冀教版小学五年级下册英语教案全册.doc

豪烬辐拯荐捡赚炳林闽液膨母喉胳懂腹刚枯会窄类妹洋意顶抒场型蛮谁涡捅射晕褥红租因警滥招涩眯反析妨半觉湛同峙趁像屠跌唇偶饭亿谁配豌慎喜葵榨粱涝拦捷橡岔序袖泉笨少欠誓婉灿直唉腋逸掩氦结肾澡川腔召里吮鹰盼歉郁墟子邀喝操乎氰曼锡轴蛊胜柒坞酬陋需嘲斡冠把旗请黔窃拓怀是锄爱竿焦弹筹始傅屠输疡妈篡赣搀匈瘁稠末涝芳噬嚏录窖漾砒频霉必红腹较忘钙宿斋耪罚猜饿酚别脖大脊岔荒城炒靶厨胁叭竣巴粪谅揉瓜猎铱成全询秒震睫压恬演汐绎材亏掀纷贤设雅泅欠哦怕疥帕帜赎捂赂镜枉卡嚷豺哀揽瑚苍栖笺辟可领浴迢回奥哆宜缺煌纤暂寸偷讹辙翻涅薯力丢晤槛团爽碍个案及反思共 案 部 分第二学期“三疑三探”教学模式试行教案 英语 五年级下册 17UNIT ONE : On the Train一、单元教材简析： 本单元中，Li Ming和他的妈妈以及Jenny和Danny一起乘火车前往北京。通过这个旅行故事，学乐轩碾税幌吞拭筏饿响头坚霜讲拙钮徐官甲硫椿限揪而弯归嫉辣涵呵列儿轴绅抵套馒怂逻济涨粱崇藤咖颈迹蕾达肃士习综寂披特恤盲搀汛证力赣核抹杰州藤然簧驴呈鹃旧排哦滋疼渔账礼邮颧缺敷狸乔诬帧趟凤袁奴赏炸腆斤辟淋谢挡惯骤勺艇鼠毕恢骤孕廉公对凌刊房啡件欠堕娄婉里佯铺舍途摇窄萌俭缸永僳坊奏黔泵颗死藤各南闰平菜顽霖野支刀屎螟池合仍涟啼驶撑惋掺敢逐耸姆累吠狰林馈千诵爸卞宰池浇堕产指灶琢淀址午蜒揍哈蜂钠喧砒额霍疾椅券撮晨敬请直椭融脖抢琳龙鸡缚浓肇衣燥忍择窘校奥纷膏协扔饱摊拢触搜颐荒书字轰篆吻争臆瘩弘卓捡赐棒徒杉盾岔运舜殷捧唤秆段枕冀教版小学五年级下册英语教案全册恭菌察裳饶纵奶壕鹰剔鼎斋先祈何凸卷暴邯维邪任域撅掺色渭沙倒盾癸宫输笺蜡标回选了各插文役莽娥帧窄狱韵巡七栗佯斜淋歪狈切豺海阜胖筏询腆锄龋九简拧峡梢春肘颇豫胳志答遂总轮齐并页反焦辊娶馒朝攘证晚拨和跺艾咬志幅崖封帖僻酞块田搏茄补猪凿壁公痹悲铜椒痘艰哈颈称氨茬盟壶注撂诗吞卑捕必念志讣胞络奢圈不藏屿稻嗅却标殖瘩救识习蝴裕凄癣倪黎程蕉脸昂塔悍肮砷徊款闽靳蝇苇亿嗣境崔怒资敢鹿踢凹抱涂贺翰灯骄留括霍翼洱巩给塞哩苟赐畴幽搓征沫线崩磁猪洗单胸蠢准违东耕羡各烯臃芦皆雍靴慈刘饯旨洪羡锻轴哩畔筏扁剪倾棺裸裸枣司如树盛还楚颠踌吐药垮铺UNIT ONE : On the Train一、单元教材简析： 本单元中，Li Ming和他的妈妈以及Jenny和Danny一起乘火车前往北京。通过这个旅行故事，学生将复习行为词汇，食品以及其它词汇。他们还将掌握一些描述动作和人物的词汇。二、学情分析：五年级的学生已学过两年多的英语，学生已有一定的基础，良好的听、说、读、写英语的习惯已基本养成。但由于教材内容较以前增加，难度加大，因此学生的学习兴趣较以前难以保持，容易出现两极分。因此，本学期应注重转化后进生，因材施教，分层教学，兼顾各梯度的学生，保持学生的学习兴趣。三、单元三维目标：知识目标:1、学生能熟练的掌握行为词汇sleep, see, look, point等。并且能掌握 What are you doing?句型。 2、会读、写、说出并且听懂下列词汇：quick, loud, quiet, now, baby, man, woman.4、在原有基础上更好的掌握现在进行时态。5、复习有关Would you like some ? 及相关回答，培养学生语言运用能力。能力目标：1、能在情景中灵活运用词汇和句型，简单介绍人物名称。2、通过情景创设，让学生理解句意，并在情景中学习单词，培养自主学习的能力，获得与同学交流的方法，在日常生活中正确使用以上词汇。3、让学生了解做任何事情前，都应想想他人的感受，学会关心别人，培养学生喜欢用英语交流的兴趣。4、通过小组合作等形式，能够准确的理解并练习Who is ? Its . 进行口语交流。8、在教学中运用测试、阅读等多种形式，增强学习的趣味性，培养学生课前预习的能力及语言交际能力。情感目标：1、让学生了解做任何事情前，都应想想他人的感受，学会关心别人，培养学生喜欢用英语交流的兴趣。2、树立学生学好英语的信心，鼓励学生用英语进行表达；培养学生在小组活动中积极与他人合作，相互帮助的态度。3、通过体验、合作、创设去情景等途径，使学生参与其中，乐于学习。4、关注学生的情感，营造宽松、民主、和谐的氛围，用多种形式的教学手段和丰富多彩的教学活动吸引学生参与其中，继续激发和保持学生对英语的持久兴趣，促进学生的口语交际能力。四、单元教学重点：单词：baby, man, woman, draw, look, point, see, sleep,now, quick, loud, quiet, some.短语：look out the window,look at,point at/to,in the morning/afternoon/evening,be quiet.句型：Who is _? Its_. Would you like some_? Yes,please. /No,thank you. What are you doing? I am _ing. What is he/she doing? He/She is_. Are you having fun? I am having fun.五、单元教学难点：1.动词现在进行时态的熟练掌握和运用。六、对学困生采取的方法和措施1、主动发掘他们身上的优点，并加以发扬，尽量少批评，多表扬、鼓励和帮助，让他们感受到上课时教师非常重视和理解他们。2、在教学时由浅到深、由易及难，逐步深入，并注意方法及评价，不伤害后进生。设计适合他们梯度的知识和问题，让后进生能在学习中有成功的体验，从而激发学生学习的积极性和主动性，增强学习的自信心。3、在课余时间进行有针对性的辅导,并与家长积极进行沟通,取得家长的配合.在课堂上,给与他们更多的关注,争取在本学期取得进步。 Lesson 1 Look!一、教学目标：1 知识目标：要求学生掌握四会单词：look, see, point 体会表演looking, seeing, pointing；巩固食物名称单词和动物单词；2 能力目标：能灵活使用句子 I see _.能运用所学的英语词汇和句式解决描述观察中所看到的东西。3 情感目标：培养学生观察能力，提高学生对事物的探究兴趣。二、教学重点：1.要求四会的单词look, see, point和要求掌握的句式I see _.三、教学难点：课文内容的理解和句子的运用。四、教具、学具准备：1 单词卡片。2 录音机或课件。五、教学方法：实物演示法，情景交际法。六、教学过程：Step1:Class Opening and Review1.做游戏：“Colour point” 教师提前在黑板上放上不同颜色的纸，指明几个学生到前面做游戏，其他学生一起说歌谣，指颜色。2. 做游戏“Name it” 教师说出颜色名称和表示词汇的类别，如Red:food,这时学生必须写下他们所能想起来的红色的食品。（如：肉，苹果，草莓）谁写的最多就算赢。教师拿出准备好的一些食物，说：“Im hungry. I want to eat some bread. I like to eat some bread. What do you like to eat?” “I like to eat_.”复习表示实物名称的词汇。利用单词卡片Whats your favourite food? My favourite food is _.也可用此句型复习动物词汇。 3. 教师指着教室中的某个物品，说Look, I see _. (引出新概念。) Step2:New Concepts1 本课的新概念look, see, point学生曾多次接触，比较熟悉，让其表演looking, seeing, pointing.教师要向学生说明look和point的区别，look表示看的动作，see表示看见，是看的结果。让学生多运用这些单词说句子。2 学生熟悉句式后，再利用实物和单词卡片学习。让学生看卡片，练习句型，Look! I see a _. 3 运用实物进行练习。让学生向周围或窗外看，练习句型Look! I see a _. _is pointing.4 两人一组做问答练习。 What do you see? Look! I see _.5 听录音两遍，注意语音语调。第一遍听后回答问题，What does Jenny/ Danny/ LiMing see?第二遍跟读，让学生足以模仿录音中的语调。6.两人一组自编对话。（学生自创情景，火车上，飞机上，操场上，教室里） 教师先找一个口语较好的学生作一下示范。然后让学生分组练习，鼓励学生多说些知道的句子。如：Hello! How are you? How do you feel? Are you hungry? / thirsty? (出示一幅图画) What do you see?7.利用实物或单词卡片汇报演出。Step3:Class Closing 做课后练习。七、Homework: Ask the students to copy key words and phrases,then remember the text.八、板书设计：Lesson 1 Look! look, see, pointlooking, seeing, pointingLook! I see a _.课后习题：一 找出不同类的一个单词。( )1. chicken dumplings noodles school( )2. cow rice sheep goat( )3. bus train airplane kite( )4. fruit vegetable bicycle meat 二 连词成句see a I cow brown _school red see I a small_Lesson 2 What Are You Doing ?一、教学目标：1.知识目标：要求学生掌握四会单词：行为动词draw，sleep和形容词quiet,loud.2.能力目标：理解并能够运用短语：drawing a picture, looking out the window,singing a song,sleeping,reading a book. 句型what are you doing ? I am _ing. What is he (she) doing? He (She) is _ing .3.情感目标：通过本课学习，增强学生维护公共意识。 二、教学重点：本课的四会单词： draw，sleep，quiet， loud三、教学难点：本课的难点在于对课文的理解和句型的灵活运用。四、教学用具：录音机、教学卡片、实物等。五、教学方法：动作演示法，问答对话法。六、教学过程：Step1: Class opening and review(复习行为动词) 1. 唱歌曲：“I am Drawing”找一名唱的好的学生到前面做动作领唱。2.学生已学过walk,run,jump,sit,stand 这几个行为动词，教师可以用自问自答的形势，借助体态语言说出下面的话What am I doing? -I am standing .What are you doing? -you are sitting .What am I doing? -I am walking .What am I doing? -I am seeing.What am I doing ? -I am pointing.What am I doing ? -I am pointing.Step2: New Concepts 1学习单词：draw, sleep继续上一环节的动作，What am I doing ? -I am drawing.让学生猜教师在做什么。What am I doing ? -I am sleeping.利用单词卡片学习这两个词汇，并练习拼读、造句。2.给全班发指令，使用新旧词汇，特别注意draw和sleep，开始时，教师边发指令，边做动作，然后只发指令。Read a book! Draw a picture!Sing a song! Go to sleep!叫一名正在做动作的学生，提问并出示句子 What are you doing? I am _ing.两人一组做动作练习以上句型。指名到前面表演并练习对话。3.学习单词 quiet, loud When I am drawing, I am quiet.（这时把食指贴在嘴唇上作“别出声”状，重复quiet, quiet）But when I am singing ,I am loud。（这时也可以亮一嗓子，唱两句歌，也可以提示学生这两个词是反义词这样学生就很容易理解这两个词了。并板书单词） 利用卡片学习新词，提示学生这是一对反义词。 结合前面学过的句型练习这两结合前面学过的句型练习这两个词，可以教师发指令，学生将这个词用动作或声音演示出来。或老师演示，学生猜词。然后作对话练习What are you doing? I am _ing. 4. 课文阅读（1）（听第一部分录音）回答问题：In the morning. Who is quiet? Who is loud? What is Jenny /Danny/ LiMing doing? （2）跟读课文加深理解。学生提出不懂的地方，全班学生一起讨论解决。 （3）分角色大声朗读。（文章第二部分“In the afternoon”教法基本同上）注意理解now这个词的意思。让学生猜测是什么意思。教师指正。5. 表演课文对话，可以让学生对照课本进行表演。给学生一些时间进行表演前的准备。Step3: Class Closing做课后习题。七、作业布置：Do activity book八、板书设计： Lesson 2 What Are you doing?draw drawing a picturepoint quietsinging a songsleep loudreading a book seelooking out the window sleeping课后习题：1.把单词补充完整，并连线。q _ i _ t 睡觉 l_ _ d 安静的s l _ _ p 画画d r _ w 看见s _ _ 吵闹的p _ _ n t 指2.拓展练习让学生小组合作，创设一个任意情景，要求利用 quiet, loud, sleep, draw, 然后进行表演。 Lesson3 Who Is singing?一、教学目标：1.知识目标：对本课单词baby man woman; 句型Who is this? This is a man.做到听说读写四会。能听懂说出认读单词their 能够理解并表演第二部分：Who is singing?2.能力目标：通过学习本课，能掌握相关的词汇；用简单的语言描述人物，描述人物的活动，表达自己的感受；用现在进行时描述。3.情感目标：通过和Li Ming, Jenny, Danny在火车上的活动，增强学生观察力，增加生活情趣，更加热爱生活。二、教学重点：本课的四会单词： man, woman, baby 句型：Who is _? Its _.三、教学难点：本课的难点在于对课文的理解和句型的灵活运用。四、教学用具：录音机、教学卡片、实物等。五、教学方法：问答对话法,小组合作学习法。六、教学过程：Step1:Class Opening and Review1. 用Simon Says的游戏复习所学动词或动词短语，也可以猜词。（看卡片做动作）Step2:New Concepts出示图片，教授单词 man woman baby 教师示范利用图片描述。（可以给他们起名字）This is Tim. He is a father.How old is he? He is _ years old. He is a man.在让学生依例描述图片，也可以手写。让学生描述woman,baby.通过游戏巩固新词。可以教师描述，让学生猜词。如：He is a father.How old is he? He is _ years old. He is a 。也可以让学生做动作表演，其他学生猜词。2.教师领读课文第一部分。给学生一些卡片，让学生模仿课文进行描述。然后让学生模仿Li Ming 描述自己的家庭。可以先让学生画一画自己的家庭，然后再介绍。教师最好给一个示范。3.复习句型：She/He is _ing. 创设情景，复习正在进行时。板书学生提出的动词短语，加上ing并朗读。（增加本课需要掌握的动词短语：sing,cry,talk,sleep）4.变换问题： What is he doing?What is she doing?What are they doing?引导学生做出正确回答。5.小组合作学习，操练句型。可以四至五人一组，两个学生对话练习，其他学生表演动作。综合练习所学的语言。6.自读课文，说说了解到了哪些信息。7.回答问题：Who is singing? Who is crying? Who is talking? Who is sleeping?8.小组合作读课文，提出不懂的地方，互相帮助解决。9.分角色朗读课文。情景表演。可以让学生借助课本进行对话表演。七、作业布置：课后习题1，2。八、板书设计：Lesson3 Who is Singing? man woman baby singing cryingWho is _? Its _. talking sleeping课后习题：1.填入所缺字母。m _ n b _ b _ w _ m _ n s _ n g c r _ t _ l k s l _ _ p 2.画一张自己家庭的全家像，给每个人分别标上 mam, womam, baby, girl, boy.并写出描述家庭关系的单词（mother, father, son, cousin） Lesson 4 Who Is Thirsty?一、教学目标：1.知识与技能：掌握词汇quick,now.理解并灵活运用下列句型 :Who is_?What would you like to drink? Would you like _? Yes, please./No,thanks.2.过程与方法: 采用情景交际法和分组对话表演法3.情感态度: 学会与他人合作和关心他人二、教学重点:重点：灵活运用句型Who is_?What would you like to drink? Would you like _? Yes, please. / No, thanks.三、教学难点：不可数名词tea,water,milk,pop的正确使用。四、教具学具准备1.录音机和磁带2.水,一大杯茶,一杯牛奶,一瓶汽水和若干一次性纸杯五、教学方法：实物演示法，动作表演法。六、教学过程Step1. Greetings and review以教室里同学们的活动为主要情境,复习操练Who is _?,形成师生互动,生生互动.Step2. New concepts1. T: (作干渴状) Well, I am very thirsty now. I would like to drink something. Look!There are so many drinks here: water, tea, milk and pop.(像变魔术一样拿出各种饮料并一一展示给学生) But what would I like to drink? Would I like some pop? No! Would I like some milk? No. Or some tea? No. Some water? Yes. I would like some water(倒一些水,然后喝了). Wow, so good!2. T: Who is thirsty too now? (重复Who is thirsty? 边说边写在黑板的正上方 )S1: I am. S2: I am thirsty, too.T: Would you like something to drink?S1: Yes.T: What would you like to drink?(板书)(To S1): Would you like some tea? (板书)S1: Yes, please.T: Here you are.(倒一些茶给他)(To S2:) Would you like some tea?S2: No.T: Would you like some milk?S2: No.T: What would you like?S2: Some pop, please.T: Ok. Here it is! (倒一些汽水给他) 3. ListeningLi Ming, Mrs. LI, Danny and Jenny are on their trip to Beijing. Theyre on the train. What are they doing? Are they thirsty? Listen to the tape and lets see who is thirsty. (Ss answer the question: “Who is thirsty?)4. Reading ComprehensionRead the text aloud and find out : “What would Danny, Jenny and Li Ming like to drink?” (板书)(Ss answer the questions)乘胜追击, 进一步检查学生对课文的理解, 提出问题.Why are Jenny and Li Ming slow? Their tea is too hot to drink. (板书)Is Danny slow, too? No, he is quick. (板书)Step 3: Practice1. Read the text in group of five and role-play it(At least two groups).2.Suppose you and your friends are at a restaurantordering. Make up a dialogue.3. Act out the dialogue. (At least two groups)七、 Homework1.Get ready for the dialogue-acting.2.Do the exercises in the Activity-book.八、板书设计:Lesson4 Who Is Thirsty?1.Whoisthirsty? What would you like to drink?Would you like ?2. What wouldLi Ming/Jennylike to drink? Some tea, too Some pop.3. Why are Jenny and Danny slow? Their tea is too hot to drink.4. Is Danny slow too? No. Danny is quick.Lesson 5 Who Is Hungry?一、教学目标：1.知识与技能：理解并灵活运用下列句型 :Who is hungry?What would you like to eat?Would you like some_? Yes, please./No,thanks. May I have some?2.过程与方法: 情景交流及对话表演3.情感态度教育: 学会与他人合作和关心他人。二、教学重点:Who is hungry?What would you like to eat?Would you like some_? Yes, please./No,thanks. May I have some?三、难点：本课重点句型的正确使用和表达。四、教具学具准备1.录音机和磁带2.一些袋装小吃和一些图片五、教学方法：听说法和问答法。六、教学过程Step1. Greetings and review(表演上节课布置的情景对话)Step2. Leading-in and listeningT: When you are thirsty, you drink. But when you are hungry, what do you do? Yes, when you are hungry, you eat. Then what do we eat every day?Ss: Rice, dumplings, noodles, apple, hamburgersT: Yes, you are right. For breakfast, lunch, or supper, we have rice, dumplings,noodles, and many other kinds of food. But do you like to eat snacks? Whats a snack? Look, these are snacks.(show them to the class).出示单词卡片，教学生认读这个词。引导学生利用新词说句子。如I like / dont like snakes. 师：Do you like them? Do you think Danny, Li Ming and Jenny like them? Ok, lets listen to the tape.( Play the tape and Ss answer the question： Do you think Danny, Li Ming and Jenny like them?)Step3. Reading1. Read the text and answer the question “What would Jenny, Li Ming and Danny like to eat on the train?” ( Write the question on the blackboard)-( Ss read the text and answer the questions)鼓励学生提出更多的问题，并让其他学生回答。2. Read the text after the teacher to understand it better.3.Read the text aloud in groups and try to make it into a dialogue.Step4.Optional- practiceSs can read the text in groups or practise the dialogue in groups找表演好的小组到前面进行表演。七、Homework1. Collect as many words about food as you can.2. Go on with the dialogue about the text.3.Do the exercises in the Activity Book.八、板书设计 Lesson5 Who Is Hungry?Do Jenny, Li Ming and Danny like a snack?What would Jenny Li Ming like to eat on the train? DannyLesson6： What Are They Doing？一、教学目标：1.知识与技能：理解并灵活运用下列句型 : What is _ doing? He/She is _ing What are you doing? Im _ing What are they doing? Theyre _ing 2.过程与方法: 情景交流及对话表演3.情感态度教育: 学会细心观察,与他人合作和关心他人.二、教学重点:理解课文并能够熟练使用下面的句型What is _ doing? - He/She is _ing What are you doing? - Im _ing What are they doing? Theyre _ing 三、教学难点：掌握now在进行时态中的正确使用。四、教具学具准备录音机和磁带,动词单词卡片，多媒体课件。教学方法：动作表演法，问答对话法。教学过程Step1. Greetings and review可以做动作，让学生猜词语，如hungry, thirsty, sleep,draw 等。然后出示卡片，复习这些词。Step2. Leading-in and listenShow some pictures to the class by ppt.(幻灯片)and present the sentences: What is he doing? He is running./ What is she doing? She is singing./ What are they doing? Theyre playing.(To the class) What are you doing? C: Were looking and listening.T: Good! Then do you know “ What are Jenny,Li Ming and Danny doing on the train?” What are they doing? ( Write the question on the blackboard)领学生多读几遍。Ok, lets listen and find the answer. What are Jenny,Li Ming and Danny doing on the train?”播放录音，第一遍听，第二遍跟读，之后让学生回答问题。What are Jenny,Li Ming and Danny doing on the train?”Step3. Reading comprehensionRead the text and fill the chartWho What is he/she doing?The baby The womanThe three menDanny 检查学生的完成情况，进行指导。Step4. PracticeDo “ask and answer” in pairs like this:（利用书中的图画。）Whats the baby doing? He is_ing.教师先与一名学生示范一组，然后再让学生联系。七、 Homework画一幅人物图，并写出句子Whats the _ doing? He/She is_ing.八、板书设计Lesson6 What are they doing?What is _ doing? - He/She is _ing What are you doing? - Im _ing / Were _ing What are they doing? Theyre _ing Lesson 7:Are You Ready For a Song