外研社小学英语第五册教案及教学计划1小学英语教案,

五册英语教学计划

蓝本计划

执教计划

一、教学现状分析 学会学习和发展是素质教育的要求。英语是中小学阶段的一门重要学科，而中小学阶段的教育属基础教育。基础教育阶段是人的终身教育和终身发展最重要的阶段。小学英语教学应努力为学生的终身发展奠定坚实的语言基础，从而使学生获得必须的英语语言能力和文化素质。　 二、教材分析 五册教材共同分为11 个模块，内含一个期末分析模块，每个模块分两个单元。一般的，第一单元呈现要学习的语言内容，第二单元提供任务型练习，包括一首歌谣或小诗。歌谣和小诗的学习目的有三，一是培养学生的语感和节奏感，二是提高学生发音准确性,三是通过这些英语国家儿童所熟知的歌谣介绍一定的西方文化。不常用单词不要求掌握。本书中学生将学习如何表达正在发生的事情和将要做的事情，如何询问和说明能力，如何获得允许，如何谈论体育比赛和旅行等活动，如何表达数字13-20以及12个月份。对语法不要求讲解，更不要求学生掌握，只要求学会初步运用。 三、教学目标 　　通过学习本册教材使学生： 1、逐渐形成学习英语的兴趣和爱好，形成在真实环境中使用英语进行活动的积极性。 　　2、能运用英语在日常生活和课堂情景中与老师和同学进行初步交际，如问候他人，家庭和朋友的简单消息。 　　3、能参加运用英语组织和开展的日常课堂教学和生活游戏，及其它课内外活动。 　　4．能听懂简单的指令并作出适当的反应，能读懂简单的配图小故事，进行口头描述，唱一 些英语歌曲，背一些小诗和歌谣。 5、养成良好的学习英语的基本方法；形成英语学习的自觉性，和通过英语学习，获得更多知识的求知欲。 　　6．养成良好的文明行为习惯，掌握基本的英语交际礼貌策略，全面提高综合素质。 　　7．乐于了解英语国家儿童的兴趣爱好，以及外国人的一般风俗习惯。 四、提高教学质量的措施 1、创造良好的学习气氛； 　　2、在课堂上尽量的使用英语，适当使用汉语； 　　3、合理确定教学要求。 不要求学生自由地说出课文所有内容，甚至不要求能自由地朗读课文。 　　4、纠正控制性错误，不纠正非控制性错误。 5、多表扬多鼓励 。 6、利用录音磁带、多媒体教学课件、挂图、卡片、贴纸、电视教学片等。 五、教学进度 第一周: Module 1       London 第二周: Module 2       Shopping 第三周: Module 3      At the Weekend 第四周: Module 4      Possessions           第五周: Module 5      In Class           第六周: Module 6     Self-assessment        第七周: Middle      Review       第八周: Module 7    Community      第九周: Module 8    School      第十周: Module 9    Feelings           第十一周:Module 10   Manners  第十二周: Review Module 第十三周: Review Module 第十四周:  Review Module 第十五周: Review  Module  第十六周: Review  Module  12月以前完成全册教学任务。

 

 

Module 1 London

单元备课

I. Function: Talking about past activities

II. Target language: When did you come back?

                We came back....

                Did you .......?

                Yes,I did./No,I didn't.

III. Vocabulary: when,back,home,those,ice cream , w ith, finish, hurry,hurryup,wait,drop,dear,met(meet),ran(run).

IV. Pronunciation: /i:/ /i/ /e/ /æ/

V. Song: Where did you go?

 

 

 

 

 

 

 

 

Unit 1 When did you come back?

I. Look listen and learn.

  1. Remind the ss that they learned the past tense in Book 4.Review the rules for making the past simple tense form,i.e. we add "-ed" to regular verbs.

  2. Write these words on the board:

    finish, live,drop,help,walk,talk

  3. Tell the ss that you are going to call out a verb in the present simple tense form and they have to say its past simple form.Then get one student to go to the board and add "-ed" to the word.

  4. The activity continues untill all the words on the board have had

"-ed" added to them.

II. Listen and say.

  1. Get three large pices of paper .Write one of the following sentences on each piece of paper.

    We ... last Sundy.

    I ... my icecream.

    When ... you come back?

  2. Invite three ss to the front and give each of them one of the pieces of paper.

  3. You are going to say a number and the name of a s.That s must say the correct sentense.

  4. Now put the ss in pairs and have them continue the activity.They must take turns to say the numbers.

III. Ask and answer.

  1. Write the words on the board.

    washed,cleaned,finished,helped,started,played

  2. Look at the phonetic symbols and say the associated sounds if the ss are not familar with them.

  3. Tell the ss that they have to group the words on the board depending on how how the "-ed" is pronounced.

  4. Now say each word and have the ss repeat them.Then go through the words one at a time and have the ss group them appropriately.

IV. Home work:Ex 2 in the Activity Book.

 

Unit 2 Did they buy ice creams?

I. Listen and say.

  1. Get the ss to brainstorm the things they would find in a park.You should write their suggestions on the board.

  2.Read the words out and get the ss to repeat them.

  3. Tell the ss to choose one object and draw it.

  4. Call out two ss' names.Explain that they went to the park yesterday.Those ss have to stand up and hold up their poictures.Student A points to B's picture and asks ,"Did you say a ...?"B responds with ,"Yes,I did."If A names the object and names the wrong item.Then B asks A and A responds.

  5. Now those two ss sit down and you call out another two ss' names.

II. Think and talk about you.

  1. Invite 5 ss  to the front of the class.Get them to mime an action and then tell them to stop .

  2. Now ask the class what each student did.The ss have to reply with the correct answer.

  3. Now invite another five ss to the front and do the activity again.

III. Game.

  1. Write the following lists on the board.

  2. Write the questions on the board:

    Where did you go yesterday?

    What did you see?

    Who did you meet?

  3. Choose a competent student and say,"Where did you go yesterday?"The s should choose a location from the table and respond,"I went to ..."Then ask ."What did you see?"Once again ,The s should use information from the table to respond.Then ask the final question and get the s to answer.

  4. Do more examples with other individule ss.

Then have the ss continue the activity in pairs.

 

 

 

 

Module 2   Shopping

单元备课

I. Function: Market shopping.

II. Target language: How much/How many...do you want?Do you like...?

III. Vocabulary: need,food,shopping list,cheese,

             how much,kilo,juice,box,bottle.

IV. Pronunciation: /Λ/  /ɑ:/ /З:/ 

V. Song: How many do you want?

 

 

 

 

 

 

 

 

 

 

Unit 1 How many do you want?

I. Warmer:

  1. Explain to the ss that you are going to call out objects in the pictures and they have to point to them.Use the following nouns:noodles,cheese,Lingling ,Ms Smart.If the ss don't know a word,they should put their hands up.

  2. You can also introduce some of the new words.

  3.Use a bag or container and fill it with sth,e.g.books,apples,paper,so that it weighs approximately one kilo.Let a s hold the bag by saying,"Give the bag to ...,please."

  4.Take the bag and put your hands underneath to show that you are feeling its weight.Say,"This bag weighs one kilo."Take half of the contents out of the bag and say,"Now this bag weighs half a kilo."

II. Look,listen and learn.

  1. Before doing this activity,make sure that the ss understand that "How much "is used for uncountable objects."How many "is used for countable things.

  2. Have each of the ss get two large pieces of paper.On one piece of paper they should write "How many" and they should write"How much" on the other one.

  3.Say that you are going to call out the names of different foods.The ss have to decide if they would use "How much"or "How many"with that noun,and then hold up the appropriate piece of paper.

III. Listen and say.

  1. Write the answers on the board:

    I'm ten years old.

    Three,please.

    I'm fine,thank you.

    Yes,please.I'm very thirsty.

    No,thank you.I don't like milk.

    I'm....

    Half a kilo,please.

  2.Explain to the ss that they are going to work in pairs.They have to write suitable questions for each of the answers.

  3. Point to the first answer and ask the ss what information the answer gives(someone's age).Ask the ss to tell you which question we use in English to find out someone's age.(How old are you?)Write that question above the first answer on the board.

  4. Have the ss continue the activity in pairs.

  5. If the ss need more guidance,write the questions (or some of them)on the board.Get the ss to match the questions and answers.

IV. Homework:  ExcerciseII in the Activity Book.

 

 

 

 

 

 

 

 

 

Unit 2  How much milk do you want?

I. Warmer.

  1. Tell the ss you are going to write a shopping list on the board.

  2. Explain that you are going to read out all the items but one.The ss have to listen carefully and say which item you missed out.

  3. Vary the order each time you read out the list.Omit a different item each time.

II. Listen and say.

  1. Draw pictures or write the names of the following items on the board:oranges,

           mangoes,

           rice,

           meat

  2. Tell the ss that they are at the market.They must work in pairs with S A being the shopkeeper and S B being the customer.

  3. Write the structures on the board:

    A:How much /many... do you want?

    B:I want...

  4. Have the ss continue the activity in pairs.They should swap rols on the completion of each dialogue.

  5. Remind the ss that they should use a number when referring to the countable items.They should use kilo,e.g. half a kilo,when talking about the uncountable items.They can also use "kilo"when talking about countable objects.

III. Look,ask and answer.

  1.Write these structures on the board:

    A:I want some ...please.

    B:How many/much do you want?

    A:I want ...please.

  2. Use the pictures or words on the board from the previous activity.Explain to the ss that this role-play is similar to the previous one.However ,this time the customer will ask for an item rather than just naming it.

  3. Put the ss in pairs and have them do the role-plays.They should swap roles on the completion of each dialogue.

IV. Listen and repeat.

  1. Write the four phonetic symbols on the board.

  2. Have the ss suggest other words that contain the same sounds.

V. Listen and say,then sing.

  1. Have the ss look at the pictures and say what they think the song is about (food,shoping).

  2. Find out if the ss help their parents or grandparents with teh shopping.Ask if they enjoy shopping or it's a chore that they don't like.

  3. Have the class sing the song and the two ss at the front can do the actions.

  4. Then sing the song again and get two different ss to do the actions to do the actions at the front.

VI. Game.

  1. Put the ss into groups of four or five.

  2. Explain that the aim of the activity is for each group to produce a shopping list.

  3. The first student in each group (S A)writes a food item on a piece of paper.This student must tell the rest of the group what he/she has written.

  4. S A gives the paper to the next student. That student adds an item to the list,tells the rest of the group what he/she needs or wants and passed it on to the next person.This process continues until each student in the group has written one item on the list.No items should be repeated.

  5. Finally ,S A should read out the completed list.

  6. If time allows,The list can be passed around the group a second time.

VII. Home work: Excercise I in the Activity Book.

 

 

 

 

 

 

 

 

Module 3

At the weekend

 

Ⅰ.教材分析

教 学 目 标	1.      知识目标： 1)      能听会说会用单词：Came (come), busy, really, Science Museum, fly, night, sky, forgot (forget), took (take). 2)      能灵活运用以下句型并与人交流：It was raining on Saturday, so we couldn’t go shopping. Some friends came so we could play with them. I couldn’t take any photos because I forgot my camera.等等.  2. 技能目标： 学生能用could/couldn’t 描述过去能与不能做的事情. 3. 情感态度： 让学生学会积极与他人交流，获取相关信息。 4. 学习策略： 1)让学生积极参与小组学习。 2)积极运用本课所学英语进行表达和交流； 5、文化意识： 让学生了解国外科学博物馆的常识.
教学重点	1,能根据图或卡片听说单词：Came (come), busy, really, Science Museum, fly, night, sky, forgot (forget), took (take). 2,能运用句型进行简单交流：It was raining on Saturday, so we couldn’t go shopping. Some friends came so we could play with them. I couldn’t take any photos because I forgot my camera.等等.
教学难点	Science Museum的发音,学生能用could/couldn’t 描述过去能与不能做的事情.
任务设计	参加侦探游戏,分析可能的原因.
教具	录音机、单词卡片,句子纸条和挂图
板 书 设 计	挂图 Module 3 At the weekend Unit 1 We couldn’t go shopping.      单词  句子 Could Reason Play with the friends. Do the shopping on the computer. Go to the Science Museum. Play on the computers. Fly planes. See the night sky. Some friends came to the house. Couldn’t Reason Play in the park. Go shopping. Take some photos. It was raining on Saturday. Mum was busy. Amy forgot her camera.
教学过程: 一: Warmg-up 1.      Listen and say the rap: I’m a little black bat. 2.      Read the shopping list they had written for their mother and say the reasons. 3.      Review the words from Monday to Sunday, ask and answer in groups:   What do you usually do at the weekend? I usually… 二: Task-setting and the text lead in: T: Teacher says the following sentences with a photo of her own: When I was a baby I could cry. I could smile. But I couldn’t walk. I couldn’t run. I was very happy then. Now I can walk. I can run, and I can talk because I’ve grown up.教师借助表情,动作让学生理解could和couldn’t .让学生想一想它们是哪两个词的过去式.教师将can和can’t写在黑板上.然后再相对应地写出could和couldn’t.告诉学生今天我们将要学习如何谈论过去能做或不能做的事情及其原因. 三:  Learn the text:      1. Learn the new words: (1)      Learn the new words: Science Museum, camera, night, and sky by using the words cards. (2)      教师给学生看自己排得很满的工作日程,说I’m busy.再结合图片使学生理解并学会使用busy; (3)      教师给学生看鸟在空中飞的图片,并通过飞的动作让学生知道fly 的意思,并问学生:What can fly? 学生举例来说:A bird can fly. The plane can fly. (4)      告诉学生 Really是表示惊讶,兴奋或不相信时用的.教师请学生用can或could来说自己过去或现在的特长,并在学生说后问really?练习至学生能用really. (5)      教师在黑板上写then和now,并对比教学以下单词: Came (come), forgot (forget), took (take)并举例练习至学生能熟练掌握以上动词. 2:SB 活动1:   (1) T:教师说出Amy一家周末能做和不能做的活动.教师先让学生看一些写有不同活动的纸条.这些活动是: Play with the friends. Do the shopping on the computer. Go to the Science Museum. Play on the computers. Fly planes. See the night sky. Play in the park. Go shopping. Take some photos.然后由学生将这些活动按录音对话进行总结,说明哪些活动是Amy一家周末能够进行的活动,哪些是没法进行的活动.请学生在总结后说明原因.原因如下: Could Reason Play with the friends. Do the shopping on the computer. Go to the Science Museum. Play on the computers. Fly planes. See the night sky. Some friends came to the house. Couldn’t Reason Play in the park. Go shopping. Take some photos. It was raining on Saturday. Mum was busy. Amy forgot her camera. (2) Let class listen and read after the tape. Let them pay attention to the sentence stress, pause, and rhythm. 3:SB活动2: (1)   教师将与书本相配套的挂图贴到黑板上:按顺序手指书上的五幅图,每指一幅图就让两名同学来分角色朗读. (2)   Let them practice in pairs. One acts Daming, the other acts Amy. (3)   Act it out in class. 4: SB活动3 (1)    Let class point and say each picture. (2)    Let class according to the dialogue and practice in pairs. (3)    Check the answers: They couldn’t go to the park. They could play with friends. They couldn’t go shopping. They could go to the Science Museum. They could play on computers. They could see the night sky. They could fly planes.                 四:Fulfill the task: 1:教师给学生看一幅图:房间的地面上有一摊水.教师提问:Why was there some water on the floor? 让学生去猜测,分析,讨论原因. 2:学生在讨论之后说出自己猜测和分析得出的结论. 3:教师给出参考答案.一个房间的窗户开着,窗外下起了雨,雨越来越大,有一些雨点被风吹进窗户,地面上渐渐积了水. 五:Assignment of homework 1、         (必做) Listen and repeat M3 Unit 1 3 times; Imitate the sentences’ stress, pause, and rhythm. 2、         Do the activity book Unit1 3,  (选做) 开学了,你们想一想需要什么物品,用英语向家长说明需要的原因.

 

 

 

 

 

 

 

 

Module 4   Unit1

It's mine.

 

一、The organization of class（组织教学）

1、歌曲导入

T: Let’s sing a song. Do the action. The song’s name is IF YOU  ARE  HAPPY

2、师生问候

T: Hello, everyone!

Ss: Hello,Andy.

二、Teaching the new lesson.（学习新知）

T: Guess .What’s in my hands ?

S1: A book

S2: A pencil

S3: An orange

T: You’re right. So Smart !（发给粘贴作为奖励）

T: This is my orange. So we can say: “This orange is mine.”(同时板书mine) OK.All of you . Read after me.

Ss: Read the words one by one.

T: (走到一个男学生面前拿起他的书对着全班学生) This is his book. So we can say : “This book is his.(板书his) Read it twice.

Ss: Read the word “his” twice.

T: （拿起另一本女同学的书）This book isn’t mine. It isn’t his. It’s hers.(板书hers) repeat, please.

Ss: hers h—e—r –s ,hers.

T: （拿刚才女同学的笔）This is your pen. So we can say : “This pen is yours or it’s yours.” (板书yours)  repeat.

Ss: y—o –u –r –s , yours.

T: Open your books and turn to page 7. First  we listen to the recorder .

Ss: Open the books. Listen to the tape and read after it .

T: Second we listen to the dialogue again. Then answer the questions: (这时教师运用电脑和大屏幕把问题直接用手在键盘上打出) 1. What color is Amy’s T-shirt? 2. What color is Sam’s T-shirt? 3. What color is Lingling’s T-shirt? 4. Where are Amy and Sam ‘s T-shirt ? And why?

Ss: Listen and find the answers.

T: OK. Stop.1. What color is Amy’s T-shirt?

S1: Red （同时教师在屏幕中打出，发给学生粘贴作为鼓励）

T: 2. What color is Sam’s T-shirt?

S2: Red （师打出并鼓励）

T: 3. What color is Lingling’s T-shirt?

S3: Red （师打出并鼓励）

T: 4. Where are Amy and Sam ‘s T-shirt? And why?

S4: They’re on the line. And they’re wet.（师打出并鼓励）

三、Consolidation  (巩固练习 )

T: OK. Good job! Now we act the text ,OK?

Ss: OK

T: One,  two,   three ,  begin.

Ss: Act （四处找伙伴来表演对话，这时教师也走到学生中去和学生一起合作表演对话）

T: OK,stop here! Who can act the text? OK group 1.

Group 1 : Act

T: OK,great.（发奖励）Next 我们组也想给大家表演好不好？

Ss: Good.（同时观看教师和部分同学组成的“人气组合”演出）

T: (看看表)Time is up. Bye—bye everyone!

板书：

Module 4 Unit 1 It’s mine!

This orange is  mine      .(名词性物主代词 )    

his

hers

yours