译林英语-五年级下册--全册教案(共90页).doc

精选优质文档-倾情为你奉上Unit1 第1课时教学设计【内容来源】译林版（五年级）下册Unit1【主 题】Cinderella【课 时】第1课时：Story time；Fun time一、板块介绍灰姑娘（Cinderella）因为没有漂亮的衣服和鞋子，不能参加王子举办的舞会。仙女使用了魔法，让灰姑娘穿上了漂亮的裙子和水晶鞋去参加舞会，但是她必须在夜里十二点之前回家。灰姑娘和王子在舞会上玩得很开心，但是她在离开王子的时候丢了一只鞋。王子带着这只鞋去每家每户寻找灰姑娘，没有人能穿得上这只鞋，直到灰姑娘最后出现。二、教学目标1、能听懂、会说、会读、会写prince, fairy, why, because, clothes, let, before, fit及短语put on, have to, try on, take off等。2、能听懂、会说、会读Story time中的故事。3、能够熟练掌握该部分出现的表示原因的从句及其答语。三、教学重难点1、句型：Why are/cant? 及其回答Because.2、词汇：了解put on, try on和take off的用法和区别，理解have to, be bad for,leave. behind的意思，了解它们的用法四、教学准备教学课件（教师可以在优教平台直接调用或下载）、课文录音、动画、教材图片）五、教学过程Step 1: Warm-up/Lead-in1. 问答活动，复习服装类单词教师可以利用单词卡片或多媒体呈现图片，和学生进行问答活动，复习服类词汇。 教师也可以要求学生两人一组进行问答活动或编创对话。如：S1:(拿起一件连衣裙) Whats this?S2:Its a dress.S1:What colour is it?S2:Its blue.S1:Do you like it?S2:Yes. Its a nice dress.S1:Would you like to try it on?S2:Yes. Look. Its too short.2. 歌曲导入教师可以和学生一起再唱四年级上册Unit 7的歌曲The clothes shop，然后就歌词 和学生进行简单的问答，再利用事先准备好的一只鞋子继续问答，导入故事话题。如：T: What colour are the shoes?Ss: Theyre yellow.T: Look at my shoe. Do you like it?S1: Yes. Its nice.T: Please try it on.S1:(试穿鞋子) Oh, its too big.Step 2: Presentation & PracticeStory time1. 说说做做，教授新词教师可以准备若干衣物，呈现给学生，并做试穿和脱下的动作，教授新词put on， take off, try on和fit。然后教师再邀请学生试穿这些衣物，使他们更好地理解这些新词的意思。如：T: (呈现一件衬衫) Heres a shirt. It looks nice. Let me try it on. Look. What do you think?S1: Its small.T: Youre right. Its a bit small. It doesnt fit.Ss: It doesnt fit.T: OK. Let me take it off.Ss: Take it off.T: (呈现一顶帽子) What about this cap? Let me put it on.Ss: Put it on.T: Its not small. Its not big either. Its just right. It fits.Ss: It fits.T: Would you like to try on this cap?S1: (戴上帽子) OK.T: Does it fit?SI: No. Its big.T: Please take it off.2. 试穿活动，操练目标词汇教师可以课前让学生准备一些衣物，包括帽子、鞋子、裤子、衬衫、T恤衫、短裙、连衣裙等，让学生听口令、做动作，进一步理解和操练目标词汇。教师也可以安排学生两人一组进行活动。如：S1: Put on this coat, please.S2: OK.S1: Does it fit?S2: No, it doesnt. Its too big.S1: Please take it off.3. 问答活动，教授why和because 教师可以继续前面的衣物试穿活动，介绍疑问副词why和表示原因的连词 because。如：T: I like this dress. Why? Because its blue. I like blue. Do you like this dress?S1: Yes, I do.T: Why?S1: Because its blue. I like blue.T: Why do I like this dress?Ss: Because its blue.T: Why does he/she like this dress?Ss: Because he/she likes blue.4. 小组问答活动，操练why和because教师安排学生两人一组，就手中的衣物进行问答，操练why和because以及其他目标词汇。如：S1: Do you like this shirt?S2: Yes, I do.S1: Why do you like it?S2: Because it looks cool.S1: Do you like these shoes?S2: No, I dont.S1: Why?S2: Becausetheydont fit.Theyretoobig.5. 介绍故事人物和场景教师可以用多媒体呈现课文中的图片，简要介绍故事人物。教师可以根据学生的 具体情况，适当拓展介绍词汇stepmother, stepsister, housework, wash the clothes, carriage, glass shoe, handsome, ugly, son, daughter, servant等。如：T: (呈现王子图片) Look at this young man. Hes the son of the king. Hes a prince. Hes tall and handsome.(呈现课文第一幅图片) There are four women in this picture. One is old, the other three are young. This girl is Cinderella. She lives with her stepmother and two stepsisters. Shes a beautiful girl. She does the housework in the kitchen all day, so she looks dirty. Her two stepsisters always wear beautiful clothes, but theyre lazy and ugly. They dont do the housework. They always ask Cinderella to help them.(呈现课文第二幅图片) This woman is a fairy. She can fly. She has a magic stick. She can play magic.6. 描述故事人物教师可以用多媒体或在黑板上呈现人物，要求学生根据之前的人物介绍，说出有关这些人物性格特征的关键词。然后，教师要求学生以这些关键词为基础，用完整的句子描述人物，为故事阅读做好准备。教师也可以和学生以问答的形式，完成这个任务。7. 阅读故事，检测理解在学生阅读课文前，教师可以将学生用书第8页Ask and answer的问题呈现给他们，让他们带着问题有目的地阅读。完成阅读后，教师可以和学生进行问答活动，以检测他们理解情况。教师也可以设计一些判断题来检测学生的理解情况。8. 问答活动，理解课文细节教师要求学生再次阅读故事，然后就故事的细节设计更多的问题，确保学生全面 透彻地理解课文。如：T: Is Cinderella happy at first?Ss: No, she isnt.T: Why?Ss: Because she cant go the party.T: Why cant she go to the party?Ss: Because she has to do the housework/she doesnt have any nice clothes or shoes.T: Can Cinderella go to the party later?Ss: Yes.T: Why?Ss: Because a fairy comes and helps her.T: Is Cinderella happy then?Ss: Yes, she is.T: Why?Ss: Because she has a good time at the party.T: Why does the prince visit every house?Ss: Because he wants to find Cinderella.T: Why does he want to find Cinderella?Ss: Because he loves her/he doesnt want to lose her.9. 图文搭配或排序句子教师要求学生先完成学生用书第8页Read and match的图苳搭配活动。在此基础 上，教师可以将课文中的叙述部分分离出来，并打乱顺序，然后要求学生排序。教师也可要求学生将课文中六幅图片和叙述部分搭配。此活动可培养学生的语言组织能力和逻辑思维能力。Fun time一、板块介绍本板块是一个“说一说，演一演”的操练活动，在内容上是Story time的延续。教师可以要求学生先看图，然后根据语言提示，发挥想象力，给出答句。教师可以要求学生选择其中的一个场景进行表演，也可以将此部分内容与Story time结合起来，要求学生完整地表演故事。参考答案1. Because you have to do the housework/wash the clothes/cook dinner.2. Because I cant go to the party.Because I dont have any nice clothes or shoes.3. Because I have to get home before 12 oclock.4. Because its too small.Learning tipPut on this English play.表演这个英语剧。戏剧表演可以让学生在较为真实的语境中操练语言，从而感知和正确运用英语的语音和语调。为了增强趣味性和戏剧效果，教师可以提供给学生必要的服装和道具。本单元的课文改编自一个脍炙人口的童话故事，大多数学生在未学本课之前就已经熟悉其内容。教师可根据教材提供的图文，要求学生根据自己以往对这个童话故事的了解，再进一步发挥想象，拓展语言并完善故事情节，表演故事。Step 3: Consolidation1. 写一写，说一说 教师要求学生根据课文内容，完成学生用书第15页Checkout time中的Think and write，然后要求他们朗读或背诵这个故事概要，以复述课文。教师也可以安排学生多人一组，以接龙的形式，复述课文。2. 表演故事教师可以课前准备故事中人物的头饰，安排学生以小组的形式，选择课文中的某一场景，进行角色扮演。教师可鼓励学生对原有故事人物的语言进行补充、拓展，让故事更加生动、丰富。 3. 续编故事教师可引导学生根据原有故事内容续编结尾。 教师可提出问题引导学生思考故事的发展。如： What happens at last? Do the prince and Cinderella get married? Are they happy? Do Cinderellas stepmother and stepsisters want her to go to the party?Why or why not? Do Cinderellas stepsisters envy her?Step 4: Summary师生一起总结本课所学的词汇和句型，鼓励学生提出问题。教师点评学生的表现。 Read and match参考答案 1. b 2. d 3. a 4. cAsk and answer参考答案1. At the princes house.2. Cinderella cant. Because she doesnt have any nice clothes or shoes.3. A fairy helps her.4. She has to come back before 12 oclock.5. Cinderellas.Unit2 第1课时教学设计【内容来源】译林版（五年级）下册Unit2【主 题】How do you come to school?【课 时】第1课时：Story time；Fun time一、板块介绍本部分的对话场景设置在学校的操场上。Yang Ling询问Su Hai的新家情况，在一旁踢球的Mike和Liu Tao后来也加入了对话，他们各自介绍了家庭地址和上学所用的交通方式。课文的亮点出现在最后：Liu Tao每天乘出租车上学的原因是他爸爸是出租车司机。二、教学目标1、能听懂、会说、会读、会写far from, moon, street, near, city, by, bus, on foot, metro, taxi等。2、能听懂、会说、会读Story time中的故事。3、句型：Where do/does live?及其回答 live/lives on/in How do/does come to school?及其回答 come/comes to school by /on foot.三、教学重难点1、句型：Where do/does live?及其回答 live/lives on/in How do/does come to school?及其回答 come/comes to school by /on foot.2、词汇：in, on, by, near, far from的用法。四、教学准备教学课件（教师可以在优教平台直接调用或下载）、课文录音、动画、教材图片）五、教学过程Step 1: Warm-up/Lead-in1. 歌曲热身，导人词汇教师播放Song time的歌曲The wheels on the bus，激活课堂气氛，进而学习bus一词，导人本单元的目标词汇。2. 听力活动，导人句型教师可以在课前准备一段录音（也可以自己朗读）、一组标注人名的人物图片和一组国旗图片，要求学生听录音并将相应的人物图片与国旗图片连线。听力活动结束后，教师用Where does . live? 和学生进行问答活动，以核对答案，同时为新课的呈现做铺垫和热身。如：Wang Bing has four e-friends. Theyre Peter, Jack, Tom and Li Ming. Peter lives in the UK. Jack lives in Canada. Tom lives in Australia. Li Ming lives in Beijing.T: Where does . live?Ss: He lives in .教师最后可以提醒学生注意：live一词后面可以接国家、城市，也可以接乡镇和街道乃至房子。3. 接龙游戏教师可以呈现一幅房间图片，要求学生仔细观察房间内物品位置，用句型Where is/ are the ? Its/Theyre in/on/under/beside/between . 进行接龙问答。如：T: Look at this picture. Wheres the football?S1: Its under the table. Where are the books?S2: Theyre on the desk. Where are the dolls?S3: Theyre on the sofa. Wheres the schoolbag?Step 2: Presentation & PracticeStory time1. 猜谜游戏，教授交通工具类词汇教师可以用多媒体或在黑板上呈现本单元出现的七种交通工具的图片，并用简单的语言描述它们的特点，然后让学生猜出相应的交通工具。如： It has two wheels. There is usually a basket on it. (bike) It is long. It runs under the ground, (metro) It is big. It can fly. (plane) It is a big boat, (ship) It is long. It runs very fast. It usually travels between cities, (train) It is big. It runs on the road. It usually travels within a city. It can carry many people. (bus) It is small. It has a driver and it can carry one to four passengers. (taxi)2. 问答活动，教授新句型教师可以先介绍自己住在哪个城市，可以具体到城区和街道，教授live及其和介词in, on的搭配。教师可以列出自己所在城市的主要城区和街道，供学生回答时选用。如：T: Where do we live? China? Jiangsu? Nanjing? All these are right. We live in Nanjing, Jiangsu, China. We all live in this city, but I still dont know where your homes are. Which district? I live in Gulou District. What about you?S1: I live in Xuanwu District. Where do you live?S2: I live in Qinhuai District.T: I know the district you live in, but I still dont know where your homes are. Which street/road? I live on Hunan Road. What about you?S1: I live on . Street/Road.S2: .3. 问答活动，教授near和far from在活动2的基础上，教师可以进一步和学生进行问答活动，介绍自己住处附近的地标性建筑或住处和学校之间的远近，教授near和far from。教师可以列出自己所在城市的一些地标性建筑或场所，供学生回答时选用。如：T: I live on Hunan Road, near Fenghuang Bookshop. What about you?S1: I live S2: I live T: I live on Hunan Road. I dont live near school. My home is far from school. What about you? Who lives near school? Whose home is far from school?S1: I live/My home is near school.S2: My home is/I live far from school.4. 问答活动，教授介词by在活动2和3的基础上，教师可以自然地导入本单元的另一个重点句型How do you come to school? 及其回答，教授介词by的用法。如：T: My home is far from school, so I come to school by bus. How do you come to school?S1: I live near school. I come to school by bike/on my fathers bike.T: (做走路状) Do you walk to school?S2: Yes, I do.T: He/She walks to school. He/She comes to school on foot. What about you?S3: I come to school on foot too.5. 看图说话,预测课文内容 教师可以出示课文中的两幅图片，要求学生仔细观察，发现图中人物上学所用的方 式，并口头表述。如：T: How do Su Hai and Su Yang come to school?Ss: They come to school by bus.T: How does Yang Ling come to school?Ss: She comes to school on foot.T: How does Mike come to school?Ss: He comes to school by metro.T: How does Liu Tao come to school?Ss: He comes to school by taxi.6. 听录音，理解课文大意 教师播放课文录音，要求学生在图片的帮助下理解对话大意，然后完成学生用书第18页的Read and circle。7. 贴一贴，说一说教师可以在课前准备一幅和课文对话内容相关的地图，标出School, Moon Street, City Library, Sunshine Town, Park Street等几个地标，并用表示道路的线将学校和其他各处连接，同时准备课文中出现的四个人物图片及他们所用的交通方式图片。教师安排学生独立阅读对话后，要求他们将人物图片和交通方式图片贴到地图的相应位置上，然后再口头描述，以检测学生获取课文细节信息的能力。如：S1: Su Hais home is far from school. She lives on Moon Street, near City Library. She comes to school by bus.S2: Yang Ling lives near school. She comes to school on foot.8. 角色扮演，复述课文教师可以要求学生扮演其中一个人物，先介绍自己的情况，再介绍其他三位人物的情况。这个活动可以让学生巩固一般现在时的语法知识，同时也可以培养学生归纳复述课文的能力。如：Ss: Im Yang Ling. I live near school. I come to school on foot. Su Hais new home is very big, but its far from school. Its on Moon Street. She has to come to school by bus. Mike lives in Sunshine Town. He comes to school by metro. Liu Tao lives on Park Street. He comes to school by taxi because his father is a taxi driver.Fun time一、板块介绍本部分是一个调查活动，要求学生用句型Where do you live?和How do you come to school? 调查同学的家庭地址、家距离学校的远近和上学所用的交通方式，完成调查表，然后再汇总信息做总结报告。教师可以安排学生以小组的形式完成调查活动，其中一人主导调查活动。教师也可以让学生自由选择调查对象（不少于三人），独立完成调查活动。二、教学活动1. 教师要求学生阅读调查表和范例，了解将要调查的信息和活动步骤。2. 问答活动教师组织学生进行调查活动。调查者给出两个问题，被调查者的回答要包括家庭 地址、家距离学校的远近和上学所用的交通方式。被调查者回答问题的时候，调查者要在调查表格中记录下关键词，如街道名称、远或近以及交通方式，介词可以忽略。3. 汇报结果教师邀请若干调查者根据表格记录的信息，汇报调查结果。4. 全班汇总教师可以根据各小组的调查结果，和学生一起汇总交通方式这一项信息，然后邀 请学生来汇报结果。如：S: In our class, . students come to school on foot. students come to school by bike. . students come to school by car.Step 3: Consolidation1. 看图说话，巩固词句教师可以安排学生完成学生用书第24页Checkout time中的Look and say，以进一步巩固表达交通方式的词汇和句型。2. 看图问答教师可以安排学生完成学生用书第18页的Match and say，然后要求他们用句型How does come to school?和同桌进行问答活动，以巩固本单元的重点句型。3. 拓展活动，操练对话教师可以在课前设计一个表格，列出教材主线人物Wang Bing, Nancy和Helen的住处和上学所用的交通方式，要求学生根据表格内信息，两人一组进行问答活动，以巩固本单元的目标词汇和重点句型。如：WhoWhereHowWang Bingon Changjiang Streetby bikeNancyin Xiaohe Townby busHelenin Sunshine Townby metroS1: Where does Wang Bing live? S2: He lives on Changjiang Street. S3: How does he come to school? S4: He comes to school by bike.Step 4: Summary师生一起总结本课所学的词汇和句型，鼓励学生提出问题。教师点评学生的表现。 Match and say参考答案1. b Yang Ling comes to school on foot.2. c Su Hai comes to school by bus.3. d Mike comes to school by metro.4. a Liu Tao comes to school by taxi.Read and circle参考答案1. far from 2. near 3. in Sunshine Town 4. on Park StreetLearning tipCan you talk about their features?你能说说它们的特点吗？本单元中出现了七种交通工具，教师可以鼓励学生说说每种交通工具的特点，如速度、安全系数、是否有益环保、是否便捷等，以帮助学生记住词汇，同时也可以训练学生的口头表达能力。教师可以适当拓展词汇，帮助学生更好地完成任务。Unit2 第2课时教学设计【内容来源】译林版（五年级）下册Unit2【主 题】How do you come to school?【课 时】第2课时：Grammar time; Checkout time一、板块介绍本板块归纳呈现了句型Where do/does . live? 和How do/does . come to school?及其回答。二、教学目标教授学生熟知并运用句型：Where do/does ? 和How do/does come to school? 三、教学重难点句型：Where do/does ? 和How do/does come to school? 的合理运用。四、教学准备教学课件（教师可以在优教平台直接调用或下载）五、教学过程Step 1: Warm-up/Lead-in朗读句子，认知结构 教师安排学生两人一组，朗读两组表格中的句子，一人读问句，一人读答句。教师要提醒学生注意句子的结构、人称的变化、动词形式的变化以及介词的搭配。如：S1: Where do you live?S2: I live on Moon Street.S1: Where does he live?S2: He lives in Sunshine Town.Step 2: Presentation & Practice1. 操练关键词教师可以用多媒体或者在黑板上呈现表格中的句子，去除或遮盖问句中的助动词do/does和答句中的动词或者介词，要求学生填空。如： Where does he live? He lives in Sunshine Town. How does he come to school? He comes to school by metro.2. 接龙问答活动，操练句型 教师安排学生小组活动，接龙提问家庭地址和上学所用的交通方式，操练本单元的两个重点句型。教师要求学生明确表达地址，用live on/at/near说出所在的街道或附近的地标性建筑或场所。小组活动后，教师可以要求若干学生介绍小组成员的家庭地址和上学所用的交通方式。如：S1: I live on . Street. Where do you live?S2: I live near . Park. Where do you live?S3: I live in . Town. Where do you live?S1: I come to school on foot. How do you come to school?S2: I come to school by bus. How do you come toschool?S3: I come to school by bike. How do you come to school?S: . lives . He/She comes to school.3. 看图说话 教师安排学生完成学生用书第24页Checkout time中的Look and say。教师也可以增加活动的难度，要求学生根据图片说说图中人物居住或工作的地点。4. 拓展活动 教师可以根据学生的具体情况，拓展交通方式的话题。教师可以询问学生他们的 父母上班所用的交通方式，也可以和学生讨论去某个城市或国家可用的交通工具 如：T: I usually come to work by car. Sometimes I come to school by bus. How do your parents go to work?S1: My father goes to work by metro. My mother goes to work on foot.S2: My parents go to work by bus.T: How can we go to Beijing/Shanghai/Shenzhen/Chongqing/the UK/the US?S1: We can go to Beijing by train/by plane.S2: We can go to Chongqing by ship.Checkout time:板块介绍本板块有两个活动。Look and say要求学生看图说话，正确使用交通方式词汇，目的是检测学生对交通方式词汇的掌握和使用。Think and write要求学生根据提示完成书写，旨在检测学生笔头描述地址和上学、上班所用的交通方式。Look and say可以作为Grammar time的教学活动，Think and write可以作为Story time或 Grammar time的巩固活动或拓展活动。Step 3: Consolidation想一想，写一写，说一说在活动5的基础上，教师可以安排学生完成学生用书第25页Checkout time中的 Think and write，写一写自己的家庭地址、父母上下班所用的交通方式、朋友的家庭地址以及朋友父母上班所用的交通方式。教师可以灵活安排此活动，学生可以先说后写，也可以先写后说。Step 4: Summary师生一起总结本课所学的重点语法知识点，鼓励学生提出问题。教师点评学生的表现。Look and say参考答案1. by train 2. on foot 3. by bike 4. by shipThink and write参考答案略Unit2 第3课时教学设计【内容来源】译林版（五年级）下册Unit2【主 题】How do you come to school?【课