小学五年级下册英语教案全册

1、小学英语 (pep)第六册教案五年级第二学期小学英语 (pep)第六册教案第二学期教学计划一、内容分析：本学期使用教材是九年义务教育六年制小学教科书英语（五年级下） （ pep primary english students book 6 ）,本册教材分为六个单元，两个复习单元。内容安排单元题目话题unit 1 this is my day daily routine unit my favourite season seasons; weather;seasonal activities unit my birthday birthday recycle 1 unit what are y

2、ou doing? housework ; indoor activities; telephone english unit look at the monkeys animals unit a field trip field trip recycle 2 本册教材强调语言的运用，注重能力的培养，突出了兴趣的激发，重视双向交流， 融合学科内容， 重视灵活扩展，实现整体设计。二、班级情况分析三、主要教学目标：1、能听、说、读、写81 个短语和单词以及16 组句子和11 个单句（包括日常活动、季节、生日、电话用语、动物和野营等几个话题） 。要求能在真实语境中正确运用并能读懂简短语篇。2、能听、

3、说、认读21 个单词。3、能学会4 个手工制作。4、能听懂、会唱8首歌曲。5、能听懂、会吟唱10 首歌谣。6、能完成6 个自我评价活动。7、能理解6 个幽默小故事。8、能了解6 项简单的中西方文化生活知识。四、提高教学质量措施：1、 融会话教学与情景表演之中2、 巧用实物、头饰、卡片、chant 等来帮助进行单词教学。3、利用读写课等时间对学生进行单词书写的指导unit1 period 1 specific vocabulary: 学生能够听、说、读、写动词词组have english class, do morning exercises, eat breakfast, play sport

4、s, eat dinner. specific target setences: 学生能听懂问句:when do you do morning exercises/ ? 并能用所学动词短语替换句型: i usually at中的关键词回答问句. specific functional exponents: 学会表达一天中不同时间段内学习和生活起居情况. source of material: 课件 , 卡片 ,同步练习册assumptions and anticipated problems: 这一课时的重点放于动词词组的掌握和句型:when do you ? 这些词组与生活贴近,学生较为容易

5、理解. 而学这一课时之前学生已经掌握很多的动词词组: cook the meals, set the table, watch tv 和知道如何表达时间的方法. step1 warm-up 1. free talk -what do you do in winter holiday? -i often .2.呈现大量学生已经掌握的动词词组,让学生快速认读watch tv, read books, play computer games, play ping-pong/ football, listen to music, read books, do homework/ housework,

6、cook the meals, sweep the floor, water the flowers, clean the bedroom, empty the trash, make the bed, wash the clothes, put away the clothes, set the table, do the dishesstep2 presentation 1.整体呈现部分单词的同时复习时间的表达法t: what time i s it now? it s time for english class. guess when does t get up/ eat breakf

7、ast/ go to school/ eat dinner?2. 师生问答 ,呈现出并新授单词t: when do you eat breakfast? s1: at 6:30 贴词卡并写出6:30,并教读新词组.用这种方法教授其它的词组:do morning exercises, have english class, play sports, eat dinner 3.read the phrases follow the tv / t , read by ss together 4. game: guess what s falling?呈现五个单词和when 在一个画面上 , 学生猜猜

8、哪一个单词掉下去,猜对的加分 ,直到最后一个也掉下去,游戏结束 . 5.let s startt 介绍自己的timetable: i get up at 6:30. i go to school at 7:00. i eat breakfast at 7:15 . what about you? listen to me and write down your answers. pair work. check it. ( 中途插入 usually)- when do you .? - i usually . at .6.let s play(1)学生二人一组配合表演动词短语,一人表演 ,一人

9、在他 /她背后说出这个动作的名称,如: i get up/ do morning exercises表演完毕后全班评选最佳拍档. (2)学生再三人一组进行表演,第一人表演动作,第二人表演时间,第三人说句子,如: i get up at 6:30 . 7.spelling the phrases. fill in the blank. pl_ _ sp_ _ts; br_ _kf_st guess the phrases. er eat dinner; ayplay sportsspell the phrases by ss, check someone. step3 sum up summar

10、ize what we have learned in this lesson 思想教育 : 合理安排时间 ,让孩子把家庭和学校的作息制度衔接起来,知道什么时间该做什么事情. step4 homework 抄写单词以及背诵课文3 次课后反思：period 2 specific vocabulary: 能够针对具体情况正确使用usually, often, sometimes 三个频度副词. specific target setences: 学生能听懂并会说句型: when do you get up/ eat breakfast/ ? i usually at并能在实际情景中运用 . spe

11、cific functional exponents: 学会表达一天中不同时间段内学习和生活起居情况. source of material: 课件 , 卡片 , 挂图 , 同步练习册assumptions and anticipated problems: 本课的重点是熟练使用句型: when do you get up/eat breakfast/? i usually at 问答作息时间 ,学生学起来应该不难 ,但如何正确运用就是一个难点,所以本课时要多设计活动,让学生在真实的情景中运用,同时也要向学生解释 usually, often, sometimes 三个频度副词的用法. ste

12、p1 warm-up 看动作猜短语教师将全班学生分为两组,每组选派一名代表上讲台表演,教师向该学生出示动词卡片,各组学生根据他/她的表演猜测动作名称,并把短语拼读出来,相同时间内猜对动作名称多的一组为胜. step2 preview let s tryguess the word: what table has no legs? 引出 timetable 教师放 lets try 部分的录音 ,让学生对新句型在听觉上有所感知,完成听音找对作息时间表的练习. step3 presentation 1. 由 lets try 过渡到 lets talk 的教学t: you know mike s

13、timetable, what about zhang peng s and amy s timetabe? now let s watch tv and answer the question: when do zhang peng and amy go to school? ss listen to the dialogue and find out the answers. 2.read follow tv, （注意部分词语）, read t, read together, read in 2 big groups, read in groups of 2. try to act it

14、out. 3.make a new dialogue in pairs. t: good morning. how are you? when do you get up/? oh, your day is so happy. see you. 学生可以根据let s talk 右边的图画或自己实际的生活改编对话. 4.let s find out师示范调查一学生,并填表 ; pair work. 师示范作调查汇报，生作调查汇报: my partner gets up at step3 sum up 以下是美国一所小学五年级学生一天的作息时间表,以较有何不同. 7:00 get up 9:00

15、-10:15 class meeting/ reading/ writing 10:15-10:30 recess 10:30-12:00math/ history/geography 12:00-1:00 lunch 1:00-2:15science/ social study/ french 2:15-2:30 recess 2:30-3:30 art/ gym/ music 3:30go home 6:30 supper 7:30-9:00 homework/ watch tv 9:30 go to bed 思想教育 :做一名优秀的中国小朋友不容易,做一名优秀的西方小朋友也不容易. st

16、ep5 homework 抄写对话并改编对话,共 3 次; 听录音 ,读课文 3 次.完成 p6 make a survey 的课后练习 . 课后反思：period 3 specific vocabulary: go to work,policeman, evening, noon, evening specific target setences: 能够听说读写句型:when do you eat dinner? i eat dinner at 7:00 in the evening. when do you get up? i usually get up at 12:00 at noon

17、. specific functional exponents: 理解对话含义并能灵活运用于实践. source of material: 课件 , 卡片 , 同步练习册assumptions and anticipated problems: 经过第一至第二课时的学习,并结合学生三 ,四年级掌握的相关动词短语的知识,展开这一课的阅读教学.这篇文章的趣味点是the policemans get up at 12:00 noon. he goes to work at 9:00 in the evening. 比较警察和我们的生活作息时间 ,引导学生进行学习,更能够调动他们的积极性. step1

18、 warm-up 1.game:谁的反应快 ?( t: now lets play a game. boys, when you see the blue word,stand up and say; girls, when you see the red word,stand up and say. let s see who is quickly. are you ready? )快速出现不同的时间, 活动的短语 ,如:7:00, 9:30, 8:15, 4:00, 6:20, 12:00, 3:45;in the morning; in the afternoon;in the even

19、ing; go to work;eat dinner;go home;eat breakfast;go to bed;get up;play sports. step2 preview 演讲比赛 : my day( 对 make a survey 作汇报 ). 学生两人一组一问一答互相配合,向全班表述自己的作息时间. step3 presentation 1.t: you re so clever. but some people go to bed at 7:00 in the morning.do you know why? who are they? let s go and see.

20、第一次阅读 :学生快速阅读 , 让学生了解文章的大概内容，获取关键信息. 2.t shows some pictures: go to work, go to bed, eat dinner, play sports. students say the phrases. then read the dialogue and find out the time. 第二次阅读 :获取警察叔叔具体的作息时间. finish his timetable on the book. 3. read again, tick or cross. why? 返回原文划出答案the man is a doctor

21、.the policeman get up at 7:00 in the morning. the policeman goes to work at 9:00 in the morning. the policeman goes to bed at 6:30 in the evening. this is a policemans day. 4.read follow t, read by boys and girls. t:you can understand the text well. now let s read follow the tv. follow t, and by ss.

22、5.口头作文my day hello! i m_. i _ at_. i_ at_.i _ at _. i _ at _. i like my day. 6.完成同步练习册相关练习. step4 sum up summarize what we have learned in this lesson. step5 homework 抄写并读课文;完成 task time,并在小组内作汇报. 课后反思：period 4 specific vocabulary: 学生能够听、说、读、写动词词组climb mountains, go shopping, play the piano, visit g

23、randparents, go hiking specific target sentences: 学生能听懂问句:what do you do on the weekend? 并能用所学动词短语替换句型: sometimes i / i usually/often/ 中的关键词回答问句. specific functional exponents: 学生学会正确使用频度副词表达自己的周末活动. source of material: 课件 , 卡片 ,图片，活动手册，同步练习册assumptions and anticipated problems:这一课时的重点放于动词词组的识记上。这些词

24、组与生活贴近,学生较为容易理解. 这一课时的句子what do you do on the weekend?是上册要求掌握的重点句，不是新内容。 难点是单词mountain 和 grandparents 的正确拼写。step 1 warm-up (1) review the old phrases: read books, watch tv, do homework, cook the meals, clean the bedroom, play the violin (2) free talk: two pairs have a talk about weekend activities.

25、s1:what do you do on the weekend? s2: i often on the weekend. what about you ?s1: i often step 2 presentation let s chant 教师放 p7lets chant, 学生跟唱，初步感知本课时的动词词组。let s learn(1) 教师出示自己的家庭照和a family tree, “look, my father and my mother, they are my parents. my grandfather and my grandmother, they are my g

26、randparents. ”通过红色笔的不同对比让学生初步感知英语构词法：grand+parents t: we often visit our grandparents on the weekend. what about you? ss: t: sometimes i visit my friends on the weekend. i m happy with them. do you visit your friends/ uncle/aunt/ ?ss: (2)after teacher s introduction about the weekend, teacher contin

27、ues: how about you, boys and girls? what do you do on the weekend? (3)let some students come to the blackboard and choose the pictures. teacher helps them say: i often climb mountains/ go shopping/ go hiking/play the piano (4) students learn the phrases. ss follow the tape to read. do action and pra

28、ctice the phrases. (5) game: 找朋友学生四人一组， 动词卡片 “出牌”，翻开牌面后根据牌面上的图画说：on the weekend i go hiking./ i climb mountains on the weekend.等，牌面相同的人即为朋友，互相击掌说：let s go together!然后继续下一轮游戏。(6) 引导学生做拼读词组比赛，给学生时间互相交流认记技巧，互相竞赛。step3 let s chant(1)listen to the tape. (2)clap hands and chant. step 4 pronunciation (1)展示

29、挂图，带读例词，强调几个字母组合ai,ay, gr,gl 的读音，引导学生总结其读音规则。（2）放录音，跟读。听绕口令，配图，简单讲解，学生试着跟读、说绕口令。step3 sum up summarize what we have learned in this lesson 引导学生过积极的、有意义的双休日。step4 homework 1.read and copy the new words. 2.调查各任课教师的周末生活。课后反思：period 5 specific vocabulary: 能够针对具体情况正确使用usually, often, sometimes 三个频度副词.会使用

30、 next 一词。specific target setences: 学生能听懂并会说句型:what do you do on the weekend? i usually/often play football. sometimes i go hiking. 并能在实际情景中运用. specific functional exponents: 学生学会正确使用频度副词表达自己的周末活动. source of material: 课件 , 卡片 , 挂图 , 同步练习册assumptions and anticipated problems: 第一课时仅要求学生能听说、认读副词 usually

31、/ sometimes, 而在本课时就要求能准确使用频度副词进行表达，这是本课时的难点，设计的活动要着重于学生的实际运用。对句型lets together next sunday.能正确认读。step 1 warm-up (1)ss read and spell the words. (2)blank-filling: t: climb ss: climb mountains. t: hiking. ss: go hiking. t: shopping. ss: go shopping. step 2 preview (1)question: what do you do on the wee

32、kend? let some of the students talk about their weekends. (2)listen to the tape “ let s try” . students listen to let s try and finish the exercises. check the answers. step3 presentation (1)when teacher asks the question “ what do you do on the weekend? ” mark a star on the pictures. then present “

33、 sometimes, usually, often”.(2)practice the words: sometimes: clap hands once; usually: clap hands twice; often: clap hands three times. (3)t: do you want to know what does miss tang do on the weekends? ss: yes. t: so ask me. ss: what do you do on the weekend? t: i often sometimes i usually i .(4)te

34、acher asks some questions about students. (5)play the tape. students follow the tape. (6)students practice the dialogue and act the dialogue. step4 story time play the tape and enjoy the story. step5 sum up: how can you have a happy weekend? 引导学生过积极的、有意义的双休日。step 6 homework 1. copy the dialogue. 2.

35、practice reading. 3.do the exercise book. 课后反思：period 6 specific vocabulary: says, either specific target sentences: 能够听说读写句型:what do you do on the weekend? usually i watch tv and go shopping. sometimes i visit my grandparents. i often play football. sometimes i go hiking.能听说、认读句子：the weather report

36、 says its going to rain tomorrow. i can t play football in the rain. i can t go hiking, either. specific functional exponents: 理解对话含义并能灵活运用于实践. source of material: 课件 , 卡片 , 同步练习册assumptions and anticipated problems: 本课时的重点和难点是四会掌握句型。提倡个性化的学习将学习过程更有意义，引导学生把课堂学习与自己的生活、兴趣和感受联系在一起。有意识地渗透学习策略的训练，引导学生对自己

37、的生活安排做出相应的调整。step 1 warm-up (1)free talk: my weekend. two students have a talk. (2)play the train game: t: what do you do on the weekend? s1: i often go hiking. s2: sometimes i go shopping. s3: usually i visit grandparents. (use the words often, sometimes and usually) step 2 preview t: zip and zoom

38、do different things on the weekend. let s go and see.step3 presentation (1)ss read the dialogue on their own. find out the difficult words. (2)ss write down zip and zoom s weekend activities.(3)listen and read after the tape. (4)ss practice reading the dialogue. then act the dialogue. (5)write the f

39、our-skilled sentences on the blackboard. ss practice writing. (6)rewrite the story. write the dialogue as a passage. teacher writes the passage and students do the blank-filling. step4 let s check(1)play the tape and students do the exercises. (2)check the answer. step4 sum up summarize what we have

40、 learned in this lesson. step5 homework 1. practice writing the four-skilled sentences.2. practice reading. 课后反思：unit 2 period 1 specific vocabulary: 能听、说、读、写四个季节类单词“spring, summer, fall, winter ”specific target sentences: 实际情景中， 能恰当使用句型 “ what s your favourite season?”“my favourite is _. ”specific

41、functional exponents: 学生能询问某人喜爱的季节。source of material: 教师准备教学课件、单词卡片、录音机、教学录音带；学生每人准备单词卡片一套assumptions and anticipated problems: 本节课重点讲解四个季节类单词“spring, summer, fall, winter ” 和 “what s your favourite season? my favourite season is _.”句型，在情境中进行教学。(一) warm-up t: good morning, boys and girls. what s th

42、e weather like today? s: it s warm. it s sunny.t: yes, it s warm and sunny. what a nice day. and look the flowers are beautiful. and the trees are green. the birds are singing on the trees. spring s coming. do you like spring? (show the picture of spring by cai)( 二 ) presentation 1.t: how many seaso

43、ns are there in a year? 板书 season.: spring, summer, fall, winter. 2. 通过图片以及教师的介绍了解四季的特色. spring: it s warm and sunny. the flowers are beautiful. and the trees are green.summer: it s sunny and hot. we can go swimming. fall: it s windy and cool. the trees are yellow. there are many fruits.winter: it s

44、 windy and cold. in some places. it snows.（三） practice 1game1: mouth guessing. 2. page18 let s play.3. let s talk1.sing the song of the seasons.p24 t: there are 4 seasons in a year. so what s your favourite season?ask and answer in pairs: what s your favourite season?winter. ( 可适当让学生说说季节的特征) （四 )sum

45、 up 说说一年的四个季节,lets chant p14. （五） homework （2）听课文的录音两次。读读记记季节的单词。把季节的词语每个写两行. 课后反思：period 2 specific vocabulary: 学生能够在句型中运用季节的词语。. specific target sentences: 学生能够运用句型：which season do you like best ？i like best. 来谈自己喜欢的季节。specific functional exponents: 学生能够询问并回答有关自己喜欢的季节并能灵活运用于实践。source of material:

46、1、教师准备多媒体课件。2、录音机和录音带。3、相关单词卡片、句子卡片。assumptions and anticipated problems: 五年级的学生学习能力较强，思维活跃，肯动脑筋，能积极参与讨论、发表自己的观点。对于学生来说谈论他们喜爱的季节比较简单，教师要为学生创设真实的语言环境，让学生在自然的交流中逐步掌握主句型，并以此初步培养学生的语音、语调，建立语感，逐步发展学生的语言能力。并且注意引导学生能说说这些季节的特点。（一） warm-up 1.let s chant(p14): spring is green with flowers and songs. summer is

47、 hot and the days are long. fall is golden and farmers are busy. winter is white and the year is gone. （二） presentation 1. ask and answer : t: what s your favourite season?s: winter. s: fall. 2. let s try. what are their favourite seasons? mike chen jie amy 3. listen and find out zhang peng and mike

48、 s favourite season.4. watch the vcd: mike likes fall. zhang peng likes winter. 5. watch again and tell why? ( 三 ) practice read the dialogue after the tape. practice in pairs. make a new dialogue. （ 四 ）homework 找同伴表演本课时对话，听课文录音十分钟。学生背诵并抄写本课时对话并且创造一个新的对话。课后反思：period 3 specific vocabulary: leaf- leav

49、es, halloween, thanksgiving specific target sentences: which season do you like best? i like winter best. summer is good, but fall is my favourite season. specific functional exponents: 在实际情景中正确运用所学的对话can? yes, i can. no, i can t. source of material:教师准备教学多媒体课件录音机，录音带，教学vcd assumptions and anticipat

50、ed problems: 通过前两个课时的学习学生已经掌握了关于季节的单词，并且能说会用句型 “which season do you like best? i like summerr best. 来讨论自己喜爱的季节。学生在理解read and write 的基础上， 综合运用句型 “ which season do you like best? i like best.”（一） warm- up 1.学生齐唱歌曲“whats your favourite season?”2. free talk what s your favourite season? which season do

51、you like best? （二） presentation 1. read the dialogue and tell the students favourite seasons.(1) which season does zhang peng like best?(2) which season does mike like best?(3) how about amy? 2. show the sentences and tell why they like the seasons. mike: summer is good, but fall is my favourite sea

52、son.( the sky is very blue. the leaves are colourful.) zhang peng: i like winter best. ( we go up north. we play with the snow.) amy: i like summer best.( i like to swim in the sea.) 3read the dialogue again and try to read it. 4. watch the vedio and try to understand it. (三)sum up 用英语口头介绍自己喜爱的季节，完成

53、同步相关的练习。(四)homework 1. part c task time (1)写一写自己喜爱的季节。(2)听录音，读短文三次。课后反思：period 4 specific vocabulary: 能听、说、读、写单词“swim, fly kites, skate, make a snowman, plant trees ”specific target sentences: which season do you like best? winter. i can make a snowman. specific functional exponents: 学生能介绍在某个季节里面可以做

54、什么。i cansource of material: 教师准备教学多媒体课件单词卡片、录音机、录音带assumptions and anticipated problems: 学生在谈论自己喜爱的季节并且能用句型“i can”说说在该季节的活动，初步接触句型 “ what would you like to do? i d like to” 一、 warm up 1. sing the song“ what s your favourite season?”2. tell what season is it? t: it s warm and windy. we can fly kites.

55、ss: spring. it s hot and sunny. we can swim in the sea. ss: .it s warm. the weather is nice. sometimes it s rainy. we can plant trees. ss: it s always cool and sunny. we can go hiking. ss: it s cold. we can skate. we can makea snowman. ss: 二、 presentation 1.teach and show the words. try to read it o

56、nce. 2. read after the tape 3. “ bomb ” game4. guessing the actions 三、 practice 1. read the words by themselves 2. ask and answer: a: which season do you like best? b: winter. i can make a snowman. . 四、 add-activity t: your group is going out together. make a survey to find out your group s favourit

57、e activitiesactivity number of people climb mountains plant trees fly kites play sports 五、 sum up read the words and try to remember it 六、 homework: 1. copy the words 2. 听录音，读单词十分钟。课后反思：period 5 specific vocabulary: 听说掌握单词why 和 because specific target sentences: 听懂、会说： why do you like ？because i can

58、 等句型并能在情景中熟练运用。specific functional exponents:在实际情景中正确运用对话whats your favourite season? why do you like？because i can source of material: 教师准备和收集相关的物品，包括多媒体课件，录音机、磁带、单词卡片等。assumptions and anticipated problems :通过前面的学习学生已经掌握了关于季节性的活动词组fly kites, plant trees 等，并且会运用句型what s your favourite season? which

59、season do you like best? i like best.来讨论、 表达自己喜欢的季节。在本课时进一步提供更加多的季节性活动，让学生掌握句型：why do you like ？because i can 以及在实际情景中正确运用对话。1、warm-up: 热身活动a) greeting: last lesson, we have talked about the seasons. today, miss time comes and she will ask you something about seasons. miss time: how many seasons are

60、 there in a year? what are they? b) miss time: what s the weather like in four seasons?students: spring. spring, spring, warm and rainy. summer, summer, summer, hot and sunny. fall, fall, fall, cool and windy. winter. winter, winter, cold and snowy. c) miss time: what do you wear in spring/ summer /