小学五年级下册英语教案全册.doc

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1、【精品文档】如有侵权，请联系网站删除，仅供学习与交流小学五年级下册英语教案全册.精品文档.小学英语(PEP)第六册教案五年级第二学期小学英语(PEP)第六册教案第二学期教学计划一、内容分析：本学期使用教材是九年义务教育六年制小学教科书英语（五年级下）（PEP PRIMARY ENGLISH STUDENTS BOOK 6）,本册教材分为六个单元，两个复习单元。内容安排单元题目话题Unit 1This is my dayDaily routineUnitMy favourite seasonSeasons; weather;seasonal activitiesUnitMy birthdayBi

2、rthdayRecycle 1UnitWhat are you doing?Housework ; indoor activities; telephone EnglishUnitLook at the monkeysAnimalsUnitA field tripField tripRecycle 2本册教材强调语言的运用，注重能力的培养，突出了兴趣的激发，重视双向交流，融合学科内容，重视灵活扩展，实现整体设计。二、班级情况分析三、主要教学目标：1、能听、说、读、写81个短语和单词以及16组句子和11个单句（包括日常活动、季节、生日、电话用语、动物和野营等几个话题）。要求能在真实语境中正确运用

3、并能读懂简短语篇。2、能听、说、认读21个单词。3、能学会4个手工制作。4、能听懂、会唱8首歌曲。5、能听懂、会吟唱10首歌谣。6、能完成6个自我评价活动。7、能理解6个幽默小故事。8、能了解6项简单的中西方文化生活知识。四、提高教学质量措施：1、 融会话教学与情景表演之中2、 巧用实物、头饰、卡片、chant 等来帮助进行单词教学。3、利用读写课等时间对学生进行单词书写的指导Unit1Period 1Specific vocabulary: 学生能够听、说、读、写动词词组have English class, do morning exercises, eat breakfast, play

4、 sports, eat dinner.Specific target setences: 学生能听懂问句:When do you do morning exercises/? 并能用所学动词短语替换句型: I usually at中的关键词回答问句.Specific functional exponents: 学会表达一天中不同时间段内学习和生活起居情况.Source of material: 课件, 卡片,同步练习册Assumptions and Anticipated problems: 这一课时的重点放于动词词组的掌握和句型:When do you ? 这些词组与生活贴近,学生较为容易

5、理解. 而学这一课时之前学生已经掌握很多的动词词组: cook the meals, set the table, watch TV 和知道如何表达时间的方法.Step1 Warm-up1. Free talk-What do you do in winter holiday?-I often .2.呈现大量学生已经掌握的动词词组,让学生快速认读Watch TV, read books, play computer games, play ping-pong/ football, Listen to music, read books, do homework/ housework, cook

6、 the meals, sweep the floor, water the flowers, clean the bedroom, empty the trash, make the bed, wash the clothes, put away the clothes, set the table, do the dishesStep2 Presentation1.整体呈现部分单词的同时复习时间的表达法 T: What time is it now? Its time for English class. Guess when does T get up/ eat breakfast/ g

7、o to school/ eat dinner?2. 师生问答,呈现出并新授单词T: When do you eat breakfast? S1: At 6:30 贴词卡并写出6:30,并教读新词组.用这种方法教授其它的词组:do morning exercises, have English class, play sports, eat dinner3.Read the phrases follow the TV / T , read by Ss together4. Game: Guess whats falling?呈现五个单词和when在一个画面上, 学生猜猜哪一个单词掉下去,猜对的

8、加分,直到最后一个也掉下去,游戏结束.5.Lets startT 介绍自己的timetable: I get up at 6:30. I go to school at 7:00. I eat breakfast at 7:15. What about you? Listen to me and write down your answers.Pair work. Check it. (中途插入usually)-When do you .? - I usually . at .6.Lets play(1)学生二人一组配合表演动词短语,一人表演,一人在他/她背后说出这个动作的名称,如: I ge

9、t up/ do morning exercises表演完毕后全班评选最佳拍档.(2)学生再三人一组进行表演,第一人表演动作,第二人表演时间,第三人说句子,如: I get up at 6:30.7.Spelling the phrases.Fill in the blank. pl_ _ sp_ _ts; br_ _kf_stGuess the phrases. er eat dinner; ayplay sportsSpell the phrases by Ss, check someone.Step3 Sum upSummarize what we have learned in thi

10、s lesson 思想教育: 合理安排时间,让孩子把家庭和学校的作息制度衔接起来,知道什么时间该做什么事情.Step4 Homework 抄写单词以及背诵课文3次课后反思：Period 2Specific vocabulary: 能够针对具体情况正确使用usually, often, sometimes三个频度副词.Specific target setences: 学生能听懂并会说句型: When do you get up/ eat breakfast/? I usually at并能在实际情景中运用.Specific functional exponents: 学会表达一天中不同时间段内

11、学习和生活起居情况.Source of material: 课件, 卡片, 挂图, 同步练习册Assumptions and Anticipated problems: 本课的重点是熟练使用句型: When do you get up/eat breakfast/? I usually at 问答作息时间,学生学起来应该不难,但如何正确运用就是一个难点,所以本课时要多设计活动,让学生在真实的情景中运用,同时也要向学生解释usually, often, sometimes三个频度副词的用法.Step1 Warm-up看动作猜短语 教师将全班学生分为两组,每组选派一名代表上讲台表演,教师向该学生出

12、示动词卡片,各组学生根据他/她的表演猜测动作名称,并把短语拼读出来,相同时间内猜对动作名称多的一组为胜.Step2 PreviewLets try Guess the word: What table has no legs? 引出timetable教师放Lets try部分的录音,让学生对新句型在听觉上有所感知,完成听音找对作息时间表的练习.Step3 Presentation1. 由Lets try 过渡到Lets talk的教学T: You know Mikes timetable, what about Zhang Pengs and Amys timetabe? Now lets w

13、atch TV and answer the question: When do Zhang Peng and Amy go to school?Ss listen to the dialogue and find out the answers.2.Read follow TV, （注意部分词语）, read T, read together, read in 2 big groups, read in groups of 2. Try to act it out.3.Make a new dialogue in pairs.T: Good morning. How are you? Whe

14、n do you get up/? Oh, your day is so happy. See you.学生可以根据Lets talk右边的图画或自己实际的生活改编对话.4.Lets find out师示范调查一学生,并填表; Pair work. 师示范作调查汇报，生作调查汇报: My partner gets up at Step3 Sum up以下是美国一所小学五年级学生一天的作息时间表,以较有何不同.7:00Get up 9:00-10:15Class meeting/ Reading/ Writing 10:15-10:30Recess 10:30-12:00Math/ Histor

15、y/Geography 12:00-1:00Lunch 1:00-2:15Science/ Social study/ French2:15-2:30Recess 2:30-3:30Art/ Gym/ Music 3:30Go home 6:30Supper 7:30-9:00Homework/ Watch TV 9:30Go to bed思想教育:做一名优秀的中国小朋友不容易,做一名优秀的西方小朋友也不容易.Step5 Homework 抄写对话并改编对话,共3次; 听录音,读课文3次.完成P6 Make a survey 的课后练习.课后反思：Period 3Specific vocabu

16、lary: go to work,policeman, evening, noon, eveningSpecific target setences: 能够听说读写句型:When do you eat dinner? I eat dinner at 7:00 in the evening. When do you get up? I usually get up at 12:00 at noon.Specific functional exponents: 理解对话含义并能灵活运用于实践.Source of material: 课件, 卡片, 同步练习册Assumptions and Anti

17、cipated problems: 经过第一至第二课时的学习,并结合学生三,四年级掌握的相关动词短语的知识,展开这一课的阅读教学.这篇文章的趣味点是The policemans get up at 12:00 noon. He goes to work at 9:00 in the evening. 比较警察和我们的生活作息时间,引导学生进行学习,更能够调动他们的积极性.Step1 Warm-up1.Game:谁的反应快?( T: Now lets play a game. Boys, when you see the blue word,stand up and say; Girls, wh

18、en you see the red word,stand up and say. Lets see who is quickly. Are you ready? )快速出现不同的时间, 活动的短语,如:7:00, 9:30, 8:15, 4:00, 6:20, 12:00, 3:45;in the morning; in the afternoon;in the evening; go to work;eat dinner;go home;eat breakfast;go to bed;get up;play sports.Step2 Preview演讲比赛: My day( 对make a

19、 survey 作汇报). 学生两人一组一问一答互相配合,向全班表述自己的作息时间.Step3 Presentation1.T: Youre so clever. But some people go to bed at 7:00 in the morning. Do you know why? Who are they? Lets go and see. 第一次阅读:学生快速阅读, 让学生了解文章的大概内容，获取关键信息.2.T shows some pictures: go to work, go to bed, eat dinner, play sports. Students say

20、the phrases. Then read the dialogue and find out the time. 第二次阅读:获取警察叔叔具体的作息时间.Finish his timetable on the book.3. Read again, tick or cross. Why?返回原文划出答案The man is a doctor.The policeman get up at 7:00 in the morning.The policeman goes to work at 9:00 in the morning.The policeman goes to bed at 6:3

21、0 in the evening.This is a Policemans day.4.Read follow T, read by boys and girls.T:You can understand the text well. Now lets read follow the TV. Follow T, and by Ss.5.口头作文 My day Hello! Im_. I _ at_. I_ at_.I _ at _. I _ at _. I like my day.6.完成同步练习册相关练习.Step4 Sum upSummarize what we have learned

22、in this lesson.Step5 Homework抄写并读课文;完成Task time,并在小组内作汇报.课后反思：Period 4Specific vocabulary: 学生能够听、说、读、写动词词组climb mountains, go shopping, play the piano, visit grandparents, go hikingSpecific target sentences: 学生能听懂问句:What do you do on the weekend? 并能用所学动词短语替换句型: Sometimes I / I usually/often/ 中的关键词回答

23、问句.Specific functional exponents: 学生学会正确使用频度副词表达自己的周末活动.Source of material: 课件, 卡片,图片，活动手册，同步练习册Assumptions and Anticipated problems: 这一课时的重点放于动词词组的识记上。这些词组与生活贴近,学生较为容易理解. 这一课时的句子What do you do on the weekend?是上册要求掌握的重点句，不是新内容。难点是单词mountain和grandparents的正确拼写。Step 1 Warm-up (1) Review the old phrases

24、: read books, watch TV, do homework, cook the meals, clean the bedroom, play the violin (2) Free talk: two pairs have a talk about weekend activities. S1:What do you do on the weekend? S2: I often on the weekend. What about you ?S1: I often Step 2 Presentation Lets chant 教师放P7lets chant, 学生跟唱，初步感知本课

25、时的动词词组。Lets learn(1)教师出示自己的家庭照和a family tree, “Look, my father and my mother, they are my parents. My grandfather and my grandmother, they are my grandparents.”通过红色笔的不同对比让学生初步感知英语构词法：grand+parentsT: We often visit our grandparents on the weekend. What about you? Ss:T: Sometimes I visit my friends on

26、 the weekend. Im happy with them. Do you visit your friends/ uncle/aunt/? Ss:(2)After teachers introduction about the weekend, teacher continues: How about you, boys and girls? What do you do on the weekend?(3)Let some students come to the blackboard and choose the pictures. Teacher helps them say:

27、I often climb mountains/ go shopping/ go hiking/play the piano(4)Students learn the phrases. Ss follow the tape to read. Do action and practice the phrases.(5)Game: 找朋友学生四人一组，动词卡片“出牌”，翻开牌面后根据牌面上的图画说：On the weekend I go hiking./ I climb mountains on the weekend.等，牌面相同的人即为朋友，互相击掌说：Lets go together!然后继

28、续下一轮游戏。(6)引导学生做拼读词组比赛，给学生时间互相交流认记技巧，互相竞赛。Step3 Lets chant(1)Listen to the tape. (2)Clap hands and chant.Step 4 Pronunciation(1)展示挂图，带读例词，强调几个字母组合ai,ay, gr,gl的读音，引导学生总结其读音规则。（2）放录音，跟读。听绕口令，配图，简单讲解，学生试着跟读、说绕口令。Step3 Sum upSummarize what we have learned in this lesson 引导学生过积极的、有意义的双休日。Step4 Homework1.r

29、ead and Copy the new words. 2.调查各任课教师的周末生活。课后反思：Period 5Specific vocabulary: 能够针对具体情况正确使用usually, often, sometimes三个频度副词.会使用next 一词。Specific target setences: 学生能听懂并会说句型:What do you do on the weekend? I usually/often play football. Sometimes I go hiking.并能在实际情景中运用.Specific functional exponents: 学生学会正

30、确使用频度副词表达自己的周末活动.Source of material: 课件, 卡片, 挂图, 同步练习册Assumptions and Anticipated problems: 第一课时仅要求学生能听说、认读副词usually/ sometimes, 而在本课时就要求能准确使用频度副词进行表达，这是本课时的难点，设计的活动要着重于学生的实际运用。对句型Lets together next Sunday.能正确认读。Step 1 Warm-up(1)Ss read and spell the words.(2)Blank-filling: T: Climb Ss: Climb mounta

31、ins. T: Hiking. Ss: Go hiking. T: Shopping. Ss: Go shopping.Step 2 Preview(1)Question: What do you do on the weekend? Let some of the students talk about their weekends.(2)Listen to the tape “Lets try”. Students listen to Lets try and finish the exercises. Check the answers. Step3 Presentation(1)Whe

32、n teacher asks the question “What do you do on the weekend?” Mark a star on the pictures. Then present “sometimes, usually, often”.(2)Practice the words: sometimes: clap hands once; usually: clap hands twice; often: clap hands three times.(3)T: Do you want to know what does Miss Tang do on the weeke

33、nds? Ss: Yes. T: So ask me. Ss: What do you do on the weekend? T: I often Sometimes I Usually I .(4)Teacher asks some questions about students.(5)Play the tape. Students follow the tape. (6)Students practice the dialogue and act the dialogue.Step4 Story time Play the tape and enjoy the story.Step5 S

34、um up: How can you have a happy weekend? 引导学生过积极的、有意义的双休日。Step 6 Homework 1. Copy the dialogue.2. Practice reading.3.Do the exercise book.课后反思：Period 6Specific vocabulary: says, eitherSpecific target sentences: 能够听说读写句型:What do you do on the weekend? Usually I watch TV and go shopping. Sometimes I v

35、isit my grandparents. I often play football. Sometimes I go hiking.能听说、认读句子： The weather report says its going to rain tomorrow. I cant play football in the rain. I cant go hiking, either.Specific functional exponents: 理解对话含义并能灵活运用于实践.Source of material: 课件, 卡片, 同步练习册Assumptions and Anticipated prob

36、lems: 本课时的重点和难点是四会掌握句型。提倡个性化的学习将学习过程更有意义，引导学生把课堂学习与自己的生活、兴趣和感受联系在一起。有意识地渗透学习策略的训练，引导学生对自己的生活安排做出相应的调整。Step 1 Warm-up(1)Free talk: My weekend. Two students have a talk. (2)Play the train game: T: What do you do on the weekend? S1: I often go hiking. S2: Sometimes I go shopping. S3: Usually I visit gr

37、andparents. (use the words often, sometimes and usually)Step 2 PreviewT: Zip and Zoom do different things on the weekend. Lets go and see.Step3 Presentation(1)Ss read the dialogue on their own. Find out the difficult words.(2)Ss write down Zip and Zooms weekend activities.(3)Listen and read after th

38、e tape.(4)Ss practice reading the dialogue. Then act the dialogue.(5)Write the four-skilled sentences on the blackboard. Ss practice writing.(6)Rewrite the story. Write the dialogue as a passage. Teacher writes the passage and students do the blank-filling.Step4 Lets check (1)Play the tape and stude

39、nts do the exercises. (2)Check the answer.Step4 Sum upSummarize what we have learned in this lesson.Step5 Homework1. Practice writing the four-skilled sentences.2. Practice reading.课后反思：unit 2Period 1Specific vocabulary: 能听、说、读、写四个季节类单词“spring, summer, fall, winter”Specific target sentences: 实际情景中，能

40、恰当使用句型“Whats your favourite season?”“My favourite is _.”Specific functional exponents: 学生能询问某人喜爱的季节。Source of material: 教师准备教学课件、单词卡片、录音机、教学录音带；学生每人准备单词卡片一套Assumptions and Anticipated problems: 本节课重点讲解四个季节类单词“spring, summer, fall, winter”和“Whats your favourite season? My favourite season is _.”句型，在情

41、境中进行教学。(一) Warm-up T: Good morning, boys and girls. Whats the weather like today? S: Its warm. Its sunny. T: Yes, its warm and sunny. What a nice day. And look the flowers are beautiful. And the trees are green. The birds are singing on the trees. Springs coming. Do you like spring? (show the pictur

42、e of spring by CAI) ( 二 ) Presentation1.T: How many seasons are there in a year? 板书season.: spring, summer, fall, winter.2. 通过图片以及教师的介绍了解四季的特色. Spring: Its warm and sunny. The flowers are beautiful. And the trees are green. Summer: Its sunny and hot. We can go swimming. Fall: Its windy and cool. The

43、 trees are yellow. There are many fruits. Winter: Its windy and cold. In some places. It snows.（三）Practice1Game1: mouth guessing.2. page18 Lets play.3. Lets talk1.sing the song of the seasons.P24T: there are 4 seasons in a year. So whats your favourite season?Ask and answer in pairs:Whats your favou

44、rite season? Winter. (可适当让学生说说季节的特征)（四)Sum up 说说一年的四个季节,lets chant P14.（五）Homework（2）听课文的录音两次。读读记记季节的单词。把季节的词语每个写两行.课后反思：Period 2Specific vocabulary: 学生能够在句型中运用季节的词语。.Specific target sentences: 学生能够运用句型：which season do you like best？I like best. 来谈自己喜欢的季节。Specific functional exponents: 学生能够询问并回答有关自己

45、喜欢的季节并能灵活运用于实践。Source of material: 1、教师准备多媒体课件。2、录音机和录音带。3、相关单词卡片、句子卡片。Assumptions and Anticipated problems: 五年级的学生学习能力较强，思维活跃，肯动脑筋，能积极参与讨论、发表自己的观点。对于学生来说谈论他们喜爱的季节比较简单，教师要为学生创设真实的语言环境，让学生在自然的交流中逐步掌握主句型，并以此初步培养学生的语音、语调，建立语感，逐步发展学生的语言能力。并且注意引导学生能说说这些季节的特点。（一）Warm-up 1.Lets chant(P14): Spring is green with flowers and songs. Summer is hot and the days are long. Fall is golden and farmers are busy. Winter is white and the year is gone.（二）Presentation 1. Ask and answer :T: Whats your favourite season? S: winter. S: Fall. 2. lets try.What are their favourite seasons? Mike Chen Jie Amy