第一篇：五年级英语上册Module5教学设计(外研版)
五年级英语上册Module5教学设计（外
研版）
五年级英语上册module5教学设计
module5：unit1Thereareonlynineteencrayons.教学目标、能够听、说、读、写本单元的基数词和基本句型。
2、学会用英语表述物品数量。
3、能正确、流利地朗读对话。
教学重点
准确理解对话中的语句，掌握四会单词和基本句型，并能正确书写。
教学难点
掌握四会基数词
教学用具
教学挂图、单词卡片、录音机、录音带、物品图片
教学过程
一、warming
up
step1：singasong
二、任务呈现与课文导入。
、Listenandchant
2、教师取出一些图片，Ask：
Doyouknowthisplace?Howmanypencilsarethereinyourpencilboxes?
2、引导学生完成ABunit14：
3、拿出，引导学生说说.4、教师拿出挂图，引导学生看图讲讲图上的内容。
learnthenewwords.5、播放录音呈现SB活动1。
6、Playthetape.7、Playthetapeagain.writethenewwords.Listenandsay：
Listenanddrawthenewwords.Rradandrepeat
actdialogues.Agroupdoit,thethergroup act.三、边做动作帮助学生理解。
、Listen,readandactitout.2、Practise
A:Therearethreecrayons.B:Buttherearefourchildren.四、Homework
copythenewwords
module5：unit2Thereareforty
教学目标、能够听、说、读、写本单元的单词和基本句型。
2、能听懂会说“Thereare┄”
3、能正确、流利地朗读对话。
教学重点
准确理解对话中的语句，掌握四会单词和基本句型，并能正确书写。
教学难点
会用“Thereareforty”等语句。
教学用具
教学挂图、单词卡片、录音机、录音带
教学过程
warmmingup
step1：Listenandchant
step2：Listenandread
Howmanypupilsarethereinyourclass,Lingling?
Therearefourteen.Playthetapeagain.Step3：Readandsay
Step4：Listenandsay.Thenchant.边做动作帮助学生理解。
Step5：countandsay
巩固练习、完成SB活动4和7
第二篇：外研版必修Module5 Reading 教学设计
Ⅰ.Analysis of the teaching contents:
This part is a reading material about a trip along the Three Gorges by some foreigners, which is related to the topic of this module, and the students are familiar with and proud of the Three Gorges.Through this reading material, the students will learn more about the Three Gorges and learn to describe what they see when they have such kind of experience by using the words, phrases learned from this passage.In addition, this reading material can cultivate the students’ patriotic feeling as well as help them do their writing task in the following part.Ⅱ.Teaching goals:
1.Make the students master some words, phrases and sentence patterns.(1)Words: cave, cliff, lake, peak, plain, plateau, shore, slope, valley, wood, construction, distant.(2)Phrases: be to do, have to, make a detour, at the edge of, in the distance, get a kick out of.(3)Sentence patterns:
At Wushan we made a detour up the Daning River to see some of the smaller gorges.(make a detour / make a noise / make money / make contributions / make progress)
The next day we went through the big gorges on the Yangtze River.(go through / go across)
2.Enable the students to describe similar topics by using the words, phrases and sentence structures learned from this reading material.Ⅲ.Teaching important points:
1.Encourage the students to talk about historical changes of the Three Gorges.2.Train the students’ analyzing and comprehending abilities by reading the passage.Ⅳ.Teaching difficult points:
1.How to help the students improve their reading ability.2.Lead the students to talk in class actively.Ⅴ.Teaching procedures:
Step 1 Lead-in
1.I will use a poem by Li Bai, whose title is 《早发白帝城》(朝辞白帝彩云间，千里江陵一日还。两岸猿声啼不住，轻舟已过万重山)to introduce the topic.And then I will ask the students to do the following tasks.(1)Do you know where Li Bai was traveling through by boat?
(2)Can you name what the three gorges are?
[Design intention]
Lead in the topic by showing a poem by Li Bai.It is easy to attract the students’ attention and arouse the students’ interest.2.Show a picture and ask the students “What can you see from the picture?”
It’s a good chance for them to describe the picture by using words: cave, cliff, lake, peak, plain, plateau, shore and wood.3.Use the following words to complete the definitions.cave
Cliffs
lake
peak
plain plateau
shore
slope
valley wood
(1)A ___ is the low ground between the sides of mountains.(2)A ___ is a large area of flat low ground.(3)The ___ is the area where the land meets the sea or a lake.(4)A ___ is the side of the mountain.(5)___ are the steep sides of mountains at the edge of a river or the sea.Step 2 Fast-reading
1.During the start of the period, let the students scan the passage and listen to the tape of this passage to find out the answers to the questions on the screen.(1)Why did the foreigners decide to take a trip along the Three Gorges?
(2)Who is the famous poet mentioned in this passage that lived in the 3rd century BC.[Design intention]
Through the two questions, I mean to train the students to develop the ability to obtain information quickly and increase confidence.2.Match the words with their definitions.characters deck
dock
detour
exploit
pagoda
raft
1.a place where boats load and unload
____
2.a simple boat made of pieces of wood tied together ____
3.a temple ____
4.a change of route ____
Suggested answers:
1~4 dock;raft;pagoda;detour
Step 3 Careful-reading
1.Divide the students into 6 groups and ask them to compete with each other to summarize the ideas.[Design intention]
Doing this, I intend to develop the students’ ability of summarizing and guessing the meanings of words as well as their cooperative and communicative skills.2.Fill in the table.A Trip Along the Three Gorges
Suggested answers:
During the Spring Festival, 1997 / Peter Hessler and his colleague / Boat / Slept through it / The Xiang River, home of Qu Yuan, rocks, streams, and hills / Flag blowing, a sign, took pictures and pointed at the site
[Design intention]
In order to help the students obtain detailed information, they are required to look through the passage and work in pairs to finish the task.Step 4 Discussion
In this step, I will let the students enjoy a 5-minute video, which is about the Three Gorges.Let them prepare the discussion about the Three Gorges in groups of four according to what they hear on the video.Following this, I will let the students form groups of four, preparing for the following tasks.(1)Describe the two foreigners’ first day journey.(2)Describe the two foreigners’ second day journey.I will give the students some key words.The first day journey: shine brightly, sail downstream, hilly region, bamboo raft, coal boat, dock at, narrow to.The second day journey: make a detour, home of Qu Yuan, history, legend, be heavy with, the construction site, the Chinese flag, distant mountain, exploit.[Design intention]
Through this, I intend to develop the students’ ability to speak English.Step 5 Language points
Deal with some language problems to help the students understand the passage better.1.He and a colleague were to spend two years there teaching English at a teacher training college.他和一位同事将在一所教师培训学院教两年的英语。
[词语辨析]
be to do / be about to do / be going to do
(1)be to do 表示按计划或职责、义务要求必须做的事或即将发生的动作。
(2)be about to do表示打算将要做的事，也可用来表示很可能发生的事或自然现象。一般不与时间状语连用。
(3)be going to do强调主语的主观安排。
[即景活用]
He met her in the doorway just as she ___ go away.A.was going to
B.would
C.was about to
D.was to
[解析]
选C。此句意只表示“正要离开”，没有“计划或打算”之意。
2.Swimming from the boat is forbidden.从船上下来游泳是被禁止的。
[词语辨析]
forbidden是forbid的过去分词，它的过去式为forbade。forbid是“禁止，不准”的意思，与allow意思相反。如：Smoking is forbidden in the concert hall.[词语拓展]
forbid的搭配为：
◆ forbid sb to do sth禁止某人做某事
◆ forbid doing sth禁止做某事
[即景活用]
He was in poor health, so the doctor ___ him to drink wine.A.hoped
B.demanded
C.forbade
D.prevented
[解析]
选C。句意为“因为他身体不好，医生禁止他喝酒。”
[Design intention]
Let the students realize how to analyze the difficult sentences and grasp the meanings exactly by doing this section.Step 6 Homework
Let the students choose one of the tasks as their after-class activity.1.Make a comparison between A Trip Along the Three Gorges and My First Ride on a Train.2.Write one of your visits to some famous places.[Design intention]
This step is to extend the task.On one hand, the students can consolidate their knowledge;on the other hand, the students can form the good habit of auto-nomic learning and show their interest in English learning.
第三篇：外研版五年级英语上册模块9教学设计
Module 9 Unit 1 Are you feeling sad?教学设计
南关小学
陈建平
一、教学内容：
Module9 Unit 1 Are you feeling sad? 语言功能是Talking about feelings.(谈论情绪和感受)；学习任务为：学习目标语句“Are you feeling sad/happy/angry/bored?”并能用 Yes, I am./ No, I’m not.来回答询问。
二、教学目标 知识目标：
1.90%的学生能够听、说、认读sad, bored, angry, feeling, miss, nothing ,secret, tell, surprise.等新授单词。
2.80%的学生能够听懂会说本模块功能句型Are you feeling sad/bored/angry/happy? 及其答语。技能目标：
1.80%的学生能够运用句型“I'm feeling„”谈论自己的感受，运用“Are you feeling„?”来询问他人感受。并能够参与并完成小组活动。
2.60%-70%的学生能在日常生活中运用所学语言来询问他人情感和表达自己的情感。情感目标：
1.学会关心他人，分享他人的喜、怒、哀、乐。100%的学生在分享情感的过程中，感受到友情的可贵和亲情的温暖。2.能在活动和交流的过程中，感受到自己的“所学”能有“所用”，从而提高学习英语的自信心，增强求知欲。语用目标：
60%的学生能在生活中灵活运用本课句型表达自己的情感，询问他人情绪感受，表达对他人的关心。
三、教学重难点
教学重点
1、能够听、说、认读本课单词：happy,sad, bored,angry等。
2、能够听懂会说本模块功能句型Are you feeling sad/bored/angry /happy? 及其答语。
教学难点
能在真实情境中熟练运用目标语句： Are you feeling„?来询问他们感受，运用I’m feeling„来表达自己的情绪体验。
四、教具
课件、单词卡片、奖励物品，调查表等。
五、教学过程 Step 1 Warm—up
T：Hello，boys and girls.Welcome to our English class.Tell me are you ready?
Ss: Yes.T: First, let’s watch a video--If you are happy and you know it..Sing and do together, OK? Step 2: Lead-in
T: Tell me, please.Are you happy? Ss: Yes.T: “I'm feeling happy, too.” T: This class, we have three groups.If you did a good job, you can get a happy face.Step3 Presentation T：Are you feeling happy?
S1：“Yes, I am.”
S2： “No, I’m not.” Play
a game to practice new sentences
T：Boys and girls, look carefully.I’ll give you a surprise present.Guess!What’s this ? Ss: It’s a „
T: It’s a secret.Do you want to know?
Ss: Yes.T: Surprise!Surprise!
T: Let’s play a game—“Looking for the happy bear!”
One student comes here, and then look for the happy dog.If he close to the happy dog ,we will say “Are you feeling happy?” Very very loudly.If he far away from the happy dog.We will say “Are you feeling happy?”Very quietly.OK?
T: Please ask your friend’s feelings.And then tell me，please..S1: „
S2: „
T: We have another friend.Who’s she? Ss：She’s Lingling。T：Our friend Lingling looks not very happy.What’s the matter? T: listen to
the tape and try to answer the questions.1.Is Lingling feeling sad? 2.Is Lingling feeling angry? 3.Is Lingling feeling bored? T: Let’s play a missing game.T：Play a game—Picking up apples.T: Lingling is not happy, not sad, not angry, not bored.What’s the matter?
Does Lingling miss China?
T: Read and repeat, and answer the questions.T: What’s the matter with Lingling?
T: Nothing.What is she going to do? T: Read and repeat, try to imitate.S1：She’s going to make a surprise cake.Step 4: Consolidation and extension Group work 1: Read in roles.Group work 2: Do a survey: Know about your friends’ feelings and complete the form.Group work 3:let’sing.看时间而定 Step 5: Summary
Step 6: Homework
1．Phone a friend and Ask his/ her feelings and tell him/her,you miss him/her.2.Ask your parents’ feelings and tell them, we care for them.
第四篇：五年级英语上册Module10教学设计(外研版)
五年级英语上册dule10教学设计（外研
版）
五年级英语上册dule10教学设计
dule10：unit1Heasintheithen
教学目标、能够听、说、读、写本单元的单词和基本句型：heredidufindLingling?IfundLinglinginthetilet
2、能够询问对方在何处找到的某人或某物。
3、学会用英语描述良好的行为习惯。
4、能正确、流利地朗读对话。
教学重点
准确理解对话中的语句，掌握四会单词和基本句型，并能正确书写。
教学难点
会
用“heredidufindLingling?IfundLinglinginthetilet”等语句。
教学用具
教学挂图、单词卡片、录音机、录音带、物品图片
教学过程
一、aringup
step1：singasng
step2：Listenandhant
二、任务呈现与文导入。、教师向学生介绍故事情节并导入新。
2、将挂图出示出来，让学生看图猜想发生了什么事？
3、听录音，引导学生说说故事。
4、listen,readandatut 基
本
句
型
训
练
：heredidufindLingling?IfundLinglinginthetilet、播放录音，呈现SB活动2。
6、Plathetape
7、Plathetapeagain
Agrupdit,thethergrup at边做动作帮助学生理解。
8、Listenandsa
Sa:heredidufindhn?
A:Ifundhnintheithen
三、Pratise
Atdialgues
四、Her
pthenerds
Anserthequestin
dule10：unit2Dn’tshut,please!
教学目标、能够听、说、读、写本单元的单词和基本句型:Dn’talnthegrass。
2、能够告诫他人不要做某事。
3、学会用英语描述良好的行为习惯。
4、能正确、流利地朗读对话。
教学重点
准确理解对话中的语句，掌握四会单词和基本句型，并能正确书写。
教学难点
会用“Dn’talnthegrass”等语句。
教学用具
教学挂图、单词卡片、录音机、录音带
教学过程
一、aringup
step1：singasng
step2：Listenandhant
二、Listenandread:任务呈现与文导入。
、教师播放文录音
2、拿出挂图，引导学生说说
3、说说该做的和不该做的事。
singasng
ss：了解文内容
Ｌandsa
4、教师拿出挂图，引导学生看图讲讲图上的内容。
、播放录音，呈现SB活动2。
6、Plathetape
7、Plathetapeagain
三、LandriteThensa
完成SB活动3Dn’tlibthetree!
四、Listenandrepeat:注意字母和I的发音。
五、listenandsathenhant、Plathetape
2、Plathetapeagain
六、Dandsa：uan和Dn’t
Her:aelassrrules
第五篇：外研版五年级英语上册教学计划
五年级英语上册教学计划
文苑街道小学 许沈阳
一、指导思想
本学期我担任五年级的英语教学工作，为顺利完成教学工作，在教学中，认真学习教育教学理论，全面贯彻党的教育方针政策，认真学习新课改的精神，采用符合学生年龄、心理特征和语言规律的教学方法。
二、学生情况
五年级的学生整体来说都比较活泼，有一部分学生学习较积极，对学习英语具有比较浓厚的兴趣，但有个别同学的学习习惯较差，不愿意学习英语，听说读写的能力都有待提高。
三、教材总体分析
新标准英语重在英语知识的整体输入与融会贯通，知识量大，课文中出现的话题涉及到生活的方方面面，很有时代感，贴近学生生活，增加了音标、英文儿歌和少量的语法等，教学目标的达成较大，对学生有一定难度。因此要在把握《新标准英语》的基本理念上灵活运用教材，不断提高教学质量。
四、教学目标
1、知识目标：
（1）、掌握本册教材的重点词汇和句型结构。
（2）、学生能够理解并能口头应答单词短语和句子。
（3）、能演唱以学过的英语歌曲，朗诵已学过的歌谣。
（4）、能运用日常交际用语，活用四会句型，进行简单的交流，并做到大胆开口，发音正确。
（5）、能在图片手势，情景等非语言提示的帮助下，听懂清晰的话语与录音。
2、能力目标：
（1）、培养学生初步运用英语进行交际的能力。
（2）、培养学生的听、说、读、写能力。
（3）、培养学生创新精神和实践能力。
（4）、培养学生一定的语感，打下良好的语音语调。
3、情感目标
（1）、遵循英语教学规律，寓思想教育于语言教学之中，促进学生良
好品德的形成，努力为学生的终生发展奠定语言基础和思想基础。
（2）、激发学生学习英语的兴趣，培养他们良好的学习英语学习习惯
五、教学重点难点 1．重点：
（1）四会句型、单词。
(2)在任务型学习的过程中运用相关的语言知识和技能，完成某项任务。
(3)运用所学的日常交际用语进行简单的日常交流，并做到大胆开口，积极参与，发音清楚，语调正确。
2．难点：养成良好的听英语、读英语、说英语的习惯。
（1）以活动为课堂教学的主要形式，设计丰富多彩的教学活动，让学生在乐中学、学中用，从而保证学生英语学习的可持续性发展。
（2）通过听、说、读、写、唱、游、演、画、做等形式，进行大量的语言操练和练习。
（3）活用教材，根据学生的学习状况，将每单元的知识点进行重组编排，以降低难度。
（4）注重教学评价，调动学生学习兴趣，充分发挥非智力因素的作用。
（5）设计全面、高效的课外作业，培养学生良好的书写习惯，做到整洁、规范、正确地书写。
（6）及时、科学地进行教学反思，总结得失，使教学常新。
（7）虚心向经验丰富的教学骨干教师求教。
六、教学措施
1、认真备课，钻研教材，进行课堂的有效教学，提高课堂效率，做到当堂内容当堂掌握。
2、及时批改、讲评作业，并做好总结，对中差学生及时给予指导，使其赶上来。
3、课堂上，运用各种不同英语教学法来辅助教学，如：情景教学法、直接教学法和TPR全身反应法，并开展一些有趣的活动、游戏让学生在轻松的氛围中学习英语。
4、辅导学困生，让优等生帮助他们，采取合作学习的方式，让学生互相学习，互相帮助，使他们共同提高。
5、鼓励学生大胆说英语，肯定他们的进步，树立学生的信心，培养学
生朗读和书写的习惯。
七、教学进度安排
模 块 One Two Three Four Five 内 容 London Shopping At the Weekend Possessions In Class
课 时 3 3 3 3 3 6 3 3 3 3 3 Review Module 1-5 Six Seven Eight Nine Ten Self-assessment Community School Fellings Manners Review Module 6-10
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