Let’s Spell优质课教案内容

Unit 1 Keeping Healthy 教学设计

谷红男

一、教材内容分析

本课时的教学内容为新起点五年级下册第一单元P2-3面，即：Get ready, A Listen and number, B Let’s talk和C Think and write.在A 部分，借助Get ready 图和对话录音，情境化地呈现了本课的目标词。B部分通过游戏和活动，帮助学生操练词汇，并体会词汇在交际情境中的运用。C部分是学生根据图片提供的信息将句子补充完整。

二、学生情况分析

五年级的学生通过四年半时间的英语学习，已经具备一定的学习英语的能力，也具备了一定的英语知识储备，为这节课的顺利学习打下了一定的基础。

三、教学目标

通过本节课的学习，学生能够达到以下目标：

1. 能够听懂、会说

too much, candy, go to bed, early, exercise, tired, drink, before, dirty, always这10个单词和短语，并尝试借助拼读规律记忆它们。

2. 能够使用之前学习过的句子进行对话，操练以上词汇。

3. 能够根据语境从上述词汇中选择恰当的单词填空。

四、教学重难点

教学重点：

能够听懂、会说too much, candy, go to bed, early, exercise, tired, drink, before, dirty, always这10个单词和短语，并尝试借助拼读规律记忆它们。

教学难点：

能够使用之前学习过的句子进行对话，操练以上词汇。

五、教学步骤

1. 热身（唱一唱）

T: Good morning, boys and girls. Ss: Good morning, Miss Fan. T: Let’s enjoy a song. What’s the song about? Ss: 建议

T: Yes. Today we are going to learn how to give some advice. 设计意图：听本单元的歌曲，一个是进行热身，另外一个是借助这首歌曲提出这节课的话题：怎样给别人建议。

T: What do you like to eat/ drink? S1: …

T: Do you like eating meat? S: …

T: Do you like eating vegetable? S: …

T: Do you often wash your hands before eating? S: …

设计意图：从学生的日常饮食习惯入手，让学生有话可说，同时也是复习以前学习过的句型和词汇，为本节课的学习做下铺垫。

2. 学习（学一学，练一练）

（1）单词教学

T: Look at the picture.（点击课件）Who is he/she? S:He/She is …

T: Good. You have a good memory. What can you see in the picture? S: I can see …

T: What should/ shouldn’t he/she do? S: He/ She should/shouldn’t …

设计意图：让学生运用以前学习过的句子、词汇进行表达。当他们遇到不会表达的时候，也就产生了学习的欲望。这样就调动了他们学习的积极性。

T: Let’s listen and number.（点击课件）

Ss: 学生听音，做练习。全班校对。及时评价。

T: Look here. How to read the word?（点击课件）can Ss: /kæn/ T: Yes. And how to read this word? Ss: candy 设计意图：通过以旧带新，学习新单词。

T: Now let’s listen how to read the phrase.（点击课件）

学生跟读

T: What does too much mean? Ss: 太多

T: Great. What should we eat too much? What shouldn’t we eat too much? S: We should eat too much vegetables/ …. We shouldn’t eat too much candy/…

设计意图：将所学知识和学生生活有机结合起来，一方面增强学生综合语言运用能力，另外一个方面让学生用已有的生活经验来说建议。反复操练We should/ shouldn’t …

②教学eat too much meat T: Look here. How to read the word?（点击课件）eat Ss: /i:t/ T: Yes. And how to read this word? Meat. Ss: /mi:t/. 设计意图：通过以旧带新，学习新单词。

T: Now let’s listen how to read the phrase.（点击课件）

学生跟读

设计意图：激活学生已有的知识和生活经验。

③教学go to bed early T: Look here. How to read the word?（点击课件）eat. Ss: /i:t/ T: Yes. And how to read this word? Meat.

Ss: /mi:t/ T: Yes. You are right. ④教学go to bed early T: Look here. What is he doing? Ss: Going to bed. T: What time is it? Ss: It’s 9:00. T: When do you go to bed? S: …

T: Is it early? Ss: Yes. T:（点击课件）What does ear say? Ss: /ɜː/ T: How to read this word? Early Ss: /ˈɜːlɪ/ T: Great! We should …

Ss: go to bed early T: Cool! What should we do? Ss: go to bed early ⑤教学exercise every day T: Look. Listen, how to read exercise? Ss:/′eksəsaiz/ T: OK. Follow it. Ss: /′eksəsaiz/ T: What should we do? Ss: exercise every day T: Super! 设计意图：听原汁原味的英语，学习标准的口语。

⑥教学tired T: Look! He is tired.（点击课件，出现音标）What does ire say? Ss: /aiə/ T: How to read this word read? Ss: /′taiəd/ T: Well done! ⑦教学drink too much juice和drink milk every day T: Who can read these phrases? S: T: Right! What should we do? What shouldn’t we do? S: …

⑧教学wash hands before eating 和eat with dirty hands T: Who can read these phrases? S: T: Right! What should we do? What shouldn’t we do? S: …

（2）Let’s talk T: Let’s look at ht picture. Who is he/she? S: …

T: What are they talking? S: …

T: How to play the game?（点击课件）

学生观看，说方法。

T: Let’s play. Ss: 学生游戏，班内展示，及时评价。

设计意图：充分利用教材现有的图片培养学生看图说话的能力。

（3）Think and write T: Look at the two pictures. Who are they? What are they doing? Is he/she right? Please give them some advice. S: …

T: Now let’s write. （4）Homework 1. Read the phrases to your parents. 2. Play the game with your parents. 3. Write some advice about how to keep healthy. 设计意图：家庭作业以说为主，检测学生是否真正掌握本节课的内容。作业实行分层，让孩子根据自己的学习能力选作，真正实现了以生为主。

六、板书设计

整个板书以本节课的教学重难点为主，辅之以教学评价。评价是这样进行的：全班分成AB大组比赛，比赛为争夺小红旗，看谁得到的小红旗最多。最后用这个板书来进行整节课的小结。

Unit 2 Special Days 教学设计

（Lesson 1）

一、教材内容分析

本课时的教学内容为新起点五年级下册第二单元14-15页，即：Get ready, A Listen and number, B Ask and answer和C Let’s write. 在A部分，借助Get ready图和对话录音，情境化地呈现了本课的目标词。B部分通过Ask and answer的活动，根据具体日期猜测特别的日子，并就这一天可以进行的活动展开交流，进一步巩固和操练词汇。C部分是学生根据日历上的标注和句子的提示，填写出特别日子的具体名称，以便进一步操练和内化新知。

二、学生情况分析

五年级的学生在三年级上学期第六单元birthdays学习了1——12月份的单词及功能句：When is your birthday? My birthday is in ... 月份单词的学习为这节课学习特别的日子打下了基础。无论什么特别的日子，孩子们都比较感兴趣，他们有学习的欲望和兴趣。

三、教学目标

通过本节课的学习，学生能够达到以下目标：

1. 能够听懂、会说

New Year’s Day, Tree Planting Day, Mother’s Day, Children’s Day, Father’s Day, Teachers’

Day, National Day, Christmas Day, birthday, fifth等单词和短语，尝试借助拼读规律记忆它们。

2. 能够根据具体日期或相应的活动猜测出某个特别的日子的名称，并进行对话交流，操练以上词汇。

3. 能够根据提示或者要求，选择恰当的词语填空。

四、教学重难点

教学重点：

听懂、会说

New Year’s Day, Tree Planting Day, Mother’s Day, Children’s Day, Father’s Day, Teachers’

Day, National Day, Christmas Day, birthday, fifth等单词和短语，尝试借助拼读规律记忆它们。

教学难点：

根据具体日期或相应的活动猜测出某个特别的日子的名称，并进行对话交流，操练以上词汇。

五、教学步骤

1. 热身（唱一唱）

T: Good morning, boys and girls. Ss: Good morning, Miss Fan. T: Let’s sing a song. Ss: OK! 设计意图：师生同唱12月份的歌曲，一个是进行热身，另外一个是借助这首歌曲复习12月份的单词，为本节课的顺利开展做好准备。

T: Do you like playing games? Ss: Yes! T: OK! Let’s play a Bomb game. Ss: Yeah! T: 教师点击课件，学生看图片及单词，快速说出单词。及时评价。

设计意图：月份的单词比较长，读音比较难。通过两个游戏---歌曲和炸弹游戏，由单词的音到形，进行系统的复习，加深了学生对月份单词的印象。

2. 学习（学一学，练一练）

（1）单词教学

T: Look at the picture. What’s the date? S1: It’s …

T: What special day is it? S2: It’s …

T: special Ss: special T: What’s the Chinese meaning of special day? Ss: 特殊的日子。

T: You are right. Look here. New Year’s Day, Tree Planting Day, Mother’s Day, Children’s Day, Father’s Day, Teachers’

Day, National Day, Christmas Day…

They are special days. Today we are going to talk about special days. 设计意图：对于新单词的教学，先整体后具体。

①教学New Year’s Day T: Look at the picture. What’s the date? S1: It’s January 1st. T: What special day is it? S2: It’s New Year’s Day. T: Yes. New Year’s Day. Ss: New Year’s Day. T: What do you do on New Year’s Day? S1: I often …

S2: …

T: Well done! 设计意图：用学过的句子反复操练新学的单词。

②教学Tree Planting Day T: What’s this? Ss: It’s a tree. T: What are they doing? Ss: They are planting trees. T: What special day is it? Ss: …

T: Tree Planting Day Ss: Tree Planting Day T: What do you do on Tree Planting Day? S1: I often …

S2: …

T: Great! When is Tree Planting Day? S1: It’s on March 12th. T: Clever! 12th Ss: 12th ③教学Mother’s Day T: After Tree Planting Day is Mother’s Day. Mother’s Day. Ss: Mother’s Day T: When is Mother’s Day? Ss: …

T: It’s on the second Sunday in May. Understand? Ss: Yes! T: What do you often do on Mother’s Day?

S: I often …

T: You are so kind. ④教学Children’s Day T: All the children like the special day. It’s Children’s festival. On that day, they can get many presents. What special day is it? Ss: 儿童节

T: It’s Children’s Day. Children’s Day. Ss: Children’s Day T: Do you like Children’s Day? Ss: Yes! T: What do you often do on Children’s Day? S: I often …

T: So interesting! ⑤教学exercise every day T: It’s on the third Sunday in June. You can say “Dad, I love you!”

What special day is it? Ss: 父亲节

T: It’s Father’s Day. Father’s Day. Ss: Father’s Day T: What do you often do on Father’s Day? S: I often …

⑥教学Teachers’

Day T: It’s in September. It’s the festival for teachers. What special day is it? Ss: 教师节

T: It’s Teachers’

Day. Teachers’

Day. Ss: Teachers’

Day T: When is Teachers’

Day? Ss: 九月十号

T: It’s on Sep 10th. Ss: It’s on Sep 10th. T: What do you often do on Father’s Day? S: I often …

⑦教学National Day T: It’s our motherland’s birthday. It’s on October 1st. What special day is it? Ss: 国庆节

T: It’s National Day. National Day. Ss: National Day T: What do you often do on National Day? S: I often …

⑧教学Christmas Day T: It’s a special day in Western countries for all the family. People give presents to their friends and family. Many people put Christmas trees in their homes. What special day is it? Ss: 圣诞节

T: It’s Christmas Day. Christmas Day. Ss: Christmas Day

T: When is Christmas Day? Ss: 12月25号

T: It’s on December 25th, December 25th. Ss: December 25th. T: What do you often do on Christmas Day? S: I often …

（2）Listen and number T: Let’s look at ht picture. What’s the date? S: It’s …

T: What special day is it? S: It’s …

设计意图：充分利用教材现有的图片培养学生看图说话的能力，同时对将要听到的内容进行预测。

T: Open your book and turn to page 15. Let’s listen and number. (点击课件) 学生听音标号，做笔记，班内校正，及时评价。

（3）Ask and answer T: Look at the two pictures. What are the special days? S: …

T: Now let’s see how to ask and answer. (点击课件) 学生观看

T: Are you clear? Ss: Yes. T: Let’s ask and answer. 学生两人一组问和答，班内展示，及时评价。

（4）Let’s write T: Let’s write. Let’s see how to write. 教师读提示，在黑板上示范写。Do you understand? Ss: Yes. T: Let’s write. （5）Homework 1. Tell your parents about the special days. 2. Do Ask and answer with your friends. 3. Write a short passage about your favourite special day. 设计意图：家庭作业以说为主，检测学生是否真正掌握本节课的内容。作业实行分层，让孩子根据自己的学习能力选作，真正实现了以生为主。

六、板书设计

整个板书以本节课的教学重难点为主，辅之以教学评价。评价是这样进行的：全班分成5大组比赛，看谁得到的小红旗最多。最后用这个板书来进行整节课的小结。

Unit 3 Making Contact 教学设计

（Lesson 1）

一、教材内容分析

本课时的教学内容为新起点五年级下册第三单元P26-27面，即：Get ready, A Listen and number, B Tick and talk和C Think and write. 在A部分，借助Get ready图和对话录音，情境化地呈现了本课的目标词：send an email, write a letter, make a phone call, send a short message, make a video call, mail a present让学生通过看、听、标号等途径来感知并学习这些短语。B部分通过对话活动，帮助学生操练词汇，并体会词汇在交际情境中的运用。C部分是学生根据例句提示，将句子补充完整。

二、学生情况分析

五年级的学生在前二个单元里学习了一些special days和相应的活动的短语。这些为本节课的顺利开展打下了基础。

三、教学目标

通过本节课的学习，学生能够达到以下目标：

1. 能够听懂、会说

send an email, write a letter, make a phone call, send a short message, mail a present, make a video call 这6个短语，尝试借助拼读规律记忆它们。

2. 能够使用以前学过的句子操练以上词语，对不同的联系方式进行简单的描述。

3. 能够根据语境从上述短语中选择恰当的短语填空。

四、教学重难点

教学重点：

听懂、会说send an email, write a letter, make a phone call, send a short message, mail a present, make a video call这6个短语，尝试借助拼读规律记忆它们。

教学难点：

能够使用以前学过的句子操练以上词语，对不同的联系方式进行简单的描述。

五、教学步骤

1. 热身（唱一唱）

T: Good morning, boys and girls. Ss: Good morning, Miss Fan. T: Let’s play a bomb game. OK? Ss: OK! 设计意图：玩炸弹游戏，复习第二单元学习的节日和动词词组，为本节课的顺利开展做好准备。

T: New Year’s Day is coming. What do you want to do on New Year’s Day? S: I want to …

设计意图：复习句子，为进入下一个环节坐下铺垫。

T: What do Binbin and Joy want to do on New Year’s Day? Let’s have a look. 2. 学习（学一学，练一练）

（1）单词教学

①教学write a letter T: Look at the picture. What’s this? It’s a letter. How to read these words? (点击课件，出现leg, egg) Ss: leg, egg T: What does e say? Ss: It says /e/. T: Great! How to read this word? Ss: /ˈletə/ T: Well done! This is a …

Ss: letter T: Binbin wants to write a letter. Look here. How to read the words? (点击课件，出现bike, kite) Ss: bike, kite T: What does i-e say? Ss: /ai/ T: Who does Binbin write to? (点击课件) Ss: His father. T: OK. Do you write a letter to your parents on special day? Ss: Yes. / No. T: What did you say in the letter? Did you say I love you? Ss: Yes. T: Good children! 设计意图：在学习的过程中，对学生进行润物细无声的德育渗透，爱父母。

T: Is this a letter? Ss: No. T: It’s an email. Can you read these words? (点击课件，出现tail, rail, train) Ss: tail, rail, train T: What can you find? S: ai says /ei/. T: Clever! This is an email. an email. Ss: an email T: I can write an email. Can you? Ss: Yes! 设计意图：进行有机拓展，为后面学习email做下铺垫。

②教学send an email T: After writing an email, I will send an email. send an email. Ss: send an email. T: What does it mean? Ss: 发送电子邮件

T: Great! 设计意图：由写电子邮件自然过渡到发送电子邮件。

T: Who wants to send an email? Ss: Joy. T: Please say a whole sentence.

Ss: Joy wants to send an email. T: Super! ③教学send a short message T: What’s this? (点击课件) Ss: It’s a phone. T: What can we use phone to do? Ss: 发短信、打电话、玩游戏

……

T: What does Joy want to do? She wants to send a short message. Ss: send a short message T: Happy New Year is a message. Message. Ss: message T: What does message mean? Ss:信息

T: Is the message long? Ss: No. T: So we say …

Ss: end a short message T: Can you send a short message? 设计意图：由新年这个特殊的日子发送短信的内容过渡到圣诞节的内容，培养学生综合运用语言能力。

④教学make a phone call T: We can use phone to send a short message. What else can we use phone to do? Ss: 打电话

T: make a phone call Ss: make a phone call T: Can you make a phone call? Ss: Yes. T: What can we say when we make a phone call? Ss: Hello. This is XX speaking. …

T: Good job. 设计意图：学习了打电话这个词组，顺势复习打电话的常用语言。为本课的听力做铺垫。

T: Look! Binbin wants to make a phone call on New Year’s Day. Who does he want to make a phone call? Ss: Joy. 设计意图：充分利用现有的图片进行说话，巩固学习过的make a phone call，培养学生综合运用语言的能力。

⑤教学make a video call T: We can use phone to make a phone call. We can use computer to make a video call. Do you know the video call? Ss: Yes. / No. T: Look! (点击课件，出现Joy打视频电话的图片) Joy is making a video call. What does make a video call mean? Ss: 打视频电话

T: Right. Make a video call.

Ss: make a video call T: Can you make a video call? Ss: Yes. / No. T: Did you make a video call? Ss: Yes. / No. T: Who did you make a video call to? S: …

T: OK! 设计意图：培养学生的想象力和运用已学知识说话的能力。

（2）Listen and number T: Binbin and Joy want to do many thing on New Year’s Day. Look at the pictures. What does Binbin want to do? What does Joy want to do? S: Binbin wants to …

Joy wants to …

设计意图：看图说话一个是巩固刚刚学习的6个动词词组，再则是为听音标号做好铺垫。

T: Which picture is No 1? Let’s listen and number. 学生听音标号，班内校正，及时评价

设计意图：充分利用教材现有的图片培养学生看图说话的能力，同时对将要听到的内容进行预测。

T: Open your book and turn to page 15. Let’s listen and number. (点击课件) S: 学生听音标号，做笔记，班内校正，及时评价。

（3）Tick and talk T: There are many special days in a year. What do you want to do on the special days? Let’s tick and talk. First let’s see how to tick and talk. (点击课件，学生观看) S: …

T: Are you clear? Ss: Yes. T: Let’s tick and talk. 学生两人一组问和答，班内展示，及时评价

（4）Let’s write T: Let’s write. Let’s see how to write. 教师读提示，在黑板上示范写。Do you understand? Ss: Yes. T: Let’s write. （5）Homework 1. Read P26. 2. Say Tick and talk to your parents. 3. Write an email to your friend. 设计意图：家庭作业以说为主，检测学生是否真正掌握本节课的内容。作业实行分层，让孩子根据自己的学习能力选作，真正实现了以生为主。

六、板书设计

整个板书以本节课的教学重难点为主，辅之以教学评价。评价是这样进行的：全班分成5大组比赛，看谁得到的小红旗最多。最后用这个板书来进行整节课的小结。

Unit 4 Last Weekend 教学设计

（Lesson 1）

一、教材内容分析

本课时的教学内容为新起点五年级下册第四单元，教材第44-45页内容，即：Get ready, A Listen and tick, B Chant and say和C Let’s write. 在A 部分，借助Get ready 图和对话录音，情境化地呈现了本课的目标词：cleaned the window, watched TV, climbed a hill, visited grandparents, danced, jumped rope, listened to music, rowed a boat, played computer games, stayed at home, played the piano, played chess。让学生通过看、听、选择等途径来感知并学习这些短语。B部分通过歌谣帮助学生操练词汇并学习另外两个目标词，同时体会It was boring. 等句子在交际情境中的运用。C部分是学生根据语境，使用恰当的词语填空。

二、学生情况分析

五年级的学生在本册教材的第二单元和第三单元学习了一些动词词组。这些为本节课的顺利开展打下了基础。

三、教学目标

通过本节课的学习，学生能够达到以下目标：

1. 能够听懂、会说cleaned the window, watched TV, climbed a hill, visited grandparents, danced, jumped rope, listened to music, rowed a boat, played computer games, stayed at home, played the piano, played chess这些单词和短语，并尝试借助拼读规律记忆它们。

2. 能够使用以前学过的句子进行对话，操练本单元的重点词汇。

3. 能够根据语境从上述短语中选择恰当的短语填空。

四、教学重难点

教学重点：

能够听懂、会说cleaned the window, watched TV, climbed a hill, visited grandparents, danced, jumped rope, listened to music, rowed a boat, played computer games, stayed at home, played the piano, played chess这些单词和短语，并尝试借助拼读规律记忆它们。

教学难点：

能够使用以前学过的句子进行对话，操练本单元的重点词汇。

五、教学步骤

1. 热身（唱一唱）

T: Good morning, boys and girls. Ss: Good morning, Miss Fan. T: What day is it today?（点击课件，出现5月台历）

S: It’s …

T: What’s the date today? S: It’s …

T: …

and …

is this weekend. Last weekend is …

S: …

T: Clever! What does last mean? S: It means …

T: Well done! What did you do last weekend? 设计意图：通过师生自由谈话，引出this weekend 和last weekend的意义，很自然地过渡到写一个环节。

2. 学习（学一学，练一练）

（1）单词教学

T: Look! Who are they? They are our old friends. S: She is …

He is …

T: Good! They had a fun last weekend. What did they do? Let’s have a look! ①教学visited grandparents T: Look at the picture. Who is the girl? S: She is Lily. T: What’s this? Ss: a hill. T: Yes. This is a hill. What did she do last weekend? S: Climb a hill. T: She climbed a hill,（点击课件，出现单词和ed读音）climbed a hill. S: climbed a hill T: What does ed say? S: It says /d/. T: Great! Did you climb a hill last weekend? Ss:Yes. / No. T: Good children! Climbing a hill is a good exercise. I wish you have a healthy body. 设计意图：在学习的过程中，对学生进行润物细无声的德育渗透，告诉孩子们要多锻炼身体，多爬山。

②教学visited grandparents T: This is Lily. Who are they? S: Lily’s grandparents. T: Well done! Look here. What are these? S: Flowers. T: What did Lily do last weekend?（点击课件，出现词组）

S: visit grandparents T: （点击课件，出现词组加ed）visited grandparents S: visited grandparents T: What does ed say? S: It says /id/ T: Clever! What did Lily do last weekend? S: She visited grandparents. T: Did you visit grandparents last weekend? S: Yes. / No. T: Visiting grandparents is a good habit. ③教学cleaned the window T: Lily visited her grandparents last weekend. This is Lily’s grandparents’

home. What’s this?

S: Window. T: What did she do there? S: clean the window T: She cleaned the window,（点击课件）cleaned the window.（重读cleaned）

S: cleaned the window T: What does ed say? S: /d/（点击课件，出现ed读音）

T: What did Lily do there? S: She cleaned the window. T: Good job! ④教学watched TV T: What else did she do? Look here! What did they do? What did they watch? S: watch TV T: They watched TV, watched TV.（点击课件）

S: watched TV T: What does ed say? S: /d/（点击课件，出现ed读音）

T: What did Lily do there? S: She watched TV. T: Is lily a good girl? Ss: Yes. T: Did you watch TV with your grandparents? Ss: Yes. T: You are good, too. ⑤教学listened to music T: Just now we talk about Lily. Look! Who is she? S: She is Joy. T: What did she do last weekend? Listened to music?（做动作）

S: Yes. T: She listened to music,listened to music. S: listened to music T: What does ed say? S: It says /d/. ⑥教学rowed a boat T: Joy listened to music last weekend. What else did she do? S: row a boat T: rowed a boat.（强调rowed）

S: rowed a boat T: What does ed say? S: It says /d/. T: Who else in the picture? S: Joy’s parents. T: Joy rowed a boat with her parents last weekend. ⑦教学danced

T: Did she dance?（点击课件）

S: Yes. T: danced S: danced T: What does ed say? S: It says /t/. ⑧教学jumped rope T: Look! What else did Joy do last weekend? S: jump rope T: She jumped rope, jumped rope. S: jumped rope T: Joy was busy last weekend. What did she do? S: She …

T: Good! 学生读词组，说发现。

设计意图：培养学生观察和归纳能力。

（2）Listen and tick T: Now open your book and turn to P44. Let’s listen and tick. Take out your pencils.（点击课件）

学生听音，打勾，班内校正，及时评价。

（3）Let’s write T: Look here. Who is he/she? S: He/She is …

T: What did he/ she do last weekend? S: He/ She …

T: Let’s write down your answers.（点击课件）

（4）Chant and say T: Can you chant your exercises? S: …

T: Let’s listen and follow it.（点击课件）

学生听音跟读，班内展示，及时评价。

（5）Homework 1. Read P44. 2. Say chant to your parents. 3. Write a short passage about your last weekend. 设计意图：家庭作业以说为主，检测学生是否真正掌握本节课的内容。作业实行分层，让孩子根据自己的学习能力选作，真正实现了以生为主。

六、板书设计

整个板书以本节课的教学重难点为主，辅之以教学评价。评价是这样进行的：全班分成5大组比赛，看谁得到的小红旗最多。最后用这个板书来进行整节课的小结。

《Unit 4 last weekend 》第二课时教案

一、教学内容：

lets try

lets talk

lets find out

good to know

二、教学目标与要求

1、能够听说读写句型：what did you do last weekend? i played football. 并能够在实际情景中运用。

2、能够用过去式的一般疑问句形式进行简单的提问，如：did you clean the room? yes, i did. / no, i didn’t. 3、能够听懂并完成let’s try部分的联系。

4、能够运用新语言完成let’s find out 中的任务。

5、了解good to know当中的标志的意思。

三、教学重点

能够听说读写句型：what did you do last weekend? i played football. 并能够在实际情景中运用。

四、教学难点

学生初步了解动词过去式的一般疑问句形式。识记help的意思。

五、课前准备

1、教师准备若干张图片。

2、教师准备录音机与磁带。

3、教师准备该课时的教学挂图。

4、学生准备一张调查表。

六、教学过程

1、

warm-up (1)、enjoy the song: at the zoo (2)、daily oral practice good morning. glad to meet you. how are you? what day is today? what’s the weather like today? 2、preview (1)、activity 1 (2)、let’s try. t: what did you do last weekend? s: …

t: what about chen jie? 3、

presentation and practice let’s talk 设计主情景“我是小小侦探”

(1)、“谁打扫了教室”

教师用课件动画形式出现一个明亮干净的教室。

出现一个老师和一个学生john。

look, our classroom. it’s very clean and tidy. but who cleaned it. i don’t know. i want to thank him. can you help me to find him? j: i can help you to find him. john跑了出去，碰到了sarah，john就问sarah. j: what did you do last weekend? sarah: hmm! i watched tv. john跑去问了wu yifan. j: what did you do last weekend? w：hmm! i played football. 板书句型：what did you do last weekend? i played football. 学生朗读。

教师头带john的头饰t: look, john come to our class. he wants to find who cleaned the classroom last weekend. t: what did you do last weekend? s1: i …

t: what did you do last weekend? s2: i …

t: did you help the teacher clean the classroom? 引导学生回答。

板书help，并朗读。

(2)、activity 2 (3)、activity 3 make the chant. (4)、“找到了”

通过课件展示john和zoom的对话。

j: what did you do last weekend? z: i played football at school. j: did you help the teacher clean the classroom? z: yes, i did. j: oh, zoom. you are great! (5)、听录音，跟读书本对话。

(6)、学生一起朗读对话。

4、

consolidation and extension (1)、对话操练：let’s find out. p28 (2)、完成活动手册相应练习

(3)、good to know 七、板书设计：

what did you do last weekend? i played football. Help

Unit 4 Last Weekend教学设计

一． 教学目标与要求

1. 能够听说认读句型“What did you do last weekend? I visited my grandparent.”并能够对其中的动词短语进行替换。

2. 能够听说读写动词短语的过去式：watched TV , washed clothes , cleaned the room , played football , visited grandparents; 并初步了解动词过去式的变化规律及其发音规则。

3. 能够完成Let’s find out部分的游戏。

二． 教学重难点分析

1． 本课时的教学重点是掌握Let’s learn部分动词短语的过去式以及就过去时间所做的事情进行简单问答。

2． 本课时的教学难点之一是动词短语过去式的拼写，二是动词过去式的发音。

三． 课前准备

动词卡片 录音机和磁带 一张调查表

班班通

四．

教学模式

“五环五化”动态式高效课堂教学模式

五． 教学过程

1. Warm-up

(1) Sing a song “hello”

(2) 师生日常对话。

2检查前置作业

将学生不会的单词，句子标示在黑板上。

3． Presentation

(1) T: What do you usually do on the weekend?学生回答并做动作。T: Yes, I usually clean my room, but I didn’t clean my room last weekend. T板书 last weekend, 学生跟读。 T: Last weekend I was tired but I was very happy. What did I do? Please guess.学生猜出后，教师板书相关动词短语，并标出过去式的后缀—ed.

(2) 教师播放录音，学生跟读两遍。教师出示单词卡片并带读。学生随机抽取卡片T: What did you do last weekend?学生根据抽取的卡片作答，教师引出句型并板书。

(3) Let’s chant. 通过拍手唱歌谣的形式操练所学句型和单词。

(4) 播放多媒体课件显示Let’s find out部分的内容引导学生回答Zoom在上周末做了什么事情？

4. Consolidation and extension

（1） 教师出示一张调查表. T: I want to know what did you do last weekend? 询问学生后在表格中打钩。学生在小组内进行问答练习完成调查表。

（2） 学生进行汇报，教师给予表扬。

5. Homework

朗读本课所学单词、调查家庭成员上周末做了什么事情并自制一张调查表。

教学反思

1. 新课程标准指出，教学要面向全体学生，以学生为本，特别强调要关注每一名学生的情感，激发他们学习英语的兴趣。这节课根据学情分析，充分考虑到学生的心理特点和兴趣爱好。巧妙设计各种游戏活动，调动了学生的学习积极性。

2. 引入竞争机制，树立自信心。学生以小组为单位开展活动，以计分形式量化管理，在游戏中学生个个争先发言，积极投入，从竞争中体会成功，树立了自信心，课堂气氛活跃。

3. 联系实际，学以致用。最后的“小记者”调查活动将学习内容和生活实际相结合，从而达到学以致用的目的。情景教学时学生产生仿佛置身于英语世界的感觉，极大地激发了学生的兴趣，培养了他们良好的学习习惯，而且加大加深了语言信息输入，促进了语言内化的过程，从而为学生进一步学习英语奠定了良好的基础。

Unit 5 Have a Great Trip 教学设计

（Lesson 1）

一、教材内容分析

本课时的教学内容为新起点五年级下册第五单元教材第56-57页内容，即：Get ready, A Listen and tick, B Chant and say和C Let’s write. 在A部分，借助Get ready图和对话录音，情境化地呈现了本课的目标词：went to the beach, drank cold drinks, swam in the sea, ate ice-cream, went to the Stone Forest, bought some gifts, saw flowers, took pictures等短语；让学生通过看、听、选择等途径来感知并学习这些短语。B部分通过歌谣帮助学生操练词汇并学习另外两个目标词，同时体会It was boring. 等句子在交际情境中的运用。C部分是学生根据语境，使用恰当的词语填空。

二、学生情况分析

五年级的学生在本套教材第八册的第三单元学习了Travel Plans学习了sea, ski, eat seafood, visit the Mogao Caves, West Lake, row a boat, the Great Wall, take photos等描述旅游景点名称及相关活动的单词和短语，学生能够用We can …

初步表达在风景名胜中所从事的相关活动。这些为本节课的顺利开展打下了基础。

三、教学目标

通过本节课的学习，学生能够达到以下目标：

1. 能够听懂、会说

went to the beach, drank cold drinks, swam in the sea, ate ice-cream, went to the Stone Forest, bought some gifts, saw flowers, took pictures等单词和短语，尝试借助拼读规律记忆它们，并能够根据语境选择恰当的单词形式填空。

2. 能够通过说唱歌谣，以及运用谈论过去旅游情况的功能句I went to …

I climbed …

等操练本单元的重点词汇。

3. 能够根据语境选择单词的恰当的形式填空。

四、教学重难点

教学重点：

能够听懂、会说

went to the beach, drank cold drinks, swam in the sea, ate ice-cream, went to the Stone Forest, bought some gifts, saw flowers, took pictures等单词和短语，尝试借助拼读规律记忆它们，并能够根据语境选择恰当的单词形式填空。

教学难点：

能够通过说唱歌谣，以及运用谈论过去旅游情况的功能句I went to …

I climbed …

等操练本单元的重点词汇。

五、教学步骤

1. 热身（唱一唱）

T: Good morning, boys and girls. Ss: Good morning, Miss Fan. T: Look at these beautiful pictures. Where is it? (点击课件，出现三亚风景图片)

Ss: Sanya. T: Great! Is it a beautiful place? Ss: Yes. T: Did you go to Sanya? Ss: Yes. / No. T: When did you go Sanya? S: I went there …

T: XX went to Sanya. Our friend——Bill went to Sanya, too. What did Bill do there? Let’s have a look. 设计意图：开门见山，直入正题。

2. 学习（学一学，练一练）

（1）单词教学

①教学went to the beach T: Where is it? (点击课件，出现海滩) S: 海边/沙滩

T: Yes. It’s beach. (点击课件，出现beach 单词) How to read the word? (出现teach, each) 学生读单词，根据旧单词试着拼读新单词。

设计意图：用旧单词学习新单词的方法，培养学生学习能力。

T: /bi:tʃ/ S: /bi:tʃ/ T: Do you like the beach? S: Yes. T: What can you see there? S: I can see the sea, the sand and …

T: Is it beautiful? Ss: Yes. T: It’s so beautiful, so Bill went to the beach. (点击课件，出现went) went to the beach Ss: went to the beach T: Look at the picture. Bill went to the beach. Who else went to the beach? Ss: Bill’s parents. T: You are right. You should go to the beach with your parents. 设计意图：在学习的过程中适时进行安全教育是必须的。

T: Who went to the beach in our class? S: Me. T: Bill went to the beach. XX went to the beach, too. What did Bill do there? 设计意图：在说周围同学的经历的时候，同时也是巩固新学的动词过去式。

②教学swam in the sea T: The sea is blue. It’s hot. Bill swam in the sea. /swæm/ S: /swæm/ T: Bill ________. (教师引导学生说图) S: Bill swam in the sea. T: Did you swim in the sea, XX? S: Yes. T: XX ____. (教师引导学生用学过的动词过去式短语说句子)

S: XX swam in the sea. ③教学drank cold drinks T: Bill swam in the sea half an hour. He was tired. What did he do then? Look! (点击课件)He ____. (教师引导学生说句子) Drank hot drinks? S: No. T: Bill drank cold drinks. /dræŋk/ S: /dræŋk/ T: Can you drink cold drink after exercises? S: No. T: Drinking cold drinks after exercising is not good for our body. You should drink warm water. Right? S: Yes. T: Did you drink cold drinks in last summer? Ss: Yes. / No. T: After Bill drank cold drinks, he swam in the sea again. He swam and swam. Half an hour, he was tired again. What did he do? ④教学ate ice-cream T: Look! (点击课件) He ate ice- cream. /eit/ S: /eit/ T: What does a—e say? Ss: It says /ei/. T: OK. Was Bill right? S: No. T: What should he do? S: He should drink warm water. T: Clever. ⑤教学went to the Forest Stone T: Bill went to Sanya. What about Lily? Where did Lily go? Look! (点击课件) Where is it? S: Kunming. T: Good job. Did Lily go to Kunming with her parents? S: No. T: Who? S: …

T: Lily went to Kunming with her uncle’s family. Where did Lily visit? Look! (点击课件)Where is it? S: 石林

T: the Stone Forest Ss: the Stone Forest T: The Stone Forest is very beautiful. Lily went there. Who went there in our class? S: Me. T: What did you do there? S: …

(教师帮助学生用过去式表达) ⑥教学saw flowers T: Look! What are these?

S: Flowers. T: Beautiful? S: Yes! T: Lily went to the Stone Forest. The flowers were there. Lily saw flowers. /sɔ:/ S: /sɔ:/ T: I saw many flowers. Did you see flowers? (手指课件上面的花儿) S: Yes. I saw flowers. ⑦教学took photos T: What did Lily do after seeing flowers? (点击课件，出现词组和旧单词) S: took photos T: You are so clever. Who took photos for Lily? S: Lily’s uncle. T: Good. Did you take photos when you had a trip? S: Yes. T: OK. We will talk about your photos. （3）Chant and say T: Look at the picture. What did Bill and Lily do? S: Bill swam in the sea. Lily bought some gifts. T: Read the sentence by yourself. 学生自己读句子。

T: Are you right? Let’s listen and follow it. (点击课件) 学生听音跟读，班内展示，及时评价。

（4）Let’s write T: Look here. Where is it? (点击课件) S: Sichuan. T: What can you see? S: I can see …

T: What can you do there? S: I can …

T: Miss Fan went to Sichuan last summer vacation. This is my passage about my trip. Can you help me finish it? Ss: Yes! 学生做练习，班内展示，

及时评价。

（5）Homework 1. Read the dialogue on P56. 2. Say Chant to your parents. 3. Write a short passage about your trip. 设计意图：家庭作业以说为主，检测学生是否真正掌握本节课的内容。作业实行分层，让孩子根据自己的学习能力选作，真正实现了以生为主。

六、板书设计

整个板书以本节课的教学重难点为主，辅之以教学评价。评价是这样进行的：全班分成5大组比赛，看谁得到的小红旗最多。最后用这个板书来进行整节课的小结。

Unit 5 Have a Great Trip Lesson 2 教学目标

1. 能够听懂、会说

went to the beach, drank cold drinks, swam in the sea, ate ice-cream, went to the Stone Forest, bought some gifts, saw flowers, took pictures等单词和短语，尝试借助拼读规律记忆它们，并能够根据语境选择恰当的单词形式填空。

2. 能够通过说唱歌谣，以及运用谈论过去旅游情况的功能句I went to …

I climbed …

等操练本单元的重点词汇。

3. 能够根据语境选择单词的恰当的形式填空。

教学重点

能够听懂、会说

went to the beach, drank cold drinks, swam in the sea, ate ice-cream, went to the Stone Forest, bought some gifts, saw flowers, took pictures等单词和短语，尝试借助拼读规律记忆它们，并能够根据语境选择恰当的单词形式填空。

教学难点

能够通过说唱歌谣，以及运用谈论过去旅游情况的功能句I went to …

I climbed …

等操练本单元的重点词汇。

教学过程

1. 热身（唱一唱）

2. 学习（学一学，练一练）

（1）单词教学

①教学went to the beach T: Where is it? (点击课件，出现海滩) S: 海边/沙滩

T: Yes. It’s beach. (点击课件，出现beach 单词) How to read the word? (出现teach, each) 学生读单词，根据旧单词试着拼读新单词。

设计意图：用旧单词学习新单词的方法，培养学生学习能力。

T: /bi:tʃ/ S: /bi:tʃ/ T: Do you like the beach? S: Yes. T: What can you see there? S: I can see the sea, the sand and …

T: Is it beautiful? Ss: Yes. T: It’s so beautiful, so Bill went to the beach. (点击课件，出现went) went to the beach Ss: went to the beach T: Look at the picture. Bill went to the beach. Who else went to the beach? Ss: Bill’s parents. T: You are right. You should go to the beach with your parents. 设计意图：在学习的过程中适时进行安全教育是必须的。

T: Who went to the beach in our class? S: Me. T: Bill went to the beach. XX went to the beach, too. What did Bill do there? 设计意图：在说周围同学的经历的时候，同时也是巩固新学的动词过去式。

②教学swam in the sea T: The sea is blue. It’s hot. Bill swam in the sea. /swæm/ S: /swæm/ T: Bill ________. (教师引导学生说图) S: Bill swam in the sea. T: Did you swim in the sea, XX? S: Yes. T: XX ____. (教师引导学生用学过的动词过去式短语说句子) S: XX swam in the sea. ③教学drank cold drinks T: Bill swam in the sea half an hour. He was tired. What did he do then? Look! (点击课件)He ____. (教师引导学生说句子) Drank hot drinks? S: No. T: Bill drank cold drinks. /dræŋk/ S: /dræŋk/ T: Can you drink cold drink after exercises? S: No. T: Drinking cold drinks after exercising is not good for our body. You should drink warm water. Right? S: Yes. T: Did you drink cold drinks in last summer? Ss: Yes. / No. T: After Bill drank cold drinks, he swam in the sea again. He swam and swam. Half an hour, he was tired again. What did he do? ④教学ate ice-cream T: Look! (点击课件) He ate ice-cream. /eit/ Teaching aims: 1.复习巩固前两课单词。

2.能够在生活中应用课文中的对话。

Language points：

句型：

How was your vocation? Where did you go? What did you do there? 语法：

部分动词过去式的使用。

Analysis of key items and difficulties of teaching: 1. Important Points: 一般过去式的用法。

2. Difficult Points: 灵活使用对话。

Teaching steps（教学步骤）

Warming-up and revision

（1）Greeting to students. （2）Divide the Ss into four groups to present the dialogue. Step 1: Greeting and Introduction Begin by greeting the class with a smile and good morning! T: Good afternoon, students. S: Good afternoon, teacher. Step 2: Practice 1) S1: How was your summer vacation? S2: It’s so bad. S1: What did you do?

Unit 6 Growing Up 教学设计

（Lesson 1）

一、教材内容分析

本课时的教学内容为新起点五年级下册第六单元，教材第68-69页内容，即：Get ready, A Listen and match, B Let’s play和C Let’s write. 在A部分，借助Get ready图和对话录音，情境化地呈现了本课的目标词：was born, started to speak, learned to walk, learned to ride a bike等短语；让学生通过看、听、连线等途径来感知并学习这些短语。B部分通过游戏活动，帮助学生操练词语，并体会其在交际情境中的运用。C部分是学生根据Word Box里提供的词语和自己的成长经历，选词填空，将句子补充完整。

二、学生情况分析

五年级的学生在本册教材的四五单元学习了一些单词或者短语的过去式形式，这些为本节课的顺利开展打下了基础。

三、教学目标

通过本节课的学习，学生能够达到以下目标：

1. 能够听懂、会说

was born, started to speak, learned to walk, learned to ride a bike等短语，尝试借助拼读规律记忆它们，并能够根据语境选择恰当的单词形式填空。

2. 能够使用I …

when I was …

years old. 描述自己的成长经历，操练was born, started to speak, learned to walk, learned to ride a bike等短语。

3. 能够按照提示或者要求选择恰当的词语填空，补全句子。

四、教学重难点

教学重点：

能够听懂、会说

was born, started to speak, learned to walk, learned to ride a bike等短语，尝试借助拼读规律记忆它们，并能够根据语境选择恰当的单词形式填空。

教学难点：

能够使用I …

when I was …

years old.描述自己的成长经历，操练was born, started to speak,

learned to walk, learned to ride a bike等短语。

五、教学步骤

1. 热身（唱一唱）

T: Good morning, boys and girls. Ss: Good morning, Miss Fan. T: Look at the picture. (点击课件)Where did they go? S: They went to the Forest Stone/the beach. 设计意图：由第五单元学习的go的过去式开头，直入正题。

2. 学习（学一学，练一练）

（1）单词教学

①教学went to kindergarten T: They went to the beach. They went to the Forest Stone. When did you go to the kindergarten? Look here! This is the kindergarten. Do you know the kindergarten’s meaning? Ss: 幼儿园

T: Good! Please follow me. /’kɪndəgɑ:tn/ Ss: /’kɪndəgɑ:tn/ T: I went to kindergarten when I was four years old. What about you? S: I went to kindergarten when I was _____ years old. T: Did you like the kindergarten? S: Yes/No! T: Why? S: Because I …

T: Good boy/girl! T: Well done. When did Andy go to kindergarten? Guess! S: Andy went to kindergarten when he was ___ years old. 设计意图：在学习单词的过程中，植入本节课的重点功能句：I ____ when I was _____ years old. ②教学went to school T: When I was seven years old, I went to school. (点击课件，出现词组) went to school Ss: went to school T: When did you go to school? S: I went to school when I was ____ years old. T: Clever! Did you like the school? S: Yes/No! T: Why? S: Because …

设计意图：在学习词组的过程中，不露痕迹的对学生进行德育渗透。

③教学was born T: By the way, when was you born? Look here! (点击课件) The girl was born , her father was very happy. Born. Ss: born T: Was you born in 2004? S: Yes!

T: When is your birthday? S: My birthday is on ____. T: When was your mother born? Do you know? S: My mother was born on ____. T: You are great! Please remember your parents’

birthdays. ④教学started to speak T: Look at the picture. What did the baby say? Ss: Mama T: When did you start to speak? S: I started to speak when I was one year old. T: Wonderful. What about you? S: I started to speak when I …

T: Super! ⑤教学learned to walk T: Look at the picture. (点击课件) What’s the baby doing? Ss: 学习走路

T: He is learning to walk. When did he learn to walk? Guess! S: He learned to walk when he was __ years old. 设计意图：在猜的活动中，让学生在不知不觉之中操练了词组，巩固了功能句。

T: Good！Who helped you learn to walk? S: …

T: We should say “Thank you”

to them. Yes? S: Yes! ⑥教学learned to ride a bike T: Who is the girl? S: She is ___. T: She is Lily. Lily likes riding a bike. When did she learn to ride a bike? Guess! S: She learned to ride a bike when she was ___ years old. T: Maybe you are right. We’ll know. Can you ride a bike? S: Yes. T: When did you learn to ride a bike? S: I learned to ride a bike when I was ____ years old. T: You are great! I learned to ride a bike when I was ten years old. ⑦教学learned to swim T: Can you guess who is he? S: He is ____. T: Yes, he is Binbin. What’s Binbin doing? S: He is swimming. T: When did he learn to swim? S: He learned to swim when he was ____ years old. T: Can you swim? S: Yes! T: When did you learn to swim? S: I learned to swim when I was _____ years old.

T: Look at the pictures. Please talk about yourself. Work in 2. 学生两人一组练习，班内展示，及时评价。

（2）Listen and match T: Just now you guessed so much. Now open your book and turn to P69. Let’s listen and match. Take out your pencils. (点击课件) 学生听音，打勾，班内校正，及时评价。

T: These are your answers. Look at the pictures. Please describe the picture with a sentence. 学生看图说话，班内展示，及时评价。

（3）Let’s play T: Do you like playing games? Ss: Yes! T: Let’s play a game. First let’s see how to play. (点击课件) 学生观看。

T: Are you clear? Ss: Yes! T: let’s work in 2. 学生两人一组玩游戏，班内展示，及时评价。

（4）Let’s write T: Look here. Who can read the sentence? 学生读句子。

T: Good! Can you finish the sentence according your growing –up story? Ss: Yes! 学生做练习，班内展示，及时评价。

（5）Homework 1. Read P68. 2. Tell us one of your growing-up stories. 3. Write a short passage about your growing-up stories. 设计意图：家庭作业以说为主，检测学生是否真正掌握本节课的内容。作业实行分层，让孩子根据自己的学习能力选作，真正实现了以生为主。

六、板书设计

整个板书以本节课的教学重难点为主，辅之以教学评价。评价是这样进行的：全班分成5大组比赛，看谁得到的小红旗最多。最后用这个板书来进行整节课的小结。

《Growing up》教学设计

教学目标：

1. 能够掌握本课出现的重点单词和短语。

2. 能够运用本单元所学相关词汇和句型写作对自己成长影响最大的一个人。

3. 能够在阅读和写作中体会和学习人物的美好品质。

教学重点：

1. 掌握新单词和短语：unusual, cell, cancer, to one’s surprise, research, in his fifties, someone in need, blood cells, medical research, a heart full of love。

2. 学习新句型

My father is in his fifties.

Whenever he has some money, he gives it to someone in need.

To my surprise, he has decided to donate his body for medical research after his death.

教学难点：

写作对自己成长影响最大的一个人。

教学准备：

PPT，投影仪

教学过程：

Step 1 Revision and lead-in

T: I think you learn more about the world from the people around you like your parents, relatives, teachers, friends and so on. And they have influenced you. Who is the person that has influenced you most? Today your task is to write the person that has influenced you most.

Step 2 Reading

1. T: Maybe you have difficulty finishing the task. It doesn’t matter. Here’s a good example. Now let’s read the article in Part A, and try to answer the following questions.

（1）

How old is the writer’s father?

（2）

What’s her father like?

（3）

What is special about her father?

（4）

What has happened to her father?

（5）

What does the writer think of her father?

2. Check the answers.

3. Play the tape and let the students read after it.

4. Read the article by themselves, and underline some sentences they like or they can use in their writing.

Step 3 Writing

1. Answer the questions in Part B and try to add more information.

2. Write their own article alone.

3. Ask some students to share their articles in class.

Step 4 Homework

1. Correct their own articles.

2. Memorize some important words, phrases and sentences in this unit.