五年级下册英语教案新部编本

1、精品教学教案设计| excellent teaching plan教师学科教案20 -20学年度第一学期任教学科:任教年级:任教老师:xx市实验学校精品教学教案设计| excellent teaching plan年级五年级学科英语授课时间课 题lesson 29 : gifts for everyone设它教学内容lesson 29 : gifts for everyone教学目标知识与技能理解运用单词：gift过程与方法运用gift编对话，培养学生语言运用能力。情感、态度与价值观在合作中学习知识，培养学生学习英语的兴趣，帮助学生养成合作学习 的态度。教学重、难点重点理解运用单词gift 。

2、难点运用gift编对话，培养学生语言运用能力。教学时间二课时教学具准备收音机，教师卡片，磁带。学生自带的礼物。教学方法（或模式）“情境探疑”教学模式教学过程：第一课时、 the creation of context, questioning beacon（创设情境，设疑力、标）1. greeting 。2. game “draw and guess ”3.实物练习：复习教室中物品名称。二、with the situation of independent inquiry（凭借情境，解疑构建）.introducelead a dialogue ：t： this is a gift. a gif

3、t . what is this ?（ read after me : gift ）t: i like gifts . do you like gifts? （ please answer me ）t： who is this gifts for ?学生利用自带的礼物进行操练：s 1 : this is a gift . it s for you !s 2 : thank you !s 1 : you re welcome!s 2 : this is a gift . it s for you !s 3 : thank you !s 2 ： you re welcome!3. use the

4、tape and student s book.三、拓展情境，当堂训练听录音，理解课文：what gift for steven?what gift for kim?what gift does jenny give mr. wood?what gift does danny give mr. wood?四、优化情境，质疑再探practice : make up a dialogue.将全班分成若干小组，让学生编排关于送礼物的对话。表演时检查学生的理解情况。五、class closing.（结束课堂教学）use the activity book .个性化创意：第二课时一、创设情境，设疑立标1

5、 .对话弓 i 出课题 how s the weather today? what day is it?on mother s day, what gifts did you give to your mother? and what did you say to your mother? you can say them in english or in chinese.2、sing a song : you love your mother and your father, they love you too. you are a happy family. let s sing a so

6、ng: we are a happy family.二、凭借情境，解疑构建you have a happy family. our class is a big happy family, too. children s day is coming. i want to give gifts to you.（出示一个大包，内不装物品，并把它放到桌子上。）look! wha t s this?what colour is it?do you like my bag?where is my bag?where is the blackboard?1、what s in my bag? can yo

7、u guess?look! nothing is in my bag.but why do i take the bag here? i want to buy gifts for you.（板书这句话，重点突出buy 这个单词。 ）today we will learn lesson29 gifts for everyone.do you want gifts? wait for me! i go to a shop to buy gifts.（教师拿着包走出教室，装做去买东西。去把准备好的礼品装入包中，尽可能选学生会用英语表 达的物品。）师再次走进教室的时候，拍着包说：i bought g

8、ifts for you 。（板书这句话，与前一句进行比较，尤其是 buy bought让学生说在意义上有什么不一样。）2、i bought gifts for you. look! this is a gift.（ 领读这个句子。）wholikes this gift? this gift is for you（板书并将礼物给一位同学）.you are a good girl/boy. you work hard atschool. you did a good job. do you like it?look, what s this? this is a hat. this hat is

9、 for you. do you like it? put it on,please. oh,look , is it just right? it s too small for you.this is a t-shirt. what s this?（指着衣服上的中国地图，问学生）this is a map ofchina-our country. i love china. do you? this t-shirt is for you.（板书）do you like thist-shirt? you can put it on. oh! i m sorry. it s too big f

10、or you.三、拓展情境，当堂训练today jenny and danny go back to their school. they bought gifts for their friends and teacher. let s listen to the tape. first time,follow the tape. the second time, only listen and find the answers. jenny bought for steven.（2） danny bought for kim.（3） what s jenny s gift for mr.

11、wood?.（4） what did danny buy for mr. wood?. 四、作业children s day is coming. what gifts do you want to give to your friends? if today is children s day, you can say hi to your friends. you can give gifts to your friend.板书设计：lesson 29 : gifts for everyone a kitestevengifta hatkima picturemr.wooda t-shir

12、tmr.wood教后反思年级五年级学科英语授课时间课 题lesson 30 : a letter from li ming设它教学内容lesson 30 : a letter from li ming教学目标知识与技能过程与方法情感、态度与价值观教学重、难点重点难点教学时间教学具准备教学方法（或模式）教学过程：个性枇创意：板书设计：教后反思年级五年级学科英语授课时间课 题lesson 31 : are you ready for a quiz?设它教学内容lesson 31 : are you ready for a quiz?教学目标知识与技能完成本课所涉及的小测试；学生能够读懂故事书中的小

13、故事。过程与方法通过小测试及故事理解，提高学生的阅读及听力理解能力。情感、态度与价值观培养英语学习的兴趣，提高学生的英语综合水平。教学重、难点重点能准确回答书中的问题，听懂并理解故事内容，顺利完成相关 练习。难点听懂并理解故事内容，顺利完成相关练习。教学时间一课时教学具准备录音机、故事书、教学卡片教学方法（或模式）“情境探疑”教学模式个，性化创意:（创设情境，设疑立标）教学过程：一、the creation of context, questioning beacon1、greetingo2、review: irregular past-tense verbs and regular past

14、-tense verbs. 二、凭借情境，解疑构建1、chant: what did you do?listen read and plus the action2、quiz:a . use the quiz as the listening exercise. the students finish it on the paper. play the tape twice. then check for understanding.b. ask them to write the answer below each question .（拓展情境，当堂训练）.、 with the situa

15、tion of independent inquirystory: a gift for little zekeprepare to readask the class to look at the picture in the story.questions： is little zeke happy or sad? why?read the storyplay the audiotape twice and check for understanding.discuss the storydo little zeke want a gift?who gives little zeke a

16、gift?what is the gift?use the activity book.ask the students to listen carefully. play the tape twice.四、class closingmain idea of the story.板书设计：lesson 31: are you ready for a quiz? what did you do? what happened?did you like beijing?教后反思“情境探疑”教学模式教学设计年级五年级学科英语授课时间课 题lesson 32 : again , please !设2t教

17、学内容lesson 32 : again , please !教学目标知识与技能（1）读、写、运用卜列动词的过去式：ate, saw, went, walked, talked, liked, played, worked, shopped, jumped, looked, pointed, helped（2）掌握并运用句型：this isat the.what happened?过程与方法同学们介绍旅行中的趣事，培养学生的谛言运用能力表达能 力。采用小组合作式、体验式等多种学习方式，通过竞赛游戏、 表演等环节使学生理解掌握词汇及句型。情感、态度与价值观培养学生较好的文化意识与英语语感。在教学

18、中要特别加强国 情教育，爱国主义、集体主义教育。增强他们的爱国情操。小 组合作，互相帮助，培养学生的合作能力。教学重、难点重点运用本单元学习的动词的过去式及句型。难点在日常生活中熟练运用所学单词。介绍自己的旅途趣事并编对话。教学时间一课时教学具准备录音机、磁带、学生的旅游照片教学方法（或模式）“情境探疑”教学模式教学过程：一、the creation of context, questioning beacon（创设情境，设疑立标）1、greeting.2、reviews:快乐过去式我来猜。（把学生分两组，进行竞赛。）利用录音机播放故事，做秘密词汇游戏。3、talking:where did

19、you go last summer? did you have a good trip?二、with the situation of independent inquiry（凭借情境，解疑构建）.1、示范。拿起一名同学的旅游照片，进行对话：t; do you like to go on a trip?s; yes, i do.t； where is here?s; it is .t; it is a famous city. where did you go in ?s; i went to 、 and .t； what did you do in ?s; i looked in shop

20、s. i eat snacks. i bought many gifts.t； what a nice trip!三、question situation, standard compensation standard （拓展情境，当堂训练）. 小组内活动。小组内成员利用旅游照片进行问答练习。可利用如下句型：on your trip, what did you see?个性枇创意：what did you do in ?are you happy in ?did you have a good trip?what happened?谈论自己的旅行趣事。用上句型this is _ at the

21、.四、作业设置旅游回来的情境，学生编对话并进行表演。五、结束课堂教学1 .做活动手册第32课。2 .写卜自己的旅行趣事板书设计：lesson 32 : again , please ! on your trip, what did you see?what did you do in ?are you happy in ?did you have a good trip?what happened?this is_ at the .教后反思年级五年级学科英语授课时间课 题lesson 25: li ming goes home设它教学内容lesson 25: li ming goes home

22、教学目标知识与技能this lesson teaches students regular pasttense verbs ：walked、looked、talked、played .过程与方法they can say and understand the common phrases.did you missme? did you have a good trip? 情感、态度与价值观they can express their feeling and try to speak more.。教学重、难点重点regular past-tense verbs: walked 、looked 、t

23、alked难点regular past-tense verbs: walked 、looked 、talked教学时间二课时教学具准备录首机教学方法（或模式）“情境探疑”教学模式教学过程：a课时一、the creation of context, questioning beacon（创设情境，设疑立标）greeting .s: greeting .t: lead them do the games:1 、what s missing?2 、what day is it ?what day was yesterday?二. with the situation of independent i

24、nquiry（凭借情境，解疑构建）.1. make a chart on the blackboard as show below.2. make up sentences as act out .try to make them understand .（make models）三、optimal situation, extended （拓展情境，当堂训练）.do the game :travel.play the audiotape .（part 1）review the story so far. li ming danny and jenny went on a trip to be

25、ijing where are they now?divide the class into small groups.encourage every one.do the listening exercise.check for understand四、结束课堂教学。class closing个性化创意：第二课时一.创设情境，设疑立标lead them do the games:1、what s missing?2、what day is it ?q: what day was yesterday?greeting .review the words about weeks 、months

26、and ordinals .a: it was.二、question situation, standard compensation standard(凭借情境，解疑构建).review the story so far. li ming danny and jenny went on a trip to beijingwhereare they now?divide the class into small groups.encourage every one.do the listening exercise.check for under standing.today yesterda

27、y play played walk walked talk talked look lookedhave a try. make a sentence with right verb tense。do the game.listen and read.(ask questions.)play attention to the new word gift ” . and sentences.did you miss me?did you have a good trip?its for you.practice by them selves.make up a dialogue about c

28、oming home from a trip.write what you hear.三、拓展情境，当堂训练use the activitybook.通过肢体语言及详细的表格让学生体会动词过去时的变化情况.给学生创新的机会，充分展示个人才华，不拘泥于仅限词汇.对故事的掌握在于是否会运用语言，创造合适的空间情境让学生大胆的发挥，能让学生更自由.板书设计：lesson 25: li ming goes homewalk walked look looked talk talked育人犹如春风化雨，授业不惜蜡炬成灰精品教学教案设计| excellent teaching planplay playe

29、d教后反思年级 五年级学科 英语育人世血春风化雨，授业不惜蜡炬成灰授课时间课 题lesson 26 : jenny goes home设#教学内容lesson 26: jenny goes home教学目标知识与技能学生能读、写、说、运用句型 did you miss me?过程与方法通过卡片、课件形象生动地学习单词的读音以及拼写。情感、态度与价值观照片能留给孩子们美好的回忆，也能激发孩子们对北京的热爱， 并能增加孩子们的环境保护意识。也使得孩子们对别人更有爱 心教学重点：eat see go的过去式.教学重、难点重点eat see go的过去式.难点学生能读、写、说、运用句型 did you

30、 miss me?教学时间一课时教学具准备 录音机，单词卡片，课件教学方法（或模式）“情境探疑”教学模式教学过程：一、the creation of context, questioning beacon（创设情境，设疑立标）1 .口语交流。2 .游戏“ travel ”一一复词规则动词过去式教师手持 today，“yesterday”两张卡片在全班来回走动，让学生抽此卡片。教师用动作给出一些常用的动词， 如：教师作“走，跳，玩，谈话等”的动作， 学生抽到卡片后就说s1 : today ,i walk .s2: yesterday , i walked.二、with the situation

31、 of independent inquiry（凭借情境，解疑构建）.以上我们复习了一些规则动词的过去式，今天我们来学习一些不规则动词的过去式出示课件：today :yesterday:gowentseesaweatatehavehadamwas1 .听录音并跟读课文第fs分2 .出示课件，根据所给内容说话指导学生记忆单词jenny的旅行计划the first day tian anmen squarethe second day palace museumthe third day wangfujing3 .听录音并跟读第二部分内容4 .小组合作朗读单词，并记忆单词。三、 optimal s

32、ituation, extended（拓展，情境， 当堂训练）.个性化创意：根据课件提问问题：1 .基础题：完成活动手册第一题。2 .拓展运用总结所学常用规则和不规则动词的过去式，并在现实生活中主动应用。板书设计：lesson 26: jenny goes hometoday:yesterdaygowentseesaweatate教后反思“情境探疑”教学模式教学设计年级五年级学科英语授课时间课 题lesson27 : danny goes to school设教学内容lesson27: danny goes to school教学目标知识与技能掌握重点句子 what happened?并能够对

33、此问句进行回答。过程与方法了解 hurt fall break 的过去式为 hurt fell broke。情感、态度与价值观培养学生遇到挫折仍保持良好心态的心理。教学重、难点重点学生能回答 what happened?这个问句来讲述已发生过的事情难点掌握重点句子what happened?并能够对此问句进行回答教学时间二课时教学具准备 词汇卡片，录音机教学方法（或模式）“情境探疑”教学模式教学过程：a课时、 the creation of context, questioning beacon（创设情境，设疑力、标）1、what s missing?2、what day is it ?用“t

34、ravel ”的变化形式做游戏二、with the situation of independent inquiry（凭借情境，解疑构建）.利用手偶及有关 danny的图片进行对 what happened?的教授。teacher: i have some pictures of danny.（对手偶说）danny, can you talk about yourpictures?danny: ok.teacher:（拿出一张照片）oh! what happened, danny?danny: i hurt my nose!teacher:（拿出二张照片）what happened?danny

35、: i fell!teacher:（拿出三张照片）what happened?danny: i broke my tail!teacher: oh, poor danny!（面向学生） can you talk about danny s pictures, what happened?（将学生分成若干组，给他们一定的时间进行练习并找几组表演）四、optimal situation, extended （拓展情境，当堂训练）出示写有hurt fall break及其过去式的卡片并领读，告诉学生这三个词是不规则动词，要特殊记忆。五、结束课堂教学。1、教师总结本节课的学习内容。2、让学生说说本节课

36、的收获。个性化创意：育人犹如春风化雨，授业不惜蜡炬成灰精品教学教案设计| excellent teaching plan第二课时一、创设情境，设疑立标用“travel ”的变化形式做游戏以复习以前学过的动词过去式。二、凭借情境，解疑构建put a bandage on a puppets nose or head. lead a dialogue like this:t: (look surprised.) what happened?p: yesterday, i walked to school.t: what happened? say it,please, class.c: what

37、happened? p: i fell.c: what happened? p: i broke my nose.c: what happened? p: it hurt.t: poor danny. what happened? p: my friend helped me.t: what happened?p: she put a bandage on my nose.role play with a volunteer. encourage the volunteer to say what happened? after each sentence. here are some sen

38、tences:i went to school yesterday. i saw a man in the classroom.the monkey played. i walked. the m jumped on the desks.三、拓展情境，当堂训练listen to the tape and try to answer the questions:what happened to danny?divide the class into small groups. ask each group to make up a dialogue about something that ha

39、ppened yesterday. ask each group to use the phrase what happened?将全班学生分成若干组，就自己准备的照片进行讲述，并编一段与照片有关的对话，要求学生在对话中用到句子： what happened?让自告奋勇者到前面表演对话。四、作业安排选词填空1、what, danny?2、imy nose!3、i.4、imy tail!fell happened broke hurtuse the activity bookmake a dialogue,using the important sentencewhat happened? ”

40、and important words.板书设计：lesson 27: danny goes to school what happened?hurt hurt fall fell break broke教后反思“情境探疑”教学模式教学设计五年级-ire、:人犹也风化而，授lk不惜蜡炬恻授课时间课 题lesson28: jenny s and danny s pictures设#教学内容lesson28 : jenny s and danny s pictures教学目标知识与技能学生能读、写、说、运用句型 this is（名字）at the （地点）。过程与方法通过游戏，复习不规则动词和规则动词。利用演一演的方法使 学生掌握新知识，通过练一练的方法使知识加以巩固。课上多 以实物出现激发学生的学习兴趣。情感、态度与价值观照片能留给孩子们美好的回忆，也能激发孩子们对北京的热爱， 并能增