新标准小学英语五年级下册一至五模块教学设计汇总

M1U1We lived in a small house

M1U 2 She didn‘t have a television.

Teaching objectives:

1. Word and phrases: fire, radio, telephone, field, hope.

2. Sentences: She worked in the fields. She didn‘t have a television.

3. Grammar: Talk about the life of past and now.

Teaching procedures:

一．Warming up.

1. Greetings.

2. Act out last text.

3. Free talk: Compare ?Old China and New China.‘

二．Lead in

Yesterday, Lingling saw the programme about China, she missed her grandmother very much. So she writes a letter for

Daming, tells about that programme and her feeling.

三．New teaching.

1. Show some questions.

a. What programme did Lingling watch last night?

b. What was the old lady‘s life like many years ago?

c. Who does Lingling miss?

2. Listen to the tape-recorder and find answers.

3. Learn new words.

a. Show some object and cards.

b. Correct pronunciation.

c. Practise new words in different kinds of metho

d.

4. Listen to the tape-recorder and act out it.

四．Practise

1. Play a game.

Put nine cards on the desk. Two students use cards to make dialogue.

For example:

A: Where was he/she seven days ago?

B: He/She was …

A: What did he/she do there?

B: He/She …

2. Do A B Unit 2 exercise1.

a. Listen to the tape.

b. Understand generalization.

c. Choose right answer.

五．Homework

Introduce the great changes of our hometown/school/home.

小学

M2U2 Mr Li was a teacher.

一、预习案：

1、Greetings and say a chant.

2、Read the words quickly we have learnt in last lesson.

3、Chain game: What did he\she do yesterday? He\She…

二、教学案：

学习目标：

1、知识目标：

a、Words: study hard retired

b、Sentences: Many years ago,he\she ______. Now he\she ______.

c、识别并区分元音

d、poem：

2、能力目标

a、正确使用一般过去时

b、掌握单词的发音规律。

教学重点：

本课的词汇class, study, hard, retired,

句型Ten years ago, Mr Li was a teacher. He taught Chinese. Chen Hai is an English teacher. He’s teaching Mr Li.

教学难点：

1、能够在实际生活中灵活的运用本课的词汇和句型谈论人物过去和现在的情况和活动。

2、了解并掌握字母组合单词中的发音规律。

教学过程：

1. 呈现（Presentation）

(1)T: Ten years ago, Mr Song was a teacher in Middle school of Tang Shan. He taught Chinese. (教学taught这个单词teach--taught)

(2)T: I was a good student in his class. I studied very hard.

(教学study这个单词study—studied,同时帮助学生理解hard的意思并教读发音。)

T: Who studied very hard in Grade1 or Grade 2?

S: …..studied very hard inGrade1/2.

(通过询问让学生复习巩固重点句型。)

（3）T: Now, I’m an English teacher,we work in the same school. And we all teach you. It’s very interesting. Yes?

2. T: This class Chen Hai will tell us a story about himself. It’s more interesting. Let’s have a look. OK?

(1)Listen and answer the question:

What does the word “retired”mean?

(2)通过听录音，理解课文，讲解retired这个单词。

(3)make sentences with the word”retired”, eg:

My grandpa was a worker. Now he is retired.

Let students make sentences.(通过学生说句子巩固单词。)

(4)Listen and repeat

(5)Read it in groups.

3. 发音部分

(1)draw saw aw字母组合的发音

chair hair air字母组合的发音

class pass ass字母组合的发音

让学生自己通过读单词总结发音规律

（2）Game:单词小博士

把一些学过的具有此类发音规律的单词写到黑板上，学生通过读单词，判断发音，写到相应方框下面。如：bear, pear, glass, grass…

(3) listen and repeat .

4、poem

(1) read the sentences, and learn the words: leaves, move, through

(2) read and understand the meaning.

(3) listen and repeat

(4) say and do the actions.

三、拓展案：

Activity2 Look and say.

Activity5 Game: look ,ask and answer.

三人一组开展游戏，一人问，一人做动作，一人回答，来复习巩固一般过去时。

分层次作业：

a.书写单词三遍；

b.书写课文一遍；

c.用所学知识谈一谈自己爷爷奶奶年轻时与现在的生活差异。

M3 U1 she had eggs and sausages

Learning Objectives

1、 Knowledge and Ability Objects

(1) Key V ocabulary egg, sandwich, hamburger, traditional, delicious

(2)Key structures

What did she have for breakfast/lunch/dinner? She had…

(3) Train students‘ abilities of listening and speaking

2. Methods Objects in Teaching

(1) Groupwork (2) Listening method

3. Sensibility and Value

Students will have a healthy eating habit.

Teaching Key Points

(1) Key V ocabulary egg, sandwiches, hamburger, traditional, delicious

(2)Key structures

What did she have for breakfast/lunch/dinner? She had…

Difficult Points

The difference between the past tense and the future tense

Teaching Methods 生本教育

Teaching aids:A tape recorder, CAI, Word cards

Procedures:

Step I Warming up

1、Greeting.：

T: Hello ,boys and girls. How are you?

S: I‘m fine, thank you. Are you happy?

2、Chant：Noodles and rice are very very nice.

Step II Prepositive Homework

List the food words as many as possible.

1. Groupwork

2. Groupleaders report

Step III New words and key structures teaching

1. Learn the new words(PPT shows some pictures.)

(1) egg

T: Look! Do you know what`s this. S: egg

T: Yes. It`s an egg. Egg, egg, 是鸡蛋。Egg, egg, i t‘s an egg.

S: Egg, egg, 是鸡蛋。Egg, egg, i t‘s an egg.

(2) sandwich

T: Wha‘s this? Ss: 三明治

T: Yes, but in English it‘s a sandwich. Sandwich, sandwich, I like sandwiches.

S: Sandwich, , I like sandwiches.

T: Now read this word according to my gesture. Sandwich

S: Sandwich, sandwich, sandwich…

(3) hamburger

T: Look at the screen. Wha‘s this? S: hamburger

T: Yes, you‘re so clever. I think you must preview the new words. Hamburger, hamburger, it‘s a hamburger.

S: Hamburger, hamburger, it‘s a hamburger.

(4) delicious

T: Do you like hamburgers? S: Yes.

T: Why do you like hamburgers? S: Because it‘s delicious.

T: Yeah, delicious, delicious, 美味的。S: Delicious, delicious, 美味的。

(5) traditional

T: You know, hamburgers are traditional English food. Can you guess what‘s the Chinese meaning of ―traditional‖?

S: 传统的T: Yes, traditional, traditional, 传统的S: Traditional, traditional, 传统的

2. Key structures teaching

(1) Key structures teaching

T: Yesterday I had eggs and for breakfast. What did you have for breakfast?

T: What did you have for breakfast ? S1: I had eggs.

T: What did you have for lunch? S2: I had cakes.

T: What did you have for dinner? S2: I had milk.

(2) Groupwork

Work in groups to practice the key structures.

(3) Check in public.

Step IV Text learning

T : Just now we talked out our meals. Do you want to know what Lingling had for breakfast?

1. Listen, repeat and underline the words of food. Then check.

2.Listen and read the text again.

3. Groupwork

（1）Work in fours to talk about these questions.

①What did Lingling have for breakfast?

② What did Lingling have for lunch?

③What did Lingling have for dinner?

（2）Invite several students to write down the answers.

（3）Check the answers.( Groupleaders are the judges.)

4. Listen and repeat by roles.

5. Read by groups.

6.Act the text out.(Groupleaders are the judges.)

Step V Extension :Make a survey

T: What did you have for breakfast/ lunch/ dinner yesterday? Now, let‘s make a survey, OK? You can ask and answer with your good friends:

For example: I am a reporter. Ask S1:/S2/S3 What did you have for breakfast/ lunch/ dinner

2 Act it out Eg. S1 had … for breakfast. S2 had … for lunch. S

3 had … for dinner.

Step VI Exercises

( ) 1. Lingling _____ like sandwiches.

A. doesn‘t

B.does

C. did

( ) 2. Mum is _____ to cook English food.

A. goes

B.went

C.going

( ) 3. Yesterday I ____ one apple to Amy.

A. give

B.gave

C.gives

( ) 4. ____ did you _____ for dinner?

A. What, had

B. What, have

C. When, have

Step VII Summary

T: What have you learnt this class? S1: …S2: …

Step VIII Homework

Step IX Blackboard Design

Module 3 English food

Unit 1 She had eggs and sausages.

egg

Sandwich A: What did she have for breakfast\lunch\dinner?

hamburger B: She had .

delicious

traditional

M3U2 Sam ate six hamburgers 教学设计