[unit]Unit 5 (A) Let’s learn

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 嘉善县实验小学  沈洁一、    教学目标 ：认知目标: 学生能理解并且会听说读4个单词：bus, jeep, taxi,     bike, 并渗透介词on, in, under 的教学。能力目标: 1 能听说会读本课单词和介词on, in, under.               2 在听说会读单词的基础上能够结合介词进行运用。               3 培养学生的注意力和观察力,以及他们的竞争意识和团体合作精神,激发学生积极思维。               4 听到指令能够正确快速的反应。情感目标：创设良好的英语氛围，培养学生的学习兴趣和热情。二、教学重点和难点：   重点：能理解并且听说会读4个词：bus, jeep, taxi, bike   难点：部分单词的发音和介词的运用。stepⅰ warm-upchant: where is your……stepⅱ presentationt: now, boys and girls, where is “a a ”?  ss: here it is.t: where is “ff” ? ss: here it is.(cai)t: where is “j j”? ss: here it is.t: yes, do you want to know where is “j j” from? let’s go and ask: hello, j j. where are you from, ok?ask together. (cai)answer: i’m from jeep and jump.t: now, boys and girls, can you jump? let’s jump. teacher and students jump together.t: look carefully, the jeep can jump too. let’s have a look.(cai) the jeep jumps into the box.t: oh, where is the jeep? it’s in the box.present “in”.make a chant:  in, in, in,in the box, jeep in the box.chant together. boys chant 1 time.girls chant 1 time.let some groups to chant.t: look, boys and girls, the jeep jumps again. (cai) the jeep jumps onto the box.t: is the jeep in the box? ss: no, it’s on the box..present “on”.chant: on, on, on, on the box, jeep on the box.the teacher put things on the box and students say together. for example: ruler on the box.let students say something about on.t: now, let’s have a look. what’s on the box?    ss: it’s “bb”.t: do you want to know where is “bb” from? let’s go and ask: hi, ”bb”, where are from?ask together. (cai): i’m from “bike” and “bus”.t: what did you here?   ss: “bb” is from bike and bus.present “bike” and “bus”.memory game.(cai) t: let’s have a look. where is bus?t: where is bus?  ss: it’ on the jeep.one group ask and others answer.t: where is bike?  ss: it’s on the bus. practise in groups.t: let’s have a chant.(cai)chant: bike on the bus,      bus on the jeep,      oh, where’s jeep?guess, guess, guess?chant together.t: oh, where is the jeep? let me guess. maybe it’s on the plane, maybe it’s on the boat. maybe… can you guess where’s jeep?  students guess.(cai)t: look, it’s on the taxi. wow, so funny.present the word “taxi”.t: boys and girls, who can say “hello” to taxi?practise in groups. group leaders take the pictures of taxi, and others say “hello” to taxi.(cai)the students look at the screen and say: jeep on the taxi                                bus on the jeep                                bike on the bust: where’s the taxi? is it on the jeep?t: it’s under the jeep.present the word “under”.do some actions. present “on, in, under”.the teacher say and students do.let one student make orders and others do.group leaders make orders and others do.(cai)the students look at the screen and say: taxi under jeep,                                jeep under bus,                                bus under bike.t: boys and girls, let’s have a look, what’s happening? (cai) where is the bike?the students look at the screen and say: bike in the bus,                                bus in the jeep,                                jeep in the taxi.do some actions. for example: put your bus in your bookteacher make the orders.let one student make the orders.play a game: rock, stone, scissor. the students play with their partners. the student who won the game will make the orders.play a game: doris’ knife.sing a song. (bike and bus and jeep and taxi…)板书设计 ：jeep    bus    bike   taxi    goup1 goup2 goup3 goup4 goup5                    on                                                                                                                   1       1        1          1         1                                                              1                  1         1         1                                                                    1                  1                        under                                       1                                         1                                                                    1                                                                    5       1         3         2         3

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