全册（教案）-2024-2025学年译林版（三起）英语五年级上册

五年级英语教学计划 一、学情分析： 经过两年的学习，大部分学生对英语仍然保持着浓厚的兴趣，但有少数学生由于遇到困难，学习兴趣可能会开始减退。因此，这个学期在教学中，教师应该以学生的发展为宗旨，以培养学生的创新精神和实践能力为重点，面向全体学生，在激发学生兴趣的同时，扎扎实实地从每个学生抓起。五年级的学生学习比较理性。教师在以活动为课堂教学的主要形式的同时，要充分发挥任务性教学在高年级的优化使用，设计丰富多彩的教学活动，有效的教学任务。同时注意到学生中存在的两极分化，教学内容注意由简到难，循序渐进，在知识的复现中做好及时补差工作。充分培养学生的听说读写能力，尤其要加强识读，拼写的能力。重视阅读能力和写作能力的同步培养。重视英语作为语言的交际功能。 二、教学目标： 1. 能按四会与三会要求掌握所学的单词。 2. 能按四会要求掌握所学的句型。 3. 能运用日常交际用语，活用四会句型，进行简单的交流，并做到大胆开口，发音正确，所用话语与场合符合。 4. 能在图片、手势，情景等非语言提示的帮助下，听懂清晰的话语与录音。5. 培养良好的书写习惯，能做到书写规范整洁。 6. 培养良好的听英语、读英语、说英语、用英语的习惯，能自觉的模仿语音、语调，逐步培养语感。 7. 能在任务型学习的过程中运用相关的语言知识，完成某项任务，并促使语言能力的提高。 8. 能演唱以学过的英语歌曲，朗诵已学过的歌谣。 9. 能渗透给学生良好的自学英语的方法。 三、教学措施： 1. 课堂上尽量使用英语组织教学，做到持之以恒，由少积多，以助于创造英语气氛，养成学生听英语，用英语思维的习惯。 2. 根据学生的特征，可将每个单元，该单元的教学内容重新组合，科学合理的把单词教学，对话操练，复习巩固融为一体。 3．多以图片、手势呈现英语单词及对话情景，图片呈现采用灵活多样的方法将该单元所学的内容柔和在一起进行综合操练。如师生快速问候和介绍、学生间连续的相互问候和介绍，创设情景进行表演等，让学生将所学的对话用于不同的情景。采用先听说，后读写，先整体，后局部的方法教学。 4．在课堂教学中，尽量开展形式多样的活动教学，活跃气氛提高兴趣和学习效率。 5．词汇教学上，尽量利用实物和图片，增加复现次数，反复循环，循序渐进，注重师生操练、生生操练。 6．逐步渗透任务型教学，培养学生活用英语，用英语完成任务的本领。 7．适当增加教学内容量，以滚动式教学，以反复渗透巩固的方法提高学习效率。 8．语音教学中采用“分散出现，集中归纳，经常接触”的方法。 9．初步渗透任务型教学的教学理念。 四、具体课时安排： 时 间 周 次 教 学 内 容 周课时 备注 9.1-9.2 一 Unit 1（1-2） 3 9.5-9.9 二 Unit 1（3-4）、Unit 1检测 3 9.13-9.16 三 Unit1讲评、Unit 2（1-2） 3 中秋 9.19-9.23 四 Unit 2（3-4）、Unit 2检测 3 9.26-9.30 五 Unit2讲评、Unit 3（1-2） 3 10.8-10.9 六 Unit 3（3-4） 2 国庆 10.10-10.14 七 Unit 3检测、讲评、Unit 4（1） 3 10.17-10.21 八 Unit 4（2-4） 3 10.24-10.28 九 Unit 4检测、讲评、Project1 （1） 3 10.31-11.4 十 Project2 （2）、Unit 5（1-2） 3 11.7-11.11 十一 Unit 5（3-4）、Unit 5检测 3 11.14-11.18 十二 Unit 5讲评、Unit 6（1-2） 3 11.21-11.25 十三 Unit 6（3-4）、Unit 6检测 3 11.28-12.2 十四 Unit 6讲评、Unit 7（1-2） 3 12.5-12.9 十五 Unit 7（3-4）、Unit 7检测 3 12.12-12.16 十六 Unit 7讲评、Unit 8（1-2） 3 12.19-12.23 十七 Unit 8（3-4）、Unit 8检测 3 12.26-12.30 十八 Unit 8讲评、Project 2（1-2） 3 1.3-1.6 十九 期末复习 3 元旦 1.9-1.12 二十 期末复习 3 五 年级 英语 学科备课 第 1 单元 课题 Goldilocks and the three bears 第 1 教时 总第 1 个教案 Teaching content 教学内容 五年级上册Unit1 Goldilocks and the three bears Design philosophy 设计理念 本课主要讲述金发女孩在森林中解决饥渴疲劳问题最终被三只熊惊吓的故事，可将故事根据场景分为三个部分来探讨和学习。课堂上，教师将通过提问分析文本信息，分析金发女孩的感受状态以及所处环境，学习There be 句型，懂得如何运用There be 句型对环境进行介绍。 Textual analysis教材分析 本课教学内容选自五年级上册Unit1 Goldilocks and the three bears 第一部分Story time。本课课文内容主要围绕这“Goldilocks and the three bears”这一话题来开展对话练习，通过听故事引出对There be 句型的学习。教材利用故事的话题来呈现出句型要点，并加以相关的听、说练习，生词量适中，内容贴合学生的生活，有利于学生的理解和掌握，提升学生的英语阅读能力和表达能力。 Student analysis学情分析 本课的主要教学内容是There be 句型和学会运用所学单词和句型交流，在一定的情景下正确使用There is… There are…这个句型进行交谈。五年级的学生在听说读写方面已经具备了一定的能力，大部分的学生会使用一些简单的句型和他人沟通交流。在课文中出现了一些表示方位的单词，对学生而言稍微有些陌生。教学中要多创设情景，引起学生的学习兴趣。 Teaching objectives教学目标 By the end of the lesson, the students are able to本课时结束时，学生们可以： 1. Listen, read and say these words and phrases, such as “hard，soft，afraid，in front of ” (能听懂、会说、会读单词：hard，soft，afraid，in front of )。 2. Listen, read and say these sentences, such as “There is… There are…”(能听懂、会说、会读句型：There is …. There are ….)。 3. Understand and master the whole story（理解、掌握整个故事）。 4. Use the words and sentence patterns you learn to communicate with others. (能运用所学单词和句型进行交流)。 5. Be friendly with animals.（教育学生要与动物友好相处）。 The main and difficult points 教学重难点 1. Use the words and sentence patterns correctly you learn to communicate with others. (能正确运用所学单词和句型交流)。 2. Master There be sentence pattern and use its single plural sentence correctly. (掌握There be句型，正确运用其单复数句子)。 Teaching preparation 教学准备 教学ppt，板书 Teaching procedures 教学过程 Step 1. 温故·习新 1. Warming-up enjoy a song. <In the classroom> 2. What’s in the classroom? You can answer: There is a TV in the classroom. There are some desks in the classroom. There be means “有” 【设计意图】通过欣赏歌曲，既可营造课堂氛围，让学生的注意力集中到课堂上，又为There be结构的学习作铺垫。通过立足实际，引导学生运用句型介绍教室内的陈设，鼓励学生活学活用。 【评价标准】 1. 能认真倾听，＋1分。 2. 能主动思考，积极参与互动，正确说出1个There be 句式＋2分。 3. 能主动思考，积极参与互动，正确说出3个There be 句式＋3分。 Step 2. 研讨·拓展 Activity 1: Presentation. 1.Guessing game. ----What is it? It’s very big and beautiful. There are some rivers. There are many trees and flowers. There are many animals too. S:It’s a forest. 2. Learn the new word. Look at the picture. What’s in the forest? S: There is … There are … 学习新词goldilocks 呈现课题Read the title together. 【设计意图】通过猜谜游戏调动学生主动思考，锻炼思维，同时承上启下，自然地过渡到新授内容的学习。 【评价标准】 1. 能主动思考，积极参与互动，认真倾听＋1分。 2. 能主动思考，积极参与互动，正确跟读新单词＋2分。 3. 能主动思考，积极参与互动，说出3个新单词并发音正确＋3分。 Activity 2: Text learning Task 1: Read and choose. What’s in the beautiful house? A. Three bowls(碗) of soup. B. Some milk. C. Three beds. D. Three pears. Check the answer. 【设计意图】在平时的课堂教学中，渗透阅读技巧，让学生抓住关键词或关键词组快速浏览整篇课文，帮助学生掌握单词和句型，加深印象。 【评价标准】 1. 能主动思考，积极参与互动，能选出一项正确答案＋1分。 2. 能主动思考，积极参与互动，能选出一项正确答案并正确朗读句子＋2分。 3. 能主动思考，积极参与互动，能选出所有正确答案并正确朗读句子＋3分。 Task 2: Listen and judge(T or F) 1）Goldilocks is not hungry, but she is thirsty. ( ) 2）The three bowls of soup are for the bears. ( ) 教授a bowl of soup, 归类总结如 a cup of coffee, a glass of milk 等。 3）The three bowls of soup are all just right. ( ) 教授just right. 【设计意图】对于内容稍微简单的部分，通过听音判断既可集中学生的注意力，又可以提高学生的听力水平。 【评价标准】 1. 能主动思考，积极参与互动，能选出一项正确答案并正确朗读句子＋1分。 2. 能主动思考，积极参与互动，能选出两项正确答案并正确朗读句子＋2分。 3. 能主动思考，积极参与互动，能选出所有正确答案并正确朗读句子＋3分。 Task 3: Watch and answer. 1）Now how many beds are there in the room? 2）How are the beds? Well, this bed is … This bed is … This bed is… 通过图片选择硬床和软床，同时教授 hard 和 soft。 3）Why is she afraid? She wakes up. There are three bears in front of her. 通过图片教授in front of 【设计意图】以考验记忆力的游戏为载体，阅读任务由易到难，锻炼学生的观察能力与记忆力，在回答问题时也锻炼学生表达能力。 【评价标准】 1. 能主动思考，使用简单的单词回答问题＋1分。 2. 能主动思考，使用完整的句子回答问题＋2分。 3. 能主动思考，正确回答相应问题，且准确表述其中的单复数句型＋3分。 Activity3: Consolidation Task 4：Order and read 1. Look and order. 2.Reading time. 【设计意图】看图排序既可以培养学生的阅读理解能力，又可以检查学生对课文的理解程度。 【评价标准】 1. 能认真自主完成排序题，积极参与互动＋1分。 2. 能认真自主完成排序题，积极参与互动，准确回答问题的＋2分。 Step 3. 反馈·提炼 Task 5: Reading time 1)Read after the tape. 2)Read in different ways. (Choose the best one you like) Read together.（一起读） Read in roles.（分角色读） Play in roles. (小组活动，选择一幅图表演。) Work in groups. (Four students each group.) Try to remember the story. 3)Show time. 【设计意图】引导学生在理解的基础上进行跟读，注意模仿语音语调，培养学生朗读能力帮助学生加深对课文中重要句型的记忆。选择学生自己喜爱的方式阅读，全员参与，提高他们的阅读兴趣，培养他们的小组合作能力，增强集体荣誉感。 【评价标准】 1. 能认真跟读，积极参与小组合作，勇于表达的＋1分。 2. 能认真跟读，积极参与小组合作，勇于表达并且能准确读出文中句子的＋2分。 3. 能认真阅读，积极参与小组合作，勇于表达、读音准确，注意人物语音语调的变化＋3分。 Task 6 ：Read and complete Goldilocks is in the_______. There is a ________in front of her. The house is very ________ .Goldilocks is ________ and _________. So she opens the door and gets into the house. She finds there are three bowls(碗) of_______ on the table. The first bowl of soup is too_______ for her. The second bowl of soup is too _______. She likes the third bowl of soup because(因为)the soup is ___________. Then, she is _______. She finds there are three ______ in the bedroom. The first bed is too ______. The second bed is too ________. She likes the third bed because it is ___________. When she wakes up(醒来), she sees three bears. They are __________her. She is very _______ , so she calls for "help" and runs away(逃跑). 【设计意图】根据课文阅读填空不仅能巩固对文本的学习，还能检查学生的阅读理解及概括能力，进一步巩固课文中所学词句，获得学习的成就感。 【评价标准】 1. 能认真跟读，尝试概括课文大意＋1分。 2. 能概括课文大意，完成填空＋2分。 3. 能概括课文大意，完成填空并朗读准确＋3分。 二次备课 Blackboard Design： Unit1 Goldilocks and three bears Feelings Where What How happy in the forest a house beautiful Hungry and thirsty in the house some soup cold/hot/just right tired in the room three beds hard/soft/just right Teaching Reflection： 五 年级 英语 学科备课专用纸 第 1 单元 课题 Goldilocks and the three bears 第 2 教时 总第 2 个教案 教学目标: 1. By the end of this lesson, students will be able to use the sentence structure： 1. There is/are... 2. Student will use the word: too . 教学重难点: 1. Learn the words: too 2. Learn the sentences: There is a/an/some... There are some... 课前准备： 卡片，多媒体，PPT。 教学过程 Step 1. 温故·习新 Activity 1. Revision. 1. Let’s play a game. (True or False) Judge the sentences according to the story. Sentences: Goldilocks is in the park. There is a beautiful house in the forest. There is some milk in the table. There are four beds in the room. There are three bears in front of her! 2. Show two toy bears. Try to talk about these bears. 3. Look and say: What is soft? What is hard？ Activity 2. Listen attentively and practice The usage of the word “too”. (1) This soup is too hot/cold. This bed is too hard/soft. 表格见书上P9。 Here we use “too” to modify adjectives. (2) Look at the pictures and try to complete the sentences. E.g. The tree is too high. He can’t pick (摘) the apple. The sweater is too big. He can’t wear it. The baby is too young. He can’t go to school. Activity 3.Think and say The usage of the word“There is/are...”. Please use the sentence structure to describe the pictures. There’s ... in the forest. There’s...on the table. There are...in the room. There are...in front of Goldilocks. Activity 4. Read and think. 表格见书P9. Get the students to watch the table carefully and try to conclude the differences between “There is...” and “There are...” by themselves. Step 2. 研讨•拓展 Activity 5. Look and write Show another picture about the house in the story. Get the students to fill in the blanks. Goldilocks is in the forest. There_____ some birds and flowers in the forest. There_______ a house in the forest, too. Goldilocks opens the door. There ______ a clock in the room. It’s twelve. She is hungry and thirsty. There ______ a table in the room. And there ______ some soup on the table. She eats the soup. She is tired now. There _______ three beds in the room. At last, she is afraid and runs away. Because there ______ three bears in front of her. Activity 6. Watch and say Fun time Goldilocks invites the bears to visit her house in the town. What’s in the house? Please use these sentences： There’s...on/behind/under/beside... There are... Step 3. 反馈·提炼 Activity 7. Work in pairs T : Use “There is/are” to talk about things in a place. 二次备课 Homework： 1. Use “there’s＆there are” to write a passage about your study or bedroom.（用所学句型写一段话介绍你的书房或卧室。） 2. Finish the exercise book. Blackboard Design： Unit1 Goldilocks and three bears There is ... are … There’s = there is This soup is too ... bed is too ... too hot/cold too hard/soft Teaching Reflection： 五 年级 英语 学科备课专用纸 第 1 单元 课题 Goldilocks and the three bears 第 3 教时 总第 3 个教案 教学目标: 2. 1.By the end of this lesson, students will be able to use the sentence structure： 3. There aren’t any …. Here are …. XX can …. 2. Student will say word: tool, doctor, says, put on, cannot, find, their, really. . 3. Students will know the phonetic of the letter “c”. 4. Students will act this cartoon story. 教学重难点: 3. Learn the words: tool, doctor, say, put on, cannot, find, their, really. 4. Learn the sentences: There aren’t any …. Here are …. XX can …. 5. Learn the phonetic of the letter “c”. 课前准备： 卡片，多媒体，PPT。 教学过程： Step 1. 温故·习新 Activity 1. Describe and say T: Let’s describe our classrooms or our schoolbags, OK? S: OK. T: For example, there are forty students in our classroom. There are a pencil case on my desk S1: There is a bookshelf in our classrooms. There are some plants in our classroom. S2: There is a blackboard in our classroom. There are two storybooks in my schoolbag. Activity 2. Look and say T: Look here. There is a picture in my bag. The man and the boy looks not so well.What’s the matter with them? Let’s look and say. S: They’re ill. T: What does the doctor say? S: Put on their coats. T:Can you try to find the words that they have letter “c”? S: cold, cousin, doctor, comes, coats T: What does the letter “c” pronounce? S: /k/. Activity 3. Read the rhyme after the tape T: Now let’s read after the tape, pay attention the rhythm. Activity 4. Read in groups T: Let’s read in groups, you can read in different ways. Activity 5. Find the other words T: Can you say more words that they have letter “c” and pronounce /k/ S: car, card, picnic, cat,cap... Activity 6. Make a new sentence T: Can you try to use two or three words to make a new sentence? S1: I have a cat card. S2: ... Activity 7. Watch and answer T: Look, I have another picture in my bag. Who are they？ S: Bobby, Tina and their cousin. T: Where are the cakes? Let’s watch the cartoon and answer the question. Activity 8. Read and fill in the blanks. Bobby-hungry-some cakes-in the kitchen- in the fridge-cousin Teach the new words: cannot, find, their, really Teach the new sentences: There aren’t any …. Here are …. Step 2. 研讨·拓展 Activity 9. Read and act T: Listen to the tape and read after it, then notice the pronunciations and intonations. Read it together. Act the dialogue. Activity 10. Make an ending T: Let’s guess: What will Bobby say? What will Tina say? And what will their cousin say? Discuss in groups. Say and act. Step 3. 反馈·提炼 Activity 11. Let’s think. T : What do you think of Bobby? Discuss and say. 二次备课 Homework： 1. Copy the new sentences. 2. Read, recite and act this cartoon story. Blackboard Design： Unit1 Goldilocks and three bears There isn’t …. aren’t …. c -/k/ cannot=can’t really find their Here is …. are …. Teaching Reflection： 五 年级 英语 学科备课专用纸 第 1 单元 课题 Goldilocks and the three bears 第 4 教时 总第 4 个教案 教学目标: 1. By the end of this lesson, students will be able to know the different drinks culture in western countries and China. 2. Student will review the vocabulary and patterns of this unit. 3. Students will learn how to describe the places correctly. 教学重难点: 1. Review the vocabulary and patterns of this unit. 2. Learn the different drinks culture in western countries and China. 3. Learn how to describe the places correctly. 课前准备： 多媒体，PPT。 教学过程： Step 1. 温故·习新 Activity 1. Say the rhyme Review the pronunciation of letter “c”. Activity 2. Retell the story T: Look at this picture，can you try to retell the story? Students act out the story. Activity 3. Look and say. T: Goldilocks is in the living room now. Can you try to describe the living room? I’m in the living room. There is a table. There are some books on the table. There are some toy cars under the table. There is a chair beside the table. There are three umbrellas in front of the window. Oh, there is a bear on the chair. Activity 4. Act out the cartoon T: Look ,there is a cake box on the desk too, but it is empty. What happened? Yes. We know Bobby’s cousin ate the cakes. And what happened at last? Let’s try to act the whole story with your ending. Students act out the cartoon. Activity 5. Ask and answer T: Look，what’s in their kitchen? S: Coffee, tea. Guess: Who is it for? Activity 6. Read and underline Guess: Who is it for? Coffee is popular in western countries. Tea is popular in China. Teach the new words: popular, western countries, culture, China Read after the tape. Read the sentences. Step 2. 研讨·拓展 Activity 7. Let’s know more. Different kinds of coffee. Different kinds of tea. Say the different drinks culture. Step 3. 反馈·提炼 Activity 8. Look and write. There are some apples on the table. There is some orange juice in the glass. There is a bird in the tree. There are some sweets in the box. Activity 9. Practice more. Teach: There be ….(就近原则) Activity 10. Try to write Present some pictures of living room. Say and write. 二次备课 Homework： 1. Write your own living room. 2. Finish the exercise book. Blackboard Design： Unit1 Goldilocks and three bears Coffee is popular in western countries. Tea is popular in China. There is …. There are …. Teaching Reflection： 五 年级 英语 学科备课 第 1单元 课题 Goldilocks and the three bears 第 5、6 教时 总第 5、6 个教案 【教学目标】 1. 通过这份练习卷，了解学生对第一单元知识的掌握情况，从而在以后的教学中能更好的查漏补缺。 2. 通过讲评这份练习卷，能更充分地了解学生，以及存在的问题，从而在以后的教学中能更好的因材施教。 【教学重点】 1.考查学生对本单元词汇和句型的运用。 2.考查学生对标识的理解及运用情况。 【教学难点】 考查学生对标识的理解及运用情况。 【教学准备】 检测卷 【课前先学】 1.对第一单元进行复习巩固。 2.自行订正错题并寻找错误原因。 【教学过程】 Step1. 简单分析 Step2. 典型错题 Step3. 平行补救 作业 设计 1. 订正错题。 2. 预习Unit2。 教后 反思 五 年级 英语 学科备课 第 2 单元 课题 A new student 第 1 教时 总第 7 个教案 Teaching content 教学内容 译林版英语五年级上册Unit2 A new student Design philosophy 设计理念 本课主要讲述新学生Nancy Black在Yang Ling的带领下参观新学校的故事。在具体情境的创设下，学生学习表示1，2，3的序数词和there be句型的两种转换句型，并且在对话中运用所学知识点了解学校教室及其对应的楼层，达到理解文本的目的。在此基础上，上升一步，进行知识的迁移创新，解决实际生活问题。 Textual analysis教材分析 本课教学内容选自五年级上册Unit2 A new student的第一部分Story time。本课课文围绕参观新学校这一话题展开，与之相关的，我们需要了解新学校的样子，新学校有哪些教室以及相应的楼层。因此，在对话中，我们运用了there be句型的两种转换句型: Is/Are there ...?和How many ...is/are there....?来达到我们的教学目的。而作为第一单元语法句型的上升，第二单元既可以巩固there be句型，同时也更有利于学生形成系统的语法知识点。总而言之，本课时生词量适中，内容贴合学生的生活，有利于学生的理解和掌握，提升学生的表达能力和实际英语运用能力，有助于提高英语核心素养。 Student analysis学情分析 本课的主要教学内容是There be 句型的两种转换句型。五年级的学生在听说读写方面已经具备了一定的能力，大部分的学生会使用一些简单的句型和他人沟通交流。而且由于第一单元已经学过there be句型的陈述句，所以学生有一定的基础。但是，鉴于过往经验，变成一般疑问句和特殊疑问句学生往往存在一定问题，所以在课堂中要重复练习，课后要及时复习巩固。 Teaching objectives教学目标 1. By the end of this lesson, students will be able to proficient in understanding, able to read and spell words; student, show…around, classroom, second, floor, computer, third, first. 2. Students will be able to proficient in understanding. Be able to say and read and use this unit sentence pattern：How many…are there…? Is/Are there…? It’s on the first/second/third floor. 3. Students will be able to understand, read and perform conversations. 4. Students will be able to use what we’ve learned to master how to introduce a new place and make a new dialogue. The main and difficult points 教学重难点 1. Students will be able to proficient in understanding. Be able to say and read and use this unit sentence pattern：How many…are there…? Is/Are there…? It’s on the first/second/third floor. 2. Students will be able to use what we’ve learned to master how to introduce a new place and make a new dialogue. Teaching preparation 教学准备 卡片，多媒体，PPT，学习单 Teaching procedures 教学过程 Step 1. 温故·习新 1. Let’s say Make some judgements. You can say “yeah, yeah, yeah” or “no, no, no” There are six windows in our classroom. There is a clock in our classroom. There are some flowers in our classroom. There are two blackboards in our classroom. 【设计意图】通过一个判断小游戏，快速复习There be句型，了解学生的掌握情况。既能吸引学生的兴趣，同时也为后续Let’s guess做铺垫。 【评价标准】 1. 积极参与互动+1分。 2. 能主动思考，读出1个句子，正确判断正误+2分。 3. 能主动思考，读出3个句子，正确判断正误+3分。 4. 能主动思考，读出5个句子，正确判断正误+ 4分。 2. Let’s guess What place is it? There are many books and book shelves. We read books in it. _______ There are some basketball stands. We run and jump there. _________ There are many desks and chairs. We have class in it. ___________ The place we have Art lessons. __________ The place we have Computer lessons. __________ The place we have Music lessons.__________ 【设计意图】通过猜谜游戏调动学生主动思考，锻炼思维。同时也引出本课时的生词，朗读生词，拼写生词，完成生词的教学。 【评价标准】 4. 能主动思考，积极参与互动，猜对1个＋1分。 5. 能主动思考，积极参与互动，猜对3个并发音正确＋2分。 6. 能主动思考，积极参与互动，猜对全部并发音正确＋3分。 7. Text learning Task 1: Listen and answer. Who is the new student? How can you help her? Learn: show ... around 带...参观... 【设计意图】梳理引言部分，用听录音的方式获取关键信息，引出新学生Nancy Black以及Yang Ling又是怎么帮助新学生的。然后在情境的渲染以及图片的辅助下，请学生猜一猜show...around...的意思。 【评价标准】 4. 能认真听录音＋1分。 5. 能认真听录音，主动思考，正确回答1个问题＋2分。 6. 能认真听录音，主动思考，准确回答2个问题并理解词组的意思＋3分。 Task 2: Watch and tick 1）What rooms do they have? Is there a …? Yes, there is. No, there isn’t. Are there any…? Yes, there are. No, there aren’t. 【设计意图】运用多媒体手段，呈现直观视频，方便学生理解文本。在回答问题时，又可以操练本单元的重点句型，通过师生一问一答或者学生间的两两问答，加深对句子的印象。 【评价标准】 4. 能认真观看视频，主动思考＋1分。 5. 能认真观看视频，主动思考，句型操练正确，选对2个＋2分。 6. 能认真观看视频，主动思考，句型操练正确，选对5个＋3分。 Task 3: Read and circle. 1） How many ...s are there in their school? Where are they? 2） Explain how to use the ordinal numbers: first, second, third. 【设计意图】精读文本，发挥学生的自主性，培养学生的观察能力与信息提取能力，在回答问题时也锻炼学生表达能力。 【评价标准】 4. 能主动思考＋1分。 5. 能主动思考，运用给出的句型，并正确回答表格上面两行＋2分。 6. 能主动思考，运用给出的句型，正确回答表格的全部内容＋3分。 7. 能主动思考，运用给出的句型，正确回答表格的全部内容，并正确朗读序数词+4分。 Step 2. 【研讨 拓展】 Task 4：Stick and say Group work: Where are the rooms? Stick on the right place imitate the passage and say something. 【设计意图】检测学生对于文本的掌握程度，通过贴黑板贴，提高学生的课堂参与度，建立完整的思维导图。同时，着重训练重点句型，提升学生的阅读写作能力和综合运用能力。 【评价标准】 3. 能主动思考＋1分。 4. 能主动思考，贴对2个教室的位置并口语训练较为流利＋2分。 5. 能主动思考，贴对全部教室的位置并口语训练较为流利＋3分。 Task 5: Reading time 1)Read after the tape. 2)Read in different ways. (Choose the best one you like) Read together.（一起读） Read in roles.（分角色读） Play in roles. (小组活动，选择一幅图表演。) Work in groups. (Four students each group.) Try to remember the story. 3)Show time. 【设计意图】引导学生在理解的基础上进行跟读，注意模仿语音语调，培养学生朗读能力帮助学生加深对课文中重要句型的记忆。选择学生自己喜爱的方式阅读，全员参与，提高他们的阅读兴趣，培养他们的小组合作能力，增强集体荣誉感。 【评价标准】 4. 能认真跟读，积极参与小组合作，勇于表达的＋1分。 5. 能认真跟读，积极参与小组合作，勇于表达并且能准确读出文中句子的＋2分。 6. 能认真阅读，积极参与小组合作，勇于表达、读音准确，注意人物语音语调的变化＋3分。 Step 3. 【反馈 提炼】 Task 6: Let’s think Which one is better? How to describe one’s school? 【设计意图】呈现两段文本，比较哪段更好，概括总结如何生动形象描述自己的学校，真正的把课堂知识迁移到生活中，培养学生的写作能力。 【评价标准】 4. 能积极主动思考，比较文本的差异+1分。 5. 能积极主动思考，比较文本的差异，概括说到1个点上＋2分。 6. 能积极主动思考，比较文本的差异，概括点基本能说到＋3分。 Task 7: Emotional education We should cherish every opportunity to learn. 【设计意图】进行情感教育，鼓励学生要把握住每一个学习的机会，时不我待，必须为自己负责。 【评价标准】 1. 认真观看影片，主动思考+2分。 2. 认真观看影片，主动思考，说出我们应该怎么做，言之有理+3分。 二次备课 Blackboard Design Unit 2 A new student school the third floor There is/arecomputer room library the second floorNancy’s classroom the first floor It’s/They’re on the …floor.table tennis room music room Teaching Reflection： 五 年级 英语 学科备课专用纸 第 2 单元 课题 A new student 第 2 教时 总第 8 个教案 教学目标: 1. By the end of this lesson, students will be able to talk about their school. 2. Student will be able to master the cardinal numeral and the ordinal numeral. 3. Students will be able to master the sentences “Is/Are there …? Yes, there is/are. No, there is/are not.” “How many…? There are…” 教学重难点: 1. Enable the students know how to write the abbreviated form of ordinal numeral. 2. Stimulate interest of students in English learning. 课前准备： 挂图，卡片，多媒体课件 教学过程： Step 1. 温故·习新 Activity 1. Greeting T：Good morning/afternoon, class. S: Good morning/afternoon, Miss Su. Activity 2.Say and shout 看到单词, 迅速地说出来！看到Hey，请喊出来！ Activity 3.Look and say T: Do you remember the story？Now，let’s look and say. (复习Story Time) Activity 4. Try to retell T：Good job. Look at this picture. Can you retell the story? Activity 5. Learn the cardinal numeral and the ordinal numeral. 1.Try to read T: Can you find the difference? 2.Try to find the rules T: OK, can you find the rules? Let’s write the abbreviated form together. Activity 6. Ask and answer T: Is there an art room in the school? S: No ,there isn't. （运用Is there/ Are there…? 句型问答） T: How many computer rooms are there in the school? S: There are two. (操练How many 句型) Step 2. 研讨·拓展 Activity 7. Summary T: Is there + a/an+可数名词单数+地点？ Is there +any +不可数名词+地点？ Are there + any+可数名词复数+地点？ How many +可数名词复数+are there +地点? There are +数量./There is one. Activity 8. Try to talk T: Look at this picture. What is it? S: It’s Nancy’s classroom. T: Let’s try to talk. You can use these sentences. Let’s work in groups. (操练句型) Step 3. 反馈·提炼 Activity 9. Try to fill in the blanks T: There are some exercises. Let’s try to fill in the blanks. Activity 10. Try to complete T: Congratulations. You did a good job just now. Can you complete this one？ 二次备课 Homework： 1. 复习there be 和How many句型的用法和规则，以及基数词、序数词的区别和用法。 2. 和同桌讨论后，以对话的形式写一写我们的学校。 Blackboard Design： Unit 2 A new student Is/Are there … ? How many…? Yes, there is/are. There are… No, there is/are not. They’re…/It’s on the… Teaching Reflection： 五 年级 英语 学科备课专用纸 第 2 单元 课题 A new student 第 3 教时 总第 9 个教案 教学目标: 1. By the end of this lesson, students will be able to read the key words,such as:sing and dance, then, go to the cinema, swing, push, heavy, high, stop 2. Student will will be able to read Cartoon time fluently and act it out. 3. Students will be able to use sentence structures:XX is/are too/so … 教学重难点: 1. Student will will be able to read Cartoon time fluently and act it out. 2.Students will be able to use sentence structures. 课前准备： 挂图，卡片、ppt 教学过程： Step 1. 温故.习新 Greetings and free talk. Activity 1.Describe your school 出示学校平面图带领学生一起谈论自己的学校 T：This is our school. T:How many classrooms are there in our school? Is there a music room? Are there any playgrounds? Where is our classroom? Is it on the second floor? ... ... Describe our school.（由学生描述自己的学校） Activity2. Watch the cartoon of Sound time Activity 3.Read it by yourselves(让学生自己找今天要学习其发音的字母) Activity4.Read the words: cinema, dance, ice cream, juice, nice Activity5.Learn the pronunciation of letter “C” Step2.研讨.拓展 Activity 6. Play a game 找出相同读音的单词 Activity7 Look and answer T: Look, who are they? S: Sam and Bobby. 出示问题 Q：Where are Sam and Bobby? 让学生带着问题欣赏第一遍动画并回答问题 S：They’re in the playground. 1.Sam and Bobby are playing with a __________. A.yo-yo B.swing 2.Sam is _________,Bobby is _______. A.light B.heavy 3.On the swing,Sam is _________.Bobby is__________. A.afraid B.happy Activity8 Reading time T:Try to read this story. (notice the pronunciations and intonations. ) Step3.反馈.提炼 Activity 9 Act this story 二次备课 Homework： 1. Write the new sentences. 2. Read, recite and act this cartoon story. Blackboard Design： Unit2 A new student Sam Bobby push stop so heavy too high Happy afraid Teaching Reflection： 五 年级 英语 学科备课专用纸 第 2 单元 课题 A new student 第 4 教时 总第 10 个教案 教学目标: 知识目标：掌握There is/are…句型的肯定句、否定句、一般疑问句及简略回答。 能力目标: 1. 能听懂和阅读包含there be句型的有关学校介绍的简短对话和短文。 2. 能运用所学词汇和there be 句型来介绍自己的班级和学校。 情感目标：培养学生热爱学校，热爱自己家园的意识 教学重点: 1. 有关教室和校内设施的一些单词。 2. 能听懂对话内容和运用There be句型描述学校及教室 教学难点: There be 句型的理解和正确运用它的各种句式。 教学准备: PPT课件、单词卡片等。 教学过程: Step 1. 温故.习新 Activity1.Greeting T: Hello, boys and girls. How are you ? S: I’m fine, thank you. And you? T: I’m fine too. T:These are goals of this lesson,These are learning ways.Do you understand? Activity2.Enjoy a song T: Now, let’s enjoy a song.<What is in the classroom?>> Look! (PPT播放歌曲) Activity3.Game time Boys and girls ,Let’s play a game,0-s3econds-non-stop talking Is there a/an…? Are there any…? Yes , there is/are. No , there isn’t/aren’t Ticking time one Step 2 研讨.拓展 Activity4.Talking time How many…are there in your school? Is there a/an…? Are there any…? 3. Fill in blanket My school Activity5.Designing time My children ,Let’s design a new school in a group. There are …in my school . There is a…It is on the … floor. There are... They are on the …floor. There is not a …/There are not any …in my school. Step 3.反馈.提炼 Activity6.Writing time Good jobs,my students.Your school are very cool,Can you write them? Here we go ? There are ________ classrooms in my school. There is a _____________. It is on the______ floor. There is an _________. It is on the _________floor. There is a ____________. It is on the ________ floor. There are ______________. They are on the____ floor. There is not a ______________ in my school. There are not any __________________ in my school. Ticking time two Activity7.Summary time I can use ”first”,” second” and ”third”. I can use “Is there/Are there …?”to ask questions. I can talk about my school. 二次备课 Homework: 1. Design a new school by myself 2. Finish your exercise. Blackboard Design: Unit 2 A new student Is there a/an…?Yes , there is/are. Are there any…? No , there isn’t/aren’t There are / are not… There is / is not… Teaching Reflection： 五 年级 英语 学科备课 第 2单元 课题 A new student 第 5、6 教时 总第 11、12 个教案 【教学目标】 1. 通过这份练习卷，了解学生对第二单元知识的掌握情况，从而在以后的教学中能更好的查漏补缺。 2. 通过讲评这份练习卷，能更充分地了解学生，以及存在的问题，从而在以后的教学中能更好的因材施教。 【教学重点】 1.考查学生对本单元词汇和句型的运用。 2.考查学生对标识的理解及运用情况。 【教学难点】 考查学生对标识的理解及运用情况。 【教学准备】 检测卷 【课前先学】 1.对第二单元进行复习巩固。 2.自行订正错题并寻找错误原因。 【教学过程】 Step1. 简单分析 Step2. 典型错题 Step3. 平行补救 作业 设计 1. 订正错题。 2. 预习Unit3。 教后 反思 五 年级 英语 学科备课专用纸 第 3 单元 课题 Our animal friends 第 1 教时 Teaching content 教学内容 五年级上册Unit3 Our animal friends Design philosophy 设计理念 本课主要讲述Nancy , Mike, Liu Tao和Su Hai介绍他们各自的动物朋友。可将故事根据人物分为四个部分来探讨和学习。由于这四个部分是并列的关系，所以在教学过程中，教师通过提问引导学生提炼一个部分的信息，让学生明白从哪些点去概括和介绍，然后以同样的方式入手学习其它三个部分，锻炼学生的自学和合作学习的能力。 Textual analysis教材分析 本课教学内容选自五年级上册Unit3 Our animal friends 第一部分Story time。本课课文内容主要围绕介绍动物朋友这一话题来开展对话练习，通过故事引出对...have...，...has...句型的学习。教材利用文中主人公对动物朋友的介绍，让学生了解在介绍时所包含的几个方面，以及有关身体部位的词汇，条理清楚，逻辑性强。 Student analysis学情分析 本课的主要教学内容是...have...，...has...句型和学会运用所学单词和句型进行简单介绍。五年级的学生在听说读写方面已经具备了一定的能力，have和has的用法在之前的学习中已经初步涉及到了，本课主要让学生正确灵活使用。在课文中出现了一些表示身体部位的单词，对学生而言是对之前所学的一个扩充，需要多交流和运用，让学生熟练掌握。 Teaching objectives教学目标 By the end of the lesson, the students are able to本课时结束时，学生们可以： 1. Listen, read and say these words and phrases, such as “arm, body, foot, leg, tail, wing ” (能听懂、会说、会读单词：arm, body, foot, leg, tail, wing )。 2. Listen, read and say these sentences, such as “One..., the other, They have no ... or ..., It has...”(能听懂、会说、会读句型：One..., the other, They have no ... or ..., It has ...)。 3. Understand and master the whole story（理解、掌握整个故事）。 4. Use the words and sentence patterns you learn to communicate with others. (能运用所学单词和句型进行交流)。 5. Be friendly with animals.（教育学生要与动物友好相处）。 The main and difficult points 教学重难点 1. Use the words and sentence patterns correctly you learn to make an introduction. (能正确运用所学单词和句型进行介绍)。 2. Master “One..., the other, They have no ... or ..., It has... ”sentence pattern and use them correctly. (掌握One..., the other, They have no ... or ..., It has... 句型并正确运用)。 Teaching preparation 教学准备 卡片，多媒体，PPT，学习单 Teaching procedures 教学过程 Step 1. 【温故 习新】 1. Show the learning aims 2. Guessing game (1) It's white. It has red eyes. It has four legs (腿). It has a short tail (尾巴). It can run and jump. (2)It's yellow. It has two legs. It has a long tail. It has two wings (翅膀). It can talk and fly. Can you guess the animals? 【设计意图】通过猜谜游戏调动学生主动思考，锻炼思维，同时承上启下，自然地过渡到新授内容的学习。 【评价标准】 8. 能主动思考，积极参与互动，认真倾听＋1分。 9. 能主动思考，积极参与互动，正确说出动物名称＋2分。 Step 2. 【研讨 拓展】 Activity 1: Watch and answer Watch the cartoon and match the students and their animal friends. What animal friends do they have? 【设计意图】通过匹配任务，让学生整体理解文本，了解文中人物以及他们的动物朋友。【评价标准】 1. 能认真观看，积极思考，进行匹配＋1分。 2. 能认真观看，积极思考，匹配正确＋2分。 3. 能认真观看，积极思考，匹配正确，表述正确＋3分。 Activity 2: Read and underline Read paragraph 1 in groups and discuss these questions: What colour are Nancy’s animal friends? What do they have? What can they do? Check the answers. 教授One..., the other...句型，词汇body，leg, arm, tail. 【设计意图】通过这几个问题让学生提炼第一段的关键信息，并且让他们理清是从哪几方面进行介绍的，把段落脉络清晰化。 【评价标准】 7. 能主动思考，积极参与互动，能正确从文中找出相关句子＋1分。 8. 能主动思考，积极参与互动，能正确从文中找出相关句子并正确朗读＋2分。 9. 能主动思考，积极参与互动，能确从文中找出相关句子并尝试用自己的话表述＋3分。 Activity 3: Find and discuss （1）Work in pairs, read paragraph 2&3, underline the sentences about colours, body parts and things that they can do with different symbols. Underline the sentences about colours with _______ Underline the sentences about body parts with_ _ _ _ Underline the sentences about things that they can do with ( ) （2） Discuss in pairs What colour is it ? What does it have? What can it do? 【设计意图】通过第一段落的学习，学生基本掌握了学习方式，所以在第二、三段，让学生通过合作学习，自行概括、梳理这两个段落的信息，有助于培养学生自主阅读和合作学习的能力。接着再通过对话讨论，可以锻炼学生的语言能力，同时加深对文本信息的掌握。 【评价标准】 7. 能主动思考，积极参与互动，能正确从文中找出相关句子＋1分。 8. 能主动思考，积极参与互动，能正确从文中找出相关句子并正确朗读＋2分。 9. 能主动思考，积极参与互动，能确从文中找出相关句子并尝试用自己的话完整表述＋3分。 Activity4：Let’s introduce What sentence patterns can we use to introduce an animal friend? Help Su Hai introduce her animal friend. 【设计意图】通过前面三个段落的学习，让学生概括出介绍动物的句型，然后让学生利用句型进行介绍苏海的动物朋友。这一部分的任务比前面两个更加高阶一点，能更好的锻炼学生的语言能力，使学生深化语言结构，提高语言的输出性， 【评价标准】 1. 能主动思考，积极组织语言，能基本正确地介绍＋1分。 2. 能主动思考，积极组织语言，能完全正确地介绍＋2分。 3. 能主动思考，积极组织语言，能完全正确并流利地介绍＋3分。 Activity5: Read and judge(T or F) The fish are red. They can swim. ( ) The dog is white. It can fly. ( ) The rabbit is white. It can run. ( ) The parrot is green. It can talk and fly. ( ) 【设计意图】通过判断可以使学生再次回顾文本内容，并且加深对文本的理解，印象更深刻。 【评价标准】 1. 能积极思考，正确判断2-3项＋1分。 2. 能积极思考，正确判断所有选项＋2分。 3. 能积极思考，正确判断所有选项，并对错误项进行改正＋3分。 Step 3. 反馈·提炼 Activity 1: Reading time 1)Read after the tape. 2)Read in different ways. (Choose the best one you like) Work in groups. (Four students each group.) Read one by one. 【设计意图】引导学生在理解的基础上进行跟读，注意模仿语音语调，培养学生朗读能力帮助学生加深对课文中重要句型的记忆。选择学生自己喜爱的方式阅读，全员参与，提高他们的阅读兴趣，培养他们的小组合作能力，增强集体荣誉感。 【评价标准】 7. 能认真跟读，积极参与小组合作，勇于表达的＋1分。 8. 能认真跟读，积极参与小组合作，勇于表达并且能准确读出文中句子的＋2分。 9. 能认真阅读，积极参与小组合作，勇于表达、读音准确，注意人物语音语调的变化＋3分。 Activity 2：Let’s retell Try to retell the passage according to the pictures and blackboard design. 【设计意图】根据图片和板书复述课文，不仅能巩固学生对文本的学习，还能检查学生对文本的掌握情况，进一步巩固课文中所学词句，获得学习的成就感。 【评价标准】 7. 能积极参与，正确复述1幅图片＋1分。 8. 能积极参与，正确复述2-3幅图片＋2分。 9. 能积极参与，正确复述所有图片＋3分。 Activity 3：Let’s say Try to introduce your animal friend in English. Discuss in groups first. 【设计意图】把本课的知识进行迁移，让学生介绍自己的动物朋友，锻炼学生的语用能力，深化对句型、词汇的理解和运用。 【评价标准】 1. 能积极参与，自信大胆地参与交流＋1分。 2. 能积极参与，自信大胆地参与交流，并基本全面地介绍＋2分。 3. 能积极参与，自信大胆地参与交流，并流利全面地介绍＋3分。 Homework: 1. Read after the tape and try to retell the passage. 2. Make 2 riddles about animals. Write down and guess each other next class. Blackboard Design板书设计 Unit3 Our animal friends red black white two fish big eyes、big bodies、big tails a dog four legs、a short tail、big ears can swim can run and jump Nancy Mike Unit3 Our animal friends white yellow green a rabbit red eyes、long ears 、 a parrot two legs、two wings four legs、a short tail a big mouth、a long tail can run can talk and fly Liu Tao Su Hai 、 五 年级 英语 学科备课专用纸 第 3 单元 课题 Our animal friends 第 2 教时 总第 个教案 教学目标: 1. By the end of this lesson, students will be able to use these sentence patterns: I have animal friends. It’s / They’re … It / They can … It has / They have … 2. Students will use have or has correctly. 3. Students will read, say and understand these words: leg, body, arm, tail, foot and wing. 4. Students will talk about the animal friends in English fluently. 教学重难点: 1. By the end of this lesson, students will be able to use these sentence patterns: I have animal friends. It’s / They’re … It / They can … It has / They have … 2. Students will use have or has correctly. 3. Students will talk about the animal friends in English fluently. 课前准备： 挂图、卡片、PPT课件 教学过程： Step 1. 温故·习新 Activity 1. Free talk and review the words. 1. Free talk with each other. 2. Fast reading. (Magic eyes) 3. Activity 2. Play a guessing game. 1. Read the sentences and try to guess what animal it is. 2. How are the students’ animal friends? Read and complete. Read together. Step 2. 研讨·拓展 Activity 3. Learn Grammar time. T: The students are talking about their animal friends. We can find have or has in these sentences. What do have and has mean? 1. Show a picture. T: Read the sentences. What can you find? Why we use have in these sentences? And how about has? When does have become has? 1. Summary: Have 和has的正确使用，要根据句子的主语。 主语是I, you, we, they, 句子后面用have。 主语是 he, she, it，句子后面用has。 2. Read these sentences again. 3. Complete the sentences with have or has. Activity 4. Read and circle. 1. Show another sentences. T: Look, can you read these sentences now? Why we use have after he or she? 2. Read the sentences and circle the key words. 3. Summary: 助动词后，动词一般用原形。 4. How to answer those sentences? 5. Summary: What should we pay attention to? 6. Ask sb come to the front to complete the sentences. Check the answer. Activity 5. Ask and answer. 1. Show the picture and ask and answer each other. 2. What do you know from the dialogue? 3. Watch the video. 4. Do a survey with your friends. 5. Showing time. Step 3. 反馈·提炼 Activity 6. Summarize. 1. What do you know in this class? 2. What should we pay attention to when we describe the animals. 二次备课 Homework： 1. Read the sentences in Grammar time fluently. 2. Say the grammar with your partner. 3. Make new sentences with “have, has”. Blackboard Design： Unit3 Our animal friends Animal Colour Feature Ability Helen cat yellow big eyes, a long tail and small ears catch the mouse Teaching Reflection： 五 年级 英语 学科备课专用纸 第 3 单元 课题 Our animal friends 第 3 教时 总第 个教案 教学目标: 1. By the end of this lesson, students will be able to read, say and understand these words: afraid, body, hard, give, its 2. Students will understand cartoon. 3. By the end of this class, students can read cartoon emotion. 4. Students will know different animals in different countries. 教学重难点: 1. By the end of this lesson, students will be able to read, say and understand these words: afraid, body, hard, give, its 2. Students will know different animals in different countries. 3. By the end of this class, students can read cartoon emotion. 课前准备： 挂图，卡片， PPT课件 教学过程： Step 1. 温故·习新 Activity 1. Greetings and free talk. 1. Greetings with each other. 2. Talk about animals. Activity 2. Brain storming. 1. Where can you see pandas? 2. Can you say something about a panda? It is… It has … It can … Step 2. 研讨·拓展 Activity 3. Learn Culture time. T: Pandas are famous in China. I have another pictures of famous animals. Do you know them? 1. Show the pictures. Learn the words: bald eagle, polar bear and kangaroo 2. Show the flags of countries. Learn the countries: US, Canada and Australia Activity 4. Think and match. 1. Listen and match. 2. Look and say. You can see … in … Listen and read after the recorder. Activity 5. Ask and answer. 1. What can Sam and Bobby see? Watch the cartoon and answer. 2. Check the answer and learn the word crab. 3. Read the whole text with your partner and underline the feature of the crab. 4. Read and imitate. Step 3. 反馈·提炼 Activity 6. Read and imagine. 1. Is Sam happy? Why? A. Crab eats the cake. B. Crab hurts Sam’s fingers. B. Crab doesn’t like Sam. He likes Bobby. 2. Listen and imagine. Does the crab do it deliberately? What will Crab say to Sam? 3. Read in different ways. Read together. Read one by one. Read and act. Activity 7. Summarize. 1. What do you know? 2. Animals are our friends. Protect animals. Cherish life. 二次备课 Homework： 1. Draw your animal friend and write about it on Page 35. 2. Read and act Cartoon time with your partners. Blackboard Design： Unit3 Our animal friends It is afraid. It can run. It has eight legs. It has two big arms. It has a big body. Its body is hard. 五 年级 英语 学科备课专用纸 第 3 单元 课题 Our animal friends 第 4 教时 总第 个教案 教学目标: 1. By the end of this lesson, students will know the sound of the letter “u”. 2. Students can introduce their animal friends fluently. 3. By the end of this class, students can write down their animal friends. 教学重难点: 1. By the end of this lesson, students will know the sound of the letter “u”. 2. By the end of this class, students can write down their animal friends. 课前准备： 动物朋友的画像，PPT课件 教学过程： Step 1. 温故·习新 Activity 1. Greetings and free talk. 1. Greetings with each other. 2. Listen and guess. a. It’s yellow and green. It’s nice. It has a long tail. It has a big mouth. It has two legs and two wings. It can fly and talk. (parrot) b. It has yellow fur (皮毛). It has a big mouth, a small nose and two big eyes. It has two long arms, so it can climb trees quickly. (monkey) c. It’s white and black. It is cute and fat. It has two black eyes. It likes eating bamboos. It is from Sichuan. (panda) d. It has a fat body. It has a long nose and a big mouth. It has two big ears. It can carry big things. (elephant) Activity 2. Enjoy a song. 1. Watch the video and try to answer. What does Old Macdonald have? What’s on it? 2. Check the answers and learn the word “duck”. Step 2. 研讨·拓展 Activity 3. Learn Sound time. T: What’s the pronunciation about the letter “ u ”. Show the phonetic symbol: / ʌ / 6. Show the words. u / ʌ / bus summer sun umbrella 7. Try to read the new words. nut cut plus club lucky 8. Say the chant: Lucky rabbit, run, run, run! Lucky, lucky, Lucky rabbit, run, run, run, Let’s run with the nut in the sun. 9. The lucky rabbit meets his friend duck. How is the duck? 10. Try to say. Rubber duck likes the rain, But he doesn’t like sunny weather. So when the summer sun comes out, He carries an umbrella! 11. Listen and read after the recorder. Activity 4. Think and guess. 12. Where is the duck going? Rubber duck is going to . 13. Show the picture of the farm. What else on Old MacDonald's farm? Patterns: There is/There are … on the farm. It has/They have … Activity 5. Guess and imagine. 14. T: On the farm, the rubber duck meets his good friends. Who are they? Read and guess. Rubber duck has good friends on the farm. They’re small and black. They have big bodies and long tails. They can swim. But they can’t find their mum. 15. Let’s help the tadpoles find their mum. Look, imagine and say. Read and act the story in groups. Step 3. 反馈·提炼 Activity 6. Draw and write. T: I have a friend. Look. (Show the picture of the frog.) And I can write about it. Can you draw and write your animal friend? S draw and write. Activity 7. Showing. 1. Come to the front and show the passage. 2. We should make friends with animals. 二次备课 Homework： 1. Listen and read Sound time fluently. 2. Introduce your animal friends in English to your family. Blackboard Design： Unit3 Our animal friends u rubber duck There’s/There are … sunny summer It has/They have … sun umbrella Teaching Reflection： 五 年级 英语 学科备课专用纸 第 4 单元 课题 Hobbies 第 1 教时 Teaching content 教学内容 五年级上册Unit4 Hobbies Design philosophy 设计理念 新课标中明确指出：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯，掌握听、说、读、写技能和形成有效的学习策略。在本节课的设计上，我从学生的生活实际和认知水平出发，提倡体验、实践、参与、合作与交流等学习方法，通过任务驱动教学途径，设计教学环节，创设情境，及时评价等方法来激发学生的学习兴趣。本单元话题是兴趣爱好，是自我介绍的重要部分。 Textual analysis教材分析 本课教学内容选自五年级上册Unit4 Hobbies第一部分Story time。本课课文内容主要围绕兴趣爱好这一话题来介绍。本部分以Mike为叙述者，先介绍自己的兴趣爱好，然后再介绍朋友们的兴趣爱好，呈现了like doing...这一结构与第一人称和第三人称代词连用时的不同形式。生词量适中，内容贴合学生的生活，有利于学生的理解和掌握，提升学生的英语阅读能力和表达能力。 Student analysis学情分析 本课的主要教学内容是like doing...这一结构和学会运用所学单词和句型交流，在一定的情景下正确使用like doing...这一结构进行交谈。五年级的学生在听说读写方面已经具备了一定的能力，大部分的学生会使用一些简单的句型和他人沟通交流。学生对于兴趣爱好的话题很有兴趣，可以结合学生喜爱的颜色、科目、动物、季节、食物、衣物、玩具词汇，综合设计活动，操练like。 Teaching objectives教学目标 6. By the end of this lesson, students will be able to read and understand “hobby, with, also, play the piano, watch films, both, dance, read, story和be good at." 7. Student will understand and say the structure. I like …ing. She/He likes …ing 8. Students will understand and read the story correctly and try to retell the story. The main and difficult points 教学重难点 3. Student can understand and say the structure. I like …ing. She/He likes …ing 4. Students can retell the story. Teaching preparation 教学准备 PPT课件 Teaching procedures 教学过程 Step 1. 温故 习新 Activity 1. Free talk 1.T: Ask the question: What do you do on Sundays? S: ... 【设计意图】：通过问答，既可营造课堂氛围，让学生的注意力集中到课堂上，引导学生回顾已学知识，有利于知识的滚动复现和认知体系建构，可以帮助学生更好地学习语言知识，提高语言技能。 【评价标准】 1.能积极参与问答＋1分。 2.能积极参与问答，正确说出句子＋2分。 3.能积极参与问答，正确说出句子并有正确的语调＋3分。 Activity 2. Teach the topic 1.T: I read books on Sundays. I like reading. 板书:read, 领读并板书句型 I like reading. …likes…ing. 2.Reading is my hobby 学习hobby. I like reading. What do you like doing? 领读句型What do you like doing?并与学习对话。 3.Work in pairs: I like …What do you like doing? 4.Reading is my hobby. Playing football is his hobby. We have some hobbies. Today we learn Unit 4 Hobbies. 【设计意图】：在教学新知的过程中通过各种课堂活动引导学生回顾已学知识，有利于知识的滚动复现和认知体系建构。 【评价标准】 1.能积极参与互动的＋1分。 2.能积极参与互动，正确说出句子＋2分。 3.能积极参与互动，正确说出句子并有正确的语法＋3分。 Activity 3. Watch and answer 1.T: Look, some boys and girls are coming. Who are you? 教师板书Mike, Liu Tao, Yang Ling, Su Hai, Su Yang. 2.They are talking about something. What are they talking about? 3.Task 1: Watch and choose What are they talking about? a. Basketball. b. Hobbies. c. Football. 【设计意图】：听录音之前引起学生关注新词汇，目的在于引导学生运用学习过的语音知识及新旧词汇之间的联系学习新词汇。此时教师不必过多地教学词汇或纠正发音，只要教师以正确的发音进行语言输入即可，尽量多鼓励学生大胆尝试，开口说英语。 Activity 4. Read and underline 4.Task 2: Listen and tick 5.Task 3: Read, fill and say Make sentences: …likes… Mike Liu Tao Yang Ling Su Hai Su Yang 【设计意图】：让他们在语言输入阶段能够较好地感知和理解语言。 Step 2. 研讨.拓展 Activity 5. Read and act 1.Read after the tape S: ... Act the story 4 in a group 【设计意图】：通过阅读和表演课文，深入了解课文内容。学生选择自己喜爱的方式阅读，全员参与，提高他们的阅读兴趣，培养他们的小组合作能力，增强集体荣誉感。 【评价标准】 1.能积极参与小组合作，正确朗读课文。＋1分。 2.能分角色朗读，并体会、展现角色情绪。＋2分。 3.能够脱离书本，小组合作，生动完成表演。＋3分。 Step 3. 反馈.提炼 Activity 6. Do some exercises 1.Think and write Finish the exercises of P38 Mike likes_______,_________ and___________. Tim likes __________. Liu Tao likes ___________. Yang Ling likes __________. Su Hai likes _________ and ___________. Su Yang likes _____________. 2.Read and answer: Can Liu Tao play football well? Can Mike play football well? 提出学习要求:1、先读一读。2、再合作、讨论,划出关键句子。 进而学习be good at. 【设计意图】：训练学生的英语语感，深入了解课文内容，检验小组合作的效果。 【评价标准】 1.能积极参与互动的＋1分。 2.能积极参与互动，正确回答问题＋2分。 3.能积极参与互动，正确回答问题并能完成拓展句型＋3分。 Activity 7. Summarize 1.Let’s retell. Look at the blackboard, then retell the story time. 2.Everyone has a hobby. Hobby makes our life wonderful! Homework： 1. Talk about your hobbies with your partner. 2. Do a survey about your family’s hobbies. Blackboard Design： Unit 4 hobbies dance draw play the piano read sing watch films I like playing basketball and football. She likes reading stories. They both like swimming 五 年级 英语 学科备课专用纸 第 4 单元 课题 Hobbies 第 2 教时 总第 个教案 教学目标: 1. By the end of this lesson, students will be able to retell the story and know how to introduce hobbies. 2. Student will understand and say the structure. I like …ing. She/ He likes …ing 3. Students will sing the song《We all like climbing》. 教学重难点: 1. By the end of this lesson, students will be able to retell the story and know how to introduce hobbies. 2. Student will understand and say the structure. I like …ing. She/ He likes …ing 课前准备： PPT 教学过程： Step 1. 温故·习新 Activity 1. Play a game T: Look, ... Rules: 假设你是闪烁图片的人物,迅速找到他的爱好,并大声用“I like…”说出来哦! S: ... Activity 2. Review the story 1.T: Let’s retell. 2.Compare and find 提炼出Mike介绍自己和朋友爱好的句子,让学生仔细观察,读一读,在此过程中发现介绍某人爱好时用like doing的句子结构,like和likes的用法,及like后怎么跟动词,找出动词ing的变化形式的不同。 Activity 3. Watch and learn 1.Watch and know. 通过微课讲解动词ing的变化规律。让学生在观看微课过程中自我观察,自我发现,自我总结动词ing的变化规律。 2.Quick　response. 检查学生掌握动词ing变化规律的反馈。 Step 2. 研讨·拓展 Activity 4. Read and act 1.Try to ask. 让学生在此环节中对“What do…like doing? What does…like doing?”发散出更多询问他人兴趣爱好问句。培养学生对已学知识的迁移,培养学生的发散思维能力。 2.Work in pairs. 在此环节中,让学生两人用“What do you/they like doing? What does he/she like doing? ”句型询问他人的爱好。结合给出的图片用“I/You/We/They/like doing sth. He/She likes doing sth.”介绍自己和别人爱好。检查学生对Grammar time句型的掌握程度反馈。 3.Listen and enjoy. 感知旋律和歌词,通过提问的方式,培养学生英语听力的能力。 4.Learn to sing. 掌握歌曲旋律,在活动中,让学生模仿老师用不同的动作帮助自己唱准歌曲节奏,唱对歌词。 Step 3. 反馈·提炼 Activity 5. Do a survey 1.T: Boys and girls, I know you have a lot of hobbies. They are really fun. Look! We have a new friend here. Who’s she? (点击课件中Mary) Hello, I’m Mary. Nice to meet you! S: Nice to meet you too. M: I’m an English girl. I’m eleven years old. Look at this picture. Can you guess what do I like doing? (课件显示图片1) S1: Do you like reading? M: Yes, I do. (课件显示图片3) M: I like drawing very much. What about you? What do you like doing, boys and girls? 2.T: Mary wants to know your hobbies. Let’s do a survey! (课件播放音乐,短暂播放5秒) T: Here’s a form. Let’s do a survey in four. I have some learning tips for you. Let’s have a look. (课件显示要求) T: First, you should do a survey in four. Next, ask and answer in English. Then, tick your group members’ hobbies in the form. Finally, try to introduce your group members’ hobbies. T: How to introduce your group members’ hobbies? You can talk like this: In our group, Mary likes drawing. T: If some of you have the same hobbies. You can introduce like this: In our group, Mary and Tom both like drawing. In our group, we all like drawing. T: Look at this new word. Can you read it? S: Group. T: Very good! 3.T: Which group can show? S: Let me try! T: OK, please. S1: In our group, Tony likes watching films. May likes playing the piano. Jack likes singing. Tony and I both like reading. We all like drawing. T: Excellent! T:(点击)Mary likes drawing. Activity 6. Summarize 1. Ticking time 二次备课 Homework： 1.Read the rhyme and sing the song. 2. Try to write your and your friends’ hobbies. 3. Try to show your hobbies. 4. Preview Cartoon time. Blackboard Design： Teaching Reflection： 五 年级 英语 学科备课专用纸 第 4 单元 课题 Hobbies 第 3 教时 总第 个教案 教学目标: 1. By the end of this lesson, students will be able to talk about their own hobbies. 2. Student will understand and know the pronunciation of “Y”. 3. Students will use the structure “I/We like doing… He/She likes doing...” 教学重难点: 1. Student will understand and know the pronunciation of “Y”. 2. Students will use the structure “I/We like doing… He/She likes doing...” 课前准备： PPT 教学过程： Step 1. 温故·习新 Activity 1. Brainstorming 1.出示与”hobbies”相关的短语 Activity 2. Revision 1.复习Story time板块 T: What does Mike like doing? S1. 2... ( fill in the blanks according to the text) T: What does Yang Ling like doing ? S1... T: What do Su Yang and Su Hai like doing? S... 3. Let’s play! T: Please guess “ What do they like doing?” What do they like doing? 根据图片提示,猜测图中人物喜欢的爱好是什么。 a. What does she like doing? (马、安全帽、自行车)------She likes riding bikes. b. What does he like doing? (河流、沙滩椅、钓鱼竿)------ He likes fishing. c. What do they like doing? (打篮球、电影海报、书)------ They like reading. 4. Ask and answer 由猜测老师的爱好 “What do you like doing?”到询问学生的爱好 “T: What do you like doing? S: I like...” 再到生生间的互问 “What do you like doing? I like...” 5. Let’s chant a. T: (示范) What do you like doing? I like reading. (根据节拍) What do you like doing? I like climbing 师生齐读剩余两句: What do you like doing? I like singing. What do you like doing? I like dancing. b. Ask and answer (根据节拍) 师生齐问某一位学生: What do you like doing? S1. I like... c. Summary d. Ticking time. Activity 3. Watch and answer 1.Look and answer 通过人物Mary的图画作品,引出Mary最喜欢的颜色yellow,为接下来的Sound time环节的学习打下埋伏。 (课件出示Mary穿黄衣服图)T: Yes. Look! What does Mary have? S1: She has yellow shoes. S2: She has a yellow hat. S3: She has a yellow dress. T: Yes. She has yellow shoes, a yellow hat and a yellow dress. (点击) T: She likes wearing yellow. (点击出示单词where)T: Can you read this word? S: where (点击出示单词wear) T: Now can you read this word? S: wear T: She likes wearing yellow. S: She likes wearing yellow. 2.Listen and repeat T: Oh, yes. Let’s listen! What are they saying? (课件展示Sound time中前两句,让学生听) Do you like wearing yellow? Yellow? Yellow?  Yes. T: Can you read after it? S: Do you like wearing yellow? Yellow? Yellow?  Yes. T:Well done. Please think how to answer?让学生思考并模仿chant的节奏进行回答: I have yellow shoes, a yellow hat, and a yellow dress. S1: I have yellow shoes, a yellow hat, and a yellow dress. S2: I have yellow shoes, a yellow hat, and a yellow dress. T: Wonderful! Now let’s chant together. S:Do you like wearing yellow? Yellow? Yellow?  Yes. I have yellow shoes, a yellow hat, and a yellow dress. 3. Choose and read 引导学生用不同节奏的背景音乐来朗读 “Do you like wearing yellow? Yellow? Yellow?  Yes. I have yellow shoes, a yellow hat, and a yellow dress.” S: ... Step 2. 研讨·拓展 Activity 4. Read and find 1.(点击显示开头字母为y的单词) T: Look at these words. Can you read them? S: you, yellow, yellow, yellow, yes, yellow, yellow, yes (点击出现单词) T: Great! Can you read these words? S: year  yellow  yes  you  young T: 你们能说说y在单词中的发音吗? S1:y在这里都发/j/ T: Yes. y, y, y, /j/,/j/,/j/ S: y, y, y, /j/,/j/,/j/ T: /j/ is for “ yellow”, Can you say sth like this? S1: .... 2.(出示新单词)Think and read “" yak, yam, yell, yellow, yoga, yoyo, yoghurt, yob, yummy, young” S: ... T: ... S: ... Step 3. 反馈·提炼 Activity 5. Make and say 1.T: I can choose these three words to make a new chant for you. Can you read them? Let’s have a try. S1:yak       T: yak      S: yak S2:yell       T: yell      S: yell S3:yob       T: yob      S: yob T: 一个yob, 正在yell, 引来yak!    S: 一个yob, 正在yell, 引来yak! T: We also can chant like this.  一头yak, 追赶yob, 吓得yell! S: 一头yak, 追赶yob, 吓得yell! Activity 6. Summarize 1.Ticking time 二次备课 Homework： 1. T Write down your group members’ hobbies. 写一写你组员的爱好。例如:e.g.  Mary likes drawing. …… 2. Try to use the dictionary.请尝试学会使用字典查找三个y在开头的新单词,要求会读并了解该单词的意思,下节课进行交流。 Blackboard Design： 五 年级 英语 学科备课专用纸 第 4 单元 课题 Hobbies 第 4 教时 总第 个教案 教学目标: 1. By the end of this lesson, students will be able to understand and act the cartoon. 2. Student will understand and judge the listening task of “checkout time”. 3. Students will ask someone’s hobbies with the sentence “What does… like doing?”. 4. Students will write a passage about their hobbies. 教学重难点: 1. Students will ask someone’s hobbies with the sentence “What does… like doing?”. 2.Student will understand and judge the listening task of “checkout time”. 3.Students will be able to understand and act the cartoon. 课前准备： PPT教学过程： Step 1. 温故·习新 Activity 1. Play a game T: Do you like playing games? Let’s play a game. Say what you like. You should use the sentence. I like… Are you ready? Activity 2. Check out time T:1. Check out time (Look and say) (1)导入 T:You have many hobbies. Tim, Su Hai, Wang Bing and Helen have many hobbies too. Guess what does… like doing in the clubs? (2) Work in pairs ①A: What does he/she like doing? B: … T: Why? S: In the story, Mike usually draws in the park with his brother Tim. ②A: What does Su Hai like doing? B: She likes dancing and swimming. T: How do you know? S:In the story, Su Hai likes dancing. SuYang likes watching films. They both like swimming. ③图片露出一部分提示 A: What does Wang Bing like doing? B: He likes playing… ④ like reading English stories, playing the piano and singing songs in the English club. T: So She likes … S:… 2.引入情景 T: Do you want to join in my English Club today? What do you like doing in the English Club? S: I like… 如:listening to the song, saying the rhyme, reading the stories ,writing, playing the games , watching English films…..) 3.Check out time(Listen and judge) 歌曲引入听力训练,They like… T: I know you had the experiencing lessons before, right? You like saying the rhyme, listening to the song and singing the song. Do you remember the song?  (放歌曲一段旋律)What’s the name of the song? S: Yes. We all like climbing. T: I change the words of the song. Do you want to listen? After listening, please tell me what do they like doing? I’m not good at singing. Could you give me some cheers? They all like running very much. Yes, they do. Yes, they do. They all like running very much. Go and run today. They all like drawing very much. Yes, they do. Yes, they do. They all like drawing very much. Go and draw today. They all like skating very much. Yes, they do. Yes, they do. They all like skating very much. Go and skate today. T: What do they like doing in the song? S: They like … T: Listening to English songs is helpful to learn English! So listen to more English songs and try to sing. T: They like doing many things in the song. What about them? From the pictures, maybe they like… S: swimming, playing football, reading, playing the piano. T: Really? Let’s listen and judge. OK?  You can write down the key words. They will help you to listen. ②校对 T:Let’s check. The first one. Happy or unhappy? S: Happy. T:Yes,J likes… She can … T: The second one? S: Unhappy. T: How do you know? T: They like playing basketball.  They often play basketball after school. What key words did you write? T: The third one is… S: Unhappy. T: Lily likes …her pictures are very… T: The last one. S: Happy T: Because we heard he likes…He plays the piano every… S: ... Activity 3. Watch and answer T: 4. Cartoon time (1)导入 T: You all did a very good job! Maybe Lily doesn’t like reading, but you like reading. Would like to enjoy an interesting story?  (2)介绍人物 T: Look, who are they ? S: Billy and Sam. T: Yes, a funny story starts .Do you think so?  (3)预测故事内容 ①T: Here are four sentences in the story. Who can read for us? S: I like skating. I can skate very well. You are really good at skating, Billy. Let’s go skating this afternoon. T: Can you guess from these sentences? What do they talk about? S:.. T: How is Billy? (提供几种选项:A. Happy B. Confident自信 C. Sad伤心的 ) ③T: Listen!Help? What’s the matter with him?Can you guess, maybe? S:Maybe he is ill.    He falls into the river .    He hurts.    He is hungry/ thirsty/tired. T: Thank you for your excellent answers.  (4)图文匹配 T:Can you match these sentences and the pictures? Maybe you will find the answer. (5)Watch and check  T: Have you finished? Let’s watch and check. T: The first one. Which picture? S: D. T:Bingo!Let’s listen and repeat. ②The second one. Which picture? S: A . ③T: What about the third one? S: C. T:Bingo!How do you know? S: Look at Sam’s hand. T: Great. Let’s repeat.(配上动作) You are really good at skating, Billy. Yes. I like skating. T: Look at Billy’s eyes. Close your eyes(站起来闭着眼睛自信的说) ④T: The last one? Of course, Help! Let’s listen and repeat.(动作) How is Billy now? S: He is afraid. T: Billy falls into the… Why? S: There is a hole in the ice. It is behind Billy. T: Do you know the hole? (动作) In the ice(卡纸演示)  (5)展开想象 T:Now Billy is cold and … How is Billy? S: Sad. T: What will Billy say now? Can you imagine? S: What a day! I don’t like skating now. I’m not happy. I’m cold. I want a coat…. T: Listen. I don’t like skating now.(动作指导) S: I don’t like skating now. ... S: ... Step 2. 研讨·拓展 Activity 4. Read and act 1.分角色读课文或表演故事 T: It’s time to read or act the story in groups. You can choose read or act. We have three levels. OK. Good. Super. Now work in groups.(3-4人) Read the story, which group? Act the story, which group? Step 3. 反馈·提炼 Activity 5. Do some exercises 1. Think and write. (1)Check the writing in groups. (2)Read the writing and show the hobbies. Activity 6. Summarize 二次备课 Homework： 1. 完成练习与测试第三课时 2. 背出Cartoon time Blackboard Design： Teaching Reflection： Unit5 What do they do?研学案 【Teaching content】教学内容 五年级上册Unit5 What do they do? 【Design philosophy】设计理念 本课可以分成两个部分来讲解，第一部分主要讲述Mike父母的职业，第二部分主要讲述Su Hai父母的职业，通过对话练习What do they do? My mother/father ...来解决本篇文章的主要问题。 【Textual analysis】教材分析 本课教学内容选自五年级上册第五单元Unit5 What do they do?第一部分Story time。本课课文的主要围绕着Mike和Su Hai父母的职业展开，通过对话重点训练What do they do? My father/mother ...同时积累重点词组，如help sick people等，以此提高学生的综合英语运用能力。 【Student analysis】学情分析 能够用正确的语音、语调朗读故事，复述故事。通过自主学习和小组合作，能主动询问或者介绍自己和别人的职业。能够在阅读过程中了解和体验各种职业的乐趣。结合家庭实际情况，能给自己的同伴介绍自己家人的职业。 【Teaching aims】教学目标 1. By the end of this lesson, students will be able to read and understand “teacher, teach, write, writer, work, worker, farmer, doctor, nurse, policeman, cook, help, sick people, factory." 2. Student will understand and say the structure. What do/does … do? 3. Students will understand and read the story correctly and try to retell the story. 【Teaching Key points and Difficulties】教学重难点 1. Student can understand and say the structure. What do/does … do? 2. Students can retell the story. 【Teaching Aids】教学准备 PPT课件 【Teaching Procedures】 Step 1: 温故·习新 Activity 1. Free talk T: Ask the questions Q1 .Who are they? Q2. Is your father/mother thin/tall/long …? Q3. What can he/she do? Q4. What does he/she like doing? S: ... 【设计意图】：通过问答，既可营造课堂氛围，让学生的注意力集中到课堂上，引导学生回顾已学知识，有利于知识的滚动复现和认知体系建构，可以帮助学生更好地学习语言知识，提高语言技能。 【评价标准】 1.能积极参与问答＋1分。 2.能积极参与问答，正确说出句子＋2分。 3.能积极参与问答，正确说出句子并有正确的语调＋3分。 Activity 2. Teach the topic Look at these words: teacher, driver, writer and worker … They are all jobs. If you want to know someone’s job, you can ask: What do you do? (教师或小老师教这一句子) Can you ask me together? (I’m a teacher.) (2) Present a picture of a doctor. T: What does he do? (T-S, T-Ss, S-T, Ss-T) (3) Show another picture. (a nurse) Learn the new word and practice in pairs. 【设计意图】：在教学新知的过程中通过各种课堂活动引导学生回顾已学知识，有利于知识的滚动复现和认知体系建构。 【评价标准】 1.能积极参与互动的＋1分。 2.能积极参与互动，正确说出句子＋2分。 3.能积极参与互动，正确说出句子并有正确的语法＋3分。 Activity 3. Watch and answer T: We are students. Su Hai and Mike are students too. What about their parents? Let’s watch the cartoon and answer the questions on P.50. (教师及时板书人物和职业。) Task 2. Read and judge T: Good. Now read the story silently and judge. 1. Mike’s father teaches Chinese. (F) 2. Mike’s mother writes stories. (T) 3. Su Hai’s father helps sick people. (T) 4. Su Hai’s mother makes toys. (F) 【设计意图】：听录音之前引起学生关注新词汇，目的在于引导学生运用学习过的语音知识及新旧词汇之间的联系学习新词汇。此时教师不必过多地教学词汇或纠正发音，只要教师以正确的发音进行语言输入即可，尽量多鼓励学生大胆尝试，开口说英语。 Activity 4. Read and underline We are students. Su Hai and Mike are students too. What about their parents? Task 2: Listen and tick Task 3: Read, fill and say Make sentences 【设计意图】：让他们在语言输入阶段能够较好地感知和理解语言。 Step 2. 研讨.拓展 Activity 5. Read and act 1.Read after the tape S: ... Act the story 4 in a group 【设计意图】：通过阅读和表演课文，深入了解课文内容。学生选择自己喜爱的方式阅读，全员参与，提高他们的阅读兴趣，培养他们的小组合作能力，增强集体荣誉感。 【评价标准】 1.能积极参与小组合作，正确朗读课文。＋1分。 2.能分角色朗读，并体会、展现角色情绪。＋2分。 3.能够脱离书本，小组合作，生动完成表演。＋3分。 Step 3. 反馈.提炼 Activity 6. Do some exercises Mike’s father is a ________. He ________ English. His mother is a ________. She ________ stories. Su Hai’s father is a ________. He ________ sick people. Her mother is a factory ________. She________ sweets. 2.Read and answer: Design a name card T：You did a good job. Now，boys and girls, let’s design a name card for your father or your mother. 【设计意图】：训练学生的英语语感，深入了解课文内容，检验学习效果。 【评价标准】 1.能积极参与互动的＋1分。 2.能积极参与互动，正确回答问题＋2分。 3.能积极参与互动，正确回答问题并能完成拓展句型＋3分。 Activity 7. Summarize 1.Let’s retell. Look at the blackboard, then retell the story time. 2 Let’s show your father’s or mother’s name card. Try to talk about them Homework： 1. Retell the text and try to recite it. 2. Try to know your relatives’ jobs, make name cards for them. Prepare for the introductions. Blackboard Design： Unit5 What do they do? Jobs Daily work Places Mike’s father teacher teaches English works at school Mike’s mother writer writes stories works at home Su Hai’s father doctor helps sick people in the hospital Su Hai’s mother factory worker makes sweets in the factory 五 年级 英语 学科备课专用纸 第 5 单元 课题 What do they do? 第 2 教时 总第 个教案 教学目标: 1. By the end of this lesson, students will can talk about jobs.  2.The students can ask and answer “What do/does…do? He’s/She’s a….  He/She…(s/es) …”. 3. The students can understand verbs sometimes end with “s” or “es”. 教学重难点: 1.The students can ask and answer “What do/does…do? He’s/She’s a…. He/She…(s/es)”. 2.The students can understand verbs sometimes end with “s” or “es”. 3.Three simple verbs of “teacher, have, write, work, help, make, do”. 课前准备： PPT、学生作业纸、人物图片、单词卡…… 教学过程： Step 1. 温故·习新 Activity 1.  Review time Review the words （课件呈现Story time四种职业图片和头像） S: Mike’s father is a teacher. He teaches English. T: What about his mother?  S: She is a writer. She writes stories.  T: What does Su Hai’s father do? S: He is a doctor. He helps sick people.  T: What about her mother?  S: She is a factory worker. She makes sweets.  Read the words together(学生上黑板来贴职业图片和人物匹配)  T: Do you know any other words about jobs? （复习并拓展其他职业单词，课件出示9个职业，请学生做老师带读） Learn the new words.  Activity 2. Play a game （快闪游戏）   Step 2. 研讨·拓展 Activity 3. Fun time 1.出示Sally的图片，引出Fun time游戏，PPT出示游戏规则。 2.老师示范后，学生开始玩翻牌游戏。 Activity 4. Grammar time  1.总结如何问职业的句子，PPT上出示三组，请学生总结do/does 用法。 2.Game time(小房子游戏匹配三单和非三单)  3.Riddles(根据描述猜出职业，并说出动词三单的用法)  Step 3. 反馈·提炼 Activity 5. Exercise time 1.(词形填空)  2.Sally’s family(阅读练习纸上的文章，小组PK提问，使用本课句型 “What do/does…do? He’s/She’s a…. He/She…(s/es)…” T: People work to make life better. Respect every job. Activity 6.Ticking time  二次备课 Homework： 1. Try to know more words about jobs. 上网或查阅字典，收集更多职业类的单词记录在书上。 2. Make a family album, introduce your family. 制作家庭相册，并向朋友介绍他们的工作情况。   Blackboard Design： Unit5 What do they do? What do/does…do? He’s/She’s a….  He/She…(s/es) …”. Teaching Reflection： 五 年级 英语 学科备课专用纸 第 5 单元 课题 What do they do? 第 3 教时 总第 个教案 教学目标: 1.By the end of this lesson, students will enjoy the cartoon and act it.  2.The students can ask and answer “What do/does…do? He’s/She’s a…. He/She…(s/es) …”. 3.The students will know how the same occupation is expressed in different countries. 教学重难点: 1.The students can ask and answer “What do/does…do? He’s/She’s a…. He/She…(s/es) …”. 2. Read and act out the dialogue with correct pronunciation and intonation. 课前准备： PPT，学生作业纸、人物图片、单词卡…… 教学过程： Step 1. 温故·习新 Activity 1. Warming up 1. Game1 Magic eyes  Review words about different jobs.  2.Free talk  e.g. What do you like? /What do you like doing? /Do you like…? / Can you…?  Activity 2. Sound time  1. Look and say T: Look at this picture, what does she want to do? S: She wants to fly. T: She wishes she could fly. What else can you see in the picture? S: Sky, butterfly, trees, flowers… (总结Y字母在这些单词里的发音。) 2. Try to read T: According to the sound rules of y, can you read these new words? S: Fly, try, why, my, sky, cry T: Try to choose right words to finish the sentence. S: Hi, my little baby, don’t cry, just have a try.   Step 2. 研讨·拓展 Activity 3. Little reporter  T: Who is he?  Ss: He is Sa Beining.  T/Ss: He is a reporter. He reports news.  T: A good reporter should speak loudly and correctly. He should be confident too.  T:  Le t ’s try to help him make a report.  Ss finish the report.  Activity 4. Game 2 Good memory  Practice the sentences.  Activity5. Try to ask  T: Look at this picture. Can you try to ask some questions by yourselves? Ss: … T: Let’s watch the cartoon and answer “What does Bobby’s father do?” Ss: He’s a doctor. Activity6. Read and underline  Tips:默读对话，在对话中划出以下问题答案的相关信息句。 1. What does Bobby’s friend’s father do? 2. What do the fathers like? 3. Who makes cars? 4. Are there many cars in the street? 5. Is Bobby happy at last(最后)? Activity7. Read and act  Step 3. 反馈·提炼 Activity 8. Design an ending T: What will happen at last? Try to design an ending for the story. Activity 9. Culture time  T: Bobby’s father can’t go now, what do they need? S: They need a policeman. T: Wonderful! In the US, we call a policeman a “cop”.  In the UK, we call a firefighter a “fireman”.  Policeman and fireman are both great jobs. T: Except policeman and fireman, there are many words like this, like trousers, autumn, shop, underground, sweet and so on. 2.Let’s share  (1)T: What else jobs do you know?  Ss learn more about different jobs.  3.I have a dream  Group work: What do you want to do?  Ss: I want to be a...   二次备课 Homework： 1.Listen to the tape and read Cartoon time.   听录音，有感情地朗读课文。   2.Try to know more words about jobs.   上网或查阅字典，收集更多职业类的单词。   Blackboard Design： Unit5 What do you do? What does he/she do? He/She is ... Teaching Reflection： 五 年级 英语 学科备课专用纸 第 5 单元 课题 What do they do? 第 4 教时 总第 个教案 教学目标: 1.By the end of this lesson, students will know and use the sentence pattern“What  do you do at weekends? ”“ I  always\usually\often\sometimes . . .  . ” 2.The students can be able to introduce their family,relatives and friends’ occupations with the sentence patterns and words you have learned. 3. The students can write a composition about family and friends. 教学重难点: 1.The students can be able to introduce their family,relatives and friends’ occupations with the sentence patterns and words you have learned. 2. The students can write a composition about family and friends. 课前准备： PPT，学生作业纸、人物图片、单词卡…… 教学过程： Step 1. 温故·习新 Activity 1.Warming up 1.Enjoy a song  Job song  2.Free talk  e.g.What do you like? /What do you like doing? /Do you like…?/Can you…?  Step 2. 研讨·拓展 Activity 2.  To be a reporter  (1) I can ask and answer questions.  (2) I can do a survey.  (3) I can write a composition.  Activity 3.  Look and say  What does she do? (Yang  Lan)  Activity 4.Make a report  Mr.Zhong is a ________.  He works____________.  He__________________.  He _________________.    Activity 5. Let’s guess  Is he/she a …? 四人一组编一个谜语，让同学们猜猜职业   Step 3. 反馈·提炼 Activity 6. Do a survey  采访任务1：四人小组调查老师的家人的职业。 一人提问，两人记录，一人复述。   采访任务2：调查小组成员家人的职业。   Activity 7.Listen and answer  Who is he?  Ask and answer  Name  Age  Looks  Job  Hobbies  Speciality  8.Try to say  二次备课 Homework： Blackboard Design： Unit5 What do you do?    What does he/she do?  He/She is ... Teaching Reflection：   Unit 6 My e-friend研学案 Teaching content 教学内容 五年级上册Unit6 My e-friend Design philosophy 设计理念 本课主要有关介绍Wang Bing的网友Peter。可将文本分为两个部分进行探讨和学习。第一部分是有关网友的基本信息，如名字，来自哪里，年龄，通过问题进行简单提炼。第二部分是有关网友的具体信息，如能力，爱好等，这部分涉及到了比较多的句型和词组，所以在呈现时比较精细，有助于提升学生的语言能力。 Textual analysis教材分析 本课教学内容选自五年级上册Uni6 My e-friend第一部分Story time。本课课文内容主要围绕网友这一话题来学习对他人的介绍。通过Liu Tao和Wang Bing之间的对话，从而让学生概括和掌握从不同方面对他人进行介绍，并且掌握Does he...以及What...does he...?等句型进行问答对话。本文本情境性强，语言形式丰富，与学生生活贴近。 Student analysis学情分析 本课的主要教学内容是Does he...以及What...does...这两个重点句型和学会运用所学单词和句型交流问答。五年级的学生在听说读写方面已经具备了一定的能力，有关does的用法在前面几个单元已有涉及到，本单元是在已有知识储备的基础上进行深入学习，让学生在交流的过程中灵活运用，熟练掌握。 Teaching objectives教学目标 9. By the end of this lesson, students will be able to read and understand “e-friend, send, to,email, live, study, China, UK, …years old, wait." 10. Students will understand and say the structures “Does he/she…?Yes, he/she does. No, he/she doesn’t. Wait a minute.” 11. Students be able to read and understand the text. Try to retell the text with the key words given. The main and difficult points 教学重难点 1. Students will be able to understand and use the sentences: Does he/she…?Yes, he/she does. No, he/she doesn’t. Wait a minute. 2. Students will be able to read and understand the text. Try to retell the text with the key words given. Teaching preparation 教学准备 PPT课件 Teaching procedures 教学过程 Step 1. 温故 习新 Activity 1. Free talk T: Do you have a good friend? Who is he/she? How old is he/she? 【设计意图】通过课前的简单问答互动，联系本课主题，并唤醒学生已有的知识储备，从而为接下来的学习做准备。 【评价标准】 1.能积极参与问答＋1分。 2.能积极参与问答，流利说出句子＋2分。 Activity2. Listen and answer 1. T: Look at the picture, what is Wang Bing doing? 2. T: Let's listen and find. Learn:write an email, send an email,wait a minute T: Let’s know more words about “e-” 【设计意图】首先让学生观察图片猜测图中人物在干什么，有助于培养学生的观察能力和提取有效信息的能力，接着让学生听音频有助于提高学生的听力水平。 【评价标准】 1.能积极参与猜测＋1分。 2.能积极参与猜测，并有根据的表述＋2分。 3.能认真听音频，并正确提取有效信息进行回答＋3分。 Activity3. Let’s ask T: What do you want to know about Wang Bing’s e-friend? Can you ask some questions? 【设计意图】让学生进行提问，把学习的主动权交给学生，提他们感兴趣的问题，激发学生的探究欲望，同时也可以锻炼学生的语言能力。 【评价标准】 1.能积极参与提问＋1分。 2.能积极参与提问，并正确使用疑问词＋2分。 3.能积极参与提问，并正确使用疑问词完整表述＋3分。 Activity4. Watch and answer 1. What’s his name? 2. Where does he live? 3. How old is he? 【设计意图】通过观看动画，让学生基本了解故事内容，并获取王兵网友的基本信息。让学生带着问题观看动画，可以提高学生的专注力，并且学会提取有效信息。 【评价标准】 1.能专注观看动画＋1分。 2.能专注观看动画，并积极回答问题＋2分。 3.能专注观看动画，并正确提取信息进行回答问题＋3分。 Activity5. Read and find 1. Can he speak English? 2. Does he have Chinese lessons at school? 3. What subjects does he like? 4. Does he like playing basketball? 【设计意图】通过自主的课文阅读，让学生懂得提取有效信息进行问题的回答，同时对王兵的网友有更进一步的了解。让学生在解决问题的过程中掌握本课时重点的语言知识和句型结构。 【评价标准】 1.能自主阅读文本，并找出相关句子＋1分。 2.能自主阅读文本，并找出相关句子并尝试组织语言回答＋2分。 3.能自主阅读文本，并找出相关句子并正确组织语言回答＋3分。 Activity6. Listen and repeat 【设计意图】通过跟读录音，让学生在正确朗读的同时模仿人物的语音语调，并且在完整朗读后，对文本有一个整体的认识，加深印象。 【评价标准】 1.能认真聆听，正确朗读＋1分。 2.能认真聆听，正确流利地朗读＋2分。 3.能认真聆听，正确流利地朗读并注意模仿人物的语音语调＋3分。 Activity7. Let’s introduce T: Look at the sentence structures, can you introduce Peter? Have a try. 【设计意图】让学生利用板书以及PPT所呈现的句型进行对Peter的介绍，其实就是复述文本，可以有效地检查学生对故事内容的掌握程度，同时也能帮助教师了解学生对本课语言知识的运用情况，综合衡量教学的有效性。 【评价标准】 1.能积极准备，尝试介绍＋1分。 2.能积极准备，基本完整地介绍＋2分。 3.能积极准备，完整并正确流利地介绍＋3分。 Homework： 1.Try to introduce Peter to your parents. 2.Know more national flags and share with your classmates. Blackboard Design： Unit 6 My e-friend Name: Peter Address: lives in the UK Age: 11 years old Ability: can speak Chinese Subject: studies Chinese after school, likes Maths and PE Hobbies: likes playing football and swimming 五 年级 英语 学科备课专用纸 第 6 单元 课题 My e-friend 第 2 教时 总第 个教案 教学目标: 1. By the end of this lesson, students will be able to use: What subjects does he/she like? He/She likes…Does he/she …? Yes, he/she does. No, he/she doesn’t. 2. Student will be able to understand: live-lives, study-studies 3. Students will be able to play the guessing game. 教学重难点: 1. By the end of this lesson, students will be able to use: What subjects does he/she like? He/She likes…Does he/she …? Yes, he/she does. No, he/she doesn’t. 2. Student will be able to understand: live-lives, study-studies 课前准备： 卡片，课件 教学过程： Step 1. 温故·习新 Activity 1. Free talk T: Do you know something about me? S: ... T: Tell me something about you. What subjects do you like? S: ... T: What subjects does he/she like? S: ... Activity 2.Read and understand T: Read the sentences and try to say the difference. S: ... Step 2. 研讨·拓展 Activity 3. Listen and work in groups T: Who is he ? How old is he ? Does he live in Jingsu? … S: ... Activity 4. Say a chant T: please read these sentences with correct intonation. S: ... Activity 5. Think and say T: Can you say the pattern of the sentences? S: ... Activity 6. Ask and answer T:Look at the pictures. Try to work in pairs. S: ... Activity 7. Magic eyes Step 3. 反馈·提炼 Activity 8. Play a guessing game Activity 9. Show time T:Choose one friend and introduce him/her to us. S: ... 1. Ask and answer What subjects does he/she like? He/She likes… Does he/she …? Yes, he/she does. No, he/she doesn’t. 2. Introduce a friend. 二次备课 Homework： 1. 完成练习与测试第一课时 2. 背出story time Blackboard Design： Unit 6 My e-friend What subjects does he/she like? He/She likes… Does he/she …? Yes, he/she does. No, he/she doesn’t. Teaching Reflection： 五 年级 英语 学科备课专用纸 第 6 单元 课题 My e-friend 第 3 教时 总第 个教案 教学目标: 1. By the end of this lesson, students will be able to read and act out Cartoon time. 2. Student will be able to read the words correctly when they read the words with letter “w” sound as /w/. 3. Students will be able to know the differences between Chinese addresses and English addresses 教学重难点: 1. By the end of this lesson, students will be able to read and act out Cartoon time. 2. Student will be able to read the words correctly when they read the words with letter “w “sound as /w/. 课前准备： 课件，卡片…… 教学过程： Step 1. 温故·习新 Activity 1. Greeting Activity 2. Free talk T: What do you like doing? /Do you like...? S: ... T: What does Sam like doing S: ... Step 2. 研讨·拓展 Activity 3. Watch and answer T: What does Sam like doing? S: ... T: Who is good at fishing? Bobby or Sam? S: ... Activity 4. Listen and order 听录音给四幅图排序 Keys: 2341 按顺序一起学习每幅图 (读的时候要注意升降调和重音以及读出故事中人物的心情哦) a结合语境教学Don’t worry b.看图选择 sit by the river的图片 Keys: b Activity 5. Read and act Activity 6. Read and find T: Read a letter from Wendy. And tell me the sound of letter “w” S: ... Activity 7. Let’s read T: Look at the pictures and try to match with the words. S: ... T: Read and try to imitate.. S: ... Step 3. 反馈·提炼 Activity 8. Think and say T: Look and try to tell the difference. S: ... 二次备课 Homework： 1. 跟读Cartoon time的内容， 尝试表演哦. 2. . Try to write a letter to your friends in English. Blackboard Design： Unit 6 My e-friend What does Sam like doing? wear He likes going fishing. warm Don’t worry. weather Teaching Reflection： 五 年级 英语 学科备课专用纸 第 6 单元 课题 My e-friend 第 4 教时 总第 个教案 教学目标: 1. By the end of this lesson, students will be able to use “Does he/she…?” ,“What does he/she…?and know how to answer. 2. Students will be able to use a mind map to talk about their friends. 3. Students will be able to pronounce the letter w 教学重难点: 1.Students will be able to use a mind map to talk about their friends. 2.Students will be able to use the key words and sentences to talk about their friends. 课前准备： 课件，卡片…… 教学过程： Step 1. 温故·习新 Activity 1. Enjoy a video T: Let’s enjoy a video. Then tell me what it is about. S: ... Activity 2.Play a game T: Let’s play a game: Know you, know me. S: ... Activity 3. Introduce Peter T: Look! Here comes Peter. Peter is Wang Bing s e-friend. And today we'll meet four e-friends. First, let s get to know Peter. (1)Listen to an introduction about Peter. Peter is my e-friend. He lives in the UK He's 11 years old. He can speak Chinese. He likes Maths and PE. He doesn't have Chinese lessons at school. He studies Chinese after school. We often help each other. He helps me with my English and I help him with his Chinese. He likes playing football. I like playing football, too. We have the same hobby. (2)Ask and answer Activity 4. Make a mind map T: Just now, we talked about Peter. Can you make a mind map? How is he? He's eleven. That's about age. Can you help me put these words to the correct places? S: Subject, address, hobby, activity Step 2. 研讨·拓展 Activity 5. Introduce your friend T:First, let’s Introduce Wang Fang.30 seconds non-stop talking T: Let's meet the next friend Wang Fang You can ask some questions about Wang Fang in groups of four. You have 30 seconds. S: ... T :Listen and tick. T: Do you want to know more about Wang Fang? Let' s read this passage Ss listen and read. (Enlarge the mind map) T: Oh, we can also talk about a friend from these aspects. (looks, language, dream, impression) Activity 6. Play a game T: Classify the words. Activity 7. Introduce Linda T: Read Linda's information card. Who is left here? Linda. This is Linda' s information card. T: Complete the mind map. T: Introduce your e-friend. Activity 8. Meet Andy. T: Let’s enjoy a little poem. And try to find the pronunciation of"w"in these words. T: What is a best friend like? S:A sweet lollipop, a wise book, the wonderful rainbow, the warm sunshine. T: Try to read the new words S: Wax, war, wave and wind. T: Play a game: Touch the correct words Step 3. 反馈·提炼 Activity 9.Make a new friend T: Come to the e-friend club and make a new e-friend. Activity 10. Make a summary T: Today, we met four e-friends. They are.They are from different countries. But no matter where they live, friendship has no boundaries Please cherish your friends 二次备课 Homework： 1.Make some new mind maps about your e-friends. 2. Introduce one of your e-friends or friends to your parents. Blackboard Design： Unit 6 My e-friend Peter Wang Fang Linda Andy Teaching Reflection： 五 年级 英语 学科备课 第 6单元 课题 My e-friend 第 5、6 教时 总第 35、36 个教案 【教学目标】 1. 通过这份练习卷，了解学生对第六单元知识的掌握情况，从而在以后的教学中能更好的查漏补缺。 2. 通过讲评这份练习卷，能更充分地了解学生，以及存在的问题，从而在以后的教学中能更好的因材施教。 【教学重点】 1.考查学生对本单元词汇和句型的运用。 2.考查学生对标识的理解及运用情况。 【教学难点】 考查学生对标识的理解及运用情况。 【教学准备】 检测卷 【课前先学】 1.对第六单元进行复习巩固。 2.自行订正错题并寻找错误原因。 【教学过程】 Step1. 简单分析 Step2. 典型错题 Step3. 平行补救 作业 设计 1. 订正错题。 2. 预习Unit 7。 教后 反思 5A Unit7 At weekends（Story time）研学案 【Teaching content】教学内容 五上Unit7 At weekends（Story time） 【Textual analysis】教材分析 本单元话题是周末活动，教师可以结合学生用书四年级下册 Unit2After school和五年级上册Unit4 Hobbies的内容，综合呈现语言知识。教师也可以和学生一起复习有关课外活动和业余爱好的词汇，设计综合活动。 【Student analysis】学情分析 在设计周末活动时，可以涉及上网、放风筝、看电影、野餐……另外，教师请学⽣运⽤句型: What do you do at weekends? I always/usually/often/sometimes…分享自己的周末活动，这是本单元重点的句型。再者，⽼师可以⼤量运⽤电化设备、挂图、卡⽚、照⽚为媒介，让学⽣亲⾃参与、体验、合作，对所学内容能主动练习和实践。 【Teaching aims】教学目标 1. By the end of this lesson, students will be able to read and understand “at weekends、grandparents、play with、very much、chat、Internet 、go to the cinema…" 2.Students will understand and say the structure：I always/usually/often/sometimes… 3. Students will understand and read the story correctly and try to retell the story. 【Teaching Key points and Difficulties】教学重难点 1. Students can understand and say the structure ：I always/usually/often/sometimes… 2. Students can retell the story. 【Teaching Aids】教学准备 PPT 【Teaching Procedures】 Step 1: 温故·习新 Activity 1. Free talk 1.T: Ask the question: What do you do on Sundays? S: ... 【设计意图】：通过问答，既可营造课堂氛围，让学生的注意力集中到课堂上，引导学生回顾已学知识，有利于知识的滚动复现和认知体系建构，可以帮助学生更好地学习语言知识，提高语言技能。 【评价标准】 1.能积极参与问答＋1分。 2.能积极参与问答，正确说出句子＋2分。 3.能积极参与问答，正确说出句子并有正确的语调＋3分。 Activity 2. Teach the topic 1.T: I visit my grandparents on Sundays. I like playing with their cat Kitty very much. 板书:visit. play with, 领读并板书句型 I like.… /likes…ing. 2.What about you? What do you do at weekends?学习并领读句型，并与学生对话。 3.Work in pairs:? Today we learn Unit 7 At weekends 【设计意图】：在教学新知的过程中通过各种课堂活动引导学生回顾已学知识，有利于知识的滚动复现和认知体系建构。 【评价标准】 1.能积极参与互动的＋1分。 2.能积极参与互动，正确说出句子＋2分。 3.能积极参与互动，正确说出句子并有正确的语法＋3分。 Activity 3. Watch and answer 1.T: Look, some boys and girls are coming. Who are they? 2.They are talking about something. What are they talking about? 教师板书:chat on the Internet. fly a kite.go to the cinema.have a picnic 3.Task 1: Watch and choose What are they talking about? 【设计意图】：听录音之前引起学生关注新词汇，目的在于引导学生运用学习过的语音知识及新旧词汇之间的联系学习新词汇。此时教师不必过多地教学词汇或纠正发音，只要教师以正确的发音进行语言输入即可，尽量多鼓励学生大胆尝试，开口说英语。 Activity 4. Read and underline 4.Task 2: Listen and tick 5.Task 3: Read, fill and say Make sentences:I usually… She always/sometimes… 【设计意图】：让他们在语言输入阶段能够较好地感知和理解语言。 Step 2. 研讨.拓展 Activity 5. Read and act 1.Read after the tape S: ... 2. Act the story 4 in a group 【设计意图】：通过阅读和表演课文，深入了解课文内容。学生选择自己喜爱的方式阅读，全员参与，提高他们的阅读兴趣，培养他们的小组合作能力，增强集体荣誉感。 【评价标准】 1.能积极参与小组合作，正确朗读课文。＋1分。 2.能分角色朗读，并体会、展现角色情绪。＋2分。 3.能够脱离书本，小组合作，生动完成表演。＋3分。 Step 3. 反馈.提炼 Activity 6. Do some exercises 1. Think and write Finish the exercises of P70: I usually _______with Liu Tao at weekends.I also __________on the Internet. I sometimes ___________and_______ with my family. … 2. Read and answer: 提出学习要求:1、先读一读。2、再合作、讨论,划出关键句子。 【设计意图】：训练学生的英语语感，深入了解课文内容，检验小组合作的效果。 【评价标准】 1.能积极参与互动的＋1分。 2.能积极参与互动，正确回答问题＋2分。 3.能积极参与互动，正确回答问题并能完成拓展句型＋3分。 Activity 7. Summarize 1.Let’s retell. Look at the blackboard, then retell the story time. 2.Enjoy your weekends. Homework： 1. Talk about your weekends with your partner. 2. Do a survey about your family’s weekends. Blackboard Design： Unit 7At weekends What do you do at weekends? I always/usually/often/sometimes… 五 年级 英语 学科备课专用纸 第 7 单元 课题 At weekends 第 2 教时 总第 个教案 教学内容：Grammar time and Fun time 教学目标: （一）知识目标 1.通过复习和相应的练习，能正确拼写，使用词组at weekends/chat on the Internet/go to the cinema/fly a kite/have a picnic 2.能听懂并且理解adverbs of frequency（always/usually/often/sometimes）间差异 3.能够熟练运用句型What do you do at weekends? I always/usually/often/sometimes…at weekends. 4.掌握第三人称单数情况the third person singular What do you/they do? What does he/she do? 教学重难点: 【教学重点】 1.能听懂、理解adverbs of frequency（always/usually/often/sometimes）间差异 2.学生能够熟练运用句型What do you do at weekends? I always/usually/often/sometimes…at weekends.及其第三人称情况the third person singular What do you/they do? What does he/she do? 来谈论周末生活 【教学难点】 1.掌握基本的频率副词并合理运用 2.运用本课所学的词汇和句型{注意第三人称单数的使用}谈论自己或他人周末的生活 【教学准备】 多媒体，PPT 教学过程： Step 1. 温故·习新 Activity 1. warm up 1.T:What do they do at weekends?(Mike,Su Hai,Helen) E.g.Mike: S1:Mike chats on the Internet at weekends. S2:Mike plays football with Liu Tao at weekends. S3:Mike goes to the park with his family at weekends. Review the story time 2. Activity 2 .Free Talk explains adverbs of frequency（always/usually/often/sometimes）in the form of pyramid and defines sometimes as 2 stars, often as 3 stars, usually as 4 stars, always as 5 stars to help Ss understand the difference better T:What do they do at weekends?And how often?(help Ss express how often with the stars) E.g.Mike: S1:Mike usually chats on the Internet at weekends. S2:Mike usually plays football with Liu Tao at weekends. S3:Mike sometimes goes to the park with his family at weekends. Ss are asked to make sentences--I always/usually/often/sometimes…at weekends. With phrases they learnt last class (chat on the Internet/go to the cinema/fly a kite/have a picnic…） Activity 3. Try to understand Grammar time What _____your parents do on Sundays? What_____your sister do at weekends?T analyzes grammar and marks the key parts He/she ,the third person singular What do you/they do? What does he/she do? I/we (adverbs of frequency) do He/she (adverbs of frequency) does Ss practice grammar What_____ you do at weekends? What_____ they do at weekends? What______ he do at weekends? What_____ she do at weekends? _____you like animals? _____he and she usually fly a kite? ____your brother often chat on the Internet. Activity5.Play together fun time Ss play the fun time and practice language points A:What does he/she do at weekends? B:He/She always/usually/often/sometimes… A:What do they do at weekends? B:They always/usually/often/sometimes… (T corrects them if they make mistakes) Step 2. 研讨·拓展 Activity6. do a survey Ss make a survey on what their friends/classmates do at weekends and how often A:What do you do at weekends? B:I always/usually/often/sometimes… Activity7. Make a report Ss act as a reporter and tell their friends’ weekends. E.g. Hello, I’m the reporter today.… T evaluates, corrects the mistakes, and makes comments Step 3. 反馈·提炼 Activity8 . do some exercises(用do,does） What_____ he do at weekends? What_____ she do at weekends? What______your sister do at weekends? What_____ your brother do at weekends? What_____ they do at weekends? _____she like animals? _____he and she usually go shopping?? ____your mother often chat on the Internet? ____they like toy animals? Activity 9. Summarize 1.Let students discuss how to use “do ”and “does”. 2.Please summarize the usage of Singular Form in Third Personal Homework： 1.Finish the survey for making a report. 2.Talk about your friends. (Appearance ,Hobbies and weekends) Blackboard Design： Unit 7 At weekends What do you/they do? What does he/she do? I/we … do He/she… does Teaching Reflection： 五 年级 英语 学科备课专用纸 第 7 单元 课题 At weekends 第 3教时 总第 个教案 教学内容：Culture time and checkout time 教学目标: （一）知识目标 1.学生能够熟练运用句型What do you do at weekends? I always/usually/often/sometimes…at weekends.描述家庭周末生活 2. 能听懂、会读、会说单词、词组go climbing/draw pictures/cut paper来描述周末生活 3. 了解东西方人民周末的不同体育爱好，并能听懂、会读、会用句型…is very popular in… 教学重难点: 【教学重点】 1.学生能够熟练运用句型What do you do at weekends? I always/usually/often/sometimes…at weekends.描述家庭周末生活 2. 了解东西方人民周末的不同体育爱好，并能听懂、会读、会用句型…is very popular in... 【教学难点】 1.学生能够熟练运用句型What do you do at weekends? I always/usually/often/sometimes…at weekends.描述家庭周末生活 2.了解东西方人民周末的不同体育爱好，并能听懂、会读、会用句型…is very popular in… 【教学准备】 多媒体，PPT 教学过程： Step 1. 温故·习新 Activity 1 .warm up T shows Ss some pictures of weekend’s activities to review sentences structure A:What does he/she do at weekends? B:He/She always/usually/often/sometimes… A:What do they do at weekends? B:They always/usually/often/sometimes… Activity 2 .Try to say Ss show their reports Check the homework of last class T adds new phrases --go climbing/draw pictures/cut paper Words for you:Weekends are colourful.Enjoy your weekends.Happy study. Happy life. Activity 3. Try to know 1.Ss think of Chinese people’s weekend life, using the phrases their learned 2.T show Mary’s report on English people’s weekend life. English people always love weekends too. They usually go shopping and buy a lot of things. Sometimes they go to the museums, sometimes they go cycling or take a walk along the river. Some of them go to the churches, but young people don’t often go there now. Where do they go? 3. Ss get to learn the culture differences 4.T gives hints Ss guess the game There are eleven players in each team.They play it in the playground.They need a ball. S:football 5. T introduces popular games in the US:basketball，baseball in the UK:football in China:table tennis Teach sentence structure…is very popular in… e.g.Football is very popular in the UK. T shows some pictures of famous sports star. Step 2. 研讨·拓展 Activity4. Let’s say Basketball is very popular in the US. Football is very popular in the UK. Table tennis is very popular in China. Step 3. 反馈·提炼 Activity5 .Think and write Ss fill in the blank to introduce their families’ weekends My family's weekends Hello,I'm___________.At weekends, I always___________________________. I often______________. Sometimes I _______________________. My ______often ____________________, Sometimes _________________________ __________________________________ __________________________________ We are _____ at the weekends. How about your family? T offers the model My family's weekends Hello, I'm …. At weekends, I always listen to music. I usually play basketball and chat on the Internet with my friends. Sometimes I have guitar lessons. My father often goes to the park. My mother often goes shopping. Sometimes they go for a walk together and watch TV at home. Activity 6. Summarize 1.Talk in groups, let students say something we learn today. 2.Say something about your favorite sports. Homework： 1.Look for the names and pictures of the famous sports stars on the Internet. 2.Write a passage about my family’s weekends. Blackboard Design： Unit 7 At weekends A:What does he/she do at weekends? go climbing B:He/She always/usually/often/sometimes… draw pictures A:What do they do at weekends? cut paper B:They always/usually/often/sometimes… …is very popular in… basketball，baseball US football UK table tennis China Teaching Reflection： 五 年级 英语 学科备课专用纸 第 7 单元 课题 At weekends 第 4教时 总第 个教案 教学内容：Sound time and Cartoon time 知识目标： 1. 了解字母s/z/在单词中的读音,正确发音。 2. 了解外国人名的译法Rose罗斯，Green格林，Brown布朗 3. 在教师的引导和训练下，学生能正确理解和朗读cartoon time中的故事，能读懂其中趣味之处演绎故事，并养成良好的阅读习惯。 4. 在综合复习本单元的基础上能正确谈论周末活动。 教学重难点: 【教学重点】 1.正确掌握字母s/z/在单词中的发音 2.通过学习，学生能正确理解、掌握cartoon time内容,并能简单复述。 【教学难点】 在综合复习本单元的基础上能正确谈论周末活动。 【教学准备】 多媒体，PPT 教 教学过程 Step 1. 温故·习新 Activity 1. warm up 1.T shows pictures ,Ss think of weekend’s activities and make sentences T points out some activities containing the letter-s e.g. draw pictures/play basketball… Prepare for teaching the pronunciation Activity 2 .Try to learn 2. T:What’s the flower? Ss:rose(practice its pronunciation， pay attention to s/z/) T teaches s/z/ E.g.rose/his/has/always/music Ss practice and evaluate themselves if they know the sound of the letter-s T:Cay you name more? chant for practicing When we visit Mr Rose, He always shows us All the lovely roses He grows. T points out rose as a family name translating to 罗斯 Add Brown 布朗/Green格林 Activity 3. look and guess 1.T shows pictures of cartoon time T:What does Billy do at weekends? S1:He watches TV at weekends S2:He stays at home at weekends Activity 4 .watch and say Ss watch cartoon time S:Billy always watches TV at weekends. He always eats a lot too. T:What happened at last? S:He is too far to get out.(teach get out &come out,Ss compare the difference) listen and read S read correctly, vividly and with emotion After reading T:What will Billy do at the following weekends? S1:He will eat less sweet S2:He will do some Step 2. 研讨·拓展 Activity 5 .Read and act Read after the tape. Read after the teacher.exercise Read in groups. Show it in class. (小组互评) Act it out without books. ★★★ Read it fluently and vividly with actions★★ You made some mistakes. ★ Step 3. 反馈·提炼 Activity 6. Retelling time T: You can read cartoon time very well. How about telling the story? Now, let’s tell the story. Let me see who’s the best story teller? Here’re some pictures of the story. You can tell the story fluently, correctly and vividly ★★★ You can tell the story but not very fluently or vividly. ★★ You made some mistakes. ★ Talk about weekends with partners T shows a form of Mary’s weekend activities. Homework：1.Read and act cartoon time. 2. Write a passage about your weekend activities. Blackboard Design： Unit 7 At weekends s/z/ rose his has always music Mr.Rose罗斯 Mr.Green格林 Mr.Brown布朗 Teaching Reflection： 五 年级 英语 学科备课 第 7单元 课题 At weekends 第 5、6 教时 总第 41、42 个教案 【教学目标】 1. 通过这份练习卷，了解学生对第七单元知识的掌握情况，从而在以后的教学中能更好的查漏补缺。 2. 通过讲评这份练习卷，能更充分地了解学生，以及存在的问题，从而在以后的教学中能更好的因材施教。 【教学重点】 1.考查学生对本单元词汇和句型的运用。 2.考查学生对标识的理解及运用情况。 【教学难点】 考查学生对标识的理解及运用情况。 【教学准备】 检测卷 【课前先学】 1.对第七单元进行复习巩固。 2.自行订正错题并寻找错误原因。 【教学过程】 Step1. 简单分析 Step2. 典型错题 Step3. 平行补救 作业 设计 1. 订正错题。 2. 预习Unit 8。 教后 反思 五 年级 英语 学科备课专用纸 第 8 单元 课题 At Christmas 第 1 教时 总第 个教案 教学目标: 1. By the end of this lesson, students will be able to read and say “a card, a Christmas tree, Father Christmas, a present, a stocking, a turkey, etc..” 2. Student will understand the words that represents the chronological order: first/nexus / then/finally. 3. Students will understand, master the content of the dialogue, read the dialogue in the correct phonetic tone, and perform the dialogue initially. 4. Students will understand the important western festival of Christmas and understand the differences between Chinese and Western cultural activities. 教学重难点: 1. To master the words a card, a Christmas tree, Father Christmas, a present, a stocking, a Turkey, etc.. 2.To use the adverb “first/nexus / then/finally”, Students will indicate the order to repeat the text. 课前准备： PPT, 挂图, 卡片…… 教学过程： Step 1. 温故·习新 Activity 1. Sing a song. (课前，教师播放<I wish you merry Christmas> 英语歌曲) T:What’s this song about. S:Christmas. Activity 2. Look and say. 教师呈现一张12月份的日历 T: When is Christmas? Teach: Christmas/Christmas Eve T: What can you see at Christmas? Teach: present/Father Christmas T:This lesson, we’ll learn Unit 8 At Christmas. In this lesson, we will finish these tasks. First, I know how to decorate the Christmas tree. Next, I can understand the activities at Christmas. Then, I can use “first”, “next”, “then” and “finally”. Finally, I can talk about Mike’s family’s Christmas. Activity 3. Learn and do T: First, I know how to decorate the Christmas tree. S: We put some pretty things on the Christmas tree We put the presents under the tree T: It looks great! Activity 4. Watch and choose T: Next, I can understand the activities at Christmas. You know something about Christmas. What do western people usually do at Christmas? Watch the cartoon. T:What is the text about? S: Christmas Day Activity 5. Read and choose T: It’s about Mike’s family’s Christmas. They always have a lot of fun at Christmas. What do Mike’s family do at Christmas? Please choose the right answer. 1) What do they do first? 2) What do they do next? 3) What do they do then on Christmas Eve? Teach：a stocking/wait for （根据问题，自读课文第1至3段，用直线划下与问题相关的句子) 4) If you have a dream at Christmas, what do you wait for? 5) Finally, why they are all happy? （组内阅读第四段，互学生词并用直线划下与问题相关的句子) Teach: a turkey/pudding Step 2. 研讨·拓展 Activity 5. Read and act 1. T:Then, I can use “first”, “next”, “then” and “finally”. 1) Read and match 2) Follow the tape and read 3) Choose one way to read 4 ) Teach words：first, next. then，finally Why we use these words in the text? 5) Happy reading(Group working) 6) Read and write( first/next/then/finally) 2. T: Finally, I can talk about Mike’s family’s Christmas. Let’s share 1) Group work: Discuss what do Mike’s family do at Christmas? 2) Retell the story 3) Culture tidbits Step 3. 反馈·提炼 Activity 6. Do some exercises 一、短语填空 1.玩得很开心（2个） 2. 给我的家人买礼物 3. 去看圣诞老人 4. 把我们的礼物放在树下 5.等待礼物 6. 早早地起床 7. 吃一顿丰盛的午餐 8. 食火鸡和圣诞布丁 9. 在圣诞节 二、写小短文 What do you do after school? （学生尝试运用4个时间副词描述放学以后所做的事情。） First,….…..Next,…… Then,…. Finally…… Activity 7. Summarize First, Next, Then, Finally,,它们都是时间副词，用来说明事情发生的先后顺序，使表述更有条理性。 二次备课 Homework： 1. First: Listen and read after the tape.(must do) 2. Next: Retell the story.(must do) 3. Then: Sing the song. (Choose tot do) 4. Finally: <练>第一课时 Blackboard Design： Unit8 At Christmas First buy presents for … buy a Christmas tree go to see Father Christmas Next put some pretty things on… put our presents under… Then put a stocking on the beds wait for present have a lot of fun Finally wake up early have a good time have a big lunch eat a turkey and pudding Teaching Reflection： 五 年级 英语 学科备课专用纸 第 8 单元 课题 At Christmas 第 2 教时 总第 个教案 教学目标: （1） 知识目标： 1. By the learning, students will read and write the words: first, next, then, finally, pretty things, Christmas Eve, wait for, and so on. 2. Students can use “First/Next/Then/Finally” to describe what people usually do at Christmas. 3. Students can understand and use first / next / then / finally to express the adverb structure of order. 教学重难点: 1. To read and write the words: first, next, then, finally, pretty things, Christmas Eve, wait for, and so on. 2. To be able to understand and use first / next / then / finally to describe something in order。 课前准备： 1. 教师准备： PPT， 板书 2. 学生准备：复习story time, 熟读、会复述，会合作表演。 教学过程： Step 1. 温故·习新 Activity 1. Greetings. T：Good afternoon，boys and girls, nice to meet you, how are you today? S… Activity 2. Present the topic. T：This lesson, we’ll go on learning Unit 8 At Christmas（Grammar time & Fun time）. In this lesson, we will follow these steps. First, play a guessing game. Next, know western Christmas. Then, choose and say. Finally, learn how to make a card. Activity 3. Look and guess First，let’s play a guessing game. Look and guess the things about Christmas。 Activity 4. Retell the story You know so many words about Christmas. Next, let’s know western Christmas. What do western people usually do at Christmas? Look at these pictures, they’re about Mike’s family’s Christmas. What do Mike’s family do at Christmas? Please choose one picture and try to say. Boys and girls, thank you for your story. Now please pay attention to the four words. They mean the order of doing something, and we can also use them to tell people do something in order. Follow me, first, first, next, next, then, then, finally, finally(边读边板书). Step 2. 研讨·拓展 Activity 5. Write Mike's Christmas Boys and girls, can you finish the exercise on page 81? Let’s begin. 给四个逻辑性非常强的活动排序，进一步检测学生是否理解first, next, then, finally这四个词 Activity 6. Choose and say There are many interesting holidays in a year, look at the slide, which one do you like best? And how do you spend it? Now, let’s choose one holiday and try to say what you do. Then give us a report. 设计四人一个小组活动，选择最喜欢的节日来进行讨论并小组汇报，希望学生在讨论过程中，能相互学习，培养他们的小组合作能力。所要汇报的节日是具有层次性的，符合不同层次学生的需要。学生可以选择圣诞节作为话题，也可以选择挑战团队能力，选择其他节日进行叙述。 Step 3. 反馈·提炼 Activity 7. Make a card 1. Finally, let’s learn how to make a card.(手里准备一张卡片) Look at the screen and watch a video. 学生和老师一起观看一段VCR，引导学生说出做卡片的步骤。 2. Do you know how to make a card? First, fold a card. (讲解fold) Next, draw a picture. Then, write your message. Now, let’s make a big Christmas card together, you say and I make. My Christmas card is ok. Look, Merry Chr$$