北京版2022年英语五年级教案.docx

北京版2022年英语五年级教案 一、教学目标 学问目标： 1. 学会使用句型“What did you do at the weekend?”和“Where did you go?”并懂得使用相应的过去式进展对话 2. 能有感情地朗读课文，并进展角色扮演 3. 能用动词过去式询问上周末的活动状况 力量目标： 1.会用“What did you do at the weekend?”和 “Where did you go?”询问过去发生的事情 2.通过活动体验，在沟通中学会谈论上周末从事的活动，谈论不久前发生的事情，进展综合语言运用力量提高学生跨文化交际意识 情感目标： 培育学生学习兴趣，鼓舞学生乐观合作，引导学生了解西方文化古迹，树立旅游意识 二、教学重点与难点 教学重点： 1. 能听懂、会说并能娴熟使用单词weekend, place, trip, along, river, twenty, minute, hour, best以及词组the British Museum, bus ride. 2. 能听懂、会说并能娴熟使用句子What did you do at the weekend? 和Where did you go? 教学难点： 能够在真实情境中对单词、词汇及句型进展综合的运用。

三、教学方法 1. 通过教师引导示范，学生自主识记，小组合作，朗读合作等多种形式，使学生读懂文章并把握重难句的实际运用 2. 通过两两对话提高学生学习英语策略及口语交际力量 3. 通过“争当小记者”活动激发并保持学生学习英语兴趣 四、教学预备 课件，Flash视频，词卡，Daming和Amy头像，记者证 五、教学过程 Step1: Warming-up 1) Greet to the students. 2) Listen a song“Where did you go?”唱关于旅游的歌曲，为新课做铺垫 Step2: Lead-in 1)教师出示自己的旅游照T: Class, I went to Jinan this weekend. I took lots of photos and ate delicious food. So I had a happy weekend. Do you know weekend?新授weekend,讲解其含义 2)T:I had a happy weekend. Our friends Amy, Lingling and Sam had a happy weekend too. What did Amy, Lingling and Sam do at the weekend?导入课文教学。

Step 3: Presention. 1) 学生观看整课的Flash 视频，整体感知文本找出 What did Amy, Lingling and Sam do at the weekend? 2) 依据文本的详细状况，分段听文本采纳任务型教学法，每一个段落设置相应问题，让学生带着问题找答案 对于文本其次段，教师设置的问题：Where did Amy, Lingling and Sam go? Ss: They went to the British Museum. They visited Big Ben and the London Eye.教师讲授the British Museum. 对于文本第三段，让学生跟读Flash并且找出What did Lingling like best? Ss: She liked the bus ride best. 教师讲解本段中消失的新词汇 3)学生整体跟读一遍文本，留意仿照语音语调 4)学生自读，遇到不会的单词及不懂的句子可以寻求教师的帮忙 5)学生齐读课文 Step 4: Practice. 1) 教师借用Amy 和Daming头像，和学生一起提炼文本重点句，形成一组新的对话，并板书。

Daming: What did you do at the weekend? Amy: We visited lots of places. Daming: Where did you go? Amy: We went to the British Museum, Big Ben and the London Eye. 同桌两人对话，男女生读操练对话 2) 你问我答：Travel around Dezhou. 教师预备一张图片，上面选取德州的几个景点，如：长河公园，新湖风景区，减河湿地等，每个景点下面对应相应的活动，如：did taijiquan, took photos, played chess，etc. 教师示范后，同桌两人一组，自主练习 Step5: Extension.( Talk about our travel.) T: We all had a happy weekend. We went to lots of places and did many things. But I think in our holiday, we were happy too. Now look at this photo. This is me. Who can ask me some questions? S1: Where did you go? T: I went to Tianjin. Other questions? S2: What did you do? T: I visited my friend. You must have happy holiday too. Now 4 Ss a group. Ask and answer. 学生小组争论。

选取小记者，随机提问班里的同学 最终教师总结：You went to lots of places. Now let’s enjoy our class’s travel(教师课前收集学生旅游照，自制学生旅游视频) The world is a wonderful book and those who do not travel can see only a page of it. Step6: Homework. Describe your travel to your friends. 板书设计： Unit1 Where did you go? Daming: What did you do at the weekend? Amy: We visited lots of places. Daming: Where did you go? Amy: We went to the British Museum, Big Ben and the London Eye. 北京版2022英语五年级教案2 一.教学内容 Main scene Part A (let’s try let’s talk) 二.教学目标 1.能正确听，说，朗读“Who is ...?-- He/She is...What’s he/she like? -- He/She is... Is he/she…?--Yes,he/she is. No, he/she isn’t.” 2.能正确听，说，认读表示人物外貌与性格特征的形容词 old ,young,funny,kind,strict,polite,hard-working,clever. 3.能听懂，会说，会表演Let’s talk 的内容并在真实场景中运用。

三.教学重难点 重点：学生能够表演Main scene 和let’s talk的交际内容，能够依据实际 状况用英语争论他人外貌与性格特征 难点：用英语精确询问并答复人物特征，如：“Who is …? He/She is…What’s he/she like? He/She is … Is he/she…?Yes,he/she is. No, he/she isn’t.” 四.课前预备 教师自制的单词卡 、录音机、录音带 五.教学过程 Step1. Warming-up 1.Let’s look and say the names.(教师出示本单元通过多媒体播放一些卡通图片，分别展现年老，年轻，滑稽，有礼貌，工作努力，聪慧，严格等外貌与性格特征，让学生认读，说一说这是谁，怎么样) 2.Let’s listen and sing”Who’s your teacher?” Step2. Presentation 1.学习Main scene (1)出示Main scene中的局部教学挂图，让学生观看。

(2)看图回答下列问题 Dialogue1: Who can you see in the picture?(Wu Yifan,Amy,Oliver and a teacher.) Dialogue2: What are they talking about?(The teacher introduces classmates to each other.) Dialogue2:Who is a new student?(Oliver) (3)听录音，仿照朗读，理解对话内容 (4)教师领读对话，学生仿照，齐读练习，生生对话，小组表演 2.学习let’s try let’s talk (1)listen and tick.听录音，完成探究学习第一题 (2)创设情境：这节课我们和Oliver，WuYifan一起去了解Mr Young (3)看let’s talk局部的课文插图，听录音，仿照朗读，理解意思 (4)依据let’s talk内容尝试分角色朗读对话 (5)学生两人一组，完成“Talk about your teachers.” (6)学生表演，以检查学生对本课对话的把握状况，对做得较好的学生予以表扬。

3.Make a survey. T: Who’s your... ...? Ss:... ... T:What’s he/she like? Step3. Consolidation 三人一组，发觉并用我们学过的句型争论小组内每个成员的三个优点 S1: Who’s that... ...? S2:... ... S1:What’s he/she li。