五下英语教案10篇。
教案课件是老师教学工作的起始环节，也是上好课的先决条件，每位老师应该设计好自己的教案课件。教案是教育教学实践中“治学先治教”的重要体现，教案课件应该从哪些角度来写？在这里我们将为您全面的介绍“五下英语教案”相关的知识，如果您对这个话题非常感兴趣请关注我们的网址！
五下英语教案【篇1】
教学目标
1) 重要词汇
日常；广告;检查面试；使固定;开发;手; ;添加;
递送;速度;最新的;发布;避免;除了;下来;面对面;
受某人欢迎；以及；关心
2)日常表达
那你/你会自由吗？
是的，我' d是费用。我想去。
那我们一起去吧。六点到三十点在剧院见。
好！那么再见。
我们什么时候见面？
最好的见面地点在哪里？
在外面见面怎么样？我建议...
3) 有用的阶段
什么...？有什么好的吗？
据说非常好。
终于没时间再添新故事了。
4)语法
V.-ing Form 用于主宾关系
教学建议
能力培养
1.通过口语练习，学习日常生活中的各种表达方式。
2. 学习介绍事物和报刊杂志，了解这种文体的写作技巧。
德育渗透
1.通过课文的学习，引导学生理解任何事情都需要大量的劳动，珍惜报纸和书籍。
2.通过报纸各版面的介绍，扩大了学生的视野，增强了学生的好奇心和学习热情。
师生互动活动
第13课：口语练习：对话交流功能——日常生活语言。
第十四课：学生扮演主编的角色，介绍报纸出版的过程。
第十五课：学生扮演主编，介绍中国日报的内容。
第 16 课：写作练习：写一篇关于报纸或杂志的英文论文。
教材分析
从本单元的对话中，主要是学习如何用英语提出约会，以及如何回答约会的日常用语，如：询问对方是否有空，建议开会 关于时间和地点以及如何回应的日常用语，能够使用 Will
你有空吗？转到它.. 怎么样...？等日常交流最常用的语言功能，还要注意查、修、面、
传递，拍照，传递，开始，以及，正在发生的事情
本单元学习其他关键词和短语。本单元阅读课的主要内容是了解报社的日常工作、报纸的出版流程和《中国日报》的一些情况，同时这里用到了重点语法知识，五、-ing形式既用作主语又用作宾语。
关键知识讲解
1.好，去吧。好的，请做！
1）Sure在这里用作副词，表示肯定（=Surely，Curely，Of course）
2) Go ahead 有以下常见用法：
A.（用于祈使句）go ahead
——我可以用你的字典吗？我可以用你的字典吗？
— 可以，继续。好吧，问吧！
B. 继续做某事。
不要停下来。继续你的工作。不要停下来。做你的工作。
C. 领先；领先一步。
你去告诉他们我们来了。
D.取得进步；取得进展。
现代农业和工业发展迅速。
现代工农业发展迅速。
2.据说很好。
不定式“to be very good”作为主语的补语，说明主语的情况。全句相当于It is said that they are very good or
人们说（那）他们非常好。
转换此类句子时，要注意不定式的形式变化。
(1) 据说他正在把这本书翻译成英文。 =据说他
把这本书翻译成英文。
(2) 据说他已经把这本书翻译成英文了。 =据说他
把这本书翻译成英文。
ver 采访这些事件。
所有的记者都想尽快报道重要事件
可能的。所有记者都希望尽快报道这些重大事件。
2) 覆盖
你可以用湿布覆盖它来灭火
被子。用湿被子盖住火把它扑灭。
3) 行程是……；走...
到日落时，我们已经走了三十英里。
4.…确定时间与他们进行面对面的采访。
安排时间与他们进行面对面的采访。
1)fix v.
A. 同意；安排 ;安排;同意
我们已经确定了会议的日期。会议日期。
B.repair
她正在把一个架子固定在墙上。
全神贯注：全神贯注
全神贯注……
他站在那里，全神贯注上的通知
墙。他站在那里，专注于墙上的告示。
2) 面对面
A.adj. face-to-face（定语）
face-to-face argument
heart-to-heart; heart-to-heart hand-to-hand
B. 面对面
face to face with sth. /某人。看……（状语）；类似短语：
肩并肩；心对心;手牵手;手挽手
5.他们去报纸自己的图书馆查找任何信息
他们需要。他们去报社自己的图书馆查找他们需要的材料。
(1)他们
need的定语从句修饰了先行信息。关系代词只用that代替which，因为当先行词被不定代词all、any、every、no、some等修饰时，或者先行词本身就是不定代词（如anything、something、nothing、all等），其关系代词常用于指导后面的定语从句。如果that用作定语从句中的宾语，则可以省略。
你有什么特别感兴趣的书吗？
如果有不明白的词，请在
字典。如果有不认识的词，请在字典中查找。
注意：“查字典”应该是查字典而不是查字典。
B.访问
Don' ;你来北京时别忘了找我。
at 和work on 的区别
In work on sth., sth.是具体的工作对象，工作在
在某事，某事。仅描述工作的性质（即时间和精力用于某个方面），而不是解释正在做什么。如：
男孩看到士兵，就停止在树枝上干活，站了起来，
并摘下帽子。小男孩一看到士兵，就停止砍树枝，站起身，摘下帽子。 （树枝是具体的物体）
Work on 也意味着“继续工作”、“试图影响或说服”。
你能对他进行训练，让他改变主意吗？你能说服他改变主意吗？
五下英语教案【篇2】
英语教案设计
Teaching Content
Asking the Way
A: Excuse me, sir. Can you tell me the way to Bihai Hotel,
please?
B: Sure. You can go there by bus.
A: Is it a long way from here?
B: No, itll take you fifteen minutes.
A: Which bus can I take?
B: You can take a No. 2 bus.
A: Where is the bus stop?
B: Just go straight. Look, the bus is coming.
A: Thank you very much.
B: Youre welcome.
II. Teaching procedures
Step 1. Warming-up
T: Nice to meet you. My name is Bright. B-R-I-G-H-T. Shall
we sing an English song named “Bingo”, and try. to change the
word “Bingo” with my name “Bright”?
Step 2. Presentation
T: Im new here, when I arrived at the airport, I heard
someone said “对不起”(注①)，“早晨好”(注②).I really want to know their
meanings in English. Could you help me?
S: “对不起” is “Excuse me” and “早晨好” is “Good morning”.
T: Thanks a lot. And now could you tell me something about
your city? I want to travel in this city, but I dont know
where I should go.
S1: Bai Lian Dong Park.
S2: Fisher Girl.
S3: Jiuzhou Town.
T: Good. But I want to find a hotel now.Please do me a
favour. Can you tell me
the names of some hotels in this city?
S1: Hotel.
S2: Yindu Hotel.
S3: Bihai Hotel.
(The teacher takes notes while the students are speaking.)
Step 3. New structures learning
T: They all sound very nice. But how can I get there, by
bus or by bike?
S: By bus.
T: And how long will it take me to get there? Maybe
fifteen minutes is enough.
(The teacher looks at the watch and gives the students a
gesture.)
1) Draw a stick-figure picture to help the students understand
the meaning of the sentence:
“Itll take someone some time to do something.”
2) Write the sentence “Itll take you fifteen minutes. ” on
the blackboard, and have the
students imitate the sentence.
3) A guessing game:
T: Please look at these pictures and guess
“How long will it take me to ...?”
T: How long will it take me to have a football match?
S1: Itll take you ninety minutes.
T: Yes.
4) Get the students to listen to the recording of the
dialogue, in order to introduce the
new sentence: “Just go straight.”
5) Use the multi-media to help the students understand the
meaning of the sentence
“Go straight.”
6) Write the sentence on the blackboard, and have the students
imitate the sentence:
“Just go straight.”
Step 4. Practice
1) Ask the students to listen to the dialogue once more, then
ask them to repeat after the tape, first individually and then
in pairs.
2) Encourage the students to read their dialogue with their
deskmates.
Step 5. Consolidation
T: You know Im from Shanghai. Maybe in the future youll go
to Shanghai, so Ive prepared some photographs for you.
1) Show the photographs of “Nanjing Road”, “Pudong New Area”
and “the Bund” to the students.
2) Get the students to ask the teachers from Shanghai
something they dont know, such as
directions, transportations in Shanghai.
3) Ask some students to introduce their tour plans to
Shanghai.
五下英语教案【篇3】
1.教学设计学科名称
人教版PEP课标小学英语五年级上册Unit1 My New Teachers第一部分单元教学提示
2.所在班级情况，学生特点分析
本班学45人，其中女生18人，英语学习兴趣浓厚，课堂气氛活跃。
3.教学内容分析
4.教学目标
1.能力目标：
(1)能运用所学词汇简单描述自己老师的体貌特征及性格特点，如：We have a new English teacher.He’s tall andstrong.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 fromCanada.What’s he like?He’s tall and strong.
(3)能够听瞳一些描述人物特征的简单对话。
(4)能够听懂、会唱歌曲“晰Neu，Teacher-”，并能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：
(1)能听、说、读A、B部分Let’s talk和Let’sread的“四会”单词和句型。
(2)能听、说、读、写A、B部分Let’s learn和Read and Write中的“四会”单词和“四会”句型。
(3)能读懂并理解A、B部分Read and write中的内容，并根据提示填充句子或回答问题。
(4)能了解Pronunciation部分的字母组合在单词中的发音，并能熟练读出例词。
(5)了解Story time，’rask time，Good t0 know等部分的内容。
3.情感目标：
(1)培养学生热爱、尊重教师的情感;
(2)注重培养学生观察、记忆、思维和想象能力;
(3)培养学生在小组活动中积极与他人合作，相互帮助，共同完成学习任务;
(4)让学生了解西方国家对人的称呼方式，从而能尊重异国文化。
5.教学难点分析
1.掌握本单元描述人物特征的形容词，并能正确运用。
2.掌握句型"Who’s your…teacher?What’s…：like?”，能在具体语境中使用并能进行拓展语言。
3.掌握ea，ee，bl，br字母组合的发音，并能正确地读出相关单词。
6.教学课时：六课时
7.教学过程
First Period
(一)教学要点
1.能够掌握A Let’s learn部分五个“四会”单词及三个“三会”单词并能运用其简单描绘人物特点。
2.能够掌握句型“Who’s your…teacher?What’s…like?”并能在具体语境中使用。
3.培养学生热爱、尊敬老师的情感。
(二)课前准备
1.教师准备课件或相应的图片。
2.教师准备各科教师的图片或能代表各学科特点的图片或实物。
3.教师准备A部分Let’s learn八个单词的词卡，其中“四会”单词写进四线格内。
(三)教学过程
1.Warm—up/Revision(热身/复习)
(1)Dairy Report
T：Hello。boys and girls.Welcome back to
school!Lng time no see.How are you going?
s：Hello.(请个别学生谈谈感受)
T：Niee t0 see you!
S：Nice t0 see you，too!
(如果班内正好有新同学转进，教师可趁机介绍新同学，教师还可以说：Rabbit has a new
teacher.He’s tall and strong.Do you have new
teachers?引导学生说说新老师，从而为本课学习奠定基础，接着教师可以鼓励同学们谈论新鲜事物，如新课本、新书包、新衣服、复习old，new，long，short等描述性形容词和Doyou have…?I
have…Whatd0 youlike?Ilike…等已学句型，并可以引出Whatisthebaglike?句型，为本课新句型教学铺垫。)
(2)Quick Response
T：Long/Short/Big/New/Black/··。
S：Short/SmalI/Old/Wl】rite/…
拼读单词Tall，Short，Old。
(以对说反义词的形式巩固复习描述性形容词，然后渗透直拼理论引导学生拼写单词，解决五个“四会”单词。)
2.Presentation(呈现)
(1)Look and say
教师事先准备学生熟悉的卡通人物图片可进行如下提问，
T：What is TuIu like?Is he olld?
S：No，he is young.
(通过第二个问题的提出，引导学生理解前一个问题的意思。经过几轮问答后，可以只问第一个问题，想必学生也会知道如何应答了，以此突破句型教学难点。)
(2)教学funny
①教师拿出大耳朵图图的照片问学生：
T：Do you hke him?
S：Yes.
T：I like him.too.Because he often makes mehappy.He is funny.
②T：矾0 is funny?Can you show us?
(教师还可再举几个例子如Donald Duck。
Tom and Jerry来帮助学生理解Funny means inter-一esting.He often makes UShappy，and heis funny。引导学生谈论其他人物甚至班级里的同学，来巩固对单词的意义理解及具体语境的运用。)
(3)教学smart
(因为chant中要出现这个单词，所以在此作铺垫是必要的，也可以借助clever来解释smart，同时出示“聪明的一休”的图片帮助学生认识单词，再让学生谈论班级里有着smart风格的同学帮助进一步理解。)
T：Yes，How funny Tom and Jerry ale!And lookat this picture.Wh0 is he?Yes.heis Yeeshow.Heisfrom Japanese.Heis clever.Heis smart.
(教师在授课时可以尽量扩大语言的输入量，借助各种手段帮助他们对语言进行感性认识。)
(4)教学kind
如教师指着白雪公主的照片：
T：Whatis shelike?
S：She is beautiful_.
T：Sheis kindtotheanimals.
(引出单词kind，同上方法练习，并引导学生谈论自己的老师，从而引出A Let’S learn部分的句型练习。)
(5)T：Oh，your math teacher is kind，but who is
your math teacher?
S：Mr,.Hu.
T：Who’S your art teacher.
S：Miss Cai.
T：What’S she like?
S：She’S young and beautiful_.
(教师可展示人物特征的图片代表各科老师，如画有电脑的图片代表电脑老师，并引导学生用以上句型描述老师。)
(6)Presentation of the dialogue of Let’S Learn
T：Do you want to know about Sara’S teacher?Let’S look and listen.
(Playfhetape)
(教师可再引导学生分小组朗读，分角色朗读等。要将对话熟练运用，机械性操练必不可少。)
(7)Choose and make a dialogue
T：Now you can choose one of your teachers andtalk about them with yourpartner，using this dia-logue.
3.Practice/Consolidation(操练/巩固)
(1)Let’Sfind out
①Let’Sfind out
T：Good job.My children.Thank you for show—ing me your teachers.And now Iknow more aboutthem.Let’S find out who he is.
利用课件或图片呈现Let’S find out图片及文字内容引导学生通过朗读并找关键词理解段落意思完成任务，同时也渗透了初步阅读的方法。
②Let’Sguess
T：Wh0 Can talk about one of your teachers andlet USguess“Whois he?”
教师引导学生选择一位老师模仿Let’Sfindout说一段话，让其他学生猜猜他是谁。在猜测过程中有必要告诉学生：西方国家习惯称呼老师为Mr，Miss，Mrs，而且我们还应告诉学生Mr，Miss，
Mrs.后面应该跟姓，而不是跟名。这个环节可以用上Good to know的内容。
(2)Let’S chant
①教师在以上环节可以把关键词或者说提示词写在黑板上，如猜出math teacher是young，Englishteacher是beautiful等，可板书如下：
math teacher young
English teacher beautiful
Chinese teacher kind
art teacher funny
music teacher old
教师引导学生把它们编成歌谣，如：
My math teacher is very young.My English
teacher is beautiful.
My Chinese teacher is SO kind.My art teacher is
funny，funny.
My music teacher is old，but can sing nice
songs·
同时也可自然地引出Page 2的Let’S chant。
②T：Now，let’S listen and find out.What are
these teachers like?(Play the tape)
教师通过提问“What’S the math teacher
like?”等问题引导学生回答并改变黑板板书，使之成为Let’S chant部分的提示词，如：
math teacher smart
English teacher kind
P.E teacher strong
music teacher nice songs
这样也有助于学生快速记忆chant内容。
4.Assessment(检测评价)
Finish Activity Book.
(1)Ask Ss to take out their Activity Book，then
ask them to look at Exercise 1 and Exercise 2.
(2)Have them do some listening exercises.
(3)Have Ss check the answers.
5.Add—activities(课外活动)
(1)Discuss the pictures.
(2)教师让学生准备一些家人、朋友、老师等的照片，课后进行描述，在下一堂课上引导他们利用这些照片，在真实的情景中综合运用所学语言进行交际。
五下英语教案【篇4】
一、教学目标：
1. 语言知识目标：
1) 学习掌握下列词汇：get on with; relation, communication, argue, cloud, elder, instead, whatever, nervous, offer, proper, secondly, communication, explain, clear
2)阅读短文，能按要求找到相应的信息。
3)通过阅读提高学生们的阅读能力。
4) 了解在如果生活中发生了一些不尽如人意的问题，应当如何面对理性地去解决。
2. 情感态度价值观目标：
人的一生并不都是一帆风顺的，难免有一些挫折的困难，如果生活中发生了一些不尽如人意的问题，我们学会冷静对待，学会合理的办法去理性地去解决。
二、教学重难点
1. 教学重点：
1) 掌握本部分出现的生词和词组，达到熟练运用的目标。
2) 阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。
2. 教学难点：
1) 阅读短文，获得相关的信息的能力。
2) 理解并运用所学的词汇及表达方式。
三、教学过程
Step 1 Revision
Some Ss give some problems. Other Ss give advice.
Problems and advice:
1. I have to study too much so I don’t get enough sleep.
Why don’t you go to sleep earlier this evening?
2. I have too much homework so I don’t have any free time to do things I like.
Why don’t you go camping with your friends this weekend?
3. My parents don’t allow me to hang out with my friends.
Why not read some interesting books at home?
4. I have too many after-school classes.
Why don’t you talk about it with your parents?
5. I got into a fight with my best friend.
Why not call him up?
Role-play the conversation of 2d.
Step 2 Presentation the new words
1. relation n. 关系;联系;交往
e.g. Their relation seemed quite close. 他们的关系看起来很亲密。
2. argue v. 争吵;争论
e.g. The couple began to argue about the child’s education.
那对夫妇开始就孩子的教育问题争吵。
3. proper adj. 正确的;恰当的
e.g. It’s not proper to visit a friend too late in the evening.
太晚了，去看朋友不合适。
4. nervous adj. 焦虑的;担忧的
e.g. Don’t be nervous. It is just a small test. 不要紧张。就是个小测试而已。
5. clear adj. 清楚易懂的;晴朗的
e.g. The sun shone out of a clear sky. 天空晴朗，阳光灿烂。
五下英语教案【篇5】
Title: A Standard English Lesson Plan
A well-designed English lesson plan is essential for effective language instruction. It serves as a road map for both teachers and students, outlining the objectives, activities, and assessments for the class. In this article, we will explore the components of a standard English lesson plan and provide tips for creating a successful one.
1. Objectives: The first step in designing a lesson plan is to clearly define the objectives of the lesson. What do you want your students to learn by the end of the class? Objectives should be measurable and specific, such as mastering a grammar concept or improving speaking fluency. It's important to communicate these objectives to students so they know what they are working towards.
2. Warm-up: A good lesson plan often starts with a engaging warm-up activity to get students motivated and ready to learn. This can be a game, a short discussion, or a quick review of previous material. A warm-up helps set the tone for the lesson and can be used to activate prior knowledge or introduce new vocabulary.
3. Presentation: The presentation phase is where the teacher introduces and explains the new language or skill that will be taught in the lesson. This can be done through a variety of methods, such as a lecture, a demonstration, or a video clip. It's important to make this part of the lesson engaging and interactive to keep students interested and involved.
4. Practice: After the new language or skill has been presented, students need the opportunity to practice using it. This can be done through pair work, group activities, worksheets, or role plays. Practice activities should be relevant to the objectives of the lesson and provide opportunities for students to use the language in a meaningful way.
5. Production: The production phase is where students demonstrate their understanding of the new language or skill by completing a task or activity on their own. This can be a writing assignment, a speaking task, or a project. The goal of the production phase is to give students the chance to apply what they have learned in a real-world context.
6. Review and assessment: The lesson should end with a review of the key points covered and an assessment of student learning. This can be done through a class discussion, a quiz, or a reflection exercise. Assessments should be aligned with the lesson objectives and provide feedback to both students and teachers on their progress.
In conclusion, a standard English lesson plan should be well-organized, engaging, and focused on student learning. By following the components outlined in this article, teachers can create effective lesson plans that help students achieve their language learning goals. Remember, a good lesson plan is the key to success in the language classroom.
五下英语教案【篇6】
教育目标：
1、复习单词 bus
2、学习短句 get on /get off
3、学习句子 get on the bus get off the bus
教育过程：
1、问好：good morning boys and girgs
2、出示bus 图片，what is it？
3、复习 bus
4、出示纸偶小动物，做上车动作并教get on the bus ，并要小朋友，学说get on
5、幼儿练习说get on the bus 并做让小动物上车的动物，等幼儿都学会后，做小动物
下车动作并教学get off the bus ，幼儿跟
游戏：交通车
幼儿把小椅子当bus ，教师发号指令：get on the bus ，幼儿迅速坐到小椅子上，
教师说get off the bus 时小朋友迅速从小椅子上起来，
请幼儿发号指令。
7、 Time is up goodbye.
五下英语教案【篇7】
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词： heel,scoop,electricity, style, project, pleasure,zipper, daily, website, pioneer,list,mention
能掌握以下句型：
① —When was the telephone invented?
—Ithinkit was invented in 1876.
② —What are they used for?
—Theyareused for seeing at night.
2) 能谈论物品被发明的时间、发明者，表达某发明的用途。
2. 情感态度价值观目标：
了解一些近现代发明的时间及用途，激发自己热爱发明的情感。培养想象力，善于观察事物。面对难题，用积极的态度去解决，发挥想象力，认识世界，改造世界。
二、教学重难点
1. 教学重点：
1) 本课时的单词、词组和句型，学习运用一般过去时态的被动语态。
2) 学会询问发明时间及用途的基本句型：
—When was the telephone invented?
—Ithinkit was invented in 1876.
—What are they used for?
—Theyareused for seeing at night.
2. 教学难点：
运用一般过去时态的被动语态来讨论发明的发明时间及用途。
三、教学过程
I. Warming up
1. 展示一些近代发明的图片与近代发明的发明者，让学生们将图片与发明者相连。
T: Do youknowwhatthese inventions are?
S1: It’sacar.
S2: It’satelephone.
S3: It’satelevision.
T: Do youknowwhothese inventors are?
S1: Karl Benz
S2: Alexander Bell
S3: J. L. Baird
Let Ssmatchtheinventions and the inventors.
Ⅱ. Presentation
引导学生们学习一般过去时态的被动语态结构。
让学生们看大屏幕的如果爱和发明者的图片,并将句子改为被动语态。
如：
T: KarlBenzinventedthe first car in 1885.
The firstcarwasinvented (by Karl Benz) in 1885.
Ⅲ. Talking
1. Lookatthepictures in 1a. Discuss with your group, in what order do you thinktheywereinvented? Try to number them [1-4].
2. Ssdiscusswiththeir partners and number the pictures.
3. Talkingabouttheinventions:
A: I think theTVwasinvented before the car.
B: Well, IthinktheTV was invented after the TV.
Ⅳ. Listening (1b)
1. T: Tell Sslookatthe pictures and years on the left.
2. Playtherecordingfor the Ss to listen.
3. Ss listentotheconversation and try to match the invention with the proper year.
4. Playtherecordingagain.
5. Checktheanswers.
Ⅴ. Pair work (1c)
1. Ss trytorememberthe invention and the year.
2. StudentB,coverthe dates. Student A, ask Student B when the things in the picture in1bwereinvented. Then change roles and practice again.
3. Let somepairsaskand answer in pairs.
e.g. A: Whenwasthetelephone invented?
B: I thinkitwasinvented in 1876.
…
Ⅵ. Learning the new words & Listening
Look atthepicturesthen learn the new words.
Work on 2a:
T: Tell Sstheywillhear some interesting inventions.
1. Lookatthepictures in 2a. Discuss the things what they are used for.
2. Playtherecordingfor the Ss to listen and number the pictures.
3. Playtherecordingagain to check the answers.
Work on 2b:
1. Let Ssreadthechart below. Explain some main sentences for the Ss. Make sure theyknowwhatto do.
2. Playtherecordingfor the Ss to fill in the blanks.
3. Playtherecordingagain to check the answers.
4. Listenagainandfill in the blanks.
Ⅶ. Pair work (2c)
1. Tell Sstomakeconversations using the information in 2b. Make a model for the Ss.
A: Whatarethe shoes with special heels usedfor?
B: Theyareused for changing the style ofthe shoes.
2. Let someSsmakeconversations using the information in 2b.
3. Seewhichgroupdoes the best.
Ⅷ. Role-play(2d)
1.Readtheconversations and Let Ss read after the teacher.
2. Explainsomenewwords and main points in the conversation.
3. AskSstorole-play the conversation in groups.
X. Language points
1. Well, youdoseemto have a point…
haveapoint 有道理
e.g. Iadmit(that) you have a point. 我承认你有理。
2. Theyareused for seeing in the dark.
be usedfordoingsth.表示“被用来做某事”。相当于be used to do sth.
e.g.Thiscomputer is used to control all themachines.
这台电脑是用来控制所有机器的。
Do youknowwhat this tool is used for?
你知道这工具是用于做什么的?
3. Thinkabouthowoften it’susedin our daily lives.
thinkabout 表示“考虑，想起”
e.g. Heisthinking about travelling in thesummer holidays.
他正在考虑暑假旅游的事。
Shewasthinking about her childhood days.
她正回想她的童年时期。
【拓展有关think 其它的短语】
thinkof 指“考虑，记忆，记起”
如：You thinkof everything! 你全都提到了。
I can’t think ofhis name at the moment. 我一时想不起他的名字。
think sth. over指“仔细想，审慎思考，作进一步考虑”
如：Please think over what I said.请仔细考虑我说的话。
I wanttothink it over. 我想仔细考虑一下这件事。
think sth.out 指“想通，想出，熟思”
如：He thought out a new idea. 他想出了一个新主意。
Thatwantsthinking out. 那件事需要仔细考虑。
Homework
Recitetheconversationin 2d.
五下英语教案【篇8】
教学目标
1、能听说认读，并理解本课的五个新单词：young old kind funny strong
2、能掌握句型Who’s your ….? What’s he /she like ?并能在具体的语境中运用。
3、培养学生热爱、尊敬老师的情感。
教学重难点
教学重难点：be like词组的理解与运用。
教学工具
课件
教学过程
一、Warm-up
1、Show a picture of some teachers.
Who’s he /she ? He’s/She’s my music/art / computer/ science teacher .
二、Presentation
1.设计一位转学来学校的新朋友Zip。(让他做个有趣的动作)形容他。
2、让Zip介绍自己的学校和老师。
What’s he like ? He’s short and strong .
3、Pair work向对方介绍朋友
三、Practice :
活动设计1：Make a new chant.
My grandpa is old .My mother is young.
My father is tall . My little brother’s short.
活动设计2：Read and match.
活动设计3：Describe the pictures. (Ask and answer:Who’s this? He’s /She’s…What’s he/ she like ? He’s/She’s ...)
活动设计4：Discuss the picture. (学生自由操练，自带家人、朋友老师的照片，在真实的情景中综合运用所学语言。)
四、Homework
口头作业：学会描述自己的老师或家庭成员。
课后小结
学了这节课，你有什么收获?
课后习题
完成课后练习题。
板书
Unit1 My New Teachers
五下英语教案【篇9】
幼儿园中班英语教案：father,mother,grandmother,grandfather
Englishplan
Date:September4period:2
Content:Hour1
Item:Unclemotherfathergrandmothergrandfather
prepare:photospictureCD
Teachstep:
Warmup
1Greeting
T:Hello!Goodmorning,boysandgirls!
K:Goodmorning,teacherBell.
T:Howareyou?
K:Iamfine,thankyou!Andyou?
T:Iamalsofine,thankyou!Howistheweather?
K:Itissuyday.
T:Yes,itissuyday.Doyoulikesuyday?
K:Yes,weare.
2TpR
T:Clap,clap,clapyourhands.
K:Clap,clap,clapmyhands.
T:Clapyourhandsasquicklyasyoucan.
Clapyourhandsasslowlyasyoucan.
3song
LetssingthesongHowIstheWeatherLikeToday?
present
1ShowJimmysfamilyphototothekids.putitonthewhiteboard,andaskJimmytointroducethememberstotheotherkids.Jimmypointhisfather,teachersay:father
andthekidsreadafterteacher.Thesametotheothermembers.
2putthepicturesoffather,mother,uncle,grandfatherandgrandmotheronthewhiteboard.Ask4kidstotouchthepicture,whenteachersay:father(mother,uncle,grandfatherandgrandmother),theymusttouchthepictureoffatherquickly.whoisquicklyandwhoisthewier.
Drill
1Findinggame
Thekidsclosetheeyes,andtheteacherputthe5picturesundertheirchair.whenteachersay:Openyoureyes.Theyfindthepictureundertheirpicture.Thenteachersay:
Father(mother,uncle,grandfatherandgrandmother)theymustputthepicturesonthewhiteboardonebyone.Andreadoutloudly.
2Upanddown
Teachersayfatherthekidsmuststandup.
mothertheymustsitdown.Thesametoanytwoofthesenewwords.Whoisslowly,andheorshemustreadoutthewordsloudly.
Review
1Saybye-byetofather,mother,grandfather,grandmotheranduncle.
2Gopeepeeanddrinksomewater.
五下英语教案【篇10】
【教学重点】认读对话中出现的生词和新语言; 熟练朗读并表演课文内容
【教学难点】句型: “it looks like….” “it’s your turn now.”
【教具准备】
1． fashion show，t-shirt，vest，dress的图片及t-shirt, vest, dress纸质实物
2． 报纸，鞋盒，纸的实物及单词卡片
【教学过程】
一、热身 (warm-up/preview)
1 师生演唱第三单元的歌曲 “my clothes.”
2 教师播放资源库中第四册recycle 1的let’s sing “what time is it?”部分这首歌的旋律大家很熟，歌词也很简单，教师不必多浪费时间与解释，让学生听、跟唱即可。在学生掌握旋律的基础上，教师可利用钟表调整时间，可以是整点，也可是60分以内的非整点时间。
二、新课呈现 （presentation）
1 教师可参照第四册第二单元部分let’s learn的图表，让学生做问答练习，最后引出这节课的主题 a fashion show.
2 教师在黑板上写出read and act 部分的主题: a fashion show, 然后出示教学挂图或放vcd, 让学生了解故事大意。
在听，看之前，教师提出问题让学生去听。
(1) what show is it?
(2) what time does it begin?
(3) where?
3 教师放录音或看投影片的同时，出示本部分的生词和新句子的卡片。paper, newspaper, wonderful, fashion show, just wait and see, see you later. 句子：it’s a secret！it looks like a fish. it’s your turn now.
4 学生跟读录音，并分角色朗读。
三、趣味练习 （practise）
1． 出示对话中的8幅图，打乱顺序地听对话，请同学把对话与图配对。
2． 请同学把8幅图按照顺序排列好。（在排图的过程中，可以展开竞赛的方式，找到第一幅图后，请本组的两个同学把这个图的内容说出来，依此类推）