幼教網整理了關于2018年新世紀英語五年級下冊《Holidays in Shanghai》教案設計，希望對教師教學有所幫助，僅供參考。

　　教育目標：

　　培養學生熱愛上海，關注上海發展變化的情感。

　　通過參與活動，讓學生進一步了解上海、中國等地的旅游景點及旅游特色。

　　知識目標：

　　（一）基礎目標：

　　學習本單元單詞：modern, museum, foreigner, Yu Garden, The Oriental Pearl TV Tower, maglev, Chinese knot, silk

　　進一步掌握There be與一般過去時態的句型結構及其功能。

　　聽說和閱讀理解Grand Theatre中的語言材料，并能模仿課文內容及話題說一段過去發生過的經歷。

　　掌握音標

　　朗讀Rhyme，語音、語調、節奏基本正確。

　　（二）發展目標：

　　通過本單元句型的操練，能靈活運用there be句式與一般過去式。

　　能根據Holidays這一話題，使用正確的時態，進行有條理的描述。

　　能力目標：

　　能用較為完整的語言來描述自己所熟悉的旅游景點。

　　情感、策略和文化等目標：

　　1情感態度：通過學習，使學生更熱愛上海。

　　2學習策略：培養學生合作學習，共同完成任務的團隊合作精神。

　　3文化目標：了解上海的變化，及中國的傳統工藝和著名的旅游景點、文化等。

　　教學資源：

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

　　教學時間：

　　七課時。（其中5課時新授，2課時練習和復習，練習冊隨教學進度完成。）

　　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

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