全册教学设计（教案）-2022-2023学年英语五年级上册-人教PEP版.docx

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1、Unitl WhatJ s he like?一、教材分析本单元学习的主题是介绍人物外貌或性格特征。教学内容主要是围绕着给新同学介绍 其他同学和谈论新老师展开。教学重点是能听、说、读、写句型“一Isheyoung/funny?Yes, he is./No, he isnt.“一What9s he/she like? 一He / She is kind/.；能听、说、读、写单词“old, young, funny, kind, strict, polite, hard-working, helpful, clever, shy”。二学情分析五年级英语在小学英语教学中起着承上启下的作用，既是四年级的

2、衍生，又是六年级 的铺垫。我们要帮助学生培养良好的英语学习习惯和学习方法。要求学生先从养成阅读习惯 做起，再到怎样学习英语，后到提高英语学习能力。激发学习兴趣，养成自主学习的习惯和 方法。平时在教学中，注意抓好学生的书写、理解与归纳等良好的学习习惯。加强学生基础 知识的掌握，对知识的延伸与拓展需深入了解，特别是对各知识的融会贯通，灵活理解与运 用。注重开发性使用对教材，做至I吃透教材的前提下，大胆创新，对于知识的重难点力求 把握准确，突破有法。对基本技能的训练，通过创设新的情景，让学生在变化的情景中去运 用，在理解的基础上去训练，而不是变成大量的、机械的、重复的操练，因为操练并不开展 意义，重

3、复并不引起理解，反而加重学习负担，降低学习效率，引起学生的厌恶。同时，重 视能力的培养。三、教学目标1知识与能力1 .能够听、说、读、写句型“一Is he young/funny? Yes, he is./No, he isnt.一Whats she like? Shes kind.”2 .能够在情景中运用句型“Is he/she young/.?6Whafs he/she like? He / She is kind/.”询问并回答某人的性格或外貌特征。3 .能够在语境中理解单词“know”和句子Do you know Mr.Young? “Ms Wang will be our Chine

4、se teacher.”的意思，并能正确发音。4 .能够理解对话大意，按照正确的意群及语音、语调朗读对话并进行角色扮 演。5,能够在图片的帮助下理解吴一凡的日记；能够按照正确的意群及语音、语调朗读日 记，并运用句型“He is hard-working/”口头和书面描述机器人Robin及其他人物。T: Do you remember our teachers? Now let me test your memory. Who has the strongest memory?Show the six pictures in the book on page 5.（出示课件）The teache

5、r asks and students answer quickly.T: Whos the art teacher? Ss: Mr Jones.T: Whos the music teacher? Choose the student who has the strongest memory and give him/her an award. Then explain the difference among Mr, Miss, Mrs”.设计意图：以游戏为开端，即在游戏中锻炼学生的记忆力，同时为后面学习新单词做 铺垫。2. Learn the new words old, young”.

6、T: Whos Olivers music teacher? Ss: Mr Young.Show the picture of Mr Young.（出示课件）T: Good memory!（Point to the white hair.） Is he young?Ss: No, he isnt. Hes old.Write down the word “old” on the blackboard and lead students to read like this: old, old, hes old.Show the picture of Mr Jones.（出示课化）Lead stu

7、dents to compare Mr Jones with Mr Young.T: Mr Young is old. Is Mr Jones old, too?Ss: No, he isnt. Hes young.Write down the word “young” on the blackboard. Teach it like this: /j/-/A /-/g/young, young, hes young. Let students try to write and read. Let students perceive the pronunciation of the lette

8、r y by reading the words yes, yellow, you”. Explain that the word “young“ is the antonym of the word old”. Then show a picture of an old man and ask: Is he young? Students answer: No, hes old.（出示课件）Play a game to practice the two words between groups. One group says: old. The other one says: young.

9、Then exchange. At last ask students to write words young and old.3. Learn the new word “funny”.Show the picture of Miss Green.（出示课件）Then ask two questions: Who is she? Is she young? Ask students to answer the questions. Then say: And shes funny. Write down the word “flmny“ on the blackboard and read

10、: fun-ny funny, funny, shes funny. Let students try to spell it and perceive the pronunciation of the letter y”.Show two pictures. One is a male clown and the other one is a funny girl.（出示课件）Say the sentences with students: Hes funny. Shes funny. Ask students to make funny faces. Let they read the w

11、ord loudly at the same time. At last ask students to write the word funny.4. Learn the new word kind.T: Wc have known Mr Young is old. Mr Jones is young. Miss Green is funny. Do you remember Miss White? How about Miss White?Show the picture of Miss White.（出示课件）Point to her smiling face and say: Shes

12、 kind. Then show another picture.（课件出示：一位不友好的男士图片）Say: He isnt kind. Let students know the meaning of “kind”.Ask students to pay attention to the pronunciation of the letter i”. Lead students to read like（2） Read the dialogue.Divide students into two groups. Let all the girls read Miss Whites senten

13、ce and all the boys read Mikes sentence. Write down the sentence patterns “一What can you do?I can.” on the blackboard.（3） Make your own dialogue.Let students work in pairs. Ask students to use the word and the phrases in this part and try to ask and answer by using the sentence patterns on the black

14、board.Ask some pairs to show their dialogues by the game “Drive a train”.Step 3: Practice1. Play a game: John says.（出示课件：John和老师两个人物形象，John说一句话，学生做想应动作，老师说的 话，学生不予理会。游戏说明：教师发指令，学生做动作。如果教师在指令前说了 John says,学生就要做 出相应的动作；如果教师只说指令，学生那么保持不动。例如，教师说“Simon says, sing English songs.”，学生唱英文歌；如果教师说“Sing English

15、 songs.”，学生保持不动。以此方法多轮操 练本课重点词汇。）2. Play a game: You say and I imitate.（游戏说明:挑选一名学生上台，下面同学询问“What can you do?,台上学生回答“I can .同时模仿出相应的动作，每名同学被询问三次。）Step 4: Consolidation & Extension“Do a survey1. Show the chart of “Do a survey on page 39.（出示课件）Ask students to read all the key word and phrases in the c

16、hart. Encourage students to say more activities. Write them down on the blackboard. Ask students to write them below the chart in their books.2. Present the dialogue between John and Zhang Peng.（出示课件）T: What can Zhang Peng do?Ask students to find out the answer. Then tick in the corresponding grid.3

17、 Work in groups.First, students write down all the group members names on the first row of the chart. Then ask and answer as the example of John and Zhang Peng. Tick in the corresponding grids according to the answers.4. Make a model with a student.Write the name of this student on the first row of

18、the chart. Then ask and answer like this:T: What can you do? SI: 1 can sing English songs and play the pipa.Tick in the corresponding grids about these two activities under this students name. Then ask students to complete their charts. After they complete the chart, lead students to report their su

19、rvey result in groups like this: SI can. S2 can. S3 can. At last, invite several students to show their results in class. Each good group can get two stars.5. Count the number of stars of each group.Find out the best group in this lesson.板书设计Unit 4 Ldhat can you do?Mhat can you do?/ can”、sing Englis

20、h songs dance play the pipa do kung fu draw cartoons作业设计完成核心课堂/一本好卷本节课习题。教学反思1 .本节课从听、说、读、写多方面入手，培养学生的语言综合运用能力。2 .本节课的活动多以说为主，让学生在活动中学，在活动中说，增加了课堂的趣味性， 也提高了学生的学习积极性。3 .充分利用多种教学手段，课堂活动的设计环节紧凑，教学过程连贯、自然，符合学生 的认知特点。4 .板书设计清晰明了，重点突出，起到了很好的辅助作用。The third periodPart A Lets spell内容分析本单元学习的主题是文娱活动。教学内容主要是围绕

21、着“What can you do?”的话题展 开。这一课时和音标有关，教学重点是学生能够感知并掌握字母组合。在单词中的发音规 那么，拼读符合。发音规那么的单词。课时目标知识与能力1 .学生能够感知并掌握字母组合00在单词中的发音规那么。2 .学生能够拼读符合。发音规那么的单词。3 .学生能够根据单词读音写出符合该规那么的单词。过程与方法引导学生掌握基于反复听读的方法掌握音标发音的方法。情感态度价值观提高口语表达能力。教学重难点教学重点1 .学生能够感知并掌握字母组合00在单词中的发音规那么。2 .学生能够拼读符合。发音规那么的单词。 教学难点1 .学生能够拼读符合。发音规那么的单词。2 .学

22、生能够根据单词读音写出符合该规那么的单词。教学准备教学课件、录音、语音例词单词卡等。教学媒体选择多媒体，录音。教学活动小组合作发音练习教学过程Step 1: Warm-up & Revision & Lead-in1. Greetings.2. Revision.Help students review the letter combination “ow” in Unit 3 and let students give examples by the game Drive a train”.3. Enjoy the chant.Play the recording of the chant

23、in this lesson.（出示课件）Let students listen to it and feel about the pronunciations of the letter combination oo”.4. Lead-in.Show the content of the chant in this lesson.（出示课件）Put the word cards of zoo” look “too and fdotball on the blackboard. Mark all the letter combinations in red colour. Then play

24、the recording of the chant in this lesson again.（出示课件）Ask students to listen carefully and divide the word cards on the blackboard into two groups.After students listen to the recording, lead students to put the two word cards “look” and “fbotball“ in Group One, and put the two word cards zoo and to

25、o in Group Two. Lead students to read them several times, and help students try to get a preliminary understanding of the two kinds of pronunciations of the letter combination oo”.Step 2: Presentation1. Learn the new chant(1) Show the new chant on the PPT. Lead students to read it and remind them to

26、 pay attention to the pronunciations of the letter combination “oo”.Ih going to read a book Im going to draw a balloon. 工m going to eat good food, going to eat noodles.Im going to read a book.You can come, too.Im going to eat good food.You can come, too.Ask students to find out the words containing

27、the letter combination oo”. These words are “book, balloon, good, food, noodles, too” Ask students to try to read them by themselves.(2) Show all the words containing the letter combination “oo” in the two chants. They are “book, look, football, good, balloon, food, zoo, noodles, too”.(事示课件)Ask stud

28、ents to try to divide these words into the two groups and write down the answers in their own exercise books.2. Put the words into the right group.(1) Show the eight pictures of “Read, listen and chant on the PPT.(出示课件)Ask some students to read the words according to the pictures one by one. The oth

29、ers listen carefully and check the pronunciations and pay attention to the pronunciations of the letter combination “oo”.(2) Play the recording of Read, listen and chant”.(出示课件)Ask students to listen carefully and read after the recording. Then ask students to check if the previous grouping is corre

30、ct after listening and reading.(3) Check the grouping result together. Take out the word cards. Put the word cards of “book and good in Group One, and put the word cards of balloon, fbod and noodles in Group Two. Mark all the letter combinations oo in red colour.3. Learn the pronunciations.(1) Lead

31、students to read these words in the two groups one by one. Help students try to conclude the right pronunciation of the letter combination “oo” in each group. Encourage students to say their opinions.(2) Show the phonetic symbols /u / and /u:/ on the PPT.(出示课件)Explain the pronunciation skills briefl

32、y. Lead students to read the phonetic symbols several times. Take out the word cards of these phonetic symbols. Lead students to put them in the right group. Put the phonetic symbol /u / in Group One. Put the phonetic symbol /u:/ in Group Two.Step 3: PracticeRead, listen and chant.(1) Show the chant

33、 of Read, listen and chant“ and play the recording.(出示课 件)Ask students to read them after the recording again. Then ask some students to read these words and the chant. Give some help when its necessary and correct the wrong pronunciation.(2) Show some words containing the letter combination oo，such

34、 as football, good, book, look, cook, noodles, zoo, balloon, food.(出示课件)Ask students to say more words. Let students choose some words to make sentences. Then make a model like this: Look! It is a good book.Ask several students to say their sentences. Each one of them can get a sticker as an award.1

35、. Listen, circle and say.Show the content of Listen, circle and say”.（出示课件）Ask students to read all the words according to the pronunciation rules. Then play the recording.（出示课件） Let students listen and circle the words they heard.Check the answers together. Present the listening material and let st

36、udents read the words again.（出示课件）Look, listen and write.Show the pictures of Look, listen and write”.（出示课件）Let students observe the pictures carefully and get to know the listening tasks. Then play the recording. （lB 示课件）Let students listen and fill in the blanks.Check the answers together. Show th

37、e listening material and the answers.（出示 课件）Help students understand this section better. Ask students to pay attention to their spellings and correct the mistakes.Let students choose one sentence from above and write it on the line. Lead students to write the sentence in the correct and standard fo

38、rm. Ask several students to show their sentences. Check the writing together.Step 4: Consolidation & Extension“Story time”Show the story The Cook on the PPT.（出示课件）1. Read and enjoy the story.Ask students to read the story and pay attention to all the words containing the letter combination oo”. Lead

39、 students to read the two kinds of pronunciations of the letter combination.2. Show the words on the PPT.Show the words “cook, noodles, spoon, good, mooncakes, too, afternoon, Woods, Hoods on the PPT.（出示课件）Let students try to read these words by themselves. Then lead them to read these words several

40、 times.3. Read the story in groups.Let students try to read the story by themselves in groups.4. Act out the story.Ask several groups to act out the story.板书设计Unit4 What can you do?/ u / look book good football/u: / food zoo balloon noodles作业设计完成核心课堂/一本好卷本节课习题。教学反思1 .通过歌谣引入课堂主题，防止语音学习的枯燥性，在充分调动学生积极性

41、的基础上 呈现单词，深入主题。2 .整个教学设计侧重于培养学生的自主学习能力，通过自己观察找出规律、总结发音 等方式，提高了学生的自主探究能力和归纳总结能力。3 .通过听、说、读和写，从多方面对学生的能力进行层层深入的训练。4 .多种有效的练习活动，帮助学生巩固了本课所学的语音知识。5 .板书设计清晰明了，起到了一定的辅助作用。The fourth periodPart B Let s try & Let s talk内容分析本单元学习的主题是文娱活动。教学内容主要是围绕着“What can you do?”的话题展 开。教学重点是学生能够运用核心句型“一Can you.? Yes, I ca

42、n./No, I cant”询问对方能否 做什么并作答。课时目标知识与能力1 .学生能够借助图片，听前预测对话内容，听时抓住关键信息，能够听懂简短对话，提高 听的能力。2 .学生能够对新句型在听觉上有所感知，并完成听录音选择正确选项的活动。3学生能够按照正确的语音、语调及意群朗读对话，并能够进行角色扮演。4 .学生能够在情景中运用句型“一Can you.? Yes, I can./No, I cant”询问对方能否做什 么并作答。5 .学生能够运用核心句型完成连锁问答活动。6 .学生能够在情景中恰当运用功能句Today we9II learn some kung fb.” 过程与方法掌握利用现

43、实场景进行所学知识练习强化的英语学习方法。情感态度价值观通过游戏的方式，增加学生对学习的兴趣，提高学生英语口语表达水平。教学重难点教学重点1 .学生能够理解对话大意，并能够按照正确的语音、语调及意群朗读对话。2 .学生能够运用核心句型“一Can you.? 一Yes, I can./No, I cant”询问对方能否做什么 并作答。教学难点学生能够在真实情景中运用核心句型询问对方能否做什么并作答。教学准备教学课件、课文视频等。教学媒体选择多媒体，录音。教学活动60 .角色扮演；61 .游戏；62 .观看动画。教学过程Step 1: Warm-up & Revision & Lead-in1.

44、Greetings.2. Enjoy the songWhat can you do?（出示课件）3. Play a game: I say and you do.（游戏说明:全班分为六个小组，每个小组随机抽选两位学生上讲台参加游戏。一位学生 用“lean”说一句话，另一位学生迅速表演出相应的动作。六对学生表演完之后，全班一 起评选出配合最默契的一对学生，奖励他们获得“最正确拍档”的称号。）4. Lead-in.（1） Show some pictures of different kinds of activities, such as wash clothes, play the pipa

45、. draw cartoons, do some kung fu and so on.（出示课件）Point to these pictures one by one and ask students to answer the question “Can you.?” Students may answer Yes. or No. for each question. Ask students to guess what the teacher can do. After students answer, the teacher says “Yes, I can./No, I cant.（2

46、） After saying No, I cant do any kung ask students to answer the question Can you do any kung fti? Invite several students to stand up and answer this question according to their real situations. Lead them to say the sentences “Yes, I can do some kung fii. / No, I cant do any kung fli.”T: How about

47、this boy? Lefs go and have a look!（课件出示:Mike 的图片）设计意图：热身环节的每一个活动都有效地帮助学生复习之前学过的重点词汇和句型， 同时逐步融入本课的重点句型，使学生在轻松愉悦的活动中自然而然地进入本课主题。Step 2: Presentation1. Lefs try.(1) Show the picture and the question of “Lets try”.(出示课件)T: Who is this boy?Ss: He is Mike.T: Wonderful! (Thumb up at the same time.)Ask stud

48、ents to read the question on the PPT. Let students guess the answer. Lead students to say the sentences Yes, he can do some kung fu. /No, he cant do any kung fu.(2) Play the recording of “Lets try.(出示课件)Let students try to get the key information like these: Its kung fu today. If s cool but I cant do it.(3) Then play the recording of