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英语五年级上册教案精编5篇

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英语五年级上册教案1

一、教材分析:

Let's talk部分通过Mike和John第一次见面的情景对话,让学生学习如何用What's your name?询问对方的姓名并作出回答以及表达道别的方法:Goodbye! Bye,…. Let's play部分从实际生活入手,通过在卡片上写人名来进一步巩固Let's talk中的会话。Let's check部分中的Listen and number这道题通过听力练习检测学生对本单元所学对话内容的掌握情况。

二、教学目标:

1.能力目标

(1)能够在真实情景中询问对方的姓名并作出回答以及表达道别的说法。

(2)能完成Let's check部分的听力检测。

2.知识目标

听懂、会说What's your name? My name's …. Goodbye!Bye.

3.情感、策略、文化目标

培养学生运用所学知识与他人交流的习惯,渗透尊重他人的情感。

三、教学重、难点:

1.重点:询问对方的姓名What's your name?及回答My name's….以及道别的表达法:Goodbye! Bye,…

2.难点:

(1)能在实际情景中灵活运用What's your name? My name's….

(2)name's的发音。

四、教学过程:

教学设计参考个性化备课

Step 1 Preparation

1. Sing a song"Hello".课本P10歌曲。师播放录音,师生拍手、挥手齐唱。

2.师生相互问侯。用自己的真实姓名做自我介绍, Hello, I'm … My name's...(注意放慢语速,可重复)

Step 2 Presentation

1.教学My name's….

(1)课件展示情境图并通过:What are their names ?引出本节课的人物。T:Mike is talking with John .Listen and answer :What does John say ?引出第一个知识点:My name's...

(2)师带着自己的姓名卡片,走到学生中间和其中一名学生打招呼:T: Hello, I'm Mr….My name's….重复两遍并同时指着自己的姓名卡片,再指着学生的姓名卡片问What's your name?

(3)教师引导学生回答My name's….用类似的方法与其他学生进行问答练习。

板书句子My name's….师教读、示范发音(强调name's的发音)、领读,生跟读,个读。

(4)指生做自我介绍Hello!/Hi! My name's….小组内练习。

(5)引导学生归纳总结,介绍自己的姓名有两种表达法:I'm..../My name's....

2.教学What's your name?

(1)Listen and choose:What does Mike say ?

's your name ? name's Mike.通过听音选择引出第二个知识点:What's your name ?

(2)教师带着自己的姓名卡片说My name's….问2---3名学生What's your name?

(3)师板书句子What's your name?师教读、示范发音(多次示范what's的发音)、领读,生跟读,个读。

(4)让一生站起,其余生齐问:What's your name?此生回答:My name's …

(5)Pair work小组内问答What's your name? My name's….

3.教学Goodbye! Bye,...

(1)Listen,watch and answer.播放视频并出示问题:What does Miss White say ?引出Goodbye并教学。师请一位同学到讲台前与自己对话。例如:

Hello, I'm….What's your name?/ My name's …./ (分别时说) Goodbye!/ Goodbye或Bye!

教师板书Goodbye! Bye.师教读、示范发音、领读,生跟读,个读。

(2)师生示范,小组内进行问答练习。

(3)引导学生归纳总结道别的几种表达法:告诉学生Goodbye.是道别的正式用语,Bye! Bye-bye.是非正式用语。

Step 3 Practice巩固练习

1. T: Listen and point.生看课本,听录音,注意正确的语音、语调。

T: Listen and repeat.生跟读录音,模仿正确的语言、语调。

2.师生、生生、同桌戴头饰分角色朗读课文。

's play.四人或六人为一个小组,先将学生自制的名卡收集在一起,再由每组的"小老师"通过问What's your name?同学回答My name's….的方式练习,答对的同学拿回自己的名卡戴在胸前。教师与一组学生进行示范,分小组练习。

Step 4 Production输出运用

1.角色表演:让学生戴上头饰,表演展示Let's talk的对话。

's act.让学生用自己的英文名,师先与一生示范,然后小组内进行交流。如:

Hello!/ Hi! What's your name?/ My name is…./ Goodbye!/ Bye!

Step 5 Progress检测提高

1.做当堂达标题。

做基础训练第3页第一、二题。

's check听录音,完成听力练习,核对答案。教师及时表扬。

3. Summary:What have you learned today?引导生总结本课所学的内容。

(1)听录音跟读课文。

(2)用对话中所学的内容与同学和老师交流。

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英语五年级上册教案2

一、教学目标:

1、知识与技能:

能够听、说、读、运用本单元词汇breakfast lunch supper chicken dumplings fish fruit juice meat noodles rice soup vegetables drink eat hungry thirsty morning afternoon evening 数词11-15

会唱本单元英文歌曲“It’s time for lunch”。

2、过程与方法:

运用游戏,调动学生积极参与。创设情境,创编对话。

3、情感态度与价值观:

小组合作的形式培养学生的团结协作的`精神。

提高学生的学习兴趣,树立学生学习的自信心。

二、教学重点:

能够听、说、读、运用本单元词汇breakfast lunch supper chicken dumplings fish fruit juice meat noodles rice soup vegetables drink eat hungry thirsty morning afternoon evening 数词11-15

三、教学难点:

理解和口头运用本单元的重点句子。

四、教具学具:

单词卡片,录音机。

五、教学过程:

1、Greating .

(1)Free talk.

How are you How old are you

What’s this Do you like ____

How many ____

What’s for breakfast/lunch/supper?

(2)Sing an English song

It’s time for lunch.

2、Review

(1)Guessing game “What’s this”

教师将所学过的表示食物的卡片背面展示给学生,请他们猜测What’s this (本单元要求掌握的单词:chicken dumplings fish fruit juice meat noodles rice soup vegetables)当学生回答正确后,教师作为奖励将卡片赠送给学生。

(2) 全班活动,单词分类

T: I eat breakfast in the morning.

S :I eat lunch in the afternoon.

S :I eat supper in the evening.

教师在学生说的同时板书句子,让孩子们观察eat后面的单词有什么特点,the后面的单词又有什么共同之处,将breakfast lunch supper归为三餐类,将 morning afternoon evening归为时间类。

T: I like chicken for lunch .

T: I like meat. I don’t like soup.

T: I like dumplings. I don’t like noodles.

组织学生观察like后面的单词的共同点,引出食品类。学生分组练习说这样的句子。

T:I’m hungry. I want to eat.

T:I’m thirsty. I want to drink.

教师边做动作边说句子,同时板书,学生跟着练习。把eat drink 归为动作的单词。Hungry thirsty 由于学生很难分,教师告诉他们这样的单词为状态类。

分类结束后,教师放手,让组长组织孩子们用单词卡片进行巩固练习。

(3)我问你答

Ask and answer in pairs

如:2+10=twelve 看谁作对的题目多。(学生自己出题,评判)

(4)Talk about “My day.”学生自由发言,教师适时引导。

use the words and sentences we have learn.

如:I get up in the morning . In the morning ,I eat breakfast. What’s for breakfast?I like ___ for I go to the afternoon,I eat lunch. Now, it’s Lunch-time! Let’ eat lunch!What’s for lunch I like ____ . I don’t like ____ . I like ____ for about you?

对学生的表现给与积极的评价与鼓励。

3、Class closing

Let’s sing a song:It’s time for lunch.

4、课后练习:

I’m hungry. I want to____.

I’m ____. I want to drink.

I get up in the____. In the morning ,I eat____.

In the afternoon,I eat____.

六、板书 :

Lesson 18 Again , please!

breakfast lunch supper

chicken dumplings fish fruit meat noodles rice vegetables juice soup

drink eat hungry thirsty

morning afternoon evening

英语五年级上册教案3

一、听句子,排序号:

What did you eat for your lunch?

二、选出你所听到的单词:

( ) 1. A. life B library C learnt

( ) 2. A different B delicious C. drank

( ) 3. A. these B timetable C. tonight

( )4. A find B hard C card

( )5. A learnt B ate C gave

三、选出听到的句子:

( ) 1. A. What did you have for breakfast?

B. What did you have for dinner?

C. What did you have for lunch?

( ) 2. A. She had fish and chips.

B. She had eggs and sausages.

C. Sam ate six hamburgers

( ) 3. A. Where are the book about computer, please?

B. Where can you find out about animals?

C. Where can you find out about food?

( ) 4. A. Mum bought some apples yesterday.

B. I gave one apple to my dog.

C. I ate three apples last night.

( ) 5. A Let’s go to the library.

B. Let’s go to the park.

C. Let’s go to school.

四、听问句,选答句。

( ) , she does. B. Yes, he does. C. Yes, he did.

( ) No, you can’t. B. Yes, here you are. C. Yes, she did.

( ) , he didn’t. B. Yes, he didn’t. C. We visited Beijing.

( ) ,I did. B. She had sandwiches C. She went to school..

( ) ’re on shelf C. B. Under the tree.. C. Last Sunday.

笔试部分

一、按要求填空:

good at (翻译) an e-card(翻译)

3. library card (翻译) 4. sandwich(复数)

5. (过去式)learn eat study dance

give drink

二、找出不同类的单词:

( )1. A. have B. gave C. drank

( )2. A. hamburger B. sandwich C. newspaper

( )3. A. find B. bring C. delicious

( )4. A. lunch B. eggs C. breakfast

( )5. A. email B. e-card C. chips

三、单项选择:

( )1、Yesterday she _____a cake for lunch .

A. make B. made C. making

( ) 2、What did you ___ for dinner yesterday ?

A. having B. have C. had

( ) 3、I’ve got email from Lingling.

A. an B. a C. the

( ) 4、Sam ________a new book yesterday.

A. buy B. buys C. bought

( ) 5、I want to make an e-card Mum.

A. to B. for C. in

( ) 6、Did Lingling like it? ________________.

A. Yes, she did. B. She liked it. C. No, she doesn’t.

( ) 7、Please bring back the book two weeks’ time.

A. on B. of C. in

( )8、It’s easy a computer.

A. of B. with C .to

( )9、Let’s the library.

A. goes to B. go to C. go

( )10、Mum is going to _______ Chinese food.

B. cooking C. cook

四、情境连线:

( )1、What did she have for breakfast? A. I’m going to drink milktonight.

( )2、Does Lingling like English food? B. They’re on Shelf C.

( )3、What are you going to drink tonight? C. Yes. Here you are.

( )4、Where are the books about food? D. Yes, she does.

( )5、Can I have your library card, please? E. She had eggs and milk.

五、连词成句:

1. can,Where,about,find out,you,animals ?

2. and,She,eggs,had,sausages

3. are, books, where, the, about, please, computers

4. bring, in, please, back, weeks’, book, the, two, time

, I’ve, Linging, email, an, from

六、阅读理解:

Dear Lingling,

Last Sunday,it was September 9 th. I had a good time. I had a pic withmy father, my mother, Aunt Li and Uncle Wang. We went to Xi Mount by car. Therewere lots of fruits on the trees. How beautiful they were! They were sweet andfresh. We helped the farmer pick the fruits. We came back at half past five.

Love from,

John

( ) did John have a pic?

Saturday Sunday

( ) wrote this letter?

’s father

( ) did they go to Xi Mount?

foot car bus

( ) were they back?

4:30 6:30 5:30

( ) they help the farmer?

, they did. , they didn’t. , he didn’t.

英语五年级上册教案4

教学内容:

1、 词汇:shape circle square diamond rectangle

triangle star heart.

2、 句型

(1)What shape is the??It’s a/an?

(2)Show us how to?

教学目标:

1、知识目标:能听懂、会说、会读单词shape circle square diamond rectangle triangle star ,并学会询问他人各种图形及其回答的句型。

2、能力目标:能运用所学句型与他人交流。

3、情感目标:在活动中培养学生的学习兴趣。

教学重点:

1、认读、拼写和运用表示各类图形的词汇。

2、运用所学词汇及句型谈论或介绍自己的卧室。

教学难点:

1、能正确运用表示图形的词汇。

2、能用一段话介绍自己的卧室。

教具准备:

准备各种类型的三角形图片数张。

教学过程:

Step1 Free talk

T: Good morning/afternoon, boys and girls. Ss: Good morning/afternoon, Miss Yuan.

T: First, let’s play a game, I say you do. Touch your head/ eyes/ mouth/ back/ foot/ heart.

设计意图:利用游戏的方式开始新课,为学生营造轻松、愉快的学习氛围,消除紧张情绪,让学生很快进入英语学习的状态,并且自然导入新课。

Step2 Presentation and practice

1、教学单词:heart shape star

(1)师生对话,引出单词heart

T: Boys and girls, look! My heart is here,(教师作手势),can you tell me where’s your heart?

S1(模仿老师说): My heart is here.?

(2)T: What shape is your heart? It’s a heart. 解释:heart几可以指心,也可以指心形。

教授shape,由grape的发音引出shape的发音,知道学生读。 T: Show us how to a heart.教师解释

设计意图:虽然heart不困难,从heart导入对图形的学习,将所学知识和实际生活联系,使英语学习情境化,生活化。

(3)Show some words: ———— to read it) 请部分同学读单词。

T: We can see many stars in the sky in the evening. Can you guess what does “star” mean? Ss: (思考作答)星星。

T: What shape is the star?

S:(试着回答) It’s a star.

解释:star 既可以指星星,也可以指星形。

T:Where can we see stars?

S1: We can se stars in the sky.

S2: We can see stars in our exercise books.?

T: Show us how to draw a star.(请一位同学上黑板) 设计意图:由语音引入,利用谜语引导学生自主说出相关单词及句型,并能从生活中寻找图形。这一步骤旨在培养学生自主探究的学习能力,并让学生体验学习成功的喜悦。

2、教学单词:triangle rectangle square diamond.

(1)出示自制小三角形

T: Boys and girls, what shape is it? It’s a triangle.(教学triangle)。 In our life, what is triangle? S1: My ruler is triangle.

S2: The sandwich is triangle.?

T: I’ll show you how to draw a

triangle.(在刚才画的基础上再画一个三角形)

(2)出示两张三角形

T: What shapes are they? Ss: They’re triangles.

T: Look, Two triangles can be a rectangle.(图形拼成一) 教授 diamond square

(教学的同时补充diamond意思,并在右图补充完整。让学生利用自制的图形操练所学句型。)

设计意图:利用拼凑的方法呈现这四个单词,让学生在感观上能清楚认识各种图形,同时,学生在操练时能自己自由拼凑,培养了学生的动手能力和语言表达能力,激发了学生用英语交流的兴趣,也让学生在操练时有话可说,有话能说,避免了枯燥的操练。

3、 教学单词circle

T: (利用简笔画,边说边画圈):Look! This is Helen’s house. Helen is at home. Do you know what is Helen doing?

Ss: She is cooking.

T:Very good. We can guess from three circles. 教学单词circle

设计意图:通过学生感兴趣的简笔画直观呈现圆,符合 学生认知水平与特点。

4、Introduce the shapes in your bedroom.

教师提供一模板

This is my bedroom. Look! I have a clock. It’s red. It’s a ?

I have a desk. It’s ? It’s a ?

There are some balls. They’re ?

(斜体字可替换)

设计意图:通过描述自己的卧室,既可以对学生这节课学习的情况进行检查,还可以通过语段输出的训练,培养学生的英语口头表达能力。

英语五年级上册教案5

教学目标

1.复习第四、五单元的动词ing形式及句型。

2.能听懂理解Read and match的短文及Let’s find out的对话,完成相应的练习。

3.了解歌谣内容,会说唱歌谣。

教学重难点

教学重点:复习第四、五单元中的动词短语的ing形式及ing句型的掌握。

教学难点:表达不同人称正在做某事。

教具

准备 1.教师准备第四单元C部分歌曲:“What are you doing?”的录音带。

2.教师准备第四、五单元A、B Let’s learn部分的卡片。

3.教师准备教材相配套的教学录音带。

4.教师准备第四、五单元主情景挂图。

5.Zoom和Zip的头饰。

对本主备稿的评价

教学过程 二次备课

(一)Preparation

1.唱一唱:

放课本P54unit4的歌曲“What are you doing?”的录音,学生跟唱。

设计意图:活跃课堂气氛,让学生在歌曲中重新熟悉所学句型。

2.游戏:你能说出多少

全班学生分成几个组,每组选出一名学生扮演秘书。教师可向学生展示一些动词或动词短语的ing形式,给每个小组三至四分钟记忆。各小组凭记忆尽可能多得列出看到的动词短语,由每组的秘书负责纪录。然后,让各个小组轮流读出他们写出的短语并把单词写在黑板上。写出短语最多的小组获胜。

3.活动:做一做

教师拿出准备好的四、五单元中所出现的一些动词的单词卡片,让学生随意抽出一张,然后根据卡片内容做出相应动作。师提问:“What’s he/she doing?”,请其他同学用“He/She is ”回答,如果该同学说的句子正确,则做动作的同学说“Yes,I am ”,反之则说“No,I am not. ”

设计意图:检查学生掌握,认读,理解单词的情况,让学生在活动中复习现在进行时的句子,避免枯燥性,提高学生的学习兴趣。

4.出示个别人、物图:师提问:“What’s he/she doing? What are they doing?”让学生看图,回答问题。然后同桌二人做对话练习。

设计意图:通过复习以前所学的知识,由单词过渡到完整句子,对人、物正在做什么的句型进行操练。

(二)Presentation/Practice

1.出示Read and match的短文,听音,跟读。

2.第一遍后请同学说说看到了什么,同学之间可以互相帮助,对于说对的同学教师应及时给予表扬。

3.第二遍后请同学互相补充第一遍中没有说出或说对的句子。

4.第三遍请每位同学跟读听到的句子。

5.播放Read and match的录音,看对话跟读。

6.学生大声自由读短文。

7.看图,合上书,试着描述讲解内容:The dog is…….

8.请学生分别扮演Zoom和Zip,分角色朗读,然后请学生戴头饰表演故事。

9.根据描述内容,做连线练习。

设计意图:练习某人正在做某事的句子,通过这一活动使每一位同学精力高度集中,都能参与到课堂教学中来。逐步培养学生良好的英语学习习惯,并逐步提高对学生的要求,能用书上的话或自己的话表达故事内容,逐渐脱离课本对自己的束缚。

(三)Production

Let's find out

(1)教师出示Let’s find out中的三幅图,请学生用语言对它们进行简单的描述。

(2)教师也可以自由提问:如What is the panda doing? Can the panda swim? Do you love pandas?等等,让学生灵活回答。

(3)教师放本部分的录音,看课件,请学生选出每句话所说的是哪幅图。

(4)两人一组读读对话。

设计意图:培养学生说英语的习惯。

Let's chant

(1)播放Let’s chant的录音,先听一遍。学生看图,猜猜歌谣大意。

(2)再听一遍,每句后停顿,生跟读,师可以适当讲解句意。

(3)再放录音,要求学生有节奏地说唱歌谣。

设计意图:适当放松学生的紧张情绪,让其保持良好的学习心态。

(四)Progress

1.完成基础训练中的配套练习。

2.小结

(1)表示某人正在做某事时,动词后加ing表示。

(2)不同的人要变换成相应的人称,同时be动词也要相应改变。

板书设计:

Recycle 2

What’s … doing? What are they doing?

The dog is … They are …

The elephant is …

The monkey is …

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