经常在电视上看足球比赛。

4. like作动词, 意为“喜欢”。

用法: 后跟名词或代词, 表示对某一事物的兴趣或爱好。

如: I like English. 我喜欢英语。

The coat is nice. I like it. 这件外套很好看。我喜欢它。

5. easy是形容词, 意为“容易的; 不费力的”, 其反义词是difficult。常用结构：

sth. is easy/difficult for sb. 对某人来说某事是容易的/困难的。

e.g. English is difficult for her. 对她来说英语很难。

Basketball is easy for me. 对我来说篮球很容易。

6. after school 意为“放学后”, after在句中作介词, 意为“在……以后” 。如：

After school, I go home with my sister. 放学后, 我和姐姐回家。

We plays games sometimes after class. 下课后, 我们有时玩游戏。

IX. Exercises

Homework

1.复习并将所学的有关体育类的词汇强化记忆。

2. Review 2b. Try to retell the passage.

课后反思：

Unit 5 Do you have a soccer ball?

Section B2 (3a-Self Check)

一、教学目标：

1. 语言知识目标：

1）复习巩固所学的有关体育运动的词汇、描述性形容词的词汇。

2）进一步练习运用Do … ? 和Does …一般疑问句及回答做对话。

3）进一步练习运用形为动词have的否定句的构成，初步理解运用but的用法。

4）在实际情景中运用所学的知识来就人与物之间的所属关系进行问答。

2. 情感态度价值观目标：

在教学中生生交流、师生交流会更融洽，会促进师生彼此间的了解。引导学生热爱体育运动，增强身体素质，让部分学生养成良好的运动习惯和收藏习惯。

二、教学重难点

1. 教学重点：

1）复习和巩固所学的行为动词一般现在时的一般疑问句及否定句结构，引导学生进行一些阅读和写作的练习。

2）复习巩固描述性形容词：interesting，boring，fun，difficult，relaxing及一些运动项目。

2. 教学难点：

引导学生运动所学的行为动词一般现在时的一般疑问句及否定句结构，进行一些写作的练习。

三、教学过程

I. Writing

1. Let's work on 3a. This is a survey chart. You have to write some more questions

about sports equipment in the chart. Using the sentence structure "Do you have a…?".

2. Ss write three or more questions about sports equipment.

e.g. Do you have a basketball?

Do you have a baseball bat?

Do you have a ping-ping bat?

Do you have a volleyball?

II. Survey

Now exchange books with your partner. Answer his or her questions in 3a.

You can only check (√) of the answers.

III. Writing

1. Look at the information in 3a. Write about yourself and your partner with but.

Ss read the first two sentences and try to write their own sentences according to 3a.

2. 指导：

①but是一个转折连词，表示意思上的转折，常用来连接两个句子。在我们

的例句中，but连接的两个句子，一个表示某人有某物，另一个表示某人

没有某物。

②同学们注意否定的结构：I don't have…; He/She doesn't have …

3. Ss write their own sentences then report their sentences to their partner.

4. Ask some Ss report their sentences to the class.

IV. Self Check 1

1. Do you like sports? We like some sports very much, but we don't like other

sports. We think some sports are very easy, but we think other sports are very difficult.

For me, I love basketball. It's interesting and easy.

I don't love baseball. It's boring and difficult.

What's your opinion? Now list all the sports you know. Discuss with your partner and write what you think of them.

2. First Ss list all the sports they know. Then discuss with their partner and write

what they think of them.

(interesting, boring, fun, difficult, easy…)

3. Ask some Ss report their lists to the class.

V. Self Check 2

1. Let's work on Self Check

2. Look at the chart. Here are some short conversations,

but the questions are missing. Read the answers then think about the questions.

Then write down the questions.

2. 指导：应根据答语中的人称和数来确定问题的人称和数，还要根据答语中

提示的事物来确定问题中的事物。例如：在第一题的答语中，答语是

yes，可知上一句是一般疑问句；再由下一句my mom has a baseball

bat，可知问句的主语是your mom，所问的事物是baseball bat。

因此可确定问句是：Does your mom have a baseball bat? 其它与此问题思考过程相同。

3. Ss think and write their own sentences.

4. Ask some Ss write their sentences on the blackboard.

5. Check the answers.

VI. Exercises

Homework

根据表格中的信息，写一段话。

I have a basketball, but I don’t …

课后反思：

人教版四年级英语上册第五单元教案

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人教版英语必修三unit5知识点以及相应练习(超级好)

Unit 5Canada —“The True North ”

Ⅱ.短语—在应用中记牢，在归纳中记多

3.It ’s too bad you can ’t go as far as Ottawa, Canada ’s capital. 很可惜你们不能一直走到加拿大的首都渥太华。 as far as “远到；远至；就……而言”。古时候，人们很少出远门，大多数农民去的最远的地方是当地集市。In ancient times, people rarely travelled long distances and most farmers only travelled as_far_as_the_local_market. 第一板块| 核心单词归纳集释 1．surround vt .包围；围绕 [教材原句] People say it is Canada ’s most beautiful city, surrounded by mountains and the Pacific Ocean. ① can be very beneficial.围绕在给你提供帮助的人的周围会非常有益。 ② (surround) by a dozen of children, grandchildren and great-grand children, the woman happily celebrated her 90th birthday. 身边是一大群儿孙，这位老人高高兴兴地庆祝她九十岁的生日。 ③Only in this way can we live in more comfortable and beautiful ________(surround)．只有这样我们才能生活在更舒适更美丽的环境里。 2．measure vi .&vt .测量；衡量；判定n .计量单位；措施；尺寸 [教材原句] It is so wet there that the trees are extremely tall, some measuring over 90 metres. restaurant.

人教版高中英语必修三Unit 5《Canada》教学设计

教学设计 Teaching aims: 1.To introduce Canada’s geography, culture,climate and cities to the students in order to know more about the country.After leaning the text, the students have the chance to compare China with Canada and therefore,the students have a deep passion for our country. 2.To learn to use some phrases and sentences structures about direction and position to describe a place Teaching tools:1.some pictures about Canada;2.mufti- media. Teaching procedures: Step1. Scan the text quickly and choose the best answer to the following questions. 1.Which country is the text about? A.Canada B.Russia C. America D. China 2.Which part is not mentioned in the text? A.Canada’s economy and politics B.Canada’s geography and weather C.Canada’s history and population D.Canada’s landscape and cities Step 2.Read the text carefully and answer the following questions 1.What is the main idea of the fifth paragraph? _______________________________________________________ 2.Why do people say that Canada is a multicultural country ? _______________________________________________________ 3.What are some of the major similarities and differenc_es between China and Canada? _______________________________________________________ 4.Which sentence can be replaced by the following one? If you want to skin,sail, or if you’re crazy about the delicious food,the best place is Canada. 5.Translate the underlined sentence in the last paragraph into Chinese. Step 3. Find the sentences below in the text , appreciate it and put them into Chinese. 1.The Canadian Shield stretches from the Arctic to the Great Lakes and Labrador, cutting the country in half and contributing to a division between easterners and westerners. 2.France pioneered settlement, but Britain gained control in 176 3.

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pep小学英语六年级上册unit,5,教案篇一：PEP小学英语六年级上册第五单元教学设计PEP小学英语六年级上册第五单元教学设计六上 Unit 5 What does he do? 【单元教材分析】本单元的教学内容是使学生掌握一些职业的英语表达并就此展开相关讨论，能够简单介绍人物职业，会询问他人的工作情况并给出相应的回答。了解英语中职业名称对于不同性别的差异。运用到得重点句型有：What does your father / mother do? Where does he/she work? How does he/she go to work? 在教学中结合学生实际情况，运用学生已学本册教材第二单元内容，以“How do you go to work?”等相关知识点为“How does he/she go to work?”的教学做铺垫。还可以适当的进行拓展延伸。本单元的重点是通过听、说、读、写等活动，使学生掌握一些关于职业的交际语言如：What does your father do? Where does he work? How does he go to work?并能通过学习进一步发展学生的语言交际能力，能在现实生活中获取他人的职业信息。本单元的难点是让学生在任务活动中熟练运用不同句型进行交流。

【单元教学目标】 1.能力目标（1）能够通过询问获取他人的一些信息，包括职业、工作地点、出行方式等。（2）能够向他人介绍和回答自己和朋友的基本情况，包括职业、工作地点、所从事的活动等。（3）能够简要表达对他人的情感。（4）能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读关于爱好与职业的语篇，同时能仿照范例完成信息表。 2.知识目标（1）能够掌握本单元出现的factory worker,postman,businessman,police officer,fisherman,scientist,pilot,coach等单词和词组，并能熟练朗读与运用。（2）通过学习对话，掌握询问职业、工作地点和出行方式的主要句型，如：What/ Where/How

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8.aboard prep./adv.在船、飞机、火车或公共汽车上，在国外 go aboard 9.board v.上船（飞机、火车...）n.木板、膳食、董事会 adj.宽阔的，广泛的 broaden v.变宽，拓宽broad shoulders broaden one’s horizon a broad smile 10.within prep.在...之内within two days within one’s reach/power within an hour 11.slight adj.轻微的，微小的slightly adv.稍稍，轻微地12.mix v.混合，调配mixture n.混合（物），混合状态mixed adj.混合的 13.c onfirm vt.证实，证明、批准confirmation n.证实，确认confirmed adj.证实的，确认的 14.wealthy adj.富有的wealth n.财富 15.frost n.霜（冻）frosty

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教学过程一、课堂导入了解加拿大风土人情。二、复习预习教师引导学生复习上节课所学知识点，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过对表语从句和同位语从句具体用法的分析和扩展导入本节课所要学习的课本知识的学习。三、知识讲解考点/易错点1 重点单词与短语学习 multi- 是一个前缀。意为“多”。

(回归课本P33) Canada is a multicultural country. 加拿大是一个多元文化国家。[归纳拓展] multiply a.乘;繁殖(multi + ply表动词→变多→乘) multiple a.多样的;多功能的(multi + pile→多的→多功能的) multilingual a. 多种语言的(multi + lingual方向的) multidirectional a. 多方向的(multi + directional方向的) multiform a.多种多样的(multi + form形式) multicultural a.多种文化的(multi + cultural文化的) multimedia a.多媒体的(multi + media媒介) multitude a.多数;群众(multi + tude状态→多的状态→多数) rather than并列连词，而不是 (回归课本P34) Rather than take the aero plane all the way, they decided to fly to Vancouver and then take the train from west to east across Canada. 他们不想一路乘飞机，而决定先飞到温哥华，再从西海岸乘火车横穿加拿大到东海岸。 1、rather than:意为“而不是”、“而没有”，侧重客观上的差别，还可以表示“与其……，倒不如（或宁可）……”，侧重句子主语或说话人主观上的选择。句中rather than 前后一般应为名词、代词、动名词、形容词、谓语动词、动词不定式、介词短语，甚至分句等。 2、rather than做并列连词。其前后都应是相互对应的词语，但接不定式时，常可省去不定式符号to 。rather than 也可分开使用，和would 或had 构成

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Book3 Unit5课文知识点讲解课文回顾 Li Daiyu and Liu Qian went on a trip to Canada from _____ to _____ . Their cousins’ friend, Danny Lin, took them to the train station to catch “____ _ ___ ______” . Canada is the ________ biggest country in the world. It is 5,500 kilometers from ______ to _______. As they go ________, they saw beautiful scenery as well as cities. Vancouver is ___________ by mountains on the north and east. When the cousins ________ _______ in the seats, they looked out of the window. They saw mountain goats and even a _______ bear. Calgary is famous for its competition. Many of the cowboys from all over North America _____ ___ ___ ____ riding wild horses. Then they ______ _______ a wheat-growing province. Thunder Bay is a busy ___ city , which is at the top of the ____ ______. That night as they slept, the trai rushed towards 词汇复习 1. 聊天，闲聊 2. 距离，远方 3. 在附近 4. 风俗 5. 围绕 6.. 测量，衡量 7. 混合调配 8. 混合物，混合状态9 证实，证明 10给人深刻印象的11. 在------之内12. 边界短语搭配 .对……有天赋 catch sight of 定居；专心于 have a gift for .设法做 settle down 与其；不愿 manage to do 看见；瞥见 rather than 在旅途中 at the airport 在去……的路上 be on a trip to 在不到五天的时间里 on the way to 定居，安静下来 be surrounded by/ with 被……所包围 in less than five days 在机场 on the Atlantic coast 在大西洋沿岸 at the airport 一路上 thousands of

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教材版本：PEP小学英语六年级上册第五单元课题Unit 5 What does he do? 备课时间内容Part A Let’s try L et’s talk 主备人复备教师一、课程标准 1. 能根据录音模仿说话。 2. 能交流简单的个人信息。 3. 能在教师的指导下用英语游戏，并进行简单的交际和角色扮演。二、教材解析本课时为本单元第一课时，课文展开一段情景对话，引入新授句型“What does he/she do?”，并进行回答“He /She is…”谈论自己父母的职业。 Let’s try为导入部分的听力内容，Oliver和Sarah用目标句型“What does he/she do?”进行交流，在提高听力技能的同时，对文本起到很好的导入作用。三、目标预设 1. 能够用正确的意群及语音、语调朗读对话。 2. 通过角色扮演、对话表演到创设情景，能运用所学词汇和句型编创一段不少于5句的对话，谈论自己家人的职业。四、重难点预设 1.文中出现了第三人称单数的特殊疑问句，在上个单元中出现了第三人称单数的一般疑问句，学生已经有所了解。 2.对于中后进生，尽量鼓励他们参加创编活动，从少到多，多参与，多练习。五、评价设计 1. 用听音跟读、Pair work、角色扮演等活动检测目标1的达成情况。 2. 利用指定词汇自创对话检测目标2的达成情况。六、教学设计第 1 课时教学环节教学预设

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人教版高中英语必修三 Unit5 Canada—“The Truth North” Teaching content: Book3 Unit 5 Lesson type: Reading 1. Analysis of teaching material This unit is about Canada. The students can learn some basic information about Canada by the travelling experience of Li Daiyu. It includes the geographical conditions, the characteristics of each city, the social and cultural characteristics and so on. 2. Analysis of students Although students have the basic abilities of listening, speaking, reading and writing, they still need more chances to practices these abilities. Furthermore, as a student, they ability is still limit and the background information about the passage also have limitation. So they need more guidance and give them more suggestion and direction about how to study efficiently. 3. Teaching aims: 3.1. Knowledge aims ◆Get the students to learn the new words and expressions ◆Let the students know some basic information about Canada—the geographical location, major cities, local customs and practices and so on. ◆Make the student understand the multi-culture and the characteristics of multicultural countries. 3.2 Ability aims ◆Let the students learn how to read a traveling report and use the map. ◆Get the students to learn how to express the direction and location 3.3 Emotional aims ◆Stimulate the students’ desire to learn something about Canada by putting up some auxiliary material on wall around the classroom ◆Stimulate the students’ interest of learning English by cooperative activities. 4. Teaching important and difficult points: 4.1 Teaching important points ◆The new words and expressions in this unit. ◆Improve the students’ reading skills by reading passage ◆Improve the students’ comprehensive skills by listening, speaking and writing. 4.2 Teaching difficult points ◆How to read a traveling report and use the map ◆How to express the direction and location

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Unit 5 Canada ─ “The True North” 一、教学目标：掌握本单元重点单词、短语的用法及语法点二、教学重难点：1、对课文内容的整体把握 2、课文中长难句的理解 3、对文中细节的把握三、教学过程 1. Rather than take the aeroplane all the way, they decided to fly to Vancouver and then take the train west to east across Canada. 她们不想一路乘飞机，她们决定先飞到温哥华，再从西海岸乘火车横穿加拿大到达东海岸。 rather than 表示客观事实，意为_________________________________________ He is an explorer rather than a sailor. __________________________________________ The sweater she bought was beautiful rather than cheap. ______________________________ 我们是在教室里开会，不是在大厅里。___________________________________________ 她喜欢唱歌，而不喜欢跳舞。___________________________________________________ We should help him rather than he should help us. ____________________________________ rather than 连接两个名词或代词作主语时，谓语动词应与rather than 前面的名词或代词在人称和数上保持一致。是你而不是我要去要购物。_______________________________________________________ 2. The thought that they could cross the whole continent was exciting. [考例] The news _____ our athletes won another gold medal was reported in yesterday’s newspaper. (上海) A. which B. whether C. what D. that 3. remain用作不及物动词, 意为“剩下、留下、呆在”, 相当于stay，“呆在那里”可以说remain /stay there, 但“呆在家里”只能说stay (at) home。 remain 作名词时,表示“剩余物”, 一般用其复数形式remains.

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Unit 5 Canada ——“The true North” Period 1 Warming up and Reading 1 Teaching aims: 1. Talking about Canada. 2. Learn the geography, population, main cities, and natural beauty, natural resources of Canada. 3. Learn how to read a traveling report and pictures. Teaching aids: A computer, a project and pictures. Teaching steps: Step 1. Warming up. 1. Ss discuss the following questions. 1) Do you like to go tra veling? 2) Which countries do you like to visit? Why? 3) What can you see in these countries? shows some pictures of winter and invites Ss to describe them. Ss to talk what they know about Canada. shows a map of Canada and asks: continent is Canada in? country is its neighbor? are the Oceans Canada fac es? large is Canada? 4. Have a quiz. Step 2. Pre-reading. T: Would you like to take a trip to Canada? What three words would you use to describe Canada? Step 3 Reading 1. Shimming: Get Ss to read the passage quickly and answer the following questions: 1) What is the passage mainly about? Sample：The passage is about a trip of two girls, and it tells us some information about Canada. 2) What is “The Ture No rth”?

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