外研版五年级英语下册教案.pdf

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1、1 外研版五年级英语下册教案 为了适应新时代的发展， 培养高素质人才，更好地搞好本学期的英语教学， 使英语教学再上一个新台阶，特制定本学期英语教学计划。 一、班级情况分析 本班共有学生 38人，其中男生 20人，女生 18 人。这些学生来自小阿陀 周围的 12 个自然村，基础知识处于一般水平，差生占60% 。虽已学过两年英 语，但对语法知识掌握较差，只对简单的语法知识有所了解，本学期加大力度 渗透语法知识学习，力争对基础语法知识有所掌握，加强生词、句子教学，使 学生能连词成句，连句成篇。 二、教材分析： 本册教材是供小学五年级下学期使用的。全书共分11 个模块，内含一个 期末复习模块，每个模块

2、分为两个单元，一般情况，第一单元呈现本模块所要 学习的语言内容，第二单元提供若干任务型练习。包括一首歌谣或小诗。其中 一些不常用的单词，不要求学生在歌谣之外学会使用。在本册中，我们将继续 跟着 Lingling和 Smart 一家在英国访问； Daming 也准备去美国看望他的表哥 Simon及其一家人，我们将继续学习如何讲述过去发生的事情，如何表达自己 的意见，如何与他人进行讨论等。 三教学目标 1逐步培养学生对英语的学习兴趣，为将来的学习打下更好的基础。 2让学生结合语用和语境掌握语句和语词的基本意义，逐步获得最基本的运 用英语的能力。 3 创设情境，设计任务让学生把课堂知识应用于日常生活

3、等实践活动中。 4能认读、会写适量的单词。 5学习问侯并回应；询问姓名、年龄、位置、物品名称并给予回答。 6学习数字 13-100。 7. 会用英语谈论自己的喜好。 8会唱英语歌谣和小诗。 9教育学生在学习英语知识的同时，要学好自己国家的语言文字，从而对学 生进行热爱祖国、热爱祖国语言文字的思想教育。 10. 教育教学过程中，教师要注意学生各种良好习惯的养成教育。 四、教学措施： 1、从基础入手，使学生熟练掌握简单的语句、问候并回答，询问姓名、年龄、 地点、物品，多给学生练习的机会。 2、开展英语角，中午饭听录音，举行问答竞赛，提高其运用能力，使学生养 成良好地学习习惯和兴趣。 3、创造良好的

4、学习氛围。 4、课堂中尽量使用英语，适当使用母语。 5、合理确定教学要求。 6、及时纠正控制性错误，注意用委婉、间接的方式。 7、经常给予学生以鼓励。养成学生良好的语音、语调习惯。 五、教学中应注意的问题 注意使学生发音的正确性，用兴趣教学，使学生注意在用方面下功夫，流 利地说出日常用语和一般用语。 Module 1 Unit1 2 We lived in a small house. 教学目标： 1、知识目标： （1）New words: life ,different, ago, any, television, grandchildren, us, grandmother, lady （

5、2）New sentences：There were/weren t . There are. We lived many years ago. We livenow. 2、能力目标： （）能根据情境正确使用There be ,We lived many years ago. We live now.句型谈论生活、学习中的事物 （）培养学生听、说、读、写的能力。 教学重点：如何让学生在课堂上学会There be , We livedmany years ago. We livenow.句型并能在生活中灵活运用该句型。 教学过程： 一预习检测 写出下列动词的过去式。 do_ is_ are_ l

6、ive_ have_ watch_ 二合作探究，学习课文。 1）播放课文录音， 让学生在听录音的同时找出课文中出现的新单词与新句型。 2）进行游戏“火眼金睛找生词新句”。让学生以竞赛抢答的形式快速找出课 文中出现的新单词与新句型。 3）在让学生初步了解了课文内容后，教师再次播放录音，让学生大声跟读课 文。 巩固练习； 重点句式操练 Listen and say。先让学生听录音，跟读句子，明确本课的重 点句式，然后让他们灵活运用句式：There is/are/There was/were 造句。 练习检测： 拓展延伸 让学生准备，谈论图中内容，然后选择几个代表来讲给全班同学听。回忆 课文内容，试

7、着用重点句复述课文。 引导学生对本节所学内容进行归纳总结：运用句式There be.We lived many years ago . We live now.谈论及比较过去和现在的生活。 课后反思： Module 1 Unit 2 3 She didn t have a television. 教学目标： 能听说读写单词： lady fire radio field telephone hope 1. 能熟练运用这类句子” She didn t She worked谈论人们过去的生 活。 2. 学会归纳动词的过去式，并能灵活运用。 3. 教学重点： 学会归纳动词的过去式，并能灵活运用。 教学

8、过程： 一预习检测 英汉互译并连线。 有关中国的节目 many years ago 许多年以前 programme about China 谈论 last night 在田野里 on a fire 昨天晚上 in the fields 在火上 talk about 二合作探究，学习课文。 1. 听课文录音，圈出文中出现的动词过去式。 2. 同桌学习课文。 3. 师讲解“ or”的用法 . 三巩固练习 完成课本第二部分。 练习检测 拓展延伸 学案上拓展延伸部分。 板书设计： 课后反思： Module 2 Unit 1 She learnt English. 教学目标 4 1 学会词汇 learn

9、t these dancer 2能听懂会说 Unit 1这篇对话。 3学习目标语句： Did your grandma learn English? Yes, she did. /No, she didn t. 4能口头运用 Did your grandma learn English?这类语句询问过去的行为， 并能口头运用 Yes, she did./No, she didnt. 回答。 教学重点：学会词汇learnt these dancer 教学难点：运用目标语句She danced in lots of Chinese cities .Did she learn any foreign

10、 languages? Yes, she did. /No, she didnt. He was a dancer . 谈论过去。 教学过程： Step1. 预习检测 根据所给单词，补全句子。 1. Sam was_then.Now he is_.(short tall) 2. M y mother_ _then.Now she_ _.(old young) Step2. 合作探究，学习课文。 1. 听课文录音，理解课文大意。 2. 小组内学习课文。 3. 师解决疑惑。 4. 学生自己读课文，找出下面问题的答案。 Who are they ? Why is she wearing these

11、clothes? Did she learn English? Step3. 巩固练习 完成课本第三部分。 . 练习检测 拓展延伸 学案上阅读短文，判断正误。 板书设计： 课后反思： Unit 2 Mr. Li was a teacher. 教学目标： 1. 能听说读写单词： class study hard retired. 2. 能熟练运用这类句子” Ten years ago, Mr. Li was a teacher. Now Mr. 5 Li is retired.”表达过去和现在的状态和行为的区别。 教学重点： 能熟练运用这类句子” Ten years ago, Mr. Li wa

12、s a teacher. Now Mr. Li is retired.”表达过去和现在的状态和行为的区别 教学过程： Step1. 预习检测 写出下列动词的过去式。 is_ teach_ study_ are_ do_- Step2. 合作探究，学习课文。 1.听课文录音。理解课文大意。 2.在听课文录音。找出短文中出现的动词原形和过去式。 3.小组内学习课文。 4.师解决疑惑。 Step3. 巩固练习 完成课本第二部分。 用过去和现在描述图片。 Step4. 拓展延伸 学案上拓展延伸部分 练习检测 板书设计： 课后反思： Module 3 Unit 1 She had eggs and sa

13、usages. 6 教学目标： 1、能听、说、读、写单词；egg,email,sandwich,traditional,delicious. 2、能熟练使用“ Wwhat did she have for lunch ?She had sandwiches.” 这类句子询问并回答一日三餐吃过的食物。 3、学会早、午、晚餐及一些英国传统食物的单词。 教学重难点： 1、理解一般过去时的结构及用法。 2、能熟练使用“ What did she have for lunch? She had sandwiches.” 这类句子并回答一日三餐吃过的食物。 预习提纲： 1、英汉互译 1）汉堡包 2)Eng

14、lish food 3) 早餐 4）have sandwiches 5）午餐 6)fish and chips 7）一封电子邮件 8)traditional dish 2、填空 Dear Daming, How are you? I m very well in London. Yesterday I had an English breakfast. I had ( ) and sausages. I had sandwiches for( ).And I had ( )for dinner. It s a traditional English dish. I like English f

15、ood. Its delicious! 教学过程： 1、导入：谈论一日三餐所吃的食物并复习相对应的单词。 2、教学步骤： 第一步；看图听录音，理解课文内容。 第二步；请学生概括本文大意。 第三步；总结重点句型。 第四步；讲解课文。 第五步；跟读录音。 第六步；分角色进行对话练习。 7 拓展延伸： 看图，把短文补充完整并判断正（T）误（ F） 。 Dear Lingling , I made a survey about food today.Lanlan had _(米饭，鸡蛋 )for breakfast yestoday.Maomao had bread and _( 香肠)for bre

16、akfast.Jim had _( 汉 堡 )for lunch.Mike had rice for lunch.I had some _( 面条)and meat for dinner.No pupil had _(鱼，薯条 )for dinner. From, Amy ( ) 1. Maomao had bread and sausages for breakfast. ( ) 2. Jim had three sandwiches for lunch. ( ) 3. I had some rice and meat for dinner. ( ) 4. No pupil had fish

17、 and chips for dinner. 课堂检测： 根据实际情况回答问题。 1. What did you have for breakfast yesterday? _ 2. What did you have for lunch yesterday? _ 3. What did you have for dinner yesterday? _ 4. What fruit did you have yesterday? _ 5. What did you drink yesterday? 板书设计： 8 教学反思： Unit 2 Sam ate four hamburgers. 教学目

18、标： 1、能听、说、读、写单词：hamburgers,ate,gave,drank,tonight. 2、能熟练使用“ Sam ate six hamburgers.What did you eat/drink last night?I ate/drank”这类句子表达过去做过某事。 3、熟练运用所学英语知识谈论英国人的饮食及喜欢的食品。 4、了解字母组合ea/ee,ear和 ere/eir在单词中的发音。 教学重难点：使用“ Sam ate six hamburgers.What did you eat/dreak last night?I ate/drank”这类句子表达过去做过某事。 预

19、习提纲： 1、英汉互译 1）all the fish 2) at school 3) 没有食物 4）四个汉堡 5) 给某人某物 2、阅读活动 2 回答下列问题 1）Who ate four hamburgers at school today? _ 2) Who had a sandwich? _ 3)Does Amy miss Chinese food？ _ 4）What is Ms Smart going to cook tonight? 9 _ 5）Who wrote this letter to Daming? _ 教学过程： 1、导入：用英语回答下列：问题。 （1）What is y

20、our favourite food? （2）What did you have for breakfast yesterday? （3）What did you have for lunch yesterday? （4）What did you have for dinner yesterday? 2、课文教学： 1）一步听录音，看课文。整体感知课文内容。 2）请学生画出文中出现的动词过去式。 3）讲解课文。 4）跟读录音。 5）试着给自己的朋友写一封信，告诉他们自己昨天所吃的食物。 拓展延伸： 阅读短文，判断正（ T）误（ F） Dear Amy, Today I had a hambur

21、ger for lunch.I like hamburgers very much.But my mother doesn t like hamburgers at all.She drank juice.Tomorrowis my birthday.My mother is going to make a cake for me .I m going to eat lots of delicious food!I hope you will be with me . With love, Daming ( ) 1.Daming ate a hamburger for lunch today.

22、 ( ) 2.Damings mother likes hamburgers very much. ( ) 3.Dams mother is going to make some juice for Daming. ( ) 4.Daming is going to eat delicions food tomorrow. 练习检测： 写出下列动词的过去式。 10 have_ eat_ give_ drink_ cook_ buy_ 板书设计 教学反思 Module 4 Unit 1 Let s make a home library. 教学目标： 1、能熟练运用 Where are the a

23、boutplease? 的句型，并能表演对话。 2、听、说、读、写本课的单词 library find CD-ROM bring use card easy 3、让每个学生都能积极互动参与课堂教学活动，增强他们学习英语的信 心，从而更加热爱英语。 4、通过小组竞赛活动，培养学生的团结协作精神和竞争意识。 教学重、难点： “四会”单词和会话表演 预习提纲： . 英汉互译 1. 图书馆 2.学生 3. 主意 4.重的 5. 邀请 6.错误的 7. send to 8.a book about science 11 9.put on 10.借书卡 、读课文回答下列问题 1. W ho sent th

24、ese books and CDs to them? _ 2. W hat are these big books? _ 3. W here are the books about art? _ 4. W hat are the books about on the shelf B? _ 教学过程： Step1 Warming up 1 、Sing a song 2、Play a guessing game Step2 Presentation T: I need a book about English food. What can I do? Ss: You can buy the boo

25、k. T: I can have it in the library.学生可能不知道 library这个词，领 读单词，学生跟读。 T: Amy和 Lingling 昨天也去了图书馆，我们一起来听听她们为什么借书， 是怎样借的。 Step3 Teach new lesson 1、学生自读课文，其次播放课文录音，请学生边听边理解课文大意。 2、教师再次播放录音，请学生边听边用笔勾画出课文中的生词、短语以 及不熟悉的句子，并根据上下文和图片猜生词的意思。 3、将生词写在黑板上，领读，并逐个讲解。 4、播放录音，请学生跟读、模仿语音语调 拓展延伸：（英汉互译） (1) 有关计算机的书 _ (2) b

26、e good at _ 12 (3) make an e-card _ (4) 带回来 _ (5)in two weekstime_ （6）图书证 _ 课堂检测： ( 选词填空 ) CD-ROM library bought bring e-card Sundy Mum_a new computer for us.Amy wanted to make an _ for Mum.We needed a book about computers. So we went to the_.We got a computer book.There was a_in it.We must_it back

27、in two weekstime. 板书设计 教学反思 Unit 2 We can find information from books and CDs. 教学目标： 1、能听、说、读、写单词：information, timetable, dictionary, newspaper. 13 2、能熟练运用“ Where canyou find out about?You can find out aboutin/on ?”这类句子询问和寻找相关信息。 教学重、难点： 学会询问和询问相关信息 预习提纲： 读一读，写一写 1 You can find books about art from

28、a _(图书馆 )or from a _(书店). 2 You can get information from a _(书)or from a_(光盘). 3 You can see a film from a _(电影院 )or from a _(计算机 ) 4 You can find the word “happy” in a _(字典) 。 教学过程： 1、导入： 提问学生：“I need a book about English book. What can I do ?“ 答：“You can buy the book.“也可能回答 “You can have it in the

29、 library.“ “library“这个词可以让他们说 中文， 教师板书。教师告诉学生： “library“就是本模块讨论的主要话题，Amy 和 Lingling昨天也图书馆借书了，我们来看看，他们为什么借书，借了什么 书，怎样借的书。 2、课文学习 1）看书听录音理解课文大意 2) 再听录音，边划出文中生词、短语和不熟悉的句型，并根据上下文和插 图进行猜测。 3) 将本课生词、短语及句型写在黑板上，逐个讲解生词并领读。 4) 播放活动 2 的录音，请学生跟读，注意语音语调。 5) 学生理解课文内容后，教师播放领读带，请学生跟课文。然后学生 拓展延伸 : 读一读，猜一猜，填一填。 14 1

30、. You can find it at the zoo .Its got a long neck.It s very tall. It s a _. 2. You can put it in a computer. Its round. Its a_. 3. You can go on the internet with. Its very useful. Its a_. 课堂检测 :( 选词填空 ) newspaper CD-ROM dictionary computer radio 1.I can find out about todays news in the _. 2.I can

31、find out about the word“dinner ”in a _. 3. Dad bought a new _ for us. We can plan games on it. 4. My grangdpa lietens to the _ every day. 5. Mum is watching a _ about cooking. 板书设计： 教学反思： Module 5 Unit 1 It s big and light. 教学目标： 1. Words and phrases: light broken heavy pocket 2. Sentences: It s big

32、 and light. It s got two pockets. 3. Grammar: It is ; I have got .Use adjectives to describe objects. 教学准备 : cards tape-recorder CAI A.Songs: Poem of Module 4 Unit 2 B.Free talk: Describe your bag or a picture. 15 教学过程： Stept1. Leading and new words Today we re going to learn how to describe somethi

33、ng use big, small, tall, short, fat, thin and so on. Take out your bag .Whose bag is big? (Students answer)Whose bag is heavy? Whose bag is light? Whose bag is broken? Whose bag has pockets? In this way, show the new words. Have the students understand and remember them. At last, try to make sentenc

34、es with these words. Step2. Text Open the book and listen to the tape recorder , listen again and repeat, (show ppt= power point) look at the screen and read the questions:(1).What does Lingling need?(2).Where are Lingling and Ms Smart?(3). What s the black bag like?(4).What s the green bag like?(5)

35、.Which bag has got pockets?(6).Which bag has got wheels?(7).Which bag does Lingling like?(8).Which bag does Ms. Smart like?(9).Which bag did they buy? Read the text for several times then answer the questions. At last give the answers on the screen .Read the text in groups, in pairs, one by one, boy

36、 and girl. Try to retell. Step3. Practice Show the pictures: elephant, bird, panda dog, tiger, pencils, shoes, kites, bags. Practice to describe the pictures, using the words: fat, thin, heavy, light, beautiful, big, small, cute, new, old, broken, nice. Stept4. Homework Describe animals. 练习检测 板书设计 课

37、后反思 Unit 2 It s too big for you. 教学目标 : 1. Words and phrase: hard has got have got 2. Sentences: Its for ; Its too big for you. 3. Grammar: Describe objectives. 教学过程： Step1.Warmer and leading 16 (Look at the screen) Can you use it? Review the words and make sentences with them. I you we she he they

38、it me you us her him them it Step2. Words Take out a picture of a coat, and say: I have got a red coat and a blue coat. Point to the picture and: The red one is too big for me, the blue one is too small for me. Have the students make sentences with you, we, she, he, they, it. They can use have got a

39、nd has got .Explain hard is difficult (hard = not easy). What does Lingling want to buy? Step3.Test. Play the tape. Listen and answer the questions (Show ppt) 1. What does Lingling want to buy? 2. What can you see on it? 3. What color does Lingling buy at last? 4. What color does Lingling like? 5. W

40、hy does she change her mind to buy another color? Step4. Practice 1.Show the pictures. Have the students look, say and write. Make sentences with: Its for. Draw it on the board. Then the students write the sentences on their exercise book. 2.Show the ppt. Play the tape. Have the students listen and

41、underline the same pronounce, and then do the AB. Step5.Game: Show many cards of fruit Students guess it. Is it (color or shape)? Step6. Learn to sing. Listen to the tape for several times. Try to sing and do the actions. Step7.Homework：Describe your bag. 练习检测 板书设计 17 课后反思 Module6 Unit1 I went there

42、 last year 一、教学目标： 1. 学习谈论过去的事情： I went there last year. 2. 学习如何描述某地方位： It s in the east/west/south/north. 语言技能目标： 1. 能听懂描述旅游见闻的句子：When did you go to Xinjiang? We went there last year. 2. 描述某地方位的句子： It s in the east/west/south/north. 3. 能够借助过去旅游的照片， 运用本课句型描述一次旅游活动： Last year, I went to Qingdao and v

43、isited my friend. 二、教学重难点： 1. 重点掌握一般过去时态的一般疑问句和特殊疑问句： Did you go with? When did you go to? 2. 谈论旅游见闻。 三、教具准备： 多媒体课件、图片、单词卡片 四、教学过程： （一） 热身导入： 1 、师： Boys and girls! Lets play a game, listen and do the actions. 教师发出指令： Sand up please! Point to the west, point to the east, point to the south, point to

44、the north ( 复习表示方位的词，可以采用分组、男女等各种方式让学生复习。) 2、师： Look！This is a map of China. Where is Xingjiang? Where is Beijing? Where is Shanghai? Where is Hainan? ( 引导学生用“ It s in the of China.”来说句子。 ) （二）呈现新知： 1 、Please talk about your travel. 师：Do you like travelling? Where did you go? What did you do? ( 学习新词

45、： travel ，并板书完整课题，揭示课题。) （三）课文学习： Lingling went to Xinjiang last year. Now lets learn more about Linglings travel. 1. Listen and underline the new words. 2. Listen and answer . When did Lingling go to Xinjiang? Did Lingling go with her mother and father? 18 学生回答并板书答案。 3. Listen and repeat.要求学生听录音并模仿语音语调。 4. Read in groups then act it out. 5. Let s chant. Photos, photos. Lingling has got some photos. China, China. Xingjiang is in the west of China. July, July. She went to Xingjiang in July. Stayed, stayed. They stayed there for a week. （四）巩固练习： 1. Lingli