广州版五年级英语下册教案(共41页)

1、精选优质文档-倾情为你奉上Module 1 SeasonsUnit1 Whats your favourite season?第一课时教学内容：Lets talk; 教学目标：1、能听说以下词汇并知道它们的意义： colourful, either, winter, autumn, prefer2、能理解并认读以下句型： is the best time for doing . I dont like and I dont like , either. Whats your favourite season? Why? I love/like/prefer. / My favourite se

2、ason is .3、能理解并流利朗读Lets talk中的对话。教学重难点：1. 能四会单词: colourful, either, winter, autumn, prefer2. 能运用句型Whats your favourite season? Why? I love/like/prefer. / My favourite season is .看图分辨四个季节并用句型替换练习，并说出自己喜爱的季节。教学工具：pictures、多媒体（金太阳）、PPT教学过程：一、复习spring, summer，学习新词autumn, winter.1、 看视频，指导学生跟读，多次重复四个季节单词。

3、2、 利用单词图片等检测朗读及拼写。3、 问答各个季节的天气，复习天气及巩固季节，为后面描述做准备。二、呈现whats your favouriteseason?按照学生的回答点击相应图片链接到该季节进行描述，也可以按照顺序描述。点击图片连接到相应的季节（PPT 6）三、通过描述图片，让学生对四个季节有大致的认识。1.呈现部分对话中的句子预学，学习新词colourful, 点击图片链接到下页学习colourful可以引导学生多说。如：What can you see?Whats the weather like in spring?What can you do in spring?（PPT

4、7）2.通过各种颜色话的照片让学生体验colourful，每出一张照片可以问What colour are these flowers?学生回答各种颜色后学习colourful. （PPT 8）3.可以与coloured，colour进行对比. （PPT 9）4. 看图引导学生多说（PPT 10-12）四、引出课文对话学习。（PPT 13）1、听课文对话，了解小朋友们最喜欢的季节是什么2、从对话中划出相应回答的句子，学习新词prefer并让学生关注语言的丰富性，可以用多种句式来回答。3. 看图说话，操练对话中句式，丰富描述季节的句子。（PPT 16-18）五、学习新词either，并练习表达，

5、然后引导学生关注，either和too的用法。（PPT 19-21）六、多形式读课文：跟读；齐读。（PPT 22-23）七、分角色读指导学生看图尝试背诵课文对话。（PPT 24）八、Homework:1. 听录音，读熟课文对话，尝试背出来。 2. 听写新词：colourful, either, winter, autumn, prefer。3. 按照自己及好友的喜爱的季节仿写课文对话。Module 1 SeasonsUnit1 Whats your favourite season?第二课时教学内容：词条; Fun with language 2 3 4教学目标：1、能听说以下词汇及词组并知道

6、它们的意义： ski, plant, camp/ go skiing, go camping, plant flowers 2、巩固运用以下句型： Whats your favourite season? Why? I love/like/prefer. / My favourite season is . is the best time for doing . 3、能运用所学词汇句型描述自己喜欢的季节及理由。教学重难点：2. 能四会单词: ski, plant, camp/ go skiing, go camping, plant flowers2. 能运用句型Whats your fav

7、ourite season? Why? I love/like/prefer. / My favourite season is .并能运用所学词汇句型描述自己喜欢的季节及理由。教学工具：pictures、多媒体（金太阳）、PPT教学过程：一、 热身活动，听或跟唱迪士尼英语歌曲，活跃气氛，引出主题。二、 Lets guess 1、阅读谜语书，猜季节。提供重现对话重点句子的机会同时也增加描述季节景色的句子给学生在后面描述季节提供范例。这个文本关注各个季节的景色及天气。What can you see?What do you feel(whats the weather like)? 2、猜完谜语

8、后可以再播放谜语一次，让学生整理谜语中的句子描述该季节，为后面连贯说话做准备。三、 Lets learn1.谈论自己喜欢的季节并引出适合在各个季节做的活动，学习新词组go skiing, plant flowers, go camping（PPT 6-10）2. 学完新词组后可以利用单词卡玩一些单词游戏和TPR玩几轮游戏，巩固词汇的同时也能降低后面猜动作季节游戏的难度。四、游戏巩固词组（PPT 11）1、快速说出出现的图片。2、快速说出不见的图片词组。五、Fun with language3, 对刚才新学词组的巩固运用。1. 看动作猜词组。（PPT 12）2. 巩固句型, is the bes

9、t time for doing. 及动词词组。（PPT 13）六、Fun with language第4题。（PPT 14-17）这个活动综合天气活动和衣着，帮助学生关注衣着(What do you wear?)七、学生小组内讨论完成思维导图，帮助学生梳理描述季节的四个方面。可以用冬天举例，其他学生补充。八、引导学生注意积累句子来描述季节。指导学生从风景、天气、衣着和活动四个方面来进行连贯表达。（PPT 20-22）1、先举例，朗读文本。2、小组选择喜欢的季节进行描述。3、展示。九、Homework1. 把课堂上描述四季的四段话写下来并读熟。 2. 听写新词：ski, plant, camp

10、, go skiing, go camping, plant flowers。Unit1 Whats your favourite season?Lets talkObjectives:1.能听说四会单词：colourful, prefer, winter, either, autumn2.能理解并认读以下句型: is the best time for doingI dont likeand I dont like either.Whats your favourite season? Why?I like/love/prefer/ My favourite season is 3.能理解并

11、流利朗读Lets talk 中的对话。4.情感态度：通过本节课的学习，提高学生的学习兴趣和参与课堂活动的积极性，养成良好的学习习惯，培养学生热爱大自然，热爱生活的情感。Main points: Can read and use the new words, and try to use: Whats your favourite season? I like/love/prefer. My favourite season is Difficult points：Can read the dialogue and can use the main sentences: Whats your f

12、avourite season?Teaching strategies:通过听说读的操练，使学生对课文理解并熟练掌握；通过游戏、竞赛等活动激发学生的兴趣，提高学习英语的积极性和自信心。Teaching procedures一、warm up 1.sing a song2.free talk: Whats the weather like today? What season is it now?二、presentation1.look at the vidio and review two seasons : spring and summer.2.learn the new words：wi

13、nter and autumn.3.look at the pictures and try to answer the questions: Whats the weather like in spring/summer/autumn/winter?4.Whats your favourite season? 根据学生的回答点相应的图片进行描述。同时呈现课文的中的部分对话。There are many colourful flowers and beautiful birds in the trees.5. 通过各种颜色话的照片让学生体验colourful，每出一张照片可以问What col

14、our are these flowers?学生回答各种颜色后学习colourful. There are many coloured pencils here. They are colourful. 可以与coloured，colour进行对比.可以引导学生多说。如：What can you see?Whats the weather like in spring?What can you do in spring?6. Present the dialogue: What are their favourite seasons?1).听课文对话，了解小朋友们最喜欢的季节是什么2)从对话中

15、划出相应回答的句子，学习新词prefer并让学生关注语言的丰富性，可以用多种句式来回答。3)引导学生从表格中信息复述课文，复述时引导学生注意人称及个别词句的的变换。此环节可以根据自己需要删减。三、Development1.Practice the main sentences：看图说话，操练对话中句式，丰富描述季节的句子。I love swimming and summer is the best time for swimming.When it snows, I can make a snowman.I dont like summer and I dont like winter, ei

16、ther.2. 引导学生关注，either和too的用法。3.listen to the radio and try to read the dialogue.4.read after the teacher.5.read in group and read together.四、sum up 1.read the dialogue together.2.try to recite the dialogue by the key words.3.指导学生看图尝试背诵课文对话。五、Homework1. 听录音，读熟课文对话，尝试背出来。 2. 听写新词：colourful, either, wi

17、nter, autumn, prefer。3. 按照自己及好友的喜爱的季节仿写课文对话。Design on the blackboardUnit1 Whats your favourite season?Whats your favourite season? seasonI like/love/prefer /My favourite season is . springI love swimming and summer is the best time for swimming. summerI dont like summer and I dont like winter, eithe

18、r. autumn winterUnit1 Whats your favourite season?Fun with languageObjectives:1、能听说以下词汇及词组并知道它们的意义：ski, plant, camp/ go skiing, go camping, plant flowers2、巩固运用以下句型： Whats your favourite season? Why? I love/like/prefer. / My favourite season is . is the best time for doing . 3、能运用所学词汇句型描述自己喜欢的季节及理由。T

19、eaching proceduresStep 1 leading in 1. sing a song 2. lets guess阅读谜语书，猜季节。提供重现对话重点句子的机会同时也增加描述季节景色的句子给学生在后面描述季节提供范例。这个文本关注各个季节的景色及天气What can you see? What do you feel(whats the weather like)?Step2 lets learn1.Whats your favourite season? What can you do in 谈论自己喜欢的季节并引出适合在各个季节做的活动，学习新词组go skiing, pla

20、nt flowers, go camping2. 学完新词组后可以利用单词卡玩一些单词游戏和TPR玩几轮游戏，巩固词汇的同时也能降低后面猜动作季节游戏的难度。1)快速说出出现的图片。2)快速说出不见的图片词组。Step 3 Fun with language1.play a game. On p4 巩固刚学的词组。2.Point and say P5 巩固句型：I love/ like/preferWe can 同时巩固is the best time for doing3.Read and writeFun with language第4题。这个活动综合天气活动和衣着，帮助学生关注衣着(Wh

21、at do you wear?)Step4 summarise1.学生小组内讨论完成思维导图，帮助学生梳理描述季节的四个方面。可以用冬天举例，其他学生补充。各组选择一个季节也可以全部完成2. 引导学生注意积累句子来描述季节。指导学生从风景、天气、衣着和活动四个方面来进行连贯表达。1)先举例，朗读文本。2)小组选择喜欢的季节进行描述。3)展示。3.try to read the passages for four seasons.Step5 Homework1.把课堂上描述四季的四段话写下来并读熟。 2. 听写新词：ski, plant, camp, go skiing, go camping,

22、 plant flowers。Design on the blackboard:Unit 1 Whats your favourite season?springweatherwearsummerwinterseasondoseeautumnUnit1 Whats your favourite season?Fun with language 1, Activity BookObjectives:1、 能完成活动手册中的练习。2、 能从文本中找出好句子修改自己的作文Teaching procedures:Step1 warm up1.sing a song4 seasons in a year

23、热身活动，歌曲节奏感强，内容丰富，可以让学生唱熟，歌曲中的文本可以作为描述季节的拓展材料。2.lets enjoy. 感知四季的美。Step2 lets read1.read the passage and try to choose the right answer.(activity book)Try to read three times and finish the exercise by ownself.Step3 Listen , write and matchListen and finish the exercise出示Fun with language 1的听力材料。指导学生

24、阅读时留意优美的句子，为写作提供素材。可以指导学生1、先朗读文本，体会语言的美感。2、然后在小组中讨论找出好句子。3、讨论仿照句子说话。如果想操练得充分些，可以多提供一两句中文让学生练习仿照句型造句。学生找的好句子跟课件划出来的不同也没关系，没有绝对的答案，觉得是好句子，会用就可以Step4 listen and match the pictures(Activity book)出示<活动手册>第2题的听力材料。指导学生阅读时留意优美的句子，为写作提供素材。可以按照上一个活动同样操作： 1、先朗读文本，体会语言的美感。2、然后在小组中讨论找出好句子。3、讨论仿照句子说话。Step5

25、 try to write利用第二课时中举例描述的文本来指导写作及修改作文技巧。1.对比两句哪句更好2.把好的句子进行替换。3.把摘抄的好句子放在合适的位置.Step6 Homework1.继续完善作文，可以做成海报形式。 2. 背诵课文对话。3. 完成活动手册第一课中剩下的题目。Unit 2 The middle of winter.Lesson I一. Contents:Lets read.二. Objections:1. complex sentence with whene.g. When it is summer in Austraia/ it is winter in China?

26、2. Asking about what season is like3. Using “tooto”to describe the situatione.g. too cold to swim三. Points:1. tooto2. the using of What islike?3. using “fromto” to state duration四. Procedures(一） warm-up1. Have the work dictation of Unit 12. Rhyme time Seasons Spring is green. Summer is bright. Autum

27、n is yellow. Winter is white.（二） Present the dialogue1. Have the pupils look at the pictures at Page8-92. Have the pupils look for Ben in the picture. Use the picture to guide pupils to understand that the boy is from Australia.3. Use the rest of the pictures to guide pupils to understand that Ben,

28、Xiaoling and Jiamin are having a cold weather.4. Set a purpose for reading the passage. Rag is from Australia. Are they also having winter in Australia? Lets read the passage to find out. 5. Have the pupils to read the passage silently all the way through.（三）Reading practice Answer the questions1. W

29、here is Rag from?2.Why is Rag in China?3.When is Summer in Australia?4.What does Rag like to do in summer?5.When can people go swimming in China?四.Homework1.Copy the new words.2. Have words dictation.3. Listen to the dialogue for half an hour.Unit 2 The middle of winter.Lesson 2一.Contents:Fun with l

30、anguage.一. Objections:1. To listen to the understanding to the names of the months.2. Language focus:The names of months: January, February, March, etc.The names of seasons: spring, summer, autumn, winter二. Points:1. The memory of the words2. The understanding of the middle of winter三. Proceduers（一）

31、 warm-up1. Retell the passge.2. Sing Along (二) Practice1. Listen and choose.Revise the names of the months with the pupils.Writing the names of months on the board number them. Call out a month for pupils to say which one you just said. Call out a month for pupils to say the month.Revise the names o

32、f the seasons.Explain the listening task. When the pupils hear a month,they decide in which season is.Playing the recording all the way through for the pupils to think about the right answers. Playing the recording again. Pupils to write down the answers.Check their anwers.3. Read and write.To read

33、with understanding the right statements. Revise the vocabulary for talking about the seasons and months. Invite the pupils to tell you the duration of each season in China.Then in Australia. Explain the task.Using the sentence1 as an example. Pupils try to write down the answers. When pupils finish,

34、 check their answers by referring to the passage on page 84. Play a game.To practice the following language items through a guessing game. Language focus:- I (go swimming) (in January).- You are from Chins.四HomeworkUnit 3 We are going to have an English test 第一课时教学目标：1、学习序数词并知道它们的意义。知道基数词与序数词的使用区别。

35、词汇：date , P15中的序数词。2、能用Whats the date？询问日期并尝试用两种方式回答。教学过程：教学过程 ：一、Warming up 复习基数词和学过的first second 以及月份单词。二、学习序数词 1、用节日引入学习 2、重点讲解P15特殊变化的数词。列出并让学生君不见规律。 3.总结、归纳P15页中的表格。 4. 基数词与序数词配对游戏。 5.小组朗读表格。三、学习日期的表达1.以当天的日期引出Whats the date today?及其两种表达法。2.老师给出日期 ，小组操练习日期表达。3. 归纳，总结 。4.完成P16EX1和P17EX4四、作业：熟记数词

36、表。教学反思: 本节课序数词和日期的表达都是难点，教学中要一定要注意让学生观察并发现规律，配合有趣的游戏、竞赛等活动，会收到一定的教学效果。Unit 3 We are going to have an English test第二课时教学内容：Unit 3 Lets talk教学目标：1、能听说以下词汇和词组并知道它们的意义： 词汇：forget, farm, meeting , test, important, month, 词组：visit a farm, have a test, have a party. 2、复习上节课Whats the date？询问日期并尝试用两种方式回答，能初步

37、尝试用be going to 表达计划。教学过程 ：一、Warming up ：复习序数词及日期二、新课1.引导学生发挥想象，根据关键词谈论图片人物，句子意思接近即可。并引导学生思考：Why he likes writing? T：Because he often forgets something important.让学生更好地理解forget。2. T： So he usually writes down something important. Lets look at the picture and tell me what you can get from the picture.

38、 2学生认真看图并说出获取到的信息。（引导学生说出人物、地点、星期、日期、月份）回答Mr. Forget的问题。也可以呈现the first of May.3.关注日历上的日期及对应的备忘记录，并学习farm, test, meeting.4.引导学生观察图片，根据短语的构成尝试进行信息匹配。5.引导学生帮助Mr. Forget， 提醒他将要做的事情。学习并体验be going to 的用法。6.引导学生帮助Mr. Forget， 提醒他将要做的事情。体验be going to 的句型。关注时间表达的变化。 7.看表格填空。8.听录音，判断对错。9.抽空训练。10. 根据课文内容填空并尝试复述

39、课文。11.让学生观察并归纳。三、总结。四、作业1.读、记新单词。 2. 读U3课文，并尝试复述课文。教学反思：本节课通过Mr. Forget这个人物创设情景学习be going to ,初步理解将来时的使用意义。大部分学生掌握得比较好。课文内容也能理解。对Is there anything else important this month?这句子操纵和扩展还不是很到位，学生不是很上口，另外对时间的读法还有需加强。Unit 3 We are going to have an English test第三课时教学内容：复习日期，p15词条，P17EX3教学目标：1、能听说以下词汇和词组并知道它

40、们的意义： 词汇：museum, open day, fifth , eighth, ninth. 词组：visit the museum, go to the school open day, have a sports meting. 2、能正确使用序数词表达日期，并用be going to 表达他人及自己的计划。读懂与课文难度相当的语篇。教学过程 ：一、Warming up：复习上一节课重要短语、句型。二、新课1. 学习序数词。T: People are going to do different things on different dates. Lets meet more dat

41、es.呈现下一张PPT。学生抢答，说出日期。(T: Whats the date?)引导学生关注日期表达的两种形式及序数词的拼写。板书fifth。学生抢答，说出日期。(T: Whats the date?)引导学生关注日期表达的两种形式及序数词的拼写。板书ninth。学生抢答，说出日期。(T: Whats the date?)引导学生关注日期表达的两种形式及序数词的拼写。板书eighth。2.总结序数词及日期的读法。3.通过对话形式巩固日期、计划的表达，学习museum。4.通过对话形式巩固日期、计划的表达，学习短语have a sports meeting。（小组问答）把句式变成：Are t

42、hey going to have a sports meeting on April 2rd?再用一句话进行描述。5.通过对话形式巩固日期、计划的表达。学生自主构架对话。并用一句话描述图。6. 学习third, fifth, eighth,ninth。引导学生观察并归纳规律。总结规律并板书。7.完成书本P17第3.及活动手册部分内容8. 引导学生说说自己的计划。二、总结三、作业1.背U3课文。 2. 写一写你下个星期的计划（3-4句）。教学反思：日期的表达是个难点，本节课结合书本内容重点复习这方面内容，学生很明显比第一次学习日期进步很多，通过练习让学生知道某些日期的时间，其实还可以适当增加其

43、它的节日，开阔孩子的视野。Unit 3 We are going to have an English test第四课时教学内容：用be going to表达计划综合练习及P19sound family教学目标:1.能正确用be going to 表达他人及自己的计划。读懂与课文难度相当的语篇。2. 掌握英语单词中的重读音节及句子的升降调。教学过程：一Warming up：复习上一节课重要短语、句型。二复习巩固将来时和日期1.Let's chant: I m going to buy a book. I m going to take a look. I m going to bake

44、 a cake. I m going to walk near a lake. We re going to take a trip. We re going to take a sip. I m going outside to play. I m going to have a good day.2. 看图说出相应的节日、日期及活动。3.让学生阅读短文。教师可以针对短文提问题，也可以让学生进行提问。T： Is school open day on April 17th? Is there anything important in March? What are they going to

45、 do on June 阅读短文并填写表格，然后根据关键词复述短文。4.Listen and match5. 选词填空：a plan for mothers day 6.阅读短文并判断正误。7.让学生通过读句子并进行小结。三学习P19sound family 1. 让学生小组尝试读出P19页的单词。并向学生介绍什么是重读音。2.听录音模仿读。3.分小组练习。4.小结 。四作业教学反思:通过大量的形式多样的练习复习巩固将来时，加深了对将来时的认识，同时也提高了阅读能力，开阔了视野。单词重读音和句子语调是学生第一次接触，老师正确引导很重要，学生通过模仿能使读更趋标准。Module 2 PlansU

46、nit 4 Have a good time in Hainan教学设计一、教学内容:Unit 4 Have a good time in Hainan Lets read二、教学目标:1. 语言知识与技能目标:词汇: travel, mountain, climb, mountain climbing, beach, deer, have a good time 词汇拓展目标:日期表达, 计划will be going to ,活动词组, 句型: Well We are going to 句型拓展目标: They will They are going to I am going to 语法

47、: 一般将来时 语法拓展目标: 一般现在时和现在进 行时,一般过去时2. 教学策略目标:1）通过听说读写的大量输入，培养英语思维方式；2）通过游戏、竞赛、小组活动激发学生的兴趣，提高学习英语的积极性和自信心；3）通过阅读朗读绘本故事，培养学生的自学能力和阅读能力。激发学生的兴趣，提高学习英语的积极性和自信心。3. 文化渗透目标:1） 通过本节课的学习，提高学生的学习兴趣和参与课堂活动的积极性，养成良好的学习习惯。2）培养学生热爱生活、绿色环保生活的情感。3）培养学生的英语阅读兴趣和能力。三、课型：阅读课四、教学重点：一般将来时， 词汇，课文的朗读和理解。五、教学难点：阅读篇幅比较长。六、教学过

48、程：1、Warming up and Revision (1) Lets sing: Rain, Rain, Go away 设计意图：轻松的歌曲，帮助学生调节上课的情绪。 (2) Free talk: A. Daily routine: Day? Date? Weather?B. Look and ask, What is Ms Ye going to do in April?C. What are you going to do this afternoon/tonight/tomorrow?设计意图：自然的语言交际，语言交际为中心，自然地进入今天的教学内容，为新知呈现作铺垫，也作好语言准

49、备。初步复习一般将来时。 (3) Pair work: Talk about your plans after school this afternoon.设计意图：自然的语言交际，语言交际为中心，自然地进入今天的教学内容，为新知呈现作铺垫，也作好语言准备。邻座两两说，增加英语课堂中每一个不同程度水平和不同能力的学生的英语口头表达的时间，与同学两两开口说，既亲切自然，又激发他们表达的欲望。 对话的内容轻松，容易打开话题，也是对新课知识的铺垫。 (4) Show time. 设计意图：让学习稍微慢一点的同学进行全班展示，增加学习自信心，并且激发学习动力，也是对刚才的两两说的一个检查。2. Pre

50、sentation and Practice （1）网络学习: new words of Unit 4 设计意图：将词汇落实与解决，教师点拨，自主听读，让每个孩子根据自己的能力水平选择学习的进度和需要加强的地方，加深对自己的认识，学习更个性化。(2) 网络学习: some other new words of this textbook that we might be using in this lesson. 设计意图：渗透本册其他的相关的词汇，既有之前的词汇，也有之后的词汇，让他们在下面的两两说中可以进一步打开课题。也是拓展了有能力的孩子的英语能力，为本学期今后的英语课堂做语言渗透。(3

51、) 阅读句子，排序。 设计意图：阅读句子，根据时间发展的先后顺序排序。初步呈现课文的内容，并将刚才在词汇自主听读的知识运用在实际的阅读理解中。 在板书的过程中，勾勒出课文的情境和图像化课文内容，便于学生初步理解课文的内容，掌握词汇的运用。 （4）网络学习: new reading of Unit 4，填表。 设计意图：整体自主听读课文内容，并形成逻辑很强的时间表，进一步梳理课文内容，适当呈现新的句子和词汇。 （5）朗读课文，判断下列句子的正误。 设计意图：进一步理解课文意思，解决难点。落实课文的朗读和理解。(6) pair work: What is the Chen family going

52、 to do in Hainan?设计意图：进一步理解课文意思，解决难点。落实课文的朗读和理解。将课文内化为学生自己的语言，进行真实的交际。 (4) Show time. 设计意图：让学习中等水平的同学进行全班展示，增加学习自信心，并且激发学习动力，也是对刚才的两两说的一个检查，对全班起示范作用。3Consolidation and Development(1) Dictation of the reading设计意图：进一步理解课文意思，解决难点。落实课文的朗读和词汇、句型的运用。Next week we will 1_ in Hainan for five days. We will fl

53、y there early in the morning on Tuesday, November the twenty-third. In the afternoon, we will go for a picnic. On the twenty-fourth we will go 2_ _ all day. November the twenty-fifth is a free day. We can go shopping, swim in the pool or play on the 3. _. On the twenty-sixth we are going to visit a

54、farm. I cant wait to see all the lovely 4. _. That evening we will camp under the stars. Then we will fly back home at noon the next day. Im sure well 5. _ _ _ _ in Hainan.1. travel 2.mountain climbing 3. beach 4. deer 5. have a good time （2）网络自主听读设计意图：大量语言输入，让学生多听多看，并大声跟读，有意学习更多的相关主题的英语学习内容，无意学习英语的语感和语法，拓展视野，养成英语学习的好习惯，改变缺乏英语语言环境的缺失现状。（3）pair work: Where are you going to travel during your