五年级新标准英语外研版上册教案.doc

Module 1Unit 1 Did you come back yesterday?【教学目标】：知识与技能： Did you come back yesterday? No, we came backhome ice cream ran-run met-meet back from China last Sunday过程与方法：讲授、对话 情感、态度和价值观：同过认识新朋友，学会与其交流与相处。【重点】：home ice cream ran-run met-meet back from China last Sunday【难点】：Did you come back yesterday? No, we came backI dropped my ice cream.【教学方法】：讲授【课时安排】：2课时【教学过程】：（一）导入：教师欢迎学生暑假后回到学校，请学生谈一谈自己的暑假生活。教师问Where did you go during your summer vacation? What did you see there? What did you eat? 这样可以营造学习氛围，让学生逐渐重新习惯用英语会话，为后面的学习奠定较好的基础。（二）探究新知：（1）学习新词教师出示home ice cream ran-run met-meet back from China last Sunday的图片及拼写卡片，问学生What is this in English？并分别领读这些单词。教师将图片帖在黑板上，再分别出示与之相匹配的单词及词组卡片，要求学生将这些卡片帖到对应的图片下方。(2) SB活动1听课文录音回答问题。教师提问When did Amy come back?Who dropped the ice cream. 放第一遍录音，学生回答问题。教师让1-2个小组来汇报结果。听录音跟读。放第二遍录音，学生可以根据自己英语的程度自由选择是否参考句子及图片。要求学生跟读每一句话，并尽量模仿录音中的语音、语调。（3）SB活动2学生三人一组，分别扮演对话中的Lingling，Amy和Sam告诉学生这里就是伦敦。Lingling，Amy和Sam现在London。请学生将对话演出来。最后请自愿者在全班面前表演。（三）巩固新知：1. Suppose you are from another city and make a dialogue.2. Investigate the students who went out to tour during the summer vacation.（四）作业布置：（1）听读SB活动2中的对话。（2）Copy the key words and sentences five times.（五）小结：在掌握本课的单词和课文的基础上，首次接受英语动词一般过去式的用法。并用过去式提问。（六）板书设计： Module 1 Unit 1 Did you come back yesterday?Words Sentences.Module 1Unit 2 We bought ice creams.【教学目标】：知识与技能：Target Language: Did you? Yes, I did. / No, I didnt.Vocabulary: dear, met (meet), ran (run)Pronunciation: /i:/, /I/, /e/, / /Song: The London eye.过程与方法： 过去式提问、歌曲、游戏情感、态度和价值观：首次接受过去式、学会怎样表述过去的事物。【重点】：掌握一般过去式 【难点】：一般过去式的提问及回答【教学方法】：讲授、游戏【课时安排】：2课时【教学过程】：（一）导入：review the words of Unit 1,Module 1 ;let some students read the text.教师应对学生的描述给予鼓励和肯定。（二）探究新知：Sing a song1. Ask the children to look at the pictures carefully.2. Play the cassette and ask the children to listen carefully.3. Teach the sentences of the song one by one.4. Play the cassette several times and ask the children to sing along.1. Play the cassette and pause after each utterance for the children to repeat and tick the actions: went to the park, met John, bought ice creams, went home, ran to the bus, dropped.2. Play the cassette again and ask the children answer the following questions: Who wrote the postcard? Whom did Lingling send the postcard to?3. Write down the words: met, bought, went, ran, dropped and ask the children to guess the original form.4. Finish activity 2. Ask the children to ask and answer in pairs.（三）巩固新知：（1）语音教学学习SB活动1。教师出示一些单词卡片，上面的词包括Chinese，teacher，river，rabbit，letter，hen，cat，apple。单词划线处的元音字母写成红色。教师出示单词卡片，学生读出单词。学生听录音，思考划线处的发音。教师举起写有Chinese的卡片，请学生判断e字母在这个单词中的发音。再举一些例子。学生可以两人合作，或小组合作来想单词。以同样的方式来学习其他元音字母及字母组合在单词中的发音。（2）歌曲教学SB 活动2。学生看书歌曲部分下面的图，用英语描述每一幅图上都有什么，让学生读每一个句子，确认学生明白每一句。问学生这四句话分别用来描述哪一幅图。放第一遍歌曲录音，学生听。放第二遍录音，在每一句后暂停，学生跟唱。用此种方式让学生跟录音唱几遍，直到学生学会为止。（四）作业布置：1、完成学生练习册本单元对应的内容2、抄写上单元课文及其翻译（五）小结：一般过去式的提问及回答学会怎样表述过去的事物（六）板书设计：Module 1 Unit 2We bought ice creams.Did Lingling phone yousend you an email?-Yes ,she did . No, she didnt.Words Phonetics.SongModule 2Unit 1 What did you buy?【教学目标】：知识与技能：Target Language: What did you buy? How much/many did you buy ? Vocabulary: need, food, shopping list, cheese, how much, kilo过程与方法： 讲授、可数名词的提问方法情感、态度和价值观：自己在购物前要制定一个详细的购物单【重点】：Vocabulary: need, food, shopping list, cheese, how much, kilo【难点】：How much apples did your Mum say?How much cheese did your Mum say?I want two kilos of rice.【教学方法】：讲授【课时安排】：2课时【教学过程】：（一）导入：1. Sing the song of the London eye.2. Ask the students “what did you do yesterday?”（二）探究新知：（1）学习新词出示shopping，bananas，cheese，list，card，egg的图片和单词卡，学生看图理解单词。教师每出示一张图片时可先让学生看拼写试读一下，这样利于培养学生看拼写读单词的能力。学生试读后，教师领读，学生跟读。之后教师读单词，学生用手快速指向图片。在学生能较快地指出图片后，练习读音，选择一名学生指图片，其他学生读出单词及词组。（2）SB活动1学习how much的用法。how much既可用于询问不可数名词的多少也可以用于询问价钱。How much is it going to cost？问的是东西的价格。教师让学生看不同物品，让学生猜测How much is it going to cost？将学生分成三人一组，让学生看书并思考下列问题。教师应确认学生清楚问题的含义，适当解释。然后学生逐一读问题。How many bananas do they want？How many cheese do they want？How many things are there on the list？学生先自行思考找答案，然后在小组内通过交流找到正确答案。全班对答案，教师予以指导。学习SB活动1。打乱购物顺序，重新排列。学生两人一组完成此项任务。放第一遍录音。学生完成后教师给答案。说一说购物的过程。学生看书并听第二遍录音，在每一句话后停顿，学生跟读，模仿录音中的语音、语调。（3）SB活动2学生看VCD光盘中的对话。学生一人扮演Ms Smart，一人扮演Lingling，教师指五幅图中任意一幅，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。将与对话相配的挂图贴在黑板上为学生对话作提示。叫自愿者到前面表演，教师对学生及时鼓励。（4）SB活动3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。4、任务完成表演购物短剧。先问学生购物前应该准备什么（a shopping list）？购物时怎样问价（How much is this coat/shirt？）怎样问要多少（How many do you want?）学生两至三人一组自定角色练习。教师可布置出一个商店的环境供学生表演使用。（三）巩固新知：1. Observe the pictures and ask them who they see and what they are doing?2. Play the cassette and ask the children listen thoroughly. Ask the children: Where are Ms Smart and Lingling? What need they buy?3. Play the cassette the second time and ask the children to find out the food that Ms Smart buys.4. Ask the children to look at the list. This is a shopping list.5. Explain the usage of how many and how much.6. Play the cassette again and ask the children to imitate.（四）作业布置：1、本课单词每个抄一行并写出汉语意思 2、完成学生练习册本单元对应的内容（五）小结：可数名词提问时用How many?（六）板书设计：Module 2 Unit 1What did you buy?How many do you want ?Words Sentences.Module 2Unit 2 How much cheese did you buy?【教学目标】：知识与技能：Function: Write a shopping list in English and go shopping in EnglishTarget Language: How muchdid you buy?Vocabulary: juice, box, bottlePronunciation: / /, /a:/, / /, / /Song: How many do you want?过程与方法： 讲授、游戏、歌曲情感、态度和价值观：学会可数和不可数名词的区别【重点】：juice, box, bottle、How much cheese do you want?【难点】：不可数名词的提问方法【教学方法】：讲授、游戏【课时安排】：2课时【教学过程】：（一）导入：1. Make a dialogue with the students at random.2. Review Unit 1.（二）探究新知：（1）SB Unit 2活动1看SB Unit 2活动1的图片，问学生图上有多少个小孩，其中一个男孩手里拿了几样东西，分别是什么，他正在干什么，他手里拿的那张纸上写的是什么。学生看一看纸上写了多少种东西。学生读句子。教师问第一个人说的句子当中be going是什么时态，什么意思。讲解make a list。教师说What are we going to take on our picnic？Lets make a list. 当学生说物品时教师在一张大纸上一边写物品，一边让学生看。待学生理解后，请学生读。(2)SB Unit 2活动2学生看插图，教师说明那个女人是assistant，并用英语解释售货员是a person who sells goods。说明那个女孩是customer，并用英语解释是a person who buys goods。学生两个人一组说一说在图上都看到了什么商品。然后几名同学在全班面前说出看到的商品名称。请学生看图上的秤所显示的重量分别是多少。放第一遍录音让学生听，并思考问题：What is the girl going to buy？How many is she going to buy？并作记录。放第二遍录音，学生检查所记内容并核对答案。放第三遍录音，学生跟读，模仿录音中的语音、语调。将全班分成售货员与顾客两个角色对话。然后学生两人一组作对话练习。练习后请自愿者到前面进行对话表演。（三）巩固新知：任务完成全班完成运用任务2。教师将各种物品的图片分为食物类，水果类，衣物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。售货员可以使用What do you want？或Can I help you？来询问顾客要购买什么东西，其余学生则为顾客。让学生自由购买喜欢的东西，教师给出一定时间的限制，鼓励学生多买东西。最后看谁能在规定的时间内较好地用完分配的购物资金，购买到自己喜欢的商品。课文学习（1）语音学习SB 活动1。教师请学生看表格。学生听录音时，要仔细听表格中第一行所给出的元音字母或元音字母组合在单词中发的是什么音。学生听录音，思考。学生分别说元音字母或元音字母组合在单词中发的是什么音。教师请学生读出这些单词，并读出u，o；ar，a；a，er；ir，ur在单词中发的音。学生小组合作分别举出更多这些元音字母及字母组合发上述音的例子，并全班交流。（2）韵诗学习SB 活动2。让学生看图上的动物是什么，告诉他们那是蝙蝠。并告诉学生蝙蝠的英文是bat。放第一遍录音，让学生边听录音边看书上的文字和图。放第二遍录音，学生一句句跟读。一幅幅图地让学生自己试读。学生两人一组说韵诗。让几组学生来表演，鼓励学生说韵诗时配以自创的、符合语言的动作。（四）作业布置：1、完成学生练习册本单元对应的内容 2、抄写上单元课文及其翻译（五）小结：只要是液体的、颗粒状的、不规则块状的、数不清的都是不可数名词、提问时要用How much?（六）板书设计： Module 2 Unit 2How much cheese did you buy?How much milk did you buy?Words Sentences. PhoneticsModule 3Unit 1 We visited lots of places.【教学目标】：知识与技能：Target Language: What did you do at the weekend?Where did you go?Vocabulary: the British Museum, the London Eye, wheel, wonderful, understand, postcard, hour, mountain过程与方法： 认识新事物、对话情感、态度和价值观：会表示对过去的事物的发生【重点】：Words of Module 3 【难点】：What did you do at the weekend?We visited lots of places.Where did you go?We went to the British Museum.【教学方法】：讲授【课时安排】：2课时【教学过程】：（一）导入：1. Sing an English song.2. Ask the children: How many days are there in a week? What do you usually do at the weekend?（二）探究新知：1. Put the chart on the blackboard and play the cassette let the children listen carefully. The teacher asks several questions.2. Play the cassette the second time and let the children tick the new words and guess their meanings.3. Continue to explain the new languages.4. Play the cassette the third time and pause after each utterance for the children to repeat.（三）巩固新知：（1）学习SB活动1学习新单词。教师分别出示the British museum 这个词组及wonderful 这个单词的图片和拼写，让学生看图直观地理解单词及词组的意思，先让学生看拼写自己试读一下，学生试读后，教师领读，学生跟读。According to the steps of learning words ,the teacher should teach the students all the words of wordlist of Module 3. Play some games to consolidate the words ,let the students read the words easily.（2）SB 活动1After learning the new words and phrases of M3unit 1,we can listen the whole text one time,and listen again one by one .The teacher must explain the meaning of the sentence with the whole class and try the best of the students mind .At last ,let the students follow the radio ,and read it loudly. （3）SB 活动2 教师按顺序手指上的three pictures，每指一幅图就让两名同学来分角色朗读。最后任意指一幅图，学生两人练习对后。然后将学生分为两人一组，一人扮演Daming，一人扮演Amy，两人一起朗读全篇对话。请自愿者表演，告诉学生要根据对话的内容为表演配上自然的动作，如打电话、购物等。（4）SB 活动3学生看书，教师问看到多少幅插图，让学生说出每一幅图的活动是什么。学生根据对话两人合作。最后全班交流，教师纠错。（四） 作业布置：1. Listen to the tape of this unit.2. Encourage the children to write letters to their pen friends. Write down the famous places and share with their friends.（五）小结：基本上掌握了本课的单词，对过去时也有了了解v（六）板书设计：教学板书设计 Module 3 Unit 1Unit 1 We visited lots of places.Words Sentences.Module 3Unit 2 What did Daming do?【教学目标】：知识与技能：Target Language: Where/How/When/What did? Vocabulary: hour, mountainPronunciation: / /, / /, /u /, /u:/Song: the London Eye过程与方法：回答过去时、歌曲、游戏 情感、态度和价值观：学会过去时的提问方法，学会歌曲【重点】：The story of Daming and his father.【难点】：字母o; or,a; oo; oo, ou 在单词中常见的发音Song: the London Eye【教学方法】：讲授、游戏【课时安排】：2课时【教学过程】：（一）导入：1. Talk about the dream. Last night I had a dream. In my dream I went to the great Wall. And I met Daming and his father there. We are very happy.2. Say the Ss: Did Daming and his father do to the Great Wall? Lets have a look.（二）探究新知：1. Ask the Ss to look at the picture carefully and ask: What can you see?2. Play the cassette the first time and let the children to tick the new words and guess the meanings.3. Teach the new words in different ways.4. Play the cassette the second and pause after each utterance for the children to repeat.5. Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Sing a song1. Ask the children to look at the pictures carefully.2. Play the cassette and ask the children to listen carefully.3. Teach the sentences of the song one by one.4. Play the cassette several times and ask the children to sing along.（三）巩固新知：SB 活动。教师出示一些单词卡片，上面的词包括dog, fox, morning, tall, book, football, soup, food。单词划线处的元音字母写成红色。教师出示单词卡片，学生读出单词。学生听录音，思考划线处的发音。教师举起写有dog的卡片，请学生判断字母o在这个单词中的发音。再举一些例子。学生可以两人合作，或小组合作来想单词。以同样的方式来学习其他元音字母及字母组合在单词中的发音。 song教学方法同前。（四）作业布置：1. Read the text and sing the song.2. Finish activity 6: Play and say.（五）小结：学会过去时的提问和回答。（六）板书设计：教学板书设计 Module 3 Unit 2Unit 2 What did Daming do?Words Sentences.Phonetics.Module 4目标知识与能力1. 能够听、说Its my T-shirt. It isnyour T-shirt.并能综合运用新、旧知识组织对话完成一定交际任务。2.能听懂、理解课文内容，并就课文内容回答问题。过程与方法 1.以朴实的教学手段为载体，将情景教学法、直观教学法、游戏法、听说演唱法有机的溶为一体，为学生创设一种轻松、活泼、和谐、有趣的学习氛围。情感与态度1.进一步提高学生对英语的学习热情，增强学习爱好。2.培养学生积极主动地参与课堂活动，大胆开口，主动模拟。3.通过本课的学习培养学生爱卫生、爱干净的良好品质。重点教学重点：把握描述他人或自己的东西的句型Its my T-shirt.It isnyour T-shirt. Whats the matter? Mum bought a new T-shirt for me.难点名词性物主代词的运用。教法情景教学法、直观教学法、游戏法、听说演唱法有机的溶为一体，为学生创设一种轻松、活泼、和谐、有趣的学习氛围。学法小组讨论，表演教学准备电脑、课件、录音机/带、单词大卡片预习设计让学生提前预习课文听录音教学过程二次备课Step1. Warm-up1. Greetings2. Devided groups.3. Lets play a game. OK? Listen and do the actions.T: Point to my head.Point to your head.Point to his head.Point to her head.T：Do the actions.T：Say and point together.在课堂开始，教师设计了与本教学内容相关的一个热身，使学生在动手动嘴的过程中不知不觉进入新课。练习了形容词性物主代词，为本课学习名词性物主代词打下坚实的基础。这一活动真正起到了预热作用。Step2 Presentation第一环节：1.师指着预备好的书包、课本、铅笔、大衣等物品说：“Look, there are something on the desk. Whose bag is it? Whose book is it? Whose coat is it? （从这引入新课，充分利用有限的资源，给学生创设一种真实的教学环境，培养他们的爱好。）板书Whose book /bag/coat is it? 领读whose及句子。2.Ss: Its my book/bag/coat. 或者Its his book/ bag/coat.3.师指一名学生的书说：Whose book is it? S: Its my book. 4.指一名女生的书，问其余同学：Whose book is it? S:Its her book.第二环节：T: Look, whats this? (出示课件T恤衫) Our friends Amy, Lingling and Sam are talking about a T-shirt. 问：Whose T-shirt is it？Open your books and listen to the tape. Find the answer. Turn to page 20.S: Its Linglings. wT: Yes, thats right.Listen again and find the answer :Where are Sams and Amys T-shirt?第三环节：请学生跟磁带读，然后在小组里分角色对话，最后给全班表演。这一环节，同学们合作完成对话，为后面的表演作了铺垫，并有意识地拉近知识与生活的距离，使学生的语言知识得到实际应用。Step3.Practice四人一组让学生把从家里拿来的书包、外套、裙子等物品放在一起，利用今天所学习句型进行对话，找出物品的主人。假如找对了物品的主人，就给小组加分，进行奖励。还可以到别组找。这一开放式环节的设计贴近生活实际，创造了一个开放的语言环境，并能充分发挥学生的主体性，让学生动起来，对所学的句型也能进行充分地练习，让学生感受到学以致用的乐趣。Step4：ProductionX1.Show the PPt and give the students the example, Let the students to discussion and show themselves sentences to practice the main content.2.Show the PPt and play the game”Guess”to practice the main content.3. Show the PPt.The earth is yours, mine, his and hers. Lets care and love it.Step5. HomeworkWrite a passage with mine , yours, his and hers.用所学知识描述身边的东西是谁的。这是对所学知识的反馈，要求学生合作学习，共同完成任务，在活动中培养协作精神和竞争意识，发展综合运用语言的能力和人际交往智能，并享受到成功的喜悦。【板书设计】Module4 Unit1 Mum bought a new T-shirt for me.Whats the matter?Mum bought a new T-shirt for me. Where are Sams and Amys T-shirt?Module 4Unit 2 Whats the matter with Daming?课型新授教学目标知识与能力1. 理解和把握句型There is a cap.以及单词lost、sports、shoes. 2.培养学生用所学知识来指出事物的主人，以及用所学知识来获取他人信息的能力。 3.能听懂、理解课文内容，并就课文内容回答问题。过程与方法 以朴实的教学手段为载体，将情景教学法、直观教学法、游戏法、听说演唱法有机的溶为一体，为学生创设一种轻松、活泼、和谐、有趣的学习氛围。情感与态度1. 进一步提高学生对英语的学习热情，增强学习爱好。2.培养学生积极主动地参与课堂活动，大胆开口，主动模拟。重点理解和运用名词性物主代词。难点区分形容词性物主代词和名词性物主代词。教法情景教学法、直观教学法、游戏法、听说演唱法有机的溶为一体，为学生创设一种轻松、活泼、和谐、有趣的学习氛围。学法小组讨论，表演教学准备 电脑、课件、录音机/带、单词大卡片预习设计让学生提前预习课文听录音教学过程二次备课Step1. Warm-up1、Greetings.2、Play a game .Listen and do the actions.T：Point to my head.Point to your head.Point to his head.Point to her head.T：Do the actions.T：Say and point together.Step2 Presentation1. Learning1.Review the clothesname through the PPt.Let the students take out the pen.点题：Today, we will learn Module 4 Unit 2 Whats the matter with Daming?2. TextEvery one is good. Now lets go back the book to help the uncle find the things owner.Open your books and listen to the tape. Find the answer: Whats the matter with Daming?Step3.PracticePlay a game: Find