新标准小学英语五年级下册一至五模块教案汇总

1、新标准小学英语五年级下册一至五模块教学设计汇总M1U1We lived in a small house一、 教案背景1，面向学生：小学2，学科：英语2，课时：13，学生课前准备：1、 由于教学时正在学生过完暑假刚刚开学之际，让其讨论假期去过的地方，做过的事，以此作为本课话题的切入点，熟练运用一般过去时态。2、 并复习用一般现在时谈论现在发生的事情，为后面的教学作铺垫。3、 锻炼学生的口语能力，并调动学生的积极性。1. Words and phrases: life, different, ago, any, television, us, grandchildren, lady.2. Sen

2、tences: There weren t any buses. We lived in a small house. There are lots of buses and cars. We live in a big house.3. Grammar:Compare the life.二、 教材分析说明教材版本、选取的教学章节、以及教师个人对教材内容的理解分析，需要清晰的阐明教学重点、难点以及教学准备。外研社小学五年级英语第六册Moudle1 Unite1 We lived in a small house ,这篇文章主要讲了一般过去时和一般现在时的用法，培养学生的英语阅读能力，针对本单元

3、教材的对话内容，让学生做一些简单的阅读理解练习，以此调动学生的阅读积极性。 We lived in a small house 一课主要讲述了 Amy 和 Lingling 在一起看电视节目， 通过荧幕中一位老人的谈话，讲述了中国过去与现在生活的不同，引出了一般过去时和一般现在时，学会描述过去和现在发生的事情。教学重点是新单词和新句型的教学和应用。难点是如何让学生在课堂上学会“There be,We lived,many years ago.Welive,now”句型，并在生活中灵活运用该句型。教学之前用百度在网上搜索 We lived in a small house 的相关教学材料，找了很

4、多教案作参考，了解到教学的重点和难点，确定课堂教学形式和方法。然后根据课堂教学需要，利用百度搜索在中小学教程网找到课文的朗读录音学习参考，课堂上带领学生朗读课文。用百度图片网上搜索现在生活与过去生活的一些变化，做成PPT 课堂给同学们演示，让学生们讨论，加深同学们对课文的理解。三、 教学方法本课课文我充分利用学生想要产险假期生活的心理，引导学生进入话题，在调动学生之间喜欢相互打听的好奇心，让学生相互询问。而游戏是让学生最投入，最轻松的教学手段，采取游戏介入使他们在玩耍中简化学生难点，在闲聊中运用句型， 达到“玩中学， 学中乐”。在 Warming up 中，唱一首歌， 歌曲的内容是关于 “Ni

5、ce to see you again”以此调节课堂气氛，凝聚学生注意力。四、 教学过程一Warming up1 唱一首歌，“Nice to see you again”以此调节课堂气氛，凝聚学生的注意力。二Lead in1教师通过与学生交流了解学生的假期生活。2Good morning ,students! Welcome to the new semester. I am very happy, so I pretty want to know, what did3you do and where did you go in your holidays?教师问： “ In the wint

6、er holiday , you had a lot of changes，Now you are older and more cleversee your changes板”书 change 到黑板上，告诉学生这是第一模块所要学习的主题，同时也是生活中，I m glad to1 个永恒的主题：Everything is changingNo change, no progress。图片三New teaching1 教师把讲义挂图贴在黑板上，请同学细心看图，然后教师提问：“ There is only a bed in the small house andpeople donhavet e

7、nough food, But in the big house, there is a big television and we can see lots of food，Wecan see many buses and cars，There are a lot of changes2. Listen to the tape and find out the changes视频 3.教师请学生翻开书，再次播放录音。学生边听边看书，用笔勾出课文中生词和词组。并按照上下文猜测生词和词组的意思。a. Show some new word cards.把单词卡粘贴在黑板上，让学生竞赛，听老师说出某

8、个单词，学生迅速把该单词卡片取下，快者为胜。b. Correct pronunciation.c. Practise new words in different kinds of method.d. Explain important phrases.4. 学生了解了课文内容后，教师播放领读带录音，让学生大声跟读课文。然后分组分角色朗读课文。四 Practise1 请全班同学以四人为单位分角色朗读并表演课文。教师邀请几组表演给全班，评出最佳朗读组和最佳表演组。2. Show some pictures. Make some students find different in them an

9、d describe in English.Listen and say然后让学生用本节的重点句型：There is/are /There was/were 造句。五Summary and homework.1. SummaryT: Today we have learnt “How to describe past and present life, review simple past tense and present tense. ”2. Today s homework回家后问问你的爷爷、奶奶、外公或外婆，他们以前的生活与现在的生活有什么不一样。把你的结果在下节课用英语告诉老师。De

10、signs:Module 1 ChangingUnit 1 We lived in a small house.weren tlivedsmallarelive五 教学反思第六册的课文深度加大，句型难度加大，如何正确把握重点句型突破难点，是十分重要的。第一模块第一单元重点是 there be句型，学生在第五册曾接触过，但本课的句型There are/were/weren t,. 还涉及到时态的变化，包含了many years ago 和 now的用法的区别。在句型教学中，我联系实际生活，创设了真实的情景，使学生能更好的理解和掌握。首先，我在讲桌前摆放了许多不同的学习用品，请学生用句型There

11、 is/are, . 进行描述，在描述：There arelots of books on the desk.之后，我将书搬走，问学生：How many books are there on the desk now?学生纷纷摇头： no, no,我随即引出新句型：There arent any books now.学生很容易理解了句子意思。而本课的重点并不只是 there be句型，还包含了现在时和过去时的对比。我创设了这样的情景：在黑板上画了一棵长满苹果的大树，在图上标注：now，请学生描述这幅图，学生很容易地说出：Now there are lots of apples.我又在黑板上画了

12、一棵小树，在上面标注：five years ago,引出本课重点句型：Five years ago, there werent any apples.两幅图时间的差异、图片树的差异，便于学生理解现在时和过去时的不同, 学生很快便意识到many year ago是表示过去，动词用过去式，这是本课的难点，我觉得在突出难点突破难点上，我在这节课做得还是比较到位的。本课的课文太长，我设计了两个问题，分别将我们过去的生活和现在的生活进行对比，让学生听录音，将句子补充完整，将课文紧缩，降低课文的难度。通过今昔对比，使学生感到生活在新世纪的我们是多么幸运，适时地对学生进行情感教育，希望他们能珍惜现在的幸福生

13、活，应该努力学习。当然本课仍存在很多不足：活动参与度不够，一部分学生不能积极举手发言，参与到活动中来；时间关系，句型教学中，呈现和操练的图片过少，实践活动不够等等，今后应逐步改进。M1U 2 She didn t have a television.Teaching objectives:1. Word and phrases: fire, radio, telephone, field, hope.2.Sentences: She worked in the fields. She didn t have a television.3. Grammar: Talk about the lif

14、e of past and now. Teaching procedures:一 Warming up.1. Greetings.2. Act out last text.3.Free talk: Compare ?Old China and New China.二 Lead inYesterday, Lingling saw the programme about China, she missed her grandmother very much. So she writes a letter forDaming, tells about that programme and her f

15、eeling.三 New teaching.1. Show some questions.a. What programme did Lingling watch last night?b. What was the old lady s life like many years ago?c. Who does Lingling miss?2. Listen to the tape-recorder and find answers.3. Learn new words.a. Show some object and cards.b. Correct pronunciation.c. Prac

16、tise new words in different kinds of method.4. Listen to the tape-recorder and act out it. Practise1. Play a game.Put nine cards on the desk. Two students use cards to make dialogue.For example:A: Where was he/she seven days ago?B: He/She wasA: What did he/she do there?B: He/She 2. Do A B Unit 2 exe

17、rcise1.a. Listen to the tape.b. Understand generalization.c. Choose right answer.五 HomeworkIntroduce the great changes of our hometown/school/home.M2U1 She learnt English.一、教案背景：1、面向学生：3、课时：第1 课时小学2、学科：英语4、学生课前准备：word cards一、教学课题教养方面：1、 搜集自己喜欢的名人照片和资料。、回家后采访自己的长辈，请他们谈谈自己的过去和现在。、学会与同学交流，增进同学之间的默契。教育方

18、面：1、培养学生良好的交际习惯。2、激发学生对长辈的爱戴之情。发展方面：培养学生的想象能力、思维能力、语言表达能力。二、教材分析说明教材版本、选取的教学章节、以及教师个人对教材内容的理解分析，需要清晰的阐明教学重点、难点以及教学准备。外研社新标准英语第六册Module 2 Unit 1 She learnt English.这一单元需要学生在真实的语言环境中接触、体验、理解语言。以听说为主，阅读为辅，引导学生观察对话中的人、物、环境，通过文字、插图等信息理解意义。本单元的教学重目标是谈论过去并与现在做比较。教学重难点是She learnt English 。Didshe learn any f

19、oreignlanguages? He is learning English now.课前的教学准备：tape-recorder ,word cards三、教学方法教师播放课文录音，学生边看图边听录音，理解课文大意。教师再次播放录音，学生边听边画出文中的生词和词组，并根据上下文和图片猜猜每个生词的意思。教师把生词逐一教授，对个别难单词可重点进行分析，例如：可以通过学习单词“dance”“ driver 解释“ dancer”, driver , 有些动词可以在词尾加“r或 “ er变为从事该动作的人，例如“farmer, worker”等。教师再次播放录音，并在每句话后停顿，请学生跟读这几个

20、重点句型。学生读熟后，三人一组进行角色扮演，并到台前表演对话，全班评出“最佳表演小组”。教学过程说明如何导入该课程，以及教学的教程和扩展知识点等。第一节教学要点：She learnt English 。Did she learn any foreign languages? He is learning English now.教学过程：一、 Warming up1) Greeting:T: Hello, Good morning, class.S: Good morning, Miss Hao.T: How are you today?S: We are well.T: What day i

21、s today?S: Thursday.T: Are you ready for your English class?S: Yes. We are ready.2) Game: Review the past tense of some verbs.教师说出一个动词，例如： “ dance", 要求学生说出其过去式“ danced",给最快答出的学生奖励。教师在该环节可以练习已学过的不规则动词的过去式，例如“do, buy, go, eat, have, run, meet,lose" 等。教师可以增加游戏速度和难度，为后面教学作铺垫。二、 Leading -i

22、n1) 教师向学生提问： “What did you do yesterday ?"引导学生用过去时描述过去的行为，例如：“I did myhomework yesterday."等。2）教师出示挂图， 引导学生说出挂图的内容，然后对学生的描述进行简要概括。听录音， 看看Lingling是如何介绍爷爷、奶奶的过去和现在的。听过听Lingling介绍，大家也要学会介绍自己亲人的过去和现在。三、 Newteaching1. Use some pictures to learn important sentences.Did you/he /she .?Yes, I/she/he

23、 did.No, I/she/he didn t.He is doing.2. Learn new words and phrases.Teacher plays the tape and have Ss underline the new words and phrases. Teacher guides to learn by all kinds ofmethods.对个别难单词可重点进行分析，例如：可以通过学习单词“dance”“driver 解释“ dancer”,driver , 有些动词可以在词尾加“r 或“er变为从事该动作的人，例如“farmer, worker ”等。 百度文

24、库 http:/wenku.baidu/view/f0e7bdf64693daef5ef73d57.html3. Listen and repeat1） 听录音，并在每句话后做停顿，请学生跟读并掌握重点句型。2） 请学生说出课文中分别用了什么时态以及该时态所表达的含义，并在文中找出相应的句子，必要时对学生的回答予以补充和概括，时态总结完毕后，教师拿出准备好的描述动作的图片请学生两人一组分别用过去时和现在时造句，使学生加深对不同时态的理解。4. Act out the test. (Give Ss some minutes to practise.)学生理解了课文内容后，请学生逐句跟读。学生读熟

25、后，三人一组分别扮演Ling ling,Amy 和 Sam,并到台前表演对话。教师给与必要的指导，在全班评出“最佳表演小组”。四、 Practice and consolidate.1. Show two pictures and have Ss describe (use the important sentences)2. Do activity 3.Have Ss look it, give some minutes to practise in pairs, and then act it out.五、 TaskfulfillingGame: teacher has Ss take o

26、ut their photos and describe it. The others guess it【.图片】六、 Sum the lesson七、 Homework:Try to describe the other person.四、教学反思该教案是否已经用于实际教学；如果已经用于实际教学，在实际教学中有哪些经验可以分享，有哪些环节可以继续改进；如果还没有用于教学，原因是什么，计划什么时间用于实际教学。通过课上与同学们交流，我发现有些学生还是怕开口说英语，怎样让所有学生敢于说，乐于说，还是要不断努力的方向。本堂课反复操练动词过去式，不断重复，学生印象深刻。通过单词、句子的训练以及让学生

27、自己阅读课文，做相关的练习题，大致理解课文内容，提高了他们的阅读能力及对知识的掌握水平。本课也有不足之处，要加强学生朗读能力的训练，使其能形成较好的语音语调；在教学过程中对学生的学习状况和学习结果的评价还不够充分；在最后的实际操练环节中由于时间和硬件设施的限制，没能让每个孩子都得到一次操练的机会；在教学中应注重对学困生的帮助，同时还要注意对教学内容做适当的拓展，让学有余力.M2U2 Mr Li was a teacher.一、预习案：1、 Greetings and say a chant.2、 Read the words quickly we have learnt in last les

28、son.3、 Chain game: What did heshe do yesterday? HeShe,二、教学案：学习目标：1、知识目标：a、Words: study hardretiredb、 Sentences: Many years ago,heshe _. Now heshe _.c、识别并区分元音d、 poem：2、能力目标a、正确使用一般过去时b、掌握单词的发音规律。教学重点：本课的词汇class, study, hard, retired,句型 Ten years ago, Mr Li was a teacher. He taught Chinese. Chen Hai i

29、s an English teacher. He s teaching Mr Li.教学难点：1、能够在实际生活中灵活的运用本课的词汇和句型谈论人物过去和现在的情况和活动。2、了解并掌握字母组合单词中的发音规律。教学过程：1. 呈现（ Presentation）(1)T: Ten years ago, Mr Song was a teacher in Middle school of Tang Shan. He taught Chinese.(教学 taught 这个单词teach-taught)(2)T: I was a good student in his class. I studie

30、d very hard.(教学 study 这个单词study studied,同时帮助学生理解hard 的意思并教读发音。)T: Who studied very hard in Grade1 or Grade 2?S: ,.studied very hard inGrade1/2.(通过询问让学生复习巩固重点句型。)（3）T: Now, I m an English teacher,we work in the same school. And we all teach you. It s veryinteresting. Yes?2. T: This class Chen Hai wil

31、l tell us a story about himself. Itlook. OK?(1)Listen and answer the question:What does the word “ retired” mean? s more interesting. Let s have a(2) 通过听录音，理解课文，讲解retired 这个单词。(3)make sentences with the word ” retired” , eg:My grandpa was a worker. Now he is retired.Let students make sentences.(通过学生

32、说句子巩固单词。(4)Listen and repeat)(5)Read it in groups.3. 发音部分(1)drawsawaw 字母组合的发音chairhairclass passair 字母组合的发音ass字母组合的发音让学生自己通过读单词总结发音规律（2） Game:单词小博士把一些学过的具有此类发音规律的单词写到黑板上，学生通过读单词， 判断发音， 写到相应方框下面。如：bear, pear, glass, grass,(3) listen and repeat . 4、 poem(1) read the sentences, and learn the words: lea

33、ves, move, through(2) read and understand the meaning.(3) listen and repeat(4) say and do the actions.三、拓展案：Activity2 Look and say.Activity5 Game: look ,ask and answer.三人一组开展游戏，一人问，一人做动作，一人回答，来复习巩固一般过去时。分层次作业：a. 书写单词三遍；b. 书写课文一遍；c. 用所学知识谈一谈自己爷爷奶奶年轻时与现在的生活差异。M3 U1 she had eggs and sausagesLearning Ob

34、jectives1、 Knowledge and Ability Objects(1) Key V ocabularyegg, sandwich, hamburger, traditional, delicious(2)Key structuresWhat did she have for breakfast/lunch/dinner?She had (3) Train students abilities of listening and speaking 2. Methods Objects in Teaching(1) Groupwork(2) Listening method3. Se

35、nsibility and ValueStudents will have a healthy eating habit.Teaching Key Points(1) Key V ocabularyegg, sandwiches, hamburger, traditional, delicious(2)Key structuresWhat did she have for breakfast/lunch/dinner?She had Difficult PointsThe difference between the past tense and the future tenseTeachin

36、g Methods 生本教育Teaching aids:A tape recorder, CAI, Word cardsProcedures:Step I Warming up1、 Greeting. ：T: Hello ,boys and girls. How are you?S: I m fine, thank you. Are you happy?2、 Chant： Noodles and rice are very very nice.Step II Prepositive HomeworkList the food words as many as possible.1. Group

37、work2. Groupleaders reportStep III New words and key structures teaching1. Learn the new words(PPT shows some pictures.)(1) eggT: Yes. Its an egg. Egg, egg, 是鸡蛋。 Egg, egg, i t san egg.S: Egg, egg, 是鸡蛋。 Egg, egg, i t san egg.(2) sandwichT: Yes, but in English it s a sandwich. Sandwich, sandwich, I li

38、ke sandwiches.S: Sandwich, , I like sandwiches.T: Now read this word according to my gesture. SandwichS: Sandwich, sandwich, sandwich (3) hamburgerT: Look at the screen. Wha s this?S: hamburgerT: Yes, you re so clever. I think you must preview the new words. Hamburger, hamburger, ithamburger.s aS: H

39、amburger, hamburger, it s a hamburger.(4) deliciousT: Do you like hamburgers?S: Yes.T: Why do you like hamburgers?S: Because its delicious.T: Yeah, delicious, delicious,美味的。S: Delicious, delicious,美味的。(5) traditionalT: You know, hamburgers are traditional English food. Can you guess whats the Chines

40、e meaningof traditional ?S: 传统的T: Yes, traditional, traditional,传统的 S: Traditional, traditional,传统的2. Key structures teaching(1) Key structures teachingT: Yesterday I had eggs and for breakfast. What did you have for breakfast?T: What did you have for breakfast ?S1: I had eggs.T: What did you have f

41、or lunch?S2: I had cakes.T: What did you have for dinner?S2: I had milk.(2) GroupworkWork in groups to practice the key structures.(3) Check in public.Step IV Text learningT : Just now we talked out our meals. Do you want to know what Lingling had for breakfast?1. Listen, repeat and underline the wo

42、rds of food. Then check.2. Listen and read the text again.3. Groupwork（ 1） Work in fours to talk about these questions.What did Lingling have for breakfast? What did Lingling have for lunch? What did Lingling have for dinner?（ 2） Invite several students to write down the answers.（ 3） Check the answe

43、rs.( Groupleaders are the judges.)4. Listen and repeat by roles.5. Read by groups.6. Act the text out.(Groupleaders are the judges.)Step V Extension :Make a surveyT: What did you have for breakfast/ lunch/ dinner yesterday? Now, let can ask and answer with your good friends:For example: I am a repor

44、ter. Ask S1:/S2/S3 What did you have for breakfast/ lunch/ yesterday?breakfastlunchdinnerName 1Name 2Name 31 Practice by groups.2 Act it outEg. S1 had for breakfast. S2 had for lunch. S3 had for dinner.Step VI Exercises() 1.Lingling _ like sandwiches.A. doesn tB.doesC. did() 2.Mum is _ to cook Engli

45、sh food.A. goesB.wentC.going() 3.Yesterday I _ one apple to Amy.A. giveB.gaveC.gives() 4._ did you _ for dinner?A. What, hadB. What, haveC. When, haveStep VII SummaryT: What have you learnt this class? S1: S2: Step VIII HomeworkStep IX Blackboard DesignModule 3 English foodUnit 1 She had eggs and sa

46、usages.eggSandwichA: What did she have for breakfastlunchdinner?hamburgerB: She had .delicioustraditional s make a survey, OK? Yo dinnerM3U2 Sam ate six hamburgers教学设计一Teaching aims:1、认知目标 :Words：atehamburgergavetonightSentence ： What did you eat/drink last night?I ate/drankWhat are you going to eat

47、/drink tonight?I amgoing to eat/drink2、能力目标：通过两个不同时间的单词(last night, tonight)的比较，使学生根据不同时间选择不同的时态，同时注意动词适当形式的变化。:3、情感目标: 让学生了解中西方饮食的差异，并表达好自己的喜好，提高与其他同学的交流。二、 Teaching key and difficult points: wordsand sentence三、 Teaching tools: Pictures ,cardsa record四、 Teaching method:co-oprate ,discussing五、 Teach

48、ing steps2) Say a chant:I don t likehamburgers ,and they don t like me.3)Revise: T: What did you have for breakfast this morning?Ss: I had T:What did she/he have for breakfast/lunch/dinner yesterday? Ss: She/He had .T: What s your favourite food?Ss: My favourite food isStep 2、Presentation:1） lead in

49、Take out a picture of hamburger and ask the students What s this? What are they? How many hamburgers can yousee?Students answer the questions. Look at pictures and answer What can you see in the picture? Can you tellme some wordsabout food you know?Ss:fishsandwich, noodles , cakes , rice, milk2） lea

50、rn words and sentencesLook at pictures and sayhamburger - eat hamburgermilk - drink milkapple - giveme an apple3)T: I am full now,because I had so much food last nightWhat did you eat/drind lastnight?4)Learn words( eat-ate: drink drank )eat ate latedrink drank thank-bank5)Activity and practiceWhat did you eat/drink la