五年级英语上期教案

课题 U n it 1 MY NEW TEACHERS第一课时研讨、修改意见课堂实践后的整改意见教学目标1、能听、说、认、读，并理解本课的五个新单词：young,heavy,old,funny,kind；2 能掌握句型：Who,s your？Whats he/she like?并能在具体的语境中运用；3、培养学生热爱、尊敬老师的情感。教学重难点课前准备授课详案I.Warm-up1、Show a picture of some classrooms.（采用图 片）Music room/Art room/Computer room/Lab2、各个教室出现不同的老师继续采用图片的形式：将各个教师贴到相应的教室里。Who is he/she?He/She 4s our Music/Art/Computer/Scienceteacher.3、根据以前学过的描述人物的形容词，结合呈现的教师自编一个CHANT,营造课堂气氛，激发学生的积极性，同时也为下面引出新词作铺垫。Chant:Tall,tall,tall,Computer teacher.is tall.Short,short,short,Science teacher,is short.Thin,thin,thin,Art teacher,is thin.Fat,fat,fat,Music teacher.is fat.Funny,funny,funny,theyre so funny!II.Presentation1、采 用 C A I的形式设计一位转学来校就读的新朋友:Zip让他做一个有趣的动作.T:This is Zip,he is.S:Funny!T:Yes,he is funny,do you like him?This term hewill be our new classmate.2、CAI 点击 Zip,让 Zip 自己介绍：Hello!Pm Zip.Imglad to be your new classmate.This is a picture ofmy former school.（CAI 出示主情景图）3、CAI:Zip介绍自己的老师：（a）Look!This is my math teacher（教师拿出一本数学书解释）.Hes tall and thin.T:Who is your Chinese teacher?Zip 假装听不清，教师适时让全班学生一,起 问 他:Who is yourChinese teacher?T：Miss Zhang.Whats she lik e?（学生 read,教师用态势语帮助学生理解）Can you tell me?Ss:Hes short and fat!Zip:Yes,hes short and heavy.（read 用夸张的的体态语描述）Practice:“heavy”.（出示一些卡通胖人物的图片：Zoom,Zhu Bajie,etc）（b）Ss：（教师启发学生问）Who is your music teacherand who is your art teacher?Zip：Guess!Ss guess.Ss:Whats he/she like?（compare）Zip:She is young and he is okl（长若胡须）.（read）Practise:T:I m old,you are young.让学生逐个说：Im young,you are old.（c）Ss:Who is your computer teacher?Zip：M r Li.T：（出示这位老师和蔼可亲的笑脸）Whats he like?Ss:He&.（让学生随意描述,之后教师导出kind）播放常识老师悉心辅导Zip的一个片段，Zip：MyScience teacher is kind,too.T:Lets see,in our school,who is kind?Am I kind?Practise:My.teacher is kind./XX is kind.（让学生说说自己的老师和同学）III.Practice/Consolidation 活动设计 Make a new chant.My grandma is old,my mother is young.My father is tall,my little brothers short.Zoom is heavy,Zip is funny.They are all very kind.And Im kind,too.活动目的：综合呈现新学单词，在歌谣中得以巩固，避免机械地朗读。IV.Fun-timeListen to a song:My new teacher.V.Assessment1、Lets try.2 Activity book.3、Check up the answers.教后记教后记课题Unit 1 第二课时研讨、修改意见课堂实践后的整改意见教学目标1、能听懂、会说并在实际情景中运用以下对话：Do you have new teachers?Yes,we have a new English/math/art/science/English/computer/music/P.E.teacher.Whos your English/math/art/science/English/computer/music/P.E.teacher?Mr.Zhao/Mr Ma/Miss Liu.Whafs he/she like?Hes/Shes thin and short.And hes/shes very kind.2、了解歌谣的含义，并能吟唱歌谣的内容；3、能将所学的句子运用在游戏当中，并能在实际情景中进行运用。教学重难点课前准备1、写有教师名字，所任学科的胸卡；2、展示人物特征的一些小道具；3、请学生课前设计好一张你心目中最理想的学科教师图片授课详案I.Warm-up1、Lefs chant,上节课中的词汇自编歌谣。（CAI）My grandma is old,my mother is young.My father is tall,my little brother is short.Zoom is heavy,Zip is funny.They are all very kind.And Im kind,too.2、出示各种体形特征的人物图片，告诉他们这些是老师的老师，请学生根据教师的描述猜猜他们各自是哪一学科的老师。（主要是复习上节课的词汇和句型）IL Presentation and practice活动设计：让学生当“小导游”介绍自己各个学科的教师风采。教师根据学生的介绍板书出示两个重点句型，然后教师提问，学生回答。eg.S:Mr Zhao is my math teaher.Hes thin and short.T:Whos your math teacher?Ss:Mr Zhao.T:Whafs he like?Ss:Hes thin and short.活动设计：1、（事先请学生准备好）课上请几名学生以哑剧形式并配道具表演各种神态或动作，并挂上准备好表示人物职业的胸卡来展现给学生，给学生以广阔的想象空间，从而促使学生积极、主动思维。T:Look!There are three new teachers here.They wantto meet u s.（接着学生表演）T:Do you have new teachers?Ss:Yes.We have a new science teacher.T:Whos your science teacher?（可由学生提问）Ss:Miss Liu.T:Whafs she lik e?（可由学生提问）Ss:Shes very young and kind.2、让学生三人一组自创对话，也可扩充谈论computerteacher P.E.teacher、music teacher.etc.越多越好。活动设计：用学生课前准备好的一张心目中最理想的学科教师图片，请学生进行自由对话。教师规定必须使用以上两个句型。最后，评出一位最受欢迎教师。活动设计：Open your boo k,听录音 Lets talk.部分，让学生进行对话表演。活动设计：课件出示Lets chant.部分内容。先请同学们根据看到的内容来描述，再播放录音，学生根据节奏跟读。（根据歌谣内容设计课件，数学老师拿个三角板显得很有智慧的样子在讲课。英语老师嘴巴冒出许多字母，胸口放出很多爱心。强壮的体育老师在足球场上驰骋。音乐老师边弹钢琴边唱歌。）III.Consolidation and extension布置口头作业：学会描绘自己的教师或家庭成员。教后记教后记课题U n itl第三课时研讨、修改意见课堂实践后的整改意见教学目标1、能 听 懂、会 说 本 课 时 单 词 及 词 组：principal,university student,strict,smart,active；2、能听懂、会说句型：Whos.?Hes from.Whats he like?并能在情景中进行运用；3、能听懂Let、chant.的歌谣,并按照节奏来念;4、能运用上节课的词汇进行Pairwork巩固练习；5 能在教师的指导下完成Read and write。教学重难点课前准备1、发给学生写有 young/funny/heavy/kind/old/short/thin 等形容词以及 English teacher/Artteacher/Science teacher等职业名词的卡片；2、准备字母卡片。授课详案I.Warm-upK 听 唱“My new teacher”；2 反馈第二课时口头作业，将 pair work内容提前，巩固本单元新句型:Whats he/she like?和 Part A 所学形容词 younfunny/heavy/kind/old/short/thin 以及职业名词 English teacher/Art teacher/Science teacher,以作适当补充和扩展。II.Presentation and practice1、Present:Principal,strict,university student.用图画展示校务会议场景。认识出席的各科教师，运 用 Pair w o rk中的对话形式：Who，s thatman/woman?Hes/Shes.Whats he/she like?He/She i s.然后引到（严肃的）Principal.T:Whosthat m an?引出新词principal,带读。展 示（微笑的）principal 和带着一个博士帽的 university student 的合影，以清华大学为背景，用纸遮住university student的头，让学生猜principal边上的谁，在猜的过程中可复习一些人物称谓的单词。如 son/brother/friend/student等，引出新词university student带讲读，最后比较两幅图h principal的不同表情。T:Is she kind?Isshe strict?引出新词 strict.B.Present:smart/active1)T:Are you smart?Lets play games.Lets see.Who is smart in our class.活动设计：Bingo,(class work)活动设计：利用骰子进行操练。(group work)2)activeT:.is smart.But everyone is active.T:Look!Whats Miss Lin like?Shes active.Andwhat are the students like?They are active.带读新词activ