5年级下册英语教案5篇.docx

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1、5年级下册英语教案5篇重造就学生听说读写的语言技能及交往实力。首先， 要精讲根底学问，加强根本训练，使学生获得综合运 用语音语法词汇进展听说读写的交际实力。其次，要使操练形式 与学生的生活时间严密相连，从而使语言技能开展成 运用语言进展交际的实力。以下是我带来的5年级下 册英语教案内容，感谢您的阅读，盼望能帮助到您！5年级下册英语教案1see you soonTheme: Letters from AbroadFunction: Understanding different cultures.Target Language: Simple past tense. The manwore wo

2、mens clothes. Theactors told lots of jokes. We laughed a lot. Simplefuture tense be going toWe are going to see you in three weeks. Mum bought new chopsticks for you.Vocabulary: wore (wear), women, actor, told (tell), joke, funny, after,show, ready, soon, bed, room, history, question,8 . Complete ex

3、ercise 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 Im in New York nowArrive Grandma mad Chinese food for me.TaxiFlat I want to try American food.buildi

4、ngmade I will write again soon5年级下册英语教案4教学目标L能够听、说、读、写以下动词短语：eat breakfast, do morning exercises, have English class,play sports, eat dinner.9 .能够听懂问句：When do you do morning exercises / .?并能用所学动词短语替换句型“I usually.at.”中的关键词答复问句。10 能理解并说唱Lets chant局部的歌谣。11 能够了解Good to know局部的内容。教学重、难点1 .本课时的教学重点是驾驭A局部L

5、ets learn中的 五个动词短语，并能用这五个短语答复询问作息时间 的问题。2 .本课时的教学难点是驾驭五个四会短语和单词 exercise, usually 的正确发音。教具打算1 .老师打算Lets start局部和主情景图的教学挂图。2 .老师打算录音机和录音带。3 .老师打算五年级上册其次单元的动词卡片和本 单元A Lets learn局部的动词卡片。4 .老师在课前将usually, often, sometimes的单词 卡片贴在教室的墙上。5 .老师课前在黑板上画一个大钟，并标注时间刻 度。教学过程1 .热身(Warm-up)老师站在黑板上的钟前面，张开手臂演示一个 时间，比

6、方：9： 30,留意演示时将一只手臂略缩短一些表示时针，另一只手臂表示分针。然后老师提问 学生：Whattime is it?学生答复：Its .老师请几名学生来演示并 提问：What time is it?其他学生答复。老师播放五年级其次单元B局部的歌谣，复习 稳固句型：What do you do on Saturdays?2 .预习(Preview)嬉戏：“幻想剧场”老师将全班分成四组，出示动词卡片：play ping-pong / football, paint, watch TV, read books, play computer games, do homework / hous

7、ework 等， 每组派一名学生看词卡表演这一系列动作，该组其他 学生推想他/她表演的动作名称，猜对次数多的一组为胜。最终评 出两名表演最精彩的学生为“幻想剧场”的“今日之星3 .新课呈现(Presentation)(1)老师请“今日之星”给大家表演一节播送体操。 老师出示单词卡片：do morning exercises.老师领读， 学生跟读，老师留意提示学生exercise的发音，可分音节由慢到快地教读。之后老 师提问一名学生：Can you do morning exercises?该学 生答：Yes, Ican.这名学生再问其他学生，做连锁操练。操练可以 不按座位进展，让每名学生始终保

8、持踊跃的状态。建 议老师引入do eyeexercises来拓宽学生的词库，丰富操练内容。老师请另一位“今日之星”给大家表演动词短语play spotso学生或许会推想为play football / basketball /ping-pong, jo函ng等。老师可以这样引导学生：Yes, youre right. We can play . We can playsports. You play sports every day.(3)老师简笔画出太阳、月亮，代表早晨和晚上, 教学短语：eat breakfast / dinner,老师领读，学生跟 读。老师引导学生说：I eatbreak

9、fasts 学生马上说 at 7： 00 in the morningo 学生 分组做这个嬉戏，以此方式来操练三个动词短语。老师出示单词卡片have English class,说句子:We have English classo学生学说这个句子。然后老师 说：Mr.Wang(该班的语文老师)is here。引导学生说：I haveChineseclass。老师接着列举各科老师的名字，让学生说句子， 进一步熟识这一动词短语。(5)学生两人一组用单词卡片练习本课时动词短 语。说得多且正确的一方为胜者。(6)上课前老师将写有 often, usually, sometimes 的词卡片贴在教室的墙

10、上，老师说出一些含有以上单 词的句子，如:I usuallydo morning exercises at 8： 30, 学生要快速地听出, 指向这一单词并重复这个句子。老师留意示范usually 的发音。(7)学生听A局部Lets learn的录音，跟读。老师 引导学生快指快说主情景上呈现的动词词组。老师引导学生以竞赛的形式拼读本课时所学 短语，要大力表扬能快速并正确地拼读单词breakfast 和exercises的学生。Lets start老师站在黑板上的钟前面，伸出两臂作为指针, 做出6： 00的样子，问学生：What time is it?学生应 答复：Its six oclock.

11、老师再做出get up的动作，说：I usually get up at 6:00 in the morning.老师出示 Letsstart局部的挂图，指着图1问学生：When do you get up?引导学生答复：I get up at.并填写详细时间。然后老师与学生继本局部设计的问题如下：(l)When do you get up?(2)when do you eat breakfast?(3)When do you go to school?(4)When do you eat lunch?(5)When do you have Chinese class?(6)When do y

12、ou eat dinner?(7)When do you do homework?(8)When do you watch TV?(9)When do you go to bed?Lets play(1)学生二人一组协作表演动词短语，一人表演, 一人在他/她背后说出这个动作的名称，如：I get up / do morning exercises表演完毕后全班评比拍档。学生一再人一组进展表演，第一人表演动作, 其次人表演时间，第三人说出句子，如：I get up at 6:30.Lets chant老师放学生用书其次页Lets chant的录音，学生 听录音、跟唱歌谣。老师请学生读单词some

13、times, usually,要留意订正其发音。Good to know老师帮助学生理解本局部内容，可用动作说明动词短语：clean your hands, brush yourteeth等;引导学生在句子中推想单词before的意思； 并用中文说明“Rules to follow every day”的含义。4 .稳固和延长(Consolidation and extension)(1)学生做Lets learn局部的活动手册配套练习。(2)学生以Lets chant为模本，用新学的句子和短 语重新编写歌谣。5年级下册英语教案5教学重点：1 .词汇：season, spring, fall,

14、 summer, winter2 .句型：Whats your favourite season?教学难点：1 .单词发音：spring, fall2 .favourite单词的读音和拼法。教具打算：1 .教材配套课件。2 .教材相配套的教学录音带。3 .单词卡片。4.自制课件。教学过程：(一)热身/复习(Warm-up/Revision)活动一：说一说，做一做教学参考时间：3分钟老师播放四年级下册第四单元的歌谣，引导学生 边说，边打节奏，引导学生表演出形容天气的单词 cold, warm, coob hot。(二)呈现新课(Presentation)活动二：谈论天气教学参考时间：5分钟老师提

15、问:Whats the weather like today? Is it cold?学生依据实际做答：No, itswarm.引出新词汇spring,并询问学生，哪个季节最寒 冷,Which season is cold?引出词汇season, winter,询问学生，还知道哪些季 节？Do you know another seasons?引导学生说出自己 知道的季节。活动三：猜猜，读读教学参考时间：5分钟老师出示表示四个季节的图片，让孩子说说分别 是哪个季节。孩子说对后老师板书单词：spring, summer, fall, wintero老师范读，学生跟读,学生开 火车读。活动四：说一

16、说(Let,s learn)教学参考时间：5分钟老师再次展示表示四个季节的图片，询问学生 Whats your favourite season?学生依据实际状况答 复，并进一步陈述缘由“Spring, its warm andsunny.接着老师板书主句型，指导学生认读。最终老 师播放配套课件，学生观看，跟读句子。老师留意强 调favourite的读音，并进展小组问答练习。活动五：描述季节教学参考时间：3分钟老师询问：Whats the weather like in spring?学生 答复，通过师生问答为学生做示范。(Spring is very warm. The leaves are

17、 green. We can see many flowers in spring.)依据学生宠爱的季节，重新分组，让学生参考卡 片图描述自己宠爱的季节。(三)趣味操练(Practice)活动六：猜一猜教学参考时间：4分钟两个学生一组，一个孩子描述季节，一个孩子猜 所描述的是哪个季节。活动七：画画，说说教学参考时间：3分钟老师将Lets find out中的图片发给学生，让孩子 画出自己最宠爱的季节里的树，并到同学中进展调查, 发觉其他同学画的内容。(四)稳固和扩展(Consolidation and extension)活动八：Exercises教学参考时间：5分钟完成活动手册的相关练习题，

18、并公布答案。其次课时教学重点:听懂，会说Which season do you like best?并能结合句型绽开深化的对话。教学难点：用lean的句型说出宠爱的缘由。教具打算：1 .教材配套课件。2 .教材相配套的教学录音带。3 .单词卡片。4 .Lets sing歌曲录音。教学过程：(*)热身/复习(Warm-up/Revision)活动一：看一看，演一演教学参考时间：3分钟borrow, eveningPronunciation: 11111111Song: Postman一、Warmer:1. Tell the Ss that you are going to mime some t

19、hings you did yesterday andthe Ss have to look and guess what you did.2. Continue like this. Yesterday I ate an apple.He borrowed some books.She went to the park.3. Say some sentences with now, tomorrow, yesterday/ E.g. We are going to see you in three weeks. Dad is going to put another bed in my ro

20、om. We bought abike for you. We are having our English class. He is play football.二、Presentation:1. Listen and say.A. Listen to the tape and read this letter.B. Read the letter again and answer the questions:C. What is Dad going to put in Simons room?Who bought new chopsticks?老师出示四个季节的卡片，引导学生边看，边表 演

21、出每个季节的气候，可以请一个孩子表演，大家说 出季节。活动二：读一读教学参考时间：3分钟老师出示单词卡片，学生抢答或学生开火车认读。 同时，遵照四季依次，然学生排列词汇，并认读。活动三：听听，唱唱教学参考时间：3分钟老师播放本单元中Lets sing中的歌曲，孩子们边 听边唱边演。(二)呈现新课(Presentation)活动四：听听，连连教学参考时间：3分钟老师在黑板上写下班中随意三个同学的名字，然 后将表示季节的单词卡贴在黑板上。老师和“榜上出名” 的三个同学分别进展Whats yourfavourite season?的对话。全班同学听完后，共同完成 连线活动。活动五：说一说教学参考时间

22、：5分钟老师提问 Whats your favourite season?学生依据实际做答(Winter.)。老师询问：Why?学生结合实 际答复(Ican play snow.)o老师询问1-2名学生后，将句型变为 Which season do you likebest?”并引导学生答复。老师板书句型，示意学生将 此句型和 Whats your favouriteseason?进展比拟。最终，老师带读，学生跟读。活动六：效仿对话教学参考时间：8分钟老师播放Let,s talk局部的录音，提问学生：How many people in this dialogue? Who arethey?W

23、hich season does Mike /Zhang like best?Why?听录音后，重复听到的句子，并出示课件，让学 生观看每张图片下的表示气候的词汇，然后在认读的 根底上，老师和学生仿例示范一组对话，最终进展小 组对话。(三)趣味操练(Practice)活动七：小调查教学参考时间：老师结合课堂教学的详细时间进 展，或课外进展。学生在规定的时间里运用本课新句型Whichseason do you likebest?完成对五个以上同学的调查，并要求答复的同学 对季节气候进展描述。活动八：嬉戏一一找挚友教学参考时间：3分钟学生两人一组相互询问：Which season do you l

24、ike best?然后同时说出答案，答案一样的两人成为挚友，不一 样的学生再重新起先嬉戏。(四)稳固和扩展(Consolidation and extension)活动九：听力练习教学参考时间：5-6分钟完成活动手册的相关内容并公布答案。5年级下册英语教案5篇Who read a book about Chinese history?What did they but for Darning?2. Look and say.A. Yesterday he ate a hamburger.B. He played football.C. Now he is eating an apple.D.

25、Now he is playing table tennis.E. Tomorrow he is going to eat a banana.F. Tomorrow he is going to go swimming.3. Listen and repeat.(qu sh th th)quick she this thankquarter English with mouth三、Activity book:1. Write a letter to Lingling. Use the words went/ wore/ saw/ drank/ ateDear Lingling,Last wee

26、k I went to the zoo. I wore a red sweater. I saw some animals. I drank some juice. I ate an ice cream.FromLiping2. Listen and repeat:A. Quick! Cut it in quarters!B. She is English.C. Eat with this spoon!D. I say Thank you/ with my mouth.四、Homework:Write a letter to your friend.5年级下册英语教案2Lesson 1一.教学

27、内容 Main scene Part A (lets try lets talk)二.教学目标1 .能正确听,说，朗读“Who is .?- He/She is.Whats he/she like? - He/She is.Is he/she.?-Yes/he/she is. No, he/she isnt.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Le 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l

28、ets talk的交际内容，能够依据实际状况用英语探讨他人外貌 与性格特征。难点:用英语精确询问并答复人物特征,如:“Who is .? He/She isWhats he/she like? He/She is . Is he/she.?Yes/he/she is. No, he/she isnt，四.课前打算老师自制的单词卡、录音机、录音带五.教学过程Stepl. Warming-up1 .Lets look and say thenames.(老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， 机灵，严格等外貌与性格特征，让学生认读，说一说 这是谁，

29、怎么样。)2 .Lets listen and singWhos your teacher?wStep2. Presentation1 .学习 Main scene(1)出示Main scene中的局部教学挂图，让学生视 察。(2)看图回答下列问题。Dialoguel: Who can you see in the picture?(WuYifan.Amyliver and ateacher.)Dialogue2: What are they talking about?(The teacher introduces classmates to each other.)Dialogue2:Wh

30、o is a new student?(Oliver) 听录音，效仿朗读，理解对话内容。老师领读对话，学生效仿，齐读练习，生生对 话，小组表演。2 .学习 lets try lets talk(l)listen and tick.听录音，完成探究学习第一题。创设情境：这节课我们和Oliver, WuYifan 一 起去了解Mr Youngo(3)看lets talk局部的课文插图，听录音，效仿朗 读，理解意思。依据lets 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驾驭状况, 对做得较好的学生

31、予以表扬。3 .Make a survey.T: Whos your? Ss:T:Whats he/she like?Step3. Consolidation三人一组，发觉并用我们学过的句型探讨小组内 每个成员的三个优点。51: Whos that?S2:Sl:Whats he/she like? S2:He/she is.Sl:ls he/she? S2:Yes/he/she is. No.he/sheisnt.Step4 Homework1 .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XKbl.ComUnit one

32、Whafs he like?Main scene Part A (let,s try lets talk) Who is he?- He is our music teacher.Whats she like? - She/s very kind.Is he young?-Yeshe is.七.教学反思5年级下册英语教案3Im in New York nowTeaching objectives:1. Words: arrive taxi flat building made again2. Sentences:Grandma made Chinese food for me.I want t

33、o try American food.I will write again soon.3. Practise to pronounce wh zwr4. Learn the song: Its a big exciting world.Teaching properties: cards tape-recorder picturesTeaching proceduresWarmer:1. Stick the pictures of unit 1 on the board. Have the students come to the front and mime the text of uni

34、t 1.2. Say a sentence in the present tense and get the students say it in the past tense.Examples:T: Darning goes to New York.55: Darning went to New York.T: Grandma meets Darning.56: Gradma met Darning.Teach the text:1. Raise the picture of the Statue of Liberty and ask: What is it ? Whereis it?”Gu

35、ide the students say: Its the statue of Liberty. Its in New York.T: Darning is in New York now. Lets 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 t

36、he tape again. Have the students listen and say. After this, getthe students to answer the following questions:(i)Who met Darning at the airport? (Grandma and Simon)What did Darning see in New York? (Buildings, cards and people)(3)What 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: Its a big exciting world.