小学英语五年级下册第二单元说课稿
五年级下册英语说课稿-M2 Unit 2 Mr Li was a teacher 外研社(三起)
五年级下册英语说课稿-M2 Unit 2 Mr Li was a teacher 外研社（三起）一、教材分析本课是五年级下册英语的第二个单元，主要教学内容是介绍过去发生的事情，学生会学习一些与过去时态有关的英语词汇和句子结构。
本单元教材主要围绕一个关于李老师的故事展开，学生通过感受李老师为人和工作的态度，学习英语中的一些基本词汇和语法知识。
二、教学目标1.学会用英语描述李老师曾任教过的学科；2.了解如何用过去式来描述已经发生的事情；3.通过学习能够写一篇有关人物的故事；4.了解如何用英语表达自己的喜好。
三、教学重点难点1.重点：学会用英语描述人物、事件以及过去式时间状态；2.难点：学生需要熟练掌握用过去式描述动作和状态的规则，注意时间和语态的变化。
四、教学过程1. Warming up通过图片、卡片和表情的方式，调动学生的情感，引入本课话题。
老师出示李老师的图片，并用表情引导学生了解并记住“Mr Li”这个人物。
随后，老师展示卡片，让学生用英语描述卡片上的人物和事情，培养学生描述事物和人物的能力。
2. Presentation老师通过多媒体展示PPT，向学生展示描述李老师的故事和过去时态的相关知识点。
教师可以采用图片和词汇归纳的形式，引导学生了解过去时态的构成和用法。
3. Practice1.小组活动让学生分组进行小组活动。
教师可以提供几个简单的故事，让学生自己运用所学的知识点来描述。
同时，鼓励学生对彼此的表现进行评价，培养学生互助和合作精神。
2.Role play让学生分角色进行表演，让他们在练习口语的同时，能够进一步了解人物性格和情感。
例如，让学生扮演李老师和学生的角色，通过对话的方式再现一些故事中的情节。
4. Production以写作的方式引导学生进一步运用所学内容，完成有关人物的故事。
可以提供一些模板付给学生，引导他们学会如何运用所学的语法规则，把故事表述清楚或者创作一些全新的内容。
同时，也鼓励学生使用自由创作的方式，让他们发挥自己的想象力和创造力。
最新五下-U2-My--favourite--season-Read-and-write说课稿
五下 U2 My favourite season Read and write说课稿下面我从教材内容、学生的学情、学习目标及重难点制定、教学方法、教学过程和板书设计这几方面，与大家交流自己的一些认识：一、说教材今天我说课的内容是：PEP教材小学英语五年级下册Unit 2 My favourite Season的Read and Write.本单元主要是围绕交流最喜欢哪个季节并陈述原因展开的一系列话题。
本课时旨在复习巩固A/B 部分的主要词汇和句型，通过阅读理解帮助学生综合运用本单元所学语言。
教材以Robin喜欢的季节及原因的阅读材料为载体，配以相应插图，贴近学生生活，充满童趣，且文本是学生所熟悉的词汇和句型。
二、说学生本课的教学对象是五年级学生，此段学生天真活泼，好奇心强，有较强的模仿能力、逻辑思维能力和求知欲望。
学生是学习的主体，在教学中，教师要为学生创设生动、活泼、和谐的英语学习氛围，让学生积极主动参与学习，敢于展示自己，成为学习的主人。
三、说教学目标本单元Read and Write旨在复习巩固本单元的主要词汇和句型的基础上，适当扩展语言，增大语言输入量。
因此，针对学生实际，将本课时的教学目标确定如下：1、学生能够在图片帮助下读懂对四季的描述以及机器人对四季喜好的表达，完成选择题；2、能够根据教学内容回答对四季喜好的问题，并做恰当回答，完成句子填写的活动。
对四季自然景物的喜爱和应保护自然环境的思想教育。
四、说教学重、难点该文本是学生所熟悉的词汇和句型，因此，将引导学生“理解和掌握：学生能够在图片帮助下读懂对四季的描述以及机器人对四季喜好的表达确立为本课的重点。
“学生能够按照意群正确阅读”为本课的难点。
五、说教学方法在教学活动设计时，我将对文本的阅读理解作为本课的中心任务，为达成这一任务，又设计了若干读的任务，运用小组活动等方法引导学生积极参与学习，让学生在完成任务的过程中体验成功的喜悦和实现自我价值。
小学英语五年级下册第二单元说课稿
awssupuitnrumitnmmegrne春r秋冬夏天季天天
第三环节：游戏激趣，巩固新知
接龙游戏
W•h2ich season do you like best?
s autumn
Homework
抄写五个单词：spring、 summer、fall、 winter、season
(winter)
1
It’s very hot .I can swim .I can wear my skirt .we always use fans and eat ice-creams. Which season is it ?
(summer)
It’s always windy and cool .The leaves are yellow .We can eat some fresh fruit .We can fly kites ,too.Which season is it ?
教学目标：
1.知识目标：能听、说、读 写单词： season、spring 、summer、autumn和winter.
2.能力目标：能够在语境中正确运用这五个 单词。
3、情感目标：激发和培养学生学习英语的 兴趣，树立学习的自信心。
教学重点：
能听、说、读 写单词：season、spring 、 summer、autumn和winter.在语境中正确的 运用这五个单词。
you Thank
for
listening
二、说教法、学法
教法：1.情境教学法 2.游戏教学法 3.任务型教学法
学法：自主学习法、合作学习法
三、说教学过程
1.歌曲热身，激活思维 2. 情境导入，呈现新授 3.游戏激趣，巩固新知
pep英语五年级下册unit2myfavoriteseason全英文说课稿
pep 英语五年级下册unit2 my favorite season 全英文说课稿PEP英语五年级下册Unit2 My FavoriteSeason全英文说课稿PEP小学英语五年级下册说课稿Unit2 My Favorite SeasonPart A Let ’ s talkGood morning, everyone! It ’ s my honor to share my ideas with you.The title my lesson is “ My favorite season ” . It ’ s taken from Part A ofUnit2, PEP Primary English Book6. My teaching idea includes 4 parts: learning materials, the analysis of students ’ learning, learning aims andlearning procedures.Firstly, I ’ ll talk about the learning materials. It ’ s secon d lesson inUnit2. The content is about asking and answer one ’ s favorite season. The sentence patterns “ Which season do you like best? .. ” are the keys of this unit and this lesson. Also, it is the extension for lesson1 andit makes the basis for studying how to express the reason of favorite season and seasonal activities.Next is the analysis of students ’ learning. The students have learnedsome adjectives about weather in Grade Four, it ’ s easy for them toexpress which one they like best. But they know less seasonalactivities, so the difficulty is to say seasonal activities correctly byusing thesentence "I can ….”According to above all, there are two aims in this lesson:1.By looking at the pictures and listening, there are 90% studentscan listen, speak and read the sentences “ Which season do you like best? ….”And read the dialogue by imitating and read aloudclearly with the right pronunciation and intonation.In order to know if the students grasp aim1, I ’ ll observe their mouth,ask someone to read and observe their reading in groups.2.Through the pair work, there are 85% students can use the sentences “Which season do you like best? ….It ' s always ….I »can ….in real situation correctly and neatly.For this aim, I ’ ll observe the ir preparation, cooperation and performance in pairs to check.Moreover, I ’ ll still use this form to check their reading, roleplay and making new dialogues.The last part is learning procedures, there are five steps: warm-up, preview, presentation, practice, consolidation and extension.That ’ s all my teaching ideas. Let ’ s begin the class!（上课环节）（一）Warm- upHello, boys and girls. Nice to see you again. Look, there ’ s snowman.Do you like it? Listen to me. I divide you into two groups: the boys and the girls. If you do well, you can get close to him and get it at the end.（分组比赛）Clear? Come on!Before the new class, let ’ s say a chant. Show me your hands, please. Ready? Go!（二）Preview （ Let ’ s try ）Lily, what ' s your favorite season? ….Do you know: Wh at are their favorite seasons? Let ' s listen and match! ….In this text, there is a new sentence, it means “ What’ s your favorite season? ” can you find it? Yes, it ’ s the first one: Which season do you like best? How to answer?For example: Winter. I can play with snow.（板书句子）（三）Presentation1.（1） Read after me. 请学生看老师的口型，纠正with 的发音。
五年级下册英语说课稿-Unit 2 How do you come to school？ Gramm
五年级下册英语说课稿-Unit 2 How do you come to school？Grammar & Fun time 译林版一、教学目标1.理解并掌握句型“ How do you come to school？”以及回答方式“ I come to school by…”的用法和结构；2.发展学生听、说、读、写英语能力，提高英语表达能力；3.培养学生良好的学习习惯，促进语言沟通。
二、教学重点难点1.学习并掌握句型“ How do you come to school？”以及回答方式“ I come to school by…”的方法和结构；2.培养学生良好的学习习惯；3.促进学生的口语表达能力。
三、教学过程1.Warming-up教师将学生分成不同的小组，进行学生之间的交流，询问学生如何来校，问一些简单的问题，预热。
2.Presentation通过课本、草图、关键点，教师呈现话题“ How do you come to school？”。
学生可以感受该话题涉及多有趣内容，教师可以引导学生对话中注意单词的发音、语序等，丰富学生语言表达能力。
3.Explanation对学生未了解的单词、句型等进行详细解释，并强调与上下文的关系，让学生能在新学的语言环境下，快速的理解单词和句型的使用。
4.Practice分组让学生练习口语表达的内容，教师可引导学生进行回答，通过对话的形式，让学生更加的熟悉对话的一些表达方式。
5.Demonstrating由教师进行类似于演讲的形式，向学生详细解释句子的语法知识，学生可以通过老师的讲课方式，学习到句子的应用和书写方法。
6.Conclusion进行本节课的知识点小结，并提醒学生在学习过程中注意前后句子的关系，了解句子的意义以及学习情况的总结。
四、教学评价1.学生在生活和教学过程中，更加注重英语表达菜花能力，是每个老师的热刺斯特可以大大提高学生口语表达的能力。
五年级下册英语说课稿 Unit2 Can I help you？(Fun facts) 人教精通版
五年级下册英语说课稿 Unit2 Can I help you？（Fun facts）一、教学目标本节课是五年级下册英语第二单元Can I help you？（Fun facts）的教学内容，通过本节课的教学，学生将达到以下目标：1.学会用英语询问和回答日常生活中的服务、需求和请求；2.学会使用新单词，如help, please, want, need, buy 等；3.学会使用情态动词can 表达请求和询问；4.学会创造有趣的谈话和交流，能够对不同的情景进行有效的沟通。
二、教学重难点1.重点难点：学生能够灵活运用情态动词can表达请求和询问；2.教学重点：学生能够正确地使用单词和短语，如help, please, want, need, buy等；3.教学难点：学生能够运用所学知识创造自己的口语对话，并且能在不同的情景下进行有效的沟通。
三、教学过程1. 导入新课通过图片展示日常生活中需要请求帮助的场景，如打电话、购物等，并引导学生用英语表达这些需求和请求。
2. 新知词汇的讲解和练习通过教师示范和学生跟读，讲解本单元重要的单词和短语，学生要求能够听、说、读、写，并通过练习掌握单词和短语的正确用法。
3. 句式的学习和练习通过情境演示，让学生理解情态动词can的用法，并通过句式的练习掌握如何用can表达请求和询问。
4. 阅读理解和语法应用通过阅读文章并回答问题，讲解文章中特点语法和短语的用法，并让学生进行相应的练习。
5. 听说训练和语言拓展通过听力测试和口语训练，让学生在实践中灵活运用所学知识，创造自己的口语对话，并且能在不同的情景下进行有效的沟通。
四、教学手段和评价方法1. 教学手段1.图片展示2.教材CD播放3.话题讨论4.句子练习5.阅读文章2. 评价方法1.学生的听力和口语表现情况2.学生的课堂表现和作业完成情况3.教师的课堂教学情况反馈五、教学反思本节课通过多种有效的教学手段和方法，让学生掌握了五年级下册英语第二单元 Can I help you？（Fun facts）的重要知识点。
人教版小学英语五年级下册《Unit2PartBLet''stalk》说课稿
人教版小学英语五年级下册《Unit 2 Part B Let’’s talk》说课稿一. 教材分析人教版小学英语五年级下册《Unit 2 Part B Let’s talk》的主要内容是关于日常生活中的交际用语。
通过本节课的学习，学生能够掌握一些基本的日常交际用语，如问候、介绍、道别等，并且能够运用所学知识进行简单的交流。
本节课的主要话题是关于在图书馆的交际用语，通过学习，学生能够理解在图书馆中的基本礼仪和规范，如借书、还书、询问书籍位置等。
教材内容丰富，贴近学生的生活实际，有助于激发学生的学习兴趣。
二. 学情分析五年级的学生已经具备了一定的英语基础，对于日常的交际用语已经有了一定的了解。
但是，对于一些特定的场合和情景下的交际用语可能还不太熟悉。
因此，在教学过程中，我将以学生为主体，注重培养学生的交际能力和实际应用能力。
三. 说教学目标1.知识目标：学生能够掌握在图书馆中的基本交际用语，如借书、还书、询问书籍位置等。
2.能力目标：学生能够运用所学知识进行简单的交流，培养学生的交际能力和实际应用能力。
3.情感目标：通过学习，学生能够培养对英语的兴趣，提高学习英语的积极性。
四. 说教学重难点1.重点：学生能够掌握在图书馆中的基本交际用语。
2.难点：学生能够运用所学知识进行实际的交流和应用。
五. 说教学方法与手段在本节课的教学过程中，我将采用任务型教学法，以学生为主体，注重培养学生的交际能力和实际应用能力。
同时，我还将运用多媒体教学手段，如PPT、视频等，来辅助教学，提高学生的学习兴趣和积极性。
六. 说教学过程1.热身：通过简单的英文歌曲，激发学生的学习兴趣，营造轻松的学习氛围。
2.引入：通过展示图书馆的场景，引导学生思考在图书馆中的交际用语。
3.新课呈现：通过播放PPT或视频，展示本节课的主要内容，引导学生学习在图书馆中的基本交际用语。
4.课堂活动：通过小组讨论、角色扮演等方式，让学生实际运用所学知识进行交流。
五年级下册英语说课稿-Unit 2 Can I help you Lesson 10 人教精通版
五年级下册英语说课稿-Unit 2 Can I help you Lesson 10 人教精通版一、教材分析本课程为五年级下册英语Unit 2 Can I help you Lesson 10，该课程教学目标是学生通过学习能够掌握表达“我能帮你什么忙吗？”的句式，并学会运用该句子来进行日常情境对话。
本课程所用教材为人教精通版，通过教师的引导和学生的参与，课程重点为学生的口语表达和交流能力的提高，使学生通过模拟情境的学习方式来巩固所学内容。
二、教学内容和步骤1. 教学内容本节课的学习内容主要分为以下两个方面：1.本单元单词和短语的学习：本节课将针对上节课所学的单词和短语进行巩固和拓展。
2.对话表达的学习：本节课将重点掌握表达“我能帮你什么忙吗？”的句式，并通过教师的引导和学生的参与，来模拟对话情境，让学生进行口语的表达和交流。
2. 教学步骤1.热身训练：教师可以通过课前热身活动来引导学生的注意力，如谈论学生做的家务、参观超市等等。
2.新单词和短语学习：教师可以通过幻灯片的形式来展示和讲解本单元重点单词和短语，并让学生跟读、默读，加深学生对这些单词和短语的记忆。
3.对话学习：教师可以通过小组交流、整体模拟等方式来展现对话内容，并鼓励学生运用自己所学的知识和表达能力来模拟对话。
在对话过程中，教师可以根据学生的表现情况及时给予指导和帮助。
4.练习讲解：教师可以通过讲解和演示，帮助学生更好地理解和运用本节课所学的知识和技能。
5.作业布置：教师可以布置练习题目，鼓励学生复习本节课所学内容，并在下次课上对学生所做的练习作出评价和点评。
三、教学方法和策略1. 教学方法1.游戏式教学：教师可以通过卡片游戏等方式，将学习内容转化为游戏，激发学生的兴趣和积极性，从而提高学生的学习效果。
2.交际式教学：通过教师引导学生参与讨论、演示对话等方式，帮助学生充分理解单词和短语的含义和用法，并使学生能够在日常生活中运用所学知识进行交流和表达。
五年级下册英语说课稿-Unit 2 Can I help you Revision 人教精通版
五年级下册英语说课稿-Unit 2 Can I help you Revision 人教精通版一、教学背景本课是五年级下册英语教材的第二单元，讲的是“Can I help you”。
本单元旨在帮助学生在日常生活中交流时提高自己的英语应用能力。
本节课是复习课，主要内容是关于“Can I help you”一节的复习，通过本节的复习，让学生们更加熟练地掌握这一节的知识点，进一步提高学生的英语口语表达能力。
二、教学目标•了解本单元所学习的重点单词和句子的使用方法；•复习固定的句子和日常生活中交流的简单句子；•能够在日常生活中灵活运用所学单词和句子；•提高学生的英语口语表达能力。
三、教学重点•怎样使用重点句型表述日常用语；•灵活应用单词和句子交流和表达。
四、教学难点•学生对语音和语调的掌握；•学生对词汇的理解和运用。
五、教学方法•情境教学法；•翻译法；•对话练习法。
六、教学过程6.1、导入6.1.1、教师引入老师简单介绍本课内容，与学生探究句型和词汇等。
6.1.2、让学生使用重点单词进行交流老师带小组合作让学生使用本单元所学重点单词进行交流。
6.2、呈现6.2.1、重点句型呈现教师出示板书：“Can I help you？”“Yes, please.”以及其他的与之相关的句型。
6.2.2、相关单词呈现教师出示本单元相关重点单词的卡片，同时在黑板上写下这些单词，要求学生熟悉并背诵这些单词。
6.3、练习6.3.1、对话练习老师分别安排学生进行A和B的角色扮演，模拟真实场景练习日常英文的口语对话。
例：店员在商场里问顾客有什么需要，顾客回答需要购买一些食品。
老师可提供一些互动提示和例句。
A: Can I help you？ B: Yes, please. I want to buy some food. A: What would you like to buy? B: Some apples and oranges. A: How many would you like? B: Five apples and six oranges, please.6.3.2、翻译练习老师提供一些英文句子和词汇，要求学生用正确的语法和语调翻译成中文。
(外研版 三起)五年级英语下册Module 2《Grandparents》 Unit 2 说课稿
(外研版三起)五年级英语下册Module 2《Grandparents》Unit 2说课稿一、教学目标本课旨在通过听说读写等多种交际形式，使学生掌握下列语言知识和技能：1.掌握描述外貌的词汇，如 hair、nose、eyes 等；2.掌握祈使句形式，在日常生活中能够使用祈使句表达自己的需求；3.培养学生的口语交际能力，让他们在实际交际中能够自如地运用所学知识。
二、教学重难点1.教学重点：让学生能够准确地使用描述外貌的词汇，并在口语交际中运用祈使句表达需求。
2.教学难点：如何让学生在口语交际中运用所学知识，并准确发音。
三、教学方法1.听力教学法：通过播放对话录音，帮助学生熟悉所学知识；2.示范教学法：老师通过示范，帮助学生准确发音和理解语言意义；3.对话练习法：让学生进行对话练习，巩固所学知识；4.小组合作法：在小组活动中，让学生创造性地运用所学知识。
四、教学内容1. New words在本节课中，我们将学习如下新单词：•hair 毛发•nose 鼻子•eyes 眼睛•mouth 嘴巴•ears 耳朵•face 脸2. Let’s learn本节课主要内容是描述外貌和介绍自己的祖父母。
我们来听一下下面这段对话：Tom: What does your grandfather look like?Jenny: He has short hair, big eyes, and a big nose.Tom: Does he have a big mouth?Jenny: No, he has a small mouth.Tom: What about your grandmother?Jenny: She has long hair, small eyes, and a small nose.通过这段对话，我们可以了解到描述外貌的词汇和祈使句的用法。
3. Let’s talk在介绍完新单词和对话后，我们来进行口语交际练习。
英语人教版五年级下册Unit2My favourite season说课稿
PEP人教版小学五年级下册英语Unit2 My Favourite Season A Read and write说课稿尊敬的领导、老师们：（敖化容）大家下午好！今天我说课的内容是PEP人教版小学英语五年级下册Unit 2 My Favourite Season B Let's talk.下面我从教材内容及地位、目标及重难点制定、学情分析、教法设计、学法、教学过程和板书设计这几方面与大家交流自己对Unit2 My Favourite SeasonB的一些认识：一、教材介绍1、教学内容本课的教学内容是PEP人教版小学五年级英语第二单元“My favourite season”的第四课时Let's talk。
本课的教学将围绕交流最喜欢那一个季节并陈述该季节的气候特点展开一系列话题。
本课旨在复习巩固第一、二课时的主要词汇和句型，通过阅读理解帮助学生运用所学语言。
本课中，教材以Amy, Mike和Zhang Peng交流自己最喜欢的季节的阅读材料为载体，内容贴近学生的生活，并且对话中大部分使学生所熟悉的词汇和句型。
2、教材地位和作用“My favourite season”是PEP人教版小学五年级英语第二单元的话题，该话题是小学英语日常交际的重要组成部分，在整个小学英语知识体系中是不可或缺的。
它不仅贴近学生的实际生活，而且实用有趣，容易让学生接受并掌握。
学生在以前学习过的“谈论天气”、“谈论食物”等的交际基础上来“谈论季节”，可以把学过的知识学以致用，体验知识运用的成就感，并为下一单元的“谈论月份”打下良好的基础。
3、教学目标与重难点五年级下册的Let's talk旨在复习巩固本单元的主要词汇的基础上，适当扩展语言，增大语言的输入量。
这部分的教学目标是：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。
基于以上认识和对教材的分析，我将本课的教学目标确定如下：①、知识与技能目标能够听、说、读、写本课时的四会句子：Which season do you like best? I like autumn best. Because I like summer vacation. 能够理解Let's talk部分对话并能正确翻译句子。
PEP人教版五年级英语下册Unit 2 My favourite season说课稿
PEP人教版五年级英语下册Unit 2 My favourite seasonB Let’s talk说课稿各位老师：大家下午好！今天我要说课的内容是PEP小学五年级英语下册Unit2 My favourite season第四课时，下面我将从教材、教法、学法、教学过程等四个方面来展开我的说课。
一、说教材1、教材分析：本课时是第二单元第四课时，继续围绕“询问对方最喜欢哪一个季节”这个话题展开内容，教材通过Amy和Miss White讨论Amy的季节图画的对话情景，使学生感知句型Why?Because I like summer vacation.的语义及语用情景。
2、教学目标依据课标“以学生为主体、培养学生综合素质“的理念，根据教材设计，结合五年级学生的认知水平和学习基础，我制定了以下思维教学目标：1、语言能力目标：（1）能够在图片和教师的帮助下理解对话大意，能用正确的语音、语调、意群朗读对话，并能进行角色表演。
（2）能够在情境中运用句型Why?Because I like summer vacation.询问并回答喜欢某个季节的理由。
（3）能够在语境中理解生词because的意思，并能正确发音。
2、文化意识目标：能够让学生了解随着季节的变化，周围的景物也发生相应的变化。
3、思维品质目标：引导学生注重小组合作学习，培养沟通和交流的能力。
4、学习能力目标：培养学生用所学知识表达自己所喜爱的季节，并陈述理由的能力。
3、教学重难点：依据小学英语课程标准要求及教材内容，我将教学重难点定为：重点：（1）能够能够在实际交流中正确运用有关季节问答的句型：“Which season do you like best? I like…best.”“Why? Because…”（2）内化并表演Let’s talk的对话内容。
难点：学生能够大胆编创和表演有关季节的问答小对话。
二、说教法“兴趣是最好的老师”，兴趣和成功往往紧密结合。
pep小学英语五年级下册unit2说课稿.docx
pep 小学英语五年级下册unit2说课稿第一课时说课稿各位领导各位老师，大家上午好！很荣幸参加这次说课活动，我很珍惜这次学习的机会。
我说课的内容是人教版 PEP五年级下册 Unit2 My favourite season 第一课时。
包括以下环节：说教材 ---- 说教法、学法 ---- 说教学过程 ---- 说资源与反思一、说教材1、说教材地位与作用“My favourite season”是第二单元的核心部分，在整个小学英语知识体系中是不可或缺的。
它不仅贴近学生的实际生活，而且实用、有趣，容易让学生接受并掌握。
学生在前面学习过的“谈论天气”、“谈论食物”等的交际基础上来“谈论季节”，把学过的知识学以致用，体验知识运用的成就感，并为下一步的“谈论月份”打下学习基础。
2.说理念：本节课吸纳了交际教学思想，注重学生语言应用能力的培养，体现语言的交际功能，把知识和技能目标融会在完成任务的过程之中。
以话题为纲，以交际能力为主线，兼顾语言结构，逐步引导学生运用英语完成有实际目的的语言任务，即话题—功能—结构——任务，激发学生学习英语的兴趣，使学生初步具备用英语进行简单日常交流的能力。
3、说教学内容与学情本课的教学内容是本单元的第一课时，其中包括 Part A 的 Let’s learn和 Read and match 两个部分，主要包含五个四会单词和一个交际句型。
五年级的学生已经学了两年的英语，具备一定的英语基础知识和基本能力，而且处在这个年龄段的学生可塑性强，对新生事物表现出极大的兴趣，又有较强的接受能力。
再者，学生已在第四册和第五册中学习了“ What’ s the weather like?”和“ What’ s your favourite food?”的话题谈论，为本课的教学储备了一定的相关知识。
因此，本课的教学将综合以上情况进行学习和操练，以达到掌握知识、运用知识的目的。
4、说教学目标与重难点《小学英语新课程标准》指出：基础教育阶段英语课程的总体目标是以学生的语言知识、语言技能、情感态度、学习策略和文化意识的发展为基础，培养学生语言综合运用能力。
人教版小学英语五年级下册第二单元说课稿
人教版小学英语五年级下册Unit 2 My favourite seasons 说课稿（原创）An interpretation of one lesson on Unit Two ----what’s your favorite season Good morning! My respected judges! It is a great honor to have a chance to stand here and talk to you today. What I am going to talk about is Unit Two ------What‟s Your Favorite Season---- in the PEP Primary English Students‟Book---Book 2 in Grade Five.一、Analysis of textbookThe main topic in this unit is …season‟. There are three major parts in this unit, including Part A, Part B and Part C. Obviously, it is impossible to finish this unit in one lesson hour, so I divided this unit into six lessons hours, and each part takes two lessons hours. And what I am going to talk about is the first lesson. The first lesson includes four small parts: Let‟s start, Let‟s chant, Let‟s learn and Let‟s find out.(一)、Important Points and Difficulties in this lesson1．How to answer the following questions:①What is your favorite season (or Which season do you like best?)?②What is the weather like?③What season is it now?④Why do you like spring/summer/fall/winter?2．How to help students be able to read, speak, listen and write the new words: such as season, spring, summer, fall and winter3．Review some words on weather, such as cool, warm, hot, cold, windy, rainy, sunny, and cloudy.(二)、TeachingGoals in this lesson1. Study the four sentences patterns: ① What is your favorite season (or Which season do you like best?)? ② What is the weather like? ③ What season is it now? ④Why do you spring/summer/fall/winter?2. The student can read, speak, listen and write the new words: season, spring, summer, fall and winter after finishing this lesson.3．Develop the students‟interests in studying English by helping them speak English as much as possible.4. Teach the students some geographical knowledge on weather in different places. （三）、Preparations in this lesson1. Prepare four typical pictures: a spring picture with beautiful flowers and green trees, a summer picture with hot sun and a weeping man, a fall picture with lots of fruits in the trees and a winter with lots of snows.2. Prepare four pictures on a tree in spring, summer, fall and winter.3. Prepare a big map, and the map are marked with some cities on it.4. Prepare some red stars to award the students who do a good job in class.5. Prepare a tape, a recorder and a fan.二、Teaching Methods and studying methods(一) Situational Teaching MethodDuring the teaching procedure, I make several situational conversations forthe students. For example, I choose some students to do the role-playing game, and let them play the roles in the textbook, and make their own conversation by themselves according to their reality. By doing this game, the students can have chances to practice their oral English and join into the teaching procedure.(二) Interactive Teaching MethodGuessing game is one of activities in my teaching procedure. For example, the teacher makes body gestures, and the students guess what the gestures mean. By the interaction between teacher and students can avoid just the teacher‟s talking, also can activate atmosphere of the class, and let them learn English by games. (三) Task-based Teaching MethodIn the first lesson, I design a task for the students, for example. I ask the students to draw four pictures in spring, summer, fall and winter and put the words on the pictures. By doing this activity, the students can memorize the new words better.(四) Group Study MethodI divide the class into four groups and each group has its own name. Group study plays a very important role my lesson. By doing this, the students can study English in competitive cooperation.(五) Practice MethodPractice is very important. The students can not improve their English without practice, because practice makes perfect. By doing practice, the students can make full use of what they have learned in the class.三、Teaching procedures (一)Warm-up(1) Guessing gameIn warming-up step, after the teacher and students greet each other, the teacher begins to make body gestures on weather, such as cold, hot, warm, cool, rainy, windy, cloudy and so on., and asks the students what is the weather like now. And the students guess what kind of weather it is. Such as making a hot weather gesture, the teacher keeps fanning with his hand; making a cold weather gesture, and the teacher keep shaking. Any student guesses the right answer will be awarded a red star for his group. This step helps students go over some words on weather, and makes preparation for the new lesson.(二) Lead-in(1) Learning the new wordsThe teacher takes out four typical pictures in spring, summer, fall and winter, and sticks them on the blackboard. Then the teacher asks the students what season is it, and puts the word …season‟ on the blackboard, and teaches the students how to read it. Then the teacher points at spring picture, and asks students what season it is. The students may not know the word …spring‟, but they can answer it “Chuntian”in Chinese, then the teacher writes down the word …spring‟ below the picture, and teaches them how to read it. Using the same way, the teacher teaches other newwords. After that the teacher invites some students to stand up and read the new words several times.(2) Guessing GameIn this step, the students put the new words into practice. The teacher chooses a volunteer, and shows him a picture of tree, and he draws the picture, and other students guess what season it is based on the picture the volunteer draw. Anyone who guesses right will be awarded a red star for his group. Every group has one chance to answer the question.(3) Task: Drawing picturesIn this step, the teacher requires every student drawing four pictures in spring, summer, fall and winter, and putting the new words on them.(4) Showing the mapIn this step, the teacher takes out a big map, and sticks it on the blackboard, and shows the students some cities on the map, such as Lhasa, Beijing, Shenzhen, Kunming, Harbin, and Jianshui, and begins another Guessing game: the teacher asks “what is the weather like in Lhasa/Shenzhen/Kunming/Harbin/Jianshui in spring/summer/fall/winter”. The students use “it is windy/sunny/warm/cold/hot/warm/cool”answering the questions. Anyone who guesses right will be awarded a red star for his group.(5) Role-playingIn this step,I choose some students to do the role-playing game, and let them play the roles in the textbook, and make their own conversation by themselves according to their reality. Each group at least makes a conversation. Such as: Converstion1A: which season do you like best?B: winterA: why do you like winter?B: Because I like snows.Conversation 2A: what is your favorite season?B: I like summer.A: why do you like summer?B: Because I like swimming.Anyone who does well will be awarded a red star for his group.(6) Let’s chantThe teacher plays the tape of Let‟s chant, and the students follow the tape to chant together for two time. Then the teacher explains what the chant means. And chant it again.(7) Counting the red stars of each groupCongratulations to the winner group, and give them applauses.(8) Homework Each student is required writing the new words and foursentences patterns two times.(9) Blackboard writing planUnit 2 What is your favorite season1. Season, spring, summer, fall, winter.2. What is your favorite season/which season do you like best. I like.....3．Why do you like ….? Because…….4. What is the weather like in …..? It is …….5. What season is it? It is ……四、My teaching plan conceptsLet students study English in situational conversation; let students study English competitive cooperation; let students study English in happiness; Let students have no fear in studying English.五年级下册第二单元说课稿各位评委，各位老师，早上好！很荣幸能够参加今天的说课面试。
PEP小学英语五年级下册说课稿 Unit 2
PEP小学英语五年级下册说课稿第二单元各位评委，各位老师，早上好！很荣幸能够参加今天的说课面试。
我说课的内容是：人教版的小学五年级英语下册Unit 2 what is your favorite season一、教材分析本单元的主题是Season, 由Part A, Part B 以及Part C三大部分组成。
内容量大，不可能一节课上完，所以我把整个单元分为六个课时，每个部分用两个课时。
我说课的内容就是第一课时的Part A内容。
第一课时的内容包括四个小部分，它们分别是：Let’s start, Let’s chant, let’s learn 和Let’s find out.(一) 重点和难点1．听、说、读、写新单词：season, spring, summer, fall, winter.2. 运用四个句型进行问答：1．①What is your favorite season (or Which season do you like best?)? ②What is the weather like? ③What season is it now? ④Why do you spring/summer/fall/winter?3．复习有关描述天气的单词，例如：cool, warm, hot, cold, rainy, sunny, cloudy(二) 教学目标1．学习四个句型的问答：①What is your favorite season (or Which season do you like best?)?②What is the weather like? ③What season is it now? ④Why do you spring/summer/fall/winter?2．学生能够听、说、读、写新单词：season, spring, summer, fall, winter.3．通过使学生多开口说英语，培养学生学习英语的兴趣以及用英语表达的能力。
五年级下册英语说课稿-Unit2 Special Days Lesson1∣人教新起点
五年级下册英语说课稿-Unit2 Special Days Lesson1 人教新起点Part 1：Teaching Material Analysis本单元是五年级下册英语教材Unit2的第一课“Special Days Lesson1”。
教材使用的是人教新起点教材，教材中包含了词汇、语法、听力、口语、阅读和写作等方面的内容。
1.1 Topic本课的主题是“Special Days”，在课堂中我们将由此展开一场有趣的英语学习之旅。
1.2 Teaching Objectives1.知道和掌握一些重要的节日及其习俗；2.学会运用There be句型描述节日的相关内容；3.学会书写节日单词，并能够在口语交际中流利使用；4.通过课堂练习，提高学生听力和口语表达能力。
1.3 Teaching Focus1.Special Days的相关节日及习俗；2.There be句型的掌握；3.节日单词的书写和使用。
1.4 Teaching Difficulties1.学生的口语表达和听力理解能力；2.节日英文单词的涉及面较广，学生对单词的记忆和掌握相对困难。
1.5 Teaching Methods1.Task-based language teaching方式，通过小组活动等形式进行听力训练；2.Total Physical Response方式，通过身体反应活动增强学生的记忆力；3.师生互动和问答方式。
Part 2：Teaching Process2.1 Warm-up activities（1）Play a song and have the students sing along. The song can be。
五年级下册英语说课稿-Module2Unit 2 Lunch is usually at half
五年级下册英语说课稿-Module2Unit 2 Lunch is usually at half past twelve. (2) 外研版（一起）一、教学目标1.知识与技能1.学习9个单词： usually, lunch, at, half, past, dinner, evening, breakfast, day2.掌握句型Lunch is usually at half past twelve.和What do you have for lunch?的用法3.能够描述日常饮食安排并谈论喜欢的食物2.情感态度和价值观1.培养学生爱好健康饮食的习惯和意识2.启发学生发掘生活乐趣，懂得享受生活二、教学重难点教学重点1.学习9个单词2.掌握句型Lunch is usually at half past twelve.和What do you have for lunch?的用法教学难点1.能够描述日常饮食安排并谈论喜欢的食物三、教学内容及学法设计1.教学内容1.学习单词usually, lunch, at, half, past, dinner, evening, breakfast, day2.学习句型Lunch is usually at half past twelve.和What do you have for lunch?3.学习简单的用英语描述日常饮食安排并谈论喜欢的食物2.教学流程2.1 复习1.复习上节课内容：学习单词morning/noon/afternoon/night和句型What’s the time?和It’s nine o’clock.2.小组内合作练习：学生自己模拟不同时刻当时的时间，并用句型What’s the time?和It’s…回答。
3.教师总结：好的时间观念对我们的生活和学习都非常重要。
2.2 学习单词1.播放单词PPT，同步展示单词的拼写和发音。
2.练习单词，可以采用看图说单词或者带着单词描述一下图片中的场景。
五年级下册英语说课稿-Unit 2 How do you come to school？ Story
五年级下册英语说课稿-Unit 2 How do you come to school？Story time 译林版英文版一、课程标准1. 国家课程标准本节课程符合国家《英语课程标准》的相关要求，主要包括听、说、读、写四个方面的语言能力培养。
2. 本课程学习目标•学习和掌握本单元的重点词汇和词组；•能够听懂、理解并询问他人关于交通工具的问题；•能够流利地表述自己日常生活中使用的交通方式。
二、教学重点和难点本节课的教学重点是让学生能够通过听、说、读三个方面，掌握交通工具的词汇和表达方式，并能够用英语表述自己的交通方式；本节课的教学难点是让学生在短时间内掌握如此多的单词和表达方式，同时要求学生在练习的过程中使用正确的语法和语音。
三、教学设计1. 教学内容1.单词和词组：walk, bike, take the bus/subway/train, ride, drive, by foot/bike/bus/subway/train/car2.交通方式的表达方式；3.对话中的交通方式表达。
2. 教学步骤（1）引入新知通过图片和实物，向学生介绍常见的交通工具，包括步行、骑自行车、坐公交车/地铁/火车、乘坐出租车/私家车等。
（2）听、说、读1.学生模仿老师发音；2.学生自己搭配交通方式的表达，例如“I Take the bus to school”；3.学习通过简单句式表达交通方式，例如“What do you take toschool?”“I take the bus to school.”（3）游戏互动老师先模拟一段简单对话，其他学生根据话题展开互动，并尝试用新的交通方式表达自己的答案。
（4）巩固继续进行游戏互动，让学生们更好地掌握本单元内容和表达方式。
3. 教学评估学生们分别发表一下自己今天学到的内容，同时可以通过一些小游戏来巩固本单元的内容和技能。
4. 教学方法1.互动式教学法，让学生能够在新知识的学习中充分发挥自己的语言表达能力；2.游戏式教学，让学生在轻松愉快的氛围中学习，并且更好地掌握新知识。
人教版的小学五年级英语下册Unit 2 what is your favorite season说课稿
人教版的小学五年级英语下册Unit 2 what is your favorite season说课稿五年级英语下册第二单元说课稿各位评委，各位老师，早上好！很荣幸能够参加今天的说课面试。
我说课的内容是：人教版的小学五年级英语下册Unit 2 what is your favorite season一、教材分析本单元的主题是Season, 由 Part A, Part B 以及Part C三大部分组成。
内容量大，不可能一节课上完，所以我把整个单元分为六个课时，每个部分用两个课时。
我说课的内容就是第一课时的Part A内容。
第一课时的内容包括四个小部分，它们分别是：Let’s start, Let’s chant, let’s learn 和Let’s find out.(一) 重点和难点1．听、说、读、写新单词：season, spring, summer, fall, winter.2. 运用四个句型进行问答：1．① What is your favorite season (or Which season do you like best?)?② What is the weather like? ③ What season is it now?④ Why do you spring/summer/fall/winter?3．复习有关描述天气的单词，例如：cool, warm, hot,cold, rainy, sunny, cloudy(二) 教学目标1．学习四个句型的问答：① What is your favorite season (or Which season do you like best?)? ② What is the weather like? ③ What season is it now? ④ Why do you spring/summer/fall/winter?2．学生能够听、说、读、写新单词：season, spring, summer, fall, winter.3．通过使学生多开口说英语，培养学生学习英语的兴趣以及用英语表达的能力。
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小学英语五年级下册第二单元说课稿-冉菊年An interpretation of one lesson on Unit Two ----what‟s your favorite seasonGood morning! My respected judges! It is a great honor to have a chance to stand here and talk to you today. What I am going to talk about is Unit Two ------What‟s Your Favorite Season---- in the PEP Primary English Students‟ Book---Book 2 in Grade Five.一、Analysis of textbookThe main topic in this unit is …season‟. There are three major parts in this unit, including Part A, Part B and Part C. Obviously, it is impossible to finish this unit in one lesson hour, so I divided this unit into six lessons hours, and each part takes two lessons hours. And what I am going to talk about is the first lesson. The first lesson inc ludes four small parts: Let‟s start, Let‟s chant, Let‟s learn and Let‟s find out. (一)、Important Points and Difficulties in this lesson1． How to answer the following questions: ① What is your favorite season (or Which season do you like best?)? ② What is the weather like? ③ What season is it now? ④ Why do you like spring/summer/fall/winter?2． How to help students be able to read, speak, listen and write the new words: such as season, spring, summer, fall and winter3． Review some words on weather, such as cool, warm, hot, cold, windy, rainy, sunny, and cloudy.(二)、Teaching Goals in this lesson1. Study the four sentences patterns: ① What is your favorite season (or Which season do you like best?)? ② What is the weather like? ③ What season is it now? ④Why do you spring/summer/fall/winter?2. The student can read, speak, listen and write the new words: season, spring, summer, fall and winter after finishing this lesson.3．Develop the students’ interests in studying English by helping them speak English as much as possible.4. Teach the students some geographical knowledge on weather in different places. （三）、Preparations in this lesson1. Prepare four typical pictures: a spring picture with beautiful flowers and green trees, a summer picture with hot sun and a weeping man, a fall picture with lots of fruits in the trees and a winter with lots of snows.2. Prepare four pictures on a tree in spring, summer, fall and winter.3. Prepare a big map, and the map are marked with some cities on it.4. Prepare some red stars to award the students who do a good job in class.5. Prepare a tape, a recorder and a fan.二、Teaching Methods and studying methods(一) Situational Teaching MethodDuring the teaching procedure, I make several situational conversations for the students. For example, I choose some students to do the role-playing game, and let them play the roles in the textbook, and make their own conversation by themselves according to their reality. By doing this game, the students can have chances to practice their oral English and join into the teaching procedure.(二) Interactive Teaching MethodGuessing game is one of activities in my teaching procedure. For example, the teacher makes body gestures, and the students guess what the gestures mean. By the interaction between teacher and students can avoid just the teacher‟s talking, also can activate atmosphere of the class, and let them learn English by games. (三) Task-based Teaching MethodIn the first lesson, I design a task for the students, for example. I ask the studentsto draw four pictures in spring, summer, fall and winter and put the words on the pictures. By doing this activity, the students can memorize the new words better.(四) Group Study MethodI divide the class into four groups and each group has its own name. Group study plays a very important role my lesson. By doing this, the students can study English in competitive cooperation.(五) Practice MethodPractice is very important. The students can not improve their English without practice, because practice makes perfect. By doing practice, the students can make full use of what they have learned in the class.三、 Teaching procedures(一)Warm-up(1) Guessing gameIn warming-up step, after the teacher and students greet each other, the teacher begins to make body gestures on weather, such as cold, hot, warm, cool, rainy, windy, cloudy and so on., and asks the students what is the weather like now. And the students guess what kind of weather it is. Such as making a hot weather gesture,the teacher keeps fanning with his hand; making a cold weather gesture, and the teacher keep shaking. Any student guesses the right answer will be awarded a red star for his group. This step helps students go over some words on weather, andmakes preparation for the new lesson.(二) Lead-in(1) Learning the new wordsThe teacher takes out four typical pictures in spring, summer, fall and winter, and sticks them on the blackboard. Then the teacher asks the students what season is it, and puts the word …season‟ on the blackboard, and teaches the students how to read it. Then the teacher points at spring picture, and asks students what season it is. The students m ay not know the word …spring‟, but they can answer it “Chuntian” in Chinese, then the teacher writes down the word …spring‟ below the picture, and teaches them how to read it. Using the same way, the teacher teaches other new words. After that the teacher invites some students to stand up and read the new words several times.(2) Guessing GameIn this step, the students put the new words into practice. The teacher chooses a volunteer, and shows him a picture of tree, and he draws the picture, and other students guess what season it is based on the picture the volunteer draw. Anyone who guesses right will be awarded a red star for his group. Every group has one chance to answer the question.(3) Task: Drawing picturesIn this step, the teacher requires every student drawing four pictures in spring, summer, fall and winter, and putting the new words on them.(4) Showing the mapIn this step, the teacher takes out a big map, and sticks it on the blackboard, and shows the students some cities on the map, such as Lhasa, Beijing, Shenzhen, Kunming, Harbin, and Jianshui, and begins another Guessing game: the teacher asks “what is the weather like in Lhasa/Shenzhen/Kunming/Harbin/Jianshui inspring/summer/fall/winter”. The students use “it iswindy/sunny/warm/cold/hot/warm/cool” answering the questions. Anyone who guesses right will be awarded a red star for his group.(5) Role-playingIn this step, I choose some students to do the role-playing game, and let them play the roles in the textbook, and make their own conversation by themselves according to their reality. Each group at least makes a conversation. Such as:Converstion1A: which season do you like best?B: winterA: why do you like winter?B: Because I like snows.Conversation 2A: what is your favorite season?B: I like summer.A: why do you like summer?B: Because I like swimming.Anyone who does well will be awarded a red star for his group.(6) Let‟s chantThe teacher plays the tape of Let‟s chant, and the students follow the tape to chant together for two time. Then the teacher explains what the chant means. And chant it again.(7) Counting the red stars of each groupCongratulations to the winner group, and give them applauses.(8) HomeworkEach student is required writing the new words and four sentences patterns two times.(9) Blackboard writing planUnit 2 What is your favorite season1. Season, spring, summer, fall, winter.2. What is your favorite season/which season do you like best. I like.....3．Why do you like ….? Because…….4. What is th e weather like in …..? It is …….5. What season is it? It is ……四、My teaching plan conceptsLet students study English in situational conversation; let students study English competitive cooperation; let students study English in happiness; Let students have no fear in studying English.五年级下册unit 2Period 1教学设计冉菊年Specific vocabulary: 能听、说、读、写四个季节类单词“spring, summer, fall, winter”Specific target sentences: 在实际情景中，能恰当地使用句型“What’s your favourite season?”“My favourite is _______.”Specific functional exponents: 学生能询问某人喜爱的季节。