陕旅版小学英语五年级下册全册教案.docx
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陕旅版小学英语五年级下册全册教案.docx
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陕旅版小学英语五年级下册全册教案
陕旅版小学英语五年级下册全册教案
Unit1HowAreYouFeelingNow《PartA》·······························3
Unit1HowAreYouFeelingNow《PartC》··························10
Unit1HowAreYouFeelingNow(通用)····························13
Unit2SpringIsComing!
《PartA》··································18
Unit2SpringIsComing!
《PartB》··································22
Unit2SpringIsComing!
《PartC》··································25
Unit2SpringIsComing!
(通用)·····································29
Unit3SpringBeginsFromMarch《PartA》···························32
Unit3SpringBeginsFromMarch《PartB》···························36
Unit3SpringBeginsFromMarch《PartC》···························43
Unit4HeLivesinaVillage《PartA》······························46
Unit4HeLivesinaVillage《PartB》······························50
Unit4HeLivesinaVillage《PartC》······························53
Unit5What’stheWeatherlikeToday《PartA》··················58
Unit5What’stheWeatherlikeToday《PartB》··················61
Unit6MyHoliday《PartA》·············································66
Unit6MyHoliday《PartB》·············································69
Unit6MyHoliday《PartC》··············································72
Unit6MyHoliday(通用)··············································76
Unit7IHaveaHeadache《PartA》··································79
Unit7IHaveaHeadache《PartB》··································83
Unit8HaveaGoodHabit!
《PartA》··································90
Unit8HaveaGoodHabit!
《PartB》··································97
Unit8HaveaGoodHabit!
《PartC》··································100
Unit1HowAreYouFeelingNow?
《PartA》
1教学目标
(一)语言知识目标:
能听、说、读、写有关表情的词汇:
feelhappy,feelsad,feelangry,feeltired,goouttoplay,makeasnowman.
(二)语言技能目标:
1.学生能够根据指令做动作。
2.根据图片、动作和情境说出词汇。
3.在图文或场景下进行简单的英语交流和表演。
(三)情感态度目标:
通过本课学习使学生有兴趣听、说英语、背歌谣、参与游戏,勇于开口、乐于模仿。
教育学生管理好自己的情绪,保持心情愉快,并养成乐观积极向上的习惯。
2学情分析
本课的教学对象是五年级的学生,大部分学生对英语兴趣浓厚,乐于参与各种英语活动,他们有一定的词汇量,能用英语进行简单交流。
本节课的主要任务是让学生学会在情景中运用四个词汇并能进行简单交流,与学生的生活紧密联系,部分学生存在发音的问题,需正确指导和及时纠正。
3教学重难点
重点:
feelhappy,feelsad,feelangry,feeltired,goouttoplay,makeasnowman的拼读与书写。
难点:
feelhappy,feelsad,feelangry,feeltired,goouttoplay,makeasnowman在句型中的熟练运用。
4教学过程
4.1第一课时Step1课前热身(Warm-up)。
1.简单问候,唱英语歌曲The more we get together. 【设计意图】教师通过和学生演唱歌曲,即可以调动学生学习兴趣,也可以活跃气氛。
2.愉快的歌曲引入朋友话题,朋友们在一起唱歌跳舞,无比快乐。
老师今天很高兴去拜访朋友猫咪,ppt展示猫咪带领大家一起去。
【设计意图】歌词引出朋友话题,朋友们在一起快乐无比,及时引导学生说出feel happy, 为将要学习的新词汇埋下伏笔。
Step2呈现新知与操练(Presentation and practice)
1.引导学生仔细观察猫的外貌特征,小猫看见一条鱼快乐无比,ppt出示高兴图片教授并板书词汇feel happy,并双手放在嘴巴上大声笑着喊出happy, happy,哈哈哈。
老师提问:
How is Mimi feeling now 学生回答:
Mimi is feeling happy now,并唱出韵律:
Fish long ,fish big. Fish yummy, fish sweet. Fish , fish, I love you . Fish , fish, I love to eat.
2.用ppt点击空盘子,当小猫想吃这条鱼时鱼时鱼却不见了,小猫伤心的哭起来,ppt出示伤心图片教授并板书词汇feel sad, 并双手放在眼睛上擦眼泪大声哭着喊出sad, sad,呜呜呜。
老师提问:
How is Mimi feeling now 老师提问:
How is Mimi feeling now 学生回答:
Mimi is feeling sad now.
3. 正当小猫伤心之时,突然他看见一只肚子圆鼓鼓的老鼠,原来是这只老鼠吃了鱼,ppt出示生气图片教授并板书词汇feel angry, 并双手插腰生气地大声喊出angry, angry,哼哼哼。
老师提问:
How is Mimi Mimi feeling now?
学生回答:
Mimi is feeling angry now.
4. 小猫想去抓住这只老鼠,他追着老鼠跑啊跑,但是老鼠跑的无影无踪,ppt出示猫咪累的趴在地上休息一下的图片,教授并板书词汇feel tired, 并双手下垂喘着气大声喊出tired, tired,呼呼呼。
老师提问:
How is Mimi feeling now?
学生回答:
Mimi is feeling tired now.
5. 小猫又累又生气,跑不动了就趴在地上休息一下,此时外面传出声音,拓展词汇feel scared, ppt出示他向窗外望去,外面下着大雪,他的朋友小狗汪汪在堆雪人,小猫咪也想出去玩,出示go out to play, make a snowman并书写板书,想出去玩堆雪人的学生跟在老师身后站一排边跑边重复We want to go out to play and make a snowman.
6.打开课本进入第2页,播放点读机,先让学生完整听2遍录音,再让学生跟读2遍,之后齐声拼读单词。
齐读的同时,请学生把词汇的卡片贴在黑板上板书的相应的词汇处。
之后,两个学生共用一本书,请一位学生随意点击点读机词汇,看谁指读得又对又快。
四个学生共用一本书,看谁指读得又对又快。
【设计意图】充分利用个各种快乐游戏,板书四会词汇并进行教学。
采用的教学方法如下:
feel happy:
四个大组拼读接龙法(四个大组拼读比赛,第一大组学生全部起立大声朗读feel happy后坐下,第二大组快速站起大声朗读feel happy后坐下,依次接龙为第三组和第四组,声音洪亮的组就前进一格夺红旗) 。
feel sad:
八个竖排拼读接龙法(请第一竖列同学起立大声朗读feel sad后坐下,第二竖列同学快速站起大声朗读feel sad后坐下,依次为第三竖列至第八竖列,声音洪亮的组就前进一格夺红旗)。
feel angry:
同桌两人同时拼读法(老师先叫一组同桌两人同时大声朗读feel angry,声音洪亮速度快的学生先抢凳子坐下,依次是后面同桌两人,每次表演一组同桌,老师及时表扬表现好的同学。
)feel tired:
运用开火车法(请学生依次站起来做出累的样子并说I am feeling tired now.看哪位学生做的好也说得好,并给学生所在的组前进一格夺红旗)。
go out to play, make a snowman:
游戏法(学生跟在老师身后站在一起,又蹦又跳,边跑边重复We want to go out to play and make a snowman.)
Step3巩固拓展(Consolidation and extention)。
1.趣味操练:
贴在黑板上的单词卡片,启发学生升降调读法。
1)跟读游戏(老师指着其他词教读feel happy,学生跟读,但当指着真正的feel happy时,学生大声读并迅速起立。
然后再换成其他单词。
) 2)地雷游戏(老师在单词卡feel sad上放一个警示标记,指向其他单词时学生要大声读,指向feel sad时允许老师读学生不能读,谁读出声音,全班同学伸出双手齐声喊one two three, bomb.再换成其他单词操练。
)
3)砸地鼠游戏(请几位学生摘下黑板上的单词卡,在教室前面站成一行,把卡片放在头顶用双手扶着,老师发出口令feel angry,头顶feel angry的同学就要大声说I am feeling angry now并下蹲一次。
下蹲的学生要和老师口令一致,哪个学生错了,老师就用很搞笑的地鼠锤砸他一次并淘汰出局,剩余学生继续比赛,获胜者给其相应的组前进一格夺红旗。
)
2.你来表演我来猜。
请学生上台做高兴,伤心,生气,累,出去玩,堆雪人的动作,另两个学生一问一答,并给猜对学生所在的组前进一格夺红旗。
)
3.点击ppt,显示练习题:
根据图画补全句子。
4.展示白雪公主和七个小矮人、唐僧师徒四人、灰姑娘的ppt,用How is……feeling now …is feeling ……描述图画场景。
5.展示苹果树,树上结着标有1-5数字的苹果,请学生依次选择自己喜欢的数字苹果并摘下来,用背面的词汇连成一句话并画出图画,学生依次上台展示连成句子,父亲,母亲,弟弟,小猫和我一家人其乐融融,引出本节的情感态度, 教育学生管理好自己的情绪,保持心情愉快,养成乐观积极向上的习惯:
Mother is cooking .She is feeling happy. Father is reading . He is feeling tired. Brother is playing . He is feeling happy. Mimi is sleeping .He is feeling shy. I am eating . I am feeling hungry. 5.点击ppt,快速播放chant并演唱:
1)How are you feeling everywhere How are you feeling everywhere We are happy everywhere. We are happy everywhere. Hello , happy ,everywhere.( one ,two ,three, four) 2)I love apples. Because they are yummy. I love dogs. Because they are lovely. I love flowers . Because they are beautiful. I love friends . Because we are happy. ( one ,two ,three, four) 3)We need to keep happy everyday. To keep the doctor away. Listen to the music and watch TV . Make some friends and go out to play. 【设计意图】语言学习需要在理解的基础上识别、记忆和尝试模仿,才能准确体会语言的内涵和所表达的感情。
通过开展多种形式的语言交际性活动,让学生在真实的情境中理解单词运用句型。
Step4、课堂小结(Summary)
1.你会听,说,读,写下面这些单词吗:
feel happy, feel sad, feel angry, feel tired ,go out to play, make a snowman.
2.你会正确运用这个句型吗?
A:
How are you feeling now B:
I am feeling …….
3.评价今天的超级明星。
Step5 家庭作业 1)Page2,listen,read ,recite and write the words for 4 times.(课本第2 页词汇听,读,背并抄写四遍。
) 2)Find more feelings.(搜集更多表情的单词,可以选做。
)
Unit1HowAreYouFeelingNow?
《PartC》
1教学目标
1.学习重点句型Itmakesme/her/him/them/us...
2.能正确、流利朗读课文
3.能体会他人情绪,体谅父母及身边人。
2重点难点
教学重点:
能熟练掌握句型:
Itmakesme/her/him/them/us...
Areyoutried/Ishesad?
教学难点:
对所学句型的灵活应用
3教学过程
3.1.1教学活动
活动1【导入】step1 leading in
1.Askandanswer 课件出示图片,师生问答:
T:
Lookatthepicture.Howisshefeeling?
S1:
Sheisfeelinghappy.
T:
Year,maybe.
S2:
Sheisfeelingtired.
T:
Yes,sheiscookingandmaybesheisfeelingtired.Ourmomanddaddomanythingsforuseveryday.Solet'ssay"Iloveyou,momanddad."
T:
Sowhatshouldwe?
Weshouldstudyhardandhelpthemdomorehousework.(边出示课件边引导生理解)
活动2【讲授】step2 presentation
1.Listenanddo
(1)Sslookatthepitcureinthetextandthenlistentothetapeandknowthemainidea.
(2)Listenagainandtrytoanswerthefollowingquestions:
Wahtdoeshedoforhismom?
2.Learnthetext.
alittle 一点点,可修饰不可数名词和形容词 e.g.一点点时间 aliitletime
Youareagoodboy.你真是个好孩子。
3.Listentothesecondtextandanswer:
WhyisMissWhiteangry?
WhatisMissWhitedoing?
4.Learnthetext.
Colinislateagain.Thismakesher veryangry. make:
“使人………”“sth.makessb.+形容词”表示“某事使某人感到…….
SoMissWhiteistellinghimtocome toschoolontimeandnottobelate again.所以怀特老师正在告诉他按时到校,不要再迟到。
活动3【活动】step 3 consolidation
1.Readafterthetape.
2.Workinpairstoreadthetext.
活动4【练习】step4 Practice
1.Talkingroups.
A:
Ilike……..Itmakesmehappy.
B:
Idon’tlike……..Itmakesmesad/angry/tired.
2.Lookandwrite
(1)Mom________________________________
(2)Theboys________________________________
(3)Themusic________________________________
(4)Theboy________________________________
3.Checktheanswers.
活动5【作业】step 5
1.Recitethetext.
2.Exercise
《Unit1HowAreYouFeelingNow?
(通用)》
1教学目标
1知识与技能:
(1).能听、说、读、写有关情感的词汇feelhappy,feelsad,feeltiredandfeelangry及短语goouttoplay,makeasnowman.
(2).能灵活运用以上单词说话,并能使用句型Howareyoufeelingnow?
I’mfeeling...询问对方的情感和正确表述自己的情感。
2过程与方法:
采取快乐学习法,肢体动作展示法和多媒体课件辅助教学法,引导学生快乐学习,自主探究。
3情感态度目标:
增强学生自主探究意识,培养学习兴趣,体验学习快乐,树立学习信心。
2学情分析
采取情景说唱的形式感知句型,再通过肢体动作表情边演边学说和听录音学词,在朗读训练的过程中将词融于句中自然感知和应用,并进一步巩固新句型,再利用书空词卡、猜谜游戏、歌谣等形式掌握教学重点,突破难点。
3重点难点
1重点:
(1)词汇:
feelhappy,feelsad,feeltiredandfeelangry.
(2)句型;How
areyoufeelingnow?
I’mfeeling...
2难点:
灵活运用以上单词。
4教学过程
4.1.1教学活动
活动1【活动】教学过程
五TeachingSteps
Step1:
LeadingIn
A.Greeting:
“Hello!
”“Nicetoseeyou..”
B.Guideintothenewlesson.歌曲欣赏导入新课。
T:
DoyoulikeEnglishsongs?
S:
Yes.T:
Let’slistentomusic.S:
OK.T:
Boysandgirls,I’mfeelinghappynow.Areyouhappy?
S:
Yes,I’mveryhappy..T:
Ifyouarehappyandshowmeahappylook.Andspeaklouder“I’mfeeling...”,并板书句子要求大声朗读,再对话交流出示课题Unit1Howareyoufeelingnow?
Step2:
NewContents.
A.Let’ssingtogether.师生以唱歌的形式学习Howareyoufeelingnow?
I’mfeelinghappy句型,并通过师生、生生对话交流巩固新句型。
B.Learntosaythenewwords.学习词汇:
feelhappy,feelsad,feeltiredandfeelangry.
(b1)Lookatme,doandsay.让学生观察老师表情,并要求学生和老师一起边做动作边说词,并将词融于句子练习。
T:
Dearclass,wehavedifferentfeeleveryday.Sometimeswefeelhappyorsad.Sometimeswefeeltiredorexcited…ButIhopewefeelhappyallthetimeinourclass.Boysandgirls,pleaseshowmeahappylookandsaytogether.边表演边说词。
例:
happy,happy,feelhappy,Ifeelhappy.I’mfeelinghappy.(b2)Listen,lookandrepeat.听音看词并跟读两遍。
强调feel的发音并释义。
(b3)Readthecardsandspellthem.Later,askandanswer.认读词卡并集体拼写和书空。
之后,再借助磁卡师生对话训练巩固词汇和句型。
(b4)Let’slearnmore.学习更多词汇goouttoplayandmakeasnowman.a.利用图画和情景设置帮助学生理解词意.b.引导学生根据句子提示Let’s...Wecan...进行说话训练。
Step3:
Let’spractice.
A.Guessinggame.猜谜游戏,巩固词汇和句型。
要求六位学生看黑板以动作的形式表演出本节课所学的词汇,再由下面的学生通过动作来猜词,当猜对时,
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