冀教版英语五年级下册全册教案设计.docx

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1、冀教版小学英语五年级下册全册教案设计Stcp2. PresentationLets get to learn some new words.教师展示新学单词的照片（sing, behind,cry, sleep, talk, tried, fine）,同时配上单词及意思, 让同学跟随老师大声学读单词，同时将图片与相对应单词相熟悉对应。（设计意图：通过简单直接的图片展示能够让同学们更好的了解事物，了解单词的意思， 此时学生在脑中有一个直观的映像，对新单词有一个更加直接明了理解，能够让同学们 能够在理解的基础上记忆，重复朗读单词可以练习学生的发音，避免哑巴英语教学。）Stcp3. Practice

2、1 .做一个关于所学单词的游戏。道具：一只大布袋，或一个一面有洞的大箱子，一些sing, behind, cry, sleep, talk, tried, fine单词的卡片等。方法：把用于联系单词的卡片放入布袋或纸箱。每次请一位学生上来，让他将手伸进布袋或纸箱摸一样东西，只能自己看见， 但不可以让其他学生看见，以增加游戏的趣味性。台上的同学通过自身的动作神态来表现自己所抽单词，台下的同学通过看动作 等猜词。猜对的同学受奖励。（设计意图：学生通过趣味的游戏加深单词印象，在快速记忆乂一次能够使得学生锻炼 自身速记能力，是的学生在记忆单词的基础上学会运用单词，并不是孤立的片面的记忆 单词。加强学生

3、学习兴趣。）.看pp将所空缺的空补齐，并且看图将所学的单词正确连线。（设计意图：加强学生对单词的学习，同时能够将单词与句子相结合，加强学生的记忆 学习，使得学生在课堂中将单词记忆.）Stcp4. Homework1 .练习所学单词发音，熟读单词。2 .将所学单词每个单词抄写10遍，注意抄写格式。3 .预习下节课内容。Unit 1Lesson4 Who Is Hungry教材分析l通过本节课使得学生们能认读、理解并运用下列基本句型结构：Who is hungry?Would you like? Yes, please./No, thanks.教学目标【知识目标】.学生能听懂、会说、认读并书写下列

4、词汇:who, hungry, water, tea, candy1 .学生能认读、理解并运用下列基本句型结构：Who is hungry?Would you like?Yes, please./No, thanks.【能力目标】通过本节课的学习，使学生会表述别人是否喜欢某物。【情感目标】增进学生彼此交流的机争教学重难点 l【教学重点】一Would you like .?一Yes, please./No, thanks.【教学难点】一Would you like .?一Yes, please./Noz thanks.课前准备lTape recorder, Multimedia教学过程)Step

5、 1. Warm-up1. greetingswhen the student walks into the classroom, it plays the new song that was learned yesterday. Say hello to the students in English and welcome them to the classroom. Review the new words you have learned yesterday.(1) let everyone stand up. Start from a student to allow him / h

6、er to read the first line of the song. Continue to let the next student read the next line until the whole song is read. Students help them when they have difficulties in reading aloud. Thank you for the students attempt.(2) now, all the people sing the song together.Step 2. PresentationWho is hungr

7、y?(1) use vocabulary cards to teach words: tea, water, hungry, who, candy. Raise the card and explain the meaning of the word in Chinese. Let the students read the words read. Learn every new word in the same way. Write down the words on the blackboard. Do not forget to do some exaggerated movements

8、 or facial expressions to describe the meaning of the word. For example, when Professor hungry is taught, the teacher can hold down the stomach and moan; and when Professor water is taught, the teacher can pretend to drink water.(2) let the students turn to page eighth. Play the first part of the re

9、cording, students reading and playing two times or times, walking around, listening to the s.tu dents1 pronunciation. Help when necessary.1. demoDiscuss what the students have just heard. Let a brave man stand up and retell the content that is heard in the recording. Teachers can ask questions such

10、as: Who is hungry? Who is thirsty? Is Jenny hungry or thirsty? What.2. practiceLet the two men come to the front of the brave. The teacher asked: Who is hungry? A student answer: I asked: Would am hungry, you like some? The volunteer students can answer Yes, please or No, thanks. second go getters:

11、Would you like some then asked D? The answer may be “Yes or No.Cos-playDivide the whole class into a group of four. Each group prepares a brief presentation based on the first part of the textbook.The first group - the story of the demonstration and the book.The second .group - a demonstration of th

12、e same story, but Li Ming and Jenny were all hungry this time. Imagine what they want to eat.The third group - a demonstration of the story, but this time Danny was not hungry. The fourth group - a demonstration of the story, but this time everyone was hungry. They were sitting on the train and eati

13、ng.Step 3.PracticeLets do it!Let the students turn to page ninth and see the second part.1. Pair work. Look and talk.Explain how to do this activity. Let the students look at the picture of the food, and then a student asks Would you like some? Another student answers Yes, please./ No, thanks.2. Loo

14、k and write.Look at the second activities of the ninth page. Explain what the students have to do. Let the students observe the picture on the left side of the page, judge what the person is doing in the picture, and then find out the correct words that can describe the picture from the right word l

15、ist. Take the first picture as an example. The baby is tired. What is he doing? He was sleepingo Answer: The girl is thirsty. She is drinking.The woman is hungry. She is eating.The man is happy. He is singing.The boy is sad. He is crying.Step 4.SummaryKey vocabulary:Who, hungry, water, tea, candyAsk

16、 other people if they want something.一Would you like.一Yes, please./No, thanks.Step 5. HomeworkUsing Would you like. Ask your friend what you want to eat (drink). 用 Would you like .?教学反思Unit 1 Going to BeijingLesson 5 What are they doing?借鉴教案二次备课教学内容：Lesson 5 What Are They Doing?教学目标：1学生能认读，理解并运用下列基本

17、句型结构：What are you doing? They areing?2学生将熟悉单词的重音。重点、难点：1学生能认读，理解并运用下列基本句型结构：What are you doing? They areing?2学生将熟悉单词的重音。教学准备：教学光盘教学过程：Class opening and reviewGreeting : How do you feel?Review : What do you like to do?What are you/is he/she doing now?New conceptThere are many people on the train. Wha

18、t are they doing?Lefs listen !播放光盘。Read the text, find the answer.通过实例介绍am, is, are的不同用法。Listen and follow to read.Part 3: Listen and repeat.单词重音要在不断的模仿与跟读中学习。三、practiceRead and perform the text.Lets do it!Make, spin and write.四、class closingHomework:Read the text.Exercise book.听、说、读、与不同形式的作业，满足不同层次

19、学生的需求，学生可以适当选择，各有提高。板书设计：Lesson 5: What are they doing?What are you doing?I am playing ping-pong.What is he/ she/ it doing?He/ She/ It is eating.What are you/ they doing?We/ They are drawing.课后反思：Unit 1 Going to BeijingLesson 6 Danny is lost!借鉴教案二次备课教学内容：Lesson 6 Danny Is Lost!教学目标：1.学生能听僮和理解这个简单的故事

20、。学生可以根据故事进行问答。3.学生可以向同学复述故事。重点、难点：学生能听懂和理解这个简单的故事。学生可以向同学复述故事。教学准备：教学光盘教学过程：Pre-readingGreeting :Danny is naughty. What will happen at the train station?预测故事内容，培养学生思考能力。二、While-readingStep 1:Listen to the story, order the pictures.整体感知故事，听之前布置任务，将图片排序，让学生听的更认真更有目的，同时理清故事脉络。Step 2:Read the story 1-4

21、, then judge.个体或小组分页读故事，从细节处入手，理解故事内涵，完 成练习。不同形式的练习，检测学生对故事的理解。2. Read the story 5一8, answer the questions.练习形式既要多样，还要分层次，由易到难逐步递进。Step 3 ：Look at the pictures and retell the story or act out the story.在图片和关键词的帮助下，让学生自己试着去复述故事或表 演故事，体现了以生为本的课堂本质，更有利于培养学生的 自主思维和表达能力。三、Post-readingWhat will happen on

22、the train?四、Homework:Listen and read the story. Retell the story to your friends.课后反思：Lesson 11 Am Excited教学目标：1、学生能听懂、会说、认读并书写下冽词汇：run, sorry, jump, sing, dance, sit down, stand up2、学生能认读，理解并运用下列基本句型结构：Please dont.教学重点：学生能认读，理解并运用下列基本句型结构：Please don.教学难点：理解并运用下列基本句型结构：Please dont.教学准备：教学光盘教学过程：Step

23、 1: Warm up1. GreetingHow do you feel?2. Talk about the holiday.What did you do on the holiday?Step 2: Presentation1. Mrs. Li and Danny, Jenny will go to Beijing, but now where arc they? What happened? Lets listen.播放光盘。整体感知课文，理解含义。同时听的时候给出问题，带着问题去听，让学生 听的更集中更有针对性。Is Danny naughty?What does Mrs. Li s

24、ay?2. IntroduceDont. Please.Listen and write. Dont swim! Dont smoke! Dont turn left!Please go straight! Please close the door.Lesson7: Arriving in Beijing教案一、教材分析Lesson 7: Arriving in Beijing承接上一单元内容，以 Jenny、Li Ming 和 Danny三人北京之旅的活动为主线，介绍了 men, women, children, people, everyone等单词，分为三部分，由词汇到句子，由易到难。

25、二、教学目标（一）知识与技能：1 .能准确掌握本课 5 个新授词汇：men, women, children, people, everyoneo.能熟练掌握本课 2 个重点句型:Who is tired and hungry? Everyone is tired and hungry o2 .能在理解课文的基础上自读课文。3 .能将本课词汇、句型灵活应用到真实的生活中。（二）情感态度：1 .激发学生学习兴趣，培养他们学好英语的自信心，让他们会说、敢说、爱说， 能有更多成功的体验。2 .学会与他人合作，引导鼓励全面参与，让人人在课堂中有所收获。3 .为学生渗透关于北京的历史及文化以及2008奥

26、运会的举办，拓展学生广泛的 知识视野，培养学生爱国热情。三、教学方法：1 .以旧带新，联系旧知I,循序渐进，在巩固中铺垫、提高。2 .联系生活，切合实际，充分给予学生动口动脑的机会。3 .适当利用小学生争强好胜的心理特点穿插游戏，调动课堂氛围，调整课堂节奏。四、教学过程:Stepl. Greeting!Stcp2. Wc have a good feeling,lets do a chant.Step3. Guess: Please look at the blackboard.Whats this?”（教师利用多媒体）介绍单 词men,women （引导学生对单复数的观察,使用），child

27、ren, people.找学生来示范单词children和many。叫起自告奋勇的学生到教室前面，教师 引导学生进行对话：T:（找一名自告奋勇的男生）Is he a boy?S:Yes,he is a boy.T:（找一名自告奋勇的女生）Is she a girl?S: Yes, she is a girl.T: He is a boy. She is a girl. They are children. What are they?S: They are children.T:（叫起许多学生）This line stand up. Now there are many children! M

28、any children! Say it please,class.S: Many children.T: Great!Step4. T : Listen to the 3pe.（学生总结性地跟读课文第一部分，朗读过渡到第二部 分）Step5.T:Li Ming, Jenny, Danny and Mrs. Li go on a trip to Beijing. Now where are they?Are they in Beijing? Lets look!（学生跟读课文）教授课文第二部分，点出知识点Step6. T: Lefs play a game.Whafs missing?” （G

29、ive me five）Step7.T: Li Ming, Jenny, Danny and Mrs. Li are in the train station.（放录音，学生品艮 读课文，教师讲授课文第三部分）.复习现在进行时态Lets make some sentences,like this（叫起一名学生）“What arc you doing?”S: I am -ing. What are you doing?Step8. PracticeT:Please take out your character and listen to me carefully.AH boys stand.A

30、ll girls sleep.All men point.All women drink.All people sit street.T:OK, boys and girls ,are you happy?Are you tired? Are you hungry?Oh, I am tired and hungry (too).I think everyone is tired and hungry.Lefs have a rest.Goodbye class!Step9.（结束课堂）五、板书设计Lesson?: Arriving in Beijing.Men women (and) chil

31、dren (are) people.1 .Everyone is tired and hungry。Lesson?: Arriving in Beijing教学反思教师要能够进行教学反思，即要借助行动研究，不断探讨与解决教学目的、 教学工具和自身方面的问题，不断提升教学实践的合理性。要对教育的理论和实 践持有一种“健康的怀疑态度，并及时地把思想变为行动。像教学活动要求学生 ，学会学习，一样，教师也要能够在反思中“学会教学工其中，自觉性的反思行为 是教师应该具备和坚持的。教师越能反思，在某种意义上说越是好老师。通过反 思可以及时发现新问题，进一步激发教师的责任心,把教学实践提升到新的高度。 在我

32、的公开课听课结束后，我对自己本节课Arriving in Beijing的反思总结如 下：几分钟会话。每堂安排几分钟左右时间进行会话：有值日生汇报、自我介 绍、家庭情况、谈论天气以及熟悉的歌星、影星和运动员等。让学生自由用英语 交谈，允许学生模仿课文内容适当增减，自由发挥。也可以根据课文内容，通过 问答形式作简要的复述。由单一的讨论内容过渡到综合内容，把几个不同内容的 话题串联起来，既复习1日知识，又开发了学生的求知欲。还特别注意，轮到中差 生会话时，鼓励他们大胆实践，有点滴进步就给予表扬肯定，以增强他们的自信 心。注重语感教学。加强听说训练，努力做到视、听、说同步，培养语学习兴 趣。每篇课文

33、的生词、句型和文章都是朗读的好材料要注意创造情景，让学生 懂得不同句子的重音有不同的语感，显示不同的语言心理。同样，语调的不同， 重音的移动，也体现了说话者不同的心理状态。经过训练，学生在以后朗读中也 就注意了正确使用语音、语调和重读、弱读及升调，朗读也会绘声绘色，津津有 味了，课堂上学生们兴趣盎然，学习积极性也大大提高了。对话使用，角色表演。结合课文内容，每教一个情景句型，让学生用当天 所学的，到讲台前来表演。运用直观教具为了进一步激发学生学习兴趣。我充分利用多媒体，图片、 图表及实物、录音机等现代化教学手段及教具，生动形象地开展教学和交际活动。 利用实物和图片教单词，学生能更好地记住词义，

34、并能反复利用它们复习，其趣 味性、直观性较强。Lesson 8 Tiananmen Square借鉴教案二次备课教学内容：Lesson 8 Tiananmen Square教学目标：1.学生能听懂、会说、认读并书写卜列词汇：say, help, worry, sad2 .学生能认读，理解并运用卜列基本句型结构：This is difficult. Dont worry. I can help you.3 .学生能讨论在大安门广场看到的景象和做的事情。重点、难点：1.学生能听懂、会说、认读并书写卜列词汇：say, help, worry, sad2.学生能认读，理解并运用卜列基本句型结构：Thi

35、s is difficult. Dont worry. I can help you教学准备：教学光盘教学过程：Class opening and reviewGreeting : How do you feel?Review ： What do you sec on the street/ in the picture?What is he/she doing? What are they doing?二、New conceptThey go to the Tiananmcn Square.What do they see?Lets listen !播放光盘。What arc the peo

36、ple doing on the square?Lets read and judge.学生由听变为阅读，通过自读或小组合作读文本，判断正误，检测对课文理解,同时逐步提高阅读能力。Listen and follow to read.模仿标准的语音语调跟读介绍 there is, there are 句型。There is a boy behind the tree.There are some monkeys at the zoo.难点的理解一是要借助图片、实物等直观形象的东西来呈现，二是要反复呈现,螺旋上升，滚动练习。三、practiceRead the text.Lets do it! P

37、age 23, Look, talk and write.四、class closingHomework:Read the text. Exercise book.板书设计：Lesson 8: Tiananmen SquareIts easy for Jenny to fly a kite.Its difficult for Danny to fly a kite.There is a boy. He is singing.There are some women. They are walking.课后反思：Unit 2 In BeijingLesson 9 The Palace Museu

38、m借鉴教案二次备课教学内容：Lesson 9 The Palace Museum教学目标：1.学生能听懂、会说、认读并书写下列词汇：take, take a picture ,be2 .学生能认读，理解并运用卜列基本句型结构：May I take your picture? Sure!Be careful!3 .学生能学会一首关于照相的歌曲。重点、难点：1.学生能听懂、会说、认读并书与卜列词汇：take, take a picture ,be2.学生能认读，理解并运用卜到基本句型结构：May I take your picture? Sure!Be careful!教学准备：教学光盘教学过程：

39、一、Class opening and reviewGreeting : How do you feel?Review :What do you see on the street/ in the picture?二、New conceptThey go to the Palace Museum. How old is the Palace Museum.Lets listen !播放光盘。整体感知文本，理解大意。听的时候给出问题，带着问题去 听，让学生听的更集中更有针对性。What do they do at the Palace Museum. Lets read and judge.学生

40、由听变为阅读，通过自读或小组合作读文本，判断正误, 检测对课文理解，同时逐步提高阅读能力。Listen and follow to read.Listen and sing a song.优美的旋律，不断复现的新知，让学生在轻松愉悦的心境下巩固知识。三、practiceRead the text.Lets do it! Page 25, talk and write四、class closingHomework:Read the text.Exercise book.板书设计:Lesson 9: The Palace Museum The Palace Museum is beautiful.

41、 Its old. Ifs about 600 years old.May I take your picture? Sure.课后反思：Unit 2 In BeijingLesson 10 The Great Wall教案教学目标：（1）知识目标：能够熟练运用 How old is ,? How long is it? on the way back to- There are . 等句子,并且能够听、说、认读写The Great Wall, afraid词组单词。（2）能力目标：能够熟练的运用所学句子，用所学句子回答别人对你所喜欢那个的选择的 回答。同时在学句子中学会新单词，学会新的句子运

42、用。（3）情感目标：能够发现艺术的美。教学重点：听懂、会说：How old is ,? How long is it? on the way back to-* There are .The Great Wall, afraid等句子单词等，在问答题目练习中能够及时反应，补充未完成的句子。将问题清晰回 答。教学难点：当询问喜欢做什么运动时候句子的运用，所学句子较长，不利于记忆。教学准备：ppt课件，教案。教学设计：Lead-in.T:大家去过美术馆吗？（老师开场提问学生问题，问题贴近学生对学生进行提问。）（设计意图：利用同学们所熟悉的东西吸引同学们的注意力，同时引起同学们回答问题的兴趣，为接下

43、来句子的学习增强趣味性。）Stepl. PresentationLets learn some new phrases简单的用图文并展的方式首先将新词组单词引入（The Great Wall, afraid）,教同学识读单词。（设计意图：直接的语音教学让学生牢记单词发音，为接下来句子的运用打下基础。）Lets learn some new sentences.将所学句子展示出来（How old is ,? How long is it? on the way back to* There are ），利 用图文并茂的方式，让同学们有兴趣，在让老师读一遍，说出中文。所学句子都用此种方式 教给学生

44、，所有句子教过过后，在从头开始教学生自己反复练习跟随老师熟读句子。（设计意图：直接的句子学习虽较为枯燥，但句子较为长，强化训练有助于帮助学生更加快 速的了解句子并且理解句子意思，同时可以训练句子发音。）Step2. Communicate给同学几分钟的时间让同学们自己与自己的同桌练习对话交流。用上今天所学句子。（设计意图：单一的重复容易引起枯燥，让同学们自由发挥能够使得同学能够活学活用， 不断的增强学习的能力。）Step3. Practice1.快与慢游戏的目的：输入句子，增强输入的趣味性游戏的准备：讲明游戏规则游戏的具体操作：当我们在新授的时候，我们最大的感觉是学生没有趣味性，这里的快 与慢

45、就是通过一些小的环节来提高学生的兴趣，让他们在玩中学习。T : now ,1 speak fast zyou speak slowly I speak slowly ,you speak .当然这个游戏也是最开始要输入点的，然后教师说上面的话，至于后面的引号，其实 这就是我们让学生去悟的过程，有时候开玩笑：教学就和做人一样，说的太满，反倒失去了 趣味性。这个游戏其实就是我说的快的时候，学生说的慢，通过趣味性的表达，让学生产生 趣味性。在这个游戏中，教师在说的慢的时候一定要慢，这样保证学生能准确的掌握发音；也要 遵循，先输入再输出，那么说的快也是一个输出的过程。注意事项：（1）教师对奖励要有敏感

46、性。（2）上面说的游戏规则，其实也是种奖励机制，在这个游戏中学生不会出现些过 激的行动，但是，奖励机制一定要执行。2.学生看图片或根据对话将所空缺的句子或单词补全。要运用之前所学知识。（设计意图：学生通过游戏，最大化的利用句型，同时最大化的将同学所学的单词等知识融 会在句型之中。将学习与游戏相结合，极大的激发了同学们的学习兴趣。）Step4. Homework1.朗读所学句子，熟读所学句了。注意句了的发音规范。借助图片、动作等直观形象的方式呈现新知，让学生理解性的去学习。3. Watch the video again, follow to read.听录音跟读，让.学生模仿规范的语音语调，从

47、人物的表情、语气变化中体会 句子的含义。Step 3: Teacher-student interactionCan you perform?学生自编短剧，在惟妙惟肖的动作表演中理解运用本课的新知。Step 4: Classroom tests1. Read the text分角色朗读课文并表演。指导学生朗读时的语音语调，养成良好的按意群朗读的好习惯。2. Lefs do it(1) Read and match.(2) Look, say and write.学以致用，学生能把文本中学到的知识运用到自己的生活实践中，表达各自 的情感，实现了“用英语做事情的目的。Step 5: Homework1. Read the text.2. Exerc