秋季学期外研版小学五年级英语上册教案全册.doc

Starter unit I’m going higher教学设计

一、 课题：Starter Unit
二、 教材：五上
三、 教学时间：1课时
四、 教学目标：让学生通过练习，逐步唤醒四年级所学英语知识。为后来学习做好准备。

教学环节
教师活动
学生活动
设计意图

Step 1
Finish Part 5-11 with Ss
Finish Part 5-11 with teacher
Review
Step 2
Explain the key information.
Listen and learn.
Finish exercises
Homework.
未完成练习布置成家庭作业
反思与重建

Starter unit I’m going higher 教学设计

一、 课题：Starter Unit
二、教学时间：2课时
三、教学目标：
1. 能根据听到的句子 I’m / She is doing homework/ cleaning my room/ playing
computer games/reading/listening to English/ swimming/ taking photos/ playing the piano.指认图片.并能根据图片说出句子。
2. 能借助图片准确认读句子She is doing homework/….，根据听到的内容给句子
标号，并能运用所学句型就图片内容进行简单对话。
3. 能借助图片听懂关于个人情况的简单对话，能读懂简短的句子，并根据听到
的对话内容对句子进行判断。
4. 能模仿录音正确朗读对话。
5. 能正确认读关于科目subject的单词English，Art，Chinese，music,maths,science
并能根据提示写出简短的语句：We have English,…,…and …at school.
6. 能借助图片听懂并正确朗读小诗“Let’s go higher”。
第一课时 教学过程
教学内容：1
教学重难点：
能根据听到的句子 I’m / She is doing homework/ cleaning my room/ playing
computer games/reading/listening to English/ swimming/ taking photos/ playing the piano.指认图片.并能根据图片说出句子。
能借助图片准确认读句子She is doing homework/….，根据听到的内容给句子标号，并能运用所学句型就图片内容进行简单对话。
教学环节
教师活动
学生活动
设计意图
Step 1
Warming up.
Free talk
Ask and answer
Warming up
Step 2 Presentation
Step1. 师生自由对话，交流暑假生活（最好是提前通知学生准备几张假期生活的照片），复习相关句型，如：Look at this photo. What are you doing? I’m ….等。
Step2. 通过问答What year are you in ? I’m in Year 5.等导出本单元话题：I’m going higher.
Step3. 利用课件或图 片呈现人物Fu Xuetong，播放录音：Hi, I’m Fu Xuetong. My English name is Linda. Look, here are some of my holiday photos.引导学生回答：What’s her name? What’s her English name? What are the photos about? 等。
Step4. 老师再次播放录音，学生翻书到P2，边听边指图片，这个步骤可重复几次，复习现在进行时的句型。
Step5. 学生读1b中 的句子，根据录音顺序给句子标上序号。
Step6. 师生共同核对答案。
Step7. 学生听录音，重复句型，进一步巩固和熟悉现在进行时。
Step8. 借助课件或图片，设计句子认读活动，引导学生关注现在进行时的构成
be(am, is are) + doing, 如：将图片和句子配对等。
She is doing homework.
She is reading a book.

Step9. 老师提问，引导学生看图回答。如：In Photo 1, what is she doing? She is doing homework.等。
Step10. 两人一组，练习对话。
Step11. 根据学生的活动情况，请2-3组学生进行展示。
Step12. 引导学生用自己的照片，进行对话练习。如：What are you doing? I’m ….

Listen and point.

Listen, number and repeat.

PAIRWORK

Ask partner what Linda is doing in each photo 1a. Then change roles.

Ask and answer.
Step 3
Practice
Let Ss talk about themselves.
Learn to say.
Learn to use.
Homework.
Make a poster.
板书设计：

Starter unit

be(am, is are) + doing,
She is doing homework.

She is reading a book.

反思与重建

第二课时 教学过程
教学内容：2-4
教学重难点：
能借助图片听懂关于个人情况的简单对话，能读懂简短的句子，并根据听到的对话内容对句子进行判断。
能模仿录音正确朗读对话。
能正确认读关于科目subject的单词English，Art，Chinese，music,maths,science
并能根据提示写出简短的语句：We have English,…,…and …at school.
能借助图片听懂并正确朗读小诗“Let’s go higher”。
教学环节
教师活动
学生活动
设计意图
Step 1
Warming up.
Show the poster
Introduce the poster
Preview
Step 2 Presentation
Step1. 师生自由对话，复习有关句型，如：Where are you from? What year are you in? Do you like China?等等。
Step2. 学生翻书到P3，观察图片，老师介绍人物Mike和Linda以及Canada. 可以通过一些问题引导学生进行听前预测，同时也可以引导学生在听录音的时候关注核心信息。如：Where are they? Do they like Canada? Is Linda from Canada? What year is she/he in? Are they friends?等等。
Step3. 老师播放录音，学生初步感知对话内容。
Step4. 老师再次重复刚才的提问，引导学生进一步熟悉对话内容。如：Is Lindafrom Canada? Where is she from? 等。
Step5. 引导学生读懂2a 的要求，初步阅读和理解五个句子。再次播放录音，学生根据对话内容，判断句子正误，打勾或划叉。老师巡视指导，可根据学生的情况，重复播放几次。
Step6. 师生共同核对答案。
Step7.学生跟着录音逐句学说、复述。
Step 8. 师生、男女生或小组分角色朗读对话。

Listen and tick(√) or cross(×).

Listen again and repeat.

Learn to talk to others
Step 3
Practice
Practice in pairs
Talk to each other
Learn to use
Step 4
Consolidation
Show time
Homework.
预习课本P8-9，听录音三遍，弄清各部分大意。家长检查签字。
板书设计：

Starter unit

反思与重建

第一单元教学目标
1. 1.能借助图片听懂关于家庭成员介绍的简短对话和短文，识别人物图片，并
准确认读、书写单词family, mother, father, grandmother, grandfather, parents,
Grandparents,brother,sister,uncle,aunt,cousin等。
2. 能借助图片听懂关于职业类的单词：farmer，worker,driver, doctor,nurse, cook,并能准确认读和书写单词。
3. 能借助图片听懂关于Emma家庭成员的简短对话：Are these/those your parents/grandparents? Yes, they are. Are you …’s mother/…? Yes,I am. /No,I’m not.I’m…. Is he/she…? Yes,he/she is. No,he/she isn’t. Who’s that boy…? He’s…等，并能运用这些句型就个人和家庭情况进行简单交流。
4. 能运用句型My father / mother… is a …. What does your father / mother… do? He/She is a….简单交流家庭成员的职业情况。
5. 能借助图片听懂、读懂关于Bob家庭成员介绍的小短文，根据介绍准确识别家庭成员的称谓，并会朗读小短文。
6. 能读懂关于家庭成员介绍的问答句型和陈述句型，完成配对、标号、填空等练习。
7. 能按要求运用句型Is he/she your…? Yes ,he/she is. No,he/she isn’t. 等做猜人的游戏。
8. 能借助图片听懂、读懂小短剧”Pizza for Granny.” 并在教师的帮助下，正确朗读或表演小短剧。

第一课时 1
教学环节
教师活动
学生活动
设计意图
Step 1
Warming up.
greetings
Step 2 Presentation
Step1. 老师利用图片或课件创设情境（最好是利用自己和学生的家庭照片），引出本单元话题： My family。学生听录音，初步感知有关家庭成员的单词。
Step 2. 再次播放录音，学生听录音，回答老师的提问：How many people are there in Emma’s family? Who are they?帮助学生进一步理解对话中的家庭成员关系。
Step3. 分段听对话， 依次介绍对话中 Emma的家庭成员，每介绍一个家庭成员，就将相应的图片呈现在照片中。
如：B: Wow! So many photos!
A: Yeah. My mum has put them on the wall.
B: This big one is nice. Are these your parents?
A: Yes, they are. My father Bill, and my mother Betty.
Step4. 老师借助family tree教授单词：mother, father, grandmother, grandfather,
parents, grandparents, brother, sister。
Step5. 老师设计活动，操练单词：(1)听单词指认图片；（2）看图片说单词；（3）根据单词指认图片。
Step6. 学生打开书，完整听对话，完成图片和单词配对的练习。师生共同核对答案。
Step7. 模仿对话中的人物，利用课件或图片创设情境，学习对话中的重点句型：Are these /those your parents? Yes, they are. / No, they aren’t. Who’s that boy behindyour parents? He’s my brother Tim. 同时板书句型，帮助学生准确认读和大声朗读句子。
Step8. 采取多种形式 操练对话。
Step9. 播放录音，学生完成听音给句子标序号的练习。师生共同核对答案。
Step10. 再次播放录音，学生模仿跟读。然后老师和一名学生示范表演Emm和Mike。
Step11. 学生两人小组，练习对话。
Step12. 根据学生的活动情况，请2-3组学生进行展示。
Step13. 老师示范，引导学生明白“猜一猜”游戏的玩法和在游戏中要使用的句型，可重复几次。

Listen and match
the words with the
pictures.

Listen again and
number them in
order.

Listen again and then practise in pairs.

GUESSING
GAME

Step 3
Practice
老师进行适当指导。
学生玩游戏：猜一猜。
Guess and use
Step 4
Consolidation
Introduce family members
Learn to say
Homework.
预习课本P10-11，听录音三遍，弄清各部分大意。家长检查签字。
板书设计：

反思与重建

第二课时 2&3
教学环节
教师活动
学生活动
设计意图
Step 1
Warming up.
Greetings.
Step 2 Presentatio
Step1. 学生翻书到P10，观察图片，老师介绍图片中的男孩Bob Adams，并引导学生对其他人物进行猜测，如：Who’s that boy? Is he Bob’s brother?等等。
Step 2. 在学生充分预测的基础上，老师播放录音，学生初步感知短文内容。
Step3. 老师再次播放录音，学生完成听音圈单词的练习，师生共同核对答案。
Step4. 老师采取分句听的方式，借助图片或课件，依次介绍并教授新单词cousin, aunt, uncle, 如：I am Bob Adams. Ann is my cousin. We are in the same class.在教授aunt和uncle时，可向学生解释：Aunt is father’s or mother’s sister. Uncle is father’s or mother’s brother.
Step5. 学生打开书，完整听对话，完成在横线上填单词的练习。师生共同核对答案。
Step6. 老师引导学生根据图片和单词提示，模仿Bob，复述图片中的人物关系，不一定完全用短文中的句子。如：Ann is my cousin. This is my aunt. She is Ann’s mother. And she is my father’s sister.等等。
Step7. 老师先带领学生大声朗读2c中方框内的单词，然后播放录音，学生完成选词填空的练习。对学生进行一定的做题技巧指导，如先标序号，再填空等。
Step8. 师生共同核对答案。然后大声朗读 短文。
Step10. 根据学生的活动情况，请2至3名学生展示一下。

Listenandcirclethe
words you hear.

Listen again and repeat the words. Then put the words into the boxes.

Listen again. Then fill in the words from the box.

Step 3
Practice
老师借助图片或课件创设情境，运用短文中的句型介绍自己的家庭成员，然后学生在小组内活动，利用自己的照片，互相介绍家庭成员。
Listen and introduce
Learn to use
Step 4
Consolidation
Pair work and show time
Consolidation
Homework.
预习课本P12-13，听录音三遍，弄清各部分大意。家长检查签字。
板书设计：

反思与重建

第三课时4 & 5
教学环节
教师活动
学生活动
设计意图
Step 1
Warming up.
Listen to the song.
Warming up
Step 2 Presentation
Step1. 学生翻书到第12页，先看图，认识主要人物。运用书上的示例进行对话。并将人物头像呈现在黑板上。
Step2. 老师播放第一 部分的录音，并辅以课件或图片、体态语、表情等，帮助学生初步感知情景剧的情节和内容。
Step3. 再次播放上述部分录音，学生边听边思考，回答老师的问题，如：Who are the children? Where are the children going? What’s in the basket and what’s in the box? Who eats the pizza?等等。
Step4. 通过问题引导学生学习和操练第一部分的句型: I’m Little Riding Hood.She’s my sister. Come on,Granny is hungry. What’s in the basket? What’s in the box? A pizza for Granny. Wonderful! Give me the pizza.Yummy! I love pizza. antastic.等。
Step5. 第三次播放录音，学生逐句跟读，模仿录音中的语音、语调。
Step6. 师生共同分角色表演第一部分。
Step7. 老师引导学生，对后面的故事情节进行预测。
Step8. 老师播放第二部分的录音，学生初步感知这一部分的情节和内容。
Step9. 再次播放录音，学生边听边思考，将人物和所说的话配对。
Step10. 学说和操练这一部分的重点句型。老师注意引导学生关注每个角色的心理活动和说话的语气。
Step11. 第三次播放录音，学生逐句跟读，模仿录音中的语音、语调。
Step12. 老师引导学生分角色朗读或表演这一部分。
Step13. 老师完整地播放一次录音，学生跟读，注意模仿语音、语调。
Step14. 小组活动，分角色朗读或表演。
Step15. 请一至两组学生表演。
Listen, do and act

Learn to act out the play
Step 3
Practice
Look, listen and learn
Learn to say
Learn the passage.
Step 4
Consolidation
Pairwork
Ask and answer
Homework.
预习课本P14-15，听录音三遍，弄清各部分大意。家长检查签字。
板书设计：

反思与重建

第二单元教学目标
1. 能根据听到的单词ring, shell, friendship band, silver bell, necklace, soft toy等指认图片或实物；并能根据图片说出、认读有关吉祥物的单词。
2. 能运用there be句型描述物品所在位置。
3. 能运用have, has或have got, has got介绍物品的所属关系。
4. 能用句型Have you got a mascot? Yes, I have. What is it? ….What colour is it? ….等交流有关吉祥物的信息。
5. 能听懂关于吉祥物的简短对话，并根据完成的图表信息补全句子。
6. 能读懂有关北京奥运吉祥物的短文，并能正确朗读。
7. 能借助图片听懂、理解故事“The necklace” ，并在教师的帮助下和图片的提示下朗读、表演故事。
8. 能学唱英语歌曲“Mascots”。

第1课时 Part 1
教学重难点：能根据听到的单词指认图片或实物；并能根据图片说出、认读有关吉祥物的单词。能运用there be句型描述物品所在位置。
ring, shell, friendship band, silver bell, necklace, soft toy
I have ....There are ... in / on ....

教学环节
教师活动
学生活动
设计意图
Step 1
Warming up.
Broadcast the song Mascots
Preview and warming up
Listen and enjoy
Step 2 Presentation
Listen to the song and learn the name of the song Mascots
Presentation
What are the mascots?
Friendship band, ring, necklace, soft toy, shell, silver bell….
What mascot do you have?
I have….
Step 3
Practice
课件创设情境Where are the mascots?
Ss: There are mascots everywhere. There are mascots in my wardrobe/ on my chair.
T: My room is full of mascots.
Learn the new lyrics
Step 4
Consolidation
T: When there is a test at school, how do you feel? Why?
Ss look and answer

Open the book
Listen and sing
Homework.
Finish part 2
板书设计：

反思与重建

第二课时2
教学重难点：能运用there be句型描述物品所在位置。
ring, shell, friendship band, silver bell, necklace, soft toy
soft toy elephant, soft toy dog
There is … on / ….
There are … on / ….
教学环节
教师活动
学生活动
设计意图
Step 1
Warming up.
Listen to the song
Review the song
Step 2 Presentation
Ask and answer
T: What’s this?
S: It’s …
T: What about these?
S: They are…
Review the words
Show picture A
There are ….
Show picture B
There are ….
Compare picture A with picture B
There are … in picture A
There are … in picture B
Pair work
Step 3
Practice
In picture A there are 3 pink elephants on the desk.
In picture B there are ….
Pairwork
Homework.
Preview P17
板书设计：

反思与重建

第三课时3&5
教学重难点：能听懂关于吉祥物的简短对话，并根据完成的图表信息补全句子。
能运用have, has或have got, has got介绍物品的所属关系。
能用句型交流有关吉祥物的信息。
Have you got a mascot? Yes, I have. / No, I haven't.
What is it? A soft toy panda / ….
It’s beautiful.
He / She has got ….
教学环节
教师活动
学生活动
设计意图
Step 1
Warming up.
Greetings
Warming up
Listen to the song.
Step 2 Presentation
Have you got a mascot?
What is it?
How many have you got?
I have got a ….
It is a ….
I have….
Review the words and sentences
Step 3
Practice
Broadcast part 3a
Listen and tick
Step 4
Consolidation
Look and say
Prepare to finish part 3b
Homework.
Preview P17
板书设计：

反思与重建

第四课时 4
教学重难点：能读懂有关北京奥运吉祥物的短文，并能正确朗读。

教学环节
教师活动
学生活动
设计意图
Step 1
Warming up.
Greetings
Review
Sing a song
Step 2 Presentation
Show the pictures of Fuwa and ask
They are the Beijing Olympic Mascots. Do you know them? What are their names?
Know about Fuwa
Broadcast part 4
Try to introduce by themselves
Step 3
Practice
T: Do you like mascots?
S: Yes, we do.
T: Me, too. They are popular everywhere. Why do people like them?
S: They can bring good luck.
T: Right. People believe mascots bring good luck.
Learn part 4
Step 4
Consolidation
Reading competition
Homework.
Preview P18-19
反思与重建

第五课时 6
能借助图片听懂、理解故事“The necklace” ，并在教师的帮助下朗读、表演故事。

教学环节
教师活动
学生活动
设计意图
Step 1
Warming up.
Greetings
Warming up
Sing the song
Step 2 Presentation
Broadcast part 6
Know about the story
What does Joe want to do in the morning?
What does Joe find on the way?
Does he like it?
Is Joe OK?
Practice
Don’t forget the potatoes. It looks great. My head hurts.
Step 3
Practice
Retell the part of story
One morning, Joe is going to buy some potatoes. On his way, he sees a necklace. He likes it. But he falls down. So his head hurts.
Think about
What’s the matter with Joe?
Step 4
Consolidation
Find out what is the meaning of damn?
How is Joe feeling?
What does he say?
Why does he say “Stupid necklace”?
How is Joe feeling now?
Why does he say “Stupid me”?
Feel about the story
Homework.
Prepare to act the story out
板书设计：

反思与重建

第三单元教学目标
1. 能根据听到的句子It’s ... o’clock. It’s half past .... It’s ... past / to .... It’s quarter past / to ....指认时间，并能运用句型描述时间。
2. 能用What’s the time?询问时间，并作出回答。
3. 能正确运用get up, go to school, school starts, school ends, go to bed等谈论日常作息习惯。
4. 能读懂email的信息内容，并能仿写一篇有关日常活动的email。
5. 能运用问句How many English words can you write in a minute? 等询问一分钟内所能做的事情，并作出简略的回答。
6. 了解某些事物一分钟的信息。

第一课时 Part 1
教学环节
教师活动
学生活动
设计意图
Step 1
Warming up.
Greetings
Warming up
Step 2 Presentation
T: I have a good friend.
Guess, who is it?
It has a round face. It has three hands. It can say “tick, tock, tick, tock”.
Teach Ss how to say
What’s the time on the clock?
It eight o’clock.
What’s the time on the clock?
It five past eight.
What’s the time on the clock?
It quarter past eight.
Part work
Step 3
Practice
Ss look and find the rules.
Ask and answer in pairs.
Observe
Step 4
Consolidation
Show time
Learn to use
Homework.

板书设计：

反思与重建

第二课时 Part 4
教学环节
教师活动
学生活动
设计意图
Step 1
Warming up.
Greetings
Warming up
Ask and answer
Step 2 Presentation
What’s the time?
What time is it?
What’s the time on the red/…clock?
Learn to ask and answer
Listen and number
Read and check
Step 3
Practice
Pair work
Practice
Step 4
Consolidation
Ask few pairs to show how to do
Learn to use
Homework.
Write “My Day”
板书设计：

反思与重建

第三课时 Part 2&3
教学环节
教师活动
学生活动
设计意图
Step 1
Warming up.
Greetings
Review the lesson
Ask and answer
What’s the time?
What time is it?
Step 2 Presentation
Ask and answer
I get up at ….
What time do you get up?
I get up at….
Listen and repeat.

Prepare to write about your day.
Ask and answer.
Pair work.
Listen and number.
Check the answer.
Step 3
Practice
Free talk.
What time do you get up?
What time do you go to school?
What time do classes begin?
What time do you do sport?
What time do you do your homework?
What time do you go to bed?
Step 4
Consolidation
Show time.
consolidation
Homework.
Preview