外研社三年级起点五年级上册英语教案Word下载.docx

1、For examples: 1）.（教师做做饭的动作）学生用英语描述：You cooked yesterday. 2）. （教师做打电脑的动作）You played computer games yesterday.（用一般过去时描述,启发学生回忆以往的语言知识）Step III. Presentation and answer. Who are they?S2: Sam, Lingling and Amy.T: Are Lingling 、Sam and Amy in England or in China?S1: They are in London. I think they are i

2、n a park. Good job.（通过回答问题，学生对课文进行了简单的了解，为下面学习整篇课文做了铺垫） 2. 1）T: When did Amy come back What did Lingling buy in the park Lets read by yourselves and underline the answers. T: When did Sam and Amy and Sam come back?S1: They came back last Sunday.讲解come back （教师站在教室中间向学生发指令）T: Walk to the blackboard.

3、（学生向黑板走去），教师招手并对学生说: Come back.如此几次，学生理解了come back的意思。练习When did you come back? I/ We/ They/ he came back（板书）师问: Where did you go during your summer holiday? When did you come back? 2）T: What did they buy in the park? They bought some ice creams.（教师出示图片，学生明白了ice cream的意思）操练Hi-ice; eat-cream 3）T: Wha

4、t happened after that?S3: Lingling dropped her ice cream.讲解drop （教师拿一本书装做不小心掉在地下） T: Oh. I dropped my book. （告诉学生drop的过去式是dropped）让学生造句。 3. Teacher writes the words on the blackboard. Then read after teacher.（教师通过肢体语言与动作让学生理解了come back drop ice cream等单词的含义,并通过教师领读，学生自读加深了印象） the tape recorder and re

5、ad the dialogue. （学生跟读课文然后以四人为单位分角色朗读，教师评出最佳朗读组） 5. T: Yesterday, they were very busy. Lets say: What did they do yesterday （给学生两分钟准备） What did Sam do yesterday evening? Sam watched TV. He helped his dad. Can you ask questions like me? Yes. What did Amy do yesterday evening?S4: She painted a picture

6、.（这一活动使课堂变得丰富和鲜活起来，鲜艳的图片吸引了学生的注意力，学生根据今天所学内容能够对图片进行问答练习）Step Practice 1.（展示图片）.T: Who is she Yes, its me. On summer vacation my family went to Qingdao .We went there by car. My daughter and I went swimming in the sea. We ate some seafood. At there, we had a good time.（语言最终是为交际服务的,因此在此介入一些真实的活动是很有必要的

7、） 2. Talk about the summer vacation 1） I want to know where did you go on summer vacation. 2） When did you come back? 3） How did you go there? 4） What did you do 5） What did you wear （在大屏幕上出示这些句子，告诉学生在交谈中可以通过这些问题来询问其他同学的暑假生活）Step Homework Say and write: What did your parents or friends do last weeke

8、nd? Writing on Blackboard: Where did you go?When did you come back I/ We/ They/ he came backWhat did you buy/do?I dropped my ice cream.课后反思：热身活动时我设计了复习学过的短语，通过听和做,调动学生的积极性,活跃了气氛，复习了已经学过的动词词组，也为新的学习做好语言知识和情感态度上的准备。接下来的brain storm中学生积极性不是很高，放假回来学生的口语有所下降。最后的拓展环节，学生在刚开始说的时候语言不是很多,但经过提醒后又变得丰富起来，合作的氛围很浓。

9、达到了互动的效果，将课堂推向了一个高潮。有个别较落后的学生虽然语言不多,但也参与了交际活动，教师巡视并给予指导。最后通过同学和老师的提示学生在全班叙述自己的暑期生活，效果不错。只是本节课一小部分同学对dropped的发音没掌握好，我会利用早读的时间加强学生发音练习。Unit 2 Did they buy ice creams?Teaching Procedure： I. Warm-up:1. Greetings. T: Hello, boys and girls. How are you?2. Free talk（复习昨天学的句型） I went to Jiajiayue supermarke

10、t yesterday. When did you go to Jiajiayue supermarket 展开大量练习：When did you have an ice cream When did you have English?When did you go to school?II. Lead-in:1教师说说暑假出行, 以复习学过的动词过去式I came back from Guilin. I went to the Beijing .I bought a hat there. I met an old friend. I had lunch there .I ate an ice

11、 cream.（教师边说边板书动词gowent meet -met have had Buy-bought eatate ）2Read together.III. New-teaching:1. T: We know Lingling is in London. She writes to Daming. Lets look!2Listen and answer. Did Lingling go to the park yesterday（学生边回答，教师边引导理解课文内容）3. Read, ask and answer Who did Lingling, Amy and Sam meet y

12、esterday? What did they buy? How did they go home?4.讲解新知met（meet的过去式），ran（run的过去式），dropped（drop的过去式）: I ate an ice cream yesterday.Did you eat ice cream yesterday S: Yes, I did.6.讲解句子：Did you _yesterday? Yes, I did. No, I didnt.IV. extension（1）Lets listen and repeat.（2）Play a game. T: I watched TV y

13、esterday. What did you do（要求学生必须先描述第一个人说的，然后再说自己。） （3） Listen and repeat.V. Sum-up: Let students conclusion what they have learned.VI. HomeworkActivity bookP5第4题Writing Design:Unit2 Did they buy ice creams?Yes, I did. No, I didnt.这一单元主要是运用动词的过去试描述过去发生的事情。第二单元尽管是对第一单元的复习，可对于下游的同学有点难度。开头我以Free talk作为热

14、身运动，给学生营造一个快乐的英语语言气氛，学生们非常积极的配合，很快进入到学习英语的氛围中了，单词卡片的复习让孩子们的注意力很快就集中起来。传授新知时，通过提问，让学生寻找答案，然后对新知巩固操练，还充分运用眼神、手势、动作、表情等形式来帮助教学，让孩子们在视觉上有了强烈的冲击，并让他们对过去和现在句型的运用有个了解。学习新句型，操练中分全班朗读、小组朗读、男女生朗读，接着，以小组合作学习为前提，同桌（四人小组）之间交流，这样可以给孩子们一个轻松的氛围，做好充分的练习。最后拓展的游戏，给孩子们一个充分展现自己的平台，也能获得学以致用的成就感。最大限度的引起学生的学习兴趣，为学生提供足够的机会用

15、英语进行交流和活动，让学生感受到运用所学英语在课堂上进行交流后产生一种自豪感，心里产生愉悦感。我所教的班有几个学生，在课堂上的表演都十分投入，表演得很好，特别是得到老师的表扬或得到小奖品时，这些学生的心情非常激动。但这节课，我还有一些做得不足的地方，对下游的学生提问的不够多，第二遍听录音提问时没有顾及到下游学生，所以，只有一小部分同学举手，希望自己在今后的教学中，能改正不足之处，虚心向有经验的老师请教，完善自己的教学。Module2 Shopping模块分析：Unit1 Ms Smart带Lingling去超市购买野餐需要的食物。Lingling看着购物清单询问Smart需要多少香蕉和奶酪。同

16、时Smart还询问Lingling是否喜欢这些食物。让学生初步了解在购物时如何用英语询问物品的多少和价格，重点运用： manydo you want?及回答； you like something?来询问某人的喜好。Unit 2 让学生制定购物单，主要练习How muchdo you want（不可数）的句型，学会用英语购物。1.语音方面：主要了解字母u,o,a,字母组合ir,ur,er,ar,在单词中的常见读音，让学生在朗读单词的过程中体会字母及字母组合的发音。2.重点句型：How many/muchdo you want 及其回答Do you like 及其回答3.重点单词：need, f

17、ood, shopping list, cheese, juice, how many/much, kilo, box, bottle4.教学难点：能掌握并熟练运用句型 How many /much.do you want?教学目标一、语言知识目标:1.功能: 谈论购买物品的数量。2.结构、句子: How much/How many do you want?Half a kilo. / One kilo. Six bottles of juice.3.词汇听：能够在句子中听懂单词：cheese, juice, banana, noodle, orange, pear, milk, rice,

18、egg, kilo, box, bottle, picnic, need, food, shopping list, how much/how many, supermarket, what about说: 能够在句子中使用单词或短语：cheese, juice, box, bottle, need, food, shopping list, how much/how many读: 能够认读单词或短语：cheese, juice, box, need, food, shopping list, how much /how many会默写：need, food,shopping list, ch

19、eese, how much, kilo, juice, box, bottle二、语言技能目标1.听：能够听懂用how many和how much询问有关食物数量的表达：How many bananas do you want I want six bananas.How much milk do you want I want six bottles （of milk）.2.说：能够用How many do you want?和How much do you want?询问食物的数量；能够区别回答How many do you want?的提问；能够唱课文歌曲，并能尝试改编歌词。3.读：能

20、够读出课文中含有How many /much do you want?的问句；能够读懂cheese, milk，juice和banana,两类不同名词的含义及复数表达；能够看图读课文。4.写：能够借助图片或实物仿照课文写出有关食物数量的表达：How much milk do you want Five bottles, please.How many bananas do you want Six, please.三、学习策略：在生活实践中学习英语四、文化意识：了解中国、美国、英国和欧盟国家分别使用的货币。五、情感态度：乐于模仿，敢于开口，积极参与课堂的各项组织活动。Unit1 How man

21、y do you want?教学过程：一、Warm up教师播放学生在Module 1中学习的英语歌曲，学生跟录音唱。二、Revision and lead-in利用歌曲，复习上单元中的对话，从而用句型where did you buy it 引出单词supermarket。接着出示不同数量的各种食物（bananas/noodles/apples/oranges/pears/cheese/milk/luice ），用”Do you like”和“how many”/”how much”提问。三、Presentation活动一 Ms smart and Lingling are at the s

22、upermarket now,播放课文VCD, 学生观看并回答以下两个问题：（1）. How many bananas do they want?（2）. How much cheese do they want?2由问题一操练对话：How many do you want Six, please. Do you like bananas Yes ,I do./No, I dont.由于本组对话是学生的已有知识，进行简单操练即可。由问题二引出新单词：cheese, kilo, half a kilo，one kilo of noodles,并利用图片学习新单词。以小组活动的形式重点操练对话：H

23、ow much cheese do you what Half a kilo./ One kilo3.听录音，在每一句话后停顿，学生跟读，模仿录音中的语音、语调。四、Practice1.活动二，学生一人扮演Ms Smart，一人扮演Lingling，教师指两幅图中任意一幅，学生两人表演。提醒学生在表演时要根据对话的内容配以适当动作。叫自愿者到前面表演，教师对学生及时鼓励。2.活动三，教师出示活动中的四个回答，学生读出这四个句子，然后分别找出与这些回答对应的问句。学生两人一组做问答练习，完成后互换角色。五、Consolidation1. 表演购物短剧。教师将各种物品的图片分为食物类，水果类，文具

24、类等分别放在教室不同角落的桌子上，教师找几名同学做售货员，让学生以大排为单位购买。教师给出重点句型：What do you want/Can I help youHow many /much do you want?Do you like bananas Yes ,I do./No, I dont.2.打乱购物顺序，让学生重新排列。学生两人一组完成此项任务。六、Sum up如何谈论购买物品的数量七、Homework听录音，模仿语音语调，熟读课文。Book5 Module3 At the weekendWe visited lots of places.教材分析:本模块的教学内容是At the

25、weekend. 在unit 1对话中，通过Amy 和Daming 打电话，学生们了解了Amy 和Lingling 周末的活动,从而学习如何询问别人或介绍自己周末的活动。教学目标分析：1、语言知识目标 能听、说、认读本课的重点单词、词组：the British Museum, the London Eye, wheel, wonderful, understand, postcard2、语言能力目标能运用What did you do Where did you go 句型询问过去的事情，并能利用动词过去式熟练表达过去所做的事情。3、情感、策略和文化目标 培养学生学习的兴趣，鼓励学生积极合作，

26、养成乐于与人交流的良好习惯，引导学生了解西方的名胜古迹。教学重点、难点重点：继续学习一般过去时：What did you do at the weekend We visited lots of places. Where did you go?We went to the British Museum.难点：掌握本课的新单词及学会询问以及描述过去发生的事情。教学准备简易课件，单词卡片，名胜景观的图片、明信片教学过程Step Free talk Boys and girls. Nice to meet you! Ss: Nice to meet you, too! How are you S:

27、 Im fine, thanks.Step Warm- up1、Sing the song: Where did you go 2、复习动词的过去式。教师以连线的方式考察学生对动词过去式的掌握情况。go send like meet visitsent liked met visited went（设计意图：利用歌谣开始本课教学，可以创设轻松的学习氛围，消除学生的紧张情绪，由歌曲Where did you go引出本课的重点句型，激发学生的兴趣。复习动词的过去式，为后面的教学环节做好铺垫。Step Presentation1、Lead-in（出示图片，放大），T: Whats this Yes, It