五年級英語教案內容如何寫？外國文學、外國語言學、翻譯學、外語教育、民族與地域研究、比較文學與跨文化研究、專門用途外語及相關培養方向可分為必修課和選修課。下面是小編為大家帶來的五年級英語教案內容七篇，希望大家能夠喜歡！

五年級英語教案內容【篇1】

教學目標

1、能聽說認讀，并理解本課的五個新單詞：young \old \kind \funny \strong

2、 能掌握句型Who’s your ….? What’s he /she like ?并能在具體的語境中運用。

3、培養學生熱愛、尊敬老師的情感。

教學重難點

教學重難點：be like 詞組的理解與運用。

教學工具

課件

教學過程

一、Warm-up

1、Show a picture of some teachers.

Who’s he /she ? He’s/She’s my music/art / computer/ science teacher .

二 、Presentation

1.設計一位轉學來學校的新朋友Zip。(讓他做個有趣的動作)形容他。

2、讓Zip介紹自己的學校和老師。

What’s he like ? He’s short and strong .

3、Pair work 向對方介紹朋友

三、Practice :

活動設計1：Make a new chant.

My grandpa is old .My mother is young.

My father is tall . My little brother’s short.

活動設計2：Read and match.

活動設計3：Describe the pictures. (Ask and answer:Who’s this? He’s /She’s… What’s he/ she like ? He’s/She’s ...)

活動設計4：Discuss the picture. (學生自由操練，自帶家人、朋友老師的照片，在真實的情景中綜合運用所學語言。)

四、Homework

口頭作業： 學會描述自己的老師或家庭成員。

課后小結

學了這節課，你有什么收獲?

課后習題

完成課后練習題。

板書

Unit1 My New Teachers

五年級英語教案內容【篇2】

教學目標：

1、能夠識別單詞：list airport shoe ticket toothbrush.

2、學習目標語句：Where are you going to go? What are you going to take? When are you going to go? Who’s going to go with you?

3、功能：能夠談論旅行前的準備和具體事宜。

教學重點：

1、掌握新單詞，并能夠理解旅行所準備的物品。

2、能夠口頭運用 Where are you going to go? What are you going to take?When are you going to go to the airport?Who’s going to go to the airport?這類 問句就具體信息提問。

教學難點：

能夠和同學用 “where、 what、when、who”這四個單詞開頭的疑問句談論旅行前的準 備。

教學用具：

錄音機、PPT

教學過程：

Step1、Warm-up

師生之間相互問候

Step2、Presentation Free talk

T：the summer holiday is coming ,so Where are you going to go in your summerholidays? When are you going to go there? What are you going to take? What are you going to do there? Who is going to go with you ? (生逐一回答后,師總結):I think you had a lovely time, Yes? 由此活動引出 Where, When, What, Who?等特殊疑問詞，并帶領同學們復習一般將來 時的用法。

教學目標：

1、能夠識別單詞：list airport shoe ticket toothbrush.

2、學習目標語句：Where are you going to go? What are you going to take? When are you going to go? Who’s going to go with you?

3、功能：能夠談論旅行前的準備和具體事宜。

教學重點：

1、掌握新單詞，并能夠理解旅行所準備的物品。

2、能夠口頭運用 Where are you going to go? What are you going to take?When are you going to go to the airport?Who’s going to go to the airport?這類 問句就具體信息提問。

教學難點：

能夠和同學用 “where、 what、when、who”這四個單詞開頭的疑問句談論旅行前的準 備。

教學用具：

錄音機、PPT

教學過程：

Step1、Warm-up

師生之間相互問候

Step2、Presentation Free talk

T：the summer holiday is coming ,so Where are you going to go in your summerholidays? When are you going to go there? What are you going to take? What are you going to do there? Who is going to go with you ? (生逐一回答后,師總結):I think you had a lovely time, Yes? 由此活動引出 Where, When, What, Who?等特殊疑問詞，并帶領同學們復習一般將來 時的用法。 　　8、 Listen again and answer some questions: Where is Daming going to go ? What is Daming going to take ? When is Daming going to go to the airport? Who’s going to go to the airport?

9、Listen and repeat.(教師隨機解釋 passport)

Step4、Practice

1、Now,I want to be Daming，You want to be grandma. I answer you ask me together(師說答語，學生找到相對應的問句) S:Where are you going to go? What are you going to take? When are you going to go to the airport? Who’s going to go to the airport? T:To the airport. Clothes,shoes,present,ticket,passport,toothbrush? At seven o’clock tomorrow morning. Daming

2、分角色表演課文對話

Step5、Extension

Step6、Summary and homework.

1、 Summary 欣賞 Chant： Where are you going to go? Where are you going to go ? To the airport, to the airport. What are you going to take? What are you going to take? Shoes,ticket and toothbrush, When are you going to go ?When are you going to go ? At 7 o’clock, At 7 o’clock, Who is going to go ? Who is going to go ? It’s me! It’s me !

2、 Homework

(1)Read the words and text

(2)請學生詢問朋友或家人外出旅游的準備情況

五年級英語教案內容【篇3】

Function: Understanding different cultures.

Target Language: Simple past tense. The man wore women’s 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, history, 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.

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 letter.

B. Read the letter again and answer the questions:

C. What is Dad going to put in Simon’s 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. 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 Lingling,

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.

五年級英語教案內容【篇4】

教材說明：

我使用的教材是外研社出版，設計的課題是第六冊Module 9 Unit1 《We laughed a lot.》

教學內容分析：

第九模塊主要話題是”Letters from Abord.”談論大明收到兩封國外來信。我所設計的這一課時，主要圍繞大明收到一封來自英國的信件展開學習。在信中主要描述Amy , Sam, Lingling 去英國劇院看表演的經過，以過去時態為主。

該單元是本冊中一般過去時態的集中體現，也是對前面學過的一般過去時態的再次呈現，不但復習、鞏固了舊知識，同時也提高語言綜合運用能力。此外通過本單元的學習，學生能更多的了解西方國家的文化。

學生學習情況分析：

由于學生已經在第四冊、第五冊陸續學習了一般過去時態，因此學生對本課要學習的知識點并不陌生，而且本課講述的內容比較有趣，學生學起來興趣還是蠻高的。但由于漢語沒有動詞時態上的變化，學生要掌握好過去時態，特別是不規則動詞的過去式有一定難度。

設計理念：

1、以興趣為導向，開展豐富教學活動

眾所周知“興趣是的老師”，只有開展豐富多彩的教學活動，才能寓教于樂，激發學生的學習興趣，變學生的被動學習為主動學習。因此課伊始的我設計了I say, You say 活動課前熱身;課中創設各種不同情景，讓學生在仿真實的情景中學習;課尾聲我設計了給老師發E-mail活動。學生學習熱情高漲，課堂氣氛活躍，課堂充滿樂趣，從而激發了學生學習英語的興趣。

2、充分運用多媒體課件，讓學生在仿真實的情景中體驗、感知。

《英語課程標準》提倡教師要充分利用現代教育技術，開發英語學習資源，提高教學效果。因此，在設計本課的教學時，為了讓學生更好地理解課文，我根據教學實際制作了畫面生動、圖文并茂的課件，讓學生通過直觀的感知、體驗，更好地理解課文，并且留下深刻的印象。

3、面向全體學生，體現差異教學。

新課程理念倡導教學要面向全體學生，教師在教學中應尊重學生之間的差異。因此在設計教學時，我針對不同水平的學生設計不同層次的問題，力求滿足不同類型和不同層次學生的需求。對“暫時落后學生”設計一些較簡單的問題，并且多表揚，多讓他們體驗學習的成就感，幫助他們樹立學習的自信心。對“優生”提高要求，設計一些有一定難度的問題，并且充分發揮他們的示范作用，做老師的小助手，為學生提供充分表現自我的空間，使每個學生的身心得到健康的發展。

4、關注學生的情感，營造寬松、__、和諧的教學氛圍。

學生只有對英語學習有積極的情感，才能保持英語學習的動力并取得成績。因此我在教學中盡量做到尊重每個學生，積極鼓勵他們在學習中的嘗試，對學生學習過程中的失誤和錯誤采取了寬容的態度。比如在交流時，我允許學生遇到不會表達的詞可以用漢語代替，保護他們的自尊心和積極性。同時還創設各種合作學習的活動，促使學生互相學習、互相幫助，發展合作精神，努力營造寬松、__、和諧的教學氛圍。

5、根據學生的特點選擇教學策略

使學生養成良好的學習習慣和形成有效的學習策略是英語課程的重要任務。因此我在教學過程中，注重根據學生的特點，選擇適合學生的教學策略。如學習課文時，為了降低課文難度，我采用分段教學，根據每一段的特點，設計不同類型的問題，讓學生帶著問題閱讀課文，自主探究學習，并提出閱讀過程中遇到的疑難問題，最后老師再加以點撥、講解，這樣不僅能較好地解決教學的重點、難點，而且能較好提高學生的閱讀水平。

教學目標：

1、語言知識和技能目標

①能聽、說、讀、寫本課的主要單詞

②掌握下列動詞的過去式：go-went 、wear-wore、 tell-told、 is-was 、eat-ate③能理解課文內容。

④能用過去式描述自己昨天所做的事。 　　2、情感目標

學生對本課所學內容感興趣，能積極主動參與課堂活動，特別是小組合作學習。

3、文化意識目標

通過對本課的學習，學生能了解到英國有專門的兒童劇院，這是對兒童的關愛，有利于兒童身心健康成長。

教學重點：

1、學生能理解課文內容。

2、學生能運用一般過去時態來描述過去發生的事情。

教學難點：

1、不規則動詞的過去式。

教具準備：

單詞卡片、多媒體課件、錄音機、兩個信封、寫有動詞原型和過去式的卡片等。

教學過程：

Step1. Warming---up

1、I say , You say(用多媒體呈現動詞原形和過去式，并伴上節奏歡快的音樂)play—played read—read

watch—watched see—saw

dance--danced drink—drank

stop—stopped do—did

drop—dropped are--were

五年級英語教案內容【篇5】

教學目標：

1.知識目標

words :when back those ice cream with finish hurry wp wait drop

(2個詞組2個過去式 came dropped)

sentences: When did you come back

We came back last Sunday.

I dropped my ice cream.

2.能力目標

(1)學生能認讀并拼寫本課單詞

(2)掌握動詞的過去式形式

3.情感目標 運用過去式描述過去發生的事情

教學重點：

動詞過去式的形式及相關句型

教學難點：

1.一般現在時 一般過去時 一般將來時的區別

2.含有動詞過去式的特殊疑問句的構成

教學過程：

一、Warm-up

T: Hello,boys and girls. How are you

S: I'm fine thank you.

T: Today Let's talk something about summer holiday, OK

I have three questions.

Number1

Where did you go

S: I went to...

T: Olny yourself And your mother and farther. Yes! So you can say. I went to...with...

(設計目的：復習go的過去式went.同時引出with這個單詞!

What did you buy

I bought…。

(設計目的：復習buy的過去式bought.)

When did you come back

1.用come here學come back幫助學生理解

2.I went to Henan in Summer holiday.

Now it's September.I came back last month.(利用日歷學習)

用last month幫助理解when,進一步學習

3 對比學習come---came

ask and answer in pairs(設計目的：不僅學會回答，也掌握問句)

summary: 總結過去時

go--went do—did

come--came buy—bought

二、以ice cream 引出所學內容，

(1) T: Boys and girls are very clever,so today I bring some presents. Oh,look ,it's an...

(板書ice cream并教授，教師拿著卡片問Do you like these ice creams S: Yes.

T:look at those ice creams. They're nice.(板書those.并對比學習these-those

(2)出現bus的圖片，邊做動作邊講hurry up,通過揮手講wait for us

finish吃完(找幾個學生，發給他們幾塊小東西，很快能夠完成的)

1 教師先模仿，吃完手中的東西說：I finished my ..

2 對一個學生說Please finish your..這個學生再對下一個學生重復同樣的句子

3 全班同學一起說"Please finish your.."

drop-dropped 通過動作。

I dropped my pen/book....

三、review the words

1. Look at the blackboard and read together

2. Look at the word cards and read.

3. Play a game: I say a word to a student quietly, let otherstudents guess.(設計目的：練習單詞的發音)

4.Play a game:用單詞卡只露第一個字母。讓學生猜單詞(設計目的：練習單詞的認識及拼寫能力。eg:w:with,wait, when在這里可以通過比賽貼ice cream然后掉了一個。再練習dropped.

四、Listen and point.

1.Listen and point.

2.Listen and repeat.

Step V do the exercises.

read and Choose T or F.

1.Lingling is in London with Sam and Amy.

2.They are back yesterday.

3.They came back yesterday.

4.john lives near Amy and Sam.

5.John dropped his ice cream.

Activity:

Name:_________

Where did you go

I went to _________

When did you come back

I came back__________

五、Homework

描述自己的假期旅行。包括(when where who what how)。

五年級英語教案內容【篇6】

教學功能：

Talking about past activities

Target Language: Did you…?

Yes, I did. / No, I didn’t.

教學目標：

Vocabulary: dear, met (meet)， ran (run)

Pronunciation: /i:/, /I/, /e/, / /

Song: Where did you go?

教學過程：

一、Warm-up

1. Review verb phrases.

2. Review Unit 1.

二、Introduction

1. Prepare a postcard with a picture of own city and ask the children: What’s this? What is the place? What can you see?

2. Show the back of the postcard and tell the children that Lingling wrote a letter on it.

三、Presentation

1. Play the cassette and pause after each utterance for the children to repeat and tick the actions: went to the park, met John, bought ice creams, went home, ran to the bus, dropped.

2. Play the cassette again and ask the children answer the following questions: Who wrote the postcard? Whom did Lingling send the postcard to?

3. Write down the words: met, bought, went, ran, dropped and ask the children to guess the original form.

4. Finish activity 2. Ask the children to ask and answer in pairs.

四、Sing a song

1. Ask the children to look at the pictures carefully.

2. Play the cassette and ask the children to listen carefully.

3. Teach the sentences of the song one by one.

4. Play the cassette several times and ask the children to sing along.

五、Homework

1. Read the letter and sing the song.

2. Finish activity 6: sentence relay.

五年級英語教案內容【篇7】

教材分析：

本模塊教學內容，以超市購物為情境，讓學生通過學習，用How many…?How much …? 進行對可數名詞與不可數名詞數量的提問;能夠用英語根據自己的需要制作購物單;能夠在真實情境中，用How many…do you want? How much … do you want? 對他人所需物品數量進行詢問。

學情分析：

五年級學生已經掌握了大量的食物類單詞，而超市購物又是學生比較感興趣的一項活動。因此，讓學生模擬購物，既可當售貨員，又可當顧客，可極大提高學生的學習積極性。

教學目標：

(1) 知識目標：掌握本單元新詞need,food,shopping list,cheese,how much,kilo,juice;學會用How many…? How much…?來提問可數名詞與不可數名詞數量。

(2) 能力目標：能用英語寫購物單;能夠用英語進行購物;能夠幫助別人購買所需物品，即代購。

(3) 情感目標：培養學生的團隊協作能力;引導學生事前做好準備，方可事半功倍的情感體驗;通過模擬購物實踐活動，讓學生學會理財，積累生活經驗。

教學重點：

掌握本單元新詞;能聽懂、會說本單元課文句子。

教學難點：

能運用所學句型來提問可數名詞與不可數名詞數量。

教學過程：

一、課前熱身：1.Greeting:goodmorning boys and girls.

2.Sing the song of where did you go.

3. Ask the students “what did you do yesterday?”

二、課文導入

1. Tell the children: I went shopping yesterday. I went to Qinglong Street.教師板書課題“shopping”，接著說：“I went to the supermarket. I bought lots of things.”請學生說出所在城鎮一個比較有名的超市名稱，教師板書“supermarket”并領讀，然后讓學生用英語說說超市中一些常用物品的名稱。

2. Tell the children that Lingling and Ms Smart will go shopping. Today we are going to learn how to buy things in a supermarket in English.

三、課文教學

1.學生帶著問題觀看Uint1活動1插圖： Open your book then look at the pictures and ask them who they see and what they are doing?

2.教師播放課文錄音，學生初步理解課文。Then ask the children: Where are Ms Smart and Lingling? What need they buy?請學生找出Ms Smart和Lingling需要買的食物，根據學生回答，教師板書“bananas,cheese,noodles”，教學新單詞cheese。

3. 教師出示shopping list一張，問學生：“what’s this?”如果學生不會用英語表達，則教學新詞shopping list，指導學生的發音，采取多種方法練習：全班齊讀、小組讀、開火車讀、個別讀。

4.教師講解：“how many”和：“how much”都是用于詢問“多少”的，但在用法上有所區別。“how many”用來提問可數名詞的數量，而“how much” 用來提問不可數名詞的數量。請學生回憶學過的名詞，并個別回答。教師拿出各種文具、食品、服裝、玩具和水果等卡片，讓學生區別哪些是可數名詞，哪些是不可數名詞。教師用實例幫助學生理解這兩個詞組的用法。例如：“hou many apples do you want?how much milk do you want?”等。

5.再次播放課文錄音，在每句話后停頓，請學生跟讀并模仿錄音中的語音、語調，然后學生齊讀課文。

6. 小表演：請學生一人扮演Ms Smart，一人扮演Lingling,練習朗讀課文。然后請幾組學生分角色將課文對話在全班面前表演，教師及時表揚，提高學生學習英語的興趣。

四、課堂練習

1.完成活動2： Ask the children to look at the shopping list and read the food and quantities correctly.

2.完成活動3： Learn to buy things.

3.出示課件：一段購物的視頻，提醒學生注意人物的表情、語言、動作。學生小組討論，合作學習。

4.模擬購物：Ask the students to go to different shops and buy different things. 把全班分成四個組，即四個“商店”， 每組由一名學生當售貨員，其它學生充當顧客。(購買完一次輪換角色)顧客可以到任何一家“商店”“購買”自己喜歡的物品。教師到各組去指導，同時教師也當顧客購買物品。

5.教師總結全課，表揚做得好的學生。

五、家庭作業

1. 抄寫課文的新單詞。

2.社會實踐： 周末與家人到超市購物。

3.小練筆：把購物過程用已學英語記錄下來，同學之間互相交流、學習。