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1、人教版小学英语五年级下册教案人教版小学英语五年级下册教案1 We lived in a small house. 教学目标： 1、学问目标：(1)新单词life ,different, ago, any, television, grandchildren, us,grandmother, lady(2)新句型：Therebe , We livedmany years ago. We livenow. 2、技能目标：能依据情境正确运用Therebe ,We livedmany years ago. We livenow.句型谈论生活、学习中的事物，提出问题并作出解答。 3、情感目标：比较过去与
2、现在的生活，体会并珍惜现在的华蜜生活。 教学重点：新单词和新句型的教学与运用。 教学难点：学会 There be ,We livedmany years ago.We livenow.句型并能在生活中敏捷运用该句型。 教学工具：两幅画有房子和汽车的画(房子一大一小)，单词卡片，点读笔，贴纸，课件 教学过程： Step1 Warming up(热身复习) T：Good morning, boysand girls! Ss：Good morning, MsLiang. T：Sit down, please. Ss:Thank you! T:Youre welcome. Do you have a
3、good time in your holidays? Ss:Yes. T:Now, lets sing a songWhere did you go.Ok? Ss:Ok! T: Great!Who can tell us were there any happy things in your holidays? (学生发言,通过这样的师生沟通，老师可以帮助学生回顾相关的语言学问，例如：一般过去时的用法、常用词汇等，为后面的教学做铺垫。) Step2 leading in (课文导入) T: In the winter holiday,you had a lot of changes. Now
4、 you are older and cleverer .I am very glad to seeyour changes. Everything is changing. No change, no progresses.老师边说边把新单词“change”板书到黑板上，出示课题。 Step3：Newteaching(课文教学) 1、单词教学 T: Iam a teacher, you are students. We are different.(different 要读慢且重读)出示different 的单词卡片.老师示范学生跟读. T: OK.Look here! Whats this
5、?(指着电视机图片问) T: Yes,its a television.出示television单词卡片,让学生读. T: Lookat the blackboard.出示课件一个祖母和几个外孙女对话.老师紧跟出示grandmother和grandchildren的单词卡片.学生读. 老师出示life的单词卡问:Whats the meaning in Chinese? Ss:生活. T:life生活. Life life life 学生跟读 T:Tam a lady(指着自己说)并出示单词卡.学生读. T:ago ago ago.one by one please. Ss:ago ago a
6、go (us和any也如上面教法) 单词训练嬉戏(把单词卡粘贴在黑板上，让学生竞赛，听老师说出某个单词，学生快速把该单词卡片取下，快者为胜。) 2、课文教学 老师把画有房子和汽车的两幅画挂在黑板上，问学生:Are there anythings in the picture? Ss:There are houses and cars. T:Yes.There are houses and cars. We live in the house. We will learn something aboutthis picture. OK, Listen the radio. 听课文录音的同时，请你
7、们找出课文中出现的新单词与新句型。(嬉戏“火眼金睛，找新单词与新句型”。让学生以竞赛抢答的形式快速找出课文中出现的新单词与新句型。) 3、课文训练 学生了解了课文内容后，老师播放领读带录音，让学生大声跟读课文。然后分组分角色朗读课文。 4、重点句型操练 先让学生熟读课文其次部分：Listenand say 问一学生T: Were there computer in your house? S: No. T: Therewere no computer in his house. Follow me. Ss:There were no computer in his house.以同样的方式问几
8、个学生. T: Theyare very clever! Now, We can see a lot of buses and cars in the road. Yes? S: Yes! T:There are a lot of buses and cars in the street. T: Arethere anythings in our class? S:There are blackboard、book 5、延长拓展 出示课件其次部分的两幅图, 让学生分组探讨打算，谈论图中内容，然后每个组派一个代表来讲给全班同学听。 T: Boysand girls look at me. Who
9、 can talk about these pictures? Ss:Four years ago, we lived in the small house. Now, we live in a big house.(老师帮助学生完成) Ss:Four years ago, We flied kite. Now ,we listen to the music.让学生充分发挥想象,自由发言. Step4 Summary andhomework(总结与家庭作业) 1. Summary(总结) T: Today,we learn about the different between past an
10、d now. Now, we live in a happylife, we should love our life. and love our parents. 2. Todays homework(家庭作业) a. Listen and read Unit1 three times,try to recite and act. b. Copy the new words andsentences. 板书设计: Module 1 Changing Unit 1 We lived in asmall house. werent lived small arent live big 人教版小学
11、英语五年级下册教案2 教学目标： 1.能听、说、读、写单词“exercise”和动词短语“eat breakfast”, “domorning exercises”,“have. class”, “playsports”, “eatdinner”; 能听、说、认读单词“a.m. ”, “p.m. ”。 2.能运用句型“When do you . ? I at a.m. /p.m./At oclock.” 询问别人的作息时间并回答。 重点：能听、说、读、写四会单词和动词短语。 难点：exercise的发音;“a.m.”和“p.m.”的含义和运用。 教具：五个动词短语的教学卡片，多媒体课件。 教学
12、过程： 一、Warm-up 1. 师生相互问候。 2.在课件上呈现大量已经学过的动词短语，让学生快速认读。如： get up, go to school, go tobed, watch TV, read books, play computer games, clean the bedroom, listen tomusic, do homework, sweep the floor, .老师说短语，学生做动作;老师做动作，学生说短语。 3. 师生用句型When do you(usually) ? I at oclock.进行简洁的对话;同桌之间用以上句型对话。 二、Presentation
13、 1. 呈现新短语。 (1) 老师做“do morningexercises”的动作，并问：“What am I doing now?”学生可能会用汉语回答，老师接着说：“I am doingmorning exercises. I usually do morning exercises at 7:00. When do you domorning exercises?”引导学生用句型“I usually do morning exercises at ./At .”回答;老师可多问几名学生，让学生娴熟答语;用同样的方法引出“eat breakfast”, “have . class”,“p
14、lay sports”, “eat dinner”。 (2) 板书do morningexercises, eat breakfast, have class, play sports, eat dinner。师生用“唱反调”的方法巩固上面的动词短语。 规则:老师大声读短语，学生就小声读;反之，老师小声读短语，学生就大声读。(单词exercises的发音较难，老师要帮助学生多练习几遍)。 2. Lets learn (1)老师播放A Lets learn课文动画，学生跟着录音读动词短语和对话。 (2) 老师再次播放A Lets learn课文动画，男女生分角色跟着录音读。 三、Practice
15、 1. 嬉戏：I say you do. 规则：老师说短语，学生做动作;老师做动作，学生猜短语。 2. 老师在课件中出示情境图中出现的几个时间点：7:00 a.m. 8:00a.m. 9:00 a.m. 6:00 p.m. 9:00 p.m.老师可先让学生猜a.m.和p.m.，然后再告知其用法。 a.m.意为“上午”，p.m.意为“下午”，两者在用法上应留意以下几点。 两者都不能单独运用，要与表示时间的数字连用，且位于数字之后。 两者都不能与in the morning或in the afternoon连用，以免造成用词重复。 两者都不能与oclock连用。如：他早上六点起床。 He gets
16、 up at 7:00 a. m. () He gets up at 7 (oclock) in themorning. ( ) He gets up at 7 a. m. in themorning. () 3. Ask and write. (1) 学生同桌互读书上的8个动词短语，说出这些动词短语的汉语意思。 (2) 学生同桌相互调查彼此的作息时辰表，将时间填在横线上。 (3) 老师请一位学生和自己示范读对话。老师：When do you getup? 学生：. (4) 学生同桌合作，依据调查结果进行对话。 人教版小学英语五年级下册教案3 教学目标： (1)通过详细而典型的情景，体会现在进
17、行时的用法，能够运用句子What are youdoing? 询问别人正在做什么，并用 I'm _ing . 这一陈述句来做答。 (2)初步相识现在分词的构成，能够听、说、读、写五个动词短语的 ing形式。 教学重难点： (1)本节的重点是驾驭动词短语的-ing 形式，理解下一节课的主要句型 What are you doing ? 并能用 I am doing sth. 来作答。 (2)难点： a、如何引导学生感知、理解现在进行时所表达的含义。 b、动词- ing形式的读音，特殊是加 -ing 之后的连读，培育学生流畅的连读。 教具打算: 乒乓球、乒乓球拍、玩具盘子及洗碗布、玩具锅及
18、铲子、一本故事书、语文书、数学书、图画书、电话、词卡、四张图片、记者服、录音机和磁带。 教学过程: Step1：Warm-up。 T: Before class. Let's warmup. a、 复习动词：(边做动作边说)eat/ drink/ write/ draw/jump/ run/ swim/ fly b、学习新单词：practice/textbook/ could/ read Step2. Unit 1 What are you doing lesson 1的导入及板书。 T: Boys and girls. Heres aping-pong. Do you like pl
19、aying Ping-pong.(做动作)Please look at me. What am I doing now? (边托球边说明：现在，我正在干什么?)You can ask me:What are you doing? (拿词卡边领读边板书)Ask me together. (师再次托球回答)I am playing ping-pong.(让两生试着托球，师拿词卡Im -ing领读、板书。) T: From this class .Welllearn Unit 1 What are you doing? Step3:用dothe dishes、cook dinner 和 read a
20、 book驾驭句型。 由学生熟识的词组入手，通过传盘子的嬉戏集体练习、重点突破主句型 What are youdoing ? T: What are you doing? S: I am doing the dishes. (板书领读：do add-ing is pronounced - doing. 再次板书：I am=I'm(领读，拿盘子打算传) T: This time, lets pass the dish one by one, andask: What are you doing? (领读3-4遍之后起先传，全体同学一起打着节奏问：What are youdoing? 当老
21、师说：Stop时，拿到盘子的同学站起来边洗盘子边说:“I am doing the dishes.”) 2. Cook dinner T:(与最终一名学生对话)You can do thedishes. Can you cook dinner? S: 假如生回答 Yes, I can.老师就用 T: Yourehelpful. Please do an action and say. 假如生回答No, I cant 老师边做动作边启发激励学生T: You cant cook eggs, can you? What aboutnoodles? T:(边让生说cook dinner, 边做动作)师
22、板书 cook dinner T: It means: cook the meals. Heres a pot .Who can ask mewith the sentence : (指标题) T: I am cooking dinner. I amcooking fish. Mmm-Yummy. (板书-ing. Cook add ing is pronounced cooking画连读符号) T: Now, please cooksomething and practise in pairs. You can cook eggs, noodle, tomatoes, potatoes,gr
23、een beans and so on. T: Mm-Yummy. What are youdoing? SA: Im-.(让各组学生分别汇报) 3. Read a book. 留意与read books的比较 T:(指着正在读书的同学)read a book. 板书并领读。 T:(师蹲下去问)What are youdoing? S: Step4 课本对话教学。 学习listen and say的长篇对话，对what are youdoing的巩固练习，并且学会are you doing sth ?和what is sb doing ? 的提问。 1. 听力练习，回答Guoguo和Lingl
24、ing分别正在做什么 2. 课文说明 3. 角色扮演，请同学表演对话，并对其表现进行评价 Step5 布置作业。 完成listen and choose的听力练习，写出5个what are youdoing, I am doing的句子。 人教版小学英语五年级下册教案4 教学目标 1、驾驭新单词：read, textbook, practice andcould;isten to English song, read the textbook, and practice English 2、驾驭新句型：What are you doing ?/ Im. Whats she doing? /Sh
25、es ./ What are they doing?Theyre going fishing. 让学生运用所学语言，主动投身到实践活动中去，实践自己的价值。 教学重难点 重点：动词的ing形式发音和变形 难点：What are you doing?I am doing sth.句型的驾驭和敏捷运用 教学打算 课本、课件、录音、单词卡片等 教学过程 Step1 热身活动 复习动词短语的原形，通过驾驭过的do the dishes,watch TV, play Ping-pong等等图片，使学生回忆起基本单词 Step 2 新词学习 经过热身，接着展示图片，让学生猜单词，引出课文的新单词，read
26、, textbook,practice and could。由简到难，展示动词短语listen to English song, readthe textbook, and practice English等。 Step 3-ing学习 a、通过课本listen and say的学习，让学生熟识-ing的发音和意思。在听录音之前要求学生回答问题，what is Lingling doing andhow about Guoguo? 学生回答问题时会主动仿照录音的发音，对-ing的发音有初步的相识，老师再对发音中的问题进行订正和评价。 b、对what are youdoing 和 I am do
27、ing sth句型的讲解和延长。举一反三：由其次人称的提问到第三人称的延长 Step4 对话操练 a、Listen to the tape. Listen, point and repeat. Look at the blackboard andread after me .(do-doing-doing the dishes) T:(师生分工读)Ss: What are youdoing? What are you doing? S: Im doing the dishes. (老师边做动作边说)What are youdoing? 听录音之后看板书领读，领读过程中，通过动词原形与现在分词的对比，使学生进一步理解现在分词的构成，紧接着师生分工读。 Step5 嬉戏 一名学生从词卡中挑出一张出示给全班同学，另一名学生背对这位同学，猜一猜自己正在干什么，全班同学问：What are youdoing? 猜的同学边做动作边用Im _ing来回答。 Step6 作业 2-3人一小组，小组内对话练习，利用句型What are youdoing? I'm _ing.充分探讨。