1五上《Unit5》教学设计

1五上《Unit5》教学设计（精选6篇）

篇1：1五上《Unit5》教学设计

Unit5第1,2课时教学设计与反思

一、教学要求

1、四会单词和词组：holiday、last、early、meet、before、did、taste、pull up、milk、cook及其中动词的过去式。

2、句型What(else)did you do….? We / I ….3、三会单词和词组: farm、carrot、fun、camp、National Day film、cow、pick、wonderful、volleyball、mountain

4、三会日常交际用语: Did you like the film? It was a funny cartoon.We all like it very much.Were there any fruit trees on the farm? There were apple trees, orange trees and pear trees.5、能听读、辨认字母组合igh在单词中的读音

6、会诵读歌谣 Last week

二、单元教材分析

1、本单元主要围绕谈论‚过去所做的事情‛这个话题展开各项活动。对小学生来说，这一课他们将面临以下难点: a 正确掌握动词过去式的三种读音； b正确理解一般过去时的意义； c 较熟练的运用本单元所学内容。

在教学的呈现环节中，教师要特别注意身边资源的利用，选择真实、自然的情景，得体、流畅的语言帮助学生理解。在操练和运用环节，教师应结合学生的生活实际，创设各种较为真实并生动活泼的情境，培养学生用英语做事情和用英语进行交流的能力。

Unit 5（第1课时）

一、教学内容

B Look read and learn /C Ask and answer / F Do a survey

二、教学目标

1、能听懂、会说、会读、会拼写单词、词组 last、did、taste、pull up、milk、cook、及其中动词的过去式。

2、能听懂、会说、会读单词volleyball、farm、cow、carrot、pick

3、正确理解一般过去时的意义，掌握一般过去时的结构，能正确读出规则动词过去式的读音。

4、掌握句型What(else)did you do ….?和日常交际用语Did you ……?

三、教学重点

1、能听懂、会说、会读、会拼写单词、词组 last、did、taste、pull up、milk、cook、及其中动词的过去式。

2、正确理解一般过去时的意义，掌握一般过去时的结构，能正确读出规则动词过去式的读音。

3、掌握句型What(else)did you do ….?和日常交际用语Did you ……?

四、教学难点

1、规则动词过去式的读音。

2、正确地理解过去时，并学会用过去时描述过去发生的事。

五、教学准备

1、教具准备

1）B部分农场活动的图片及词组。2）桔子和胡萝卜的实物。3)本课时的多媒体课件。4)调查表和学生的大头贴

5）板书：写好课题、日期和句型 What do you usually do on Sundays?

六、教学过程

Step 1 Free talk and revision 1 What date is/was it today/ yesterday/ last Sunday? 2 What do you usually do on Sundays? 事先板书好 What else do you do? 3 Let’s play a game, OK? Listen and act.Touch your nose.(your mouth, ears, eyes, head)OK, stop here.You did very well just now.Step 2 Presentation and practice 1出示单词卡：did(do 的过去式)快速领读 Do you like to drink milk and eat eggs ? 生答（略）Me, too.And I like to collect eggs and milk cows.学习词组：collect eggs、milk cows 3（出示桔子）Look, what ‘s this? It’s an orange.4（出示胡萝卜）And this is a carrot.（跟读）Please taste them.（出示图片）taste.Is it nice? 生答（略）

I like to eat carrots and oranges, and I like to pick oranges and pull up carrots.（出示图片 pull up carrots, pick oranges, taste oranges and carrots，cook nice food, water flowers）Look and read(看看说说).Listen, repeat and act（听听、边说边做动作）.6 Where can we do these things? In the city or on the farm? 生答 On the farm.(指课题，领读生词farm)

Step 3 Ask and answer 1Last Sunday my friends and I visited a farm.（课件呈现B部分图）What did we do on the farm? Let me tell you.We milked cows，picked oranges, cooked nice food ,pulled up carrots , watered trees and flowers ,collected eggs and tasted oranges.2 领读动词的过去式，要求发音准确 milked picked cooked pulled up watered collected tasted 3 Now you are these boys and girls , what did you do last Sunday? Can you tell me? 换板书What did you do last Sunday? What else did you do? 在学生讲的过程中，发现问题及时纠正 Why do we use ‚ed‛ here? Let’s watch ‚knowledge window‛.在英语表达中，过去的‚做‛和现在的‚做‛以及平时的‚做‛都是不一样的。例如： I watch TV every Sunday.我每个星期天看电视（一般现在时/动词原形）I am watching TV now.我正在看电视。（现在时进行时/动词的进行式）I watched TV yesterday.我昨晚看电视的。（一般过去时/动词的过去式）

一般过去时是指过去曾经发生的动作或处于的状态，它可能只限于一次，也可能是过去经常发生的。一般来说，动词的过去式就是在动词的词尾加上-ed.同学们，你们知道了吗？

5（课件显示C部分图）

Today is Thursday.Mike is telling Gao Shan about what he did last week.Look

’re Gao Shan and Mike.Practice in pairs.（板书句型）

Step 4 Consolidation 1 Boys and girls, I want to do a survey.Can you help me? 生答略 What did you do last week/yesterday/ this morning …? What else did you do?‛ 老师先做一次示范，接着四人一组完成调查任务。（调查表略）Do you know farm is a good place for people to spend their holidays now.Would you like to go to a farm with me? Let’s visit ‚Ali Baba’s Farm‛ , OK? Try to follow.(学生边看边听边拍手)

七、作业设计 Read Part B and C 2 Copy the new words and phrases 3 Write part C

八、板书设计

Unit 5 On the farm(B, C, F)Nov.6th Wednesday What did you do on Sunday? I /We…… What else did you do? I /We……

九、教后记

Unit 5（第2课时）

一、教学内容

A Listen, read and say

二、教学目标

1、能正确地听、说、读、写单词holiday, last, early, meet , before.2、能正确地听、说、读单词及词组 National Day, film, wonderful

3、听得懂、会说、会读日常交际用语 Did you like the film? It was a funny carton.We all like it very much.Were there any fruit trees on the farm? There were apple trees, orange trees and pear trees.三、教学重点

1、能正确地听、说、读、写单词holiday, last, early, meet , before.2、进一步理解一般过去时的意义，掌握一般过去时的用法。

3、通过情景对话，着重训练听说技能，进一步提高会话能力。

四、教学难点

1、进一步理解一般过去时的意义，掌握一般过去时的用法。

2、听得懂、会说、会读日常交际用语 Did you like the film? It was a funny carton.We all like it very much.Were there any fruit trees on the farm? There were apple trees, orange trees and pear trees.五、教学准备

1、教具准备 1）‚金太阳‛课文配套课件 2）日历牌一个 3）录音机和磁带

2、板书准备：写好课题和日期。

3、课前到班上收本子。

六、教学过程（出示日历牌）What’s the date today? What day is it today? What was the date yesterday? What day was it yesterday? 2 Review the new words and expressions we learned last lesson.3 Practice Part C Step 2 Presentation and practice 1 What do you like? Do you like watching films? Did you watch a film ‚ Kenan‛ last week? Yes, I did.Me ,too.It was a funny cartoon, right? Did you like the film?(学习单词film)Me, too.We all liked it very much.2 What do you usually do after class? What did I do before class? You collected books.（如学生说不出来，教师可告诉学生）

Before class, I went to our classroom early.I collected books, cleaned the blackboard, and wrote something on the blackboard.（学习单词 before early）3(出示课件国庆节画面）

Is it National Day or Children’s Day? It’s National Day.How many days are there in National Day holiday? There are 7.（学习单词National Day, holiday）

What did you do last National Day holiday?（指导学生用 I went to ……来回答）

Were there any …..? 引导学生回答Yes, there were.There were …..Wonderful!I want to go to …….,too.Step 3 Consolidation 1 听对话全文，学习课文 2 学生跟读模仿对话两遍 学生分组分角色朗读对话，教师巡视并给予个别辅导。4 学生分组完成本课判断题，教师给予反馈及恰当评价。

七、作业设计 听录音，用正确的语音语调朗读本课的对话。2 抄写要求四会的单词和句子。以本课为原形，整理编写一段对话，谈谈过去时间里发生的事情，准备交流。

八、板书设计

Unit 5 On the farm（A）

Nov.7th Thursday Did you like the film? It was a funny carton.We all like it very much.Were there any fruit trees on the farm? There were apple trees, orange trees and pear trees.九、教后记

十、反思

小学英语教学是要重视培养兴趣，但不能单靠唱 ,玩，单靠唱歌游戏不能培养学生持久的兴趣。新鲜劲儿一过，孩子们就会厌倦。所以，唱歌游戏应该作为小学生学习英语语言知识、技能的一些手段，而不是培养兴趣的手段。我们可以采用多种手段帮助小学生在记忆力强的时期多记单词，多学习语言规则，并尽可能多创造模仿的机会，提高

学生的语音和语调。在英语学习中，听、说、读、写、译五种能力是可以互补的。真正做到听说先行，读写跟上。光听说不读写，很难收到高效。只靠模仿不培养学习能力，也难减轻学习负担。所以小学生还是应当认真进行语言学习。

篇2：1五上《Unit5》教学设计

Pre-class task: 1.Copy and preview new vocabulary of Unit 5.

2. In groups, find out the information about six men :Nelson Mandela, William Tyndale, Norman Bethune, Sun Yat-sen, Gandhi, Neil Armstrong (nationality, career, important events, etc.)

Step 1 Word competition

Part 1: Each group get 5 words to read. Ten points for each.

Group A : hero, accept, period, equal, violence

Group B: peaceful, terror, leader, continue, position

Group C: prison, degree, reward, active, educated

Group D: advise, blanket, youth, principle, quality

Part 2: The quickest to read out the word correctly can get 20 points for his/ her group, but if the answer is wrong,

10 points will be lost. And the students in other groups have a chance to try.

invader, republic, nationalism, livelihood, cruelty, criminal, president, sincerely, Nelson Mandela, William Tyndale, Bible, Gandhi, Elias

Part 3: Ss in any group can participate it. The quickest who gives the correct Chinese/ English meaning of each phrase will get extra 10 points. The wrongs won’t lose points.

lose heart, in trouble, out of work, Youth League, blow up, as a matter of fact, put…in prison, come to power

Step 2 Warming up

1. Get Ss to name some great people.

2. T shows some great people’s pictures.

3. Get Ss to discuss what qualities a great person should have.

(smart, modest, unselfish, warm-hearted, confident, determined, active, honest, brave, persistent,

As a great person,

Should he/she help others?

Should he/she get on well with others?

Should he/she be willing to do public service?

Should he/she be active in society activities?

Should he/she never lose heart when he/she is in great trouble?

(As a great person, he/she should help others, get on well with others, be willing to do public service, be active in society activities and never lose heart when he/she is in great trouble and so on..)

4. Get Ss to decide “What kind of person are you? Do you have the qualities to be a great person?” by finishing the questionnaire on P33.

Step 3 Pre-reading

1. Get Ss to present some information about six men (Nelson Mandela, William Tyndale, Norman Bethune, Sun Yat-sen, Gandhi, Neil Armstrong)

2. Get Ss to discuss “Are they great people? Why?”

4. Go through the information about six men on P33-34.

Step 4 Talking (on P69)

Step 5 Homework

1. Review new words and expressions of Unit 5, and get ready for the dictation.

2. Do SB P35-36 Ex. 1. 2.

3. “中华一题”Section I

4. “English Weekly” Reading Comprehension A

Period 2

Step 1 Dictation (10 words)

Step 2 Homework checking

Step 3 Introduction and lead-in

Re-talk about Nelson Mandela.

Step 4 Reading comprehension

Read the text

1st time: Read the text while listening to the tape and get the general idea of the passage

Q: How many parts can we divide the text into? What’s the main idea of each part?

Part 1 (Para 1-2): The life of Elias before he met Nelson Mandela.

Part 2 (Para3-5): The change of Elias’ life after he met Nelson Mandela and what Mandela did.

2nd time: Read the text again carefully to obtain some details.

Finish Ex 1,2 on P35.

( Ex1: true 2,4

Ex2: 1940 He was born.

1946 He began school.

1948 He left school.

1952 Nelson Mandela opened his law firm.)

Step 5 Discussion

Pair work, discuss

1. How the ANC Youth League fights the government?

2. What can we learn from the text about Nelson Mandela?

(1. At first, the ANC Youth League fought against the government in a peaceful way. But when they failed, they began to use violence.

(2. From the text, we can learn from Mandela the qualities of bravery, persistence, kindness and determination.)

Step 6 Extensive reading

Get Ss to learn more about Nelson Mandela.

1st time: Read the text while listening to the tape.

2nd time: Read the text again carefully to obtain some details.

1) Finish Ex on P38 ( D D B A)

2) Answer the questions: When did Elias lose his job? ( In 1973)

Does Elias like his present work? (Yes. Now at 51 I am proud to…)

Step 7 Homework

1. Read “ Notes to the text” for U5 ( P84-86)

2. Do WB P70 Ex. 1

3. Do SB P37 Ex. 1. 2.

4. “English Weekly” Reading Comprehension B

5. Find out the phrases and expressions according to the Chinese T gives.

Period 3

Step 1 Homework checking

Step 2 Language points

1. fight

1)vt. 和…战斗, 和…打

eg. English fought Germany.

vi. 作战，战斗

*fight for… 为…而战斗

eg. He told the workers to fight for their rights.

*fight against/with… 为反对…而斗争, 和…作斗争

eg. You will have to fight against/with difficulties.

England fought against/with Germany in the war of 1941-1948.

*fight with… 和…一起作战

eg. They fought with the Italians in the last war.

2. advise v.

*advise sb on sth 就…给某人出主意

eg. I have advised you on that subject.

The teacher advised me on how to learn English.

*advise sb to do sth 建议某人干…

eg. The teacher advises me to practise more spoken English.

*advise that sb (should) do sth

eg. I advise that you (should) not eat this kind of fruit.

advice n.[u]

a piece of advice

give sb advice on… 关于….给某人建议

eg. In one of his books, Marx gave some advice on how to learn English.

3. prison

*be in prison 坐牢

be in the prison 在监狱里，可能坐牢，可能工作

eg. He told me that he had been in prison for three years.

*put sb in prison 把…投入监狱

The robber has been put in prison.

*sb be kept/held prisoner 被囚禁

4. accept 接受，指的是主观上接受了

receive 收到，指客观上收到，不一定接受

eg. I received his invitation, but I didn’t accept it.

5. stop…(from) doing sth 阻止...做某事

eg. You must stop him (from) telling his father.

I really want to stop you (from) smoking.

6. educated adj. 受过教育的，有教养的

better educated 是well educated的比较级

7. be sentenced to sth 被判刑

eg. He was sentenced to 3 years in prison.他被判3年监禁.

He was sentenced to death. 他被判死刑.

Step 3 Sentence focus:

1. The school where I had studied only two years was three kilometers away.

be…away 有…远， 可以指距离， 也可以指时间

eg. The new house is about three miles away.

The exams are still three weeks away.

2. After trying hard, I got a job in a gold mine.

after doing 介词短语作状语用，表示时间。*其逻辑主语要与主句主语一致

eg. After getting up, he always drinks a glass of water.

After his mother went out, he began to watch TV. (T)

After going out, he began to watch TV. (F)

3. The last thirty years have seen the greatest number of laws stopping our rights and progress

see在此句意为见证、目睹;为某事发生之时，主语常为时间

eg. Yesterday saw a terrible car accident in front of our school.

4. The parts of town where they lived were places decided by white people.

主句是The parts of town were places. 定语从句是where they lived

decided by white people 是过去分词作定语，相当于which is decided by white people, 修饰places

5. We were put in a position in which we had either to accept we were less important, or fight the Government.

either…or… 或者…或者…

less + adj./adv.(原级) + than 是形容词(副词)比较级的一种，表示前者不及后者。

此句中，less important是less important than the White 的省略结构

eg. In his life, he has always tried to help those who are less fortunate than he.

6. only then did we decide to answer violence with violence. 只有在这时，我们才决定用暴力反抗暴力。

这是一个倒装句。结构：Only + 状语 + 部分倒装

状语：由副词，介词短语或状语从句构成

*部分倒装用一般疑问句的语序

eg. Only yesterday did his father tell him the truth.

Only by shouting was he able to make people hear him.

Only when his father came back did he go to bed.

*only引导的词不是状语不用倒装

eg. Only he can work out this problem.

7. But I was happy to help because I knew it was to realize our dream of making black and white people equal.

was to do 在此处意为注定将会…

eg. You were to regret your decision later.

8.I felt bad the first time I talked to a group. 第一次给旅行团作讲解时，我的心情很不好。

the first time 起连词的作用，引导时间状语从句

eg. The first time I met him, I thought him nice.

9. We read books under our blankets and used anything we could find to make candles to see the words.

we could find 是定语从句，修饰anything

to make candles及to see the words 是目的状语

10.As they were not cleverer than me, but did pass their exams.

did pass 是强调结构，强调谓语动词时，在动词原形前do / does / did

eg. I do hope you have a nice trip.

He does speak English well.

Step 4 Homework

1. Recite paragraph of the text

2. Do WB P71 Ex 2 Translation (on Ex book)

3. “English Weekly” Multiple choice ,Reading Comprehension C & Cloze test

4. Read P92

Period 4

Step 1 Homework checking

Step 2 Grammar

The Attributive Clause (II)---由关系副词when, where, why引导的定语从句

Basic Rules:

1. 关系副词when在从句中作时间状语

eg. I still remember the day when I first met you.

2. 关系副词where在从句中作地点状语

eg. This shop is the place where I first met you.

3. 关系副词why在从句中作原因状语(先行词只有reason一词)

eg. The reason why he was late was that he missed his train.

4. how不能用作关系副词, 也不能引导定语从句.

This is the way how he did it. (F)

This isthe way (that/ in which ) he did it. (T)

* “English Weekly” when, where, why引导定语从句四注意

Step 3 Practice

Step 4. Homework

1. Do WB P71 Ex 1,2 (on Ex book)

篇3：1五上《Unit5》教学设计

本课时的教学内容是PEP小学英语六年级上册Unit 5 What does she do? A Let’s Learn & Let’splay部分。教学设计中注重贴近学生的生活实际, 创设的语言环境真实、生动、有趣, 能激发学生的兴趣并主动参与语言实践, 从而乐于用英语表达自己的想法。

[教学目标]

1.能够听、说、认读词汇:actress, actor, artist, singer, TV reporter, writer。

2.能够听懂、会说句型What does…do? He/She is…What are you going to be? I am going tobe…

3.能正确树立自己的职业理想并为之而努力奋斗。

[教学重难点]

1.本课时的教学重点是掌握教材A Let’s Learn部分的词汇。

2.本课时的难点句型是What does…do? He/She is…What are you going to be? I am going to be…对难点句型的理解与掌握。

[教学准备]

1.教学课件。

2.教材A Let’s Learn部分的教学卡片。

3.教师发表的文章、学生的心愿卡等。

[教学过程]

Step 1 Warming up

1.Greetings.

2.Let’s sing a song:My father is a doctor.

3.Lead-in.

T:I’m a teacher. My brother is a teacher, too.What does my father do? Do you want to know?Who’d like to ask Miss Liu “What does your father do?”

设计意图:新课导入部分简洁明了, 以四年级学过的歌曲My father is a doctor作为铺垫, 顺利过渡到本课时重点句型What does…do? He/She is…的学习。

Step 2 Presentation & Practice

1.Teach the word“actress”.

T:What does your father do?

S1:He is …

T:What does your mother do?

S1:She is …

预设:有指向地请学生回答这个问题, 通过这一组问答可让学生初步感知actress这个词。

T: (出示一张被覆盖住面部的演员赵薇的图片) Who is she ? Can you guess ? She has big eyes.She acted“Xiaoyanzi”in“Huanzhugege”. She is pretty. Who is she ?

Ss:She is Zhao Wei.

T:Yes, she is an actress.

(板书an actress, 请女学生边读边做女演员柔美的动作。)

T:Who is an actress , too?

Ss:…is an actress.

2.Teach the word“actor”.

T:Do you know Liu Kaiwei? He is an actress, too?

Ss:No.

T:He is a man. He is an actor.

(板书an actor, 请男生边读边做男演员扮酷的动作。)

T:Who is an actor, too?

Ss:… is an actor.

3.Teach the word“artist”.

T:These people you mentioned is very famous.I think this woman is famous, too. (出示蒙娜丽莎的图片) Who is she?

Ss:She is Mona Lisa.

T:Who painted it ?

Ss:Leonardo da Vinci.

T:Yes. He painted it. He is an artist.

(板书an artist, 请学生边读边做绘画的动作。)

4.Practice.

5.Teach the word“singer”.

由以上“看口型说单词”的活动引出singer这个单词。

T: (出示成龙在唱歌的图片) Look, Jacky Chenis an actor. What is he doing now?

Ss:He is singing.

T:So, he is a singer, too. I like a singer very much. (播放周杰伦演唱的励志歌曲《蜗牛》) Listen, who’s he?

Ss:He’s Jay.

T:What does he do?

Ss:He is a singer.

(板书a singer请全体学生边读边做深情演唱的动作。)

6.Teach the word“TV reporter”.

T: (出示歌手谭晶接受记者采访的图片) Look, She is TanJin..She is a singer. Is she singing?

Ss:No, she isn’t.

T:She is being interviewed by some TV reporters. (出示红河新闻零距离记者阿牛的照片) Who is he?

Ss:He is Aniu.

T:Excellent! Aniu is a TV reporter, too.

(板书a TV reporter, 请全体学生边读边做记者采访的动作。)

7.Teach the word“writer”.

T:Bai Yansong is a TV reporter, too. As a TV reporter, he is good at writing, too. (出示《少年闰土》的文章片段) Look, who wrote this article?

Ss:Lu Xun.

T:Good, Lu Xun is a great writer.

(板书a writer请全体学生边读边做写文章的动作。)

Step 3 Consolidation

1.Teach these sentences“What are you going to be ? I’m going to be…”

T:Look at this article. Read it together, please.

(出示教师本人写的短文, 并请学生朗读。)

T:Let’s ask Amy: “What are you going to be ?”

(板书句型What are you going to be?)

Ss:Hello Amy. What are you going to be?

Amy: (播放录音) I like drawing pictures. I’m going to be an artist.

(板书句型I’m going to be…)

T: (出示已学过的职业名称类单词) You can also use these words.

(请学生两人一组运用新教授的句型和词汇进行操练。)

a doctor医生a nurse护士a teacher教师a cook厨师a policeman警察a driver司机a model模特a farmer农民a worker工人a boss老板

2.Practice.

T:Please write down your dream on the wish card.

(请学生在自己的心愿卡上写下对未来的职业理想。)

3.Make a report.

教师先扮演记者采访4位学生, 并以新闻播报的形式汇报采访结果。

T:Please make an interview in groups, and then make a report to the whole class.

(请学生以小组为单位完成采访和新闻播报的任务。)

4.Make a summary.

篇4：浙美版五上《适合纹样》教学设计

1、认知目标：欣赏适合纹样，感受适合纹样的艺术特色，了解适合纹样的不同样式及构成特点。

2、操作目标：学习适合纹样的设计方法。

3、情感目标：通过学习，了解适合纹样在生活中的应用，提高美化生活的能力。

二、教学重难点：

1、教学重点：了解适合纹样的不同样式、构成特点，并能自己设计简单适合纹样。

2、教学难点：运用点、线、面的组合，色彩的合理搭配，表现丰富多彩的适合纹样。

三、教学准备

1、教师准备：多媒体课件、实物、绘画工具等

2、学生准备：绘画工具

四、教学过程：

1、欣赏导入，揭示课题

（1）欣赏身边的图案纹样。漂亮的纹样装饰了我们的生活，带给我们赏心悦目的感受。

（2）回忆：在家里见过哪些纹样？我们的教室里又有哪些纹样呢？

（3）出示两幅艺术形式不一的牡丹图，让学生对比纹样有什么不一样？这就是今天我们要学习的适合纹样：美丽的图案，设计在一定的形状之中，具有装饰的作用。即使去掉了边框，也仍能显示出原来的形状，这些图案被称为适合纹样。出示板书：适合纹样。

【设计意图】生活中有很多美丽的纹样，如餐具上、瓷砖上、窗帘上……因为它的普遍，常常被学生的眼睛忽略，因此在教学中我以欣赏生活中的纹样导入，优美的音乐伴奏中，生活中的纹样图片交替播放，轻松的氛围使学生自然地走进艺术殿堂。通过视觉盛宴，直观地感受生活美， 培养学生学会观察的意识，提高学生对美的感悟能力。

2、欣赏适合纹样，感受纹样魅力

欣赏两组适合纹样图片。

师：装饰纹样千变万化，绚丽多彩。美化着我们的环境。我带来了两个问题来考考大家：你观察到的适合纹样有哪些外形？那适合纹样的图案内容可以表现哪些题材？

【设计意图】通过欣赏适合纹样外形和内容题材，加强学生对适合纹样感受。

3、通过探究，寻找设计规律

（1）播放视频让学生感知图案样式。

观看一段适合纹样的视频，请同学们自学了解适合纹样的组织形式。

（2）出示适合纹样的组织形式。请学生回答，这这五种适合纹样，你发现这些纹样有什么规律？

教师小结，并（板书） 均衡式：不对称，纹样排列非常的自由，均匀地排列在外形框内。对称式：纹样上下或左右相同，整齐稳重。 向心式：纹样由外往中心排列。离心式：纹样由中心向外排列。旋转式：纹样由中心顺时针或逆时针旋转，有运动感。

（3）师：出示准备好的图片让学生上来排列对应纹样结构形式?。

【设计意图】掌握适合纹样的组织形式是本课需要解决的难点。教师的“独白式”教学，只能使學生设计单一呆板，让学生自主参与，探究出答案，会有效提高教学效果。本环节我采用了视频自学方式，激发学生共自主与的热情，提高学生学习兴趣。再同讲解，学生上台摆一摆进行巩固。让学生体会到学习的快乐氛围，在自己和同伴的共同探讨中，轻松简单掌握了适合纹样的特点及设计规则。

4、欣赏同龄作品，交流感受

提问：欣赏同龄人设计的作品。看看，他们都有哪些奇思妙想。

【设计意图】欣赏同龄同学的作品，即从中吸取了灵感，使学生对适合纹样的设计充满了信心，提高了兴趣。

5、教师示范，引导巩固

师：教师示范以花卉为主题画个离心式的适合纹样。出示设计好的教师示范图讲解，如果是画在不同外形的纸张上，花卉纹样轮廓可以适当进行变形。

【设计意图】教师的示范在美术教学中必不可少，教师的单一示范，在学生容易有困难的环节，教师进行适当引导，提高示范的有效性。

6、通过实践，体验创作乐趣

（1）出示课堂练习：自由选择题材（植物、动物、人物、景物），自由选择组织形式（均衡、对称、向心、离心、旋转），设计一个独特的适合纹样。

（2）学生练习，教师巡视指导。

【设计意图】播放轻音乐，为学生创造出适合大胆想象的轻松氛围，对学生的创作进行适当简洁的指导，让学生的创作思维在想象的天空中自由徜徉。

7、通过展评，总结学习经验

（1）自评，互评和师评。

篇5：1五上《Unit5》教学设计

1． quality

『用法指南』

1） n. 质量，品质。性质

2） n. 属性，特性，特征

【典型例句】

This new model is of high quality and is not expensive either.

I prefer quality to quantity.

Kindness is his best quality.

One quality of sugar is that is sweet

『拓展』

1．） quality of leadership 领导才能

2) material of high/ poor / low quality 优质/劣质/质量很差的材料

『类比延伸』

1) characteristic 特色，特性，典型

Kindness is one of his characteristic.

A characteristic of the camel is its ability to live for a long time without water. 骆驼的特点事不喝水也能活很长时间。

2) feature 特征，特色

3） quantity 量； 数量

4） character 特点

『过关练习1』

1) This shirt is made of cloth of a poor ____

A. quality B. feature C. quantity D. characteristic

2) He proved himself a true gentleman and beauty of his ____ was seen as its best when he worked with others. (上海)

A temper B. appearance C. talent D. character

3) We should keep the fine ___ of the working people.

A. quality B. quantity C. qualities D. feature

用quality 和quantity的正确形式填空。

3）Vicky has all the ___ of a good manager

4) The photos are of poor _____.

5) Tom drank a small ____of water.

2． willing

【用法指南】

adj. 帮助的，乐于。。。的＝ be ready /eager to do sth.

【典型例句】

Are you willing to help

Are you willing to accept responsibility？ 你愿意承担责任吗？

【类比延伸】

1) willing 指对于别人的建议和要求迅速并高兴的同意。如：

The first requisite of a good citizen is that he shall be able and willing to pull his weight.

成为一个好公民的第一个要求事他能够并且乐意努力做好其分内的工作。

2) voluntary指没有强迫，自愿选择的活动。

She is a voluntary worker at the hospital.她是这家医院义务服务的。

『过关练习2』

1) I _____ that I have hurt her , but that’s not my real meaning

A. willing to admit B. an willing to admit

C. am willing to admitting D. willing to admitting

用willing / will/ wish填空

2）They are _____ workers.

3) Where there is a _____ , there is a way.

4) she wanted a new bike for Christmas and she got her _______.

5) I’m quite _____ for your brother to join us.

6） Our ______ for better time has come true.

3. fight

【用法指南】

1) vi. 打仗；战斗（常与with/ against连用）； 打架

2) vi. 争论

3) n. 战斗；打架；争论

【典型例句】

People often have to fight for their liberty.

人们往往不得不为自由而战

We must fight the government’s education policy.

（比喻）我们必须同政府得教育方针进行斗争。

The boxer has fought many opponents.

该拳手已与许多拳手交过锋

The two boys had a flight.

【拓展】

fight for … 为争取。。。而斗争

fight …against 为反对。。。而斗争

fight … with… 为反对。。。而斗争/ 和。。。并肩作战

fight with sb. about / over sth. 因某事和某人吵架

fight one’s way (out) 打出一条路来；艰苦奋斗

【类比延伸】

1) fight 在表示“斗争”的意思，包含含体力和勇猛的因素

2) struggle 在表示“斗争”的意思时，指肉体和精神上的搏斗包含着“奋力挣扎”的因素。如：

The soldiers fought bravely in the battle.

they struggled against poverty.

『过关练习3』

1) “We are fighting _____ an end to slavery , we won’t stop our fight ____ slavery until all slaves _____”, said Abraham Lincoln

A. for ; against ; set free B. for ; for; will be set free

C. against ; against; are set free D. for ; against; are set free

2) Two dogs ______ a bone , and a third dog ran away with it.

A. fought with B. fought against C. fought for D. fought to

3) The doctor have ____ a long battle ____ his life.

A. fight ; to saving B. fought ; to save

C. fight ; to saving D. fight ; to save.

4) we will have to ______ difficulties

A. fight for B. fight against C. fight with D. fight about

4.fear.

『用法指南』

1） n. 害怕，恐惧；担心；顾虑

2） vt.惧怕，害怕，担忧

『典型例句』

She has a great fear of fire 她极怕火

There is no fear of his getting any injury. 他不会受伤得

I fear that you’ll be late if you don’t go now.

如果你现在不走的话， 我担心你会迟到。

【拓展】

1) for fear of (doing) 唯恐

2) for fear (that) 唯恐；以免发生

3) in fear of sb./sth 处于害怕某人或某物的状态

4) I fear 很抱歉我必须说，恐怕（报告坏消息时使用）

『类比延伸』

1） fright 强调由于受到骤然的震惊而表现出的“惊怕”

2） fear 不管用作名词还是动词，基本上有两个含义，即“怕”或“担心“， 但口语中多于用be afraid of

3） be afraid of 后可跟名词或动名词；be afraid of 后可跟动词不定式，此时的含义是“怕“或”不敢“， be afraid后接可跟that从句，其含义是”恐怕“

I wasn’t afraid of the car. I was afraid of the driver.

I’m afraid I didn’t see the speed limit, officer, I must have been dreaming. 恐怕我没有看见限速标志，警官。 我一定思想开小差了。

『过关练习4』

1) I _____ that they must have set off.

A. frighten B. afraid C. surprise D. fear

2) We ____ at the sight of the long snake and didn’t dare to go forward

A. feared B. frightened C. were afraid of D. were frightened

3) He got to the station early, _____ missing his train. (江苏)

A. in case of B. instead of C. for fear of D. in search of

完成句子

4） The teacher refused to have his daughter in his class , ____ showing favour to her(恐怕会)

5） we spoke in whispers ____ we might wake the baby. (以免)

6） The chief went ____ constant ____ discovery （担心）

8） － Are we going to be late?

-- __________________. ( 恐怕会是如此)

Part two: phrase

1．get along

【用法指南】

1) 指人及活动进展

2) = get on 指（人）相处融洽

3） 继续，过下去

4）指（人）走开

【典型例句】

How is your work getting along? 你的工作进展如何

Do you get along well with your aunt? 你与你姑母相处得好吗？

We can get along without your help. 没有你的帮助我们也能行

I have to be getting along now. 我现在地走了。

【拓展】

get along with 进展， 过日子和。。。相处。。。

get away (from) 逃走，避免，摆脱

get back 回来

get down 降下

get down on one’s knees 跪下

get down to (doing) sth. 开始干某事

get in a word 插话

get in one’s way 挡路

get in touch with 与。。。联系

『过关练习1』

1) – The boss said we had only three days to finish the work.

-- Don’t worry. We have already ____ two thirds of it. (四川)

A. got down B. got through C. given in D. given away

2) Many gifted students ___ poorly in school because they found school unchallenging and as a result lost interest.

A. worked on B. got on C. lived on D. carried on

3) His idea of having weekly family meals together, which seemed difficult at first, has ____ many good changes on their lives.

A. got through B. resulted from C. turned into D. brought about

2． out of work

【用法指南】

out of work= out of a job

【典型例句】

My husband is out of work.

He has been out of work for a year.

【拓展】

out of breath 气喘吁吁

out of control 失控

out of date 过时

out of patience不耐烦

out of sight 看不见

out of hearing 听不见

out of business破产

out of action 失去作用

out of problem 毫无疑问

out of the problem 绝不可能

『过关练习2』

1) He ____ a week ago .

A. has been out of work B. has been out of job

C. lost his job D. has been jobless

2) He got through so much work in an hour, ____ breath.

A. under his B. below his C. without D. out of

3) Tony couldn’t keep pace with the others as they marched along. He stood often out off ____.

A. orders B. sight C. mind D. line

4) Much of the information in this book is now _____. Could you show me another one?

A. out of date B. out of the date C. old D. up to date.

5.) The children have been playing with my hat – they’ve knocked it out of _____.

A. shape B. size C. control D. line

3． come to power

【用法指南】

come to power= come into power(开始)掌权，上台

[典型例句]

Before long he came to power

【拓展】

come about 发生

come across 遇见

come along 一起来，过来

come back 回来

come back to life 复活，苏醒

come back to one’s mind 回忆起某事

come into effect 生效

come into use 开始使用

『过关练习3』

1) Please tell me how the accident _____. I am still in the dark. (2005江西)

A. came by B. came upon C. came to D. came about

2) The dictionary is being printed and it will soon ____.

A. turn out B. come out C. start out D. go out

3) It has been five years since the party_____, Many people wonder whether it will stay on.

A. has come to power B. came to power

C. has been in power D. in power

4． put sb. in / into prison

【用法指南】

将某人关进监狱

【典型例句】

she went t the prison to see her husband who was put into prison last month.

【拓展】

1） be in prison被监禁（表状态）

go to prison 入狱

send/ take sb. to prison 将某人关入监狱

cast / throw sb. into prison 将某人投入监狱

escape from prison 越狱

3) put away 拿开，放好，把。。。收起来；积蓄

put back 放回（原处）， 推迟

put down 放下，记下；镇压

put forward提出（计划）

put into practice 实行，付诸实施

put off 推迟，延迟

『过关练习4』

1) _____ to use in the 1990’s , this machine made great contributions to the rapid development of our company.

A. Putting B. Put C. Having put D. Being put

2) You can take anything from the shelf and read, but please ____ the books when you’ve finished with them(2004全国)

A. put on B. put down C. put back D. put off

3) The pickpocket ____ last year.

A. was sent to the prison

B. was sent to prison

C. has been sent to prison

D. was sent to the prison

4) We have to ____ her bad temper.

A. put up B. put into practice

C. put up with D. put off

Part three： Structure

1. We first broke the law in a way which was peaceful ; when this not allowed… only then did we decide to answer violence with violence.

【句型概括】

1) in a way which was peaceful= in a peaceful way, which引导了一定语从句，先行词是way.

2) only 位于句首，修饰副词、介词短语或状语从句时，主句采用部分倒装的语序。

【典型例句】

Only in a large city was it possible to buy a new wheelchair.

Only when the war was over in 1949 was he able to get back home.

『拓展』

部分倒装还有：

1． 否定副词如no, not , never, seldom, little, hardly,以及含有 no, not的短语放在句首时，句子要部分倒装。如：

Never in my life have I heard such a thing

Little did we expect that he could come

Not a single word did he say at the meeting

2) 以否定词开头的关联结构：No sooner… than ; Hardly…/

Scarcely … when … ; Not only… but also… ; Not until… 如：

Not until late in the evening did he come back.

『过关练习1』

1) Only after my friend came ____ ( 2005福建)（

A. did the computer repair

B. he repair the computer

C. was the computer repaired

D. the computer was repaired

2) I failed in the final examination last term and only then ____ the importance of studies. (2004重庆)

A I realized B. I had realized

C. had I realized D. did I realize

3) Only after you have reached eighteen_____ the army.

A. you can join B. you can join in

C. can you join D. can you join in

4) Only when the war was over _____________ to his hometown.

A. did the young soldier return

B. the young soldier returned

C. returned the young soldier

篇6：五上第1单元找质数教案

作者：吕艳红

一、教学目标

1．在教学活动中，帮助学生理解质数和合数的意义。2．培养学生的观察、比较、抽象、概括能力。

3．使学生初步认识数学与人类生活的密切联系，体验数学活动充满着探索与创造。

二、教材分析

教材按前一节“找因数”的编写思路编写而成，用小正方形拼长方形的方法，引导学生认识质数与合数。教材“用12个小正方形拼长方形”作为示范，引导学生继续拼长方形，找出2—12各个数的全部因数，并填入表中进行观察和分析。引导学生发现有的只能拼成一种长方形，这样的数只有1和它本身两个因数，有的能拼成两种或两种以上的长方形，这样的数有两个以上的因数。在讨论交流的基础上，将这些数分为两类，以揭示质数与合数的概念，进而认识1既不是质数，也不是合数。

三、学校及学生状况分析：

我校是海淀区一所普通的小学校，面积虽然不大，但校园环境的布置还是很整洁、优美的，给学生创造了一个好的学习氛围。五年级每个班大约有四十名学生，这些学生大部分来自于学校附近小区居民的孩子，一小部分是借读生。由于受不同环境的影响，学生思维还是存在一定的差距。在学习此部分内容时，大部分孩子都能很快理解并掌握。

四、教学设计：

（一）游戏引入新课

师：我们一起来玩一个拼图游戏，你们愿意吗？下面我先说一说游戏的要求是：每个小组都有一袋大小相等的正方形，但是每个小组小正方形的个数都不一样，请你将袋中所有的小正方形拼成一个长方形或稍微大一点的正方形。比比哪个组设计的方案最多，请把你们的设计方案记录下来。（学生动手操作，教师巡视，纠正错误。）

学生汇报，教师进行板书。学生汇报的内容可能如下：× 9

× 3 × 24 × 12 × 8 × 6 师：那这个组就是咱们今天拼图比赛的设计冠军。你们同意吗？为什么？

（有11块小正方形的小组不同意，因为只有一种设计方案。教师板书：

× 11 11）师：还是这11块小正方形，大家帮助他们想想还有其他设计方案吗？ 师：哪个组也遇到了与他们组同样的困难？（板书：29、7、13、17。）

师：为什么它们只有一种设计方案呀？（它们只有1和它本身两个因数）板书：29、7、13、17的因数。

师：指合数说，为什么它们不是一种设计方案？（它们都有两个以上约数）

师：如果重新比赛，让你们自己选择小正方形的个数，你们肯定不会选择哪些数？为什么不选择11、29、7、13、17呢？（因为它们只有两个因数）

师：看来你们选择的标准是根据数的因数的个数，我这还有几袋小正方形，（出示信封1-12），请你马上写下它们的因数。

板书可能的情况：1：1

2：1，2

3：1，3

·······

12：1，2；2，6；3，4；

师：请你仔细观察每个数因数的特点，并把这些数分类。

（学生进行小组讨论，讨论后学生汇报的情况是：①按数自身奇偶性分类

②按因数个数的奇偶性分类

③按因数的个数分类

。）

师：根据第③种分类的方法，移动1～12这些数，将出现下面的分类。板书： 1

师：你能给这两类数取个名字吗？（学生起名，师提出质数与合数并板书）

师：谁能用自己的话说说什么叫质数、合数？

师：你们按因数的个数可以把这些数分成质数与合数，“1”怎么办呢？ 板书：“1” 既不是质数也不是合数

师：你现在能迅速判断出一个数是质数还是合数了吗？（媒体出示一组数据）

师：组内商量商量，你们组喜欢挑质数就把质数挑出来，喜欢挑合数就把合数挑出来。看哪个组挑的又快又准。

（学生汇报，教师板书如下：质数： 2、3、23、31、37、41、47；合数：25、33、49、51、63、74、36、70；既不是质数也不是合数的：1）师：你们为什么都不挑1呀？

师：（拿着1）1放在这边行吗？（指质数）放在这边行吗？（指合数）怎么办？为什么？

师：刚才我发现有的组在选择合数时判断得非常快，能给大家介绍一下经验吗？ 生：一个数的因数除了1和它本身，再找到第三个因数就可以判断出这个数是合数。师：我们已经初步认识了质数和合数，接下来利用刚学过的知识做一个游戏，高兴吗？

（二）游戏活动

1、猜电话号码

师：下面我们搞一个猜电话号码的活动，每个同学先听清楚要求，根据老师提示的要求从左到右写数，并认真做好记录。下面活动开始： ⑴10以内最大的既是偶数又是合数。

⑵10以内最小的既是质数又是奇数。

⑶10以内最小的质数。

⑷10以内最大的质数。

⑸10以内最小的合数。

⑹这个数既不是质数也不是合数。

⑺10以内最大的偶数。

⑻10以内最大的既是奇数又是合数。

（学生汇报：电话号码是83274189）

2、自我介绍

师：下面做的活动是自我介绍。根据自己的学号说说这个数的特性，能说多少就说多少？如：我是1号，1是奇数，它既不是奇数又不是合数；我是9号，它是自然数，整数，是奇数，又是合数。

（学生开展小组内的自我介绍，然后安排班内的交流）我是20号。它是偶数，也是合数，既能被2整除，又能被5整除。

（三）小结与质疑

师：通过今天这节课的学习，你有什么收获？你还有什么要问的？

（四）动脑筋出教室

师：请最特殊的数出教室（1号）请既是奇数又是合数的出教室；请质数出教室；请既是偶数又是合数的出教室。

五、教学反思

“找质数”这一部分知识的内容与学生的生活经验联系不多，所以学生十分困难用自己的经验进行知识的建构。因此，为了在教学中使学生更加准确地理解质数、合数的概念，本节课的设计以数学活动为主。

1．创设宽松的学习环境，激发学生的学习兴趣

学生的认知活动将受课堂情绪因素的影响，宽松活跃、民主和谐的教学氛围能使学生大胆探索、勇于创新的催化剂。在教学中，建立师生间的平等、和谐的友好伙伴关系，有利于学生思维的创新。因此，本课以做拼图游戏引入，学生很快地进入了角色，通过评选冠军，让学生产生争议，“我们组有11块小正方形，只能写出一个乘法算式。只有一种设计方案。”说明比赛不公平，从而引起学生的思考，“为什么有的组设计多，而有的组只有一种设计方案？”使学生在活动中引出质数、合数的概念。

2．采用小组合作形式，为思维的发展提供前提

在学生解决问题的探索中，充分留足学生的思考时间，让他们在联想猜测，自主探索的基础上进行小组讨论，交流合作，得出正确结论。小组合作不要仅仅流于形式，要有详细的分工，真正达到合作交流的目的。讨论的问题要有价值，避免一问一答。今后的教学中应注意学生良好合作习惯的培养。

3．新颖的活动设计

本节课的练习也采用了游戏的形式，目的性强，学生乐于参加。“叫号游戏”促进学生建立了新旧知识的联系，能正确的区分奇数、偶数、质数、合数。“自我介绍游戏”使学生全面认识一些自然数的特性，如：我是20号。它是偶数，也是合数，既能被2整除，又能被5整除。“动脑筋出教室”也使学生的下课形式变得新颖。

在数学活动中，学生通过观察，试验，归纳获得数学猜想，并进一步证明，能有条理地表达自己的思考过程，认识数学与生活的联系，体验数学活动中的探索与创造，感受数学的严谨及数学结论的确切。

六、案例点评

教学方法方面，以学生为主体，让学生充分发挥小组学习的作用，采取互动式教学法和尝试教学法，引导学生发现新知识并且学会运用。

体现创新教育方面，创设宽松的学习环境，以拼图游戏引入，激发学生的学习兴趣；采用小组合作学习，培养学生团结协作的精神；形式多样的练习，激发学生探索新知的欲望。