2013年PEP五年级英语上册全册教案
全册(教案)人教PEP版英语五年级上册
全册（教案）人教PEP版英语五年级上册教学内容本册英语教材是根据我国《义务教育英语课程标准》编写，适用于五年级上学期的学生。
内容包括12个单元，每个单元围绕一个特定的主题展开，如家庭、学校、动物、季节等，旨在通过听、说、读、写的活动，提高学生的英语综合语言运用能力。
教学目标1. 知识目标：学生能够掌握本册教材的基本词汇和句型，能够运用英语进行简单的日常交流。
2. 技能目标：学生能够通过听、说、读、写的训练，提高英语语言运用能力，能够阅读简单的英语文章，书写简单的英语句子。
3. 情感目标：培养学生对英语学习的兴趣，提高学生的自主学习能力，培养学生的合作精神。
教学难点1. 词汇的记忆和应用：本册教材的词汇量较大，学生需要通过有效的记忆方法来掌握。
2. 句型的理解和运用：学生需要理解并能够运用教材中的句型进行交流。
3. 听力理解：学生需要通过大量的听力训练，提高听力理解能力。
教具学具准备1. 教师准备：教材、PPT、录音机、磁带、卡片等。
2. 学生准备：教材、笔记本、彩色笔等。
教学过程1. 导入：通过图片、歌曲等方式，引入本节课的主题。
2. 新课内容展示：通过PPT、卡片等方式，展示本节课的主要词汇和句型。
3. 练习：通过听、说、读、写的活动，让学生练习本节课的内容。
板书设计1. 主题：明确本节课的主题，使学生能够明确学习目标。
2. 主要词汇和句型：通过板书，展示本节课的主要词汇和句型，方便学生记忆和运用。
3. 练习：通过板书，展示本节课的练习内容，引导学生进行有效的练习。
作业设计1. 听力练习：通过听录音，完成相关的练习。
2. 口语练习：通过模仿录音，进行口语练习。
3. 阅读练习：通过阅读教材，完成相关的练习。
4. 写作练习：通过书写句子，进行写作练习。
课后反思1. 教师需要根据学生的反馈，及时调整教学方法，提高教学效果。
2. 学生需要通过课后作业，巩固课堂所学知识，提高学习效果。
3. 教师需要定期检查学生的学习情况，及时发现问题并解决。
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。
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.。
2013年PEP五年级英语上册全册教案
Unit4PartA
Let'slearn
1.词汇(要求四会)
sweepthefloorcootheeal
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watertheflowerseptythetrash
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cleanthebedroohelpful
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helpful-(名词/动词)
ful是形容词后缀，类似的词有：
（1）I'dlie.（整理
床铺）
（2）He' dlie（倒
垃圾）
（3）I'dliesoejuice.（改为一般疑问句）
（4）Wewouldlietodothedishes.（改为一般疑问句）
2.haveatry试一试
eg:Theywouldlie
3.复习can的用法（肯定句和一般疑问句）
Readandwrite
1.词汇（要求四会）
curtainclosetirror
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binendtableair-conditioner
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trashbin
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2.重要句型
（一）课文链接：Isthisyourbedroo?这是你的卧室吗？
Be动词的一般疑问句，用来询问别人对所述问题得证实 情况。回答时用：yes,主语+be动词
Unit4PartB
Let'slearn
1词汇
washtheclothessetthetable
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aethebeddothedishes
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putawaytheclothesdohousewor
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Let'stal
2013PEP小学英语五级上册英文教案
2013年度第一学期第五册英语教案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。
本学期学科教案的目的要求：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。
提高教案质量的打算：教案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 as k: “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, 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!This unit we’ll learn My New Teacher.(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 y ou. Who’s the new teachers?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. 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..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. 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 andshort. 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’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./MissWhat’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 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’s 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: Lo ok, 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 Lesson4 (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, activefreely, and learn these words 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 sch ool. 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 theyhave 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 i t 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 Part C Let’s check)1. Teaching aims(1). Be able to say the sentences: “Who’s that young lady? She’s our pri ncipal. Is shestrict? Yes, she is. / No, she isn’t”, and can use it in situation.(2). Be able to finish the “Let’s check”, and make the right assessment to their studyin this unit.2. Key and difficult points(1). Be able to replace the key words in the sentences, and use these sentencesfreely.(2). Be able to give the positive or negative answers to the question sentences “Ishe/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 betweenHelen and John, and think 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 CTask 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 she like? 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, but she’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 sche dule 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, andFriday.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 writingand remembering these 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 i t today? It’s---What do you have on---? Wehave---.I like---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 heputs wrong books in his 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 wo rk: 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 spell 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 thepiano, paint, play computer games, listen to mus ic…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 dohomework, read books and 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 havelearnt.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 check.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…?The n 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 le t 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 thenT tells the vegetables’ character. Ss tell 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---andcan talk with each other.(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 andpractise the new sentence.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 choosecard answer using words 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 togive 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。
人教PEP版五年级上册英语全册教案(教学设计)
教学课件说明（Unit1 A.Let’s learn）Let’s learn一、复习（review）1.Let’s do：通过小活动，让学生回忆形容人物外貌的词汇。
2.通过描述Tutu以及他的家人、朋友的外貌和性格，让学生回顾上节课所学的词汇及句型，并用所学知识结合实际描述自己的家人。
3.通过对家人的描述，引出对老师的描述，为下一模块的学习作铺垫。
二、学习新知1.根据图片以及所给词汇和句型，让学生结合实际描述自己的老师，并讲解be动词的一般疑问句以及回答方式。
2.Pair work：让学生用所学句型内容，向张鹏介绍自己的老师，巩固练习刚刚学习的内容。
3.让学生跟读前面的对话内容，进一步熟悉对话句型。
4.根据图片，让学生练习描述人物的外貌和性格特点，并运用一般疑问句进行问答。
三、练习通过连词成句的方式，练习一般疑问句和其对应的陈述句的表达。
四、Homework课外作业的布置。
让学生回归课本，通过作业的形式，巩固本次课所学内容，并为下次课的学习做准备。
教学课件说明（A. Let’s spell）Let’s spell一、课堂导入通过故事“The Elephant and the Piggie”引出本节课所要学习的重点内容（“y”的不同发音）。
二、学习新知1.根据图片说出对应的单词，并归纳该组单词中“y”的发音。
2.罗列y发音为/i/的常见单词。
3.拓展学习y的其它发音方式。
4.通过chant的方式，让学生落实并增强本次课的重点（y发音为/i/）的记忆。
三、巩固练习1.通过听单词填序号的形式，巩固前面y发音/i/的单词。
2.强调字母y的书写规范。
3.判断每组单词中y的发音是否相同。
4.Story time：通过看图讲故事，并让学生复述故事的方式，进一步巩固练习本节课的重点。
四、Homework课外作业的布置。
让学生回归课本，通过作业的形式，巩固本次课所学内容，并为下次课的学习做准备。
教学课件说明（A.Let’s talk）Let’s talk一、课堂导入1.flash game：通过游戏的方式，让学生对本单元的词汇与所要学习的内容形成初步印象。
人教版(PEP)小学五年级上册英语全册表格式教案
Unit 1 What's he like?Step2Prese ntatio n Let's talk&learn3,Groups Division4,Introduce Oliver,then Let 's try.1,教师呈现教材中和现实中教师的图片。
Who sthis boy/girl? 操练Do you know…?No,ldon't.Who's he/she?He/She is Miss/Ms/Mr.…a/your/new …teacher.学习兴趣Let's try 为Let'stalk 做铺垫Old new 对比2,指着图片继续问： Is he you ng?操练you ng.紧接着下一张图片，图片显示教师是old.两者进行对比，操练。
3,教师呈现人物图片提问：Is he/she young/old?学生回答：Yes,he/she is.No,he/she isn 't.最后呈现MrYoung,问：Do you know Mr You ng?弓l 导学生提问Ishe…?总结他的外貌或性格特征。
引出He is funny,too.教学funny,通过拆音方式教学并提醒单词中有两个n=4,教师呈现书中各种教师表情，进行句型的操练。
5,教师问：What kind of teachers do you like?学生回答：I like funny/young teachers.6,教师问：What kind of teachers does he like?听录音，选择通过各种方式操练单词7,教师问：Does Oliver know Mr Young?ls Mr Youngan En glish teacher? 听录音，回答。
8,listen and imitate9,We know Mr Young is a music teacher?Who is ZhangPeng's scienee teacher?Miss Green.Is she…?引出kind。
PEP小学英语五年级上册教案(全册).
一、基本情况分析五年级共有学生51人。
学生正处少年时期，这个年龄段的孩子具有好奇、好活动、爱表现、善模仿等特点。
他们喜欢新鲜事物，对陌生语言的好奇心能激起他们对外语的兴趣。
他们喜欢引起别人的注意，重视老师的表扬，不怕犯错，很少有羞怯感。
他们处在发育阶段，尚未定性，发音器官较成人的灵活，因此模仿外语的语音语点远比成年人容易。
他们的记忆力好，形象思维好，但缺乏理性思维，逻辑思维不强。
他们爱玩、爱唱、爱游戏、爱活动，这些都是他们长身体、长体力的需求，他们坐不住，坐不久。
这一切都是小学生身心发展的特点。
这个年龄阶段的儿童学生外语具有许多成人甚至中学生许所不具备的优越性，例如模仿力、记忆力、可塑性强等。
小学开设英语课可以充分发挥他们学习语言的潜力，通过这个学科的学习提高他们思维品德、文化和心理的素质。
外语课可使小学生了解其他国家和民族的优秀文化传统；可以发展他们的思维，开阔视野，扩展他们的知识，丰富他们的经历；可以提高他们的思想品德修养，树立国际意识，使他们长大后适应社会、经济、科技发展和国际交际的需要。
四年级的学生对英语学习兴趣整体有所下降，两极分化比较严重。
所以本学期应做好后进生的转化工作。
教师应该面向全体学生，以学生的发展为宗旨，始终把激发学生的学习兴趣放在首位，注意分层教学，引导学生端正学习态度，掌握良好的学习方法，培养学生良好的学习习惯。
我作为17年教龄的教师，教法比较陈旧，我要努力进行新课改，把教学经验和新课改的理论相结合，和同事多交流，多看书，达到学以致用的目的，真正实现教英语的乐趣。
二、教材分析本新教材系列配套，使教学具有一定的弹性和灵活性，有助于因材施教。
这不仅有利于发展不同水平学生的智力与能力，也适合农村地区的小学生的需要，确保他们也能达到《新课程标准》最基本的要求。
突出兴趣培养，保护和发展求知欲，寓教于乐。
小学六年级英教材突出对学生的兴趣培养。
教科书全部采用彩色图画，情景会话贯串全套教材。
2013pep五年级上册英语教案及教学反思
2013pep五年级上册英语教案及教学反思Unit 1My new teachers第一课时课题：My new teachers课型：新授课教材分析:本单元重点学习描述人体特征和个性的语言，其中重点在于A.B部分Read andWrite对话的口头以及书面表达。
学生分析：学生有了一定的基础，学习起来非常感兴趣。
远程应用：西城区教育研修网相关图片。
教学目标与要求1、能听、说、认、读，并理解本课的五个新单词：young, heavy, old , funny, kind；2、能掌握句型：Who’s your…? What’s he /she like? 并能在具体的语境中运用；3、培养学生热爱、尊敬老师的情感。
教学重点Let’s learn部分的单词：old，short thin，tall，strong, young, funny, kind等。
要求学生能听懂句型，并结合这些句子表达的情境，学会恰当地替换句中的单词。
逐步学会听、说、读、写单词：old，short，thin，tall，strong。
教学难点如何利用所提供的对话和情景，以旧引新，让学生进入学习状态。
Let’s start部分在学生用书当中首次出现，教师应正确理解此部分的辅垫作用，可根据实际教学需要进行使用，并帮助学生熟悉教材内容的变化。
教学准备1、准备教学过程中所需要的图片、声音、课件，以及本课时的八张单词卡；2、准备一些教师的照片或图片；3、准备录音机及录音带。
教学方法小组合作法、情景教学法教学过程设计1、Warm－up（热身）（l）播放Let’s start下面歌谣的录音，让学生听歌谣猜单元话题，激发学生对新学期第一单元英语学习的兴趣。
还可以使用四年级上册第三单元学过的句型：“I have a new friend. He’s tall. He’s strong, too.”并结合相关人物的图片，引导学生复习strong，tall，short，thin等词，为本课时听、说、读、写这些单词做好准备。
PEP人教版五年级上册英语教案全册精选全文
Practise: “short tall thin strong ”出示一些卡通图人物。
2）Ss(教师启发学生问)Who’s your music teacher and who’s your art teacher ?
Zip: Guess.(Ss guess.)
T: Who’s he /she ? S: He ’s/She’s my music/art / computer/ science teacher .
3．教师自编一个chant：
Tall tall tall,computer teacher is tall..
Short short short ,science teacher is short .
教学反思
课题
What’s he like?
第3课时
教学目标
1.读懂对话。
2.听说读写Read and write中加粗的单词和句子。
教学重点
听说读写Read and write中加粗的单词和句子。
教学难点
读懂对话。
教学方法
情境教学法引导法实践法
教学准备
Word cards Pictures Tape recorder VCD
--Is he ……?
-- Yes ,you’re right./ No .
四、Funny time
Listen tothesong: My new teacher
五．Assessment
1．Exercisesbook..
2．Check up the answers.
二次备课
板书设计：
What’s he like?
2013年人教版PEP小学英语五年级上册英文教案全集(81页)
—－可编辑修改，可打印——别找了你想要的都有！精品教育资料——全册教案，，试卷，教学课件，教学设计等一站式服务——全力满足教学需求，真实规划教学环节最新全面教学资源，打造完美教学模式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, castle4.Teaching steps(1). Warm upa.Let’s chant: big and small, long and short.b.L isten 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 Teacher.(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 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. 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..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. Who’s she? Teaching notes:Un it 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 andshort. He’s very kind, and can use it freely.(2). Be able to understand the “Let’s try”, a nd 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./MissWhat’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 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’s 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 li ke?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 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, activefreely, and learn these words in four skills.(2). The pronunciation of “university, principal, strict”.3. Teaching aidsSome finger m arks, 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 theyhave 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 L et’s try Let’s talk Group work Part C Let’s check)1. Teaching aims(1). Be able to say the sentences: “Who’s that young lady? She’s our principal. Is shestrict? Yes, she is. / No, she isn’t”, and can use it in situation.(2). Be able to finish the “Let’s check”, and make the right assessment to their studyin this unit.2. Key and difficult points(1). Be able to replace the key words in the sentences, and use these sentencesfreely.(2). Be able to give the positive or negative answers to the question sentences “Ishe/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 betweenHelen and John, and think 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 she like? 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, but she’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, andFriday.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 writingand remembering these 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---? Wehave---.I like---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?。
2013年PEP五年级英语上册英文教案
2013年PEP五年级英语上册英文教案Unit 6 lesson 2锛?A Let鈥檚try Let鈥檚talk Pair work. C Pronunciation.) 1锛?Teaching Aims: (1) Be able to say: 鈥淚s there 鈥? Yes, there is. / No, there isn鈥檛鈥漚nd can use it in the real situation (2) Know the rules of the pronunciation: e, or, wh.2锛?Key and difficult points: (1) the sentence pattern: Is there 鈥? Yes, there is. / No, there isn鈥檛. (2) the rules of the pronunciation: e, or, wh. Lead Ss to learn by themselves.3. Teaching aids: Pictures, cards, tape. A box with some cards in it. (about the fruit, the toys, the furniture and so on)4. Teaching steps: (1).Warm-up: a. sing the song of 鈥淭he Panda鈥? b. review the words. What鈥檚in the nature park/ city/ village鈥? There is 鈥? In the鈥? (2) Preview a. Let鈥檚try. Listen and circle. b. use the picture to ask: Look at the picture,. Is there a lake/river/mountain in the park? Teach the answers: Yes, there is. No, there isn鈥檛.(3). Presentation Game: guess what鈥檚in the box? Use 鈥?Is there a n the box?鈥?to ask. (there are some cards in the box, about the fruit, the toys, the furniture and so on.) Teach: Is there a鈥?Let鈥檚talk a. T: can you see something about the city? What is a city ? Is there a farm in the city? Ss: No, there isn鈥檛. T: Zhang Peng and John are talking about a city. What鈥檚the city like? Listen. b. T plays the tape of the 鈥淟et鈥檚talk鈥? Listen and answer. T: Is there a nature park in the city? Ss: Yes, there is. T: Is there a river in the park? Is there a farm? c. Listen and repeat. d. change the pictures and talk about it. Is there a path/mountain in the forest? Is there a mountain/lake in the village? T-Ss, S1-S2 ask and answer.Pair work. a. Desk mate ask and answer the two pictures. b. Activity book P50 E3 Let鈥檚find out. Ask and answer in the group. c. Activity book P50 E4 Talk about your city with your partner. Ask a student from the other place to answer: Where are you from? Is there a n your city? Ask and answer with your partner. Pronunciation a. T reads the words of 鈥渙r鈥? b. T shows some words of 鈥渆r, or, wh鈥?(4). Consolidation and extension Listen to the tape.Teaching notes: Unit 6 lesson 3锛?A Read and write. Group work. C Story time.) 1锛?Teaching Aims: (1) be able to read and write the four-skilled sentences: Is there 鈥? Yes, there is. No, there isn鈥檛. (2)be able to use 鈥淚s there 鈥? Yes, there is . No, there isn鈥檛.鈥?to talk about the holiday picture.2. Key and difficult points: (1)to control the sentence pattern: 鈥淚s there 鈥? Yes, there is . No, there isn鈥檛.鈥?(2)to use the sentences in the real situation.3. Teaching aids: Pictures, cards, tape.4. Teaching steps: (1).Warm-up: sing a song 鈥淭he panda鈥?(2).Preview (1) Game: Spell the words not in order. (2) Review 鈥淟et鈥檚talk鈥?(3). Presentation Read and write a. T: What鈥檚this? Ss: It鈥檚a picture. T: Yes, It 鈥檚my holiday picture. Teach: holiday picture. b. T: guess what鈥檚in the picture? Ss use the 鈥淚s there a 鈥?鈥?to ask. T: Yes, there is./ No, there isn鈥檛. c. T: Look! This is a holiday picture of Wu Yi fan. What鈥檚in the picture? Listen. Listen and answer the T鈥檚questions. Read and ask questions to teacher. d. listen again and finish the excises. f. Write the four skill sentences. Group work. Four Ss guess the photo: what鈥檚in the picture? Is there鈥??Game: 蹇冩湁鐏电妧One student guess, the other one do the action to remind him, and the others say: yes, there is./No, there isn鈥檛.Story time,(4).Consolidation and extension a. Activity book P51 E5 Listen, write, and tick or cross.b. write the sentences four times.c. Listen to the tape and read. Teaching notes:Unit 6 lesson 4: ( B Let鈥檚learn Pair work C Good to know.) 1锛?Teaching Aims: (1) Be able to read and write the four-skilled words: bridge, house, road, building, tree.(2) Be able to read and say the two words: village, city. (3) Can use the pattern锛氣€漢ere are 鈥?in the city / village.鈥?To describe the senses in the city and the village. (4) Know the panda鈥檚inhabit.2. Key and difficult points: (1) the four-skilled words锛歜ridge, building, tree, road, house, city, village. (2) the usage and the pronunciation of the nouns(pl)3. Teaching aids: Pictures, cards, tape.4. Teaching steps: (1).Warm-up: a. Let鈥檚chant. b. Daily talk. What鈥檚in your room? Is there an endtable鈥? in your room?(2). Preview Where do you live? In the city or in the village?(3). Presentation Let鈥檚learn. a. teach village/city. I live in the village/city. Is therea farm in the city/village? No, there isn鈥檛. /Yes, there is. b. draw a house. Is there a house in the village? Yes, there is. Teach house. But is there only a house in the village? Draw several small houses. Lead Ss to say: There are many small houses in my village. c. draw a tree. Look, what鈥檚near the house? Teach: tree. There is a tree near the house. Draw many trees near the houses. Lead the Ss to say: there are many trees near the houses. d. draw a river. Look, there is a river across the village. What鈥檚over it. Draw a bridge, and teach the word. There is a bridge over the river. f. draw a road. There is a road to the city. Teach: road. There is a road to the city.g. in the village, there are many houses. What about the city? Draw many buildings, teach: buildings. Learn to say: there are many tall buildings in the city. h. listen and read after the tape. Listen and touch. Ss read a word showed by T, two Ss have a competition to touch the word in the picture. i. According to the picture, make sentences. There is/are n the city. Which do you like?Pair work To say and write down the same and differences between the city and thevillage.Good to know.(4). Consolidation and extension a. Activity book P 52 E 2 Listen and choose E 1 Finish the sentences. b. Listen to the tape and read the words. c. find what鈥檚in your village. d. write the four-skilled words four times.Teaching notes:Unit 6 lesson 5锛?B Let鈥檚try. Let鈥檚talk. Let鈥檚play. C Let鈥檚check.) 1锛?Teaching Aims: (1) Be able to say鈥淎re there any 鈥?鈥漚nd the answers鈥淵es, there are. No there aren鈥檛鈥?can use them in the real situations. (2) Can finish Let鈥檚check2. Key and difficult points: (1) Be able to say鈥淎re there any 鈥?鈥漚nd the answers鈥淵es, there are. No there aren鈥檛鈥?(2) Lead the Ss to use 鈥渁ny 鈥?correctly.3. Teaching aids: Pictures, cards, tape.4. Teaching steps: (1).Warm-up: a. Game: T says the words, Ss point at a thing quickly.b. Daily talk. What鈥檚in the village/city? Lead Ss to use There is/are鈥?in the village/city to say. (bridge/houses/buildings/trees鈥?(2). Preview a. Let鈥檚try. 鈥淟isten and circle鈥? b. draw pictures. Two groups stand the city and village, listen to the T鈥檚instruments to draw pictures. T: There are many house in the village. S1 draws a house in country, S2 don鈥檛move. T: There are many house in the city. S2 draws a house in city, S1 don鈥檛move. (3). Presentation Let鈥檚talk a. T points to the pictures and ask: What鈥檚in your village / city? Are there any 鈥?in the village / city? Lead Ss to answer: Yes, there are. / No, there aren鈥檛. Teach: Yes, there are. / No, there aren鈥檛. b. game: let the coin answer. T shows out a coin , and say: Are there any鈥? rivers ) in your village? Ss guess: Yes, there are./ No, there aren鈥檛. Then throw the coin, let the coin answer.c. T: this is my village. Show the picture quickly. What鈥檚in it? Guess! Ss: Are thereany 鈥?in your village? Teach: Are there any 鈥?in your village? d. show the lineation of the scene picture, and ask Ss: what鈥?s in my village/city? Let Ss to ask: are there any n the city/village? Four groups have a competition. e. listen and read.Let鈥檚check.(4). Consolidation and extension a. Activity book. P53 E3 read and answer. b. Act the story between the city mouse and the village mouse. c. Listen to the tape and read. Teaching notes:Unit 6 lesson 6: (B Read and write Pair work. C Task time.) 1锛?Teaching Aims: (1) Be able to read and write the sentences: 鈥淎re there any 鈥? Yes, there are. No, there aren鈥檛.鈥?and the word: mountain. (2) Can use鈥淭here be 鈥︹€漷o introduce village and describe.2. Key and difficult points: (1) Can read and write 鈥?Are there any 鈥?in the 鈥?鈥?(2) Know fish鈥檚pl is the same.3. Teaching aids: Pictures, cards, tape.4. Teaching steps: (1) Warm-up: a. let鈥檚chant. b. spell the words.(2). Preview Daily talk.(Activity book in P53 E4) Name My favorite place to live There are There aren鈥檛I like city. Because there are here aren鈥檛鈥?Write on the board. Ask Ss to think: which do you like? Why? Ask Ss: are there any鈥?? To tell your desk mate your favourite place to live and do the excise.(3) Presentation Read and write a. T says the scenes: There are many smallhouses/ricers/bridge/mountains鈥?The water is clean, there is many fish in the river. The sky is blue, and there are many white clouds. b. open the book and see, which picture do you draw? c. listen and read by yourselves, and think T鈥檚questions. Are there any lake in Chen Jie鈥檚village? d. Ss read again and ask T questions if they can鈥檛understand. f. listen again and read after the tape, read sentence bysentence, and T teach the writing, g. finish the sentences.Pair work Four Ss ask and answer in the group. Are there any n the鈥? (4).Consolidation and extension a. Activity book P54 E5 Read and write. E6 Ask, answer and write, b. write the sentences four times. c. Listen to the tape and read. d. write a article about your village according to the text.Teaching notes:Recycle 2 Recycle2 lesson 1: (Let鈥檚read Let鈥檚chant.) 1锛?Teaching Aims: (1) Review the housework in Unit 4. (2) Know the 12 months by recite the chant.2. Key and difficult points: (1) To combine the content in Unit4. (2) read and say the 12 months.3. Teaching aids: Pictures, cards, tape, table-board (calendar)4. Teaching steps: (1).Warm-up: a. sing the song of 鈥淚can help鈥? b. free-talk what can you do? Can you鈥?(2). Preview a. Let鈥檚chant鈥?(Unit4 B) b. Game: pass the actions. Ss ask: what can you do? The last one say 鈥淚can鈥?鈥?according to the action passed to him.c. ask and answer. S1: can you鈥? S2: yes, I can. Can you鈥? S3: yes, I can鈥?(3).Presentaion Let鈥檚read a. T take out the card of 鈥渃ook the meals鈥? and ask: Can you cook the meals? Who can the meals, your father or your mother? Your father / mother isn鈥檛at home today. Who cooks the meals? What can you do? b. T shows the picture of the 鈥渓et鈥檚read鈥? T: Mother monkey isn鈥檛at home today. What can the little monkey do? Listen carefully and then you鈥檒l judge the sentences I read to you. c. T says some sentences. Mother monkey is at home. The little monkey can cook the meals. The little monkey can wash the clothes. The little monkey can empty the trash. The little monkey can help his father. d. act the story. T-Dad/ monkey Ss-monkey/dad Ss-Ss e. answer the questions, and write down the answers. f. Activity book P57 E2 read and write.Let鈥檚chant T: do you know what day is the last Friday? That鈥檚New Year鈥檚Day. And it is in January. T plays the song, Ss read after it.(4).Consolidation and extension a. Activity book P57 E1 b. Listen to the tape and read.Teaching notes:Recycle 2 lesson 2: (Read and write Task time Let鈥檚play.) 3. Teaching Aims: (1) Be able to understand the article of 鈥淩ead and write鈥? and do the excise. (2) Can finish the task 鈥渄esign a house鈥?by group work. (3) Can read and answer the questions in 鈥淟et鈥檚play鈥?2. Key and difficult points: (1) Use 鈥淭here be 鈥?to describe things. (2) Can read and answer the questions in 鈥淟et鈥檚play鈥?3. Teaching aids: Pictures, cards, tape.4. Teaching steps: (1).Warm-up: a. Let鈥檚chant. b. spell the words in Unit6. (2). Preview read and write. T: What鈥檚this? (village) T: What鈥檚in the village? T: Is there 鈥? T: Are there any鈥? (mountains, a lake, a river, small houses, trees, grass, sky, a road鈥?(3). Presentation Read and write a. T describe the picture, Ss judge right or wrong. (There is/are鈥? b. Make sentences by a group of Ss. S1: There, S2: There is, S3: There is a, S4 :There is a 鈥? c. T shows the sentences of 鈥淔inish the sentences 鈥?There is a 鈥?in the picture There are many 鈥?in the picture. There isn鈥檛a 鈥?over the river. There are no n the river. There are no ear the road. There aren鈥檛many n the village. d. Draw the missing things. Ss point to the things. T: This is Deng Ming鈥檚village. It鈥檚in the mountains. Where are the mountains? Are there small houses? Is there a river? Is there a bridge over the river? NO? But Deng ming says there is a bridge over the river. Please draw on. Are there any fish in the river? Oh, there are no fish in the picture. But in the text, Deng Ming says there are many fish in the river. Let鈥檚put them in. There are many things not show in the picture, please read the text, and draw these things. e. Listen and checkthe picture. Read and retail.Game. Line up. Show the word cards: aren鈥檛is there a fish the any There in river. Read the words first, the Ss who get the cards line up. Let鈥檚play a. Shows the picture. T: This is my village. Is it pretty? S1: where is the bridge? S2: it鈥檚over the river. S1: are there any goats? S2: yes, there are. S1: how many goats are there? S2: there are three goats. Use 鈥渨here鈥︹€?鈥渁re there any鈥︹€?鈥渉ow many鈥︹€?ask and answer with their desk mates. b. Game: Catch the fish. Put the 鈥渇ish鈥?around the classroom, and Ss choose the star to catch the fish, and answer the questions. If they are right, they鈥檒l get the stars.(4). Consolidation and extension a. Task time. Make an ad for a house. b. Activity book P58 E3 Read and write. E4 Read and write. c. Listen to the tape and read. Teaching notes:Recycle 2 lesson3: (Listen and choose Pair work. Let鈥檚sing.) 1锛?Teaching Aims: (1) Review the pattern 鈥淭here be鈥? prep and the phrases. by the activity of 鈥淟isten choose鈥?and 鈥淧air work鈥? (2) Learn the song of 鈥淲e Can Help Our Planet鈥?2. Key and difficult points: (1) Strength the prep and the pattern of 鈥淭here be鈥?(2) Distinguish the pictures which are alike. 3. Teaching aids: Pictures (about the bedrooms ect.), cards, tape.4. Teaching steps: (1).Warm-up: a. Let鈥檚sing 鈥淲e Can Help Our Planet鈥?b. T shows the picture about the room, nature park and village. Free talk. What can you do? Where is 鈥? Is there 鈥?? Are there any鈥? How many鈥?(2). Preview Game: Do as me. T: Show me your hands. Put your hands on / in / under/ near / behind / in front of/ over the desk.(3). Presentation a. T shows the back of the picture, Ss answer the name of them. b. T shows the picture of 鈥淧air work鈥? Let Ss ask: Where is the 鈥? S1: It鈥檚in / on / over 鈥?c. Game: Guess. One student face the Ss, the other Ss ask: Is there a鈥?in the picture? S1 say yes or no. d. Desk mate. S1 match four things in 鈥淧air work鈥?S2 asks: Is there a鈥?in the picture? S1: Yes, there is. S2: Where is it? S1: it 鈥檚in/on鈥?Listen and choose. a. T says a sentence, Ss point a picture. If he is right, he can get score. b. Listen to the tape, finish the exercise.(4).Consolidation and extension a. game. Show the four words: city, village, park, room. Four groups stand for a word, T show another word, a student read it. If the word is in the city/ village/ park/ room., this group should say the sentence quickly and loudly. Then they鈥檒l get the score. b. Game: Interesting sentences: Every student prepare two piece of paper, one writes the name(Ex: closet), the other writes the place(Ex: in the river). Then put them together, compose an interesting sentences. c. Activity book P59 E5 Listen and write. E6 Listen and draw. d. listen to the tape and read. Teaching notes:。
2013年人教版PEP小学英语五年级上册英文教案全集（81页）
2013年人教版PEP小学英语五年级上册英文教案全集（81页）预览说明:预览图片所展示的格式为文档的源格式展示,下载源文件没有水印,内容可编辑和复制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, castle4.Teaching steps(1). Warm upa.Let’s chant: big and small, long and s hort.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 Teacher.(2). PreviewDo you have new teachers? Who are they?Who’s your…te acher?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 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. 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 thi n. She teaches in 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. 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). B e able to say: Who’s your math teacher? Mr Zhao. What’s he like? He’s thin andshort. 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’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./MissWhat’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 t alka.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 neversay “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 mast er the sentences: “Who’s your English teacher? Mr Carter. What’s 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) Wh o’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 Lesson4 (Part B Let’s chant Let’s learn Part C story time)1.Teaching aims(1). Be a ble 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, activefreely, and learn these words in four skills.(2). The pronunciation of “university, principal, strict”.3. Teaching aidsSome f inger 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. S he’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 andstrict”.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 theyhave 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 (P art 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 s hestrict? Yes, she is. / No, she isn’t”, and can use it in situation.(2). Be able to finish th e “Let’s check”, and make the right assessment to their studyin this unit.2. Key and difficult points(1). Be able to replace the key words in the sentences, and use these sentencesfreely.(2). Be able to give the positive or negative answers to the qu estion sentences “Ishe/she…?”3. Teaching aimssome teacher’s photos, some pictures and some English cards.4. Teaching steps(1). Warm-upa.Let’s chant in Un it 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 betweenHelen and John, and think 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 c heck4. 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 she like? She’s young and pretty. She’s university stud ent.(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 sent ences: “Is she quiet? No, she isn’t. She’s very active. Is she strict?Yes, she is, but she’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, andFriday.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 writingand remembering these 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 tod ay? It’s---What do you have on---? Wehave---.I like---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. Becaus e we have…/ No, I don’t likeWednesdays.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 ha ve 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 heputs wrong books in his 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 an d 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 Saturd ay and Sunday.b.Read and spell 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 thepiano, paint, play computer games, lis ten 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 dohomework, read books and watch TV.(2)C an 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 watchTV. 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 check.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 thi s?c.Read after the tape. Read together, check the answer.d.Write the sentences with T’s instructor.Group work.T asks one stude nt: 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 l earn. 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 learn。
PEP小学英语五年级上册教案(全册)
第一学期英语集体备课计划一、指导思想以英语新课标和学校教研工作计划为指导，改进教学方法，加强教学研究，发扬全体英语教师团队合作探究的精神，群策群力，做到资源共享，集思广益,充分发挥集体智慧、个人特长，体现“同伴互助”的精神，提高英语学科的课堂教学效果和教师的业务水平，不断推进课程改革，深化学校特色建设，努力提高学校教学质量。
二、工作重点1.认真学习和领会新的课程标准，扎实开展研究活动，优化教学方式，打造高效课堂。
2.通过集体备课，提高课堂教学的质量，促进新课程标准的实施。
3.坚持“三定”、“三统一”。
即：定时间、定地点、定内容；统一教学目标、统一教学重难点、统一教学进度。
三、备课内容三到六年级每个单元的教学内容、重点、难点及突破重、难点的方法，学生容易出错的地方、教学策略等等。
四、操作程序1.个人初备个人备课，钻研教材，收集相关素材，按教学设计要求写好教案。
确立主备人，在集体研讨前，写出详细的教学环节设计。
2.集体议课议课主要从教学目标，教学重难点、教法、学法、教学构思、教学设计等方面进行。
主备人介绍自己的教学构思，其他教师分别发言，对本单元内容进行重难点分析、资料补充、教学环节的研讨，初步形成教学设计预案。
3.完善整理主备教师在集体议课的基础上进一步完善、整理，形成规范的教学文本设计。
4.设计补改设计补改主要是体现教师的个性化教学，备课组成员在主备教师上传的规范的教学设计上，根据自己的教学风格、班上的学生情况及自己对教材的独特处理等方面，再作调整补改，形成自己的课堂教学实施方案。
5.教学反思实施课堂教学后，主备人要写出教学反思，捕捉教学中最深刻、最难忘的亮点或不足。
主要方式是观察、回顾、诊断、自我监控等，主要包括以下几方面内容：一是成功的经验，二是失败的原因或不足之处，三是教学机智和技巧，四是学生创新的火花等。
6.认真做好每次集体备课情况记录，包括备课时间、参加人员、备课内容、讨论意见等。
五、活动安排1.时间：每天下午4:25-5:252.地点：老一楼语文办公室3.成员：二级学段目标（五、六年级）一、听1．能在图片、图象、手势的帮助下,听懂简单的话语或录音材料。
PEP英语五年级上册全册教案
PEP英语五年级上册全册教案单元一：Hello, Everyone!教学目标1.学习与问候语和自我介绍相关的基础词汇和句型。
2.能够用正确的语音语调和表情进行问候和自我介绍。
3.能够听懂并回答关于个人信息的简单问题。
4.能够模仿并运用学过的知识进行实际对话。
教学内容1.生词：hello, everyone, hello, hi, my name is, nice to meet you, too。
2.问好和再见的表达方式。
3.自我介绍的句型和表达方式。
教学步骤Step 1 语言导入•教师和学生互相问候，让学生对问候语有初步的了解。
•让学生模仿教师的语音语调和表情进行问候。
Step 2 生词学习•向学生介绍生词并进行操练。
•帮助学生理解生词的意思和用法。
Step 3 新知探究•教师呈现自我介绍的句型和表达方式，引导学生进行模仿和操练。
•学生之间进行自我介绍的对话练习。
Step 4 听力理解•教师播放对话录音，让学生听懂并回答相关问题。
•学生之间互相进行对话理解练习。
Step 5 情景演练•分组进行情景对话练习，让学生能够在实际情况下运用所学的知识进行对话。
Step 6 语言输出•学生进行个人自我介绍，教师进行评价和指导。
教学评价1.学生对问候语和自我介绍的理解程度。
2.学生能否正确运用所学知识进行实际对话。
3.学生的语音语调和表情是否准确传达了自己的意思。
单元二：I Love My Family教学目标1.学习家庭成员的基本词汇和句型。
2.能够用正确的语音语调和表情进行家庭成员的介绍。
3.能够听懂并回答关于家庭成员的简单问题。
4.能够模仿并运用学过的知识进行实际对话。
教学内容1.生词：father, mother, brother, sister, family。
2.家庭成员的介绍方式和句型。
教学步骤Step 1 语言导入•让学生说一说自己的家人，并引导学生使用所学的问候语进行家庭成员的介绍。
Step 2 生词学习•向学生介绍生词并进行操练。
2013人教(新版)英语五年级上册全册教案
新版小学五年级英语上册全册教案教学过程检查学生查找地图的情况，让学生展示自己收集的有关信息：1）自己所在的位置；2）所在省市的主要城市和地区；3）中国各省的省会所在城市；4）英国、美国、澳大利亚、新西兰、加拿大、新加坡等国家的位置；5）以上国家的首都，及英文名称。
师生共同评价并选出好的作品，以墙报形式供大家交流参考。
Step2．新课导入（Presentation）(1）展示教学挂图，让学生观察，教师边指图边提出以下问题：Where is this?Who is this girl?Who is this boy? Do you know?Can you guess what they are talking about?(2）鼓励学生积极发言，教师确认以上问题的答案：It is in a school．The girl is Zhou Pei and the boy is Patrick Green．（板书姓名）They are talking about their classes and where they live．(3）播放录音，让学生听后回答问题：Which class is Zhou Pei in?Which class is Patrick in?Are they in the same class?Are they in the same grade?(4）多次播放录音，直到多数学生能听出以上问题的答案。
教师提问几个学生并核实正确答案：Zhou Pei is in Class One, Grade Five．Patrick is in Class Three, Grade Five．They are not in the same class, but they are in the same grade．(5）教师板书以下问题，让学生听录音，然后到黑板上来填空：_____________ lives on Green Road．_____________ lives on Purple Street．Zhou Pei's house number is _____________．Patrick's house number is _____________．(6）再次播放录音，使用暂停键，并指导学生逐句跟读。
2013年PEP五年级英语上册英文教案
2013年PEP五年级英语上册英文教案Unit 6 lessn 2：(A Let’s tr Let’s tal Pair r Prnuniatin)1．Teahing Ais:(1)Be able t sa: “Is there …? es, there is / N, there isn’t”and an use it in the real situatin(2)n the rules f the prnuniatin: e, r, h2．e and diffiult pints:(1) the sentene pattern: Is there …? es, there is / N, there isn’t(2) the rules f the prnuniatin: e, r, h Lead Ss t learn b theselves3 Teahing aids:Pitures, ards, tape A bx ith se ards in it (abut the fruit, the ts, the furniture and s n)4 Teahing steps:(1)ar-up:a sing the sng f “The Panda”b revie the rdshat’s in the nature par/ it/ village…?There is … In the…(2) Previea Let’s tr Listen and irleb use the piture t as:L at the piture, Is there a lae/river/untain in the par?Teah the ansers:es, there isN, there isn’t(3) PresentatinGae: guess hat’s in the bx?Use “ Is there a…in the bx?” t as(there are se ards in the bx, abut the fruit, the ts, the furniture and s n) Teah: Is there a…?Let’s tala T: an u see sething abut the it? hat is a it ? Is there a far in the it? Ss: N, there isn’tT: Zhang Peng and hn are taling abut a it hat’s the it lie? Listenb T plas the tape f the “Let’s tal”Listen and anserT: Is there a nature par in the it?Ss: es, there isT: Is there a river in the par? Is there a far?Listen and repeatd hange the pitures and tal abut itIs there a path/untain in the frest?Is there a untain/lae in the village?T-Ss, S1-S2 as and anserPair ra Des ate as and anser the t pituresb Ativit b P0 E3 Let’s find ut As and anser in the grupAtivit b P0 E4 Tal abut ur it ith ur partnerAs a student fr the ther plae t anser: here are u fr? Is there a…in ur it? As and anser ith ur partnerPrnuniatina T reads the rds f “r”b T shs se rds f “er, r, h”(4) nslidatin and extensinListen t the tapeTeahing ntes:Unit 6 lessn 3：(A Read and rite Grup r Str tie)1．Teahing Ais:(1) be able t read and rite the fur-silled sentenes: Is there …? es, t here is N, there isn’t(2)be able t use “Is there …? es, there is N, there isn’t” t tal abut the hlida piture2 e and diffiult pints:(1)t ntrl the sentene pattern: “Is there …? es, there is N, there isn’t”(2)t use the sentenes in the real situatin3 Teahing aids:Pitures, ards, tape4 Teahing steps:(1)ar-up:sing a sng “The panda”(2)Previe(1)Gae: Spell the rds nt in rder(2)Revie “Let’s tal”(3) PresentatinRead and ritea T: hat’s this?Ss: It’s a pitureT: es, It’s hlida pitureTeah: hlida pitureb T: guess hat’s in the piture?Ss use the “Is there a …?” t asT: es, there is/ N, there isn’tT: L! This is a hlida piture f u i fanhat’s in the piture? ListenListen and anser the T’s questinsRead and as questins t teaherd listen again and finish the exisesf rite the fur sill sentenesGrup rFur Ss guess the pht: hat’s in the piture? Is there…? Gae: 心有灵犀ne student guess, the ther ne d the atin t reind hi, and the thers sa: es, there is/N, there isn’tStr tie,(4)nslidatin and extensina Ativitb P1 E Listen, rite, and ti r rssb rite the sentenes fur tiesListen t the tape and readTeahing ntes:Unit 6 lessn 4: ( B Let’s learn Pair r Gd t n)1．Teahing Ais:(1) Be able t read and rite the fur-silled rds: bridge, huse, rad, building, tree(2) Be able t read and sa the t rds: village, it(3) an use the pattern：”here are … in the it / village” T desribe the senses in the it and the village(4) n the panda’s inhabit2 e and diffiult pints:(1) the fur-silled rds：bridge, building, tree, rad, huse, it, village(2) the usage and the prnuniatin f the nuns(pl)3 Teahing aids:Pitures, ards, tape4 Teahing steps:(1)ar-up:a Let’s hantb Dail talhat’s in ur r?Is there an endtable… in ur r?(2) Previehere d u live?In the it r in the village?(3) PresentatinLet’s learna teah village/itI live in the village/itIs there a far in the it/village?N, there isn’t /es, there isb dra a huseIs there a huse in the village?es, there isTeah huseBut is there nl a huse in the village?Dra several sall husesLead Ss t sa: There are an sall huses in villagedra a treeL, hat’s near the huse?Teah: treeThere is a tree near the huseDra an trees near the huses Lead the Ss t sa: there are an trees near the husesd dra a riverL, there is a river arss the village hat’s ver itDra a bridge, and teah the rdThere is a bridge ver the riverf dra a radThere is a rad t the itTeah: rad There is a rad t the itg in the village, there are an huses hat abut the it?Dra an buildings, teah: buildingsLearn t sa: there are an tall buildings in the ith listen and read after the tapeListen and tuh Ss read a rd shed b T, t Ss have a petitin t tuh the rd in the piturei Arding t the piture, ae sentenesThere is/are…in the ithih d u lie?Pair rT sa and rite dn the sae and differenes beteen the it and the villageGd t n(4) nslidatin and extensina Ativitb P 2 E 2 Listen and hseE 1 Finish the sentenesb Listen t the tape and read the rdsfind hat’s in ur villaged rite the fur-silled rds fur tiesTeahing ntes:Unit 6 lessn ：(B Let’s tr Let’s tal Let’s pla Let’s he) 1．Teahing Ais:(1) Be able t sa“Are there an …?”and the ansers“es, there are N there aren’t” an use the in the real situatins(2) an finish Let’s he2 e and diffiult pints:(1) Be able t sa“Are there an …?”and the ansers“es, there are N there aren’t”(2) Lead the Ss t use “an” rretl3 Teahing aids:Pitures, ards, tape4 Teahing steps:(1)ar-up:a Gae: T sas the rds, Ss pint at a thing quilb Dail talhat’s in the village/it?Lead Ss t use There is/are… in the village/it t sa(bridge/huses/buildings/trees…)(2) Previea Let’s tr “Listen and irle”b dra pituresT grups stand the it and village, listen t the T’s instruents t dra pitures T: There are an huse in the villageS1 dras a huse in untr, S2 dn’t veT: There are an huse in the itS2 dras a huse in it, S1 dn’t ve(3) PresentatinLet’s tala T pints t the pitures and as:hat’s in ur village / it? Are there an … in the village / it?Lead Ss t anser: es, there are / N, there aren’tTeah: es, there are / N, there aren’tb gae: let the in anserT shs ut a in , and sa: Are there an…( rivers ) in ur village?Ss guess: es, there are/ N, there aren’tThen thr the in, let the in anserT: this is village Sh the piture quilhat’s in it? Guess!Ss: Are there an … in ur village?Teah: Are there an … in ur village?d sh the lineatinf the sene piture, and as Ss: hat’s in village/it?Let Ss t as: are there an…in the it/village?Fur grups have a petitine listen and readLet’s he(4) nslidatin and extensina Ativitb P3 E3 read and anserb At the str beteen the it use and the village useListen t the tape and readTeahing ntes:Unit 6 lessn 6: (B Read and rite Pair r Tas tie)1．Teahing Ais:(1) Be able t read and rite the sentenes: “Are there an …? es, there are N, there aren’t” and the rd: untain(2) an use“There be …”t intrdue village and desribe2 e and diffiult pints:(1) an read and rite “ Are there an … in the …?”(2) n fish’s pl is the sae3 Teahing aids:Pitures, ards, tape4 Teahing steps:(1) ar-up:a let’s hantb spell the rds(2) PrevieDail tal(Ativit b in P3 E4)Nae favrite plae t live There areThere aren’tI lie it Beause there are…there aren’t…rite n the bardAs Ss t thin: hih d u lie? h?As Ss: are there an…?T tell ur des ate ur favurite plae t live and d the exise(3) PresentatinRead and ritea T sas the senes: There are an sall huses/riers/bridge/untains…The ater is lean, there is an fish in the riverThe s is blue, and there are an hite ludsb pen the b and see, hih piture d u dra?listen and read b urselves, and thin T’s questinsAre there an lae in hen ie’s village?d Ss read again and as T questins if the an’t understandf listen again and read after the tape, read sentene b sentene, and T teah the riting,g finish the sentenesPair rFur Ss as and anser in the grupAre there an…in the…(4)nslidatin and extensina Ativitb P4 E Read and riteE6 As, anser and rite,b rite the sentenes fur tiesListen t the tape and readd rite a artile abut ur village arding t the text Teahing ntes:Rele 2Rele2 lessn 1: (Let’s read Let’s hant) 1．Teahing Ais:(1) Revie the huser in Unit 4(2) n the 12 nths b reite the hant2 e and diffiult pints:(1) T bine the ntent in Unit4(2) read and sa the 12 nths3 Teahing aids:Pitures, ards, tape, table-bard (alendar)4 Teahing steps:(1)ar-up:a sing the sng f “I an help”b free-talhat an u d?an u…?(2) Previea Let’s hant”(Unit4 B)b Gae: pass the atins Ss as: hat an u d?The last ne sa “I an…” arding t the atin passed t hi as and anserS1: an u…?S2: es, I an an u…?S3: es, I an…(3)PresentainLet’s reada T tae ut the ard f “ the eals”, and as:an u the eals? h an the eals, ur father r ur ther? ur father / ther isn’t at he tdah s the eals? hat an u d?b T shs the piture f the “let’s read”, T:ther ne isn’t at he tdahat an the little ne d?Listen arefull and then u’ll udge the sentenes I read t u T sas se sentenesther ne is at heThe little ne an the ealsThe little ne an ash the lthesThe little ne an ept the trashThe little ne an help his fatherd at the strT-Dad/ ne Ss-ne/dad Ss-Sse anser the questins, and rite dn the ansersf Ativit b P7 E2 read and riteLet’s hantT: d u n hat da is the last Frida?That’s Ne ear’s Da And it is in anuarT plas the sng, Ss read after it(4)nslidatin and extensina Ativitb P7 E1b Listen t the tape and readTeahing ntes:Rele 2 lessn 2: (Read and rite Tas tie Let’s pla)3Teahing Ais:(1) Be able t understand the artile f “Read and rite”, and d the exise(2) an finish the tas “design a huse” b grup r(3) an read and anser the questins in “Let’s pla”2 e and diffiult pints:(1) Use “There be “ t desribe things(2) an read and anser the questins in “Let’s pla”3 Teahing aids:Pitures, ards, tape4 Teahing steps:(1)ar-up:a Let’s hantb spell the rds in Unit6(2) Previeread and riteT: hat’s this? (village)T: hat’s in the village?T: Is there …?T: Are there an…?(untains, a lae, a river, sall huses, trees, grass, s, a rad…)(3) PresentatinRead and riteaT desribe the piture, Ss udge right r rng (There is/are…) bae sentenes b a grup f SsS1: There, S2: There is, S3: There is a, S4 :There is a …T shs the sentenes f “Finish the sentenes”There is a … in the pitureThere are an … in the pitureThere isn’t a… ver the riverThere are n…i n the riverThere are n…near the radThere aren’t an…in the villagedDra the issing thingsSs pint t the thingsT: This is Deng ing’s village It’s in the untainshere are the untains?Are there sall huses?Is there a river?Is there a bridge ver the river? N? But Deng ing sas there is a bridge ver the river Please dra nAre there an fish in the river? h, there are n fish in the piture But in the text, Deng ing sas there are an fish in the river Let’s put the inThere are an things nt sh in the piture, please read the text, and dra these thingseListen and he the pitureRead and retailGae Line upSh the rd ards: aren’t is there a fish the an There in riverRead the rds first, the Ss h get the ards line upLet’s plaaShs the pitureT: This is village Is it prett?S1: here is the bridge?S2: it’s ver the riverS1: are there an gats?S2: es, there areS1: h an gats are there?S2: there are three gatsUse “here…” “are there an…” “h an…” as and anser ith t heir des ates bGae: ath the fishPut the “fish” arund the lassr, and Ss hse the star t ath the fish, and anser the questins If the are right, the’ll get the stars(4) nslidatin and extensinaTas tie ae an ad fr a husebAtivit b P8 E3 Read and riteE4 Read and riteListen t the tape and readTeahing ntes:Rele 2 lessn3: (Listen and hse Pair r Let’s sing)1．Teahing Ais:(1) Revie the pattern “There be”, prep and the phrases b the ativit f “Listen hse” and “Pair r”(2) Learn the sng f “e an Help ur Planet”2 e and diffiult pints:(1) Strength the prep and the pattern f “There be”(2) Distinguish the pitures hih are alie3 Teahing aids:Pitures (abut the bedrs et), ards, tape4 Teahing steps:(1)ar-up:a Let’s sing “e an Help ur Planet”b T shs the piture abut the r, nature par and villageFree talhat an u d? here is …? Is there …? Are there an…? H an…?(2) PrevieGae: D as eT: Sh e ur hands Put ur hands n / in / under/ near / behind / in frnt f/ ver the des(3) Presentatina T shs the ba f the piture, Ss anser the nae f theb T shs the piture f “Pair r”, Let Ss as: here is the …? S1: It’s in / n / ver …Gae: Guessne student fae the Ss, the ther Ss as: Is there a … in the piture? S1 sa es rndDes ateS1 ath fu r things in “Pair r”S2 ass: Is there a… in the piture?S1: es, there isS2: here is it?S1: it’s in/n…Listen and hseaT sas a sentene, Ss pint a piture If he is right, he an get srebListen t the tape, finish the exerise(4)nslidatin and extensinagaeSh the fur rds: it, village, par, rFur grups stand fr a rd, T sh anther rd, a student read it If the rd is in the it/ village/ par/ r, this grup shuld sa the sentene quil and ludl Then the’ll get the sreb Gae: Interesting sentenes:Ever student prepare t piee f paper, ne rites the nae(Ex: lset), the ther rites the plae(Ex: in the river) Then put the tgether, pse an interesting sentenesAtivit b P9 E Listen and rite E6 Listen and drad listen t the tape and read Teahing ntes:。
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2013年PEP五年级英语上册全册教案Unit 4 Part ALet’s learn1词汇（要求四会）seep the flr the eal/ / / / / / / /ater the flers ept the trash/ / / / / / / /lean the bedr helpful/ / / / / /helpful -__________ (名词/动词)ful 是形容词后缀，类似的词有：hpe-hpeful than- ________2重要句型：1 an 是情态动词，没有人称和数的变化，后接动词原形。
变一般疑问句时将an放在句首，变否定句在an后加nt，即an’t。
Eg: He an seep the flr(T)He ans seep the flr (F)He an seeps the flr (F)我会扫地：I _____ ______ ______ _______她会倒垃圾：She _____ _____ _____ ______2变一般疑问句时将an放在句首，肯定回答：es, 主语+ d/否定回答：N, 主语+ dn’t变否定句在an后加nt，即an’t。
Eg: He an unt insets (改为一般疑问句)_____ ______ ______ ________ ?肯定回答：_______________The an lean the livingr （改为否定句）_______ _______ lean the livingr练习：(1)I an (d) the dishes(2) He an (pla)ftball(3) e an the eals(改一般疑问句,并作肯定回答))________(4) She an ater the flers(改否定句)__________Let’s tal一、知识要点：1 短语：在家_____________2 你在家能干吗？(翻译)___________________________________________他的弟弟在家能干吗？(翻译)___________________________________________ 3链接：I an the ealseals是名词，意为“ 一餐”。
Eg: e _______ three _______ a da 我们一日吃三餐。
二、重要句型：询问某人会做什么？hat an + 主语+ d ?Eg: 你在家会做什么？______ ______ u ________ at he ?练习：1His brther an the eal (划线提问)_________________________________________2 friend an ater the flers ( 划线提问)_________________________________________3你的表弟会做什么？（翻译）__________________________________________Read and rite1词汇ill ust/ / / /ill 的名词：____________2 知识要点ill 与siill只作表语，而si 既可作表语也可作定语Eg: He is _______/ ______ 他生病了I sell a _______ sell 我闻到了一股令人恶心的气味4操练有关an的句型Unit 4 Part BLet’s learn1词汇ash the lthes set the table/ / / / / / / /ae the bed d the dishes/ / / / / /put aa the lthes d huser/ / / / / /Let’s tal1知识要点：uld lie意为“想要”，等于ant ,没有人称和数的变化，后接名词或动词不定式。
I’d lie = I ______ ______Eg: 我想要去上学I’d lie _______ ________ ________ ________你想喝杯茶吗？________ ________ _______ a up f tea ?注意：uld u lie…?句型虽是疑问结构，但因表示委婉的建议或请求，故常用se 表示“一些”，而不用an如：I’d lie se apples(改一般疑问句)_______ ________ _________ ________ apples ?练习：（1）I’d lie _______ _______ _______ ________(整理床铺)（2）He’d lie _______ _________ __________ _______(倒垃圾) （3）I’d lie se uie (改为一般疑问句)________________________________________________（4）e uld lie t d the dishes(改为一般疑问句)_________________________________________________2have a tr 试一试eg: The uld lie _______ ________ ________ _______3复习an 的用法（肯定句和一般疑问句）Read and rite1知识要点：srr 与exuse e 都表示歉意，但用法不同。
srr常用于某种过失而给他人造成麻烦。
Srr,I bre ur penexuse e 常用于客气地打断某人的话，或请求他人帮助时。
____________ here is the pst ffie ?2复习句型：询问某人会做什么？hat an + 主语+ d ?Prnuniatin1掌握元音：2掌握辅音：练习：找出与其他三个单词发音不一样的单词。
(1)A pla B plae pra D plate ( )(2)A tall B fr hall D sall ( )(3)A hrse B dtr str D shrt ( )(4)Apride Bplane prett Dprine ( )Gd t n1词汇（会读与认）reeber sith gas pi/ / / / / / / /batter rinse detergent separare/ / / / / / / /熟读句子Strtie1词汇tast thr sill/ / / / / /链接：Here es tast fd以here 开头得倒装句（1）在倒装句中当主语为名词时，谓语要放在主语之前。
EG: The teaher es here 老师了—Here __________ the teaher（2）当主语为人称代词时，主语与谓语位置不变Eg : He es here他了—Here he _______拨通教育2013年秋季PEP小小学英语五年级内部讲义Unit Part ALet’s learn1词汇（要求四会）urtain lset irrr/ / / / / /bin end table air-nditiner/ / / / / / / /trash bin/ // /2重要句型(一) 链接：Is this ur bedr ? 这是你的卧室吗？Be 动词的一般疑问句，用询问别人对所述问题得证实情况。
回答时用：es, 主语+be 动词N, 主语+ be 动词Eg: I’a student—_________ __________ a student ?es, ________ _________练习：把下面句子改为一般疑问句（1）The are gd teahers_________ _________ ________ ________ ?es,_______ _________（2）He is a dtr_________ ________ ________ _________ ?N, ________ __________（二）l at “看……”l 是不及物动词，它的后面不能直接跟宾语，如果要接宾语必须加上介词at________ _______ that an 看那个人L ________ the blabard 看黑板Let’s pla1词汇r/ /r 还可以作“空间”，此时的r 是不可数名词eg: There are three ________ (r) in failThere isn’t an _________ (r) in the ar2知识要点连接：In r I have a trash bin, a irrr and an air-nditiner“have” 表示“某人（物）拥有……”当主语是第三人称单数时，我们要用“________”Eg: I ________ a ar我有一辆小汽车He ________ a hat他有一顶帽子练习：用词的适当形式填空（1）The _______ ( have) se ne friends（2）I _________ ( have) a beautiful r（3）Her r ___________ ( have) a big lset and a ne irrr（4）He ______ ( have ) se bsLet’s tal1词汇n/ /n 用作定语, 构成“物主代词+n +名词”的结构eg: n huse 我自己的房子练习：（1）________ (he) n b(2) _________ (e) n r(3) ________ (the) n hats2重要句型：（1）hat’s …lie ? ……是什么样子的？（在Unit 1 Part A我们已经学过）“lie” 是介词，意为“像，如同”EG: hat’s ar lie ? 玛丽是个什么样的人？练习：1你的校长长得怎样？_________________________________________2他的姐姐长得怎样？__________________________________________(2)There be 句型遵守“___________________” 原则即be 动词由最近的名词决定用单数还是复数, 不可数名词要用“_______”Eg: There _______ (be) a b ,t pens in bagThere ______ (be) se ater in the bttleThere ______ (be) se hildren , a an and t en in the huse(3)there be句型的一般疑问句，将be(is/are)放于句首，句末用问号。