新人教版五年级下册英语第一单元教案
(完整)新人教版五年级下册英语第一单元教案
（）月（）日总第（）课时Ss: At… o’clock.(跟学生强调整点前要用介词at) 反复操练。
4. 学生听录音，分角色读Let’s learn 。
Step 3. 合作交流，师生共建（用时8分钟）新课标第一网Role- play：1) Answers the questions.T: What time is it? Ss: It’s six/nine o’clock.T: I get up at six o’clock. When do you get up/go to school?Ss: I get up at 7.a.m/ 7:30.2) Ask and write.教师引导学生完成填空，并分小组运用句型进行对话练习:T: When do you get up/do morning exercises? Ss: I get up at….a.m/p.m.老师们：在今后的每一节课都要灵活运用所学句型，请学生造句，要具有培养学生的创新意识。
Step 4. 达标检测（用时6分钟）一、看图片选短语，并译成汉语。
A. do morning exercises （）B. eat breakfast （）C. have English class （）D. play sports（）E. eat dinner （）1._____2._____3._____4._____二、选词填空，并读一读。
sports, exercises , have English class , breakfast , dinner1. When do you _________________（上英语课）?2. I play _______（进行体育运动）at 6 o’clock .3. We eat ________（吃早饭）at 7 o’clock a . m .4. When do you do morning __________（早锻炼）?5. Let’s eat ______（吃晚饭）together .三、选一选，读一读。
(完整版)人教版五年级下册第一单元英语教案
（7）组织学生模仿Let’s learn进行对话。
Let’s play
（1）学生二人一组配合表演动词短语，一人表演，一人在他背后说出这个动作的名称，表演完毕后全班评选最佳拍档。
（2）学生再三人一组进行表演，第一人表演动作，第二人表演时间，第三人说出句子，如：I get up at 6:30……
3．巩固和延伸（Consolidation and extension）
（1）听Let’s talk的录音，读给家长听。
（2）帮助家长制作一张合理的时间安排表。
（3）完成作业本。
听录音
操练句型
填写调查表
课 后 记：
课 题
This is my day
课 时
第三课时
教学内容
A.Read and writeMake a surveyC.Pronunciation
T：Let’s make a timetable of his day.
c．分角色朗读对话。
d．体会文章
T：Do you like the policeman here?Why?
e．谁最可爱？
（3）Pronunciation
Pronunciation
教师向学生展示该部分的内容，然后解释这几个字母组合在单词中的发音。领读学生。
T：I like weekdays, too. Because I meet you.
2．呈现/操练（Presentation/Practice）
（1）Make a survey.
a．示范。
T：When do you get up？ S：I get up at…
五年级下册英语教案-Unit1 Keeping Healthy Lesson1∣人教新起点
五年级下册英语教案-Unit1 Keeping Healthy Lesson1一、教学目标1.学生能够听懂、会说、认读、书写关于健康饮食的单词和句子。
2.学生能够运用所学知识谈论食物选择与健康关系。
3.学生能够变换不同语法结构描述食物选择与健康之间的联系。
二、教学重难点1.教学重点：使学生掌握与健康饮食相关的单词、短语和句子；培养语言表达能力。
2.教学难点：使用所学语言描述食物的选择，提高学生运用语言思考问题的能力。
三、教学内容及活动设计A. 导入（5分钟）1.Greeting. 教师与学生互相问好。
2.Warm-up.教师通过图片展示不同的食物，鼓励学生在口头交流中谈论它们的健康效益和坏处，以提高孩子们的语言表达能力。
B. 新授（25分钟）1. Presentation教师用图片和词语向学生展示一些与健康饮食相关的单词，例如：apple, carrot, cake, chocolate, water等，引导学生认识和掌握这些单词的发音和拼写。
2. Practice1.Drill。
教师通过口头和书写练习，帮助学生复习所学单词和句型，并鼓励他们积极参与活动。
2.Role play。
教师以小组为单位分配角色，并给他们几个健康食品作为选择，让他们演练如何在点餐时选择健康的食物。
C. 巩固（20分钟）1.个人练习。
教师让每位学生在课堂上完成一份关于健康饮食的问题和答案的练习。
2.小组活动。
教师分成小组，让他们一起讨论食物的选择与健康之间的关系。
让他们写下自己小组讨论的内容，并在班上分享。
D. 作业（5分钟）1.翻译。
让学生用所学语言翻译一段关于健康饮食的文章。
2.背诵。
要求学生背诵所学习的单词、短语和句子。
四、教学后记本课主要介绍了与健康饮食相关的词语和句子，并通过活动让学生练习如何根据自身需要选择健康的食品。
在课程实施中，教师应注意调动学生的积极性和参与度，并适当调整教学内容和形式，以满足不同学生的学习需求。
人教版PEP小学英语五年级下册Unit 1 教案(一)
(1)教师请同学说说他的时间表，教师板书，并与Pedro的作比较。如：
S1 Pedro
6:30 a.m. get up 7:00 a.m. do morning exercises
7:00 a.m. eat breakfast 8:00 a.m. eat breakfast
2.能利用所学句型询问和表达周末做了什么事。如：—What do you do on the weekend?—I usually/often…on the weekend.
2.学习Let’s talk。
(1)播放Let’s talk录音。边播放边请同学们思考问题:When does Pedro finish class in the morning?When does Pedro go back to school after lunch?When does Pedro usually eat dinner in Spain?
T:When do you get up? S1:I get up at…
T:When do you eat breakfast? S2:I eat breakfast at…
2.Tell your partner about your tim Nhomakorabeatable.
通过师生间相互问候融洽课堂气氛，同时交谈内容也引出了新课。
Part B
教学导航
教学内容
第一课时Let’s learn Do a survey第二课时Let’s try Let’s talk
第三课时Read and write Let’s check
教学目标
【知识目标】1.能听、说、读、写clean my room, go for a walk等单词短语，并能熟练的掌握运用。
人教版(PEP)小学英语五年级下册第一单元的教案
人教版（PEP）小学英语五年级下册第一单元的教案第一课时一．教学内容本课时教学内容是PEP小学英语五年级下册Unit 1 This is my day第一课时，通过对教材的重新整合，我所设计的教学内容为教材P2 Let’s start, Let’s chant部分；P4 Let’s learn , Let’s play部分P12:Good to know部分二、教学目标1．能够听、说、读、写以下动词短语：eat breakfast, do morning exercises, have English class, play sports, eat dinner.2．能够听懂问句：When do you do morning exercises / …? 并能用所学动词短语替换句型“I usually … at …”中的关键词回答问句。
3．能理解并说唱Let’s chant部分的歌谣。
4．能够了解Good to know 部分的内容。
5．能够利用网络搜索查找所需图片并制作发送卡片三、教学重、难点1．本课时的教学重点是掌握A部分Let’s learn中的五个动词短语，并能用这五个短语回答询问作息时间的问题。
2．本课时的教学难点是掌握五个四会短语和单词exercise, usually的正确发音。
四、教具准备1．教师准备Let’s start部分和主情景图的教学挂图。
2．教师准备录音机和录音带。
3．教师准备五年级上册第二单元的动词卡片和本单元A Let’s learn部分的动词卡片。
4．教师课前在黑板上画一个大钟，并标注时间刻度。
五、教学过程Step I Warm- up(热身)1. 师生同颂教材P2 中Let’s chant部分歌谣。
What do you do on the weekend?I usually go swimming.Sometimes I climb mountains.Sometimes I go shopping.What do you do on the weekend?I usually play the piano.Sometimes I visit grandparents,Sometimes I watch videos.（设计意图：通过琅琅上口的儿歌，帮助学生回忆所学日常生活的短语和副词Sometimes， usually的用法，为本课新授做好铺垫。
人教版小学五年级下册英语unit1教案
人教版小学五年级下册英语unit1教案教案标题：人教版小学五年级下册英语 Unit 1 教案教案目标：1. 学习并复习有关自我介绍的基本句型和表达方式。
2. 掌握使用第一人称单数和第三人称单数进行自我介绍的能力。
3. 提高学生的听说读写能力，培养学生的英语交流能力。
教学重点：1. 学习并掌握自我介绍的基本句型和表达方式。
2. 进行口语训练，提高学生的口语表达能力。
教学难点：1. 学生能够运用所学的句型和表达方式进行自我介绍。
2. 学生能够流利地进行口语交流。
教学准备：1. 课本《人教版小学英语五年级下册》Unit 1 的教材和课件。
2. 包含自我介绍的图片、卡片或者实物。
教学过程：Step 1：导入新课 (5分钟)1. 与学生打招呼，引起学生兴趣。
2. 准备一些图片、卡片或实物，用英语进行自我介绍，鼓励学生回答问题或进行简单交流。
Step 2：学习新知 (20分钟)1. 向学生展示课本 Unit 1 的相关内容，引导学生预测新课内容。
2. 播放课件或展示图片，教授有关自我介绍的基本句型和表达方式。
3. 通过示范和练习，让学生掌握并熟练运用这些句型和表达方式。
Step 3：巩固练习 (15分钟)1. 分组活动：将学生分成小组，让他们在小组内互相进行自我介绍。
2. 教师巡视各小组，给予学生指导和帮助，同时记录学生的表现和进步。
3. 鼓励学生积极参与，提高他们的口语表达能力。
Step 4：拓展延伸 (10分钟)1. 给学生一些拓展练习，如编写自己的自我介绍短文或制作自我介绍的海报。
2. 鼓励学生使用所学的句型和表达方式，进行口头或书面的自我介绍。
Step 5：课堂总结 (5分钟)1. 回顾本节课所学的内容，强调自我介绍的重要性和运用方法。
2. 鼓励学生积极参与英语学习，提高英语交流能力。
Step 6：课后作业1. 布置适当的课后作业，如写一篇关于自己的自我介绍短文或制作一份自我介绍的海报。
2. 鼓励学生在家继续练习口语表达和写作能力。
人教版五下英语教案第一单元
人教版五下英语教案第一单元Title: Unit 1 English Lesson Plan for Grade 5 (Human Education Edition)。
Introduction:As we embark on our journey through the first unit of English for Grade 5 using the Human Education Edition textbook, it is important to set the foundation for a year of engaging and interactive learning. This lesson plan outlines the objectives, key concepts, activities, and assessments for the unit, ensuring that students are not only acquiring knowledge but also developing their language skills and cultural awareness.Unit Objectives:1. To introduce students to new vocabulary and expressions related to daily life and school activities.2. To develop students' reading comprehension skills through a variety of texts.3. To enhance students' speaking and listening skills through interactive activities and role-plays.4. To foster cultural understanding and appreciation through discussions and comparisons with different cultures.5. To encourage students to use English creatively in writing tasks.Key Concepts:Vocabulary: school supplies, subjects, activities, timetables, days of the week, etc.Grammar: present simple tense, questions, commands, possessive adjectives, etc.Functional Language: greetings, introducing oneself, expressing likes and dislikes, asking for and givinginformation, etc.Lesson Plan:Week 1: Getting to Know the Unit.Activity 1: Icebreaker Start the year by getting to know each other. Students can introduce themselves in English, stating their name, age, hobbies, and favorite subjects.Activity 2: Vocabulary Introduction Present new vocabulary related to school life and daily routines using visual aids, real objects, and contextual examples.Activity 3: Reading Comprehension Introduce a story or text related to school life and discuss it with the class, focusing on comprehension questions.Week 2: Grammar Focus.Activity 1: Grammar Introduction Explain the presentsimple tense and its usage through interactive examples and practice exercises.Activity 2: Grammar Games Play games like "I Do, You Say" or "Simon Says" to practice the present simple tensein a fun and engaging way.Activity 3: Creative Writing Ask students to write a short story about their school day using the present simple tense.Week 3: Listening and Speaking Skills.Activity 1: Role-Play Set up scenarios related to school life (e.g., asking for directions, borrowing supplies) and let students role-play them, practicing their speaking and listening skills.Activity 2: Dialogue Construction Provide students with pictures or scenarios and ask them to create dialogues in English, focusing on appropriate language use and fluency.Activity 3: Listening Comprehension Play recordings of conversations or stories and ask students to answer comprehension questions.Week 4: Cultural Exploration.Activity 1: Cultural Comparison Discuss differencesand similarities between school life in different countries, focusing on cultural aspects like uniforms, holidays, and traditions.Activity 2: Interactive Map Create an interactive mapof the world where students can pin their favoritecountries and share interesting facts about their school systems.Activity 3: Creative Project Ask students to create a poster or presentation about a country's school system, incorporating both visual and textual elements in English.Assessment:Throughout the unit, formative assessments will be conducted to monitor students' progress and identify areas for improvement. These assessments may include quizzes, oral reports, and written assignments. At the end of the unit, a summative assessment will be administered to evaluate students' understanding of the key concepts and their ability to apply them in real-world scenarios.Conclusion:By following this lesson plan, students will not only acquire new vocabulary and grammar rules but also develop their language skills and cultural awareness. Through interactive activities and engaging lessons, students will be motivated to learn English and apply it in their daily lives.。
人教版(PEP)小学英语五年级下册第一单元教案
人教版(PEP)小学英语五年级下册第一单元教案1）掌握四季的单词和季节性活动的单词和短语。
2）掌握询问所喜欢的季节及其原因的句型。
3）了解字母组合air。
ear在单词中的发音以及sp。
sk的发音规律。
4）培养基本的阅读和写作技能，如快速查找关键信息和规范书写。
3．情感态度目标：1）培养学生对季节变化的兴趣和好奇心。
2）增强学生的交流能力和自信心。
3）培养学生良好的研究惯和写作惯。
4）鼓励学生积极参与课堂活动，增强研究的主动性和积极性。
Unit 2 ___Topic: Discussing favorite seasonsLanguage systems:1.Vocabulary: Master the four seasons: spring。
summer。
fall。
winter。
season。
seasonal activities words and phrases: swim。
fly kites。
skate。
make a snowman。
plant trees。
sleep.2.Grammar: ___: What’s your favorite seas on。
Which season do you like best。
Why do you like it?3.n: Learn to ___.4.Phonology: Practice ___。
ear in words and the ___ sp。
___.Language skills:1.Listening: Understand some single sentences。
dialogues。
___.2.Speaking: ___.3.Reading: Understand dialogues or short texts and develop some basic reading skills。
such as how to quickly find key n and guess words based on context.4.Writing: Write four-word words and ___.Objectives:1.Ability objectives:1) ___ and reasons。
五年级下册英语人教版第一单元教案
能听懂、会说：My schoolbag is heavy. Whats in it? Thank you so much! How many....do you have?并能在实际情景中运用。
一起看看五年级下册英语人教版第一单元教案!欢迎查阅!五年级下册英语人教版第一单元教案1教学目标：1、能听懂、会说：My schoolbag is heavy. Whats in it? Thank you so much! How many....do you have? 并能在实际情景中运用。
2、进行小组合作，完成 Group work 中简要调查，完成Lets check中简要评价。
3、培养学生的同情心、爱心和合作精神。
教学重难点：重点：听、说、认读句型My schoolbag is heavy. Whats in it? Look! 10 sharpeners......难点：运用所学新句型和“小组合作”学习。
课前准备：1、教师准备本课相关的课件，主要人物头饰及文具用品，一块标有“希望小学”字样的标牌。
2、教师准备录音机及相关录音带。
3、学生准备一些文具：蜡笔，铅笔以及各类书。
教学过程：一、热身、复习1、唱歌：“Books and pencils”2、教师播放Lets chant 部分录音，师生边做边吟唱该部分内容：(How many English books do you have? Thirty! Thirty! Thirty!)3、复习单词：①、用课件出示一个房间，里面有各类书放在不同的地方，老师问：“How many English/Chinese... books can you see?”请学生把它们找出来，用I can see...句型回答。
②、课件出示三种小动物，它们背着一个书包，请学生猜一猜书包里有些什么文具?二、新课呈现1、教学 “My schoolbag is heavy.”教师展示自己的新书包，拿给全班学生看：I have a new schoolbag. My schoolbag is heavy. 引导学生朗读“My schoolbag isheavy.”注意heavy的发音。
五年级下册英语人教版第一单元教案
五年级下册英语人教版第一单元教案五年级英语下册第一单元的教案篇一本节课是本学期开学的第一课，教师可以充分利用生活情景介绍新来的学生。
本节课是本单元的。
基础，重点是让学生听懂会说一些简单的问候语，并能介绍自己。
这也是本节课的难点。
主要采取师生、生生互相合作，学生在愉快的学习氛围中习得和学得。
【学生分析】学生刚开学，学习热情比较高，情绪比较高昂。
尤其是来了新学生后，学生们都会有好奇心，喜欢结交新朋友。
可通过学生的兴趣与积极性，营造学习氛围。
【教学准备】教师：录音机、磁带。
学生：课本、活动手册。
【板书设计】unit 1 aboys and girls.we have a new friend today.i#39;m from america.welcome!【教学过程】一、warm-up与学生对话：good morning , boys and girls.nice to see you again.how are you?ss: i#39;m fine, thank you.how are you?t: fine, thanks.do you had a happy new year?你们新年快乐吗？ss: yes .【设计意图】：与学生进行日常会话，进行热身。
并引入情景。
二、presenation1. t: we have a new friend today.guess! who is it? a boy or a girl?生猜。
师说出答案：she is a girl.教师请进新生或假设的新生，向学生介绍。
look, she is lili. she is from qingdao.然后新生自己介绍一下自己。
(课前教师可以提前教给学生)s: hi! i#39;mlili, i#39;m from qingdao .t:welcome, lili.【设计意图】：达到师生互动教学。
2.播放let#39;s talk录音3. 教师扮演amy, 与学生打招呼。
人教版五年级下册英语教案Unit-1--My-day
人教版五年级下册英语教案Unit-1--My-dayUnit 1 My day单元备课教材解读本单元是本册教材的第一单元。
从教材的整体来看，本单元讨论的话题是上学期内容的延伸和拓展。
本单元与五年级上册教材在知识编排上紧密衔接，起到了承上启下的作用。
从内容上主要是围绕“When do you ...?”这个话题展开的。
单元内容分为A、B、C三部分。
学生通过学习能够听懂、会说、会认读并拼写单词和短语：exercise，usually，often，sometimes，eat breakfast，do morning exercises，have English class，play sports，eat dinner，clean my room，wash my clothes，go shopping，on the weekend，on Sundays。
能够听、说、读、写句型：When do you ...? I usually ... at.... What do you do on the weekend?并能够在情境中运用。
能够按照正确的意群及语音、语调朗读对话并进行角色扮演。
单元C 部分是拓展了解部分，它以英文小故事的形式将A、B两部分的内容巧妙地联系起来，通过阅读使学生的英语素养在语言技能、语言知识、情感态度，学习策略和文化意识等方面得到整体发展和提升，提高学生的阅读能力，通过对故事情节中幽默环节的体会，感受语言文化的魅力。
单元目标一、知识与技能1.学生能够听、说、读、写五个有关日常作息活动的词组：do morning exercises，eat breakfast，have...class，play sports，eat dinner以及四个日常活动的词组：clean my room，go for a walk，go shopping，take a dancing class。
2.能够听、说、读、写句型：When do you get up? I often get up at 7 o’clock. What do you often do on the weekend? I often clean my room and wash my clothes. Sometimes I play ping-pong with Zhang Peng.3. 能够在情景中运用句型When do you …? I often…at… What do you often do on the weekend? I often…询问并回答某人的日常作息与周末安排。
最新人教版PEP小学英语五年级下册第一单元教案Unit1Myday
最新人教版PEP小学英语五年级下册第一单元教案Unit1Myday人教版小学英语五年级下册教学计划教材分析本册教材共6个单元、2个复习单元。
每个单元分“A、B、C”三个部分，共12页。
复习单元为6页。
A、B两部分主要教学单词和对话。
通过各种形式教学生字和单词，并培养学生的阅读能力；C部分作为扩展内容主要通过填色、画图、填充问卷以及手工制作等形式复习并适当扩展所学语言，通过听力活动，评价学生的学习效果。
一、学情分析五年级的学生已学过两年多的英语，学生以有一定的基础，良好的听、说、读、写英语的习惯已基本养成。
但由于教材难度偏大，教学内容与课时不成比例，学生的学习兴趣难以保持，两极分化较严重，口语能力较差。
因此，本学期应注重转化后进生，因材施教，分层教学，保持学生的学习兴趣，注意加强口语、阅读能力的训练。
三、教学目标1．养成良好的听英语、读英语、说英语的习惯。
2．初步养成良好的书写习惯。
3.能按三会与四会的要求掌握所学词语。
4．能四会要求掌握所学句型。
5．能运用所学的日常交际用语进行简单的日常交流，并做到大胆开口，积极参与，发音清楚，语调正确。
6．能在图片、手势、情景等非语言提示的帮助下，听懂简单的话语和录音材料。
7．能在任务型学习的过程中运用相关的语言知识和技能，完成某项任务。
8．能演唱已学的英语歌曲，能诵读已学过的英语歌谣。
四、教学重点难点1．重点：①四会句型、单词。
②在任务型学习的过程中运用相关的语言知识和技能，完成某项任务。
③运用所学的日常交际用语进行简单的日常交流，并做到大胆开口，积极参与，发音清楚，语调正确。
2．难点：养成良好的听英语、读英语、说英语的习惯。
五、主要措施1．根据学生的年龄特征，充分利用直观教具和电教手段，创设良好的语言氛围，调动学生的学习积极性。
2．在教学过程中，采用情景教学法，让学生身临其境，积极主动地参与到课堂教学中去，调动学生的非智力因素，提高学生实际运用语言的能力。
人教版英语五年级下册第一单元教学设计
人教版英语五年级下册第一单元教学设计全文共3篇示例，供读者参考篇1Unit 1 Teaching Plan - A Student's ViewHi there! I'm an energetic fifth grader and I'm really excited to share my thoughts on how our teacher Ms. Lee taught the first unit in our new English textbook this semester. The unit was called "A Loving Family" and it was all about different families, family members, and their roles and responsibilities.To get us engaged right from the start, Ms. Lee showed us a fun video about different family structures - nuclear families, single parent families, families with grandparents living together, and even families with same-sex parents! I thought it was really cool to see so many types of modern families represented. The video definitely grabbed our attention.After the video, we had a class discussion sharing what our own families look like. Lots of us have parents who both work, some live with grandparents, a few are raised by single parents. Ms. Lee emphasized that there's no one "right" way for a family to be - the most important thing is the love and care familymembers have for each other. I really liked her open, inclusive perspective.Next up was the vocabulary preview for the unit. Ms. Lee put us into small groups and had us match vocabulary words to pictures and definitions. Words like "nephew," "aunt," "household chores," and "babysit" were really useful ones to learn for this family theme. We also played a fun guessing game called "What's My Role?" where we had to describe different family roles and responsibilities without using the actual word.For the reading texts, we first read a comic strip introducing the Jackson Family - Mom, Dad, big sister Amy, little brother Michael, and Grandma who lives with them. The comic was pretty funny, showing the typical morning chaos of getting everyone up, dressed, fed, and out the door for work and school. We analyzed the characters and talked about which family members had which responsibilities.The second reading text was a first-person narrative by a Chinese-American girl describing her extended family's big reunion dinners. I loved all the rich descriptions of different cultural foods and traditions they celebrate together as one big family. Ms. Lee had us write our own paragraphs describing a special family event or tradition from our own cultures.For listening practice, we did a fill-in-the-blanks exercise where we had to listen carefully to identify different family relationships being described. There were some tricky ones like "second cousin" that I didn't know before! We also watched a video interview with kids from around the world introducing their families. It was fascinating to me how family structures can look pretty different across cultures.The unit had quite a few fun language practice activities mixed in too. We did matching exercises identifying possessive pronouns like "her bicycle" and "their pet dog." We practiced using "have to" and "don't have to" in sentences about family obligations and rules ("I have to clean my room" or "I don't have to do yard work.") My personal favorite was when Ms. Lee had us create comic strips with speech bubbles showing a family conversation. My group's comic about a dad asking his kids to help with chores was hilarious!Towards the end of the unit, we did a fun board game-style review that helped reinforce all the family vocabulary and grammar concepts we'd learned. We had to move our game pieces around the board by answering different questions correctly. It was a nice interactive way to solidify everything before the unit test.For the final unit project, we worked in small groups to create family tree posters introducing our real families. We had to include each person's name, relationship to us, age, personality traits, and any other interesting facts like jobs, hobbies, or cultural traditions. Presenting our posters in front of the class was a little nerve-wracking at first, but it was really cool learning about my classmates' diverse families.Overall, I felt like I learned a ton about different kinds of families during this unit. Even though my own family is more traditional, it opened my eyes to see how families can look in many different ways across cultures and situations. The activities Ms. Lee planned were super engaging - not too much repetitive drills or boring stuff. I especially loved all the authentic materials she used like comics, interviews, and videos to make the lessons come alive.Most importantly, Ms. Lee created a safe, respectful environment for all of us to share our own unique family stories and perspectives. She made it clear that every family is special and valid in its own way. I left this unit feeling a deeper appreciation for the rich diversity of families in our world. Can't wait to see what thought-provoking themes we explore next!篇2Unit 1: My HobbiesTeaching PlanHello everyone! I'm really excited to share my thoughts on the new unit we're starting in our English class - Unit 1: My Hobbies. This unit looks super fun and interesting. Let me walk you through what I think we'll be learning and how our teacher might structure the lessons.Lesson 1: What do you like doing?In this first lesson, I think our teacher will introduce the topic of hobbies. We'll probably start by learning some key vocabulary words related to hobbies like "reading", "singing", "playing games", "collecting" etc. I'm sure the teacher will have some fun activities planned to help us practice using these words.One activity could be playing a game of Charades or Pictionary, where we have to act out or draw different hobbies for our teammates to guess. Or maybe we'll do a vocabulary matching exercise with pictures and words. Getting up and moving around always makes vocabulary practice more engaging.After we've learned the vocab, I imagine the teacher will model a simple conversation using the sentence pattern "I like..."to talk about hobbies we enjoy. We'll likely then pair up to practice similar conversations, asking each other "What do you like doing?" and responding with our own hobbies.Lesson 2: Talking about abilitiesThe second lesson will probably focus on using "can" to talk about abilities related to our hobbies. For example, "I can play the piano" or "I can draw pictures". The teacher will guide us through example sentences and have us identify the patterns.For practice, we could play a fun game like "Ability Charades" where one person acts out an ability and we have to guess and say the full sentence, like "You can swim!" Or we might do a running dictation activity where sentences are posted around the room and we have to remember and write them down.Lesson 3: Introducing hobbiesIn this lesson, I think we'll learn how to introduce our hobbies to others in more detail. We'll practice using sentences like "My hobby is..." and "I'm interested in...". The teacher may model an example paragraph introducing a hobby.For practice, we could get into small groups and introduce our own hobbies to each other. The teacher might give us agraphic organizer to plan out what we want to say. Or we could do a fun "Hobby Fair" activity where we move around the room sharing our paragraphs like we're at a real exhibition.Lesson 4: Describing favoritesThis lesson will probably focus on using the phrase "My favorite..." to describe our most beloved hobbies, games, books, movies, etc. We'll learn how to extend our sentences to give more details too.The teacher could have us study some model sentences or paragraphs first. Then we might get into pairs and interview each other about our favorites, taking notes to report back to the class. Or we could create fun posters or videos introducing our favorite things.Lesson 5: Reading & WritingFor the last lesson of the unit, we'll likely read a short text or watch a video about someone's hobbies. We'll learn strategies for understanding the main ideas and details. The teacher may have us answer comprehension questions or fill out a graphic organizer.Then for writing practice, I imagine we'll have to produce a short paragraph or essay introducing ourselves and our hobbies,using all the language from the unit. The teacher will probably model the writing process from planning to drafting to revising. We may even get to creatively illustrate our writing pieces.Review & AssessmentOf course, we'll regularly review the language from previous lessons through fun games and activities. And at the end of the unit, I'm sure there will be some kind of unit test or performance assessment where we get to show off everything we've learned!Overall, I'm really looking forward to this engaging unit on hobbies. It'll be cool to learn about my classmates' interests while practicing useful expressions in English. I hope my guesses about the activities and lesson focuses are accurate! Our teacher always has such an engaging and practical approach. I can't wait to get started exploring this new unit.篇3Unit 1: A DreamerHi there! I'm so excited to share with you my thoughts on the first unit we'll be covering in our new English textbook. This unit is called "A Dreamer" and it's all about learning to express our hopes and dreams for the future. As a fifth-grader, I have lotsof big dreams that I can't wait to explore through the texts and activities in this unit!The unit starts off with a really cool text called "My Dream of Dreams." It's a first-person narrative by a young person describing their ultimate dream. I loved reading about their vision for the future and all the ambitious goals they want to achieve. It really got me thinking about my own dreams and aspirations. Maybe I'll dream of becoming a famous scientist who discovers a cure for cancer? Or an explorer who travels to distant planets? The possibilities seem endless at this age!After reading the text, we'll practice summarizing the main idea and key details. Our teacher will guide us through identifying the different tenses the narrator uses to describe their dreams, like the simple future ("I will revolutionize science") and be going to future ("I'm going to explore uncharted territories"). Learning about tense usage will help me express my own dreams more clearly.Then we'll move on to a funny comic strip called "Dream Jobs." The characters are debating what kinds of dream jobs they'd like to have when they grow up. Seeing their different perspectives was really thought-provoking. While one character wants to be a video game designer, another aspires to be adolphin trainer! Analyzing the dialogue will strengthen our reading comprehension abilities.My favorite part of the unit is bound to be the project we get to do on "Living Your Dream." We'll research careers that align with our biggest dreams and create presentations to share with the class. I can't wait to learn more about the education and skills required for my dream job. Doing this project will be amazing practice for developing research, writing, and public speaking skills that are so important.Of course, no unit would be complete without engaging speaking activities! We'll spend time discussing our dreams with partners and trying to offer encouragement and feedback. For example, if my partner says their dream is to become a famous singer, I might say "That's a wonderful dream! Have you considered taking voice lessons?" These conversations will help me use language to express hopes, offer suggestions, and give compliments.Towards the end of the unit, we'll read a poem called "The Land of Dreams" that uses vivid imagery to depict an imaginary dreamscape. Figurative language is one of my favorite things about poetry, so I'm really looking forward to analyzing themetaphors and sensory details in this text. Our teacher might even have us try creating our own dream poetry!Overall, I have a feeling this is going to be one of my favorite units we've done so far. The theme of dreams resonates so much with me at this age when I'm starting to really consider my future goals and aspirations. Plus, the reading passages seem super engaging and the activities look like a lot of fun. Expressing hopes and dreams is a crucial communication skill, so I'm grateful we get to practice it in-depth.I can't wait to jump in and get started exploring Unit 1: A Dreamer! This unit will be a great opportunity to expand my English abilities while also discovering more about myself and the amazing dreams that may await me. Let the learning and dreaming begin!。
五年级下册英语人教版第一单元教案(精选8篇)
五年级下册英语人教版第一单元教案（精选8篇）五年级英语下册第一单元的教案篇一一、教法建议本单元主要内容是让学生能听、说、读、写四会，掌握从A到N14个英语字母，并能正确辨认其中的三个元音字母，即Aa，Ee，Ii。
能认读其印刷体和手写体字母的大小写形式，注意书写格式、笔划、笔顺合乎标准，培养学生良好的书写习惯。
【抛砖引玉】1.英语字母教学是入门阶段的一项主要的教学内容，为了使字母教学任务顺利完成，应通过看、听、说、练四个方面解决。
(1)看是指看老师口型，善于模仿教师发音。
(2)听是指听录音学字母，对初学者来说Cc，Gg和Jj是比较难读准的，因此应仔细去听。
(3)说是指实践，即通过听、看过程使学生达到独立地、正确地读出字母。
(4)练是指通过看、听、说的反复训练，善于发现错误并及时纠正。
2.积极创设语境，培养学生交际能力。
(1)本单元的口语训练主要围绕Greeting展开教学，教师应引导学生运用Hello! What‘s your name? My name is...进行会话。
(2)教师以身示范，亲切地向学生打招呼，尽量给学生创造英语情景，如：Hello!或Good morning, My mane is Lin Lina. What’s your name? How are you?等，通过语言交流方式，培养学生的语言表达能力。
(3)运用TPR(Total Physical Response)培养学生反应能力和语言感知能力。
如：Stand up! sit down, please. Listen to me. Open your books. Close your books 等课堂用语，教师可用手势表明其含义。
学生听懂后，会迅速做出正确反应。
(4)使用pair work培养学生自我展示能力。
【指点迷津】本单元难点知识1.字母的书写格式。
对初学者来讲，小学的汉语拼音对学习英语字母有一定的干扰。
应引导学生仔细观察14个字母的大小写格式，避免书写错误，做到书写正确、美观。
新人教版五年级下册英语第一单元教案
新人教版五年级下册英语第一单元教案教学目标•认读并理解生活中常见的动词短语•了解主语和谓语的基本组合方式•掌握谓语动词的时态和人称变化规律•通过小组活动提高听、说、读、写的能力教学内容•单元话题：What do you do on weekends?•具体词汇：动词短语（do homework, watch TV, read books, play computer games, play basketball, play the piano, go shopping, go swimming）•语法知识：谓语动词时态和人称的变化规律教学重难点教学重点•认读并理解生活中常见的动词短语•掌握谓语动词的时态和人称变化规律教学难点•能够在实际情境中运用动词短语进行真实交流•能够正确运用谓语动词的时态和人称变化规律教学方法•听说阅读写综合教学法•个别策略指导法•问题解决法•合作学习法教学流程Step1. Warming-up•Greet the students and ask them what they usually do on weekends.•Play a short video about weekend activities to activate their interest.Step2. Presentation•Use flashcards to present the new vocabulary (do homework, watch TV, read books, play computer games, play basketball, play the piano, goshopping, go swimming).•Teach the students how to use the verb phrases in a sentence.Step3. Practice•Ask students to practice using the verb phrases by making sentences about their own weekend activities.•Play a game of charades where students act out the verb phrases and classmates guess which phrase they are acting out.Step4. Consolidation•Ask students to read aloud a passage about weekend activities using the new vocabulary they learned.•Divide the class into small groups and ask them to discuss and share their weekend activities, using the new vocabulary.Step5. Assessment•Check the students’ understanding of the new vocabulary and their ability to use the verb phrases in a sentence.•Observe the students’ participation in the group discussion and their ability to communicate in English.教学反思本节课通过运用听、说、读、写等综合教学方法，帮助学生们掌握了生活中常见的动词短语，并正确运用谓语动词的时态和人称变化规律。
人教版五年级英语下册第一单元教案
人教版五年级英语下册第一单元教案Part 1: Teaching goals1. To learn and practice vocabulary related to school subjects, such as math, Chinese, music, art, P.E., and English.2. To learn and practice the phrases "What's yourfavorite subject?" and "My favorite subject is…".3. To practice using the present simple tense to talk about likes and dislikes.Part 2: Key points and difficulties1. Vocabulary related to school subjects.2. The phrases "What's your favorite subject?" and "My favorite subject is…".3. Using the present simple tense to talk about likes and dislikes.Part 3: Teaching aids1. Pictures or flashcards of school subjects.2. A video or audio recording of a conversation about favorite subjects.Part 4: Teaching proceduresStep 1: Warm-up (10 minutes)- Greet the students and welcome them to class.- Review the vocabulary for school subjects usingpictures or flashcards.- Ask the students questions about their favorite subjects, such as "What's your favorite subject?" and "Do you like English?"Step 2: Presentation (15 minutes)- Show a video or play an audio recording of a conversation between two students talking about their favorite subjects.- Introduce the phrases "What's your favorite subject?" and "My favorite subject is…".- Use the pictures or flashcards to elicit the names of different school subjects from the students.- Drill the pronunciation of the vocabulary and phrases with the students.Step 3: Practice (20 minutes)- Divide the class into pairs or small groups.- Have the students take turns asking and answering questions about their favorite subjects.- Monitor the students' conversations and provide feedback on their pronunciation and use of the target language.Step 4: Production (20 minutes)- Ask the students to work in pairs to create a dialogue using the target language.- Have the pairs perform their dialogues for the class.- Provide feedback and encouragement to the students as they perform their dialogues.Step 5: Homework (5 minutes)- Assign homework that reinforces the use of the target language, such as writing a paragraph about their favorite subject or having a conversation with a family member about school subjects.Part 5: SummaryIn this lesson, students learned and practiced vocabulary related to school subjects, the phrases "What's your favorite subject?" and "My favorite subject is…", and using the present simple tense to talk about likes and dislikes. Thestudents had the opportunity to practice speaking and listening skills through conversations about their favorite subjects. The lesson also provided opportunities for pair and group work, allowing the students to practice using thetarget language in context.。
人教版英语五年级下册第一单元教学设计
人教版英语五年级下册第一单元教学设计全文共3篇示例，供读者参考人教版英语五年级下册第一单元教学设计篇1教学目标：1、能听说认读，并理解本课的五个新单词：young old kind funny strong2、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。
教学重难点：be like 词组的理解与运用。
教学工具：课件教学过程：一、warm-up1、show a picture of some teachers.who’s he /she ? he’s/she’s my music/art / computer/ science teacher.二、presentation1、设计一位转学来学校的新朋友zip。
(让他做个有趣的动作)形容他。
2、让zip介绍自己的学校和老师。
what’s he like ? he’s short and str ong .3、pair work 向对方介绍朋友三、practice :活动设计1：make a new chant.my grandpa is old .my mother is young.my father is tall . my little brother’s short.活动设计2：read and match.活动设计3：describe the pictures. (ask and answer:who’s this? he’s /she’s… what’s he/ she like ? he’s/she’s ...)活动设计4：discuss the picture. (学生自由操练，自带家人、朋友老师的照片，在真实的情景中综合运用所学语言。
)四、homework口头作业：学会描述自己的老师或家庭成员。
课后小结学了这节课，你有什么收获?课后习题完成课后练习题。
人教版五年级英语下册第一单元教学设计
人教版五年级英语下册第一单元教学设计In this unit, students will learn about daily routines and time expressions in English. The main goal is for students to be able to talk about their daily routines and understand time expressions in English. 。
To start the unit, the teacher can introduce vocabulary related to daily routines suchas "get up, brush teeth, have breakfast, go to school, have lunch, do homework, have dinner, go to bed." This can be done through flashcards, pictures, or realia. The teacher can also model sentences using these vocabulary words to give students examples of how to use them in context. 。
After introducing the vocabulary, the teacher can move on to teaching time expressions such as "in the morning, in the afternoon, in the evening, at night." Students can practice using these time expressions by describing their own daily routines or the routines of others. This can be done through pair work, group work, or class discussions. 。
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新人教版五年级下册英语第一单元教案教学内容Unit 1 My day Section A Let’s learn Ask and write P5 第（ 1）课时教学目标1. 能听、说、读、写do morning exercises, eat breakfast, have…class, playsports, eat dinner。
2. 会说句型：“When do you do morning exercises/…?”并能回答“At…o’clock.”。
重点难点1. 掌握Let’s learn中的动词短语并能用于回答问询作息时间。
2. 掌握单词exercises的正确发音。
教具准备教学光盘、单词卡片。
教学过程教学过程Step1 : 预习温故（用时5分钟）1）Ss: Hello, Miss.... Nice to see you again. T: Nice to see you ,too.2）T: What time is it? （可以课前在黑板上画一个钟面，张开手臂演示一个时间）Ss:It’s 9/10/11 o’clock.(注意给学生强调整点时间后面要用o’clock)反复操练。
3）Go over these phrases : wash my clothes, watch TV, do homework, read books, play football.Let’s do homework/read books/play football/… .I often wash my clothes/watch TV/do homework/ read books/… .Step 2. 新课内容展示（用时20分钟）。
1. Use the cards to learn new phrases.T: do morning exercises, do morning exercises, follow me to read.用同样的方式教读其他词组：eat breakfast, have…class, play sports, eat dinne （重点强调exercises、breakfast的发音）。
2. T: do morning exercises, do morning exercises, Let’s/I often do morning exercises.T: eat dinner, eat dinner Let’s/ I often eat dinner.3. Read these sentences.T: I can swim/play football/play sports…..T: Can you do morning exercises/…? Ss: Yes, I can./No, I can’t.T: When do you do morning exercises /play football/play sports?”Ss: At… o’clock.(跟学生强调整点前要用介词at) 反复操练。
4. 学生听录音，分角色读Let’s learn 。
Step 3. 合作交流，师生共建（用时8分钟）Role- play：1) Answers the questions.T: What time is it? Ss: It’s six/nine o’clock.T: I get up at six o’clock. When do you get up/go to school?Ss: I get up at 7.a.m/ 7:30.2) Ask and write.教师引导学生完成填空，并分小组运用句型进行对话练习:T: When do you get up/do morning exercises? Ss: I get up at….a.m/p.m.老师们：在今后的每一节课都要灵活运用所学句型，请学生造句，要具有培养学生的创新意识。
Step 4. 达标检测（用时6分钟）一、看图片选短语，并译成汉语。
A. do morning exercises （）B. eat breakfast （）C. have English class （）D. play sports（）E. eat dinner （）1._____2._____3._____4._____二、选词填空，并读一读。
sports, exercises , have English class , breakfast , dinner1. When do you _________________（上英语课）?2. I play _______（进行体育运动）at 6 o’clock .3. We eat ________（吃早饭） at 7 o’clock a . m .4. When do you do morning __________（早锻炼） ?5. Let’s eat ______（吃晚饭） together .三、选一选，读一读。
（）1.你们常常三点钟上英语课吗？ A. Let’s eat breakfast.（）2.我通常六点钟进行体育运动。
B. When do you do morning exercises?（）3.我们一起吃早饭吧。
C. Usually I play sports at 6o’clock.（）4.你什么时候早锻炼？ D. We eat dinner at 8 o’clock p.m. （）5.我们晚上八点吃晚饭。
E. Do you often have English classat 3 o’clock?学生小结：这节课我学到了_________________________________作业设计Step 5.布置当堂作业1.书写并背诵四会词组。
2.读背Let’s learn的对话。
板书设计板书标题 Unit 1 My day板书内容设计：do morning exercises eat breakfast have…class play sports eat dinner When do you do morning exercises/eat breakfast/…? At…o’clock. When do you get up/…? I get up at….a.m/ p.m.教学反思（）月（）日总第（）课时教学内容Unit 1 My daySection A let's try let's talk P4第（2）课时教学目标1. 能听懂Let’s try部分的内容,并勾选出正确的图片。
2. 听、读Let’s talk部分，运用核心句子“When do you finish your class in the morning?”“We finish class at 1 o’clock.”来谈论时间，并变换单词，分角色练习对话。
重点难点1.掌握句型“When do you finish your class in the morning?”并能做出正确回答。
2.能灵活运用“When do you usually eat dinner/…”“Usually at…o’clock.”问答作息时间。
教具准备教学光盘、单词卡片。
教学过程教学过程Step1 : 预习温故（用时6分钟）1. Review “Times”(板书时间，让学生用英语说一说):10:00/6:00/9:00/…2. Review the phrases.do morning exercises —I do morning exercises at 6:00 a.m.用同样方法复习：eat breakfast、play sports、have Chinese/English class、eat dinner3. Guess the phrase（看动作）：T: When do you do morning exercises/…? （板书） Ss: At … o’clock.反复操练此句型。
Step 2. 新课内容展示（用时20分钟）。
1. Let’s talk.1) 让学生勾出生词：：finish class，go back to school，classes start, too late(板书并讲解其意思,并反复教读)2) 学生自读课文，理解意思，并回答提问：T: When do you finish class/… in the morning?Ss: We finish class/… at … o’clock.T: When do you go back to school/… after lunch? Ss: At … .T: When do you usually eat dinner/… in Spain? Ss: Usually at …o ’clock. 替换并反复操练几个句型，让学生掌握。
3) Listen to the tape and repeat the dialogue again. 2. let ’s try. When are Zhang Peng and Pedro? Listen and tick. Step 3. 合作交流，师生共建（用时10分钟） 活动设计1：Act “Let ’s talk ”. 分小组操练。
活动设计2： Role play .T: When do you get up? Ss: I get up at … o ’clock .T: When do you go to bed? Ss: At …in the morning. I work at night. 也可以分小组练习对话。
Teach the song “My weekend ”. Step 4. 达标检测（用时8分钟） 一、选一选，读一读。
1. —_____ do you get up?（A. When B. What ） — At 6 o ’clock .2. Classes start _____ 3 o ’clock.（A. in B. at ）3. We eat dinner __________.（A. go home B. at home ） 二、选择合适的句子补全对话，并读一读。
三、为下面的句子选择正确的翻译。
Hi,Bird.1.___________2.___________I get up at 6:00 p.m 3._____When do you go to bed?4.______. A. Oh, it ’s too late. B. Hi, Owl.C. When do you get up ？D. Oh, I go to bed at 6 o ’clock a.m.（）1. When do you finish class in the morning?（）2. We finish class at 1 o’clock.（）3. Classes start at 3 o’clock.（）4. When do you usually eat dinner in Spin?学生小结：这节课我学到了______________________________作业设计Step 5.布置当堂作业1. 背诵Let’s talk。