五年级上册英语教案.doc

/view/00901e4cf7ec4afe04a1df50.html Module 4 Possession挂图Its mine.教材分析1. 知识目标：1) 能听会说会用单词：mine, yours, argue, matter, hers, his, line, wet, whose.2) 能灵活运用以下句型并与人交流：Its mine/his/hers/yours/Ling lings.等等. 2. 技能目标：学生能用mine, yours, hers, his, whose等词说明物品所属。3. 情感态度：让学生学会积极与他人交流，获取相关信息。4. 学习策略：1)让学生积极参与小组学习。2)积极运用本课所学英语进行表达和交流；5文化意识： 让学生了解外国儿童歌瑶.教学重点。1,能根据图或卡片听说单词：mine, yours, argue, matter, hers, his, line, wet, whose.2,能运用句型进行简单交流：Its mine/his/hers/yours/Ling lings.Dont argue. Whats the matter? 等等.教具。录音机，图片，卡片。Unit 1 Its mine. 单词 句子 1. What colour is Sams-shirt?2. What colour is Amys-shirt?3. What colour is Ling lings T-shirt?4. Where are Sams T-shirt and Amys T-shirt? And why? This is my nose. This is mine,This is your book. This is yours.This is his shirt. This is his.This is her ruler. This is hers.教学过程:一: Warm-up 1.Revise words related to clothes: shorts, cap, shirt, blouse, trousers, dress, skirt, T-shirt, and so on. 2.Listen and do the actions: T: Point to the ceiling/floor/your nose/his nose/her book/my nose.Ss: Do the actions.二: Task-setting and the text lead in:T: 教师展示一些学生的铅笔，书包，外套等物品，说：Ive got something from Lost-Found Room.（失物招领处）Maybe something here is yours. If something is yours, what can you say to get it back? Lets learn the text to find the answer.三: Learn the text:Learn the new words:1.教师把一块布浸湿，用手摸一摸，说：Its wet. 一组学生传湿布，学习：Its wet.2.教师走到学生中拿起学生的书，铅笔盒，橡皮说：This is his book. This is his./This is her pencil-box. This is hers. / This is your eraser. This is yours. / 教师拿起自己的书说：This is my book. This is mine.一边把his/her, hers, your, yours, my, mine写在黑板上。2:SB 活动1:(1)让学生带着以下问题听活动1的录音，然后回答这些问题： What colour is Sams-shirt? What colour is Amys-shirt? What colour is Ling lings T-shirt? Where are Sams T-shirt and Amys T-shirt? And why? (2) 出示红T恤图片，学生猜测是谁的。同时出示Lingling,Sam, Amy的头饰。启发学生用来猜测。猜测完后暂不告诉学生答案，让一名学生看图片背面的文字（在背面上明显的写“玲玲”）启发学生说出Its linglings. Its got her name on it in Chinese.然后一起重复。(3) 学习板书内容：This is my nose. This is mine,This is your book. This is yours.This is his shirt. This is his.This is her ruler. This is hers.(4)Let students open their books and read after the tape.(5)把全班分成四组，分角色朗读Sam, Amy Ms smart和Lingling。(6)Let students listen to the tape again and then act it out in class.四:Fulfill the task:1:小组完成AB练习2。把全班学生分成四人一组。要求学生打开课堂活动用书，一起讨论。2:全班完成AB练习3。学生合上书，凭着记忆进行回答。3: 全班完成SB练习3:教师出示这几幅图的一角，学生看部分猜整体：Linglings skirt, Amys skirt, Sams trousers, Ms Smarts sweater.E.G:A: this is Ms smarts.B: Yes, its hers.A: No, Its linglings B: No, It isnt hers. Its Ms smarts.4:what did I get from the Lost-Found Room? Lets see together.教师拿着“任务呈现与课文导入”步骤中展示的物品，与学生进行问答。例如：T: whose book is this?S1: its mine.S2: It isnt yours. Its mine.S3: it isnt hers. Its Toms.五:Assignment of homework1、 (必做) Listen and repeat M4 Unit 1 3 times; Imitate the sentences stress, pause, and rhythm.2、 (选做)三人一组创作表演剧：在发现他人丢失物品后分析失主是谁。Unit2 This bag is hersTheme: Its mineVocabulary: whoseFunction: Struction: Whose is this? Is it s ?Main and difficult points: Teaching aids: pictures, real objects, recorder, and Computer aidsTeaching procedures:Step 1: Warming up1.Sing an English song: If you happy2.Greeting: Good morning3.Ask and answer: Hello/ Hi/ How are you? Is it your book/ pen/ bag? 创设英语学习的氛围，激发学生的学习兴趣，组织教学。并通过问答复习学生学过的本模块的重点单词：Mine yours his hersStep 2: Presentation1.T: Boys and girls, please look at here. What are these? (Teacher shows the pictures about sweater, T-shirt, bag and cap) Do you remember them? Ss read the words T: Very good! Look at these words we learnt last lesson. Please read them.(Teacher uses the words cards ) Ss: mine yours hers his2.T: Now look at here. (Teacher shows the picture of sweater and words card of mine) Sweater, sweater, this sweater is mine. Ss: Sweater, sweater, this sweater is mine. Teacher uses the same method goes through all four pictures and four words cards: T-shirt, T-shirt, this T-shirt is yours. ect.3.Group work 通过色彩鲜艳，直观性强的图画复习了学过的单词，并用单词卡片把学生记忆深处的单词和本模块的重点单词联系起来，达到运用的目的。4.Teacher finds an apple from the desk.T: Oh, an apple. I like eating apple. Its delicious. (教师做吃苹果状) But it isnt mine. And whose apple is this?T: Whose apple is this? Is it you apple?S1: Yes, its mine. / No, this is s apple. 5.Teacher uses the real objects that the students took before to do more practice. And that the whole class know the means of the word ” whose ” and the sentences “whose is this? ”6.T: Are you clear now. Please practice the sentence and make a similar dialogue in your group.7.Teacher asks some groups to show in front.提出任务，在语境中呈现新句型，把学生已知的实物及本单元的重点单词融入句型教学中，做到词不理句、句不离篇。叫学生带自己喜欢的水果、文具、小玩具等，增加了学生的直观性，提高了他们的学习兴趣，有助于学生对所学内容的理解，为新授内容的学习做好准备。Step 3: Lessons learning1. T: Turn to page 16. Activity one 2. Ss listen to the tape and repeat3. T: Listen to me carefully. And try to ask my questions. T: Whose sweater is this? (points to group1 ) Gorup1: Its Amys sweaterTeacher points the T-shirt and lets the group1 ask and group2 answer. Group1: Whose T-shirt is this? Group2: Its Sams T-shirt.Teacher points the bag and lets the group2 ask and group3 answer. Group2: Whose bag is this? Group3: Its Linglings T-shirt.Teacher points the cap and lets the group3 ask and group4 answer.Group3: Whose cap is this? Group4: Its Jimmys T-shirt.经过反复的新句型练习后，在学生基本上掌握了新句型后回到文本教学，并用活动2进行巩固确保绝大部分学生都能掌握课文内容。Step 4: Game “Find the Lost”1. The teacher collects some students real objects to the teachers desk., lets students to guess whose things are these, and uses the sentence: whose is this? Eg: T: whose cat is this? S1: Is it Lilys cat? T: Is it your cat? Lily: Yes, its mine / No, its Lucys cat. 2. One student from each group, to come in front and have competition. 课堂结尾是巩固新知的重要环节。利用游戏和竞赛避免了反复朗读或问答的枯燥，在学生的易疲劳期最大程度的调动学生的学习主动性，取得“学中乐”的效果。Step 5: HomeworkModule 5 In classUnit 1 There are enough教学目标：1、 单词和词组：enough，give，every ，everyone，them， careful2、 句子：There are （not）enough3、 语法：There are （not）enough 4、 功能：描述物品的数量是否充足教具：卡片，录音机，电脑课件教学程序：一、 热身复习：问候唱一首英文歌曲二、 呈现与导入：教师向全班提问：“Open your pencil-boxes，how many pencils are there in it？Are there enough ？引导学生回答：“Yes，there are enough。帮助学生理解enough的意思，引出今天的课文。三、 课文教学：1、 利用电脑课件展示课文内容，然后播放录音，让学生 初步理解课文。2、 教师再 放一遍录音，请学生用笔勾出生词和词组，然后进行解答。3、 第三次播放录音，让学生 带着以下问题边听边思考：How many pencils did Ms Smart buy yesterday？are there enough pencils？How many pencils are there in the blue box？请不同的学生说一说。4、 完成AB Unit 1 exercises 1 and 25、 再播放录音，请学生 跟读，注意语音和语调。6、 把学生 分成两人一组完成SB Unit 1 活动27、 把学生 分成三人一组完成SB Unit 1活动3，用课件出示图片及对话示例，然后请学生 根据示例进行对话。四、 任务完成1、 完成AB Unit 1 exercises3，把学生分成三人一组，一个说出物品的数量，一个说出孩子的数目，第三个学生总结发言。2、 完成AB Unit 1 exercises 5：教师先朗读短文，然后请小学生自己朗读并理解文章的大意，教师做适当的讲解。全班一起讨论通过哪些方式来帮助那些贫困的孩子。五、 课后作业 策划一个公益广告：把学生 分成若干小组，每组设计一幅展示贫困山区小学的图片，并写上广告词，以此来呼吁全社会帮助贫困山区的孩子。六、 结束课堂教学Unit2 There are too many books on the desk.Teachingobjectives：1WordsandPhrases：2Sentences：Therearetoomany3Grammar.Therebe句型。Function：Describingcontrast：Teachingproperties：Cards、Pictures、Taperecorder、CAITeachingprocedures：A：Song：Howmanydoyou want？B：Freetalk：谈论自己制作的公益广告。C：Newconcepts：一：Warmer：每个小组展示和介绍自己制作的公益广告。二：Text：教师问学生在日常生活中是否发现过一些需要解决的问题。并说：“Maybe you dont knowhowtosay them inEnglish？Letslearnthe textandthenyouwillknow”三；Learnthetext：1 利用多媒体，学生边看边听录音。2 再播放录音，请学生用笔勾出文中的“toomany”，并根据上下文猜猜是什么意思。3 递交三次播放录音，每句话后停顿，请学生跟读，并及时纠正学生的错误发音。4 把学生分成两人一组，完成SB Unit 2活动 25 游戏：SB Unit 2活动 5，学生三人一组，两个学生画画，另一个学生根据画的内容用”、 “enough/not enough”来说句子，然后互换角色进行练习6 全班完成书中活动3的内容，然后完成活动手册上的练习3四、课文学习 活动4的诗歌 先用多媒体课件展示诗歌的图片，然后播放录音，让学生了解诗歌的大意，再放录音，没句话后停顿，请学生学唱。最后请自愿的学生起来为大家演唱，大家可以随着节奏拍手并朗读，教师要表扬朗读好的学生。五、课后作业 使用“too many ，enough/not enough ”来提一些合理化建议： Module 6 Self-assessmentUnit 1 You can play football wellFunction: Assessing oneselfTarget Language: Can you ? (Yes, I can. No, I cant.) You can well/badly.Vocabulary: well, team, control, badly, really, catch, fantasticTeaching properties: real, ball, Tape-recorderTeaching procedures: 1. Warmer and review.Teacher says some phrases. Students do actions.For example: run fast, jump high, play football, sing, ride a bike, play basketball.2. Leading(1) Ask some questions:Who can run fast/ jump high/ play football?If the students can do the thing, they say: “I can.”(2) Give a table to students: They complete.Can you? Yes, I can. ( ) No, I cant.( ) run fastJump highsingride a bikeplay basketballplay football(3) Get the students ask and answer about the table.S1: Can you run fast? S2: Yes, I can. / No, I cant.(4) When student ask: “Can you play football?”Teacher asks: “Can you play football well? Learn the new word well.Use a real football, learn control, catch, badly, control the ball well / badly, catch the ball well / badly.(5) Do you know what game does Lingling want to play? And can she play it well? Lets listen to the tape.3. Teaching the text.(1) Listen and find words team, really, fantastic. (Learn words team, really, fantastic)(2) Listen again. Answer questions:Can Lingling run fast?Can she control the ball?Can she jump high?Can she catch the ball well?(3) Do Activity Book, exercise 1.(4) Practices: Act the dialogue.4. Play a game.(1) Teacher describes a sport. Students guess.For example: I can run fast. I can kick the ball well. I can control the ball well. What do I play?5. Homework.(1) Talk about you. Write a sport you can do.(2) Complete the table(3)NameGood at6. Designs:Module 6 Self-assessment Unit 1 You can play football well.Can you ? Yes I can. / No I cant.You can well / badlycontrol (catch) the ball well / badly. Unit 2 I can do it very wellFunction: self-assessmentTarget language: I can do it very well. I sing very badly.Teaching properties: cards, pictures, Tape-recorder.Teaching procedures:一Warmer:1. Have the students take out their homework.Talk about it in class.NameGood at2. Teacher writes these words on the blackboard: fast, high, well, badly.Have the students choose one word, then use it make a sentence.二Leading:T: Do you remember what can Lingling play? And can she play it well?Ss: (Answer the questions.)T: Sam can do something very special. Lets have a look.三New concepts:Step 1 Introduces some new vocabulary in other to complete the activities in the unit.Step 2 Look, try and say.1. Teacher writes some possible responses on the board to assist the students.Examples: Yes, I can do it well. / very well. No, I cant do it / at all. No, do it badly.2. Write some questionnaire on a small board and ask the students to choose one items. Then write a sentence.3. Look at the SB Unit 2 Activity 1 Talk about “I can ” “I cant”Step 3 Listen and repeat1. Ask the students to read out the words, call out the alphabets pronunciation.2. Listen the tape carefully.3. Look at the AB Unit 2 exercise 3.Read by yourself.Step 4 Listen and say, then say poem.1. Play the tape. Have the students to listen carefully.2. Listen the tape again. Repeat.3. Divide the class into two parts. Say the poem, then change.Step 5 Exercises:1. Ask and answer(look at SB Unit 2 Activity2)2. Lets play a game.Listen and say the tongue twister.Step 6 HomeworkTalk about the sports you can or you cant.Designs: Module 6 Self-assessment Unit 2 I can do it very well I can I cant He/She can He/She cant MODULE 7 Community UNIT 1 He cant seeAIMS: 1. WORDS (LETTERS) ：blind, deaf, hear, himself, herself, themselves 2. STRUCTURES 1)He/She/They cannot + do sth + by himself/herself/themselves. 2)This + n helps him/ her. 3) He/ She is + adj.3. FUNCTIONS: 1) These firemen cannot find people by themselves. 2) He cannot walk well by himself. She cannot hear well by herself.LANGUAGE FOCUS: Module 7, Unit 1 (words and sentences)DIFFICULT POINTS: 1)能灵活的使用反身代词 himself, herself, themselves 2) 任务：招聘形象代言人，描述狗对人类的帮助。AIDS: some pictures, CD Rom, tape-record.一、 Warm up1、 Chant: Bob is an orange dog.2、 Do the action and say: I can jump/ run3、 GreetingT: Good morning, boys and girls. Today Miss Chen will introduce you a new friend, Tom.（通过韵律诗、说说做做等形式活跃课堂气氛，拉进教师与学生的距离，同时开门见山的引出所学课题。）二、New lesson 1. Chant2. Learn to say and use the word: better/ agree1、 Learn to say blind, himself1)T: ( A student be a blind man) This is Tom. He is blind. He cannot see. He cannot walk well by himself. Can you guess “ blind” whats meaning?Ss: RepeatT: 书空2)Make some new sentences.Ss:He is blind. He cannot see. He cannot (say and do the action) jump/ run/ play football walk.3) Learn to say the sentence: He cannot walk well by himself.4) Chanthim, him, himself 只靠他自己 by himself.5) To be a blind man and make some new sentences.He cannot run by himself.He cannot jump/ play by himself.6) Show a picture and describe the picture.He is blind. He cannot see. He cannot walk well by himself. Who can help him?Ss: The dog.T: Yes. This dog helps him.2、 Learn to say the words: deaf, herself1) do the action and say: He cannot do sth by himself. Ask a girl point and say: She cannot do sth by herself.2) chant: her, her, herself 只靠她自己 by herself. 书空3）show a picture and learn: She is deaf. She cannot hear well by herself.Who can help her?Ss: This dog helps her.3、 Learn to say: firemen, themselves1) show a picture and ask: what are they?-firemen2) chant2Learn to say the word: worse/ quiet3. Learn to say the sentences: The _ is better. The _ is worse.4、 missionDogs can help people. So dogs are our good friends. Do you agree?今天，Miss Chen受动物委员会所托，要招聘小狗代言人。如果你能说出狗对人类的一种帮助，你就可以成为一周的形象代言人；如果你能说出狗对人类的两种帮助，你就可以成为一个月的形象代言人；如果你能说出狗对人类的三种或三种以上的帮助，你就可以成为永久的形象代言人。现在我们先来听听上一届的形象代言人是怎样介绍的。1) Listen to the tape-record2) Listen and say3) Practice in pairs4) Act it outAssignmentListen to the tape-record 3 times (M7 U1)Make a new chant to your parents.Preview Module 7 unit 2.Copy the words: deaf, blind, himself, herself, themselves,Say a story about dogs to your good friends.Unit2 They cant walk Sentences: He /She /They can cant. They cant walk. Their mothers help them.Ste Grammar: Using “can” and “cant” to talk about something.p1 Warmer and leading1、Using some cards or pictures to revise the words: programme useful blind deaf hear firemen mum sausage.2、Write this table on the board:Subject Pronouns: I you he she they Object Pronouns: me you him her themHave the students continue the activity in pairs. Have them take turns to say the Subject Pronouns. T: Today were going to continue to talk about “can” and “cant”. (Write the title on the blackboard. Then read the title together.)Step2 Learn1、New wordsDo the actions to teach word “sit” and phrase “sit down”. Show a picture of “a chick” on the screen, then teach the word “chick”. Read, spell, and write the new words.2、Text(Showing the pictures of students book on the screen.) T: Look at the screen. Who can describe these pictures? (鼓励学生尽量用英语去描述，教师可以给予适当的提示。)Listen to the tape recorder and look at their book, then repeat the sentences one by one. Listen again and repeat the sentences together. Then read after teacher several times. (Then read it together, in groups, in pairs, one by one and so on.)Look at the screen again, using the pictures to repeat the text.Showing the pictures of students book part two on the screen. Talk about these picture in pairs and then write them on their exercise book. At last, teacher checks their answers.Step3 Practice1、AB Unit2 exercise 1. Listen and write the correct numbers in the box.2、AB Unit2 exercise 4. Listen and underline the words you hear.(After that checks their answers in pairs.)Step4 Pronunciationk k, c kite music g g glasses f f, ff fish giraffe v v vegetable gloves（利用课件和录音机学习音标，帮助学生正确发音，并举出其它与其发音相同的单词）Step5 Sing the song: A good friend.First look at the pictures in book, talk about and guess the meaning, then read the song. Module 8 School Unit 1 What time does school startFunction: Describing a school routine.Teaching points: 1 .Grammar: Present tense. 2. Words and phrases: exercise playground before skip coffee tea 3. Sentences: What time does school start? What time do you get up? 4. Using a clock to talk about time.Teaching properties: a clock cards pictures tape recorder CAITeaching procedures:1. Warming up :1) Greeting : T: Good morning, class. Ss: Good morning ,Ms Sun. T: How are you? Ss: Im fine, thank you .And how are you, Ms Sun? T: Im fine, too. Thanks. What day is today? Ss: Today is Wednesday. T: Hows the weather today? Ss: Its sunny. T: OK. Lets relax. Lets sing the song A GOOD FRIEND.2) Free talk. T: Lets have a free talk. Todays topic is MY SCHOOL LIFE. Do you sing songs every morning?