译林英语五年级下册教案5篇思维导图

1.能力目标1.Part A Let’s learn 呈现五个动词短语的现在进行时结构(--ing形式)：drawing pictures,cooking dinner,doing the dishes,reading a book,answering the phone,学生能听、说、认、读。

2.Part A Let’s play, Let’s try 要求听清动词短语，并根据指令做出相应的动作，听力部分要求学生快速准确的听出内容，并且做出判断。

2.情感目标 培养学生热爱生活的美好情感。

1、教学重点：掌握五个动词短语的ing形式，能理解下一课时的主要句型：What are you doing?并能够用I am doing the dishes/---作答。

2、教学难点：动词短语的(--ing形式)的发音、识记以及与be动词(am /is/are)的连用。

StepⅠ Warm up

1.Daily English.2.Let's chant.

3.告诉学生把学生分成男女两组，在教学中进行比赛。

1.课件出示What can she/he do?句型及动词短语，逐一提问学生，并让他们作答。在复习的过程中要求学生做出动作或手势。(设计意图：呈现环节是会话教学的主要内容。在会话教学中，教师创设真实的交际情景，采用"先听说，后读写"的方法，引导和鼓励学生参与语言实践，培养学生的口语表达能力，增强语言实践的真实感。情景引入和新知呈现不是割裂开来，而是交替进行的。以此复习巩固词组，同时为新课学习作铺垫。)

2.课件出示do the dishes的图片，在写字板上写上do the dishes。教师边做洗碗的动作，边对学生说：I am doing the dishes.然后在写字板上的短语后面加上ing变成doing the dishes。教师引导学生做洗碗的动作，并跟说：Me too。教师教读短语，学生跟读。再由一学生做动作，其他学生提问What are you doing?再由该同学回答：I am doing the dishes.然后继续同法课件出示其他的短语进行替换，通过适当的动作引导学生理解现在进行时表达的含义。

3.课件出示Let’s say，归纳动词的现在分词的构成形式。给出动词的原型及现在分词，请同学来说。在单词的颜色上提醒学生注意动词后面加ing形式的不同。

1.课件出示Let’s chant。学生跟着学说歌谣。

2.课件出示What are you doing?I’m cooking_________.操练句型，同时复习食物类名词。

3.课件出示What are you doing?I’m reading a/an________book.操练句型，同时复习书籍类名词，并区分使用冠词a/an_。

4.课件出示Gueing game.让学生猜出人物正在做某事。

5.课件出示model:\"I can say:What is John doing ?He is watching TV .\"给出十个动词的动作图片，由学生一一说出句型。

1.课件出示Let’s try ,学生听录音做课本的听力练习。

2.课件出示Making a phone call (打电话)。熟悉一些简单的电话会话用语。

1.抄写四会词组。

2.打电话给老师或同学, 问问他们正在干什么.What are you doing ?

3.小习作：利用所学的内容，写一写你的家庭成员在晚上8：00时分别在做什么事情。

Teaching Emphasis:

Teaching Difficulty

Teaching process:

Step1:

Special sounds.

T: Have the children open the books at page78 and look at the pictures of the drum, the flowers and the frog. Have them try to read them.

S: Look at the pictures and try to read them.

T: Play the tape and have the children listen carefully for the difference between the sounds /dr/ /fl/ and /fr/.

S: Listen to the tape carefully and find difference.

T: Play the tape again and have the children read after the tape.

S: Listen and repeat.

T: Have the children try to remember some words. Have the children look at the blackboard and read the other words.

S: Look at the blackboard and read the words after the teacher.

Step2:

Match the ordinal numbers

T: Have the children open their books at page 32 and look at the prizes and words on top of the page. Have them read the words first.

S: Look at the prizes and read the words.

T: Point to the pictures of the prizes with the race position given and to the ordinal number words. Tell the children that they have to match the words and numbers.

S: Try to match the words and numbers.

T: Explain that people sometimes use the ordinal numbers instead of their names in writing.

S: Listen and think.

Step3:

Read and label the prizes

T: Have the children look at the pictures at the bottom of the page. Explain the five objects are prizes in a competition and they have to read the sentences and then write the ordinal numbers under the corresponding object.

S: Look at the pictures and read the sentences and write the ordinal numbers.

T: Put the children in pairs to read the sentences and label the objects.

S: Read the sentences and label the objects.

Step4:

Listen and check

T: Have the children look at the pictures on the top of page 33. Explain that the two children in the pictures is talking about things they did yesterday. Have the children say what they think the child in the picture did yesterday.

S: Look at the pictures and guess.

T: Play the tape and have the children listen to the tape carefully.

S: Listen to the tape.

T: Play the tape again and have the children check what the boy did in the pictures.

S: Listen to the tape and check.

Step5:

Let’s find out

T: Have the children think about the sports that they usually to do.

S: Try to think.

T: Have the children look at the bottom of the page. Have them read the conversation between the two children. Explain that you want them to interview at least three children for sports they did last week, and they need to take notes on the lines provided.

S: Read the conversation and interview three children.

T: When the children finished, ask them to read their notes to the class.

Homework:

Recite the words.

课后反思：学生能够把所学内容灵活运用到实际的练习中，掌握较好

能听说读写单词：lady fire radio field telephone hope

1. 能熟练运用这类句子"She didn’t…She worked…谈论人们过去的生活。

2. 学会归纳动词的过去式，并能灵活运用。

3. 教学重点：

一. 预习检测

英汉互译并连线。

有关中国的节目 many years ago

许多年以前 programme about China

谈论 last night

在田野里 on a fire

昨天晚上 in the fields

在火上 talk about

二.合作探究，学习课文。

1.听课文录音，圈出文中出现的动词过去式。

2.同桌学习课文。

3.师讲解"or"的用法.

Teaching Emphasis:

Teaching Difficulty

Teaching process:

Step1:

Review the story about the school sport.

T: Have the children try to tell the story.

S: Try to tell the story.

Step2:

Sing the song

T: Have the children open their books at page 36 and look at the pictures. Ask the children to describe what the children are doing in the pictures.

S: Open the books and look at the pictures.

T: Have the children read the lyrics first by themselves.

S: Read the lyrics and try to understand the meaning.

T: Play the tape and have the children listen carefully.

S: Listen to the tape.

T: Play the tape again and have the children try to sing the first paragraph.

S: Listen to the tape and try to sing the song.

T: Play the song from the beginning and have the children sing along.

S: Listen to the tape and sing the song.

Step3:

Self-assessment

T: Tell the children to look at the picture on the page. Ask them to say the position of each runner in the race. Have them make two sentences.

S: Look at the picture and write the sentences.

T: Explain to the children that in the second activity they need to write out 3 things they did last Sunday.

S: Read the example and then write sentences.

Step4:

Reflection

T: Have the children do exercise in group work.

S: Try to do it.

Homework:

Sing the song to their parents.

Grandma made Chinese food for me.

I want to try American food.

I will write again soon.

Teaching properties: cards tape-recorder pictures

Teaching procedures

Warmer:

Examples:

T: Daming goes to New York.

Ss: Daming went to New York.

T: Grandma meets Daming.

Ss: Gradma met Daming.

Teach the text:

Guide the students say: It’s the statue of Liberty. It’s in New York".

T: Daming is in New York now. Let’s see who met him at the airport. What he saw in New York and What food he wanted to eat.

⑴Who met Daming at the airport? (Grandma and Simon)

⑵What did Daming see in New York? (Buildings, cards and people)

⑶What food did he want to try? (American food)

Homework:

Practise the following sentences in pairs:

Where are you from?

Where are you going to go?

Where are you going to go there?

Where are you going to do there?

Designs:

Module 10 Unit 2 I’m in New York now

Arrive Grandma mad Chinese food for me.

Taxi

Flat I want to try American food.

building

made I will write again soon