外研社五年級下冊英語教案和反思

1、第 PAGE33 頁 共 NUMPAGES33 頁外研社五年級下冊英語教案和反思外研社五年級下冊英語教案和反思1Im in New York now Teaching objectives:1. Words: arrive taxi flat building made again2. Sentences:Grandma made Chinese food for me.I want to try American food.I will write again soon.3. Practise to pronounce wh wr.4. Learn the song: Its a big e

2、xciting world.Teaching properties: cards tape-recorder picturesTeaching proceduresWarmer:1. Stick the pictures of unit 1 on the board. Have the students e to the front and mime the text of unit 1.2. Say a sentence in the present tense and get the students say it in the past tense.Exles:T: Daming goe

3、s to New York.Ss: Daming went to New York.T: Grandma meets Daming.Ss: Gradma met Daming.Teach the text:1. Raise the picture of the Statue of Liberty and ask: What is it ? Where is it?”Guide the students say: Its the statue of Liberty. Its in New York”.T: Daming is in New York now. Lets see who met h

4、im at the airport. What he saw in New York and What food he wanted to eat.2. Play the tape. Have the students listen and underline the new words in books.3. Teach the new words.4. Play the tape again. Have the students listen and say. After this, get the students to answer the following questions:Wh

5、o met Daming at the airport? (Grandma and Simon)What did Daming see in New York? (Buildings, cards and people)What food did he want to try? (American food)5. plete activity 2 in SB. (Get the students to ask and answer in pairs)6. Practise to pronounce wh wr.7. Learn the song: Its a big exciting worl

6、d.8. plete exercise 1 in AB.Homework:Practise the following sentences in pairs:Where are you from?Where are you going to go?Where are you going to go there?Where are you going to do there?Designs:Module 10 Unit 2 Im in New York nowArrive Grandma mad Chinese food for me.TaxiFlat I want to try America

7、n food.buildingmade I will write again soonwhere are you going to go 教學目的：1、可以識別單詞：list airport shoe ticket toothbrush.2、學習目的語句：Where are you going to go? What are you going to take? When are you going to go? Whos going to go with you?3、功能：可以議論旅行前的準備和詳細事宜。教學重點：1、掌握新單詞，并可以理解旅行所準備的物品。2、可以口頭運用 Where ar

8、e you going to go? What are you going to take?When are you going to go to the airport?Whos going to go to the airport?這類 問句就詳細信息提問。教學難點：可以和同學用 “where、 what、when、who”這四個單詞開頭的疑問句議論旅行前的準 備。教學用具：錄音機、PPT教學過程：Step1、Warm-up師生之間互相問候Step2、Presentation Free talkT：the summer holiday is ing ,so Where are you go

9、ing to go in your summerholidays? When are you going to go there? What are you going to take? What are you going to do there? Who is going to go with you ? (生逐一答復后,師總結(jié)):I think you had a lovely time, Yes? 由此活動引出 Where, When, What, Who?等特殊疑問詞，并帶著同學們復習一般將來 時的用法。教學目的：1、可以識別單詞：list airport shoe ticket t

10、oothbrush.2、學習目的語句：Where are you going to go? What are you going to take? When are you going to go? Whos going to go with you?3、功能：可以議論旅行前的準備和詳細事宜。教學重點：1、掌握新單詞，并可以理解旅行所準備的物品。2、可以口頭運用 Where are you going to go? What are you going to take?When are you going to go to the airport?Whos going to go to the

11、 airport?這類 問句就詳細信息提問。教學難點：可以和同學用 “where、 what、when、who”這四個單詞開頭的疑問句議論旅行前的準 備。教學用具：錄音機、PPT教學過程：Step1、Warm-up師生之間互相問候Step2、Presentation Free talkT：the summer holiday is ing ,so Where are you going to go in your summerholidays? When are you going to go there? What are you going to take? What are you go

12、ing to do there? Who is going to go with you ? (生逐一答復后,師總結(jié)):I think you had a lovely time, Yes? 由此活動引出 Where, When, What, Who?等特殊疑問詞，并帶著同學們復習一般將來 時的用法。 8、 Listen again and answer some questions: Where is Daming going to go ? What is Daming going to take ? When is Daming going to go to the airport? W

13、hos going to go to the airport?9、Listen and repeat.(老師隨機解釋 passport)Step4、Practice1、Now,I want to be Daming，You want to be grandma. I answer you ask me together(師說答語，學生找到相對應(yīng)的問句) S:Where are you going to go? What are you going to take? When are you going to go to the airport? Whos going to go to the

14、airport? T:To the airport. Clothes,shoes,present,ticket,passport,toothbrush? At seven oclock tomorrow morning. Daming2、分角色表演課文對話Step5、ExtensionStep6、Summary and homework.1、 Summary 欣賞 Chant： Where are you going to go? Where are you going to go ? To the airport, to the airport. What are you going to

15、take? What are you going to take? Shoes,ticket and toothbrush, When are you going to go ?When are you going to go ? At 7 oclock, At 7 oclock, Who is going to go ? Who is going to go ? Its me! Its me !2、 Homework(1)Read the words and text(2)請學生詢問朋友或家人外出旅游的準備情況see you soon Theme: Letters from AbroadFu

16、nction: Understanding different cultures.Target Language: Simple past tense. The man wore womens clothes. The actors told lots of jokes. We laughed a lot. Simple future tense be going to We are going to see you in three weeks. Mum bought new chopsticks for you.Vocabulary: wore (wear), women, actor,

17、told (tell), joke, funny, after, show, ready, soon, bed, room, history, question, borrow, eveningPronunciation: / / / / / / / /Song: Postman一、Warmer:1. Tell the Ss that you are going to mime some things you did yesterday and the Ss have to look and guess what you did.2. Continue like this. Yesterday

18、 I ate an apple.He borrowed some books.She went to the park.3. Say some sentences with now, tomorrow, yesterday. E.g. We are going to see you in three weeks. Dad is going to put another bed in my room. We bought a bike for you. We are having our English class. He is play football.二、Presentation:1. L

19、isten and say.A. Listen to the tape and read this letter.B. Read the letter again and answer the questions:C. What is Dad going to put in Simons room?Who bought new chopsticks?Who read a book about Chinese history?What did they but for Daming?2. Look and say.A. Yesterday he ate a hamburger.B. He pla

20、yed football.C. Now he is eating an apple.D. Now he is playing table tennis.E. Tomorrow he is going to eat a banana.F. Tomorrow he is going to go swimming.3. Listen and repeat.( qu sh th th)quick she this thankquarter English with mouth三、Activity book:1. Write a letter to Lingling. Use the words wen

21、t/ wore/ saw/ drank/ ateDear Lingling,Last week I went to the zoo. I wore a red sweater. I saw some animals. I drank some juice. I ate an ice cream.FromLiping2. Listen and repeat:A. Quick! Cut it in quarters!B. She is English.C. Eat with this spoon!D. I say Thank you with my mouth.四、Homework:Write a

22、 letter to your friend.we laughed a lot教材說明：我使用的教材是外研社出版，設(shè)計的課題是第六冊Module 9 Unit1 We laughed a lot.教學內(nèi)容分析p ：第九模塊主要話題是”Letters from Abord.”議論大明收到兩封國外來信。我所設(shè)計的這一課時，主要圍繞大明收到一封來自英國的信件展開學習。在信中主要描繪Amy , Sam, Lingling 去英國劇院看表演的經(jīng)過，以過去時態(tài)為主。該單元是本冊中一般過去時態(tài)的集中表達，也是對前面學過的一般過去時態(tài)的再次呈現(xiàn)，不但復習、穩(wěn)固了舊知識，同時也進步語言綜合運用才能。此外通過本單

23、元的學習，學生能更多的理解西方國家的文化。學生學習情況分析p ：由于學生已經(jīng)在第四冊、第五冊陸續(xù)學習了一般過去時態(tài)，因此學生對本課要學習的知識點并不生疏，而且本課講述的內(nèi)容比擬有趣，學生學起來興趣還是蠻高的。但由于漢語沒有動詞時態(tài)上的變化，學生要掌握好過去時態(tài)，特別是不規(guī)那么動詞的過去式有一定難度。設(shè)計理念：1、以興趣為導向，開展豐富教學活動眾所周知“興趣是的老師”，只有開展豐富多彩的教學活動，才能寓教于樂，激發(fā)學生的學習興趣，變學生的被動學習為主動學習。因此課伊始的我設(shè)計了I say, You say 活動課前熱身;課中創(chuàng)設(shè)各種不同情景，讓學生在仿真實的情景中學習;課尾聲我設(shè)計了給老師發(fā)E-

24、mail活動。學生學習熱情高漲，課堂氣氛活潑，課堂充滿樂趣，從而激發(fā)了學生學習英語的興趣。2、充分運用多媒體課件，讓學生在仿真實的情景中體驗、感知。英語課程標準提倡老師要充分利用現(xiàn)代教育技術(shù)，開發(fā)英語學習資，進步教學效果。因此，在設(shè)計本課的教學時，為了讓學生更好地理解課文，我根據(jù)教學實際制作了畫面生動、圖文并茂的課件，讓學生通過直觀的感知、體驗，更好地理解課文，并且留下深化的印象。3、面向全體學生，表達差異教學。新課程理念倡導教學要面向全體學生，老師在教學中應(yīng)尊重學生之間的差異。因此在設(shè)計教學時，我針對不同程度的學生設(shè)計不同層次的問題，力求滿足不同類型和不同層次學生的需求。對“暫時落后學生”設(shè)

25、計一些較簡單的問題，并且多表揚，多讓他們體驗學習的成就感，幫助他們樹立學習的自信心。對“優(yōu)生”進步要求，設(shè)計一些有一定難度的問題，并且充分發(fā)揮他們的示范作用，做老師的小助手，為學生提供充分表現(xiàn)自我的空間，使每個學生的身心得到安康的開展。4、關(guān)注學生的情感，營造寬松、_、和諧的教學氣氛。學生只有對英語學習有積極的情感，才能保持英語學習的動力并獲得成績。因此我在教學中盡量做到尊重每個學生，積極鼓勵他們在學習中的嘗試，對學生學習過程中的失誤和錯誤采取了寬容的態(tài)度。比方在交流時，我允許學生遇到不會表達的詞可以用漢語代替，保護他們的自尊心和積極性。同時還創(chuàng)設(shè)各種合作學習的活動，促使學生互相學習、互相幫助

26、，開展合作精神，努力營造寬松、_、和諧的教學氣氛。5、根據(jù)學生的特點選擇教學策略使學生養(yǎng)成良好的學習習慣和形成有效的學習策略是英語課程的重要任務(wù)。因此我在教學過程中，注重根據(jù)學生的特點，選擇合適學生的教學策略。如學習課文時，為了降低課文難度，我采用分段教學，根據(jù)每一段的特點，設(shè)計不同類型的問題，讓學生帶著問題閱讀課文，自主探究學習，并提出閱讀過程中遇到的疑難問題，最后老師再加以點撥、講解，這樣不僅能較好地解決教學的重點、難點，而且能較好進步學生的閱讀程度。教學目的：1、語言知識和技能目的能聽、說、讀、寫本課的主要單詞掌握以下動詞的過去式：go-went 、wear-wore、 tell-tol

27、d、 is-was 、eat-ate能理解課文內(nèi)容。能用過去式描繪自己昨天所做的事。 2、情感目的學生對本課所學內(nèi)容感興趣，能積極主動參與課堂活動，特別是小組合作學習。3、文化意識目的通過對本課的學習，學生能理解到英國有專門的兒童劇院，這是對兒童的關(guān)愛，有利于兒童身心安康成長。教學重點：1、學生能理解課文內(nèi)容。2、學生能運用一般過去時態(tài)來描繪過去發(fā)生的事情。教學難點：1、不規(guī)那么動詞的過去式。教具準備：單詞卡片、多媒體課件、錄音機、兩個信封、寫有動詞原型和過去式的卡片等。教學過程：Step1. Warmingup1、I say , You say(用多媒體呈現(xiàn)動詞原形和過去式，并伴上節(jié)奏歡快的

28、音樂)playplayed readreadwatchwatched seesawdance-danced drinkdrankstopstopped dodiddropdropped are-were【設(shè)計意圖】在熱身活動中通過開展I say , You say活動，不但可以活潑課堂氣氛，而且很好地復習了前面學習過的動詞過去式，為下面的教學起很好鋪墊作用。Step 2 Presentation1、創(chuàng)設(shè)情境教學生詞(課件呈現(xiàn)姚明打籃球圖片)T：What did he do yesterday ?S1: He played basketball .T: He is a _man_ .(課件呈現(xiàn)中

29、國男籃打籃球圖片)T: What did they do yesterday ?S2: They played basketball .T: They are _men_.(課件呈現(xiàn)鄧亞萍打乒乓球圖片)T：What did she do yesterday ?S3: She played table tennis .T: She is a _woman_ . (課件呈現(xiàn)女雙打乒乓球圖片)T: They are _women_.(課件呈現(xiàn)電影演員成龍圖片)T：Who is he ?Ss: He is Cheng Long .T：Yes . He is an _ actor _ .【設(shè)計意圖】利用

30、課件呈現(xiàn)直觀的畫面，通過直觀畫面來教學生詞men、women、 actor，特別是前兩個單詞通過單復數(shù)比照，非常直觀，讓學生留下深化印象。2、課文導入(課件呈現(xiàn)大明正在看信的畫面)Look! What is Daming doing?S4.: He is reading letters .T: Yes . Hes got two letters.T: Where are the letters from?S5: One is from England and one is from America.【設(shè)計意圖】通過課件呈現(xiàn)大明讀信的畫面，自然引入課文，非常直接。Step 3 Text lear

31、ning1、 設(shè)問(課件呈現(xiàn)課文中兩張插圖)請學生觀察這兩幅圖，進展提問：Why ? Where ?2、分段閱讀教學老師設(shè)置問題，學生快速閱讀課文。(課件呈現(xiàn)問題)Where did they go ?They went to the _ .A. park B. school C. childrens theatre文化浸透：在英國有設(shè)置專門的兒童劇場，播放合適兒童觀看的電影、話劇、演出，這是對兒童的一種關(guān)愛，有利于兒童身心安康成長。請學生上網(wǎng)查找有關(guān)兒童劇場的相關(guān)內(nèi)容，從而對該文化有更進一步的理解。老師設(shè)置詳細的問題，學生仔細閱讀第一段，圈出問題答案(課件呈現(xiàn)問題)What did the

32、men do ? What did the women do ?What did the actors do ?(課件呈現(xiàn)女扮男裝，男扮女裝的畫面，幫助學生理解第一和第二問題。)The men wore womens clothes . (wearwore)The women wore mens clothes.(課件播放相聲演員牛群、馮鞏說相聲的畫面，幫助學生理解第三問題)The actors told lots of jokes .( tell- told)老師設(shè)置選擇題，學生閱讀二、三段。(課件呈現(xiàn)選擇題)After the show they went to the _ .A. par

33、k B. restaurant C. libraryThey all ate _ .A. noodles B. rice C. hamburgers and chips【設(shè)計意圖】課文教學采用先整體輸入，再分段教學的方法。首先老師先設(shè)置一個關(guān)鍵的問題，讓學生通過快速閱讀課文，并答復以下問題，對課文內(nèi)容有大概初步理解。接著采用分段教學方法，把難點分散，逐個打破，從而降低難度，學生容易承受。3、跟讀課文。(用CD-ROM播放)Step 4 Extension學生口頭描繪自己昨天所做的事，并在電腦上寫下來用E-mail 發(fā)給老師。【設(shè)計意圖】該環(huán)節(jié)讓學生對本課所學的語言加以運用，這是在整節(jié)課學習的根

34、底上語言輸出，是學生綜合語言運用才能的表達，而且讓學生學會利用現(xiàn)代化通訊手段進展交流。Step 5 Summary1、 先請學生說說通過本節(jié)課的學習，有何收獲?2、 老師小結(jié)：通過本課的學習，我們理解了英國有專門的兒童劇場，孩子們可以在劇場里看到很多有趣的表演，學習了外國文化。同時通過本課的學習，我們進一步學習了動詞過去式，并且學會運用過去式來描繪過去發(fā)生的事情。line A is longer 一、 教學目的：1. 知識目的：可以認讀書寫單詞：same , circle ,2. 才能目的：能運用句型Line A is longer. Is line A the same as line B?

35、I think so. I dont think so.通過事物的比擬發(fā)表自己的看法。3. 字母組合： ll , ng , nk 在單詞中的發(fā)音。二、 課前準備：1、 單詞卡片(寶藏圖)： tell , till , long , sing , English , angry , think , sink . 單詞卡單詞按照劃線局部發(fā)音一樣的為一個顏色。提早卷好了，用一根細線系住。2、 課件3、 課堂活動用書第三題。三、 教學步驟：Step one : warm-up Review unit 11.一起聽音跟讀，然后小組扮演不同的角色給課文動畫配音讀課文，引導學生加上適當?shù)谋砬楹蛣幼?，最后每?/p>

36、找不同的同學展示，選出優(yōu)秀模擬小演員。2. 和學生說今天的比賽很特別，答復以下問題積極而且好的同學，不但能給大組加分，還能獲得寶藏圖一份。Step two : 導入1.同學們比賽，老師引導學生快速讀一遍課文，看誰讀的又快又好，學生在讀的時候，老師觀察學生，讀完后老師找出以為讀得快的學生，邀請學生到臺前，表揚說：I think he is quick . 再找另一個讀得更快的學生請他到臺前，說：But she is quicker . 老師馬上問問題看學生是否理解：Who is quick ? Who is quicker ? 學生答復，這里誰答對了獎勵一張寶藏圖，共送出去兩張。2.再邀請兩位學

37、生，He is tall, but she is taller. 看板書，老師指一下簡單領(lǐng)讀單詞。She is short , but he is shorter. 看板書，老師指一下簡單領(lǐng)讀單詞。問：who is taller ? who is shorter ?學生答復.is taller/shorter.老師用： I think so. 或I dont think so. 來發(fā)表自己的觀點。再找兩個長得一樣高的學生問：who is taller ? who is shorter ? 學生可能會說不出來，老師引導說：He is the same as she.看板書，老師領(lǐng)讀并檢查小火車，

38、這里誰答對了獎勵一張寶藏圖，共送出去三張。Step three: 課文的處理1.課件展示，先出示一條線A，老師問：What is it ? 學生： line。老師： Yes , its line A . 再出示一條B，老師問：Which is longer?學生答：Line B is longer. 老師問：Which is shorter?學生答：Line A is shorter.老師試著問：Is line A longer? / shorter? / the same as line B? 并且出示課件。學生答復，老師問：Do you think so?引導學生用I think so.

39、I dont think so.發(fā)表自己的觀點。每個問題學生答復出來那么給他的大組加一分。2. 課件展示，先出示一個圈A，老師問：What is it ? 學生： circle。老師： Yes , its circle A . 再出示一個圈B，老師問：Which is bigger?學生答：circle B is bigger. 老師問：Which is smaller?學生答：circle A is smaller.老師試著問：Is circle A bigger? / smaller? / the same as circle B? 并且出示課件。學生答復，老師問：Do you think

40、 so?引導學生用I think so. I dont think so.發(fā)表自己的觀點。每個問題學生答復出來那么給他的大組加一分，并且表揚。3.學生做的很好及時表揚，并出示課件問What can you see ? 根據(jù)學生反映，假如學生說出來vase , 那么大力表揚并引導Can you see a vase ? 簡單講解vase，并拿起課本讓學生只給老師看。假如學生說出來head , 那么大力表揚并引導Can you see two heads ? 簡單講解head，并拿起課本讓學生只給老師看. 學生答復，老師問：Do you think so?引導學生用I think so. I do

41、nt think so.發(fā)表自己的觀點。這里誰答對了獎勵一張寶藏圖，共送出去5張。5. Boos open listen and repeat , then read in small groups , 每幅圖find a pupil 領(lǐng)讀，這里領(lǐng)讀的小老師各獎勵一張寶藏圖，共送出去8張。Step four : 當堂檢測，學生是否明白兩個事物作比擬，做活動用書第三題。Step six : review .復習今天的重點知識，看板書齊讀一遍。Step five: 字母組合： ll , ng , nk 在單詞中的發(fā)音。將手里拿寶藏的學生請到臺前，翻開他們的寶藏，拿一樣顏色單詞的兩個同學站在一起，l

42、isten and repeat ，感知字母組合的發(fā)音，老師引導著總結(jié)出來，板書領(lǐng)讀一下。Step six:chant ，listen and learn ,listen together, 加動作拍手齊唱，最后可以找表演得好的同學到臺前表演。四、家庭作業(yè)：完成活動用書第一題，和第五題。五、板書設(shè)計：Module 8 DiscussionUnit 2 Line A is longerline longercircle shortervase biggerhead smallerthe same as外研社五年級下冊英語教案和反思2We lived in a small house.教學目的：1

43、、知識目的：(1)New words: life ,different, ago, any, television, grandchildren, us, grandmother, lady(2)New sentences：There were/werent . There are.We livedmany years ago. We livenow.2、才能目的：(1)能根據(jù)情境正確使用There be ,We livedmany years ago. We livenow.句型議論生活、學習中的事物(2)培養(yǎng)學生聽、說、讀、寫的才能。教學重點：如何讓學生在課堂上學會 There be ,

44、We livedmany years ago. We livenow.句型并能在生活中靈敏運用該句型。教學過程：一.預(yù)習檢測寫出以下動詞的過去式。do_ is_ are_live_ have_ watch_二.合作探究，學習課文。1)播放課文錄音，讓學生在聽錄音的同時找出課文中出現(xiàn)的新單詞與新句型。2)進展游戲“火眼金睛找生詞新句”。讓學生以競賽搶答的形式快速找出課文中出現(xiàn)的新單詞與新句型。3)在讓學生初步理解了課文內(nèi)容后，老師再次播放錄音，讓學生大聲跟讀課文。穩(wěn)固練習;重點句式操練Listen and say。先讓學生聽錄音，跟讀句子，明確本課的重點句式，然后讓他們靈敏運用句式：There

45、is/are/There was/were造句。練習檢測：拓展延伸讓學生準備，議論圖中內(nèi)容，然后選擇幾個代表來講給全班同學聽?；貞浾n文內(nèi)容，試著用重點句復述課文。引導學生對本節(jié)所學內(nèi)容進展歸納總結(jié)：運用句式There be.We livedmany years ago . We live now.議論及比擬過去和如今的生活。課后反思：外研社五年級下冊英語教案和反思3She didnt have a television.教學目的：能聽說讀寫單詞：lady fire radio field telephone hope1. 能純熟運用這類句子”She didntShe worked議論人們過去的

46、生活。2. 學會歸納動詞的過去式，并能靈敏運用。3. 教學重點：學會歸納動詞的過去式，并能靈敏運用。教學過程：一. 預(yù)習檢測英漢互譯并連線。有關(guān)中國的節(jié)目 many years ago許多年以前 programme about China議論 last night在田野里 on a fire昨天晚上 in the fields在火上 talk about二.合作探究，學習課文。1.聽課文錄音，圈出文中出現(xiàn)的動詞過去式。2.同桌學習課文。3.師講解“or”的用法.三.穩(wěn)固練習完成課本第二局部。練習檢測外研社五年級下冊英語教案和反思4She learnt English.教學目的1.學會詞匯lea

47、rnt these dancer2.能聽懂會說Unit 1這篇對話。3.學習目的語句：Did your grandma learn English? Yes, she did. /No, she didnt.4.能口頭運用Did your grandma learn English?這類語句詢問過去的行為，并能口頭運用Yes, she did./No, she didnt.答復。教學重點：學會詞匯learnt these dancer教學難點：運用目的語句She danced in lots of Chinese cities .Did she learn any foreign langua

48、ges? Yes, she did. /No, she didnt. He was a dancer .議論過去。教學過程：Step1.預(yù)習檢測根據(jù)所給單詞，補全句子。1. Sam was_then.Now he is_.(short tall)2. My mother_ _then.Now she_ _.(old young)Step2.合作探究，學習課文。1. 聽課文錄音，理解課文大意。2. 小組內(nèi)學習課文。3. 師解決疑惑。4. 學生自己讀課文，找出下面問題的答案。Who are they ?Why is she wearing these clothes?Did she learn English?Step3.穩(wěn)固練習完成課本第三局部。.練習檢測外研社五年級下冊英語教案和反思5忙繁忙碌又一年，總