五年级上英语教学设计.doc

Unit one Whats he like?Lesson 1教学内容 Part A (Lets learn Ask and answer)教学目标 绿色圃中小学教育网1能正确听、说、朗读“Who is .?- He/She is.Whats he/she like? -He/She is. Is he/she?-Yes,he/she is. No, he/she isnt.”2.能正确听、说、认读表示人物外貌与性格特征的形容词 old ,young, funny, kind, strict, polite, hard-working, clever. 教学重难点重点：能够根据实际情况用英语讨论他人外貌与性格特征。难点：用英语准确询问并回答人物特征。 课前准备教师自制的单词卡片、录音 教学过程Step1. Warming-up简单介绍各科老师。T: Now let me ask and you answer. (出示英语书) Whats this?Ss: Its an English book.T: And I teach you English. So I am yourSs: English teacher. 教师出示其他科目老师的照片和相应的课本，和学生进行对话。Step2. Preview师生就各科老师的体貌特征进行问答练习，如：T: Whos your music teacher? Ss: T: Is he / she thin / fat / tall / short / ?Ss: Yes, he / she is. (No, he / she isnt.)T: Now read after me. Thin, thin (Fat, fat / Tall, tall / Short, short). My music teacher is thin (fat / tall / short). Step3. Presentation绿色圃中小学教育网http:/www.lspjy.1. A. Lets learn(1) 教学新单词 教学单词“old”和“young”T: Boys and girls, its the new term and lets meet some new friends. 教师用多媒体课件分别出示动画片喜羊羊和灰太狼中羊村长和喜羊羊的图片，与学生进行对话，如：T: Look at the man in the picture. (指着羊村村长的图片) Who is he? Ss: Hes Manyangyang.T: Youre right. Look at Manyangyang. He is old. T: Look at other picture. Who is he? Ss: Hes Xiyangyang. T: Is he old? Ss: No, hes not old. T: Youre right. Hes not old. Hes young. 教学单词“kind”和“funny”教师用多媒体课件出示白雪公主和七个小矮人的图片，与学生对话，如：T: Look at the girl in the picture. Whos she?Ss: Shes Snow White.T: Snow White is beautiful. Shes kind to the seven dwarfs. The seven dwarfs are funny.教师请八位学生上讲台，分别扮演白雪公主和七个小矮人，帮助学生理解“kind”和“funny”的含义。教师出示平时比较严厉的一位任课老师的照片，与学生进行对话，如：T: Look at the picture. Whos he / she? Ss: Hes / Shes T: Is he / she kind? Ss: No, he / she isnt.T: He / Shes not kind. He / Shes strict.教师把本节课学习的五个新单词写在黑板上，并用“唱反调”的方式就各科老师的体貌特征进行问答练习。2. A. Ask and answer (1) 教师出示本班班主任的照片，与学生进行对话如：T: Whos he / she in the picture? Ss: Hes / Shes Mr / Miss T: Hes / Shes your head teacher. (理解“head teacher”) (2) 请两位学生站起来示范读本部分的对话。(3) 让学生画出自己最喜欢的任课老师，仿照示例编写新对话，如：S1: Whos the man / woman in your picture? S2: Hes / Shes Hes / Shes thin. Hes / Shes kind. Step3. Consolidation & Extension1. 猜一猜教师描述一位教师的体貌和性格特征，让全班学生猜，如：T: Shes tall. Shes beautiful. Shes very young. We all like her. Whos she? Ss: Is she Miss Sun? 2. 课堂练习选择不同类的选项：( ) A. young B. old C. boy ( ) A. funny B. kind C. girl ( ) A. maths B. music C. class ( ) A. father B. teacher C. brother 3. Check the answer C, C, C, B Step4.Summary1. 师生一起总结本节课学习的词汇和句型。2. 鼓励学生认真观察各科任老师，并正确总结各科任老师的主要性格特征。 Step5 HomeworkMake a new dialogue and act it out。板书设计Unit one Whats he like?A. Lets learn A. Ask and answer- Whos your art teacher? - Mr Jones.- Is he young? - Yes, he is.old young funny kind strict教学反思Unit one Whats he like? Lesson 2绿色圃中小学教育网http:教学内容Part A lets try lets talk. 教学目标 绿色圃中小学教育网1.能正确听、说、认读表示人物外貌与性格特征的形容词。 2.能听懂，会说，会表演Lets talk 的内容并在真实场景中运用。教学重难点重点：学生能够表演Main scene 和lets talk的交际内容，能够根据实际情况用英语讨论他人外貌与性格特征。难点：用英语准确询问并回答人物特征 课前准备教师自制的单词卡片、录音 教学过程Step1. Warming-up1.Lets look and say the names.(教师出示本单元通过多媒体播放一些卡通图片，分别展示年老、年轻、滑稽、有礼貌等外貌与性格特征，让学生认读，说一说是谁，怎么样。)2.Lets listen and sing“Whos your teacher?”Step2. Presentationtp:1. lets try（1）出示lets try中的图片，让学生观察。（2）听录音，模仿朗读，理解对话内容。（3）看图回答问题。Dialogue1: Who can you see in the picture?Dialogue2: What are they talking about?Dialogue3:Who is a new student?2.lets talk（1）创设情境：我们和Oliver，WuYifan一起去了解Mr Young。（2）看lets talk的插图，听录音，模仿朗读，理解意思。（3）根据lets talk内容尝试分角色朗读对话。（4）学生两人一组，完成“Talk about your teachers.”（5）学生表演，以检查学生对本课对话的掌握情况，对做得较好的学生予以表扬。3. Make a survey.T: Whos your. .? Ss:. .T: Whats he/she like? 绿色圃中学教育网http:/www.lspjStep3. Consolidation三人一组，用学过的句型讨论小组内每个成员的三个优点。Step4. Homework1.完成配套练习中的相关习题。 2.Make a new dialogue and act it out。板书设计Unit one Whats he like?Who is he?- He is our music teacher.Whats she like? - Shes very kind.Is he young?-Yes,he is.教学反思Unit one Whats he like?Lesson 3教学内容 Part B Lets learn Match and say教学目标圃中小学教育网1. 能听、说、读、写单词“polite”，“hard-working”，“helpful”，“clever”和“shy”。2. 能灵活运用句型“Whats like?”，Hes / Shes ”谈论人物的性格特征。3. 能完成“Match and say”部分的连线和对话任务。4. 培养学生互相帮助、团结合作、努力学习的良好品质。教学重难点 1.能听、说、读、写单词“polite”，“hard-working”，“helpful”，“clever”和“sky”。2.能灵活运用句型“Whats like?”，“Hes / Shes ”谈论人物的性格特征。3.了解具有不同性格特征人的日常行为表现。教学步骤Step1.Warm-up1. Free talk T: Good morning, boys and girls. Ss: Good morning, teacher. T: How are you today? Ss: Very well, thanks. T: Nice to see you. Ss: Nice to see you, too. 2. 检查作业先让学生在四人小组内读一读自己写的小作文，然后请两三位小组代表上讲台读一读。Step2.Preview教师依次展示本班各科老师的照片，与学生进行对话，如：T: Whos the man in the picture?Ss: Hes our maths teacher, Mr Zhao. T: Is he funny? Ss: No, he isnt. T: Is he kind? Ss: Yes, he is. Step3.Presentation1.教学新单词(1)教师请一位班里乐于助人的学生上讲台，问，“Who can say something about him / her?”，然后再请两三位学生站起来说，最后教师总结：“He / She does a lot for our class. He / She helps clean the blackboard, clean the windowsSo he / She is a helpful student.”。教师用同样方法引入单词“polite”，“hard-working”，“cleaver”和“shy”。(2)学生在空格处填上班级中学生的姓名，并读一读句子。Clever, clever. _ is clever. Shy, shy. _ is shy. Helpful, helpful. _ is helpful. Polite, polite. _ is polite. Hard-working, hard-working._ is hard-working. 2.学习新句型T: Whos helpful in our class? Ss: T: Whats like? Ss: Hes helpful. T: Whos clever in our class? Ss: 3.第一次播放教学录音，全班学生跟着录音读。第二次播放教学录音，全班学生分角色跟着录音读，提醒学生在跟读的过程中注意模仿录音中的语音、语调。4.同桌合作，用情景图的单词替换对话中的关键词编写对话，然后请两三对学生上讲台表演。Step4.Consolidation & Extension1.Match and say (1)让学生读一读本部分的四个句子，观察情景图，将图片与句子连线。(2)教师点击多媒体课件，随机出示情景图，问：“Whats he / she like? / What are they like?”，全班学生根据情景图回答问题。2.小调查(1)调查班级中学生的性格品质。 (2)让学生子四人小组内容介绍具有不同性格品质的学生。3.课堂练习请用几句话描述你的同桌，包括性别、年龄、外貌、性格特征等。Step5.Summary1.师生一起总结本节课学习的词汇和句型。2.教育学生在日常生活中要乐于助人和努力学习。板书设计Unit one Whats he like?Part B Lets learn Match and sayWhos helpful in our class? Whats like? Hes helpful. Whos clever in our class? Unit one Whats he like?Lesson 4教学内容 B. Lets try B. Lets talk教学目标1.能听、说、认读单词“Ms”，“will”和“sometimes”。2.能听懂、会说句子“Hey, Ms Wang will be our new English teacher.”，“Whats like?”，“Yes, sometimes.”。3.能完成“Lets try”部分的听力任务。4.提高学生自主学习、主动学习的能力和意识，创造良好的英语学习氛围教学重难点 1.能听、说、认读单词“Ms”，“will”和“sometimes”。2.能听懂、会说句子“Hey, Ms Wang will be our new English teacher.”，“Whats like?”，“Yes, sometimes.”。课前准备词卡，课件教学过程Step1.Warm-up句子接龙:第一位学生对第二位学生说：“Im helpful / clever / What are you like?”，然后第二位学生对第三位学生说：“Im shy / hard-working / What are you like?”，以此类推，看那一组先完成“句子接龙”比赛。Step2.Presentation1.教学新单词(1)教师用多媒体出示一个大家不认识的年轻女人的图片，与学生进行对话，如：T: Look at the woman in the picture. Whos she? Ss: We dont know. T: Is she married or not? Ss: We dont know. T: Her first name is Liu. How can we call her? We can call her Ms Liu. When we dont know if a woman is married, we can call her Ms (2)教师出示最近几天的天气情况，并介绍说：“Sometimes its 帮助学生明白单词“sometimes”的意思。2.带领学生读新单词。带读时要注意把单词“Ms”的音读准。3.Lets talk介绍对话情景T: A new Chinese teacher will be in Chen Jies class. Now Chen Jie and John are talking about the new Chinese teacher. Lets learn the dialogue and know what theyre talking about. 4.播放教学录音，全班学生跟着录音读，提醒注意模仿录音中的语音、语调。学生听完录音后回答下面问题：Who will be the new Chinese teacher? Whats Ms Wang like? Does Chen Jie know Ms Wang? Answer: Ms Wang. Shes kind. Yes, she does. 5.What are your teachers / friends like? (1)学生说出描述人物性格的单词，教师板书。 (2)同桌合作，用句型“Whats like?”，“Hes / Shes ”谈论老师朋友或家庭成员的性格特征。(3)教师请两三对学生呈现对话。Step3.Consolidation & Extension1.Lets try(1)明确听力任务Please listen and tick. (2)第一次播放教学录音，学生根据录音内容勾出正确选项。(3)第二次播放教学录音，师生一起核对答案2.课堂练习完成下列句子： _ your new English teacher? - Miss Ye. _ he like? - Hes young and funny. - Is your Chinese teacher strict? Yes, _. - Whos that young man? - _ is our PE teacher. 3.Check the answer Whos, Whats, he is, He Step4.Summary1.师生一起总结本节课学习的词汇和句型。2.让学生明白不同的人有着不同的性格，要尊重他人的性格，不能戴“有色眼镜”。Step5.Homework 熟读Lets talk板书设计Unit one Whats he like?B. Lets try B. Lets talk Ms Wang will be our new English teacher.Whats Ms Wang like? Shes kind.Unit one Whats he like?Lesson 5教学内容 A. Lets spell B. Lets wrap it up教学目标1.通过大量的听读操练，掌握元音字母在单词中的发音，纠正学生错误的发音，提高学生的听力能力。2.培养学生听音写词的能力。3.完成“Lets wrap it up”部分的连线和填空任务，知道不同的人称代词后面应该用be动词的相应形式。教学重难点 1.掌握元音字母在单词中的发音，纠正学生错误的发音。教学过程Step1.Warm-up1.Free talk T: Whats your partner like, S1? S1: Hes / Shes T: Whats your partner like, S2? S2: Hes / Shes 2.教师请一两组学生上讲台表演“B. Lets talk”部分对话。Step2.PresentationA. Lets spell1. Read, listen and chant (1)教师出示一个娃娃的图片说：“This is a baby.”。(2)教师画一个大大的笑脸说：“Look at the baby. Hes happy.”(3)教师在娃娃上方画一些风说：“Whats the weather like today? Oh, its windy.”。(4)教师画一个太阳说：“The sun comes out now. Its sunny.”。(5)教师呈现不小心踩到别人的脚、不小心把别人的东西碰掉等情景，问：“What should we say?”，引导学生说：“Sorry.”。(6)教师把本部分的五个示例单词写在黑板上，带领学生读几遍。 (7)播放本部分的教学录音，全班跟着录音读，提醒学生在跟读时要注意模仿录音中的发音，尽量做到读准元音字母的发音。2. Listen, number and say (1)教师领读单词，然后让学生分组读、分男女生读。(2)播放本部分的教学录音，学生根据录音内容给单词标号。(3)再次播放教学录音，师生一起核对答案。3. Listen, write and say (1)教师播放录音，全班学生根据录音内容填空。(2)再次播放教学录音，师生一起核对答案。Step3.Consolidation & Extension1.用be动词的适当形式完成下面的句子。They _ good friends. She _ a nice girl. He _ six years old. I _ in the classroom. 2.出示口诀帮助记忆：我(I)用am，你(you)用are，is连着他(he)、她(she)、它(it)。3.完成“Choose and write”部分的句子。4.写出完全形式或缩写形式：whats _ it is _ cant _ do not _ Step4.Summary师生一起总结本节课学习的词汇和句型。板书设计 Unit one Whats he like?baby happy windy sunny sorryUnit one Whats he like?Lesson 6教学内容 Part B Read and write Story time教学目标1.读懂“Read and write”部分的日记，简单了解日记的格式，并完成相应练习。2.听懂“Lets check”部分的录音，圈出正确答案并回答问题。3.能读懂“Story time”部分的故事。教学重难点1. 能读懂“Read and write”部分的日记，简单了解日记的格式，并完成相应练习。2. 能读懂“Story time”部分的故事。教学过程Step1.Warm-up1.Free talk 2.教师准备两三张本班任课老师的照片，利用本单元学习的句型于学生进行对话，如：T: Whos the woman in the picture? Ss: Shes our science teacher. T: Whats she like? Ss: Shes funny. Step2.Preview教师准备一些描述人物性格的词卡，然后随机抽取卡片，问：“Whos strict / polite / shy / in our class?”，学生根据实际情况回答。Step3.Presentation1. B. Read and write (1)Meet Robin 教师用多媒体课件展示各种机器人的图片，问：“What are these?”，学生可能会用汉语回答，教师接着说：“They are all robots. Robots are helpful in many ways. Everyone wants to have a robot. There is a robot called Robin. Lets read the diary and meet Robin. (2)Read the diary 教师出示机器人罗宾的图像，介绍：“Look, this is Robin.”然后播放本部分教学录音，学生根据录音内容完成表格。(3)教师简单讲解英语日记的写法：在左上角或右上角写上日期、星期和天气，然后另起一行写正文部分。(4)学生自主阅读日记，回答下面的问题：Who made the robot? What can the robot do? Is the robot helpful at home? Answer: My grandpa. It can speak Chinese and English. Yes, it is. (5)Design a robot of your own 学生拿出画笔和画纸，画出自己心目中理想的机器人，并写几句话进行描述；然后学生在四人小组内展示自己画的机器人，并读一读自己为机器人写的话。2.Lets check(1)第一次播放教学录音，学生根据录音内容圈出正确的选项。(2)第二次播放教学录音，学生根据录音内容回答下面的问题：What is Miss Chen like? What is MR Grey like? (3)第三次播放教学录音，师生一起核对答案。Step4.Consolidation & ExtensionStory time (1)教师提问：“Whats your PE teacher like?”，学生根据实际情况回答。(2)介绍故事背景。T: Zoom and Zip will have a new PE teacher. What will the new PE teacher be like? Will he / she be short or strong? Lets listen to the tape and see. (3)第一次播放教学录音，全班学生跟着录音读，提醒学生在跟读的过程中注意模仿录音中的语音、语调。(4)第二次播放教学录音，学生听完录音后回答下面的问题：What does Zip know about the new PE teacher? What does the rabbit look like? Whos the new PE teacher? Answer: He only knows hes a good football player. Hes very thin and too short. The rabbit. (5)学生在小组内练习,分角色表演故事，然后教师请两三组学生上讲台表演，提醒学生表演时要带上适当的表情和动作，教师评选出“最佳表演组”，并给予表扬。（6)学生讨论从这个故事中得到的启示，教师总结。Step 5 Summary师生一起总结本单元学习的词汇和句型。Unit two My weekLesson 1教学内容Part A Lets learn Lets play 教学目标1.能够正确听，说，朗读“What do you have on Fridays?-I have a PE class.? ”“Is it Monday?.-Yes./No.”等询问某一天课程以及是否是某一天的相关交际用语。2.能够正确听、说、认读表示星期的名词Monday, Tuesday等。教学重难点1.能够正确听、说、朗读What do you have on Wednesdays？-I have Chinese, English，maths and music. Is it Monday? Yes. / No.2.能够运用所学句型进行真实场景对话。教学准备单词卡，日历,课程表，录音机教学过程Step1.Warmup日常口语练习，内容可参考如下：A：What day is it today？B：Its TuesdayA：What do you have? B: I have PEclassI like TuesdaysStep2.Presentation1) 学习Lets learn（1）引导学生看Lets learn部分的课程表，教师扮演robot,学生扮演Wu Yifan,实时提问：T: What do you have on Mondays?Ss: I have Chinese, English, maths and music.(教师替换问句中的星期名词，针对课程表提问，反复练习句型。)（2）学生两人一组进行对话练习，巩固知识。 2.Lets play(1) 教师请一位学生站起来与自己示范对话，如：T: You have English, Chinese, art and music.Ss: Is it Wednesday? T: No. Ss: Is it Friday? T: Yes.4) 学生同桌合作，仿照上面的示例编写类似的对话练习。5) 教师请几对学生上讲台表演对话。Step3.Consolidation 1.看谁反应快教师用手势表示17中任何一个数字，学生快速说出相应的星期，如教师用手势表示“1”，学生快速说出“Monday”。2.接龙游戏每组第一个学生问：What do you have on Mondays?下一个答：I have Chinese,English,maths and music.答完接着往下问,注意替换问句中的星期。回答流畅正确的学生可以坐下，答错的学生先站着。比一比哪知坐着的学生多，哪组赢。3) 根据Lets learn的内容编Lets chant让学生读一读。Monday,Monday, Chinese,English,maths,music on Monday.Tuesday,Tuesday, maths,science,art on Tuesday.Wednesday,Wednesday. .on Wednesday.Thursday ,Thursday. .on Thursday .Friday,Friday. . on Friday.Step4.Summary师生一起总结本节课学习的词汇和句型。Step5.Homework1. 听录音，跟读本部分内容。2. 将本节课学习的新单词在四线三格内抄写六遍。3. 制作本班英文版课程表。板书设计Unit two My week Monday Tuesday Wednesday Thursday Friday Saturday Sunday weekend - What do you have on ? - I have / We have 教学反思Unit two My weekLesson 2教学内容 Part A lets try lets talk教学目标1.能听、说、读、写单词“Monday”，“Tuesday”，“Wednesday”，“Thursday”，“Friday”，“Saturday”，“Sunday”和“weekend”。2.能在创设的实际情景中灵活运用句型“What do you have on ?”，“I have ”。3.能完成“Lets talk”部分的对话任务。4.激发学生的学习热情，鼓励学生就班级的课程表和同学进行交流。教学重难点重点：会用“What do we have on Fridays?-I have a PE class.? ”“Do you often. .?-No,I dont”进行场景对话。难点：能够听懂，会说，会表演Main scene。教学准备单词卡，音频资料教学过程Step1.Warmup1.放两遍歌曲“Days of the week”(P70)的录音。播放第一遍录音时，学生跟着录音小声唱歌曲；播放第二遍录音时，全班学生跟着录音一起大声唱歌曲，活跃课堂气氛。2.教师询问时间，引导学生回答：“Its .oclock now. ”教师补充Its time for English class. 复习课程的英语表达。Step2.Main scene T: What day is it today? T: What do you have on Mondays?(引导学生回答) Ss:I have. .(看本班课程表，根据实际情况回答。) T: Do you often play sports? Ss:Yes,I do./No,I dont.Step3.Lets tryListen and fill in the blanks.Step4.Lets talk(1)教师针对对话设计相关问题，引导学生思考。(3)听录音，模仿朗读，理解对话内容。(4)教师领读对话，学生模仿，齐读练习，生生对话，小组表演。Step5.Consolidaion学生用所学句型替换关键词进行对话练习。S1：What do we have on Mondays?Ss: We have. .Step6.Summary 1.师生一起总结本节课学习的词汇和句型。2.小组合作表演Lets。Step7.Homework1.听录音，跟读本部分内容。2.将本节课学习的新单词在四线三格内抄写六遍。板书设计Unit two My weekPart A lets try lets talk - What do you have on Mondays? - I have a PE class.教学反思 Unit two My weekLesson 3教学内容 Part B lets learn Group work教学目标1.能听、说、认读短语wash my clothes, watch TV, do homework, read books, play football.2. 能够在真实语境中正确运用以上五个词组描述周末活动。教学重难点重点：能听、说、认读短语wash my clothes, watch TV, do homework, read books, play football.难点：能灵活运用句型“Do you often ?”询问他人的日常活动并做出相应的回答。教学过程Step1.Warm-up复习A. Lets talk板块的对话情景，学生表演对话，教师请3组学生上台表演。Step2.Lets learn1.播放Amy 和Chen Jie 对话录音，询问学生，Chen Jie 周末经常做什么？出示词卡，教学短语wash my clothes.板书句型： Do you often wash your clothes on the weekend? (提问，引导学生回答) Yes, I do./No, I dont.（教师板书）2.教师提问What do you do on the weekend?学生自由谈论周末活动。3.当学生讲到与本节课要学的短语相同的周末活动时，教师出示词卡教学短语，然后依次将短语wash my clothes，watch TV, do homework, read books, play football。带入句型Do you often .on the weekend? 中对不同的学生提问，反复练习重点句型。5) 播放录音，学生跟读。6) 学生两人一组，将短语带入重点句型问答练习。Step3.Group work1) 教师设置问题：What does Wu Yifan/Chen Jie/Oliver do on the weekend?学生带着问题看书找答案。2) 教师对学生提问：What do you do on the weekend?3) 学生小组内“开火车”问答，第一个学生提问What do you often do on the weekend?第二个学生回答完接着问下一个，以此类推。Step4.Consolidation“滚雪球游戏”：教师对学生提问：What do you often do on the weekend?第一名学生回答：I often do my homework.第二名学生重复第一名学生的回答后再加上新的词组，如I often do my homework and read books.第三名学生在前面的基础上再加上一个新词组，依此类推。Step5.Homework1. 抄写B. Lets learn部分的单词。2. 两人一组练习模仿例句练习对话。板书设计Unit two My weekPart B lets learn Group work -Do you often wash your clothes on the weekend?- Yes, I do./No, I dont.Unit two My weekLesson 4教学内容 Part B lets try lets talk 教学目标1.能听、说、认读单词“story book, read books, play football, play ping-pong, listen to music”和“park”。2.能听懂、会说句子“Do you often read books in this park?”，“I like this park very much.”，“Me too.”。3.感知英语在日常生活中的实用性，鼓励学生学习有用的英语。教学重难点重点：能听懂、会说句子“Do you often read books in this park?”，“I like this park very much.”，“Me too.”。难点：能灵活运用句型“Do you often ?”询问他人的日常活动并做出相应的回答。教学准备多媒体课件、录音、词卡。教学过程Step1.Warm-up复习上节课学过的单词词组。Step2.学习 Lets talk1.介绍对话情景T: Its Saturday afternoon. Zhang Peng and Sarah are in the park. They are talking now. Lets listen to the tape and see what theyre talking about.2.针对对话提出相关问题，引导学生阅读，理解对话。 Whats that in Sarahs hand? Does Sarah often read books in the park? What does Zhang Peng often do in the park? Do the