冀教版小学五年级英语全册教案.pdf

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1、vcesson 1:Fathers Mothers Brothers and Sisters一、教学目标：1、知识目标：学生能熟练的掌握家庭成员的英文名字。并且能掌握older/younger than 句型。2、能力目标：能在情景中灵活运用词汇和句型，简单介绍自己的家庭成员。3、情感目标：让学生了解做任何事情前，都应想想他人的感受，学会关心别人,培养学生喜欢用英语交流的兴趣。二、教学重难点：教学重点：使学生能够正确地认识本课生词，并能掌握older/younger than句型。教学难点：older/younger than句型的灵活的运用。三、教学准备：录音机，卡片。四、教学过程：Clas

2、s Opening and ReviewSing The Family in Our House to review members of the family mastered in Level Key ConceptsI am older/younger than _INTRODU CEShow a picture of my family.Introduce my family to the students.T:Look,this is my father and mother.My father is fifty-seven yearsold.This is my mother.Sh

3、e is fifty-five years old.Are they young?(No,they are old.)T:Look,Who are they?Can you guess?Y es,they are my grandfather and my grandmother.Teach these two words.Are they old?(Y es,they，re very old.)T:Who is she?Guess.She is my sister.Y es,I have one sister.I don，thave brothers.Ask:Do my father and

4、 mother have sons?How many daughters do they have?My sister is thirty.I m twenty-eight.Who is older?My sister.Mysister is older than me.I m younger than my sister.T:My father is older than me.My mother is older than me.Older,whaV s meaning.Younger,what s meaning.Make up the sentencesAsk the students

5、 to make up the sentences with older/younger than.USE THE STUDENT BOOK AND AUDIOTAPEAsk the students to look at the books.Discuss the pictures:How many people are there in Li Ming s family?Who are they?Explain Why Li Ming has two grandfathers and grandmothers.Does Li Ming has brothers and sisters?Lo

6、ok at the Smith family.Discuss:Where does Jenny s family live?Who are in Jenny s family?How old are they?Play the audiotape as the students follow in their student book.SING A SONGJenny is twelve.Bob is twenty.Bob is older than Jenny.Bob is olderthan Jenny.Lynn is eight.Lynn is eight.Lynn is younger

7、 than Jenny.Lynn is younger than Jenny.PRACTICEA sk the students to introduc e their fa mily in groups.P R E S E N TU S E T H E A CT I V I T Y B O O KCla ss Closing可向同学们介绍知识窗：同学们你们知道fa mily的由来吗？F a mily就 是 F a ther a nd mother,I love you.这句话的每一个单词首字母组合而成的。在国外，小朋友们起床以后的第一件事就是对父母说这句话。五、板书设计L esson 1:F

8、 a thers M others B rothers a nd S istersgra ndfa thergra ndmotherfa thermothersonda ughter(b rother)(sister)六、练习：（一）、用家庭成员填空。I ha ve two a nd .M y a nd ha ve one son,he is my .M y sister is my fa ther a nd my mother，s .（二）、写一写：用 older/younger tha n各写两句话。L esson 2 :A unts,U nc les a nd Cousins一、教 学

9、目 标：1、知识目标：掌握家庭成员词汇a unt unc le c ousin。2、能力目标：通过情景创设，让学生理解句意，并在情景中学习单词，培养自主学习的能力，获得与同学交流的方法，在日常生活中正确使用以上词汇。3、让学生了解做任何事情前，都应想想他人的感受，学会关心别人，培养学生喜欢用英语交流的兴趣。二、教学重难点：能听懂、会说、会读和会写本课四会单词和句型。三、教学准备：录音机、家庭成员树状图四、教学过程：（-）、Class opening and review1、Greeting：Hello!How are you today?Nice to meet you!How is the

10、weather?（轻松的课前交流，给学生创设愉悦的英语语言氛围）2、Song:The family in our house”.（选择学生喜欢的歌曲和儿歌，激发学生的学习兴趣）3、Game：Play“Letters”to review the words.（二）、New ConceptsFamily members：aunt uncle cousin.（1）show the family s picture of LiMing.1、Introduce the words“wife and“husband”.T:Li Ming s father is Li Ming s motherJ s hu

11、sband.What is husband?Can you guess?S:Y es,丈夫 read it please.T:Li Ming s mother is Li Ming s father,s wife?What is wife”?Can you guess?S:Y es,妻子 read it please.T:Y ou,re very clever2、show Li Mings mother s sister and brother.T:Li Ming mother,s sister is aunt.Can you guess“aunt”?S:Y es 姨 read it plea

12、se.T:Li Ming,s mother s brother is uncle.Can you guess“uncle”.S:Y es 舅 read it please.T:Very good（用英语介绍重点单词叔叔、阿姨，使学生更容易理解他们和爸爸、妈妈之间的关系。另外，这种方式小学生更喜欢，他们愿意更主动地猜测其中的人物。）3、提问What?s Li Ming s aunt?s name?Who is her husband?Who is his wife?（提出问题帮助学生理解课文内容，培养学生良好的阅读习惯。）4、Let the Ss introduce Li Ming s fath

13、er s sister and brotherby themselves.Prictice with“cousin”.（通过课文的学习，可以用这种方法检查学生的理解情况，培养学生口头表达能力。）5、U se the student book and audiotape,practice their listenin g 6、Dr a wing:Dr a wing yo u r fa mily a nd int r o d u c e t he me mb e r s o fyo u r fa mily.(学生会对这样的活动感兴趣，既培养了学生运用新学知识的表达能力，又锻炼了学生听的能力。)(三

14、)、Cla s s c lo s ing五、板书设计L e s s o n 2 :Au nt s,U nc le s a nd Co u s insa u nt (mo t he r?s s is t e r /fa t he r s s is t e r )u nc le (mo t he rJ s b r o t he r /fa t he r s b r o t he r)c o u s in(u nc le s /a u nt (s c hild )六、练习：(一)、猜单词。例：M y mo t he r s s is t e r (a u nt )1.M y fa t he r s

15、b r o t he r ()2.M y fa t he r s fa t he r ()3.M y a u nt s s o n()4.M y u nc le s d a u ght e r ()(二)、改错：M y u nc le is t a ll t ha n my a u nt .M y s is t e r is o ld e r t ha n my mo t he r .M y c o u s in s ho r t e r t ha n my a u nt .Lesson 3：What Do They Look Like?一、教学目标：1.说出并且听懂下列词汇Long shor

16、t straight curly（hair）2.会读、写、说出并且听懂下列词汇：gray hair,glasses（复数概念），eyes 3.读出或是背诵一些描述hair eyes的简单句子，同学之间可以进行简单的口语交 际。4.在原有基础上更好的掌握比较级。二、教学重点：如何用英语藉述外貌三、教学过程：（一）、Class opening and reviewStep 1：Lead a dialogue like this:T:How tall are you?SI:metres tall.T:How tai 1 are you?S2:metres tall.T:Is he/she talle

17、r/shorter?S:He/she is taller/shorter.Step 2:导入新课一、利用图片卷发、直发、长发、短 发4种不同的发型，并涂上颜色复习staight hair,curly hair,long hair,short hair 以及 blond,red,brown,black.并画上不同颜色的眼睛。二、猜单词：根据英语表达（如father s brother）猜出单词，获胜的同学可以随意挑选发型、眼睛、来组成自己这个组的人物标志，为下一步教学做铺垫。（）:新授一、描述各组的人物标志如：She has short,curly,blond hair.Her eyes are

18、 brown.（分层教学，学生自由选择：A：能流利地用英语描述一个人物B：能参照课本描述出一个人物C：能用英语短语说出这个人物最基本的特征。这样可以使每个阶段的学生得到练习）二.描述自己的特征。三、猜猜看。请学生用英语说出一个同学的特征，其他同学猜猜是哪位。四.自学课文1、自学课文第二部分，找出重点。2、we a r gla s s e s,gr a y.以实物讲解单词，开火车拼读单词，比比谁能最先默写出来。3、赛读课文。以小组为单位赛读课文，一人读一句，比比哪个小组的课文读地最流利，发音最准确。4,跟读。五、让学生自己介绍自己的家庭（自己说，让学生学以致用）（三）、C l a s s c l

19、 os i ng五、板书设计Le s s on 3:W h a t Do T h e y Look Li k e?Gra yg l a s s-g l a s s e s六、练习仿照课文写一篇小练笔，介绍自己的家庭。（写之前学生已经在课上进行了口头表达）七、课后反思：Le s s on 4 Do T h e y W ork?一、教学目标：A.知识目标1 .掌 握 句 型：He i s a .S h e i s a .学生须掌握表示职业的单词，如d ri ve r等。（在听说的基础上研究到背写，但对于写单词不做具体要求，根据学生的个体差异，个别对待）2 .说出并且灵活运用重点句型W h a t

20、d o t h e y d o?How d o t h e y g o t o work?掌握一般疑问句的两种回答方式。3培养学生正确使用本课所学句型，来介绍人们的各种职业。B,能力目标能用本课重点句子和职业名称互相问答，并能简单介绍父母及家人的工作。C.情感态度价值观在教学过程中培养学生的学习兴趣，并向学生渗透尊重父母的劳动，劳动最光荣的意识。二、教学重点：充分掌握句子 He i s a _ _.S h e i s a _三、教学难点：让学生感知主语是第三人称单数时，谓语动词需加s或 加e s四、教具学具：单词卡片，电脑光盘五、教学过程：（一）C l a s s Op e ni ng a n

21、d R e vi e w(l)Gre e t i ng wi t h e a c h ot h e r(2)Pl a y a g a m e:S i m on S a y s（复习儿种交通方式）d ri ve a c a rri d ea b i c y c l et a k e a b u swa l kt os c h ool(3)S a y t h e word s q u i c k l y（复习职业词汇）b u s i ne s s m a n,wa i t e r,of f i c e rt e a c h e r，c a s h i e r,wa i t re s sd ri v

22、e r,d oc t or,c a rp e nt e r c l e rknu rs e ,p ol i c e(二)Ne w C onc e p t sS t e p 1 :De m ons t ra t e:T：I a m a t e a c h e rs c h ool b y b i c y c l e .Iwork i n a s c h oolI g o t oT ：W h a t d o t h e y d o?How d o t h e y g ot o work?S t e p 2 Li s t e n a nd Di s c u s s出示光盘课文第一部分内容,听看录音两

23、遍 然 后师生讨论：P i c t u r e 1 :W h o i s t h i s?W h a tisL i M i n gs f a t h e r?H o w d o e s h ek?g ot o w o rP i c t u r e 2 ：T h e s a m e a s P lP i c t u r e 3 ：W h oi s t h i s?W h a ti sW a n r o n g9W h e r e d o e ss h e w o r k?H o wd o e ss h eg o t o w o r k?S t e p 3F o l l o w t o r e a

24、 d P a r t 1S t e p 4L e a d t o P a r t 2T ：Doo?y o u r m o t h e r a n df a t h e rw o r k9W h a t d o t h e y dQ u e s t i o n s :1.Do e s y o u r m o t h e r w o r k?2.Is she a?3 Does your father work?4.Is he a _?Step 5.Talk about：T：Do your mother and father work very tired?Do they work hardly o

25、r easily?How to do with us?Step 6.Sing a songOh,what do you do?I am a teacher.(H)Class ClosingHomework：Write down some sentences to introduce your parents.板 书：Lesson 4:Do They Work?What do you do?How do you go to?My father is a businessman.He drives to workMy mother is a doctor.She goes to work by b

26、icycle.课后反思:L e s s o n 5:W h a t d o t h e y l i k e t o d o?一、教学目标:1、知识技能：复习有关I l i k e t o .及相关动词词组，培养学生语言运用能力。2、过程方法：通过情景创设，让学生理解句意，并在情景中学习，培养自主学习的能力，获得与同学交流的方法。3、情感态度价值观：树立学生学好英语的信心，鼓励学生用英语进行表达；培养学生在小组活动中积极与他人合作，相互帮助的态度。二、教学重点、难点：复习有关I l i k e t o .及相关动词词组。三、教学准备：单词及词组卡片、录音机及录音带。四、教学过程：一、C l a

27、s s o p e n i n g a n d r e v i e w:复习：1、利用词汇卡片提示进行操练，复习人称代词和有关家庭成员的词汇。2、游戏：找同学到前面表演，学生猜动词或动词短语。二、K e y c o n c e p t s:1、角色表演：师生问答练习W h a t d o y o u l i k e t o d o?I l i k e t o .（板书问答句，让学生利用句型复习，并培养学生的语言表达能力，并为这节课的新授做一个铺垫，让学生能够顺利地说出后面的句型及相关结构。）2、小组练习：a、描述小组内成员喜欢的活动。利用以下句型：（姓名）l i k e s t o .H e/

28、S h e l i k e s t o .（姓名）a n d （姓名）a r e t h e s a m e.（姓名）a n d （姓名）a r e t h e d i f f e r e n t.（本环节可用来练习动词在单三人称中的变化，通过练习，让学生巩固学习过的知识，生动有趣。）b、猜活动游戏。教师说出一类家庭成员的称谓，学生甲向学生丙介绍描述学生乙。学生乙表演相应的人物，学生丙正确描述这项活动。可使用如下词汇：T h i s i s m y .M y l i k e s t o .（本活动直接应用了本节课中所学的内容，并使学生学会在生活中使用语言，在生活中运用语言。将本课教学推向高潮。

29、）3、问答活动：Do y o u l i k e t o _ _ _?及回答。学生利用手中的卡片互相问答并结合以上知识进行练习。（本环节为下课前的最后一个活动，充分考虑到了学生的个性特点，让学生自主选择喜欢的活动，将本节课从课上延伸到了课下，给学生以充分的自由空间，使学生意犹未尽。）三、U s e t h e a ct i v i t y bo o k.四、C l a s s cl o s i n g.板书设计:Lesson 5:What do they like to do?What do you like to do?I like to.Do you like to?Y es,I like

30、 to.No,I don t like.课后练习：1、连线题：下围棋 go for a walk去散步 play checkers用电脑 work on the computer打乒乓球 watch TV看电视 read the newspaper读报纸 play ping-pong2、回答问题：What do you like to d o?（以“打电脑”回答）Do you like to read books?（肯定回答）Does your cousin like to skip?（否定回答）What does your mother like to d o?（以“读报纸”回答）3、连词组

31、句：my uncle,work,on the computer,likes to,go for a work,they,in the evening,like to课后反思:Lesson 6 Having Fun Together一、教学目标a、知识与技能:孩子们掌握并能充分运用词语：watch a movie(the animals),have supper,fly kites,buy clothes,play badminton.b、过程与方法：通过小组合作等形式，能够准确的理解并练习We go to theto.Do you go to the to?进行口语交流。c、情感态度价值观：通

32、过体验、合作、创设去情景等途径，使学生参与其中，乐于学习。二、教学重、难点说出并且灵活运用重点句型We/I go to the to.My family likes to go to the to.三、教具学具准备教学卡片、图片收音机磁带四、教学过程Class OpeningFirst.GreetingsHello,boys and girls.How are you today?How is the weather today?可以让所有学生来回答或个别学生。Second.小组讨论“What do you like to do?”然后两人一组进行对话。Third.Listen to the

33、tape-recorder“What do you like to do?”New Concepts（一）W e like to have fun together.1.通过 Chant 导入新课，What does your family like to do?”Do youknow?今天让我们一起看看Li Mi n g的家人喜欢做什么-Have fun together那么去什么地方一起娱乐呢？（教师或学生领读）Go to the movie theatre to watch a movieGo to a restaurant to have supperGo to the park to

34、 fly kites让我们帮着想一想还有什么地方？（教师领读）Go to the zoo to watch the animalsGo to the store to buy clothesGo to the gym to play badminton2.Show the teaching pictures and ask the students to make sentences:We/I go to the to.3.STU DE NT BOOK:L6 N1Play the tape and the class follows.Hold up the pictures and read

35、after the radio.4.DRILL句 型:We/I go to _ to _下面让我们自己说传什么土通施什么，小组讨论之后，每组找两个人说。二）What does your family like to do?My family likes to go to the to.What does your family like todo?Do you go to the to?让学生练习回答。Practice in pairs学生自由结组练习问答播放录音，充分利用全班读、男同学读、女同学读等多种方式，慢慢过渡到背诵。三）Let t chantPlay the tape and the

36、 class listens.Play the tape again and the class follows.The class chants with their action.Class Closing把学生分成小组，各小组自己选择图片，练习情景表演。如：表 演1：（几个同学在去公园的路上遇见）A:Hello.Where do you go?B:Hi.We go to the park to fly kites.My family likes to have fun together.A:Have a good time!B：Thanks!.五、板书设计Lesson 6：Having

37、Fun TogetherWe/I go to the to.Do you go to the to?六、随堂练看图对话:A:We/I go to the to.B:Do you go to the to?Lesson 7:Are Y ou Ready for a Quiz?教学目标：1、知识与技能：使学生读、写、说出并听懂词汇：aunt,uncle,cousin,gray hair,eyes,glasses,We/I go to the to.用 than 的比较结构。2、过程与方法：在教学中运用测试、阅读等多种形式，增强学习的趣味性，培养学生课前预习的能力及语言交际能力。3、情感态度与价值观

38、：关注学生的情感，营造宽松、民主、和谐的氛围,用多种形式的教学手段和丰富多彩的教学活动吸引学生参与其中，继续激发和保持学生对英语的持久兴趣，促进学生的口语交际能力。教学重点：aunt,uncle,cousin,gray hair,eyes,glasses,We/I go tothe t o,用than的比较结构。教学难点：充分理解故事内容，并能有简单的语言进行复述。教学准备：录音机、教学卡片等。教学过程：1.Class opening and review:U se the quiz in the student book as review.2.Story:“Maddy s familyvP

39、repare to read:Questions:Do you remember Maddy?Is Maddy big or small?These are pictures of Maddy s family.What is Maddy s family like?Read.Discuss:What does Maddy s brother like to do?Is Maddy older or younger than her sister?Does her mother work?Does her father work?Where do Maddy s cousins live?Wh

40、at do her cousins like to play?Did you like this story?Why or why not?3.Class closing.课后习题：复述故事Maddy s family板书设计：Lesson 7:Are Y ou Ready for a Quiz?M a d d y s f a m i l yQ u e s t i o n s:D o y o u r e m e m b e r M a d d y?I s M a d d y b i g o r s m a l l?T h e s e a r e p i ct u r e s o f M a d

41、 d y s f a m i l y.W h a t i s M a d d y *s f a m i l y l i k e?课后反思:L e s s o n 8:A g a i n,P l e a s e!一、教学目标：1、知识与技能：复习词汇：a u n t,u n cl e,co u s i n,g r a y h a i r,e y e s,gl a s s e s,W e/I g o t o t h e _ t o _.用 t h a n 的比较结构。2、过程与方法：在教学中运用游戏、歌谣等多种形式，增强学习的趣味性，培养学生课前预习的能力及语言交际能力。3、情感态度与价值观：关注

42、学生的情感，营造宽松、民主、和谐的氛围，用多种形式的教学手段和丰富多彩的教学活动吸引学生参与其中，继续激发和保持学生对英语的持久兴趣，促进学生的口语交际能力。二、教学重点：aunt,uncle,cousin,gray hair,eyes,glasses,We/I go to the_to_.三、教学凝泉熟练掌握than的比较结构。四、教具学具：录音机、教学卡片，单词卡片等。五、教学过程：（一）.Class opening and review:1.Greeting2.review the words:aunt,uncle,cousin,gray hair,eyes,glasses.3.Game

43、:Guess the occupation.Ask for a volunteer to act,and the others guess.For example:teacher,police officer,cashier*4.Let s chant:爸爸的弟弟叫 U ncle,U ncle U ncle U ncle妈妈的妹妹叫Aunt,Aunt Aunt Aunt他们的孩子叫 Cousin,Cousin Cousin Cousin5.Practice:I am taller than Jing.We go to the _ to _.6.E xpand:Draw the“Family t

44、ree”.Ask every student to draw a“Family tree”,then show it to the class,and describe it.（三）Class closing.E xercise：背写单词 aunt,uncle,cousin,gray hair,eyes,glasses,板书设计：Lesson 8:Again,Please!Let s chant:爸爸的弟弟叫 U ncle,U ncle U ncle U ncle妈妈的妹妹叫Aunt,Aunt Aunt Aunt他们的孩子叫 Cousin,Cousin Cousin CousinPractic

45、e:I am taller than.We go to the _ to _.Lesson 9:Let,s Look at a Map!教学目标：1.知识目标：学生可以读，写，说出并听懂词汇map,country,north,south,east 和 westo2.能力目标：学生能正确指认英，美，中，澳，加几个国家的位置并能说出英语名称；能用英语表达生活中和地图中的方向；能演唱英文歌曲。3.情感目标：培养学生与人合作，互相帮助的情感态度和国际意识。教学重难点：宏观上初步掌握五个国家的位置，名称，并用英语正确描述方向。教学准备：学生准备：课 前 查 资 料（关于讲英语的国家有哪些，基本情况如何）

46、教师准备：世界地图，录音机，卡片，五个国家形状的彩色贴图。教学过程：一、复习T:Hello,boys and girlsS:Hello,teacherT:Today,I take two gifts for you.This is the first one,look at this（出示一张班内学生的全家福）S:It s a picture.T:Y es,who are they?S:This is This is her mother,This is T:Y es,That*s right.How do they feel?S:They are very happy.T:Do you li

47、ke my gifts?S:Y es,we 1 ike it.（教师在一开始上课便设计了“送礼物”这一情景，吸引学生的注意力，通过一张相片师生展开交流、讨论，在教师的引导下鼓励学生大胆的说英语，用英语，这种师生、生生交流体现了英语的交际性原则。）T:0k.Look at the second gift.It s a riddle（谜语）If you can guess it,I will show you.S o liste n c a re f ully:I t s a pie c e of pa pe r（纸.）W e c a n f ind ma ny pla c e s on it.W

48、 ha t is it?S:是地图?T :W e ll d one.T ha t s a ma p.N ow,tod a y we will le a rn L e sson9:L e ts look a t a ma p.（在前面复习环节中教师设计的情景“送礼物”吸引了学生的注意力，接下来的第二个“礼物”抓住小学生好奇心强的特点，更是调足了学生的口味。第二个“礼物”猜“谜语”让学生积极的用英语思维去思考，当学生猜出答案“地图”时，教师马上可以自然导入到新内容L e sson9:L e t s look a t a ma p”同时也使学生在积极思考的同时体验到了学习语言的快乐）二、新授1 c

49、ountrie s：China,Ca na d a,U nite d sta te s,A ustra lia,U nite d K ingd omT:N ow,c la ss,W ha t s this?（出示一张大地图）S:I f s a ma p.（这里通过单个读、整体读、同桌读等方式练习拼读）T:O K c la ss,L ook a t this ma p（教师手指着表示中国的红色部分）S:I t s China.T:Y e s,tha t s our“c ountry”,Y e s?（教师反复强调 our c ountry）S:Y e s.（这里学生通过教师的体态语，大概猜出了是“

50、国家”的意思）T:0 k,re a d a f te r me “c ountry”S:c ountry.（通过读时声音强弱、长短的变化进行趣味性“读”的操练，充分调动起学生读的兴趣，同时培养良好的语音语调。）T:W ha t c olour is China?S:China is re d.T:China is whe re we live.Y e s?（鼓励学生在一定的情景中猜出句子意思）S:Y e s.T:L e t s look a t this c ountry,J e nny live s in this c ountry.Ca n you gue ss?S:O h,I t s C