教師五年級英語教案都有哪些？教師要樹立終身發展的理念，制定切實可行的發展規劃，不斷提高自己的教學水平和科研能力。下面是小編為大家帶來的教師五年級英語教案七篇，希望大家能夠喜歡！

教師五年級英語教案精選篇1

教學目標：

知識能力與技能

Learn to greet people with hello, hi, Good morning/afternoon/evening. How are you? And their answers; Learn the pronunciation and the writing of letters Aa-Hh; Know something about familiar boy names and girl names; Understand some abbreviations HB, CD、BBC.

過程與方法

With the studying strategies of Imitating and Drilling, get the students to do Pair work to learn how to say hello to and greet people in English by using the teaching courseware, pictures, flashcards; Catch the others’ information by practicing conversations; Know the greetings well by singing English song.

情感、態度與價值觀

This content is easy to understand and the basic greetings in English, and it’s the easiest to imitate and use. It can not only make the students fall interest in English, but also make them learn how to communicate with others politely; At the same time, it can make the students learn how to call the westerners and know something about the western cultures.

重點難點：

1、Learn the pronunciation and writing of letters Aa~Hh and consolidate the pronouncing rules of the vowel letters A, E in English words.

2、Learn to say hello to people with hello, hi, Good morning/afternoon/evening and their answers.

3、Learn to greet people with How are you? and their answers.

教學過程：

Section A

創設情境，導入新課Create plots and scenes to guide the new lesson

The main content of Section A is to learn to say hello to and greet to people by acting out the conversations and imitating them; Learn the pronunciation and writing of letters Aa~Hh; Know something about familiar boy names and girl names. We can adopt the Situation Guiding Method and the Audiovisual Guiding Method: The teacher can make a teaching courseware (about greeting) for the teaching, or prepare some cartoons to imitates the different voices of the people in the Cartoons to say hello to and greet each other, so the target sentences are guided Good morning/afternoon/evening, Helen! Good morning/afternoon/evening, Alice! Hi/Hello, Bob! Hi/Hello, Eric!; And then the teacher communicates with the students; At last get the students to communicate with each other.

自讀感知，整體把握Pre-read to apperceive and grasp the whole

Section A is designed by three steps. In 1a-1b, get the students to learn to say hello to and greet others by practicing conversations and know some cartoons well; In 2a-3, get the students to learn the pronunciation and writing of letters Aa-Hh and pay attention to the orders of strokes and formats, and get them to apperceive the pronouncing characters of letters A and E and conclude their pronouncing rules; In 4a-4c, get them to grasp the familiar English names and consolidate the greetings.

合作交流，解讀探究Cooperate and intercourse to unscramble and research

The main content in Section A is to learn the target language:

Hi/Hello, Bob!

Hi/Hello, Eric!

Good morning/afternoon/evening, Helen!

Good morning/afternoon/evening, Alice!

【Intercourse】The teacher communicates with the students in class first:

(Say hello to the students)Hello, …!

(Get the students to answer)Hello, …。!

(Say hello to the students)Hi, …!

(Get the students to answer)Hi, …。!

(Say hello to the students)Good morning/afternoon/evening, …!

(Get the students to answer)Good morning/afternoon/evening, …!

【Experiences】After the students grasp the target sentences, the teacher projects the courseware (about greeting) or shows some cartoons and imitates different voices of the people in the cartoons (or play the tape) to say hello to and greet each other: Good morning/afternoon/evening, Helen! Good morning/afternoon/evening, Alice! Hi/Hello, Bob! Hi/Hello, Eric!; The students listen carefully while watching and grasp the pronunciation of some familiar English names, finish the teaching task of Activity 1b.

【Activities】Get the students to practice conversations and communicate with each other. Get them to imitate the conversations they hear and say hello to and greet each other, finish the teaching task of Activity 1b.

Hi/Hello, Bob!

Hi/Hello, Eric!

Good morning/afternoon/evening, Helen!

Good morning/afternoon/evening, Alice!

【Demonstration】Learn the pronunciation and writing of English letters Aa—Hh. The teacher can draw four-line grids on the blackboard and teach the students the correct writing orders and structures. The students imitate what the teacher have taught and pay attention to the varieties of capital and small English letters, finish the teaching task of Activities 2a and 2b.

【Experiences】Play the tape of Activity 2c and get the students to listen and distinguish the right letters and mark the orders, finish the teaching task of Activities 2c.

【Practice】Get the students to write the corresponding small letters according to the capital letters, finish the hearing teaching task of Activities 2d.

【Discussion】Get the students to observe the abbreviations in Activity 3 and guess their meanings according to the pictures. Tell the students these abbreviations are common in English and also important, finish the teaching task of Activities 3.

【Experiences】

1)Play the tape of Activity 4a and get the students to listen and circle the names they hear according to the conversations, finish the hearing teaching task of Activities 4a.

2)Play the tape of Activity 4a again and get the students to listen and match the conversations they hear with the pictures and mark the orders, finish the hearing teaching task of Activities 4b.

【Activities】Get the students to drill the conversations in Activity 4b and grasp the target sentences: Good morning/afternoon/evening, Helen! Good morning/afternoon/evening, Alice!，finish the teaching task of Activity 4c.

【要點直擊】【English notes】

中西方日常交際差異：中國人見面喜歡問：“你吃過了嗎?”老外聽了，以為你要請客;“你去哪兒?”老外認為你是干涉他的隱私。而西方人見面以問候為主，如：Hello!， Hi!， Good morning.等。問候語的使用：Good morning早上好(指早晨、上午);Good afternoon下午好(指午后，黃昏前);Good evening晚上好(指黃昏后，就寢前)。

應用遷移，鞏固提高Application and transfer, consolidation and improvement

1. Make letter cards: Get different letters and words by assembling the cards freely. It’s helpful to promote the intercourse between the students and bring up their friendship.

2. Identify the character cartoons: Know some familiar boy and girl names.

Section B and Self Check

創設情境，導入新課

The main content in Section B is to review and consolidate the greetings learnt; Learn to greet others by using How are you? and familiarize and grasp the familiar English names further; Summarize the pronouncing rules of the vowel letters A and E in words. So the Audiovisual Guiding Method can still be adopted: The teacher can make a teaching courseware (about saying hello and greeting) for teaching, or prepare some cartoons and imitate the different voices of different characters in the cartoons to say hello to and greet each other, so the target sentences can be guided: Good morning/afternoon/evening, Helen!! Hi/Hello, Eric! How are you? I’m fine, thanks. I’m OK.。

自讀感知，整體把握

Section B is designed by three steps: In 1-2b, review and consolidate the greetings learnt and learn to greet others by using How are you?;In 3a-4, review the pronunciation and writing of the English letters Aa-Hh, and summarize the pronouncing rules of the vowel letters A and E in words; In 5, use the English song to consolidate the target language and inspire the students’ interest in English at the same time.

合作交流，解讀探究

The main content in Section B is to review and consolidate the greetings learnt; Learn to greet others by using How are you? and familiarize and grasp the familiar English names further; Summarize the pronouncing rules of the vowel letters A and E in words.

Good morning/afternoon, Helen! Hi/Hello, Eric!

How are you? I’m fine, thanks. How are you?

I’m OK.

【Experiences】Project the courseware or play the tape of Activity 1 and get the students to watch or listen and imitate, and make them learn to greet others by using How are you? I’m fine, thanks. How are you? I’m OK., finish the teaching task of Activity 1.

【Making】Get the students to review the familiar English names learnt and choose one of them as their own English names according to their fancy and write them down in the cards, finish the teaching task of Activity 2a.

【Role-playing】After they make their own name cards, the teacher can get the students to practice conversations to consolidate the target language learnt by using the target sentences and English names, finish the teaching task of Activity 2b.

【Experiences】Playing the tape of Activity 3a and get the students to draw the lines between the letters they hear, finish the hearing teaching task of Activity 3a.

【Activities】Get the students to match the capital letters with the small letter and review and consolidate the pronunciation and writing of the English letter, finish the teaching task of Activity 3b.

【Experiences】

1)Play the tape of Activity 4 and get the students to listen and imitate and summarize the pronouncing rules of the vowel letters A and E, finish the teaching task of Activity 4.

2)Playing the tape of Activity 5 and teach the students this English song, finish the teaching task of Activity 5.

【要點直擊】【English notes】

1、How are you? 也是一句問候語，一般用于熟人之間，意思是“你(身體)好嗎?”，它的答句一般是：Fine/I’m fine. Thank you.，而不能用How are you?直接回答。

2、Thank you與Thanks：“thank”是動詞，“Thank you”是“謝謝你”，表示感謝對方，“Thanks”是名詞“謝謝”(復數形式)。

應用遷移，鞏固提高Application and transfer, consolidation and improvement

1、Choose an English name: The teacher can organize an activity to get the students to choose an immovable English name for themselves (see the name lists at the last pages of the textbook) in order to boost up the atmosphere of learning English and help them communicate with each other better without the interference of mother tongue. And using the English names in the mutual intercourse can improve the students’ interest in English.

2、One own voice: Get the students to record the conversations between them and their friends with tapes and play them in class and get other classmates to listen and communicate their tastes. It can practice the students’ abilities of oral expressing and correct their pronunciation on one hand, and it can improve the their abilities of listening to and telling the sounds on the other hand, and consolidate the target language.

課后小結Summarize after class

【Summary】Learn to say hello to others with hello, hi, Good morning/afternoon/evening and greet people with How are you? and its answers; Grasp the target sentences: Good morning/afternoon/evening, Helen!! Hi/Hello, Eric! How are you? I’m fine, thanks. I’m OK.; Learn the pronunciation and writing of the letters Aa~Hh and the pronunciation of the vowel letters A and E in words; Familiarize the familiar boy and girl names and understand the meanings of some abbreviations HB, CD、BBC.

教師五年級英語教案精選篇2

教學目標：

1、能正確地聽說讀寫句型What do you / they have? I/ We/ You/ They have… What does she /he have? She /He has…

2、能正確地聽說讀詞組 camping trip, tent, pot, stove, blanket, telescope, tin-opener.

3、能正確地聽說讀寫單詞 hill , children ,show , fish .

4、能流利的朗讀課文

教學重點：

1、能正確地聽說讀單詞和句型

2、能正確地理解課文

教學難點：

1、能正確地聽說讀寫單詞和句型

2、能熟練地運用本課所學的物品和句型來組織對話

課前準備：

1、 教具準備：多媒體，磁帶，錄音機。

2、 板書準備：寫好課題 Unit 8 A camping trip

教學過程：

A Free talk

1 (點擊課件封面使音樂停)Greeting

2 (點擊課件封面中音符的圖標出現歌曲的畫面)

T: First let’s sing a song ‘What are you doing?’

讓學生有表情地演唱這首歌曲，復習舊知，活躍課堂氣氛。

3 (點擊課件歌曲畫面回到課件封面)

T: What are you doing now?

Ss: We’re having an English class.

(點擊課件封面的圖標出現圖片)

T: Yes!But, what are the children doing?

Ss: …

T: Let me tell you!

(點擊出現課題)

They are having a camping trip! A camping trip.

領讀課題

B Presentation and practice

1、學習單詞及詞組

a T：In today’s class, let’s go on a camping trip! OK?

Ss: OK!

T：(點擊課件出現孩子們圖片) Look! Here’re the children ..

b T: They’re going on a camping trip. Let’s go with them together . OK?

Ss : OK .

T : Now they’re at a camping site . They’re very happy . They are showing their things .

c　教師可先展示自己所帶的物品，再讓學生展示。Show your book / pencils …

2、學習、操練句型

a T：look ! What do they have ?

Ss : They have a tent .(ten – tent )

b T : What do you have ?

Ss : I have a blanket . (thank – blanket )

c T : What do you have ?

Ss : We have a pot and a stove .

d T : What does he have ?

Ss : He has a pair of telescopes .

(點擊課件，組織學生有節奏地利用生詞和句型誦讀小兒歌)

What do you have ?

I have a bianket .

What do you have ?

We have a pot .

What do they have ?

They have a tent .

What does he have ?

He has a telescope .

C Consolidation

1、Listen to the text and write “√”in the blanks .

2、What are “a tin of fish , a tin opener” , Let’s watch and find .

3、Teach ( a tin opener , a tin of chicken , a tin of fish . )

D Practice

1、Read the text by yourselves .

2、teach (hill)

3、Read and match

4、Choose one picture and read with your partner.

5、Fill in the blanks .

6、Your camping time .

E Assign homework

1、Read the new words and the text .

2、Make a dialogue like the text and write down .

教師五年級英語教案精選篇3

【教材簡介】

This book is designed for students in Grade 2. There are two children in the book, Sam and May. Each unit is divided into five parts: let’s act, let’s talk, let’s learn, let’s play and let’s enjoy. Let’s act involves students’ physical action. Let’s talk presents dialogues. Let’s learn shows the new words and letters in this unit. Let’s play strengthens the target language. Let’s enjoy uses enjoyable activities such as songs, rhyme, stories and so on. The book makes use of a wide variety of carefully graded activities, including composite pictures, stories, songs, rhymes.

【設計理念】

This class is to expand students’ horizon and to develop their physical mentality and ability. Students in groups are very cooperative when having games. We will review the words at Step 1. I will show the new lesson at Step 2. Step 3 will create the opportunity for groups. And Step 4 will strengthen the knowledge.

【學情分析】

Students in this grade are about seven or eight years old. Most of them are willing to express themselves in class. However, due to the age students can’t pay all the attention in class. Team work is an effective way to attract their attention.

【教學目標】

Students can understand the words in this unit, for example “horse” “bear” “elephant” “tiger” “monkey” and “panda”. Students can foster the interest and desire of learning English, and fond of taking part in kinds of class activities. Students can identify the animals in real circumstance.

【教學重點】

Students can master the correct pronunciation of the six words in this unit.

【教學難點】

Students can improve their confidence of learning English, and are not afraid of making mistakes in public.

【教學準備】

Pictures and CD/PPT

【教學方法】

教法：TPR -- Total Physical Response Teaching Method Communicative Language Teaching Method 學法：Cooperative Learning Method

【教學課時】 One Period

【教學過程】

Step 1.Warming-up

I. Talk with the students using “How are you?” Ask all to answer. T: How are you?

S: I’m fine, thank you.(together)

II. Review the words we have learned last class. Ask each team to read and give the best team a sticker.

T: Last unit we have learned some farm animals. Let’s review them. Are you ready? S: Yes, I am ready. (together)

(change the words cards and speed up step by step)

Design Intent: This step enables every students open their mouth to say English. It is the key to eliminating students’ mental disorders and building self-confidence. Each team wants to be the best. At the same time give a praise for the best team.

Step2. Presentation I. Open the book.

Ask students to read the title of this unit. Correct the wrong pronunciation.

T: Today we will learn some new animals. They are in the circus. (show the picture of the circus) Can you guess the meaning of “circus”? S:.....

T: Today let’s learn unit 2 In the circus. Write the title on the blackboard. T: Follow me “in the circus”. S：.......

II. Show the new lesson.

T: The first animal is ___. (Take out the picture)

Follow me “horse ”.(write the word on the blackboard) What’s the meaning of horse? S: ...

T: Horse, horse, look at the horse. (ask the meaning of look at and explain it with action) S: ...

2

Ask students to point the picture and read the word. Take out “bear”

T: A new animal --- bear

Follow me “bear”.(write the word on the blackboard) What’s the meaning of bear? S:...

T: Bear, bear, look at the bear. S: ...

Ask students to point the picture and read the word. Take out “elephant”

T: It has a long nose, yes or no?

Follow me “elephant”.(write the word on the blackboard) What’s the meaning of elephant? S:...

Ask students to read the word in a team.

T: Elephant, elephant, look at the elephant. (pay attention to “the”) Ask students to point the picture and read the word. Take out “tiger” T: It is big, yes or no?

Follow me “tiger”.(write the word on the blackboard) What’s the meaning of tiger? S:...

T: Tiger, tiger, look at the tiger. S: ...

Ask students to point the picture and read the word. Take out “monkey” T: It is little, yes or no?

Follow me “monkey”.(write the word on the blackboard) What’s the meaning of monkey? S:...

T: Monkey, monkey, look at the monkey. S: ...

Ask students to point the picture and read the word. Take out “panda”

3

T: It is white and black, yes or no?

Follow me “panda”.(write the word on the blackboard) What’s the meaning of panda? S:...

T: Panda, panda, look at the panda.

Ask students to point the picture and read the word.

Design Intent: Colorful pictures will attract pupils’ attention. They are more likely to get the meaning from pictures than words. What’s more, pictures will leave a deep impression on students.

Step3. Practice

T: Boys and girls, let’s read the words together and then play “bomb game”. Are you ready? S: ......

T: Read the words with your partner. (invite some teams)

Design Intent: This step will create the opportunity to practice the words and correct the wrong pronunciation. At the same time, students will have fun to remember the words.

Step4. Production

Play game “look and match” for two or three times. T: look at the screen carefully. Who wants to try? S: ......

Design Intent: This step enables students distinguish the words and their meaning. And team work is an effective way to cooperate with their members.

Step5. Summary

Today we have reviewed farm animals and learned six animals in the circus. Students should master the pronunciation of the words and are able to express look at.

Design Intent: This step just costs several minutes, however, it can’t be ignored. We

will make a conclusion on what we have learned this class. It also strengthens the right pronunciation of the words and sentences.

【作業設計】

Homework: Read the words we have learned this class. I will check it next time

教師五年級英語教案精選篇4

教材分析：

本課是牛津小學英語5A第七單元第一課時，主要圍繞日常生活展開教學，進一步復習以前所學的單詞，同時通過新單詞教學鞏固現在進行時的陳述句。教學一般疑問句和肯定、否定回答的句型。教學中使用電子白板課件，設置情景，有效地把單詞和句型，情景相結合，注重聽說讀寫練習，并培養學生正確的語音、語調和口感， 使學生能夠進行簡單的交流，并能達到靈活作用，培養學生學習的興趣。

教學目標：

依據小學生英語新課程標準所提出的總目標，以及學生的整體認識水平，從知識教學、能力培養等方面考慮，我確立本課時的教學目標為

知識目標

1、掌握單詞、詞組newspaper, picture book, magazine, chess, card, yo-yo,

play with…

2、學習現在進行時的一般疑問句

Are you ____ing? Yes, I am. / No, I’m not.

Is he/she ____ing? Yes, he/she is. / No, he/she isn’t.

Are they ____ing? Yes, they are. / No they aren’t.

3、歸納現在進行時的一般疑問句、否定句、特殊疑問句的基本用法。

技能目標

1、能正確運用現在進行時一般疑問句進行問答。

2、能根據提供的情景，熟練運用現在進行時相關句型進行操練。

情感目標

1、通過本單元的學習，培養學生學習英語的興趣。

2、通過分層練習，激發了學生的攀比心理，提高學生答題的積極性。

重點難點：

1、掌握單詞、詞組newspaper, picture book, magazine, chess, card, yo-yo,

play with…

2、正確運用現在進行時的一般疑問句及其應答。

教學準備：

白板教學課件，溜溜球一個，單詞卡片，作業紙等，課前把學生分成四小組

教學過程：

Step1 .Pre-task Preparation

1. Free talk

2.Sing a song “What are you doing?”

(設計意圖：通過Free talk和唱英文歌What are you doing? 既復習了現在進行時，又自然過渡到下一個新授環節。)

Step 2 While- task Procedures

Activity1: 由歌曲引入句型 Is he…?/ Is she…?

1、T: According to the song, what is Nancy doing? Is she watching TV?

Ss: Answer.

2、T: What is Mike doing? Is he reading?

Ss: Answer.

3、Guessing game:

A.T: What is LiuTao doing? You can say: Is he…?

S: Guess.

B. T: What is Yang Ling doing? You can say: Is she…?

S: Guess.

Activity2: 教學句型 Are they..? play cards

T: Show another picture, ask: What are they doing?

Ss: Guess.

T: Lead to the phrase: play cards

(設計意圖：這個環節主要通過“猜一猜”的游戲，讓學生根據提示，充分運用一般疑問句Is he/she…?Are they..? 來參與游戲，由此引出新授句型和詞匯，學生學得輕松自然。)

Activity3: 教學play chess /play with a yo-yo

1、呈現圖片替換練習play__________

2、Show the picture and teach “play chess”

3、Ask the Ss to do pair work with the structure “Are they…? Yes/No”

4、T： (呈現部分狗的圖片) What’s the dog doing?

Ss: 猜測： Is it…?

T: Yes/ No. 結合回答呈現詞組play with a yo-yo.

(設計意圖：讓學生先通過復習play…詞組，自然過渡到play chess, play with a yo-yo, 發揮了學生學習的主動性，同時結合趣味性的圖片，提高了學生學習英語的積極性)

Activity4: 教學詞組read a picture book/ read a newspaper /read a magazine

1、T: I like playing with yo-yos. What else do I like? I like reading picture books. Show the picture, present the phrase: read a picture book

2、學生看圖做替換練習。

3、According to the picture, what is he doing?/What is she doing?

Help the Ss answer “ read a newspaper / read a magazine”

(設計意圖：這一環節主要運用了白板的垃圾桶工具，在學生看圖說完一個詞組后，逐個導入新授詞匯。既體現了學生的主體性，老師的主導性。)

Step 3. Post-task Activities

Activity1: Part C

1. 歸納現在進行時的一般疑問句的用法Is he/she…。Are they…?Are you…?

2. Show the pictures from Part C , ask Ss to work in pairs.

(設計意圖：運用白板的刪除功能，在學生回答后，逐個點擊綠色橫條，顯示歸納的語法知識。為學生操練句型降低了難度。)

Activity2: Summarize

1. 總結現在進行時的用法。

2. Exercise(分組練習，比一比那組掌握得好)

用所給單詞的正確形式填空

按要求改寫句子

閱讀短文

看圖說話

Activity3: Check the answers.

( 設計意圖：運用分組練習，激發了學生的攀比心理，提高了他們的答題積極性)

Activity4: Fun time

Watch a cartoon .

(設計意圖：此處以趣味盎然的動畫來緩解學生一節課后的疲勞，同時也能持續他們學習英語的積極性。)

Step4. Homework

1. 閱讀E部分的小故事

2. 根據看圖說話，寫一篇小短文“After lunch”

(設計意圖：讓學生根據提供的情景，運用現在進行時相關知識進行操練，初步培養他們的閱讀、寫作能力。)

板書設計：

Unit 7 After school

Is he/ she _ing? Yes, he/she is. play cards

No, he/she isn’t. play chess

教師五年級英語教案精選篇5

教案內容：

1. 能聽得懂，會說單詞Su Hai, Mike, Helen, Wang Bing .

2. 能正確地運用日常交際用語Hello, I am ,激發學生學習英語的興趣,并能在相應的場景中自如地表演運用

Step 1 Free talk

師生之間互相問好，打招呼，復習句型Hello/Hi, I’m ….

T: Hello/Hi, I’m Miss Jiang…. S: Hello/Hi, I’m ….

Step 2 Presentation

出示頭飾，逐個介紹新朋友Su Hai, Wang Bing, Helen, Mike。用中文討論圖畫，他們來自哪兒?會說些什么?

師戴頭飾T: Hi, I’m Su Hai.S1: Hi, I’m S1.

T: Goodbye, S1. S1: Goodbye, Su Hai.

在交往中讓學生認識四個新朋友。

Step 3 Practice.

1、聽錄音，指出書中人物。

2、再聽錄音，跟讀課文。

3、分組操練，四組分別是Su Hai, Wang Bing, Helen, Mike，學生下位找朋友，最少找五個，鞏固本課句型。

Step 4 Act .

1、指名學生戴上頭飾，下位走動，向本組同學問候。

2、請一組學生到前面圍成一圈，叫圈里兩個學生的名字，這兩個學生走到中

間說：“Hello/Hi, I’m …”，然后握手，接著說“ Goodbye.”

Step 5 Consolidation

找人物，涂顏色，說出他們的姓名。復習鞏固所學的句型和人物。

Step 6 Homework.

聽錄音，熟記書中人物姓名。

Some thoughts after the lesson:

教師五年級英語教案精選篇6

教學目標：

1、能聽說、認讀yellow、red、green、blue、brown這些表示顏色的單詞，發音正確。

2、能聽懂特殊疑問句What colour?并能根據情況用It’s…回答，語音語調正確。

3、通過開展同伴學、小組學等向學生進行學習方法的滲透，同時培養學生合作精神。

4、運用評價手段，鼓勵學生大膽運用所學的英語，激發學生學英語、用英語的興趣。

教學重點：

能聽、說、認讀五個顏色單詞。

教學難點：

鼓勵學生在生活中大膽運用所學英語。

教學準備：

1、教師準備紅、黃、綠、藍、棕五色彩筆及相應的單詞卡片、磁帶、放音機、彩虹圖一份、無色彩虹圖每組一份。

2、學生準備紅、黃、綠、藍、棕五色彩筆及文具。

教學過程：

一、Warm up / Revision

1、TPR.(Show me your pen/pencil/English book/crayon…)

2、Enjoy an English song“Who is wearing yellow today?”，讓學生嘗試跟唱，用中文解釋“Who is wearing yellow today?”。

二、Presentation

(一)教學yellow

1、卡片出示，學生跟讀，將卡片貼在黑板上。

T: Ok,now please look here. What colour?

Ss: Yellow!

T: Yes, it’s yellow.Please read after me. Yellow.

Ss: Yellow.

T: Who is wearing yellow today?Stand up，please. 帶領學生指著說yellow。

(二)教學red

T: Who is wearing red today?Oh，I’m wearing red today. 帶領學生指著說red.

Ss: Red!(開火車讀)

T:(卡片出示，學生跟讀，將卡片貼在黑板上。)Please read after me,red.

T: Who can show me something red?(中文解釋)

Ss:……

(三)教學green

T:(師出示英語書) This is my English book. What colour is it?

(卡片出示，學生跟讀，將卡片貼在黑板。)

T: Read one by one，糾正發音。

(四)教學blue

T: Ok, now please look at the sky. What colour?

Ss: Blue.

T: Read one by one.

(四)教學brown

T: Who is wearing brown today?Oh，I’m wearing brown today. 帶領學生指著說brown.

Ss: Brown!(開火車讀)

T:(卡片出示，學生跟讀，將卡片貼在黑板上。)Please read after me,brown.

T: Who can show me something brown?(中文解釋)

Ss:……

三、綜合拓展

四、Homework

教師五年級英語教案精選篇7

教學目標：

1.知識與能力技能目標

(1)掌握生詞： lay , caterpillar , become .

(2)讀懂語篇，學習蝴蝶的有關知識。

2. 過程與方法目標

在自主與合作交流的學習過程中，感受蝴蝶蛻變的美，學習有關蝴蝶的知識

3.情感態度價值觀目標

培養學生熱愛自然的美好情感;激發學生的探知熱情，讓學生體驗合作的愉快，培養學生的創造力與想象力以及跨學科學習的能力。

教學重點：

幫助學生讀懂語篇。

教學難點：

使學生能用英語講述蝴蝶的生長過程以及介紹蝴蝶的有關知識。

教具準備：

課件、錄音帶、蝴蝶蛻變過程視頻

教學過程：

一、 自主式導讀

Warming up:

T: Nice to meet you ! Do you like insects ? Which

insect do you know?

Ss: ants, ladybirds, flies, butterflies…

T: Among all the insects, which one is the most beautiful?

S1: Butterflies.

T: Yes , butterflies are one of the most beautiful insect in the world. I have some pictures about butterflies . Do you want to have a look ?

In this lesson we are going to talk about butterflies.

板書課題Module4Unit2 Butterflies(學生齊讀課題)

出示學習目標：(齊讀學習目標，明確本節課的學習目的)

1、我能聽所讀寫單詞： lay , caterpillar ,become .

2、我能讀懂語篇，學習蝴蝶的有關知識。

T: Do you known how about a butterfly grows ?Let’s watch a video together !

Ss: Ok !

T: It’s so magical !Do you want to talk about it by yourself ?

Ss: Yes .

T: You shoud rely the teaching outline to learn the text .

導學提綱

Where does a butterfly lay eggs?

How are the eggs?

What do the eggs become?

What do they eat?

What does this big and fat caterpillar make?

What colour is it?

It opens, what comes out? How about it ?

What makes it dry?

學生自學

通過導學提綱的引領認真閱讀文本內容，將導學提綱中出現的問題及生詞勾畫出來。

二、互助式解疑

以小組形式，組員分別提出自己的困惑，小組討論解決。

Ss:小組活動解決生詞、及導學提綱里提出的問題。由小組長負責帶領組員進行學習(小組長要給于組員一定的任務，做到人人有事做、人人有問答)

T: 在學生合作學習的同時及時給于一定的幫助，引導讓學生思維都動起來。

三、探究式點撥

師生討論

1、Play the tape and tell the students to listen to the tape carefully .

2、Please answer the questions .

3、Read the sentences to introduce the growth of a butterfly..讓學生讀句子，介紹蝴蝶的生長過程。

四、強化式拓展

1.根據板書重新回顧本課的重點內容：A butterflies lays eggs .The eggs become small caterpillars.

The caterpillar makes a house .It is a cocoon .The cocoon opens . A butterfly comes out.

2.Please study hard you can be a beautiful butterfly one day.

Assignment:

制作有關昆蟲的資料冊、手抄報