万世丽五年级教案1-4

1、第五册 Module1 LondonUnit 1 When did you come back?教材分析： 伦敦是英国的首都，是座美丽的城市。我们在了解、认识伦敦的同时，将进一步学习如何用英语叙述过去的事。教学目标：1、正确认读单词：when,back,home,those,ice cream,with,finish,hurry,hurry up,wait.2.能理解、会说并能在实际情境中运用-When did you come back?-We came back等句型。3. 能读懂课文并能根据课文回答问题。教学重难点： 1、正确认读单词：those,ice cream,with.2、能口头

2、运用When did you come back?-We came back等特殊疑问句进行问答。教学用具：1.录音机 2.教学卡片教学程序：Step1: Greetings.T: Hello, boys and girls.Ss: Hello, Miss Wan.T: How are you?Ss: Fine, thanks, and you?T: Very well, thank you.Step2: Warm up and lead in学生以小组为单位回忆学过的动词或动词词组，并总结出来。各组选出一名代表向全班汇报.老师对说出最多的优胜组进行表扬。对全班提出问题“Where did y

3、ou go on summer vacation? What did you do?”(可用给出的相关动词词组的过去式进行回答。T:下面我们将听到Lingling,Sam和Amy的谈话。通过今天的学习，大家可以进一步了解如何用英语叙述过去发生的事情。(板书课题)Step3: 出示学习目标。1、正确认读单词：when,back,home,those,ice cream,with,finish,hurry,hurry up,wait.2.能理解、会说并能在实际情境中运用-When did you come back?-We came back等句型。3. 能读懂课文并能根据课文回答问题。Step4

4、:出示自学指导11.自由读课文，从课文中找出本课新单词并看课后单词表记忆意思。2.听录音，认真听不会单词的发音。3.跟读录音，重点跟读不会的单词（5分钟后看谁读得又好又快）T: Read this passage, and circle the new words which you dont know.T: Listen to the tap, pay attention to the new words which you dont know.T: Repeat after the tap, pay attention to the new words which you dont kno

5、w.Show the new words: when, back, home, those, ice cream, with, finish, hurry, hurry up, wait. T: Who want to try read this new word?(找三位后进生来读这些新单词，若效果好全班齐读两遍) （出示单词卡片，展示汉意的一面，让学生读单词，然后让学生看老师口型猜测单词并读出来）Step5：出示自学指导21、四人一小组朗读对话，然后讨论并回答下面的问题。2四人一小组分角色朗读对话，然后进行以小组为单位进行表演。 (1)When did Amy come back? (2)

6、What did Lingling drop?Step6 课堂检测完成课堂活动1。认真听录音并根据课文大意做出正确的判断。（先让后进生回答再让优等生进行补充。）Step7 课堂互动 两人一组做对话，用When did you come back?-I came back(last Monday/Tuesday/Wednesday/)等询问过去的特殊疑问词进行提问并回答。比一比哪一组搭档说的既准确又流利。Step8 课后作业1听课文录音3遍并跟读。2. 抄写新单词板书设计Module1 LondonUnit 1 When did you come back?_When did you come

7、back?_I came back Last Sunday.Unit 2 Did they buy ice creams?教材分析： 本课以玲玲给大明送了张明信片，讲述了昨天在伦敦所发生的事情。让我们学会如何使用动词过去式及词组讲述过去发生的事情。教学目标：1、正确认读单词：dear,met,ran.2.能理解、会说并能在实际情境中运用-Did you? Yes,I did./No,I didnt.等句型。3. 能读懂课文并能根据课文回答问题。教学重难点： 1、能理解并会运用动词met，ran。 2、能口头运用When did you come back?-We came back等特殊疑问句

8、进行问答。教学用具：1.录音机 2.教学卡片教学程序：Step1:Daily greetings.Step2: Warm up and lead in展出一张带有图片的明信片，并问“Whats this?What is the place?What can you see?”回答后。T:Today we will study the postcard which is talking about Linglings one day. (板书课题)Step3: 出示学习目标。1.正确认读单词：dear,met,ran.2.能理解、会说并能在实际情境中运用-Did you? Yes,I did./

9、No,I didnt.等句型。3. 能读懂课文并能根据课文回答问题。Step4:出示自学指导11.自由朗读课文，并用“”标注出课文中所出现的动词词组2.听录音，认真听不会单词的发音。3.跟读录音，重点跟读不会的单词及词组。（5分钟后看谁读得又好又快）(教师讲解以下动词词组中所出现的动词过去式，有：went,met,bought,ran,dropped并讲解一般动词过去式的构成形式。)检测1：请说出以下动词的原形：went- met- bought- ran- dropped- Step5：出示自学指导21两人一小组朗读对话，理解课文大意。2自读课文，完成课文第二部分。(每组回答两个问题 ，看哪

10、一个组回答的既准确发音又准。)Step6 课堂互动两人一组，在卡片上写上walk to school,see a bus,eat rice,go home by bike,buy an ice cream 等短语，然后由一个同学抽出任意一张仿照下面的例子进行口语练习。A：Did you walk to school yesterday?B:Yes,I did./No,I didnt.Step7 课后作业1.完成课堂活动用书1、5题。2.听录音跟读课文两遍。板书设计Module1 LondonUnit 2 Did they buy ice creams?_ Did they buy ice cr

11、eams? _Yes,they did./No,they didnt.Module 2 ShoppingUnit 1 How many do you want?教材分析： 现实生活中我们都离不开购物。在这一单元，通过讲述Lingling和Ms Smart去超市购买商品，我们将学习如何使用英语来购物以及如何问答所购物品的数量。教学目标：1、正确认读单词：need,food,shopping list,cheese,how much,kilo.2.能理解、会说并能在实际情境中运用-How manydo you want?-How muchdo you want?及Do you like?等句型。3

12、. 能读懂课文并能根据课文回答问题。教学重难点： 1、正确认读单词：shopping list,cheese.2、How many 后跟可数名词的复数形式，How much后跟不可数名词，以及Do you like.?的用法。教学用具：1.录音机 2.教学卡片3.实物教学程序：Step1: Greetings.T:Good morning, boys and girls.Ss:Good morning, Miss Wan.T: How are you?Ss: Fine, thanks, and you?T: Very well, thank you.Step2: Warm up and lea

13、d in 教师拿出一个装有食品的购物袋并说“I went to shopping yesterday.”板书“shopping 购物”接着说“I went to the Jin Beibei supermarket,and I bought lots of things.”同学们想知道如何用英语询问数量吗？学完这一课同学们就知道了。板书课题。Step3: 出示学习目标。1、正确认读单词：need,food,shopping list,cheese,how much,kilo.2.能理解、会说并能在实际情境中运用-How manydo you want?-How muchdo you want?

14、及Do you like?等句型。3. 能读懂课文并能根据课文回答问题。Step4:出示自学指导11.自由读课文，从课文中找出本课新单词并看课后单词表记忆意思。2.听录音，认真听不会单词的发音。3.跟读录音，重点跟读不会的单词（5分钟后看谁读得又好又快）T: Read this passage, and circle the new words which you dont know.T: Listen to the tap, pay attention to the new words which you dont know.T: Repeat after the tap, pay atte

15、ntion to the new words which you dont know.Show the new words: need,food,shopping list,cheese,how much,kilo. T: Who want to try read this new word?(找三位后进生来读这些新单词，若效果好全班齐读两遍) （出示单词卡片，展示汉意的一面，让学生读单词，然后让学生看老师口型猜测单词并读出来）检测：1.-（ ）多少cheese do you want?-I want a( )公斤。2.I （ ）需要some( )食物。Step5：出示自学指导21、两人一小组

16、朗读对话，理解课文大意，并回答问题。2对How manydo you want？及How muchdo you want?理解并造句。 a:Question:(1)Where are Ms Smart and Lingling? (2)What do they need to buy?(找后进生进行回答，若回答不完整请优等生进行补充。)B:讲解How many后跟可数名词的复数形式，How much后跟不可数名词。及Do you like的回答方式“Yes,I do./No,I dont.”根据主语的不同而发生变化。以此引导学生造句。Step6 课堂互动 两人一组分角色有感情的朗读课文，并进行

17、表演。比一比哪些搭档表现得最好。Step8 课后作业1听课文录音3遍并跟读。2. 抄写新单词板书设计：Module2 ShoppingUnit1 How many do you want?_ How many bananas do you want? _ Six,please. -How much cheese do you want? -Half a kilo. -Do you like cheese,Lingling? -No,I dont./Yes,I do.Unit 2 How much milk do you want?教材分析： 本课以为外出野餐做准备展开话题，询问需带多少东西，进

18、一步巩固How many及How much的用法。教学目标：1、正确认读单词：juice,box,bottle.2.能理解、会说并能在实际情境中运用-What are we going to take on our picnic?及How much do we need?等句型。3. 会唱课文第四部分歌曲。教学重难点： 1掌握所学单词的读音。2.能理解并会运用be going to表示“将要去做某事”的句型。教学用具：1.录音机 2.教科书教学程序：Step1:Daily greetings.Step2: Warm up and lead in问学生是否有过野餐(picnic)的经历，将全班分

19、成几个小组，讨论去野餐需准备哪些东西。总结：食物、野餐用具、运动器材。告诉学生还需购物单，便于记忆。引出课题并板书。Step3: 出示学习目标。1.正确认读单词：juice,box,bottle.2.能理解、会说并能在实际情境中运用-What are we going to take on our picnic?及How much do we need?等句型。3. 会唱课文第四部分歌曲。Step4:出示自学指导11.自由朗读课文，并用“”标注出课文中所出现的新单词。2.听录音，认真听不会单词的发音。3.跟读录音，重点跟读不会的单词及词组。（5分钟后看谁读得又好又快）检测：1.-How muc

20、h( )果汁do you want?-Six( )盒.2.- ( )多少milk do you want?-Five( )瓶，please.Step5：出示自学指导21两人一小组朗读对话，理解课文大意。2听录音跟读课文，并能分角色有感情的朗读课文。（各组竞赛，评出优胜组。）3.理解第四部分歌曲内容，听录音学唱歌曲。a:重点讲解“be going to”是现在进行时的标准结构，它表示“准备、将要去做某事”造句：“He is coming this afternoon.”Step6 课堂互动 两人或几人一组，讨论用英语写购物单。其中一人为“采购员”，执笔对组中其他成员询问，并列出清单：“What

21、do you want?How many do you want?What colour do you want?”列的内容越详细越好。Step7 课后作业1.完成课堂活动用书1、3题。2.听录音跟读课文两遍。板书设计：Unit 2 How much milk do you want? -What are we going to take on our picnic? -Lets make a list.Module3 At the weekendUnit 1 We visited lots of places.教材分析： 如何用英语向朋友讲述你过去所做的事情呢?现在我们就来进一步学习，如何询

22、问与描述过去发生的事情。教学目标：1、正确认读单词：wheel,wonderful,understand,postcard.2.能理解、会说并能在实际情境中运用What did you do at the weekend?Where did you go?等句型。3. 能读懂课文并能根据课文回答问题。教学重难点： 句型What did you do?Where did you go?的用法及动词过去式的读法和写法。教学用具：1.录音机 2.教学卡片教学程序：Step1: Greetings.T:Hello, boys and girls.Ss:Hello, Miss Wan.T: How ar

23、e you?Ss: Fine, thanks, and you?T: Very well, thank you.Step2: Warm up and lead in 合唱上一个模块所学歌曲。问学生周末都做些什么。讨论后。教师说：“I had a wonderful weekend.I went to the park and played with my friends.Do you want to know what about Lingling?Where did they go at the weekend?This class we will study it.”板书课题。Step3:

24、 出示学习目标。1、正确认读单词：wheel,wonderful,understand,postcard.2.能理解、会说并能在实际情境中运用What did you do at the weekend?Where did you go?等句型。3. 能读懂课文并能根据课文回答问题。Step4:出示自学指导11.自由读课文，从课文中找出本课新单词并看课后单词表记忆意思。2.听录音，认真听不会单词的发音。3.跟读录音，重点跟读不会的单词（5分钟后看谁读得又好又快）T: Read this passage, and circle the new words which you dont know.

25、T: Listen to the tap, pay attention to the new words which you dont know.T: Repeat after the tap, pay attention to the new words which you dont know.Show the new words: wheel,wonderful,understand,postcard. T: Who want to try read this new word?(找三位后进生来读这些新单词，若效果好全班齐读两遍) （出示单词卡片，展示汉意的一面，让学生读单词，然后让学生看

26、老师口型猜测单词并读出来。采取小组读，争取每位学生都能参与并读正确的目标。）小练习：1.将每一个单词按格式书写工整各一遍，评比优秀。2.（补充单词）The London Eye is a big( )轮，轮状物.3.I cant ( )明白，理解。Step5：出示自学指导21、两人一小组朗读对话，理解课文大意，并回答问题。2听录音有感情的跟读课文两遍，并分角色朗读课文，比比哪些同学读得最好。 a:Question(1)Where is Amy doing? (2)Where did Amy,Sam,Lingling go?(找后进生进行回答，若回答不完整请优等生进行补充。)B:讲解What d

27、id you do?Where did you go?是由what,where引导的特殊疑问句，后面跟一般过去时的一般疑问句语序。其中an the weekend的意思是“在周末”。Step6 课堂互动两人一组，共同准备一些风景名胜区的图片，贴在教室的不同地方。如：“the Great Wall,the Summer Palace,the Huangshan Mountain”。由A闭上眼睛，B牵着A的手从几个图片前走过，回到原位后，A睁开眼睛。B和A用以下句型进行口语练习。例：A：Where did you go? B:I went to theStep8 课后作业1听课文录音3遍并跟读。2

28、. 抄写新单词板书设计：Module3 At the weekend Unit1 We visited lots of places._ What did you do at the weekend? _ We visited lots of places. -Where did you go? -We went to the British Museum. Unit 2 What did Daming do?教材分析： 本课以大明和他的爸爸周末去了长城为主线，运用过去时态描述了他们一天所发生的事情，进一步巩固动词过去式的用法。教学目标：1、正确认读单词：hour,mountain.2.能理解

29、、会说并能在实际情境中运用过去时态描述过去所发生的事情。3.掌握动词过去式的读音及书写。教学重难点： 1掌握动词过去式的读音及书写。2.能理解并会运用过去时态进行问答。教学用具：1.录音机 2.教科书教学程序：Step1:Daily greetings.Step2: Warm up and lead in教师将第一模块所学歌曲中出现的动词写在黑板上请同学们以最快的速度将他们的动词原形及过去式进行书写及连线。完成结果：do-did, go-went,see-saw,meet-met,buy-bought,have-had.教师拿出长城的图片，问学生是否能用动词词组进行以图片为主题造句。大明和爸爸

30、去了长城，我们来学习一下他们是如何用过去式谈论他的一天的。板书课题。 Step3: 出示学习目标。1、正确认读单词：hour,mountain，took.2.能理解、会说并能在实际情境中运用过去时态描述过去所发生的事情。3.掌握动词过去式的读音及书写。Step4:出示自学指导11.自由朗读课文，并用“”标注出课文中所出现的新单词。2.听录音，认真听不会单词的发音。3.跟读录音，重点跟读不会的单词及词组。（5分钟后看谁读得又好又快）检测：a:（1）-We walked for an( )小时。（2）- She took some photots of the( )山。Step5：出示自学指导21

31、两人一小组朗读课文，理解课文大意。2听录音跟读课文，并能有感情的朗读课文。（各组竞赛，评出优胜组。）a:重点讲解动词过去式的构成。列举“walked,were,took”等动词过去式的构成方式。Step6 课堂互动 两人一组做游戏。一个人询问：“What did you do at the weekend?”另一个人做出某种动作，并回答。两个轮流做动作，互相问答。 Step7 课后作业1.完成课堂活动用书2、4题。2.听录音跟读课文两遍。板书设计：Unit 2 What did Daming do? Daming and his father went to the Great Wall at

32、 the weekend. There were lots of people.Module 4 PossessionsUnit 1 Its mine.教材分析： 本单元通过讲述萨姆和埃米争夺自己的体恤衫而引出本课重点，教会我们理解并掌握物品的所属关系。教学目标：1、正确认读单词：mine,yours,argue,matter,wear,hers,his,line,clean.2.能理解、会说并能在实际情境中运用-Whoseis this?-Its mine/yours/his/hers/Linglings等句型。3. 能读懂课文并能根据课文回答问题。教学重难点： 1、正确认读单词：mine,

33、yours.2、-Whoseis this?-Its mine.的用法和名词性物主代词mine,yours,his,hers及所有格Linglings,Jimmys的用法。教学用具：1.录音机 2.教学卡片教学程序：Step1: Greetings.T: Hello, boys and girls.Ss: Hello, Miss Wan.T: How are you?Ss: Fine, thanks, and you?T: Very well, thank you.Step2: Warm up and lead in教师展示一些铅笔、书包、外套等物品，说：“Ive got something

34、from the Lost-Found Room(失物招领处)。Maybe something here is yours.If something is yours,what can you say to get it back?Lets learn the text to find the answer.”(板书课题)Step3: 出示学习目标。1、正确认读单词：mine,yours,argue,matter,wear,hers,his,line,clean.2.能理解、会说并能在实际情境中运用-Whoseis this?-Its mine/yours/his/hers/Linglings

35、等句型。3. 能读懂课文并能根据课文回答问题。Step4:出示自学指导11.自由读课文，从课文中找出本课新单词并看课后单词表记忆意思。2.听录音，认真听不会单词的发音。3.跟读录音，重点跟读不会的单词（5分钟后看谁读得又好又快）T: Read this passage, and circle the new words which you dont know.T: Listen to the tap, pay attention to the new words which you dont know.T: Repeat after the tap, pay attention to the

36、new words which you dont know.Show the new words: mine,yours,argue,matter,wear,hers,his,line,clean. T: Who want to try read this new word?(找三位后进生来读这些新单词，若效果好全班齐读两遍) （出示单词卡片，展示汉意的一面，让学生读单词，然后让学生看老师口型猜测单词并读出来）检测：1.These photos are ( )你们的. 2.That is ( )他的 bike.3.This shirt is ( )她的，its( )干净的.Step5：出示自学

37、指导21.四人一小组互相讨论学习，理解课文大意，并回答下面的问题。2听录音,当听到mine,yours,his,hers,Linglings中得任何一个单词时，请举手，比比谁的反应最快。3.有感情的跟读两遍录音,然后全班分成四组，分角色朗读“Sam,Amy,Ms smart和Lingling之间的对话，评选出语音语调最好的组员。 a:(1)What colour is Sams T-shirt? (2)What colour is Amys T-shirt?(3)What colour is Linglings T-shirt?(4)Is Linglings T-shirt clean or dirty?b:讲解mine,yours,his,hers都是名词性物主代词，其后不能再跟名词。例如：This pencil is hers. This shirt is yours.Linglings是人称所有格形式，常用格式为“人名+s”。例如：This bag is Toms.Step6 课