Module 2 Unit 2 Films(教案）-五年级英语下学期同步备课系列（牛津上海版试用本）

Module 2 Unit 2 Films Vocabulary&Text&Practice&Summary 单元 Unit 2 课时 第1课时 教学内容分析 本课时是综合语言技能课，学习 ticket、film 等与电影院场景相关的重点词汇，以及 ticket office、exit 等复合地点名词。重点句型围绕 “Shall we ...?” 表建议、“Can I have..., please?” 表请求的结构展开，需区分两种句型在提议活动和购买票务场景中的不同用法。语言功能包括提出活动建议、完成购票请求及时间表达，帮助学生在模拟对话中理解句型在实际交流中的功能。教学内容以电影院场景为核心，整合词汇、句型、场景应用等知识，培养学生在真实情境下运用英语进行建议、请求和交流的综合语言能力。 教学目标 1.听辨、认读重点词汇（ticket, ticket office, exit, entrance, seat, film, funny, princess, see a film）；识别 “Shall we ...?” 表建议、“Can I have..., please?” 表请求的句型结构，区分不同句型的适用场景；听懂核心句型，理解 “给别人建议的句型” 和 “时间表达” 在实际对话中的功能。（学习理解） 2.正确拼读、拼写重点词汇；两人对话运用核心句型（如：A: Shall we see a film? B: Good idea! / A: Can I have two tickets, please? B: That's 80 yuan, please.），纠正语法错误；在模拟购票、提议活动等场景中，熟练运用目标句型进行交流。（应用实践） 3.自主总结 “建议类句型” 和 “时间表达” 的规律，结合生活场景，尝试用所学句型提出合理建议、完成时间相关表达，提升语言综合运用和语法迁移能力。（迁移创新） 教学重难点 重点： 1.能够在听、说、读、写训练及情景模拟活动中掌握重点词汇 ticket, ticket office, exit, entrance 等的音、形、义，并识别 “Shall we ...?”“Can I have..., please?” 等句型在不同场景中的功能。 2.能够通过跟读、对话练习和情景表演活动，熟练运用 “Shall we ...?” 提出建议、“Can I have..., please?” 进行请求，以及使用 “That's... yuan, please.” 完成交易表达。 3.能够在模拟购票、活动提议等语境中，理解并运用给别人建议的句型和时间表达的语法规则，准确进行交流。 难点： 1.能够在实际语境和快速交流中，准确区分 “Shall we ...?” 表建议和 “Can I have..., please?” 表请求的语义和语气差异，避免句型误用。 2.能够将 “建议类句型” 和 “时间表达” 的语法规则灵活运用到新场景中，正确使用相关句型提出合理建议、完成时间相关的准确表达。 学情分析 五年级学生已掌握基础公共场所词汇（如 cinema, shop），对 “ticket, seat” 等词有初步认知，但 “ticket office, exit, entrance” 等场所功能词汇及 “funny, princess” 等电影主题词汇的音形义关联不牢固，易混淆音近词（如 ticket 与 traffic）或拼写错误（如 entrance 漏写 n）。学生熟悉 “Can I...?” 表请求的句式，但对 “Shall we...?” 表建议的委婉句型结构及适用场景辨别能力较弱，易与 “Can we...?” 混淆；在 “that’s + 价格” 应答及结合时间表达提建议时（如 “Shall we see a film at 3 o’clock?”），常出现动词形式或搭配错误，需结合场景强化句型语义与语法规则的对应运用。 教学工具 ppt，导入视频，单词卡 教学方法 情境教学法 任务型教学法 对话交际法 教学过程 教学目标 学习活动 效果评价 Part 1 Warm-up：Let’s enjoy! Step 1 :Warm up 1. Greeting T: Good morning, boys and girls! Ss: Good morning, teacher. T: What time is it now? Ss: It’s eight thirty. T: It’s time for our English class. Ss: Great. 2. Read and answer Do you like seeing films? Do you often go to the cinema alone or with your parents? Where do you often see a film? Which cinema do you often go to? 3. I love films Snow White is about a beautiful princess and seven dwarfs. Toy Story is about the toys. They have a party in a toy shop. Rabbit Run is about some rabbits. They want to run away from a farm. Kongfu Panda 3 is a story about Po and his two Dads. 4. Let’s enjoy T: Let’s watch a video, and tell me did you watch this movie, OK? Ss: OK! 教师与学生互动并打招呼，将学生带入英语学习的氛围。 教师提问问题，学生回答问题，后播放视频，并让学生回答视频相关问题，引出本节课的主题。 【设计意图】本阶段旨在通过打招呼让学生进入英语学习氛围，借助问题及趣味视频激发学生的学习兴趣，自然引出本节课的主题内容。 Part 2：Presentation Vocabulary Step 2: Vocabulary呈现新词、短语 课堂活动： 教师带领学生正确拼读短语及词汇。 教师领读，学生跟读；学生代表领读，学生跟读； 教师快闪单词卡，学生朗读； 教师快闪短语图片，学生朗读； 教师将单词拆成字母卡片，学生分成若干小组，计时比赛，看哪组最快拼出完整单词，并说出词义。 教师观察学生是否习得新单词以及对新单词的掌握情况。 【设计意图】本阶段活动旨在采用多元化教学，使学生在有趣的课堂活动中得到新知识，还增加了他们的学习英语的兴趣，更深刻了解单词及词组的含义。 Part 2：Presentation Text Step 3: Text 1. Look and say. 2. Look and learn. 课堂活动： Ask and answer Which film do you want to see? Ask and answer the question with your classmates. 两人一组，根据表格内容编写对话。 Say and act 学生扮演PPT呈现角色并对话。 Listen and enjoy 听对话，并理解对话意思。 Step 4：重点句型 Shall we…..? Sure. / Good idea. / Certainly. / My pleasure. 课堂活动 Learn the sounds Listen and circle 学习字母在单词中的发音，然后听并圈出正确的单词。 教师观察学生朗读对话时的发音准确性、流畅度，对错误发音及时纠正。 查看学生编写的对话，检查语法和内容准确性，给予反馈。 观察学生表演时的语言表达和动作配合，鼓励积极表现，纠正存在的问题。 查看学生回答问题的情况，检查对故事的理解，给予针对性指导。 观察学生对话时的语言运用，纠正错误表达，鼓励流畅交流。 在圈单词和填单词活动中，观察学生对发音的掌握，及时指导。 【设计意图】通过多样化的活动设计，帮助学生学习和理解课程内容。借助图文结合的对话、故事及标志图片，结合生活实际创设真实情景，让学生在看、听、读、说、演的过程中学习、理解和运用核心词汇及句型。通过朗读、问答、编写对话、角色扮演、听力训练、发音学习等活动，全面提升学生的语言表达、听力理解、阅读理解、语言组织及交际等能力，同时让学生感受语言学习的实用性，培养学习兴趣，促进语言与思维的协同发展，为学生综合语言运用能力的提升奠定基础。 Part 2：Presentation Story time Step 5 :Story time Read a story: Snow White 课堂活动：True or false ( )1 The magic mirror can talk. ( )2 The queen likes Snow White. ( )3 The hunter kills Snow White. ( )4 The queen wants to kill Snow White. 查看学生回答问题的情况，检查对故事的理解，给予针对性指导。 【设计意图】通过故事阅读与判断练习，帮助学生理解《Snow White》的情节。True or false 活动训练学生捕捉故事细节、判断信息的能力。活动结合图文与情景，在趣味中提升阅读理解和逻辑思维，让学生感受英语故事的魅力，强化语言与思维的结合。 Part 2：Presentation Grammar Step 6: Grammar in 的用法 on的用法 at的用法 for的用法 since 的用法 before 的用法 after 的用法 通过情景化例句对比与讲解，学生基本能区分 in/on/at、for/since及 before/after的核心用法，多数能在简单句子中正确选择介词，但部分学生对 for/since 的搭配仍有混淆，需在后续通过生活场景短句练习中进一步强化，帮助学生在语境中熟练运用介词，减少语法错误。 【设计意图】帮助学生梳理 in/on/at（时间 / 地点）、for/since（时间段）、before/after（时间顺序）的核心用法，通过例句对比与情景化讲解，明确不同介词的适用场景，避免混淆，培养在句子中准确选择和运用介词的能力，为复杂句式和语篇表达奠定语法基础。 课堂练习 情景交际题 选择恰当的句子补全对话。 A: Do we have soup today? B. Do we have any grapes today? C. What’s for lunch? D. I know vegetables are good for my health. E. And you can have some vegetables too. Mum: Sam, it’s time for lunch. Come and clean your hands first. Sam: OK, Mum. ____(1) Mum: Can’t you see? They are all on the table. Sam: Oh, chicken, cabbage and rice. I like them. Hmm, they’re so delicious! Mum, you’re great! Mum: Thanks. ____(2). Here you are.Sam: Thank you, Mum. ____(3) Mum: You are right. Sam: ____(4) Mum: Yes, it’s here. It is beef soup. Sam:It sounds good. Mum: And you can have some fruit after lunch. Sam: ____(5) Mum: No, but we have some pears and apples. Which do you want? Sam: I’d like some pears. 阅读题 阅读短文，判断正（T）误（F）。 Our eyes are very important to us. They are like cameras. We can see beautiful things and colours around us with our eyes. But if we don’t take care of them, they may hurt（伤害）. How do we protect（保护）our eyes? On sunny days, the sun shines brightly, so we’d better wear our sunglasses. When we read, we shouldn’t stay too close to our books and the light shouldn’t be too bright or too dark. We mustn’t read in bed. It’s bad for our eyes. We mustn’t rub（揉）our eyes with dirty hands or play games on computer too long. Nowdays many children wear glasses when they are little. Because they watch too much TV. And they have much homework to do. They don’t often go out and play sport. ( ) 1. Eyes are like cameras. ( ) 2.On rainy days, the sun shines brightly. ( ) 3. When we read, we shouldn’t stay too close to books. ( ) 4. Reading in bed is good for our eyes. ( ) 5. Many children watch too much TV, so their eyes are not good. 阅读短文，选出正确的选项。 One spring day some naughty boys played near a river. They began to throw stones into the water. In the river there were many frogs. They were afraid of the boys because the stones hurt(受伤)some of the frogs. At last an old frog lifted(抬)his head out to the water and said, “ Boys, please don’t throw stones at us.” The boys said, “ We are only playing.” “ I know that, but please stop throwing stones, my boys. What you play is death(致命)to us.” said the old frog. So the boys stopped throwing stones and went away. ( ) 1. The boys played _______. A. in the park B. near a river C. in the pond ( ) 2. There were many ______ in the water. A.ducks B. fishes C. frogs ( ) 3. Why were the frogs afraid of the boys? A.Because the boys are naughty. B.Because the stones hurt some frogs. C.Because all the frogs were hurt. ( ) 4. Did the boys throw stones at last? A.Yes, they did. B. Yes, they were. C. No, they didn’t. ( ) 5. How are the boys? A. clever B. naughty C. stupid 写作题 以My favourite ______为题写一篇至少40词的小短文，要求语句通顺， 意思连贯，句式三种或以上。 My favourite ___________________ _______ ________ _______ ________ ________ _______ ______ ______ 10_______ _______ ________ _______ ________ ________ _______ ______ ______ 20_______ _______ ________ _______ ________ ________ _______ ______ ______ 30_______ _______ ________ _______ ________ ________ _______ ______ ______ 40_______ _______ ________ _______ ________ ________ _______ ______ ______ 50 课后作业 基础： 1. 大声朗读本单元重点单词（ticket, ticket office, exit, entrance, seat, film, funny, princess, see a film），每个单词朗读 5 遍，注意发音准确（如：princess 重音在第二音节 /prɪnˈses/，ticket office 注意连读）。 2. 朗读本单元重点句型，每个句型朗读 3 遍，感受语调与节奏： “Shall we see a funny film about a princess?” “Can I have two tickets for Snow White, please?” “That's 60 yuan, please. Your seats are No. 3 and No. 4.” 拓展： 1. 建议类句型造句：用 “Shall we...?” 提出至少 2 个活动建议（结合时间或场景）。 2. 对话编写：运用所学句型（“Shall we...?” “Can I have..., please?” “That's... yuan, please.”），编写一段两人在电影院购票的对话（不少于 4 组问答）。 板书设计 教学反思 本次教学通过闪卡跟读、购票情景对话等活动，激发了学生兴趣，多数学生能掌握 “ticket, entrance” 等词汇及 “Shall we...?”“Can I have...?” 句型。词汇游戏帮助学生区分易混词，但部分学生在 “时间表达”（如 “at 3 o’clock”）和 “价格句型”（“That's... yuan”）中仍有搭配错误，后续需增加专项纠错练习和生活场景应用训练。 2 / 2 学科网（北京）股份有限公司 $$