五年级英语教案M124.doc

Module1 Changing Unit1 We lived in a small house.第一课时一、教学目标：1，知识目标：（1） 新单词life ,different, ago, any, television, grandchildren, us, grandmother, lady（2）新句型：There be , We livedmany years ago. We livenow.的教学2，技能目标：（1）能根据情境正确使用There be ,We livedmany years ago.（2）培养学生听、说、读、写、做的能力。二、教学重点：新单词和新句型的教学与运用。三、教学难点：如何让学生在课堂上学会 There be ,We livedmany years ago. We livenow.句型并能在生活中灵活运用该句型。四、教学准备：两幅画有房子和汽车的画（房子一大一小），单词卡片，收录机和磁带，贴纸，五、教学过程Step1：热身复习T：Good morning boys and girls!Ss：Good morning teacher.T：Sit down, please.Ss: Thank you!T: Youre welcome.Do you have a good time in your holidays?Ss:YesT:Had you come to a farm? Now,lets sing a songold Macdonald had a farm.Ok?Ss:Ok!(学生边听边唱)T:Great! Who can tell us were there any happy things in your holidays?(学生发言,通过这样的师生交流，教师可以帮助学生回顾相关的语言知识，例如：一般过去时的用法、常用词汇等，为后面的教学做铺垫。)Step2：课文导入T：The Spring Festival is past, now you are older ,you had a lot of changes.”教师边说边把新单词“change”板书到黑板上，出示课题。Step3：单词教学T:I am a teacher,you are students.We are different.(different 要读慢且重读)边说边出示different 的单词卡片.老师师范学跟读.T:OK.Look here! Whats this?(指着电视机问)S:电视机T:Yes,its a television.出示television单词卡片,让学生读.T:Look at the blackbood.播放一个祖母和几个外孙女对话.孙女:happynew year grandmother!祖母:thank you my deargrandchidren.教师紧跟出示grandmother和grandchidren的单词卡片.学生读.老师出示life的单词卡问:Whats the meaning in Chinese?Ss:生活.T:life生活的. Life life life 学生跟读T:I am a lady(指着自己说)并出示单词卡.学生读.T: ago ago ago.one by one please.Ss: ago ago ago(us和any也如上面教法)Step4：单词训练游戏把单词卡粘贴在黑板上，让学生竞赛，听老师说出某个单词，学生迅速把该单词卡片取下，快者为胜。Step5：课文教学教师把画有房子和汽车的两幅画挂在黑板上，问学生:Are there anythings in the picture?Ss: There are houses and cars.T:Yes. There are houses and cars.We live in the house.Today.we will learn something about this picture.OK,Listen the radio.听课文录音的同时，请你们找出课文中出现的新单词与新句型。Step6：游戏“火眼金睛，找新单词与新句型”。让学生以竞赛抢答的形式快速找出课文中出现的新单词与新句型。并给予学生贴纸作为奖励。Step7：课文训练学生了解了课文内容后，教师播放领读带录音，让学生大声跟读课文。然后分组分角色朗读课文。Step8：结束活动T:Today,we learn about the different between past and now.Now,we live in a happy life,we should love our life.and love our parents.T:Thats all for today,class is over.Step9：作业布置回家后问问你的爷爷、奶奶、外公或外婆，他们以前的生活与现在的生活有什么不一样。把你的结果在下节课用英语告诉老师。Step10：板书设计Module1 ChangingUnit1 We lived in a small house.change life different us ago lady television any grandchildren grandmotherThere werent any buses. There are lots of buses and cars.We lived in a small house. We didnt have enough food . 第二课时教学目标：1.词汇：life, different, ago, any, television, grandchildren, us, grandmother。2语法：词尾以e结尾的动词,直接+d表示过去形式，如live-lived等及词尾中d的发音。3句型： We lived many years ago. We livenow. There were /werentThere are并熟练运用到实际中，培养学生的交际能力。主要通过教师的引导，学生的操练来掌握和巩固所学的内容。4比较过去与现在的生活体会到我们现在生活在幸福的社会主义，让学生感觉到社会主义就是好，培养学生的爱国主义情操。4，创新目标：在知识目标和技能目标掌握的基础上，发挥学生的想象力，激发学生的灵感。二、教学重点：新句型的教学与运用。三、教学难点：如何让学生在课堂上学会 There be ,We livedmany years ago. We livenow.句型并能在生活中灵活运用该句型。四、教学准备：两幅画有房子和汽车的画（房子一大一小），单词卡片，收录机和磁带，贴纸。 五、教学过程Step1：热身复习Read the words and listen the text .Roly play.Step2：课文导入T：Yesterday we learnt life was very different in China many years ago.who can tell us about past.Step3：课文教学教师把画有房子和汽车的两幅画挂在黑板上，问学生:Are there anythings in the picture?Ss: There are houses and cars.T: Yes. There are houses and cars. We live in the house. Today.we will learn something about this picture. At first listen the radio.听课文录音的同时，请你们找出课文中描述过去与现在生活状况的句子。(板书)Step4：重点句型操练先让学生熟读课文第二部分：Listen and say问一学生T: Were there computer in your home?Ss: No.T: There were no computer in hue home. Follow me.Ss: There were no computer in hue home.以同样的方式问几个学生.T: They are very clever! Now, We can see a lot ofbuses and cars in the street. Yes?S: Yes!T: There are a lot of buses and cars in the street.T: Are there anythings in our class?S: There are blackboard、bookStep5：延伸拓展出示课文第二部分的两幅图, 让学生分组讨论准备，谈论图中内容，然后每个组派一个代表来讲给全班同学听。T: Boys and girls look at me. Who can talk about these pictures?Ss: Four years ago, we lived in the small house. Now, we live in a big house.(老师帮助学生完成) Ss: :Four years ago, We flied kite. Now ,we listen the music.让学生充分发挥想象,自由发言.Step6：作业布置用There were /werent和There are各写三个句子来描述过去与现在的生活状况。Step6：板书设计Module1 ChangingUnit1 We lived in a small house.change life different us ago lady television any grandchildren grandmother Many years ago NowThere werent any buses. There are lots of buses and cars.There werent anytelevisions. I watch TV every day.We lived in a small house. We live in a big house.We didnt have enough food . We have lots of food.课后反思： Unit2 She didnt have a television. 第一课时教学目标：1，知识目标：(1)新单词fire, radio telephone, field, hope(2)时态一般过去时的教学：She didnt have a television. She worked in the fields.2，技能目标：(1)培养学生听、说、读、写、做的能力(2)谈论人们过去和现在的生活。3，情感目标：(1)使学生体验学习、参与、合作、竞争的乐趣。(2)比较过去与现在的生活体会到我们现在生活在幸福的社会主义，让学生感觉到社会主义就是好，培养学生的爱国主义情操。4，创新目标：在知识目标和技能目标掌握的基础上，发挥学生的想象力，激发学生的灵感。教学重点：单词教学，用过去时谈论生活中发生的事。教学难点：一般过去时的运用。教学准备：收录机和磁带、贴纸教学过程：Step1：热身复习根据前一节课所学内容让个别学生到前面来用英语谈论他或她的爷爷、奶奶、外公或外婆过去的生活与现在的生活。也即处理Unit2, Part2:Think and talk about your grandparentsStep2：课文导入告诉学生：“自从Lingling昨天在英国看了那个关于中国的节目，她就非常想念自己的奶奶，于是她写信给Daming,讲述她看到的那个节目并倾诉她对亲人的思念。下面我们一起来听听她在信中是如何描述节目中那个老奶奶过去的生活的。”在听的同时，请把你不认识的单词用横线画出来。Step3：课文教学(1)先让学生听录音，找出新单词，然后教师叫学生根据所学过的音标把单词一个个读出来，接下来老师把新单词教给学生。(2)再让学生听第二遍录音并回答以下问题：What did Linglingdolast night? How about? Who does Lingling miss?(3)教师播放第三遍录音，学生大声跟读课文。 (4)Group workStep4：游戏：Do, ask and answer （拓展部分）A: Where were you three days/ weeks/ months/ years ago?B: I wasA: What did you do there?B: IStep8：Homework用英语写封短信给老师：介绍你的爷爷/ 奶奶/ 外公/ 外婆去生活和现在的生活板书设计： Unit2 She didnt have a televisionfire, radio telephone, field, hopeShe didnt have a television. She worked in the fields.watchwatched talktalked cook cooked workworked（了解动词直接加ed的过去形式watched, talked, cooked, worked及其在词尾的发音/t/。）Unit2 She didnt have a television.第二课时教学目标：1，知识目标：音标教学，字母组合ai/ay, al/au, ar 的发音规则。时态一般过去时的教学：She didnt have a television. She worked in the fields.2，技能目标：（1）培养学生听、说、读、写、做的能力（2）掌握字母组合ai/ay, al/au, ar 的发音规则。（3）谈论人们过去和现在的生活。教学重点：单词和音标教学，用过去时谈论生活中发生的事。教学难点：一般过去时的运用。教学准备：音标卡、收录机和磁带、贴纸教学过程：Step1：热身复习根据前一节课老师布置的作业，(用英语写封短信给老师：介绍你的爷爷/ 奶奶/ 外公/ 外婆去生活和现在的生活)让个别学生到前面来用英语读他写给老师的信Step2：音标教学把字母组合ai /ay, al/au, ar 及相应的音标卡写、贴在黑板上先让学生读出这些音标，老师再纠正教授音标。学生跟磁带读音标和单词。Step3：游戏：听音标竞赛 这是一个训练学生听音标的游戏，教师准备两套音标卡片，并将全班分成两组，每人发一张卡片，教师快速念音标，持有该音标卡片的学生应迅速站起来，最先站起来的人得两分，后站出来的得一分，没站出来的得零分，得分多的组获胜。Step4：Chant的教学让学生先跟老师熟读各句，然后听磁带合着节拍一起说Chant，最后让学生组与组竞赛说，看哪组说得最好。Step6：板书设计 Unit2 She didnt have a televisionai / ay / ei/ rain play al/ au / c: /all autumn ar/ a: /star party ar /c: /warm quarter课后反思：Module2 Unit1 She learnt English.一 教学目标1基本能听懂、会说词汇：be的过去式was， were的用法 learnt(learn 的过去式) these dancer foreign language基本能听懂、会问：“Did you/he/she +verb-ed.?” 的语言结构，并会做答“Yes, I/He/She did. No, I/He/She didnt.”2初步要求初步感知特殊疑问句的提问与回答。初步感知语音元音音标的正确发音。3复习巩固Talking about things with past tense.Ask things with past tense，beginning with “Did.?”4运用能力目标运用所学语言结构询问与描述过去的事情并能与现在的事作比较。二 教学重点1词汇： be的过去式was， were的用法 learnt(learn 的过去式) these dancer foreign language2句式 “ Subject+Verb-ed”“Did you/he/she +verb-ed.?” “Yes, I/He/She did. No, I/He/She didnt.”三 教学难点be的过去式was，were的用法 foreign language的读法“Did you/he/she +verb-ed.?”“Yes, I/He/She did. No, I/He/She didnt.”四 教学过程： 第一课时1、Warm upT: Do you like watching TV?S: Yes, I do.T: (do the action) Im watching TV.(复习现在进行时)2、呈现（Presenting）(1) T: Do you like dancing?S: Yes, I do. / No, I dont.Let one student act. Look, she is dancing.T: Do you know Yang Liping? Shes a famous dancer.(教学dancer这个单词 dance dancing dancer)(2)T: Do you like learning English? S: Yes, I do. And we are learning English now.(教学learn这个单词，let students make sentences: learn Japnese.)(3)T: We are learning English now. But did your mother learn English?S: Yes, she did. /No, she didnt.T: She learnt English.(如果学生是肯定回答，教师通过重复句子，引出learn的过去时learnt)learnlearnt(4) T: Did your father learn English? S: Yes, he did. /No, he didnt.(如果学生肯定回答，可以重复He learnt English.) T: Did he learn any foreign languages? S: Yes, he did. / No, he didnt.（解释foreign languages的意思，并教读发音。）（5）通过板书重点句型，让学生自由对话练习。Eg: T: Did your grandpa learn English? S:Practice in pairs3、T：Did Linglings grandpa learn English? Listen and answer these questions.(教学these这个单词。)1.Who are they?2.Why is Linglings grandmother wearing these clothes?3.Which language did she learn?4. What was Linglings grandfather?5. Did he learn a foreign language?Student answer those question.Repeat after the tape.Act it out第二课时4、操练与指导（Drilling and Counselling）（1）完成SB第一单元活动3，教师先做示范，然后同桌之间练习对话。（2）Game: “Guessing Game”：学生们三人，两个背对背，另一个与其一面对面。面对面的一个做动作一个问，背对的同学猜“Yes or No”,如下：S1: (Do action)S2: Did he/she play basketball?S3: Yes, he/she did. No, he/she didnt.做若干次这样的练习。（5）回顾知识点，教师讲解本课学习中所存在的问题。四 Homework：a.Read the text fluently , copy the tape as possible as you can.b.Make sentences with three new words.c. Do a suevey: 采访自己身边的长辈，请他们谈谈自己的过去和现在（包括工作，喜好，习惯等）然后根据采访得来的信息写一篇小短文，与其他同学进行交流。五 课后反思： Unit2 Mr Li was a teacher.一 教学目标1知识目标：a、Words: study hard retiredb、Sentences: Mr Li was a teacher. He studied very hard.c、识别并区分元音d、cpoem2能力目标a、正确使用一般过去时b、掌握单词的发音规律。二 、教学重难点：a、一般过去时的句型b、发音部分的单词c、retired的发音三、教学过程： 第三课时1、warm upT: Do you know Mr Li? S: Yes.T: This class Ill tell you something about us.2、呈现（Presentation）(1)T: Ten years ago, Mr Song was a teacher in Middle school of Tang Shan. He taught Chinese. (教学taught这个单词 teach-taught)(2)T: I was a good student in his class. I studied very hard.(教学study这个单词 studystudied,同时帮助学生理解hard的意思并教读发音。)T: Who studied very hard in Grade 1 or Grade 2?S: .studied very hard in Grade1/2.(通过询问让学生复习巩固重点句型。)（3）T: Now, Im an English teacher, we work in the same school. And we all teach you. Its very interesting. Yes?3、T: This class Chen Hai will tell us a story about himself. Its more interesting. Lets have a look.OK?(1)Listen and answer the question:What does the word ”retired” mean?(2)通过听录音，理解课文，讲解retired这个单词。(3)make sentences with the word”retired”, eg:My grandpa was a worker. Now he is retired.Let students make sentences.(通过学生说句子巩固单词。)(4)Listen and repeat(5)Read it in groups. 第四课时4、操练与指导（Drilling and Counselling）Part 2 Look and say.Part 5 Game: look ,ask and answer.三人一组开展游戏，一人问，一人做动作，一人回答，来复习巩固一般过去时。5、发音部分(1) draw saw aw字母组合的发音 chair hair air字母组合的发音class pass ass字母组合的发音让学生自己通过读单词总结发音规律（2）Game:单词小博士把一些学过的具有此类发音规律的单词写到黑板上，学生通过读单词，判断发音，写到相应方框下面。如：bear, pear, glass, grass(3) listen and repeat .6、poem(1) read the sentences, and learn the words: leaves, move, through(2) read and understand the meaning.(3) listen and repeat(4) say and do the actions.四、Homework：谈一谈自己或父母，朋友在过去和现在在学习、工作、生活等各方面的变。五 课后反思： She had eggs and sausages第一课时一教学目标1、知识目标:（1）识别本课中的单词：egg , email ,sandwich, traditional, delicious 。书写fish, egg（2）听懂目标语句What did she have for lunch?口头运用She had sandwiches.这类语句回答有关询问。2技能目标：朗读课文正确，语音语调准确、流利、有感情。3、情感目标：让学生在有趣的活动中体会课堂教学的乐趣，并了解英国的饮食习惯。三、教学重点：认读新词；理解、运用新句型；朗读发音正确，语音语调准确、流利、有感情。四、 教学难点：单词的识读sandwich delicious traditional六、教具：食物图片、单词卡片、短语卡片、录音机七、教学过程：Step1T: Good morning boys and girls. Whats your favourite food?T:My favourite food is noodles .And you ?可以以P11图片提醒学生回答。Step2T:I had noodls this morning .What did you have for breakfast?S:I . had T: 转述She had .T:Rice noodles dumplings are all Chinese food .Do you know any English food?T:学生自由表达，老师出示相应图片。T:We will learn Module 3 English food Unit 1She had eggs and sausages.学生齐读课题Step3T:玲玲从英国给大明发了一封电子邮件，（ email）她向大明讲了英国的饮食习惯，现在我们就来听听玲玲都介绍了英国的哪些食物。Listen the tapeT:What food did lingling have in England?S:.(根据学生的回答，呈现单词卡片)egg and sausages sandwichesfish and chips并领读。T：Now lets learn the new words逐一呈现单词图文卡片识读 email T：Whats an email?S:. T：Its a computer message You send it from one computer to another师示范读，领读、生分别读.最后由慢到快连续读这个单词。egg T：Whats this ? Its an egg.师示范读，领读、生分别读T：What are these ?They are eggs.(两副数量不同的图片比较让学生分清名词单复数。)sandwich sandwiches学习同eggtraditionaltraditional化多为少教。师示范读，领读、生分别读T：Spring festival is a traditional Chinese festival.Dumplings is a traditional Chinese food. Fish and chips is a traditionalEnglish dinner.(图片再次利用)delicious delicious化多为少教。师师范读，领读、生分别读T：egg and sausagessandwiches fish and chips is delicious (分别出示图片，教师咂嘴) T：what isdelicious? S: .Game (看口型猜单词)到前面五个同学，每人拿一个单词卡片，老师小声分别说这五个新单词，下面坐的同学和上来的五名同学要注意教师的口型大声说出和举起老师说的单词。比比谁反应快。Read the phrases.(卡片出示)Listen the tape and follow it.Boys read Daming .girls read FangfangPractice with your neighborT: What did lingling have for breakfast? S : She had.What did she have for lunch? S:.What did she have for dinner? S:.根椐学生的回答板书。看黑板训练重点句型师生互问Eggs and fish Can you write them ?use “egg. fish” to make sentence.Step4Game“街头访问”具体做法:四人一组，选一名同学做记者，其余同学做被访者，记者分别问三个问题What did you have for breakfast? What did you have for lunch? What did you have for dinner? 被访者要以I.做出相应的回答。教师做记者示范。Practice in the groupsAct it out在每一组表演后，教师有所指向面向全体或其他不参与表演的同学提问：What did she havefor lunch/breakfast /dinner? S:.一轮以后，可以让学生发问。（既让学生有趣味中练习了本课的重点句型，使学生在情境中使用人称转换，激发学生注意倾听，又发散了学生的思维，让学生复习大量的有关食物的单词。）T：Do you like English food?S:Why ? 引导学生说出They are delicious.T： Whats your favourite English food?引导学生说出更多的英国食物。T：I like English food,but I like Chinese food best.Lots of English like Chinese food .Step5 Homework: 做一个健康饮食的小调查。She had eggs and sausages第二课时 一、教学内容（1）复习词汇：egg, email, sandwich, traditional, delecious, hamburger, fish and chips（2）句型：What did you/ she/ he have for breakfast/ lunch/ dinner? I/ She/ He had 二、教学目标（1）语言知识目标：在口语操练中复习和巩固已学的词汇和句型egg, email, sandwich, traditional, delecious, hamburger, fish and chips和句型“What did you/ she/ he have for breakfast/ lunch/ dinner?” 及其回答“I/ She/ He had ”（2）语言技能目标：通过本课的学习，能听懂课文录音；能熟练朗读课文，能准确回答有关问题；能运用所学语言在真实场景中进行问答对话。（3）情感态度目标：在师生、生生交流，以及小组合作共同完成任务的过程中，不断激发并强化学生的学习兴趣，并培养学生积极参与、乐于与他人合作的精神，养成和谐和健康向上的品格。三、教学重点与难点（1）记忆和运用有关食物的词汇。（2）熟练阅读课文，理解、回答问题。（3）在自主创设的生活场景中运用所学句型练习对话。四、教学准备录音机，用于奖励学生的小贴画。五、教学过程Step 1：WarmerT: Boys and girls, please look at the screen and lets sing a song together,Ok? Please do the actions. （播放 “Where did you go?”, 学生边唱边做动作）【设计说明】让学生边唱边做动作，调动了学生的积极性，使学生很快融入英语课堂氛围中。另外，用这样一首含有过去时的歌为下面的学习作好铺垫。Step 2：Free talk T: Now I will ask you some questions. Who can answer?Ss: Let me try!Question 1: Where did you go yesterday?Ss: I went to the park/ zoo/ supermarketQuestion 2: What did you do yesterday?Ss: I played football/ watched TV/ went shopping【设计说明】通过问答练习使学生尽快进入英语氛围，在语言的练习中体会过去时。Step 3：Lead inT: Now I will do some actions, please guess what I had yesterday.(老师做吃面条状)T: What did I have yesterday?Ss: You had noodles.(老师做吃鱼状)T: What dis I have yesterday?Ss: You had fish.(老师做剥蛋状)T: What did I have yesterday?Ss: You had eggs.T: You are very clever! Do you want to know what Lingling had yesterday?Ss: Yes!T: OK! Now lets learn Module 3 Unit 1(板书), after learning it, youll know it.【设计说明】猜猜看的游戏能充分调动学生的学习兴趣，在猜测中引发学生的好奇心，使其通过视觉感知获取新知。Step 4：Presentation and learn the new text1、展示问题.T: What did Lingling have yesterday? Here are some questions. Can you solve them? I believe you can! (展示问题)Questions: What did Lingling send Daming? Whats it about? What did Lingling have for breakfast? What did she have for lunch? What did she have for dinner? Does lingling like English food?T: Lets listen to the text with the questions.2、Read the text after the tape twice.3、Group Work Read the text in groups. （采用小组合作学习的方式阅读课文） Find out the answers to the questions.4、Cheak the answers.5、T: Have you got any questions? S1: 【设计说明】首先通过展示问题，并让学生带着问题听录音，能使学生通过视听感知课文，并增强他们的语感。在小组合作学习中，能最大限度地发挥每个学生的学习积极性，使每个学生都参与进来。Step 5：Make a Survey.T: What did you have for breakfast/ lunch/ dinner yesterday? Now, lets make a survey, OK? You can ask and answer in your groups and write the answers on your Exercise Books.（在小组内调查，边问边做记录）Ss: What did you have for breakfast/ lunch/ dinner yesterday?Ss: I had for breakfast/ lunch/ dinner.After they finish, the teacher can ask some students to hav