五年级英语下册五六单元教案集体备课.doc

五年级英语下册五六单元教案集体备课 五年级英语下册五六单元教案集体备课序言近年来，我县不断强化校本教研工作，旨在提高教师的专业素质，提升理念把握教材、改进课堂。为了进一步把握课程标准，熟悉教材编排体系，揣摩编者意图，掌握小学英语的学科知识，找准知识联系，确定教学重点，普遍推广“4+4N”课堂教学模式，充分发挥骨干教师示范、引领作用，我们利用教师休息时间，组织县、学区级小学英语骨干教师和研训员对小学英语人教版教材五年级下册后两个单元进行了课前研讨。在研讨过程中，大家对教材进行了认真地研究，集思广益，各抒己见，结合我县实际和小学英语学科的特点提出了一些教学建议和教学方法，我们进行总结归纳，集印成册，供使用者参考。 由于时间仓促，编者水平所限 ，难免存在这样或那样的问题，不妥之处恳请提出宝贵的意见，以使材料逐步丰富和完善。参加本教材编写的有：五单元教学目标1.能力目标（1）能够询问动物正在做什么并作答，如：What is it doing? Its eating bananas. What is the mother kangaroo doing? She s jumping. What are the tigers doing? They are swimming.（2）能够听懂、会唱歌曲“Animals, Animals are Everywhere”.2.知识目标（1）能够掌握A、B部分Lets learn Read and write 中的四会单词和句子。（2）能听说认读A 、B部分Lets talk Read and write 中的白体单词和句子。（3）能了解Pronunciation部分字母a和字母组合ar，sm, sl的发音规律及其例词的读音。（4）能够理解Lets chant 部分的内容。（5）能够了解Story time, Good to know, Task time 等部分的内容。3.情感、策略、文化等有关目标（1） 情感态度：培养学生热爱动物，热爱大自然的良好品质。（2） 学习策略：注重新旧知识的融会贯通，加强小组合作与交流。（3） 文化目标：了解一些有关考拉（树袋熊）和袋鼠的知识。Unit 5 Look at the monkeys (第一课时)一.教学目标1.能够听、说认读句子： Look at the tiger! Its jumping ! The rabbit is running.2.能够听说读写动词短语的形式：flying, jumping, walking, running, swimming.3.能够 听懂 、说唱歌谣 “Koalas Are Sleeping”.4.能够完成Task time中的任务。二.教学重点、难点1.本课时的教学重点是掌握五个 动词的ing形式，并用现在进行时进行简单的表达。2.本课时的教学难点是running 和 swimming 的拼写。三.教学准备1、录音机，录音带和卡片四、教学过程教 学 步 骤个案分析情景引入： 1.教师放歌曲“What are you doing ?”的录音，学生跟录音进行表演。2.Lets play .(Guessing game.)做动作猜单词：可以教师做学生猜，也可以让学生做，学生猜。例如：reading a book ,sweeping the floor , running ,swimming 新知呈现：在游戏的最后当猜到jump时，引出新词 jumping学习新词：jumping1.Read the new word with the teacher.2.教师领读I am jumping. 3.教师指着图片问T: “Look at the rabbit, what is the rabbit doing?Ss: Jumping.(教师板书)T：教师领读 “The rabbit is jumping.可以采用自编chant的形式Jump, jump, the rabbit can jump, the rabbit is jumping now.教师可以灵活的采用相同或不同的方法学习以下的单词，如：Swimming, walking , running and flying.质疑答疑：单词 run- running swim- swimming专项训练：1.Listen to the tape and follow it.2.Lets play.(Guessing game) A部分中的Lets talk.中的活动。教师播放课本56页中的Lets chant，师生一起欣赏。（其中陌生的单词很多，必要时可以给学生解释解释，还可以领读几遍。当堂检测：1.用所给词的适当形式填空1：The bird is _(fly).2：The rabbit is _(jump).3：The fish is _(swim).4：The tiger is _(run).5：The elephant is _(walk).6：Mother is _(做晚饭).7：John is _(读书).2.连线flying 跑running 飞swimming 游泳jumping 走walking 跳drawing a picture 画画课堂小结：可以让学生说，教师总结。Homework:C部分中的Task time .Make a funny book , share your book with your friends.板书设计 Look at the monkeysLook at the tiger! Its jumping! The rabbit is jumping.jump jumping fly flyingrun running swim swimmingwalk walkingUnit 5 Look at the monkeys (第二课时)一.教学目标1、能够听懂、会说：“What is she/ it doing? She/ It is running并能在情景中运用。2、能够总结字母a，字母组合ar, sm ,sl 的发音规律，并能朗读pronunciation部分的例词。二.教学重点、难点1、重点：What is she/ it doing? She / It is running.2、难点是在实际情景中正确运用所学对话。三.教学准备录音机、录音带、自然公园卡片、Lets learn. 部分的词卡和动词词卡。四、教学过程教 学 步 骤个案分析情景引入：在上课之前把全班的同学分成小兔和小熊两组，在两组之间进行比赛。哪个组回答的问题好就可以把代表他那组的标志向前移动一个小方格。1.Lets do : swim, swim, I can swim , I am swimming now. (边做动作边说) （ Review the word: fly , run and walk.）2.Lets sing: Swim , swim , I can swim , I am swimming now. 3.Lets try: Listen and try. (Do the exercises in P59)新知呈现： T: I know you all like the animals , but where are they? Ss: In the nature park.T: Now lets go to the nature park.T: What can you see? （出示图片）Ss: I can see a duck.T: What is it doing?(让学生猜)S1: Its swimming. S2: Its flying.T: Now lets look at it, who is right？Its swimming. (板书) 哪组同学猜出来的，就把哪组的标志向前移动一个方格。Same to the following words: jumping , flying , running.Listen to the tape , try to answer the following questions:a.What is the mother elephant doing?b.What is the baby elephant doing?Try to read the dialogue. 质疑答疑： mother elephant - she (拟人) Baby elephant -it 拓展练习： 根据图片自编对话（小组活动）Pronunciation: a.自读课文，找出发音规律，然后在组内交流。b.班内交流c.听录音跟读。当堂检测：你能帮助动物回答下面的问题？试试看。1.A: What are you doing? B: I am _ . ( fly)2.A: What are you doing?B: We are _ .( swim)3.A: Mr. Monkey , what are you doing?B: Im _ .(run) 4.A: Mr. Rabbit , what are you doing?B: Im _. (jump)5.A: What are you doing?B: Im _ . ( eat)小结: 可以让学生说。Homework:板书设计Look at the monkeysWhat is it doing? PronunciationIts _swimming_. ar What is she doing? smShe is running . sl小兔 小熊 Unit 5 Look at the monkeys (第三课时)一.教学目标1.能够听、说、读、写句型What is it dong ? Its eating bananas. What is she doing? Shes jumping .2.能够听、说、认读句子That elephant is drinking water with its trunk.3. 能够听懂学唱歌曲“Animals , Animals Are Everywhere .二.教学重点、难点1.本课时的教学重点句型是“What is it doing ? Its eating bananas .What is she doing? Shes jumping .2 .难点能正确拼写四会句型，认读句子That elephant is drinking water with its trunk .及kangaroo 的发音。三.教学准备1、录音机和录音带 2准备A Lets learn的动词词卡四、教学过程教 学 步 骤个案分析情境引入Step one Class opening and review 1.Greeting T: Good moring boys and girls S :Good moring T : How are you ?S: Im fine 2.Sing a song “What are you doing ? 3.（1）Lets play (p59) Showing the cards and lets talk What is _ doing ?Its _ .由上面的Lets play 引出：sleeping 等词。然后接着用上面的形式进行练习：把Write and ask部分的表格填好并进行问答练习。（2）Write and ask 展示Step two New concepts（1） 自学文本，出示自学指导 自读课文 完成P 60 1，2 题，并在小组内交流（2）质疑答疑学生可能出现的问题有：a.so cute kangaroo 的发音b .Do you see any elephants? c .That elephant is drinking water with its trunkd、 its and its 首先小组交流研讨解决-集体解决(3)专项训练：a)、Listen to the tape and follow it .b）、分角色朗读课文拼读句子，并板书。(如果时间上允许的话，可以给几分钟记的时间)过渡语言T:Mother kangaroo is jumping , the baby kangaroo is sleeping , the monkey is eating bananas , the fish is swimming, animals , animals are everywhere . Lets sing a song. “ Animals , Animals are everywhere”(4)Sing “ Animals , Animals are everywhere” together.3、当堂检测：连词成句：1) at the monkeys look_2) see any Do elephants you _3) it she What doing _4) is It bananas eating_5) the kangaroo What mother about_9 课堂小结(可以让学生自己尝试着说一说。教师总结)板书设计 Look at the monkeys! What is it doing? What is she doing?Its eating bananas. Shes jumping.Unit 5 Look at the monkeys (第四课时)一.教学目标1.能够听、说、读、写动词和动词的ing形式：sleeping , climbing , fighting , swinging , drinking water.2.能够听懂、认读句子：What are the elephants doing? They are drinking.3.能够听懂、理解Story time 中的故事。二.教学重点、难点重点、难点五个单词的ing形式 。三.教学准备录音机、录音带、正面写有动物单词，反面写有动词ing形式的词卡、动物图片。四、教学过程教 学 步 骤个案分析情景引入： 1.教师放歌曲“Animals , animals are everywhere”的录音，学生跟录音进行表演。2.Free talk : (看图片或课件)T：What is the monkey doing? (板书)Ss: Its eating bananas. (板书)T: What are the elephants doing?( 板书)Ss: They are drinking water.(板书)以上练习教师可以根据学生的实际情况，数量自定。新知呈现： 学习B部分Lets learn 的内容。教法：1.采用图片或通过师生或生生问答形式学习。 2.可以自编chant的形式学习。例如：Sleep , sleep , the bears can sleep, the bears are sleeping.Climb, climb , the pandas can climb , the pandas are climbing. Fight ,fight , the lions can fight , the lions are fighting now. Swing , swing , the monkeys can swing, the monkeys are swingingListen to the tape , and follow it.质疑答疑：学生可能出现的问题 1.板书上出现的句子，让学生对现在进行时单复数找规律，教师板书。What is _ doing?Its _ing. What are the _ doing?They are _ing.2.swinging为什么出现两个ing？专项训练：1.Pair work（Ask and answer.）此小组活动告诉学生为下面的游戏做准备.2.以游戏形式进行检查.Game (击鼓传花)教师提前准备好图片或词卡.游戏规则: 当音乐响起时开始传花,音乐停时教师或学生指着图片或课件对接到花的学生问：What are _doing? What is _doing? 学生用They are _ 或It is _。句子回答，然后，教师或学生对全体学生再问一遍。（最后问到袋鼠。）最后出现袋鼠正在干什么？（图片可以截取story time中的其中一幅。T : Lets go and have a look .T : Story time.质疑问答（1）Listen to the tape用笔划出你不理解的单词或句子。（2）小组讨论，相互交流，解答疑难。当堂检测：1.连线。sleeping 打架fighting 喝水drinking water 睡觉swinging 爬上，攀登climbing 荡秋千2.在横线处填上适当的单词。(1).What are the elephants doing? They are _(drink).(2).What is the panda doing? Its_(climb).(3).What are the lions doing? They _ _ (fight).(4).What is the monkey doing? It _ _ (swing).3、选择正确的答案。（）cl_ _bing A im B mi C am D em( ) s_ _nging A in B ni C wi D em( ) _ _inking A wi B am C em D dr ( ) fi_ _ting A ti B gh C ea D ee( ) sl _ _ping A aa B ac C ee D em 课堂小结：学生说。Homework:运用 本节课Lets learn中所学的内容和以前的知识，试着编一段对话，比一比看谁编的更好。 板书设计Look at the monkeys!What is the monkey doing? What is _ doing?Its eating bananas. Its _ing. What are the elephants doing? What are the _ doing?They are drinking water. They are _ing.sleeping climbing fighting swinging Unit 5 Look at the monkeys (第五课时)一.教学目标能够听懂、会说 “What are they doing ? They are ”并在情景中运用。二.教学重点、难点1.本课时的教学重点是“What are they doing ? They are ”。2.本课时的教学难点是在实际情景中正确运用所学对话句。三.教学准备1.录音机和录音带2.AB部分Lets learn的单词词卡3.若干动物图片。4.学生准备A B 部分Lets learn的单词卡四.教学过程教 学 步 骤个案分析情景引入： 1、教师放歌曲“Animals , animals are everywhere”的录音，学生跟录音进行表演。2、找同学展示上节课的对话。T：Look at the picture. (指着 Lets try中的图片)问What do you see?S:I see _.T: Can you see the _？S : Yes .3、Lisen to the tape and tick.（Lets try）新知呈现：教师指着Lets talk 中的图片问T: Look, what do you see ? S：I see _. T: What are they doing ? Now , lets read the dialogue.1.出示自学指导请同学们仔细阅读对话，划出不理解的句子或存在的问题，并进行小组交流，组长记录下解决不了的问题，5分钟后再进行全班交流。质疑解答2.小组讨论交流。专项训练：（1）朗读(pair work) 小组分角色朗读。（2）让学生仿照Lets talk 部分进行替换练习或适当的加一些以前学过的内容。（知识性拓展）（3）学生汇报表演。3.教师指着57页的主情景图问：T: What do you see?S: I seeT: Ok. These animals are having a sports meeting .Lets have a look and read it.（1）出示自学指导：请同学们试着阅读课文，划出不理解的句子或单词，再进行小组交流，组长记录下解决不了的问题。5分钟后再进行全班交流。（2）全班解答疑难。（3）教师领读或学生领读。4.T：Do you know something about kangaroos? Now open your books turn to page 66. Lets read it.5.介绍Good to know 的中的内容让学生在现有知识的基础上加深了解有关袋鼠和考拉的相关知识。当堂检测：1.在黑板上粘贴相应的图片，在横线上添单词，把句子补充完整。Whats the _ doing ?Its _.What are the _ doing ?They _ _.2.连词成句。1.do see you what 2. what monkeys are doing the 3. are they water drinking 4. you see elephants can _课堂小结：让学生总结。Homework:板书设计 Look at the monkeys!What do you see? What are they doing? I see_. They are _. Whats the_ doing ? What are the _ doing ?Its _. They _ _. Unit 5 Look at the monkeys (第六课时)一.教学目标1.能够听、说、读、写句型What are they doing? They are swimming. They are climbing trees.2.能够听、说、读、写句子Here come two tigers. Can tigers really swim? Yes, they can. Theyre good climbers.3.能够完成Lets check部分的练习。二.教学重点、难点本课时教学重点是四会掌握句型：“What are you doing? They are swimming/climbing tress.” 难点是 “swimming” 的拼写。三.教学准备录音机、录音带、正面写有动物单词，反面写有动词ing形式的词卡、动物图片。四.教学过程教 学 步 骤个案分析情景引入：1.Greeting 2.教师放歌曲“Animals , animals are everywhere”的录音，学生跟录音进行表演。新知呈现： 1.教师出示Lets talk 中的图片或课件进行问答练习。（注；在此环节教师有意识地引出本课重点句子“What are they doing？ They are swimming. They are climbing trees.）2.T：Can tigers really swim？这句话过渡到Lets find out.3.Lets find out.(1) 填表格并同桌进行问答练习。（2）全班汇报进行句型操练。4.教师：What a big nature park! Lets go to the nature park together .从而引出Read and write 。A:出示自学指导a、请同学们自己试着阅读对话，并完成Answer the questions.b.再仔细阅读对话并划出你不懂的单词和不理解的句子再进行小组交流。B:质疑答疑：学生可能出现的问题有（1）can + (+动词原形)（2）What a big nature park !（3） really （4）climber （5） Can you see _ 你能看到什么？ Do you see any _ 你能看到一些什么？C:听录音模仿D:读一读（分角色练习）专项训练：完成65页的Lets check.当堂检测：阅读短文，回答问题。Zip : Here we are at the sports meeting.Zoom : Look! The baby kangaroo is running. Where is the mother kangaroo? What is she doing?Zip: She is over there . Shes looking at the monkey.Zoom : I see the duck family. The mother duck is swimming.What about the baby duck ? What is it doing?Zip : Its swimming , too.Zoom: Come on ! Lets go and see . Zip : Lets go.回答下面的问题：1)What is the baby kangaroo doing?_2)What is the baby duck doing?_3)What is the mother duck doing?_课堂小结：让学生自己尝试着说一说，教师可以总结。Homework:Look at the monkeys!What are they doing? They are swimming. / They are climbing trees.Here come two tigers. Can tigers really swim? Yes, they can. Theyre good climbers.六单元教学目标1.能力目标（1）能够简单描述郊游活动中人物的行为、动作等，如：Shes watching insects.（2）能够运用句型“Are they catching butterflies ?Is he taking pictures ? Are you eating lunch ?”等询问别人正在做的动作，并作出相应回答，如：“Yes ,they are .”等。（3）能够按要求用简单的英语较好地完成Lets play 、 Pair work 等活动项目。（4）能够听懂、会唱歌曲 “Field Trips”。2.知识目标（1）能够掌握A、 B 部分Lets learn 、Read and write 中的四会短语和句子。（2）能够听、说、认读部分中的白体句子。（3）了解字母y和字母组合igh qu 的发音规律并读出例词。（4）了解Story time、 Good to know 等部分的内容。3.情感、策略、文化等有关目标（1）情感态度：乐于参与游戏、活动，乐于探究，热爱自然。（2）学习策略：能积极与他人合作，运用所学英语进行交流，共同完成学习任务。(3) 文化目标：了解郊游的常识。Unit 6 A Field Trip?(第一课时)一.教学目标1能够听、说、读、写本课动词短语的ing形式：taking pictures，watching insects， picking up leaves， doing an experiment，catching butterflies。2能够听、说、认读 “Whats Sarah doing? Shes doing an experiment.”并能在情景中运用。 3初步欣赏歌曲 “Field Trip” 。引导学生热爱大自然，树立正确的环保意识。二.教学重点、难点1听、说、读、写动词短语：taking pictures，watching insects， picking up leaves， doing an experiment，catching butterflies。2本课时的难点是insects及picking up的发音，butterflies和experiment长单词。三.教学准备1教师准备本课相关单词卡或实物。2教师准备录音机及录音带。 四、教学过程教 学 步 骤个案分析1、课前活动热身（Warm-up）GreetingChant:Field Trip2、情景引入：Game (guessing),找生做动作，师问： “What is he/she doing ?”Ss:_(用“run jump”等) 3、新知呈现：a.用guessing引入新知老师用手机做拍照的动作，让生猜出教师的动作教师出示taking pictures单词卡片带读，然后板书，让学生跟读，拼写，教师在教读词组之后，找一名学生做给其他人拍照的动作，然后教师引出句型:What is he doing?引导学生用He is taking pictures.回答。b. 在教授其他词组时，教师可利用实物教学其他四个词组，同时利用句型练习。c. 指导单词记忆的方法T：你会读哪个词组了？S1：T：你用什么办法记得？S1：（引导全体学生找方法记忆）4、专项训练：（1）听录音跟读（2）利用单词卡片，学生练读单词游戏。书中Lets play的游戏（全班）（3）Lets chant:大自然，真新鲜，have a look看一看picking up leaves 树叶捡doing an experiment 做实验watching insects昆虫观一观taking pictures 做纪念catching butterflies 蝴蝶赶闲暇时间转一转（4）变利用主情景图，小组之间利用句型What is (Mike)doing? He is 练习。5、当堂检测：补全单词并连线t_ke up l_ves 捉蝴蝶w_tch b_tt_flies 照相p_ck pic_s 采摘树叶do ins_cts 做实验c_tch an exp_r_ment 观察昆虫6、小结：T:谁能说一说你这节课的收获？7、Homework:（1）先用自己的方法记忆本课词组，再背写下来。（2）完成活动手册相应习题。板书设计Unit 6 A Field Trip?(第二课时)一.教学目标1能够听懂、会说本课的对话，并能做替换练习。2能够听、说、认读句型 “Are they ？Yes， they are /No， they are not.”并能在情景中运用。3了解Good to know部分的内容。4培养学生合作意识。二.教学重点、难点重点：能够听、说、认读句型 “Are they ？Yes， they are /No， they arent”并能在情景中运用。难点：在情景中灵活运用以上句子，并能做恰当替换练习。三.教学准备1单词卡及CAI。2教师准备录音机及录音带。 四、教学过程教 学 步 骤个案分析1、课前活动热身（Warm-up）1.Greeting2.Listen and Sing a song “ Field trips”.2、情景引入：Play a game: 互动猜词游戏 T:Lets play a game, OK?Ss:OK.T:Who can try?( 找一名学生到前面来，教师出示词卡给他看，让其做相应的动作)T:(面向全班同学)What is he/she doing ?Ss:_.(复习doing an experiment ， taking pictures，watching insects， picking up leaves，catching butterflies中二到三个词组)T:Lets go on.(再找两名同学到前面，教师出示词卡给他们看，让他们做相应的动作)T:What are they doing?Ss:_. （把词卡内容复习完）3、语言学习：（1）Presentation(呈现)a.T:（在互动猜词游戏末尾时）：Are they_?（板书）Ss:Yes.（教师引导：Yes, they are.( 板书)）T:Are they_?Ss:No. （教师引导：No,they arent. ( 板书)）b.Drill: (借助课件师生操练 )出示课件（如做实验视频：有玻璃实验器皿碰撞声，但无影像）T: Are they_?S1:（猜后回答）No, they aret . / Yes, they are .S2:（猜后回答）No, they aret . / Yes, they are .出示课件（做实验视频：有声音，有影像）T: Are they doing an experiment ?Ss:Yes, they are .借助课件taking pictures，watching insects， picking up leaves，catching butterflies 情景视频，让学生充当刚才的老师角色，生生操练。教师参与到学生之中，并及时评价学生的操练活动。c. 带问题听录音，整体感知对话。T:Whats John doing ?(课件出示“Lets talk”情景图)Please listen to the tape.（2）自主学习，理解对话内容。T: Whats John doing ?(鼓励学生根据听到对话的内容回答)S1:_S2:_T:Is John _?出示自学指导：自读课文P71中Lets talk部分，思考问题：（1）What is John doing?（2）Where are Johns classmates and what are they doing? 划出有问题的地方，看谁做得又对又快。读完自学指导后，给2分钟时间让学生自主学习。（3）合作学习，培养能力。让学生到小组内交流自主学习的收获，解决有问题的地方。（4）质疑答疑，师生互动。T:Who can read this word?(woods)引导学生联想OO字母发音试读, 师用a tree 到 many trees 的简笔画来解释意思(森林)。T: （1）What is John doing?（2）Where are Johns classmates and what are they doing?S1:_S2:_(5)专项训练：（1）Listen to the tape and follow it.（2) Role play （3) 男女生对话（4）替换词组说对话（5）Prictise:Lets play4、Extension (拓展延伸):Good to knowT：Lets go on a field trip, ok? What do we need?先让学生根据生活体验说一说野游活动都要带什么用品,再了解P78中的Good to know内容。5、当堂检测：连词成句 (1)they are butterflies catching arent they -_?-No,_.(2) picking up are leaves they are they -_?-Yes,_.6、小结：T:谁能说一说你这节课的收获？7、Homework:（1）放学后,运用Are they ？Yes， they are /No， they are not.句型和伙伴交流。（2）完成活动手册相应习题。板书设计Unit 6 A Field Trip?(第三课时)一.教学目标1能够四会掌握句子：“Are you eating lunch? No, we arent. Are they eating the honey? Yes, they are.”。2能够听、说、认读Read and write部分的对话，完成相应的活动。3能够运用所学语言较好地完成task time部分的活动。二.教学重点、难点重点：四会掌握句型 “Are you ？”和“Are they ？”，能在情景中运用，并能恰当的替换句中的动词短语；正确书写本课重点句型。难点：本课时的难点是学生Do an experiment on me 的理解。三.教学准备1教师准备本课相关单词卡及小黑板。2教师准备录音机及录音带。 四、教学过程教 学 步 骤个案分析1、课前活动热身（Warm-up）GreetingChant:P682、情景引入：Revision:用上节课Lets Play活动。a.呈现新知（1）活动末尾时，教师指着学生的动作问：T: Are they eating the noodles?Ss:No, they arent.教师板书Are they eating the_?(边板书边用apples bananas替换上面的句型)Ss:No,they arent.（2）用卡片或实物介绍honey领读几遍，贴在黑板的横线上。T: The honey is sweet.T: Are they eating lunch?Ss: No, they arent.T: Are you eating lunch?2S: No.T: No, we arent. (板书：Yes, we arent.)(3)Practise in groups. 四人一组练习对话，一问三答Are you_?Yes, we are No, we arent.(4)全班展示（用各种