范文集锦人教版五年级上册英语教案

王明刚

人教版五年级上册英语教案1

What are you doing?

一、教学重点:

动词短语及其ing 形式:drawing pictures, doing the dishes, cooking dinner, reading a book, answering the phone 。

句型 “What are you doing?”及其回答 “I’m doing the dishes/….”。

二、教学难点:

动词短语ing 形式的读音,教师要多做示范,逐步引导学生流畅地连读。

三、课前准备:

教师准备各种动词短语卡片、图片。

教师准备本课时Let’s chant, Let’s learn, Let’s sing的录音带。

教师准备锅、铲、电话、碗碟等小道具。

教师准备本课时所需课件。

四、教学过程:

1、Warm up (热身)

活动一:口语练习

教学参考时间:2—3 分钟

教师就学生所学过的内容或当时情景进行日常交际,目的在于运用语言。可以是学生自我介绍,也可以是学生间对话练习。

如:My name’s …. I’m 10/11 years old. I like pink and blue. I like to eat fish and hamburgers. I can swim and I can speak English.

2、Review (复习)

活动二:师生交流

教学参考时间:2—3 分钟

师生就所学知识进行交流,主要使用表示能力的句型,目的在于复习动词短语。

教师拿出动词短语的图片,说:Look at these pictures. 。随后,拿出其中一张图片与学生交流,如:I can draw. 并做画画的动作。 最后问:Can you draw? 引导学生说:Yes, I can. 或Me, too.

在此基础上,初步渗透动词短语。教师继续说:I can draw. I can draw a fish. 引导学生说I can draw a book/a kite/…. 最后,教师引出We can draw pictures. 强调并带读 draw pictures 。

教师继续鼓励学生表述能力的句子,鼓励学生说出所学的动词及动词短语。问:What can you do? 学生回答:I can dance and cook. 等。

3、Presentation (呈现新知)

活动三:词汇学习

教学参考时间:5—6 分钟

教师指着动词卡片说:I can draw a fish. Now, I am drawing a fish. 边说边在黑板上画鱼,并强调I am drawing a fish now. 用彩色粉笔强调ing 。鼓励学生做画画的动作,边做边说I am drawing a fish/a cat/an apple/….

教师播放课件。

内容为本课时动词图片和短语拼写,每次出一幅图和其相配的短语的英文拼写及短语的发音。具体顺序如下:

doing the dishes, drawing pictures, cooking dinner, reading a book, answering the phone

教师出示洗碗的动作卡片,学生听发音后,教师说:I am doing the dishes. 此时可作为扩展知识,告诉学生洗碗有两种表达方法,即I am doing the dishes. 或 I am washing dishes.

继续播放课件。用相同的方法让学生理解、认读:drawing pictures, cooking dinner, reading a book, answering the phone 。教师注意学生动词ing 形式的读音,必要时多练习几遍,并纠正学生的发音。

教师回放课件内容,学生再次跟读。同时教师询问:What are you doing? 鼓励学生说完整句,如:I am doing the dishes. I am reading a book. I am cooking dinner. …此环节中,教师板书句型What are you doing? I am doing the dishes. I am reading a book. I am cooking dinner. …

教师播放Let’s learn 部分的录音,学生边听边指边读,力争做到“眼到、手到、口到、心到”。

活动四:快速反应

教学参考时间:3—4 分钟

教师带领学生做快速反应的游戏。教师说本部分的动词短语,如:do the dishes, 让学生说出它的ing 形式:doing the dishes 。

教师把本部分的五张动作的卡片面朝上贴在黑板、窗户、门、墙等地方,然后说一张卡片上的短语,如:answering the phone ,学生迅速地指向该图片,指得又快又准确的学生为胜者。教师还可以用卡片的字母一面进行游戏。

人教版五年级上册英语教案2

U5 How old are you

-课时

教学内容:Storytime

教学目标:

能初步听懂、会说、会读单词lovely, nine, eight, our, five, six, seven, ten.

2. 能在情境中感知如何谈论年龄,能初步听懂、会说、会读句型日常交际用语:How old are you? I’m … . How lovely! Here you are.

教学重点、难点

能在情境中感知如何谈论年龄,能初步听懂、会说、会读句型日常交际用语:How old are you? I’m … . How lovely! Here you are.

教具、学具准备:

单词卡片,PPT

教学过程:

step 1. Greeting and warm up

T: …, please close the door.

…, please close the window.

T: Good morning/afternoon, boys and girls.

Ss: Good morning/afternoon, Miss Cui.

T: …, can you count from one to ten? 学生试着说。

What’s this number? (呈现数字8)

Ss: Eight. (T教eight,以同样的方法教nine,ten)

Step 2.Presentation and practice .

T:(出示Mike, Helen, Tim的图片)Look, Helen is Mike’s brother. Mike is nine. And how old are you?

Ss: I’m eight/nine /ten .

新授句型,引导学生问答。

T: Good. And how old is Helen? Guess! (引导学生猜测Helen的年龄)

Step 3. Learn to say .

出示图片T:This is a museum. Mike and his family are in a museum. What can you see? Ss: Toys.

T: Yes, and what are they going to do ? Let’s have a look.

1.观看动画,整体感知课文:Do they see toys in the museuml? How do they feel?

Find the sentence: Look!How lovely!

2.提出问题,让学生带着问题再听一遍录音:How old is Mike? How old is Helen?

How old is Tim?

学生操练:How old are you ? I’m nine/eight/two.

仔细读课文,找出: What is for Mike/Helen/Tim?

出图片3 :This is for you. Thank you.

出图片4 :Here you are . Thank you.

4.Read after the tape.逐句跟读,注意语音语调。

Read together. 注意人物的表情和动作。

Read in roles.让学生自己去读,感受语音语调,鼓励学生加入自己的感情动作来表演对话。

Retell. 出示图片,让学生回忆出气泡里的内容

Act in roles. 4人小组进行表演。

Step 4 Consolidation

Make a dialogue.

引导学生在习得课文语句的基础上进行对话创编:

T:Now I’m the shopkeeper at the Toy Museum. Look at the toys .

Ss: How lovely!

T: Hello! How old are you?

S: I’m … .

T: This …is for you./Here you are.

学生在小组内开展对话练习与创编。

课堂作业:

家庭作业:

1.听录音跟读对话。

2. 抄写四会单词。

3. 记住家里的电话号码、门牌号、车牌号

人教版五年级上册英语教案3

1、 能力目标:

(1) 能够简单描述自己教师的体貌特征及性格特点,如:We have a new

English teacher. He’s tall and strong. He’s very funny.

(2) 能够询问并介绍学校里教师的情况,如:Who’s your English

teacher? Mr Carter .He’s from Canada. What’s he like? He’s tall and strong.

(3) 能够听懂一些描述人物特征的简单对话,完成学生用书中的Let’s try 部分。

(4) 能够听懂、会唱歌曲“My New Teachers”.能够灵活替换歌词中的

科目及表示人物特征的形容词。

2、知识目标

(5)理解A、B部分Read and write 中的会话,并根据提示填充句子或

回答问题。

(6) 听、说、读、写A、B部分Let’s learn 和Read and write 中的四

会单词和句子。

a) 理解Let’s start、Let’s find out、Let’s sing、Let’s chant 和Pair work

等部分的内容。

b) 了解Pronunciation部分的字母组合在单词中的发音,并能熟练读

出例词。

c) 了解Task time 、Story time、Good to know等部分的内容。

(7)情感、策略、文化等有关目标:

a) 情感态度:根据小学高年级阶段学生的特点,引导他们在英语学习

过程中更大限度发挥自主学习能力,积极主动地进行英语学习,更好地激发他们英语学习的兴趣。

b) 学习策略:学习过程中注意培养学生合作学习的态度和方法,有效

利用学生用书中设计的Pair work 、Group work、Talk and draw 以及Task time部分,培养学生合作学习的意识。

c) 文化目标:了解中西方国家在称呼人名上的不同习惯。

单元教学课时安排

第一课时A Let’s start Let’s learn Let’s chant Let’s find out

第二课时A let’s try Let’s talk Let’s chant C Good to know

第三课时A Read and write Pair work C Story time

第四课时B Let’s learn Let’s chant Let’s sing

第五课时B let’s try Let’s talk Group work C Task time

第六课时B Read and write Talk and draw Pronunciation Let’s check

人教版五年级上册英语教案4

【五年级上册单词表】

Unit 1

Young [j??] (年轻的)  funny ['f?ni] (滑稽可笑的)  tall [t?:l] (高的)

strong [str??, str?:?] (强壮的)  kind [kaind](和蔼的、亲切的)

old [?uld](年老的)  short [??:t](矮的)  thin [θin](瘦的)

Mr (先生)  from 从;来自  Canada ['k?n?d?]加拿大  so much 很;非常

like [laik] (像、喜欢)  know[n?u] 知道  principal ['prins?p?l] 校长

university [,ju:ni'v?:s?ti] student ['stju:d?nt, 'stu:-]大学生

strict [strikt](严格的)  smart [smɑ:t] (聪明的、巧妙的)

active['?ktiv] (积极的、活跃的)  Miss 小姐lady['leidi] 女士;小姐;夫人

fun[f?n] 有趣;逗笑  quiet ['kwai?t](安静的、文静的)

very['veri](很、非常)  but[强 b?t, 弱 b?t, b?t] (但是)

Unit 2

Monday['m?ndi, 'm?ndei](星期一)  Tuesday ['tju:zdi](星期二)

Wednesday['wenzdi; -dei] (星期三)  Thursday ['θ?:zdi; -dei](星期四)

Friday ['fraidi] (星期五)  Moral ['m?r?l, 'm?:-] Studies 思想品德课

Social ['s?u??l] Studies 社会课  Saturday ['s?t?di; -dei] (星期六)

Sunday ['s?ndei;-di] (星期天)  wait [weit] 等等;等待

tomorrow [t?'m?r?u, -'m?:-] 明天  often['?f?n, '?ft?n, '?:-] 经常

love [l?v] 爱;热爱  have (有、吃)  on (在…..时候)

do homework (做作业)  watch TV (看电视)

read[ri:d] books (读书)  day [dei] (天)

Unit 3

cabbage[['k?bid?]] 洋白菜;卷心菜  eggplant'eɡplɑ:nt,-pl?nt] (茄子)

pork[p?:k] 猪肉  mutton['m?t?n] 羊肉  fish[fi?] (鱼)

green[ɡri:n] beans[bi:n](青豆)  potato[p?'teit?u (土豆)

tomato[t?'mɑ:t?u, -'mei-] (西红柿)  tofu (豆腐)   for (为)

lunch [l?nt?](中餐)  we(我们)  menu ['menju:, m?'nju:]菜单

sound [saund]听起来  Mew Mew 猫咪  healthy['helθi] 健康的

tasty ['teisti](好吃的)  eat [i:t]吃  sweet [[swi:t]](甜的)

sour ['sau?](酸的)  fresh [fre?](新鲜的)  salty ['s?:lti] (咸的)

favourite ['feiv?rit](最喜欢的)  they are (他们是)

fruit [fru:t](水果)  grape [ɡreip](葡萄)

now [nau] 现在  have to 不得不

Unit 4

empty ['empti]空的  the trash [tr??] 倒垃圾  at home 在家里

clean [kli:n] the bedroom['bedru(:)m] (打扫卧室)  ill [il]有病的

cook the meals [mi:ls](烧饭)  water the flowers ['flau?] (浇花)

sweep [swi:p] the floor [fl?:] (扫地)  helpful ['helpful] 有帮助的

wash [w??, w?:?] the windows ['wind?u] 擦窗户

just [d??st]do it 就这么干吧  do housework ['hausw?:k] 做家务

make [meik] the bed(铺床)  set[set] the table (摆饭桌)

wash[w??, w?:?] the clothes[kl?uez] (洗衣服)  have a try 试一试

do the dishes [di?](洗碗碟)  put away[?'wei] the clothes 收拾衣服

robot['r?ub?t, -b?t, 'r?b?t] 机器人  play[plei] chess[t?es]下棋

use[ju:z] a computer[k?m'pju:t?] (使用计算机)

Unit 5

air-conditioner['ε?k?n,di??n] 空调  curtain['k?:t?n](窗帘)

trash bin (垃圾箱)  closet['kl?zit] (壁橱)

mirror['mir?](镜子)  end [end] table ['teibl] (床头柜)

look at 看一看  own [?un] 自己的  flat [fl?t] 公寓

third [θ?:d]第三的  bedroom ['bedru(:)m] (卧室)

kitchen ['kit?in] (厨房)  bathroom ['bɑ:θrum](卫生间)

living ['livi?] room(客厅)  in (在…里面)  on(在…上面)

under ['?nd?] (在…下面)  near [ni?](在..旁边)

behind [bi'haind] (在…后边)  over ['?uv?] 在…上面

clothes [kl?uez] (衣服)  work [w?:k] 工作  tell [tel]告诉;说

Unit 6

sky [skai]天空  cloud [klaud] 云  mountain ['mauntin]山;山脉

river['riv?] (河流)  flower['flau?] (花)  grass [ɡrɑ:s, ɡr?s](草)

lake [leik](湖泊)  forest['f?rist](森林)  path[pɑ:θ, p?θ](路)

park[pɑ:k](公园)  nature['neit??] park 自然公园  farm[fɑ:m] 农场

holiday ['h?l?di]假期  picture['pikt??] (照片)  city ['siti]城市

village ['vilid?]乡村;村庄  house[haus,hauz](房子)  run 跑;奔跑

bridge[brid?] (桥)  tree[tri:] (树)  road[r?ud] (公路)

building['bildi?](建筑物)  clean [kli:n](干净的)  air [ε?]空气

any['eni] 任何的;所有的

【五年级下册单词表】

Unit 1

do morning exercises(晨练) eat breakfast(吃早饭) have English class(上英语课)

play sports(进行体育运动) eat dinner(吃晚饭) when(什么时候)

evening(夜晚;晚上) get up(起床) at(在…点钟) usually(通常;一般)

noon(中午) climb mountains(爬山) go shopping(购物;买东西)

play the piano(弹钢琴) visit grandparents(看望祖父母) go hiking(去远足)

weekend(周末) often(经常) sometimes(有时候)

Unit 2

spring(春天) summer(夏天) fall(秋天) winter(冬天)

season季节) which(哪一个) best(最;极) swim(游泳)

fly kites(放风筝) skate(滑冰;滑冰鞋) make a snowman(堆雪人)

plant trees(种树) why(为什么) because(因为) sleep(睡觉)

Unit 3

Jan./January(一月) Feb./February(二月) Mar./March(三月) Apr./April(四月)

May(五月) June(六月) July(七月) Aug./August(八月) Sept./September(九月)

Oct./October(十月) Nov./November(十一月) Dec./December(十二月)

birthday(生日) uncle(叔叔;舅舅) her(她的) date(日期)

Unit 4

aw pictures(画画) cook dinner(做饭) read a book(看书) write a letter(写信)

listen to music9(听音乐) clean the room(打扫房间) answer the phone(接电话)

write an e-mail(写电子邮件) mom(妈妈) grandpa(爷爷;外公) study(书房)

Unit 5

fly(飞) jump(跳) walk(走) run(跑) swim(游泳)

kangaroo(袋鼠) sleep(睡觉) climb(往上爬) fight(打架)

swing(荡;荡秋千) drink water(喝水)

Unit 6

take pictures(照相) watch insects(观察昆虫) pick up leaves(采摘树叶)

do an experiment(做实验) catch butterfly(捉蝴蝶) honey(蜂蜜)

count insects(数昆虫) collect leaves(收集树叶) write a report(写报告)

play chess(下棋) have a picnic(举行野餐)

人教版五年级上册英语教案5

6A unit2 What a day!

【教材解读】

本单元的话题是谈论天气情况和周末活动。Story time 以日记的形式记录Yang Ling周末的一天, 让学生进一步认识和理解一般过去时的用法。教师可以利用学生用书五年级上册Unit7 At weekends的词汇设计教学活动,要求学生运用一般过去时描述刚过去的周末活动。

【学习目标】

1. 学生能初步能理解并且会听、会说、会读和会拼写单词及词组:cloudy, rainy, sunny, windy 和会运用句型:It was sunny / cloudy / windy / rainy.

2. 学生能初步听懂并且会说、会读单词show, interesting, weather, high, honey, ant, bee, cloud, sky, rain

3. 学生能初步感知动词过去式的不规则变化及读音

4. 学生能初步感知天气表达的句型

5. 学生能够对英语书写日记格式有一定的了解

【教学重点】

1. 学生能初步能理解并且会听、会说、会读和会拼写单词及词组:cloudy, rainy, sunny, windy 和会运用句型:It was sunny / cloudy / windy / rainy.

2. 学生能初步听懂并且会说、会读单词show, interesting, weather, high, honey, ant, bee, cloud, sky, rain,、

3. 学生能初步感知动词过去式的不规则变化及读音

4. 学生能初步感知天气表达的句型

【导学过程】

Step 1 Warm up

Greeting

Free talk

T: Hello, boys and girls.

Would you know something more about me?

Two days ago, I was in Shanghai. Do you know Shanghai ?

It’s a big and beautiful city. I

Review : was(am的过去式) ago

But now ,I am in Zhangjiagang. It’s beautiful, too.

利用简单的两句话,区分时态的不同

3.T: Can you let me know something about you?

Look at the screen, you can choose one part to tell me something about you.

出示 Favourite Food, Favourite Animal, Hobbies三个话题

在Favourite Food话题中引出本课相关单词dumplings, honey

在Favourite Animal话题中引出本课相关单词parrot 延伸到parrot show

在Hobbies话题中引出I like drawing and writing diaries very much.

Teach: diaries diary

T:Look ,these are my pictures. Let’s look at them.

Teach: sunny cloudy windy rainy

T: These pictures are about the weather.

Teach: weather

Step 2. Presentation

1.show a picture

T: This is Yang Ling.

She likes drawing and writing diaries ,too.

出示日记抬头部分

T: This is a diary of hers. What a day!

What day is it today? Sunday

What date is it today? 20th September(9月20号)

渗透英文日记的书写格式

引出课题Unit 2 What a day! T:Let’s look at Yang Ling’s pictures.

What can you see in the picture?

(1)S:I can see some children in the park.

T:Who are they?

S: Su Hai, Mike, Liu Tao and Yang Ling.

(2) We can see some parrots in the park.

(3) fly kites

(4) rain

4.Let’s talk 出示课文相关图片展开讨论

Look and match 在此过程中教授动词过去式的特殊变化形式

go→went see→saw become→became fly→flew are→were

Then read the sentences in the right orders. (Teach: wet)

5.Read the diary by yourself, then finish the exercise. (T/F)

6.Read the diary

找出表达天气变化的句子,再过渡到事件变化的句子

在此活动中教授bring过去式brought, can过去式could

Step 3.Consolidation

1.Let’s read

a.Read after one.

b.Read together.

c.Read one by one.

2.T:What do you think of her day?

Happy? Interesting? Terrible? Bad?

Step 4.Homework

1. Read the text.

2. Try to retell the diary according to YL’s pictures.

板书设计:

Unit 2 What a day!

It was sunny / cloudy / windy / rainy.

go→went fly→flew

see→saw are→were

become→became bring→brought