外研版三年级起点五年级上册英语全册精品教案.docx

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1、锦凌小学集体备课成果集第一单元教材分析单元课题Module 1 London本模块的教学内容是询问和谈论过去发生的事情。单元课时分配课序课题课时Unit1Did you come back yesterday?1Unit2We bought ice creams.1总课时2课题Unit 1 Did you come back yesterday?教学目标1.能够听懂会说本课新词 ：meet,above groundthose,icecream,with,finish,drop, 词组:come back,hurry up2 .听懂会说动词 的过去式 meetmet , comecame , d

2、ropdropped3. 能够听懂会说句子：Did you come back yesterday?能做出回答：I came back _.4. 能理解课文内容。教学重点教学难点教学重点: 单词:met , comecame , dropdropped教学难点：句子：Did you come back yesterday? Yes,/no I came back.教学准备PPT,卡片教学时间锦凌小学集体备课成果集教学过程执教随笔(一) Warm-up1. GreetingT: Hello , how are you? Nice to see you!2. Free talkT: Did you

3、 have a good time in summer holiday ?How do you feel on summer holiday this year ?What did you do on summer holiday ?If you feel happy on summer holiday this year,please hands up!(二) New concepts1.引入(1) 新词的教授T: Well, I went to Guilin , I came back last Sunday.(2) 板书讲解 back , come back(3) 学生用come bac

4、k造句(4) T: Did you come back yesterday?(引导学生讲出 Yes,/no I cameback.(5) T: ok , I think everyone is happy in summer holiday . What about our friend ? Ok , lets have a look !2 .课文教学(1) 播放第一幅图的录音T: Where did Lingling go ?whom did she meet?Where did they visit ?(教师边提问边引导学生理解对话内容)(2) 播放第二幅图的录音T: Did Amy co

5、me back yesterday?Does Lingling live in London too?（3）播放剩下的录音T:Did they buy ice creams?（教师边提问，边引导学生理解对话内容和新词those ,drop）（4）播放录音，跟读课文（5）自由读三.HomeworkActivity book板书设计unit1 Did you come back yesterday?gowentbuy一boughtdo一didfinishfinishedDid you come back yesterday?come一cameWe came back last Sunday.wai

6、t一waiteddropdropped教学后记课题Unit 2 We bought ice creams.教学目标1. 复习已学过的动词过去式。2. 能够听懂会说met（meet的过去式），ran（run的过去式）， dropped（drop 的过去式）3. 学会Did的一般疑问句，并进行肯定和否定回答。4. 能够理解课文内容。5. 元音字母a,e,i及字母组合ea的发音能力目标：讨论过去的事情和活动情感目标：继续培养孩子学习英语的兴趣。教学重点教学难点1. met（meet的过去式），ran（run的过去式）,dropped（drop的过去式）2. 学会Did的一般疑问句，并进行肯定和否定回

7、答。教学准备PPT,卡片教学时间教学过程执教随笔一. Warm-up（一）greeting（二）review1 .教师说说暑假出行，以复习学过的动词过去式T:I came back from Guilin. I went to the 乐满地 .I bought a hat there.I saw an old friend.I had lunch there .I ate an ice cream .（教师边说边板书动词gowent see -saw have -hadbuy -bought eatate ）2. 齐读3. 学生回忆学过的动词过去式（教师板书）二. New concepts1

8、.引入T: We know Lingling is in London.She writes to Daming.Let s look!2 .课文教学（1）播放录音T: What did she say ?（学生边回答，教师边引导理解课文内容）（2）讲解新知met（meet的过去式），ran（run的过去式）， dropped（drop的过去式），并在小组内用动词过去式造句。（3）播放录音，学生跟读课文（4） ask and answer（教材P4 第二部分），先口头练，再书写在书 上。(5) (引入)T: I ate an ice cream yesterday.Did you eat ic

9、e cream yesterday ?S: Yes, I did.(6) 讲解句子：Did you esterday?Yes,I did.No,I didnt.(7) 操练句子 TSs TS SS(8) pair work(9) 展示对话3. Pairs work (教材P4 第三部分)4. 语音教学让生明白a,e,i及字母组合ea在单词中的发音规律。三.Homework1听录音，熟读课文。2抄写本单元单词。板书设计M1U2 We bought ice creams.Did you.?Yes, I did. No, I didnt.We bought ice creams.send-sentr

10、un-ran教学后记锦凌小学集体备课成果集第二单元教材分析单元课题Module 2 Shopping本模块的教学内容是询问和陈述购物的情况。单元课时分配课序课题课时Unit1What did you buy?1Unit2How much cheese did you buy?1总课时2课题Unit 1 What did you buy?教学目标1 全体学生能运用单词 list, need, first, can, lost, how much, cheese, any, use, over there.,听懂句子 What did you buy? How many bananas did y

11、ou buy? How much cheese did you buy?2、全体学生能运用单词 can, how much, any, use, half.能说 What did you buy? How many bananas did you buy? How much cheese did you buy?3、部分学生能认读并运用单词 list, need ,first, lost, cheese, over there教学重点教学难点1. 重点：能听懂，并认读Part2 Listen and read表述的信件的内容。2. 难点：能用 What did you buy? How man

12、y bananas did you buy? How muc cheese did you buy ?来询问别人.并学会问答。教学准备PPT课件、单词卡片教学时间教学过程执教随笔锦凌小学集体备课成果集Stepl. Warm-upT: Good morning girls and boys.Ss: Good morning Miss Deng.T: Welcome to my class. Now, everyone lets do it.(播放前一段歌曲，并跟着做动作if you are happy and you know it ) Boys and girls, Are you happy

13、 now? Today we will learn the new lesson:Step2: Lead-inT: What did you do yesterday?Ss: do homeworkers, help my mother cook dinner?T: Now Im so happy to share something to you. Yesterday I have to do dinner. Then I went shopping. Who can guess what did I buy? I bought some apples, oranges, and fish,

14、 meat, some vegetables?Step 3: PresentationEveryone if you go to the supermarket what do you want to buy?(弓1导 学生们回答有关这节课要讲到的单词，互动)Now prepare one paper, listen carfare and write down the massage.Q:What did dad ask Sam to buy? -some fruit. And where is the fruit? -Samate it all.(听一遍录音，全班回答后，然后打开课本全班跟

15、录音读一 遍并赞扬他们 perfect, big hands to yourself.)Boys and girls, maybe if you go to the supermarket maybe someone buy ice cream, hamburger, drink, but do you know what did Sam want to buy?T:Ok, close your book, next we listen the tape and answer the questions.(在听录音的过程中，板书动词 go,meet,come,buy,eat,drop, 拿出板

16、书好问题的小黑板，听完录音并回答问题后，开始全班复习 一遍动词过去式)Q: 1. Did dad make a shopping list? - yes, he did.2. Did they lose the list?yes, they did.3. Did they buy bananas?no, they d idnt.Read and draw tick(?) or cross(?). 1. Lingling likes bananas. (?) -likes apples.2. Mr Smart and Amy lost the list. (?)3. Mr Smart and A

17、my bought four pears. (?)4. They bought some bananas. (?) -didnt buy any5. They bought 12 eggs. (?) Open your book, page 23.before that look at the blackboard, let5sreview the past tense. Go-went, meet-met, come-came, buy-bought, eat-ate,drop-dropped.(齐读一遍后，教师讲解一遍文章，注意新的单词和句 型，便开始表演角色）T: Who can rea

18、d the first paragraph? Volunteer, I need two students.（教师举手示意鼓励学生回答问题）S1: me?T: Nice, big hands. Need means is want （需要），is a verb. List just like you want to buy something and write down a paper, such as we need bananas?books?apples?fish?any more, and write down, or we can say shopping list. Contra

19、ry if I write the name for a paper, you should call the paper - name list.（解释need,list知道意思就不需要做跟过多的 解释）T: Next part who want to try?S: me?T: Perfect, Big hand. Everyone do you notice? How many and how much, they are different? Think about they are different or the same? （板书how many和how much,并解释，重点句型

20、）（他们都是用于询 问“多少七不同的地方是，一个用来提问可数名词的数量，另一个 用来提问不可数名词的数量，并举例，解释新单词cheese）T: do you understand? The last paragraph, who want to try? This is a good chance.S1: me ?T: big hand. Good for you! Now listen the tape and read it right away. （学生跟读一遍，模仿语音语调）Ss:T: boys and girls, we need you with your partner to r

21、ole play. Who want to try?（根据课本进行角色扮演，根据时间而定，两组队员就 好了，纠正读音，检查错漏Ss:Steps 3 Practice （12mins）T: page 24, in this part, lets play a game. Pay attention to me, if Im go to the supermarket, and Huangxiaoming is a sale assistant. Ok. Xiaoming ask me how many apples ooks do you want.（ 举例示范，并 让这位学生开口问 自己，自己

22、再回答）-I need six apples ooks. T: and how much this apples?Step 4 Practice .1. Listen point and say2. Read it by yourself，If you have questions，you can ask me or your pattern.3. read it together.Step 5Production小组合作，表演购物剧。Step6 SummaryT： What did you learn？l.read these sentences （齐读板书）2.（学生自己总结自己的收获）S

23、tep 7 Homework .T: Homework for you.After class, you can go on finishing the postcard.Well communicate next class.T: Class is over.thank you for your listening.Bye !这个作业是对拓展环节的一个延伸，由于学生的学习水平有差 异，因此，拓展环节的书信练习有很多学生没能完成，将其延伸到 下一堂课的课前三分钟Free talk，给学生提供了更广的思考空间。板书设计Module2Unit1 What did you buy?What did

24、you buy?How many bananas did you buy?How much cheese did you buy?教学后记课题Unit 2 How much cheese did you buy?教学目标1. 语言知识目标：能掌握以下单词和句型：单词：bottle,half, kilo, a lot of,over there, use .句型：How much cheese did you buy?2. 语言技能目标：使学生学会如何询问数量，如何谈论购物。3. 情感态度目标：在英语课堂中培养孩子们的英语涵养，把学生情感态度的培养渗透到英语教学之中，让学生体会学习英语的乐 趣。

25、学习策略目标：对学生的学习进行指导，让学生完成具体学习任务并采取 有效的步骤和方法。在教学过程中合理利用多种媒体进行学习和运用英 语。教学重点教学难点能掌握并熟练运用以下句型How many /muchdo you want?How much is it going to cost?教学准备PPT ,卡片教学时间教学过程执教随笔一、准备活动用手势帮助学生复习数词，以此来引出句型“How many?”，并 通过图片和实物进行操练。再让学生运用How many do you want? 自由对话,然后点名汇报。如：1、T: How many?(教师出示不同数量的手指。)S: Seven.2、T:

26、How many books?S: Two books.二、呈现新课1、教学新单词(1) 出示各种食品图片，让生齐读出来。(2) 最后一张出示奶酪，引入单词cheese。教说该单词，分小队,分排练 读。告诉学生cheese是不可数名词。(3) 引入单词kil。.使生理解该单词意为“一公斤”。教说、练说该单词。(4) 引入词组half a kilo。使生理解为“半公斤”。教说、练说该词组。(5) 将所学新词齐说一遍，并利用cheese练说。E.g. a kilo of cheese02. 教学新句子(1) T:Tomorrow, we are going to have a picnic. Wh

27、at are we going to take on our picnic? Who can say ?找学生说出野餐时想带的东西，老师板书，并适时穿插说”What about cakes?” Lets have some ice cream.”当黑板写满时，引出There is a list.教说单词list.(2)老师利用板书中的可数名词问:How many .do you want ?再用 “How much.do you want?”问板书中的不可数名词.让学生理解这两 个句型是物品询问数量的.然后让他们总结出两个句型分别用在何 种情况。(4) 老师仍然利用板书提问How much i

28、s it going to cost?启发学生理 解该句意思是询问价钱。在练说时速度要由慢到快，拍手有节奏地 练说该句。(5) Game： More or less依次出示三种物品，找一个学生上前面来猜 价钱，其它同学根据他说出的价钱说more或less来给他提示。三、扩展性活动1、T: Today is Mid-Autumn day。Lets have a party at tonight0 But , there is Nothing。S: Make a list at firs。And then ，lets go shopping. 让学生6人自由结组，并发给他们每组一张纸，让学生先来列

29、一 个清单。待学生列好清单后，利用实物投影展示几组。大家一起看 一看，说一说清单上都有什么东西。2、学生自编对话。3、对话展示。四、板书设计：a kilo of rice two bottles of milksix boxes of juice half a kilo of meatHow manys do you want?How muchdo you want?u, o ar, a a, er ir, urduck arm balloon birdmother glasses teacher nurse五、作业布置：从以下作业中选择一道自己喜欢的作业：1、课文录音，模仿课文句子，能够熟读

30、课文；2、用今天所学的句型询问朋友周末购物情况板书设计Unit2 How much cheese did you buy?How many .did you buy?Four.How much .did you buy?教学后记第三单元教材分析单元课题Module 3 Weekend Activities本模块的教学内容是询问和陈述过去的行为。单元课时分配课序课题课时Unit1Where did you go？1Unit2Daming took a photo of his father ?1总课时2课题Unit 1 Where did you go ?教学目标1. 学习单词British,

31、museum ,thanks,weekend,place,museum,how,best,took Trip,river,hour,minute,twenty.2. 用一般过去时表达过去发生的事情What did you do at the weekend ? We visited lots of places.Where did you go? We went to the British Museum.能力目标：1、学会运用一般过去时表达过去发生的事情，尤其要掌握部分不规则动词的过去式。2. 通过学习培养学生听、说、读、写和灵活运用语言的能力，培养学生的竞争和参与合作的意识。情感目标：通过

32、学习动词的过去式，培养学生敢于开口说英语，并让学生明白时间的可贵，学会合理安排自己的作息时间。学习策略：1.景点资料、单词卡片、课文语境设置情景学习新单词和短语。2.采用激励性评价，在教学活动中充分激发学生的求知欲和表现欲，通过小组合作学习，培养学生自主运用语言的能力教学重点教学难点教学重点：Sentence Structures: A: What did you do at the weekend ? B : We visited lots of places. A: Where did you go ? B : We went to the British Museum . 教学难点：1.

33、掌握单词和词组：museum,place,trip,river,hour,minute, lots of places,the British Museum,Big Ben,the London Eye,like.best,along the river.2.学习并掌握句型 “What did you do at the weekend?” 和“Where did you go”的问答表达。教学准备图片，单词卡片，多媒体课件教学时间教学过程执教随笔Step l.Warming up and Revision1. Sing a song.“Where did you go?”（以过去式的歌曲来活

34、跃课堂气氛，为本课起了一个铺垫作用）Step 2 .Presentation1. T: This summer I went to Dalian .And what did you do this summer?Ss: I went to the park ./I did my homework.T: Lingling is in London with Sam and Amy. Do you know what did they do at the weekend ?Now this class well learn M3U1 Where did you go?（板书课题领读两遍）Pleas

35、e turn to Page14.1. Listen to the tape and understand the text context.2. Listen again and circle the new words.（这一环节学生交流预习中遇到的重点难点，小组试着讨论解决一 些单词的读法。）小组交流之后，再请学生举手询问自己不理解的 单词和句子。New words and phrases on the board:weekend , places museum,trip,hour,minute,river.a.在自主学习、小组讨论的基础上，利用单词卡片辅助教学新单词和词组。在学习单词的

36、过程采用了多种方法练习。（Follow me ./Read together. / Read one byone./Read two by two. /I speak Chinese , you speak English. I speak English , you speak Chinese./Spell the word. etc.b. Listen again, answer the questions:（课件展示） What did Amy ,Lingling and Sam do at the weekend ? Where did they go? How did they go

37、 to these places ? Did Lingling like the bus ride best?Answer the questions by yourself, then talk about inYour group. Now Check the answers.（以抢答的形式回答，尽量做到公平，每个小组回答一个问题） They visited lots of places. They went to the British Museum and they visitedBig Ben and the London Eye. They went by bus. Yes, sh

38、e did.c. Group work: Read the text in roles: Daming ,Amy .（分角色朗读课文，有助于培养学生的角色意识） Know the Chinese meaning of the text.（让学生在活动中参与小组学习、交流、探索、提高）。Step 3.Consolidation and Extensiona. Look at P16. Look at the dialogues.For example: A: Where did you go last Sunday? B:IA : What did you do ? B:IA:When did

39、you go?A:How did you go?Ask and answer in pairs in your group. Then lets check. Who wants tobe the little teacher?（把交流答案的过程交给小老师处理，根据回答情况进行评价得分，同时仿照以上环节对小老师适时鼓励）。b. Homework:（作业布置可以使学生更好地掌握过去式的重点内容，同时也锻炼了他们的口头表达能力）Ask and answer with your friends:Where did you go at the weekend ?What did you do ? Wh

40、en? How? Who?板书设计What did you do at the weekend?Where did you go ?How did you go these places?the British Museum,Take-tookGo-wentLike-likedVisit-visited教学后记课题Unit2 Daming took a photo of his father ?教学目标1.知识目标：1）全体学生能理解并认读单词of, arrive, wall, mountains, with, plants.全 体学生能运用of,部分学生能运用arrive, wall, mo

41、untains, with, plants.2）大部分学生能通过找关键信息回答 Who/How/When/What？等特殊 疑问句，来理解课文内容。3）大部分学生能正确、流利地朗读课文。2.能力目标：1）学会寻找关键信息，理解语篇，掌握重点语言。2）能根据关键信息复述课文并并转述朋友过去的经历，发展综合语言 运用能力。3）描述过去发生的事情。3.情感目标：1）培养学生的合作精神，在学习交际中感受学习的乐趣和成功的喜悦。2）激发学生爱旅游、爱生活的情感，教育学生做一个文明的游客。教学重点教学难点重点：1. 全体学生能理解并认读单词of, arrive, wall, mountains, with

42、, plants.全 体学生能运用of,部分学生能运用arrive, wall, mountains, with, plants.2. 能通过找关键信息回答Who/How/When/What？等特殊疑问句，来理 解课文内容。难点：1.词语arrive的理解和运用。2.能通过找关键信息回答Who/How/When/What .?等特殊疑问句，来理 解课文内容。教学准备卡片教学时间教学过程执教随笔课前准备：1. Listen to the song “High 歌”.2. 2. Watch the video “Beautiful scenery of China”Stepl: Warming u

43、p1. Greetings. 2. Sing a song“Where did you go?” 【设计意图：学 生边唱歌边做动作，既使学生很快地进入课堂的英语学习气氛，又 感知回顾了特殊疑问句及一般过去式，为课文的学习做好铺垫。】 Step2 Pre-reading1. 师讲述自己的旅行经历。2. 学习 Damings trip，整体感知，语篇全文。Watch the video and answer the questions. 1) Who went withs father? 2) How did they arrive?【设计意图：通过讲述自己的旅游经历，引入文本情境， 激发学生的阅

44、读兴趣并引出评价arrive at the Great Wall。带着问题 有目的地看，引导学生根据自己所需有针对性地提取信息，并整体 感知课文内容，为精读课文做好准备。】Step3 While-reading1.设问质疑，深入阅读。 Read the lesson and find out the answers. 1)When did they arrive? 2) What did they do? 2.问题深 入，推进阅读。What did Daming do? 3.听读结合，加深理解。【设 计意图：问题牵动下，让学生有目的地自读课文，深层次理解学习 重点内容，引导学生在寻找细节信息时

45、放慢阅读速度，在关键信息 处划线或做标记。并结合课文插图、动画，让学生在文本情境中理 解课文。把提取的关键信息直观、形象地呈现在黑板上，帮助学生 理解语篇，掌握重点语言，也为后面的复述课文做好铺垫。】Step4 Post-reading1. Try to retell the lesson. 2. Describe your friends trip. 【设计意 图：引导学生学会根据关键词复述课文，加深对课文的理解。 鼓励学生将所阅读的内容与自己的生活联系起来，将阅读技能 与语言技能进行整合，对学生进行综合语言训练。】Step5 Homework1. Listen to the tape an

46、d read the passage fluently.2. Tell your parents about your friend5s trip. 【设计意图：布置此 开放性作业，旨在培养学生运用英语交际的意识，锻炼学生用英 语做事情的能力。】板书设计Unit 2 Daming took a photo of his father. 单词 hour mountain wall arrive with plant 句子 What did Daming do at the weekend?Where did you go?Where/How/When/What did.?教学后记第四单元教材分析单元