外研版小学新标准英语(起)第五册_全册_教案

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1、内江一小英语教研组主题单元备课 群策群力 提高教学课时教学计划 备课人： 周丽 陈利萍 杜建勋 单元M1 u1课题When did you come back?课型新授教学 目标知识与能力1. 使学生能听、说、认、读when, back, home, those, ice cream, with, finish, hurry, hurry up, wait, drop等单词。2. 感知句子When did you come back? We came back ，并理解其意思。3. Talk about our holiday. Using the words Where did youcom

2、e back? 过程与方法合作学习，小组学习，交往式学习情感与态度1.激发学生学习英语的兴趣，使学生树立学习英语的自信心。2.培养学生的合作交流能力重点Talk about the past things.难点使用动词过去式，描述过去发生的事情。教法1. Listening to the tape.2. Group work.3. Using PPT.4. Using cards.学法1. Listening to the tape.2. Work in groups.3. Learning through the PPT.4. Learning words with the cards教学准

3、备PPT, computer, tape-recorder, tape, cards预习设计1. Talk about your summer holiday.2. Collect the pictures about your holiday.教学过程施教者调整Step1: Warm up and lead in. 1. Greeting. T: Hello, boys and girls. How are you? Ss: Im fine. Thank you! T: Were you happy in your holiday? Ss: Yes. T: lets talk about o

4、ur summer holiday, OK? Ss：OK. (请同学们谈谈自己的暑假生活) 2. lead in T: Where did you go? Ss: I went to. (复习go的过去式went.) T: What did you buy?Ss: I bought. (复习buy的过去式bought.)T: When did you come back? Ss: 3. Summary the past tense. go-went do-did come-came buy-boughtStep2: New words. 1. Show words cards and teac

5、h the Ss the new words. Make some screen to learn the words :dropdropped (如：通过动作.I dropped my pen/book)waitwaited finishfinished2. Play a game:用单词卡只露第一个字母.让学生猜单词(设计目的:练习单词的认识及拼写能力.)Step3: Text T: Do you know Amy and Sam? Ss: Yes T: Where did they go? When did they come back? Listen carefully and ans

6、wer the questions. T play the tape recorder, Ss listen and answer the questions.Play again, read after the tape.Do the exercises.Choose T or F.( ) 1. Lingling is in London with Sam and Amy.( ) 2. They are back yesterday. ( ) 3. They came back yesterday. ( ) 4. john lives near Amy and Sam. Check the

7、answer.Work in groups. Try to act the text out.Ask some group act in class.Step4: Survey Ask you Ss and fill in the form Where did you go? What did you by? When did you come back?Step5: SummeryStep6: Homework Do the form after class.When did you ?NameLeaveCome back【板书设计】 unit1 When did you come back

8、?gowent buybought When did you come back?comecame dodid I came backdropdropped finishfinished waitwaited 【教学反思】课时教学计划 单元M1 u2课题Did they buy ice creams?课型新授教学 目标知识与能力1.使学生能听、说、认、读dear, met, ran等单词。2.会使用句型Did you? Yes, I did. / No, I didnt.过程与方法合作学习，小组学习， 情感与态度1.激发学生学习英语的兴趣，使学生树立学习英语的自信心。2.培养学生的合作交流能力

9、3.学会关心别人。重点Talk about the past things.难点使用动词过去式，描述过去发生的事情。教法5. Listening to the tape.6. Using PPT.7. Group work.8. Using cards.学法5. Listening to the tape.6. Learning through the PPT.7. Work in groups.8. Learning words with the cards教学准备PPT, computer, tape-recorder, tape, cards预习设计Talk about your hom

10、ework.教学过程施教者调整Step1: Warm up 1. Greeting. 2. Game: talk about what you did last weekend. 3. Make a chant Do do did Buy buy bought Go go went Step2: lead in Guessing game T take a postcard, show the back to the Ss, let the Ss guess what it is. Teach the word :postcard T: Can you write a postcard?Lin

11、gling wrote a postcard to Daming. What did she say? Listen and answer the questions.1. Did Lingling go to the park yesterday? 2. Did they meet John?3. Did they buy ice creams?4. Did they go home by bike?5. Did lingling walk to the bus?6. Did Lingling drop her ice cream?Step3: TextListen to the tape.

12、 Work in groups. Answer the questions.Read after the tape.Read together. Step4: Group work Let the Ss work in groups, talk about themselves. Act in class.Step5: listen and repeat. Listen carefully and repeat.Step6: sing a song. Listen to the tape first. Sing with the tape. Have a match, sing the son

13、g, lets see which group is the winner.Step7: Game Work in groups, and do the game of SB6Step6: Homework Write a postcard to your friend, tell him or her what did you do yesterday.【板书设计】 Unit2 Did they buy ice creams?dearmeetmet A: Did you?runran B: Yes, I did./ No, I didnt.【教学反思】课时教学计划 单元M2 U1课题How

14、many do you want?课型新授型知识与能力1 Enable the Ss to learn the words:need,food,cheese,kilo.2 Make the Ss understand and use the new sentence patterns: “How many bananas do you want？ How much cheese do you want?” 3 Develop the Ss abilities of listening and speaking .4 Distinguish the words:need,food,cheese,

15、kilo,and can write many and much.过程与方法1 Review the words about need,food,cheese by game method.2 Teach the text with the task-based method.3 Do a survey by cooperative learning .情感与态度1 Faster the Ss consciousness of good cooperation. 2 Keep the Ss confidence in learning English. 重点Make the Ss use th

16、e following sentences correctly: “ How many do you want？ “ Do you like? ”难点How to make a shopping list? What do we need to buy?教法1 game method 2 task based method 3 approach method学法1 cooperative learning教学准备Tape-recorder, word cards, pictures预习设计The students should read the new words and lessons fo

17、r five times,it can help the students understand the text.教学过程施教者调整Step1：1. Revise Review the last modules words and lessons by PPT. T：last module we learnt the word “ did ”. gowent runran meetmet buybought2.Learn the new words and lessons： Show the powerpoint to the students:There are some pictures

18、 of the words: need ,food,shopping list,cheese,kilo. Then play a game：high low voice,it can help boys and girls recite the words.Step2 T:What did you do yesterday？Ss:I did my homework.T:Please guess:What did I do yesterday?S1:Maybe you went shopping.T:Yes,you are right.I went to a supermarket.I boug

19、ht lots of things,look at the board:T:Can you speak out in English?Step3Today Lingling and Ms Smart go to the supermarket,too.Let usLook at it.1.Firstly,the students should follow the taperecorder,then circle the new words in the text.2. Secondly,some boys and girls can read some questions, the ques

20、tions are on the board:1) Where are Ms Smart and Lingling?2) What do they need to buy?3) Does Lingling like bananas?4) How much cheese does Ms Smart want？3. Thirdly，the students should follow the tape-recorder again，sentence by sentence ，then the teacher and the studentscan find “ What do they buy f

21、or the picnic？”They are bananas、cheese、noodles.4.Look at your books:What is on linglings hand?Ss:It is a shopping list.(list的意思是目录,清单的意思)“how many” 和 “how much”都是用来询问多少的意思，但在用法上有区别,how many 用来询问可数名词的数量，how much用来询问不可数名词的数量。5.Then the students should answer the questions：1） They are in the supermarke

22、t.2） They need to buy food for their picnic.3） Yes,she does.4） Half a kilo.(half一半)Step41) Show some pictures on the board(apple,pear,banana,cheese,meat,milk)引导学生说出那些是可数名词，那些是不可数名词。2）Use the pictures to make some sentences with“how much”and “how many” .Homework：1 Recite the words and lessons.2 Make

23、a dialogue about shopping3 Find some informations about shopping on the computer.【板书设计】 Module2 Shopping Unit1 How many do you want? need food cheese kilo shopping list how many how much How many bananas do you want? How much cheese do you want? 【教学反思】课时教学计划 单元M2 U2课题How much milk do you want?课型新授型知

24、识与能力1 Enable the Ss to learn the words:picnic,box,bottle,juice.2 Make the Ss understand and use the new sentence patterns: “How much milk do you want？ How much juice do we need?” 3 Develop the Ss abilities of listening and speaking .4 学习感知元音字母以及字母组合u,o,ar,a,er,ir,ur在单词中的发音，通过朗读含有这些字母和字母组合的单词，让学生感知发音

25、规律。过程与方法1 Review the words about picnic,box,bottle,juice by game method.2 Teach the text with the task-based method.3 Do a survey by cooperative learning .情感与态度1 Faster the Ss consciousness of good cooperation. 2 Keep the Ss confidence in learning English. 重点Make the Ss use the following sentences c

26、orrectly: “ How much do you want？ ”难点How to make a shopping list? How much milkjuicewater do we need？教法1 game method 2 task based method 3 approach method学法1 cooperative learning教学准备Tape-recorder, word cards, pictures预习设计The students should read the new words and lessons for five times,it can help t

27、he students understand the text.教学过程施教者调整Step1：4. Revise Recite the unit1s words and phrases and sentences. The teacher should choose some students come to the blackboard.2.Learn the new words and lessons： Show the powerpoint to the students:There are some pictures of picnic,rice,box,bottle,juice. T

28、hen play a game：high low voice,it can help boys and girls recite the words.Step21.The teacher should play the tape-recorder:S1:What are we going to take on our picnic?S2:Lets make a list(目录、清单).S3:What about juice?S4:Yes.How much do we need?S5:Six boxes.S6:All right.5. The teacher should explain the

29、 text for the Ss.6. Then the Ss can make a dialogue about make a shopping list.Step31.Look at the page8s part2:Look at the pictures,then make some dialogues like this:S1:How much milk do you want?S2:Five bottles,please.S3:How much rice do you want?S4:Four bags.S5:How many oranges do you want?S6:Half

30、 a kilo,please.2.Look at the page9s part3,listen and repeat.Homework:1. Recite the part1s dialogue.2. Make a dialogue about shopping list ,write down on your notebook.【板书设计】 Module2 Shopping Unit2 How much milk do you want? words: picnic box juice bottle phrases: shopping list how many how much sent

31、ences: How much juice do we need? How much milk do you want?【教学反思】课时教学计划 单元M3 U1课题We visited lots of places.课型新授教学 目标知识与能力能听、说、认读本课的重点单词：the British Museum, the London Eye, wheel, wonderful, understand, postcard; 能正确使用动词过去式；能利用What did you do? Where did you go? 询问别人过去做的事情。过程与方法通过活动体验，在交流中学会谈论上周末从事的活

32、动，谈论不久前发生的事情，发展综合语言运用能力。提高学生跨文化交际意识。情感与态度培养学生学习的兴趣，鼓励学生积极合作，引导学生了解西方的名胜古迹。重点使学生能听说，认读单词 the British Museum, the London Eye, wheel, wonderful，understand, postcard。能准确理解并熟练运用What did you do at the weekend? Where did you do? Where/How/When/What did?难点掌握本课的新单词及利用动词过去式的变化进行描述。教法任务型教学法学法合作交流法教学准备课件 CD-ROM

33、预习设计预习单词课文，各听读10遍教学过程施教者调整Step 1. Warming-up 1. Greetings T: Good morning, boys and girls. Ss: Good morning, Ms Li. T: How are you? Ss: Fine, thanks. 2. Sing a song: Where did you go? (Module 1 Book 5) 3、 复习动词的过去式： 教师以连线的方式考察学生对动词过去式的掌握情况。 go send like meet visit sent liked met visited ment (设计意图：利用

34、歌谣开始本课教学，可以创设轻松的学习氛围，消除学生的紧张情绪，由歌曲Where did you go?引出本课的重点句型，激发学生的兴趣。复习动词的过去式，为后面的教学环节做好铺垫。) Step2 Presentation 1、教学新词汇 （1）T : Amys weekend is very nice. She visited lots of places. Lets see the wonderful places.课件呈现三个地点图片，但是学生可以选择任何一个图片的序号猜猜地点。通过猜一猜让学生增加兴趣。 T: Now please guess the places, you can c

35、hoose the number and guess. S1: Number 1. T: Whats this? S1: Its the British Museum. 以同样的方式呈现 the London Eye, Big Ben。教师领读几遍。然后请学生读课文句子：We went to the British Museum. And we visited Big Ben and the London Eye. （1）呈现postcard, wheel, wonderful, understand T: I have a postcard, my friend sent me last M

36、onday. Theres a picture on it. Please listen to me and guess what it is: （让学生根据教师的描述判断明信片中的图片，学习新词 wonderful, postcard, understand, wheel。）Its wonderful! 呈现单词wonderful. 教师利用句子I will go to London next year, its wonderful. 来引导学生理解词义。 Its a big wheel. 呈现单词wheel. 利用图片解释wheel. T: Look, its a wheel , it c

37、an turn round and round. 然后问学生：Do you understand? 引出单词 understand。 T: If you understand, please nod your head, if you dont understand, please shake your head.教师用动作示范。 T: Who understand? Please tell us. 请学生说说卡片中是什么。 2 . Practice 1)当学生已经明白单词含义后，让学生开始认读单词：利用课件快速闪现单词，要求学生快速整体认读。学生分组认读单词。然后请一个学生抽取单词，另一个学

38、生猜测，如果不对，下面的学生大声朗读进行纠错。如果说对了，就说Youre wonderful! (设计意图：本课的新词汇较为抽象，且难度大。教师通过讲故事的方式显现新词汇，可以使枯燥的单词教学变的生动和自然，使学生的学习效率明显提高。) 2).读一读句子：（课件呈现句子） (1) We went to the British Museum. (2) And we visited Big Ben and the London Eye. (3) Its a big wheel. (4) Its wonderful. (5)I dont understand. (6)We sent you a po

39、stcard. 3).单词、图片配对游戏 （请六个学生分别说上面的句子，下面的学生根据句子中所含的新单词进行图片和单词的配对。比一比谁的动作快作快） 4). 说说自己的周末 T: Just now we talk about Amys weekend. Now lets talk about our weekend. Who wants to show us your weekend? 请几个学生上台表演周末所做的事，其他同学猜一猜。顺序如下：（1）Ss: What did you do at the weekend? （2）S1进行表演 （3）其他学生说出表演的内容。Eg: Liyun we

40、nt to the supermarket at the weekend. (示范表演为学生提供一个可操作的模式，以任务型的活动方式，通过合作学习，并予以评价知道，给学生提供平等的说英语的机会，鼓励学生在竞赛中学，这样既创造了轻松愉快、自然和谐的课堂气氛，又促进了交流。) 3.presenting the new text: T：Lingling had a happy weekend. Where did she go? Lets listen and answer my questions. （1）Listen to the text and answer questions: What

41、did they do at the weekend? Where did they go? What is the London Eye? Did they send a postcard to Daming? （2） Listen and repeat. （3） Group work:小组合作，回答问题。 （设计意图： 通过“任务型”听录音，教师领读，纠正学生发音，教给学生正确的发音，让他们习惯标准发音，进而有意识的模仿，形成正确的口语。） Step3 practice （1） 教师引导学生回答“What do you usually do at the weekend?”让学生将平时周末

42、所做的活动罗列出来。点击课件，出示日历。指着上个周末问学生 “What did you do at the weekend?”鼓励学生用学过的过去式回答问题。 （2） 教师准备一些风景名胜的图片，贴在教室的黑板上。如 “the Great Wall, Mt Tai, the Summer Palace.” 请两个学生上台活动，一个学生问 “Where did you go?” 另一学生站在不同图片前回答 “I went to the ” (设计意图：通过生动活泼的活动，呈现本课重点句型。该活动能让学生动一动，学生在动的过程中既活跃了思维，又操练了新句型。) Step4 Homework 1、介

43、绍你与家人的上周末生活。 2、向你的好友介绍你的旅游经历，讲述你曾参观的名胜古迹。(自选一个内容，并写下来。)9【板书设计】 Unit I We visited lots of places.单词；the British Museum, the London Eye, wheel, wonderful，understand, postcard,句子；What did you do at the weekend?Where did you do? 【教学反思】课时教学计划 单元M 3 U2课题What did Daming do?课型新授教学 目标知识与能力使学生能听说，认读单词postcard

44、, hour能准确理解并熟练运用What did you do at the weekend?Where did you do? Where/How/When/What did?过程与方法通过活动体验，在交流中学会谈论上周末从事的活动，谈论不久前发生的事情，发展综合语言运用能力。提高学生跨文化交际意识。情感与态度培养学生学习的兴趣，鼓励学生积极合作，引导学生了解西方的名胜古迹。重点使学生能听说，认读单词postcard, hour能准确理解并熟练运用What did you do at the weekend? Where did you do? Where/How/When/What did

45、?难点在真实情景中灵活运用新知识描述过去发生的事情。不规则动词的过去式。教法情景教学法学法合作交流法教学准备课件 CD-ROM预习设计预习单词课文，各听读10遍教学过程施教者调整. Warm-up【热身复习】1、Greeting2、Game:学生表演自己上周末的活动，全班通过猜其活动来复习一般过去时的表达。T：What did she/he do last weekend?S: She watched TV.3、Group wordWhat did you do last weekend?4、学唱歌曲“The London Eye”并学习语音部分.Pre-task【任务呈现我们的足迹】1、导入

46、：教师准备一些名胜古迹的图片与旅游时所照的照片，通过描述让学生猜是哪个地方。如：Its very long and old. Its in Beinjing. Where is it? 学生答：The Great Wall.2、Free task谈论旅游经历师：“There are many places of interest in China, Where did you go?”生：I went to Huangguoshu Falls, Its big and wonderful.同桌互相介绍曾去过的名胜古迹或城市。3、任务呈现师：“Did you have a good time o

47、n your trip?”Can you share your experiences with us? Today, Lets write a traveling diary.While-task【任务实施】1、视听结合，有声有色师：Daming and his father had a good weekend. Where did they go?Lets go and see.播放课文，进行听法指导，请学生根据课文完成课文活动2的问题。2、教师分段播放录音，请学生回答问题，解读课文难点。Q1: Who went to the Great wall?A: Daming and his f

48、ather.Q2: When did they go?A: They went there at ten oclock in the moring.Q3: How did the go?A: They went there by bus.Q4: What did they do?A: They took photos of the mountains.Q5: What did Daming do?He took a photo of his fatter.3、教师再次播放录音，请学生跟读，教师给予适当的指导。.Post-task【任务展示】1、Pair work 同桌合作用问答形式完成课文活动

49、3，并根据问题介绍自己上周末的活动。2、Group work学生四人一组展开活动，互相询问同伴去过的一个地方，本组成员合作完成一张地图，图上标出大家去过的地点，并逐个向全班介绍自己的旅游经历，学生以画市区图，也可以画全国地图，甚召世界地图。V.Homework【作业超市】1、 用英文写一篇旅游日记，谈论自己难忘的一次旅游。2、给自己的笔友或好友寄一张明信片，介绍你上周末在英国伦敦旅游的经历。【板书设计】 Unit 2 What did Daming do?单词； hour . mountain句子； What did Daming do at the weekend?Where did you

50、 go? Where/How/When/What did?【教学反思】课时教学计划 单元M4 U1课题Its mine课型新授教学 目标知识与能力1.能够听、说Its mine. / Its his./ Its hers./ Its Linglings./ It isnt hers./It isnt his.并能综合运用新、旧知识组织对话完成一定交际任务。2.能听懂、理解课文内容，并就课文内容回答问题。过程与方法以朴实的教学手段为载体，将情景教学法、直观教学法、游戏法、听说演唱法有机的溶为一体，为学生创设一种轻松、活泼、和谐、有趣的学习氛围。情感与态度1.进一步提高学生对英语的学习热情，增强学

51、习爱好。2.培养学生积极主动地参与课堂活动，大胆开口，主动模拟。3.通过本课的学习培养学生爱卫生、爱干净的良好品质。重点教学重点：把握描述他人或自己的东西的句型Its mine. / Its his. / Its hers. / Its Linglings. / It isnt hers. /It isnt his。难点名词性物主代词的运用。教法情景教学法、直观教学法、游戏法、听说演唱法有机的溶为一体，为学生创设一种轻松、活泼、和谐、有趣的学习氛围。学法小组讨论，表演教学准备电脑、课件、录音机/带、单词大卡片预习设计让学生提前预习课文听录音教学过程施教者调整Step1. Warm-up 1.

52、Greetings 2. Devided groups.3. Lets play a game. OK? Listen and do the actions.T: Point to my head. Point to your head.Point to his head.Point to her head.T：Do the actions.T：Say and point together.在课堂开始，教师设计了与本教学内容相关的一个热身，使学生在动手动嘴的过程中不知不觉进入新课。练习了形容词性物主代词，为本课学习名词性物主代词打下坚实的基础。这一活动真正起到了预热作用。Step2 Prese

53、ntation 第一环节：1.师指着预备好的书包、课本、铅笔、大衣等物品说：“Look, there are something on the desk. Whose bag is it? Whose book is it? Whose coat is it? （从这引入新课，充分利用有限的资源，给学生创设一种真实的教学环境，培养他们的爱好。）板书Whose book /bag/coat is it? 领读whose及句子。2.Ss: Its my book/bag/coat. 或者Its his book/ bag/coat. 师顺势引导说：Yes, its mine. 3.师指一名学生的书说：Whose book is it? S: Its my book. T:Yes, its yours. 出示yours领读。4.指一名女生的书，问其余同学：Whose book is it? S:Its her book. T:Yes, its hers. 出示hers领读。5.指一名男生，用同样方法学习his。第二环节：T: Look, whats this? (出示课件T恤衫) Our friends Amy, Lingling and Sam