五年级英语上册教案(外研版).doc

五年级英语上册教案(外研版) M8 U2课题What did Lingling go yesterday?课型New lesson教学 目标知识与能力能口头运用What did Lingling go yesterday?这类语句询问过去发生的事情，并能口头运用Yesterday I went to Sam and Amys school.这类语句回答。过程与方法运用所学语言描述过去所发生的事情。情感与态度通过对比中国和英国学生的不同生活，增强学生的跨文化交际的意识。重点区分一般现在时态和一般过去时态的运用。难点熟练准确的用所学知识描述自己或者他人的学校生活。教法使用情景交际法和任务型教学法，使学生能够熟练掌握本课的单词和句型。学法小组合作竞赛。教学准备课件、录音机、单词卡片等等 预习设计复述Amy的学校生活，预习本节课的单词和课文。教学过程施教者调整Step : GreetingsT: Hello! How are you?Ss: Im fine, thank you.T: What time did you get up?Ss: At seven oclock.T: What time did you go to school?Ss: At half past seven.T: Do you like skip rope?Ss: Yes, I do. No, I dont.Step :Warming up1 Last class we have known something about Amys school life. You must find differences between Chinas school life and Englands school life. Now please tell me your answer.T: They start school at 8 oclock.Ss: China.T: They play in the playground before 9 oclock.Ss: England.2 Review Unit 1 simply.Step :New teaching1 Lingling went to Amys school, and then she wrote a letter to Daming. Do you want to know what did Lingling tell Daming? Lets learn Unit 2 today. 2 (1)Listen to the tape and underline the new words (2)Teach and practice the new words in different ways. 3 Listen to the tape again and answer these questions. Q1: Where did Lingling go yesterday? Q2: What time do they start school in England? Q3: What do they do in the playground? Q4: What did Lingling do with the girls? Q5: What time did the bell ring? Q6: What did they do then? 4 Learn the A3, let the students read the words, and then teach these pronunciations. 5 Study the song of A4, then divide the class into two groups to sing the song. Step : Practice Work in groups to Practice A5,like this: A: look! What time is it now? B: Its 3 oclock. A: What do you do at 3 oclock? B: I have Music at 3 oclock.Step :HomeworkRead and repeat the text, tell your friends Amys school life. 【板书设计】 Module8 SchoolUnit 1 What time does school start?New words: bell ringrang New sentence: What time do they start school in England? They start school at 9 oclock. What did Amy and Lingling do yesterday? They skipped rope in the playground. 课时教学计划 主备人：刘丽丽 单元M 9 U1课题 Are you feeling sad课型新授教学 目标知识与能力使学生能听说、认读单词;能了解母及字母组合ts, ds, tr, dr, ch, j, dg 在单词中常见的读音;能准确理解并熟练地运用 “Are you feeling sad/ bored/ angry? Feel happy/ sad/ tired/ bored/ hungry”过程与方法通过活动体验，在交流中学会询问和表达情绪和感受，发展综合语言运用能力。情感与态度在小组交流与合作中培养孩子的互助意识重点能准确理解并熟练地运用 “Are you feeling sad/bored/angry?feelhappy/sad/tired/bored/hungry难点在真实情景中灵活运用新知识询问和表达情绪和感受教法情景教学法学法合作交流法教学准备课件预习设计预习课文和单词教学过程施教者调整. Warm-up1、Greeting.2、sing a song, “I get up in the morning.”3、Free talk谈论周末活动。师：Tell me, please! What do you usually do at the weekend?（用简笔画：Do you feel happy/bored/sad/tired?）板书各种情绪的图片教学happy/bored/sad/tired/sad/tired/hungry. .Pre-task调查同学们今天的情绪状况。1、导入：Talk about the feeling nowQ1: How are you feeling now? Q2: Are you feeling sad/ happy/ bored/ tired/ hungry/ angry?Q3: Whats the matter?Q4: Do you want to？教学“Whats the matter?”2、任务呈现今天你的心情如何呢？让我们来做个调查吧？.While-task1、Game：教师引导学生将“感觉”和“物品图片”一一对应，贴在黑板上，让学生对号入座。如：FeelingsThingshotice-cream, fanhungrySweater, gloveshappyEgg, hot dogTiredChair, bed然后同桌两人一组，互相询问对方的心情。如：A: Whats the matter, Mary? Are you feeling?B: Yes. /No. /Nothing.A: Do you want?2、视听结合，有声有色。师：“Lingling is feeling sad today. Whats the matter with her? Lets listen and answer my questions”教师播放课文录音，并进行听法指导，同时完成课堂活动用书活动1圈出正确或错误。教师分段播放录音，订正练习，解读课文难点。Q1: Is Lingling feeling sad?A: No.Q2: Does she miss China?A: No.Q3: Is she feeling bored?A: No.Q4: Is she feeling angry?A: No.Q5: Does she want to play chess?A: No.Q8: Whats the matter with her?A: She is going to make a surprise cake for Amys birthday?教师再次播放录音，让学生跟读，教师给予适当的指导。完成课文活动3。.Post-task1、完成课堂活动用书练习了。2、四人小组互相询问并了解今天的情绪和感受及原因，并填写调整。NameFeelingWhats the matter?3、全班统计今天的情绪状况。V. Homework选做：1、用所学的词汇来向朋友或者家人描述你的心情。2、 仿照课文编写三组关于心情的对话，用英语写出。9【板书设计】 Unit 1 Are you feeling sad ?Feel sad bored angry Are you feeling ? No Miss nothing secret whats the matter ?Tell surprise nothing课时教学计划 单元M 9 U2课题 I feel happy.课型新授教学 目标知识与能力能听懂会说本课语言happy,sad,bored, tired,hungry,grandfather,farm,chess,lost,smell和句型Are you feel happy ?的问答。过程与方法培养学生自主学习和合作学习的能力，以及能积极参加语言交际，并会用英语思维的能力。情感与态度培养学生关心他人的品质，并勇于表达自己的内心感受，培养学生的自信心和合作精神，以及用英语交流沟通的能力。重点能听懂会说本课语言： happy,sad,bored, tired,hungry,grandfather,farm,chess,lost,smell和句型Are you feel happy ?I feel 的问答。难点能够灵活运用本课的交际用语进行拓展交际。教法情景教学法学法合作交流法教学准备课件预习设计预习课文和单词 教学过程施教者调整1、Warming up (1)教师与学生打招呼，做好课前准备。 Class begins! T:Hello ,boys and girls! S:Hello ,Miss Guo T:How are you ? S:Im fine .Thank you! 2、Revision T：Are you feeling thirsty? S:（根据实际情况回答） T:Are you feeling angry? S:（根据实际情况回答） 3、New Teaching （1）Lets listen to a poem, ok? (让学生听读part4，引学生进入英语环境中。) 学生先听一遍 然后让学生打开书，边指边听 再跟着老师读一遍 （2）Well，Are you bored now?I think you should be bored.so now lets do something very happy and exciting. (3)出示多媒体图画（If you are happy）让学生看起来就很兴奋，很高兴！然后问：How do you feel?are you feeling happy now? (4)引出新单词，学习新单词 happy sad tired bored hungry (边读边做相应动作及表情，开火车表演、个人上讲台表演等) （5）Now please look at the screen and guess how do they feel ? 出示多媒体插图1（今天我帮爷爷在农场干了一整天的活，现在感觉很累的情景图） 让学生说：“ I feel ” 出示多媒体插图2（今天我下国际象棋赢了，现在感觉很高兴的情景图）让学生说:“feel ” 出示多媒体插图3（外面下雨不能出去玩，感觉很无聊）让学生说：“ I feel ” 出示多媒体插图4（昨天我丢了书包，现在还没找着！我觉得很伤心！）让学生说：“ I feel ” 出示多媒体插图5（我可以闻到很香的粉条汤，我觉得很饿！）让学生说：“I feel ” （6）I want to know your feeling now. 学习Part2(now point and talk ) A:Today I helped my grandfather on the farm . B:Do you feel tired ? A:Yes ,I do . 拿出卡片问学生：Do you feel?Yes,I do.No,I dont.或者学生问学生（同桌问、或走访问等） 出示表格 CD-ROM 教师带读两遍 学生齐读一遍 4、Practice Now .games time .act and say（播放兔子舞舞曲，学生随着音乐传球，音乐一停，谁拿到球谁表演，表演好的给予奖励） 5、Summary and homework 再把单词过一遍，happy sad tired bored hungry（齐读）请用有关心情的词汇来造句，或者编一段对话，并用英语写下。 6、Say goodbye Class is over ! goodbye boys and girls!【板书设计】 Unit 2 I feel happy tied grandfather How dothey feel? Today I helped my grandfather on the farm. farm game lost Do you feel tired ?sell Yes ,I do.课时教学计划主备人：刘丽丽 单元Modole 10课题Unit1 You should look,then cross the road.课型新授知识与能力学会新单词，掌握新句型过程与方法情境教学法，游戏教学法 情感与态度帮助学生学习英语的自信心2.培养在实际情境中运用知识的能力重点会听，读，写新的句子；了解新句型难点会使用should,shouldnt教法游戏教学法，情境教学法，合作学习法学法习得学习，任务型学习，小组学习教学准备单词卡片，录音机以及多媒体课件预习设计让学生试着用英语写简单的明信片。教学过程施教者调整Step 1: Warming up. 1. Talking. 每节课前都有一个学生，根据前几课的内容准备一些问题提问学生进行交谈。2.Sing a song. 3. Chant. Step 2: 任务呈现与课文导入。谁最聪明？ A.先呈现单词卡片should，shouldnt学生用英语说。 B.教学生说句型：I should 或 shouldntC. 师：What should you do when you cross the road? 生：I should 老师给说对的学生一张小贴纸。Step 3: Text learning. Firstly,the students should follow the taperecorder,then circle the new words in the text. Secondly,some boys and girls can read some questions,the questions are on the board: X Kb1. C o m What shouldnt you do when you cross the road ? What does Tom do when he cross the road? What do you do when you meet your motherfriend? Thirdly，the students should follow the tape-recorder again ，sentence by sentence ，then the teacher and the students read together. Last,Then the students should answer the questions： You shouldnt play football. He should look,then cross the road. I should say hello.Step4 Show some pictures on the board(should,shouldnt,in the road,dangerous)use these words to make some sentences.Step5 Homework： 1Recite the words and lessons. 2Make a dialogue with should or shouldnt.【板书设计】 Module10 Unit 1 You should look,then cross the road. A: You should look,then cross the road. B: Yes ,Mum. A: You should hold my hand,too. B: Yes ,Mum.课时教学计划 单元Module10课题Unit2 You should eat fruit.课型新授教学目标知识与能力句型：You oshould eat fruit.单词： should , shouldnt过程与方法情境教学法，游戏教学法情感与态度帮助学生学习英语的自信心，培养在实际情境中运用知识的能力重点会听，读，写新的句子；了解新句型难点会使用should,shouldnt。教法游戏教学法，情境教学法，合作学习法学法习得学习，任务型学习，小组学习教学准备单词卡片，录音机以及多媒体课件预习设计让学生练习用英语向对方打招呼。教学过程施教者调整Step 1.Warmer1. Say hello to Ss and review the text of U1.2. Ask Ss some questions about “Do you have any friends? What do you say when you meet them?What should you do when you cross the road? Show should ,shouldnt, and let Ss ask and answer. Step 2 Presentation1 Tell the students that you are going to mime three things you should do. They have to guess what the three things are.2. Now mime three things you shouldnt do and once again, get the students to guess what youre doing. Make sure they say complete sentences, e.g. “You should/shoudnt. ”3. Now let the students continue the activity in pairs. They s