优秀的人总是会提前做好准备，在平日里的学习中，幼儿园教师时常会提前准备好有用的资料。资料是时代的记录，它是产生于人类实践活动。参考资料有利于我们完成相应的学习工作目标。所以，关于幼师资料你究竟了解多少呢？以下是小编为大家整理的“最新五年级下册英语课件 ”,欢迎大家借鉴与参考，希望对大家有所帮助。
Unit10Doing things
Lesson 59
一、教学目标与要求：
1.能够通过故事学习，提高朗读，理解的能力和表演故事的能力。
2.能够通过阅读短文和故事，提高阅读的熟读能力，掌握基本的阅读策略。
二、教学内容：
1.学习配图故事。
2.完成阅读理解和表演故事。
三、教学重难点：
1.难词理解。
2.复述与表演故事。
四、教学过程：
warming up
play game “a snowball”
lead in
Now we are going to learn a new story.Please find the key sentences in this new story.new lesson
1.read the story
2.learning new words: wheat, carefully, grind, flour, salt, yeast, tasty
3.talk about: Oh well, Well then, My, I’ll have to„
practice
1.circle the right answers.2.act out the story
homework
1.read the story
2.retell the story
五、复备，反思：
五年级第一周第一课时教案
教学目标：寒假作业讲评 教学重点：寒假作业中的知识点 教学难点：寒假作业中的知识点 教学目标：知识目标：上册知识巩固检查 过程方法：教师提问的`方式进行 情感态度：培养学生认真完成作业的态度 教学过程： warming up: greeting: Good morning class! Good morning ,Miss Ma! How are you today? Im fine ,thank you.And you? Im fine,thank you. Now please say something about your winter holiday. 学生互相用英语谈论寒假的经历。 作业讲评：1.表扬作业做得好的 2.作业做得不好的也给一定的警示 提问：1.上册单词提问 2.上册句型及关键句用法提问 3.假期做的练习题 4.物主单词和人称单词的用法提问 提出需要注意的问题：1.书写认真 2.基础知识掌握要牢固 3.多读多练，每天坚持听15-20分钟录音。 4.对知识点要牢记新目标英语七年级下册第十二单元第一课时教案
新目标英语七年级下册第十二单元第一课时教案 教学目标 知识目标: 掌握下列单词和句子: rule, hallway, classroom, fight School Rule Don’t arrive late for class. Don’t fight. Don’t run in the hall way. Don’t eat in the classrooms. Don’t listen to music in the classrooms. What are the rules? Well, we cant arrive late for class. 能力目标: 训练学生的听力和口语能力。 情感目标:作为学生，我们必须遵守学校规则。 教学重难点 重点: 学校规则和目标语言。 难点: 学习谈论学校规则。 教学过程 一、复习 教师说: Hello! How are you? What day is it today? What’s the weather like today? What do you want to do? Do you have a pen pal? Where is your pen pal from? What animals do you like? What do you like for breakfast? What is he doing now? Do you like talking with others? Can you talk in class? Can you talk at home? Can you talk in the hallways? 说明：经常复习学生学过的知识，增加复现率，让他们学会在不断积累中，掌握英语，学习英语。同时对一些基础不是很好的'同学也一个自信。 二、导入 T: What’s your favorite subject? Do you like music? Now I’d like to enjoy a song with you. (play the tape) Do you like the song? What do you think of the song? Who is your favorite singer? Can you listen to music in the classroom? Can she/he listen to music in the hallways? Why can’t we listen to music in the classroom? S: It is our class rule. (T helps them to say it.) T: So please don’t listen to music in the classroom. (Write the sentence on the blackboard.) Read after me please. Then get Ss to read it one by one. So can we listen to music at home? 说明：从can’t中引出don’t，学习一些学习规则的表达方法。 S: Yes, we can. We can listen to music at home. T: Excuse me. What’s your favorite sport? S: My favorite sport is basketball/… T: Where do you usually play basketball/…? S: I usually play it on the playground/outside. T: Can you play basketball in the classroom/hallways? S: No, we can’t. We can’t play …in the classroom/hallways. T: So don’t play … in the classroom. Can we run in the classroom? T: Don’t run in the classroom (Write it on the blackboard.) T: Excuse me. What time do you usually come to school? What time does the class begin in the morning? T: So you are early for class. You are a good student. If you get to school at 8:10, you are 10 minutes late for school. That is a bad one. So don’t arrive late for class. T: Look at this boy. Is he good or bad? What is he doing? Do you know? Can we fight with others? Can we fight in the classroom/hallways? T: It is impolite to fight. So don’t fight. We should be good friends. T: These are all class rules. What else can’t we do in our classrooms? Please say the sentence like this: Don’t …. S1: Don’t eat in the classroom. S2: Don’t sleep in class S3: Don’ wear hats in class. S4: Don’t talk in class. S5:… 说明：给学生一个发挥的空间，运用刚学的祈使句，把以前学过的知识运用出来。 三、运用 Now please use these phrases to make up a dialogue. You can work in group of three or two. Suppose one of you is a teacher, and the others are breaking the rules. Model: A: Hi, Peter. What are you doing? B: Hi, Ms/Mr. Green. I’m eating.( Student should use their gestures.) A: Can we eat in the classrooms? B: No, we can’t. We can’t … A: Don’t eat in the classroom. B: Oh, I’m sorry. 说明：这部分主要是让学生运用Can和don’t编一个小对话。而且同时还复习了学过的进行时态。 四、教学SectionA-1a,1b,1c 1.利用课件，教学单词和句型。 2.教师说：If you want to be good students, don’t break the school rules. The rules are good for your study. But now here are some bad. students. Look! Each of these students is breaking one of these rules. Write the number of the rules next to the student. 教师播放媒体资源中动画，学生观看1a的对话，然后完成1a。 2．Check the answer. 3．Listening. Now there are three students Peter, Selina and Nick. What rules are these students breaking? Please listen to the tape and write the numbers after the names. Peter__________ Selina_________ Nick__________ 3. 叫几组学生进行对话表演。 五、教学SectionA-2a,2b 1) 教师说: Now please open your books to 72. Look! What can you see in the picture? S: … T: Yeh, the boy is Alex, and the girl is Cindy. T: What are they doing? S: They are talking. T: What are they talking about? S: … T: Now let’s listen to the tape and check the activities Alex and Cindy talk about. 2) Listen again. Can Alex and Cindy do these activities? Circle “can ” or “can’t ” above. 3) Listen and repeat. 4) Check the answer then report the list. Report: These are their rules. They can…, but they can’t… So please don’t … 六、练习 T: You know, some students are not bad students. But they also break the rules. Because they are new students. They don’t know much about the rules. So can you help them out. Now please tell them the rules of your school. You can work with your partners. Suppose one of your partner is a new student. A: What are the rules at your school? B: Well, don’t arrive late for school. A: Can we listen to music, Alex? B: No, we can’t listen to music in the classrooms, but we can listen to it outside. 说明:这一步是让学生学会如何处理表格，对表格进行汇报，这样也就讲出了听力的主要内容。 七、作业（Homework） 1.用“can,cant和dont”归纳总结学校规则。 2.记忆本课时单词。一、基本教学理念和教学方法。
1、以活动为教学载体，倡导体验学习。以新课程标准所倡导的教学思想为基本理念，让学生通过体验，感知，参与，实践和多种合作的方式学会语言，学会交流。
2、以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生的综合语言运用能力。面向全体学生，以人为本，使语言教学的这一过程同时也成为人文素质、增强实践能力，培养创新精神的过程。借鉴语言习得理论，服务英语教学。
二、处理教材的基本思路。
从语言结构出发：word---dialogue----passage
从语言技能出发：listening &speaking -----reading &writing
从培养学生语言能力出发：single language skills-----comprehensive language skills
三.教学内容
本课时教学内容是pep小学英语五年级下册unit 1 this is my day第一课时，通过对教材的重新整合，我所设计的教学内容为教材 p2 let’s start, let’s chant部分;p3 let’s learn , let’s play部分p12:good to know部分(见下图 )
四、教学目标
1.能够听、说、读、写以下动词短语：eat breakfast, do morning exercises, have english class, play sports, eat dinner.
2.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 …”中的关键词回答问句。
3.能理解并说唱let’s chant部分的歌谣。
4.能够了解good to know 部分的内容。
5.能够利用网络搜索 查找所需图片 并制作发送卡片
五、教学重、难点
1.本课时的教学重点是掌握a部分let’s learn中的五个动词短语，并能用这五个短语回答询问作息时间的问题。
2.本课时的教学难点是掌握五个四会短语和单词exercise, usually的正确发音。
六、教具准备
1.教师准备let’s start部分和主情景图的教学挂图。
2.教师准备录音机和录音带。
3.教师准备五年级上册第二单元的动词卡片和本单元a let’s learn部分的动词卡片。
4.教师在课前将usually, often, sometimes的单词卡片贴在教室的墙上。
5.教师课前在黑板上画一个大钟，并标注时间刻度。
七、教学过程
step i warming up
1. 师生同颂教材p2 中let’s chant部分歌谣。
what do you do on the weekend?
i usually go swimming.
sometimes i climb mountains.
sometimes i go shopping.
what do you do on the weekend?
i usually play the piano.
sometimes i visit grandparents,
PEP五年级下册第四单元第一课时教案
Unit 4 What are you doing?第一课时 一Teaching contents A Let’s learn Let’s play C Let’s sing 二learning objectives a) will be able to listen ,read and speak and write the following phrases: drawing pictures, cooking dinner, doing the dishes, reading a book, answering the phone. b) 能够领悟动词后面加上ing 的内在涵义 c) 通过说唱Let’s sing部分的歌谣巩固短语和句子。 三 Important and difficult point Important point:掌握五个四会动词短语的ing形式。 Difficult point: 动词词组ing形式的读音及拼写。 四Teaching aids 1)教师准备词卡，和录音机，磁带 2）教师准备ppt 五：Teaching process 一)Warm-up/revision 1. Daily communication. 2. let’s chant Do, do, do the dishes. Read, read, read a book. Draw, draw, draw pictures. Cook, cook, cook dinner. Answer, answer, answer the phone 3课件出示 1) What do you do on the weekend? I often ……. (go shopping, play the piano, read a book, do the dishes, cook dinner…) 2) What can you do? I can ………………(教师用动作示意) (sweep the floor cook dinner wash the clothes wash the window draw pictures empty the trash……) 二) presentation/practice （当学生说到draw pictures……） 1） drawing pictures 1. T：I can draw pictures too. And I am drawing pictures now. (操练（个人朗读，小组朗读………，板书) 2. 操练 I am drawing a duck. I am drawing a banana. I am drawing ___. 2）cooking dinner 课件出示一只猪 T：What’s this? Ss: It’s a pig. T: Yes, it’s a helpful pig. She can do many things. She can sweep the floor, she can cook the meals, wash the clothes….But what’s she doing now. Let’s ask him: Pig ,pig, what are you doing? Pig：I am cooking dinner. 3）Let’s sing What are you doing? What are you doing? I am drawing pictures. I am drawing pictures. What are you doing? What are you doing? I am cooking. I am cooking. 4）课件出示一只累了 的`猪 T：What’s happened to Miss pig? S: She is tired. T：Yes, because she has been cooking for two hours. She is very tired .She wants to play with others. So she calls Mr sheep. 5) doing the dishes Pig: Sheep, sheep, what are you doing? Can you play with me? Sheep: sorry. I can’t. I am doing the dishes.(板书，操练) 6) Pair work（就sheep和pig 之间对话） 6）reading a book T: Mr sheep is busy. He is doing the dishes. So pig calls Mr dog. Pig:Dog ,dog, what are you doing? Dog: I am reading a book.（板书，低高音朗读） 7）I am reading an English book. I am reading a Chinese book. I am reading a/an ___. 8）answering the phone. T: Mr dog is busy ,too. At last, she calls Miss cat. Pig：Cat, cat, what are you doing? Cat: I am answering the phone. Pig: oh, oh, can you play with me? Cat: OK! Let’s go. 9) 同桌之间操练 10）Read all the words 11) Let’s chant What are you doing? What are you doing? I’m doing the dishes. What are you doing? I’m drawing pictures. What are you doing? I’m reading a book. What are you doing? I’m cooking dinner. What are you doing? I’m answering the phone. 11) open the book, then read after the tape. 12) Play a game 做一做（一名学生上台做动作） 问一问（其他学生问） A: What are you dong？ 答一答(这名学生回答） B:I am……… 13) Look and say I often…. I am …. cook dinner cooking dinner eat dinner eating dinner ………….. 14）总结规律 15）read and write Wu: What are you doing, John? John: I am … Wu: Thank you. What are you doing ,father? Father: I am… Wu: Hi, bear.What are you doing? Bear: I am …. Wu: Mom.What are you doing? Mom: I am… Wu: Thank you. What are you doing, uncle? Uncle: I am… 16) Design about your day. (来设计你的一天） My Day eg: I am ___________at _____ 三)Homework 1.完成相应的作业本和抄写本上的练习。 2 课间用今天所学的句子进行对话操练 3 背诵今天的单词，并默三次，中文 一 次。 六blackboard design What are you doing? I am answering the phone. drawing pictures cooking dinner doing the dishes reading a book一、单词：
bedroom卧室living room客厅;起居室study书房kitchen厨房bathroom卫生间phone电话table桌子bed床sofa长沙发fridge冰箱find找到them他们
二、Let’s spell:
u-e [ju:] use使用cute可爱的excuse原谅，道歉tube管道mule骡子
u [?] cut切us我们fun开心up向上bus公共汽车mum妈妈duck鸭
三、语法点：
is开头的句子属于一般疑问句，回答是yes或者no,然后根据句子的开头进行颠倒变化。
Where are the keys?钥匙在哪里?Are they on the table?它们在桌子上吗?
No, they aren’t.不，它们不是。 They’re in the door.他们在门里。语法点：1. are开头的句子属于一般疑问句，回答是yes或no,然后根据句子的开头进行颠倒变化。
Be(is, am, are)的用法口诀
我用am，你用are，is连着他，她，它;单数名词用is，复数名词全用are。
变疑问，往前提，句末问号莫丢弃。变否定，更容易，be(am, is, are)后not莫忘记。
疑问否定任你变，句首大写莫迟疑。
句型：Is she in the living room?她在起居室里吗?
Yes, she is.是的，她是。No, she isn’t.不，她不是。
四、短语：
1.地点类：in the study在书房; in the kitchen在厨房; in the bathroom在浴室;
in your desk在你的课桌里; in your hand在你手里; on the table在桌子上;under the table在桌子下; on the fridge在冰箱上;near the phone在电话旁边;on the bed在床上
2.动作类：watch TV看电视read a book看书have a snack吃点心
have a nap睡一会儿open the door开门look at看
Go to the living room. Watch TV去客厅，看电视
Go to the study. Read a book去书房，读书
Go to the kitchen. Have a snack去厨房，吃零食
Go to the bedroom. Have a nap去卧室，睡觉
Go to the bathroom. Take a shower.去浴室，洗澡
五、答语、答句
1.Is she in the living room ?她在客厅里吗?
No , she isn’t.不，她不在。 / Yes, she is.是，她在。
2. Are they near the phone ?它们在电话旁边吗?
No , they aren’t .不，它们不在。 / Yes, they are.是的，它们在。
3. Where is the cap ?帽子在哪里?It’s on the bed.它在床上。
4. Where are the keys ?钥匙在哪儿?
Are they on the table ?它们在桌子上吗?
No , they aren’t . They’re in the door .不，不在。它们在门上。
5. Where are the keys?钥匙在哪儿?They’re on the fridge.它们在冰箱上。
6. Open the door, please.请打开门。 OK.好的
7. Is she in the study?她在书房里吗?
No, she isn’t .不，她不在。 /Yes, she is.是，她在。
8. Is it in your hand ?它在你的手里吗?
Yes，it is!是的，它在。 / No, it isn’t.不，它不在。
一、课题名称：
workbook
二、教学内容：
复习、练习课
三、教学目标：
复习内容
1.关于衣服的单词。
2.购物用语。
3.由whose提问的问句及其回答。
四、教学重、难点：
1.购物用语的复习。
2.由whose提问的问句及其回答。
五、教学媒体
录音带
六、教学过程：
1.复习衣服的单词
(1)记忆已学的服饰类单词。
(2)猜图游戏。
2.复习whose的句型。
(1)看图说句子：Whose … is/are …? It’s /They’re…
(2)同位操练句子。
3.复习购物用语。
(1)学生说出已学的购物用语。
(2)创设情景，学生自编对话。
4.学习Let’s Go Further
(1)听录音，理解课文内容。
(2)跟读课文。
5.布置作业
(1)听读已学的课文。
(2)《活动手册》
七、教学反思
本单元的数字、衣服类单词较多，刚开学不久学生还懒于记忆单词，人名所有格和复数的表示法容易混淆。Whose与who’s的区别与应用有待巩固。
一、教学目标：
1.情感目标：
（1）使学生懂得讲卫生、合理饮食、作息规律的重要性，
从而培养学生养成良好的生活习惯。
（2）培养学生对身边的现象进行正确分析的能力和热心帮助他人的良好品德。
2.知识目标：
（1）能够听说读写有关健康的单词和词组。
（2）能够听说读写有关健康的交际用语：
You should/You shouldn’t…
3.能力目标：
能够在相应的情景下使用本单元所学的主句型，表达如何
确保身体健康成长并能够对他人的一些错误做法提出合理改进建议。
二、教学重点：
（1）能够听说读写有关健康的单词和词组。
（2）能够听说读写有关健康的交际用语：
You should/You shouldn’t…
三、教学难点：
单词exercise的发音。
四、教具准备：
卡片 录音机 磁带 实物
五、教学过程:
师生问答
(2)日常口语练习，内容可参考如下：
T：Hello, everyone! Welcome back to school! Nice to see you!
Ss: Nice to meet you!
(3) 问学生几个问题，引出本课重点内容。具体会话可参考如下：
T：Hi，everyone!Nice to see you again.What grade are you in now?
Ss：We’re in Grade 5.
T：Do you like your new English books(new classroom, new teacher)?
Ss：Yes!
T： What are we going to talk about in Unit 1?Guess!What’s the topic of Unit 1?
2. Presentation(新课呈现)
(l)教师出示Let’s start部分图片，介绍说： Rabbit has many new teachers in her school. Do you have new teachers? 引导学生根据情景图的提示描述新教师。然后教师说：“今天我们将学习怎样描述新教师。Sarah将为大家介绍几位新教师，大家在先看一看有哪些是新教师?
(2)出示Let’s learn部分的图片，向学生介绍说： They are Sarah’s teachers. Describe these teachers.引导学生结合预习部分回答出 strong， tall， short， thin等旧词，然后结合图卡向学生呈现新词：youny，kind old，funny。教师可利用简笔画、单词卡片或实物图片等—一教授新词，使学生正确理解、认读。
(3)教师可播放单词的声音，让学生在听过一遍后跟读单词，逐步掌握正确的读音。
(4)教师根据以下信息请学生判断会话中描述的教师是 Let’s learn配图中的哪一位： Mr Hu is the art teacher. What’s he like?He’s short and thin.完成前面铺垫的学习任务，让学 生猜出哪位是Sarah的新教师。教师再引导学生利用 Let’s learn部分所提供的替换句型，描述Sarah的其他两位新教师，练习巩固所学新词。
(4)试着写单词。
教师范写四会单词，让学生跟写或在单词卡片背面仿写，达到听、说、读、写 四会掌握新词的目的。
3.Let’s play (趣味操练)
(1)Let’s find out (找一找)
教师指导学生用所学新词和句型描述Let’s find out部分几位教师的体貌特征，然后找出正确的图片。完成这项活动后，教师引导学生充分利用八张新词卡片继续进行结对或小组活动，如： My new Chinese teacher is tall and strong. Who is he? 让其他学生选出正确的图片。
(2)Let’s sing (唱一唱)
教师放歌曲“My new teacher”的录音，学生跟唱，进一步在音乐节奏中感知新词。
4.Consolidation and extension(巩固与扩展)
(l)让学生做本单元 A Let’s learn部分的活动手册配套练习。
(2)让学生模仿Let’s find out部分的录音，读给朋友或家长听。展示不同教师的图片，让学生猜出是教哪个科目的教师，然后用所学新词描述这些教师的外貌特征。
(3)让学生参照 Let’s find out部分设计一些谜语让大家清一猜。可以参考以下语言： She is tall. She’s beautiful. She’s very young. We all like her. Who’s she?
(4)让学生把新学的歌曲唱给家长或朋友听。
5. 小结
单词：old，short thin，tall，strong, young, funny, kind
教案点评：
提供第一课时教案示例。本课时Let’s learn部分主要是通过情景会话，谈论美术教师的样子，来让学生学习单词：old，short thin，tall，strong, young, funny, kind等。教学设计适合与学生身边的人物相联系，尤其是新老师。可引导学生复习已学过的tall, short, thin, strong等词汇，再进一步学习本课新生词。达到描述不同图片人物的要求。利用一些活动来巩固知识。教师引导学生充分利用事先准备好的人物图片，进行结对或小组活动，如： My new Chinese teacher is tall and strong. Who is he? 让其他学生选出正确的图片。
新人教版五年级英语下册教案4
一、TeachingMaterial ：
Unit 3 B Read and write ,Let’s Play ,Let’s check
二、Teaching objectives
1、To master the four skills sentences ：
What’s the date ?June 9th.
Is her birthday in June ?Yes.
2、To understand the dialogue ，make sure the students can answer the questions of the dialogue and can write out the keys.
3、Make sure the students can play the game : Bingo.
4、To finish “Let’s check” .
三、Teaching points ：
1、Main points : To master the four skills sentences.
What’s the date? June 9th. Is her birthday in June? Yes.
2、Difficult points : To understand the dialogue.
四、Vision aids ：
1、The picture of “Read and write”.
2、Video tape, slides and some birthday cards.
五、Teaching procedures ：
(一)、Warm-up
1、全班吟唱P26 Let’s chant , 说做结合，营造活跃的课堂气氛。
2、听歌猜节日：教师放节日歌曲 ：“Jingle Bell”、“Happy Teachers’ Day”、“Happy New Year” 每放一段歌曲，提问：What festival? What’s the date? 学生用英语回答。
(二)、Preview
1、Free talk: Talk about your birthday.
eg)T : When is your birthday?
S1 : My birthday is in June.
T : What’s the date?
S1 : It’s June 1st
2、Play game: Where’s my friend?
把十二个月份的完全形式和缩写形式写在卡片上，分别发给24位学生，然后进行游戏。
eg) S1 : I’m January. Where’s my friend?
S2 : Here. I’m your friend, I’m Jan .
(三)、Presentation
1、Read and write.
1、The teacher shows a birthday card and asks: What’s this?
The students answer in Chinese. Then the teacher asks:
What’s “生日卡片”in English? Listen to the tape, please.
The students listen to the tape of “birthday card” several times, and repeat.
2、Show a slide.(一个女孩正在制作生日卡片)
问：What’s the girl doing? 帮助学生回答：She’s making a birthday card. 然后教师用卡纸做出制作生日卡片的动作，并说：Look! I’m making a birthday card, too.然后投影出示句子 “I’m making a birthday card.” 并带读句子。
问：Who has a birthday today?
一位学生回答：“I am”
教师拿着一张生日卡片对该学生说：“Happy birthday to you. It’s for you. Do you like it? 学生回答“Yes”。(在学生说“Yes”时，教师告诉学生，在接受别人礼物时，应先说“Thank you”)教师再说：Yes. I think everyone likes to get a birthday card. 投影出示：Everyone likes to get a birthday card. 并学说。再问全体学生：Is her /his birthday in April? (学生回答并学说句子)。
4、在画有birthday card 的幻灯上添上电脑边框，并说“Look! The card is in the computer. Oh , it’s an e-card.”(学说e-card 并解释)再出示一个小女孩在发送电子卡片的投影片，问：What is she doing? 帮助学生回答：“She is sending an e-card.” 投影出示答语并学说。
5、Watch the video of the dialogue, then answer the questions. (投影出示下列问题，看录像后指名口头回答)
a、What is Zoom doing? Why?
b、Is Grandma’s birthday in June?
c、Does Grandma have a computer?
d、Can Grandma get the e-card?
e、Do they make a birthday card?
f、Does everyone like to get a birthday card?
6、Listen to the tape and repeat.
7、To practice the dialogue.
8、To act out the dialogue (in group)
9、Group work: To make a birthday card.
2、Let’s play: Bingo
教师讲解游戏规则，然后做游戏，并评奖。
3、Let’s check
教师放Let’s check 部分的录音，学生完成。
1、Boy: When is your birthday?
Girl: It’s Step 8th .
Woman: Circle the girl’s birthday.
2、Girl: When is Grandma’s birthday, mom?
Woman: It’s April 10th.
Woman: Circle grandma’s birthday.
4、Sum up:
1、How do we ask the date? We can ask like this: “What’s the date?” And answer like: “It’s June 1st .
2、To tell “What’s the date?” and “What day is it?”
(四)、Consolidation and extension
1、To finish the Wb of part B:
2、To listen to the tape of “Read and write”, and read to your parents.
3、To recite and write the four skills words and sentences.
新人教版五年级英语下册教案5
教学重点：
1.词汇：season，spring，fall，summer，winter
2.句型：What’s your favourite season?
教学难点：
1.单词发音：spring，fall
2.favourite 单词的读音和拼写。
教具准备：
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
教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，cool，hot。
(二)呈现新课 (Presentation)
活动二：谈论天气
教学参考时间：5分钟
教师提问：What’s the weather like today? Is it cold? 学生根据实际做答：No , it’s warm.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
教师出示表示四个季节的图片，让孩子说说分别是哪个季节。孩子说对后教师板书单词：spring，summer，fall，winter。教师范读，学生跟读，学生开火车读。
活动四：说一说(Let’s learn)
教学参考时间：5分钟
教师再次展示表示四个季节的图片，询问学生What’s your favourite season? 学生根据实际情况回答，并进一步陈述原因 “Spring, it’s warm and sunny.”接着教师板书主句型，指导学生认读。最后教师播放配套课件，学生观看，跟读句子。教师注意强调favourite的读音，并进行小组问答练习。
活动五：描述季节
教学参考时间：3分钟
教师询问：What’s the weather like in spring?学生回答，通过师生问答为学生做示范。(Spring is very warm. The leaves are green. We can see many flowers in spring. )
根据学生喜欢的季节，重新分组，让学生参考卡片图描述自己喜欢的季节。
(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
教师将Let’s find out 中的图片发给学生，让孩子画出自己最喜欢的季节里的树，并到同学中进行调查，发现其他同学画的内容。
(四)巩固和扩展(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，并公布答案。
第二课时
教学重点：听懂，会说Which season do you like best?并能结合句型展开深入的对话。
教学难点：用I can 的句型说出喜欢的原因。
教具准备：
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.Let’s sing歌曲录音。
教学过程：
(一)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
教师出示四个季节的卡片，引导学生边看，边表演出每个季节的气候，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
教师出示单词卡片，学生抢答或学生开火车认读。同时，按照四季顺序，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
教师播放本单元中Let’s 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
教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。教师和“榜上有名”的三个同学分别进行What’s your favourite 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：5分钟
教师提问What’s your favourite season? 学生根据实际做答(Winter.)。教师询问：Why? 学生结合实际回答 (I can play snow.)。教师询问1-2名学生后，将句型变为“Which season do you like best?”并引导学生回答。教师板书句型，示意学生将此句型和What’s your favourite season?进行比较。最后，教师带读，学生跟读。
活动六：模仿对话
教学参考时间：8分钟
教师播放Let’s talk部分的录音，提问学生：How many people in this dialogue? Who are they?Which 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，然后在认读的基础上，教师和学生仿例示范一组对话，最后进行小组对话。
(三)趣味操练 (Practice)
活动七：小调查
教学参考时间：教师结合课堂教学的具体时间进行，或课外进行。
学生在规定的时间里运用本课新句型Which season do you like best?完成对五个以上同学的调查，并要求回答的同学对季节气候进行描述。
活动八：游戏——找朋友
教学参考时间：3分钟
学生两人一组互相询问：Which season do you like best? 然后同时说出答案，答案一样的两人成为朋友，不一样的学生再重新开始游戏。
(四)巩固和扩展(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。
Unit 12Revision Lesson 67
Teaching aim:Review the words about housework and after school activity.Review the sentences about ask the housework and the activity.Teaching important:Review the words about housework and after school activity.Review the sentences about ask the housework and the activity.Teaching difficult:Review the words about housework and after school activity.Review the sentences about ask the housework and the activity.Teaching utensil: tape
Teaching course:
1.Review the words: group contest, say the words as quickly as you can, match words with
pictures, look at the picture and teacher say the phrase, if teacher is right, students will say “yes” teacher is wrong, students will keep scilent.Teacher do the action and students say the word.2.单词归类: write down the words:Part Time Activities, Chores, Frequency.将单词卡
片发给学生，请学生将单词卡片按所属类别贴到相应的名称类别的下面。
3.Listening: 要求学生通过听录音，将图中家务或课外活动的词组与响应的表示频度的词组连
线。再放录音，要求学生进行自我订正，最后教师引导全班订正答案。
4.调查采访：老师领读B部分句子，熟悉采访语言，引导学生反复读,找几个好学生先采访，做示
范，然后自由活动。
5.调查结果汇报：先请个别学生到前边汇报，然后叫同学们在小组内汇报。
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