新五年级上完整教案.doc

1、What does she look like? Period 1一、教学目标1、能听懂、会说新单词tall, short,young,old, round ,long.2、能掌握What does she look like? Shes tall and has long hair等描述外貌的句型3、能正确运用What does she look like? Shes描述人物外貌特征。二、教学重点及难点重点：掌握四会单词tall, short,young,old, round ,long.句型What does she look like? Shes难点：用What does she look like? Shes结构描述人物的外貌特征。三、教学准备单词卡片和图片、画画工具、教学挂图、教学磁带等。四、教学步骤Step 1 Warming up1、师生问候。2、复习人体各部位的单词（1）在黑板上画一个人脸，边画边问：Whats this? Its a nose/eye/hair/an ear.This is a face. A round face.（2）运用句型：touch yournose,eye,ear ,head,hair,hand,leg, foot,face.朗读2遍，翻译一遍。Ear ,ear, touch your earect.Step 2 Presentation and drill1、引入新知。把我们班新来的一名同学悄悄叫出去不让大家看见，然后问大家：we have a new student this year. Whats her name?What does she look like?先用中文猜猜新同学的长相高矮，头发短长，眼睛鼻子的大小，脸型等。然后边谈论边板书新单词tall, short,young,old, round ,long.板书完以后，让学生自学单词：理解词义，猜猜读音。然后教几个来认读，如果有读得非常好的同学，就让他们来当小老师教大家来读，发现有错误的马上进行纠音。单词中有难点young, round的发音比较难掌握，多练习几遍。接着来记忆单词：我们现在来开展比赛，看谁能最快记出这些单词，老师先带拼几遍，然后比赛。2、教学句型。我们要询问某个人长得怎样，应该用什么英语呢？出示句子：What does she look like? 带读三遍，然后指名学生读，纠音。再教答句：Shes tall and she has long hair.带读，纠音。分组问答。学习She has two big /small eyes. She has a big/small nose.Step 3 Practice1、游戏听音画画:listen and draw: She has a round face.Shes short. She has two big eyes. She has a big nose. She has two small eyes. 2、听课文B，C部分录音，跟读。家庭作业：熟记新单词，和同学或家长描述同学或父母亲的长相。Period 2一、教学内容和目标：1、能理解并能表演课文A部分。2、能正确运用句型描述外貌特征。3、培养学生欣赏赞美他人的美德。二、教学重点及难点：重点：正确理解课文A部分，能表演A部分对话。难点：理解并表演课文A部分。三教学准备：单词卡片、教学挂图、教学磁带四、教学步骤Step 1 Warming up 1、师生问候。2、利用卡片复习单词: tall, short,young,old, round ,long.3、复习句型课文C部分。Step 2 Presentation and drill：学习课文A部分。1、listen answer: (1)How many people are there in this dailogue？Who are they?(2)Where are Peter and Lingling ?(3)What does the new Chinese teacher look like?（4）Is she beautiful?答案：Peter and Lingling. Sunshine School. Shes not tall.She has short hair.Yes,shes beautiful.2、理解课文A部分的含义。3听CD跟读4. 自由朗读课文。5.表演A部分。Step 3 Practice 四人一组设计对话，谈论一下组内同学的外貌，然后上台对话，让大家猜猜描述的是谁。老师先示范：I have a friend. Shes short and she has long hair. Shehas two big eyes .She likes reading.She wears pink T-shirt. Whos she? Please guess.让学生自由练习3分钟，然后上台来描述，大家猜测。家庭作业：读熟课文A部分，能和同学或者家长流利的对话。Period 3一、教学内容和目标 1、复习课文A,B,C，表演对话A部分。2、理解课文D,E,F.3、抄写课文标题和新单词4、教学重点及难点二、重点：理解课文D,E,F三、难点：理解课文D,E,F四、教学准备练习本，单词卡片和图片、教学CD等五、教学步骤1、师生问候。2、复习本课新单词，重点在于检查学生的掌握情况：让学生拼写出单词的每个字母。3、表演A部分。4、学习课文D部分：（1）听录音.听之前先引导学生浏览要回答的问题，让学生带着目的性去听，边听边画记一下。（2）听完之后，让学生思考并填写表格5分钟。然后对答案。5、E部分。先让学生描述英语老师的外貌：身高，头发，脸，眼睛。然后完成E部分，请几位把答案写在黑板上，订正。6、学习F部分：先听再跟读。7、书写课文标题和新单词：强调一下书写格式。六家庭作业：抄写单词3遍，记好，默写一遍，准备第二天课堂上听写。Unit 2 Id like a hamburgerPeriod 1一、教学目标：知识目标：1）能听懂会说新单词hamburger sandwich Coke food fish chicken beef 2）能听懂会说What would you like? Id like a hamburger, please. Id like a some fish, please.能力目标: 培养学生交际能力以及与他人合作的能力情感目标：培养学生英语学习的乐趣和热情，做到在“在用中学，在学中用”。学习策略目标：改变传统的死记硬背，倡导自主合作学习。二、教学重难点：重点：1.掌握有关食品的词汇。2.掌握句型What would you like? Id like a hamburger, please. Id like a some fish, please.难点：如何引导学生将所学知识应用于实际。三、教具准备： 食物图片：hamburger sandwich Coke food fish chicken beef等，多媒体课件一套。四、教学过程：Step1. Warming-up（1）Lets do some sports(学生按教师的指令做动作)Stand up! / Turn left./ Turn right/ fly like a bird/play volleyball/ run slowly/ run quickly/ jump five times（教师辅以手势）（2）这些动作做完后，教师做干渴状和摸着肚子说：Im thirsty. Im hungry. 通过游戏形式制造轻松，活跃， 自由的课堂气氛，让学生积极主动的投入到英语学习中来，也为下一步单词句型的引出做好了铺垫。Step2. Presentation and drill（1） T: After doing sports, Are you tired? Are you hungry? Ss: Yes. T: I bring some food for you.教师出示卡片并问：“Whatwould youliketoeat?”让学生根据自己的喜好，引导学生用“Idlike”回答。教师把该食物卡片送给说出想要某样食物的学生。（2）教师把手中卡片送完后摊开双手说：“Nofoodleft!Butdontworry，letsgotothe restaurant to have a big meal.There are some specials thereYoucanchoosewhateveryoulike”（3）运用CAI展示一系列精美的图片，学习食品词汇Step3. Practice（1） 此时电脑屏幕已展示出精美的食品图片，学生看着画片进行结组操练句型What would you like? Id like-。鲜艳的画面似乎正飘着诱人的香味，使学生眼前一亮，勾起的不仅是学生的食欲，学习的学习欲望也一同被激发出来。（2）Lets chant学生六人一组学唱chant, 并自编chant。What, what, what would you like?Beef, beef, Id like some beef.What, what, what would he like?Fish, fish, Id like some fish. What, what, what would you like?Hamburger, hamburger, Id like a hamburger.What, what, what would you like?Chicken, chicken, Id like some chicken.Chant形式活泼，学生爱学，爱读，学生在轻松愉快的活动中巩固了新知识。（3）Match the words with the pictures在这一环节中，学生通过听听，说说，做做等活动，感悟理解新单词句型，不仅使课堂活起来，而且所有学生都参与其中，真正体现了学生的主体地位。Step4. Groupwork确定小组里的组织人，记录人，发言人等，六人一小组合作完成 What would you like?在调查活动中，让学生进行语言操练，巩固所学的语言知识。不仅能培养学生的表达能力和反应能力，同时对学生进行情感教育（因个别学生不喜欢吃面条），不挑食，厌食，吃健康食品。Step9. Homework1.If you can cook please cook for your parents when you get home.2.Ask your parents about what and where they would like to eat.Period 2一、教学内容和目标：1、能理解并能表演课文A部分。2、能正确运用句型购买自己所需的食物。3培养学生交际能力以及与他人合作的能力二、教学重点及难点：重点：正确理解课文A部分，能表演A部分对话。难点：理解并表演课文A部分。三教学准备：单词卡片、教学挂图、教学磁带四、教学步骤Step 1 Warming up 1、师生问候。2、利用卡片或课件复习单词: hamburger sandwich Coke food fish chicken beef3、Lets chantWhat, what, what would you like?Beef, beef, Id like some beef.What, what, what would he like?Fish, fish, Id like some fish. What, what, what would you like?Hamburger, hamburger, Id like a hamburger.What, what, what would you like?Chicken, chicken, Id like some chicken.4、 Game采取四组比赛的形式，让学生造句Id like some fish. Id like some fish.用游戏代替机械，枯燥的单词句型操练.Step 2 Presentation and drill：学习课文A部分。1、listen answer: (1)How many people are there in this dailogue？Who are they?(2)Where are Anne and Lingling ?(3)What are they doing?（4）They would like some food and drinks. What would they like?2、理解课文A部分的含义。3听CD跟读4. 自由朗读课文。5.表演A部分。Step 3 Communicativepractice (1)屏幕上出现招聘服务员的海报“Waiters wanted”，We want a waiter and a waitress for our restaurant. Can you work late? Can you work hard? Can youmeet people? Please call Lisa at 1234567. 教师扮演店的经理，并说：“Our restaurant needs a waiter and a waitress. Whod like to have a try?” (2)邀请几位学生上来并让他们站成一排；然后，教师(扮演经理)对“应聘者”发指令：Turn left! Turn right! Smile and say: Welcome! Can I help you? What kind of noodles would you like? 等。每做几个动作，就请不合要求的“应聘者”回去，最后剩下两位“应聘者”。（3）教师说：“Now1etsopenour restaurant ”屏幕显示一些用餐的日常用语，引导所选的“服务员”与教师扮“顾客”进行对话。S: Good morning! Can I help you?T: Yes, please. Id like some food.S: This way, please. What would you like?T: Id like a hamburger, please. And Id like some fish, please.T: Yes.S: Wait a moment, please. Here you are. T: How much is it?S: Ten yuan.T; Here is the money.S: Thank you.T: Youre welcome.再让其他同学充当“顾客”与“服务员”进行对话，并让学生评价对这两位“服务员”的服务态度满意程度。（4）学生两人一组编一个“服务员”与“顾客”之间的对话。学生在听，读了解本课内容的基础上，让学生自编对话，这样就给学生搭建一个发挥想象的平台，激发学生积极思维，挖掘学生创造性使用语言的能力。此次活动拓展运用本课所学的语言，并发展了学生的语言技能（5）Show time 家庭作业：读熟课文A部分，能和同学或者家长流利的对话。Period 3一、教学内容和目标 1、复习课文A,B,C，表演对话A部分。2、理解课文D,E,F.3、抄写课文标题和新单词4、教学重点及难点二、重点：理解课文D,E,F三、难点：理解课文D,E,F四、教学准备练习本，单词卡片和图片、教学CD等五、教学步骤1、师生问候。2、复习本课新单词，重点在于检查学生的掌握情况：让学生拼写出单词的每个字母。3、表演A部分。4、学习课文D部分：（1）听录音.听之前先引导学生浏览要回答的问题，让学生带着目的性去听，边听边画记一下。（2）听完之后，让学生思考并填写表格5分钟。然后对答案。5、E部分。先让学生思考What would they like for lunch?然后完成E部分，请几位把答案写在黑板上，订正。6、完成F部分7、书写课文标题和新单词：强调一下书写格式。六家庭作业：抄写单词3遍，记好，默写一遍，准备第二天课堂上听写。Unit 3 Do you want some rice ?Period 1教学目标： 能听懂，会听说breakfast,lunch,supper,rice,soup,vegetables；能运用句型“Do you want some ？”询问他人的需求；及用“Yes,please.Thank you.对该询问表示感谢。能听懂、会说本课对话。培养学生文明礼貌的行为习惯。教学重点难点：重点：能运用句型“Do you want some ？”询问他人的需求；及用“Yes,please.Thank you.对该询问表示感谢。难点：理解“some more,rude 在对话中的含义。教学准备： 单词卡片，教学挂图，多媒体等教学步骤：Step 1 Warming up1、师生问候。2、自由会话，复习上一单元关于购物的用语。 Step 2 Presentation and drill. 1、T（戴上Dino的头饰或手饰）：Hello,my friends. Today is my birthday.Please say Happy birthday to me .Ss:Happy birthday to you .T:Thank you .Would you like to have lunch in my house ?将四张“请柬“分发给四个大组，要求每组派一名代表参加。然后将一些食品的卡片贴在黑板上。教新单词时，应注意以旧引新。 T:Lets have lunch!(to S1)Do you want some rice?(to S2)Do you want some soup?(to S3)Do you want some vegetables?借助单词卡片帮助学生理解新单词含义，并引导学生回答。S1-4：Yes ,please .Thank you./No,thank you. I want some 2、操练句型“Do you want some .?”猜T:I feel hungry .I want something to eat .Guess,what do I want to eat?S1:Do you want some buns?S2:Do you want a hamburger?引导学生灵活运用已学过的所有食品名称会话。也可让学生充当小老师组织该游戏。游戏Dragon game。教师将有关食品的单词卡片分给各组，学生边传边进行回答。游戏结束后，评选出“who is polite? who is rude ?S1:Do you want some .?S2:Yes ,please .Thank you .Do you want some ?3、课文A部分。1）听录音，复述所听内容。2）听录音，跟读。解释难点 some more。Step 3 Practice1、分组练习课文部分。2、分角色表演课文部分。Step 4 Consolidation1、创设情景，大胆会话情景：生日晚宴上，主人热情地招待客人，客人礼貌地回应。情景：快餐店里，服务员热情周到地招呼前来就餐的顾客。：Hello.：Hello.：Do you want some soup?：Yes,please.Thank you .、评价、练习（见练习册）Period 2教学目标：能掌握本单元单词water, soup, vegetables, breakfast, lunch, dinner,.在小组活动中能灵活运用句型“o you want some .? yes,please.o,thank you进行对话。教学准备：一杯水、一碗汤、单词卡片、教学挂图、多媒体等。教学步骤：Step 1 Warming up1、师生问候。2、复习句型游戏appy passing.老师将“o you want some .? yes,please.o,thank you小声地告诉每一小组的第一个学生，该生通过手势或口型传给后面的同学，依次传递，各组最后一名学生说出句子。传得又快又准的一组为胜。的单词卡片Step 2 Presentation and drill 1、教单词词waterT：Im thirsty. I want something to drink.做动作，帮助学生理解。S1: do you want a cold drink?T :No ,thank you .I want some water.指着桌上水杯里的水，帮助学生理解water的含义。出示单词卡片，板书单词，带读。2、教学单词soup1）：look! I have something to eat. Do you want to have a try?准备一碗汤，让几个学生上来尝尝。：Is it delicious ?Yes, its very delicious .What is it? Its soup.带读单词soup：o you like soup? What soup do you like best?S1:I like chicken soup.S2:I like tomato soup.帮助学生说出他们喜欢喝的汤的名称。2）出示装有盐的瓶子。：d like to add something to the soup .Whod like to have a try? Can you guess what I add to the soup ?让几位学生上来尝，并猜猜老师在汤里加了什么。：s the soup delicious now? Perhaps not. Because I add too much pepper to it .将装胡椒的瓶子给大家看，带读单词pepper。3、教学单词vegetables。出示一些蔬菜的图片，如：cabbage，onion，pea等。：hat do you call them?：Yes, they are all vegetables.带读单词vegetables。T: Vegetables are good for our health. You should eat more vegetables.What kinds of vegetables do you like best?：、教单词breakfast，lunch，dinner。）教师出示图片并给学生提示，学生猜出单词。：Morning .Eat bread .Drink milk.S1:早餐：Yes .Breakfast.板书单词breakfast，带读）:Look! Its twelve oclock. The girl is having lunch.板书单词lunch，带读。）同样方法教单词dinnerStep 3 Practice 1、听课文部分录音，跟读 2、情景练习引导学生就彼此的喜好相互进行调查了解。例如：你喜欢咖啡里加点什么？你喜欢面包里加点什么？Step 4Consolidation1、小组活动。每个小组准备好pepper, rice ,noodles,soup,vegetables, tomato, potato, cake,orange,apple等图片，通过交换卡片进行交际活动。2、评价、练习、家庭作业Period 3教学目标：能熟练地运用please和thankyou寻求他人的帮助及对他人的帮助致以感谢。会唱英语歌曲“pleaseandthankyou。“。教学重点难点： 重点：能熟练地运用please和thankyou寻求他人的帮助及对他人的帮助致以感谢。教学准备： 教学挂图，教学磁带等教学步骤：Step 1 Warming up师生问候。Step 2 Presentation and drill 1、将一些对话卡片分给四个小组，让他们表演出来。四个小组根据表演思考，他们是怎样向别人请求帮助的，得到帮助后说了些什么？Dialogue 1:-Im thirsty. Can I have a Coke, please?-Yes, please.-Thank you.Dialogue 2:-Im cold. Can I have a coat, please?-Yes, please.-Thank you.Dialogue 3:-I have no pencils. Can I have your pencil, please?-Yes, please.-Thank you.Dialogue 4:-Its hot.-What would you like?-Id like a Coke, please.-Thank you.3、分组设计动作，进行表演，评出最佳表演小组。Step 3 Practice完成课文 D部分练习录音材料（略）1 Wheres Linglings dog?Its under the table.2 Does her dog like noodles?Yes, it does.3 Does her dog like pepper?No, it doesnt.Step 4 Consolidation1、创设情景，自由会话。2、评价，评出最佳创作小组，给予表扬和奖励。3、练习（见练习册P7-8）4、家庭作业。听磁带，读课文。 B部分单词抄写三英一中，默写一遍。教学札记Unit 4 Can I use your pencil,please?第一课时一教学目标：1、 词汇：能听懂，会说，认读新单词：borrow,use,English book,Chinese book,dictionary,mark,eraser,glue.2、 句型：Can I use your pencil? Yes.Here you are.Thank you. Youre welcome.3、 应用目标：运用句型“Can I use your pencil?”表达个人的需求，并能礼貌地回应;学会B部分的单词，能做句型替换练习。二 教学难点、重点：1、重点: 词汇：能听懂，会说，认读新单词：borrow,use,English book,Chinese book,dictionary,mark,eraser,glue. 句型：Can I use your pencil? Yes.Here you are.Thank you. Youre welcome.2、难点：学会B部分的单词，能做句型替换练习。三、教学准备：单词卡片，教学CD,课件。四、教学过程：Step 1 Warming-up1. Greetings.2. Game: Show me your things.Lets play a game: Show me your things.Please show the things as soon as possiple.Read aloud while you show the things.T:Where is your English book?Ss:Here it is. This is my English book. T: Where is your pencil?Ss:Here it is. This is my pencil.T:Where is your eraser?Ss:Here it is. This is my eraser.要求学生边读边展示物品。还可以发出一下命令：寻找schoolbag,Pencil sharpener,glue,pen,book等。 Step 2 Presentation1. Listen to the tape of Part B and repeat. 有些单词以前接触过，要鼓励学生听清楚，发准音。2. 运用“直观教学法”教授单词，让学生在真实情景中习得语言。T: Today were going to learn Unit 4.Open your books.Oh,Im sorry.Wheres my English book? Icant find it. Excuse me,can I use your English book, please?S1: Here you are. T: Thank you.S1: Youre welcome.T: I dont know th word. Who has a dictionary? can I use your dictiongary, please?S2: Here you are. T: Thank you.S2: Youre welcome.以同样的方法教授Chinese book,dictionary,mark,eraser,glu3、出示单词卡片。先看图说单词，然后过度到看单词想图画。4、 听音，标号。No.1: Can I look at your Chinese book?No.2: Can I borrow your English book?No.3: Can I use your dictionary?No.4: Can I look at your mark?No.5 ;Can I look at your eraser?No.6: Can I use your glue?“听音，标号”任务的设置以课本为本，体现了教材既可以用来学，也可以拿来做练习，充分挖掘了教材的使用功能。5、 Dialogue:(1) Listen to the tape of Part B and repeat.(2) Read in rope.Step 3 趣味练习 Game: Magic house.将全班分成两大组进行游戏竞赛。教师在黑板上画两个神奇的房子，分别代表两个组。双方要有礼貌地向对方借东西，并放进Magic house中。在规定的时间内，看哪一组借的多且不重复。Step 4 作业布置 1、和同学两人一组合作表演C部分对话。 2、抄写B部分单词并默写。 第二课时一 教学目标：1、词汇：能听，说，读，写新单词：borrow,use,English book,Chinese book,dictionary,mark,eraser,glue.2、句型：能基本运用Can I use your pencil? Yes.Here you are.Thank you. Youre welcome.3、应用目标：运用句型“Can I use”寻求帮助，并能礼貌地回应;能在生活情境中运用英语解决问题。二教学难点、重点：1、重点: 运用句型：Can I use your pencil? Yes.Here you are.Thank you. Youre welcome.表达个人需求与寻求帮助，并能有礼貌地回应。2、难点：能在生活情境中运用英语解决问题。三、教学准备：单词卡片，教学CD,课件。四、教学过程：Step 1 Warming-up1. Greetings.2. Game: Bingo.以B部分为复习内容，教师按任意顺序报9个单词，要求学生随意将单词听写在九宫格内。然后教师任意报3个词，学生在相应的单词旁打上，如果在一直线上，游戏则完成，该学生可以说“Bingo”。 Step 2 Presentation1. 教师出示黑板刷，书本，铅笔等实物，让学生用“Can I use?”回应教师的要求。T: Clean the blackboard ,please.S1: Can I have a brush,please?T: Yes. Here you are.S1: Thank you.T: Draw a line,please.S2: Can I have a ruler,please?T: Yes. Here you are.S2: Thank you.T: Read the dialogue,please.S3: Can I have an English book ,please?T: Yes. Here