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　　幼教网整理了关于2018年新世纪英语五年级下册《Holidays in Shanghai》教案设计，希望对教师教学有所帮助，仅供参考。

　　教育目标：

　　培养学生热爱上海，关注上海发展变化的情感。

　　通过参与活动，让学生进一步了解上海、中国等地的旅游景点及旅游特色。

　　知识目标：

　　（一）基础目标：

　　学习本单元单词：modern, museum, foreigner, Yu Garden, The Oriental Pearl TV Tower, maglev, Chinese knot, silk

　　进一步掌握There be与一般过去时态的句型结构及其功能。

　　听说和阅读理解Grand Theatre中的语言材料，并能模仿课文内容及话题说一段过去发生过的经历。

　　掌握音标

　　朗读Rhyme，语音、语调、节奏基本正确。

　　（二）发展目标：

　　通过本单元句型的操练，能灵活运用there be句式与一般过去式。

　　能根据Holidays这一话题，使用正确的时态，进行有条理的描述。

　　能力目标：

　　能用较为完整的语言来描述自己所熟悉的旅游景点。

　　情感、策略和文化等目标：

　　1情感态度：通过学习，使学生更热爱上海。

　　2学习策略：培养学生合作学习，共同完成任务的团队合作精神。

　　3文化目标：了解上海的变化，及中国的传统工艺和著名的旅游景点、文化等。

　　教学资源：

　　Students’ Book 5B P38~44, cassette 5A Unit 1, Student’s Work Book 5B P43~50, Pictures of signs, Teaching Transparencies.

　　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. Recite the rhyme together.

　　2. Ask the students to talk about Shanghai. Offer some help if they need.

　　(Did you go to Shanghai? When did you go to Shanghai? Where did you visit in Shanghai? …)

　　3. Students make a short dialogue in groups and then act in front of the class.

　　II. While-task procedure:

　　Learn the new words:

　　All of you have been to Shanghai. Now what do you think of Shanghai? Can you tell us some interesting places in Shanghai? (To elicit: modern, museum, Yu garden, The Oriental Pearl TV Tower, the Bund)

　　Shanghai is one of the biggest cities in China. It is developing very fast. So many foreigners visit Shanghai every day. And they like to buy some Chinese presents for their friends. (To elicit: foreigner, Chinese knot, silk, paper cuts)

　　There are lots of means of transport in Shanghai. Such as buses, taxis, trains, cars, underground and so on. And there is the maglev train, too. It’s much faster than the underground. (To elicit: maglev)

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

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

　　Play the cassette again. Students listen and repeat.

　　Let the students ask questions about the new words.

　　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.

　　m_d_ _n , s _l k, Ch_n_s_ kn_t , m _s_ _ m , Yu G _ _d _ n

　　f_r_ _gner, the _ r _ _nt_ l P _ _ _ T V T_ _er

　　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 what they have learned.

　　5. Page 45, 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 last weekend. Prompt the less able students by asking them some questions about their weekend.

　　2.Show some pictures to the students. Review the past tense by asking and answering the questions about the pictures: What did they do last Sunday?

　　II. While-task procedure:

　　1. Show the picture of Farmland. Ask the students to talk about the picture or ask some questions about the picture.

　　2. Make dialogues with the new phrases: go for a field trip, show somebody around somewhere.

　　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.

　　Encourage the students to make dialogues using their own words.

　　Ask the students to make a survey about what they did during their holidays, then report.

　　III. Post-task activities.

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

　　2. Guess what their friends did.

　　3. Try to find the mistakes and correct them. Give some help if they need.

　　4. Ask the students to practice acting out 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 47, Student’s Work Book.

　　a. Students work in pairs to complete the sentences orally.

　　b. Invite individual student to read the sentences.

　　Students fill in the missing words individually.

　　Lesson Plan (3) Grand Theatre