五年级上册英语说课稿-Lesson20 The Spring Festival Is Coming

新冀教版五年级英语知识点汇总

一、家庭成员：

family 家庭 father 父亲 mother 母亲 grandfather 爷爷

grandmother奶奶 sister姐妹brother兄弟 parents 父母uncle叔叔aunt阿姨cousin表兄妹

一、 职业：

teacher 老师doctor医生 nurse护士 worker工人 famer农民student学生 bus driver公交车司机

二、 交通工具：

car轿车 bike自行车 train火车 plane飞机 bus公交车

三、 十二生肖：

rat鼠ox 牛tiger虎rabbit兔dragon龙snake蛇horse马sheep羊monkey猴rooster鸡dog狗pig 猪

四、 序数词

first 第一 second 第二 third 第三 fourth 第四 fifth 第五 sixth 第六 seventh 第七 eighth 第八ninth 第九 tenth 第十 eleventh第十一 twelfth 第十二

五、 反义词：

fast---slow 快-慢 this---that这个--那个 these---those这些-那些 old---young老---年轻 tall---short 高-矮 thin-fat瘦-胖

go-come去-来 near-far 近-远 big-small 大-小 black- white 黑-白 cold-

warm 冷-暖

七、节日: the SpringFestival春节 theMid-Autumn Festival中秋节 the Dragon Boat

Festival 端午节Natival Day国庆节 NewYear’s Day新年 Children’s Day儿童节

Lesson 20 The Spring Festival Is Coming!

一、教学目标：

1.听懂，会说，认读并书写单词 room, door, window, make, kid.

2. 认读，理解并运用下列句子： What do you do for the Spring Festival?

3.运用本课学习的短语和句型来描述春节期间我们通常做的事情。

4.思考春节习俗，热爱祖国传统文化。

二、教学重点： 1.掌握课文对话的事实信息，学习核心单词和短语。

2.学会表达春节期间的活动。

三、教学难点： 运用课文所学的词汇来表达春节活动。

四、教法和学法： 启发，探究，讨论，直观教学法。

五、教学过程： 教学环 教学内容 节 1.出示节日图片。 谈话导入， 引出 导入新 课题。 课 板书课题。 日。 引出春节这个节 学习兴趣。

2..听《春节序曲》 活跃课堂气氛， 激发 教学活动设计 活动目的

1.让学生找出 文中生单词， 写 初步阅 在白板上。 读课文，

2.师生共同解 圈出不 决陌生的单词。 2.解决生词。 认识的 3.The Spring 单词，

解 Festival is 决单词。 Chinese New Year. 年。

3.春节是中国的新 加深印象。 自书写，方便直观， 上书写单词。 文做铺垫。 让学生亲 1.学生自己在白板 解决生单词， 为读课1.What do you do for the Spring

Festival?让学 学习本 生讨论， 自己发 3.读课文。 课的短 挥。 语， 读课 2.出示本课短 文。 语的图片。 3.跟光盘读课 文。 4.读课文。 5.链接今年春节日 期并板书。 图片， 联想我们过春 节的情景。 时候。 通过电子白板中的 4.今年春节是什么 闹。 统节日的喜庆与热 1.学生讨论。 2.学习短语。

1 20年秋人教版五年级英语上册第一单元《What’s he like?》说课稿、教学反思 Unit 1 What’s he like? 说课稿 Ⅰ. The analysis of teaching material Firstly, I’d like to talk something about the analysis of teaching material. This book is from Unit 1 of PEP primary English book Ⅴ and the main topic is some adjectives and sentence structures to describe a person. Through learning this unit, students will be able to use these words and sentence structures to talk about people in their daily life. Ⅱ. The analysis of students Secondly, I will analyse my students. Students in grade 5 have just learnt some English knowledge, but it’s still quite difficult for them to speak English in daily life. So I will mainly use Communicative Approach and Situational Approach to help them learn better. Ⅲ. The analysis of teaching aims According to New Curriculum Standard, I set three teaching aims. The first one is knowledge aim: students will be able to read and write some adjectives like polite, shy, helpful, clever.... The second one is ability aim: through corporation and discussion, students can use the words and structures to describe other people smoothly and fluently. The last one is emotional aim: students can be interested in learning English by doing different activities. Ⅳ. The analysis of teaching key &difficult points Based on the analysis of teaching material, students and the teaching aims, my teaching key and difficult points are as follows. The teaching key point is that students can read and write the new words and sentence structures in this lesson. The teaching difficult point is that students are able to use these words and sentence structures to describe a person in their daily life. The analysis of teaching methods To overcome teaching key and difficult point, I will mainly use Communicative Approach and Situational teaching method. Ⅴ. The analysis of teaching procedures 2 Now, let’s focus on the most important part of my teaching design, that is the teaching procedures. It includes four parts, warming-up, presentation, consolidation, summary &homework. Step1:Warming-up After the daily greeting, I will ask my students to do some actions to cheer us up. In this way, I can create a active learning surrounding for my students and let them learn happily. Step2:Presentation In this step, I will use five pictures to introduce the new words to my students. In these five pictures, there are five different people, students are asked to describe each person and from their description, I can get the new words easily, they are “polite, helpful, clever...” And after the introduction, I will play a game named “finger game” with them. The reason why I do this is to help students be familiar with the topic and understand the new words and phrases in the listening material, so as to sweep the listening obstacle. Then I will play the tape for three times. Before I play the tape for the first time, I will ask my students what’s it about. And after they finish the listening, I will ask some students to tell me the answer, they may get part of the information and I will combine their answers and get the main idea. And then I will play the tape for the second time, before they listen to it, I will ask them to get some details according to the structure given “what’s Wu Yifan like” after their listening, I will ask someone to tell me the answer and I will get the “He’s hard-working”. After they totally understood the listening material, they are asked to listen to the tape for the third time, and pay attention to the pronunciation and the intonation of the speaker. If possible, they can also imitate it. By listening to the conversation for three times, students will master every little details in it . Step3:Consolidation In this age, I will play a game named Apple game with my Ss: I will show an apple tree covered with many apples on the PPT, and on each apple, there is a word. Then I will ask students to read these words, the more they pronounce, the more apples they will get. At last, who gets the most apples will be awarded a smiling face. After doing this, they Next, I will play another game with my Ss named Point and Say: Students are asked to show their own photos and describe their appearance using the new words and sentences. In this way, what we have learnt in this class will be consolidated. 3 Step4: Summary & Homework At the end of the class, I will guide students to summarize what we have learnt today. And give them today’s homework: they should draw a picture about their favorite cartoon character and try to describe him or her next class. Ⅵ. The analysis of blackboard design Lastly, I will put forward the analysis of blackboard design, my blackboard design includes three parts, topic , key words and key sentence structures. You can see very clearly what we have learnt today. That’s all for my presentation, thanks for your listening. Unit 1 What’s he like? 教学反思 发现于生活，运用于生活。这是我对于这节阅读课最深的体会。 文本是对机器人Robin从外形到技能描写的一片日记。在整个教学过程中又渗透了对人物品德的崇尚，并由生活中的人物引出话题，在学习完新内容之后又回到生活去运用这些句型。设计跟生活贴近的句子，创设与生活相关的情景。 1、Pre-reading 采用巧妙的导入方式，激发学生的阅读兴趣。 良好的开端是成功的一半。导入的成功与否直接影响着阅读教学的效果。本节课的阅读材料对一个人物的描述，我结合以前学过的知识，在Pre-reading环节中设计了Guessing game游戏，对自己身边的老师进行猜测，让学生懂得关心身边事物、关心他人。比如：身边的老师、自己的父母、同学等。它不仅活跃气氛，学生实际操练也很好，而且操练过程中激活学生的生活经验以及已有的知识储备；游戏参与面广，通过图画这一比较直观的方式导入，降低了学生学习的难度，为本课阅读材料中涉及的主要语言信息进行铺垫，为突破重难点服务。 2、While-reading 根据学生的认知特点，设计多样的阅读形式。 首先通过听文本录音，引导学生整体感知理解文本大意，捕捉关键信息，并通过有效问题的提出，加强了学生对重点内容的理解，同时也培养学生带着问题听录音，搜寻答案的能力。在精读文本中，我采用分段教学，带领学生从听文本信息到读语篇的细节，引导学生通过自读、跟读、指导读，进一步了解Robin

1 Unit5 Is this your schoolbag?

Lesson28

一 教材分析 人民教育出版社新目标英语教科书具有循序渐进，阶梯性强，贴近生活，贴近学生的特点。以听，说，读，写紧跟其后。色彩版面卡通人物形象，可爱。我所选择的是第五单元Is this your schoolbag? Lesson28与学生的日常生活紧密联系在一起，容易唤起学生的学习兴趣，这对于提高学生的综合能力很有帮助，特别是说的能力。其教学核心内容是“确认物主”，通过本课的学习，使学生学会辨认物品的所有者，学会根据场景询问物品的所属，以及英语中对应的表达法。使学生能在日常交往中有效的使用语言进行表达，与他人沟通信息，为今后学习打下坚实的语言基础。所以本单元在教材中起着承上启下的重要作用。

二、教学目标

• 1. 知识目标：能正确听说读词汇Tiger 老虎 Monkey 猴子 Bear 熊 Sheep 羊 Dog 狗 Cat 猫 Pig

猪 Snake 蛇 Rabbit 兔子 Frog 青蛙 Duck 鸭子

Panda 熊猫 Mouse

老鼠

初步掌握这些词汇的词形。

能力目标：能根据实际情况，运用句型： Ｉs this \that…？ Yes, it is No, it

isn’t .

情感目标： 学能小组合作听、说本课知识点，并运用于实际生活中，享受学习的快乐！

重难点：

1. 听得懂所学动物，会询问动物的主人，并能做出正确的回答；

2.少数名词复数的运用；

3.训练学生说的技能。

4.熟练的运用指示代词确认物主关系。

三、学法分析 在授课之前，我分析了学生的情况，我授课的对象是五年级的学生，他们的 2 求知欲强，学习英语的积极性高，能用简单的英语来表达内心的情感，但学生个性仍存在着差异，所以在教学中，要兼顾学生的不同能力水平，在教学过程中应着重使用实物和多媒体来创设情境，使学生在轻松、自然的环境中得到锻炼。