人教版五年级第二学期-下册英语教案.pdf
Unit 1 This Is My DayLanguage systems:1.Lexis:有关描述一天中的生活起居以及周末活动的语言.2.Grammar:有关询问别人一天中的生活起居以及周末活动的句型如：When do you.?和 What do you do on the weekend?的提问和问?3.function:学会描述一天中的生活起居以及周末活动的语言.4.phonology:字母组合ai/ay在单词中发 ei以及gr、g l的发音训练。同时在教授新单词和lets chant时渗透一些发音规律。Language skills:1.Listening:听懂一些描述人物特征的单句、对话和一段完整的语篇，根据关键信息完成一些相应的听力练习。2.speaking:能和他人交谈自己一天中的生活起居以及周末活动的一些情况。3.reading:读懂对话或短文，培养一些基本的阅读技能，如何快速查找关键信息，根据上下文猜词等。4.writing:规范书写四会单词和句子，并能根据图片和提示语写一段话描述一天中的生活起居以及周末活动的情况，养成良好的书写习惯和写作习惯。Objectives:1.能力目标(1)能够使用频度副词问答作息时间，如:When do you domorning exercises?I usually do morning exercises at 8:30.(2)能够使用频度副词问答周末活动，如:What do you do on theweekend?I often go shopping.(3)能够听说读写与日常作息有关的动词及介词短语，如:eatbreakfast,do morning exercises,play sports,eat dinner,in theevening,at noon 等.(4)能够用所学语言知识描述一天中的生活起居以及周末活动等.2.知识目标(1)能够掌握AB部分Lefs learn和 Read and write中的四会单词.(2)能够听说认读AB部分Let,s talk中的单词和句型.(3)能够掌握AB部分Read and write中的四会句型，并能灵活运用.(4)能够理解并在课堂中正确操练Lets play,Lets chant,Lefsfind out等部分的内容.(5)能够了解字母组合ai,ay,gr,g l的发音规律并能读出例词.(6)了 解 Story time.Good to know 等部分的内容.3.情 感，策略，文化等有关目标(1)情感态度:引导学生养成良好的作息习惯.能够理解,尊重从事不同职业的人.(2)学习策略:训练学生的角色扮演能力，引导他们在调查，询问和学习的过程中学会思考如何更好地安排作息时间.(3)文化目标:了解白天，黑夜，工作日，周末等相关概念以及中西方中小学生作息时间安排上的异同.Evidence:学生能熟练运用目标语言与他人进行交际活动，听说读写技能有所提高，能独立自主地完成课本、活动手册和同步练习册相关的听力和笔试部分检测练习。Procedures:The 1st lesson:Lets start/A.lets learn/let play/Good to knowThe 2nd lesson:Lets try/A.let5s talk/letflnd out/Make a surveyThe 3rd lesson:A.read and write/Task timeThe 4th lesson:B.Lets learn/Lets chant P7/PronunciationThe 5th lesson:Lets chant P2/B.Lets try/B.lets talk/lets find out/Story timeThe 6th lesson:Lets sing/lets check/B.read and write/lets play/第一课时Specific vocabulary:学生能够听、说、读、写动词词组haveEnglish class,do morning exercises,eat breakfast,play sports,eatdinner.Specific target setences:学生能听懂问句:When do you domorning exercises/.?并 能 用 所 学 动 词 短 语 替 换 句 型：Iusually.at中的关键词回答问句.Specific functional exponents:学生学会表达一天中不同时间段内学习和生活起居情况.Source of material:课件，卡片，同步练习册Assumptions and Anticipated problems:这一课时的重点放于动词词组的掌握和句型:When do you.?这些词组与生活贴近，学生较为容易理解.而学这一课时之前学生已经掌握很多的动词词组：cookthemeals,set the table,watch T V.和知道如何表达时间的方法.Step:Stepl Warm-up1.Free talk-What do you do in winter holiday?-I often.2,呈现大量学生已经掌握的动词词组，让学生快速认读Watch TV,read books,play computer games,play ping-pong/football,Listen to music,read books,do homework/housework,cook themeals,sweep the floor,water the flowers,clean the bedroom,empty the trash,make the bed,wash the clothes,put away theclothes,set the table,do the dishes.（设计意图:通过紧张刺激的游戏既复习了已学的知识，又能起到热身的作用，使学生的注意力集中到课堂教学中来.）Step2 Presentation1 .整体呈现部分单词的同时复习时间的表达法T:What time is it now?Ifs time for English class.Guess when does T get up/eat breakfast/go to school/eat dinner?（设计意图:猜测游戏是一种学生喜欢而非常容易操作的游戏，通过猜一猜，让学生勾起原来的时间表达的小知识.）2.师生问答，呈现出并新授单词T:When do you eat breakfast?SI:At 6:30 贴词卡并写出6:30,并教读新词组.用这种方法教授其它的词组:do morning exercises,have Englishclass,play sports,eat dinner3.Read the phrases follow the TV/T,read by Ss together（设计意图:在教学中引入生活中的经验，自然过渡到新短语的学习.）4.Game:Guess whats falling?呈现五个单词和when在一个画面上，让学生猜一猜哪一个单词掉下去，猜对的加分，直到最后一个也掉下去，游戏结束.（设计意图:在游戏中不断重复所学的短语,让学生在不知不觉中练习，自主地掌握学习的内容.）5.Lets startT 介绍自己的 timetable:I get up at 6:30.I go to school at 7:00.Ieat breakfast at 7:15.What about you?Listen to me and writedown your answers.Pair work.Check it.（中途插入 usually）-When do you.?-I usually.at.6.Lets play（1）学生二人一组配合表演动词短语，一人表演，一人在他/她背后说出这个动作的名称，如：I get up/do morning exercises.表演完毕后全班评选最佳拍档.学生再三人一组进行表演，第一人表演动作，第二人表演时间,第三人说出句子，如:I get up at 6:30.（设计意图:在巩固中引入Lets start/play的教学内容，既能作为一个个人的反思,也能作为对话的练习.）7.Spelling the phrases.Fill in the blank,pl_sp_6;br_kst.Guess the phrases,er-eat dinner;ay-play sports.Spell the phrases by Ss,check someone.（设计意图:这课时的难点在于短语的背诵,特别是do morningexercises,因此设计不同的拼写活动，让学生在不知不觉中背诵单词.）Step3 Sum upSummarize what we have learned in this lesson思想教育：合理安排时间，要让孩子把家庭和学校的作息制度衔接起来，知道什么时间该做什么事情.Step4 Homework抄写单词以及背诵课文3次课后反思：第二课时Specific vocabulary:能够针对具体情况正确使用usually,often,sometimes三个频度副词.Specific target setences:学生能听懂并会说句型：When do youget up/eat breakfast/.?I usually.at并能在实际情景中运用.Specific functional exponents:学生学会表达一天中不同时间段内学习和生活起居情况.Source of material:课件，卡片，挂图，同步练习册Assumptions and Anticipated problems:本课的重点是熟练使用句型:When do you get up/eat breakfast/.?I usually.a t.问答作息时间,学生学起来应该不难，但如何正确运用就是一个难点,所以本课时要多设计活动，让学生在真实的情景中运用,同时也要向学生解释usually,often,sometimes三个频度副词的用法.StepStepl Warm-up看动作猜短语教师将全班学生分为两组，每组选派一名代表上讲台表演，教师向该学生出示动词卡片，各组学生根据他/她的表演猜测动作名称，并把短语拼读出来，相同时间内猜对动作名称多的一组为胜.Step2 PreviewLets tryGuess the word:What table has no legs?弓|出 timetable教师放Lefs try部分的录音，让学生对新句型在听觉上有所感知,完成听音找对作息时间表的练习.（设计意图:通过Lets try的听力练习，让学生初步感知新句型。）Step3 Presentation1.由Lets try过渡到Lets talk的教学T:You know Mikes timetable,what about Zhang Pengs andAmys timetabe?Now lets watch TV and answer the question:When do Zhang Peng and Amy go to school?Ss listen to the dialogue and find out the answers.（设计意图：利用任务型教学的形式，让学生带着问题去听，培养学生的听力能力。）2.Read follow T V,（注意部分词语）,read T,read together,read in2 big groups,read in groups of 2.Try to act it out.（设计意图：纠正语音、语调。）3.Make a new dialogue in pairs.T:Good morning.How are you?When do you get up/.?Oh,yourday is so happy.See you.学生可以根据Lefs talk右边的图画或自己实际的生活改编对话.（设计意图：在操练部分，通过多种方式朗读课文对话后，进入到表演对话，为后面的延伸拓展做准备。）4.Lets find out师示范调查一学生，并填表;Pair work.师示范作调查汇报，生作调查汇报：My partner gets up at.Step3 Sum up以下是美国一所小学五年级学生一天的作息时间表，以较有何不同.7:00 Get up9:00-10:15 Class meeting/Reading/Writing10:15-10:30 Recess10:30-12:00 Math/History/Geography12:00-1:00 Lunch1:00-2:15 Science/Social study/French2:15-2:30 Recess2:30-3:30 Art/Gym/Music3:30 Go home6:30 Supper7:30-9:00 Homework/Watch TV9:30 Go to bed思想教育:做一名优秀的中国小朋友不容易，做一名优秀的西方小朋友也不容易.Step5 Homework抄写对话并改编对话，共3次；听录音，读课文3次.完 成P6 Make a survey的课后练习.课后反思：第三课时Specific vocabulary:go to work,policeman,evening,noon,eveningSpecific target setences:能够听说读写句型:When do you eatdinner?I eat dinner at 7:00 in the evening.When do you get up?Iusually get up at 12:00 at noon.Specific functional exponents:理解对话含义并能灵活运用于实践.Source of material:课件，卡片，同步练习册Assumptions and Anticipated problems:经过第一至第二课时的学习,并结合学生三，四年级掌握的相关动词短语的知识,展开这一课的阅读教学.这篇文章的趣味点是The policemans get up at12:00 noon.He goes to work at 9:00 in the evening,比较警察和我们的生活作息时间，引导学生进行学习，更能够调动他们的积极性.StepStepl Warm-up1.Game:谁的反应快？（T:Now lefs play a game.Boys,when you see the blueword,stand up and say;Girls,when you see the red word,stand upand say.Lets see who is quickly.Are you ready?）快速出现不同的时间，活动的短语，如:7:00,9:30,8:15,4:00,6:20,12:00,3:45;in the morning;in the afternoon;in the evening;go to work;eat dinner;go home;eat breakfast;go to bed;get up;playsports.（设计意图：将全班分成两大组，利用学生的竞争意识去提高参与课堂活动的主动积极性,一为了活跃课堂气氛，二为了复习时间活动短语,让学生初步感知新课内容，为下文作铺垫。）Step2 Preview演讲比赛:My day（对make a survey作汇报）.学生两人一组一问一答互相配合，向全班表述自己的作息时间.Step3 Presentationl.T:Youre so clever.But some people go to bed at 7:00 in themorning.Do you know why?Who are they?Lets go and see.第一次阅读:学生快速阅读，让学生了解文章的大概内容，获取关键信息.2.T shows some pictures:go to work,go to bed,eat dinner,playsports.Students say the phrases.Then read the dialogue and findout the time.第二次阅读:获取警察叔叔具体的作息时间.Finish his timetable on the book.3.Read again,tick or cross.Why?返回原文戈U 出答案 The man is a doctor.The policeman get up at 7:00 in the morning.The policeman goes to work at 9:00 in the morning.The policeman goes to bed at 6:30 in the evening.Th is is a Policeman?s day.（设计意图：第三次放慢阅读速度，目的是培养学生获取信息，处理信息的能力。通过理解课文的主要内容和细节信息，进行比较作出判断。）4.Read follow T,read by boys and girls.T:You can understand the text well.Now lets read follow the TV.Follow T,and by Ss.5.口头作文My dayHello!I m.I at.Iat.I at.I at.I like my day.6.完成同步练习册相关练习.Step4 Sum upSummarize what we have learned in this lesson.Step5 Homework抄写并读课文;完成Task time,并在小组内作汇报.课后反思：第四课时Specific vocabulary:学生能够听、说、读、写动词词组climbmountains,go shopping,play the piano,visit grandparents,gohikingSpecific target sentences:学生能听懂问句:What do you do on theweekend?并能用所学动词短语替换句型：Sometimes I./Iusually/often/中的关键词回答问句.Specific functional exponents:学生学会正确使用频度副词表达自己的周末活动.Source of material:课件，卡片,图片，活动手册，同步练习册Assumptions and Anticipated problems:这一课时的重点放于动词词组的识记上。这些词组与生活贴近，学生较为容易理解.这一课时的句子What do you do on the weekend?是上册要求掌握的重点句，不是新内容。难点是单词mountain和 grandparents的正确拼写。StepStep 1 Warm-up(设计意图:复习以前学过的一些周末活动词组，以旧引新。活动类型：A/C.)(1)Review the old phrases:read books,watch TV,do homework,cook the meals,clean the bedroom,play the violin.(2)Free talk:two pairs have a talk about weekend activities.S1:What do you do on the weekend?S2:1 often.on the weekend.What about you?SI:I often.Step 2 PresentationLets chant教师放P71e chant,学生跟唱，初步感知本课时的动词词组。Lets learn(1)教师出示自己的家庭照和a family tree,“Look,my father andmy mother,they are my parents.My grandfather and mygrandmother,they are my grandparents.”通过红色笔的不同对比让学生初步感知英语构词法：grand+parentsT:We often visit our grandparents on the weekend.What aboutyou?Ss：.T:Sometimes I visit my friends on the weekend.Im happy withthem.Do you visit your friends/uncle/aunt/teacher.?Ss:(设计意图:通过图片与图表结合的方式让学生先从意义上理解词汇，再从音和形方面去帮助记忆及强化记忆。活动类型：A/C.)(2)After teachers introduction about the weekend,teachercontinues:How about you,boys and girls?What do you do on theweekend?(3)Let some students come to the blackboard and choose thepictures.Teacher helps them say:I often climb mountains/goshopping/go hiking/play the piano(设计意图:发挥图片和身体语言的作用，通过多种方式呈现新词，遵循意义先行的原则，使单词教学生动有趣而且有实效。活动类型：C.)(4)Students learn the phrases.Ss follow the tape to read.Doaction and practice the phrases.(5)Game:找朋友笺生四人一组，动词卡片“出牌”，翻开牌面后根据牌面上的图画说：On the weekend I go hiking./I climb mountains on theweekend.等，牌面相同的人即为朋友，互相击掌说：Lets gotogether!然后继续下一轮游戏。(设计意图:在游戏中不断重复所学的短语,让学生在不知不觉中练习，自主地掌握学习的内容.活动类型：C)(6)引导学生做拼读词组比赛，在课堂上给学生时间互相交流认记技巧，互相竞赛。Step3 Lets chant(1)Listen to the tape.(2)Clap hands and chant.Step 4 Pronunciation展示挂图，带读例词，强调几个字母组合ai,ay,gr,gl的读音，引导学生总结其读音规则。(2)放录音，跟读。听绕口令，配图，简单讲解，学生试着跟读、说绕口令。Step3 Sum upSummarize what we have learned in this lesson引导学生过积极的、有意义的双休日。Step4 Homework1 .read and Copy the new words.2.调查各任课教师的周末生活。课后反思：第五课时Specific vocabulary:能够针对具体情况正确使用usually,often,sometimes三个频度副词.会使用next 一词。Specific target setences:学生能听懂并会说句型:What do you doon the weekend?I usually/often play football.Sometimes I gohiking.并能在实际情景中运用.Specific functional exponents:学生学会正确使用频度副词表达自己的周末活动.Source of material:课件，卡片，挂图，同步练习册Assumptions and Anticipated problems:第一课时仅要求学生能听说、认读频度副词usually/sometimes,而在本课时就要求能准确使用频度副词进行表达，这是本课时的难点，设计的活动要着重于学生的实际运用。对句型Lets.together next Sunday.能正确认读。StepStep 1 Warm-up(l)Ss read and spell the words.(2)Blank-filling:T:Oimb Ss:Qimb mountains.T:Hiking.Ss:Go hiking.T:Shopping.Ss:Go shopping.Step 2 Preview(l)Question:What do you do on the weekend?Let some of the students talk about their weekends.(2)Listen to the tape Lets try”.Students listen to Lets try andfinish the exercises.Check the answers.Step3 Presentation(l)When teacher asks the question“What do you do on theweekend?Mark a star on the pictures.Then present sometimes,usually,often”.(2)Practice the words:sometimes:clap hands once;usually:claphands twice;often:clap hands three times.(3)T:Do you want to know what does Miss Tang do on theweekends?Ss:Yes.T:So ask me.Ss:What do you do on theweekend?T:I often.Sometimes I.Usually I.(4)leacher asks some questions about students.(5)Play the tape.Students follow the tape.(6)Students practice the dialogue and act the dialogue.Step4 Story timePlay the tape and enjoy the story.Step5 Sum up:How can you have a happy weekend?弓 I 导学生过积极的、有意义的双休日。Step 6 Homework1.Copy the dialogue.2.Practice reading.3.Do the exercise book.课后反思：第六课时Specific vocabulary:says,eitherSpecific target sentences:能够听说读写句型:What do you do onthe weekend?Usually I watch TV and go shopping.Sometimes Ivisit my grandparents.I often play football.Sometimes I go hiking.能听说、认读句子：The weather report says its going to raintomorrow.I cant play football in the rain.I cant go hiking,either.Specific functional exponents:理解对话含义并能灵活运用于实践.Source of material:课件，卡片，同步练习册Assumptions and Anticipated problems:本课时的重点和难点是四会掌握句型。提倡个性化的学习将学习过程更有意义，引导学生把课堂学习与自己的生活、兴趣和感受联系在一起。有意识地渗透学习策略的训练，引导学生对自己的生活安排做出相应的调整。StepStep 1 Warm-up(1)Free talk:My weekend.Two students have a talk.(2)Play the train game:T:What do you do on the weekend?SI:I often go hiking.S2:Sometimes I go shopping.S3:Usually I visit grandparents,(use the words often,sometimesand usually)Step 2 PreviewT:Zip and Zoom do different things on the weekend.Lets go andsee.Step3 Presentation(l)Ss read the dialogue on their own.Find out the difficult words.(2)Ss write down Zip and Zooms weekend activities.(3)Listen and read after the tape.(4)Ss practice reading the dialogue.Then act the dialogue.(5)Write the four-skilled sentences on the blackboard.Ss practicewriting.(6)Rewrite the story.Write the dialogue as a passage.Teacherwrites the passage and students do the blank-filling.Step4 Lets check(l)Play the tape and students do the exercises.(2)Check the answer.Step4 Sum upSummarize what we have learned in this lesson.Step5 Homework1.Practice writing the four-skilled sentences.2.Practice reading.课后反思:Unit 2 My Favourite SeasonTopic:谈论自己喜欢的季节Language systems:1.Lexis:四会掌握季节单词：spring,summer,fall,winter,season;季节性活动的单词和短语：swim,fly kites,skate,make asnowman,plant trees,sleep.2.Grammar:有关询问所喜欢的季节的句型：Whafs yourfavourite season?I like.Which season do you like best?Ilike.best.Why do you like.?Because I can.3.Function:学会询问别人所喜欢的季节及其原因，表达自己所喜欢的季节及原因。4.Phonology:字母组合环air,ear在单词中的发音以及sp,sk的发音训练。同时在教授新单词和lefs chant时渗透一些发音规律。Language skills:1.Listening:听懂一些表达所喜欢季节及其原因的单句、对话和一段完整的语篇，根据关键信息完成一些相应的听力练习。2.speaking:能和他人交谈或向他人介绍有关季节的信息内容，并介绍自己最喜爱的季节及原因。3.reading:读懂对话或短文，培养一些基本的阅读技能，如如何快速查找关键信息，根据上文猜词等。4.writing:规范书写四会单词和句子，并能根据图片和提示语写一段话介绍自己最喜爱的季节及原因，养成良好的书写习惯和写作习惯。Objectives:1.能力目标(1)能够就所喜欢的季节及原因进行问答，如：Whafs yourfavourite season?/Which season do you like best?Summer/Winter.Why do youlike.?Because I can.(2)能够就天气情况进行问答，如：Whats the weather like in.?Sunny.”(3)能够听懂、会唱歌曲Whats Your Favourite Season?”和本单元的歌谣。2.知识目标(1)认读A、B 部分Lets learn Lets talk中的单词和句子,并掌握四会单词。(2)掌握Read and write中的四会句子，读懂对话内容，并完成阅读理解检测题。(3)能够理解并开展 Lets start,Make a survey,Take time 等部分的内容。(4)能够了解Pronunciation中字母组合air,ear,sp,s k 的发音规则，能朗读相关的例词。(5)了解 Good to know,Story time 等部分的内容。3.情 感、策略、文化等有关目标（1）情感态度：让学生有兴趣用英语表达，能积极参与课堂活动。（2）学习策略：引导学生注重小组合作学习，培养沟通和交流的能力。（3）文化目标：让学生了解有关全球天气差异的常识。Evidence:1.学生能熟练运用目标语言与他人进行交际活动，与他人谈论有关季节的信息内容，以及表达自己最喜爱的季节及原因。2.听说读写技能有所提高，能独立自主地完成课本、活动手册和同步练习册相关的听力和笔试部分检测练习。3.教学中让学生在玩中学，学中玩，寓教于乐。让学生能把所学内容联系到实际，在真实的情景中使用英语。Procedures:The 1st lesson:Lets start/MainScene/A.lets learn/let chant/letssingThe 2nd lesson:Lefs sing/Lets try/A.Let9s talk/Make a surveyThe 3rd lesson:A.Read and write/Good to knowThe 4th lesson:B.lets learn/Lets play/Group workThe 5th lesson:B.Lets try/Let?s talk/Let9s find out/Task time/PronounciationThe 6th lesson:B.Read and write/Lets find out/Story time第一课时Specific vocabulary:能听、说、读、写四个季节类单词“spring,summer,fall,winter”Specific target sentences:在实际情景中,能恰当地使用句型“Whats your favourite season?,t6My favourite is”Specific functional exponents:学生能询问某人喜爱的季节。Source of material:教师准备教学多媒体课件教师准备单词卡片、录音机、教学录音带学生每人准备单词卡片一套Assumptions and Anticipated problems:本节课重点讲解四个季节类单词“spring,summer,fall,winter和Whats your favouriteseason?My favourite seaso
