新人教版小学五年级英语上册全册教案.docx

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1、Unit one Whats he likeLesson 1一教学内容 Main scene Part A (lets try lets talk)二教学目的 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 isnt. 2.能正确听，说，认读表示人物外貌及性格特征的形容词 old ,young,funny,kind,strict,polite,hard-working,clever. 3.能听懂，会说，会表演Lets talk 的内容并在真实场景中

2、运用。三教学重难点 重点：学生可以表演Main scene 和lets talk的交际内容，可以依据实际 状况用英语探讨别人外貌及性格特征。 难点：用英语精确询问并答复人物特征，如：“Who is He/She isWhats he/she like He/She is Is he/sheYes,he/she is. No, he/she isnt. 四课前打算 老师自制的单词卡、录音机、录音带 五教学过程Step1. Warming-ups look and say the names.(老师出示本单元通过多媒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，聪慧，严格等外貌及

3、性格特征，让学生认读，说一说这是谁，怎么样。)s listen and singWhos your teacherStep2. Presentation1.学习Main scene1出示Main scene中的部分教学挂图，让学生视察。2看图答复以下问题。Dialogue1: Who can you see in the picture(Wu Yifan,Amy,Oliver and a teacher.)Dialogue2: What are they talking about(The teacher introduces classmates to each other.)Dialogu

4、e2:Who is a new student(Oliver)3听录音，仿照朗读，理解对话内容。4老师领读对话，学生仿照，齐读练习，生生对话，小组表演。s try lets talk1listen 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一起去理解Mr Young。3看lets talk部分的课文插图，听录音，仿照朗读，理解意思。4依据lets talk内容尝试分角色朗读对话。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驾驭状况，对做得较好的学生予以表扬。3.Make a s

5、urvey.T: Whos your. . Ss:. .T:Whats he/she like Step3. Consolidation三人一组，发觉并用我们学过的句型探讨小组内每个成员的三个优点。S1: Whos that. . S2:. .S1:Whats he/she like S2:He/she isS1:Is he/she. . S2:Yes,he/she is. No,he/she isnt. Step4 Homework1.完成课堂检测中的相关习题。 2.Make a new dialogue and act it out。六板书设计Unit one Whats he like

6、Main scene Part A (lets try lets 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 Whats he likeLesson 2一教学内容Part A lets learn/ ask and answer/ lets spell. 二教学目的 1.可以正确听，说，朗读“Who is He/She isWhats he/she like He/She is Is he/sheYes,he/she is.

7、 No, he/she isnt.等询问某人是谁，外貌或性格怎么样的相关交际用语。 2.可以正确听，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.可以听懂，会说，会表演lets learn的内容并在真实场景中运用所学语言进展真实沟通和运用。三教学重难点 重点:学生可以表演lets learn的交际内容，可以依据实际状况用英语探讨人物。 难点:用英语精确询问并答复人物特征，如“Who is He/She isWhats he/she like He/She is Is he/sheYes,he/she is. No, he/she is

8、nt.等。四课前打算 单词卡片，录音机，磁带五教学过程Step1. Warming-up1.sing a songWhos your teacher2.show pictures and say出示一些学科老师图片，让学生快速说出来，如Chinese teacher/math teacher/English teacher/art teacher/music teacher.T: Whos this man/womanS: He/she is . .Step2. Presentation1.Look and guess.看图片，猜一猜。老师出示刚刚展示的老师图片，让学生猜一猜老师是什么性格？T

9、：guess,whats he/she likeS: Is he/she strict/funnyT:Yes,he/she is.No,he/she isnt.两组示范后，老师将卡片交给学生，进展生生对话。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 old.4.播放课本插图，两人一组选择图片探讨。Step3 ConsolidationGroup work:小组探讨任课老师。1.打算好一张你喜爱的老师的画像，并向你的组员介绍。2.让学生表

10、演，以检查学生对本课句型的驾驭状况，对做得好的学生予以表扬。Step4 Homework 1. Copy the words of lets learn.2. Make a dialogue about your teachers.六 板书设计Unit one Whats he likePart A lets learn ask and answer lets spell old young funny kind strictWhos your art teacher-Mr Jones.Is he young-Yes,he is.七 教学反思Unit one Whats he likeLess

11、on 3一教学内容 Part B lets try lets talk二教学目的“WhosHe/she isWhats he/she like He/She is Is he/sheYes,he/she is. No, he/she isnt.等询问某人是谁，怎么样的相关交际用语。2.可以听懂，会说，会表演Lets talk的内容并在真实场景中运用所学语言进展真实沟通和运用。3.在对话沟通中使学生养成用英语沟通的习惯，培育良好的语音语调和语感。三教学重难点 重点：学生可以表演Lets talk的交际内容。难点：能用Whos He/She is Is he/sheYes,he/she is. N

12、o, he/she isnt.进展真实交际。四课前打算 词卡，课件五教学步骤Step1 Warming-up1.sing a songwhos your teachers listen and chant. Step2. Presentation1. 学习lets try1listen and tick (2)Listen and answers talk(1)老师针对对话设计相关问题，引导学生思索。(3)听录音，仿照朗读，理解对话内容。(4)老师领读对话，学生仿照，齐读练习，生生对话，小组表演。3.学生小组内探讨自己的老师。S1：Who is your Chinese(math/Englis

13、h/art/PE/music) teacherS2:Mr/Ms. .S1：Whats he/she like S2:He/She is . .Step3 ConsolidationStudent show their dialogue.Step4 Homework1. Read lets talk。2.Make a new dialogue and act it out.六板书设计 Unit one Whats he like Part B lets try lets talk know Whats she like- Shes kind. her Is she strict-Yes,some

14、times.七 教学反思Unit one Whats he likeLesson 4一 教学内容 Part B Read and write二 教学目的1. 教学要点能听懂、会说句型：He can speak English and Chinese. He makes me finish my homework. Hes very helpful at home.可以在实际情境中正确应用这些句型；2. 可以正确运用be动词；3. 扶植学生养成尊师重教的美德。三教学重难点 重点：学生可以理解Read and write短文内容。难点：能用He/She is . .进展真实交际。四课前打算 词卡，

15、课件五教学步骤： Step 1 Warm-up1.Review the words.(老师说出汉语，学生说英语，拼法并造句。)2. Free talk ( Whos your . teacher Is he/ she .？)Step 2 Presentation1Today Ill introduce a robot. His name is Robin. Whats Robin like Is he strong Is he hard-working Is he he helpful at home Lets meet Robin now.2.请学生仔细阅读，然后想一想主人是怎样描绘机器人的

16、，要求学生边阅读边完成表格。3.学生完成表格后，老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. .？ S1:Yes,he is./No, he isnt.My grandpa made him. He make me finish my homework. Robin is short but strong. He can speak English and Chinese.5. 听录音，跟读并理解句意。6. 老师领读，学生仿照，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

17、机器人的外貌特征加以描绘，如：I have a robot. His name is Hes He Step 3 Consolidation(1)老师播放Story time 视频，请学生四人一组进展探讨，然后答复以下问题：Do they have a new English teacher Whos their new PE teacher Is the new PE teacher a football player Whats 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 Wh

18、ats he likePart B Read and write make made My 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 (lets try lets talk)二教学目的 1. 能听、说、读、写单词“Monday，“Tuesday，“Wednesday，“Thursday，“Friday，“Saturday，“Sunday和“weekend。 2. 能在创设的实际情景中敏捷运用句型“What do you have o

19、n ，“I have 。3. 能完成“Lets play部分的对话任务。4. 能听懂、会唱歌曲“Days of the week。5. 激发学生的学习热忱，激励学生就班级的课程表和同学进展沟通。三教学重难点重点：理解Main scene中的句子,会用“What do we have on Fridays-I have a PE class. “Do you often. .-No,I dont进展场景对话。教学难点：可以听懂，会说，会表演Main scene。四教学打算单词卡，录音机五教学步骤Step 1 .Warmup“Days of the week(P70)的录音。播放第一遍录音时，学生

20、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，活泼课堂气氛。2. 老师询问时间，引导学生答复：“Its . .oclock now. 老师补充Its time for English class. 扶植学生复习课程的英语表达。Step 2.Main scene T:What day is it today T:What do you have on Mondays(板书,理解,引导学生答复) Ss:I have. .(看本班课程表，依据实际状况答复。) T:Do you often play sports(板书,理解,引导学生做确定或否认答复) Ss:Yes,I do.

21、/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)老师针对对话设计相关问题，引导学生思索。(3)听录音，仿照朗读，理解对话内容。(4)老师领读对话，学生仿照，齐读练习，生生对话，小组表演。学生用所学句型交换关键词进展对话练习。S1：What do we have on MondaysSs: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

22、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 (lets try lets talk) - What do you have on Mondays - I have a PE class. -Do you often play sports(read books )-No,I dont.七 教学反思 Unit two My weekLesson 2一 教学内容Part A Lets learn Lets play Lets spell二 教学目的 1.可以正确听，说，朗读“What do you have on Frid

23、ays-I have a PE class. “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.可以正确听，说，认读表示星期的名词Monday,Tuesday,Wednesday等词汇。三教学重点 重点:可以正确听，说，朗读What do you have on Wednesdays-I have Chinese,English，maths and music.Is it Monday.-Yes./No. 难点:可以运用所学句型进展真实场景对话。四教学打算单词卡，日历,课程表，录音机Step 1.Warmup(1) 老师放Start部分的歌谣L

24、ets chant录音，学生复习稳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 TuesdayA：What do you haveB: I have PEclassI like Tuesdays1. 学习Lets learn1引导学生看Lets learn部分的课程表，老师扮演robot,学生扮演Wu Yifan,实时提问：T:What do you have on MondaysSs:I have Chinese,English,maths an music.(老师交换问句中的星期名词，针对课程表提问，反复练习句

25、型。) 2学生两人一组进展对话练习，稳固学问。s play (1) 老师请一位学生站起来及自己示范对话，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，仿照上面的例如编写类似的对话，练习并展示。(3) 老师请几对学生上讲台表演对话。Step 3 Consolidation 1. 看谁反响快老师用手势表示17中任何一个数字，学生快速说出相应的星期，如老师用手势表示“1，学生快速说出“Monday。2. 接龙嬉戏每组第一个学生

26、问：What do you have on Mondays下一个答：I have Chinese,English,maths and music.答完接着往下问,留意交换问句中的星期。答复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. 依据Lets learn的内容编Lets chant让学生读一读。 Monday,Monday,Monday,Chinese,English,maths,music on Monday. Tuesday, Tuesday, Tuesday, maths,science,art on Tuesday. Wednesday,Wedne

27、sday,Wednesday. .onWednesday. 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写六遍。3. 制作本班英文班课程表。六板书设计Unit two My week Monday Tuesday Wednesday Thursday Friday Saturday Sunday weekend - What d

28、o you have on - I have / We have 七 教学反思 Unit two My weekLesson 3一教学内容 Part B lets try lets talk 二课时目的1. 能听、说、认读单词story book,read books, play football,play ping-pong,listen to music和“park。2. 能听懂、会说句子“Do you often read books in this park，“I like this park very much.，“Me too.。3. 能完成“Lets try部分的听力任务。4.

29、感知英语在日常生活中的好用性，激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 often read books in this park，“I like this park very much.，“Me too.。难点：能敏捷运用句型“Do you often 询问别人的日常活动并作出相应的答复。四教学打算1. 老师打算多媒体课件、录音机和录音带、词卡。2. 学生打算人物头饰、画笔和画纸。五教学过程Step 1 Warm-upStep2.学习 Lets talkT: Its Saturday afternoon. Zhang Peng

30、and Sarah are in the park. They are talking now. Lets listen to the tape and see what theyre talking about.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 the park What does Zhang Peng often do in the park Do they like the park Answer: Its a story-book. No, she doe

31、snt. He often plays football. Yes, they do.3.播放录音，学生跟读，留意仿照录音中的语音、语调。4.同桌合作练习表演对话，然后老师请几对学生上讲台表演，评比出“最正确表演者。Step3Consolidation稳固 Lets try (1) 明确听力任务 (2) 第一次播放教学录音，学生依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。Step4.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

32、try lets talk often -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 work二课时目的1. 能听、说、认读短语wash my clothes,watch TV, do homework,read books,play football.2. 可以在真实语境

33、中正确运用以上五个词组描绘周末活动。三教学重难点重点：能听、说、认读短语wash my clothes,watch TV, do homework,read books,play football.难点：能敏捷运用句型“Do you often 询问别人的日常活动并作出相应的答复。四教学打算录音机、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，学生表演对话，老师请3组学生上台表演。最终一组演完之后，老师说：Zhang Peng often plays football on the weekend.What about Amy

34、 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 周末常常做什么？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，引导学生答复) Yes,I do./No,I dont.老师板书2.老师提问What do you do on the weekend学生自由议论周末活动。3.当学生讲到及本节课要学的短语一样的周末活动时，老师出示词卡教学短语，然后依次将短语wa

35、sh my clothes，watch TV, do homework,read books,play football.带入句型Do you often. .on the weekend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. 老师设置问题：What does Wu Yifan/Chen Jie/Oliver do on the weekend学生带着问题看书找答案。2. 老师对学生提问：What do you do on the weekend3. 学生小组内“开火车问答，第一个学生

36、提问。What do you often do on the weekend第二个学生答复完接着问下一个，以此类推。“滚雪球嬉戏老师对学生提问：What do you often do on the weekend第一名学生答复：I often do my homework.第二名学生重复第一名学生的答复后再加上新的词组，如I often do my homework and read books.第三名学生在前面的根底上再加上一个新词组，依此类推。1. 抄写B. Lets learn部分的单词。2. 两人一组练习仿按例句练习对话。六板书设计Unit two My weekPart B let

37、s 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二课时目的1. 可以在图片的协助下读懂吴一凡和机器人的对话，完成推断信息正误的活动。2. 可以依据供应的信息仿照对话，补全新的对话。三教学重难点重点：可以读懂对话，完成推断信息正误的活动。难点：可以依据供应的信息仿照对话，补全新的对话。四教学打算录音机、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

38、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 write1.T:What does Wu Yifan have on FridaysWhat does Wu Yifan do on the weekendDo 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. 老师利用BLets learn挂图呈现一周课程支配表，分别在Chinese,maths,English,art,music等课程下做标记，引导学生留意课程出现的频率，并联络o

39、ften和sometimes所表示的频率差异。3. 引导学生用often和sometimes分别谈谈自己的周末活动。4. 老师提问：Do you like sports学生答复后，老师接着问：Does Wu Yifan like sports吴一凡不喜爱运动，机器人建议他做运动。 You should play sports every day.Here is a new schedule for you.(板书should schedule，带学生认读。 )5. 完成活动Tick or cross。1. 抄写B. Lets learn部分的单词。 2. 两人一组练习仿按例句练习对话。六板书设

40、计Unit two My weekPart B Read and write Should schedule七教学反思 Unit three What would you likeLesson 1一教学内容 A. Lets learn A. Role-play二课时目的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敏捷运用句型“What would you like to eat / drink，“Id like 3. 能完成“Role-play部分的任务。4. 接着保持学生对学习英语的爱好，激发学生

41、用英语进展沟通的热忱。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敏捷运用句型“What would you like to eat / drink，“Id like 。四教学难点能完成“Role-play部分的任务。五教学打算1. 老师打算多媒体课件、录音机和录音带、词卡。2. 学生人物头饰。六教学步骤1. Free talk T: Good morning, everyone. Welcome back to school. How are you todaySs: Fine, tha

42、nk you.T: Nice to see you again.Ss: Nice to see you, too.2. 老师拿出学生以前学习过的食物图，师生进展对话，如： T: What are these Ss: They are T: Whats your favourite foodSs: My favourite food is Step 2 .Preview1. 老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，议论最喜爱的食物。S1: Whats your favourite foodS2: My favourite food is 三、新课呈现Presentation1. A. Lets learn(1) 教学新单词 师生对话。T: What do you like, Chinese food of western foodSs: I like T: Some like Chinese food and some like western food. What western food do you knowSs: .T: Today lets le