一、小学五年级英语教案

小学五年级英语教案5篇

教案是实现教学目标的计划性和决策性活动。教案以计划和布局安排的形式，对怎样才能达到教学目标进行创造性的决策，以解决怎样教的问题。下面我给大家带来关于小学五年级英语教案，方便大家学习

一、学情分析：

本学期我担任五年级的英语教学工作，他们已经有了一定的英语基础，但由于教材难度偏大，教学内容与课时不成比例，学生的学习兴趣难以保持，两极分化较严重。因此，本学期要面向全体学生，以学生的发展为宗旨，始终把激发学生的学习兴趣放在首位，引导学生端正学习态度，掌握良好的学习方法，培养学生良好的学习习惯，应注重转化后进生，因材施教，分层教学，保持学生的学习兴趣。

二、教材分析

全书共六个新授单元和两个复习单元。每个新授单元分“A、B、C”三个部分。每个单元围绕一个主题展开其相关的单词及句型学习，教材编写词不离句，句不离篇。

本套教材的设计与编写体现了对传统外语教学思想的继承和发展。编写思路以话题为纲，以交际功能和语言结构为主线，逐步引导学生运用英语完成有意义的语言任务，即——话题——功能——结构——任务。

三、教学目标

1.养成良好的听英语、读英语、说英语的习惯。

2.养成良好的英语书写习惯。

3.能按三会与四会的要求掌握所学词语。

4.按四会要求掌握所学句型。

5.能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。

具体四点：

听：

1,能在图片、手势、情景等非语言提示的帮助下，听懂简单的话语和录音材料。

说：

1.能在口头表达中做到发音清楚、语调达意;

2.能就所熟悉的个人和家庭情况进行简短对话;

3.能运用一些最常用的日常套语(如问候、告别、致谢、致歉等);

4.能在教师的帮助下讲述简单的小故事。

读：

1.能认读所学词语;

2.能根据拼读的规律，读出简单的单词;

3.能读懂教材中简短的要求或指令;

4.能看懂贺卡等所表达的简单信息;

5.能借助图片读懂简单的故事或小短文，并养成按意群阅读的习惯;

6.能正确朗读所学故事或短文。

写：

1.能模仿范例写句子;

2.能写出简单的问候语;

3.能根据要求为图片、实物等写出简短的标题或描述

4.能基本正确地使用大小写字母和标点符号。

词汇

1.学习有关本级话题范围的600~700个单词和50个左右的习惯用语;

2.了解单词是由字母构成的。

四、教材重难点

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、写英语的习惯。

五、教学措施

1.根据学生的年龄特征，充分利用直观教具和电教手段，创设良好的语言氛围，调动学生的学习积极性。

2.在教学过程中，采用情景教学法，让学生身临其境，积极主动地参与到课堂教学中去，调动学生的非智力因素，提高学生实际运用语言的能力。

3.辅困措施

既然优生差生已是客观存在，就要正视这一客观现实，就要因材施教，因人施教。对差生要先肯定他们的长处，关心他们的学习，再帮助他们分析考试失利的原因，及时防止他们可能产生的自暴自弃思想苗头。

⑴实行以点带面来全面提高，使学生观念进行转变。

⑵充分发挥优生的表率作用来影响差生，改变差生，在学生中形成“赶、帮、超”的浓厚学习氛围。

⑶对差生进行多鼓励、少批评、多谈心，进行心理沟通，提高他们的自我判断与控制能力。

⑷采用激励机制，多给点差生表现的机会，让他们树立起学习的信心和勇气，克服自卑的心理。

⑸平时多与家长联系，共同来解决差生各方面存在的问题。

⑹充分利用早读和午休时间进行面对面辅导,讲解练习。

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，我将以“科学发展观”为指导，渗透和灌输可持续发展的战略思想。以素质教育为根本宗旨，以培养创新精神和实践能力为重点，充分发挥学生的潜能，提高学生的全面素质和自学能力。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

我校五年级有2个班，其中转学来的学生有41人，学生英语成绩参差不齐，因此教学难度较大。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，所用话语与场合符合。

(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

Module 1

短语：

1、come back回来

come back from+某地从某地回来

2、look at sb/stn看某人/某物

3、wait for sb等候某人

4、hurry up赶快

5、by bus乘公交车

6、phone sb=call sb给某人打电话

7、动词过去式：go---went meet------met

see---- saw come----came buy---bought

run----ran drop----dropped

句子：

1、--Did you come back yesterday?

--No,we came back last Sunday.

2、Let’s buy some.

(Let’s+动词原形我们做去吧。)

3、Wait for me.

4、I dropped my ice cream.

5、We bought ice cream.

6、We went home by bus.

语法：一般过去时

一般过去时(动词+ed)

动词过去式(动词+ed)规则：

1)、直接加-ed

2)、去e加-ed

3)、变y为i加-ed

4)、双写加-ed

5)、不规则变化

肯定句：Sb+动词ed.

否定句：Sb+didn’t+动词原形.

一般疑问句：Did+sb+动词原形?

Yes,sb did./No,sb didn’t.

Module 2

1、buy some fruit买一些水果

2、make a shopping list制定一个购物清单

3、also也，放句中

too也，放句末

4、some“一些”，接可数名词复数或不可数名词，用在肯定句中

any“一些”，接可数名词复数或不可数名词，用在否定句中

I have apples.

I don’t have apples.

Do you have apples?

5、half a kilo半公斤

6、a lot of=lots of许多接可数名词复数或不可数名词

7、over there那边

8、动词过去式：buy---bought eat---ate

drink---drank

1、--What did you buy?

---I bought some apples.

2、--How many bananas did you buy?

--We didn’t buy any bananas.

注：How many+可数名词复数+一般疑问句?

3、--How much cheese did you buy?

--Half a kilo.

注：How much+不可数名词+一般疑问句?

回答用half a kilo/数词+kilo(s)/数词+bottle(s)

语法：特殊疑问句

特殊疑问句

构成：特殊疑问词+一般疑问句?回答时，根据具体情况回答。

特殊疑问词：

what什么

who谁

whose谁的

why为什么

how怎样

where哪里

when什么时候

Module 3

1、at the weekend在周末

2、visit lots of places参观许多地方

3、take a boat trip坐船旅行

4、have a good day度过愉快的一天

5、one hour and twenty minutes一小时二十分钟

6、the Great Wall长城

7、at ten o’clock在十点钟

at+时间点在....点钟

8、take a photo of sb/sth给某人/某物拍照

9、动词过去式：tell---told go----went

take----took have----had

1、--Where did you go?

--We went to the British Museum.

2、--How did you go to these places?

--We went by bus.

3、What did you do at the weekend?

4、They arrived there at ten o’clock.

5、Da Ming took a photo of his father.

Module 4

1、buy sth for sb=buy sb sth给某人买某物

2、a pair of+复数一双

a pair of shoes/socks一双鞋/一双袜子

a pair of shorts一条短裤

3、want to do想要做某事

4、动词过去式：buy---bought take---took

lose---lost find---found fly---flew

eat---ate ride--rode- meet---met

1、--What’s the matter?

--I lost my cap.

What’s the matter(with sb)?

2、Let’s go and fly it.

Let’s+动词原形。

3、Did you wash Lingling’s T-shirt?

4、Mum bought a new T-shirt for me.

5、I’m sorry.

语法：物主代词

物主代词：表示“某人的”,后面跟名词。

my我的 our我们的

your你的

your你们的

his他的 her她的 its它的 their他们的

Module 5

1、give out分发

2、all right好的

3、child---(复数)children

4、in your class在你班上

5、so many+可数名词复数如此多.......

6、but但是

7、thirteen fourteen fifteen sixteen seventeen

eighteen nineteen

8、twenty thirty forty fifty sixty seventy

eighty ninety

1、How many faces can you see?

2、There are only nineteen crayons.

3、--How many pupils are there in your class?

--There are fourteen.

语法：There be句型

There be句型：

表示“某地有某......”。常用结构：There is/are+某人/某物+地点。

There is+a/an+可数名词单数+地点。

There is+a/an+不可数名词+地点。

There are+可数名词复数(s)+地点。

Module 6

1、run fast跑得快

run really/very fast跑得真快，跑得很快

2、pass the ball well传球传得好

3、catch the ball well接球接得好

4、play football well踢球踢得好

5、jump high跳高

jump really/very high跳得真高，跳得很高

6、be good at擅长

7、in the past过去

8、动词过去式：run--ran swim--swam

1、--Can you pass the ball well?

--Not very well.

2、You are very good at basketball.

3、You can play football well.

4、In the past,he ran very fast.

very非常，很

5、The black horse ran really fast.

really真的，确实

语法：can

can“能，能够，可以，会”,后面跟动词原形

肯定句：Sb+can+动词原形。

否定句：Sb+can’t+动词原形。(can后加not，其余不变)

一般疑问句：Can+sb+动词原形?(can提前，其余不变)

Yes,sb can./ No,sb can’t.

Lesson 1

一.教学内容 Main scene Part A(let’s try let’s talk)

二.教学目标

1.能正确听，说，朗读“Who is...?-- He/She is...What’s he/she like?-- He/She is... Is he/she…?--Yes,he/she is. No, he/she isn’t.”

2.能正确听，说，认读表示人物外貌与性格特征的形容词 old,young,funny,kind,strict,polite,hard-working,clever.

3.能听懂，会说，会表演Let’s talk的内容并在真实场景中运用。

三.教学重难点

重点：学生能够表演Main scene和let’s talk的交际内容，能够根据实际情况用英语讨论他人外貌与性格特征。

难点：用英语准确询问并回答人物特征，如：“Who is…? He/She is…What’s he/she like? He/She is… Is he/she…?Yes,he/she is. No, he/she isn’t.”

四.课前准备

教师自制的单词卡、录音机、录音带

五.教学过程

Step1. Warming-up

1.Let’s look and say the names.(教师出示本单元通过多媒体播放一些卡通图片，分别展示年老，年轻，滑稽，有礼貌，工作努力，聪明，严格等外貌与性格特征，让学生认读，说一说这是谁，怎么样。)

2.Let’s listen and sing”Who’s your teacher?”

Step2. Presentation

1.学习Main scene

(1)出示Main scene中的部分教学挂图，让学生观察。

(2)看图回答问题。

Dialogue1: Who can you see in the picture?(Wu Yifan,Amy,Oliver and a teacher.)

Dialogue2: What are they talking about?(The teacher introduces classmates to each other.)

Dialogue2:Who is a new student?(Oliver)

(3)听录音，模仿朗读，理解对话内容。

(4)教师领读对话，学生模仿，齐读练习，生生对话，小组表演。

2.学习let’s try let’s talk

(1)listen and tick.听录音，完成探究学习第一题。

(2)创设情境：这节课我们和Oliver，WuYifan一起去了解Mr Young。

(3)看let’s talk部分的课文插图，听录音，模仿朗读，理解意思。

(4)根据let’s talk内容尝试分角色朗读对话。

(5)学生两人一组，完成“Talk about your teachers.”

(6)学生表演，以检查学生对本课对话的掌握情况，对做得较好的学生予以表扬。

3.Make a survey.

T: Who’s your......? Ss:......

T:What’s he/she like?

Step3. Consolidation

三人一组，发现并用我们学过的句型讨论小组内每个成员的三个优点。

S1: Who’s that......? S2:......

S1:What’s he/she like? S2:He/she is…

S1:Is he/she......? S2:Yes,he/she is. No,he/she isn’t.

Step4 Homework

1.完成课堂检测中的相关习题。

2.Make a new dialogue and act it out。

六.板书设计X Kb1. C om

Unit one What’s he like?

Main scene Part A(let’s try let’s talk)

Who is he?-- He is our music teacher.

What’s she like?-- She’s very kind.

Is he young?--Yes,he is.

七.教学反思

二、五年级英语课堂教学教案

五年级英语课堂教学教案5篇

教案不能千篇一律，要发挥每一个老师的聪明才智和创造力，所以老师的教案要结合本地区的特点，因材施教。下面我给大家带来关于五年级英语课堂教学教案，方便大家学习

Module 1

短语：

1、come back回来

come back from+某地从某地回来

2、look at sb/stn看某人/某物

3、wait for sb等候某人

4、hurry up赶快

5、by bus乘公交车

6、phone sb=call sb给某人打电话

7、动词过去式：go---went meet------met

see---- saw come----came buy---bought

run----ran drop----dropped

句子：

1、--Did you come back yesterday?

--No,we came back last Sunday.

2、Let’s buy some.

(Let’s+动词原形我们做去吧。)

3、Wait for me.

4、I dropped my ice cream.

5、We bought ice cream.

6、We went home by bus.

语法：一般过去时

一般过去时(动词+ed)

动词过去式(动词+ed)规则：

1)、直接加-ed

2)、去e加-ed

3)、变y为i加-ed

4)、双写加-ed

5)、不规则变化

肯定句：Sb+动词ed.

否定句：Sb+didn’t+动词原形.

一般疑问句：Did+sb+动词原形?

Yes,sb did./No,sb didn’t.

Module 2

1、buy some fruit买一些水果

2、make a shopping list制定一个购物清单

3、also也，放句中

too也，放句末

4、some“一些”，接可数名词复数或不可数名词，用在肯定句中

any“一些”，接可数名词复数或不可数名词，用在否定句中

I have apples.

I don’t have apples.

Do you have apples?

5、half a kilo半公斤

6、a lot of=lots of许多接可数名词复数或不可数名词

7、over there那边

8、动词过去式：buy---bought eat---ate

drink---drank

1、--What did you buy?

---I bought some apples.

2、--How many bananas did you buy?

--We didn’t buy any bananas.

注：How many+可数名词复数+一般疑问句?

3、--How much cheese did you buy?

--Half a kilo.

注：How much+不可数名词+一般疑问句?

回答用half a kilo/数词+kilo(s)/数词+bottle(s)

语法：特殊疑问句

特殊疑问句

构成：特殊疑问词+一般疑问句?回答时，根据具体情况回答。

特殊疑问词：

what什么

who谁

whose谁的

why为什么

how怎样

where哪里

when什么时候

Module 3

1、at the weekend在周末

2、visit lots of places参观许多地方

3、take a boat trip坐船旅行

4、have a good day度过愉快的一天

5、one hour and twenty minutes一小时二十分钟

6、the Great Wall长城

7、at ten o’clock在十点钟

at+时间点在....点钟

8、take a photo of sb/sth给某人/某物拍照

9、动词过去式：tell---told go----went

take----took have----had

1、--Where did you go?

--We went to the British Museum.

2、--How did you go to these places?

--We went by bus.

3、What did you do at the weekend?

4、They arrived there at ten o’clock.

5、Da Ming took a photo of his father.

1、buy sth for sb=buy sb sth给某人买某物

2、a pair of+复数一双

a pair of shoes/socks一双鞋/一双袜子

a pair of shorts一条短裤

3、want to do想要做某事

4、动词过去式：buy---bought take---took

lose---lost find---found fly---flew

eat---ate ride--rode- meet---met

1、--What’s the matter?

--I lost my cap.

What’s the matter(with sb)?

2、Let’s go and fly it.

Let’s+动词原形。

3、Did you wash Lingling’s T-shirt?

4、Mum bought a new T-shirt for me.

5、I’m sorry.

语法：物主代词

物主代词：表示“某人的”,后面跟名词。

my我的 our我们的

your你的

your你们的

his他的 her她的 its它的 their他们的

Module 5

1、give out分发

2、all right好的

3、child---(复数)children

4、in your class在你班上

5、so many+可数名词复数如此多.......

6、but但是

7、thirteen fourteen fifteen sixteen seventeen

eighteen nineteen

8、twenty thirty forty fifty sixty seventy

eighty ninety

1、How many faces can you see?

2、There are only nineteen crayons.

3、--How many pupils are there in your class?

--There are fourteen.

语法：There be句型

There be句型：

表示“某地有某......”。常用结构：There is/are+某人/某物+地点。

There is+a/an+可数名词单数+地点。

There is+a/an+不可数名词+地点。

There are+可数名词复数(s)+地点。

Module 6

1、run fast跑得快

run really/very fast跑得真快，跑得很快

2、pass the ball well传球传得好

3、catch the ball well接球接得好

4、play football well踢球踢得好

5、jump high跳高

jump really/very high跳得真高，跳得很高

6、be good at擅长

7、in the past过去

8、动词过去式：run--ran swim--swam

1、--Can you pass the ball well?

--Not very well.

2、You are very good at basketball.

3、You can play football well.

4、In the past,he ran very fast.

very非常，很

5、The black horse ran really fast.

really真的，确实

语法：can

can“能，能够，可以，会”,后面跟动词原形

肯定句：Sb+can+动词原形。

否定句：Sb+can’t+动词原形。(can后加not，其余不变)

一般疑问句：Can+sb+动词原形?(can提前，其余不变)

Yes,sb can./ No,sb can’t.

We lived in a small house

教学目标：

1、知识目标：

(1)New words: life,different, ago, any, television, grandchildren, us, grandmother, lady

(2)New sentences：There were/weren’t…. There are….

We lived…many years ago. We live…now.

2、能力目标：

(1)能根据情境正确使用There be……,We lived…many years ago. We live…now.句型谈论生活、学习中的事物

(2)培养学生听、说、读、写的能力。

教学重点：：如何让学生在课堂上学会 There be…, We lived…many years ago. We live…now.句型并能在生活中灵活运用该句型。

教学过程：

一.预习检测

写出下列动词的过去式。

do_____ is____ are_____

live_____ have______ watch____

二.合作探究，学习课文。

1)播放课文录音，让学生在听录音的同时找出课文中出现的新单词与新句型。

2)进行游戏“火眼金睛找生词新句”。让学生以竞赛抢答的形式快速找出课文中出现的新单词与新句型。

3)在让学生初步了解了课文内容后，教师再次播放录音，让学生大声跟读课文。

巩固练习;

重点句式操练Listen and say。先让学生听录音，跟读句子，明确本课的重点句式，然后让他们灵活运用句式：There is/are……/There was/were……造句。

练习检测：

拓展延伸

让学生准备，谈论图中内容，然后选择几个代表来讲给全班同学听。回忆课文内容，试着用重点句复述课文。

引导学生对本节所学内容进行归纳总结：运用句式…There be.We lived…many years ago. We live…now.谈论及比较过去和现在的生活。

课后反思：

《I'm in New York now》 Teaching objectives:

1. Words: arrive taxi flat building made again

2. Sentences:

Grandma made Chinese food for me.

I want to try American food.

I will write again soon.

3. Practise to pronounce‘wh’‘wr’.

4. Learn the song: It’s a big exciting world.

Teaching properties: cards tape-recorder pictures

Teaching procedures

Warmer:

1. Stick the pictures of unit 1 on the board. Have the students come to the front and mime the text of unit 1.

2. Say a sentence in the present tense and get the students say it in the past tense.

Examples:

T: Daming goes to New York.

Ss: Daming went to New York.

T: Grandma meets Daming.

Ss: Gradma met Daming.

Teach the text:

1. Raise the picture of the Statue of Liberty and ask: What is it? Where is it?”

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.

2. Play the tape. Have the students listen and underline the new words in books.

3. Teach the new words.

4. Play the tape again. Have the students listen and say. After this, get the students to answer the following questions:

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)

5. Complete activity 2 in SB.(Get the students to ask and answer in pairs)

6. Practise to pronounce'wh''wr'.

7. Learn the song: It’s a big exciting world.

8. Complete exercise 1 in AB.

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

《where are you going to go》

教学目标：

1、能够识别单词：list airport shoe ticket toothbrush.

2、学习目标语句：Where are you going to go? What are you going to take? When are you going to go? Who’s going to go with you?

3、功能：能够谈论旅行前的准备和具体事宜。

教学重点：

1、掌握新单词，并能够理解旅行所准备的物品。

2、能够口头运用 Where are you going to go? What are you going to take?When are you going to go to the airport?Who’s going to go to the airport?这类问句就具体信息提问。

教学难点：

能够和同学用“where、 what、when、who”这四个单词开头的疑问句谈论旅行前的准备。

教学用具：

录音机、PPT

教学过程：

Step1、Warm-up

师生之间相互问候

Step2、Presentation Free talk

T：the summer holiday is coming,so Where are you going to go in your summerholidays? When are you going to go there? What are you going to take? What are you going to do there? Who is going to go with you?(生逐一回答后,师总结):I think you had a lovely time, Yes?由此活动引出 Where, When, What, Who?等特殊疑问词，并带领同学们复习一般将来时的用法。

教学目标：

1、能够识别单词：list airport shoe ticket toothbrush.

2、学习目标语句：Where are you going to go? What are you going to take? When are you going to go? Who’s going to go with you?

3、功能：能够谈论旅行前的准备和具体事宜。

教学重点：

1、掌握新单词，并能够理解旅行所准备的物品。

2、能够口头运用 Where are you going to go? What are you going to take?When are you going to go to the airport?Who’s going to go to the airport?这类问句就具体信息提问。

教学难点：

能够和同学用“where、 what、when、who”这四个单词开头的疑问句谈论旅行前的准备。

教学用具：

录音机、PPT

教学过程：

Step1、Warm-up

师生之间相互问候

Step2、Presentation Free talk

T：the summer holiday is coming,so Where are you going to go in your summerholidays? When are you going to go there? What are you going to take? What are you going to do there? Who is going to go with you?(生逐一回答后,师总结):I think you had a lovely time, Yes?由此活动引出 Where, When, What, Who?等特殊疑问词，并带领同学们复习一般将来时的用法。 8、 Listen again and answer some questions: Where is Daming going to go? What is Daming going to take? When is Daming going to go to the airport? Who’s going to go to the airport?

9、Listen and repeat.(教师随机解释 passport)

Step4、Practice

1、Now,I want to be Daming，You want to be grandma. I answer you ask me together(师说答语，学生找到相对应的问句) S:Where are you going to go? What are you going to take? When are you going to go to the airport? Who’s going to go to the airport? T:To the airport. Clothes,shoes,present,ticket,passport,toothbrush? At seven o’clock tomorrow morning. Daming

2、分角色表演课文对话

Step5、Extension

Step6、Summary and homework.

1、 Summary欣赏 Chant： Where are you going to go? Where are you going to go? To the airport, to the airport. What are you going to take? What are you going to take? Shoes,ticket and toothbrush, When are you going to go?When are you going to go? At 7 o’clock, At 7 o’clock, Who is going to go? Who is going to go? It’s me! It’s me!

2、 Homework

(1)Read the words and text

(2)请学生询问朋友或家人外出旅游的准备情况

三、五年级上册英语课堂教案

教案是提高学习者获得知识、技能的效率和兴趣的技术过程。教案是教育技术的组成部分，它的功能在于运用系统方法设计教学过程，使之成为一种具有操作性的程序。下面我给大家带来关于五年级上册英语课堂教案，方便大家学习

五年级上册英语课堂教案1

一、名词性物主代词

1、名词性物主代词和形容词性物主代词一样有8个：

Mine yours his hers its ours yours theirs

我的你的他的她的它的我们的你们的他(她、它)们的

2、名词性物主代词的特点：

(1)译成汉语都有"的"

(2)后面不加名词

(3)名词性物主代词=形容词性物主代词+名词

Eg:1、the pen is mine钢笔是我的(mine=my pen)

二、单数的句子变成复数的句子

把单数的句子成复数的句子很简单：变法是把能变成复数的词变成复数，但a或an要把去掉。特殊疑问词、形容词、国家及地点通常不变。

Eg:把下列句子变成复数

1、 I have a car----we have cars

2、He is an American boy.----They are American boys

3、 It is a car----They are cars

4、This is an eraser----These are erasers

5、That is a backpsck-----Those are backpacks

6、I'm an English teather------We are English teathers

7、It's a new shirt---- They are new shirts

8、He's a boy----They are boys

9、She's a singer------They are singers

10、What'sthis in English?---- What are these in English?

五年级上册英语课堂教案2

知识目标：能够进行物品归属的问话与答语，并能根据物体的远近，正确使用this和that。

能力目标：能听懂，会说要求的单词和句子

情感价值：进一步提高对英语学习的热情，培养更加稳定的学习兴趣。

能积极主动地参与课堂活动，在情景对话中大胆开口，主动模仿。

教学重点学习和练习正确书写四会单词和四会句子.

教学难点正确使用代词this和that。

课时数 2

教学过程 1.热身/复习(Warming-up/ Revision)

1)播放课本附录中的歌曲I want to be your friend,渲染课堂气氛。

2)把小动物面具挂在墙上，让学生说出它们是什么动词，是谁的。

2.新课导入(Presentation)

1)展示本课教学挂图，让学生观察，并提出问题：

What are Peter and Lisa doing?

What are they talking about?

2)播放本课录音，让学生听，然后讨论自己的猜测是否正确。

3)再放录音，让学生仔细听：谁扮演bear?谁的头饰找不到了?最后找到了吗?

4)指导学生跟读录音。

5)让学生四人一组分角色表演会话。

6)鼓励学生戴面具到讲台上来表演。

3.趣味操练(Practice)

1)教师将全班划分成6～8个小组，每组发一张白纸，每张白纸的最上面都写有“失物招领处”。要求每组画出3～4种物品，供其它组认领。

2)每组分成两部分，一部分当失主去其它组找丢失物品，另一部分留在本组提供物品。用所学句型进行交际活动。

3)播放本课投影片，让学生边看边配音。

4.拓展活动(Additional activities)

1)回家听本课录音，模仿语音语调。

2)把本课对话改编或故事，讲给父母听。

课后反思

五年级上册英语课堂教案3

知识目标：能够听、说、读、写的单词和句子是：coat, jacket, jeans, shoes;Is this his coat? Yes, it is. Is that his jacket? No, it isn't.

能力目标：能听懂，会说要求的单词和句子

情感价值：进一步提高对英语学习的热情，培养更加稳定的学习兴趣。

能积极主动地参与课堂活动，在情景对话中大胆开口，主动模仿。

教学重点学习和练习正确书写四会单词和四会句子.

熟练掌握物品所属关系的表达方式。

教学难点熟练掌握物品所属关系的表达方式。

课时数 2

教学过程 1.热身/复习(Warming-up/ Revision)

把学生分成男生组和女生组，进行唱chant比赛，复习课本第53页和第50页的两个chant。

2.新课导入(Presentation)

1)教师利用教学卡片和实物，让学生初步认识umbrella，mirror，belt，mop 4个单词。

2)教师可以依次举起单词卡片，问学生What's this?让学生回答：It's an umbrella/ a mirror/ a belt/ a mop.

3)把雨伞、镜子、腰带和拖把(或图片)分给几个学生，让他们分别提问其他同学：What's this?其他学生回答：It's an umbrella/ a mirror/ a belt/ a mop.

4)教师把拿物品的学生的名字A代入本课句式：Is this A's umbrella/ mirror/ belt/ mop?让学生回答。练习几遍后，教师可以故意把对应关系说错，引导学生用否定句回答。

5)把学生分为三人一组，每人拿一个物品或图片，依次按照Is this...'s...? Yes, it is./ No, it isn't.做问答练习。

3.趣味操练(Practice)

1)教师请班上的男生，把事先准备的生活日用品分别放到教师规定的几张桌子上。

2)教师请女生两人一组，在两分钟内，分别将以上物品物放归原处。如，

G1: Is this/ that his coat?

G2: Yes, it is.(No, it isn't.)

(G1: Whose coat is this? G2: It's his.)

G1: Is this your jacket?

B: Yes, it's mine.

3)教师奖励猜对物品主人并说对句子的同学。

4)播放chant录音，让学生听两遍。

5)把学生分为5人一组，各组准备一些学习用品、日常用品和衣物等，可以找两个学生作模特，参考课本第56页的提示作游戏。

6)仍按照上面的小组，把小组成员的英语课本收集在一起，先让所有成员摸一摸所有的书，然后打乱顺序，一名学生蒙起眼睛，其他学生依次拿起一本英语书让蒙眼的学生摸，然后问他：Whose English book is this?蒙眼学生回答：It's...'s English book.如果猜错了，就接着猜;猜对了就换另一个学生猜。

7)教师在黑板上示范板书四会单词和句子，边写边说，让学生在练习本上模仿。

教学过程 8)播放chant录音，教师通过形体语言帮助学生理解chant的意义，必要的地方可以用汉语

解释一下。如get ready to run out是“准备好往外跑”的意思。

再放录音，让学生跟读模仿。最后，不放录音，让学生齐声说chant。

4.拓展活动(Additional activities)

将本单元核心句型进行归纳，创设不同的语言环境，编成各种小对话进行交际。

课后反思

五年级上册英语课堂教案4

一、按要求写单词。(10分)

1. she _______(宾格) 2. country _________(复数)

3. close ________(现在分词) 4. three __________(序数词)

5. China ________(形容词) 6. I _________(名词性物主代词)

7. boy _______(复数) 8. swim _______(现在分词)

9. photo _______(复数) 10. mouse ________(复数)

二、选择填空。(10分)

1. Look! Lucy is ______ a new red dress. She is beautiful today.

A. with B. put on C. in D. wear

2.-- __________?

-- My bike is broken.

A. What is it B. What is wrong with you

C. Where is it D. Whose is this

3. There are so many people in the shop. You must ________ your things.

A. look at B. look after C. put away D. put on

4. I have two good pen friends. One is an American, ______ is in England.

A. the other B. another one C. another D. other

5.-- _______ are his football clothes?

-- Under the bed.

A. Where B. Who C. Whose D. What

6. I can see ______ in Lucy's room.

A. other thing B. any other thing C. some thing D. some other things

7. These are ______. You can buy a pair for your mother.

A. woman sock B. women sock C. women socks D. woman socks

8.-- Thank you very much!

-- ________.

A. You're right B. All right C. You are welcome D. OK.

9.-- She must be in red.

No, _____. She wears a green coat.

A. she is B. she must not C. I don't think so. D. I am not

10. The coat _____ the wall isn't Kate's. It's ______.

A. on; his B. to; mine C. in; he D. under; him

三、用所给词的正确形式填空。(10分)

1. The boys like to listen to music when they do ______(they) homework.

2. My mother's work is _____(make) our city safe.

3. One day, Mr Green asked Mrs Green ______(go) shopping for him.

4. We would brush our _______(tooth) twice a day.

5. This book is the lightest and ______(thin) of all the books.

6. She is ______(good) than Alice at swimming.

7. Janet ______(get) up at 7:30 a.m. every day, so she is always late for school.

8. I think the ______(four) lesson is the most difficult in this book.

9. Look at the sign. The library is _____(close) from 1:00 p.m to 2:00 p.m.

10. Jason is used to ______(watch) TV the whole night.

四、在Ⅱ栏中选出与Ⅰ栏中相应的答语。(10分)

ⅠⅡ

1. What's your telephone number, please? A. He is a worker.

2. It's very cold today, isn't it? B. It doesn't matter.

3. Can you mend it? C. Yes, wonderful, thanks.

4. How is your mother? D. Sometimes.

5. Hi, this is my friend, Lily. E. My telephone number is 6262383.

6. I'm sorry to trouble you. F. Yes, it is. You need to wear warm clothes.

7. How often do you go to the park? G. Certainly.

8. Excuse me. Where is the post office? H. Nice to meet you.

9. What does your father do? I. She is OK.

10. Did you have a good trip? J. It's about twenty meters from here.

五、阅读理解，根据短文内容判断正(T)误(F)。(10分)

It's Sunday morning. The students of Class 3 are giving their classroom a good cleaning.

Miss Huang, their teacher, is working with them. The children are busy. Some are carrying water; some are cleaning the windows; others are sweeping the floor. Zhang Hua is putting up a map on the wall. It is a map of China. Wang Fei and Wei Qing are mending some broken chairs. The children are listening to the radio while they are working. The classroom looks nice and bright after the cleaning. The children are very happy. They go home for lunch at noon.

1. The children are playing in their classroom on Sunday morning.

2. Miss Huang, their mother, is working with them.

3. There is a map of China on the wall.

4. Two of them are repairing the broken chairs.

5. They are singing while they are working.

七、书面表达。(10分)

以一种文具为题按要求写一篇英语小作文。

要求：1.要写出此文具的主要特点。

2.条理清楚，意思连贯，标点正确，书写规范。

3.不少于50个单词。

五年级上册英语课堂教案5

教学目标：

依据小学生英语新课程标准所提出的总目标，以及学生的整体认识水平，从知识教学、能力培养等方面考虑，我确立本课时的教学目标为

知识目标

1、掌握单词、词组newspaper, picture book, magazine, chess, card, yo-yo,

play with…

2、学习现在进行时的一般疑问句

Are you ____ing? Yes, I am./ No, I’m not.

Is he/she ____ing? Yes, he/she is./ No, he/she isn’t.

Are they ____ing? Yes, they are./ No they aren’t.

3、归纳现在进行时的一般疑问句、否定句、特殊疑问句的基本用法。

技能目标

1、能正确运用现在进行时一般疑问句进行问答。

2、能根据提供的情景，熟练运用现在进行时相关句型进行操练。

情感目标

1、通过本单元的学习，培养学生学习英语的兴趣。

2、通过分层练习，激发了学生的攀比心理，提高学生答题的积极性。

重点难点：

1、掌握单词、词组newspaper, picture book, magazine, chess, card, yo-yo,

play with…

2、正确运用现在进行时的一般疑问句及其应答。

教学准备：

白板教学课件，溜溜球一个，单词卡片，作业纸等，课前把学生分成四小组

教学过程：

Step1.Pre-task Preparation

1. Free talk

2.Sing a song“What are you doing?”

(设计意图：通过Free talk和唱英文歌What are you doing?既复习了现在进行时，又自然过渡到下一个新授环节。)

Step 2 While- task Procedures

Activity1:由歌曲引入句型 Is he…?/ Is she…?

1、T: According to the song, what is Nancy doing? Is she watching TV?

Ss: Answer.

2、T: What is Mike doing? Is he reading?

Ss: Answer.

3、Guessing game:

A.T: What is LiuTao doing? You can say: Is he…?

S: Guess.

B. T: What is Yang Ling doing? You can say: Is she…?

S: Guess.

Activity2:教学句型 Are they..? play cards

T: Show another picture, ask: What are they doing?

Ss: Guess.

T: Lead to the phrase: play cards

(设计意图：这个环节主要通过“猜一猜”的游戏，让学生根据提示，充分运用一般疑问句Is he/she…?Are they..?来参与游戏，由此引出新授句型和词汇，学生学得轻松自然。)

Activity3:教学play chess/play with a yo-yo

1、呈现图片替换练习play__________

2、Show the picture and teach“play chess”

3、Ask the Ss to do pair work with the structure“Are they…? Yes/No”

4、T：(呈现部分狗的图片) What’s the dog doing?

Ss:猜测： Is it…?

T: Yes/ No.结合回答呈现词组play with a yo-yo.

(设计意图：让学生先通过复习play…词组，自然过渡到play chess, play with a yo-yo,发挥了学生学习的主动性，同时结合趣味性的图片，提高了学生学习英语的积极性)

Activity4:教学词组read a picture book/ read a newspaper/read a magazine

1、T: I like playing with yo-yos. What else do I like? I like reading picture books. Show the picture, present the phrase: read a picture book

2、学生看图做替换练习。

3、According to the picture, what is he doing?/What is she doing?

Help the Ss answer“ read a newspaper/ read a magazine”

(设计意图：这一环节主要运用了白板的垃圾桶工具，在学生看图说完一个词组后，逐个导入新授词汇。既体现了学生的主体性，老师的主导性。)

Step 3. Post-task Activities

Activity1: Part C

1.归纳现在进行时的一般疑问句的用法Is he/she…。Are they…?Are you…?

2. Show the pictures from Part C, ask Ss to work in pairs.

(设计意图：运用白板的删除功能，在学生回答后，逐个点击绿色横条，显示归纳的语法知识。为学生操练句型降低了难度。)

Activity2: Summarize

1.总结现在进行时的用法。

2. Exercise(分组练习，比一比那组掌握得好)

用所给单词的正确形式填空

按要求改写句子

阅读短文

看图说话

Activity3: Check the answers.

(设计意图：运用分组练习，激发了学生的攀比心理，提高了他们的答题积极性)

Activity4: Fun time

Watch a cartoon.

(设计意图：此处以趣味盎然的动画来缓解学生一节课后的疲劳，同时也能持续他们学习英语的积极性。)

Step4. Homework

1.阅读E部分的小故事

2.根据看图说话，写一篇小短文“After lunch”

(设计意图：让学生根据提供的情景，运用现在进行时相关知识进行操练，初步培养他们的阅读、写作能力。)

板书设计