外研社五年级下册英语教案和反思

1、第 PAGE33 页 共 NUMPAGES33 页外研社五年级下册英语教案和反思外研社五年级下册英语教案和反思1Im in New York now Teaching objectives:1. Words: arrive taxi flat building made again2. Sentences:Grandma made Chinese food for me.I want to try American food.I will write again soon.3. Practise to pronounce wh wr.4. Learn the song: Its a big e

2、xciting world.Teaching properties: cards tape-recorder picturesTeaching proceduresWarmer:1. Stick the pictures of unit 1 on the board. Have the students e to the front and mime the text of unit 1.2. Say a sentence in the present tense and get the students say it in the past tense.Exles:T: Daming goe

3、s to New York.Ss: Daming went to New York.T: Grandma meets Daming.Ss: Gradma met Daming.Teach the text:1. Raise the picture of the Statue of Liberty and ask: What is it ? Where is it?”Guide the students say: Its the statue of Liberty. Its in New York”.T: Daming is in New York now. Lets see who met h

4、im at the airport. What he saw in New York and What food he wanted to eat.2. Play the tape. Have the students listen and underline the new words in books.3. Teach the new words.4. Play the tape again. Have the students listen and say. After this, get the students to answer the following questions:Wh

5、o met Daming at the airport? (Grandma and Simon)What did Daming see in New York? (Buildings, cards and people)What food did he want to try? (American food)5. plete activity 2 in SB. (Get the students to ask and answer in pairs)6. Practise to pronounce wh wr.7. Learn the song: Its a big exciting worl

6、d.8. plete exercise 1 in AB.Homework:Practise the following sentences in pairs:Where are you from?Where are you going to go?Where are you going to go there?Where are you going to do there?Designs:Module 10 Unit 2 Im in New York nowArrive Grandma mad Chinese food for me.TaxiFlat I want to try America

7、n food.buildingmade I will write again soonwhere are you going to go 教学目的：1、可以识别单词：list airport shoe ticket toothbrush.2、学习目的语句：Where are you going to go? What are you going to take? When are you going to go? Whos going to go with you?3、功能：可以议论旅行前的准备和详细事宜。教学重点：1、掌握新单词，并可以理解旅行所准备的物品。2、可以口头运用 Where ar

8、e you going to go? What are you going to take?When are you going to go to the airport?Whos going to go to the airport?这类 问句就详细信息提问。教学难点：可以和同学用 “where、 what、when、who”这四个单词开头的疑问句议论旅行前的准 备。教学用具：录音机、PPT教学过程：Step1、Warm-up师生之间互相问候Step2、Presentation Free talkT：the summer holiday is ing ,so Where are you go

9、ing to go in your summerholidays? When are you going to go there? What are you going to take? What are you going to do there? Who is going to go with you ? (生逐一答复后,师总结):I think you had a lovely time, Yes? 由此活动引出 Where, When, What, Who?等特殊疑问词，并带着同学们复习一般将来 时的用法。教学目的：1、可以识别单词：list airport shoe ticket t

10、oothbrush.2、学习目的语句：Where are you going to go? What are you going to take? When are you going to go? Whos going to go with you?3、功能：可以议论旅行前的准备和详细事宜。教学重点：1、掌握新单词，并可以理解旅行所准备的物品。2、可以口头运用 Where are you going to go? What are you going to take?When are you going to go to the airport?Whos going to go to the

11、 airport?这类 问句就详细信息提问。教学难点：可以和同学用 “where、 what、when、who”这四个单词开头的疑问句议论旅行前的准 备。教学用具：录音机、PPT教学过程：Step1、Warm-up师生之间互相问候Step2、Presentation Free talkT：the summer holiday is ing ,so Where are you going to go in your summerholidays? When are you going to go there? What are you going to take? What are you go

12、ing to do there? Who is going to go with you ? (生逐一答复后,师总结):I think you had a lovely time, Yes? 由此活动引出 Where, When, What, Who?等特殊疑问词，并带着同学们复习一般将来 时的用法。 8、 Listen again and answer some questions: Where is Daming going to go ? What is Daming going to take ? When is Daming going to go to the airport? W

13、hos going to go to the airport?9、Listen and repeat.(老师随机解释 passport)Step4、Practice1、Now,I want to be Daming，You want to be grandma. I answer you ask me together(师说答语，学生找到相对应的问句) S:Where are you going to go? What are you going to take? When are you going to go to the airport? Whos going to go to the

14、airport? T:To the airport. Clothes,shoes,present,ticket,passport,toothbrush? At seven oclock tomorrow morning. Daming2、分角色表演课文对话Step5、ExtensionStep6、Summary and homework.1、 Summary 欣赏 Chant： Where are you going to go? Where are you going to go ? To the airport, to the airport. What are you going to

15、take? What are you going to take? Shoes,ticket and toothbrush, When are you going to go ?When are you going to go ? At 7 oclock, At 7 oclock, Who is going to go ? Who is going to go ? Its me! Its me !2、 Homework(1)Read the words and text(2)请学生询问朋友或家人外出旅游的准备情况see you soon Theme: Letters from AbroadFu

16、nction: Understanding different cultures.Target Language: Simple past tense. The man wore womens clothes. The actors told lots of jokes. We laughed a lot. Simple future tense be going to We are going to see you in three weeks. Mum bought new chopsticks for you.Vocabulary: wore (wear), women, actor,

17、told (tell), joke, funny, after, show, ready, soon, bed, room, history, question, borrow, eveningPronunciation: / / / / / / / /Song: Postman一、Warmer:1. Tell the Ss that you are going to mime some things you did yesterday and the Ss have to look and guess what you did.2. Continue like this. Yesterday

18、 I ate an apple.He borrowed some books.She went to the park.3. Say some sentences with now, tomorrow, yesterday. E.g. We are going to see you in three weeks. Dad is going to put another bed in my room. We bought a bike for you. We are having our English class. He is play football.二、Presentation:1. L

19、isten and say.A. Listen to the tape and read this letter.B. Read the letter again and answer the questions:C. What is Dad going to put in Simons room?Who bought new chopsticks?Who read a book about Chinese history?What did they but for Daming?2. Look and say.A. Yesterday he ate a hamburger.B. He pla

20、yed football.C. Now he is eating an apple.D. Now he is playing table tennis.E. Tomorrow he is going to eat a banana.F. Tomorrow he is going to go swimming.3. Listen and repeat.( qu sh th th)quick she this thankquarter English with mouth三、Activity book:1. Write a letter to Lingling. Use the words wen

21、t/ wore/ saw/ drank/ ateDear Lingling,Last week I went to the zoo. I wore a red sweater. I saw some animals. I drank some juice. I ate an ice cream.FromLiping2. Listen and repeat:A. Quick! Cut it in quarters!B. She is English.C. Eat with this spoon!D. I say Thank you with my mouth.四、Homework:Write a

22、 letter to your friend.we laughed a lot教材说明：我使用的教材是外研社出版，设计的课题是第六册Module 9 Unit1 We laughed a lot.教学内容分析p ：第九模块主要话题是”Letters from Abord.”议论大明收到两封国外来信。我所设计的这一课时，主要围绕大明收到一封来自英国的信件展开学习。在信中主要描绘Amy , Sam, Lingling 去英国剧院看表演的经过，以过去时态为主。该单元是本册中一般过去时态的集中表达，也是对前面学过的一般过去时态的再次呈现，不但复习、稳固了旧知识，同时也进步语言综合运用才能。此外通过本单

23、元的学习，学生能更多的理解西方国家的文化。学生学习情况分析p ：由于学生已经在第四册、第五册陆续学习了一般过去时态，因此学生对本课要学习的知识点并不生疏，而且本课讲述的内容比拟有趣，学生学起来兴趣还是蛮高的。但由于汉语没有动词时态上的变化，学生要掌握好过去时态，特别是不规那么动词的过去式有一定难度。设计理念：1、以兴趣为导向，开展丰富教学活动众所周知“兴趣是的老师”，只有开展丰富多彩的教学活动，才能寓教于乐，激发学生的学习兴趣，变学生的被动学习为主动学习。因此课伊始的我设计了I say, You say 活动课前热身;课中创设各种不同情景，让学生在仿真实的情景中学习;课尾声我设计了给老师发E-

24、mail活动。学生学习热情高涨，课堂气氛活泼，课堂充满乐趣，从而激发了学生学习英语的兴趣。2、充分运用多媒体课件，让学生在仿真实的情景中体验、感知。英语课程标准提倡老师要充分利用现代教育技术，开发英语学习资，进步教学效果。因此，在设计本课的教学时，为了让学生更好地理解课文，我根据教学实际制作了画面生动、图文并茂的课件，让学生通过直观的感知、体验，更好地理解课文，并且留下深化的印象。3、面向全体学生，表达差异教学。新课程理念倡导教学要面向全体学生，老师在教学中应尊重学生之间的差异。因此在设计教学时，我针对不同程度的学生设计不同层次的问题，力求满足不同类型和不同层次学生的需求。对“暂时落后学生”设

25、计一些较简单的问题，并且多表扬，多让他们体验学习的成就感，帮助他们树立学习的自信心。对“优生”进步要求，设计一些有一定难度的问题，并且充分发挥他们的示范作用，做老师的小助手，为学生提供充分表现自我的空间，使每个学生的身心得到安康的开展。4、关注学生的情感，营造宽松、_、和谐的教学气氛。学生只有对英语学习有积极的情感，才能保持英语学习的动力并获得成绩。因此我在教学中尽量做到尊重每个学生，积极鼓励他们在学习中的尝试，对学生学习过程中的失误和错误采取了宽容的态度。比方在交流时，我允许学生遇到不会表达的词可以用汉语代替，保护他们的自尊心和积极性。同时还创设各种合作学习的活动，促使学生互相学习、互相帮助

26、，开展合作精神，努力营造宽松、_、和谐的教学气氛。5、根据学生的特点选择教学策略使学生养成良好的学习习惯和形成有效的学习策略是英语课程的重要任务。因此我在教学过程中，注重根据学生的特点，选择合适学生的教学策略。如学习课文时，为了降低课文难度，我采用分段教学，根据每一段的特点，设计不同类型的问题，让学生带着问题阅读课文，自主探究学习，并提出阅读过程中遇到的疑难问题，最后老师再加以点拨、讲解，这样不仅能较好地解决教学的重点、难点，而且能较好进步学生的阅读程度。教学目的：1、语言知识和技能目的能听、说、读、写本课的主要单词掌握以下动词的过去式：go-went 、wear-wore、 tell-tol

27、d、 is-was 、eat-ate能理解课文内容。能用过去式描绘自己昨天所做的事。 2、情感目的学生对本课所学内容感兴趣，能积极主动参与课堂活动，特别是小组合作学习。3、文化意识目的通过对本课的学习，学生能理解到英国有专门的儿童剧院，这是对儿童的关爱，有利于儿童身心安康成长。教学重点：1、学生能理解课文内容。2、学生能运用一般过去时态来描绘过去发生的事情。教学难点：1、不规那么动词的过去式。教具准备：单词卡片、多媒体课件、录音机、两个信封、写有动词原型和过去式的卡片等。教学过程：Step1. Warmingup1、I say , You say(用多媒体呈现动词原形和过去式，并伴上节奏欢快的

28、音乐)playplayed readreadwatchwatched seesawdance-danced drinkdrankstopstopped dodiddropdropped are-were【设计意图】在热身活动中通过开展I say , You say活动，不但可以活泼课堂气氛，而且很好地复习了前面学习过的动词过去式，为下面的教学起很好铺垫作用。Step 2 Presentation1、创设情境教学生词(课件呈现姚明打篮球图片)T：What did he do yesterday ?S1: He played basketball .T: He is a _man_ .(课件呈现中

29、国男篮打篮球图片)T: What did they do yesterday ?S2: They played basketball .T: They are _men_.(课件呈现邓亚萍打乒乓球图片)T：What did she do yesterday ?S3: She played table tennis .T: She is a _woman_ . (课件呈现女双打乒乓球图片)T: They are _women_.(课件呈现电影演员成龙图片)T：Who is he ?Ss: He is Cheng Long .T：Yes . He is an _ actor _ .【设计意图】利用

30、课件呈现直观的画面，通过直观画面来教学生词men、women、 actor，特别是前两个单词通过单复数比照，非常直观，让学生留下深化印象。2、课文导入(课件呈现大明正在看信的画面)Look! What is Daming doing?S4.: He is reading letters .T: Yes . Hes got two letters.T: Where are the letters from?S5: One is from England and one is from America.【设计意图】通过课件呈现大明读信的画面，自然引入课文，非常直接。Step 3 Text lear

31、ning1、 设问(课件呈现课文中两张插图)请学生观察这两幅图，进展提问：Why ? Where ?2、分段阅读教学老师设置问题，学生快速阅读课文。(课件呈现问题)Where did they go ?They went to the _ .A. park B. school C. childrens theatre文化浸透：在英国有设置专门的儿童剧场，播放合适儿童观看的电影、话剧、演出，这是对儿童的一种关爱，有利于儿童身心安康成长。请学生上网查找有关儿童剧场的相关内容，从而对该文化有更进一步的理解。老师设置详细的问题，学生仔细阅读第一段，圈出问题答案(课件呈现问题)What did the

32、men do ? What did the women do ?What did the actors do ?(课件呈现女扮男装，男扮女装的画面，帮助学生理解第一和第二问题。)The men wore womens clothes . (wearwore)The women wore mens clothes.(课件播放相声演员牛群、冯巩说相声的画面，帮助学生理解第三问题)The actors told lots of jokes .( tell- told)老师设置选择题，学生阅读二、三段。(课件呈现选择题)After the show they went to the _ .A. par

33、k B. restaurant C. libraryThey all ate _ .A. noodles B. rice C. hamburgers and chips【设计意图】课文教学采用先整体输入，再分段教学的方法。首先老师先设置一个关键的问题，让学生通过快速阅读课文，并答复以下问题，对课文内容有大概初步理解。接着采用分段教学方法，把难点分散，逐个打破，从而降低难度，学生容易承受。3、跟读课文。(用CD-ROM播放)Step 4 Extension学生口头描绘自己昨天所做的事，并在电脑上写下来用E-mail 发给老师。【设计意图】该环节让学生对本课所学的语言加以运用，这是在整节课学习的根

34、底上语言输出，是学生综合语言运用才能的表达，而且让学生学会利用现代化通讯手段进展交流。Step 5 Summary1、 先请学生说说通过本节课的学习，有何收获?2、 老师小结：通过本课的学习，我们理解了英国有专门的儿童剧场，孩子们可以在剧场里看到很多有趣的表演，学习了外国文化。同时通过本课的学习，我们进一步学习了动词过去式，并且学会运用过去式来描绘过去发生的事情。line A is longer 一、 教学目的：1. 知识目的：可以认读书写单词：same , circle ,2. 才能目的：能运用句型Line A is longer. Is line A the same as line B?

35、I think so. I dont think so.通过事物的比拟发表自己的看法。3. 字母组合： ll , ng , nk 在单词中的发音。二、 课前准备：1、 单词卡片(宝藏图)： tell , till , long , sing , English , angry , think , sink . 单词卡单词按照划线局部发音一样的为一个颜色。提早卷好了，用一根细线系住。2、 课件3、 课堂活动用书第三题。三、 教学步骤：Step one : warm-up Review unit 11.一起听音跟读，然后小组扮演不同的角色给课文动画配音读课文，引导学生加上适当的表情和动作，最后每段

36、找不同的同学展示，选出优秀模拟小演员。2. 和学生说今天的比赛很特别，答复以下问题积极而且好的同学，不但能给大组加分，还能获得宝藏图一份。Step two : 导入1.同学们比赛，老师引导学生快速读一遍课文，看谁读的又快又好，学生在读的时候，老师观察学生，读完后老师找出以为读得快的学生，邀请学生到台前，表扬说：I think he is quick . 再找另一个读得更快的学生请他到台前，说：But she is quicker . 老师马上问问题看学生是否理解：Who is quick ? Who is quicker ? 学生答复，这里谁答对了奖励一张宝藏图，共送出去两张。2.再邀请两位学

37、生，He is tall, but she is taller. 看板书，老师指一下简单领读单词。She is short , but he is shorter. 看板书，老师指一下简单领读单词。问：who is taller ? who is shorter ?学生答复.is taller/shorter.老师用： I think so. 或I dont think so. 来发表自己的观点。再找两个长得一样高的学生问：who is taller ? who is shorter ? 学生可能会说不出来，老师引导说：He is the same as she.看板书，老师领读并检查小火车，

38、这里谁答对了奖励一张宝藏图，共送出去三张。Step three: 课文的处理1.课件展示，先出示一条线A，老师问：What is it ? 学生： line。老师： Yes , its line A . 再出示一条B，老师问：Which is longer?学生答：Line B is longer. 老师问：Which is shorter?学生答：Line A is shorter.老师试着问：Is line A longer? / shorter? / the same as line B? 并且出示课件。学生答复，老师问：Do you think so?引导学生用I think so.

39、I dont think so.发表自己的观点。每个问题学生答复出来那么给他的大组加一分。2. 课件展示，先出示一个圈A，老师问：What is it ? 学生： circle。老师： Yes , its circle A . 再出示一个圈B，老师问：Which is bigger?学生答：circle B is bigger. 老师问：Which is smaller?学生答：circle A is smaller.老师试着问：Is circle A bigger? / smaller? / the same as circle B? 并且出示课件。学生答复，老师问：Do you think

40、 so?引导学生用I think so. I dont think so.发表自己的观点。每个问题学生答复出来那么给他的大组加一分，并且表扬。3.学生做的很好及时表扬，并出示课件问What can you see ? 根据学生反映，假如学生说出来vase , 那么大力表扬并引导Can you see a vase ? 简单讲解vase，并拿起课本让学生只给老师看。假如学生说出来head , 那么大力表扬并引导Can you see two heads ? 简单讲解head，并拿起课本让学生只给老师看. 学生答复，老师问：Do you think so?引导学生用I think so. I do

41、nt think so.发表自己的观点。这里谁答对了奖励一张宝藏图，共送出去5张。5. Boos open listen and repeat , then read in small groups , 每幅图find a pupil 领读，这里领读的小老师各奖励一张宝藏图，共送出去8张。Step four : 当堂检测，学生是否明白两个事物作比拟，做活动用书第三题。Step six : review .复习今天的重点知识，看板书齐读一遍。Step five: 字母组合： ll , ng , nk 在单词中的发音。将手里拿宝藏的学生请到台前，翻开他们的宝藏，拿一样颜色单词的两个同学站在一起，l

42、isten and repeat ，感知字母组合的发音，老师引导着总结出来，板书领读一下。Step six:chant ，listen and learn ,listen together, 加动作拍手齐唱，最后可以找表演得好的同学到台前表演。四、家庭作业：完成活动用书第一题，和第五题。五、板书设计：Module 8 DiscussionUnit 2 Line A is longerline longercircle shortervase biggerhead smallerthe same as外研社五年级下册英语教案和反思2We lived in a small house.教学目的：1

43、、知识目的：(1)New words: life ,different, ago, any, television, grandchildren, us, grandmother, lady(2)New sentences：There were/werent . There are.We livedmany years ago. We livenow.2、才能目的：(1)能根据情境正确使用There be ,We livedmany years ago. We livenow.句型议论生活、学习中的事物(2)培养学生听、说、读、写的才能。教学重点：如何让学生在课堂上学会 There be ,

44、We livedmany years ago. We livenow.句型并能在生活中灵敏运用该句型。教学过程：一.预习检测写出以下动词的过去式。do_ is_ are_live_ have_ watch_二.合作探究，学习课文。1)播放课文录音，让学生在听录音的同时找出课文中出现的新单词与新句型。2)进展游戏“火眼金睛找生词新句”。让学生以竞赛抢答的形式快速找出课文中出现的新单词与新句型。3)在让学生初步理解了课文内容后，老师再次播放录音，让学生大声跟读课文。稳固练习;重点句式操练Listen and say。先让学生听录音，跟读句子，明确本课的重点句式，然后让他们灵敏运用句式：There

45、is/are/There was/were造句。练习检测：拓展延伸让学生准备，议论图中内容，然后选择几个代表来讲给全班同学听。回忆课文内容，试着用重点句复述课文。引导学生对本节所学内容进展归纳总结：运用句式There be.We livedmany years ago . We live now.议论及比拟过去和如今的生活。课后反思：外研社五年级下册英语教案和反思3She didnt have a television.教学目的：能听说读写单词：lady fire radio field telephone hope1. 能纯熟运用这类句子”She didntShe worked议论人们过去的

46、生活。2. 学会归纳动词的过去式，并能灵敏运用。3. 教学重点：学会归纳动词的过去式，并能灵敏运用。教学过程：一. 预习检测英汉互译并连线。有关中国的节目 many years ago许多年以前 programme about China议论 last night在田野里 on a fire昨天晚上 in the fields在火上 talk about二.合作探究，学习课文。1.听课文录音，圈出文中出现的动词过去式。2.同桌学习课文。3.师讲解“or”的用法.三.稳固练习完成课本第二局部。练习检测外研社五年级下册英语教案和反思4She learnt English.教学目的1.学会词汇lea

47、rnt these dancer2.能听懂会说Unit 1这篇对话。3.学习目的语句：Did your grandma learn English? Yes, she did. /No, she didnt.4.能口头运用Did your grandma learn English?这类语句询问过去的行为，并能口头运用Yes, she did./No, she didnt.答复。教学重点：学会词汇learnt these dancer教学难点：运用目的语句She danced in lots of Chinese cities .Did she learn any foreign langua

48、ges? Yes, she did. /No, she didnt. He was a dancer .议论过去。教学过程：Step1.预习检测根据所给单词，补全句子。1. Sam was_then.Now he is_.(short tall)2. My mother_ _then.Now she_ _.(old young)Step2.合作探究，学习课文。1. 听课文录音，理解课文大意。2. 小组内学习课文。3. 师解决疑惑。4. 学生自己读课文，找出下面问题的答案。Who are they ?Why is she wearing these clothes?Did she learn English?Step3.稳固练习完成课本第三局部。.练习检测外研社五年级下册英语教案和反思5忙繁忙碌又一年，总