新版pep五年级上册教案4-6单元+反思.docx

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1、PEP五年级英语上册教学计划新版PEP小学英语五年级上册教学计划一、班级情况分析:本学期我担任五年级的英语教学工作,他们已经有了一定的英语基础。五年级共五个班级,学生英语两极分化明显,由于学生人数较多,因此本学期主要引导好班干部力量,达到提升全班英语水平和激发学习英语的兴趣的目标。二、教材分析全书共六个新授单元和两个复习单元。每个新授单元分“A、B、C”三个部分。每个单元围绕一个主题展开其相关的单词及句型学习,教材编写词不离句,句不离篇。本套教材的设计与编写体现了对传统外语教学思想的继承和发展。编写思路以话题为纲,以交际功能和语言结构为主线,逐步引导学生运用英语完成有意义的语言任务,即话题功能

2、结构任务。三、教学目标:1、能听、说、读、写92个单词或短语以及13组句子和9个单句。(包括教师、课程、食物、家务劳动、居室家具和自然景物等几个话题)要求能在真实语境中正确运用并呢感读懂简短语篇。2、能听、说、认读16个单词。3、能学会6个手工制作。4、能听懂、会唱8首歌曲。5、能听、说、吟唱12首歌谣。6、能完成6个自我评价活动。7、能听懂6个幽默小故事。8、能了解6项简单的中西方文化知识。四、教学措施1 .根据学生的年龄特征,充分利用直观教具和电教手段,创设良好的语言氛围,调动学生的学习积极性。2 .在教学过程中,采用情景教学法,让学生身临其境,积极主动地参与到课堂教学中去,调动学生的非智

3、力因素,提高学生实际运用语言的能力。3 .活用教材,根据学生会的实际情况,将每单元各个板块重现组排降低难度。五、教材重难点1 .重点:四会句型、单词。在任务型学习的过程中运用相关的语言知识和技能,完成某项任务。运用所学的日常交际用语进行简单的日常交流,并做到大胆开口,积极参与,发音清楚,语调正确。2 .难点:养成良好的听英语、读英语、说英语、写英语的习惯。六、教学进度安排单元课题课时周Unit 1Whats he like?63Unit 2My week63Unit 3What would you like?63Recyclel31Unit 4What can you do?63Unit 5T

4、here is a big bed63Unit 6In the nature park63Recycle231合计4220五年级英语第一单元教案Unit 1Whats he like ?【单元教材分析】本单元重点学习人物体貌特征和个性语言,重点学习的句型是:Who s your art teacher? What s he like? Is she ? Yes, she is /No, she isn t.这单元主要描写的人物体貌特征,所以我们可以让孩子对所认识的老师进行描述。【单元教学目标】1 .掌握A、B部分“Lets learn,“Lets talk”中的词汇和句子。2 .能正确地询问和

5、回答各科老师的性格特征,如“Whats your maths teacherlike?”,“Is he funny?”,“Yes, he is.”,“No, he isnt.”3 .能顺利完成本单元的听力、对话、表演、写作、连线、填空等任务。4 .能读懂“Story time”部分的趣味故事。5 .能听懂、会唱歌曲“Whos your teacher?”。6 .复习元音字母在单词中的发音,培养学生对英语单词发音的语感。7 .激发学生学习英语的兴趣,帮助学生树立学好英语的信心,逐步培养学生自主学习、合作学习的能力和欲望。8 .培养学生尊敬、热爱老师的情感,提高学生在与人相处是准确判断他人性格特征

6、的意识和能力。9 .培养学生乐于助人、努力学习的美好品德。【单元教学重点】1 .掌握A、B部分“Lets learn,“Lets talk”中的词汇和句子。2 .能正确地询问和回答各科老师的性格特征,如“Whats your maths teacherlike?”,“Is he funny?”,“Yes, he is.”,“No, he isnt.”3 .能准确运用所学单词和句型描述他人的性格和体貌特征。【单元教学难点】1 .单词“sometimes”的准确运用。2 .掌握描述他人性格特征的词汇和句型。3 .帮助学生树立学好英语的信心,培养学生自主学习、合作学习的意识和能力。【单元教学课时安排

7、】第一课时: A. Lets learn A. Ask and answer第二课时:A. Let,s try A. Let,s talk第三课时:B. Let,s learn B. Match and say第四课时:B. Let,s try B. Let,s talk第五课时: A. Lets spell B. Lets wrap it up第六课时:B. Read and nbsp; B. Let,s check C. Story time第一课时【教学三维目标】1 .能听、说、读、写单词“old”,“young,“kind”,“fUnny”和“strict”。2 .能在创设的实际情景中

8、灵活运用句型“Who,s your art / English / maths / science / music /.teacher?”,“Is he / she young / old / funny / kind / strict /.?,激发学生进一步了解各科老师的欲望,融洽师生关系。3 .能完成“Ask and answer”部分的对话任务。4 .培养学生自主学习、合作学习的意思和能力,帮助学生树立学好英语的自信心。【教学重点】1 .能听、说、读、写单词“old”,“young,“kind”,“funny”和“strict”。2 .能在创设的实际情景中灵活运用句型“Who,s you

9、r art / English / maths / science / music /.teacher?”,“Is he / she young / old / funny / kind / strict /?”,激发学生进一步了解各科老师的欲望,融洽师生关系。【教学难点】1 .利用教材提供的对话情景,以旧引新,引导学生进入学习状态。2 .能准确判断各科老师的性格。【教学准备】1 .教师准备多媒体课件、录音机和录音带、词卡。2 .教师准备各科教材和各科老师的照片。3 .学生准备画笔和画纸。【教学过程】一、课前热身(Warm-up)1. Free talkT: Good morning, eve

10、ryone. Welcome back to school. How are you today?Ss: Fine, thank you.T: Nice to see you again.Ss: Nice to see you, too.T: nbsp;is the first class of our new term. What grade are you in now?Ss: We are in Grade Five now.2.简单介绍各科老师。T: Now let me ask and you answer.(出示英语书) WhatsSs: Its an English book.T

11、: And I teach you English. So I am yourSs: English teacher.然后教师出示其他科目老师的照片和相应的课本,和学生进行类似的对话。二、课前预习(Preview)师生就各科老师的体貌特征进行问答练习,如:T: Whos your music teacher?Ss:T: Is he / she thin / fat / tall / short /?Ss: Yes, he / she is.(No, he / she isnt.)T: Now read after me. Thin, thin (Fat, fat / Tall, tall /

12、Short, short). My music teacher is thin (fat / tall / short).Ss: Thin, thin (Fat, fat / Tall, tall / Short, short). My music teacher is thin (fat / tall / short).三、新课呈现(Presentation)1. A. Lets learn(1)教学新单词教学单词“old”和“young”T: Boys and girls, its the new term and lets meet some new friends.教师用多媒体课件分别

13、出示动画片喜羊羊和灰太狼中羊村村长和喜羊羊的图片,与学生进行对话,如:T: Look at the man in the picture.(指着洋村村长的图片) Who is he?Ss: Hes Manyangyang.T: Youre right. Look at Manyangyang. He is old. Read after me. Manyangyang is old.Ss: Manyangyang is old.T: Look at other picture. Who is he?Ss: Hes Xiyangyang.T: Is he old?Ss: No, hes not

14、old.T: Youre right. Hes not old. Hes young. Now read after me, please.Xiyangyang is young.Ss: Xiyangyang is young.教学单词“kind”和“fUnny”教师用多媒体课件出示白雪公主和七个小矮人的图片,与学生对话,如:T: Look at the girl in the picture. Whos she?Ss: Shes Snow White.T: Snow White is beautiful. Shes kind to the seven dwarfs. The seven dw

15、arfs are funny.然后教师请八位学生上讲台,分别扮演白雪公主和七个小矮人,帮助学生明白单词“kind”和“fUnny”的含义。教师出示平时比较严厉的一位任课老师的照片,与学生进行对话,如:T: Look at the pictUre. Whos he / she?Ss: Hes / Shes T: Is he / she kind?Ss: No, he / she isnt.T: YoUre right. Hes / Shes not kind. Hes / Shes very strict. Read after me, please. Hes / Shes strict.Ss:

16、 Hes / Shes strict.教师把本节课学习的五个新单词写在黑板上,并用“唱反调”的方式带来学生读几遍单词。2.教师用多媒体课件出示本部分的教学挂图,并简单介绍情景,如:T: Oliver and Zhang Peng are talking about the teachers. Lets see what their teachers are like.(1)第一次播放教学录音,全班学生跟着录音读,了解对话的大致内容。(2)第二次播放教学录音,学生听完后回答下面问题: Whos Zhang Pengs art teacher? Is Zhang Pengs art teacher

17、 old?Answer: Mr Jones. No, hes young.(3)学生同桌合作,利用情景图中提供的信息替换示例对话中的关键词,编写对话,如:51: Whos your maths teacher?52: Hes Mr Li.53: Is he strict?54: Yes, he is.然后教师请几对学生上讲台表演对话,表扬表演到位的学生。2. A. Ask and answer(1)教师出示本班班主任的照片,与学生进行对话,如:T: Whos he / she in the picture?55: Hes / Shes Mr / Miss T: Hes / She,s your

18、 head teacher.(帮助学生明白词组head teacher”的意思)(2)请两位学生站起来示范读本部分的对话。56: Whos the Mrs Smith?57: Shes the head teacher. Shes tall. Shes strict.(3)让学生拿出画纸和画笔,画出自己最喜欢的任课老师,仿照示例编写新对话,如:58: Whos the man / woman in your picture?59: Hes / Shes Hes / Shes thin. Hes / Shes kind.四、巩固延伸(Consolidation & Extension )1 .猜

19、一猜教师描述一位教师的体貌和性格特征,让全班学生猜,如:T: Shes tall. Shes beautiful. Shes very young. We all like her. Whos sh e?Ss: Is she Miss Sun?T: Yes, youre right. Shes Miss Sun.2 .课堂练习选择不同类的选项:()A.youngB.oldC. boy()A.funnyB.kindC. girl()A.mathsB.musicC. class()A.fatherB.teacher C. brother3 . Check the answerC,C,C,B五、课堂

20、小结(Summary)1 .师生一起总结本节课学习的词汇和句型。2 .鼓励学生认真观察各科任老师,并正确总结各科任老师的主要性格特征。六、布置作业(Homework)1 .将本节课学习的新单词在四线三格内抄写六遍。2 .听录音,跟读本部分内容。3 .准备几张家人或朋友的照片,利用本节课学习的新词汇和句型描述照片中的人物。【板书设计】Unit 1 Whats he like?A. Lets learn A. Ask and answer- Whos your art teacher?- Mr Jones.- Is he young?- Yes, he is.old young funny kin

21、d strict【教后反思:】教师把本节课学习的五个新单词写在黑板上,并用“唱反调”的方式带来学生读几遍单词。这一环节效果非常好,学生参与度很高。T: Look at the picture. Whos he / she?Ss: Hes / Shes .T: Is he / she kind?Ss: No, he / she isnt.T: Youre right. Hes / Shes not kind. Hes / Shes very strict. Read after me, please. Hes / Shes strict.Ss: Hes / Shes strict.这一对话内容学

22、生不是很熟悉,课下还应多加练习。第二课时【教学三维目标】1 .能听、说、认读单词“know”和“our”。2 .能听懂、会说句子“Do you know Mr Young?,“Hes our music teacher.”,“I like funny teachers.”。3 .能听懂、会唱歌曲“亚卜。石your teacher?”。4 .能完成“Lets的”部分的听力任务。5 .能与同学谈论各科老师的性格特征。【教学重点】1 .能听、说、认读单词“know”和“our”。2 .能听懂、会说句子“Do you know Mr Young?,“Hes our music teacher.”,“I

23、 like funny teachers.”。【教学难点】1 .单词“our”的含义和运用。2 .能灵活运用所学知识谈论各科老师的性格特征。【教学准备】1 .教师准备多媒体课件、录音机和录音带、词卡。2 .学生准备画笔和画纸。【教学过程】一、课前热身(Warm-up)1 . Free talkT: Hello, boys and girls.Ss: Hello, teacher.T: How are you today?Ss: Fine, thank you. And you?T: Im fine, too.2 .检查作业学生在四人小组内依次出示自己家人或朋友的照片,向其他小组成员介绍照片中人

24、物的体貌和性格特征,然后教师请两三位小组代表上讲台向全班学生介绍,如:S: nbsp;is a picture of my mother. Shes tall and thin. Shes beautiful and polite.二、课前预习(Preview)1 .教师拿出单词old, young, kind, strict, funny的词卡,然后随机展示词卡,学生迅速说出与词卡中单词相对应的汉语意思。2 .教师请五位学生上讲台抽词卡,然后五位学生根据所抽到的词卡依次表演,其他学生根据表演猜单词。三、新课呈现(Presentation)A. Lets talk1.教学单词“know”和“o

25、ur”(1)教师用多媒体课件出示一些学生熟悉的卡通人物,如大耳朵图图、汤姆和杰瑞、喜羊羊和灰太狼等等,然后与学生进行对话,如:T: Whos he?(教师边问边指着大耳朵图图的图片)Ss: Hes Tutu.T: Yes, hes Tutu. We know hes Tutu. We know him.教师再次仿照上面的对话和学生聊一聊其他卡通人物,帮助学生在语境中了解单词“know”的意思。(2)教师用学生已经学过的代词因此单词“our”,如:I f we my - our2.介绍对话中的主要人物Mr Young教师用多媒体课件出示Mr Young的图片,与学生进行对话,如:T: Look

26、at the man in the picture. Is he young?Ss: No, he isnt.T: Is he old?Ss: Yes, he is.T: Do you know his name?Ss: No, we dontT: He has an interesting name. Hes old, but his name is Mr Young.3 .介绍对话情景T: Wu Yifan and Oliver are now talking about Mr Young. Lets read the dial ogue after the tape and know m

27、ore about Mr Young.4 .第一次播放教学录音,全班学生跟着录音读。第二次播放教学录音,学生听完录音后回答下面问题: Who is Mr Young? Is Mr Young old or young? Does Oliver like funny teachers?Answer: Hes the music teacher. Hes old. Yes, he does.第三次播放教学录音,全班学生跟着录音读,提醒学生在跟读的过程中药注意模仿录音中的语音、语调。5 .学生拿出人物头饰,同桌合作练习表演对话,然后教师请几对学生上讲台表演,评选出“最佳表演者”,并给予小礼物作为奖励

28、。6 . Talk about your teachers.(1)学生同桌合作,一人用简笔画画出各科老师的图像,一人在对应图像旁边写出老师的姓名、所教的科目以及性格特征。(2)请两位学生站起来示范读对话。51: Whos your English teacher?52: Miss White.53: Is she kind?54: Yes, she is.(3)学生同桌合作,仿照示例编写相似的对话。(4)教师请两三对学生上讲台表演对话,表扬表演到位的学生。四、巩固延伸(Consolidation & Extension )1 . A. Lets try (1)明确听力任务T:Wu Yifan

29、and Oliver see Mr Li. Look at the picture below. Listen and tick.(2)先让学生观察图片,然后播放教学录音。播放第一遍录音师,学生选出正确的图片;播放第二次录音时,师生一起核对答案。2 .小调查教师把单词old, young, kind, strict, funny的词卡贴在黑板上,提问:What kind of teacher do you like? Why?3 .课堂练习选择填空:()-your art teacher?- Miss Wang.A. WhatsB. WheresC. Whos()- Yes, I do.A.

30、Where is he from? B. Do you know Mrs Black? C. Is he kind ?()- Who is that girl?-A. He is my teacher. B. She is my friend. C. He is my friend.() Shes science teacher.A. our B. we C. he() I have English teacher.A. an B. a C. the3. Check the answerC,B,B,A,A五、课堂小结(Summary)师生一起总结本节课学习的词汇和句型。【布置作业】(Homew

31、ork)1 .听录音,跟读A. lets talk部分内容。2 .仿照例文,以“我心目中的好老师”为题,写几句话介绍自己喜爱的几位老师。例文:My English teacher is tall and thin. She is very beautiful. My Chinese teacher is old b ut handsome. He can read many beautiful poems. My maths teacher is young and sma rt. My art teacher is funny. She can draw nice pictures.【板书设

32、计】Unit 1 Whats he like?A. Lets try A. Lets talkknow ourDo you know Mr Young?Hes our music teacher.Is he funny?I like funny teachers.【教学反思】两位学生站起来示范读对话。S1: Whos your English teacher?S2: Miss White.SI: Is she kind? S2: Yes, she is.学生拿出人物头饰,同桌合作练习表演对话,然后教师请几对学生上讲台表演,评选出“最佳表演者”,并给予小礼物作为奖励。学生进行很好,能熟练掌握第三

33、课时【单元教学目标】1 .能听、说、读、写单词“polite”,“hard-working”,“helpful”,“clever”和“sky”。2 .能灵活运用句型“Whatslike?,“Hes / Shes.”谈论任务的性格特征。3 .能完成“Match and say”部分的连线和对话任务。4 .培养学生互相帮助、团结合作、努力学习的良好品质。【教学重点】1 .能听、说、读、写单词“polite”,“hard-working”,“helpful”,“clever”和“sky”。2 .能灵活运用句型“Whatslike?,“Hes / Shes.”谈论任务的性格特征。教学难点1 .问句“W

34、hatslike?”的理解和运用。2 .新词汇的学习。3 .了解具有不同性格特征人的日常行为表现。【教学准备】1 .教师准备多媒体课件、录音机和录音带、词卡。2 .教师准备各科教材和各科老师的照片。3 .学生准备调查表。【教学过程】一、课前热身(Warm-up )1 . Free talkT: Good morning, boys and girls.Ss: Good morning, teacher.T: How are you today?Ss: Very well, thanks.T: Nice to see you.Ss: Nice to see you, too.2 .检查作业先让学

35、生在四人小组内读一读自己写的小作文,然后请两三位小组代表上讲台读一读。二、课前预习(Preview)教师依次展示本班各科老师的照片,与学生进行对话,如:T: Whos the man in the picture?Ss: Hes our maths teacher, Mr Zhao.T: Is he funny?Ss: No, he isnt.T: Is he kind?Ss: Yes, he is.三、新课呈现(Presentation)B. Lets learn1 .教学新单词(1)教师请一位班里乐于助人的学生上讲台,问,“Who can say something about him /

36、 her?”,然后再请两三位学生站起来说,最后教师总结:“He / She does a lot for our class. He / She helps clean the blackboard, clean the win dowsSo he / She is a helpful student.”。教师用同样方法引入单词“polite ,“ hard-working ,“cleaver”和“sky ”。(2)学生在空格处填上班级中学生的姓名,并读一读句子。Clever, clever.is clever.Shy, shy.is shy.Helpful, helpful.is helpf

37、ul.Polite, polite.is polite.Hard-working, hard-working.is hard-working.2 .学习新句型T: Whos helpful in our class?Ss:T: Whats .like? Hes helpful. Whos clever in our class?Ss:3 .教师用多媒体出示本部分的情景图,问:“Look at the picture. Whos helpful in the class? Whos hard-working? Whos sh y? Whos polite? Whos clever?”学生根据情景

38、图回答问题。4 .第一次播放教学录音,全班学生跟着录音读。第二次播放教学录音,全班学生分角色跟着录音读,提醒学生在跟读的过程中注意模仿录音中的语音、语调。5 .同桌合作,用情景图的单词替换对话中的关键词编写对话,然后教师请两三对学生上讲台表演。四、巩固延伸(Consolidation & Extension )1 . B. Match and say(1)让学生读一读本部分的四个句子,观察四幅情景图,并将图片与相应的句子连线。(2)教师点击多媒体课件,随机出示情景图,问:“Whats he / she like?/ What are they like?”,全班学生根据情景图回答问题。2 .小

39、调查(1)把班级张具有下列性格品质的学生姓名填在表格中。Charactershycleverhelpfulhard-workingpoliteName(2)让学生子四人小组内容介绍具有不同性格品质的学生。3 .课堂练习请用几句话描述你的同桌,包括性别、年龄、外貌、性格特征等。五、课堂小结(Summary)1 .师生一起总结本节课学习的词汇和句型。2 .教育学生在日常生活中药乐于助人和努力学习。【布置作业】(Homework)1 .将本节课学习的新单词在四线三格内抄写六遍。2 .听录音,跟读B. Lets learn部分内容。【板书设计】Unit 1 Whats he like?B. Lets

40、learn B. Match and saypolite hard-working helpful clever shy- Whats he like?-Hes .教学反思:我用多媒体出示本部分的情景图,问:“Look at the picture. Whos helpful in the class? Whos hard-working? Whos sh y? Whos polite? Whos clever?”学生根据情景图回答问题。让学生读一读本部分的四个句子,观察四幅情景图,并将图片与相应的句子连线。这几个环节孩子们表现特别好。第四课时【三维教学目标】1 .能听、说、认读单词“Ms”,

41、“will”和“sometimes”。2 .能听懂、会说句子“Hey, Ms Wang will be our new English teacher.”,“Whats like?”,“Yes, sometimes.”。3 .能完成“Lets的”部分的听力任务。4 .提高学生自主学习、主动学习的能力和意识,创造良好的英语学习氛围。【教学重点】1 .能听、说、认读单词“Ms”,“will”和“sometimes”。2 .能听懂、会说句子“Hey, Ms Wang will be our new English teacher.”,“Whats like?”,“Yes, sometimes.”。【

42、教学难点】1 .了解“山表示一般将来时的用法。2 .知道一般将来时的含义。3 .单词“sometimes”的理解和运用。【教学准备】1 .教师准备多媒体课件、录音机和录音带、词卡。2 .学生准备人物头饰。【教学过程】一、课前热身(Warm-up)1. Free talkT: Good morning, everyone. Nice to meet you.Ss: Good morning, teacher. Nice to see you, too.T: How are you today?Ss: Fine, thank you.T: Lets begin our class.2.教师随机出示

43、上节课学习的五个单词的词卡,全班学生表演相应的动作。二、课前预习(Preview)1 .教师请四位学生上讲台,然后依次指着这些学生问:“Whats he / she like?”,其他学生根据实际情况回答。2 .句子接龙把全班分成八大组,每组的第一位学生对第二位学生说:“Im helpful / clever /What are you like?”,然后第二位学生对第三位学生说:Im shy / hard-working /What are you like?”,以此类推,看那一组先完成“句子接龙”比赛。三、新课呈现(Presentation)B. Lets talk1 .教学新单词(1)教

44、师用多媒体出示一个大家不认识的年轻女人的图片,与学生进行对话,如: T: Look at the woman in the picture. Whos she?55: We dont know.T: Is she married or not?56: We dont know.T: Her first name is Liu. How can we call her? We can call her Ms Liu. Wh en we dont know if a woman is married, we can call her Ms (2)师生对话T: What grade are you

45、in?Ss: Were in Grade Five.T: Youre in Grade Five now and you will be in Grade Six. When we say s omebody will do something, we mean that he or she hasnt done the thing yet教师还可以出示未来几天的天气预报,用句型“It will be”介绍未来几天的天气。(3)教师出示最近几天的天气情况,并介绍说:“Sometimes its . Sometimes its ”,帮助学生明白单词“sometimes”的意思。2 .教师把生词写在黑板上,带领学生读几遍。带读时要注意把单词“Ms”的音读准。3 .介绍对话情景T:A new Chinese teacher will be in Chen Jies class. Now Chen Jie and John are talking about the new Chinese teacher. Lets learn the dialogue and know wh at theyre talking abou

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