新标准英语第五册英语教学计划

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小学英语《新标准》第五册教材分析和教学建议

MODULE 1 London模块分析：Unit1 Lingling已经从中国来到伦敦，即将展开她的伦敦之行。

一天她和Am碰见好朋友John，一起聊天。

文章要对过去式进行复习。

Unit 2 Lingling 给Daming写信，聊起昨天发生了的事。

主要让学生掌握运用Did you do something？Yes, I did. No, I didn’t.的句型询问某人是否做过某事。

语音：主要了解字母a, e, i和字母组合ea在单词中的常见读音，让学生在朗读单词的过程中体会字母及字母组合的发音。

重点句型：--When did you come back?--We came back last Sunday.I dropped my ice cream!Did… do sth.? 及其回答I did…重点单词：when, back, home, those, ice cream, with, finish, hurry up, wait, drop-dropped, come-came， dear, met, ranMODULE 2 Shopping模块分析：Unit1 Ms Smart带Lingling去超市购买野餐需要的食物。

Lingling看着购物清单询问Smart需要多少香蕉和奶酪。

同时Smart还询问Lingling是否喜欢这些食物。

让学生初步了解在购物时如何用英语询问物品的多少和价格，重点运用：1.How many…do you want?及回答；2.Do you like something?来询问某人的喜好。

Unit 2 让学生制定购物单，主要练习How much…do you want?(不可数)的句型，学会用英语购物。

语音方面：主要了解字母u,o,a,字母组合ir,ur,er,ar,在单词中的常见读音，让学生在朗读单词的过程中体会字母及字母组合的发音。

重点句型：How many/much…do you want? 及其回答Do you like…? 及其回答重点单词：need, food, shopping list, cheese, juice, how many/much, kilo, box, bottle 教学目标：语言知识目标功能谈论购买物品的数量。

新标准英语第5册英语教案

Module 1 u nit 1 Do you use chopsticks in English?Teach aimsVocabulary: chopsticks. A knife and fork . rice. noodles etc Language: Do you use chopsticks / knife and fork in English/ China?No, we don‘t. We use a knife and fork.Function: Learn to talk about different habit of the people from different countries.Key point:Do you use chopsticks in England ?No, we don‘t .We use a knife and fork.Difficult point: Hard---easy chopsticks mess, chopsticks, a knife and fork.Teach aids: CAI, tape, chopsticks, a knife and fork, head---dressing Teach procedures (period 1 ):Warmer:1.Say hello to the children2.Introduce yourself to the students.3.Invite the students to introduce themselves if they can.Lead in:Introduce the three people in the text .Show the head---dressing of them.Presentation1 T: This morning I have some noodles for my breakfast. How about you? What do you eat? Buns? Milk? Rice? Dumplings? At the same time show the word cards. Lead to read them.2.Among these foods, some are western ones , others are Chinese traditional ones .Can you divide them?3.When we eat Chinese traditional food, we must use chopsticks or fork or knife? (At the same time show these things.) Yes, we use chopsticks for Chinese food. But the people in England use a knife and fork for their food. Lead to read chopsticks, fork and knife.4.So chopsticks are hard for English people. But they are easy for Chinese people. Ask students to guess the meaning of hard and easy. Lead to read them several times.5. Listen to the text once. Invite the students to say what they have got.6. Play the cassette again, this time ask the students to imitate sentence by sentence, and translate them. Then read after the teacher, and the students point to the correct sentence.Consolidation1.Play a game. The teacher say a sentence at random, the students pointto it. To see who is the first one to find it out.2.Practice in groups. Three students as a group.HomeworkListen to the conversation for six timesDesign of BlackboardModule 1 Unit 1Do you use chopsticks in England?No, we don‘t.We use a knife and fork.Teach procedures for period 2Warmer1. Greetings. Can you remember your classmate‘s name? If you can remember one of them, please say hello to them.2. Have a match between the teacher and all the students, to see who can remember the most names.Revision1.Show the things or the word cards, such as: chopsticks, a knifeAnd fork, rice, noodles, hamburger, and let the students get familiar with them.2.Guess which card it is. The teacher hide a word card under a book .Letstudents guess what it is.3.Can you remember what are Chinese food and what are English food?The teacher write those words on the blackboard, in two different circles. Then invite two students to draw chopsticks or a knife and fork under those words.4.Finish the exercises on their Activity Book.Design of blackboardChinese food English foodModule 1 Unit 2 I’m eating hamburgers and chips. Teach aimsLanguage:What are you eating? I‘m eating hamburgers and chips. Function:Talk about one‘s favorite food.Moral education:Know different eating habits of different countries.Key points:What are you eating? I‘m eating hamburgers and chips.Difficult point:V+ing.Teach aids:CAI word cards tape.Teach proceduresWarmer1.Greetings.2.Free talk. Such as: What‘s your name? How old are you? What Food do you like?Presentation1.Show a picture in Activity 1. T: Look! Who is he? What is heEating? What is he using? Invite students to answer this questions. Then show the other pictures.2.T: What (are) is Amy eating? She is eating hamburgers and chipsIs she using chopsticks? No ,she is using her fingers.3.Play the tape. Students repeat it sentence by sentence. Then read After the teacher. (P1 or read it by rows)4.Practice in pairs. One act as Amy, the other act as Daming.Activities1.Play a gameAt first the teacher pretends to eat something. Let the students guess: what am I eating? S1. Are you eating a____?T: Yes I am. No I am not.Then students play this game in pairs.2. Listen to the poem in Activity 4. And invite some students to translate it into Chinese. Then repeat after the tape. Practice in pairs.2.Finish the exercise on their Activity Books.HomeworkRecite the poem.Design of BlackboardWhat are you eating?I‘m eating hamburgers and chips.Module 2 UNIT 1 We’ve making a cake .(Period 1) Teach aimsLanguage:What are you doing? We‘ve making a cake?Vocabulary;Make, cake, idea, instead, lovely.Function:Talk about the things that people are doing.Moral education:Take care of each other.Key pointsWhat are you doing? I‘m_____V+ing.Difficult points:Be quiet! I‘m working. Go and make a cake in stead!Teach aids;CAI word cards tapeTeach procedures: for period 1Warmer1.Let‘s say the poem together.2.Find your friends. Each student finds a friend. As his or her Partner. They can sit together when they are allowed to cooper ate adialogue.Lead in1.T: What‘s your favorite food?S1: I like____-T; Do you like cake? Look! Sam and Amy are making a cake for Mum and Dad.2.Hang up the picture, introduce the people there.Presentation1.Give students several minutes to look at the picture and the teacher play the tape once. Then ask the students what they have got.2. Ask some questions about the dialogue. Such as: What is Mum doing? What is Dad doing?The teacher writes the conversation on the Bd . Then lead to read it. Teacher should explain the meaning of reading, working, instead.3.Play the cassette, this time pause after each sentence, let the Ss Repeat after it.Invite some Ss to translate it in to Chinese .Lead to read those difficult sentences several times.4. Read the conversation by roles. The teacher reads as Mum, boys read as Dad, boys and girls read as Sam and Amy.5.Practice in pairs, four Ss as a group to read the conversation.HomeworkListen to the tape for several times. Try to read out the dialogue.Teach notesDesign of blackboardModule 2 Unit 1What are you doing?We‘re making a cake.We‘re = we areModule 2 Unit 1 W e’re making a cake. (Period 2) Warmer1.Greetings2.Play a game. Do an action , let Ss guess what I am doing.S1: You are running /eating / sleeping /playing football /reading /swimming /drawing /watching TV / singing / drinking.Revision.1. Revise the verbs. Such as running, jumping, eating, sleeping, drinking, playing the flute /drums, playing football /basketball.Write these words on the blackboard.2. Lead to read these words and expressions. Then have a match between the boys and the girls. Invite one boy and one girl to come to the blackboard. The teacher says a word, to see who is the first one to point to it.3.Practice the conversation in pairs.A: What are you doing?B (do an action) I‘m running.4.Repeat the sentence after the tape.TaskMake something by themselves. Such as: make a paper plane, a kite, etc. And then talk about itWhat are you doing?I‘m making a paper boat.HomeworkCopy the words (in) of Module 2.Design of BlackboardWhat are you doing?I‘m ________.Module 2 Unit 2 I’m watching TV.Teach aimsVocabulary: watch TV, listen to music, eat the cake.Language: What are you doing? I‘m watching TV.Function: Talk about the things that people are doing.Learn to sing the song..Moral education: Try to make things by yourself.Key points: What are you doing? I‘m watching TV.Teach aids: CAI word cards picture.Teach procedures:Warmer1.Greetings.2.Listen to a song.Presentation1.Learn to sing the song . Sing after the tape sentence by sentence.2. Show the correct page. Look at the picture in Activity3. At first, point to the pictures, and then asks the Ss to practice in pairs.3. Invite some pairs of Ss to act their dialogue in the class.4. T: Do you want to know if Amy and D1 Sam have finished their cake. Let‘s listen to the tape. Then answer my questions.A: How is their cake?B: What is mother doing?C: What is father doing?5.Play the tape. Repeat after it.6.Give them three minutes to practice the dialogue, the whole story. The invite some pairs of them to act the story.Consolidation1. Play the game in Activity 3. At first let Ss read the words once. Then the teacher makes some examples, and invite some pairs of Ss to act their dialogue. Then can work in pairs of two.2. Learn to sing the song. First learn to say the words, then sing it sentence by sentence.Homework:Listen to the tape.Design of BlackboardModule 2What are you doing?I‘m watching TV.Module 3 Unit 1 These ducks are very naughty. (period 1) Teach aimsLanguage: What are these /those? These /those are _____. Vocabulary: naughty, dragon boat, row , lake, feed, get out. Function: Learn to describe a place.Moral Education: We should love animals.Key points: What are these /those? These /Those are ……Difficult points: The difference between this and (are) those, that and those.One duck, two ducks, this and that, these and thoseTeach aids: CAI tape word—cards.Teach procedures for periods 1Warmer1.Greetings2.say the poemin Module 1 and sing the song in Module 2.Lead inShow a picture of a park. Ask the Ss . What can you see in the picture ? How many ducks can you see? What‘s this? What are these? What‘ s that? What are those?Compare one duck two ducksOne boat two boatsPresentation.1.Hang up the picture of the text. Ask these questions:A: How many people are there?B: Who are they?C: What are they doing?2. Write the new words on the Bb, such as duck, boat, dragon boat, lake, row, feed, get out, explain the meaning for them. And then lead to read; and at the same time do the actions to help them to understand.3. Play the tape once. Invite the Ss to look at their books, and answer my questions.Such as: How many people are there?Who are they? Where are they?What do they see? What are they doing?4. Play the tape again pause after each sentence, help the Ss to understand the meaning. Do some gestures to indicate the meanings.5. Play the tape, this time let Ss repeat after it. Or repeat after the teacher. Then read by roles.6. T show some pens, rulers etc. Tell them the difference between this and these. What‘s this? What are these? What‘s that? What are those?Task1. T point to the pictures in Activity 3, and ask them, what are these? These are dragon boats. Invite two Ss to answer, and then invite two Ss to ask and answer. At last, give Ss three minutes to practice this dialogue inpairs. And act it in the class.2. Finish the exercises on their Activity Book. At first, let them find out what are single forms and what are plural forms. And explain ―This is ‖ is for single form, while ―These are_____‖ is for plural forms. HomeworkListen to the tape and copy the new words.Design of BlackboardModule 3What‘s this? What are these.This is a/an___ These are____.What‘s that? What are those?That is a/an___. Those are____.Module 3 Unit 1 Teach procedures for period 2 Warmer1.Greetings2.Revise the words. Show the word cards. Ss read them loudly.3.Free talk. Ask and answer this question. What are these? What are Those?Presentation1. Play a game. Invite some Ss to come to the blackboard, draw something on the Bb, then he or she asks. What‘s this? What are these?2. Play another game. The teacher do some gestures, let the Ss guess what‘s the meaning of it. Such as: Let‘s feed the ducks. People row on this lake: What are those? They ‗re dragon boats. These ducks are very naughty.3. Play the cassette, let Ss repeat after it. Invite individual Ss to repeat the difficult sentences.Task1. Finish the interesting exercises on their Activity Books. Find the words. The teacher should better draw the table on the Bb, let Ss spell the words, and write the letter on the table. Then search the letters and form into another word. It‘s interesting, the Ss will love it.2. Ask Ss to ask and answer question about the picture in Activity 4 on their Activity Books. Then match the pictures and the sentences.HomeworkRead the text in Activity 1,, and invite their parents to sign their names. Design of BlackboardModule 3What is this? This is a/an_____.What are these? These are______.Module 3 Unit 2Teach aimsLanguage: This is Sam‘s sweater. These are Sam‘s trousers. Vocabulary: Naughty, dragon boat, row, lake, feed, get out, wet, shorts. Function: Describe singles and plurals.Key point: These are Sam‘s trousers. And those are Amy‘s shorts. Difficult points: These are _____. Those are_____.The pronunciation of trousers.Teach aids: CAI tape word cards pictures.Teach proceduresWarmer1.Greetings.2.Sing a song: ―Make a cake‖3.Show the pictures and sentences in Activity 1. invite the Ss toread out the sentences. Or act as the little teacher to read.Presentation1. Ask one student to draw a T-shirt on the Bb, and color it. The T ask, what‘s this? It‘s green.2. The T hangs up the picture on the Bb. Let Ss look at it and at the same time. Listen to the tape, and try to guess what they are talking about.3.The teacher points to the picture, and ask these questions, whatare those /these? whose trousers are these? Whose shirt is this?4. Play the cassette again, this time pause after each sentences, let Ss repeat after it. And at the same time invite some Ss to explain the meaning of it.5. Write the main sentence on the Bb, and lead to read it. Explain Amy‘s and Sam‘s. and make some examples to them.Task1.Learn to sing the song. Row your boat. First lead to read the sentences. One by one , then lead to sing it.2. Finish the exercise on their Activity Books. Pay attention to the writing form of this and that, these and those.Homework1.Listen to the tape.2.Copy the words in Module 2Design of BlackboardModule 3 Unit 2This is Sam‘s sweater.These are Amy‘s shorts.Module 4 Unit 1 Can you run fast?Teach aimsLanguage: Can you run fast? Yes, I can. No, I can‘t. Vocabulary: Can, winner, jump, far, see..Function: Talk about abilities.Key points: Can you ____? Yes, I can. No, I can‘t.Difficult points: Can‘t, winner, puddle.Teach aids: CAI, word cards, pictures.Teach procedures for Period 1Warmer1. First, play a game. Look and guess. What am I doing? And the T write these phrases on the Bb, such as: run, swim, sing, dance, skate, eat, drink, jump, hop, ride a bike, play football, play the flute /piano/drums, etc.2. If you can run. Please stand up, and say I can run/ jump.Lead inShow the head dressing of Sam and Amy, and hang it on the Bb. Let Ss guess what they can do. I write these phrases under them.Do you want to know who guess right. Let‘s listen to the tape. Presentation1.Hang up the picture on the Bd. And play the tape once. Whose answer is right, please show us. What can San and Amy do?2.Play the tape again, this time invite the Ss to circle the answer ofWhat Sam and Amy can do.3. (Open) Play the tape again. This time repeat after it, and circle the difficult words. Try to guess its meaning. Invite individual Ss to read the sentence, then all together.4. Read after the teacher. Then read by roles. The teacher read as Amy. Ss read as Daming, Sam . or girls read as Amy, boys read as Sam.5. Give Ss three minutes to practice by themselves. Invite some pairs of them to act in the class.Task1. Finish the exercise on their Activity Books. And correct the answers.2. Ask your friends what they can do or what they can‘t do. Homework.Listen to Module 1 Activity 1.Copy the words, swim, run fast, jump far, sing, dance, play football, play basketball.Design of BlackboardModule 4 Unit 1Can you run fast?Yes, I can..No, I can‘t.Module 4 Unit 1Teach procedures for period 2Warmer1.Greetings2.Row your bout. Sing this song together.3.Play a game. The teacher asks the Ss to close their eyes. AndOpen their pencil-box on their desk. Then the teacher collect some Stationeries from their desk. Let all the Ss guess whose pencil/ruler it is. S: Is it ‘s ruler?T: No, it isn‘t / Yes, it is.Presentation1. Ask the Ss to repeat the text together. Then act the dialogue in the class.2. Ask some Ss this question, Can you run fast? Can you jump far? Can you swim fast? Can you ride a bike?4.Ask and answer this question one by one.T: Who can run fast? Please line here. Let‘s see who can run fast?Then who can jump far? Please line here.Let‘s here a PK among them.5.Learn to sing the song. Can you throw high in the sky?At first, learn to say the words. Repeat after the teacher sentence by sentence. Then sing after the CD-ROM sentence by sentence.Activities1.Finish a questionnaire.What can you do?Ask one or three classmate what they can do or can‘t. And finish the questionnaire. Then report it.Homework1. Listen to the tape.2. Copy the wordsDesign of BlackboardModule 4 Unit 1What can you do?I can _____.Module 4 Unit 2Teach aimsLanguage: This bird can fly.Vocabulary: swim, finish, walk.Function: Talk about abilities.Key points: This bird/ fish can fly/swim.Difficult points: This bird can‘t fly.Teach aids: CAI. word cards. Picture.Teach procedures:1.Greetings2.Revision. Invite three pairs of Ss to act the dialogue in Activity 1. One acts as Amy, the other acts as Sam.Lead inT: We talked about people abilities. But do you know what can animal do. Today let‘s learn this.Presentation1. Show the picture, and hang it up on the Bb. Ask Ss these questions: What‘s this? It‘s a bird.What can the bird do ? This bird can fly.What‘s that? It‘s a fish.Can it fly? No, it can‘t. It can swim.2. Play the tape, and read after it. Sentence by sentence. Invite individualSs to repeat it, then all together.3. Look at the pictures in Activity 2. Talk about it. First the teacher should make an example.T: Can this dog run? S1: Yes, it can.T: Can this bird fly? S2: No, it can‘t.T: Can this duck swim. S3: Yes, it can.T: Can this baby walk? S4: No, he can‘t.Then give Ss three minutes to practice by themselves. And then invite three or four groups of Ss to act their dialogue.Task1. Finish the exercise on their Activity Book. And correct their answers.2. Learn to sing the song again.HomeworkRead out the text.Remember the words in this module.Design of BlackboardModule 4 Unit 2This bird can fly.This bird can‘t fly. Can‘t = can notModule 5 Unit 1 Can I have an ice cream? Teach aimVocabulary: shop, ill, biscuit, worry, allLanguage: Can I have an ice cream, please?Yes. Have you are. No, you can‘t.But you can have these biscuits.Function: Asking for permission and offering help.Moral education: Help others is a happy thing.Key points: Can I have an ice cream? Yes, you can. No, you can‘t. Difficult points: I can go to the shop for an ice cream.Teach aid: CAI, tape, word cards.Teach procedures for period 1Warmer1.Greetings2.Show some word cards, such as: sweets, hamburger, cake, ice cream, biscuit. TV. Guess what it is. Or what‘s missing. Get familiar with these words.Lead inT: Today. I feel not so good. Maybe I am ill now. Can I have an ice cream now?Ss: No, you can‘t.T: Can I have some sweets? Ss:_______T: Can I Watch TV? Ss: ______T: Today, Amy is ill too. She must stay at home. Now, let‘s listen to what they are talking about.Presentation1.T hangs up the picture on the Bd. And introduce to them. Then play the tape, let Ss listen to it when they look at the picture.2. T ask some questions, such as:T: What does Amy want?S1: She wants to have a drink/ watch TV/ have an ice cream.T: Can she have an ice cream/ watch TV/ have a drink/ go out for an ice cream/ have some biscuits?S2: Yes, she can./ No, she can‘t.3.The T writes the sentences on the Bd translate it to them. Thenlead to read.4.Drill it one by one.S1: Can I _____?S2: Can I _____?5. Play the tape. Let Ss repeat after it sentence by sentence. Invite individual Ss to repeat, then others repeat together.Practice1. Act out the dialogue. One acts as Mum or Dad, they other one acts as Daming or Amy. The children ask for permission to their parents. Inviteseveral pairs of Ss to act in the class.2. Finish the exercises on their Activity Book. Then correct the answers in the class.HomeworkRead the dialogue.Design of BdModule 5 Unit 1Can I have an ice cream?Yes, you can.No, you can‘t.Module 5 Unit 1Teach procedures for period 2Warmer1.Greetings.2.Sing the song. Can you throw high in the sky? Together.3.Play a game. Quick response.T: Can you eat a pen? Ss: No, I can‘t.T: Can you drive a car? Ss: No, I can‘t.T: Can you eat an ice-cream? Ss: Yes, I can.T: Can you walk on your hands? Ss: ______.T: Can you do like this? Ss: ________.Presentation1. Repeat the dialogue in Activity 1. and then the T choose some sentences in Chinese. Let Ss translate it into English. Such as: I can go to the shop for an ice cream! No, you can‘t go out. You are ill.Look! No ice cream..2. practice the dialogue in Activity3.Divide all the Ss into two groups.The left group ask: Can I have some sweets, please.The right group: Yes, you can. Have you are.The left group: Can I have some rice, please?The right group: No, you can‘t.3. (Image) Give advices.T: I‘m tired. What can I do?S1: You can have a rest.S2: You can listen to music.S3:You can eat something.T: I feel sad. What can I do?S1: ……S2: ……4.Finish the exercise in Activity 3. first, The teacher asks the questions: Can I have some sweets, please? S3: Yes, you can.Then give Ss three minutes to ask and answer these questions, invite some pairs of them to answer act their dialogue.5. Finish their exercise on their Activity Books. And then check the answers.HomeworkCopy the words. And listen to the tape.Design of BbModule 5Can I have some sweets. Please?Yes, you can.No, you can‘t.Module 5 Unit 2 Teach aimsVocabulary: come in, worry, read the book, sorry. Language: Can I come in? Yes, please.Can I read this book? Yes, you can. Function: Ask permissions.Moral education: Take care of each other.Key points: Can I come in? Yes, please.Difficult points: Don‘t worry.Teach aids:CAI, word cards, pictures.Teach procedures:Warmer1.Sing a song. Can you throw high in the sky?2.revise the words: show those word cards. Ss say them out.3.Answer my questions:Can you fly? Yes, I am. No, I can‘t.Lead in:T: Hello! Can I open your pencil—box?S1:Yes, please.T: Can I use your book?S2: No, you can‘t.Presentation1.T goes out of the classroom, and knocks at the door,‖ Can I come in?‖ Help Ss to answer,‖ Yes, please.‖T:‖ Can I go out?‖S: Yes, you can./ No, you can‘t.2. Write the key sentence on the Bb. Lead to read. Then let Ss ask the teacher this questions. Can I go out? Can I come in, please? Let them come in one by one. Everybody should ask this question.3. Open their books and listen to the tape. Repeat after the tape sentence by sentence. Invite some Ss to translate them into Chinese. The T can do some gestures to help them understand.4. read by roles. First, the T read as Sam, the Ss read as Daming. Then change. Or the boys read as Sam, while the girls read as Daming.5.Practice the dialogue with your partners. Then invite some pairs of Ss to act out the dialogue.Consolidation.1. Listen to the questions in Activity2. And answer it one by one. Or practice with your deskmate.2. Think and answer. Practice the dialogue in Activity 4. if the Ss can ask, give him or her two points, but only one point for the student who answers it.3. Learn to sing the song.Homework;Learn to sing the song at home.Listen to the tape.Design of BbModule 5 Unit 2Can I come in?Yes, please.Module 6 Unit 1 I’ve got a new kite.Teach aimsVocabulary: Computer game, careful, fix, jigsaw puzzle, pet, mouse. Language: I‘ve got a new kite. We‘ve got a jigsaw puzzle.He‘s got a pet dog.Function: Talking about possessions.Key points: I‘ve got a new kite.Difficult points: Be careful! Let‘s fix it.Can I play with your computer game?Teach aids: CAI, word cards, pictures.Teach procedures for period 1Warmer1.Play a game.Ask Ss to prepare two piece of papers. One is‖ Yes, I can.‖ The other one is‖ No, I Can‘t.‖T: It‘s bed time now.Can I have a drink, please?Can I watch TV/ read my book in bed/ play with my computer game? Listen to my CDs/ go to bed now?Ss put up their cards when they answer these questions.2.Revise the words.Lead inThe T draws a kite on the Bb. And say I‘ve got a kite. I like my kite very much. Then the T holds up her book, and say‖ I‘ve got a book. Then ask Ss to guess what‘s meaning of it.‖Presentation1. The teacher writes this sentence on the Bb. And lead to read it. Dill it one by one.2. Open their books. Play the tape. Let Ss listen to it once. Then the T shows these questions.What has Daming got?What has Sam got?What happens to the kite?What does the kite look like?3. Play the tape again. Invite the Ss to circle the sentences‖ I‘ve got…‖―We‘ve got…‖ And read these sentences out. Invite individual Ss to say them.4.Listen to the tape again. This time repeat after it sentence by sentence. Practice.1. open their pencil—box. And answer this question. How you get a pen/ pencil/ ruler/bag/English book?Help Ss to answer: Yes, I have. I‘ve got a pen.2.Finish the Activity Book, Unit 1.3. Point to the pictures in Activity 3. And practice the sentence: I‘ve got a computer game/ jigsaw/book/ball/panda/car/kite.HomeworkListen to the tape.Draw the picture in Activity 3.Take your toys next class.Design of BbModule 6 Unit 1I‘ve got a new kite.Module 6 Unit 1Teach procedures for period 2Warmer1.Greetings2.Play a game. Listen and draw.T: I‘ve got a kite/ball / pen/ ruler…Lead in and revision1. Read the conversation by roles. The teacher reads as Sam, the Ss read as Daming.2. The T show her micphone, says:‖ I‗ve got a micphone.‖ What have you got?S1:‖ I‘ve got a_____‖S2:‖ I‘ve got a_____‖Presentation1.T: What has S1 got?Ss: He/She has got a_____.2. Everybody shows their toys, and say I‘ve got a_____. And invite the Ss remember it. Then guess what he/ she has got.3.What has Sam/Daming got?He has got a______.4. Guess a riddle.It has got long ears. It can jump. What is it?It‘s got very long nose. It‘s big. What is it?It‘s got eight legs. It‘s black. What is it?It‘s got two legs. It can fly. What is it? Activity1.Make a riddle with your partners.Then say your riddle, to see who can guess it.2.Finish the exercises on their Activity Book. Teach notesDesign of blackboardModule 6 Unit 1I‘ve got a doll / a kite / a computer game.I‘ve = I have。

新标准小学英语第五册教案

新标准小学英语第五册教案教材分析本课是外研版新标准小学（三年级起始）英语教材第五册Module 8 unit 1.在前面的学习中，学生学习了动词的一般现在时中主语都不是第三人称单数的情况，而在本单元，学生将要学习主语是第三人称单数的一半现在时的情况。

相对于之前所学，本单元的新知识较难理解和掌握。

学情分析学生已学了两年多的英语，对一些英语根底知识有了一定程度的掌握，对新知识充满了渴望，由于学生已学习过动词的其他时态及动词的变化，所以理解起本节内容的难度应该减少了；但毕竟动词的第三人称单数的一般现在是是中英两种语言区别最明显的地方，学生理解和掌握的难度较大。

教学目标1.能听懂本单元的一些问句及其答复；2.会说“What time does school start ?","What time do you get up ?"及它们的答复;3.理解第三人称单数一般现在时动词变化的特点。

教学重点和难点1.理解第三人称单数一般现在时动词变化的特点；2.能听懂和运用“What time does school start ?”进展提问及答复。

教学过程一．Greetings:1.Good morning !2.Sing a song .二.Introductions:1.Talk about the schedule of themselves.2.The Ss practice in pairs.三.Text Teaching:1.Talk about the pictures of the text with SS:who are they ?What are they doing ?2.Play the tape ,the Ss listen and cross out the new words.3.Teach the new words with games.4.play the tape once more ,the Ss listen and follow .5.practice:first in groups then in pairs .6.Ask the Ss to pick out these sentences:what time does school start ?What time do you get up ?And their answers to find the differences.7.Practice with more verbs by the pictures in Activity3.四.Extra Exercises《课堂作业》.五.Conclusions:ask"what have we learnt?"六.Homework.。

新标准英语(三年级起)第五册全册教案

新标准英语（三年级起）第五册全册教学案Unit 1 When did you come back?教学重点：home ice cream ran-run met-meet back from China last Sunday教学难点：When did you come back?We came back last Sunday.I dropped my ice cream.教学工具：radio and word pictures教学程序：1、热身复习教师欢迎学生暑假后回到学校，请学生谈一谈自己的暑假生活。

教师问Where did you go during your summer vacation? What did you see there? What did you eat? 这样可以营造学习氛围，让学生逐渐重新习惯用英语会话，为后面的学习奠定较好的基础。

2、任务呈现与课文导入learn the new words and introduce the text in Chinese. The teacher should say sth about the text background.3、课文教学（1）学习新词教师出示home ice cream ran-run met-meet back from China last Sunday的图片及拼写卡片，问学生What is this in English？并分别领读这些单词。

教师将图片帖在黑板上，再分别出示与之相匹配的单词及词组卡片，要求学生将这些卡片帖到对应的图片下方。

(2) SB活动1听课文录音回答问题。

教师提问When did Amy come back?Who dropped the ice cream.放第一遍录音，学生回答问题。

教师让1-2个小组来汇报结果。

听录音跟读。

放第二遍录音，学生可以根据自己英语的程度自由选择是否参考句子及图片。

新标准英语第五册英语备课模板

3、课文教学
（1）用动画或大挂图加录音带呈现SB Unit 2活动1放第一遍录音，let the student preview the letter.放第二遍录音，学生检查，and follow the read the text.教师对学生给予鼓励和表扬。
（2）SB Unit 2活动2
播放录音，在每一句话后停顿，学生重复，模仿录音中的语音、语调。
Sunday的图片及拼写卡片，问学生What is this in English？并分别领读这些单词。
教师将图片帖在黑板上，再分别出示与之相匹配的单词及词组卡片，要求学生将这些卡片帖到对应的图片下方。
(2) SB活动1
听课文录音回答问题。教师提问When did Amy come back?
Who dropped the ice cream？
3、课文教学
（1）SB Unit 2活动1
看SB Unit 2活动1的图片，问学生图上有多少个小孩，其中一个男孩手里拿了几样东西，分别是什么，他正在干什么，他手里拿的那张纸上写的是什么。学生看一看纸上写了多少种东西。学生读句子。教师问第一个人说的句子当中be going是什么时态，什么意思。
集体备课内容
学生听录音，思考划线处的发音。教师用Chinese的卡片，请学生判断e字母在这个单词中的发音。再举一些例子。学生可以两人合作，或小组合作来想单词。以同样的方式来学习其他元音字母及字母组合在单词中的发音。
词。以同样的方式来学习其他元音字母及字母组合在单词中的发音。
集体备课内容
个案内容（使用过程中的顿悟、修正以及反思等）
3、课文教学
（1）学习新词
出示shopping，bananas，cheese，list，card，egg的图片和单词卡，学生看图理解单词。教师每出示一张图片时可先让学生看拼写试读一下，这样利于培养学生看拼写读单词的能力。学生试读后，教师领读，学生跟读。之后教师读单词，学生用手快速指向图片。在学生能较快地指出图片后，练习读音，选择一名学生指图片，其他学生读出单词及词组。

英语第五册教学计划

英语第五册教学计划一、教材分析：《新标准英语》是根据教育部制定的《国家英语课程标准》和《小学英语教学基本要求》编写而成的。

它的设计和编写体现了外语教学思想的继承和发展。

本册教材具有以下几个特点：1、注重学生语言运用能力的培养，突出语言的实践性和交际性，同时也突出语言的真实性和实用性。

2、注重学生自学能力和学习策略的培养，为学生的进一步学习或终身学习奠定基础。

3、注重中外文化的双向交流，使学生通过学习，培养未来跨文化交际所需要的能力。

4、注重学生学习兴趣的培养，以不同方式最大限度的激发学生的学习动机。

5、注重融合学科内容，加强学科之间的整合和渗透，让学生通过英语学习来获得其他学科的知识。

6、注重教材的灵活性和可操作性，以满足不同层次的学生的需求。

7、注重教学资料的配套，为学生提供良好的英语学习环境，帮助学生拓展自我发展的空间。

第一模块教材分析：教学目的：Talking about past activities.教学重点：When did you come back? We came back --- 第二模块教材分析：教学目的：Market shopping.教学重点：How much\How many --- do you want? Do you like---. 第三模块教材分析：教学目的：Talking about past activities.教学重点：What did you do at the weekend? Where did you go?Where\ How\ When\ What did---?第四模块教材分析：教学目的：Solving a dilemma教学重点：It’s mine\his\ hers\ yours\ Lingling’s.第五模块教材分析：教学目的：Describing contrast.教学重点：There are enough\not enough --- There are toomany---第六模块教材分析：教学目的：Assessing oneself.教学重点：You can--- well\bally. Can you---?第七模块教材分析：教学目的：Investigating community.教学重点：He\She\They can\can’t---.第八模块教材分析：教学目的：Describing a school routine .教学重点：present tense and past tense.第九模块教材分析：教学目的：Talking about feelings.教学重点：Are you feeling sad\ bored\ angry? I feelhappy\sad\ tired\ bored\ hungry.第十模块教材分析：教学目的：Instrucing on correct behaviour.教学重点：should\shouldn’t.三、学生情况分析本学期我担任五年级一班的英语教学，学生59人。

新标准小学英语第五册Module精选范文Unit教学设计教案

Step 4Summary:
问学生What have we learned in this lesson?请学生自己总结。
作业布置
设计有关动物的海报，介绍它们对人类的帮助。让学生查找资料并结合课上的知识制作一张海报，介绍动物对人类的帮助，号召人们保护动物。提供可能用到的英语知识。
板书设计
Module 7 Unit 1 He can’t see.
教学目标
1.谈论动物对人类的帮助
2.谈论人们能做和不能做的事情
重难点
1.New words in Module 7
2.Dogs are very useful in the community.
He/She/They can’t…
教具学具
Blackboard / the recorder/tape/cards
教师说He is blind means that he cannot see. Now, look at this picture.给学生们看聋人和助听犬的图片，问Can she hear?当得到否定答复后说She cannot hear so she is deaf. She cannot hear wellby herself.板书deaf和by herself，重复两个单词，让学生们跟着说。然后问Who can helpher?学生答后作总结或提示A dog can help her.
出示hot dog的图片，询问学生它的名字。然后教师板书单词，重复，学生跟读。
教师说词，学生指图或做动作表示。
（2）SB活动1
出示大挂图，此时只展示图1。教师问What are the children doing？学生答They are watching TV.教师问What is the programme about？讲解programme的词义，板书单词，重复，学生跟读。放录音，找到答案。(It’s aboutdogs.)播第一遍录音，提问What do the dogs do? A. They help people.B. They eat a lot of meat. C. They are very lovely.（选A）第三次播放录音，提问Why do they help these people?（答案分别是Because theman cannot see. The girl cannot hear. The firemen cannot find people.）

新标准英语三年级起点第五册教学计划

新标准英语三年级起点第五册教学计划一、上期情况分析：进入五年级，学生学习的自觉性加强了。

通过了二年的学习，大多数同学逐步形成了学习英语的兴趣和爱好，能运用英语在日常学校生活和课堂情景中与老师和同学进行初步的日常口头交际，但也存在个别学生没有养成良好的学习英语的基本方法。

在中高年级，我们的学习要求更高了，因此我们要更加努力，要多听录音、多看英语动画片等电视节目，多读课文，多学习英语句子和单词。

并采取主动的、积极的学习态度，形成自我促进、自我调整、自我纠正明显错误的能力，积极大胆参加运用英语的活动，比如课本剧的表演等。

二、本期教材分析：全书共分10个模块（MODULE ），内含一个期末复习模块。

每个模块仍依前数册惯例，各分三个单元（UNIT ）。

一般情况下，第一单元呈现本模块所要学习的语言内容，第二和第三单元提供若干任务型（TASK-BASED ）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；二是提高发音的正确性；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。

其中一些不常用的单词，不要求学生在歌谣之外学会使用。

在本册中，我们要跟着LINGLING 和SMART 一家去英国访问，并了解一些关于英国的情况。

我们将开始学习如何完成语句，从现在到小学结束我们要逐步学习独立地写出完整的语句。

我们要学习如何表达过去具有的能力、允许和不允许做某事等到。

同时，我们还要开始比较系统地复习归纳单词的读音，从而初步了解英语语音的一些规则。

三、教学要求：听：1、能在图片、手势的帮助下，听懂语调自然的短句或录音材料。

2、能听懂一些配图小故事。

3、能分辨在一组词中的不同发音，找出不属于同一类的单词。

说：1、能用英语回答问题并做到发音清楚，重音正确。

2、能恰当运用学过的日常交际用语（如问候、告别、致谢、致歉等。

）3、能运用已学过的句型说一些简单的句子。

There be 句型4、能在教师的帮助下复述课文。

外研版新标准英语第五册十要素教案

6.师生互换,老师猜学生回答.
（二）课文教学
T:Ok!Today,Lingling and Amy have a talk,what’s the matter,Lingling?Now,Let’s learn the new lesson to find out the answer.
1.播放课件.学生边听课文录音，边观看屏幕上的情境图。
3.把刚学过的几个感觉的单词放在一起让学生玩missing game的游戏.在学生准确无误地说出答案之后教师表现出很吃惊的表情,学习surprise这一单词.
4.拿出画有四种表情的面具图让学生齐读后一一贴在相应的单词后面.看着板书读句子.
5.教师拿出另外四张表情图,告诉学生现在我感觉很高兴.(伤心,生气,无聊).转了一圈后再随意拿出一张图,但又不让学生看到,学习secret,tell这两个单词.学会后,让学生用所学的句子猜一猜老师现在的感受.
bored
angry
（问题出示在课件上，让学生带问题听录音，然后试着找答案，接着老师指导学生retell并回答问题）
2.跟读课文,并学习miss.
3.再听一遍录音
T:Listen to the tap again and read the text.
4.分组朗读课文
T:Now ,group1 will be Amy, group2 will be Lingling .Begin!
四、全课小结
能说说你现在的感受吗？
一、Warm—up/ Review
(1)Sing a song .(If you are happy and you know it clap you hands.)
(2)Greetings
学生玩“石头--剪刀--布”的游戏，学生对本课的句子有所感知.

《新标准英语》第五册教案设计

《新标准英语》第五册教案设计小学新标准英语三年级起点第册教案设计教学目标：认知目标：单词：句型：能力目标：使学生学会如何询问数量，如何购物。

教学重点：教学难点：教学准备：课件，图片，单词卡片等。

教学设想：出示课件“一分钟十问十答”一出示各种食品图片让生齐读出来但是当看到可数名词时坐下读当看到不可数名词时要起立读出来二最后一张出示奶酪引入单词教说该单词分小队分排练读三出示课件一个大苹果从上掉到台秤上指针指到数字上引入单词使生理解该单词意为一公斤。

教说、练说该单词。

出示课件：一牙香蕉从上掉到台秤上，指针指到数字一半的位置上，引入词组。

使生理解为“半公斤”。

教说、练说该词组。

出示课件：一个大西瓜从上掉到台秤上，指针指到数字上，引入词组。

使生理解该词组意为“公斤”。

教说、练说该词组。

将所学新词齐说一遍，并利用练说。

一找学生说出野餐时想带的东西老师板书并适时穿插说当黑板写满时引出教说单词二老师利用板书中的可数名词问再用问板书中的不可数名词让学生理解这两个句型是物品询问数量的然后让他们总结出两个句型分别用在何种情况三让学生两两一组就黑板上的单词进行问答练习然后出示课件练习两个新句型放第一遍课件指名根据画面回答问题放第二遍课件时全班跟读四老师仍然利用板书提问启发学生理解该句意思是询问价钱。

在练说时速度要由慢到快，拍手有节奏地练说该句。

（）：课件依次出示三种物品，找一个学生上教室前面来背对屏幕猜价钱，其它同学根据他说出的价钱说或来给他提示。

让学生人自由结组，并发给他们每组一张纸，让学生先来列一个清单。

待学生列好清单后，利用实物投影展示几组。

大家一起看一看，说一说清单上都有什么东西。

出示课件：一个购物的对话范例。

老师先与一个学生做一个示范，然后让学生在每组里找一、两个学生当售货员，其它同学买东西，进行购物对话。

对话展示。

新标准小学英语第五册Module教案

教学内容：Module 5 Unit 1 There are enough!教学重点：Words of Unit 1教学难点:1. There are ten pencils in the blue box.2. There are enough pencils.教学用具:radio and pictures.教学程序：1. 复习Review the words of Module 42．课文教学(1)SB练习1A. T播放磁带，学生听并思考以下问题。

1) How many people are there in this dialogue?2) What is Sam doing?3)Are there enough pencils?B. 听第二遍后学生小组讨论上述问题，并派选手参加每个问题的抢答。

在抢答的同时，T把一些单词写在黑板上，领读学生掌握不好的词。

T给获胜的小组加分。

示例：enough give every everyone them carefulB.放录音，SS跟读。

a)俩人一组完成AB练习2b)SB活动31) 学生独自完成此活动，后俩人一组练习描述图。

2) T准备一些图片或实物，学生练习描述。

例：一大瓶水，俩个小杯子。

There is too much water.There are not enough cups.许多页纸，俩个小袋子。

There is too much paper.There are not enough bags.3)必答，每组派3人比赛，对一句加一分。

4) 全班完成AB练习1放一遍磁带。

然后对编号。

第二步要求写句子，难度比较大。

六人一组，每人负一幅图。

最先完成每一幅的组，要以最快的速度把句子写在黑板上，并得到加分。

教师要多在教室里走动，以防有的组为了速度而由同一个学生完成。

4.课后作业Copy the key words and sentences and recite them.教学板书设计。

新标准英语三起第五册XXdule9教学建议与教案

you feｅｌ I feel… Do you fｅel ｔｉred运用任务：利用大量的表演活动练习询问和表达情感。

模块分析：Ｕt 1通过Ａｍy对玲玲关切的话语，让学生了解和学习如何去询问某人的感受。

Ut ２在学会Arｅｙｏu ｆeeling… Is he/ｓhe feeling…的基础上，进一步学习Ｈoｗ do you ｆeｅｌ… I feeｌ… Dｏ yｏu feel …Ｙｅs, I ｄo。

等询问和表达情感的语句。

本模块的内容非常吸引学生，因此建议教师在教学中多用夸张的身体语言和动作表情来表现不同的情感，还应给学生提供足够多的表现机会。

了解ts/ds/tｒ/dr/ch／j，ｄｇ在单词中的常见读音. 二、运用任务任务1：回声活动目的：操练本模块表示情绪的单词，使机械操练兴趣化.活动准备：表示不同情绪的单词脸谱,一面是脸谱,另一面是单词,saｄ， bore ｄ， aｎｇｒy，ｈapｐy。

活动过程:教师用夸张的表情帮助学生理解这些词的意思，然后领说。

与其他跟说形式不同的是,学生在跟说时模仿山谷里的回声,重复几次，声音由大到小，由近而远。

如：Teacher：Sad．Ｓｔuden ｔ：Sａd, sａd， sad…在回声时节奏、快慢由学生自己掌握，不要求统一。

任务2:表演秀活动目的：练习、巩固询问和表述情感的语句. 活动准备:学会tired和huｎgry。

活动过程:把学生分成四人小组，studeｎt 1夸张地做出某种表情,另外三位则提出不同的问题，如：Aｒe you tired Ｈow ｄo yｏuｆeel Is ｈe/sｈe angry第一轮结束后，另一同学做表情,其余三位接着提问任务3:模仿秀活动目的:培养学生表述自己的情绪、感觉的能力。

活动准备：把学生分成四人小组. 活动过程：**组学生根据Ｕt2第一部分的内容，选择其中任何一段进行模仿，边模仿边叙述。

待熟练掌握这些描述性语句后让学生尝试着进行改编,如：Tｏdａｙ Iｐｌayed a fｏｏtball gamｅ.No ｗ I feel tired. 渐渐地再进行扩展.如：It’s sｎｏｗiｎｇ．Ｉ feel cｏld。

新标准小学英语第五册ModuleUnit教学设计教案

教学目标
相互评价做某事的水平
重难点
1.I can do 6 very well.
I sing very badly.
2.ear,eer;oor,our;air,ear在单词中常见的读音。
教具学具
Blackboard / the recorder/tape
教学过程
检查预习
情景创设
导入新课
Step 1Warming up：
请学生展示上节课的作业，说一说自己的调查结果
教师把单词fast,high,well,badly写在黑板上，请学生从中选一个造句。
新课传授ቤተ መጻሕፍቲ ባይዱ
Step2Presentation
1.课文导入
教师说: “Do you remember what can Lingling play? And can she play it well?”请学生回答问题。教师说: “Sam can do something very special. Let’s have a look.
教师播放录音。请学生跟读，注意模仿其语音语调。
(2)请学生看SB Unit2活动2.先请学生看插图理解对话，然后学生四人一组互相提问和回答，找出同学们的特长。鼓励学生在提问时加入以前学过的动词或动词词组。
(3)请学生看SB Unit2活动3。先请学生读一读这几个单词，说一说彩色部分的字母或字母组合分别发什么隐。然后教师播放录音，每一组单词后停顿，请学生注意彩色部分字母或字母组合的发音，看看自己刚才读的对不对。教师可把单词写在黑板上，在用彩色粉笔妙处相应的字母或字母组合。在放录音请学生跟读，教师注意纠正学生的错误。
双沟小学课堂教学设计
主备人：李雪备课时间：09年10月4日共第17课时