广州版五年级英语下册教案.doc

Module 1 Our life一. 教学内容分析Module 1的话题是“Our life”， 学生在四年级及五年级上学期已经学习了大量的有关这方面话题的句子，而本单元主要的是学习一般现在时第三人称的陈述句和疑问句。Unit 2是用电话对话的形式引出Jiamin平时学习的情况，这打电话的日常用语在四年级的Module 4 Unit 11 的Fun with language 以笑话的形式出现过，但大部分学生对此印象不深。本单元的句型should/shouldnt 可以与五年级can/cant must/must句型和句子联系起来教学。二教学对象分析到了本学期，学生已经差不多学了三年的英语了，有的或许是五年了，我们在教学中应该注意从以培养学生听，认，说能力为主转移到以培养他们的阅读，写作能力为主。学生已有了几年英语的基础，老师特别要注意培养学生的综合运用语言的能力，帮助学生把所学知识系统化，教会学生学习的方法，在适当的时候可培养学生的自学能力。三教学策略Module 1的内容比较接近生活，我们在教学的过程中应尽量与实际联系起来，设计多个活动让学生在情景中学习、巩固，学会用英语做事情。本册书开始让学生接触音标，我们在音标教学时要注意结合学生的学习规律，避免将教学内容变得僵死化。我们可以先呈现音标例词，让学生小组讨论，寻找共同音素，发现发音规律。让学生在理解的基础上，再自我发现新知识，他们会对学习内容更加感兴趣，印象更深刻。四 教学目标(一)语言技能X k B 1 . c o m1. 听做: 能根据听到的内容指认本单元的新单词, 能听懂别人谈论某人日常生活习惯的语句及课文对话内容.2. 说唱: 能运用本单元的语言材料在真实情景中打电话、谈论别人的生活习惯，对别人提出建议，以及能唱书中和老师编的歌和诗3. 玩演: 能积极参加课堂游戏及尝试表演课文内容和故事.4. 读写: 能读本课的新单词, 读懂课文, 正确书写本课的四会单词和重点句型.(二)语言知识1. 词汇:New Words: 四会: study, early, subject, hour, practice, piano, than, pen friend, glad, Id be glad to. , may, e-mail, each, other, each other, noon, begin, teach, soon, worried, be worried about, tired, hand in, on time, do well (in),should, worry, catch up with, together, seldom, shouldnt三会: former, LeedsSentence Structure: Could you help me? Id love/be glad to.May I speak to?This isspeaking.What/What time/Who/Whose/Where does he/she do?He/She always/usually/often/seldom/never does .I/You/He/She should/shouldnt do 2. 语法:能正确表达一般现在时第三人称的句子 能正确运用情态动词should/shouldnt 表达，介词to, for的正确运用。 3. 语音: 能正确运用音素/i:/, /i/, /p/,/b/,/t/,/d/拼读单词，能读准第三人称单数动词，并能用升降调读出本单元的单词，并用正确的语调,语音说本课的交际用语. 4. 话题：能用所学知识打电话、谈论别人的生活习惯，并能说出在日常生活中哪些事情应该做的，哪些不应该做的(三).情感态度能积极主动地参加老师所组织的课堂活动，在学习过程中享受学英语的乐趣。在教学过程中对学生进行环境教育，灌输绿色奥运概念，小学生要响应号召节能减排。教育好学生保护环境。爱护花草树木，不要乱仍垃圾，教育学生要节约用水。(四).学习策略: 1. 能积极与他人合作，共同完成任务。2. 能对所学习内容主动练习和实践。3. 能积极运用所学的知识。(五).文化意识：了解西方人与朋友约会时一些不应该做的事情 二. 教学重点,难点重点: 运用本课的单词,句型去谈论某人的生活，向别人提出建议.难点:一般现在时第三人称单数动词的变化三. 教学媒体图画,电脑,软件,鼓四. 课时本单元用8课时完成,Unit 1 :3课时;Unit 2:3课时;Unit 3:2课时.五. 课时设计X k B 1 . c o m Unit 1 第一课时一.内容 Dialogue(书P1-3)二.语言点Vocabulary: 四会：study, early, subject, hour, practise, piano, than, pen friend, Id be glad to, may, e-mail, each other三会：former ，LeedsSentence Structure: What/What time/Who/Whose/Where does he/she do?He/She always/usually/often/seldom/never does .Could you help me? Id love/be glad to.三.任务Talk about ones life.四.教学过程(一)Leading-in1. 出示P1的图画并问学生：A. What are they doing?B. What does he/she usually do at/in?2根据学生的答案导出课题和本课的主要内容 (二)Pre-task1. 出示“Sue”正在弹钢琴的照片2. 问：Whos she? How old is she?What does Sue do on Weekdays?Do you want to be her pen friend?3. 教单词：practise, piano, than, hour, pen friend ，Id be glad to. E-mail, each, other, each other (让学生注意practise的读音和一小时的表达法：an hour)(三)While-task1. 学生听录音3次，回答问题A. Is Sue Miss Whites former pupil?B. Does Sue study at Lily school in Leeds, England?C. How does Sue go to school?D. What subjects does Sue study at school.?2. 检查答案并教单词：former, Leeds, subject, 3. 跟读课文2次，4. 小组分角色读，演课文（可以给适当的图画和句子或表格做提示）5. 检查。(四)Pro-task and Check1. 让学生把课文中谈到Janet的日常生活的句子找出来，并在小组内说一说。2. 检查，并让学生观察这些句子的动词，总结一般时第三人称单数动词的变化。3. Sing along边跟唱边做动作.4. 总结本节课的新单词和语法知识。5. 出示活动手册P1第一题的图画，让学生互相问问说说图画中人物的生活。6. 检查。7. 笔头练习：根据活动手册P1图画填单词。（如果时间不够，可作为课后作业。）A. Ann _ the _ every day.B. Judy _ her homework in the evening on weekdays.C. Tim _ to school by _.D. John _ his friends every Saturday.E. Marry _ at Rose School.F. Ken always _ the _ for half an hour every day. 8. 检查。（五）Homework1 抄读本节课的四会单词：一个一行，边抄边读。2 完成活P13 熟读课文。 Unit 1 第二课时一.内容 Rhyme, Work with language(1, 2) 二.语言点 Vocabulary：noon, begin, teach, soon Sentence Structure: What/What time/Who/Whose/Where does he/she do?He/She always/usually/often/seldom/never does .三.任务http:/w w w.xkb1. com能运用所学知识谈论某人的生活。四.教学过程(一) Leading-in1.评讲活的作业。2.Sing the song the tapeJanet gets up early every day。（二）Pre-task1. 让学生根据歌词想一想：What do you think of Janet? Why?2. 出示“Rhyme”，并教育学生要养成准时的良好习惯。3. 让学生打着拍，读Rhyme4. 师说：要做到准时，首先要安排好自己的时间，现在让我们看看Sue是怎样设计自己的时间表的。5. 出示Work with language 1，教单词：noon, begin6. 老师先做示范，然后让学生根据时间表讨论一下Sue 的日常生活。Model: Sue gets up at seven in the morning on weekdays.7. 检查(三).While-task8. 比赛让学生用What/What time/How/Does小组内提问和回答，看哪一组能提出最多的问题，并回答正确。9. 小结：一般现在时第三人称单数的陈述句和疑问句的表达。10. 让学生仿照Sue的时间表，想一想，写一写自己的时间表11. 游戏：马拉松先请一位学生说一个关于自己的生活的句子，如：I get up at seven in the morning. 然后第二位学生重复第一位的句子，但要变人称，并再说一个关于自己的生活的句子，如：He/She gets up at seven in the morning. I have breakfast at seven thirteen. 然后再请第三位学生重复刚才两位说的句子，再说一个关于自己生活的句子，如：He/She gets up at seven in the morning. He/She has breakfast at seven thirteen. I go to school at eight.这样一直接下去，看谁能接到最后。12. 根据游戏中学生的表现和说的情况总结。(四)Post-task and Check13. 采访：采访一下你的同学，问问他们父母平时的生活时间。When/What time does your father/mother?He/She Gets upGo to workGo to bedFatherMother 14. 总结采访的情况和本节课的内容。 (五)Homework1. 家庭听写Unit 1的四会单词.2. 按照书P5的时间表，说说读读关于Sue日常生活的句子。3. 完成活P3的第5题。Unit 1 第三课时一.内容 Work with language3 P2-4二.语言点 Vocabulary: Unit 1的单词 Sentence Structure: What/What time/Who/Whose/Where does he/she do?He/She always/usually/often/seldom/never does .三.任务 能运用所学知识做相关的练习或活动。四.教学过程(一) Leading-in1. Have a dictation2. Check the homework in 3. Talk about Sues life according the timetable.(二) Pre-task4. 做一做Work with language35. 检查，对答案。6. 向学生介绍“e-mail”的格式。7. 让学生做一做活P2的第3小题。8. 对答案，并让学生读一读。9. 出示活P2第四题的画。10. 让学生比较图中人和动物，说说他们的特征。11. 让学生读一读本题的句子，并把句子的编号写在相应图的括号内。(三)While-task12. 出示一幅画有两个女孩在练钢琴，一个练了2个小时，一个练了1个半小时，一个短头发，一个长头发。13. 让学生根据图画提出问题，并回答。14. 让学生比较图画中的人物，仿照活P2第四题的句子，写一段话（不少于5句）。15. 根据学生写的情况小结。16. 做一做活P4第6题17. 检查，对答案。 (四)Pro-task and Check18. 出示几位外国小朋友的相片或图画，19. 让学生说说自己想知道关于他们哪方面的情况，并用问题的形式说出来。20. 老师回答他们的问题。21. 让学生小组说说自己的校园生活。22. 根据学生的实际情况总结。(五)Homework http:/w w w.xkb1. com让学生选择以上一位自己喜欢的外国小朋友作为自己的笔友，仿照书P5并用e-mail的形式向他或她介绍一下自己的校园生活。 Unit 2 第一课时一.内容 Dialogue ,Fun with language二.语言点 Vocabulary: worried, be worried about, tired, hand in, on time, do well in(in), should, worry, catch up with, together, seldom, shouldnt=should notSentence Structure: May I speak to?This isspeaking.He/She always/usually/often/seldom/never does .I/You/She/He should/shouldnt三.任务 能正确用电话用语，能用英语介绍别人的日常生活.四.教学过程(一)Leading-in1.Free talk. May I speak to?This is speaking How are you? Im fine, thank you. And you?Im fine too. Thanks.2. 看情景，说说应该跟这些小朋友说写什么话A 小朋友在墙上画画B 小朋友摘公园的花C 小朋友喂动物园的猴子 (二)Pre-task1. 出示图画（Jiamin）2. T：This is my pen friend Jiamin. What does he look like?3. 出示Jiamin另一幅又瘦又累的图片4. T: What does he look like now?5. 引导学生说出句子：He looks thinner now than before. He looks tired.6. T：Why Jiamin looks thinner now than before? Why he looks tired?7. 让学生小组猜猜其原因。He usually/often/sometimes/seldom/never.(三)While-task8. 听课文录音3次，找出真正的原因。并说说他的不良表现。9. 教单词：hand in, on time, do well(in)10. T: Im worried about my pen friend Jiamin. What should Jiamin do? Lets help him together. 11. 教单词：worry, worried, be worried about, together.12. 让学生小组讨论给Jiamin的建议。He should/shouldnt13. 检查并出示书Dialogue2, 让学生读一读，并对学生进行情感教育。(四)Pro-task and Check14. 跟读课文2次，分角色朗读，并小组表演。15. 检查，评价。16. 给出情景，让学生小组扮演打电话。D 打电话采访教练,了解一位拿了奥运金牌的运动明星的状况.E 打电话问问笔友近来的生活状况F 妈妈打电话帮孩子请假.17. 检查, 评价18. 总结：1、本节课的单词 2电话用语 3. 如何向别人提出建议. (五)Homework2 抄读本课单词一个一行。3 完成活unit 2第1，5题。Unit 2 第二课时一.内容 Sound families 活Unit 2 第3, 4 Fun with language二.语言点 Vocabulary: bee, bead, pit, pea, deed, pit , deep, tipSentence Structure:He/She always/usually/often/seldom/never does .I/You/She/He should/shouldnt三.任务 能用英语向别人提出建议，能用发音规律正确读准单词四.教学过程(一) Leading-in1 评讲作业活P5第1题听力2 再放录音，让学生注意这题动词结尾的读音：gets, looks, has, practices, goes3 归纳一般现在时第三人称单数动词的变化(二) Pre-task1 出示Sound families 3 a的单词2 让学生听听它们的读音，说说词尾s的发音，并引导他们找出发音规律。3 同样方法教Sound families 3 b，c，d，e4 让学生按照规律再把Sound families 3 的单词读一遍5 给出单词，让学生运用发音规律尝试读出来6 让学生读Sound Families4的句子，注意动词词尾的读音7 逐条呈现Sound Families1的单词8 让学生读一读，讨论红色字母的发音，找出它们的共同音素9 让学生尝试读出Sound Families2的单词。10 让学生读出活Unit 2第3题的单词和句子11 让学生读读活Unit 3第4题的例子，注意“stays”的词尾音12 小组讨论例子三个句子有什么变化13 根据变化规律，完成本题14 对答案，并读一读，注意第三人称单数动词的读音。(三) While-task1.玩游戏：Grandma says (Fun with language)A一位同学抽句子条，并把句子读出来，B其他同学做句子意思相反的动作。（当是“should”就不做，“shouldnt就反而按照句子的意思做。）C抽6位同学出来根据其他同学说的句子做相反的动作。玩前先示范2次。2评讲活P5第5题3. 出示笑话：4. 小组讨论：What do you think of her? What should she do?5. 检查,小结6. 让学生小组扮演笑话,并抽查,评价.(四).Pre-task and Check7. 让学生小组说说自己平时的学习表现,其他同学向他提出建议。8. 小组用本班一位同学的表现，仿照课文编对话，并分角色扮演老师打电话家访。9. 抽查，评价。10. 总结本节课的教学内容及学生的表现.(五).Homework1 读准课文，并尝试背下来。2 家听Unit2的单词Unit 2 第三课时一.内容 Work With Language 活Unit2第2，6题二.语言点 Vocabulary: Unit2的单词 Sentence Structure : He/She always/usually/often/seldom/never does .I/You/She/He should/shouldnt三.任务 能用英语谈论别人的生活，并向别人提出建议。四.教学过程(一)Leading-in1. have a dictation(二)Pre-task1. 出示Work With Language1的图2. 让学生根据图画提出问题，并说出答案3. 让学生根据左边的单词，先将图画编号4. 完成Work With Language15. 读一读答案，注意动词的读音。6. 给出情景，让学生说说情景中人物的日常生活表现，并给出建议7. 仿照例子，小组说说Work With Language 2的图8. 抽查(四) While-task9. 做活Unit 2第2题A 先读一读所要判断的句子B 再让学生听录音C 评讲答案，错的让学生说出原因10. 做活Unit2第6题11. 评讲答案12. 分角色朗读本题的对话(五) Pro-task and Check13. 小组根据对话内容,讨论给Sally的建议 14. 根据对话内容，写出问题的答案A Are Sallys eyes good?B Does Sally often help her mother do housework at home?C Whos Mr. Chen?D How is Sally at school?E Which sport is she good at?15. 检查，小结16Guessing Game：老师说一段关于班里一位同学在学校表现的话，让学生猜出是谁17让学生用英语写写自己最要好的同学在学校的表现18让学生读一读自己所写的内容19根据学生写的情况总结 (五)Homework1 修改课堂所写的一段话2 用英语说说自己的学习表现，并写写对自己的建议，Unit 3 第一课时一.内容 Story Time二语言点Vocabulary: sleepy, more minutes, asleepSentence Structure: He/She always/usually/often/seldom/never does .I/You/She/He should/shouldnt三.任务 理解故事内容,能综合运用本单元的知识做听,说,写的练习或活动.四.教学过程(一)Leading-in1. 听写Module 1的单词2. 让学生把对自己的建议向全班读一读，鼓励他们要养成好的习惯(二)Pre-task3. 呈现Story的第1，4幅图画4. 讨论问题：P1:What are piggy and poggy doing in picture 1?What time is it?Should we watch TV at this time? Why?P4: Do piggy and poggy like the programme? Why?5. 听录音，检查答案6. 让学生猜单词的意思：asleep, sleepy, more, (故事内容) minute（hour）7. 教以上单词 (三)While-task8. 分角色读，演故事。采访：让学生用句型：Whats your name?What time do you? 采访同学，完成下表NameGet upGo to school9. 让学生根据采访结果, 仿照书 “PROJECT” 做一做, 写一写, 提醒学生要注意人称的变化及动词的变化9. 抽查学生,并让他们读一读.,并根据所做情况小结. (四)Pro-task and Check10. 做 Unit 3的第1题A. 先让学生把给出的答案读一遍B. 听录音,做题目,教会学生要学会听关键词C. 评讲11. 做Unit3的第3题A. 看图写出句子所缺的单词B. 让学生读一读句子,注意动词词尾的发音C. 让学生同位根据图画和句子,提出问题,并回答. 12. 总结 (五)Homework1. 完成unit3 第5题2. 写写父母的日常生活Unit 3 第二课时一.内容 Did you know? Additional wordsSelf-assessment二.语言点 Vocabulary: chat, hurry, straight, Sentence Structure: He/She always/usually/often/seldom/never does .I/You/She/He should/shouldnt三.任务. 能用所学知识完成课堂活动或练习四.教学过程(一)Leading-in 评讲的作业(二)Pro-task1. Sing a song2. 根据歌词和实际,说说我们在课堂上哪些是应该做的,哪些是不应该做的(三)While-task1. 呈现Additional words的图画2. 判断should/shouldnt3. 呈现Additional words的句子4. 猜猜单词chat, hurry, straight的意思.5. 把句子与相应的图画连起来.6. 呈现Did you know?的图画7. 让学生用英语谈论图画的意思8. 出示句子9. 向学生介绍西方人日常生活中一些不应该做的事情10. 让学生比较中西方在这些事情上的做法有什么相同与不同11. 让学生小组讨论我们日常生活中哪些是应该做的,哪些是不应该做的.12. 做unit 3的第4题A. 找出关键词B. 写出图的编号,并画出钟的时间C. 检查答案13. 做unit3的第2题A. 读一读题目所给的句子B. 听录音,判断句子正误C. 评讲答案, 要求学生说出错的原因14. 做unit3的第6题A. 读短文B. 分清e-mail的内容是写谁C. 比较两封e-mail的内容,找出两者的相同点和不同点D. 填表,评讲 (四)Pro-task and Check1. 完成Self-assessment2. 总结学生的表现及本单元的主要内容(五)Homework 仿照P13写一封e-mail给老师, 内容主要是关于自己的日常生活.Module 2 Seeing a DocotorUnit 4 Janet Fells Ill?DialogueObjectives1、To learn the names of common illness in English.2、To learn to express different feelings and symptoms when being ill , and ways of talking to a doctor .3、To practise advice, especially when someone is ill .4、To raise the awareness of fostering healthy living habits.5、在教学过程中对学生进行环境教育，灌输绿色奥运概念，小学生要响应号召节能减排。教育好学生保护环境。爱护花草树木，不要乱仍垃圾，教育学生要节约用水。Suggestions 1、Show the pictures of the topic page. Let the pupils look at the pictures and talk about how those people feel and guess what problem they have (in English or in Chinese). 2、Teach the new worlds on the topic page after the pupils work out the meaning of each picture. 3、Then tell them that if they feel ill, they need to see a doctor, and subsequently introduce the topic of this module and Unit 4. 4、Show the pictures in 1 and ask the pupils to talk about the pictures. 5、Bring forth the questions in 2 and then play the tape. 6、Check the questions in 2 with the pupils to get a general idea of the dialogue. 7、Play the tape for the second or third time and ask the pupils to listen to what Mrs. Webb and Janet said respectively. 8、Group the pupils and ask them to read the dialogue in roles, and help them imagine the feeling and intonation of a patient. 9、Get the pupils to discuss in groups about what Janet should do and share with whole class.Work with LanguageObjectives 1、To practise advice like “You should ”and “You shouldnt ”.2、To learn more adjectives to describe illness.3、To help understanding what is supposed to do and what is not supposed to do in order to keep healthy.Suggestions w W w .X k b 1. c O m1、In this part, establish a situation that many pupils feel ill today , and the school invites a doctor here for consultation . Then ask the pupils what the doctor will do and say .2、Tell the pupils that the doctor goes to see the pupils who are not feeling well first . 3、Then show pictures from 1, teach the new words and talk about the pictures together with the pupils .4、The pupils finish 1, then you check the answers with them.Then tell the pupils that the doctor is coming to the class and help them know how to keep healthy.6、Play the tape and let the pupils finish 2. 7、Group the pupils and ask them to give advice to each other in order to live a healthier life .Unit 5 Janet Goes to the DoctorsDialogueObjectives 1、To expose pupils to situations of seeing a doctor, and to get to know the language used in clinics . 2、To review using third person singular to describe a persons habits and routines . 3、To learn more new words and and expressions about seeing a doctor.Suggestions 1、Remind the pupils of Janets illness, and tell them that shes going to see the doctor today. 2、Get the pupils to predict what the doctor will do and say. 3、After the prediction, teach the new words and the new expressions in the dialogue. 4、Play the tape and ask the pupils to listen carefully and check their predictions. 5、Let the pupils read the dialogue in groups. 6、Then ask the pupils to think about what they would ask and what they wouldnt say if they were Janets doctor. 7、Ask the pupils to finish 2, and then check the answers .Sound FamiliesObjectives 1、To raise awareness of the letter-sound and sound-spelling correspondence. 2、To provide more practice in reading regular words.Suggestions 1、Show pictures in 2 and teach how to read the words.2、Ask the pupils to read after you .3、Get the pupils to observe the words in 1, and try to notice the features of the vowels and digraphs like “ck, ph”.4、Give the pupils time to experiment reading the words themselves, and give appropriate supports.5、Ask the pupils to read the words after you .Sound FamiliesObjectives http:/w w w.xkb1. com 1、To raise awareness of the letter-sound and sound-spelling correspondence. 2、To provide more practice in reading regular words.Suggestions 1、Show pictures in 2 and teach how to read the words. 2、Ask the pupils to read after you . 3、Give the pupils time to experiment reading the words themselves, and give appropriate supports. 4、Ask the pupils to read the words after you.Work With LanguageObjectives 1、To reinforce what they have learnt. 2、To learn more words and expressions about illness. 3、To work out the meaning of the language in a situation, and practise the language learnt in the situation.Suggestions 1、For 1, explain the new words and expressions bye showing the pictures or by acting them out . 2、Ask the pupils to match the pictures and the speech bubbles, and then check the answers. 3、In 2, use the pictures in the te