2019版人教pep版五年级英语上册教案全集

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2019学年度人教版PEP小学五年级上册英语教案全套

小学五年级上册英语教案全套一、学情分析小学五年级学生已经具备一定的英语基础，教师要正确引导学生学习英语，在教学中，教师应该以学生的发展为宗旨，以培养学生的创新精神和实践能力为重点，面向全体学生，始终把激发学生的学习兴趣放在首位。

二、教材分析《新版小学英语》在保留原教材“激发学习兴趣；强调语言运用；突出教材实用性;提供多种配套”等特点的基础上，又在以下几个方面有新的突破，进一步体现了教材的发展与创新：1．适应儿童特点，采用行动学习法。

2．引入项目制作，实现任务型教学。

3．提倡合作学习，培养合作精神。

4．强调语言的真实自然，培养学生表达真实感受的能力。

5．重视双向交流，增强文化意识。

6．注重形成性评价，促进学生发展。

7．实现整体设计，确保中小学衔接。

三、教学目标1. 培养学生学习兴趣；2、培养正确的书写习惯；3、能认读所学词语；4、能用所学语言进行语境交际；5、培养学生积极参与、主动学习的态度。

字母教学目标：1）字母在单词中的发音。

2）字母在字母表中的顺序。

3）字母的正确书写；4）字母手写体和印刷体的辨别；5）了解生活中常见的字母。

四、教学措施1）单词的学习与运用相结合。

学生在学习单词时，教师要渗透与话题有关的交际用语，让学生在交际中学单词，感知语言。

2）教师设计较为真实的情景，帮助学生在情景中练习使用语言。

在句子教学时要与单词的学习相结合。

3）教师要本着“体验、反思、归纳、总结、计划”的原则设计活动，即先让学生在活动中感知语言，对所感知的语言进行反思后再对该语言现象进行归纳和总结，然后再设计新的活动来加深印象。

在设计活动时，教师应始终围绕形式、意义和功能三个方面，并将三者有机结合起来。

五、在教学中应注意的问题1）面向全体学生，为学生提供自主学习和相互交流的机会以及充分表现和自我发展的空间，鼓励学生通过体验、实践、讨论、合作、探究等方式，发展综合语言技能。

2）关注学生的情感，努力营造民主、和谐、愉快、轻松的课堂氛围，把英语教学与情感教育有机结合起来，帮助学生体验集体荣誉感和成就感，发展合作精神。

2019新版人教版PEP小学英语五年级上册教案

Unit 1 What’s he like?课时：第一课时课时：第二课时课时：第三课时课时：第四课时课时：第五课时课时：第六课时Unit2 My weekI have maths, science, _______ and art onTuesdays.I have a computer class on _______.(3) 周六,周日没有课程引出单词weekend.讲解构词法: week + kendWe have on classes on the weekend.2.学习Let’s play(1)自制一个英语课程表.(2)让同桌猜一猜你每天的课程.(3)Group works: Make a guess.猜一猜.S1: I have PE, music, science and English.S2: Is it Monday?S1: No.S2: Is it Friday?S1: Yes.Step 3. ConsolidationMake a survey.S1: Who’s your…?S2:…S1:What’s he/she like?Step4. ConsolidationPlay a game: What’s missing?MondayTuesdayWednesdayThursdayFridaySaturdaySundayUnit 3 What would you like?教学目标1. 掌握A、B部分“Let’s learn”，“Let’s talk”中的词汇和句子。

2. 能就“食物”问题进行提问和回答，如“What would you like to eat?”，“I’d like …”3. 能与他人谈论自己最喜欢的食物。

4. 能用一些常用的形容词简单描述食物。

5. 学习双元音/əʊ/。

6. 能读懂“Story time”部分的趣味故事。

7. 能听懂、会唱歌曲“What would you like to eat today?”。

【人教pep版】2019版小学英语五年级上册：教案全集(Word版,90页)

Unit 1 My new teachers第一课时教学目标与要求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。

（2）日常口语练习，内容可参考如下：T：Hello, everyone！ Welcome back to school! Nice to see you!Ss: Nice to meet you!（3）问学生几个问题，引出本课重点内容。

人教Pep版2019版小学英语五年级上册：教案全集(90页)-精选

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的兴趣。

（2）日常口语练习，内容可参考如下：T：Hello, everyone！ Welcome back to school! Nice to see you!Ss: Nice to meet you!（3）问学生几个问题，引出本课重点内容。

具体会话可参考如下：T：Hi，everyone！Nice to see you again．What grade are you in now？Ss：We’re in Grade 5．T：Do you like your new English books(new classroom, new teacher)？Ss：Yes！T： What are we going to talk about in Unit 1？Guess！What’s the topic of Unit 1？2、 Presentation（新课呈现）（l）出示Let’s start部分图片，介绍说： Rabbit has many new teachers in her school. Do you have new teachers? 引导学生根据情景图的提示描述新教师。

【人教pep版】2019版小学英语五年级上册：教案全集(Word版,90页)

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。

（2）日常口语练习，内容可参考如下：T：Hello, everyone！ Welcome back to school! Nice to see you!Ss: Nice to meet you!（3）问学生几个问题，引出本课重点内容。

PEP人教版2019-2020学年五年级英语上册全册教案

Step4 Summary
Step5 Homework
1,Greetings
2,Free talk:Who’s your Chinese teacher?Is he/she strict?Is he/she funny?Who is funny in your class?
1,教师呈现一张图片：一个动作滑稽可爱的小娃娃。教师引导学生说little baby，并采用自然拼读法进行操练。
⑵词汇
能够听、说、读、写单词：old,young,funny,kind,strict
能够在语境中运用这些单词询问并回答关于人物性格或外貌特征的问题，或运用这些单词描述人物性格或外貌特征
能够在有意义的语境汇总运用这些单词写出句子He/She/It is …
2.情感态度、文化意识、学习策略目标
树立正确的审美观，避免以貌取人
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
7,教师问：Does Oliver know Mr Young?Is Mr Young an English teacher?听录音，回答。
3.能够在单线上完成抄写句子的活动，做到书写规范
…
Key Points
能够掌握字母-y的发音规则，并读出符合-y发音规则的单词
Difficult Points
掌握和运用发音规则拼写单词
Aids
Computer,radio, blackboard, cards, chalks

【精编】人教Pep版2019版小学英语五年级上册：教案全集(100页)

五年级英语第一学期教学计划本学期我将担任五年级的英语教学工作。

根据学生的实际情况，拟定以下教学计划。

更多一. 指导思想全面贯彻“三个面向”战略指导思想，渗透和灌输可持续发展的战略思想。

以素质教育为根本宗旨，以培养创新精神和实践能力为重点，充分发挥学生的潜能，提高学生的全面素质和自学能力。

二．学情分析.五年级有二个班，每班学生数均在60左右。

学生已学过两年的英语，具备了一定的听、说、读、写英语的能力。

但由于学生学业成绩两极分化严重，加之教材难度偏大，教学目标的达成难度比较大。

因此，本学期应加大后进生转化的力度，因材施教，分层教学，激发学生的学习兴趣。

智三．教材分析五年级上册学生用书Let’s learn部分的词汇仍然是围绕话题归类出现的。

这样有利于学生记忆和开展话题的讨论。

本册Let’s learn中的大部分词汇要求学生做到听、说、读、写四会掌握（即加粗的单词）。

用来巩固复习词汇的活动主要是结对和小组活动，以及启发学生主动思考的活动。

Let’s talk部分依旧是一个浓缩了的情景会话，目标句型突出。

为给学生提供灵活运用语言的机会，这一部分提供了可供替换的内容。

Read and write部分的教学目标要求学生能读懂对话或短文；完成检测学生理解程度的填充句子练习；听、说、读、写四会掌握两组句子；完成一项综合运用所学语言的任务型语言活动。

在Let’s spell部分，本册安排了常见字母组合的发音，依旧是用绕口令的形式将含有这些字母组合的单词整合成趣味句子。

本册教材的阶段复习密切围绕各单元话题展开，将所有需要复习的语言点融进有实际交际意义的活动之中，并增加了考察综合性阅读理解能力的语篇，以增进对语言知识的积累。

四．教学目标1．能听、说、读、写61个单词或短语以及7组句子和4个单句。

（包括教师、课程、食物、家务活动、居家家具、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．能完成1个手工制作。

(新)人教版五年级上册英语教案(全英文)全集汇总附送(中文)教案全集 (共2套) (2)

(新)人教版五年级上册2019学年英语教案(全英文)全集汇总附送中文教案全集 (共2套)2018-2019学年度第一学期五年级英语教学计划学生基础知识、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.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.Ta sk: 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: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 +surna me 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 ab le 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 li ke?(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 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.Le arn 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 Let’s try Let’s talk Group work Part C Let’s check)1. Teaching aims(1). Be able to say the se ntences: “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 ti me 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?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 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 Stor y 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 S undays? 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 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)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 y ou 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 l ike---.(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” i n 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;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. Design 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.(4). Consolidation and extension:a.Activity bookP19(5)listen and write.(6)read and tick or cross.b. Write the sentences four times.c. Design a menu at home to your parents.Teaching notes:Unit 3 lesson4(B Let’s learn. Let’s chant )1. Teaching aims:(1) Be able to master the words: tasty, salty, sour, fresh and sweet in four skills. and three skill for word: healthy .(2). Be able to say “Let’s chant”(3) Can use the adj. to describe the favorite food.2. Key and difficult points:(1)Four-skilled words: tasty, salty, sour, fresh, sweet(2)The pronunciation of “healthy”.(3)To describe the favorite food.3. Teaching aids:Pictures, cards, apples, orange, sugar, salty, vinegar and tape.。

(精选)2019人教版PEP五年级上册英语教案

2019人教版PEP五年级上册英语教案学校________________教师________________年度________________Unit 1 What’s he like?教学目标中的词汇和句子。

，“Let’s talk”1. 掌握A、B部分“Let’s learn”2. 能正确地询问和回答各科老师的性格特征，如“What’s your maths teacher，“Yes, he is.”，“No, he isn’t.”like?”，“Is he funny?”3. 能顺利完成本单元的听力、对话、表演、写作、连线、填空等任务。

4. 能读懂“Story time”部分的趣味故事。

5. 能听懂、会唱歌曲“Who’s your teacher?”6. 复习元音字母在单词中的发音，培养学生对英语单词发音的语感。

7. 激发学生学习英语的兴趣，帮助学生树立学好英语的信心，逐步培养学生自主学习、合作学习的能力和欲望。

8. 培养学生尊敬、热爱老师的情感，提高学生在与人相处是准确判断他人性格特征的意识和能力。

9. 培养学生乐于助人、努力学习的美好品德。

教学重点中的词汇和句子。

1. 掌握A、B部分“Let’s learn”，“Let’s talk”2. 能正确地询问和回答各科老师的性格特征，如“What’s your maths teacher，“No, he isn’t.”like?”，“Yes, he is.”，“Is he funny?”3. 能准确运用所学单词和句型描述他人的性格和体貌特征。

教学难点1. 单词“sometimes”的准确运用。

2. 掌握描述他人性格特征的词汇和句型。

3. 帮助学生树立学好英语的信心，培养学生自主学习、合作学习的意识和能力。

教学安排第一课时：A. Let’s learn A. Ask and answer第二课时：A. Let’s try A. Let’s talk第三课时：B. Let’s learn B. Match and say第四课时：B. Let’s try B. Let’s talk第五课时：A. Let’s spell B. Let’s wrap it up第六课时：B. Read and write B. Let’s check C. Story time第一课时课时目标和“strict”，“funny”。

2019年最新人教版(新起点)五年级英语上册全册教学设计

Unit1 第1课时【内容来源】人民教育出版社（一起点）五年级上册Unit1 Classmates【课时】第1课时一、教学目标1. 能够听懂、会说clever, careless, polite, quiet, cute, friendly, helpful, active 和popular九个单词，并尝试借助拼读规律记忆单词。

2. 能够运用已学功能句操练本课新学词汇，并能对同学的性格特征进行简单的描述。

3. 能够根据语境从上述单词中选择恰当的词填空。

二、教学建议A. Listen and match.1. 热身导入(1) 教师先出示与朋友假期一起聚会或旅游的照片，向学生介绍自己的朋友，然后问一问学生在假期里都做了些什么，班级里谁是自己的好朋友，他/她都经常做些什么，来引出本课主题。

(2) 教师引导学生观察A项情境图，然后师生一起讨论：Who are they? What is the topic about? 让学生初步了解Bill的朋友，预测听力材料可能涉及的内容。

2. 呈现新的学习内容(1) 播放A项录音，让学生整体感知新语言。

(2) 再次播放录音，学生完成听力任务。

(3) 第三次播放录音，教师与学生一起边听录音边对答案。

3. 词汇学习和操练(1) 词汇学习教师将九个目标词汇教学卡片放到黑板上，每次请一名学生选择一个词卡摘下来读给全班听。

如果遇学生不会或读得不准等情况，教师可以引导学生借助学过的拼读规则拼读单词，例如polite→/pə/, /laɪ/, /t/。

教师边带着学生读边在单词下面划三条小线段，如po，li，te。

再让学生试读几遍，边读边记。

然后逐一进行词汇学习。

①学习clever教师出一道数学题或出一道英语猜谜题，当有学生答对时，教师要立刻表扬最快给出答案的学生：You’re clever.接着提问：Who is clever in our class?②学习careless教师展示作业本上一些不该犯的错题，然后描述这样的学生：They’re careless.③学习polite教师做动作让学生明白polite的含义。

2019新人教版五年级上册英语全册教案

Unit 1 what’s he like?第一课时教学目标与要求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。

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。

（2）日常口语练习，内容可参考如下：T：Hello, everyone！Welcome back to school! Nice to see you!Ss: Nice to meet you!（3）问学生几个问题，引出本课重点内容。

2019年pep人教版小学英语五年级上册全册教案

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。

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。

（2）日常口语练习，内容可参考如下：T：Hello, everyone！Welcome back to school! Nice to see you!Ss: Nice to meet you!（3）问学生几个问题，引出本课重点内容。

(精选)2019人教版PEP五年级上册英语教案.pdf-2019-11-11-23-23-50-069

2019 人教版 PEP 五年级上册英语教案学校 ________________教师 ________________年度 ________________Unit 1 What’s he like?教学目标1.掌握 A 、B 部分“ Let ’ s learn，“ Let” ’ s talk中的词”汇和句子。

2. 能正确地询问和回答各科老师的性格特征，如“ What’yours maths teacher like? ，”“ Is he funny?，“”Yes, he is，.“”No, he isn ’ t. ”3.能顺利完成本单元的听力、对话、表演、写作、连线、填空等任务。

4.能读懂“ Story time部分”的趣味故事。

5.能听懂、会唱歌曲“ Who’ s your teacher?。

”6.复习元音字母在单词中的发音，培养学生对英语单词发音的语感。

7.激发学生学习英语的兴趣，帮助学生树立学好英语的信心，逐步培养学生自主学习、合作学习的能力和欲望。

8.培养学生尊敬、热爱老师的情感，提高学生在与人相处是准确判断他人性格特征的意识和能力。

9.培养学生乐于助人、努力学习的美好品德。

教学重点1.掌握 A 、B 部分“ Let ’ s learn，“ Let” ’ s talk中的词”汇和句子。

2. 能正确地询问和回答各科老师的性格特征，如“ What’yours maths teacher like? ，”“ Is he funny?，“”Yes, he is，.“”No, he isn ’ t. ”3.能准确运用所学单词和句型描述他人的性格和体貌特征。

教学难点1.单词“ sometimes的”准确运用。

2.掌握描述他人性格特征的词汇和句型。

3.帮助学生树立学好英语的信心，培养学生自主学习、合作学习的意识和能力。

教学安排第一课时： A. Let ’s learnA. Ask and answer第二课时： A. Let ’s tryA. Let ’s talk第三课时： B. Let ’s learnB. Match and say第四课时： B. Let ’s tryB. Let ’s talk第五课时： A. Let ’s spellB. Let ’s wrap it up第六课时： B. Read and write B. Let ’s checkC. Story time第一课时课时目标2.能听、说、读、写单词“ old，”“ young，”“ kind，”“ funny和”“ strict。

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(精选)2019人教版PEP五年级上册英语教案.pdf-2019-11-11-23-23-50-069

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