外研社三年級起點五年級上冊英語教案

1、module1 londonteaching objectives:1. learn the new words “when, come back, home, finish, hurry up, wait, drop, met, ran” and“when did you come back? /we came back ” “did you?” 2. let students describe what they did by using the past form. 3. let students be friendly to others.teaching key and points

2、：master “when did you come back? we came back” let students describe what they did by using the past form.teaching methods: pair work, task-based language teaching, situational teaching method teaching aids: pictures, cards, tape recorder, computerunit 1 when did you come back?teaching procedure： st

3、ep i. warming-up listen and actt: come to the blackboard! walk back! play football，watch tv，play computer games ，go swimmingss: do actions（通過聽和做,調動學生的積極性,活躍了氣氛，復習了已經學過的動詞詞組，也為新的學習做好語言知識和情感態(tài)度上的準備）step ii. revision 1. guess: what did miss wu do yesterday?（brain storm）t do actions, ss guess and use sen

4、tences describe.for examples: 1).（教師做做飯的動作）學生用英語描述：you cooked yesterday. 2). (教師做打電腦的動作)學生用英語描述：you played computer games yesterday.（用一般過去時描述,啟發(fā)學生回憶以往的語言知識）step iii. presentation 1.listen and answer. who are they?s2: sam, lingling and amy.t: are lingling 、sam and amy in england or in china?s1: they

5、are in london.s2: i think they are in a park.t: good job.(通過回答問題，學生對課文進行了簡單的了解，為下面學習整篇課文做了鋪墊) 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.講解come back (教師

6、站在教室中間向學生發(fā)指令)t: walk to the blackboard. (學生向黑板走去)，教師招手并對學生說: come back.如此幾次，學生理解了come back的意思。練習when did you come back? i/ we/ they/ he came back(板書)師問: where did you go during your summer holiday? when did you come back? 2)t: what did they buy in the park?s2: they bought some ice creams.(教師出示圖片，學生明

7、白了ice cream的意思)操練hi-ice; eat-cream 3)t: what happened after that?s3: lingling dropped her ice cream.講解drop (教師拿一本書裝做不小心掉在地下) t: oh. i dropped my book. （告訴學生drop的過去式是dropped）讓學生造句。 3. teacher writes the words on the blackboard. then read after teacher.(教師通過肢體語言與動作讓學生理解了come back drop ice cream等單詞的含義,

8、并通過教師領讀，學生自讀加深了印象) 4.follow the tape recorder and read the dialogue. （學生跟讀課文然后以四人為單位分角色朗讀，教師評出最佳朗讀組） 5. t: yesterday, they were very busy. lets say: what did they do yesterday? （給學生兩分鐘準備）t: what did sam do yesterday evening?s1: sam watched tv.s2: he helped his dad.t: can you ask questions like me?ss

9、: yes.s3: what did amy do yesterday evening?s4: she painted a picture.（這一活動使課堂變得豐富和鮮活起來，鮮艷的圖片吸引了學生的注意力，學生根據今天所學內容能夠對圖片進行問答練習）step practice 1.（展示圖片）.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

10、seafood. at there, we had a good time.（語言最終是為交際服務的,因此在此介入一些真實的活動是很有必要的） 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? (在大屏幕上出示這些句子，告訴學生在交談中可以通過這些問題來詢問其他同學的暑假生活)ste

11、p homework say and write: what did your parents or friends do last weekend? 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.課后反思：熱身活動時我設計了復習學過的短語，通過聽和做,調動學生的積極性,活躍了氣氛，復習了已經學過的動詞詞組，也為新的學習做好語言知識和情感態(tài)度上的準備。接下來的brain stor

12、m中學生積極性不是很高，放假回來學生的口語有所下降。最后的拓展環(huán)節(jié)，學生在剛開始說的時候語言不是很多,但經過提醒后又變得豐富起來，合作的氛圍很濃。達到了互動的效果，將課堂推向了一個高潮。有個別較落后的學生雖然語言不多,但也參與了交際活動，教師巡視并給予指導。最后通過同學和老師的提示學生在全班敘述自己的暑期生活，效果不錯。只是本節(jié)課一小部分同學對dropped的發(fā)音沒掌握好，我會利用早讀的時間加強學生發(fā)音練習。unit 2 did they buy ice creams?teaching procedure： i. warm-up:1. greetings. t: hello, boys and

13、 girls. how are you?2. free talk(復習昨天學的句型)t: i went to jiajiayue supermarket yesterday. s1: when did you go to jiajiayue supermarket? 展開大量練習：when did you have an ice cream? when did you have english?when did you go to school?ii. lead-in:1教師說說暑假出行, 以復習學過的動詞過去式t:i came back from guilin. i went to the

14、beijing .i bought a hat there. i met an old friend. i had lunch there .i ate an ice cream.(教師邊說邊板書動詞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.t: did lingling go to the park yes

15、terday?(學生邊回答，教師邊引導理解課文內容)3. read, ask and answert: who did lingling, amy and sam meet yesterday? what did they buy? how did they go home?4.講解新知met(meet的過去式)，ran(run的過去式)，dropped(drop的過去式)5.t: i ate an ice cream yesterday.did you eat ice cream yesterday? s: yes, i did.6.講解句子：did you _yesterday? yes,

16、 i did. no, i didnt.iv. extension（1）lets listen and repeat.（2）play a game. t: i watched tv yesterday. what did you do?(要求學生必須先描述第一個人說的，然后再說自己。) (3) listen and repeat.v. sum-up: let students conclusion what they have learned.vi. homeworkactivity bookp5第4題writing design:unit2 did they buy ice creams?d

17、id you _yesterday?yes, i did. no, i didnt.課后反思：這一單元主要是運用動詞的過去試描述過去發(fā)生的事情。第二單元盡管是對第一單元的復習，可對于下游的同學有點難度。開頭我以free talk作為熱身運動，給學生營造一個快樂的英語語言氣氛，學生們非常積極的配合，很快進入到學習英語的氛圍中了，單詞卡片的復習讓孩子們的注意力很快就集中起來。傳授新知時，通過提問，讓學生尋找答案，然后對新知鞏固操練，還充分運用眼神、手勢、動作、表情等形式來幫助教學，讓孩子們在視覺上有了強烈的沖擊，并讓他們對過去和現在句型的運用有個了解。學習新句型，操練中分全班朗讀、小組朗讀、男女生

18、朗讀，接著，以小組合作學習為前提，同桌（四人小組）之間交流，這樣可以給孩子們一個輕松的氛圍，做好充分的練習。最后拓展的游戲，給孩子們一個充分展現自己的平臺，也能獲得學以致用的成就感。最大限度的引起學生的學習興趣，為學生提供足夠的機會用英語進行交流和活動，讓學生感受到運用所學英語在課堂上進行交流后產生一種自豪感，心里產生愉悅感。我所教的班有幾個學生，在課堂上的表演都十分投入，表演得很好，特別是得到老師的表揚或得到小獎品時，這些學生的心情非常激動。但這節(jié)課，我還有一些做得不足的地方，對下游的學生提問的不夠多，第二遍聽錄音提問時沒有顧及到下游學生，所以，只有一小部分同學舉手，希望自己在今后的教學中，

19、能改正不足之處，虛心向有經驗的老師請教，完善自己的教學。module2 shopping模塊分析：unit1 ms smart帶lingling去超市購買野餐需要的食物。lingling看著購物清單詢問smart需要多少香蕉和奶酪。同時smart還詢問lingling是否喜歡這些食物。讓學生初步了解在購物時如何用英語詢問物品的多少和價格，重點運用：1.how manydo you want?及回答；2.do you like something?來詢問某人的喜好。unit 2 讓學生制定購物單，主要練習how muchdo you want?(不可數)的句型，學會用英語購物。1.語音方面：主要

20、了解字母u,o,a,字母組合ir,ur,er,ar,在單詞中的常見讀音，讓學生在朗讀單詞的過程中體會字母及字母組合的發(fā)音。2.重點句型：how many/muchdo you want? 及其回答do you like? 及其回答3.重點單詞：need, food, shopping list, cheese, juice, how many/much, kilo, box, bottle4.教學難點：能掌握并熟練運用句型 how many /much.do you want?教學目標一、語言知識目標:1.功能: 談論購買物品的數量。2.結構、句子: how much/how many do

21、you want?half a kilo. / one kilo. six bottles of juice.3.詞匯聽：能夠在句子中聽懂單詞：cheese, juice, banana, noodle, orange, pear, milk, rice, egg, kilo, box, bottle, picnic, need, food, shopping list, how much/how many, supermarket, what about說: 能夠在句子中使用單詞或短語：cheese, juice, box, bottle, need, food, shopping list

22、, how much/how many讀: 能夠認讀單詞或短語：cheese, juice, box, need, food, shopping list, how much /how many會默寫：need, food,shopping list, cheese, how much, kilo, juice, box, bottle二、語言技能目標1.聽：能夠聽懂用how many和how much詢問有關食物數量的表達：how many bananas do you want? i want six bananas.how much milk do you want? i want si

23、x bottles (of milk).2.說：能夠用how many do you want?和how much do you want?詢問食物的數量；能夠區(qū)別回答how many do you want?和how much do you want?的提問；能夠唱課文歌曲，并能嘗試改編歌詞。3.讀：能夠讀出課文中含有how many /much do you want?的問句；能夠讀懂cheese, milk，juice和banana,兩類不同名詞的含義及復數表達；能夠看圖讀課文。4.寫：能夠借助圖片或實物仿照課文寫出有關食物數量的表達：how much milk do you want?

24、 five bottles, please.how many bananas do you want? six, please.三、學習策略：在生活實踐中學習英語四、文化意識：了解中國、美國、英國和歐盟國家分別使用的貨幣。五、情感態(tài)度：樂于模仿，敢于開口，積極參與課堂的各項組織活動。unit1 how many do you want?教學過程：一、 warm up教師播放學生在module 1中學習的英語歌曲，學生跟錄音唱。二、revision and lead-in利用歌曲，復習上單元中的對話，從而用句型where did you buy it? 引出單詞supermarket。接著出示不

25、同數量的各種食物(bananas/noodles/apples/oranges/pears/cheese/milk/luice )，用”do you like?”和“how many”/”how much”提問。三、presentation活動一1.t: ms smart and lingling are at the supermarket now,播放課文vcd, 學生觀看并回答以下兩個問題：（1）. how many bananas do they want?（2）. how much cheese do they want?2由問題一操練對話：how many do you want?

26、 six, please. do you like bananas? yes ,i do./no, i dont.由于本組對話是學生的已有知識，進行簡單操練即可。由問題二引出新單詞：cheese, kilo, half a kilo，one kilo of noodles,并利用圖片學習新單詞。以小組活動的形式重點操練對話：how much cheese do you what? half a kilo./ one kilo3.聽錄音，在每一句話后停頓，學生跟讀，模仿錄音中的語音、語調。四、practice1.活動二，學生一人扮演ms smart，一人扮演lingling，教師指兩幅圖中任意一

27、幅，學生兩人表演。提醒學生在表演時要根據對話的內容配以適當動作。叫自愿者到前面表演，教師對學生及時鼓勵。2.活動三，教師出示活動中的四個回答，學生讀出這四個句子，然后分別找出與這些回答對應的問句。學生兩人一組做問答練習，完成后互換角色。五、consolidation1. 表演購物短劇。教師將各種物品的圖片分為食物類，水果類，文具類等分別放在教室不同角落的桌子上，教師找?guī)酌瑢W做售貨員，讓學生以大排為單位購買。教師給出重點句型：what do you want？/can i help you？how many /much do you want?do you like bananas? yes

28、,i do./no, i dont.2.打亂購物順序，讓學生重新排列。學生兩人一組完成此項任務。六、sum up如何談論購買物品的數量七、homework聽錄音，模仿語音語調，熟讀課文。課后反思：最后的拓展環(huán)節(jié)，學生在剛開始說的時候語言不是很多,但經過提醒后又變得豐富起來，合作的氛圍很濃。達到了互動的效果，將課堂推向了一個高潮。有個別較落后的學生雖然語言不多,但也參與了交際活動，教師巡視并給予指導。book5 module3 at the weekendwe visited lots of places.教材分析:本模塊的教學內容是at the weekend. 在unit 1對話中，通過am

29、y 和daming 打電話，學生們了解了amy 和lingling 周末的活動,從而學習如何詢問別人或介紹自己周末的活動。教學目標分析：1、語言知識目標 能聽、說、認讀本課的重點單詞、詞組：the british museum, the london eye, wheel, wonderful, understand, postcard2、語言能力目標能運用what did you do? where did you go ?句型詢問過去的事情，并能利用動詞過去式熟練表達過去所做的事情。3、情感、策略和文化目標 培養(yǎng)學生學習的興趣，鼓勵學生積極合作，養(yǎng)成樂于與人交流的良好習慣，引導學生了解西方

30、的名勝古跡。教學重點、難點重點：繼續(xù)學習一般過去時：what did you do at the weekend? we visited lots of places. where did you go?we went to the british museum.難點：掌握本課的新單詞及學會詢問以及描述過去發(fā)生的事情。教學準備簡易課件，單詞卡片，名勝景觀的圖片、明信片教學過程step free talkt: boys and girls. nice to meet you! ss: nice to meet you, too!t: how are you? s: im fine, thanks

31、.step warm- up1、sing the song: where did you go? 2、復習動詞的過去式。教師以連線的方式考察學生對動詞過去式的掌握情況。go send like meet visitsent liked met visited went(設計意圖：利用歌謠開始本課教學，可以創(chuàng)設輕松的學習氛圍，消除學生的緊張情緒，由歌曲where did you go?引出本課的重點句型，激發(fā)學生的興趣。復習動詞的過去式，為后面的教學環(huán)節(jié)做好鋪墊。)step presentation1、 lead-in(出示圖片，放大)，t: whats this? yes, its a pos

32、tcard. my friend sent me. its about london. do you know about london? here are many beautiful places , lets look.teach “the british museum”and “the london eye”(老師點擊課件，出示大英博物館和倫敦眼的圖片)學習并描述這個地方。并且引出“its wonderful.”句型。在描述倫敦眼的過程中給學生演示一下wheel的形象.t: its a big wheel. its wonderful.另外，課件展示the great wall, th

33、e huanghe rever ,啟發(fā)學生說出the great wall is wonderful. the huanghe rever is wonderful,too. 在學習完各個景點后然后提問學生我們剛剛去過哪些地方，幫助學生用“we went to”來回答問題. 2.practice: 教師準備一些風景名勝的圖片，貼在教室的黑板上。如 “the great wall, mt tai, the summer palace.” 請兩個學生上臺活動，一個學生問 “where did you go?” 另一學生站在不同圖片前回答 “i went to the ”t: amy and lin

34、gling are in london now. do you want to know something about them? ok, lets listen .step. listen and answer（1） listen to the tape , then answer the questions: what did amy and lingling do at the weekend? where did they go? what did lingling like best？under line the answer.（2）look at your books and l

35、isten and repeat.( 要求學生畫出文中動詞過去式并將原形寫在單詞的旁邊)(3) listen to the first part of the text and find out “what did amy and lingling do at the weekend? ”they visited lots of places. what are they? read the read the second part of the text and circle.(4) read the second part of the text and underline the wh

36、sentences ,then ask some students to write the words on the blackboard, then find out the answer.eg. where did they go? whats the london eye?(5). ask the students to ask more questions like this.such as: what did the visit?what did they send daming?(6).read the third period and answer?did ling like

37、the london eye?what did lingling like best?（7）practiceread the dialog in role, then ask some students to act the dialog in the front. (8) read the whole text and then complete.amy, lingling and sam _lots of places at the weekend. they _to the british museum. they _ big ben and the london eye. amy _

38、daming a postcard. lingling _the bus ride best.ask the students to try to retell the text like this in groups.step v. make a survey, practice in groups. t:linglings weekend is nice. what about you? talk about your weekend in groups，and then write them down. 四人一組，以小組為單位對上周末的活動進行調查。根據調查的信息寫成小短文。my wee

39、kend namewhere did you go?what did you do?step vi. sing a new song（課件）where did you go?where did you go? what did you do? what did you buy in london?i went to the british musume. i visited lots of places(the london eye).i didnt buy anything at all, but i had a wonderful weekend!step vii. summary.ste

40、p viii. omework1、聽課文錄音，熟讀課文.2、給自己的朋友或筆友寫一封信，將自己在周末所做的事情用英語寫下來，與朋友一同分享。課后反思：四人一組，以小組為單位對上周末的活動進行調查。根據調查的信息寫成小短文。在小組成員互相問答的過程中，學生有機會用英語進行交流，讓英語真正運用于生活，使學生獲得了輸出的喜悅與自豪，讓他們寫成小短文，以此訓練他們的寫作能力。unit 2 what did daming do?教學內容：復習unit 1.學習unit 2教學過程：step1：greeting and revision師生之間相互問好.mime the story教師挑選兩個學生上臺進行

41、課文表演或將全班分成兩大組，分別扮演daming和amy.另外可以采用提問的方法來引導學生復習上節(jié)課學習的內容，同時注意強調學生在回答問題的時候要使用動詞的過去式。t：now，lets mime the story of unit1. who wants toact as amy? who wants to act as daming?t: this group acts as amy. that group acts asdaming.(all the boys act as daming. all the girlsact as amy.) please pay more attentio

42、n to yourpronunciation.step2：lead in（1）教師在課件上展示長城的圖片，詢問學生這是哪里？并提問搜集有關長城的資料的同學，讓他們盡量使用英語來介紹自己所搜集到的資料。t: last night，i had a dream. in my dream i went tothe great wall.it was very beautiful. and i met daming and hisfather. we werevery happy.t: do you know the place in the picture? have youbeen there? a

43、nyone can give me some informationabout it?ss: (學生介紹搜集的關于長城的資料)step3：learn unit2（1） listen to the tape,and guess the meaning ofthe text.（2）listen again and repeat the text.(要求學生畫出文中動詞過去式并將原形寫在單詞的旁邊)（3） read and answer.(讓學生自由朗讀課文，并在文中找出活動2問題的答案，教師挑選同學來回答問題)who went to the great wall?when did they go?

44、how did they go?what did they do?what did daming do?step4：practice通過課文的學習，讓學生們完成活動3.讓學生們相互提問，并挑選學生來回答問題。設計意圖將所學知識拓展運用到生活中，培養(yǎng)學生的語用意識，在用中學，學中用。突破unit2小短文的方法：（1）聽并圈出動詞的過去式 went walked were took .（2）自讀，找出第二部分的問題的答案。（說一說）（3）歸納問題的答案.（寫一寫）（4）補全短文daming and his father _ to the great wall atthe weekend. it i

45、s very old and _. they_thereat ten oclock in the morning. they went by_tobadaling. then they_for one hour. there_lotsof people. they_photos of the mountains. daming_a photo of his father.（5）改寫短文，描述學生暑期期間參觀名勝古跡的經歷。_went to the _in the summer holiday.it isvery_and _.we/i went there at_oclockin the_.we

46、 /i went there by_.thenwe_.there were lots of_and_.we/i tookphotos of the_.(4、5部分在課堂完成，全班同學集體完成)homework：板書設計：module3 unit2what did daming do?1. who went to the great wall?2. when did they go?3. how did they go?4. what did they do?5. what did daming do?mime the story課后反思：教師挑選兩個學生上臺進行課文表演或將全班分成兩大組，分別

47、扮演daming和amy.另外可以采用提問的方法來引導學生復習上節(jié)課學習的內容，同時注意強調學生在回答問題的時候要使用動詞的過去式。這個環(huán)節(jié)既能對作業(yè)內容的檢測，也是學生將所學課文情景交際化運動的好機會。在表演過程當中盡量不要打斷學生的對話，有錯誤的發(fā)音出老師可以記下來，在稍后點出來并對全班強調。這樣可以糾正錯誤，又不打擊學生表演的積極性。module4unit 1 its mine! teaching aims:1. learn how to express the possession of the things;2. learn some new sentences:its mine/

48、yours/ his/ hers.3. use the sentences above freely.teaching focus and difficulties: aim 2 and 3teaching new words: mine, yours, argue, matter, wear, hers, his, line, cleanteaching aids: tape recorder , cards and something (pen , book ect.)teaching steps: step warmer : listen and do. stand up! sit do

49、wn! point to my nose. point to your nose.point to my mouth. point to your mouth. then the teacher can ask a boy and a girl to go front and do together. point to his nose . point to her nose. step leading and teaching1. put one thing (a ball, a pen, ect.) on the floor before this english class. i pic

50、k it up and ask “ whose pen is it?” “ is it yours?”(go to one of the students) leading the students to say “its yours.” the teacher can say its mine. teaching the new words “mine, yours”. practise it in pairs. then showing.s: its mine. it isnt yours. its yours. 2. the teacher can point to a book of

51、a boy or a girl then say “its his or hers.” showing the things of ms smart , daming, sam, or lingling. let the students look and guess. t: whats this ? whose t-shirt is it? s: its a t-shirt. its linglings. its hers.practise it in four then show.s: its mine. its his. its hers. step teaching the new w

52、ordswear: i can do the action. let the students guess. (if the time is impossible i can let the students look at the picture and guess.)clean: i make one of my hand dirty. let the students know .line: i ask the student to look at the line in my hand and teach them.argue and matter: i show a picture

53、of arguing and ask the students to guess what are they doing . tell the students amy and sam are arguing too. whats the matter? step learning text.1. listen and circle the new words.2. listen and answer the questions:did ms smart wash linglings t-shirt?is linglings t-shirt clean?3. listen and repeat

54、.step lost and foundhanding out some things made by cards. then tell them to write their names behind them. handing in them .t: whose banana is it?s1: its mine. s2: it isnt yours. its mine.t: who can guess?s3: i think its s. its his/hers.step learning an english song.whose book is it? whose book is it? it is mine/his. it is mine/his. whose book is it? whose book is it? it is yours/hers. it is yours/hers.課后反思：本節(jié)課一小部分同學對名詞性物主代詞運用沒掌握好，我會利用早讀的時間加強練習。module 5 in classunit 1 there are enough!教學重點： word