1、北京版小学英语五年级上册全册教案目录Unit1 Which do you like better ？lesson13Unit1 Which do you like better ？lesson213Unit1 Which do you like better ？lesson318Unit1 Which do you like better ？lesson420Unit2 Can I use your compute？r lesson623Unit3 Can you tell me mid-autum festivallesson927Unit3 Can you tell me mid-autu
2、m festivallesson1040Unit3 Can you tell me mid-autum festivallesson1147Unit5 Where are you from？lesson1554Unit5 Where are you from？lesson1663Unit6 What are you favourite sports？lesson1969Unit6 What are you favourite sports？lesson2079Unit7 What will you do in chengdu？lesson2386Unit7 What will you do i
3、n chengdu？lesson25961Unit1 Which do you like better ？lesson11 教学目标1. 能够听懂并朗读 listen and say 中的对话内容并能运用“Whichdo you like better?I like.better.的交际用语询问并回答更喜欢哪种食物和饮料。2.能听懂、会说、认读 chicken, fish, sandwich, hamburger, donut, cupcake, milk shake,apple juice 等食物和饮料类词汇,并能在实际情景中运用。3.能在新词的学习过程中尝试运用构词法学习复合词、根据音节的
4、发音规律拼词等学习策略。4. 能懂得每个人都有自己的爱好和选择,应懂得尊重和欣赏并擅于与他人交流和分享。2 学情分析本节课的授课对象是我校五年级 6 班的学生。经过四年的英语学习,他们有了一定的英语基础。如了解并能够说出一些食物和饮料的名称:noodles,rice,hambergers.milk,water,juice.会用 What's your favorite .? My favorite.询问和表达自己最喜爱的.。同时,这个年龄段的学生对于到商场或超市购物的经历并不陌生,这也为本课的学习打下了基础。五 X 班学生不善于主动回答问题,所以需要教师不断的启发,引导和鼓励。3 重点
5、难点1. 教学重点2学习询问及应答两者中更喜欢哪种食物和饮料的用语 “Which do you like better? I like.better.2. 教学难点用多种表达喜欢某种食物的用语:I like. is my favorite. Ilike better.的理解和运用4 教学过程Step 1： Free Talk(2 分钟)T: Nice to see you. I will tell you a good news. This Friday we will have a school trip. We need to prepare our lunchtogether. What
6、 food do you want?S: Chicken, noodlesT: What drinks do you want?S: Milk, juiceT: Whats your favorite food or drink?S: My favorite food/ drink isT: Where can we buy these food and drinks?S: In the supermarket. /In the shop【设计意图】通过在师生相互问候之后,教师以话题 Food and drink 为切入点,创设了学校明天组织春游,师生要共同准备午餐这样一个情境,让学生说一说都
7、想要哪些食物和饮料,他们最喜欢的食物和饮料是什么?教3师借助学生的回答,将所说词汇按 Food and drink 进行归类。既复习有关食物和饮料的词汇又引出了本节课的话题,为学习对话做铺垫。教学活动1【导入】Step 2： Listen and Say（15 分钟）1. Lead inT:(出示人物图片)Oh, I forget to tell you. There are two newfriends will join us. Look here! Who are they?S: Lingling and Maomao.T: Yes, the girl is Lingling and t
8、hat boy is Maomao. They help us preparesome food and drinks.T: (呈现图片) look, so many food and drinks here. Whatfood and drinks can you see?S: I can see chicken, meatT: (播放无文字的对话课件中第一句话) Where are they? Letslisten!S: In the supermarket.【设计意图】教师借助两幅主题图,挖空对话框中的文字,运用 Who/Where 问题引领的方式来帮助学生了解主要人物和对话情境,同时培
9、养学生观察图片的能力。2. Learn the dialogue4T: (呈现图片)Look at the pictures. Lingling and Maomaoare in the supermarket. What are they talking about?T: (播放对话动画) Lets watch the dialogue.S:(看完动画后)They are talking about food and drinks.T: What food and drinks are they talking about?S:Meat, fish, chicken【设计意图】整体输入对话,
10、学生在教师引领带着问题初听对话,预测对话内容, 了解对话大意,感知语言。T: Lingling and Maomao are our new friends. They are in thesupermarket now.Do you have any questions about them?S1: What food and drinks does Lingling like?S2:Whats Maomaos favorite food?T: (播放第二遍对话动画)Lets listen to the dialogue and try to answer the questions.S:
11、Lingling likes fish and water.S: Maomaos favorite food is meat.【设计意图】教师引导学生提出问题,用此方式来了解新朋友 Lingling 和 Maomao 的有关信息。学生带着这些问题听第 2 遍录音,深入理解对话细节。T: Lingling likes fish,so she says“I like fish better.”T: How does Maomao ask ? Please read the dialogue silently5and underline the sentence.S: Chicken or fish
12、, which do you like better?T: (板书该功能句)T:(借助 Chicken,fish 图片帮助学生理解 better )Yes. Maomao asks“Chicken or fish, which do you like better?” Read afterme, please.S: Read the sentence.【设计意图】第 3 次对话输入的方式是让学生默读对话,找一找 MaoMao 是如何询问 LingLing 更喜欢什么食物的。教师板书功能句 Chicken or fish, which do you like better?并借助 Chicken
13、 和 fish的图片,教师的语调帮助学生理解答语 I likebetter.教师带领学生读一读,体会该功能句的意思。T:(出示图片) Look, they want to buy some drinks. Oh, whatsin Maomaos hand? Juice or water? Why?S: Water. Because Lingling says“I like water better.” Shedoesnt like juice.T: Yes. Lingling says“I like water better.”How to ask this question?S: Juice
14、 or water, which do you like better?T: Yes.Now,please practice the sentences with your partner.【设计意图】为了让学生在对话中练习使用功能句,教师借助 MaoMao手中拿的饮料和 LingLing 的语言帮助学生梳理。学生 2 人一组互相6练习问一问,加深对该功能句的理解。T: Do they buy any food and drinks?S:Yes.T: How do you know that?S:Lingling says “Lets go and pay.”T:(补充收银台的图片帮助学生理解
15、 pay)T: What food and drinks do they buy? Can you guess?S: They buy someT:Ok. They can choose the food and drinks they like. Everyone has the choice.【设计意图】学生在教师的问题引领下阅读图片和文本信息,目的是增强学生的观察、推测、判断等能力。教师提出的开放性问题Whatfood and drinks do they buy? Can you guess?使学生再次复习了所学食品类词汇;同时对学生进行德语渗透,让学生明白每个人都有自己的爱好和选择,
16、我们应该尊重。3. Practice the dialogue.T:(播放第四遍对话动画)Lets read it together.Ss:Listen and repeat.T:Two students in a group. One is Lingling One is Maomao. Read it together.Ss:Read the dialogue.T: Which group will show for us?7Ss:Two groups read the dialogue.【设计意图】对话学完后,请学生跟读对话进行模仿,目的是让学生感知语音、语调和停顿,读出文本情感。最后通
17、过角色表演,为学生提供展示的机会。2【活动】Step3. Listen, look and say （10 分钟）1. Learn the words.T: Did you remember? Who likes fish better? Who likes meatand chicken?S: Lingling likes fish better.Maomao likes meat and chicken.T: Chicken or fish, Lingling likes fish better. How about you?S: I likebetter.T:(出示图片) Now, I
18、am hungry. Lets go to the cake shop and choose some food and drinks. Look! There are so many food and drinks here. What are they?S: Sandwiches, hamburgers, donuts【设计意图】在学习食品类的词汇时,教师借助 chicken fish 的图片和对话中两个人物的对话,将场景迁移到生活中的两个学生在交谈,让学生练习功能句及词汇。接下来教师将学生带入到蛋糕店购物的情境中,让学生在此情景中充分的练习词汇和功能句。T: (出示词卡帮助学生理解和学习
19、 donut)What food ?8S: Donuts.T: Yes. We can divide the word into two parts. “Do” and“nuts”. But“ o” pronounces /.T: (出示词卡帮助学生理解和学习 cupcakes) These food looks like cups. So they are cupcakes. You can remember the word inthis way.T: Donuts or cupcakes, which do you like better?S: I likebetter.T: Ask y
20、our friends about the question.【设计意图】教师出示词卡,将 donut 分解为 do 和 nut,提示学生 do中的o 在这里发/的音;cupcake 分解为 cup 和 cake, 培养学生在新词的学习过程中尝试运用利用构词法学习复合词的策略。2. GamesT: Lets play the game: Throw the diceT: There are two groups of words. One group is 200.The another group is 300.200 or 300,Which do you like better?S:I
21、likebetter.T:(点开图片)What are these?S: They are milk shade and apple juice.T: Choose a partner and practice the pattern“Which do youlike better?9I likebetter.” If you are right you can get the marks.S: Which do you like better?S: I likebetter.【设计意图】首先教师设定教材中的四组食品类图片的分值为 200 分和 300 分,如果每组图片的食品类词汇是以前学过的
22、,这组图片的分值是 200 分;如含有的新词汇,分值就是 300 分。教师运用 200 or 300,Which do you like better? I likebetter.请学生选择,然后 2人一组互问互答,进行词句的操练。教师根据学生的回答记录得分,最后看看男女生得分情况来确定输赢。目的是帮助学生进一步模仿、套用和活用该功能句。3【练习】Step 4 Listen and choose （5 分钟）T: Linda is hungry and thirsty. She wants to buy these foodand drinks. What food and drinks ar
23、e they?S: They are donuts, cupcakes, milk shake and water.T: What does she want to buy? Lets listen and choose one.T: Now, lets check the answers together.【设计意图】教师创设了小女孩 Linda 和妈妈也来蛋糕店购物的场景,先引导学生说说这部分的词汇,再让学生根据所听句意选择正确的图片。这是一个听力练习,目的是巩固所学单词和功能句,培养学生听关键词获取信息的能力。4【练习】Step 5 Lets do. （6 分钟）101. Choose
24、the food and drink on the planeT: There are many food and drinks in many places. In the supermarket, in the shop or on the plane. Do you often take planes?S: Yes./ No.T: (模仿空姐的口吻询问学生)At dinner time, the air hostessoftenasks: chicken or fish, which do you like better?S: I like better.T: Coffee or tea
25、, which do you like better?S: I like better.【设计意图】教师创设了在飞机上选餐的情境,目的是帮助学生巩固本课重点语言结构 Which do you like better?也为下面的调查活动做铺垫。2. Talk about your favorite food or drink.T(做小声说话的动作) But I will tell you a secret. I dontlike chicken and fish. I like beef best. Beef is my favorite. My favorite drink is pear j
26、uice. How about you? Whatsyour favorite food? Whats your favorite drink?S: My favorite food is My favorite drink is T:(出示以下表格) Do you want to know your friends favorite food or favorite drink? Lets do a survey.11T: Please ask three friends.S: (根据实际情况回答问题)My favorite food / drink is T: (示范反馈信息) My fr
27、iend is WangFang. Her favorite foodis chicken. Her favoritedrink is orange juice.S: 学生模仿示范反馈调查结果。Name Food DrinkWangFang chicken orange juice【设计意图】此部分让学生运用 Whats your favorite表达自己最喜爱的食物和饮料。教师利用表格,让学生至少问三位同学,将调查结果如姓名,最喜欢的食物、最喜欢的饮料填到相应的表格内。最后邀请学生用转述的形式进行汇报,关注第三人称单数的用法。这部分也是学生书写词汇的练习。学生在真实的情境中尝试运用语言做事情
28、。考查学生综合语言运用能力。通过调查引导学生要懂得尊重和欣赏他人的爱好和选择,并擅于与他人交流和分享5【作业】Step 6 Homework (2 分钟)1. Read the dialogue.2.Finish the survey.设计意图:延伸课堂, 巩固课堂教学效果12Unit1 Which do you like better ？lesson21 教学目标1. 能听、说、读、写单词“Monday”,“Tuesday”,“Wednesday”,“Thursday”,“Friday”,“Saturday”,“Sunday”和“weekend”。2. 能在创设的实际情景中灵活运用句型“Wh
29、at do you have on?”,“I have ”。3. 能完成“Lets play”部分的对话任务。4. 能听懂、会唱歌曲“Days of the week”。5. 激发学生的学习热情,鼓励学生就班级的课程表和同学进行交流。2 学情分析3 重点难点教学重点1. 掌握 A、B 部分“Lets learn”,“Lets talk”中的词汇和句子。2. 能灵活运用本单元的主要句型谈论星期和课程。教学难点1. 比较和区分短元音/i/和长元音/i:/,能发准音、发好音。2. 培养学生热爱学习、珍惜时间的良好品质。4 教学过程教学活动1【活动】课前热身（Warmup）1. Free talk13
30、T: Hello, boys and girls. Ss: Hello, MissHe.T: How are you today? Ss: Fine, thank you. And you?T: Im fine, too. What time is it? Ss: Its T: Its time to begin our class. Here we go.2. 教师用多媒体课件分别出示上语文课、音乐课、数学课、电脑课的情景图,师生进行对话,如:T: Look, what class do they have?Ss: They have Chinese / music / maths / co
31、mputer class.2【活动】课前预习（Preview）1. 教师播放两遍歌曲“Days of the week”的录音。播放第一遍录音时,学生跟着录音小声唱歌曲;播放第二遍录音时,全班学生跟着录音一起大声唱歌曲,活跃课堂气氛。2. 教师拿出一个钟表,结合本班的课程表,将钟表拔到一个时间,如 9点,说:“Its nine oclock now. Its time for Chinese / maths / ”,帮助学生复习课程的英语表达。3【讲授】新课呈现（Presentation）1. A. Lets learn(1) 教学新单词教师用多媒体课件出示本部分的课程表。14T: Look
32、at the timetable on the screen. Zip likes art. So she likes Tuesday and Wednesday. Zoom likes English. So he likes Monday, Wednesday, Thursday and Friday. Oh, they donthave classes on Saturday and Sunday. We call Saturday andSunday the weekenk.教师可以边说边在黑板上写出单词 Monday, Tuesday, Wednesday, Thursday, Fr
33、iday, Saturday, Sunday 和 weekend,然后带领全班学生读几遍,帮助学生纠正错误发音。(2) 先让全班学生分组读、分男女读,再让学生在四人小组内轮流读,其他小组成员纠正错误发音。教师巡视课堂,帮助发音有困难或发音不准确的学生。(3) 教师手指大屏幕上星期一课课程,问:“Look at the timetableon the screen again. What do you have on Mondays?”,学生回答:“We have on Mondays.”。(4) 教师介绍对话情景:T: In the last unit, we know that Oliver
34、 has a helpful robot. Now he is talking with the robot about his timetable. Lets listen to the tape and see.(5) 第一次播放教学录音,全班学生跟着录音读,提醒学生在跟读的过程中注意模仿录音中的语音、语调。第二次播放教学录音,全班学生分男女生跟着录音读。15(6) 学生同桌合作,结合本部分的课程表,替换对话中的关键词编写新对话;然后教师请两三对学生上讲台表演对话,全班评选出“最佳表演组”,教师给予奖励。2. A. Lets play(1) 教师请一位学生站起来与自己示范对话,如:T: Y
35、ou have English, Chinese, art and music. Ss:Is it Wednesday?T: No. Ss: Is it Friday?T: Yes.(2) 学生同桌合作,仿照上面的示例编写类似的对话,允许学生适当发挥。(3) 教师请几对学生上讲台表演对话。4【练习】巩固延伸（Consolidation Extension）1. 看谁反应快教师用手势表示 17 中任何一个数字,学生快速说出相应的星期,如教师用手势表示“1”,学生快速说出“Monday”。2. 学生在四人小组内轮流说一说自己喜欢星期几以及为什么喜欢这一天,如“I like Wednesday.I
36、can have music on Wednesdays.”.3. 课堂练习把下面的字母重新排序组成 新的单词并写出其汉语意思: o, d, M, n, a, y _( )16 s, e, c, i, e, n, c _( ) a, W, e, y, n, d, s, e, d _( ) u, a, h, y, r, s d, T _( ) d, t, a, o, y _( )4. Check the answer Monday, 星期一; science, 科学; Wednesday, 星期三; Thursday, 星期四; today, 今天5【作业】布置作业（Homework）1. 听录
37、音,跟读本部分内容。2. 将本节课学习的新单词在四线三格内抄写六遍。Unit1 Which do you like better ？lesson31 教学目标17Grasp the drill: What day is it today? What do we have onMondays?Grasp the four-skills words: Monday, Tuesday, Wednesday,Friday.运用新的语言进行星期转盘游戏。2 学情分析students don not use new word in owner life3 重点难点重点难点: Four-skills wor
38、ds: Monday, Tuesday, Wednesday, Friday.4 教学过程教学活动1【导入】my days of weekStep 1. Warming up1.Listen to the song: My Days of the Week.2.Daily dialogue practice:A: Hello, B. What time is it?B: Hello, A. Its 8:20. Its time four English class.3.Lets chant, Lets sing, Lets do.(Book4)Step 2. Preview18Review t
39、he sentences: Its 8 oclock. Its time four Chinese.Review some words about subject.画课程表,复习有关课程的词汇。引出:We have Chinese, Englishon Monday.Step 3. Presentation1.Lets learn& Lets learn(1)T shows the picture of“Main scene”,then asks: What classesdo you like?(复习有关课程的词汇,感知本单元的主要语言)(2)T shows the picture
40、of “Lets learn”, then says: Itsa time schedule. Lets have a look. Its 8:00. Its time four Chinese. Its 8:50. Its time four English. Its9:50. Its time four math. Its 10:40. Its time for music. What day is it? (引出新单词和句型)Monday We have on Mondays.(还可设置问题:What day is it today? What day doyou like?)Unit1
41、 Which do you like better ？lesson4191 教学目标1.知识与能力目标熟练掌握单词与短语:blind, show,special,clever熟练掌握重点语句:This dog can help him.Can Fifi help the blind people?No, he cant .He only wants to play.使学生能够灵活运用 can ,cant 描述动物具有的能力,并且能用can 对动物是否具有某种能力进行提问。2.情感态度目标培养学生热爱动物,热爱大自然,热爱我们周围环境的意识。2 教学过程Step 1 Warming upDraw
42、 an animal on the blackboard. Let the students guess what animal it is .Its a dog.(通过逐步画出的小狗既引起学生的兴趣,又引出本课关于导盲犬的话题)Step 2 Presentation and practice1. Draw a man beside a dog. Then draw the man to blind. Talk about it then teach the word“blind”。Watch a TV show and answer a question“Who can help the b
43、lind man ?”202. Listen to the passage and repeat it. Try to be the TV presenter.跟读一遍刚刚观看过的盲人与导盲犬的电视节目的文章。请学生试读缺少个别词语的文章。小组练习,根据每句提示词试复述文章。3.Listen to CDROM and answer the question “Can Fifi help the blind people? ”Write down the sentence on the blackboard and repeat it.4.Listen again and answer the
44、question “What does he wantto do?”5. Listen and circle the sentences with “can or cant”。6. Memorizing game. Guess what the special animals can do .7. Listen the passage and repeat it.8. Do some exercises on AB p26 1: Read the text and circle.(通过听读和练习使学生对课文有基本的掌握,并能基本流利朗读、初步记忆)Step 3 Consolidation an
45、d extension1. Talk about pictures about some special animals. Then thestudents talk aboutthem in group using "Thiscan . This cant . "2. Give each group a picture of an animal, let each group watch and discuss.21For example, “Its white. Its fat. It can catch the mouse. It cant swim.”Then show it.(通过练习使学生既掌握住 can 和 cant 的用法并复习形容词的用法,又学会对动物能力的描述)Step 4 Summary1.引导学生自主回顾本节课
