第一篇：小学五年级英语教案Unit3Mybirthday
能用英文表达一年中的四季，并了解四季的划分。
教学难点：
能正确朗读12个月份，并能默写。能结合所学语言点开展对话。
课前准备：
1．教师准备教学过程中所需要的年历、声音和课件。
2．教师准备录音机及录音带。
四、教学过程：
Warm—up（热身）
活动一：唱一唱
教学参考时间：3分钟
①教师播放歌曲“What'syourfavouriteseason？”。
②学生跟唱，边唱边作每个季节相应的动作。
活动二：说一说
教学参考时间：5分钟
①教师将歌曲定格在春季的图片上，而后问学生“Whatseasonisit?”。学生回答“ring”，如果没有学生能答出，教师再次播放歌曲。
②请学生用“Ilikering/autumn…..”说一说自己喜欢什么季节。
Presentation（新课呈现）
活动三：学一学
教学参考时间：7分钟
①教师拿出事前准备的年历，逐月用英语介绍，让学生初步接触了解12个月份的英文表达方法。
②教师翻到某一月，向学生介绍说：“Mybirthdayisin….”，并在当月画上一个大的生日蛋糕，让学生理解“birthday”的意思。而后询问学生：“Whenisyourbirthday?”。
③学生课件，教师点击12个月份的英文单词，播放其发音。学生可重点学习自己生日的月份，而后说一说：“Mybirthdayisin….”。
④教师再次播放单词录音，学生根据自己的情况或喜爱，重点学习三、四个月份。
⑤请若干名学生做小老师，教大家他会的月份，其他学生学习。
活动四：问一问
教学参考时间：5分钟
①学生看课件，出示28页中的第一幅图（两个小男孩对话），教师指着黑皮肤的小男孩问：“Doyouwanttoknowwhenhisbirthdayis?Pleaseaskhim.”。
②教师鼓励学生用“Whenisyourbirthday?”来进行提问，当大部分学生都能提问后，教师点击小黑孩的对话窗，让学生听后回答。
③请学生问自己的好朋友，或是他不知道谁的生日去进行提问。
如：A:Hello,Jack.Whenisyourbirthday?
B:MybirthdayisinJuly.Andyou?
A:InApril.Let’splay（趣味操练）
活动五：Let’splay
教学参考时间：5分钟
①教师说一个月份，请学生说出它的下一个月份。
②全班分成男生队和女生队。男生队派一名代表说月份，女生说出中文；男生说中文，女生说出相应的英文。而后互换，评出优胜队。
③教师出示26页第一幅图，但展示时不出示月份及其英文。请学生猜一猜每幅图是哪月，教师问：“Whatmonthsarethey?”。学生指着一幅图说：“It’s….”，说对了教师则点击此图，出示月份及英文。
活动六：Let’sstart
教学参考时间：5分钟
①展示26页第一幅图，请学生把12个月份按四季划分。
②教师把四月画在春季后，请学生说一说还有哪几个月是春季。教师点击课件ring后，显现答案：三条线分别连着3、4、5月份。
③教师播放对话录音，请学生两人一组进行对话。而后请学生用“Mybirthdayisin….”说一说自己是哪个季节生的。
Coolidationandexteion（巩固与扩展）
活动七：Groupwork
教学参考时间：5分钟
①教师发给学生一个表格，让学生在组内进行调查，问问组员都是几月份的生日。
②教师提问一个组：“HowmanybirthdaysarethereinJanuary/May…?”，学生根据小组的调查表进行回答。
③请若干名学生询问其他组的调查结果。教师还可以鼓励学生根据调查结果说一说全班在一月份生日的有多少人，二月份的有多少人…。
活动八：做一做
教学参考时间：5分钟
教师带领学生完成活动手册A部分中的第1题和第3题。
五、板书：
Unit3Mybirthday
January(Jan.)February(Feb.)March(Mar.)
April(Apr.)MayJune
JulyAugust(Aug.)September(Sept.)
October(Oct.)November(Nov.)December(Dec.)
第二篇：小学五年级英语教案
（人教pep）英语教案五年级下册 unit5
Unit5 Look at the monkeys
The first period 教学内容：Let’s learn.Let’s chant.Let’s start.教学重点：
1、Let’s learn部分的单词：flying, walking, running, jumping, swimming.在情景中使用对话中的句子，并能恰当的替换句中的单词。
2、听、说、读、写单词：flying, walking, running, jumping, swimming。
教学难点：
1、walk, run, jump, swim的末尾字母与ing连读的发音。
2、running和swimming的单词拼写。
教学准备：
教学过程中所需的图片（let’s start）、录音（let’s learn, Let’s chant）、课件、动画素材。本课时的五张单词图片和卡片。
教学过程：
一、Warm-up 活动一：唱一唱
教师播放三年级上册第四单元A部分Let’s do的录音。教师适时出示各种动物的词卡，学生边说边做相应的动作。教师播放三年级上册第四单元B部分Let’s do 的录音，方法同上。活动二：做一做教学参考时间：2-3分钟
（1）教师将jump, walk, fly三个词写在黑板上，然后手指相应的单词发指令，如：jump like a rabbit.Walk like an elephant.Fly like a bird.学生边跟读边做相应的动作。
（2）教师继续发指令，学生做动作，适时提问：What are you doing?，引导学生回答：I’m(jumping)(like a rabbit).。教师在黑板上的jump后面加上ing，呈现新词：jumping。同法引入walking和flying。
二、Presentation 活动三：学一学教学
教师出示Let’s learn部分的教学课件，提问：What animals can you see in the picture?让学生回答。教师指着大象说：Look at the elephant!It’s walking!The elephant is walking.教师让学生重复句子。
分别指着一只鸟和小兔子，让学生模仿句子说出：Look at the bird!It’s flying!The bird is flying.Look at the rabbit!It’s jumping!The rabbit is jumping.让学生看图回答：Why is the rabbit jumping? What animal is after the rabbit?引导学生回答：A tiger.教
师再问：What is the tiger doing? 引导学生回答：It’s running.The tiger is running.教师板书：running。
教师指着正在水里游的鱼，问：What is the fish doing?引导学生回答：It’s swimming.教师板书：swimming.教师播放课件中的对话，让学生重复句子。让学生看板书，读出单词。
教师手指running, 问：How many “n” s are there in this word?引导学生回答。用同样的方法提示学生swimming中的字母m也要双写。
让学生拼读单词。running, r-u-n-n-i-n-g, running 活动四：说歌谣
教师出示图片，让学生听Let’s chant部分录音2-3遍，以小组为单位将图片 按听到的顺序摆好。
教师让学生通过图片理解单词leaping, fighting, biting, climbing, snoring的中 文意思。教师给学生解释never boring的中文意思。听录音，跟说歌谣并表演。活动五：编歌谣
（1）教师出示Let’s start部分的图片，让学生看图说句子：Look at…!It’s… The … is…
（2）让学生两人一组，根据Let’s chant部分，自编歌谣。（3）把自编的歌谣说给大家听。
三、Let’s play
活动六：玩一玩
（1）教师请一名男生和女生上台，女生做一个动作，其他学生根据动作猜动物的名称，如：It’s a rabbit.动物名称猜对后，男生做一个动作，其他学生根据动作说一个句子，如：The rabbit is jumping.除了Let’s learn部分的五种动物外，教师还可以让学生表演其他的动物和相 关动作。
（2）同桌或四人一组做此游戏。活动七：猜一猜
（1）教师准备一些动物玩具，让学生摸一摸、猜一猜动物的名称。（2）教师可以问：What’s this? What is it dong?也可以用布将玩具盖住，让 学生猜一猜。
四、Consolidation and extension 活动八：练一练
（1）活动手册A 1Listen and number.先让学生看图说一说他们所看到的小动物以及小动物们正在
做的事情。然后听录音按听到的顺序标号。
（2）活动手册A 2 Listen again and write.让学生再听一遍录音，在横线上添上所缺的单词。然后让学生读一读这段话。活动九：小结
本课我们学习了如何表达动物们正在做什么：The… is….;还学习了五个带有ing形式的动词：flying, swimming, walking, running, jumping，教师提醒学生注意swimming和running的拼写。
五、教学后记：
本课主要学习了Let’s learn部分的单词：flying, walking, running, jumping, swimming.并能在情景中使用对话中的句子，还能恰当的替换句中的单词。
第三篇：小学五年级英语教案
教学重点：表示颜色单词white, black, brown, pink, orange的学习。
教学难点 ：
1、white 一词中元音字母 i发的音不易到位，black, brown 的发音也较难，且学生不易区分。
2、Let’s do部分的指令语，听懂、会做即可。
教具准备：教师准备一个用硬纸壳制作的颜色转盘，和用硬纸壳制作的小雨伞。教师准备有颜色的纸板制作的指令牌。教师和学生都准备一套水彩笔或蜡笔。学生准备一张白纸。教师准备配套教材的录音带。教师准备一个小球。
教学过程 ：热身、复习(Warm-up/Revision)
（1）师生相互问候
T: Hello,/Hi,/Good morning,/Good afternoon, boys and girls.S: Hello,/Hi,/Good morning,/Good afternoon, teacher.T: How are you?
S: Very well, thanks.（2）游戏：接力问候赛
教师拿出准备好的小球，建议道：Let’s play a game.引导学生说出表示赞成别人提议的感叹语Great！教师将球抛给一名学生说：Hello./Hi./Good morning./Good afternoon.How are you? 接球的学生回答：Fine, thank you.。之后，由第一个学生抛球并问：Hello./Hi./Good morning./Good afternoon.How are you?第二个接球的学生回答内容与第一个学生不能相同，如：Very well, thanks.。以此类推，直到不同的答语说完为止，再进行一轮。回答不上来的学生没权力投球。
（3）教师建议：T: Let’s sing a song.S: Great.师生同唱歌曲 “Teddy Bear”，边唱边做动作。
（4）游戏： 猜颜色
让一个学生手中藏一种颜色的图片，上前主持游戏，请其他同学猜颜色。学生们众说纷纭，颜色词练习。猜对的学生给与奖励并由他负责主持下一轮游戏。（颜色以学过的为主blue, green, yellow, red, purple）呈现新课(Presentation)
（1）在猜颜色游戏中，教师有意在最后出示一个学生没学过的颜色，引出新单词的教学。如：white，教师在出示白彩笔之后带读white，学生跟读。white 一词中元音字母 i发的音不易到位，教师要提示学生张开口，发好音。
（2）教师让学生拿出蜡笔和水彩笔，学习black, brown, pink, orange。方法：教师举起粉色水彩笔或蜡笔说：Pink, pink, this is pink.边说边举，边听边看，训练学生手、脑、口、心、眼协调统一的（转载自本网http://，请保留此标记。）能力。注意 black, brown 的发音，适当提示，切忌盲目纠音。
（3）利用颜色卡片，教师再次带读 white, black, brown, pink, orange，提示 white, black, brown 的发音。
（4）学生听Let’s learn 的录音，指着书上的图跟读。边说边指，边听边看，也训练了学生手、脑、口、心、眼协调统一的能力。
（5）游戏 BINGO
教师让学生将自己喜欢的9种颜色的蜡笔，按三行三列的方法摆在桌面上，教师任意说颜色，学生如果听到教师说到自己所摆的蜡笔的颜色，则在蜡笔上放一小张纸片，当摆出的纸片，有三个成为一条线时说：BINGO，为游戏的胜利者，教师可发小奖品。趣味操练(Practice)
（1）认读所学颜色的卡片 blue, green, yellow, red, purple, white, black, brown, pink, orange
（2）教师拿出准备好的一个用硬纸壳制作的颜色转盘，和用硬纸壳制作的小雨伞。边说英语边在上面涂颜色，制作好后将雨伞和陀螺转动，说说看到的颜色。
（3）让学生听Let’s do部分的录音，根据录音做动作，说到颜色时就手中举起蜡笔，左右会懂。
（4）教师举起准备好的指令牌，让学生说指令牌的颜色，教师说指令，学生做动作。如：
教师举白色牌子时，学生说：White, white , 教师说：Stand up.学生做起立的动作。课堂评价(Assessment)
做活动手册本单元第5 部分的练习。扩展性活动(Add-activities)
让学生动手用所学颜色画把雨伞或做个陀螺。并让学生将所做的物品转动起来，说说所看 的颜色。这时，教师可充分发挥学生的能力，做事情、说英语。
板书设计 ：
教案点评：
本课时Let's learn 部分学习white, black, brown, pink, orange等颜色单词。热身、复习环节，主要复习所学的各种问候语和颜色单词。呈现新课时，教师接着第一环节中猜颜色的游戏，有意在最后出示一个学生没学过的颜色，从而引出新颜色单词的教学。教学新知时，教师让学生拿出蜡笔和水彩笔，学习black, brown, pink, orange。再利用颜色卡片，教师带读单词，同时要提示 white, black, brown等的发音。BINGO游戏可复习所学的全部颜色单词。在学生基本掌握新单词之后，教师可以让学生动手用所学颜色画把雨伞或做个陀螺。最后，教师让学生将所做的物品转动起来，说说所看到的颜色。通过此种活动形式，教师可充分发挥学生的能力，做事情、说英语。
探究活动
1.仔细观看下面的图。
2.然后在表格中勾出各种东西对应的颜色。
3.结合选择的颜色，用自己的话给大家介绍每种东西是什么颜色。
4.教师引导学生进行自我评价，最后在全班评出表现优秀的前三名。
您可以访问本网（）查看更多与本文《Unit 3 Lets paint第五课时》相关的文章。
第四篇：小学五年级英语教案文档
M8
U2 课题 What did Lingling go yesterday? 课型 New lesson 教学
目标 知识与能力 能口头运用What did Lingling go yesterday?这类语句询问过去发生的事情，并能口头运用Yesterday I went to Sam and Amy’s school.这类语句回答。
过程与方法 运用所学语言描述过去所发生的事情。
情感与态度 通过对比中国和英国学生的不同生活，增强学生的跨文化交际的意识。重点 区分一般现在时态和一般过去时态的运用。
难点 熟练准确的用所学知识描述自己或者他人的学校生活。
教法 使用情景交际法和任务型教学法，使学生能够熟练掌握本课的单词和句型。学法 小组合作竞赛。教学
准备 课件、录音机、单词卡片等等
预习设计 复述Amy的学校生活，预习本节课的单词和课文。教学过程 施教者调整 Step Ⅰ: Greetings T: Hello!How are you? Ss: I’m fine, thank you.T: What time did you get up? Ss: At seven o’clock.T: What time did you go to school? Ss: At half past seven.T: Do you like skip rope? Ss: Yes, I do.No, I don’t.Step Ⅱ:Warming up 1． Last class we have known something about Amy’s school life.You must find differences between China’s school life and England’s school life.Now please tell me your answer.T: They start school at 8 o’clock.Ss: China.T: They play in the playground before 9 o’clock.Ss: England.2 Review Unit 1 simply.Step Ⅲ:New teaching 1 Lingling went to Amy’s school, and then she wrote a letter to Daming.Do you want to know what did Lingling tell Daming? Let’s learn Unit 2 today.2(1)Listen to the tape and underline the new words(2)Teach and practice the new words in different ways.Listen to the tape again and answer these questions.Q1: Where did Lingling go yesterday?
Q2: What time do they start school in England?
Q3: What do they do in the playground?
Q4: What did Lingling do with the girls?
Q5: What time did the bell ring?
Q6: What did they do then? Learn the A3, let the students read the words, and then teach these pronunciations.Study the song of A4, then pide the class into two groups to sing the song.Step Ⅴ: Practice
Work in groups to Practice A5,like this:
A: look!What time is it now?
B: It’s 3 o’clock.A: What do you do at 3 o’clock?
B: I have Music at 3 o’clock.Step Ⅵ :Homework Read and repeat the text, tell your friends Amy’s school life.【板书设计】
Module8 School Unit 1 What time does school start? New words: bell
ring—rang
New sentence: What time do they start school in England?
They start school at 9 o’clock.What did Amy and Lingling do yesterday?
They skipped rope in the playground.课时教学计划
单元 M 9 U1 课题
Are you feeling sad 课型 新授 教学
目标 知识与能力 使学生能听说、认读单词;能了解母及字母组合ts, ds, tr, dr, ch, j, dg 在单词中常见的读音;能准确理解并熟练地运用 “Are you feeling sad/ bored/ angry? Feel happy/ sad/ tired/ bored/ hungry”
过程与方法 通过活动体验，在交流中学会询问和表达情绪和感受，发展综合语言运用能力。情感与态度 在小组交流与合作中培养孩子的互助意识 重点 能准确理解并熟练地运用 “Are you feeling sad/bored/angry?feelhappy/sad/tired/bored/hungry 难点 在真实情景中灵活运用新知识询问和表达情绪和感受 教法 情景教学法 学法 合作交流法 教学 准备 课件
预习设计 预习课文和单词 教学过程 施教者调整 Ⅰ.Warm-up
1、Greeting.2、sing a song, “I get up in the morning.”
3、Free talk——谈论周末活动。
师：Tell me, please!What do you usually do at the weekend?（用简笔画：Do you feel happy/bored/sad/tired?）
板书各种情绪的图片教学happy/bored/sad/tired/sad/tired/hungry.Ⅱ.Pre-task——调查同学们今天的情绪状况。
1、导入：Talk about the feeling now Q1: How are you feeling now?
Q2: Are you feeling sad/ happy/ bored/ tired/ hungry/ angry? Q3: What’s the matter? Q4: Do you want to„？教学“What’s the matter?”
2、任务呈现——今天你的心情如何呢？让我们来做个调查吧？ Ⅲ.While-task
1、Game：教师引导学生将“感觉”和“物品图片”一一对应，贴在黑板上，让学生对号入座。如：
Feelings Things hot ice-cream, fan„ hungry Sweater, gloves„ happy Egg, hot dog„ Tired Chair, bed„ „ „
然后同桌两人一组，互相询问对方的心情。
如：A: What’s the matter, Mary? Are you feeling„? B: Yes./No./Nothing.A: Do you want„?
2、视听结合，有声有色。
①师：“Lingling is feeling sad today.What’s the matter with her? Let’s listen and answer my questions”教师播放课文录音，并进行听法指导，同时完成课堂活动用书活动1——圈出正确或错误。
②教师分段播放录音，订正练习，解读课文难点。Q1: Is Lingling feeling sad? A: No.Q2: Does she miss China? A: No.Q3: Is she feeling bored? A: No.Q4: Is she feeling angry? A: No.Q5: Does she want to play chess? A: No.Q8: What’s the matter with her? A: She is going to make a surprise cake for Amy’s birthday? ③教师再次播放录音，让学生跟读，教师给予适当的指导。④完成课文活动3。Ⅳ.Post-task
1、完成课堂活动用书练习了。
2、四人小组互相询问并了解今天的情绪和感受及原因，并填写调整。Name Feeling What’s the matter?
3、全班统计今天的情绪状况。V.Homework 选做：
1、用所学的词汇来向朋友或者家人描述你的心情。
2、仿照课文编写三组关于心情的对话，用英语写出。9 【板书设计】
Unit 1
Are you feeling sad ? Feel sad bored angry
Are you feeling „ ?
No Miss nothing secret
what’s the matter ? Tell surprise
nothing
课时教学计划
单元 M 9
U2 课题
I feel happy.课型 新授 教学
目标 知识与能力 能听懂会说本课语言happy,sad,bored, tired,hungry,grandfather,farm,chess,lost,smell和句型Are you feel happy ?的问答。
过程与方法 培养学生自主学习和合作学习的能力，以及能积极参加语言交际，并会用英语思维的能力。
情感与态度 培养学生关心他人的品质，并勇于表达自己的内心感受，培养学生的自信心和合作精神，以及用英语交流沟通的能力。重点 能听懂会说本课语言： happy,sad,bored, tired,hungry,grandfather,farm,chess,lost,smell和句型Are you feel happy ?I feel „„的问答。
难点 能够灵活运用本课的交际用语进行拓展交际。教法 情景教学法 学法 合作交流法 教学 准备 课件
预习设计 预习课文和单词 教学过程 施教者调整
1、Warming up
(1)教师与学生打招呼，做好课前准备。
Class begins!
T:Hello ,boys and girls!
S:Hello ,Miss Guo
T:How are you ?
S:I’m fine.Thank you!
2、Revision
T：Are you feeling thirsty? S:„（根据实际情况回答）T:Are you feeling angry?
S:„（根据实际情况回答）
3、New Teaching
（1）Let’s listen to a poem, ok?
(让学生听读part4，引学生进入英语环境中。)
※
学生先听一遍
※
然后让学生打开书，边指边听
※
再跟着老师读一遍
（2）Well，Are you bored now?I think you should be bored.so now let’s do something very happy and exciting.(3)出示多媒体图画（If you are happy）让学生看起来就很兴奋，很高兴！然后问：How do you feel?are you feeling happy now?
(4)引出新单词，学习新单词
happy
sad
tired
bored
hungry
(边读边做相应动作及表情，开火车表演、个人上讲台表演等)
（5）Now please look at the screen and guess how do they feel ?
※
出示多媒体插图1（今天我帮爷爷在农场干了一整天的活，现在感觉很累的情景图）
让学生说：“ I feel „”
※
出示多媒体插图2（今天我下国际象棋赢了，现在感觉很高兴的情景图）让学生说:“feel „”
※
出示多媒体插图3（外面下雨不能出去玩，感觉很无聊）让学生说：“ I feel „”
※
出示多媒体插图4（昨天我丢了书包，现在还没找着！我觉得很伤心！）让学生说：“ I feel „”
※
出示多媒体插图5（我可以闻到很香的粉条汤，我觉得很饿！）让学生说：“I feel „”
（6）I want to know your feeling now.学习Part2(now point and talk)
A:Today I helped my grandfather on the farm.B:Do you feel tired ?
A:Yes ,I do.※
拿出卡片问学生：Do you feel„?Yes,I do.No,I don’t.或者学生问学生（同桌问、或走访问等）
※出示表格 CD-ROM
※
教师带读两遍
※
学生齐读一遍
4、Practice
※Now.games time.act and say（播放兔子舞舞曲，学生随着音乐传球，音乐一停，谁拿到球谁表演，表演好的给予奖励）
5、Summary and homework
※再把单词过一遍，happy sad tired bored hungry（齐读）请用有关心情的词汇来造句，或者编一段对话，并用英语写下。
6、Say goodbye Class is over!goodbye boys and girls!
【板书设计】
Unit 2 I feel happy
tied grandfather
How dothey feel?
Today I helped my grandfather on the farm.farm game lost
Do you feel tired ? sell
Yes ,I do.课时教学计划
主备人：lushuangxia
单元 Modole 10 课题 Unit1 You should look,then cross the road.课型 新授
知识与能力 学会新单词，掌握新句型
过程与方法 情境教学法，游戏教学法
情感与态度 帮助学生学习英语的自信心2.培养在实际情境中运用知识的能力 重点 会听，读，写新的句子；了解新句型 难点 会使用should,shouldn't 教法 游戏教学法，情境教学法，合作学习法 学法习得学习，任务型学习，小组学习教学
准备 单词卡片，录音机以及多媒体课件 预习设计 让学生试着用英语写简单的明信片。教学过程 施教者调整
Step 1: Warming up.1.Talking.每节课前都有一个学生，根据前几课的内容准备一些问题提问学生进行交谈。2.Sing a song.3.Chant.Step 2: 任务呈现与课文导入。谁最聪明？
A.先呈现单词卡片should，shouldn't学生用英语说。
B.教学生说句型：I should 或 shouldn't C.师：What should you do when you cross the road?
生：I should „
老师给说对的学生一张小贴纸。Step 3: Text learning.Firstly,the students should follow the tape—recorder,then circle the new words in the text.Secondly,some boys and girls can read some questions,the questions are on the board: X Kb1.C o m
What shouldn't you do when you cross the road ?
What does Tom do when he cross the road?
What do you do when you meet your mother'friend?
Thirdly，the students should follow the tape-recorder again，sentence by sentence，then the teacher and the students read together.Last,Then the students should answer the questions：
You shouldn’t play football.He should look,then cross the road.I should say hello.Step4
Show some pictures on the board(should,shouldn't,in the road,dangerous)use these words to make some sentences.Step5 Homework：
1．Recite the words and lessons.2．Make a dialogue with should or shouldn't.【板书设计】
Module10 Unit 1 You should look,then cross the road.A: You should look,then cross the road.B: Yes ,Mum.A: You should hold my hand,too.B: Yes ,Mum.课时教学计划
单元 Module10 课题 Unit2 You should eat fruit.课型 新授 教学
目标 知识与能力 句型：You oshould eat fruit.单词： should , shouldn't 过程与方法 情境教学法，游戏教学法
情感与态度 帮助学生学习英语的自信心，培养在实际情境中运用知识的能力 重点 会听，读，写新的句子；了解新句型 难点 会使用should,shouldn't。
教法 游戏教学法，情境教学法，合作学习法 学法习得学习，任务型学习，小组学习教学
准备 单词卡片，录音机以及多媒体课件 预习设计 让学生练习用英语向对方打招呼。教学过程 施教者调整
Step 1.Warmer 1.Say hello to Ss and review the text of U1.2.Ask Ss some questions about “Do you have any friends? What do you say when you meet them?What should you do when you cross the road? Show should ,shouldn't, and let Ss ask and answer.Step 2 Presentation 1 Tell the students that you are going to mime three things you should do.They have to guess what the three things are.2.Now mime three things you shouldn't do and once again, get the students to guess what you’re doing.Make sure they say complete sentences, e.g.“You should/shoudn't„.”
3.Now let the students continue the activity in pairs.They should take turns to do the mimes.Step 3.Practice and learn the Practice 1.1.Get four students to come to the front of the class.2.Have each student make up a statement using ‘should’, ‘shouldn't’.3.Make sentences with ‘he, she, his, and her’.Examples: T(points to Daming)
Ss: he should clean his room.T（points to Lingling)
Ss: she shouldn't play with dolls.4.Acording to the Picture 1 ,make some sentences with should ,shouldn't Step 4.Listen and say, then chant.1.Get the students to look at the pictures and describe them.Ask the students if they like doing these activities.2.Play the tape and let the students listen to the chant, play it again and have the students say the chant at the same time.Step 5.Homework: 1.Read the chant.2.Make some sentences with should or shoudn't.【板书设计】
Module 10
Unit 2 You should eat fruit.You should eat fruit.You shoun't walk in the road.
第五篇：pep小学英语五年级下册unit3Mybirthday教案
2nd period A Let’s try Let’s talk Teaching aims and demands: 1.Further master the expressions: When is your birthday? My birthday is in February.Is your birthday in February, too? No, my birthday is in…
2.Using the sentence “ How many birthdays are there in January ? ”to ask and answer.3.Understand some important festivals in China and the Western countries.二、Key points and difficult points: Try to ask and answer the partner “When is your birthday? Is your birthday in(February)? How many birthdays are there in January? When is Children’s Day?
Try to communicate with others by using the sentences they’ve learned in part A.三、Teaching aids: Tape-recorder, cards, CAI, etc.四、Teaching procedures: Step1 Warm up: Play a turntable game.Guessing which month it is.Let’s chant.(设计意图：利用转盘，让学生进行猜的活动，调动学生的积极性，复习月份单词,歌谣热身使学生自然联想上一节课内容，在轻松愉悦的环境中进入教学。)Step2 Presentation and practice Let’s try
T: Hello, A.When is your birthday? S1: It’s in January.T: What about you, B? Is your birthday in January, too? S2: Yes, it is.T: When is your birthday, C? Is your birthday in January, too? S3: No, it’s in March.T: Is Amy’s birthday in March? Let’s listen and have a look.(设计意图：通过师生之间的对话，学生初步感知新句型。)Let’s talk
1.T: Now, we know Amy’s birthday is in… Her mother’s birthday is in… Her father’s birthday is in… What about John/ Sarah? Look at the birthday chart and guess.E.g.T: When is Wu Yinfan’s birthday? Ss: It’s in January.T: Is Sarah’s birthday in January, too? Ss: No.T: When is Sarah’s birthday? Ss: It’s in March.(设计意图：通过教师的提问，学生根据记忆来回答问题，运用新句型引出新的对话教学，起到承上启下的作用。)T: You are super.Now, we have three friends to play with us.Let’s welcome them.Show the headwears of Amy, Mike and Zhang Peng.T: Do you know their birthdays? Listen to the tape and find out.5.Listen and answer the following questions: When is Amy’s birthday
Is Mike’s birthday in October? What about Zhang Peng?
(设计意图：利用任务型教学的形式，让学生带着问题去听，检测学生的听力与理解能力。)6.Read after the tape.And read in roles.(设计意图：感受纯正的英语，培养正确的语音、语调。)7.Make a new dialogue in pairs.(设计意图：学以致用，培养学生的语言运用能力。)Step3 Consolidation and extension Let’s sing Group work Show one’s family members birthdays and give a report.E.g.There are 2 birthdays in June in my family.(设计意图：检查家庭作业情况。学生运用所学句型，收集数据。同时为后面的Let’s find out做铺垫)Let’s find out Show a calendar.T: Do you like June? Why? Ss:…
T: Children’s Day is in June.When is Children’s Day? Ss: It’s in June.T: When is Tree-planting Day/ New year’s Day/…?
（设计意图：利用图片让学生学习一些重要节日的英文表达，并拓展运用“When is „.?”句型。）
Work in pairs.Match, ask and answer.Step4 Sum up Step5 Homework:
Read the conversation very fluently.Copy the conversation twice.Blackboard design: Unit3 My birthday When is your birthday ? Is your birthday in(February)? Yes, it is./ No, it’s in…
Tips: Different countries have different culture.3rd period A Read and write Teaching aims and demands: 1.Further master the listening , speaking , reading and writing of the new words and useful expressions.January(Jan.)February(Feb.)March(Mar.)April(Apr.)May June July August(Aug.)September(Sept.)October(Oct.)November(Nov.)December(Dec.)When is your birthday ? It’s in May.My birthday is in June.Uncle Bill’s birthday is in June too.2.Learn to understand the meaning of the part “ read and write.” And try to finish the exercises below.二、Key points and difficult Points:
1.Further master the spellings of the words and four-skilled sentences.2.Try to communicate with others by using the sentences they’ve learned in part A.3.To make a dialogue according to the Part Read and write.三、Teaching aids: Tape-recorder, cards, CAI, etc.四、Teaching procedures: Step1 Warm up: 1.Game: Sharp eyes 2.Free talk Show family photos and ask and answer.T: How many people are there in your family ?
S1: Four.T: Who is that man?
S1: He’s my father.T: When is your father’s birthday? S1: It’s in June.…
（设计意图：教师与学生的对话与交际，让学生复习已学的句型，为下一步新授课做好知识准备。）
Step2.Presentation and practice: Read and write Present and teach a phrase “a birthday chart for my family” Show a birthday chart.T: There are so many people in my family.I want to make a birthday chart for my family.（设计意图：解决知识难点：a birthday chart for my family为下面的阅读扫除障碍。）2．Read the text quickly, try to find out “Who is making a birthday chart for his family?”.（设计意图：通过寻找问题答案，初步了解对话大意，培养学生他们通过阅读捕捉信息大意的能力。）
3．Read the text quickly, try to find out “Who is making a birthday chart for his family?”.（设计意图：通过寻找问题答案，初步了解对话大意，培养学生他们通过阅读捕捉信息大意的能力。活动类型C）
4.Ss read the text again, circle the family members of John’s family.找出文中出现的家庭成员单词，并重点学习称呼：Uncle Bill, Cousin Alice（设计意图：通过阅读找词，学生进一步辨认家庭成员的单词，并学习称呼。）5.Read the text, tick or cross.a.()John’s grandpa’s birthday is in May.b.()John’s birthday ‘s in June.c.()There are three birthdays in May.d.()Aunt Alice’s birthday is in November.（设计意图：通过阅读课文进行判断句子，深入理解对话大意，培养学生对知识的理解能力与推断力。）
6.Finish the exercises below.7.Listen to the tape and repeat.8.Work in pairs.Then act out.(设计意图：模仿录音朗读，纠正语音、语调，在朗读中更好地理解课文。)Step3 Consolidation and extension Play a game.Next door neighbours.Who are they? My father’s mother is my
.My father’s father is my
.My father’s sister is my
.My father’s brother is my
.My uncle’s children are my
.Make a birthday chart.Then give a report.There are… birthdays in January in our class.Step4 Sum up Step5 Homework:
Listen to the tape and imitate.Copy the four-skilled sentences for three times.Blackboard design: Unit3 My birthday When is your birthday ? My birthday is in June.Uncle Bill’s birthday is in June , too.Tips: Love everyone around us.4th period B Let’s learn pair work Teaching aims and demands: 1.Master the listening , speaking , reading and writing of the new short words and expressions.first(1st)second(2nd)
third(3rd)fourth(4th)fifth(5th)eighth(8th)ninth(9th)twelfth(12th)twentieth(20th)
When is…? It’s…
2.Children can listen , speak and read the new long words.e.g.Independence Day A 3.Understand some important festivals in China and the Western countries.二、Key points and difficult Points: 1.Learn to master the spellings of the words.2.Try to ask and answer the partner “When is your birthday It’s October 1st.”
3.Try to communicate with others by using the sentences they’ve learned in part B.三、Teaching aids: Tape-recorder, cards, CAI, etc.四、Teaching procedures: Step1 Warm up:
1、Sing the song“Ten little candles dance”。Then answer the question: How many candles are there?(设计意图: 吟唱这首歌，并在这节课中复习数字，是为了分散本课时的难点，提前进行体验教学。)2.Free talk Where is the teacher’s office? Where is the computer room? Is the art room on the … floor?
（设计意图：通过日常对话，既可以锻炼学生的听说能力，也可以让学生复习之前所学习的知识，为今天的学习作铺垫。）Step2.Presentation and practice: 1.Show the CAI, read the numbers quickly.2.T: Boys and girls do you know how many months are there in a year ? Which month is the first month? Elicit them to answer “January is the first month.Most of children have understood 1st 2nd.Then the teacher takes out the picture of ‘March” to ask “ how about March？Is it the second month in a year ? Teach them the other new words.(设计意图：从数字开始入手，通过播放课件，让学生在比较、体验中理解词汇。找到序数词和基数词之间的区别)T: When is Teachers’ Day? What about National Day? When is your Independence Day? Listen to the tape and repeat.(设计意图：在学生听音之前，教师先给学生设置问题，让他们带着问题去听，目的性强。同时，教师还有意识地利用字母及字母组合的发音规律，让学生识记单词，0培养学生举一反三的能力。)Pair work.Practice in pairs.Then act out.Step3 Consolidation and extension 1.Bingo 2.Pair work.Talk about your birthday with your partner, please.(设计意图：通过同桌对话，使说的范围更为宽泛，参与的学生更多，知识学得更扎实。）Show the important festivals in China and Western countries.Know about more culture.(设计意图：让学生了解西方的节日，拓展他们的视野，培养其学习兴趣。）Step4 Sum up Step5 Homework:
a.Copy the new words four times..b.Remember the important festivals.Blackboard design: Unit3 My birthday one –first
two –second
three—third
four—fourth five—fifth
six—sixth
seven—seventh
eight—eighth nine—ninth
ten—tenth eleven—eleventh
When is your birthday ? It’s July 4th.Tips: 不追逐，不打闹，生命多美好，安全最重要。5th period B Let’s try/Let’s talk /Let’s find out /C Story time Teaching aims and demands: 1.Master the listening , speaking , reading and writing the numbers..2.Learn to express birthday in month and date.What’s the date? It’s October 1st.Who has a birthday in October ? Me.3.Use more ways to ask and answer birthday.二、Key points and difficult Points: 1.Learn to communicate with the others with more ways to ask and answer the birthday.2.Compare the expressions: “What’s the date?” and “What day is it today?”
三、Teaching aids: Tape-recorder, cards, CAI, etc.四、Teaching procedures: Step1 Warm up: 1.Listen to the song and guess the festival.“Jingle Bell”,“Happy New Year”,“It’s New Year’s Day”.（设计意图：通过歌曲，活跃课堂气氛，组织课堂教学。并让学生猜歌曲中的节日。）Sharp eyes.Free talk What day is it today? What’s the date today?
When is your birthday? What about you?（设计意图：引导学生复习序数词，询问同学的生日，紧密围绕本课的教学重点。）Step2.Presentation and practice: Let’s try
What about Wang Jianjun’s birthday?
Listen to the tape and do the exercise in “Let’s try”
（设计意图：这个环节旨在让学生通过完成Let’s try的活动进一步复习、巩固上一节课所学的内容，同时感知新授课中涉及的新句型和词汇。）Let’s talk
1.T: Who has a birthday in...? Ss:...T: We know many students’ birthdays.Do you know Zhang Peng’s and Sarah’s birthdays? Watch and answer.（设计意图：要求学生看动画模仿跟读，充分利用已有的学习资源，训练学生规范、地道的语音语调，有利于形成良好的语感。）Listen and repeat.Work in pairs and act out.Step3 Consolidation and extension Pair work.Make up one’s own conversation.Group work.Make a survey.S1: Is your birthday in …? S2: Yes./ No.S1: What’s the date? S2: It’s ….（设计意图：在相互交流的过程中复习巩固本课的重点知识，培养学生在实际生活中运用英语的能力。）Step4 Sum up Step5 Homework:
Listen to the tape and imitate.Write a report about one’s family members’ birthdays.Blackboard design: Unit3 My birthday — Who has a birthday in …?
— Me.— What’s the date?
— It’s ….Tips: 护栏保安全，翻越最危险。
6th period B Read and write Let’s play
Teaching aims and demands: Further understand the new phrases and the sentences in Unit 3.Is her birthday in June ?Yes.What’s the date ?June 9th.Try to use the sentences skillfully.Try to understand the meaning of the part “read and write ”.二、Key points and difficult Points: 1.Learn to master the new phrases and sentences of Unit 3 in listening, speaking, reading and writing.Is her birthday in June? Yes.What’s the date? June 9th.Try to express your birthday or the others’.Understand the meaning of the expressions.I am sending Grandma an e-card.Then she won’t be able to see the card.三、Teaching aids: Tape-recorder, cards, CAI, etc.四、Teaching procedures: Step1 Warm up: Greetings.Let’s sing.“When is your birthday?”
（设计意图：通过问候及歌曲哼唱回顾句型，让学生在轻松愉快的氛围中复习语言，为学生创设一个英语听说的积极环境。）Free talk When is your birthday? My birthday is in.....What’s the date? It’s...（设计意图：师生围绕本单元话题进行对话，为新授知识奠定基础。)Step2.Presentation and practice: Draw a picture.Teach “a birthday card” T: I’m making a birthday card.2.Then draw a computer, and say: Look, the card is in the computer!Oh, it’s an e-card!I am sending Grandma an e-card.（设计意图：通过一步步的简笔画吸引学生注意力,引起思考,增加师生的交流。给黑板上的birthday card画上电脑边框，让学生感到新意，从而为引出sending an e-card创设了情境。)3.Zoom is sending an e-card, too.Then I have two questions for you: Q1: Is Grandma’s birthday in June? Q2: What’s the date?
Read the dialogue freely and try to answer the questions.（设计意图：引导学生带着问题自由读课文，培养学生从文本中提取信息的能力。)Look at the flash.Then answer the questions below.（设计意图：采用直接呈现的方法，通过动画让学生更好地理解对话的意义。)5.Show the sentence: Then she won’t be able to see the card.And ask : How do you think of this sentence? Here are two choices for you.① Grandma can see the e-card.② Grandma can’t see the e-card.（设计意图：利用学生已有的知识，引导学生去判断，从而理解这个难句，消除阅读上的盲点。)Listen and repeat.Then act out.Step3 Consolidation and extension 1.Play a game : birthday bingo 2.Group work Small takers.Choose 12 students to survey in 3 minutes.Is your birthday in...?/ What’s the date? Famous people in history.Show famous people’s photos.And ask and answer.What’s the date? When is...’s birthday?
（设计意图：通过活动，让学生了解名人的生日，同时操练本课所学的句型。)Step4 Sum up Step5 Homework: a.Write down the phrases and the new sentences twice.b.Read the text after class loudly.Blackboard design: Unit3 My birthday Is her birthday in June?
Yes.send an e-card What’s the date?
won’t
June 9th.be able to … Tips: To be a polite pupil.
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