PEP人教版小学五年级英语下册教案全册表格式.doc

PEP人教版小学五年级英语下册教案全册表格式 五年级下册教学计划 一、学生情况分析 五年级的学生已经有一定的英语基础。儿童的特性使得他们活泼好动,对新事物有着强烈的好奇心,探索知识的欲望很强烈,并且有着很强的表现欲。由于我所教的四个班学生英语基础各不相同,有的班上学期就出现了两极分化严重的现象,所以本学期我将采用小组合作形式进行教学,根据学生学习程度分组进行一帮一活动,保持并提高学生学习英语的兴趣,同时在小组成员间互帮互学的过程中提高学生间的团队协作意识。二、教材分析 本教材难易度合理,过渡平和,主要采用的是全身反应(Total Physical Response)教学法,让学生在不同的学习活动中感知并运用英语。本教材按照每单元三课时编排,每单元包含九个部分:第一部分是全单元的的主要句型、单词等语言材料及其功能的集中展示;第二部分是主要句型和单词的重点板块;第三和第四部分是巩固知识的活动板块;第五部分是阅读,是对前面的拓展;第六部分是学生间合作活动,大多是两人组活动,以便学生应用语言;第七部分是读写部分;第八部分是拼读部分;第九部分是娱乐部分。教材的设计体现了“以人为本”的教育思想,形式多样活泼,很符合该年龄阶段的儿童。三、教学目标1.?能听说读写92个单词或短语以及13组句子和9个单句。要求能在真实语境中正确运用并能读懂简短语篇。2.?能听说认读16个单词。3.?能学会6个手工制作。4.?能听懂会唱8首歌曲。5.?能听懂会吟唱12首歌谣。6.?能完成6个自我评价活动。7.?能理解6个幽默小故事。8.?能了解6项简单的中西方文化知识。四、教学方法建议 1.词汇教学(Lets learn) Lets learn部分的词汇是围绕话题归类出现的,要求学生做到听说读写四会掌握。还可以在与学生的交流中自然引入新单词,让学生在理解词义的基础上朗读、拼读新词。在交际中教学单词。教师应力求在语言交流中教单词,用旧词联系新的语言,融会语言和词汇的教学。不要为了教单词而教单词,也不要让学生死记,要把它放到具体的对话(句子)中学习。 2.对话教学(Lets talk Pair work Group work) 本册教材浓缩了原有的情景会话,更突出了目标句型。为给学生提供灵活运用语言的机会,这部分还提供可替换的内容。为此,教师应做相应的调整。3.阅读理解教学(Read and write ) 这部分的教学目标是:读懂对话或短文;完成检测学生理解程度的填充句子练习;听说读写四会掌握一组句子;完成一项综合运用语言的任务型语言活动。4.语音训练(Pronunciation) 这一册Part C中Pronunciation很重要,不能省略。教师在教学过程中不要直接告诉学生这些字母组合的发音,而是要启发他们通过仔细听录音和观察单词的结构来发现读音规则。在学生掌握后,鼓励他们尝试认读一些未曾学过但符合发音规律的新词,从而增加学生学习语音的成就感,培养他们自主学习的能力5.教学注意事项:1、不应象Lets talk中那样教,应降低要求,并不作要求全部会认读;2、write部分照样子“抄”并不是“写”,应该让学生自己扩展,运用到现实中去;3、可以表扬加鼓励写的好的同学可以少“写”;4、要从开始就培养学生良好的书写习惯。PEP6 UNIT1 教 师陈 远学 科英语执教班级五年级教学时间 2011年 2 月 15 日(第 1 周星期 二 )教学地点五年级教室教学内容PEP6 UNIT1 A learn教学课时第1 课时教学课型单词是否集体备课否教材分析这一课时的重点放于动词词组的掌握和句型:When do you ? 这些词组与生活贴近,学生较为容易理解. 而学这一课时之前学生已经掌握很多的动词词组: cook themeals, set the table, watch TV 和知道如何表达时间的方法.教学目标学生能够听、说、读、写动词词组have English class, do morning exercises, eat breakfast, play sports, eat dinner.教学重点学生能听懂问句:When do you do morning exercises/? 并能用所学动词短语替换句型: I usually at中的关键词回答问句.教学难点学生学会表达一天中不同时间段内学习和生活起居情况.教学准备课件, 卡片,预设过程设计意图Step1 Warm-up1. Free talk-What do you do in winter holiday?-I often .2.呈现大量学生已经掌握的动词词组,让学生快速认读Watch TV, read books, play computer games, play ping-pong/ football, Listen to music, read books, do homework/ housework, cook the meals, sweep the floor, water the flowers, clean the bedroom, empty the trash, make the bed, wash the clothes, put away the clothes, set the table, do the dishesStep2 Presentation1.整体呈现部分单词的同时复习时间的表达法新课标第一网T: What time is it now? Its time for English classGuess when does T get up/ eat breakfast/ go to school/ eat dinner?2. 师生问答,呈现出并新授单词T: When do you eat breakfast S1: At 6:30 贴词卡并写出6:30,并教读新词组.用这种方法教授其它的词组:do morning exercises, have English class, play sports, eat /0.3.Read the phrases follow the TV / T , read by Ss together4. Game: Guess whats falling? 呈现五个单词和when在一个画面上, 让学生猜一猜哪一个单词掉下去,猜对的加分,直到最后一个也掉下去,游戏结束.5.Lets startT 介绍自己的timetable: I get up at 6:30. I go to school at 7:00. I eat breakfast at 7:15What about you? Listen to me and write down your answers.Pair work. Check it. 中途插入usually-When do you - I usually . at .6.Lets play1学生二人一组配合表演动词短语,一人表演,一人在他/她背后说出这个动作的名称,如: I get up/ do morning exercises表演完毕后全班评选最佳拍档.2学生再三人一组进行表演,第一人表演动作,第二人表演时间,第三人说出句子,如: I get up at 6:30. xkb1设计意图:在巩固中引入Lets start/ play的教学内容,既能作为一个个人的反思,也能作为对话的练习.7.Spelling the phrases.Fill in the blankpl_ _sp_ _ts; br_ _kf_stGuess the phrases. er ? eat dinner; ay?play sportsSpell the phrases by Ss, check someone通过紧张刺激的游戏既复习了已学的知识,又能起到热身的作用,使学生的注意力集中到课堂教学中来猜测游戏是一种学生喜欢而非常容易操作的游戏,通过猜一猜,让学生勾起原来的时间表达的小知识在教学中引入生活中的经验,自然过渡到新短语的学习.在游戏中不断重复所学的短语,让学生在不知不觉中练习,自主地掌握学习的内容.这课时的难点在于短语的背诵,特别是do morning exercises,因此设计不同的拼写活动,让学生在不知不觉中背诵单词.Step3 Sum upSummarize what we have learned in this lesson 思想教育: 合理安排时间,要让孩子把家庭和学校的作息制度衔接起来,知道什么时间该做什么事情板书设计Unit1 This Is My DayLets learn and Lets talkWhen do you do morning exercises Have English class do morning exercises I usually play sportsat eat breakfast eat dinner作业设计听读本课单词和小对话5次教学反思PEP6 UNIT1 教 师陈 远学 科英语执教班级五年级教学时间 2011年 2 月 17 日(第 1 周星期 四 )教学地点五年级教室教学内容PEP6 UNIT1 A TALK教学课时第2 课时教学课型句型是否集体备课否教材分析本课的重点是熟练使用句型: When do you get up/eat breakfast/? I usually at 问答作息时间,学生学起来应该不难,但如何正确运用就是一个难点,所以本课时要多设计活动,让学生在真实的情景中运用,同时也要向学生解释usually, often, sometimes三个频度副词的用法.教学目标能够针对具体情况正确使用usually, often, sometimes三个频度副词.教学重点学生能听懂并会说句型: When do you get up/ eat breakfast/? I usually at并能在实际情景中运用.教学难点学生学会表达一天中不同时间段内学习和生活起居情况.教学准备课件, 卡片,预设过程设计意图Step1 Warm-up看动作猜短语 教师将全班学生分为两组,每组选派一名代表上讲台表演,教师向该学生出示动词卡片,各组学生根据他/她的表演猜测动作名称,并把短语拼读出来,相同时间内猜对动作名称多的一组为胜.Step2 PreviewLets tryGuess the word: What table has no legs? 引出timetable教师放Lets try部分的录音,让学生对新句型在听觉上有所感知,完成听音找对作息时间表的练习.Step3 Presentation1. 由Lets try 过渡到Lets talk的教学T: You know Mikes timetable, what about Zhang Pengs and Amys timetabe? Now lets watch TV and answer the question: When do Zhang Peng and Amy go to school? /.Ss listen to the dialogue and find out the answers.2.Read follow TV, (注意部分词语), read T, read together, read in 2 big groups, read in groups of 2. Try to act it out.3.Make a new dialogue in pairs.T: Good morning. How are you? When do you get up/? Oh, your day is so happy. See you. xkb1学生可以根据Lets talk右边的图画或自己实际的生活改编对话通过Lets try 的听力练习,让学生初步感知新句型。利用任务型教学的形式,让学生带着问题去听,培养学生的听力能力。纠正语音、语调。在操练部分,通过多种方式朗读课文对话后,进入到表演对话,为后面的延伸拓展做准备。4.Lets find out师示范调查一学生,并填表; Pair work.师示范作调查汇报,生作调查汇报: My partner gets up at Step4 Sum /.以下是美国一所小学五年级学生一天的作息时间表,以较有何不同.7:00Get up9:00-10:15Class meeting/ Reading/ Writing10:15-10:30Recess10:30-12:00Math/ History/Geography12:00-1:00Lunch1:00-2:15Science/ Social study/ French2:15-2:30Recess2:30-3:30Art/ Gym/ Music3:30Go home6:30Supper7:30-9:00Homework/ Watch TV9:30Go to bed思想教育:做一名优秀的中国小朋友不容易,做一名优秀的西方小朋友也不容易板书设计作业设计背诵本课文教学反思PEP6 UNIT1 教 师陈 远学 科英语执教班级五年级教学时间 2011年 2 月 18 日(第 1 周星期 五 )教学地点五年级教室教学内容PEP6 UNIT1 A READ & WRITE教学课时第3 课时教学课型阅读是否集体备课否教材分析经过第一至第二课时的学习,并结合学生三,四年级掌握的相关动词短语的知识,展开这一课的阅读教学.这篇文章的趣味点是The policemans get up at 12:00 noon. He goes to work at 9:00 in the evening. 比较警察和我们的生活作息时间,引导学生进行学习,更能够调动他们的积极性.教学目标能够听说读写句型:When do you eat dinner? I eat dinner at 7:00 in the evening. When do you get up? I usually get up at 12:00 at noon.教学重点go to work, policeman , evening, noon, evening教学难点理解对话含义并能灵活运用于实践.教学准备课件, 卡片预设过程设计意图Step1 Warm-up1.Game:谁的反应快?T: Now lets play a game. Boys, when you see the blue word, stand up and say; Girls, when you see the red word, stand up and say. Lets see who is quickly. Are you ready? 快速出现不同的时间, 活动的短语, 如:7:00, 9:30, 8:15, 4:00, 6:20, 12:00, 3:45; in the morning; in the afternoon ;in the evening; go to work; eat dinner; go home; eat breakfast; go to bed; get up; play sports./.Step2 Preview演讲比赛: My day 对make a survey 作汇报. 学生两人一组一问一答互相配合,向全班表述自己的作息时间.新课标第一网将全班分成两大组,利用学生的竞争意识去提高参与课堂活动的主动积极性,一为了活跃课堂气氛,二为了复习时间活动短语,让学生初步感知新课内容,为下文作铺垫。xkb1Step3 Presentation1.T: Youre so clever. But some people go to bed at 7:00 in the morning. Do you know why? Who are they? Lets go and see.第一次阅读:学生快速阅读, 让学生了解文章的大概内容,获取关键信息.2.T shows some pictures: go to work, go to bed, eat dinner, play sports. Students say the phrases. Then read the dialogue and find out the time.第二次阅读:获取警察叔叔具体的作息时间.Finish his timetable on the book.3. Read again, tick or cross. Why?返回原文划出答案The man is a doctor.The policeman get up at 7:00 in the morning.The policeman goes to work at 9:00 in the morning.The policeman goes to bed at 6:30 in the evening.This is a Policemans day.4.Read follow T, read by boys and girls.T: You can understand the text well. Now lets read follow the TV. Follow T, and by Ss.5.口头作文 My dayHello! Im_. I _ at_. I_ at_.I _ at _. I _ at _. I like my day.Step4 Sum upSummarize what we have learned in this lesson第三次放慢阅读速度,目的是培养学生获取信息,处理信息的能力。通过理解课文的主要内容和细节信息,进行比较作出判断。板书设计作业设计听读课文5次教学反思PEP6 UNIT1 教 师陈 远学 科英语执教班级五年级教学时间 2011年 2 月 22 日(第 2 周星期 二 )教学地点五年级教室教学内容PEP6 UNIT1 B LEARN教学课时第4 课时教学课型单词是否集体备课否教材分析这一课时的重点放于动词词组的识记上。这些词组与生活贴近,学生较为容易理解. 这一课时的句子What do you do on the weekend?是上册要求掌握的重点句,不是新内容。难点是单词mountain和grandparents的正确拼写。教学目标学生能够听、说、读、写动词词组climb mountains, go shopping, play the piano, visit grandparents, go hiking教学重点学生能听懂问句:What do you do on the weekend? 并能用所学动词短语替换句型: Sometimes I / I usually/often/ 中的关键词回答问句.教学难点学生学会正确使用频度副词表达自己的周末活动.教学准备课件, 卡片预设过程设计意图Step 1 Warm-up1 Review the old phrases: read books, watch TV, do homework, cook the meals, clean the bedroom, play the violin 2 Free talk: two pairs have a talk about weekend activities S1:What do you do on the weekend S2: I often on the weekend. What about you S1: I often /.Step 2 Presentation Lets chant教师放P7lets chant, 学生跟唱,初步感知本课时的动词词组。Lets learn教师出示自己的家庭照和a family tree, “Look, my father and my mother, they are my parents. My grandfather and my grandmother, they are my grandparents.”通过红色笔的不同对比让学生初步感知英语构词法:grand+parentsT: We often visit our grandparents on the weekend. What about you?Ss:xkb1T: Sometimes I visit my friends on the weekend. Im happy with them. Do you visit your friends/ uncle/aunt/teacher?Ss:After teachers introduction about the weekend, teacher continues: How about you, boys and girls? What do you do on the weekend?Let some students come to the blackboard and choose the pictures. Teacher helps them say: I often climb mountains/ go shopping/ go hiking/play the /.Students learn the phrases. Ss follow the tape to read. Do action and practice the phrases.Game: 找朋友学生四人一组,动词卡片“出牌”,翻开牌面后根据牌面上的图画说:On the weekend I go hiking./ I climb mountains on the weekend.等,牌面相同的人即为朋友,互相击掌说:Lets go together!然后继续下一轮游戏。引导学生做拼读词组比赛,在课堂上给学生时间互相交流认记技巧,互相竞赛。复习以前学过的一些周末活动词组,以旧引新。通过图片与图表结合的方式让学生先从意义上理解词汇,再从音和形方面去帮助记忆及强化记忆。发挥图片和身体语言的作用,通过多种方式呈现新词,遵循意义先行的原则,使单词教学生动有趣而且有实效。在游戏中不断重复所学的短语,让学生在不知不觉中练习,自主地掌握学习的内容Step3 Lets chant 1Listen to the tape 2Clap hands and chant.Step 4 Pronunciation1展示挂图,带读例词,强调几个字母组合ai,ay, gr,gl的读音,引导学生总结其读音规则。(2)放录音,跟读。听绕口令,配图,简单讲解,学生试着跟读、说绕口令。Step3 Sum upSummarize what we have learned in this lesson 引导学生过积极的、有意义的双休日。板书设计作业设计听读本课单词5次教学反思PEP6 UNIT1 教 师陈 远学 科英语执教班级五年级教学时间 2011年 2 月 24 日(第 2 周星期 四 )教学地点五年级教室教学内容PEP6 UNIT1 B TALK教学课时第5 课时教学课型句型是否集体备课否教材分析第一课时仅要求学生能听说、认读频度副词usually/ sometimes, 而在本课时就要求能准确使用频度副词进行表达,这是本课时的难点,设计的活动要着重于学生的实际运用。对句型Lets together next Sunday.能正确认读。教学目标能够针对具体情况正确使用usually, often, sometimes三个频度副词.会使用next 一词。教学重点学生能听懂并会说句型:What do you do on the weekend? I usually/often play football. Sometimes I go hiking.并能在实际情景中运用.教学难点学生学会正确使用频度副词表达自己的周末活动.教学准备课件, 卡片,预设过程设计意图Step 1 Warm-up1Ss read and spell the words.2Blank-filling:T: Climb Ss: Climb mountains T: Hiking Ss: Go hiking T: Shopping. Ss: Go shopping.Step 2 Preview新课标第一网1Question: What do you do on the weekend?Let some of the students talk about their weekends.2Listen to the tape “Lets try”. Students listen to Lets try and finish the exercises. Check the answersStep3 Presentation1When teacher asks the question “What do you do on the weekend?” Mark a star on the pictures. Then present “sometimes, usually, often”.2Practice the words: sometimes: clap hands once; usually: clap hands twice; often: clap hands three times.3T: Do you want to know what does Miss Tang do on the weekends? Ss: Yes. T: So ask me. Ss: What do you do on the weekend? T: I often Sometimes I Usually I . /.4Teacher asks some questions about students.5Play the tape. Students follow the tape6Students practice the dialogue and act the dialogue.Step4 Story time xkb1Play the tape and enjoy the story.Step5 Sum up: How can you have a happy weekend? 引导学生过积极的、有意义的双休日。板书设计作业设计背诵本课文教学反思PEP6 UNIT1 教 师陈 远学 科英语执教班级五年级教学时间 2011年 2 月 25 日(第 2 周星期 五 )教学地点五年级教室教学内容PEP6 UNIT1 B READ & WRITE教学课时第6 课时教学课型阅读是否集体备课否教材分析本课时的重点和难点是四会掌握句型。提倡个性化的学习将学习过程更有意义,引导学生把课堂学习与自己的生活、兴趣和感受联系在一起。有意识地渗透学习策略的训练,引导学生对自己的生活安排做出相应的调整。教学目标能够听说读写句型:What do you do on the weekend? Usually I watch TV and go shopping. Sometimes I visit my grandparents. I often play football. Sometimes I go hiking.教学重点The weather report says its going to rain tomorrow. I cant play football in the rain. I cant go hiking, either.教学难点The weather report says its going to rain tomorrow. I cant play football in the rain. I cant go hiking, either.教学准备课件, 卡片,预设过程设计意图Step 1 Warm-up1Free talk: My weekend. Two students have a talk2Play the train game:T: What do you do on the weekend S1: I often go hiking S2: Sometimes I go shopping S3: Usually I visit grandparents. use the words often, sometimes and usually新课标第一网Step 2 PreviewT: Zip and Zoom do different things on the weekend. Lets go and seeStep3 Presentation1Ss read the dialogue on their own. Find out the difficult words.2Ss write down Zip and Zooms weekend activities.3Listen and read after the tape.4Ss practice reading the dialogue. Then act the dialogue.5Write the four-skilled sentences on the blackboardSs practice writing. /.6Rewrite the story. Write the dialogue as a passage. Teacher writes the passage and students do the blank-filling.Step4 Lets check 1Play the tape and students do the exercises2Check the answer.Step4 Sum upSummarize what we have learned in this less板书设计作业设计听读课文5次教学反思PEP6 UNIT2 教 师陈 远学 科英语执教班级五年级教学时间 2011年 3 月 3 日(第 3 周星期 四 )教学地点五年级教室教学内容PEP6 UNIT2 A LEARN & talk教学课时第 1 课时教学课型单词是否集体备课否教材分析本单元的教学重点是问答最喜欢哪个季节并陈述原因,主要句型是:Which season do you like?/Whats your favourite season? Why do you like summer/winter? Because I cam难点是B部分要求掌握的四会动词和词组,本单元在内容上与四年级下册第四单元有相同之处,描述天气情况的形容词如Cool, cold, rainy, windy, snowy, cloudy, sunny等单词皆已出现过,因此教师在教学过程中应注意以旧引新,以不同形式反复呈现新知识,从而降低学习的难度。教学目标1、能够听、说、读、写单词 seaon spring summer fall winter。2、能够使用句型:Whats your favourite season?提问并根据实际情况问答。3、了解四季天气植物特征4、能听懂Lets try录音,并根据录音连线。5、能看懂Make a survey 指示语,并完成练习。教学重点能正确书写五个名词season spring fall winter?并运用句型What is your favourte season?进行问答教学难点四会单词season spring summer fall winter的正确书写。引导学生使用句型“Which season do you like best? I can ”问答教学准备春、夏、秋、冬的单词卡片、不同天气情况的图片、课件预设过程设计意图Step1.Preparation1.Lets chant:Mmm! Its warm today! Take off your jacket!Phew! Its hot today! Put on your T-shirt!Oooh! Its cool today! Put on your sweater!Brrr! Its cold today! Put on your coat!Ss:Listen chant and do.2.Review师出示词卡,复习有关天气的单词:windy、sunny、snowy、cloudy and rainyFree talkT出示天气词卡:Whats the weather like today/in Lin Yi?Ss: Its设计意图:歌谣既激活了已有的知识,又活跃课堂气氛。复习有关天气单词和询问天气情况,为本课学习四季作铺垫。Step2.Presentation1.T出示春天和天气图片:Whats the weather like in spring?Teach; spring 板书、正音并将天气图片贴在单词左边。领读、拼读、操练T?Ss,Group A?Group B,S?S用上句型:Whats the weather like in spring? Its windy and warm.用同样方法教summer,fall and winterLets chantT:(指板书、图片)Ss:Chant and do“Lets find out”Spring,spring,Whats the weather like in spring?Its windy and warm.Summer,summer,Whats the weather like in summer?Its sunny and hot.Fall,fall,Whats the weather like in fall?Its windy and cool.Winter,winter Whats the weather like in winter?Its windy and cold.2.T:Spring,summer fall and winter,There are four seasons in a year.Whats your favourite season?板书 引导学生回答“Spring/Sunner”并进一步陈述原因,“Its windy and warm”.Teach:season 板书、正音领读、拼读、操练T?Ss,GroupA?GroupB,S?S用上句型:Whats your favourite?Spring/Its windy and warm3.听读正音:(生合上讲本听 生打开课本指、重复)Listen paint and repeat4.师出示单词卡片:学生拼读单词5.师提问学生:要表述最喜欢什么季节,除了用句型:“Whats your favourite season?”之外,还可以用句型:T(板书):Which season do you like best?领读操练T?Ss,GroupA-GroupB,S-S引导学生回答“Spring/Its windy and warm”xkb1Lets chantT:指板书、图片Ss:ChantWhich season do you like best?Spring,spring,windy and warmWhich season do you like best?Summer,summer,sunny and hot.Which season do you like best?Fall,fall,windy and cool.Which season do you like best?Winter,winter,windy and cold由询问天气自然引出四季四会单词,过渡自然,图文结合。在真实情景中进行自由交流。通过Lets chant.朗朗上口,强化记忆spring、summer、fall and winter和句型?:Which season do you like best?Step3 practice1、听音