pep5全册英文教案.docx
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pep5全册英文教案
pep5全册英文教案
2004年度第一学期第五册英语
教学工作计划
学生基础知识、基本技能、智力状况及学习情感的简要分析:
五、六年级的学生，其认知特点已经以来明显的变化，他们已经意识到英语在自己生活中无处不在，但有时却又苦于无法用英语表达，所以存在着对英语学习的渴望，迫切想学更多的英语。
虽然以前已经接触到了一些英语，但是这些孩子之间的差距还很大。
他们强烈的求知欲使他们更自觉的想学好英语。
五年级的学生两极分化比较严重，部分同学已能达到自主学习，尝试用英语交流的水平，但也有部分同学基础知识都无法掌握。
六年级也存在两极分化的问题，但较五年级而言，稍平均些，且其接受英语的能力也比五年级更好。
本学期学科教学的目的要求:
1、能听、说、读、写92个单词或短语以及13组句子和9个单句。
（包括教师、课程、食
物、家务劳动、居室家具和自然景物等几个话题）要求能在真实语境中正确运用并能读
懂简短语篇。
2、能听、说、认读16个单词。
3、能学会6个手工制作。
4、能听懂、会唱8首歌曲。
5、能听懂、会吟唱12首歌谣。
6、能完成6个自我评价活动。
7、能理解6个幽默小故事。
8、能了解6项简单的中西方文化知识。
提高教学质量的打算:
教学进度表
本学期上课23周共48课时，其中新授课36节，复习考试6节，机动6节。
周次起讫日期教学内容（章节或单元）教学辅助实际完成
活动情况19.1-9.3Review29.6-9.10Unit1lesson1、2、339.13-9.17Unit1lesson4、5、649.20-9.24Unit2lesson1、259.27-10.1Unit2lesson3、4、5610.4-10.8Unit2lesson6Unit3lesson1710.11-10.15Unit3lesson2、3、4810.18-10.22Unit3lesson5、6910.25-10.29Recycle1lesson1、21011.1-11.5Recycle1lesson3Unit4lesson11111.8-11.12Unit4lesson2、3、41211.15-11.19Unit4lesson5、61311.22-11.26Unit5lesson1、2、31411.29-12.3Unit5lesson4、5、61512.6-12.10Unit6lesson1、21612.13-12.17Unit6lesson3、4、51712.20-12.24Unit6lesson6Recycle2lesson11812.27-12.31Recycle2lesson2、3191.3-1.7Review1201.10-1.14Review2211.17-1.21Review3221.24-1.28Review4231.31-2.4Review52425
课时授课计划
UNIT1MYNEWTEACHER
Unit1Lesson1（Let’sstartMainscenePartALet’slearnLet’sfindoutPartCLet’ssing）1.Teachingaims
（1）.Beabletoask:
“who’syourartteacher?
What’shelike?
”andgivetherightanswer.
（2）.Beabletomasterthosewords:
old,short,thin,tall,strong,infourskills.
（3）.Beabletounderstandtheorders,andtofinishthetasksof“Let’sfindout”.
（4）.Beabletosingthesongof“MyNewTeacher”.
2.Keyanddifficultpoints
（1）.Replacethewords:
old,short,thin,tall,strong,young,funny,kind,accordingtothesentence.
（2）.Masterthewords:
old,short,thin,tall,strong,infourskills.
3.Teachingaids
（1）.Englishcards,teacher’sphotos,castle
4.Teachingsteps
（1）.Warmup
a.Let’schant:
bigandsmall,longandshort.
b.Listentothe“Let’sstart”.
c.T:
hi,everyone!
Nicetoseeyouagain.Whatgradeareyouinnow?
Whatarewegoingtolearninthisterm?
Guess!
Thisunitwe’lllearnMyNewTeacher.
（2）.Preview
Doyouhavenewteachers?
Whoarethey?
Who’syour…teacher?
Mr./Miss…
（3）.Presentation
Let’sstart
a.Rabbithasmanynewteachersinherschool.
b.Task:
Sarahwillintroducesomenewteacherstoyou.Who’sthenewteachers?
Let’slearn
a.TheyareSarah’steachers.Describetheseteachers.
（Putupthesurnameonthepicture）
Who’sSarah’s…teacher?
Mr./Miss…
What’she/shelike?
He’s/She’s…
（Reviewthewords:
strong,tall,short,thin,andpresentthenewwords:
young,kind,old,
funny.）
b.Learnthenewwords,readandspell.
c.Listentothetapeandreadafterit.
d.Describeyourownteachers.
Who’syour…teacher?
Who’sSarah’s…teacher?
Mr./Miss…
What’she/shelike?
He’s/She’s…
T-SS-S
Let’sfindout
a.Guess:
ThisisourP.E.teacher.He’stallandstrong.He’salittleold.He’sveryfunny.Wealllike
him.Whoishe?
Thisisourmathteacher.She’stall,she’snotstrongandshe’snotthin.Sheteachesingrade6.
b.MakethedialogueandpickuptherightpictureinSsbook..
Let’ssing
a.Learntosingthesongof“MyNewTeacher”.
（4）.Consolidationandextension
a.DolisteningpracticeintheactivitybookP1.
b.Writethefour-skilledwordsfourtimes.
c.Designthetaskaccordingtothe“Let’sfindout”
Suchas:
She’stall.She’sbeautiful.She’sveryyoung.Wealllikeher.Who’sshe?
Teachingnotes:
Unit1Lesson2（PartALet’stryLet’stalkPartCGoodtoknow）1.Teachingaims
（1）.Beabletosay:
Who’syourmathteacher?
MrZhao.What’shelike?
He’sthinandshort.He’s
verykind,andcanuseitfreely.
（2）.Beabletounderstandthe“Let’stry”,andtofinishtheexercise.
（3）.Beabletoknowthepartofthe“Goodtoknow”.
2.Keyanddifficultpoints
（1）.Masterthesentencesofthislesson,andcanuseitfreelyindailylife.
（2）.Helpstudentstocatchthenewwordsandnewsentencein“Let’stry”.
3.Teachingaids
someteacher’sphotos,somepictures,castle
4.Teachingsteps
（1）Warmup
a.Sing:
MyNewTeacher
b.Chant.
（2）.Preview
a.Ask&Answer
Who’syour…teacher?
Mr./Miss
What’she/shelike?
He’s/She’s…and….
（Fillinthewordswehavelearned.）
（3）.Presentation
Let’stry（Dolisteningpractice.）
Explainhowtodo.
Let’stalk
a.Showthepartofphotosquickly,thenaskstudentstorecallwhoarethey?
b.Listentothetapeandreadafterit.
c.Makeadialoguewithyourpartner.
A:
Who’syour…teacher?
B:
Mr./Miss…
A:
What’she/shelike?
B:
he’s/She’s…
T-SsS-Saskandanswer
d.ActivitybookP2number4Talkaboutyourteacherswithyourpartner.
Teacherdoitwithastudentfirst,Ssaskandanswerwiththepartner.
Goodtoknow
PersonwhospeaksEnglishusedtocall“MrZhangorZhangming”,thatis“Mr+surnameor
justname”.Theyneversay“MrZhangming”.
ExplainthedifferencebetweenChinaandWesterncountries.
（4）.Consolidationandextension
a.Dothelisteningpracticeinactivitybook.P2number3.
Explainhowtodofirst.
b.Listentothetypeandreadittoyourfriends.
c.Tellyourparentswhatyouhavelearnedin“Goodtoknow”.
Teachingnotes:
Unit1Lesson3（PartAReadandwritePairworkPartCPronunciation）1.Teachingaims
（1）.Beabletosaythedialogueandcanuseitindailylife.
（2）.Beabletomasterthesentences:
“Who’syourEnglishteacher?
MrCarter.What’shelike?
He’stallandstrong.”,infourskills.
（3）.BeabletounderstandtheregulationofPronunciation,andcanreadthesewords.
2.Keyanddifficultpoints
（1）.Masterthesentencesinfourskills.
（2）.Havetherightpronunciation.
3.Teachingaids
someteacher’sphotos,somecartoonpictures,castle,Englishcards
4.Teachingsteps
（1）.Warm-up
a.Chant.
b.Guessteacher（onestudentchoseoneofphotos,andaskotherstudentstoguesswho’s
he/she?
）
c.Greeting
T-S:
Look,IlikeourChineseteacher.She’sshort.Whataboutyou?
（2）.Preview
a.Spellthewords:
old,short,thin,tall,strong.（3）.Presentation
Readandwrite
a.T:
ZhangPengandTimhaveashortdialogue.Pleaselistencarefullyandanswermy
questions.
b.Listentothetape.
Firsttime:
Whataretheytalkingabout?
Secondtime:
（1）HowmanynewteachersdoesZhangPenghave?
（2）Whoarethey?
（3）Who’sZhang’sEnglishteacher?
（4）Where’shefrom?
（5）What’shelike?
（6）Who’she?
c.Openthebook,thenaskstudentstolearnthedialoguebythemselves,andtofindsome
difficultpoints.
d.Readafterthetape.
e.Helpthestudentstosolvethedifficultpoints,andtofinishthequestions.
f.Learntowritethesentences.
Teachthemhowtowriteformally.]
Pairwork
Teacherpreparesthecards,letthestudentsmakeadialogue.
A:
Who’sthatman/woman?
B:
He’s/She’s…
A:
What’shelike?
B:
he’s/She’s…
T-SsSs-Ss
Pronunciation
a.Readthewordaccordingtotheirregulationofpronunciation.
b.Listentothetapeandreadafterit.
c.Practicethetonguecross.
（4）.Consolidationandextension
a.Dotheactivitybook.P3number5,6.
Listentwice,fillingtheblankandtickorcross.
b.Listentothetapeandreadittoyourparentsorfriends.
c.Writethefoursentencesfourtimes.
Teachingnotes:
Unit1Lesson4（PartBLet’schantLet’slearnPartCstorytime）
1.Teachingaims
（1）.Beabletosay“Let’schant”
（2）.Beabletomasterthewords:
kind,funny,young,smart,activeinfourskills.Beabletoread,
speakandunderstandsomephrasesaboutthestrict,principal,universitystudent,andcanuse
itfreely.
（3）.Beabletounderstandthestory
2.Keyanddifficultpoints
（1）.Beabletousethewords:
principal,university,student,strict,smart,activefreely,andlearn
thesewordsinfourskills.
（2）.Thepronunciationof“university,principal,strict”.
3.Teachingaids
Somefingermarks,somerelativepictures,someteacher’sorstudent’sphotos,Englishcards
4.Teachingsteps
（1）.Wormup
a.Let’ssing
b.GreetingA:
Who’syourChineseteacher?
Isshequiet/short…?
B:
Yes.MissLiuisourChineseteacher.She’squiet/short…
A:
What’syourscienceteacherlike?
…
（2）.Preview
a.Let’sguess.
She’saladyinourschool.Shehasshorthair,shehasapairofglasses.Nowyoucanaskme
thequestionstogettheanswers.
Ss:
Isshe…?
（3）.Presentation
ALet’slearn
a.Yes,sheisourprincipal.She’sMiss/MrsQiu.
Learntosaythewords:
principal.
b.Isshestrict?
Yes,sheis,butshe’sverykind.
Learntosayandspellthewords:
strict
c.Issheactive?
Yes,sheis,she’sveryactive./No,sheisn’t.sheisquiet.
Learntosayandspellthewords:
active/quiet.
d.Learnthenewwordsaccordingtosometeacher’sphotos.
smart,kind,funny.
e.Paymoreattentiontothepronunciationof“universityandstrict”.
f.Listentothetapeandreadafterit.
BLet’schant
a.PlaythechantinPartB,andaskthestudentstotelltheteacherwhattheyhave
understood.
b.Listentothechantagainandreadafterit.
CStorytime
a.Listentothestoryanddiscussthisstorywithyourpartners.
b.Readthestory
4.consolidationandextension
（1）.FinishthelisteningexerciseinActivitybook.
（2）.Listentothe“Let’schant”andreadittoyouparents.
（3）.Adjustthechantaccordingtoyourinteresting.
Teachingnotes:
Unit1Lesson5（PartBLet’stryLet’stalkGroupworkPartCLet’scheck）
1.T
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