1、人教版五年级英语上册（全）教案Recycle 1教案第一课时（Page 32Page 33)教学目标1.知识目标：复习巩固12单元所学的词汇和句型，能够理解对话大意并根据图片中其他老师展开问答，能够独立完成听力练习。2.能力目标：学生能在实际情景中灵活运用句型询问并回答他人的性格及外貌，介绍一周的课程，巩固复习12单元有关人物性格、外貌特征和一个星期七天名称。3.情感目标：建立友好的朋友关系，懂礼貌，讲文明；注意单词音、义、形之间的联系，整体学习单词。教学重点复习巩固12单元的核心词汇和句型。教学难点学生能够在实际生活中运用12单元的核心句型。教学准备录音机、录音带、课件。教学过程批注Step
2、 1 Warm-up Greetings Sing the songWhos your teacher? Review (Help the words go home)（1）读单词。Students read the words loudly one by one.（2）将单词进行分类。Classify the words. Brainstorm头脑风暴。Let students try to say more words about school.Step 2 Presentation Learn the contents of P32（1）呈现Chen Jie和David在学校门口场景。S
3、how the picture of Chen Jie and David standing in front of a school. T: Look! What can you see?Ss: .T: Chen Jie is visiting Willow Primary School in the UK. David is a student in the school. Guess: What are they talking about?Ss: They are talking about teachers.(Show the pictures of P32 on the PPT)T
4、: Yes. Here are Davids teachers. Please talk about the teachers with your partner. The following sentences can be used: Whos Davids Chinese/music/teacher? Whats he/she like? Is he/she.（2）听读课文，回答问题。T: Which teacher are they talking about? Lets listen and tick.(Play the recording of this part)Ss: Ms Z
5、hang. Students read the dialogue and answer the questions. Then the teacher checks the answers with students.Whos Davids Chinese teacher?(Ms Zhang.)Whats Davids Chinese teacher like？Is she kind?(Yes. Shes very kind, but shes strict sometimes.)（3）跟读对话，让学生进行表演。Students read the dialogue after the teac
6、her. Then read in different ways, for example, read in groups, read between boys and girls, read with their partners. Act out the dialogue in class.（4）小组活动，谈论你的老师。Please talk about your teachers with your partners. The following sentences can be used: Whos your Chinese/music/teacher? Whos she/he? Is
7、 he/she. Whats he/she like?Step 3 Practice以陈杰结识新朋友为线索，以谈论学校课程为话题，通过看、猜、听、读、问与答等多种形式，复习和巩固第2单元的核心词汇和句型。 Learn the contents of P33(1) Think and guess.预测话题内容。T: Chen Jie knows Davids teachers. Now she meets some new friends at Willow Primary School. What are they talking about now? Can you guess?Ss: .
8、T: Maybe youre right. But Im not sure.(2) Listen and fill. （课件出示：教材P33 课程表）T: Look! This is their schedule. But there are some blanks in the schedule. Listen to the recording and fill in the table. Try to catch the key words.Play the recording. Ask students to catch the key words: computer, maths, P
9、E and art.Students listen to it and fill in the table. Then check the answers together. Students talk about the schedule with the sentence：What do you have on Mondays/ (3) Listen and circle.T: David, Jean and Dean have so many classes. But what are their favourite classes? English or Chinese? Music
10、or art? Computer or PE? Catch the information. Listen again and circle the right answers.Check the answers with students.T: Whats Davids/Jeans/Deans favourite class? Ss: .Show the answers on the PPT. (4) Tick or cross.Students look at the schedule on page 33 and tick or cross. Ask students to catch
11、the key information, such as art, two reading classes, maths, music, days of the week. Then check the answers with students. T: What do they have on Wednesdays/Fridays/ Ss: .T: So tick or cross? Ss: .Show the answers on the PPT. (5)Talk about the schedule.Ask students to talk about the schedule free
12、ly with the sentence patterns they learned.(6)Talk about your school.Step 4 Summary&Homework（1）小结：师生共同回顾本单元所学重点知识。（2）作业。教学反思本节课是一节复习课。以陈杰参观David的学校为线索，通过陈杰与David的会话重现了第1单元的核心词汇和句型，通过与新朋友交谈重现了第2单元的主要内容，学生在完成相关练习的同时全面地复习了已学知识。板书设计Recycle OneWhos your Chinese/ teacher?Ms/Mr/Miss/Mrs .Whats she/he like?
13、She/He is .Is she/he . ?Yes, she/he is. /No, she/he isnt.What do you have on .I/We have . on .Recycle 1教案第二课时（Page 34Page 35)教学目标1.知识目标：复习巩固第3单元所学的词汇和句型，能够自主阅读和理解陈杰的日记，能够掌握13单元中y, ee, ea, ow在单词中的发音规则。2.能力目标：学生能在实际情景中灵活运用各类食物单词和句型。3.情感目标：注意饮食健康，合理膳食。教学重点复习第3单元的核心词汇和句型。教学难点学生能够在实际生活中运用第3单元的核心句型。教学准备录音
14、机、录音带、课件。教学过程批注Step 1 Warm-up Greetings Sing the songWhat would you like to eat today? Free talkWhat would you like to eat/drink?Id like .Whats your favourite food?My favourite food is .Its/Theyre. Play a game(Say the words quickly)呈现食物图片，学生快速说出单词。Step 2 Presentation Learn the contents of P34（1）呈现Ch
15、en Jie去食堂场景。Show the picture of Chen Jie on the PPT. T: Look! Where is Chen Jie going?Ss: Lunch room.（2）呈现菜单，根据菜单回答问题并进行讨论。Ask students to answer the questions according to the menu.T: Look at the menu, fill in the blank.What can they have on Mondays?Bananas, potatoes, beef, sandwiches and milk.T: L
16、ets talk about it.What do they have on Mondays/ .They have .（3）读单词并给单词分类。Students look at the menu in their books. Read the words on the menu. The teacher helps them sum up and classify the words, such as fruits, vegetables, drinks（4）根据对话填空。Students read the dialogue and fill in the blanks. They can
17、 mark the key words on the menu. Then check the answers with the teacher. （5）跟读对话，模仿对话编新的对话并表演出来。Read the dialogue. Ask students to imitate the dialogue to make a new dialogue in pairs. Then students act it out in class.Step 3 Practice本部分通过完成阅读、语音和连词成句三个任务，综合地复习13 单元的核心句型、词汇及语音知识。 Learn the contents
18、 of P35（1）呈现Chen Jie在Willow Primary School的照片，导入日记学习。T: Look at the pictures. Chen Jie visited Willow Primary School. She met some new friends. She ate some delicious food. Is she happy at Willow Primary School?Ss: Yes, she is.T: Here is her diary. Guess: What is it about?Ss: .（2）阅读匹配。Students read
19、the four title words first. Then read the diary carefully. Match the title words with the passages. Then check the answers with the teacher. T: What is it about?Ss: Its about school, class, food and friends and teachers.（3）找出正确单词并填写。Show the word sunny on the PPT. Let students read the sound of the
20、letter y. Then ask students to circle the words with the letter y that have the same pronunciation rule in the diary. Let students finish the exercises of other groups on page 35 by themselves and check the answers with the teacher. Then, lead students to review the pronunciation rules according the
21、 answers. At last, show some words on the PPT. Let students read quickly and aloud.（4）连词成句并正确书写。a. Read the words. Rearrange the words and make sentences.b. Write down the sentences. Pay attention to the standard writing. Show the answers on the PPT.c. Read the sentences aloud. （5）小组活动，讨论喜爱的食物。Whats
22、 your favourite food/ drink? Why? My favourite food/drink is . Its/Theyre .What would you like to drink/ eat? Id like .Step 4 Summary&Homework（1）小结：师生共同回顾本单元所学重点知识。（2）作业。教学反思本节课是复习单元的第二节课。依然以陈杰参观David的学校为线索，通过餐厅点餐复习和巩固第3单元的核心词汇和句型；通过日记记录下的所见所闻，整合了第13单元的知识。板书设计Recycle OneWhat would you like to eat/dr
23、ink?Id like.Whats your favourite food/drink?My favourite food/drink is.Do you often. on the weekend?Yes, I do.No, I dont.y /i/ ee/ea /i: ow / ow /a/Recycle 2教案第一课时（Page 66 Page 67）教学目标1. 知识目标：能够听、说、读、写并在实际情景中运用46单元有关课余活动、家居物品及自然公园景物的单词或词组；能够听、说、读、写46单元的核心句型。2. 能力目标：能在实际情景中运用46单元的重点单词、词组及句型。3. 情感目标：培
24、养学生丰富课余生活、爱家、爱自然的情感。教学重点复习巩固46单元的核心词汇和句型。教学难点学生能够在实际生活中运用46单元的核心句型。教学准备课件、头饰教学过程批注Step 1 Warm-up & Revision唤醒旧知，为后面的学习做好铺垫。1. Greetings.2. Sing a song: What can you do?3. Revision.教师依次出示Unit 4和以前学过的有关课余活动的图片，学生快速地说出对应的单词及词组。4. 你划我猜。 游戏规则：两人一组，学生A做动作，学生B猜单词或词组，在规定时间内猜出最多动作的小组即为获胜。Step 2 Presentation
25、& Practice引导学生观察并讨论图片，猜测文本内容，培养学生的思维能力。1. 学习教材P66的内容。（1）Look and say.课件出示有关Robin的五张图片，让学生观察图片并说出对应的单词或短语，并猜测Robin会做其中的哪些项目。（2）Listen and tick or cross. 课件出示Robin和Miss White打电话的图片，教师介绍情景：The children will go to a nature park this weekend. Robin wants to go, too. He calls Miss White. 教师出示Robin的五张图片，并播
26、放该部分录音，学生根据录音内容在图片下打“”或“”。 教师第二遍播放录音，师生共同核对答案。 教师第三遍播放录音，学生回答书本上的三个问题并将答案写在书本上。 出示听力材料，师生共同核对答案。（3）Write two sentences about Robin.T: Robin can sing and dance. He can do kung fu. What else can Robin do? 教师请几名学生回答，并将他们的答案板书在黑板上。随后教师让学生尝试自己在书本上写两个句子。教师随机展示几名学生的答案，其他学生进行评价。（4）Role-play.课件出示该部分的图片，教师拿出准
27、备好的Robin和Miss White的头饰，邀请一名学生扮演Robin，教师扮演Miss White，进行对话示例。T: Can you cook, Robin? S1: Yes, I can.T: Can you. S1: .学生两人一组进行角色扮演，教师随机邀请几组上台表演。（5）Pair work.学生两人一组，对他人的能力和才艺进行问答练习并记录下来，随后进行汇报。e.g. S1: Can you .(dance/sing/draw/swim/cook/play football/play ping-pong/play the pipa/play basketball/draw ca
28、rtoons.), . S2: Yes, I can. No, I cant. S1: Jack can swim, play ping-pong and draw cartoons. But he cant.2. 学习教材P67的内容。（1）Read and draw. Look and predict.教师出示第一幅图片，学生观察图片并对对话内容进行预测。T: Who are they? Ss: They are Robin and the children.T: Where are they? Ss: They are in a nature park.T: Whats on the m
29、ap? Can you guess? Ss: Read and circle.教师介绍情景：The children are in the park. They are looking at the map. Some things are missing. A. 学生自由阅读对话并圈出表示公园里的事物的关键词。B. 找出缺失部分对应的位置并画出来。（2）Talk about the map with your partner.出示该部分完整的地图，教师邀请一名学生上台示范：T: Whats in the nature park? S1: There is a small village.T:
30、 Where is it? S1: Its学生两人一组，对地图上的信息进行问答练习。教师邀请几组学生上台表演，其他学生给出评价。Step 3 Consolidation&Extension 在真实情境中运用所学的语言知识，达到语言输出的效果。Talk about the nature park in your city.学生描述自己城市的自然公园，对于里面有什么及其位置关系进行描述。示例如下：In my city, there is nature park. There are many high mountains. There is a river in front of the rive
31、r.提示词：forest river mountain hill tree bridge building village house lakein on under in front of behind besideStep 4 Summary&Homework1. 小结：师生共同回顾本节课所复习的重点句型。2. 作业。（1）抄写Unit 4Unit 6所学的单词和句型。（2）完成本课时配套练习。板书设计Recycle 2第一课时What can you do? There is /are.Can she/he. Is/Are there.She/He can. 教学反思课堂开始，我通过复习
32、Unit 4Unit 6重点单词及词组帮助学生唤醒旧知，为后面的学习做好铺垫。在知识新授环节中，引导学生学会听前预测听力的重点内容，分步完成听力任务，再运用这些信息进行对话练习，在情景中运用所学语言。巩固与拓展环节，通过创设真实的语言情境，让学生在情景中合理运用所学语言，培养了学生的综合语言运用能力。Recycle 2教案第二课时（Page 68 Page 69）教学目标2. 知识目标：通过复习第五、六单元的词汇和句型，巩固复习There be 句型的陈述句、一般疑问句和表示位置的方位介词短语；能够读懂小故事，并能完成相应的练习。2. 能力目标：能够在情景中运用句型“There is .The
33、re are.”描述某处有某物；能对Unit 4Unit 6语音知识进行运用。3. 情感目标：学生在学习绘本的过程中体会学习绘本阅读的过程，培养对英语阅读的兴趣，养成良好的阅读习惯。教学重点对Unit 4Unit 6的主要句型和语音知识的复习和运用。教学难点能够正确熟练地运用表示方位的介词和There be句型，并模仿课文仿写故事。教学准备课件；句型卡片；七张序号卡片；打印的老鼠模型图片教学过程批注Step 1 Warm-up & Revision通过热身活动迅速集中学生的注意力。1. Greetings.2. Revision.出示Unit 4Unit 6语音部分的chant及录音，学生跟唱
34、。Step 2 Presentation & Practice整体感知，初步体验，让学生初步感知文章内容。利用思维导图、倒叙的方法，设置层层问题，引导学生深入理解故事。在操练步骤中，让学生回忆阅读后得到的结果，进行语篇的整合，达到最佳的输出。1. Watch the video of the story.教师播放故事视频，提出任务要求：Try to remember what you can see in the story?2. Learn the new words and the key sentence.（1）教师出示句型卡片，引导学生回答：There is /are. in the
35、story. There is a mouse in the story. There are some trees in the story.（2） 从上述句子引出故事里的新单词：wood/hallway/stairs/cupboard（3） 出示相应的图片教授新单词，让学生简单理解词义。A. 对比tree，forest和wood，让学生们能更好地理解wood的含义。B. 先出示way，学生认读后再出示hall，引导学生说出：There is a hallway.C. 教师教授stairs的时候，通过图片强调一下这个单词是复数形式，引导学生用there are 的句型来表述。拓展：go do
36、wn/up the stairsD. 先出示cup，学生认读后再出示board，引导学生说出：There is a cupboard.3. Careful reading. （1）学习图片56部分的内容。教师再次播放故事视频，提出任务要求：Where is/are the. (mouse/box.)? T: Where is the mouse in the story? Ss: Its in a dark, dark box.教师出示自制的老鼠的图卡贴在黑板上，画出老鼠在一个盒子里。 T: Where is the box? Ss: Its in a dark dark cupboard.教
37、师在盒子外画一个简单的橱柜。 T: Where is the cupboard? Ss: Its in a dark dark room.教师在橱柜外画出简单的房子线条。（2） 学习图片14部分的内容。 教师出示图片1和图片2，播放该部分的音频，学生听录音并填空。 In a dark, dark _(wood) there is a dark, dark _(house). And in the dark, dark _(house)there is a dark, dark _(hallway).教师出示图片3和图片4，播放该部分的音频，学生听录音并填空。 And in the dark,
38、dark _(hallway) there are some dark, dark _(stairs). And down the dark, dark _(stairs) there is a dark, dark _(room).4. Read and repeat the story. 教师播放完整的故事录音，提出阅读要求：有感情地、大声地、清晰地阅读课文。 教师范读一遍全班齐读自由读指名学生读跟录音读。5. Post-reading.（1）Number the words.完成书本上的练习，根据故事给单词排序。（2）Retell the story.课件出示故事的七张图片和关键词，学生
39、以小组为单位，按抽到的卡片上的数字顺序进行复述和表演故事。教师邀请几组学生上台进行表演，其他学生进行评价。 （3）Choose a title for the story and give your reason. 教师先请学生自己给这个故事取个名字，然后在班上一起分享自己的想法。Step 3 Consolidation&Extension 对所学内容的延伸和拓展，利用获得的信息创编新的文本。训练学生从听说过渡到写，培养学生综合运用语言的能力。1. Find friends for the words in the story and write them down.（1）Read the w
40、ords. 复习Unit 46单元学习的语音知识，将学生分为四组并读出相对应的单词。 （2）Find out the similarity of the words. 出示教材上该部分的内容，先引导学生观察第一组单词并尝试拼读，发现其共同部分的发音规律。随后请学生阅读故事，找到和其他组有共同规律的单词。 完成后师生共同核对答案，学生接龙读出单词。2. Help the words find their house.3. Write your own story. Read it to your partner.T: This is an interesting story. Now we ca
41、n make our own stories.示例：In a big, big nature park there is a big, big forest .In the big, big forest there is a big, big house.In the big, big house there is a big, big room.教师请学生自己创编故事，随后请几名学生上台表演，其他学生认真听并给出评价。4. Draw pictures about your story. 给自己创编的故事画上合适的插图。Step 4 Summary&Homework1. 小结：师生共同回顾本
42、节课所复习的语音知识。2. 作业。（1）和朋友分享你编写的故事。（2）完成本课时配套练习。板书设计Recycle 2第二课时dark In a . there is a .wood house hallway stairs room box mouse教学反思课堂开始，我通过唱歌谣活动唤醒旧知，快速集中学生的注意力。课堂展示环节，由整体到细节，利用思维导图、倒叙的方法，引导学生深入理解故事。在操练步骤中，让学生回忆阅读后得到的结果，进行语篇的整合，达到最佳的输出。延伸和拓展环节，引导学生用获得的信息创编新的文本，训练学生从听说过渡到写，培养学生综合运用语言的能力。Unit 1 Whats he
43、 like？教案第一课时（A . Lets learn Ask and answer)教学目标1.知识目标：能听、说、读、写单词old, young, strict, kind和funny并能灵活地运用这些单词来描述人物的外貌特征和性格特征。2.能力目标：能完成Ask and answer中要求的对话练习。3.情感目标：教育学生要关心和爱护他人。教学重点掌握Lets learn部分的单词，能根据该部分人物信息替换示例对话中的关键词进行对话练习。教学难点能结合所学的词汇及句型问答人物的外貌和性格特征。教学准备录音机、录音带、课件。教学过程批注Step 1 Warm-up以歌曲活跃课堂气氛，通过自
44、由对话激发学生对本课知识的学习兴趣。 Greetings （师生之间打招呼问候） Enjoy the songHello, my friend教师播放视频歌曲，让学生听音乐跟唱。Play the video. Let students sing together with the music. Free talk呈现Main scene图片，播放视频，引导学生讨论。Show the picture of Main scene in Unit1. Play the video. Discuss with students about what they are talking about. Step 2 Presentation&Practice联系学生新学期新同学新老师的实际，在真实、自然的情景中，呈现本节课所有的老师，让学生认识老师，为下一步的学习做好铺垫。用对比法学习新词old和young。降低难度，增强学生的自信心。将单词的操练放在句型中进行，提高学生的语言运用能力。1. Lead in 呈现新同学Oliver和五位新老师图片。Show the new student Oliver and five new teachers respectively on the
