2023年译林版五年级下册英语教案.docx

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1、2023年译林版五年级下册英语教案 “教案与教学并重”的教学设计在理论、方法和过程建构主义环境下的教学设计上都兼取两者之长并弃其之短，既突出学生的主体地位，又重视老师的主导作用。下面我给大家带来关于译林版五年级下册英语教案，便利大家学习 译林版五年级下册英语教案1 I'm in New York now Teaching objectives: 1. Words: arrive taxi flat building made again 2. Sentences: Grandma made Chinese food for me. I want to try American food

2、. I will write again soon. 3. Practise to pronounce wh wr. 4. Learn the song: Its a big exciting world. Teaching properties: cards tape-recorder pictures Teaching procedures Warmer: 1. Stick the pictures of unit 1 on the board. Have the students come to the front and mime the text of unit 1. 2. Say

3、a sentence in the present tense and get the students say it in the past tense. Examples: T: Daming goes to New York. Ss: Daming went to New York. T: Grandma meets Daming. Ss: Gradma met Daming. Teach the text: 1. Raise the picture of the Statue of Liberty and ask: What is it ? Where is it?” Guide th

4、e students say: Its the statue of Liberty. Its in New York”. T: Daming is in New York now. Lets see who met him at the airport. What he saw in New York and What food he wanted to eat. 2. Play the tape. Have the students listen and underline the new words in books. 3. Teach the new words. 4. Play the

5、 tape again. Have the students listen and say. After this, get the students to answer the following questions: Who met Daming at the airport? (Grandma and Simon) What did Daming see in New York? (Buildings, cards and people) What food did he want to try? (American food) 5. Complete activity 2 in SB.

6、 (Get the students to ask and answer in pairs) 6. Practise to pronounce 'wh' 'wr'. 7. Learn the song: Its a big exciting world. 8. Complete exercise 1 in AB. Homework: Practise the following sentences in pairs: Where are you from? Where are you going to go? Where are you going to go

7、there? Where are you going to do there? Designs: Module 10 Unit 2 Im in New York now Arrive Grandma mad Chinese food for me. Taxi Flat I want to try American food. building made I will write again soon 译林版五年级下册英语教案2 where are you going to go 教学目标： 1、能够识别单词：list airport shoe ticket toothbrush. 2、学习目标

8、语句：Where are you going to go? What are you going to take? When are you going to go? Whos going to go with you? 3、功能：能够谈论旅行前的打算和详细事宜。 教学重点： 1、驾驭新单词，并能够理解旅行所打算的物品。 2、能够口头运用 Where are you going to go? What are you going to take?When are you going to go to the airport?Whos going to go to the airport?这类

9、问句就详细信息提问。 教学难点： 能够和同学用 “where、 what、when、who”这四个单词开头的疑问句谈论旅行前的准 备。 教学用具： 录音机、PPT 教学过程： Step1、Warm-up 师生之间相互问候 Step2、Presentation Free talk T：the summer holiday is coming ,so Where are you going to go in your summerholidays? When are you going to go there? What are you going to take? What are you go

10、ing to do there? Who is going to go with you ? (生逐一回答后,师总结):I think you had a lovely time, Yes? 由此活动引出 Where, When, What, Who?等特别疑问词，并带领同学们复习一般将来 时的用法。 教学目标： 1、能够识别单词：list airport shoe ticket toothbrush. 2、学习目标语句：Where are you going to go? What are you going to take? When are you going to go? Whos g

11、oing to go with you? 3、功能：能够谈论旅行前的打算和详细事宜。 教学重点： 1、驾驭新单词，并能够理解旅行所打算的物品。 2、能够口头运用 Where are you going to go? What are you going to take?When are you going to go to the airport?Whos going to go to the airport?这类 问句就详细信息提问。 教学难点： 能够和同学用 “where、 what、when、who”这四个单词开头的疑问句谈论旅行前的准 备。 教学用具： 录音机、PPT 教学过程： St

12、ep1、Warm-up 师生之间相互问候 Step2、Presentation Free talk T：the summer holiday is coming ,so Where are you going to go in your summerholidays? When are you going to go there? What are you going to take? What are you going to do there? Who is going to go with you ? (生逐一回答后,师总结):I think you had a lovely time,

13、 Yes? 由此活动引出 Where, When, What, Who?等特别疑问词，并带领同学们复习一般将来 时的用法。 8、 Listen again and answer some questions: Where is Daming going to go ? What is Daming going to take ? When is Daming going to go to the airport? Whos going to go to the airport? 9、Listen and repeat.(老师随机说明 passport) Step4、Practice 1、Now

14、,I want to be Daming，You want to be grandma. I answer you ask me together(师说答语，学生找到相对应的问句) S:Where are you going to go? What are you going to take? When are you going to go to the airport? Whos going to go to the airport? T:To the airport. Clothes,shoes,present,ticket,passport,toothbrush? At seven o

15、clock tomorrow morning. Daming 2、分角色表演课文对话 Step5、Extension Step6、Summary and homework. 1、 Summary 观赏 Chant： Where are you going to go? Where are you going to go ? To the airport, to the airport. What are you going to take? What are you going to take? Shoes,ticket and toothbrush, When are you going t

16、o go ?When are you going to go ? At 7 oclock, At 7 oclock, Who is going to go ? Who is going to go ? Its me! Its me ! 2、 Homework (1)Read the words and text (2)请学生询问挚友或家人外出旅游的打算状况 译林版五年级下册英语教案3 Module 1 Unit1 We lived in a small house. 教学目标： 1、学问目标： (1)New words: life ,different, ago, any, televisio

17、n, grandchildren, us, grandmother, lady (2)New sentences：There were/werent . There are. We livedmany years ago. We livenow. 2、实力目标： (1)能依据情境正确运用There be ,We livedmany years ago. We livenow.句型谈论生活、学习中的事物 (2)培育学生听、说、读、写的实力。 教学重点：如何让学生在课堂上学会 There be , We livedmany years ago. We livenow.句型并能在生活中敏捷运用该句型

18、。 教学过程： 一.预习检测 写出下列动词的过去式。 do_ is_ are_ live_ have_ watch_ 二.合作探究，学习课文。 1)播放课文录音，让学生在听录音的同时找出课文中出现的新单词与新句型。 2)进行嬉戏“火眼金睛找生词新句”。让学生以竞赛抢答的形式快速找出课文中出现的新单词与新句型。 3)在让学生初步了解了课文内容后，老师再次播放录音，让学生大声跟读课文。 巩固练习; 重点句式操练Listen and say。先让学生听录音，跟读句子，明确本课的重点句式，然后让他们敏捷运用句式：There is/are/There was/were造句。 练习检测： 拓展延长 让学生

19、打算，谈论图中内容，然后选择几个代表来讲给全班同学听。回忆课文内容，试着用重点句复述课文。 引导学生对本节所学内容进行归纳总结：运用句式There be.We livedmany years ago . We live now.谈论及比较过去和现在的生活。 课后反思： 译林版五年级下册英语教案4 Module 1 Unit 2 She didnt have a television. 教学目标： 能听说读写单词：lady fire radio field telephone hope 1. 能娴熟运用这类句子”She didntShe worked谈论人们过去的生活。 2. 学会归纳动词的过去

20、式，并能敏捷运用。 3. 教学重点： 学会归纳动词的过去式，并能敏捷运用。 教学过程： 一. 预习检测 英汉互译并连线。 有关中国的节目 many years ago 很多年以前 programme about China 谈论 last night 在田野里 on a fire 昨天晚上 in the fields 在火上 talk about 二.合作探究，学习课文。 1.听课文录音，圈出文中出现的动词过去式。 2.同桌学习课文。 3.师讲解“or”的用法. 三.巩固练习 完成课本其次部分。 练习检测 译林版五年级下册英语教案5 My Favourite Season 第一课时 教学目标

21、1. 能听说认读本课的五个新单词: Monday Tuesday Wednesday Thursday Friday 2. 能驾驭句型: What day is today? Its _. What do youwe have on Mondays? We have _. 教学建议 I. Warmup 1. Free talk: What classes do you like? II. Presentation 1. CAI呈现一张日课表, Zip says: I like English. I like Monday. Zoom says: I like Art. I like Tuesd

22、ay. Sarah says: I like Math. I like Wednesday. Mike says: I like P.E. I like Thursday. John says: I like music. I like Friday 2. CAI依次呈现五个新单词，学生在老师的帮助下学说。 3. Practice the new words. 活动设计: 活动一: Work out your order. 过程: 老师打算五天的单词卡若干发给学生,学生听老师口令举起相应的卡片,并大声说出,带全班读. 活动二:Duck duck goose 过程: 4. Chant Liste

23、n and say together. 5. 点击CAI 再次呈现一张日课表及John Zhang Peng Sarah Chen Jie 的对话: What day is it today? Its Monday. What do we have on Mondays? Let me see. We have 6. Practice the new patterns and dialogue. 活动设计: 活动一: 老狼老狼星期几 过程: 形式同 “老狼老狼几点了” 活动二: Pair work 过程: 学生依据自己的日课表交谈. My Favourite Season 其次课时 教学目标

24、1. 能听懂、会说并在实际情景中运用以下对话： What day is it today? Its Wednesday. What do you have on Wednesdays? We have English, science, computer and P.E. I like Wednesdays. 2. 四会驾驭Monday, Tuesday, Wednesday, Thursday, Friday 教学建议 I. Warmup/Revision 1. Lets play (Page 16) Play a guessing game: What day is it today? I

25、ts _.Teacher asks: What day do you like best? 2. Group work (Page 17) 可结合Pair work (Page 18) II. Presentation 1. Lets talk 教学 a. 看图片,听录音 b. 依据对话,师生问答 What day is it today? What do you have on Wednesdays c. 听录音,跟读对话 d. 两人小组试读对话 e. 小组竞赛:分角色朗读 f. 请学生依据自己的日课表,自由配对,操练对话 2. Read and write 教学 a. 练习和巩固四会单词

26、活动设计 活动一: Cheerleaders 过程: Teacher says: Give me M Class : M M M T: Give me O C: O O O T: give me N C: N N N T: Give me D C: D D D T: Give me A C: A A A T; Give me Y C: Y Y Y 也可以请学生来当Cheerleaders. 目的：巩固单词记忆，培育合作精神, 增加课堂气氛 活动二:排一排,拼法单词的嬉戏 过程: 老师把单词的字母拆开,并且打乱依次,要求学生拼出单词 b. 听录音,回答对话后的问题 c. 再听一遍,要求学生Fin

27、ish the sentences 3. Lets try 教学 a. Listen and circle b. Check up My Favourite Season 第三课时 教学目标 1. 能听懂、会说本课时单词及词组: Saturday Sunday do homework watch TV read books 2. 能听懂、会说句型What do you do on Saturdays? I often do my homework.并能在情景中进行运用。 3.能听懂chant，并根据节奏来念 教学建议 I. Warmup / Revision 1. CAI呈现依次周一到周五的课

28、程支配,请学生练习其次课时的对话 What day is it today? Its Monday. What do you have on Mondays? We have English, P.E. I like Mondays. II. Presentation 1. 点击CAI , 呈现周六和周日的画面,小挚友们分别在看书看电视写作业运动不同的画面出现时配有John和Zhang Peng 的对话: e. g. John: What do you do on Saturdays? Zhang Peng: I often do my homework. 2. 嬉戏操练新的单词及词组 活动设

29、计: 活动一: I spy 过程:课件上出现一周七天的单词,然后在学生眼前一闪而过.要求学生留意看,然后说出这个单词,看谁反应快,在一起朗读. 活动二:小小神枪手 过程: CAI 呈现上飘的气球,上标一周七天的单词.老师说单词,学生用鼠标去点击相应的单词,点击胜利后气球就会爆破,庆贺学生取得胜利. 活动三: Charades 过程: 一生看词组卡片做动作,其他人猜 目的:操练 “ What do you do on _?”及新学词组. 3. 听Lets learn录音仿照 4. Lets chant 听学Lets chant. 用背景图呈现chant内容,可以让学生用已学的词组替换自编 My

30、Favourite Season 第四课时 教学目标 1. 能进一步巩固已学单词和词组在对话中的运用 2. 驾驭四会单词、词组及句型：Saturday Sunday do homework watch TV read books What do you do on Saturdays? 教学建议 1. Warmup a. Pair work (Page 20) 结合Group work (Page 21) 告知学生,学校要成立假日小队.因此有必要调查一下班里的同学们在周末通常会做些什么. 活动设计:Make a survey 目的:操练What do you do on Saturdays?

31、做好调查后相互沟通 b. Lets try 2. Presentation a. Lets talk教学 听录音、分角色朗读、对话表演 活动设计：抓“鬼”嬉戏 过程：听一段老师自编的对话(与本课内容相关)，统计文中出现相关单词及词组的个数。 b. Read and write 教学 听录音，回答对话后的问题。 再听一遍，要求学生完成练习 A.自己试着填 B 小组探讨 C 老师指导 D 学生自己校对 My Favourite Season 第五课时 教学目标 1. 驾驭字母组合的发音，并能正确读出这些单词 教学建议 I. Warmup 1. Lets chant 2. 表演第四课时的Lets t

32、alk II. Pronunciation 1. 老师出示每组单词卡，让学生读并思索每组单词各有什么特点(包括字母组合的特点和读音的特点) 2. 老师检查学生学习的状况 3. 老师打算一些单词，这些单词具有以上的特点，让学生试着精确的读出，并归类 4. 读后面的绕口令 5. 老师另外再打算一些绕口令： Cow, cow,Friendly and brown.Let down your milk, for the hungry town. How are you? How are you?Im fine now. 6. 还可以让学生自编绕口令 III. Task time (机动) IV. As

33、sessment Lets check My Favourite Season 第六课时 教学目标 1. 了解西方国家的重要节日 2. 基本了解story time部分的故事内容及能听懂 3. 学唱歌曲My days of the week 教学建议 1.请同学们来说说自己知道的西方节日,老师可补充,并给大家说说这些节日的风俗 2. Story time教学 协作图片,听录音,老师说明新的单词句型,让学生听听学学说说 3. 系统地复习本单元的新词新句新词组新对话 活动设计 活动一: 转转盘 目的: 巩固操练What do you have on Mondays? We have_ What do you do on Saturdays? I often _ 活动二: Bingo 目的: 巩固练习一周七天的单词 活动三: Hang man 目的:复习单词 活动四: 学唱歌曲My days of the week 译林版五年级下册英语教案