译林版五年级英语unit5下册教案.docx

1、译林版五年级英语unit5下册教案译林版五年级英语unit5下册教案 译林版五年级英语unit5下册教案1教学内容：1、 词汇：shape circle square diamond rectangletriangle star heart.2、 句型(1)What shape is the?Its a/an?(2)Show us how to?教学目标：1、知识目标：能听懂、会说、会读单词shape circle square diamond rectangle triangle star ，并学会询问他人各种图形及其回答的句型。2、能力目标：能运用所学句型与他人交流。3、情感目标：在活动中

2、培养学生的学习兴趣。教学重点：1、认读、拼写和运用表示各类图形的词汇。2、运用所学词汇及句型谈论或介绍自己的卧室。教学难点：1、能正确运用表示图形的词汇。2、能用一段话介绍自己的卧室。教具准备：准备各种类型的三角形图片数张。教学过程：Step1 Free talkT: Good morning/afternoon, boys and girls. Ss: Good morning/afternoon, Miss Yuan.T: First, lets play a game, I say you do. Touch your head/ eyes/ mouth/ back/ foot/ hea

3、rt.设计意图：利用游戏的方式开始新课，为学生营造轻松、愉快的学习氛围，消除紧张情绪，让学生很快进入英语学习的状态，并且自然导入新课。Step2 Presentation and practice1、教学单词：heart shape star(1)师生对话，引出单词heartT: Boys and girls, look! My heart is here,(教师作手势)，can you tell me wheres your heart?S1(模仿老师说)： My heart is here.?(2)T: What shape is your heart? Its a heart. 解释：h

4、eart几可以指心，也可以指心形。教授shape，由grape的发音引出shape的发音，知道学生读。 T: Show us how to a heart.教师解释设计意图：虽然heart不困难，从heart导入对图形的学习，将所学知识和实际生活联系，使英语学习情境化，生活化。(3)Show some words: to read it) 请部分同学读单词。T: We can see many stars in the sky in the evening. Can you guess what does “star” mean? Ss: (思考作答)星星。T: What shape is t

5、he star?S:(试着回答) Its a star.解释：star 既可以指星星，也可以指星形。T：Where can we see stars?S1: We can se stars in the sky.S2: We can see stars in our exercise books.?T: Show us how to draw a star.(请一位同学上黑板) 设计意图：由语音引入，利用谜语引导学生自主说出相关单词及句型，并能从生活中寻找图形。这一步骤旨在培养学生自主探究的学习能力，并让学生体验学习成功的喜悦。2、教学单词：triangle rectangle square

6、diamond.(1)出示自制小三角形T: Boys and girls, what shape is it? Its a triangle.(教学triangle)。 In our life, what is triangle? S1: My ruler is triangle.S2: The sandwich is triangle.?T: Ill show you how to draw atriangle.(在刚才画的基础上再画一个三角形)(2)出示两张三角形T: What shapes are they? Ss: Theyre triangles.T: Look, Two trian

7、gles can be a rectangle.(图形拼成一) 教授 diamond square(教学的同时补充diamond意思，并在右图补充完整。让学生利用自制的图形操练所学句型。)设计意图：利用拼凑的方法呈现这四个单词，让学生在感观上能清楚认识各种图形，同时，学生在操练时能自己自由拼凑，培养了学生的动手能力和语言表达能力，激发了学生用英语交流的兴趣，也让学生在操练时有话可说，有话能说，避免了枯燥的操练。3、 教学单词circleT: (利用简笔画，边说边画圈)：Look! This is Helens house. Helen is at home. Do you know what

8、is Helen doing?Ss: She is cooking.T：Very good. We can guess from three circles. 教学单词circle设计意图：通过学生感兴趣的简笔画直观呈现圆，符合 学生认知水平与特点。4、Introduce the shapes in your bedroom.教师提供一模板This is my bedroom. Look! I have a clock. Its red. Its a ?I have a desk. Its ? Its a ?There are some balls. Theyre ?(斜体字可替换)设计意图：

9、通过描述自己的卧室，既可以对学生这节课学习的情况进行检查，还可以通过语段输出的训练，培养学生的英语口头表达能力。译林版五年级英语unit5下册教案21.能看图识词。2.在图片的帮助下听懂和读懂简单的小故事。3.能学唱简单的英语儿童歌曲。4.能做简单的角色表演。5.在学习中乐于模仿，敢于表达，对英语具有一定的感知能力。教材解读本单元谈论的是看病时的一些日常用语，文本内容围绕Su Hai和 Mike两个重点人物展开，通过医生与病人的对话展示了病人看病的过程。可以将文本的学习分为两个部分：第一部分，可以让老师带领学生学习Su Hai的看病过程。通过问题引领，帮助学生掌握文本细节，并让学生在生动的朗读

10、表演中感悟语言。第二部分，可以让学生自主学习Mike 的看病过程。明确两个学习任务：自学生词并圈出来;朗读课文，找到问题的答案。可以让学生联系Su Hai的看病过程自主提出问题并解决问题，体现学生的学习主体地位。学情分析在四年级的七、八单元里，我们就已经接触过了相关于感觉累和疾病类的词汇和相关句型，如ill、hot、cold、fever、cough、headache等词汇和句型Are you ?Do you have a ?学习目标1.让学生理解本单元Storytime整个故事内容。2.让学生能听、说、读、写以下词汇: check,dentist,anything,bedtime,brush

11、ones teeth, drink water,eat sweets, have a rest, take medicine,fever, headache, toothache.3.让学生能朗读和表演整个故事内容。4.使学生在实际生活中能正确运用以下一些句型: Whats wrong with.? . Have/has a . What should .do? Why does/do .have a.?评价任务1.任务一：检测目标1和2。根据听读故事，学生会朗读单词和句型。2.任务二：检测目标3。根据板书表演故事。3.任务三：检测目标3。阅读故事完成划线和排顺序的任务。教学板块教学过程板块1

12、：Warming-up1.Sing a song Body song2.Brainstorm some parts of our body. Head, arm, leg.3.If one part of our body feels hurt, we can say .acheeg: headache, toothache, earache.板块2：Pre-taskStep2：Presentation of the whole story.1.Show two pictures of Su Hai and Mike. They both fell unwell, so they are se

13、eing the doctor. Lead in the title.2.Watch the whole story and answer the following question:Whats wrong with Su Hai? She has a .Whats wrong with Mike? He has a . (Answer with .have/has a .)板块3：Task1.Watch Part 1.2.Fill in two questions: Why? What.do?Why does she have a headache?What should she do?3

14、.Read and discuss about the two questionsBecause she has a fever.She should have a rest, take some medicine and drink some warm water.4.Encourage students to fill the blanks about think and write .5.Lets repeat.(pay attention to check)6.Read in 2 students. Teacher checks their reading.板块4：Posttask1.

15、 Lead in.T：Here is a story of Mike. He has a toothache. I want to know two questions about his toothache. Can you guess the two questions?Why does he have a toothache?What should he do?2.Read and find the answer.a.Read and circle. Read in your groups. Circle some new words. Help each other understan

16、d new words if you know them.(Teach anything, bedtime)b.Find the answers. Find the answers of questions again on the book.Because he eats a lot of sweets.He should brush his teeth in the morning and before bedtime. He shouldnt eat too many sweets.3. Encourage students to discuss and fill the blanks

17、by themselves.4. Lets repeat.Step5: Performance1. Read the whole passage with the cartoon.2. (4 students a group) Act the whole dialogue.3. Ask the students come to the front and act it out.Step6: Practice and consolidation1. Mr Green and Liu Tao are talking about something. Lets see.Role play as Mr

18、 Green and Liu Tao.Whats wrong with.? He/She has a .Why does . have a .?What should .do?( Pay attention to more suggestions )2. Talk about more people with different aches in the hospital.Whats wrong with.? I .Why does . have a .?What should .do?(Encourage doctor to give more suggestions)Step7: Home

19、work板书设计Unit4 Seeing the doctorStory time相关图片Whats wrong with.? He/She has a .Why does . have a .?What should .do?译林版五年级英语unit5下册教案3一、 知识目标：1、 使学生掌握单词的认知，发音以及运用。有melon,lemon,apple, pear, banana, peach, orange。2、 除了课文中的水果，我还增加了一些常见水果。有strawberry, pineapple。二、 能力目标：1、 能运用新单词进行简单交际。2、 能听说读画所学水果。三、 情感态度

20、目标：通过“感知、体验、实践、参与、合作”的学习方式，培养学生动口、动手、动脑的能力，让学生在各种活动中体验学习英语的乐趣，调动其学习兴趣。学习策略目标：通过小组学习使学生认识到自己与小组，他人与小组，自己与他人，小组与小组的关系。培养学生自主学习的意识，集体主义观念和竞争意识。重点难点：低年级学生接触英语还比较少，因此如何发音准确困难比较大。针对这个问题，在课堂上我要求学生看着我的嘴形来学习发音，并且刚开始教时做到发音缓慢清晰。所以本课的重点难点就是单词的发音。接下来我将对本节课的教法和学法进行阐述：一、以任务型教学为纲，结合“TPR”教学。本节课我设计的任务是介绍给其他同学水果的名称。我把全班分成五个人一组的小组。每组同学的知识水平和性别各有参差。这样有助于学优生帮助学困生和男女同学平等相待增进友谊。在任务驱动型学习法过程中保证每位同学都参与进来，培养学生的团队精神和竞争意识。“TPR”教学法贯彻全课程以增加学生的学习兴趣，培养学生综合运用英语的能力。首先通过表演唱歌曲Good morning!创造英语课堂氛围,然后用实物认单词apple, melon展示单词物品，指出单词，然后认单词。这一系列活动既激发学生的学习兴趣又培养了他们英语的运用能力。