陕西旅游出版社小学英语五年级上册教案全册表格式

科目英语班级五年级执教者李爱丽教学内容Lesson 1How is the weather?教学目标1.会说会用这些句子：. How is the weather?It is sunny .2.会说会用会写这些单词sunny windy rainy weather cloudy snowy重点难点会说会用这些句子：It is rainy Go swimming 教学准备1.教师准备天气照片，一些各地名胜的照片或一些名人的照片。 2.学生准备自己画的天气照片教学过程1.教师天气照片，利用手偶进行对话引出话题： How is the weather ?It is sunny It is cloudy 2. 新课展示xK b1. Co m对话词汇学习：教师天气照片和一些各地名胜的照片等来讲解句型和词汇： 学习单词时要引导学生学会按音节，按基本的读音规则来拼读单词。1）教师出示主图中的天气照片，让学生边看，老师边反复说Weather。 然后让学生和老师一起拍着手或打着节奏读这个单词，引导学生注意这个单词有两个音节：板书时同样注意拼写的节奏，接着，老师用准备的天气的照片或一些照片向学生作介绍： It is sunny It is cloudy2）教师拿出天气的照片，教授单词weather 教师拿着照片，故装神秘的说：How is the weather ?It is sunny 然后，声音从大到小，重复五遍sunny sunny sunny sunny sunny。让学生学着老师重复这个单词。 学生和老师一起拍着手或打着节奏读这个单词，引导学生注意这个单词有三个音节。 某个同学一看是天气照片 ，立刻站起来回答： Its cloudy 然后全班同学大声说：Its cloudy 3.巩固活动：（小组游戏练习人称代词和物主代词）两个同学一组一一从教室的走道走过，前一个同学先快速走过时， 用手摸摸每一个男同学的头说：he,he,he,he,he. 等他走完时，第二个同学也走过这个走道，当他快速走过时，也用手摸摸每一个男同学的头说：his , his , his , his , his . 4.小结，并布置作业。板书设计教学反思在课堂教学中，要面向全体在我的教学中，要面向全体，要为学生全面发展和终身生展奠定基础。1、创设各种情境，鼓励学生，大胆的使用英语，对他们在学习过程中的英语和错误采取宽容的态度。2、为学生提供自主学习和直接交流的机会，以及充分表现和自我发展的一个空间。3、鼓励学生，通过体验、实践、合作、探究等方式，发展听、说、读、写的综合能力。4、创设条件让学生能够探究他们自己的一些问题，并自主解决问题。教学内容Lesson 1How is the weather?教学目标 1 理解会用会写物主代词my his her 。 2. 能够认读Linda Smith Ann Smith Bob Smith重点难点物主代词教学准备1.教师准备自己的家庭照片，一些各地名胜的照片或一些名人的照片。 父母的单人照片各一张和一张姚明的照片。 2.学生准备自己的家庭照片，爸妈的单人照片各一张 。教学过程1.复习单词1）教师出示家庭照片，让学生说picture picture picture 。 2）教师拿出自己家庭的照片，复习单词family 。 3) 教师再拿出自己的家庭照片，复习单词dad. mum. 4)复习，男性“他的” 都用his。随手用男生的物品复习人称代词和物主代词。. 2. 新课展示1)This is my mum. (示主图中的家人照片，指着上面的妈妈说。) Her name is Ann Smith.安史密斯 拼读 Ann Smith 。 拼读拼写单词 mum 。 教师出示自己母亲的单人照片对学生说 ：This is my mum. Show me your mum . Please say This is my mum. 让学生们出示自己母亲的照片一起大声说 :This is my mum. 练习活动：这个活动横排同时进行。每排的第一个学生出示自己母亲的照片 ，向旁边一个同学介绍：This is my mum. Her name is Wang Ying.然后指着旁边同学母亲的照片说： Thats your mum. Whats her name? 旁边同学接着说： This is my mum. Her name is Wang Ying. 然后再问旁边下一个同学。活动依次进行。 拼读拼写单词 her。 her她的。表示女性“她的”，我们要用her 。 (示白雪公主图片) The girl is very nice. Whats her name，do you know?Her name is Snow White.她的名字叫白雪公主。She is a nice girl. Her name is Snow White.老师出示另一女教师的照片，引导学生理解 she和her.师生问答： T: Who is she ? Ss:She is our teacher. T:Whats her name? Ss: Her name is Zhang Xi.3.小结：我们熟悉的I you he she 是人称代词（主格），代表某人。我们可以说我，你，他，她是什么，或者怎么样。而 my your his her叫物主代词，用来表示某人的（什么东西）。 板书： I-my you-your he-his she-her4.总结，并布置作业。板书设计 人称代词 物主代词I - my you - your He - his She - herThey - theirWe - our教学反思教学中，关注学生的情感在我的教学过程，应多关注学生的情感，创设民主、和谐的教学气氛。学生只有对自己，对英语及其文化有积极的情态，才能保持英语学习的动力并取得成绩，刻板的情态，不仅会影响英语的学习效果，还会影响其他发展，情态是学好英语的重要因素.教学内容Lesson 2What is the weather like in xian today教学目标1.会说会用这些句子： Who is this ? Who is that? This/That is my dad.His name is2.会说会用会写这些单词who uncle aunt cousin 。重点难点会说会用这些句子：Who is this ? Who is that? This/That is my dad.His name is教学准备1准备第11页挂图。2教师准备自家的全家福照片。3学生准备自家的全家福照片 。教学过程1. 复习展示第11页挂图 ，让学生看图，教师(A)同小女孩Ann(B) 的手偶进行对话引出话题 。A:Is this your dad? B:Yes.A:Whats his name? B:His name is Bob Smith.A:Who is that? B:He is my uncle.A:Whats his name?B:His name is Sam Smith. A:Is that your Mum? B:No.A:Who is that? B:She is my aunt（示图中的人婶婶）. A:Whats her name? B:Her name is Nancy Smith.A:Who is the boy? B:He is my cousin. （示图中的人小男孩） His name is Billy. Billy Smith. 2. 新课展示句型词汇学习：1） Who is that? “ Who ” is to ask something about a person. Who 是个疑问代词，问人的身份，谁。学习这个单词时，引导学生学习字母组合wh/ h / 的读音。 我们询问某人的身份时会问：Who is this? Who is that? Who is he? Who is she? Who is the girl? Who is the boy?等。The answer can be：He is She is 2） He is my uncle（指示主图中对应的人）. She is my aunt. （指示主图中对应的人） .按音节拼读拼写单词：un-cle uncle 注意单词重音。在英语中，叔叔，伯伯，舅舅等与父母同辈的男性 都是uncle 如：That is my uncle. He my dads brother.爸爸的兄弟This is my uncle,too. He is my Mums brother妈妈的兄弟 . Hello, Uncle Liu.你好，刘叔叔。 老师指着主图中的叔叔问答：-Whats his name? -His name is Sam Smith.他叫山姆。板书：uncle- Sam Smith. 老师指着主图中的婶婶问答： Who is that? She is my aunt. 师生一起拍着桌子大声读：aunt aunt aunt 出示词卡，拼读拼写单词： aunt 在英语中，婶婶，姨姨，姑姑等与父母同辈的女性都是aunt 。如：Mums sister is my aunt. Dads sister is also my aunt. 再指着主图中的婶婶问答：Whats her name? Her name is Nancy Smith.他叫南希。板书： aunt- Nancy Smith. 3）Who is the boy? He is my cousin. 向学生出示词卡，师生一起拼读拼写单词： cou-sin cousin cousin 是堂兄妹 ，children of my uncle and aunt.叔伯家的子女，男孩女孩都叫cousin 。如： The boy is Billy. Billy is my cousin . The girl is my cousin,too .Her name is Sue. 比利是我的堂兄 ，那女孩是我的堂妹，她叫苏。3播放Listen and read部分录音.听，并跟读这些句子。4. 巩固活动： 1) Ask and answer in pairs.可让学生看着第11页的挂图两人一组进行问答。 Who is this? This is Who is that? That is Who is he? He is Who is she? She is Who is the girl? Who is the boy? 5.小结，并布置作业。板书设计Who is this? Who is that? Who is he? Who is she? Who is the girl? Who is the boy?教学反思学习英语一个重要的目的是运用英语进行交际，两人之间的交际是活动的重要形式，因此，语言训练中应常开展二人活动教学内容Lesson 2What is the weather like in xian today教学目标1. 复习物主代词my his her 。 2. 学会认读Sam Smith Nancy Smith Billy Smith. 重点难点物主代词教学准备1.教师准备小女孩Ann 的手偶。2教师准备who uncle aunt cousin 单词卡片。教学过程1.复习单词who uncle aunt cousin并用这些单词说话。2. 新课展示1.游戏活动： Guess活动。把一个学生蒙上眼睛，班上另一个学生跟他打招呼 “Hello!”，其他同学问：Who is he/she? 让他听声音猜：Is he /she ? 猜对了，大家给予鼓励“Yes.You are clever.”“You are right.” 猜错了，大家可以给他更多的信息，让他再猜两次 “No.He is tall . Try again.” “Sorry.He has big eyes. Try again.”一次猜对了给3 分，两次猜对了给2分，三次猜对了给1分。 2. 播放Listen,look and match部分录音.听并连线，看看哪个句子和那幅图意匹配。 3Lets practice(II) 看图说话。读一读这段文字，看她是怎么介绍她的家庭的。小组活动： 每个同学先把自己的家庭成员的情况列出来，再拿出自己的全家福在小组内把家庭成员给大家逐一介绍。 要尽量多的介绍他们的个人情况，如年龄，职业，高矮,胖瘦，眼睛大小，头发长短等。 Name age what else I: Dad: Mum: Uncle: Aunt: Cousin:4.Lets play.做做玩玩说说：让学生把自己的家庭成员和叔叔家或姑姑家的家庭成员如图那样列出来，写上他们的名字。 My family Uncles family Dad Mum uncle aunt me cousin然后把一个家庭做成一个小卡片，两人一组，玩石头剪子布。 赢家在对方（输家）的卡片里随意挑一张，读出上面的人名，输家要立即说出这个人是自家的什么人，如： He is my uncle . Or:She is my Mum.5.总结，并布置作业。板书设计 My family Dad Mum me Uncles familyuncle auntcousin教学反思两人之间的对话活动是最常见的两人活动。要求学生就某一话题、某一张图片、某一个人等进行一问一答形式的对话，也可要求学生发展一个发指令，另一个做的活动，还可以开展两人之间的讨论、辩论、商量等活动.教学内容Lesson 2What is the weather like in xian today教学目标1. 复习物主代词my his her 。 2. 复习家庭称谓w W w .x K b 1 .c o M重点难点物主代词教学准备Family tree教学过程1.复习单词who uncle aunt cousin并用这些单词说话。2.家庭成员： Name age what else I: Dad: Mum: Uncle: Aunt: Cousin:3.Family tree My family Uncles family Dad Mum uncle aunt me cousin4.物主代词：第一人称：I we 第二人称：you第三人称单数： he she it第三人称复数：they5.总结，并布置作业。板书设计 物主代词：第一人称：I we 第二人称：you第三人称单数： he she it第三人称复数：they 教学反思在教学活动中，教师要充分发挥学生的个性化行为的作用加入，努力创设情境，营造良好的学习氛围，采用各种手段，有意无意地为学生设下陷井，启发引导他们主动地去读，专注地练，兴致勃勃地模仿，自主地去发现，并主动提出，相互启发，并相互交流，及时反馈，发现差异，及时改正。.教学内容Lesson 3It is raining教学目标1.会说会用这些句子： Who are they? They are kind.I love them.2.会说会用会写这些单词grandpa grandma love kind 。重点难点会说会用这些句子：Who are they? They are kind.I love them.教学准备1教师准备第18页挂图。 2教师准备自家的全家福照片。3学生准备自家的全家福照片 。X|k |B| 1 . c| O |m4教师准备grandpa grandma love kind lovely friendly 单词卡片。教学过程1. 复习展示第18页挂图 ，让学生看图，教师同学生进行对话引出话题 。T: Look at this picture again. The girl is lovely. Who is the girl?Ss:She is Linda Smith.T:Who is the man?Ss:He is Lindas dad.T:Whats his name?Ss:His name is Bob Smith.T:The lady is friendly.Who is she?Ss:She is Lindas mum. Her name is Ann Smith.T:Is this lady Lindas aunt?Ss:Yes, she is.Her name is Nancy Smith.T:This is her uncle,am I right?Ss:Yes. His name is Sam Smith.T:The boy is lovely.Who is he?Ss:His name is Billy Smith.He is Lindas cousin.2. 新课展示 学习句型和词汇：1）老师指着自己全家福上的家人，同学生采取谈话的方式介绍生词：Who is he ? Who are they? He is my dad . Who is she? She is my mum.Who are they?They are my mum and dad. They are my parent. I love them. parent 是父或母中的任意一方。 pa-rent有两个音节。 注意这个单词的读音：第一个音节中的元音字母a 读双元音 / / 。 2）They are friendly. 教单词friendly 时，老师热情的跟几个同学一一握手或拥抱，边做边说: Im friendly. Im friendly to A.我和A 同学友好。 等A 同学作出友好地反应后，老师继续说：A is friendly to me.再让A和B做出同样的友好的举动，老师说：A is friendly to B. B is friendly to A. They are friendly.出示词卡，师生拼读单词：friend-ly friendly 。学生们已经学过了朋友friend这个单词，这里老师要重点介绍friend 和 friendly 的关系和区别。friend是名词，朋友。 如：We are your friends . Let us be friends.让我们成为朋友。 friend-ly friendly是形容词，友好的，友善的。 如：Chinese people are friendly .中国人民是友好的。His Mum is friendly to me.她妈妈对我很友善。 3）教单词 love时， 老师教学生一起用双手作成心形，放在左胸前，口中说着：I love you. You love me. We love each other. Dad loves me. Mum loves me .My parents love me. I love my Dad. I love my Mum. I love my family.3.小结，并布置作业。板书设计grandpa grandma love kind lovely friendly教学反思两人活动，很容易在课桌上开展，不需要学生离开课堂，有时为了活跃课堂气氛，或者提供更多与不同人进行训练的机会，可以让前排的学生转身和后排的学生进行两人活动。教学内容Lesson 3It is raining教学目标1. 学会用 lovely kind friendly来描述某人怎么样。2了解they和them的用法区别，还可拓展到he-him, she-her,I-me的用法。重点难点会用 lovely kind friendly来描述某人怎么样教学准备1教师准备自家的全家福照片。2学生准备自家的全家福照片 。3教师准备grandpa grandma love kind lovely friendly 单词卡片。教学过程1.复习单词grandpa grandma love kind lovely friendly2. 新课展示新|课 |标|第 |一| 网 1） Who is the boy? The boy is Billy .He is my couson. Billy is lovely. 刚刚学过love之后，再学习 lovely ，主要是理解这两个单词的用法区别：love是动词，爱，喜欢的意思。 love-ly lovely 是形容词，意思是 可爱的。 如：The doll is lovely. These monkeys are lovely.Is the panda lovely? Yes. It is lovely. 2） Who are they? They are my grandpa and grandma（老师指着全家福中的两位老人分别介绍） grandpa and grandma 是两个合成词，这两个词都比较长。教的时候把他们分成两部分grand 和pa ，就好记多了。 隔辈人常用grand 来合成。如： grand-pa grand-ma, grand-son孙子 grand-daughter 孙女. 3）kind（示词卡）老师作出和蔼可亲的样子对学生，让学生也作出和蔼的样子，大家一起拼读单词。 Miss Li is kind to her students. Miss Li 对他的学生和蔼可亲。She is a kind teacher.Look at my grandpa and grandma.They are old. They are kind. 3.巩固活动：1）举例，归纳本课词法： n. adj.love lovelyfriend friendlykind 说说做做： T: Show a lovely way . 让学生作个可爱的样子。大声说 : Im lovely. T: Show a friendly way . 作出个友好的样子 大声说 : Im friendly. T: Show a kind way . 作出和蔼的样子 大声说 : Im kind. 2）归纳代词： 主格 宾格 I me You you They them He (him) She (her) 填空练习：（1) Billy is a _( love, lovely ) boy.We all _ ( love, lovely ) _(he,him). （2) My grandpa and grandma are old._( They,Them ) love _( I, me) and _( I, me) Love _( they,them ) 4播放Listen and read部分录音.听，并跟读这些句子。5. 播放Listen,look and match部分录音.听并连线，看看哪个句子和那幅图意匹配。 6做Lets practice(I)。两人一组,指指说说，看着图中的这些人，你能说说他们是谁吗？用:Who is this/that? He/She is. His/Her name is. 这些句子。Pair work.Talk about the family.A:Look at this picture. （示照片） This is a party on my birthday.All my family are here.B:Who are they? Lets say.Oh,I know.This is you.The man is your Dad and this is your Mum.Am I right? A:Yes.You are right.This is my uncle,Sam.He is friendly. B:Who is that?A:Thats my aunt Nancy.She is nice. B:Who is the boy?A:My couson,Billy.He is lovely. B:Who are they? They are old. A:Yea.He is my grandpa and she is my grandma. B:They look very kind. A:Yea.They love me.And I love them,too. 7Lets practice(II) 看图中的人物都是谁，填出这些空。再把你的家庭成员象这样列成家庭树。8.小结，并布置作业。板书设计主格 宾格 I me You youThey them He (him) She (her)教学反思学生是教学的主体，在教学中，教师利用多种教学手段拉近与学生间的距离，体现学生的主体性。教学内容Lesson4It is snowing 教学目标1.会说会用这些句子：How many people are there in your family?There are three people in your family . 2.会说会用会写这些单词people beach cinema重点难点会用 l How many people are there in your family?There are three people in your family .教学准备教师准备people cinema Beach 单词卡教学过程1.复习单词grandpa grandma love kind lovely friendly2. 新课展示新 课 标 第 一 网1)展示课文挂图 ，让学生看图，教师同学生进行对话引出话题 。T:I have a big family.Do you know them all? Who are they?Ss: Your grangpa grandma,Dad, Mum,uncle, aunt,cousin and you.T: How many people are there in my family? Lets count. Grangpa, grandma,Dad, Mum,uncle, aunt,cousin and me. One,two,three,four,five,six,seven. There are seven .How many people are there in your family,A? Lets count.A:My grangpa, grandma,Dad, Mum and me.T/Ss: One,two,three,four,five. There are five people in your family.2）讲解句型和词汇： 1) 讲解句型 How many people are there in your family?你家有多少人？ many许多，很多。老师可数着全班男生 说，One,two,three,four,five .many boys数着全班女生 说，One,two,three,four,five .many girls 数着全班学生 说 many ，many students 拿出图片，或拿许多同类型的实物边展示边讲解。 many students ，many monkeys， many elephants， many pencils and pens。 how怎样.如: How are you? Fine .Thank you. 而how many 就成了固定搭配了，用来询问数量，是“多少”的意思。对可数名词的数量进行提问。老师拿一把钢笔，边数边说：-How many pens? Lets count. -Five. There are five pens in my hand.之后进行师生对话，让学生根据自己有的东西进行回答。 How many erazers are there in the box? Please guess. There are in the box. How many books are there in my bag? Please guess. There are five books in my bag.板书句型： How many are there on / in ? There are .3.讲解词汇： （1）出示词卡 people ： peo-ple ,many men, women and chidren.人，人们。这个词本身是个集合名词，只能表示多人，不能表示单个的人。 读写单词people 让每个学生数数自己的全家福，答出自己家有多少人。 How many people are there in your family? Please count. 用21页图片问答：How many people are there in Toms family?There are.How many people are there on the beach?There are .(2)用21页图片学单词: beach X|k |B| 1 . c| O |m Beach 海滩， on the beach 是个介词短语，在海滩上。,The beach is very nice.There are three people on the beach.(3）How many people are there in the cinema? ci-ne-ma cinema 电影院的意思。 在电影院是 in the cinema We see movies in the cinema.我们在电影院看电影。There are many people in the cinema. 电影院有很多人。去看电影可以说：go to the cinema 3巩固活动： 疑问句How many are there?对某处的物品数量提问， 回答用There is/are1)把学生分成两组，用教室里的物品进行对抗问答.具体这样做： 老师指向教师里的一样物品,A组先问,B组回答，老师指向教师里的另一样物品组 B来问,A组回答。表现好的组获胜。所问的物品如下： How many doors are there in the classroom?How many windows?How many blackboards?How many desks?How many chairs?How many teachers?How many boys are there in our class?How many girls? 2)Pair work.先由两人自己问答练习，然后老师请几位同学在全班做。 Ask and answer with your deskmate. How many pens/pencils/erazers/rulers are there in your box?How many books are there on your desk?How many books/boxes in your bag?只有一个物品时，用There is 这种单数形式。如： There is only one. 有两个以上时用There are这种复数形式。4.小结，并布置作业。板书设计How many are there on / in ? There are .在什么地方有什么东西教学反思创造学认为，人人都有创造欲，人人都有创造潜能，小学生也不例外。教学内容Lesson4It is snowing教学目标1. 复习11以内数词。 学会用happy描述某人的心情。理解会用代词 each other。2会用介词 in. on表示地点 。重点难点1. 会用How many 句型提问，There be回答。2. 会用介词 in. on. Under.教学准备教师准备people cinema Beach 单词卡，数词卡。教学过程1.游戏复习数字：(1) 手指数数:老师扳着手指和学生一起复习11以内数词。Whats this? Its a finger. Its a finger,too. fing-er,finger finger How many ? How many fingers?Lets count. One,two,three,four,five,six,seven, eight, nine, ten. 新 课 标 第 一 网There are ten fingers. (2) 手指游戏：老师先教学生用一只手表现十个数。然后由老师发指令，学生做。 Show me one. Show me four.Show me seven.Show me nine.然后作简单加法：由老师发指令，学生用两只手表现老师说出的两数之和，而且要尽快说出答案。做法如下： T:Show me two and three.Ss:Its five.学生双手分别表现出two and three，并快速说出它们之和。 T:Show me four and two.Ss:Its sixT:Show me one and nine.Ss:Its ten.T:Show me eight and two.Ss:Its ten.T:Show me.2.播放Listen and read部分录音.听，并跟读这些句子。3. 播放Listen,look and match部分录音.听并连线，看看哪个句子和那幅图意匹配。 4做Lets practice(I)。两人一组，指指数数，看着图中有多少只猴子。In the tree:藏在树上 .On the tree:长在树上.Under the tree:掉在树下.5做Lets practice(II)。 看图中的人物你还能记得清他们吗？问答。 How many people are thereWhos this/that? Who are they? Whats his/her name?6.小结，并布置作业。板书设计One,two,three,four,five,six,seven, eight, nine, ten.教学反思作为英语老师也绝不能轻视学生在英语语言学习中的创造潜能，这就需要正确的学习方法，让学生自主地去探究知识。同时，辅之以教师的引导和帮助，从而培养学生的创新能力.教学内容Lesson 5I am drawing the pictures of the four seasons of a year 教学目标1. 会说会用这些句子：Is that man your father? What is he ? He is an engineer. How old is he?2. 会说会用会写这些单词engineer girl sister housewife taxi driver3会说会用 boy brother重点难点3. 会用What is 句型提问，并回答。4. 职业单词。教学准备教师准备engineer girl sister housewife taxi driver单词卡。教学过程1. 复习老师与学生A,B各自带一身份牌进行对话引出话题： 老师跟学生A 对话。T:Hello. Who are you? A:Im Chen Hua.Who are you ? T:Im Linda Smith.What are you? Are you a teacher?A: No.Im not. Im a pupil .老师跟学生B 对话。 T:Are you Chen Hua? B:No, Im not.T:Who are you?B:Im Li Dong.T:What are you? Are you a pupil ? B:Yes,I am. What are you? T:Im a teacher.2. 新课展示讲解句型和词汇： 1）Who are you?Im Linda Smith. Im your friend. 你是谁？Who ,谁，用来问姓名,身份 。比如你想知道那个人是谁，就问：Who is the man?你想得到的回答是： He is my dad.His name is Wang Jian.What are you?你是什么