外研版小学英语新标准三起五年级下册教案全册.pdf

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1、英语（新标准）（小学三起）五年级下册英语（新标准）（小学三起）五年级下册 M1M1 教学设计教学设计教材分析本模块承接上学期的学习内容继续学习一般过去时态的同时增加了一般现在时态的对比学习。本模块的教学内容就是运用一般现在时态和一般过去时态来询问和谈论过去和现在生活所发生的变化，通过现在与过去的对比感觉生活中无时不在发生的变化。模块教学目标一、知识目标1.熟练掌握本模块的重点单词、短语：still,programme,lady,life,different,ago,interviewer,enough,television,change,night,work,field,fire,or,rad

2、io,telephone,couldnt2.熟练掌握本模块的重点句型：We lived in a small house.We live in a big house.There werent any buses.There are lots of buses and cars.We didnt have enough food.Weve got lots of food.She worked in the fields.She cooked on a fire.3.掌握一般过去时态的句子结构，学习、谈论变化。二、能力目标能正确运用一般过去时态和一般现在时态来描述过去与现在生活的变化。三、情感

3、目标通过学习本模块的学习，让学生感受中国的变化，激发他们的爱国热情，珍惜今天的幸福生活。教学重点及难点教学重点：1.掌握本模块重点单词和句型。2.掌握一般过去时态和一般现在时的用法。3.能熟练运用所学句型谈论过去和现在的变化。教学难点：灵活运用本模块重点单词和句型谈论过去和现在的变化，培养学生的综合语言运用能力。教学辅助教学策略OHP、课文动画及相关视频、单词卡片等尝试自主学习策略。教学过程Unit 1 教学设计：第一课时教材分析Unit 1 讲述了 Amy 与 Lingling 在一起看电视节目，通过荧屏中一位老夫人的谈话，讲述了中国过去与现在生活的不同，引出一般现在时态和一般过去时态，让学

4、生学会描述过去与现在发生的事情。课时教学目标一、知识目标1.掌握本课单词：still,programme,lady,life,different,ago,interviewer,enough,television,change.2.掌握句型：We lived in a small house.We live in a big house.There werent any buses.There are lots of buses and cars.We didnt have enough food.Weve got lots of food.二、能力目标能运用本课所学语言谈论过去和现在发生的事

5、情。三、情感目标激发学生的爱国热情。教学重点与难点教学辅助教学策略一般过去时态与一般现在时态的对比运用。OHP,video,word cards培养学生在学习语言意义之后，关注语言形式和规律的意识，形成及时总结所学知识、语言规律，最后能进行语言运用的能力。教学内容（含时间设置）教师活动教学活动设计意图学生活动Step 1:Warm up(about 3 minutes)1.观看 Activity 1 的动画。2.体会感知句型：There is only one now.There were two.通过 Activity 1 的学习，教师可以帮助学生回顾相关的语言知识，一般过去式的用法，为后面

6、的教学做铺垫。Step 2:Lead in(about 2 minutes)1.教师出示几幅四、五十年代人们生活的照片，并告诉学生：Look.Life was very different manyyears ago.But how was it different?Today we aregoing to talk about the changes between now and in导入本课课题。the past.（新授：change）2.呈现本课教学任务。Talk about the changes of your family.Step3:Presentation(about 20

7、minutes)1.快速浏览 Activity 2 主课文并回答问题。T:Lingling is still in the UK with Sam and Amy.Now she is watching TV with Amy.Whats the programme about?Its about Chinas life.（新授：programme,life）2.观看 Activity 2 主课文视频，完成表格。T：The life was very different in China many yearsago.How was it different?（新授：different）Watc

8、h,read and then fill.Many Years AgoNow让学生整体感知文本，为后面学生自主学习做铺垫。深入挖掘文本信息，通过小组讨论的合作方式完成表格。HouseFoodBusTelevision小组讨论：HouseFoodBusTelevisionMany Years AgoNow通过对比过去与现在的不同，得出结论：Many years ago,we lived in a small house.Wedidnt have enough food.There werent any buses.There werent any televisions.Now,we live

9、in a big house.Weve got lots offood.There are lots of buses and cars.We canwatch TV every day.（新授：enough,television）得出结论：China is changing.4.听并跟读Let students pay attention to their pronunciationand intonation.Step 4:Practice and1.看图写一写，然后说一说。Consolidation(about 13 minutes)（教材 Activity 4）3.学生谈论家庭的变化。

10、Talk about the changes of your family.The students discuss it in groups and then make areport in front of the class.HouseMany Years AgoNow综合操练本模块语言内容。通过衣、食、住、行等方面介绍自己家庭生活的变化，达到学以致用的学习目标。对学生进行情感教育，培养TransportationFoodClothesStep 5:EmotionalCherish our life,love our life!Education(about 2 minutes)Clas

11、sroomAssessment珍惜生活，热爱生活！他们热爱生活的品质。Language EncouragementStickers通过不同的奖励形式，有效激发学生学习英语的兴趣，让学生在英语课堂上想说、敢说。BlackboardDesignModule 1 Unit 1 We lived in a small house.Many years agoNowWe lived in.We live in.We didnt have.Weve got.There werent.There are家庭作业：1.Listen and read the text.2.Talk about your par

12、ents life,and then write it down.英语（新标准）（小学三起）五年级下册英语（新标准）（小学三起）五年级下册 M1U2M1U2 教学设计教学设计第二课时教材分析本课是 Lingling 写给 Daming 的一封信，介绍了昨晚看的一个电视节目，讲述了中国过去的生活状况。由于学生们在之前学习过部分动词的过去式，也对一般过去时态的表达有了一定的了解。同时本课内容在语言、情节上与第一单元紧密相连，所以学生学起来比较轻松、容易。课时教学目标一、知识目标1.理解并运用本课重点单词：night,work,field,fire,or,radio,telephone,couldn

13、t2.理解并能运用句型：She didnt have.She worked in the field.She cooked on a fire.She couldnt.二、能力目标1.能正确理解并运用本课的重点单词和目标句型。2.能运用所学语言谈论人们过去的生活。三、情感目标教育学生珍惜现在的美好生活。教学重点与难点教学辅助教学策略教学内容学生能运用所学语言谈论人们过去的生活。OHP,video,word cards在教学的过程中引导学生对所学内容能主动复习和归纳。教学活动设计意图（含时间设置）Step 1:Warm up(about 3 minutes)教师活动学生活动1.观察 Activi

14、ty 1 的图片并进行描述。T:Look at a picture of a frog.What has he got?Ss:He has got strong legs.T:What can he do?Ss:He can jump really far.T:But as a baby,did he have any legs?Ss:No,he didnt have any legs then.2.听并跟读 Activity 1。复习回顾一般现在时和一般过去时的功能及用法。Step 2:Lead in(about 2 minutes)介绍主课文文本背景。T:Lingling watched

15、a television programmeabout China last night.引领学生走进文本情境，导入课（新授：night,light,right；总结：igh 的发音）题。She missed her grandma.And she wrote a letterto Daming.Lets have a look.Module 1 Unit 2 She didnt have a television.Step 3:Presentation(about 15 minutes)1.观看 Activity 2 课文动画，回答问题：T:In this letter,she talked

16、 about theprogramme.Whats the programme about?Its about an old ladys life in China manyyears ago.2.阅读 Activity 2 课文，划出问题答案：What was the old ladys life like many yearsago?She worked in the fields.（新授：field）She cooked on a fire.（新授：fire）She didnt have a television or a radio.（超链接：区分 and 和 or）小组合作解决问题。

17、让学生在句子中体会 and 和 or的用法。There are many televisions and radios now.There werent any televisions or radios then.She didnt have a telephone.She couldnt read or write.3.听录音，跟读课文。Let students pay attention to theirpronunciation and intonation.Step 4:Consolidation(about 8 minutes)1.完成课本 Activity 3 练习。Talk a

18、bout the old lady.Then write.The old lady talked about her life many yearsago.She worked _.She cooked_.She didnt have _.She couldnt_.2.根据提示，完成对话练习。A:Where were you three days ago?B:I was.A:What did you do there?B:I.Step 5:Extension(about 10 minutes)To be the best reporter.（争当最佳小记者）完成本课任务。教师先和学生进行示范完

19、成对话，然后让学生合作完成对话。Interviewer:Where did you live ten years ago?Teacher:I lived in.Interviewer:How about now?Teacher:I live in.Interviewer:How did you go to work?Teacher:I went to work by.Interviewer:How about now?运用所学知识，从而完成对模块话题的口头输出任务。对本课所学知识进行整理和巩固。英语（新标准）（小学三起）五年级下册 M2 教学设计Teacher:I go to work by.

20、Step 6:EmotionalEducation(about 2 minutes)ClassroomAssessmentLanguage EncouragementStickers通过不同的奖励形式，有效激发学生学习英语的兴趣，让学生在英语课堂上想说、敢说。Blackboard DesignModule 1 Unit 2 She didnModule 1 Unit 2 She didn t have a television.t have a television.The old lady talked about her life many years ago.She worked.She

21、 cooked.She didnt have.She couldnt.家庭作业：1.Listen and read the text.2.Write a text about your grandparents life.Everything is changing.No change,noprogress.对学生进行情感教育，教育学生珍惜现在。模块教材分析本模块的教学内容是谈论过去并与现在作比较。本模块继续学习一般过去时态的陈述句与疑问句的句型结构，并掌握动词过去式的变化规则。模块教学目标一、知识目标1.掌握本模块重点单词：learnt(learn),taught(teach),wrote(

22、write),dancer,foreign,language,studied(study),hard2.掌握目标句型：She was a dancer.She danced in lots of Chinese cities.Did she learn English?Yes,she learnt English.He is learning English now.Twenty years ago,he was a teacher.Now Mr Li doesnt work.二、能力目标熟练运用一般过去时和现在进行时，谈论过去并与现在作比较。三、情感目标乐于感知并积极尝试使用英语。教学重点及

23、难点教学重点：1.掌握本模块重点单词和目标语句。2.熟练运用一般过去时和现在进行时，谈论过去并与现在作比较。教学难点：培养学生的基本阅读技能，让学生学会抓住短文主题和细节信息，并能通过阅读短文完成相关的练习活动。教学辅助教学策略OHP,flash,word cards在真实的情境中体验参与活动。教学过程Unit 1：第一课时教材分析本单元的课文情景是 Lingling 向 Sam 和 Amy 展示自己爷爷、奶奶的照片。通过 Lingling 介绍自己祖父母年轻时的工作及学习状况，巩固学生对一般过去时和现在进行时句型结构的掌握。课时教学目标一、知识目标：1.掌握本模块重点单词：learnt(le

24、arn),taught(teach),wrote(write),dancer,foreign,language2.掌握目标句型：She was a dancer.She danced in lots of Chinese cities.Did she learn English?Yes,she learnt English.He is learning English now.二、能力目标：能用英语来询问过去所发生的事情以及他人过去和现在的状态。三、情感目标：激发学生的学习热情，进行文明礼仪教育，感染学生，对其进行中华美德“孝顺”的教育。教学重点与难点1.掌握本课重点单词和目标语句。2.能用所

25、学语言谈论过去并与现在作比较。教学辅助教学策略OHP,video,word cards活化教学内容，创设生活化的语言环境，让学生在尽量真实的语境中去理解语言、运用语言，最终达到习得语言的目的。教学内容（含时间设置）教师活动教学活动设计意图学生活动Step 1:Warm up1.歌曲热身。(about 3 minutes)Sing a song:Where did you go?2.师生互动交流。T:I cooked noodles and went to the shopyesterday.What did you do yesterday?S1:.S2:.Step 2:Lead in(时间)

26、1.导入 Activity 1。T:We did lots of things yesterday.How about Ms.Smart?Let s see.2.逐图展示，让学生试着用英语描述图片。在学习 Activity 1 的过程中教授新单词：Learearn-learearnt,teaeach-taughaughtwri ite e-wro ote e利用自然拼读教学单词，让学生注意字母组合 ear,英文歌曲既复习了以前所学知识，又活跃了课堂气氛。教师和学生进行互动交流时，用自己的生活照提供真实的语言场景。ea,augh 的发音，并注意总结 i-e,o-e 的发音规则。通过 Activi

27、ty 1 的学理解新单词 language 可通过以下方式：习，一方面解决部分生词的学习，一方面为学生呈现本模块的目标句型：She learnt.3.听并跟读 Activity 1。Step 3:Presentation(about 20 minutes)1.课文导入：T:We know Ms.Smart did lots of things yesterday.How about Lingling,Amy and Sam?通过设计不同梯度的听力活动，激活学生大脑中储存的相关知呈现课文第一幅图识和经验，运用已有知识获取对话部分的人物及场景信息，并能从听力输入中感知语言结构。T:Lingling

28、 showed some photos of her family.Who are they?Ss:They are Linglings grandparents.2.听 Activity 1 课文录音，回答问题。(1)What was Linglings grandma?She was a dancer.(2)What was Linglings grandpa?He was a driver.（利用图片新授 dancer,driver，并总结职业类名词的构成规律。）3.再听录音，回答下面的问题。Q1:Did Linglings grandma learn any foreignlangua

29、ges?Q2:Did Linglings grandpa learn English?（领读并板书，同时借助课件讲解foreign）4.听并跟读。1)提醒学生注意模仿语音、语调及感情。2)分角色朗读，鼓励学生模仿语音语调及感情。Step 4:Practice and1.完成课本 Activity 4。Consolidation(about 13 minutes)操练本模块的语言内容；利用学生真实照片，拓展语言运用。2.做猜猜看游戏，用本课所学描述图片。ClassroomAssessmentLanguage EncouragementStickers通过不同的奖励形式，有效激发学生学习英语的兴趣

30、，让学生在英语课堂上想说、敢说。Blackboard DesignModule 2 Unit 1 She learnt English.Did she learn any foreign languages?learn-learntYes，she learnt English.teach-taughtHes learning English now.write-wroteM2U2 教学设计Homework英语（新标准）（小学三起）五年级下册1.Read the text for three times.Unit 2：第二课时2.Talk about the things you did yes

31、terday.教材分析本单元的课文介绍了 Mr Li 和 Chen Hai 的故事。Mr Li 二十年前是一名语文教师，Chen Hai 是他的学生，学习很用功。现在，Mr Li 退休了，Chen Hai成为了一名英语教师，而Mr Li 成为了他的学生。课时教学目标一、知识目标1.能听懂、会说本篇对话。2.掌握本课中的四会单词：studied,hard3.掌握句型：Twenty years ago,he was a teacher.Now he doesnt work.Hes learning English.二、能力目标能运用所学语言谈论过去并与现在进行比较。三、情感目标1.乐于感知并积极使

32、用英语。2.热爱生活，关注生活的变化。教学重点与难点重点：掌握本课的单词及句型。难点：能运用所学语言谈论过去并与现在进行比较。教学辅助教学策略教学内容（含时间设置）Step 1:Warm up&lead in(about 3 minutes)OHP,video,word cards情景教学法、游戏法教学活动设计意图教师活动学生活动教师通过谈论自己六年前与现在生活的变化，引出本课教学任务，即学完本课，写写自己生活的变化。复习旧知，引出新知。Step 2:Presentation1.接下来我们看一看 Li Wei 的生活变化，看动画回答问题。Activity 1 引入过去时态和现在的对比。借助图片

33、，层层设疑，引领学生进入文本，获取所需信息。通过表格的设置帮助学(about 20 minutes)1）Li Wei was six then.What did he like?What did he do?2）Li Wei is thirty now.What does he like?What does he do?2.跟读 Activity 1。3.出示 Activity 2 的第一幅图，提出问题，请学生看动画回答问题。What did Mr Li do?What did Chen Hai do?4.出示 Activity 2 的第二幅图，提出问题，请学生看动画回答问题。Whats Mr

34、 Li doing?Whats Chen Hai doing?5.总结文本内容。生总结课文，并突出过去时态和现在的比较。通过听音模仿，锻炼学生的听和朗读的能力。6.听并跟读。Step 3:Practice andConsolidation(about 17 minutes)1.观看对比 Activity 3 图片，按照例句描述图片。通过完成任务从而达成2.完成本课任务。笔头输出的教学目标。3.听并跟读 Activity 5 的歌谣。ClassroomAssessmentBlackboardDesignLanguage EncouragementStickersModule 2 Unit 2 M

35、r Li was a teacher.激发学生学习英语的兴趣。Twenty years ago,Mr Li was a teacher.He.Chen Hai was in his class.He.Now,Mr Li doesnt work.He.Chen Hai is an English teacher.He.Homework:1.Read the text for three times.2.Write about a famous person and tell the class about him/her.英语（新标准）（小学三起）五年级下册M3 教学设计教材分析本模块的主题是“

36、English food”，主要内容是让学生运用一般过去时的特殊疑问句及答语来询问和表达一日三餐都吃了什么，了解掌握相关的英国传统食物名称并能谈论自己喜欢的和不喜欢的食物，引导学生了解最有益于健康、最科学的饮食结构，养成良好的饮食习惯。模块教学目标一、知识目标1.掌握本模块新单词：hamburger,English，breakfast,lunch,sandwich,traditional,fish and chips,dish,very much,gave(give),tonight2.掌握本模块的目标句型：What did she have for breakfast/lunch/dinne

37、r yesterday?She had eggs and sausages/sandwiches/fish and chips.Sam ate four hamburgers.Lingling had a sandwich because she doesnt like hamburgers.She gave her hamburgers to Sam.二、能力目标在实际生活中能熟练运用所学句型对一日三餐进行询问和回答。三、情感目标1.了解英国的传统食物，开阔视野。2.合理就餐，不要暴饮暴食。教学重点及难点教学重点：1.掌握本模块重点单词和句型。2.熟练掌握一般过去时的特殊疑问句来询问和表达一

38、日三餐的饮食习惯。教学难点：灵活运用本模块重点单词和句型谈论饮食习惯。教学辅助教学策略OHP、课文动画、单词卡片等尝试让学生在文本学习中自己发现问题，自主解决问题。教学过程Unit 1：第一课时教材分析该课内容是通过 Daming 告诉 Fanfan 他收到了 Lingling 的电子邮件，Fanfan 询问邮件内容，Daming 告诉了 Fanfan Lingling 的一日三餐：英式早餐鸡蛋和火腿，午餐三明治，晚餐炸鱼加炸薯条，英国食物很美味，她很喜欢。课时教学目标知识目标：1.掌握本课单词：hamburger,English,breakfast,lunch,sandwich,tradit

39、ional,fish and chips2.掌握本课目标句型：What did she have for breakfast/lunch/dinner yesterday?She had eggs and sausages/sandwiches/fish and chips.能力目标：学会运用所学句型询问及回答自己一日三餐的饮食情况。情感目标：了解英国传统食物，开阔视野。教学重点与难点1.结合自己的生活饮食习惯，运用一般过去时的特殊疑问句What did you/she/he have for breakfast/lunch/dinner?进行询问和回答。2.traditional,sandw

40、ich 两个单词的发音。教学辅助教学策略OHP,video,word cards在教学过程中引导学生自己发现问题、解决问题，教师指导学生学会自主分析和理解课文，构建以学生为主体的课堂教学模式。教学内容（含时间设置）Step 1:Warm up教师活动教学活动设计意图学生活动教师通过和学生交1.呈现食物图片，师生交谈引入本单元的话题。(about 2 minutes)T:What did you have for dinner yesterday？S1:I had rice.T:Rice is Chinese food.S2:I had noodles.T:Noodles are Chinese

41、 food.流昨天的晚餐，从而引出本模块的话题：谈论饮食。Step 2:Lead in1.观看 Activity 1 视频动画，回答问题。(about 3 minutes)Question:What did Daming and Tom have for dinner?Answer:Daming had bread,meat and a hamburger.通过chant引出核心Tom had fish,eggs and a hamburger.句型；通过主课文(用单词卡分音节学习 ham/bur/ger)情境图导入本课课2.导入课题。题。T:Look,Daming has got an em

42、ail from Lingling.Whats itabout?Now lets begin our new class:Module 3 Unit 1 She had eggs and sausages.（板书课题）Step 3:Presentation1.快速浏览课文，回答问题。(about 20 minutes)Question:Whats the email about?Answer:Its about English food.教授 English 词义，并识记词组English food。2.观看 Activity 2 动画，找出 Fanfan 提出的问题。T:Fanfan has

43、 got some questions about Linglings meals.Lets find the questions.请学生们听并寻找问题的答案:让学生自主学习，学生找出问题，解决问题。对 英 国 食 物 学 习后，自己先对三餐做一个分配，猜测一下能够调动学生的思维活动，并与玲玲的早餐做个对比，印象更深刻，（呈现各个问题时学习新单词：breakfast,lunch）3.呈现英语食物的图片。T:Look,here is English food:eggs and sausages,sandwiches,fish and chips.对西方人的饮食习惯有个初步认识。教师引领，指导学生

44、层层深入文本内（教授新单词：sandwich sandwiches,fish and chips）容。4.想一想：你认为 Lingling 三餐会分别吃哪些食物？（请学生自由发言进行猜测。）5.读课文，验证学生的猜测是否正确。了解更多英式食物渗透中西饮食文化的互通。T:Look,fish and chips is a dish.（fish-dish 对比学习 dish单词）Its a traditional English dish.（traditional 分音节单词学习）6.读一读，回答问题。Does Lingling like English food?Ss:Yes,she does.T

45、:How do you know?Ss:She says,“Its delicious.”7.情感教育。T:Lots of English food has gone into Pingyuan,forexample,pizza,steak,pasta,hot dog,hamburger.8.听并跟读课文。Step 4:Practice and1.两人一组，问答练习。Consolidation(about 13 minutes)A:What did you have for breakfast/lunch/dinneryesterday?B:I had2.小组合作，完成调查表。语言知识的输出英

46、语（新标准）（小学三起）五年级下册M3U2 教学设计Step 5:EmotionalEducation(about 2 minutes)T:We all know that eggs and sausages,sandwiches,fish andchips are English food.While dumplings,rice and noodlesare Chinese food.Now many Chinese like English food.Lots of foreign people like Chinese food too.BlackboardDesign渗透中西方食物的

47、互通，中西方文化交流。Homework:1.Read the dialogue after class.2.Write an email to your friend to tell him/her about your meals.Unit 2：第二课时教材分析本课时的课文情景是Amy 写给 Daming 一封信，Amy 告诉 Daming，今天 Sam 在学校吃了四个汉堡包。Lingling 吃了一个三明治，因为她不喜欢吃汉堡包，她把自己的汉堡包也给了 Sam。Amy 很想念中国菜，Ms Smart 今天晚上会给他们做中国菜。课时教学目标一、知识目标1.掌握单词：dish,very muc

48、h,gave(give),tonight2.掌握句型：Sam ate six hamburgers.Lingling had a sandwich because she doesn t like hamburgers.She gave her hamburgers to Sam.二、能力目标：1.能熟练使用所学句型表达过去做过的事情及自己对食物的喜好。2.熟练运用所学英语知识谈论英国人的饮食及喜欢的食品。三、情感目标：合理膳食，不可偏食挑食，亦不可暴饮暴食。教学重点与难点教学辅助教学策略全体学生能理解并使用过去时表达做过某事及自己或他人的喜好。OHP,video,word cards让学生预

49、测文本信息，建立阅读兴趣；细化教学活动，让学生自主获取文本信息，培养学生的阅读习惯。教学内容（含时间设置）教师活动教学活动设计意图学生活动Step 1:Warm up1.头脑风暴：请学生看图说食物。bread,sandwiches,sausages,hamburger,fish and(about 2 minutes)chips,noodles用头脑风暴法复习学过的食物2.教师与学生们交流昨日的三餐情况。T:What did you have for.?S1:I had.for.S2:I had.Step 2:Lead in1.请学生观看 Activity 1 的视频动画，填空。T:In En

50、gland,Linglings new friend is John.(about 3 minutes)John has got a cat.What did the cat eat?Pleaselisten and fill.Answer:He ate all the fish and he ate all the meat.So he has got no food now.2.评价办法。T:Ill divide you into two groups.Group1 andGroup 2.Lets work hard to win food for the cat!（根据课堂表现直接给相应