5班级下册英语教案5篇

1、本文格式为Word版，下载可任意编辑第 页5班级下册英语教案5篇 重培育同学听说读写的语言技能及交往力气。首先，要精讲基础学问，加强基本训练，使同学获得综合运用语音 语法 词汇进行听说读写的交际力气。其次，要使操练形式与同学的生活时间紧密相连，从而使语言技能进展成运用语言进行交际的力气。以下是我带来的5班级下册英语教案内容，感谢您的阅读，希望能关怀到您! 5班级下册英语教案1 see you soon Theme: Letters from Abroad Function: Understanding different cultures. Target Language: Simple pa

2、st tense. The man wore womens clothes. The actors told lots of jokes. We laughed a lot. Simple future tense be going to We are going to see you in three weeks. Mum bought new chopsticks for you. Vocabulary: wore (wear), women, actor, told (tell), joke, funny, after, show, ready, soon, bed, room, his

3、tory, question, borrow, evening Pronunciation: / / / / / / / / Song: Postman 一、Warmer: 1. Tell the Ss that you are going to mime some things you did yesterday and the Ss have to look and guess what you did. 2. Continue like this. Yesterday I ate an apple. He borrowed some books. She went to the park

4、. 3. Say some sentences with now, tomorrow, yesterday. E.g. We are going to see you in three weeks. Dad is going to put another bed in my room. We bought a bike for you. We are having our English class. He is play football. 二、Presentation: 1. Listen and say. A. Listen to the tape and read this lette

5、r. B. Read the letter again and answer the questions: C. What is Dad going to put in Simons room? Who bought new chopsticks? Who read a book about Chinese history? What did they but for Daming? 2. Look and say. A. Yesterday he ate a hamburger. B. He played football. C. Now he is eating an apple. D.

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

7、g, Last week I went to the zoo. I wore a red sweater. I saw some animals. I drank some juice. I ate an ice cream. From Liping 2. Listen and repeat: A. Quick! Cut it in quarters! B. She is English. C. Eat with this spoon! D. I say Thank you with my mouth. 四、Homework: Write a letter to your friend. 5班

8、级下册英语教案2 Lesson 1 一.教学内容 Main scene Part A (lets try lets talk) 二.教学目标 1.能正确听，说，朗读“Who is .?- He/She is.Whats he/she like? - He/She is. Is he/she?-Yes,he/she is. No, he/she isnt.” 2.能正确听，说，认读表示人物外貌与性格特征的形容词 old ,young,funny,kind,strict,polite,hard-working,clever. 3.能听懂，会说，会表演Lets talk 的内容并在真实场景中运用。

9、三.教学重难点 重点：同学能够表演Main scene 和lets talk的交际内容，能够依据实际 状况用英语争辩他人外貌与性格特征。 难点：用英语精确 询问并回答人物特征，如：“Who is ? He/She isWhats he/she like? He/She is Is he/she?Yes,he/she is. No, he/she isnt.” 四.课前预备 老师自制的单词卡 、录音机、录音带 五.教学过程 Step1. Warming-up 1.Lets look and say the names.(老师出示本单元通过多媒体播放一些卡通图片，分别呈现年老，年轻，滑稽，有礼貌，

10、工作努力，聪慧，严格等外貌与性格特征，让同学认读，说一说这是谁，怎么样。) 2.Lets listen and sing”Whos your teacher?” Step2. Presentation 1.学习Main scene (1)出示Main scene中的部分教学挂图，让同学观看。 (2)看图回答问题。 Dialogue1: Who can you see in the picture?(Wu Yifan,Amy,Oliver and a teacher.) Dialogue2: What are they talking about?(The teacher introduces

11、classmates to each other.) Dialogue2:Who is a new student?(Oliver) (3)听录音，仿照朗读，理解对话内容。 (4)老师领读对话，同学仿照，齐读练习，生生对话，小组表演。 2.学习lets try lets talk (1)listen and tick.听录音，完成探究学习第一题。 (2)创设情境：这节课我们和Oliver，WuYifan一起去了解Mr Young。 (3)看lets talk部分的课文插图，听录音，仿照朗读，理解意思。 (4)依据lets talk内容尝试分角色朗读对话。 (5)同学两人一组，完成“Talk a

12、bout your teachers.” (6)同学表演，以检查同学对本课对话的把握状况，对做得较好的同学予以表扬。 3.Make a survey. T: Whos your. .? Ss:. . T:Whats he/she like? Step3. Consolidation 三人一组，发觉并用我们学过的句型争辩小组内每个成员的三个优点。 S1: Whos that. .? S2:. . S1:Whats he/she like? S2:He/she is S1:Is he/she. .? S2:Yes,he/she is. No,he/she isnt. Step4 Homework

13、1.完成课堂检测中的相关习题。 2.Make a new dialogue and act it out。 六.板书设计X Kb1. C om Unit one Whats he like? Main scene Part A (lets try lets talk) Who is he?- He is our music teacher. Whats she like? - Shes very kind. Is he young?-Yes,he is. 七.教学反思 5班级下册英语教案3 Im in New York now Teaching objectives: 1. Words: ar

14、rive taxi flat building made again 2. Sentences: Grandma made Chinese food for me. I want to try American food. I will write again soon. 3. Practise to pronounce wh wr. 4. Learn the song: Its a big exciting world. Teaching properties: cards tape-recorder pictures Teaching procedures Warmer: 1. Stick

15、 the pictures of unit 1 on the board. Have the students come to the front and mime the text of unit 1. 2. Say a sentence in the present tense and get the students say it in the past tense. Examples: T: Daming goes to New York. Ss: Daming went to New York. T: Grandma meets Daming. Ss: Gradma met Dami

16、ng. Teach the text: 1. Raise the picture of the Statue of Liberty and ask: What is it ? Where is it?” Guide the students say: Its the statue of Liberty. Its in New York”. T: Daming is in New York now. Lets see who met him at the airport. What he saw in New York and What food he wanted to eat. 2. Pla

17、y the tape. Have the students listen and underline the new words in books. 3. Teach the new words. 4. Play the tape again. Have the students listen and say. After this, get the students to answer the following questions: Who met Daming at the airport? (Grandma and Simon) What did Daming see in New Y

18、ork? (Buildings, cards and people) What food did he want to try? (American food) 5. Complete activity 2 in SB. (Get the students to ask and answer in pairs) 6. Practise to pronounce wh wr. 7. Learn the song: Its a big exciting world. 8. Complete exercise 1 in AB. Homework: Practise the following sen

19、tences in pairs: Where are you from? Where are you going to go? Where are you going to go there? Where are you going to do there? Designs: Module 10 Unit 2 Im in New York now Arrive Grandma mad Chinese food for me. Taxi Flat I want to try American food. building made I will write again soon 5班级下册英语教

20、案4 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Lets chant部分的歌谣。 4.能够了解Good to know 部分的内容。 教学重、难点 1.本课时的教学重点是把握A部分Lets learn中的五个动词短语，并能用这五个短语回答

21、询问作息时间的问题。 2.本课时的教学难点是把握五个四会短语和单词exercise, usually的正确发音。 教具预备 1.老师预备Lets start部分和主情景图的教学挂图。 2.老师预备录音机和录音带。 3.老师预备五班级上册其次单元的动词卡片和本单元A Lets learn部分的动词卡片。 4.老师在课前将usually, often, sometimes的单词卡片贴在教室的墙上。 5.老师课前在黑板上画一个大钟，并标注时间刻度。 教学过程 1.热身(Warm-up) (1)老师站在黑板上的钟前面，张开手臂演示一个时间，比如：9：30，留意演示时将一只手臂略缩短一些表示时针，另一只

22、手臂表示分针。然后老师提问同学：What time is it? 同学回答：Its . 老师请几名同学来演示并提问：What time is it? 其他同学回答。 (2)老师播放五班级其次单元B部分的歌谣，复习巩固句型：“What do you do on Saturdays?” 2.预习(Preview) 玩耍：“幻想剧场” 老师将全班分成四组，出示动词卡片：play ping-pong / football, paint, watch TV, read books, play computer games, do homework / housework等，每组派一名同学看词卡表演这一系

23、列动作，该组其他同学猜想他 / 她表演的动作名称，猜对次数多的一组为胜。最终评出两名表演最精彩的同学为“幻想剧场”的“今日之星”。 3.新课呈现(Presentation) (1)老师请“今日之星”给大家表演一节广播体操。老师出示单词卡片：do morning exercises.老师领读，同学跟读，老师留意提示同学 exercise的发音，可分音节由慢到快地教读。之后老师提问一名同学：Can you do morning exercises? 该同学答：Yes, I can.这名同学再问其他同学，做连锁操练。操练可以不按座位进行，让每名同学始终保持乐观的状态。建议老师引入do eye exe

24、rcises来拓宽同学的词库，丰富操练内容。 (2)老师请另一位“今日之星”给大家表演动词短语play spots。同学或许会猜想为play football / basketball / ping-pong, jogging等。老师可以这样引导同学：Yes, youre right. We can play . We can play sports. You play sports every day. (3)老师简笔画出太阳、月亮，代表早晨和晚上，教学短语：eat breakfast / dinner, 老师领读，同学跟读。老师引导同学说：I eat breakfast，同学立即说at 7

25、：00 in the morning。同学分组做这个玩耍，以此方式来操练三个动词短语。 (4)老师出示单词卡片have English class，说句子：We have English class。同学学说这个句子。然后老师说：Mr. Wang(该班的语文老师)is here。 引导同学说：I have Chinese class。老师连续列举各科老师的名字，让同学说句子，进一步生疏这一动词短语。 (5)同学两人一组用单词卡片练习本课时动词短语。说得多且正确的一方为胜者。 (6)上课前老师将写有often, usually, sometimes的词卡片贴在教室的墙上，老师说出一些含有以上单词

26、的句子，如：I usually do morning exercises at 8：30， 同学要快速地听出，指向这一单词并重复这个句子。老师留意示范usually的发音。 (7)同学听A部分Lets learn的录音，跟读。老师引导同学快指快说主情景上呈现的动词词组。 (8)老师引导同学以竞赛的形式拼读本课时所学短语，要大力表扬能快速并正确地拼读单词breakfast和exercises的同学。 Lets start 老师站在黑板上的钟前面，伸出两臂作为指针，做出6：00的样子，问同学：What time is it? 同学应回答：Its six oclock. 老师再做出get up的动作

27、，说：I usually get up at 6:00 in the morning. 老师出示Lets start部分的挂图，指着图1问同学： When do you get up? 引导同学回答： I get up at . 并填写具体时间。然后老师与同学继本部分设计的问题如下： (1)When do you get up? (2)when do you eat breakfast? (3)When do you go to school? (4)When do you eat lunch? (5)When do you have Chinese class? (6)When do you

28、 eat dinner? (7)When do you do homework? (8)When do you watch TV? (9)When do you go to bed? Lets play (1)同学二人一组协作表演动词短语，一人表演，一人在他/她背后说出这个动作的名称，如：I get up / do morning exercises .表演完毕后全班评比拍档。 (2)同学一再人一组进行表演，第一人表演动作，其次人表演时间，第三人说出句子，如：I get up at 6:30 . Lets chant 老师放同学用书其次页Lets chant的录音，同学听录音、跟唱歌谣。老师请

29、同学读单词sometimes, usually,要留意订正其发音。 Good to know 老师关怀同学理解本部分内容，可用动作解释动词短语：clean your hands, brush your teeth等;引导同学在句子中猜想单词before的意思;并用中文解释“Rules to follow every day”的含义。 4.巩固和延长(Consolidation and extension) (1)同学做Lets learn部分的活动手册配套练习。 (2)同学以Lets chant为模本，用新学的句子和短语重新编写歌谣。 5班级下册英语教案5 教学重点： 1.词汇：season，

30、spring，fall，summer，winter 2.句型：Whats your favourite season? 教学难点： 1.单词发音：spring，fall 2.favourite 单词的读音和拼写。 教具预备： 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 老师播放四班级下册第四单元的歌谣，引导同学边说，边打节奏，引导同学表演出形容天气的单词 cold，warm，cool，hot。 (二)呈现新课 (Presentation) 活动二

31、：谈论天气 教学参考时间：5分钟 老师提问：Whats the weather like today? Is it cold? 同学依据实际做答：No , its warm.引出新词汇spring，并询问同学，哪个季节最寒冷，Which season is cold? 引出词汇season，winter，询问同学，还知道哪些季节?Do you know another seasons? 引导同学说出自己知道的季节。 活动三：猜猜，读读 教学参考时间：5分钟 老师出示表示四个季节的图片，让孩子说说分别是哪个季节。孩子说对后老师板书单词：spring，summer，fall，winter。老师范读

32、，同学跟读，同学开火车读。 活动四：说一说(Lets learn) 教学参考时间：5分钟 老师再次呈现表示四个季节的图片，询问同学Whats your favourite season? 同学依据实际状况回答，并进一步陈述缘由 “Spring, its warm and sunny.”接着老师板书主句型，指导同学认读。最终老师播放配套课件，同学观看，跟读句子。老师留意强调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 老师询问：Whats the weather like in spring?同学回答，通过师生问答为同学做示范。(Spring is ve

33、ry warm. The leaves are green. We can see many flowers in spring. ) 依据同学宠爱的季节，重新分组，让同学参考卡片图描述自己宠爱的季节。 (三)趣味操练 (Practice) 活动六：猜一猜 教学参考时间：4分钟 两个同学一组，一个孩子描述季节，一个孩子猜所描述的是哪个季节。 活动七：画画，说说 教学参考时间：3分钟 老师将Lets find out 中的图片发给同学，让孩子画出自己最宠爱的季节里的树，并到同学中进行调查，发觉其他同学画的内容。 (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。 其次课时 教学重点：听懂，会说Which season do you like best?并能结合句型开放深化的对话。 教学难点：用I can 的句型说出宠爱的缘由。 教具预备： 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.Lets sing歌曲录音。