五年级上册英语教案Starter unitI’m going higher 表格式 （共5课时）外研剑桥版

1、.*;第 PAGE15 页备课时间2019.8.26主 备 人主 备 人所在单位复备时间2019.8.26授课老师授课老师所在单位课题Starter Unit Part1 a/b课 型Revision课时分配共5课时第1课时上课时间2019.9.3项目内 容修改栏教学目标知识能力1. Learn to say the following:My English name is Linda. Here are some of my holiday photos. She is reading / doing homework / playing the piano / cleaning her r

2、oom / listening to English / playing computer games / swimming / taking photos.2. Listen and find the right photos.还可以扩展六年级开场单元中新学期的方案里面的一些新动词短语词汇。过程方法通过听说、问答等活动形式，让学生回忆并熟用构造：be+V.ing情感态度价值观1.继续保持浓重的学习兴趣。2.积累听力技巧，学会找到关键点。教学重点Be+V.ing其规那么教学难点swimming taking双写，去e教学、教具课件准备Phrases cards, tape-recorder学案

3、准备教学流程教学环节教师活动预设学生活动修改栏Step I . Warming up1 Greetings2 Talk about their summer holiday: Did you have s nice holiday? What did you do?Step II. Presentation1CAI show some of my holiday photosand say: Here are some of my holiday photos. Look! What am I doing? Then revise the actions: read / do homework

4、 / play the piano / swim and show new action phrases: clean the room / play computer games / listen to English / take photosRead more with the pupils.2CAI show Lindas happy holiday photos, ask the pupils to listen:In Photo 1 Im doing homework. In Photo 2 Im cleaning my room. In Photo 3 Im playing co

5、mputer games. In Photo 4 Im reading. In Photo 5 Im listening to English. In Photo 6 Im swimming. In Photo 7 Im taking photos. In Photo 8 Im playing the piano. Then ask and answer with the pupils like this: What is Linda doing? She is ing 3Listen again, ask the pupils to number the photos.Step III. P

6、ractice1 Ask the pupils to take out their holiday photos, say about their happy holidays.2 Show the photos, ask the pupils to say quickly.3 Ask the pupils to write more sentences.StepIV. ConsolidationShow more Ex.写短语：听英语2.清扫房间3.做作业4.弹钢琴 5.玩电脑游戏6.拍照片7.读 8.游泳选词填空1.Here _ some _ my photos. A.is/of B.ar

7、e/of2. _ English name is John.A.I B.She C.His3. She is_. A swim B. swiming C. swimming 4. He _ photos. A. takingB. is takeing C. is taking D.are taking 5.Listen_English.A. in B. to C.at连词成句：name, is, Tom, His, English. listening, He, to, is, English. playing, games, Lucy, computer, is. my, I, room,

8、am ,cleaning. homework, She, is,doing. 6. dad, is, photos, My, taking.Step V. Sum-upHomework1 Listen and read after the tape.2 Talk about their summer holiday.3 Write the sentences more.Greetings.Say freely:I do homework/ play computer games/watch TV/ read booksLook and answer, then read more.Listen

9、, ask and answer together, then work in pairs.Listen and number.Say more like this: Im watching TVLook and say quickly.Say and write.Do Ex.学生上去自己写也可请小老师。先全班的练习请学生上去演示。一起和老师回忆Ving的规那么。可以和学生一起用be doing构造说一下。学生可以转换成第三人称来说一下这些句子。为下面的做题做铺垫。加上：以小组活动请组长展示并分别用各种人称描绘自己组的人暑假的图片上干什么了。此处总结回忆动词加ing的规那么。参加竞赛机制。锻炼

10、学生写的技能老师讲解。总结Ving的规那么。稳固所学。板书设计Starter Unit Part1She is reading / doing homework / playing the piano / cleaning her room / listening to English / playing computer games / swimming / taking photos.回忆复习球类不加the，琴类加the的问题。 教 学 反 思本课既是复习课，又是知识衔接课，既是对be+V.ing构造的回忆，又是对句型的拓展。学生从Free talk谈起，有summer holiday议论

11、到照片，自然引出了be+V.ing构造，真实自然，学生体会深化，易于唤起回忆，理论性强，在说说、听听、读读、练练的活动中，学生轻松复习，有效练习，学有所得，积累方法，才能提升。五年级上册英语学科集体备课个案备课时间2019.08.29主 备 人主 备 人所在单位复备时间2019.08.29授课老师授课老师所在单位课题Starter Unit 2a&2b课 型dialogue课时分配共5课时第2课时上课时间2019.9.4项目内 容修改栏教学目标知识能力1.Listen to the dialogue and repeat,then tick or cross. Questions:How do

12、 you like? What year are you in? When are you going back to China? 2.Answer the questions above correctly. 3.Read the dialogue fluently and try to recite. 听力内容与四年级下册Friends单元可以联络学习，其中有旧句型：“Im in Year 5 this year.过程方法Listen, read, and say 情感态度价值观1.Make more friends from different countries. 2. Lets w

13、ork harder.Lets go higher. 教学重点Ill+V原我将要干 Im going higher.Ill be in Year 5 soon. 教学难点-When are you going back to China? -Im going back with my uncle this Saturday. 教学、教具 课件 准备tape-recorder 教学流程教师活动预设学生活动修改栏教学环节教学环节Step I.Warm-up T:Hello,How are you? S:Im fine,And you? T:Im OK.Thanks. Step II.Present

14、ation T:In summer holiday,Where do you often go? T:Do you make friends there? I went to Canada this summer holiday.I meet Mike in Canada.I talk with each other.Such as:What year are you in? When are you going back to China? Step III. Teach the drills1.How do you like?Whats the Chinese meaning? Can y

15、ou guess? You can read the following answer to guess it? T:Wonderful. You are right. 2.T:Im going higher.Ill be in Year 5 soon. How to understand it? go higher懂事了，长大了，晋级了。 Ill+V原 我将要干 3.Teach the verbs:go,come通常用如今进展时表将来。Try to translate :When are you going back to China? 4.Listen to the dialogue an

16、d tick or cross.The following questions are easy.You can choose some students to check. Step IV. Consolidation1.Listen again and repeat.Work in pairs.Try to mime.Dont recite.According to three questions:How do you like Canada? What year are you in? :When are you going back to China?One is Mike,And t

17、he other is Linda.Then change roles. 2,造句Step V. Sum-upHomeworkRecite and adapt the dialogue. S1:I go to Beidaihe by boat. 重点句型，生多读几次。 学生举例。 S:The answer is :Its a beautiful country.I think its “你认为怎么样? S:你将什么时候返回中国？ The answers are:yes,no,yes,no, yes. 多做练习，小组合作，可以自编自演新对话。自由谈话导入本课主题：“假期旅游。老师自我介绍与课题相

18、似的的内容，呈现自然，突出重点。句句精讲，透析并做练习，为下面的听力训练做好充分准备。浸透简单的语用功能，让学生们理解英语单词的特殊用法。适时点拨和纠错，让同学们真正掌握将来时态。稳固延伸。板书设计 Starter Unit Im going higher 2a&2bHow do you like Canada?What year are you in?When are you going back to China?go higher go back to. Ill+V原=I be going to+.教学反思 课堂形式焕然一新，较之以前的课堂来说，小学英语对话教学更重视对文本的理解与运用。

19、对小学生来说，文本就是很好的学习资源。以往自己课堂上大多通过丰富多彩的活动游戏来粗略的学习文本，对文本的处理不够细致，导致一部分孩子对学过的对话掌握不好，理解不透彻，课堂效率较低。五年级上册英语学科集体备课个案备课时间2019.9.1主备人主 备 人所在单位复备时间2019.9.1授课老师授课老师所在单位课 题Starter Unit Part5 and Part 6课 型Revision课时分配共5课时第3课时上课时间2019.9.10项 目内 容修 改 栏教学目标知 识能 力1. Learn to say the following:Words: chairs,clocks,jeans,

20、shirts, shoes, shorts, socks,tablesSentences: Whats the time?/What time is it? Its2. Read and draw.名词复数规那么的总结。顺便把以复数形式存在的单数名词总结出来。过 程方 法通过听说、问答等活动形式，让学生回忆并熟用句型：Whats the time?/What time is it? Its情 感态 度价值观1.继续保持浓重的学习兴趣。2.积累做题技巧，学会找到关键信息。教学重点Sentences: Whats the time?/What time is it? Its教学难点Shorts,

21、shirts, jeans的拼写。trousers教学、教具课件准备Phrases cards, tape-recorder表盘教 学 流 程教学环节教 师 活 动预 设 学 生 活 动修 改 栏Step I . Warming up1 Greetings2Say the poem “Lets go higherStep II. Presentation1 CAI show the pictures of the chair, table and clockchair chairstabletablesclock-clocksRead more with the pupils.2 CAI sh

22、ow the pictures of clothes:shirtshirtsjeans socks shoes shorts引导学生关注比照单词单复数形式的变化3 Label the pictures with the words in the box.4Check the answers.5Show the clock and say:Look at this clock. Whats the time?Step III. Practice1 Ask the pupils to read and draw about Part 6a.2 Show the pictures of Part 6

23、b,then write the time on each clock.3 Check the answers.Step IV. Consolidation选词填空1. Here _ some _ my photos. A.is/of B.are/of 2._English name is John. 我国古代的读书人,从上学之日起,就日诵不辍,一般在几年内就能识记几千个汉字,熟记几百篇文章,写出的诗文也是字斟句酌,琅琅上口,成为满腹经纶的文人。为什么在现代化教学的今天,我们念了十几年书的高中毕业生甚至大学生,竟提起作文就头疼,写不出像样的文章呢?吕叔湘先生早在1978年就锋利地提出:“中小学

24、语文教学效果差,中学语文毕业生语文程度低,十几年上课总时数是9160课时,语文是2749课时,恰好是30%,十年的时间,二千七百多课时,用来学本国语文,却是大多数不过关,岂非咄咄怪事!寻根究底,其主要原因就是腹中无物。特别是写议论文,初中程度以上的学生都知道议论文的“三要素是论点、论据、论证,也通晓议论文的根本构造:提出问题分析问题解决问题,但真正动起笔来就犯难了。知道“是这样,就是讲不出“为什么。根本原因还是无“米下“锅。于是便翻开作文集锦之类的书大段抄起来,抄人家的名言警句,抄人家的事例,不参考作文书就很难写出像样的文章。所以,词汇贫乏、内容空洞、千篇一律便成了中学生作文的通病。要解决这个

25、问题,不能单在布局谋篇等写作技方面下功夫,必须认识到“死记硬背的重要性,让学生积累足够的“米。A.I B.She C.His 3.She is_. A.swim B.swiming C.swimming4. He _ photos. A. taking B. is takeing C. is taking D.are taking 5.Listen_English. A. in B. to C.at Step V. Sum-upHomework1 Recite the words about Part 52 Ask and answer: Whats the time?/What time i

26、s it? ItsGreetings.Say the poem.Look and say,then read more.chair chairstabletablesclock-clocksLook and say, then read more.shirtshirtsjeans socks shoes shortsWrite the words.Look and answer together, then work in pairs.Its . oclock.Its half past Read and draw.Write the time on each clock.Look and s

27、ay quickly.与本节课看似无关的练习，但其实在考学生主谓一致。肯定句中：单数用带“s的动词。复数用动词原形。 引导学生一起来回忆和总结名词变复数的规那么，尤其是学过的几个不规那么的名词。半之前Its分+past+时半之后Its差几分+to+下一个时。检查学生是否真正理解时间表示法。 仍然还是对以往知识的复习。复习总结，内化稳固。板书设计Starter Unit Part 5 and Part 6Whats the time?/What time is it? Its教学反思本课既是复习课，又是知识衔接课，既是对Whats the time?/What time is it? Its句型

28、的回忆，又是对物品和衣服类单词单复数的稳固。学生对时间的问答掌握较好，能纯熟的运用句型“Whats the time?/What time is it? Its进展问答练习.但个别孩子对衣服类单词存在遗忘，如：shorts 和 jeans的拼写有困难，需要稳固。总之，本课时内容理论性强，孩子们在说说、听听、读读、练练的活动中，学得轻松，有效。五年级上册英语学科集体备课个案备课时间2019.9.4 主 备 人主 备 人所在单位复备时间2019.9.4 授课老师授课老师所在单位课 题Starter Unit Part7、8课 型句型 短文课时分配共5课时第4课时上课时间9.13 项 目内 容修改栏

29、教学目标知 识能 力1、复习一般和wh-疑问句。2、能读懂语篇的意思.3、根据所学的知识能写写自己或朋友的情况引导学生们总结学过的引导一般的疑问句的四大动词。以及所有的特殊疑问词。过 程方 法1、问题导入复习特殊疑问句.2、练习特殊疑问句。3、创设情境，介绍朋友的情况。4、理解语篇，生成应用。情 感态 度价值观我长大了，培养良好的生活和学习习惯。逐渐培养学生的逻辑思维条理性。教学重点复习已学问句及新Wh-特殊疑问句的理解应用。教学难点根据所学语篇介绍自己或朋友的情况。教学、教具课件准备多媒体 图片教 学 流 程教学环节教 师 活 动预 设 学 生 活 动修改栏.Warm-up：Ask more

30、 questions. Ask and answer1.Ask the questions in Part7 .2.Check the answers.3. Ask the pupils to ask and answer in pairs. Presentation“Today, I bring a new friend, lets listen and answer who she is. CAI1. Ask the pupils to read by themselves.要练说，得练听。听是说的前提，听得准确，才有条件正确模拟，才能不断地掌握高一级程度的语言。我在教学中，注意听说结合，

31、训练幼儿听的才能，课堂上，我特别重视老师的语言，我对幼儿说话，注意声音清楚，上下起伏，抑扬有致，富有吸引力，这样能引起幼儿的注意。当我发现有的幼儿不专心听别人发言时，就随时表扬那些静听的幼儿，或是让他重复别人说过的内容，抓住教育时机，要求他们专心听，用心记。平时我还通过各种兴趣活动，培养幼儿边听边记，边听边想，边听边说的才能，如听词对词，听词句说意思，听句子辩正误，听故事讲述故事，听谜语猜谜底，听智力故事，动脑筋，出主意，听儿歌上句，接儿歌下句等，这样幼儿学得生动活泼，轻松愉快，既训练了听的才能，强化了记忆，又开展了思维，为说打下了根底。2. Ask the questions:宋以后，京师所

32、设小学馆和武学堂中的老师称谓皆称之为“教谕。至元明清之县学一律循之不变。明朝入选翰林院的进士之师称“教习。到清末，学堂兴起，各科老师仍沿用“教习一称。其实“教谕在明清时还有学官一意，即主管县一级的教育生员。而相应府和州掌管教育生员者那么谓“教授和“学正。“教授“学正和“教谕的副手一律称“训导。于民间，特别是汉代以后，对于在“校或“学中传授经学者也称为“经师。在一些特定的讲学场合，比方书院、皇室，也称老师为“院长、西席、讲席等。1Where is Ann from？2How old is Ann?与当今“老师一称最接近的“老师概念，最早也要追溯至宋元时期。金代元好问?示侄孙伯安?诗云：“伯安入小

33、学，颖悟非凡貌，属句有夙性，说字惊老师。于是看，宋元时期小学老师被称为“老师有案可稽。清代称主考官也为“老师，而一般学堂里的先生那么称为“老师或“教习。可见，“老师一说是比较晚的事了。如今体会，“老师的含义比之“老师一说，具有资历和学识程度上较低一些的差异。辛亥革命后，老师与其他官员一样依法令任命，故又称“老师为“教员。3 What school is Ann at?4 Does she like swimming？5What year is Ann in?6 Has she got a pet？What is it？3. Ask the pupils to write down the an

34、swers.4. Read the text more with the pupils. ExtensionGive a model, ask the pupils to introduce a friend to the class.1. Ask the pupils to say in groups.2. Write down by themselves.3. Show their texts in class.HomeworkMake a friend card to introduce friends.Welcome to our school Whats your name? How

35、 old are you?.Have you got a new friend?What colour is your school bag?When do you get up?How many subjects do you have?What subject do you like?Do you like music?Answer freely.Work in pairs.Answer freely.Read aloud.Answer in groups.Ask and answer, then write.Read more.Work in groups.复习简单的疑问句引入课堂，为后

36、面复习男的疑问句做铺垫。补充复习“which,how much,who.Answer freely.参加竞争机制，鼓励学生们多动口，多讲英语。学生们按照自己课前画好的图片介绍自己的朋友并用英语写下来。最后以组展示本组图文最完好最美的作品。板书设计Starter Unit Part7、8 I am going higherDo?Does? Where? What？ Which？ How many?Has?Have?Whose？ Who? When? How much?教学反思本课涉及问句较多，如何在有限的时间里做到全面复习稳固，重新整合非常重要。因此在和学生热身初始就针对自己和朋友的情况进展相关

37、问答，为顺利完成part7做好铺垫，而后也为part8的阅读引好了路，听、说、读、写循序渐进，步步深化，水到渠成。五年级上册英语学科集体备课个案备课时间2019.9.7 主 备 人主 备 人所在单位复备时间2019.9.7 授课老师授课老师所在单位课 题Starter Unit Part10 a/b课 型Reading课时分配共5课时第5课时上课时间2019.9.17 项 目内 容修改栏教学目标知 识能 力1.Understand the following:Im Andy from the UK. Im in year 5. I wear a uniform to school. I don

38、t like the uniform. I like Maths and Science best. I like Music, too. My favourite sport is basketball. I have got many friends.2. Listen and write down the missing words.3. Write about Andy with “ He is / He wears / likes / doesnt like / He has got第三人称单数的考核最好是把主语换成任意一个加了形代的单数名词。那样可以加强同学们对第三人称单数用法的认

39、识。过 程方 法通过听说、听写、问答、说写等活动形式，让学生回忆并熟用构造：He is / He wears / likes / doesnt like / He has got情 感态 度价值观1.继续保持浓重的学习兴趣。2.积累听力技巧，学会找到关键点。3.养成用英语思维的习惯。教学重点人称变换教学难点He is / He wears / likes / doesnt like / He has gotMy friend likes.教学、教具课件准备CAI课件, tape-recorder教 学 流 程教学环节教 师 活 动预 设 学 生 活 动修改栏Step I Warming up1

40、 Greetings2 Ask like this:Where are you from? What year are you in? What subject do you like? What have you got? Whats your favourite ?Step II Presentation1 CAI show the following: Im from China. Im in I like I dont like I have gotMy favourite isGive a model about introducing and ask the pupils to i

41、ntroduce themselves.2 CAI show the following: Im Andy from the UK. Im in Year _. I wear a uniform to school. I dont like the uniform. I like _ and Science best. I like _, too. My favourite sport is _. I have got many friends.3 Check the answers. Then ask about Andy: Where is Andy from? What year is he in? Does he like the uniform? What subject does he like? Whats his favourite sport? Has he got many friends?4Ask the pupils to say about Andy in groups according to the following model:Andy is from the UK. He is in 5 CAI show the text about Andy:Andy is from the UK. He is in Year 5.