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1、2016年新人教版小学五年级英语上册全册教案Unit one What*s he like?Lesson 1一.教学内容 Main scene Part A(let s try let,s talk)二.教学目标1.能正确听，说,朗读“Who is.?He/She is.Whats he/she like?He/She is.Is he/she,?Yes,he/she is.No,he/she isn t.2.能 正 确 听，说，认 读 表 示 人 物 外 貌 与 性 格 特 征 的 形 容 词old,young,funny,kind,strict,polite,hard-working,cl
2、ever.3.能听懂，会说，会表演Let stalk的内容并在真实场景中运用。三.教学重难点重点：学生能够表演Main scene和let stalk的交际内容,能够根据实际情况用英语讨论他人外貌与性格特征。难点：用英语准确询问并回答人物特征，如：Who is-?He/SheisWhat s he/she like?He/She is Is he/she,?Yes,he/she is.No,he/she isn t.四.课前准备教师自制的单词卡、录音机、录音带五.教学过程Step 1.Warming-up1 .LetJ s look and say the names.(教师出示本单元通过多媒
3、体播放一些卡通图片，分别展示年老，年轻，滑稽，有礼貌，工作努力，聪明，严格等外貌与性格特征，让学生认读，说一说这是谁，怎么样。)2.Let s listen and sing v WhoJ s your teacher?”Step2.Presentation1.学习 Main scene(1)出示Main scene中的部分教学挂图，让学生观察。(2)看图回答问题。Dialogue 1:Who can you see in the picture?(Wu Yifan,Amy,Oliver and ateacher.)Dialogue?:What are they talking about?(
4、The teacher introducesclassmates to each other.)Dialogue2:Who is a new student?(Oliver)(3)听录音，模仿朗读，理解对话内容。(4)教师领读对话，学生模仿，齐读练习，生生对话，小组表演。2.学习 let s try let s talk(1)listen and tick.听录音，完成探究学习第一题。(2)创设情境:这节课我们和Oliver,WuYifan 一起去了解Mr Young0(3)看 let stalk部分的课文插图，听录音，模仿朗读，理解意思。(4)根据let stalk内容尝试分角色朗读对话。(
5、5)学生两人一组，完 成 Talk about your teachers.”(6)学生表演，以检查学生对本课对话的掌握情况，对做得较好的学生予以表扬。3.Make a survey.T:Who5s your.?Ss:.T:Whafs he/she like?Step3.Consolidation三人一组，发现并用我们学过的句型讨论小组内每个成员的三个优点。SI:Who*sthat?S2:.Sl:What s he/she like?S2:He/she is-,Sl:Is he/she.?S2:Yes,he/she is.No,he/she isn,t.Step4 Homework1.完成课堂
6、检测中的相关习题。2.Make a new dialogue and act it outo六.板书设计Unit one What s he like?Main scene Part A(let,s try let s talk)Who is he?He is our music teacher.Whats she like?Shes very kind.Is he young?Yes,he is.七.教学反思Unit one What s he like?Lesson 2一.教学内容 Part A let s learn/ask and answer/letJ s spell.二.教学目标1
7、.能够正确听，说，朗读“Who is,?He/She isWhats he/she like?He/She is Is he/she?Yes,he/she is.No,he/she isn t.等询问某人是谁，外貌或性格怎么样的相关交际用语。2.能够正确听，说，认读表示人物外貌和性格特征的形容词old,young,funny,kind,strict 等词汇。3.能够听懂，会说，会表演let s learn的内容并在真实场景中运用所学语言进行真实交流和运用。三.教学重难点重点:学生能够表演let s learn的交际内容，能够根据实际情况用英语讨论人物。难点:用英语准确询问并回答人物特征，如“W
8、hois?He/She is-What s he/she like?He/She is Is he/she,e,?Yes,he/she is.No,he/sheisn t.”等。四.课前准备单词卡片，录音机，磁带五.教学过程Step 1.Warming-upl.sing a song Whos your teacher”2.show pictures and say出示一些学科教师图片，让学生快速说出来，如 Chinese teacher/mathteacher/English teacher/art teacher/music teacher.T:Who s this man/woman?S
9、:He/she is.Step2.Presentation1 .Look and guess.看图片,猜一猜。教师出示刚才展示的教师图片，让学生猜一猜教师是什么性格？T：guess,what s he/she like?S:Is he/she strict/funny,?T:Yes,he/she is.No,he/she isn t.两组示范后，教师将卡片交给学生，进行生生对话。2.展示Let s learn图片，快速让学生说出Mr还是Miss。3.look at the pictures and say.看图说句子。如：Mr Young is our music teacher.He is
10、old.4.播放课本插图，两人一组选择图片讨论。Step3 ConsolidationGroup work:小组讨论任课老师。1.准备好一张你喜欢的老师的画像，并向你的组员介绍。2.让学生表演，以检查学生对本课句型的掌握情况，对做得好的学生予以表扬。Step4 Homeworkl.Copy the words of lets learn.2.Make a dialogue about your teachers.六.板书设计Unit one What s he like?Part A let s learn ask and answer let s spellold young funny k
11、ind strictWhos your art teacher?Mr Jones.Is he young?Yes,he is.七.教学反思Unit one What s he like?Lesson 3一.教学内容 Part B let s try let s talk二.教学目标1.继续学习W hos?He/she isWhats he/she like?”He/She is Is he/she?Yes,he/she is.No,he/she isn t.”等询问某人是谁，怎么样的相关交际用语。2.能够听懂，会说，会表演Let stalk的内容并在真实场景中运用所学语言进行真实交流和运用。3
12、.在对话交流中使学生养成用英语交流的习惯，培养良好的语音语调和语感。三.教学重难点重点：学生能够表演Let stalk的交际内容。难点：能用 Who s?He/She is Is he/she,?Yes,he/she is.No,he/she isn t.”进行真实交际。四.课前准备词卡，课件五.教学步骤Stepl Warming-upl.sing a song who s your teacher?v3.Lets listen and chant.Step2.Presentation1.学习 let s try(1)listen and tick(2)Listen and answer2.学
13、习 let s talk(1)教师针对对话设计相关问题，引导学生思考。听录音，模仿朗读，理解对话内容。(4)教师领读对话，学生模仿，齐读练习，生生对话，小组表演。3.学生小组内讨论自己的老师。SI：Who is your Chinese(math/English/art/PE/music)teacher?S2:Mr/Ms.SI：Whafs he/she like?S2:He/She is.Step3 ConsolidationStudent show their dialogue.Step4 Homework1 .Read lets taiko2.Make a new dialogue and
14、 act it out.六.板书设计Unit one What,s he like?Part B let s try let s talkknow Whats she like?Shes kind,her Is she strict?Yes,sometimes.七.教学反思Unit one What s he like?Lesson 4一.教学内容 Part B Read and write二.教学目标1.教学要点能听懂、会说句型：He can speak English and Chinese.Hemakes me finish my homework.He,s very helpful a
15、t home.能够在实际情境中正确应用这些句型；2.能够正确使用be动词；3.帮助学生养成尊师重教的美德。三.教学重难点重点：学生能够理解Read and write短文内容。难点：能用He/She is 进行真实交际。四.课前准备词卡，课件五.教学步骤：Step 1 Warm-up1.Review the words.(教师说出汉语，学生说英语，拼写并造句。)2.Free talk(Who,s your.teacher?Is he/she.?)Step 2 Presentation1.Today T 1 1 introduce a robot.His name is Robin.What,s
16、 Robin like?Is he strong?Is he hard-working?Is he he helpful at home?Let s meetRobin now.2.请学生认真阅读，然后想一想主人是怎样描述机器人的，要求学生边阅读边完成表格。3.学生完成表格后，教师用问答的方式核对答案。T:Do you know Robin?S1:Yes,he is a robot.T:Is Robin.?Sl:Yes,he is./No,he isnt.4.讲解语言难点My grandpa made him.He make me finish my homework.Robin isshor
17、t but strong.He can speak English and Chinese.5.听录音，跟读并理解句意。6.教师领读，学生模仿，齐读，再请个别学生领读。6.请学生独立设计一个机器人，先画一张草图然后用语言对机器人的外貌特征加以描述，如：I have a robot.His name is He s He Step 3 Consolidation教师播放Story tim e视频，请学生四人一组进行讨论，然后回答问题：Do they have a new English teacher?Who s their new PE teacher?Isthe new PE teacher
18、 a football player?What s their PE teacher like?讲解故事大意，跟读故事Step 4 Homework熟读 Read and write.六.板书设计Unit one What s he like?Part B Read and writemake madeMy grandpa made him.He make me finish my homework.七.教学反思Unit two My weekLesson 1一.教学内容 Main scene Part A(let s try let s talk)二.教学目标1.能听、说、读、写单词Mond
19、ay,Tuesday,Wednesday”,“Thursday,Friday,Saturday,Sunday 和 weekend”。2.能在创设的实际情景中灵活运用句型 What do you haveon I have,。3.能完成“Let s play部分的对话任务。4.能听懂、会唱歌曲“Days of the week”。5.激发学生的学习热情，鼓励学生就班级的课程表和同学进行交流。三.教学重难点重点：理解 Main scene 中的句子，会 用What do we have on Fridays?-1have a PE class.?”Do you often.?-No,I dont”
20、进行场景对话。教学难点：能够听懂，会说，会表演Main scene。四.教学准备单词卡，录音机五.教学步骤Step 1 .Warmup1.放两遍歌曲Days of the week”（P70）的录音。播放第一遍录音时，学生跟着录音小声唱歌曲；播放第二遍录音时，全班学生跟着录音一起大声唱歌曲，活跃课堂气氛。2.教师询问时间,引导学生回答:It s.o clock now.“教师补充It s time for English class.帮助学生复习课程的英语表达。Step 2.Main sceneT:What day is it today?T:What do you have on Monda
21、ys?（板书，理解，引导学生回答）Ss:I have（看本班课程表，根据实际情况回答。）T:Do you often play sports?（板书，理解，引导学生做肯定或否定回答）Ss:Yes,I do./No,I dont.通过师生间反复问答感知句型。Step 3.Lets tryListen and fill in the blanks.Step 4 Lets talk(1)教师针对对话设计相关问题，引导学生思考。听录音，模仿朗读，理解对话内容。(4)教师领读对话，学生模仿，齐读练习，生生对话，小组表演。Step 5.Consolidaion学生用所学句型替换关键词进行对话练习。S1：W
22、hat do we have on Mondays?Ss:We have.Step 6 Summary师生一起总结本节课学习的词汇和句型。Step 7 Homework1.听录音，跟读本部分内容。2.将本节课学习的新单词在四线三格内抄写六遍。3.制作本班英文班课程表。六.板书设计Unit two My weekMain scene Part A(let s try let s talk)-What do you have on Mondays?-1 have a PE class.-Do you often play sports?(read books)-No,I dont.七.教学反思Un
23、it two My weekLesson 2一.教学内容 Part A Lets learn Lets play Lets spell二.教学目标1.能够正确听，说，朗读“What do you have on Fridays?have a PEclass.?”Is it Monday?.-Yes./No.”等询问某一天课程以及是否是某一天的相关交际用语。2.能够正确听，说，认读表示星期的名词Monday,Tuesday,Wednesday等词汇。三.教学重点重点:能够正确听，说，朗读 What do you have on Wednesdays I haveChinese,English,m
24、aths and music.Is it Monday?.Yes./No.难点:能够运用所学句型进行真实场景对话。四.教学准备单词卡，日历，课程表，录音机五.教学步骤Step 1.Warmup(1)教师放Start部分的歌谣Let s chant录音，学生复习巩固有关星期的新单词和课程名称。(2)日常口语练习，内容可参考如下：A：What day is it today?B：Its Tuesday.A：What do you have?B:I have P.E.class.1 like Tuesdays.Step 2.Presentation1.学习 Lets learn(1)引导学生看Let
25、，s learn部分的课程表，教师扮演robot,学生扮 演 WuYifan,实时提问：T:What do you have on Mondays?Ss:I have Chinese,English,maths an music.(教师替换问句中的星期名词，针对课程表提问，反复练习句型。)(2)学生两人一组进行对话练习，巩固知识。2.Lets play(1)教师请一位学生站起来与自己示范对话，如：T:You have English,Chinese,art and music.Ss:Is it Wednesday?T:No.Ss:Is it Friday?T:Yes.(2)学生同桌合作，仿照上
26、面的示例编写类似的对话，练习并展示。(3)教师请儿对学生上讲台表演对话。Step 3 Consolidation1.看谁反应快教师用手势表示17 中任何一个数字，学生快速说出相应的星期，如教师用手势表示“1”，学生快速说出“Monday”。2.接龙游戏每组第一个学生问：What do you have on Mondays?下一个答：Ihave Chinese,English,maths and music.答完接着往下问,注意替换问句中的星期。回答流畅正确的学生可以坐下，答错的学生先站着。比一比哪知坐着的学生多，哪组赢。3.根据Lets learn的内容编Lets chant让学生读一读。M
27、onday,Monday,Monday,Chinese,English,maths,music on Monday.Tuesday,Tuesday,Tuesday,maths,science,art on Tuesday.Wednesday,Wednesday,Wednesday.on Wednesday.Thursday,Thursday,Thursday.onThursday.Friday,Friday,Friday.Friday.Step 4 Summary师生一起总结本节课学习的词汇和句型。Step 5 Homework1.听录音，跟读本部分内容。2.将本节课学习的新单词在四线三格内抄
28、写六遍。3.制作本班英文班课程表。六.板书设计Unit two My weekMonday Tuesday Wednesday Thursday FridaySaturday Sunday f weekend-What do you have on,?-1 have /We have 七.教学反思Unit two My weekLesson 3一.教学内容 Part B lets try let5s talk二.课时目标1.能听、说、认读单词 story book,read books,play football,playping-pong,listen to m u sic和 park。2.
29、能听懂、会说句子“Do you often read books in this park?,I like thispark very much.,M e too.”。3.能完成“Lets try”部分的听力任务。4.感知英语在日常生活中的实用性，鼓励学生学习有用的英语。三.教学重难点重点：1.能听、说、认读新词。2.能听懂、会说句子“Do you oftenread books in this park?,I like this park very much.,M e too.难点：能灵活运用句型“D。you often？”询问他人的日常活动并作出相应的回答。四.教学准备1.教师准备多媒体课
30、件、录音机和录音带、词卡。2.学生准备人物头饰、画笔和画纸。五.教学过程Step 1 Warm-upStep2.学习 Lets talk1.介绍对话情景T:Its Saturday afternoon.Zhang Peng and Sarah are in the park.They are talking now.Lets listen to the tape and see what theyre talkingabout.2.针对对话提出相关问题，引导学生阅读，理解对话。Whats that in Sarahs hand?Does Sarah often read books in th
31、e park?What does Zhang Peng often do in the park?Do they like the park?Answer:Its a story-book.No,she doesnt.He often plays football.Yes,they do.3.播放录音，学生跟读，注意模仿录音中的语音、语调。4.同桌合作练习表演对话，然后教师请儿对学生上讲台表演，评选出“最佳表演者二Step3.Consolidation(巩固)Lets try(1)明确听力任务(2)第一次播放教学录音，学生根据录音内容完成练习。(3)第二次播放教学录音，师生一起核对答案。Ste
32、p4.Homework(布置作业)1.听录音，跟读B.Lets talk部分内容。2.把本节课学习的生词在四线三格内抄写六遍。六.板书设计Unit two My weekPart B lets try lets talkoften-Do you often read books in this park?-No,I dont.park-Do you often play football here?-Yes,I do.I like this park very much.七.教学反思Unit two My weekLesson 4一.教学内容 Part B lets learn Group w
33、ork二.课时目标1.能听、说、认读短语 wash my clothes,watch TV,do homework,readbooks,play football.2.能够在真实语境中正确运用以上五个词组描述周末活动。三.教学重难点重点：能听、说、认读短语 wash my clothes,watch TV,do homework,readbooks,play football.难点：能灵活运用句型Do you often？”询问他人的日常活动并作出相应的回答。四.教学准备录音机、录音带、词卡、挂图。五.教学过程Step 1 Warm-up利用教学挂图呈现B Lets talk板块的对话情景，学
34、生表演对话，教师请3 组学生上台表演。最后一组演完之后，教师说:Zhang Peng oftenplays football on the weekend.What about Amy and Chen Jie?出示B Lets learn部分的挂图。Step2.Lets learn1.播放Amy和 Chen Jie 对话录音，询问学生，Chen Jie 周末经常做什么？出示词卡，教学短语wash my clothes.板书句型：Do you often wash your clothes on the weekend?（提问，引导学生回答）Yes,I do./No,I dont.（教师板书）
35、2.教师提问What do you do on the weekend?学生自由谈论周末活动。3.当学生讲到与本节课要学的短语相同的周末活动时、教师出示词卡教学短语，然 后 依 次 将 短 语 wash my clothes,watch TV,dohomework,read books,play football.带入句型 Do you often.on theweekend?中对不同的学生提问，反复练习重点句型。4.播放录音，学生跟读。5.学生两人一组，将短语带入重点句型问答练习。Step3.Group work1.教师设置问题:What does Wu Yifan/Chen Jie/Oli
36、ver do on theweekend?学生带着问题看书找答案。2.教师对学生提问：What do you do on the weekend?3.学生小组内“开火车 问答，第一个学生提问。What do you often doon the weekend?第二个学生回答完接着问下一个，以此类推。Step4.Consolidation“滚雪球游戏”教师对学生提问：What do you often do on the weekend?第一名学生回答：I often do my homework.第二名学生重复第一名学生的回答后再加上新的词组，如 I often do my homework
37、 and read books.第三名学生在前面的基础上再加上一个新词组，依此类推。Step5.Home work1.抄写B.Lets learn部分的单词。2.两人一组练习模仿例句练习对话。六.板书设计Unit two My weekPart B lets learn Group work-Do you often wash your clothes on the weekend?-Yes,I do.七.教学反思Unit two My weekLesson 5一.教学内容 Part B Read and write二.课时目标1.能够在图片的辅助下读懂吴一凡和机器人的对话，完成判断信息正误的
38、活动。2.能够根据提供的信息模仿对话，补全新的对话。三.教学重难点重点：能够读懂对话，完成判断信息正误的活动。难点：能够根据提供的信息模仿对话，补全新的对话。四.教学准备录音机、录音带、词卡、挂图。五.教学过程Step 1 Warm-up师生间问答，复习本单元的核心句型，引入新课。T:What day is it today?What do you have on.?Do you often.on.?Step2.Read and writel.T:What does Wu Yifan have on Fridays?What does Wu Yifan do on theweekend?Do
39、you know?播放录音，要求学生带着问题听录音，并画出相关答句。2.教 师 利 用BLets le a rn挂图呈现一周课程安排表，分别在Chinese,maths,English,art,music等课程下做标记，引导学生注意课程出现的频率，并联系often和sometimes所表示的频率差别。3.引导学生用often和 sometimes分别谈谈自己的周末活动。4.教师提问：Do you like sports?学生回答后,教师继续问:Does WuYifan like sports?吴一凡不喜欢运动，机器人建议他做运动。You should play sports every day
40、.Here is a new schedule for you.（板书should schedule,带学生认读。）5.完成活动 Tick or crosSoStep5.Home work1.抄写B.Lets learn部分的单词。2.两人一组练习模仿例句练习对话。六.板书设计Unit two My weekPart B Read and writeShould schedule七.教学反思Unit three What would you like?Lesson 1一.教学内容 A.Let s learn A.Role-play二.课时目标1.能听、说、读、写单词 sandwich”sala
41、d hamburger ice cream”和“tea”。2.能在创设的实际情景中灵活运用句型“What would you like to eat/drink?，I d like”3.能完成“Role-play”部分的任务。4.继续保持学生对学习英语的兴趣，激发学生用英语进行交流的热情。三.教学重点1.能听、说、读、写单词 sandwich”salad hamburger ice cream”和“tea”。2.能在创设的实际情景中灵活运用句型“What would you like to eat/drink?,I d like 四.教学难点能完成“Role-play”部分的任务。五.教学准备
42、1.教师准备多媒体课件、录音机和录音带、词卡。2.学生人物头饰。六.教学步骤Step.1.Warm-up1.Free talkT:Good morning,everyone.Welcome back to school.How are youtoday?Ss:Fine,thank you.T:Nice to see you again.Ss:Nice to see you,too.2.教师拿出学生以前学习过的食物图，师生进行对话，如：T:What are these?Ss:They areT:What s your favourite food?Ss:My favourite food isS
43、tep 2.Preview1.教师用多媒体课件出示以前学习过的食物单词图片，全班学生说出相应的汉语。2.学生同桌合作，谈论最喜欢的食物。S1:What s your favourite food?S2:My favourite food is三、新课呈现(Presentation)l.A.Let s learn(1)教学新单词师生对话。T:What do you like,Chinese food of western food?Ss:11 汰 eT:Some like Chinese food and some like western food.What westernfood do yo
44、u know?Ss:.T:Today let s learn some popular western food.教师用多媒体课件依次出示三文治、沙拉、汉堡包和冰激凌的图片，引出单词sandwich,salad,hamburger和icecream”。T:Do you know what English people like to drink?They like to drink tea.教师把生词写在黑板上，带领学生读儿遍，然后让学生分组比赛读、分男女生读。(2)教师拿出食物图片，与学生进行对话，如：T:What would you like to eat,SI?SI:r d like p
45、lease.T:Here you are.What would you like to eat,S2?S2:r d like please.(3)第一次播放教学录音，全班学生跟着录音读。(4)第二次播放教学录音，全班学生分男女生跟着录音读。(5)学生拿出人物头饰，替换对话中的关键词，重新编写对话，然后教师请两三对学生上讲台表演对话。2.A.Role-play(1)教师请两位学生站起来示范读对话。(2)学生同桌合作，一人扮演客人，一人扮演服务员，模仿示例表演对话，提醒学生表演时要把客人与服务员该有的表现表演到位。(3)教师请儿组学生上讲台表演对话，并评选出“最佳表演者”.四、巩 固 延 伸(Co
46、nsolidation&Extension)1.句子接龙把全班学生分成八大组，每组的第一位学生问第二位学生：u What would you like to eat?”,第二位学生说：I d like”，并问第三位学生“What do you like to eat?”,以此类推。2.课堂练习选择与其他不同类的选项：()A.sandwichB.teaC.hamburger()A.saladB.fishC.ice cream()A.teaB.waterC.tofu()A.CokeB.juiceC.salad3.Check the answer B,B,C,C五、课 堂 小 结(Summary)师
47、生一起总结本节课学习的知识，学生说一说还有什么不懂的地方以及自己学习中遇到的困难。、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.在画纸上画出自己今天吃的早餐和午餐。六.板书设计Unit three What would you like?sandwich salad hamburger ice cream tea-What would you like to eat/drink?-r d like 七.教学反思Unit three What would you like?Lesson 2一.教学内容 A.Let s talk
48、Let s try二.课时目标1.能听、说、认读单词“drink”和“thirsty”。2.能询问别人想吃（喝）些什么并作出相应的回答。3.能完成“Let stry”部分的听力任务。4.提高学生合作学习的能力，能灵活运用所学句型聊关于“饮食”的话题。三.教学重难点重点：能听、说、认读单词“drink”和“thirsty”：能询问别人想吃（喝）些什么并作出相应的回答。难点：能灵活运用所学句型聊关于“饮食”的话题。四.教学准备录音机、录音带、词卡。五.教学过程一、课前热身(Warm-up)Step.l.Free talkT:Hello,boys and girls.Ss:Hello,teacher
49、.T:How are you today?Ss:Fine,thank you.And you?T:r m fine,too.What do you have for breakfast?Ss:I have for breakfast.T:It s time for our class.Here we go!2.教师依次出示上节课学习的新词卡片，全班学生大声说出相应的汉语意思。Step.2.Preview学生拿出食物词卡，同桌合作，一人问：What would you like toeat?”,另一人抽取词卡并回答：T d like”。Step.3.PresentationA.Let s tal
50、k1.教学单词(1)教师做“口渴”的动作,说：Oh,r m thirsty.做然后再做“喝水”的动作，说：I d like to have something to drink.由此引出新单词“drink”和“thirsty”。教师也可以用多媒体课件出示“乌鸦喝水”的故事，介绍说:“Look,the crow is thirsty now.It s looking for some water to drink.由 止 匕 弓|出新单词。(2)教师用多媒体课件出示儿种饮料的图片，如水、橙汁、可乐、茶等，问：“What would you like to d rin k?,学生选择自己喜欢的饮料