五年级英语全英文教案

2024-08-30

五年级英语全英文教案（共6篇）

篇1：五年级英语全英文教案

七下第二单元教案

第一课时（Section A 1a-2c）(Listening & speaking)

Language functions: Is there a bank near here? Yes, there is.It’s on Center Street.Where is the supermarket? It’s next to the library.It’s between the restaurant and the supermarket.Vocabulary: post office, park, bank, supermarket, pay phone, street , across from , in front of ,behind, there, avenue, bridge, Across, across from, next , next to ,between, front, in front to, behind

Important point: Is there a supermarket ? Yes, there is./No, there is not where is ……? It is in front of ……

Difficult point: Is there a supermarket ? Yes, there is./No, there is not where is ……? It is in front of ……Learn to ask for and give directions in conversations.Ability target:

Train students’ listening and speaking skills.Train students’ communicative competence.Emotion target:

All the buildings make our city beautiful.Thank the designers and the workers.Thanks for their hard work.Teaching steps:

Step1 Warming-up and revision 1.Enjoy the chant of Grade 6’s Unit 2(以小学熟悉的chant能快速地引起学生的兴趣，让他们迅速地投入

上课状态，同时此chant为后面做好铺垫)

Where is the post office ? Next to the hospital.Where is the hospital? Next to the cinema.Where is the cinema ? Next to the bookstore.Where is the bookstore ? Go straight ahead.2.Greeting &revise Unit 1 Where are you from? What language can you speak?

Where do you live?

I live in China/Zhejiang/Pingyang/---Then ask ―What’s this ?‖---It’s a map.---Yes.It’s a map of China.Is this a map?

(Show the map of 1a)Step2 word-teaching 1.Direct Ss’attention to the picture on the screen and ask Ss ―What’s this?‖,present the names of the places on the board.（用ppt引出地点，学生可以更直观地感知并掌握单词）

2.Give plenty of opportunity for both choral and individual repetition of the new words.（中学生爱表现自己，这步设计可以更好地让学生学习英语的乐趣）

Step 3.Match ,listen and pratice

1.Finish 1a then check.2.Do 1b listen and check.（提高学生听的能力）

3.Work in pairs，then ask two pair to act(让学生在使用中学习英语，以增强信心)

Step 4.Teach the prepositions 1.Revise-Where is the soccer ball?（温故而知新）

It’s in/on/under the box.2.Teach It’s near/next to /behind/in front of /across from/between –and--（让学生更好地理解这些介词的意义）

3.Put the prepositions on the board, have Ss repeated.4.Finish 2a then check 4-6-2-3-5-1 5.Show the picture one by one by asking and answering

--Where is the pay phone?

--It’s on/-the Green Street（及时复习巩固）

Step 5.Listening 1.Reading the words &sentences before listening（培养学生的听力技巧）2.Play the tape ,listen & check（及时反馈，即使评价，提高学习效率）

Step 6.Consolidation and pairwork 1.Fill the blank ,then check（提高上课学习效率，巩固新知识）

2.Pairwork : Where is the---? It’s across from/ next to/ between… and …/ on/in front of/behind---（提高学生听说与交际能力）

Step 7.Homework 1.Pair works，two students draw the map, one acts as a policeman, the other acts as a a person who is

ask the way.2.Draw a sketch map of your home to school or the way to your partner.3.Finish homework 2-1,2 Blackboard design

-Is there a...? post office-Yes,there is.It’s on...street./ library

No,there isn’t.hotel

Where is the----? restaurant-It’s on/in front of / behind/across from/ bank Near/next to /between—and--supermarket

park

pay phone

第二课时（Section 3a-4）(Reading & speaking)

一．Teaching Aims and Demands

1.Ability Object

Train students’ listening and speaking skills.Train students’ communicative competence.2..Language goals:

learn to ask for and give directions on the street.Moral objects On weekends or holidays, invite your friends to your house to have a good time.4.Teaching Key points: Review the key words in this unit

二、Teaching steps: Step 1.Warming-up and revision

Daily Greeting

Step 1.Warming-up and revision（温故而知新）

Daily Greeting（融洽师生之间的关系）Is there a post office near your house ?

……

Where is---?Then ask some questions about the picture of 3a

Step 2.Pesentation.（传授新知识）--Is there a supermarket in the picture?

---Yes it is.--Where is it?

---It’s between the hotel and the post office.---There is a traffic sign.What does it mean?---It means ―Turn left ‖

What other traffic signs do you know? What do they mean?,In the same way present turn lright、/take the...turning.go straight Go up/go down/on the left /right /on your left /right

step 3.Reading and speaking

1.Read the conversation and find Paul and Nancy in the picture.Then show the position（训练学生的听说读的能力）

2.T—Paul SS—Nancy Ask and answer Can you draw the line.?Who can ?

Show the line.3.Work in pairs step 4.Work on 3b（巩固新知识，加强英语的综合运用能力）

1.Work in pairs(T-go around to guide the student)

2.Ask some pairs to act Step5.Summary and Consolidation

1.Summary（学习方法指导，加强培养学生的自主学习能力）

-Excuse me.Is there a/an … near here?

-Yes, there is./ No, there isn’t.-Where is the …?

-Just go straight and turn left.It’s down Bridge Street on the right.It’s …behind next to between … and …

across from in front of

-Thank you very much.-You’re welcome.2.Pairwork Who is the most warm-hearted policeman?（提高学生的听说与交际能力）

--Excuse me.Where is the bank ?--go straight down Center Street, turn left at Xingfu Street There is a bank on the right.It’s next to the bookshop…

Step 6.Guessing Game.（游戏是学生喜欢的活动形式，其可以增加学习英语的趣味性）

Goal: This activity provides an oral review of where a place is.Procedures: Invite a student to come to the front of the classroom.And then describe a place which the

student are familiar with.For example, he or she may say, it is on Center Street.It’s next to the supermarket.While he or she is describing the rest take turn asking.Is it a school ? Is it a pay phone? Etc.The game goes on until they can guess it.(提高学生综合运用英语的能力)

Step 7 Homework（作业是课堂的延续）

1.Summary the sentences of asking and directing the direction 2.Write down the route from your home to your school..Draw a picture of your ideal neighborhood.Make up a dialog between a police officer and a passer-by.Blackboard Design

-Excuse me.Is there...? go straight Where is...? turn left

Which is the way to...? turn righ t

Can you tell me the way to...? take the...turning

第三课时（SectionB 1a-4b）(Listening Reading &writing)

一、Teaching aims 1.Vocabulary:

open, dirty, old, market, quiet ,house,welcome ,garden, enjoy, walk through ,beginning,tour, visit, place，have fun ,if hungry, 2.Ability target: Train students’ listening ,speaking ,reading &writing skills.Train students’ communicative competence.3.Moral Object Everyone in school take the responsibility to keep our environment clean and tidy.二、Key Points Key Vocabulary.Target language

三、Teaching difficulties 1..Practice the adjectives using the target language, 2.Train students’ listening ,speaking ,reading &writing skills.3.students’ communicative competence.四、Teaching steps: Step 1.Warming-up and revision Enjoy an English song（用歌曲自然地把学生引入课堂，且能激起学生学习英语的兴趣）

Greeting.（融洽教师与学生之间的了解，融洽彼此的关系）

Draw a stick-figure picture on the screen,have Ss say the routes between places.Point to two supermarkets.one is big,one is small, have Ss tell the difference, elicit the two adjectives big、small from

Ss.（自然地导出新课的内容）

Step 2.word-teaching

.Show three pairs of items,elicit the three pairs of antonyms.clean-dirty new-old queit-busy

.Reinforce with examples Ss familiar with,for example our class is clean,but the W.C is dirty,etc.（在使用

中学习英语，在学中用，体现了新课程的理念）

.Refer to 1a,2a, in Section B.Step3.Listening

Work on 2a,2b.（训练学生的听力，以提高他们听的能力）

Check the answers in 2b by asking one student to draw the map of Michaels’ neighborhood on the board.Step 4.Reading（加强学生阅读策略的培养，并为下一步的写打下基础）

1.Ask Ss ―Do you have a school trip?‖ ―Do you want to have a school trip?‖―Why?‖etc.Elicit the new

words and phrases.2.work on 3a Before-Reading.Tell Ss that it’s importannt for us to get information from a tour guide if we want to have a tour.Ask Ss ―What information can you from a tour guide?‖elicit answers from Ss.(take notes as Ss answering)the

place to visit: the way to the place: how to go to the place:

how is the place: While-Reading.Have Ss look at the lists of the items on the board and find the information about in 3a section B..Have one student put the answers on the board..Tell Ss to read the passage aloud,go around and monitor them and help with pronunciation.After-Reading.Say―I don’t live in Yuyang , tell me some interesting places in Yuyang ?‖.Elicit information from Ss，Step 5 working on 3b&writing

1.working on 3bthen check（提供一些阅读信息，提供写导游指南的素材）

2.Tell Ss to chooose one of the places and write down the four items of the place,and try to link the

information into a tour guidar..Select some tour guides from Ss at random,check them on the screen,have Ss judge the best one.Step 6.Homework（温故而知新）

1.Pair works，two students draw the map, one acts as a policeman, the other acts as a a person who is

ask the way.2.Draw a sketch map of your home to school or the way to your partner.Blackboard Design

clean dirty welcome garden district new old take a walk through quiet busy beginning hungry

...Period 4(Revise of Unit 2）一．Teaching Aims and Demands

1.Knowledge objects

Review all the key words presented in this unit.Read an e-mail and draw a route

2.Ability Object

Train Ss’ Reading and writing skill.Moral objects On weekends or holidays, invite your friends to your house to have a good time.4.Teaching Key points: Review the key words in this unit

Teaching steps:

Step 1.Warming-up and revision

Enjoy an English song（提高学生的学习兴趣）

Greeting.Step2 work on shelfcheck-3.1 Scan and find the answers to these questions.（培养快速阅读的能力）

(1)When is he arriving?(2)Does he know the way?(3)What does Mike do? 2.Read an e-mail and draw a route 3.read aloud then fill the letter of Jenny（训练学生英语写作的能力）

Step 3 Summary

1.Summary:（培养学生及时总结的能力，并做一定的示范）

Asking the Way：

Excuse me.Is there a …near here?

Where is the nearest …?

Can you tell me how I can get to the…? Can you tell me how to get to the …? Could you tell me the way to the …, please?

Which is the way to…?

Do you know the way to…

Showing the Way:

Go down this street./ Walk along this road.Take the first turning on the right./

Turn left at the first turning.It’s on your right/left./ It’s next to …

It’ll only take you about 10 minutes if you walk there.Step 4 Pairwork（灵活运用所学词汇和句型，培养学生的观察力和对信息的整合能力，训练学生的口语表

达能力和演讲技巧）

---Excuse me ,where is----/Is there a---

Work in pairs---act

Step 4 Exercise（目的：复习巩固相关词汇与句型；激发同学之间用英语相互交流的欲望，增强学生的学习兴趣，增进同学之间的友谊）

1.Fill in the blanks

1.There’s a cinema next ____ the shop.2.____ the left side of the room, there’s a desk.3.－I’m sorry I can’t help you.－_______________________________.4.Please come to the front and stand ____________ the class.5.A: ________ _______, where is the nearest police station, please?

B: I’m _______, I don’t know.Please ________ that man.A: Thank you _______ ________ _______.Excuse me, where is the police station, please?

C: _______ over there, next ________ the post office.A: Thank you ________ _______.C: Not ________ _______.6.A: Excuse me.Which is the____ to East Park, please?

B: Let me see.Er, walk _______ this road and ____ right.Go ____ until you _____ the end.You’ll

___ the park in front of you.7A: Excuse me.Can you tell me ____ to the post office, please?

B: Sure.Go ____ this street and ____ right.Then you’ll see a tall building.That’s the _____ ____, and it s between the zoo ____ the fruit shop.You can’t _____ it.A: Is it ____ from here?

B: No, it s quite near.It’ll only ____ you about 10 minutes if you walk there.A: Thanks a lot.B: You’re welcome.答案见课件 Step 5.Homework（）

? 1.Write a letter to your friend who will visit you but he doesn’t know the way.? 2.Finish the exercises below : 1.请问，去车站怎么走？Excuse me.Could/ Can you tell me the way to the station?

2.请问，去警察局怎么走？

Excuse me.Which is the way to the police station? 3.请问，去动物园我该走哪条路？ Excuse me.Which way shall I take to the zoo?

4.劳驾，最近的邮局在哪儿？

Excuse me, where is the nearest post office?

5.请问，你能帮我找到那家水果店吗？

Excuse me.Could/Can you help me find the fruit shop

6.劳驾，往第十四中学怎么走？ Excuse me.How can I get to No.14 Middle School?

7.劳驾，附近有医院吗？ Excuse me.Is there a hospital near here8.劳驾，去书店怎么走

篇2：五年级英语全英文教案

I. Analysis of the Teaching Material

1. Status and function

The topic of this unit is about food. The students will learn how to order food or

take-away. In this unit, the students will be able to use “would like” to express their need

for food and learn how to ask others‟ information and provide their personal information

during the process.

2. Teaching aims and demands

1). Knowledge objects

a. To master how to order food or take-away;

b. To master the modal verb “would” and “what” questions.

c. To master the usage of countable nouns and uncountable nouns.

2). Ability objects

d. To use “would like” to talk about the need for food.

e. To improve students‟ ability of communication and social practice.

3). Sensibility objects:

Let the students experience the happiness of learning English, cultivate their ability

to do things and foster the spirit of cooperation in group activities.

3. Teaching difficult points and focus:

1)To learn the names of food and the countable and uncountable nouns.

2)To learn how to order food.

3)To use “would like” to express their need for food and learn how to order food.

II. Target Language

1) what would you/he/they like to eat?

I‟d /He‟d /They‟d like some...

2) What kind of noodles would you/he/they like?

I‟d/He‟d /They‟d like beef and tomato noodles

IV. Vocabulary

noodles, beef, chicken, mutton, potatoes, tomato, cabbage,carrot, dumplings, porridge, soup, green tea, orange juice, would like…

V. Teaching Time

45 minutes

VI. Teaching Procedures

Step 1. Warm up.

1) Show some pictures about sports and let the students answer the questions below:

After doing these sports, what‟s your feeling?

Are you tired ?

Are you hungry?

2) Let the students thinking the question: If you are hungry, what would you like to eat?

3) Show some pictures of food that they have learned.

Step 2. Lead into.

1)T: “No food left! But don‟t worry, let‟s go to the restaurant to have a big meal.

Look! What can you see in the restaurant?

Yes, There are many kinds of food there. You can choose whatever you like”.

2)Show the new words.

3)Questions:

A: What kind of vegetables/meat/food/drink would you like?

B: I‟d like some…

Let the students to learn the names of food and the countable and uncountable nouns. Let the students make some dialogue.

Step 3. Let’s chant.

Step 4. Noodle House.

1) Show some pictures about noodle specials.

meat+vegetables → special1/special2….

(let the students to guess the meaning of the word „special‟)

2) Make dialogue

A: What kind of noodles would you like?

B: I‟d like…and…noodles.

Step 5. Pairwork and guessing game

1) Pairwork . (Make dialogues.)

2) Game: Who is the winner?

Ask a boy and a girl come before the blackboard, and then ask two students to make a

dialogues. The boy or the girl who find the right special will win one score….after

some pairwork, see who is the winner? The boy or the girl.

3) Guessing game.

Step 6. Role Play (In the Nodle House)

A customer and a waiter. (Make a dialogue)

Let the students express their need for food and learn how to order food.

Step 7. Summary

Step 8. Apothegm

Step 9 A Flash → “I’m hungry”

Learn the song.

Step 10. Homework

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篇3：五年级英语全英文教案

关键词：应用,文化教学,精读教学

1 The Ignorance of Culture Teaching

As we know,intensive reading is a basic and fundamental subject for an English major.Its main objective is to let the students understand and grasp the basic rules and forms of English,and then to use them correctly and freely by a series of teaching and training activities of listening,speaking,reading and writing.

Therefore,there is always a false idea:once we obtain this objective,we know English very well.Culture teaching is not necessary or important at all,or even can be ignored or omitted.

2 The Definition of Culture

To understand the importance of culture teaching,first,we’d better know what is culture.

The new world encyclopedia of America of 1974 defines it as the follows:“it is the totality of the spiritual,intellectual,and artistic attitudes shared by a group including its tradition,habits,social customs,moral laws,and social relation.Sociologically,every society,on every level,has its culture.The term has no implications of high development.[1]

According to Nida—a famous American translator,culture falls into 5 types:ecology,material culture,social culture,religious culture and linguistic culture.[1]The discussion of this paper is organized according to this classification.

3 The Relationship of Language Teaching and Cul-ture Teaching

Since culture includes so many aspects,then what is the relationship of language teaching and culture teaching?

Language is part of culture.It is the signs and carries of culture.On one hand,culture influences language expressions,or even thinking,and tells us what is acceptable or sensible in a particular situation;on the other hand,language reflects or indicates its culture,for example,we Chinese greet casual acquaintances in the street by“gan ma qu?”(干嘛去?)or“chi fan le ma?”(吃饭了吗?),while for culture differences,English people usually utter“Hi”or“Hello”instead.[2]

English,as a language,surely can’t be learned by being separated from its culture,English teaching,especially,intensive reading teaching is no exception.

4 Requisitions of Culture Teaching in Syllabus for English Major

Culture teaching requisitions are clearly stated in the Syllabus for English major.It attaches great importance on culture teaching:the students of English major should have not only a solid knowledge of English language but also a wide range of culture knowledge.College English teaching should aim at the improving of the students’moral,cultural and psychological qualities.

Consequently,culture teaching should not be ignored.

5 The Practical Need of Culture Teaching

So much have we discussed culture teaching in theory.In practice,we also feel the great need of culture teaching.Students may come across some cultural knowledge in our teaching.If the teacher doesn’t explain or can’t explain them very clearly,this will influence their understanding of the sentences,thus even the theme of the whole passage.

In a word,it is necessary and important to teach some cultural knowledge in intensive reading teaching theoretically and practically.

6 The Application of Culture Teaching in Grade Two Intensive Reading Course Book

No matter what kind of course books may be chosen,there is something in common:cultural knowledge exists everywhere Just take intensive reading course book as an example(《综合英语教程》第三册,第四册,邹为诚主编,高等教育出版社),the need to learn culture is obvious from the very beginning to the end.For instance,in Unit 1,My Father,Book 3,there is an item about expressions for personal appearance or one’s looks.Students may list many possible words,then a basic explanation is needed,otherwise,embarrassment will occur if the students misuse them.They may take it for granted that they can use all the expressions as they like.As is well-known to all that,in the west,people especially women are not pleased to be talked about their age and weight,so the teacher should remind them of this cultural difference.

Now,this paper will introduce the implication of cultural teaching with some typical examples according to Nida’s classification.

6.1 Ecological culture teaching

To most students,ecology is such an unfamiliar science,so they pay little attention to it,let alone ecological culture.

In Book 4,Unit 8,Humming Bird Winter,it is necessary for the teacher to introduce some ecological knowledge,such as the rising of world temperature,Green-house effect,contamination of industry,etc.Only when they know the damage of environment can the students completely understand why the writer should let go of something he’s treasured.

6.2 Material culture teaching

A typical example of material culture teaching is Unit 9,Chinese Food in Book 4.The writer employs lots of evidences to support his theme:Chinese food is a healthful food.If there is no comparison of the two foods,how can the students tell which is more suitable or better?especially at a time when lots of young Chinese generation madly pursue the western eating culture.

6.3 Social culture teaching

In Unit 7 Out of the Mists,Book 3,there is such a sentence“we are all indignant when he told us that he had knocked up the landlady of a country pub called the Rising Sun two miles from our lodgings,who was so cross at being woken that she refused to give him directions.”[3]I still remember clearly when I read this sentence for my students,one of them was so puzzled that he stood up and angrily questioned why the landlady was so indifferent.What’s more,another was confused at the Victorian philosophy.This apparently reflects their shortage of social cultural knowledge.If they know the history of World War I,World War II and the Victoria Period,they could understand it easily.

6.4 Religious culture teaching

Religious culture forms an important part of western culture and also plays an important role in their life.For example,in Unit3,Why My Great Uncle Gave up the Ministry,Book 3,if the students don’t know what their religious beliefs are and what does a Baptist do,they would not know what a pastoral call is,and why my great uncle was so regret that he finally gave up the ministry.

We know,in the west,it is compulsory for a Christian to go to church every weekend,they pray and tell God what wrong they’ve don’t for his forgive.A Baptist has the duty to visit his Christians for spiritual or religious needs,so when he made such a mistake,he can’t bring himself to tell the truth,he felt heavilyburdened and guilty,till at last relieved himself by retiring from the ministry.

6.5 Linguistic culture teaching

A knowledge of English language is necessary for an English major.Such sentence is a typical example“The English language is just such a hybrid.It began its career just under two thousand years ago as a form of ancient German,collided with a special kind of old French,was subjected to several waves of Latin and a flood of Greek,and since then has acquired bits and pieces of every other language that its users have ever been in contact with.”[2]Before teaching the text,the teacher needs to explain the history of English and its dialects first for the sake of better understanding.

7 Conclusion

Culture is an important part of language.To learn a lan-guage well,we’d better know its culture behind.By analyzing thepresent fact of ignorance of culture teaching,the relationship ofculture and language teaching,the practical and theoretical needsof culture teaching,this paper finally focuses on the applicationof culture teaching in intensive reading teaching with some explic-it examples.Owing to the limits of material and the author’s ownresearch knowledge and experience,there are some shortcomings,so we hope it will be a little helpful to intensive reading teachingand other researches.

参考文献

[1]郭著章.英汉互译实用教程[M].武汉:武汉大学出版社,1993:229-230.

[2]张鑫友.语言学教程学习指南[M].武汉:湖北人民出版社,2000:389-390.

篇4：北师大版五年级英语上册教案

本课设计遵循新《英语课程标准》中强调的“能在图片的帮助下听懂、读懂并讲述简单的故事。在学习中乐于参与、积极合作、主动请教。”的理念，注重在学习语言知识和内容的同时，培养学生口头表达的能力和观察、想象、记忆、思维的能力，以及解决实际问题的能力。在整个教学过程中体现以生为本的原则，根据学生的年龄特点和学习水平，进行各种活动，力求做到面向全体，促进全员参与。通过体验学习、小组合作学习等方式使不同层次的学生得到不同程度的发展。

二、教学设计

（一）教学目标：

1.技能目标：

（1）能够了解怎样询问生日、年龄和正确表达生日和年龄。

（2）能用本单元主要句描述过去发生的事情。

2.知识目标：

（1）基本掌握核心词汇When, birthday, autumn, spring, March, September, October,及短语happy birthday. 能说，能简单运用。

（2）句型

When is your birthday?It’s March 12th.

How old are you?I’m eight years old.

（二）教学重点：

1.怎样询问生日、年龄和正确表达自己的生日和年龄。

2.能用本单元主要句型描述过去发生的事情。

（三）教学准备：

课件，电子白板，习题

（四）教学过程：

Step1 Greetings and warm-up

Step2 Set the scene

（1）T: Today is my friend’s birthday. I have a gift for her.

(Ss review and read the word: gift.) Here is a birthday gift. 引入课题,板书课题: birthday.(Ss read and practice the pronunciations).

Let’s sing it!

Ss: Sing a birthday song together, and say “happy birthday” to the friend.

（2）整体感知

Watch the flash and think about the question: Whose birthday is it? (It’s Mocky’s birthday.)

（3）Read the story one sentence by one sentence.

Show the pictures of the four seasons and a calendar, learn spring, autumn, October, September, and October.

（4）Read the story again, and repeat: Today is Mocky’s birthday.

T: When is Mocky’s birthday? How old is Mocky?

Write down the dialogue and read.

（5）Then do the exercise: T or F.

Step3 Paper work:

（1）Show table 1 and fill Mocky’s birthday and age.

Then read the story again and complete the table 1 in groups.

Check the answers.

（2）Show a calendar again, and ask Ss to answer:

When is your birthday? How old are you?(Point at the right picture and talk about it.)

Ask 3 friends about their birthdays, and complete the table 2.

Ask 2-3 to show their table and read the sentences.

Step4 小结: 新单词和句型.

T：Today we learned five new words…

Ss: Spring, autumn, March, September, October.

T: And how to ask and answer your friends’ birthday and age?

Ss: How old are you? I’m … . When is your birthday? It’s … .

Step5 Say Goodbye.

（五）板书设计：

Unit 4 Mocky’s birthday

When is Ken’s birthday? How old is Ken?

It’s March 12th.

He’s 10 years old.

New words:

springMarch

autumnSeptember

October

（六）作业设计:

1.Read the story.

2.Tell your parents your birthday in English.

三、教学反思

“Mocky’s birthday”是小学英语北师大版第九册第四单元的内容。本单元的重点是关于询问及介绍生日，年龄的句型，以及十二个月份的学习。本堂课的教学选择了第一课时，关于课文教学。课文由Mocky看到桌上的礼物，猜测是谁过生日，由此引入关于询问和介绍自己生日和年龄的对话。

在教学中，我利用课件的展示把学生引入到课文的情境中去，由听力练习，到模仿对话，学习单词，再到自读课文，运用对话，由学习到模仿再到运用。

反思这堂课，在前半部分学习新知的环节上，先设计学生整体感知，再由整体到句，词，对新单词的学习采用了随文识字的方法，边听边读边学，分解了课文的难度。学生在学习时也就不会有太难而学不懂的感觉。

总之，课堂是教学的主阵地，是学生展示的舞台。教学要变学生被动学习为主动学习，让他们积极主动参与获取知识的全过程，让他们认识到英语的价值，生活中离不开英语，使他们喜欢英语，乐学英语。

作者简介：

曾丽娜（1981～），女,四川成都人，职称：小学一级教师，学历：本科，主要研究方向：英语。

篇5：五年级英语全英文教案

sweep the floor 扫地 cook the meal 做饭/ / / / / / / / water the flowers empty the trash 倒垃圾 / / / / / / / / clean the bedroom helpful / / / / / / helpful-__________(名词/动词)ful 是形容词后缀，类似的词有： hope-hopeful thank-________ 2.重要句型：

1..can 是情态动词，没有人称和数的变化，后接动词原形。变一般疑问句时将can放在句首，变否定句在can后加not，即can’t。Eg: He can sweep the floor.(T)He cans sweep the floor(F)He can sweeps the floor.(F)我会扫地：I _____ ______ ______ _______ 她会倒垃圾：She _____ _____ _____ ______ 2.变一般疑问句时将can放在句首，肯定回答：Yes, 主语+ do/ 否定回答：No, 主语+ don’t.变否定句在can后加not，即can’t。

Eg: He can count insects（数昆虫）.(改为一般疑问句)_____ ______ ______ ________ ? 肯定回答：_______________ They can clean the livingroom.（改为否定句）_______ _______ clean the livingroom 练习：

(1)I can(do)the dishes菜.(2)He can(play)football..(3)We can cook the meals饭.(改一般疑问句,并作肯定回答))________(4)She can water the flowers.(改否定句)__________ Let’s talk

一、知识要点：

1.短语：在家 _____________ 2.你在家能干吗？(翻译)___________________________________________ 他的弟弟在家能干吗？(翻译)___________________________________________ 3.课文链接：I can cook the meals meals是名词，意为“ 一餐”。

Eg: We _______ three _______ a day.我们一日吃三餐。

二、重要句型：询问某人会做什么？ What can + 主语 + do ? Eg: 你在家会做什么？

______ ______ you ________ at home ? 练习：

1.His brother can cook the meal(划线提问)_________________________________________ 2.My friend can water the flowers(划线提问)_________________________________________ 3.你的表弟会做什么？（翻译）

__________________________________________ Read and write 1.词汇 ill just / / / / ill 的名词：____________ 2.知识要点 ill 与 sick ill只作表语，而sick 既可作表语也可作定语 Eg: He is _______/ ______ 他生病了 I smell a _______ smell.我闻到了一股令人恶心的气味 4.操练有关can的句型 Unit 4 Part B Let’s learn 1词汇

wash the clothes set the table 摆桌子/ / / / / / / make the bed 铺床 do the dishes 做菜（洗碗）/ / / / put away the clothes 收拾衣服 do housework / / / / / /

Let’s talk

1.知识要点：

would like意为 “想要”，等于want ,没有人称和数的变化，后接名词或动词不定式。I’d like = I ______ ______ Eg: 我想要去上学

I’d like _______ ________ ________ ________ 你想喝杯茶吗？

________ ________ _______ a cup of tea ? 注意：Would you like…?句型虽是疑问结构，但因表示委婉的建议或请求，故常用some 表示“一些”，而不用any.如：I’d like some apples.(改一般疑问句)._______ ________ _________ ________ apples ? 练习：

（1）I’d like _______ _______ _______ ________.(整理床铺)（2）He’d like _______ _________ __________ _______(倒垃圾)（3）I’d like some juice.(改为一般疑问句)________________________________________________（4）We would like to do the dishes.(改为一般疑问句)_________________________________________________ 2.have a try 试一试

eg: They would like _______ ________ ________ _______ 3.复习can 的用法（肯定句和一般疑问句）Read and write 1.知识要点：

sorry 与 excuse me 都表示歉意，但用法不同。sorry常用于某种过失而给他人造成麻烦。Sorry,I broke your pen.excuse me 常用于客气地打断某人的话，或请求他人帮助时。____________.Where is the post office 邮局? 2.复习句型：询问某人会做什么？ What can + 主语 + do ? Pronunciation发音 1.掌握元音： 2.掌握辅音：

练习：找出与其他三个单词发音不一样的单词。(1).A.play B.place C.pray D.plate板()(2).A tall B.fork 叉 C.hall大厅 D.small()(3).A.horse 马 B.doctor C.storm 暴风雨 D.short 短()(4).A.pride骄傲自豪 B.plane平面；飞机 C.pretty D.prince()Good to know 1词汇（会读与认）

remember switch 开关转换 gas 气体 pick 选择 / / / / / / / / battery 电池 rinse 冲洗 detergent 洗涤剂 separate 单独分开 / / / / / / / / 熟读句子 Storytime 1词汇

tasty 美味的 throw 把丢抛 silly / / / / / / 课文链接： Here comes my tasty food.以here 开头得倒装句

（1）在倒装句中当主语为名词时，谓语要放在主语之前。EG: The teacher comes here.老师来了 — Here __________ the teacher（2）当主语为人称代词时，主语与谓语位置不变 Eg : He comes here.他来了 — Here he _______ 拨通教育2013年秋季

PEP小小学英语五年级内部讲义

Unit 5 Part A Let’s learn 1.词汇（要求四会）

curtain 窗帘 closet 壁橱 mirror / bin 箱子 end table 茶几 air-conditioner 空调/ / / / / trash bin / // / 2.重要句型

(一)课文链接：Is this your bedroom ? 这是你的卧室吗？

Be 动词的一般疑问句，用来询问别人对所述问题得证实情况。回答时用：Yes, 主语+be 动词

No, 主语 + be 动词 Eg: I’m a student.— _________ __________ a student ? Yes, ________ _________ 练习：把下面句子改为一般疑问句（1）They are good teachers _________ _________ ________ ________ ? Yes,_______ _________（2）He is a doctor._________ ________ ________ _________ ? No, ________ __________

（二）look at “看……”

look 是不及物动词，它的后面不能直接跟宾语，如果要接宾语必须加上介词at ________ _______ that man 看那个人 Look ________ the blackboard.看黑板 Let’s play 1.词汇 room / / room 还可以作“空间”，此时的room 是不可数名词 eg: There are three ________(room)in my family There isn’t any _________(room)in the car.2.知识要点课文连接：

In my room I have a trash bin, a mirror and an air-conditioner.“have” 表示“某人（物）拥有……”

当主语是第三人称单数时，我们要用“________” Eg: I ________ a car.我有一辆小汽车 He ________ a hat 他有一顶帽子

练习：用词的适当形式填空

（1）They _______(have)some new friends（2）I _________(have)a beautiful room.（3）Her room ___________(have)a big closet and a new mirror.（4）He ______(have)some books.Let’s talk 1.词汇 own / / own 用作定语, 构成“物主代词+own +名词”的结构 eg: my own house 我自己的房子练习：

（1）________(he)own book(2)_________(we)own room(3)________(they)own hats 2.重要句型：

（1）What’s …like ? ……是什么样子的？（在Unit 1 Part A我们已经学过）“like” 是介词，意为“像，如同”

EG: What’s Mary like ? 玛丽是个什么样的人？练习：

1.你的校长长得怎样？

______________headmaster___________________________ 2.他的姐姐长得怎样？

__________________________________________(2)There be 句型遵守“___________________” 原则

即be 动词由最近的名词决定用单数还是复数, 不可数名词要用“_______”.Eg: There _______(be)a book ,two pens in my bag.There ______(be)some water in the bottle.There ______(be)some children , a man and two women in the house.(3).there be句型的一般疑问句，将be(is/are)放于句首，句末用问号。肯定回答：Yes,there is/are.否定回答：No.there isn’t/aren’t。而改为否定句时直接在be动词后加not,(some在否定句和疑问句时应改为___________)eg: There is some bread on the table._______ there _______ bread 面包 on the table ? Yes,________ __________ No, _________ _________ There are ten eggs in the basket 篮子.(改为否定句)There _______ ten eggs in the basket.练习：

1.There are some apples in the table.(一般疑问句,并作肯定回答)______________________________________________________________________________________________(否定句)________________________________________ 2.There is an orange and two pears梨 in the fridge(冰箱)（一般疑问句，并作否定回答）

_________________________________________________(否定句)_________________________________________ Read and write 1.词汇

flat平面平地 third 第三 small cool / / / / / / / / small的反义词（）cool 反义词（）third的基数词是（）（了解即可）熟读课文以及复习There be 和 have/ has 的用法

Unit 5 Part B Let’s learn 1.词汇（要求四会）

near over 上面 in front of在…前面 / / / / / / in on under 下面 behind在…后面 / / / / / / / /（1）in反义词 ________ near反义词_________（2）over 与on在……上面，但位置关系不同。

“over”指在某物在另一物的正上方，两者直接触但强调垂直关系，其反义词是__________ 而“on” 是两者互相接触。

Eg: The air-conditioner is _________ the end table 空调在床头柜的上面

There is a book ________ the desk 书桌桌子上有一本书

（3）in the front of 指某个物体内的前部 in front of 指某个物体之外的前面

eg: There is a blackboard ________________ the classroom.教室前面有一个黑板

The trash bin is __________________ the closet.垃圾箱在大衣橱的前面 Let’s find out 发现词汇