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1、精选优质文档-倾情为你奉上新外研版（三起）英语五年级上册教案Module 1Unit 1 Did you come back yesterday?教学目标：1、让学生掌握基本句型： Did you come back yesterday?-No, we came back last Sunday.2、让学生描述过去发生的事情。教学重难点：教学重点：让学生掌握基本句型: Did you come back yesterday?-No, we came back last Sunday.教学难点：让学生描述过去发生的事情。课前准备: pictures, cards, tape recorder,
2、computer教学过程：Step I. Warming-upListen and actT: Come to the blackboard! Walk back!play football，watch TV，play computer games ，go swimmingSs: Do actionsStep II. Revision1.Guess: What did Miss Yan do yesterday?T do actions, Ss guess and use sentences describe.For examples:1).（教师做做饭的动作）学生用英语描述：You cook
3、ed yesterday.2). (教师做打电脑的动作)学生用英语描述：You played computer games yesterday.Step III. Presentation1.出示课文教学图片，T: Who can you see?S1:I can see Amy.S2:I can see Sam and Lingling.S3:I can see another boy. Hes John.T: Are Lingling、Sam and Amy in England or in China?S1: They are in London.S2: I think they are
4、 in a park .T: Good job.2.listen and answerT: Did Sam and Amy come back yesterday?S1: No, they came back last Sunday.讲解come back (教师站在教室中间向学生发指令)T: Walk to the blackboard. (学生向黑板走去)，教师招手并对学生说: Come back.如此几次，学生理解了come back的意思。T: What did they buy in the park?S2: They bought some ice creams.(教师出示图片，学
5、生明白了ice cream的意思)T: What happened after that?S3: Lingling dropped her ice cream.讲解drop (教师拿一本书装做不小心掉在地下) T:Oh. I dropped my book. （告诉学生drop的过去式是dropped）3. Teacher writes the words on the blackboard. Then read after teacher.(教师通过肢体语言与动作让学生理解了come back drop ice cream等单词的含义,并通过教师领读，学生自读加深了印象)4.Follow t
6、he tape recorder read the dialogue. （学生跟读课文然后以四人为单位分角色朗读，教师评出最佳朗读组）5. (出示图片) T: Look at the picture. This is Sams family. Yesterday evening, they were very busy. Lets say: What did they do yesterday evening?（给学生两分钟准备）T: What did Sam do yesterday evening?S1: Sam watched TV.S2: He helped his dad.T: Ca
7、n you ask questions like me?Ss: Yes.S3: What did Amy do yesterday evening?S4: She painted a picture.Step Practice1.（展示图片）.T: Who is she? Yes, its me. On summer vacation my family went to Qingdao .We went there by car. My daughter and I went swimming in the sea. We ate some seafood. At there, we had
8、a good time.2. Talk about the summer vacation1) I want to know where did you go on summer vacation?2) When did you come back?3) How did you go there?4) What did you eat?5) What did you wear? (在大屏幕上出示这些句子，告诉学生在交谈中可以通过这些问题来询问其他同学的暑假生活)Step HomeworkSay and write: What did your parents or friends do las
9、t weekend?教学反思Module 1 Unit 2 We bought ice creams.目标知识与能力1. 使学生能听、说、认、读dear, met, ran等单词。2.会使用句型Did he/she? Yes, he/she did. / No, he/she didnt.过程与方法：合作学习，小组学习，情感与态度1. 激发学生学习英语的兴趣，使学生树立学习英语的自信心。2.培养学生的合作交流能力3.学会关心别人。重点Talk about the past things.难点使用动词过去式，描述过去发生的事情。教、学法1.Listening to the tape.2.Usin
10、g PPT and studentslearning through the PPT.3.Work in groups.4.Using cards and students learning words with the cards准备：PPT, computer, tape-recorder, tape, cards教学过程Step1: Warm up 1. Greeting. 2. Game: talk about what you did last weekend. 3. Make a chant Do do did Buy buy bought Go go wentStep2: lea
11、d in Guessing game T take a postcard, show the back to the Ss, let the Ss guess what it is. Teach the word :postcard T: Can you write a postcard?Lingling wrote a postcard to Daming.What did she say? Listen and answer the questions.1.Did Lingling go to the park yesterday?2.Did they meet John?3.Did th
12、ey buy ice creams?4.Did they go home by bike?5.Did lingling walk to the bus?6.Did Lingling drop her ice cream?Step3: TextListen to the tape.Work in groups. Answer the questions.Read after the tape.Read together.Step4: Group work Let the Ss work in groups, talk about themselves. Act in class.Step5: l
13、isten and repeat. Listen carefully and repeat.Step6: sing a song. Listen to the tape first. Sing with the tape. Have a match, sing the song, lets see which group is the winner.Step7: Game Work in groups, and do the game of SB6Step6: Homework Write a postcard to your friend, tell him or her what did
14、you do yesterday.【板书设计】 Unit2 We bought ice creams. dear A: Did he/she?meetmet B: Yes, he/she did. / No, he/she didnt.runranModule 2Unit 2 How much cheese did you buy?知识与能力1 Enable the Ss to learn the words:picnic,box,bottle,juice.2 Make the Ss understand and use the new sentence patterns: How much
15、cheese did you buy? How much juice did you buy?”3 Develop the Ss abilities of listening and speaking .4 学习感知元音字母以及字母组合u,o,ar,a,er,ir,ur在单词中的发音，通过朗读含有这些字母和字母组合的单词，让学生感知发音规律。过程与方法1 Reviewthewords about picnic,box,bottle,juice by game method.2 Teach the text with the task-based method.3 Do a survey by
16、cooperative learning .情感与态度1 Faster the Ss consciousness of good cooperation.2 Keep the Ss confidence in learning English.重点Make the Ss use the following sentences correctly: “ How much do you want？ ”难点How to make a shopping list? How much juice/cheese did you buy？教法1 game method 2 task based method
17、 3 approach method学法1 cooperative learning准备Tape-recorder, word cards, pictures过程Step1：1.Revise Recite the unit1s words and phrases and sentences. The teacher should choose some students come to the blackboard.2.Learn the new words and lessons：Show the powerpoint to the students:There are some pictu
18、res of picnic, rice, box, bottle, juice.Then play a game：high low voice,it can help boys and girls recite the words.Step21.The teacher should play the tape-recorder:S1:What are we going to take on our picnic?S2:Lets make a list(目录、清单).S3:What about juice?S4:Yes.How much juice did we need?S5:Six boxe
19、s.S6:All right.2.The teacher should explain the text for the Ss.3.Then the Ss can make a dialogue about make a shopping list.Step31.Look at the page11s part2:Look at the pictures,then make some dialogues like this:S1:How much juice did you buy?S2:We bought two bottles.S3:How much cheese did you buy?
20、S4:Half a kilo.S5:How much chocolate did you buy?S6:Half a kilo.2.Look at the page12s part3,listen and repeat.Homework:1.Recite the part1s dialogue.2.Make a dialogue about shopping list ,write down on your notebook.【板书设计】 Module2 Unit2 How much cheese did you buy? words: picnic bag juice bottle phra
21、ses: shopping list how many how much sentences: How much juice did you buy? How much cheese did you buy?【教学反思】Module 2Unit 2What did you buy?知识与能力1 Enable the Ss to learn the words:need,food,cheese,kilo.2 Make the Ss understand and use the new sentence patterns: “How many bananas did you buy？ How mu
22、ch cheese did she say?”3 Develop the Ss abilities of listening and speaking .4 Distinguish the words:need,food,cheese, ,and can write many and much.过程与方法1 Reviewthewords about need,food,cheese by game method.2 Teach the text with the task-based method.3 Do a survey by cooperative learning .情感与态度1 Fa
23、ster the Ss consciousness of good cooperation.2 Keep the Ss confidence in learning English.重点Make the Ss use the following sentences correctly: “ How many did you buy？ “ Do you like? ”难点How to make a shopping list? What do we need to buy?教法1 game method 2 task based method 3 approach method学法1 coope
24、rative learning准备Tape-recorder, word cards, pictures过程Step1：1.Revise Review the last modules words and lessons by PPT. T：last module we learnt the word “ did ”. gowent runran meetmet buybought2.Learn the new words and lessons： Show the powerpoint to the students:There are some pictures of the words:
25、 need ,food,shopping list,cheese,kilo.Then play a game：high low voice,it can help boys and girls recite the words.Step2T:What did you do yesterday？Ss:I did my homework.T:Please guess:What did I do yesterday?S1:Maybe you went shopping.T:Yes,you are right.I went to a supermarket.I bought lots ofthings
26、,look at the board:T:Can you speak out in English?Step3Today Lingling and Mr Smart go to the supermarket,too.Let usLook at it.1.Firstly,the students should follow the taperecorder,then circle the new words in the text.2.Secondly,some boys and girls can read some questions,the questions are on the bo
27、ard:1)Where are Mr Smart and Lingling?2)What do they need to buy?3)Does Lingling like bananas?4)How many apples did Mr Smart buy？3.Thirdly，the students should follow the tape-recorder again，sentence by sentence ，then the teacher and the students can find “ What do they buy for the picnic？”They are b
28、ananas、apples、cheese4.Look at your books:What is on linglings hand?Ss:It is a shopping list.(list的意思是目录,清单的意思)“how many” 和 “how much”都是用来询问多少的意思，但在用法上有区别,how many 用来询问可数名词的数量，how much用来询问不可数名词的数量。5.Then the students should answer the questions：1）They are in the supermarket.2）They need to buy food fo
29、r their picnic.3）Yes,she does.Step41)Show some pictures on the board(apple, pear, banana, cheese, juice, chocolate)引导学生说出那些是可数名词，那些是不可数名词。2）Use the pictures to make some sentences with“how much”and “how many” .Homework：1Recite the words and lessons.2Make a dialogue about shopping3Find some informati
30、ons about shopping on the computer.【板书设计】 Module2 Unit1 What did you buy? need food cheese shopping list how many how much How many bananas did you buy? How much cheese did you buy?【教学反思】Module 3 Unit 1 Where did you go?目标知识与能力能听、说、认读本课的重点单词：the British Museum, the London Eye,weekend,place,how,best,
31、took,trip,along,river,hour,twenty,minute; 能正确使用动词过去式；能利用What did you do? Where did you go? 询问别人过去做的事情。过程与方法通过活动体验，在交流中学会谈论上周末从事的活动，谈论不久前发生的事情，发展综合语言运用能力。提高学生跨文化交际意识。情感与态度培养学生学习的兴趣，鼓励学生积极合作，引导学生了解西方的名胜古迹。重点使学生能听说，认读单词the British Museum, the London Eye,weekend,place,how,best,took,trip,along,river,hour
32、,twenty,minute;能准确理解并熟练运用What did you do at the weekend? Where did you go? Where/How/When/What did?难点掌握本课的新单词及利用动词过去式的变化进行描述。教法任务型法学法合作交流法教学准备课件 CD-ROM教学过程Step 1. Warming-up 1. Greetings T: Good morning, boys and girls. Ss: Good morning, Ms Yang. T: How are you?Ss: Fine, thanks. 2. Sing a song: Wher
33、e did you go? 3.复习动词的过去式：教师以连线的方式考察学生对动词过去式的掌握情况。 go send like meet visit sent liked met visited met (设计意图：利用歌谣开始本课教学，可以创设轻松的学习氛围，消除学生的紧张情绪，由歌曲Where did you go?引出本课的重点句型，激发学生的兴趣。复习动词的过去式，为后面的教学环节做好铺垫。) Step2 Presentation 1、教学新词汇 （1） T : Amys weekend is very nice. She visited lots of places. Lets see
34、 the wonderful places.课件呈现图片，但是学生可以选择任何一个图片的序号猜猜地点。通过猜一猜让学生增加兴趣。 T: Now please guess the places, you can choose the number and guess.S1: Number 1. T: Whats this? S1: Its the British Museum. 以同样的方式呈现 the London Eye, Big Ben。教师领读几遍。然后请学生读课文句子：We went to the British Museum. And we visited Big Ben and t
35、he London Eye. 呈现学习新词: TheBritishMuseum, theLondonEye, weekend, place, how, best, took, trip, along, river, hour, twenty, minute 2 . Practice 1) 当学生已经明白单词含义后，让学生开始认读单词：利用课件快速闪现单词，要求学生快速整体认读。学生分组认读单词。然后请一个学生抽取单词，另一个学生猜测，如果不对，下面的学生大声朗读进行纠错。如果说对了，就说.单词、图片配对游戏 （请六个学生分别说上面的句子，下面的学生根据句子中所含的新单词进行图片和单词的配对。比
36、一比谁的动作快作快）2) 说说自己的周末T: Just now we talk about Amys weekend. Now lets talk about our weekend. Who wants to show us your weekend? 请几个学生上台表演周末所做的事，其他同学猜一猜。 顺序如下： （1） Ss: What did you do at the weekend? （2） S1进行表演。（3）其他学生说出表演的内容。Eg: Liyun went to the supermarket at the weekend. (示范表演为学生提供一个可操作的模式，以任务型的活
37、动方式，通过合作学习，并予以评价知道，给学生提供平等的说英语的机会，鼓励学生在竞赛中学，这样既创造了轻松愉快、自然和谐的课堂气氛，又促进了交流。) 3. presenting the new text: T：Lingling had a happy weekend. Where did she go? Lets listen and answer my questions.（1） Listen to the text and answer questions: What did you do at the weekend? Where did you go?What is the London
38、 Eye?How did you go to these places?（2） Listen and repeat. （3） Group work:小组合作，回答问题。 （设计意图： 通过“任务型”听录音，教师领读，纠正学生发音，教给学生正确的发音，让他们习惯标准发音，进而有意识的模仿，形成正确的口语。） Step3 practice （1） 教师引导学生回答“What do you usually do at the weekend?”让学生将平时周末所做的活动罗列出来。点击课件，出示日历。指着上个周末问学生 “What did you do at the weekend?”鼓励学生用学过的
39、过去式回答问题。 （2） 教师准备一些风景名胜的图片，贴在教室的黑板上。如 “the Great Wall, Mt Tai, the Summer Palace.” 请两个学生上台活动，一个学生问 “Where did you go?” 另一学生站在不同图片前回答 “I went to the ” (设计意图：通过生动活泼的活动，呈现本课重点句型。该活动能让学生动一动，学生在动的过程中既活跃了思维，又操练了新句型。) Step4 Homework 1、 介绍你与家人的上周末生活。 2、 向你的好友介绍你的旅游经历，讲述你曾参观的名胜古迹。(自选一个内容，并写下来。)【板书设计】 Unit I
40、Where did you go?单词；the British Museum, the London Eye, museum, trip, along, river, twenty minutes句子；What did you do at the weekend? Where did you go?【教学反思】Module 3Unit 2 Daming took a photo of his father.教学目标知识目标：1、学生能听说，认读单of,hour,wall,arrive,mountain,with,plant2、能准确理解并熟练运用What did you do at the w
41、eekend? Where did you do? Where/How/When/What did?3、感知字母组合在单词的发音/a:/ /能力目标：通过活动体验，在交流中学会谈论上周末从事的活动，谈论不久前发生的事情，发展综合语言运用能力。情感目标 ：学生学习的兴趣，鼓励学生积极合作，引导学生了解在名胜古迹可以做的事情。教学重点 使学生能听说，认读单词postcard, hour能准确理解并熟练运用What did you do at the weekend? Where did you go? Where/How/When/What did?教学难点 在真实情景中灵活运用新知识描述过去发生
42、的事情。 不规则动词的过去式。教学准备 ：单词卡片教学过程Step 1 Warmer1、Greeting2、Game:学生表演自己上周末的活动，全班通过猜其活动来复习一般过去时的表达。T：What did she/he do last weekend?S: She watched TV.(设计意图：复习过去式，让学生利用过去时态描述自己上周末的活动。为本单元的学习做下铺垫。)3、学唱歌曲“Where did you go？“并学习语音部分 ，感知发音。字母组合在单词里的发音规则。（设计意图：歌曲学习放在这个环节可以让学生更好的理解Where did you go？之后让学生感知字母组合的发音规
43、律，可以为单词的学习降低难度。）Step2 Lead in1、 导入：教师准备一些名胜古迹的图片与旅游时所照的照片，通过描述让学生猜是哪个地方。EgT：Its very long and old. Its in Beijing. Where is it?Ss：The Great Wall.2、Free task谈论旅游经历T：“There are many places of interest in China, Where did you go?”Ss：I went to Its big and wonderful.同桌互相介绍曾去过的名胜古迹或城市。3、任务呈现T：“Did you have a good time on your trip?”大明和他的爸爸周末时去旅游了，让我们听一下他们去了哪里？Step3 课文学习1、播放课文动画T：Daming and his father had a good weekend. Where d