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1、新版陕旅版五年级英语上册教案模板能够口 头运用 Where are you going to go? What are you going to take?When are yougoing to go to the airport?Who, s going to go to the airport?这类问句就具体信息提问。一起看看新版陕旅版五年级英语上册教案!欢迎查阅！新版陕旅版五年级英语上册教案1教学目标：1、能够识别单词：list airport shoe ticket toothbrush.2、学习 目标语句：Where are you going to go? What are yo
2、u going to take? When areyou going to go? Who, s going to go with you?3、功能：能够谈论旅行前的准备和具体事宜。教学重点：1、掌握新单词，并能够理解旅行所准备的物品。2、能够口头运用Where are you going to go? What are you going to take?When are yougoing to go to the airport?Who, s going to go to the airport?这类 问句 就具体信息提问。教学难点：能够和同学用“where、what when who这四
3、个单词开头的疑问句谈论旅 行前的准备。教学用具：录音机、PPT教学过程：1、I say , You say （用多媒体呈现动词原形和过去式，并伴上节奏欢快的音乐）playplayed read一read watch一watched see一saw dance一一danced drink一drank stopstopped dodid dropdropped arewere科普版小学五年级英语下册教案能运用I m going to study.等语句来介绍将来的中学生活。一起看看科普版小学五小学英语四年级下册第二单元教案在知识目标的基础上，要求学生在实际生 活中运用动词过去时态句型We went
4、 for a bike r小学英语四年级下册第五单元教案三会掌握词汇spring, summer, autumn,winter, warm, hot, cold, cool, go boating,译林版五年级英语上册unit4教案本模块学习用how many和how much问数量多少，并会表演在商场购物的简单会话。一起看看Stepl Warm-up师生之间相互问候Step2 Presentation Free talkT： the summer holiday is coming , so Where are you going to go in yoursummerholidays? W
5、hen are you going to go there? What are you going to take? Whatare you going to do there? Who is going to go with you ?（生逐一回答后， 师总结）：1 thinkyou had a lovely time, Yes?由此活动引出 Where, When, What, Who?等特殊 疑问词，并带领同学们复习一般将来时的用法。教学目标：1、能够识别单词：list airport shoe ticket toothbrush.2、学习 目标语句：Where are you goin
6、g to go? What are you going to take? When areyou going to go? Who s going to go with you?3、功能：能够谈论旅行前的准备和具体事宜。教学重点：1、掌握新单词，并能够理解旅行所准备的物品。2、能够口头运用Where are you going to go? What are you going to take?When are you going to go to the airport?Who, s going to go to the airport?这类 问句 就具体信息提问。教学难点：能够和同学用“w
7、here、what、when、who”这四个单词开头的疑问句谈论旅 行前的准备。教学用具：录音机、PPT教学过程：Stepl、 Warm-up师生之间相互问候Step2 Presentation Free talkT： the summer holiday is coming , so Where are you going to go in yoursummerholidays? When are you going to go there? What are you going to take? Whatare you going to do there? Who is going to
8、go with you ?（生逐一回答后， 师总结）：1 thinkyou had a lovely time, Yes?由此活动引出 Where, When, What, Who?等特殊 疑问词，并带领同学们复习一般将来时的用法。 8、 Listen again and answer some questions: Where is Darning going to go ?What is Darning going to take ? When is Darning going to go to the airport?Who sgoing to go to the airport?9、L
9、isten and repeat.（教师随机解释 passport）Step4 Practice1、Now, I want to be Darning, You want to be grandma. I answer you ask me together（师说答语，学生找到相对应的问句）S:Where are you going to go?What are you going totake? When are you going to go to the airport? Who, s going to go to the airport?T:To the airport. Clothe
10、s, shoes, present, ticket, passport,toothbrush? At seveno clock tomorrow morning. Darning2、分角色表演课文对话Step5 ExtensionStep6 Summary and homework.1、 Summary 欣赏 Chant： Where are you going to go? Where are you going to go ?To the airport, to the airport. What are you going to take? What are you goingto ta
11、ke? Shoes, ticket and toothbrush, When are you going to go ?When are yougoing to go ? At 7 o clock, At 7 o clock, Who is going to go ? Who is going to go ? It s me! It s me !2、 Homework(1)Read the words and text请学生询问朋友或家人外出旅游的准备情况新版陕旅版五年级英语上册教案2Function: Understanding different cultures.Target Langu
12、age: Simple past tense. The man wore women s clothes. The actors told lots of jokes. We laughed a lot. Simple future tense be going to，We are going to see you in three weeks. Mum bought new chopsticks for you.Vocabulary: wore (wear), women, actor, told (tell), joke, funny, after,show, ready, soon, b
13、ed, room, history, question, borrow, eveningPronunciation: /Song: Postman一、Warmer:1. Tell the Ss that you are going to mime some things you did yesterday and the Ss have to look and guess what you did.2. Continue like this. Yesterday I ate an apple.He borrowed some books.She went to the park.3. Say
14、some sentences with now, tomorrow, yesterday. E. g. We are going to see you in three weeks. Dad is going to put another bed in my room. We bought abike for you. We are having our English class. He is play football.二、Presentation:1. Listen and say.A. Listen to the tape and read this letter.B. Read th
15、e letter again and answer the questions:C. What is Dad going to put in Simon, s room?Who bought new chopsticks?Who read a book about Chinese history?What did they but for Darning?2. Look and say.A. Yesterday he ate a hamburger.B. He played football.C. Now he is eating an apple.D. Now he is playing t
16、able tennis.E. Tomorrow he is going to eat a banana.F. Tomorrow he is going to go swimming.3. Listen and repeat.(qu sh th th)quick she this thankquarter English with mouth三、Activity book:1. Write a letter to Lingling. Use the words Svent/ wore/ saw/ drank/ateDear Lingling,Last week I went to the zoo
17、. I wore a red sweater. I saw some animals. drank some juice. I ate an ice cream.FromLiping2. Listen and repeat:A. Quick! Cut it in quarters!B. She is English.C. Eat with this spoon!D. I say Thank you, with my mouth.四、Homework:Write a letter to your friend.新版陕旅版五年级英语上册教案3教材说明：我使用的教材是外研社出版，设计的课题是第六册M
18、odule 9 Unitl We laughed a lot.教学内容分析：第九模块主要话题是Letters fromAbord. ”谈论大明收到两封国外来信。我所设计的这一课时，主要围绕大明收到 一封来自英国的信件展开学习。在信中主要描述Amy , Sam, Lingling去英国剧院看表演的经过，以过去时态为主。该单元是本册中一般过去时态的集中体现，也是对前面学过的一般过去时态的 再次呈现，不但复习、巩固了旧知识，同时也提高语言综合运用能力。此外通过 本单元的学习，学生能更多的了解西方国家的文化。学生学习情况分析：由于学生已经在第四册、第五册陆续学习了一般过去时态，因此学生对本课要 学习的
19、知识点并不陌生，而且本课讲述的内容比较有趣，学生学起来兴趣还是蛮 高的。但由于汉语没有动词时态上的变化，学生要掌握好过去时态，特别是不规 则动词的过去式有一定难度。设计理念：1、以兴趣为导向，开展丰富教学活动众所周知”兴趣是的老师”，只有开展丰富多彩的教学活动，才能寓教于乐， 激发学生的学习兴趣，变学生的被动学习为主动学习。因此课伊始的我设计了I say,You say活动课前热身;课中创设各种不同情景，让学生在仿真实的情景中学习；课尾声我 设计了给老师发E-mail活动。学生学习热情高涨，课堂气氛活跃，课堂充满乐 趣，从而激发了学生学习英语的兴趣。2、充分运用多媒体课件，让学生在仿真实的情景
20、中体验、感知。英语课程标准提倡教师要充分利用现代教育技术，开发英语学习资源，提 高教学效果。因此，在设计本课的教学时，为了让学生更好地理解课文，我根据 教学实际制作了画面生动、图文并茂的课件，让学生通过直观的感知、体验，更 好地理解课文，并且留下深刻的印象。3、面向全体学生，体现差异教学。新课程理念倡导教学要面向全体学生，教师在教学中应尊重学生之间的差异。 因此在设计教学时，我针对不同水平的学生设计不同层次的问题，力求满足不同 类型和不同层次学生的需求。对“暂时落后学生”设计一些较简单的问题，并且 多表扬，多让他们体验学习的成就感，帮助他们树立学习的自信心。对“优生” 提高要求，设计一些有一定
21、难度的问题，并且充分发挥他们的示范作用，做老师 的小助手,为学生提供充分表现自我的空间，使每个学生的身心得到健康的发展。4、关注学生的情感，营造宽松、和谐的教学氛围。学生只有对英语学习有积极的情感，才能保持英语学习的动力并取得成绩。因 此我在教学中尽量做到尊重每个学生，积极鼓励他们在学习中的尝试，对学生学 习过程中的失误和错误采取了宽容的态度。比如在交流时，我允许学生遇到不会 表达的词可以用汉语代替，保护他们的自尊心和积极性。同时还创设各种合作学 习的活动，促使学生互相学习、互相帮助，发展合作精神，努力营造宽松、 和谐的教学氛围。5、根据学生的特点选择教学策略使学生养成良好的学习习惯和形成有效
22、的学习策略是英语课程的重要任务。因 此我在教学过程中，注重根据学生的特点，选择适合学生的教学策略。如学习课 文时，为了降低课文难度，我采用分段教学，根据每一段的特点，设计不同类型 的问题，让学生带着问题阅读课文，自主探究学习，并提出阅读过程中遇到的疑 难问题，最后老师再加以点拨、讲解，这样不仅能较好地解决教学的重点、难点, 而且能较好提高学生的阅读水平。教学目标：1、语言知识和技能目标能听、说、读、写本课的主要单词掌握下列动词的过去式：go-went、wear-wore tell-told、is-was、 eat-ate能理解课文内容。能用过去式描述自己昨天所做的事。2、情感目标学生对本课所学内容感兴趣，能积极主动参与课堂活动，特别是小组合作学习。3、文化意识目标通过对本课的学习，学生能了解到英国有专门的儿童剧院,这是对儿童的关爱, 有利于儿童身心健康成长。教学重点：1、学生能理解课文内容。2、学生能运用一般过去时态来描述过去发生的事情。教学难点：1、不规则动词的过去式。教具准备：单词卡片、多媒体课件、录音机、两个信封、写有动词原型和过去式的卡片等。教学过程：Stepl. Warmingup