外研社三年级起点五年级上册英语教案(共37页)

1、精选优质文档-倾情为你奉上Module1 LondonTeaching Objectives:1. Learn the new words “when, come back, home, finish, hurry up, wait, drop, met, ran” and“When did you come back? /We came back ” “Did you?” 2. Let students describe what they did by using the past form. 3. Let students be friendly to others.Teaching K

2、ey and points：Master “When did you come back? We came back” Let students describe what they did by using the past form.Teaching methods: pair work, Task-based Language teaching, Situational Teaching Method Teaching aids: pictures, cards, tape recorder, computerUnit 1 When did you come back?Teaching

3、Procedure： Step I. Warming-up Listen and actT: Come to the blackboard! Walk back! play football，watch TV，play computer games ，go swimmingSs: Do actions（通过听和做,调动学生的积极性,活跃了气氛，复习了已经学过的动词词组，也为新的学习做好语言知识和情感态度上的准备）Step II. Revision 1. Guess: What did Miss Wu do yesterday?（brain storm）T do actions, Ss gues

4、s and use sentences describe.For examples: 1).（教师做做饭的动作）学生用英语描述：You cooked yesterday. 2). (教师做打电脑的动作)学生用英语描述：You played computer games yesterday.（用一般过去时描述,启发学生回忆以往的语言知识）Step III. Presentation 1.Listen and answer. Who are they?S2: Sam, Lingling and Amy.T: Are Lingling 、Sam and Amy in England or in Ch

5、ina?S1: They are in London.S2: I think they are in a park.T: Good job.(通过回答问题，学生对课文进行了简单的了解，为下面学习整篇课文做了铺垫) 2. 1)T: When did Amy come back? What did Lingling buy in the park? Lets read by yourselves and underline the answers. T: When did Sam and Amy and Sam come back?S1: They came back last Sunday.讲解

6、come back (教师站在教室中间向学生发指令)T: Walk to the blackboard. (学生向黑板走去)，教师招手并对学生说: Come back.如此几次，学生理解了come back的意思。练习When did you come back? I/ We/ They/ he came back(板书)师问: Where did you go during your summer holiday? When did you come back? 2)T: What did they buy in the park?S2: They bought some ice cream

7、s.(教师出示图片，学生明白了ice cream的意思)操练Hi-ice; eat-cream 3)T: What happened after that?S3: Lingling dropped her ice cream.讲解drop (教师拿一本书装做不小心掉在地下) T: Oh. I dropped my book. （告诉学生drop的过去式是dropped）让学生造句。 3. Teacher writes the words on the blackboard. Then read after teacher.(教师通过肢体语言与动作让学生理解了come back drop ice

8、 cream等单词的含义,并通过教师领读，学生自读加深了印象) 4.Follow the tape recorder and read the dialogue. （学生跟读课文然后以四人为单位分角色朗读，教师评出最佳朗读组） 5. T: Yesterday, they were very busy. Lets say: What did they do yesterday? （给学生两分钟准备）T: What did Sam do yesterday evening?S1: Sam watched TV.S2: He helped his dad.T: Can you ask questio

9、ns like me?Ss: Yes.S3: What did Amy do yesterday evening?S4: She painted a picture.（这一活动使课堂变得丰富和鲜活起来，鲜艳的图片吸引了学生的注意力，学生根据今天所学内容能够对图片进行问答练习）Step Practice 1.（展示图片）.T: Who is she? Yes, its me. On summer vacation my family went to Qingdao .We went there by car. My daughter and I went swimming in the sea.

10、 We ate some seafood. At there, we had a good time.（语言最终是为交际服务的,因此在此介入一些真实的活动是很有必要的） 2. Talk about the summer vacation 1) I want to know where did you go on summer vacation. 2) When did you come back? 3) How did you go there? 4) What did you do? 5) What did you wear? (在大屏幕上出示这些句子，告诉学生在交谈中可以通过这些问题来询问

11、其他同学的暑假生活)Step Homework Say and write: What did your parents or friends do last weekend? Writing on Blackboard: Where did you go?When did you come back? I/ We/ They/ he came backWhat did you buy/do?I dropped my ice cream.课后反思：热身活动时我设计了复习学过的短语，通过听和做,调动学生的积极性,活跃了气氛，复习了已经学过的动词词组，也为新的学习做好语言知识和情感态度上的准备。接

12、下来的brain storm中学生积极性不是很高，放假回来学生的口语有所下降。最后的拓展环节，学生在刚开始说的时候语言不是很多,但经过提醒后又变得丰富起来，合作的氛围很浓。达到了互动的效果，将课堂推向了一个高潮。有个别较落后的学生虽然语言不多,但也参与了交际活动，教师巡视并给予指导。最后通过同学和老师的提示学生在全班叙述自己的暑期生活，效果不错。只是本节课一小部分同学对dropped的发音没掌握好，我会利用早读的时间加强学生发音练习。Unit 2 Did they buy ice creams?Teaching Procedure： I. Warm-up:1. Greetings. T: He

13、llo, boys and girls. How are you?2. Free talk(复习昨天学的句型)T: I went to Jiajiayue supermarket yesterday. S1: When did you go to Jiajiayue supermarket? 展开大量练习：When did you have an ice cream? When did you have English?When did you go to school?II. Lead-in:1教师说说暑假出行, 以复习学过的动词过去式T:I came back from Guilin. I

14、 went to the Beijing .I bought a hat there. I met an old friend. I had lunch there .I ate an ice cream.(教师边说边板书动词gowent meet -met have had Buy-bought eatate )2Read together.III. New-teaching:1. T: We know Lingling is in London. She writes to Daming. Lets look!2Listen and answer.T: Did Lingling go to

15、 the park yesterday?(学生边回答，教师边引导理解课文内容)3. Read, ask and answerT: Who did Lingling, Amy and Sam meet yesterday? What did they buy? How did they go home?4.讲解新知met(meet的过去式)，ran(run的过去式)，dropped(drop的过去式)5.T: I ate an ice cream yesterday.Did you eat ice cream yesterday? S: Yes, I did.6.讲解句子：Did you _ye

16、sterday? Yes, I did. No, I didnt.IV. extension（1）Lets listen and repeat.（2）Play a game. T: I watched TV yesterday. What did you do?(要求学生必须先描述第一个人说的，然后再说自己。) (3) Listen and repeat.V. Sum-up: Let students conclusion what they have learned.VI. HomeworkActivity bookP5第4题Writing Design:Unit2 Did they buy

17、 ice creams?Did you _yesterday?Yes, I did. No, I didnt.课后反思：这一单元主要是运用动词的过去试描述过去发生的事情。第二单元尽管是对第一单元的复习，可对于下游的同学有点难度。开头我以Free talk作为热身运动，给学生营造一个快乐的英语语言气氛，学生们非常积极的配合，很快进入到学习英语的氛围中了，单词卡片的复习让孩子们的注意力很快就集中起来。传授新知时，通过提问，让学生寻找答案，然后对新知巩固操练，还充分运用眼神、手势、动作、表情等形式来帮助教学，让孩子们在视觉上有了强烈的冲击，并让他们对过去和现在句型的运用有个了解。学习新句型，操练中分

18、全班朗读、小组朗读、男女生朗读，接着，以小组合作学习为前提，同桌（四人小组）之间交流，这样可以给孩子们一个轻松的氛围，做好充分的练习。最后拓展的游戏，给孩子们一个充分展现自己的平台，也能获得学以致用的成就感。最大限度的引起学生的学习兴趣，为学生提供足够的机会用英语进行交流和活动，让学生感受到运用所学英语在课堂上进行交流后产生一种自豪感，心里产生愉悦感。我所教的班有几个学生，在课堂上的表演都十分投入，表演得很好，特别是得到老师的表扬或得到小奖品时，这些学生的心情非常激动。但这节课，我还有一些做得不足的地方，对下游的学生提问的不够多，第二遍听录音提问时没有顾及到下游学生，所以，只有一小部分同学举手

19、，希望自己在今后的教学中，能改正不足之处，虚心向有经验的老师请教，完善自己的教学。Module2 Shopping模块分析：Unit1 Ms Smart带Lingling去超市购买野餐需要的食物。Lingling看着购物清单询问Smart需要多少香蕉和奶酪。同时Smart还询问Lingling是否喜欢这些食物。让学生初步了解在购物时如何用英语询问物品的多少和价格，重点运用：1.How manydo you want?及回答；2.Do you like something?来询问某人的喜好。Unit 2 让学生制定购物单，主要练习How muchdo you want?(不可数)的句型，学会用英

20、语购物。1.语音方面：主要了解字母u,o,a,字母组合ir,ur,er,ar,在单词中的常见读音，让学生在朗读单词的过程中体会字母及字母组合的发音。2.重点句型：How many/muchdo you want? 及其回答Do you like? 及其回答3.重点单词：need, food, shopping list, cheese, juice, how many/much, kilo, box, bottle4.教学难点：能掌握并熟练运用句型 How many /much.do you want?教学目标一、语言知识目标:1.功能: 谈论购买物品的数量。2.结构、句子: How much

21、/How many do you want?Half a kilo. / One kilo. Six bottles of juice.3.词汇听：能够在句子中听懂单词：cheese, juice, banana, noodle, orange, pear, milk, rice, egg, kilo, box, bottle, picnic, need, food, shopping list, how much/how many, supermarket, what about说: 能够在句子中使用单词或短语：cheese, juice, box, bottle, need, food,

22、shopping list, how much/how many读: 能够认读单词或短语：cheese, juice, box, need, food, shopping list, how much /how many会默写：need, food,shopping list, cheese, how much, kilo, juice, box, bottle二、语言技能目标1.听：能够听懂用how many和how much询问有关食物数量的表达：How many bananas do you want? I want six bananas.How much milk do you wa

23、nt? I want six bottles (of milk).2.说：能够用How many do you want?和How much do you want?询问食物的数量；能够区别回答How many do you want?和How much do you want?的提问；能够唱课文歌曲，并能尝试改编歌词。3.读：能够读出课文中含有How many /much do you want?的问句；能够读懂cheese, milk，juice和banana,两类不同名词的含义及复数表达；能够看图读课文。4.写：能够借助图片或实物仿照课文写出有关食物数量的表达：How much milk

24、 do you want? Five bottles, please.How many bananas do you want? Six, please.三、学习策略：在生活实践中学习英语四、文化意识：了解中国、美国、英国和欧盟国家分别使用的货币。五、情感态度：乐于模仿，敢于开口，积极参与课堂的各项组织活动。Unit1 How many do you want?教学过程：一、 Warm up教师播放学生在Module 1中学习的英语歌曲，学生跟录音唱。二、Revision and lead-in利用歌曲，复习上单元中的对话，从而用句型where did you buy it? 引出单词supe

25、rmarket。接着出示不同数量的各种食物(bananas/noodles/apples/oranges/pears/cheese/milk/luice )，用”Do you like?”和“how many”/”how much”提问。三、Presentation活动一1.T: Ms smart and Lingling are at the supermarket now,播放课文VCD, 学生观看并回答以下两个问题：（1）. How many bananas do they want?（2）. How much cheese do they want?2由问题一操练对话：How many

26、 do you want? Six, please. Do you like bananas? Yes ,I do./No, I dont.由于本组对话是学生的已有知识，进行简单操练即可。由问题二引出新单词：cheese, kilo, half a kilo，one kilo of noodles,并利用图片学习新单词。以小组活动的形式重点操练对话：How much cheese do you what? Half a kilo./ One kilo3.听录音，在每一句话后停顿，学生跟读，模仿录音中的语音、语调。四、Practice1.活动二，学生一人扮演Ms Smart，一人扮演Lingli

27、ng，教师指两幅图中任意一幅，学生两人表演。提醒学生在表演时要根据对话的内容配以适当动作。叫自愿者到前面表演，教师对学生及时鼓励。2.活动三，教师出示活动中的四个回答，学生读出这四个句子，然后分别找出与这些回答对应的问句。学生两人一组做问答练习，完成后互换角色。五、Consolidation1. 表演购物短剧。教师将各种物品的图片分为食物类，水果类，文具类等分别放在教室不同角落的桌子上，教师找几名同学做售货员，让学生以大排为单位购买。教师给出重点句型：What do you want？/Can I help you？How many /much do you want?Do you like

28、bananas? Yes ,I do./No, I dont.2.打乱购物顺序，让学生重新排列。学生两人一组完成此项任务。六、Sum up如何谈论购买物品的数量七、Homework听录音，模仿语音语调，熟读课文。课后反思：最后的拓展环节，学生在刚开始说的时候语言不是很多,但经过提醒后又变得丰富起来，合作的氛围很浓。达到了互动的效果，将课堂推向了一个高潮。有个别较落后的学生虽然语言不多,但也参与了交际活动，教师巡视并给予指导。Book5 Module3 At the weekendWe visited lots of places.教材分析:本模块的教学内容是At the weekend. 在u

29、nit 1对话中，通过Amy 和Daming 打电话，学生们了解了Amy 和Lingling 周末的活动,从而学习如何询问别人或介绍自己周末的活动。教学目标分析：1、语言知识目标 能听、说、认读本课的重点单词、词组：the British Museum, the London Eye, wheel, wonderful, understand, postcard2、语言能力目标能运用What did you do? Where did you go ?句型询问过去的事情，并能利用动词过去式熟练表达过去所做的事情。3、情感、策略和文化目标 培养学生学习的兴趣，鼓励学生积极合作，养成乐于与人交流的

30、良好习惯，引导学生了解西方的名胜古迹。教学重点、难点重点：继续学习一般过去时：What did you do at the weekend? We visited lots of places. Where did you go?We went to the British Museum.难点：掌握本课的新单词及学会询问以及描述过去发生的事情。教学准备简易课件，单词卡片，名胜景观的图片、明信片教学过程Step Free talkT: Boys and girls. Nice to meet you! Ss: Nice to meet you, too!T: How are you? S: Im

31、 fine, thanks.Step Warm- up1、Sing the song: Where did you go? 2、复习动词的过去式。教师以连线的方式考察学生对动词过去式的掌握情况。go send like meet visitsent liked met visited went(设计意图：利用歌谣开始本课教学，可以创设轻松的学习氛围，消除学生的紧张情绪，由歌曲Where did you go?引出本课的重点句型，激发学生的兴趣。复习动词的过去式，为后面的教学环节做好铺垫。)Step Presentation1、 Lead-in(出示图片，放大)，T: Whats this? Y

32、es, Its a postcard. My friend sent me. Its about London. Do you know about London? Here are many beautiful places , lets look.Teach “the British Museum”and “the London Eye”(老师点击课件，出示大英博物馆和伦敦眼的图片)学习并描述这个地方。并且引出“Its wonderful.”句型。在描述伦敦眼的过程中给学生演示一下wheel的形象.T: Its a big wheel. Its wonderful.另外，课件展示the G

33、reat Wall, the huanghe Rever ,启发学生说出The Great Wall is wonderful. The huanghe Rever is wonderful,too. 在学习完各个景点后然后提问学生我们刚刚去过哪些地方，帮助学生用“We went to”来回答问题. 2.Practice: 教师准备一些风景名胜的图片，贴在教室的黑板上。如 “the Great Wall, Mt Tai, the Summer Palace.” 请两个学生上台活动，一个学生问 “Where did you go?” 另一学生站在不同图片前回答 “I went to the ”T

34、: Amy and Lingling are in London now. Do you want to know something about them? OK, lets listen .Step. Listen and answer（1） Listen to the tape , then answer the questions: What did Amy and Lingling do at the weekend? Where did they go? What did Lingling like best？Under line the answer.（2）Look at you

35、r books and Listen and repeat.( 要求学生画出文中动词过去式并将原形写在单词的旁边)(3) Listen to the first part of the text and find out “What did Amy and Lingling do at the weekend? ”They visited lots of places. What are they? Read the Read the second part of the text and circle.(4) Read the second part of the text and unde

36、rline the Wh sentences ,then ask some students to write the words on the blackboard, then find out the answer.Eg. Where did they go? Whats the London Eye?(5). Ask the students to ask more questions like this.Such as: What did the visit?What did they send Daming?(6).Read the third period and answer?D

37、id Ling like the London Eye?What did Lingling like best?（7）PracticeRead the dialog in role, then ask some students to act the dialog in the front. (8) Read the whole text and then complete.Amy, Lingling and Sam _lots of places at the weekend. They _to the British Museum. They _ Big Ben and the Londo

38、n Eye. Amy _ Daming a postcard. Lingling _the bus ride best.Ask the students to try to retell the text like this in groups.Step V. Make a survey, Practice in groups. T:Linglings weekend is nice. What about you? Talk about your weekend in groups，and then write them down. 四人一组，以小组为单位对上周末的活动进行调查。根据调查的信

39、息写成小短文。My weekend NameWhere did you go?What did you do?Step VI. Sing a new song（课件）Where did you go?Where did you go? What did you do? What did you buy in London?I went to the British Musume. I visited lots of places(the London Eye).I didnt buy anything at all, but I had a wonderful weekend!Step VII

40、. Summary.Step VIII. omework1、听课文录音，熟读课文.2、给自己的朋友或笔友写一封信，将自己在周末所做的事情用英语写下来，与朋友一同分享。课后反思：四人一组，以小组为单位对上周末的活动进行调查。根据调查的信息写成小短文。在小组成员互相问答的过程中，学生有机会用英语进行交流，让英语真正运用于生活，使学生获得了输出的喜悦与自豪，让他们写成小短文，以此训练他们的写作能力。Unit 2 What did Daming do?教学内容：复习Unit 1.学习Unit 2教学过程：Step1：Greeting and Revision师生之间相互问好.Mime the stor

41、y教师挑选两个学生上台进行课文表演或将全班分成两大组，分别扮演Daming和Amy.另外可以采用提问的方法来引导学生复习上节课学习的内容，同时注意强调学生在回答问题的时候要使用动词的过去式。T：Now，lets mime the story of unit1. Who wants toact as Amy? Who wants to act as Daming?T: This group acts as Amy. That group acts asDaming.(All the boys act as Daming. All the girlsact as Amy.) Please pay

42、more attention to yourpronunciation.Step2：lead in（1）教师在课件上展示长城的图片，询问学生这是哪里？并提问搜集有关长城的资料的同学，让他们尽量使用英语来介绍自己所搜集到的资料。T: last night，I had a dream. In my dream I went tothe Great Wall.It was very beautiful. And I met Daming and hisfather. We werevery happy.T: Do you know the place in the picture? Have you

43、been there? Anyone can give me some informationabout it?Ss: (学生介绍搜集的关于长城的资料)Step3：learn Unit2（1） listen to the tape,and guess the meaning ofthe text.（2）Listen again and repeat the text.(要求学生画出文中动词过去式并将原形写在单词的旁边)（3） Read and answer.(让学生自由朗读课文，并在文中找出活动2问题的答案，教师挑选同学来回答问题)Who went to the Great Wall?When

44、 did they go?How did they go?What did they do?What did Daming do?Step4：practice通过课文的学习，让学生们完成活动3.让学生们相互提问，并挑选学生来回答问题。设计意图将所学知识拓展运用到生活中，培养学生的语用意识，在用中学，学中用。突破Unit2小短文的方法：（1）听并圈出动词的过去式 went walked were took .（2）自读，找出第二部分的问题的答案。（说一说）（3）归纳问题的答案.（写一写）（4）补全短文Daming and his father _ to the Great Wall atthe

45、weekend. It is very old and _. They_thereat ten oclock in the morning. They went by_toBadaling. Then they_for one hour. There_lotsof people. They_photos of the mountains. Daming_a photo of his father.（5）改写短文，描述学生暑期期间参观名胜古迹的经历。_went to the _in the summer holiday.It isvery_and _.We/I went there at_ocl

46、ockin the_.We /I went there by_.ThenWe_.There were lots of_and_.We/I tookphotos of the_.(4、5部分在课堂完成，全班同学集体完成)Homework：板书设计：Module3 Unit2What did Daming do?1. Who went to the Great Wall?2. when did they go?3. How did they go?4. What did they do?5. What did Daming do?Mime the story课后反思：教师挑选两个学生上台进行课文表

47、演或将全班分成两大组，分别扮演Daming和Amy.另外可以采用提问的方法来引导学生复习上节课学习的内容，同时注意强调学生在回答问题的时候要使用动词的过去式。这个环节既能对作业内容的检测，也是学生将所学课文情景交际化运动的好机会。在表演过程当中尽量不要打断学生的对话，有错误的发音出老师可以记下来，在稍后点出来并对全班强调。这样可以纠正错误，又不打击学生表演的积极性。Module4Unit 1 Its mine! Teaching Aims:1. Learn how to express the possession of the things;2. Learn some new sentenc

48、es:Its mine/ yours/ his/ hers.3. Use the sentences above freely.Teaching Focus and Difficulties: Aim 2 and 3Teaching new words: Mine, yours, argue, matter, wear, hers, his, line, cleanTeaching Aids: Tape recorder , cards and something (pen , book ect.)Teaching Steps: Step Warmer : Listen and do. Sta

49、nd up! Sit down! Point to my nose. Point to your nose.Point to my mouth. Point to your mouth. Then the teacher can ask a boy and a girl to go front and do together. Point to his nose . Point to her nose. Step Leading and teaching1. Put one thing (a ball, a pen, ect.) on the floor before this English

50、 class. I pick it up and ask “ Whose pen is it?” “ Is it yours?”(go to one of the students) leading the students to say “Its yours.” The teacher can say Its mine. Teaching the new words “mine, yours”. Practise it in pairs. Then showing.S: Its mine. It isnt yours. Its yours. 2. The teacher can point

51、to a book of a boy or a girl then say “Its his or hers.” Showing the things of Ms Smart , Daming, Sam, or Lingling. Let the students look and guess. T: Whats this ? Whose T-shirt is it? S: Its a T-shirt. Its Linglings. Its hers.Practise it in four then show.S: Its mine. Its his. Its hers. Step Teach

52、ing the new wordsWear: I can do the action. Let the students guess. (If the time is impossible I can let the students look at the picture and guess.)Clean: I make one of my hand dirty. Let the students know .Line: I ask the student to look at the line in my hand and teach them.Argue and matter: I sh

53、ow a picture of arguing and ask the students to guess What are they doing . Tell the students Amy and Sam are arguing too. Whats the matter? Step Learning text.1. Listen and circle the new words.2. Listen and answer the questions:Did Ms Smart wash Linglings T-shirt?Is Linglings T-shirt clean?3. List

54、en and repeat.Step Lost and FoundHanding out some things made by cards. Then tell them to write their names behind them. Handing in them .T: Whose banana is it?S1: Its mine. S2: It isnt yours. Its mine.T: Who can guess?S3: I think its s. Its his/hers.Step Learning an English song.Whose book is it? Whose book is it? It is mine/his. It is mine/his. Whose book is it? Whose book is it? It is yours/hers. It is yours/hers.课后反思：本节课一小部分同学对名词性物主代词运用没掌握好，我会利用早读的时间加强练习。Module 5 In ClassUnit 1 There are e