PEP小学英语五年级上册(全英)教案(1)(1)
PEP小学英语五年级上册(全英)教案教学工作计划学生基础知识、基本技能、智力状况及学习情感的简要分析：五、六年级的学生，其认知特点已经以来明显的变化，他们已经意识到英语在自己生活中无处不在，但有时却又苦于无法用英语表达，所以存在着对英语学习的渴望，迫切想学更多的英语。
虽然以前已经接触到了一些英语，但是这些孩子之间的差距还很大。
他们强烈的求知欲使他们更自觉的想学好英语。
五年级的学生两极分化比较严重，部分同学已能达到自主学习，尝试用英语交流的水平，但也有部分同学基础知识都无法掌握。
六年级也存在两极分化的问题，但较五年级而言，稍平均些，且其接受英语的能力也比五年级更好。
本学期学科教学的目的要求：1、能听、说、读、写92个单词或短语以及13组句子和9个单句。
（包括教师、课程、食物、家务劳动、居室家具和自然景物等几个话题）要求能在真实语境中正确运用并能读懂简短语篇。
2、能听、说、认读16个单词。
3、能学会6个手工制作。
4、能听懂、会唱8首歌曲。
5、能听懂、会吟唱12首歌谣。
6、能完成6个自我评价活动。
7、能理解6个幽默小故事。
8、能了解6项简单的中西方文化知识。
提高教学质量的打算：教学进度表本学期上课23周共48课时，其中新授课36节，复习考试6节，机动6节。
周次起讫日期教学内容（章节或单元）教学辅助活动实际完成情况1 9.1-9.3 Review2 9.6-9.10 Unit1 lesson1、2、33 9.13-9.17 Unit1 lesson4、5、64 9.20-9.24 Unit2 lesson1、25 9.27-10.1 Unit2 lesson3、4、56 10.4-10.8 Unit2 lesson6 Unit3 lesson17 10.11-10.15 Unit3 lesson2、3、48 10.18-10.22 Unit3 lesson5、69 10.25-10.29 Recycle1 lesson1、210 11.1-11.5 Recycle1 lesson3 Unit4 lesson111 11.8-11.12 Unit4 lesson2、3、412 11.15-11.19 Unit4 lesson5、613 11.22-11.26 Unit5 lesson1、2、314 11.29-12.3 Unit5 lesson4、5、615 12.6-12.10 Unit6 lesson1、216 12.13-12.17 Unit6 lesson3、4、517 12.20-12.24 Unit6 lesson6 Recycle2 lesson118 12.27-12.31 Recycle2 lesson2、319 1.3-1.7 Review 120 1.10-1.14 Review 221 1.17-1.21 Review 322 1.24-1.28 Review 423 1.31-2.4 Review 52425课时授课计划UNIT 1 MY NEW TEACHERfind out Part C Let’ss learn Let’sstart Main scene Part A Let’ Unit 1 Lesson1 (Let’ssing)1.Teaching aimshe like?” and give the right(1). Be able to ask: “who’syour art teacher? What’sanswer.(2). Be able to master those words: old, short, thin, tall, strong, in four skills.(3). Be able to understand the orders, and to finish the tasks of “Le(4). Be able to sing the song of “ My New Teacher”．2.Key and difficult points(1). Replace the words: old, short, thin, tall, strong, young, funny, kind, according tothe sentence.(2). Master the words: old, short, thin, tall, strong, in four skills.3.Teaching aids(1). English cards, teacher’s photos, castle4.Teaching steps(1). Warm upa.Let’s chant: big and small, long and short.b.Listen to the “Let’s start”．c.T: hi, everyone! Nice to see you again. What grade are you in now?What are we going to learn in this term? Guess!ll learn My New Teacher.This unit we’(2). PreviewDo you have new teachers? Who are they?Who’s your…teacher?Mr. / Miss…(3). PresentationLet’s starta.Rabbit has many new teachers in her school.ew teachers?b.Task: Sarah will introduce some new teachers to you. Who’s the n Let’s learna.They are Sarah’s teachers. Describe these teachers.(Put up the surname on the picture)Who’s Sarah’s …teacher?Mr. / Miss…What’s he/she like?He’s/ She’s …(Review the words: strong, tall, short, thin, and present the new words: young, kind,old, funny.)b.Learn the new words, read and spell.c.Listen to the tape and read after it.d.Describe your own teachers.Who’s your …teacher?Who’s Sarah’s …teacher?Mr. / Miss…What’s he/she like?He’s/ She’s …T-S S-SLet’s find outa.Guess:This is our P.E. teacher. He’s tall and strong. He’s a little old. Helike him. Who is he?This is our math teacher. She’s tall, she’s not strong and she’s not grade 6.b.Make the dialogue and pick up the right picture in Ss book..Let’s singa.Learn to sing the song of “My New Teacher”．(4). Consolidation and extensiona.Do listening practice in the activity book P1.b.Write the four-skilled words four times.c.Design the task according to the “Let’s find out”Such as: She’s tall. She’s beautiful. She’s very young. We all like her. WhoTeaching notes:Unit 1 Lesson2 (Part A Let’s try Let’s talk Part C Good to know)1. Teaching aimsn and(1). Be able to say: Who’s your math teacher? Mr Zhao. What’s he like? He short. He’s very kind, and can use it freely.(2). Be able to understand the “Let’s try”, and to finish the exercise.(3). Be able to know the part of the “Good to know”．2. Key and difficult points(1). Master the sentences of this lesson, and can use it freely in daily life.(2). Help students to catch the new words and new sentence in “Let’s3. Teaching aidssome teacher’s photos, some pictures, castle4. Teaching steps(1) Warm upa. Sing: My New Teacherb.Chant.(2). Previewa.Ask & AnswerMr./MissWho’s your…teacher?What’s he/she like? He’s/She’s…and….(Fill in the words we have learned.)(3). PresentationLet’s try (Do listening practice.)Explain how to do.Let’s talka.Show the part of photos quickly, then ask students to recall who are they?b.Listen to the tape and read after it.c.Make a dialogue with your partner.A: Who’s your…teacher?B: Mr. /Miss…A: What’s he/ she like?B: he’s /She’s …T-Ss S-S ask and answerd. Activity book P2 number 4 Talk about your teachers with your partner.Teacher do it with a student first, Ss ask and answer with the partner.Good to knowthat is “MrPerson who speaks English used to call “Mr Z hang or Zhangming”,+surname or just name”. They never say “Mr Zhangming”．Explain the difference between China and Western countries.(4). Consolidation and extensiona.Do the listening practice in activity book. P2 number 3.Explain how to do first.b.Listen to the type and read it to your friends.c.Tell your parents what you have learned in “Good to know”．Teaching notes:Unit 1 Lesson3 (Part A Read and write Pair work Part C Pronunciation )1.Teaching aims(1). Be able to say the dialogue and can use it in daily life.(2). Be able to master the sentences: “Who’s your English teacher? Mr Carter. What he like? He’s tall and strong.”, in four skills.(3). Be able to understand the regulation of Pronunciation, and can read these words.2. Key and difficult points(1). Master the sentences in four skills.(2). Have the right pronunciation.3. Teaching aidssome teacher’s photos, some cartoon pictures, castle, English cards4. Teaching steps(1). Warm-upa.Chant.b.Guess teacher (one student chose one of photos, and ask other students toguess who’s he/she?)c.GreetingT-S: Look, I like our Chinese teacher. She’s short. What about you?(2). Previewa.Spell the words: old, short, thin, tall, strong.(3). PresentationRead and writea.T: Zhang Peng and Tim have a short dialogue. Please listen carefully and answermy questions.b.Listen to the tape.First time: What are they talking about?Second time: (1) How many new teachers does Zhang Peng have?(2) Who are they?(3) Who’s Zhang’s English teacher?(4) Where’s he from?(5) What’s he like?(6) Who’s he?c.Open the book, then ask students to learn the dialogue by themselves, and tofind some difficult points.d.Read after the tape.e.Help the students to solve the difficult points, and to finish the questions.f.Learn to write the sentences.Teach them how to write formally.]Pair workTeacher prepares the cards, let the students make a dialogue.A: Who’s that man/woman?B: He’s/She’s…A: What’s he like?B: he’s /She’s …T-Ss Ss-SsPronunciationa.Read the word according to their regulation of pronunciation.b.Listen to the tape and read after it.c.Practice the tongue cross.(4). Consolidation and extensiona.Do the activity book.P3 number 5, 6.Listen twice, filling the blank and tick or cross.b.Listen to the tape and read it to your parents or friends.c.Write the four sentences four times.Teaching notes:Unit 1 Les son4 (Part B Let’s chant Let’s learn Part C story time)1.Teaching aims(1). Be able to say “Let’s chant”(2). Be able to master the words: kind, funny, young, smart, active in four skills. Beable to read, speak and understand some phrases about the strict, principal, university student, and can use it freely.(3). Be able to understand the story2. Key and difficult points(1). Be able to use the words: principal, university, student, strict, smart, active freely, and learn these words in four skills.(2). The pronunciation of “university, principal, strict”．3. Teaching aidsphotos,or student’sSome finger marks, some relative pictures, some teacher’sEnglish cards。
五年级上册英语教案Unit 1 What’s he like？A Let's spell_人教版PEP()
Pep小学英语五年级上册第一单元第三课时“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。
只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那般的含义。
《孟子》中的“先生何为出此言也？”；《论语》中的“有酒食，先生馔”；《国策》中的“先生坐，何至于此？”等等，均指“先生”为父兄或有学问、有德行的长辈。
其实《国策》中本身就有“先生长者，有德之称”的说法。
可见“先生”之原意非真正的“教师”之意，倒是与当今“先生”的称呼更接近。
看来，“先生”之本源含义在于礼貌和尊称，并非具学问者的专称。
称“老师”为“先生”的记载，首见于《礼记?曲礼》，有“从于先生，不越礼而与人言”，其中之“先生”意为“年长、资深之传授知识者”，与教师、老师之意基本一致。
Unit 1What’s he like?一般说来，“教师”概念之形成经历了十分漫长的历史。
杨士勋（唐初学者，四门博士）《春秋谷梁传疏》曰：“师者教人以不及，故谓师为师资也”。
这儿的“师资”，其实就是先秦而后历代对教师的别称之一。
《韩非子》也有云：“今有不才之子……师长教之弗为变”其“师长”当然也指教师。
这儿的“师资”和“师长”可称为“教师”概念的雏形，但仍说不上是名副其实的“教师”，因为“教师”必须要有明确的传授知识的对象和本身明确的职责。
Part A Let’s spell其实，任何一门学科都离不开死记硬背，关键是记忆有技巧，“死记”之后会“活用”。
不记住那些基础知识，怎么会向高层次进军?尤其是语文学科涉猎的范围很广，要真正提高学生的写作水平，单靠分析文章的写作技巧是远远不够的，必须从基础知识抓起，每天挤一点时间让学生“死记”名篇佳句、名言警句，以及丰富的词语、新颖的材料等。
这样，就会在有限的时间、空间里给学生的脑海里注入无限的内容。
日积月累，积少成多，从而收到水滴石穿，绳锯木断的功效。
PEP新版小学五年级上册英语教案全册
PEP新版小学五年级上册英语教案全册一、教学目标1.让学生掌握本册所学的基本词汇、句型和语法。
2.培养学生的英语听说读写能力，提高学生的英语综合素质。
3.培养学生合作学习、自主学习的能力，激发学生学习英语的兴趣。
二、教学内容1.单元一：Myfriends2.单元二：Myweek3.单元三：Whatwouldyoulike?4.单元四：Whatcanyoudo?5.单元五：Myfavoriteseason6.单元六：Inanaturalpark7.单元七：Howdoyougotoschool?8.单元八：What'syourfavoritesport?9.单元九：IntheUK10.单元十：AvisittotheUK单元一：Myfriends课时一教学目标：1.让学生掌握本课的生词和句型。
2.培养学生运用本课所学知识进行交流的能力。
教学重难点：1.词汇：friend,boy,girl,old,young,funny,nice,smart2.句型：Who'syourfriend?He/Sheis教学步骤：1.导入：通过歌曲或游戏引导学生进入课堂。
2.新课导入：展示一张朋友的图片，让学生猜测并描述这位朋友。
3.教学词汇和句型：通过图片和实物展示，让学生学习本课的生词和句型。
4.练习：让学生相互介绍自己的朋友，并用所学句型进行交流。
5.小组活动：让学生分组，每组选择一位朋友，用所学知识描述这位朋友。
课时二教学目标：1.巩固本课的生词和句型。
2.培养学生运用所学知识进行实际交流的能力。
教学步骤：1.复习：通过歌曲或游戏复习上节课的内容。
2.听力练习：播放本课的听力材料，让学生完成练习。
3.口语练习：让学生根据听力材料，模仿并进行口语练习。
4.小组活动：让学生分组，每组根据上节课的描述，进行角色扮演。
5.展示：每组展示自己的角色扮演，其他组进行评价。
单元二：Myweek课时一教学目标：1.让学生掌握本课的生词和句型。
PEP新版小学五年级上册英语教案(全册)
PEP新版小学五年级上册英语教案(全册) Lesson 1： Hello!教学目标:1. 掌握问候语“Hello! How are you?”和回答语“I’m fine, thank you.”“Nice to meet you too.”的用法。
2. 学会用“Hello! How are you?”来问候别人并回答。
3. 通过图画、表演和问答等多种形式，培养学生的听说能力。
教学重点:1. 学会用英语问候和回答。
2. 掌握询问和回答“how are you?”的用法。
教学难点:1. 掌握回答“How are you?”的表达方式。
2. 学会用英语进行简单的问答。
教学准备:1. 课件或黑板。
2. 图片或卡片，用于展示问候语的表达方式。
3. PPT或者小黑板，用于设计练习。
教学过程:1. Greetings: Say “Hello!” to the students.2. Sing a Hello song together.3. Review the greetings from last lesson.Step 2: Presentation1. Show the pictures or cards with different greetings.2. Teach the students to say “Hello! How are you?” and “I’m fine, thank you.”3. Explain the meaning of the words/phrases and the usage.Step 3: Practice1. Divide the students into pairs.2. Let the students practice the dialogue in pairs.3. Have a few pairs to demonstrate it in front of the class.Step 4: Game1. Play a game called “Guess the Greeting”.2. Show a picture or card with a different greeting on it.3. Let the students guess what the greeting is in English.Step 5: Consolidation1. Have the students repeat the dialogue with the teacher or with a partner.2. Select a few students to perform the dialogue in front of the class.1. Review the dialogue at home.2. Draw a picture and write a short dialogue using the greetings learned in class. Lesson 2： How old are you?教学目标:1. 学习并掌握数字1-12。
小学PEP五年级英语上册英语教案
小学PEP五年级英语上册英语教案第一教学目与要求1、能听，并理解本的五个新：youngoldkindfunnystrong2 、能掌握句型Who’syour⋯⋯.?What’she/shelike?并能在具体的境中运用。
3、培养学生、尊敬老的情感。
教学建一Warm-up1．Showa pictureofsomeclassrooms.(MusicroomArtroomComputerroomLab)2．点CAI，各个教室出不同的老.T:Who’she/she?S:He’s/She’smymusic/art/puter/ scienceteacher .3．教自一个chant ：Talltalltall,puterteacheristall..Shortshortshort,scienceteacherisshort.Thinthinthin ,art teacher isthin .Strongstrong strong, musicteacher isstrong.Funnyfunnyfunny ，they’resofunny.二、Presentation1 ．一位学来学校的新朋友Zip〔他做个有趣的作〕T:ThisisZip.Heisfunny.Doyoulikeh..S:Funny.T:Yes,heis im?Thistermhewill beournewclassmate. 2．点Zip, Zip介自己的学校和老。
〔出示主情景〕1〕Zip:Look!Thisismymathteacher.He ’stallandthin.T:Who’syourChineseteacher?Zip假装没听到，教适全班学生一起：Who’syour Chineseteacher?Zip:MissZhang.T:What’shelike ?(教用体帮助学生理解) Zip:He’sshortandstrong .T:Yes,he’stall andstrong.Practise: “shorttallthinstrong 〞出示一些卡通人物。
2013年人教版PEP小学英语五年级上册英文教案全集(81页)
2013年度第一学期第五册英语教学工作计划学生基础知识、基本技能、智力状况及学习情感的简要分析：五、六年级的学生，其认知特点已经以来明显的变化，他们已经意识到英语在自己生活中无处不在，但有时却又苦于无法用英语表达，所以存在着对英语学习的渴望，迫切想学更多的英语。
虽然以前已经接触到了一些英语，但是这些孩子之间的差距还很大。
他们强烈的求知欲使他们更自觉的想学好英语。
五年级的学生两极分化比较严重，部分同学已能达到自主学习，尝试用英语交流的水平，但也有部分同学基础知识都无法掌握。
六年级也存在两极分化的问题，但较五年级而言，稍平均些，且其接受英语的能力也比五年级更好。
本学期学科教学的目的要求：1、能听、说、读、写92个单词或短语以及13组句子和9个单句。
（包括教师、课程、食物、家务劳动、居室家具和自然景物等几个话题）要求能在真实语境中正确运用并能读懂简短语篇。
2、能听、说、认读16个单词。
3、能学会6个手工制作。
4、能听懂、会唱8首歌曲。
5、能听懂、会吟唱12首歌谣。
6、能完成6个自我评价活动。
7、能理解6个幽默小故事。
8、能了解6项简单的中西方文化知识。
提高教学质量的打算：教学进度表课时授课计划UNIT 1 MY NEW TEACHERUnit 1 Lesson1 (Let’s start Main scene Part A Let’ s learn Let’s find out Part C Let’s sing)1.Teaching aims(1). Be able to ask: “who’s your art teacher? What’s he like?” and give the right answer.(2). Be able to master those words: old, short, thin, tall, strong, in four skills.(3). Be able to understand the orders, and to finish the tasks of “Let’s find out”.(4). Be able to sing the song of “ My New Teacher”.2.Key and difficult points(1). Replace the words: old, short, thin, tall, strong, young, funny, kind, according to the sentence.(2). Master the words: old, short, thin, tall, strong, in four skills.3.Teaching aids(1). English cards, teacher’s photos, cas tle4.Teaching steps(1). Warm upa.Let’s chant: big and small, long and short.b.Listen to the “Let’s start”.c.T: hi, everyone! Nice to see you again. What grade are you in now?What are we going to learn in this term? Guess!This unit we’ll learn My New Teache r.(2). PreviewDo you have new teachers? Who are they?Who’s your…teacher?Mr. / Miss…(3). PresentationLet’s starta.Rabbit has many new teachers in her school.b.Task: Sarah will introduce some new teachers to you. Who’s the new teachers?Let’s lea rna.They are Sarah’s teachers. Describe these teachers.(Put up the surname on the picture)Who’s Sarah’s …teacher?Mr. / Miss…What’s he/she like?He’s/ She’s …(Review the words: strong, tall, short, thin, and present the new words: young, kind, old, funny.)b.Learn the new words, read and spell.c.Listen to the tape and read after it.d.Describe your own teachers.Who’s your …teacher?Who’s Sarah’s …teacher?Mr. / Miss…What’s he/she like?He’s/ She’s …T-S S-SLet’s find outa.Guess:This is our P.E. t eacher. He’s tall and strong. He’s a little old. He’s very funny. We all like him. Who is he?This is our math teacher. She’s tall, she’s not strong and she’s not thin. She teaches in grade 6.b.Make the dialogue and pick up the right picture in Ss book..Le t’s singa.Learn to sing the song of “My New Teacher”.(4). Consolidation and extensiona.Do listening practice in the activity book P1.b.Write the four-skilled words four times.c.Design the task according to the “Let’s find out”Such as: She’s tall. She’s beautiful. She’s very young. We all like her. Who’s she?Teaching notes:Unit 1 Lesson2 (Part A Let’s try Let’s talk Part C Good to know)1. Teaching aims(1). Be able to say: Who’s your math teacher? Mr Zhao. What’s he like? He’s thin and short. He’s very kin d,and can use it freely.(2). Be able to understand the “Let’s try”, and to finish the exercise.(3). Be able to know the part of the “Good to know”.2. Key and difficult points(1). Master the sentences of this lesson, and can use it freely in daily life.(2). Help students to catch the new words and new sentence in “Let’s try”.3. Teaching aidssome teacher’s photos, some pictures, castle4. Teaching steps(1) Warm upa. Sing: My New Teacherb.Chant.(2). Previewa.Ask & AnswerWho’s your…teacher? Mr./M issWhat’s he/she like? He’s/She’s…and….(Fill in the words we have learned.)(3). PresentationLet’s try (Do listening practice.)Explain how to do.Let’s talka.Show the part of photos quickly, then ask students to recall who are they?b.Listen to the tape and read after it.c.Make a dialogue with your partner.A: Who’s your…teacher?B: Mr. /Miss…A: What’s he/ she like?B: he’s /She’s …T-Ss S-S ask and answerd. Activity book P2 number 4 Talk about your teachers with your partner.Teacher do it with a student first, Ss ask and answer with the partner.Good to knowPerson who speaks English used to call “Mr Zhang or Zhangming”, that is “Mr +surname or just name”.They never say “Mr Zhangming”.Explain the difference between China and Western countries.(4). Consolidation and extensiona.Do the listening practice in activity book. P2 number 3.Explain how to do first.b.Listen to the type and read it to your friends.c.Tell your parents what you have learned in “Good to know”.Teaching notes:Unit 1 Lesson3 (Part A Readand write Pair work Part C Pronunciation )1.Teaching aims(1). Be able to say the dialogue and can use it in daily life.(2). Be able to master the sentences: “Who’s your English teacher? Mr Carter. What’s he like? He’s tall and st rong.”, in four skills.(3). Be able to understand the regulation of Pronunciation, and can read these words.2. Key and difficult points(1). Master the sentences in four skills.(2). Have the right pronunciation.3. Teaching aidssome teacher’s photos, some cartoon pictures, castle, English cards4. Teaching steps(1). Warm-upa.Chant.b.Guess teacher (one student chose one of photos, and ask other students to guess who’s he/she?)c.GreetingT-S: Look, I like our Chinese teacher. She’s short. What about you?(2). Previewa.Spell the words: old, short, thin, tall, strong.(3). PresentationRead and writea.T: Zhang Peng and Tim have a short dialogue. Please listen carefully and answer my questions.b.Listen to the tape.First time: What are they talking about?Second time: (1) How many new teachers does Zhang Peng have?(2) Who are they?(3) Who’s Zhang’s English teacher?(4) Where’s he from?(5) What’s he like?(6) Who’s he?c.Open the book, then ask students to learn the dialogue by themselves, and to find some difficultpoints.d.Read after the tape.e.Help the students to solve the difficult points, and to finish the questions.f.Learn to write the sentences.Teach them how to write formally.]Pair workTeacher prepares the cards, let the students make a dialogue.A: Who’s that man/woman?B: He’s/She’s…A: What’s he like?B: he’s /She’s …T-Ss Ss-SsPronunciationa.Read the word according to their regulation of pronunciation.b.Listen to the tape and read after it.c.Practice the tongue cross.(4). Consolidation and extensiona.Do the activity book.P3 number 5, 6.Listen twice, filling the blank and tick or cross.b.Listen to the tape and read it to your parents or friends.c.Write the four sentences four times.Teaching notes:Unit 1 Lesson4 (Part B Let’s chant Let’s learn P art C story time)1.Teaching aims(1). Be able to say “Let’s chant”(2). Be able to master the words: kind, funny, young, smart, active in four skills. Be able to read, speakand understand some phrases about the strict, principal, university student, and can use it freely. (3). Be able to understand the story2. Key and difficult points(1). Be able to use the words: principal, university, student, strict, smart, active freely, and learn thesewords in four skills.(2). The pronunciation of “university, principal, strict”.3. Teaching aidsSome finger marks, some relative pictures, some teacher’s or student’s photos, English cards4. Teaching steps(1). Worm upa.Let’s singb.Greeting A: Who’s your Chinese teacher? Is she quiet/ short…?B: Yes. Miss Liu is our Chinese teacher. She’s quiet/short…A: What’s your science teacher like?…(2). Previewa.Let’s guess.She’s a lady in our school. She has short hair, she has a pair of glasses. Now you can ask me the questions to get the answers.Ss: Is she…?(3). PresentationA Let’s learna. Yes, she is our principal. She’s Miss/ Mrs Qiu.Learn to say the words: principal.b.Is she strict?Yes, she is , but she’s very kind.Learn to say and spell the words: strictc.Is she active? Yes, she is, she’s very active./ No, she isn’t. she is quiet.Learn to say and spell the words: active/ quiet.d.Learn the new words according to some teacher’s photos.smart, kind, funny.e.Pay more attention to the pronunciation of “university and strict”.f.Listen to the tape and read after it.B Let’s chanta.Play the chant in Part B, and ask the students to tell the teacher what they have understood.b.Listen to the chant again and read after it.C Story timea.Listen to the story and discuss this story with your partners.b.Read the story4. consolidation and extension(1). Finish the listening exercise in Activity book.(2). Listen to the “Let’s chant” and read it to you parents.(3). Adjust the chant according to your interesting.Teaching notes:Unit 1 Lesson5 (Part B Let’s try Let’s talk Group work PartC Let’s check)1. Teaching aims(1). Be able to say the sentences: “Who’s that young lady? She’s our principal. Is she strict? Yes, she is. /No, she isn’t”, and can use it in situat ion.(2). Be able to finish the “Let’s check”, and make the right assessment to their study in this unit.2. Key and difficult points(1). Be able to replace the key words in the sentences, and use these sentences freely.(2). Be able to give the positive or negative answers to the question sentences “Is he/she…?”3. Teaching aimssome teacher’s photos, some pictures and some English cards.4. Teaching steps(1). Warm-upa.Let’s chant in Unit 1b.Show the new chants, and choose which one is the best.(2). Previewa.Who’s your principal? Miss Qiu. Is she young? No, she’s old. She’s very kind.b.To replace the key words and make the new sentences.(3). PresentationA. Let’s talka.Put up the picture. Who’s that young lady? Now listen to the dialogue between Helen and John, andthink about it.b.Listen to the tape, ask and answer.T: Who’s that young lady?Is she strict / kind / active / quiet?c.Listen to the tape and read after it.T-S S-SB Group work: Guess the person.a. How many words we can describe others? What are they?Old/ kind/ young/ thin/ strong / tall / short / pretty / active / quiet / strict / nice / smart / funnyb. Ss make a puzzle:Such as: I have a new friend/…teacher. Guess: Who’s he/she?Ss: A boy or a girl? Is she/he tall/short/quiet/active…?C. Let’s tryD. Let’s check4. consolidation and extension(1) To finish the listening exercise in Activity book.P5 listen and write YES and NO.(2). Listen to the tape and read the dialogue to your friends.(3). Try to describe your favorite teacher to your parents.Teaching notes:Unit 1 Lesson6 (Part B Read and write Talk and draw Part C Task time)1. Teaching aims(1). Be able to say the sentences: I have a new math teacher. Her class is so much fun. Really? What’s shelike? She’s young and pretty.She’s university student.(2). Be able to master the read sentences in four skills.(3). Be able to finish the task of “Talk and draw”.2. Key and difficult points(1). Master the sentences: “Is she quiet? No, she isn’t. She’s very active. Is she strict? Yes, she is, butshe’s very kind.” in four skills.(2). Do the nice cards and introduce it in English.3. Teaching aidsEnglish cards, some materials4. Teaching steps(1). Warm-upLet’s chantGuess: Who’s this man? She’s our …teacher. I like her.Is he strict? Yes, he is.(2). PreviewTo spell the words(3). PresentationA. Read and writea.Look at the picture and try to describe the teacherb.Read the dialogue with your partner, and try to understand it.T: who’s that young lady?What about her class?What’s she like?Is she a university student?Is she quiet…?c.Listen to the tape and read after it.d.Finish the questions.e.Learn to write the red sentencesB. Talk and drawOne say and another draw it according to what he understand.C. Task timeEncourage students try to solve the questions in English.4. Consolidation and extension(1). Do the reading exercise in Activity book.P6. read the passage with your partner, do the excises first, and check together.(2). Listen to the tape and read it to your parents, and write the sentences in four skills.Teaching notes:Unit 2 My days of the weekUnit 2: lesson1( Let’s start Let’s chant A Let’s learn. Let’s play C Let’s sing)1. Teaching Aims:(1)Three skills for sentences: What day is it today? What do we have on Mondays?(2)Four skills for words: Monday, Tuesday, Wednesday, Thursday, Friday.(3) Can do “Let’s play.”(4) Sing a song: My days of the week.2. Key and difficult points:Words: Monday, Tuesday, Wednesday, Thursday, Friday.3. Teaching aids:Pictures, cards, tape.4. Teaching steps:(1).Warm-up:Free talk.T: What time is it? Guess.It’s … it’s time for English class.(2). Preview:Use the time schedule on the board: It’s 8:35. It’s time for Chinese. It’s 9:25. it’s time for math class…Lead sentences: We have Chinese, math, English---on Mondays.(3). Presentation:a.Let’s chant.T leads Ss to chant.b.Learn the new words: Monday, Tuesday, Wednesday, Thursday, and Friday.After chant, read the word cards and spell the words.①Monday\/ M-O-N-D-A-Y. lead the Ss to recite.The same to teach Tuesday.②T: What day is it today?Ss: It’s Wednesday. Spell.The same way to teach Thursday and Friday.③drill, practice.c.Show picture and introduce the time scheduleT: What day is it today?Ss: It’s Monday.T: What do you have on Mondays?Ss: We have…on Mondays.T leads Ss to answer.T—Ss, Ss-Ss, Ss-S1d.Read after the tape.e.Let’s play.f.Sing a song.g.T write the new words and Ss write after T and find the rule of writing and rememberingthese words.(4). Consolidation and extension:a.Do the listening exercise in Activity book. P9 (1), (2)T explains the exercise, listen and match, finish the sentences.b. Write the new words four times and recite them.c. Ss book P18: Design a time schedule and show them in the class.Teaching notes:Unit2 Lesson 2(A Let’s try. Let’s talk. Group work. C Good to know.)1. Teaching Aims:(1)Two skills for sentences: What day is it today? It’s---What do you have on---? We have---.Ilike---and can talk with each other.(2)Good to know.2. Key and difficult points:(1) Three skills for sentences: What day is it today? It’s---What do you have on---? We have---.I like---. Can talk with each other use sentences have learnt.(2) Let’s try.3. Teaching aids:Pictures, cards, tape, calendar.4. Teaching steps:(1). Warm-up:a.Sing a song: My days of the week.b.Free talk.T: What day is it today?Ss: It’s Wednesday.Spell.What do you have on Wednesdays?I have Chinese, math….on Wednesdays.T uses the schedule to lead the students answer this questions.(2). Preview:a. Review the new words. Read and spell.b. Do: Let’s try.Instruct the Ss to do the exercise.(3). Presentation:Let’s talk.a.Ss read the text first and think about two questions:What day is it today? What classes should Amy learn this day?b.Answer the questions:Ss: It’s Wednesday. Amy has English, science, computer and P.E. on Wednesdays.T: Does she like Wednesdays?Ss: Yes, she like Wednesdays.T: Do you like Wednesdays? Why?Ss: Yes, I like Wednesdays. Because we have…/ No, I don’t like Wednesdays.c.Read after the tape.T-Ss, Ss-Ss, recite.d.Show the picture, T-Ss, Ss-Ss, Ss-S1 ask and answer.Group workSs book P18 we have write down the time schedule. Please look at it, let’s a sk and answer. T: what do you have on ….?Do you like ….? Why?I like….because we have …on….Ss say to the partners.Activity book P10Fill in the blank and read.Good to know.Mother’s Day, Father’s Day and Thanksgiving day.(4).Consolidation and extension:a. Do the listening exercise in Activity book. P10 (3)T explains the exercise, listen and write the number.b. Read to your partners, and design a new time schedule.Teaching notes:Unit2 lesson3( A Read and write. Pair work. C Pronunciation)1. Teaching Aims:(1) Can know the meaning of the story.(2) Four skills for sentences.(3) Pronunciation.2. Key and difficult points:Four skilled sentences and pronunciation.3. Teaching aids:Pictures, cards, tape.4. Teaching steps:(1).Warm-up:a.Let’s chant.b.Sing a song: My days of the week.c.Free talk.T: What day is it today/tomorrow?What do you have on…?Which day do you like?(2). Preview:Spell words.(3). Presentation:Read and writea.T show picture and ask: It’s time to go bed. Mike puts away his textbooks. But he puts wrong books inhis schoolbag. Why?b.Read the dialogue by students. Lead Ss to find the answer quicklyc.Listen to the tape, sentences by sentence.d.T asks questions.T: what day is it today?What dose Mike have on Wednesdays?What day is it tomorrow?What dose he have tomorrow?e.Read together after T, check the answer.f.Write the sentences after T.Pronunciation.(4). Consolidation and extension:a. Pair work: ask and answer in pairs. What do you have on…?b. Activity book P11, P15 explains the exercise.c. Write the sentences four times.Teaching notes:Unit2 lesson4(B Let’s learn. Let’s chant C Story time.)1. Teaching aims:(1)Can do: Let’s chant.(2)Four skills for words: Saturday, Sunday. Can say phrases: do homework, watch TV, read books.(3)Story time.2. Key and difficult points:(1) Words: Saturday, Sunday. phrases: do homework, watch TV, read books.3. Teaching aids:Pictures, cards, tape.4. Teaching steps:(1). Warm-up:a.Let’s chant.(P14)(2). Preview: Pass the sentencesT: What do you have on Mondays?S1: We have…on Mondays. What do you have on Tuesdays?S2: We have…on Tuesdays…..S3:(3). Presentation:a.You have many classes on Monday, Tuesday, Wednesday, Thursday and Friday. These are weekdays.But we have the other two days. They’re Saturday and Sunday.b.Read and s pell Saturday and Sunday. They’re weekends.c.What do you do on Saturdays and Sundays? Let’s chant (P19)d.Act what do they do on weekends. Guess.Lead to phrase: do homework, watch TV, read books.e.Read after the tape and practise the sentences.f.Let’s chant.g.T act the other actions: play football, play basketball, play the violin, play the piano, paint, playcomputer games, listen to music…Ask and answer: what do you do on…? I ….on …T-Ss Ss-Ss Ss-S1h.Ss write the new words after T.Story timeT put up the picture, Ss read first, and listen to the tape, read after the tape and T, act the story.(4). Consolidation and extension:a.Activity book P12(1) listen and match.(2)finish the sentences.With the T’s instruction.b.Write the new words four times.c.Write different chants.Teaching notes:Unit2 lesson5( B Let’s try. Let’s talk. Pair work. C .Let’s check.)1. Teaching aims:(1)Two skills for sentences: What do you do on Saturdays/Sundays? I often do homework, read booksand watch TV.(2)Can do “Let check.”2. Key and difficult points:(1) Three skills for sentences: What do you do on Saturdays/Sundays? I often do homework, read books and watch TV. Can talk with each other use sentences have learnt.3. Teaching aids:Pictures, cards, tape.4. Teaching steps:(1).Warm-up:a. Let’s chant.b.Free talk.T: what day is it today?What do you have on…?(2). Preview:On weekdays, we study hard. On Saturdays and Sundays we can do other things and have good rest. What do you do on Saturdays and Sundays?Review the words and sentences have learnt.(3). Presentation:Let’s try.Listen and circle.Let’s talk.a.Read by the students first.b.Ask and answer: What does ChenJie do on Saturdays/Sundays?c.Read after tape sentence by sentence.Read: T-Ss Sb-Sg Ss-S1Pair work.Use more phrases, let the students ask and answer in pairs.T: What do you do on…?Do sports: play football, play basketball, go swimming, go fishing, go to the park…Listen to music, play the violin, play the piano…paint, play computer games, do some shopping.Let’s chec k.4. Consolidation and extension:a. Activity book P13(1) listen and match.(2)read and circle YES or NO.b. Arrange your weekends reasonable.d.Activity book P14(5)Teaching notes:Unit2 lesson 6 (B.Read and write. Group work. C Task time.)1. Teaching aims:(1) Can know the meaning of the story.(1)Four skills for sentences.(2)Task time.2. Key and difficult points:Four skilled sentences and task time.3. Teaching aids:Pictures, cards, tape.4. Teaching steps:(1).Warm-up:New chant (make by Ss)(2). Preview:a.Spell the words and phrases.b.Group work: what do you do on…?c.Check the Activity book P14(3). Presentation:a.Ss read the text and answer the question using the sentences.b.Listen to the tape. Answer the questions:Zoom and his aunt Cathy are talking about his weekend, now listen and answer my questions.What time is it?What day is it today?What does Zoom do on Saturday?Which is the best?Does he like Saturdays?Aunt Cathy also has her homework, what’s this?c.Read after the tape. Read together, check the answer.d.Write the sentences with T’s instructor.Group work.T asks one student: what do you do on…?Then say I can play with you! And write down the student’s name.Work in the groups.Task time.Tell the Ss the request, and ask them to do this excites after class.(4). Consolidation and extension:a.Check the Activity book P14 (5)b.Write the sentences.Teaching notes:Unit 3 What’s your favorite food?Unit 3 lesson1(Let’s start main scene A Let’s learn. Group work.)1. Teaching aims:(1)Three skills for sentences: What would you like for lunch? I’d like---.(2)Four skills for words: tomato, tofu, green beans, fish, potato, eggplant.(3)Three skills for words: cabbage, mutton, pork.(4)Group work.2. Key and difficult points:Words: t omato, tofu, green beans, fish, potato, eggplant, cabbage, mutton, pork.3. Teaching aids:Pictures, cards, tape, co lour pens.4. Teaching steps:(1).Warm-up:a.Sing a song. “What would you like?”b.Let’s chant (Pep4)(2). Preview:a. Put up the cards(food),T: We have many food here. What would you like?Ss: I’d like some….Tofu/fish spell.b. Show a picture in “Let’s start.” and let Ss guess the food.(3). Presentation:Let’s learna.Tomato& potatoT shows card: tomato.Read and spell.The tomatoes are juicy and red. What about potatoes?They’re tasty and brown. teach “potato” in the same way.b.mutton, cabbage, pork.T teaches words: mutton, cabbage, pork. Ss read after T. Recognize quickly and read quickly.c.Green beans& eggplant.What colour is it? It’s green.Yes, it’s green beans. Read and spell.It’s the vegetable. It’s purple. Guess what’s this?It’s eggplant. Read and spell.d.Ss listen to the tape and read the words.e.Play a game: T tells words, Ss tell the color of the vegetables, and then T tells thevegetables’ character. Ss tel l the words.f.To consolidate the words have learnt.Group work.T: what would you like for lunch?Ss: I’d like some…T takes off a word card, say “Sure”.Let Ss say ”Thank you”.T takes off a word card, say “Sorry, no…”Let Ss use small cards to talk in groups.Let’s chant.(4). Consolidation and extension:a.Activity book P17(1)listen and match(2)write and say.b.Write the new words four times.Teaching notes:Unit 3 lesson2(A Let’s try. Let’s talk. Talk and match. C Good to know.)1. Teaching aims:(1)Two skills for sentences: What do you nave for lunch today? I have eggplant---and can talk with eachother.(2)Good to know.2. Key and difficult points:(1) Three skills for sentences: What do you nave for lunch today? I have eggplant--- Can talk with each other use sentences have learnt.(2) Let’s try.3. Teaching aids:Pictures, cards, tape.4. Teaching steps:(1).Warm-up:a.Let’s chant.b.Free talk.T: What would you like for lunch?(2). Preview:What would you like for lunch? Means “你中午想吃什么？”But how to say“你吃了什么？”Listen to a song: What do you have for lunch?After the song, do you know how to say“你吃了什么？”Yes, that’s “what do you have for lunch?”Let’s try.(3). Presentation:Let’s talk.a.Read by students first, and answer the questions.T: What does Mike have for lunch today? what about Sarah?Ss: Mike ha eggplant and tomatoes, and Sarah has onions and green beans.b.Show the sentences: What do you have for lunch today? Ss read and practise the newsentence.c.Practise the sentences in pairs: use the picture.T-Ss, Ss-Ss, Ss-S1, one ask and the other answer.d.Play a game: One choose a card and the other Ss ask, the one choose card answer usingwords and sentences have learnt.e.Read the text after the tape.T-Ss, Ss-SsTalk and match.Ask your paterner: What do you have for lunch today?Talk and match the food.T: what does your paterner have for lunch today?Ss: She/ he has…Good to know.Tell Ss the traditional Chinese food, and the festivals.(4). Consolidation and extension:a. Check the answers in Activity book P17, point out we should plus “es” after tomato and potato.b. Activity book P18(3) Listen and match(4)make a survey.c.Ss’s bookP30 make your menu. Ask Ss to write down a menu he want to give us Ss. Teaching notes:Unit 3 lesson3( A Read and write. Group work. C Let’s sing.)1.Teaching aims:(1) Can know the meaning of the story.(1)Four skills for sentences.(2)Sing a song.2. Key and difficult points:Four skilled sentences.3. Teaching aids:Pictures, cards, tape, school menu.4. Teaching steps:(1).Warm-up:a.Sing a song;b.Free talk.T: What day is it today?Ss: It’s …T: What do you have for lunch on …? (Show the word cards (food)Ss: We have…(2). Preview:Let’s chant.(3). Presentation:Group worka. Show a form (put up word cards (Mon.—Fri.)T: There are five days we have lunch at the school. Let’s make a school menu.Put up the word cards (food)Ask and answer:What do you have for lunch on…?I / we have…That sounds good.T-Ss Ss-Ss Ss-S1At last, T shows the menu.T: This is our school menu.b. Des ign a menu ( Ss’ book P30), talk about the food in groups.Read and write.a.Read by students. And answer the questions.What does Amy have for lunch on Mondays?What would she like for dinner today?b.Listen to the tape and repeat.c.Read after T, and read together.Check the answers in book P30Let Ss find out what should we pay attention to the writing.d.Practise the sentences.。
(赛课教案)人教PEP五年级上册英语Unit 1 What,s he like B Read and write
T:Look, who made this robot?
Ss:Teacher.
T:Great, you have got it. Who made this card?
S1:Teacher.
T:My students made this card.
设计意图:观察图片，能让学生学会观察，并对后面的阅读文本寻找关键词，更明确，学习更深刻。
3.尝试运用本课所学语言来设计并谈论机器人。
4.教学重点、难点分析
教学重点：
1.会读并理解短篇内容。能运用本课所学内容，进行交流表达。
2.能理解扩展文本。
3.运用所学句型，能设计并描述机器人。
教学难点：
设计并介绍自己的机器人。
5.教学过程设计
课前准备：
教师播放机器人Alpha视频，学生观看，教师准备。
T:Please talk about these pictures. (Students talk freely.)
S1:Robin can do the dishes.
S2:Robin can teach the boy do homework.
S3:Robin can lift the plates.
T:Great. Any other information?
S2:He is clever.
T:You got it. How do you know Robin is clever?
S2:He can speak Chinese and English.
T:Yes. Maybe Robin can do a lot of things.
S6:I finish my homework by yourself.
五年级PEP英语上册教案5篇
五年级PEP英语上册教案5篇五年级PEP英语上册教案1一、指导思想教师应认真贯彻国家教育方针，依据国家《英语课程标准》的最新理念来实施教学活动。
坚持英语教学的实践性原则，改变过分重视语法和词汇的讲解与传授的倾向;倡导语言知识与语言技能训练相结合的开放互动的学习模式;针对小学生的特点，正确把握语言知识与语言技能之间的关系。
小学阶段的英语教学重点在听、说、读、写的训练上，要培养良好的发音，正确的听说读写习惯和运用语言的习惯，重要的是要养成良好的接受英语和学习英语的方法。
二、学生情况分析五年级的学生已经接触了两年英语，有一定的英语基础。
儿童的特性使得他们活泼好动，对新事物有着强烈的好奇心，探索知识的欲望很强烈，并且有着很强的表现欲。
教师应采用新颖活泼有趣的教学形式进行教学，保持并提高学生学习英语的兴趣。
三、教学目标根据小学生的心理和生理特征以及发展需求，小学阶段的英语课程的目的是激发学生学习英语的兴趣，培养他们英语学习的积极态度，使他们建立初步的英语学习的自信心;培养学生一定的语感和良好语音、语调基础;在一些英语教学活动中能够运用英语进行交流或完成教学活动。
五年级的学生已经有一定的英语基础，他们已经能够进行简单的会话，掌握了一定的词汇，他们应该到达二级水平。
四、教材分析本教材难易度合理，过渡平和，主要采用的是全身反应(Total Physical Response)教学法，让学生在不同的学习活动中感知并运用英语。
本教材按照每单元三课时编排，每单元包含九个部分：第一部分是全单元的的主要句型、单词等语言材料及其功能的集中展示;第二部分是主要句型和单词的重点板块;第三和第四部分是巩固知识的活动板块;第五部分是阅读，是对前面的拓展;第六部分是学生间合作活动，大多是两人组活动，以便学生应用语言;第七部分是读写部分;第八部分是拼读部分;第九部分是娱乐部分。
教材的设计体现了“以人为本”的教育思想，形式多样活泼，很符合该年龄阶段的儿童。
人教版pep小学五年级英语上册全册教案(含教学计划进度表)
五年级英语上册教学计划一、学生基本情况分析：通过两年的学习，他们基本明确了英语学习是怎么回事，英语学习的各个方面都慢慢走上正规，从英语的书写、单词记忆、会话、听力、和语法都有了初步的了解，有些同学越学越有兴趣，积极性很高。
随着时间的推移，课程内容增多，难度加大，部分学生厌学，出现两极分化的趋势。
相当一部分学生学习英语的重要性认识不足，缺乏正确的强有力的学习动机。
因此，针对学生掌握英语的程度不一，本学期要采取有效的教育教学措施，将采用整体教学与分层教学相结合的方式完成教学任务，加强对差生的辅导，提高他们的英语水平。
二、教材分析本教材难易度合理，过渡平和，主要采用的是全身反应教学法，让学生在不同的学习活动中感知并运用英语。
本教材共6个教学单元，2个复习单元。
本教材按照每单元六课时编排，每单元包含A、B、C部分。
每单元10页，第1-2页呈现本单元主要教学内容，第3-8页为重点教学，第9-10页为选用内容。
三．教学目标：本学期教学总体目标：1．能听说读写92个单词或短语以及13组句子和9个单句。
要求能在真实语境中正确运用并能读懂简短语篇。
2．能听说认读16个单词。
3．能学会6个手工制作。
4．能听懂会唱8首歌曲。
5．能听懂会吟唱12首歌谣。
6．能完成6个自我评价活动。
7．能理解6个幽默小故事。
8．能了解6项简单的中西方文化知识。
四、教学的重难点：1．重点：（1）提高课堂效率。
（2）养成良好的听英语、读英语、说英语的习惯。
（3）发音清楚，语调正确，书写工整。
2．难点：给学生渗透音标概念，使学生加强对语音学习的意识，重视学生发音的练习和培养；使英语基础差的学生提高听、说、读、写的能力，全面提高英语成绩。
五、本学期主要教学措施：１、以活动为课堂教学的主要形式，设计丰富多彩的教学活动，让学生在乐中学、学中用，从而保证学生英语学习的可持续性发展。
２、通过听、说、读、写、唱、游、演、画、做等形式，进行大量的语言操练。
5篇人教版pep五年级上册英语教案
5篇人教版pep五年级上册英语教案5篇人教版pep五年级上册英语教案认真备课，不但备学生而且备教材备教法，根据教材内容及学生的实际，设计课的类型，拟定采用的教学方法，并对教学过程的程序及时间安排都作了详细的记录，认真写好教案。
以下是带来的人教版pep五年级上册英语教案内容，感谢您的阅读，希望能帮助到您！人教版pep五年级上册英语教案1教材分析：1、本模块学习用how many和how much问数量多少，并会表演在商场购物的简单会话。
2、学生对可数名词和不可数名词认识可能有困难，应详细讲清。
学情分析：1、农村小学英语基础差，学生程度不齐，部分学生发音不准。
2、学生对购物比较熟悉，会话取材简单，便于练习。
3、对部分差生需要耐心辅导，帮助他们度过单词关、语音关。
教学目标：1、学习句型How many bananas do you want?How much cheese do you want?Do you like cheese,Lingling?No, I don，t ,I like cheese.2、使用how many, how much询问多少。
3、教育学生在家帮助父母购买物品、做点力所能及的家务活。
教学重点：1、说出购物的过程，表演课本对话。
2、使用how many , how much问多少。
3、分清可数名词和不可数名词。
教学过程：一、热身复习学生跟录音机唱Module1中学习的英语歌曲。
二、课文导入问一个学生的.书包是在哪里买的，多少钱，引出单词shop how much yuan need等。
三、课文教学A、学习单词，学生反复跟读后，教师拿出单词卡片，让学生看着汉语说英语，然后看着英语说汉语，检查单词记忆情况及读音是否正确。
B、SB活动1先听录音，然后解释句子意思，并解释how many ,how much的用法及区别，提出可数名词和不可数名词，并详细解释让学生分清楚。
C、小组练习听几遍录音后，分小组分角色练习对话，教师在课堂上流动辅导，并让优秀学生带动差生练习。
PEP人教版五年级英语上册《Unit1_A_Let’s_talk名师教案》
教材版本：PEP小学英语五年级上册第一单元课题Unit1 What’s he like?备课时间课型PartA Let’s try&Let’s talk 主备人复备教师一、课程标准1. 能根据录音模仿说话。
2. 能交流简单的个人信息。
3. 能在教师的指导下用英语做游戏并进行简单的交际和角色扮演。
二、教材解析本课时巩固复习学过的有关描述人物外貌的词汇tall, thin, short, friendly和quiet；在此基础上，学习词汇young, old, funny和句型Who is your … teacher? Is he young? 展开一段情景对话，谈论自己熟悉的老师。
相比四年级教材，本册增加了Let’s try的听力部分内容，以训练学生的听力技能。
三、目标预设1. 能够正确、熟练地朗读对话，做到语调、重音地道自然。
2. 从角色扮演到创设情景，能运用所学词汇和句型编创一段不少于5句的对话，谈论自己的老师。
四、重难点预设1. 本课时内容中出现our这个词汇，对于大多数学生来说，这个词比较生疏，但只是出现在He is our music teacher.这句话里，并不难理解，学生有可能会用He is the music teacher.来描述。
2. 对基础不佳的学生，创编应用有一定难度，可以只做朗读和仿读要求。
五、评价设计1. 用听音跟读、Pair work、角色扮演等活动检测目标1的达成情况。
2. 利用指定词汇自创对话检测目标2的达成情况。
六、教学设计第1课时教学环节教学预设一、热身/复习（Warm-up/Revision）1. Review the words and sentences with free talk:Present Zhang Peng’s and Wu Yifan’s picture.He is strong. He is tall and thin. He has glasses.Do you have a new teacher?Pair work:Review the words about describing people.Then talk about your friend.2.Let’s tryOliver and Wu Yifan see Mr Li. Look at the pictures and listen. Choose the correct picture.Listen to the tape, tick the answers.Who is Mr Li? Is he strict?He is a math teacher. Sometimes he is strict.Please guess and say:Is he young? Is he funny? Is he friendly? Is he funny?二、呈现新课（Presentation）导入：Oliver and Wu Yifan also have a new teacher.Do you have any questions about him?1.Listen to the talk and answer the questions.Is he young? Is he funny? Is he strict?Is he an English teacher?2. Watch the video and read.3. Imitate and read the talk.2. Read the talk in pairs.3. Show time: Play the talk in groups.三、趣味操练（Practice）1.Look at the pictures on the book, ask and answer in pairs. Who’s your music teacher?Is he/she ...?2. Game: 事先准备任课老师的名单，规范地书写在卡片上。