(完整版)人教版五年级下册第一单元英语教案设计

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(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

（6）介绍新单词：usually ，并运用到句子中：I usually ……
（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…

人教版PEP小学英语五年级下册Unit 1 教案(一)

2.学习Let’s learn。
(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PEP版英语五下Unit 1《My day》word教案

人教PEP版英语五下Unit 1《My day》word教案一. 教材分析人教PEP版英语五下Unit 1《My day》主要介绍了学生们日常的作息时间和活动。

通过本单元的学习，学生们能够掌握关于日常活动的一些基本词汇，如：wake up, get up, brush my teeth, have breakfast等，并且能够运用这些词汇描述自己的一天。

本课时的教学内容紧紧围绕学生的日常生活，旨在提高学生们用英语进行交流的能力。

二. 学情分析五年级的学生已经具备了一定的英语基础，对于日常生活中的事物和活动有一定的认识。

学生们在学习过程中能够积极参与，乐于表达，但部分学生对英语学习的兴趣有待提高。

此外，学生们在语言表达方面存在一定的困难，需要教师耐心引导和鼓励。

三. 教学目标1.知识目标：–能够听懂、会说、会读本单元的生词和重点句子。

–能够运用所学词汇和句型描述自己的一天。

2.能力目标：–能够用英语进行简单的日常交流，提高学生的口语表达能力。

–培养学生的团队合作精神，提高学生的交际能力。

3.情感目标：–激发学生学习英语的兴趣，增强学生的自信心。

–培养学生热爱生活、积极向上的态度。

四. 教学重难点•掌握本单元的生词和重点句子。

•能够运用所学词汇和句型描述自己的一天。

•正确运用动词的时态描述日常活动。

•如何在实际情境中灵活运用所学知识进行交流。

五. 教学方法1.情境教学法：通过设定各种日常情境，让学生在实际语境中学习、运用英语。

2.互动教学法：引导学生积极参与课堂活动，培养学生的主体意识。

3.任务型教学法：通过完成各种任务，提高学生的实践能力。

4.激励评价法：注重鼓励学生，激发学生的学习兴趣。

六. 教学准备1.准备本单元的生词卡片和图片。

2.制作课件，包括教材中的插图和相关视频。

3.准备录音机和磁带，或者使用多媒体设备播放音频。

4.准备课堂活动的道具和材料。

七. 教学过程1.导入（5分钟）–教师与学生用英语进行简单的交流，询问学生们的日常活动。

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。

五年级下册英语教案-Unit1Lesson1∣人教精通版

五年级下册英语教案Unit 1 Lesson 1 | 人教精通版教学目标1. 知识目标：学生能够掌握本课的单词和基本句型，如“library”，“borrow”等，并能用这些词汇进行简单的对话。

2. 能力目标：培养学生运用英语进行日常交流的能力，提高他们的听说技能。

3. 情感目标：激发学生对英语学习的兴趣，增强他们的合作意识和自主学习能力。

教学内容单词：library, book, borrow, return, read句型：Can I borrow a book? / Can I return a book?教学重点与难点重点：单词和句型的正确使用。

难点：句型的实际应用和对话的流畅性。

教具与学具准备教具：PPT，录音机，单词卡片。

学具：笔记本，彩色笔。

教学过程1. 导入：通过展示图书馆的图片，引导学生猜测今天的话题。

2. 新授：展示单词卡片，教授新单词和句型。

3. 练习：分组练习对话，鼓励学生大胆开口。

4. 巩固：通过角色扮演，巩固所学内容。

板书设计左栏：列出单词和短语。

中栏：展示句型。

作业设计书面作业：抄写新单词和句型。

口头作业：与家长进行对话练习。

课后反思反思教学过程中的优点和不足，如学生的参与度和对话的流畅性。

思考如何改进教学方法，提高教学效果。

此教案旨在为五年级下册英语Unit 1 Lesson 1的教学提供指导，内容涵盖了教学目标、教学内容、教学重点与难点、教具与学具准备、教学过程、板书设计、作业设计和课后反思八个部分，共计2000字以内。

教学过程详细设计1. 导入（5分钟）活动：展示图书馆的图片，引导学生猜测今天的话题。

目的：激发学生的兴趣，引入本课主题。

方法：利用PPT展示图片，鼓励学生用英语描述图片内容。

2. 新授（15分钟）单词教学：展示单词卡片，教授新单词，如“library”，“book”，“borrow”等。

句型教学：通过PPT展示句型，如“Can I borrow a book?/ Can I return a book?”，并进行讲解和示范。

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!。

(完整版)新人教版小学五年级英语下学期Unit1MyDay教案

教材版本：PEP小学英语五年级下册第一单元
课题
Unit 1 My day
课型
对话课
内容
Part A Let’s try Let’s talk
主备人
复备教师
一、课程标准
1.能听懂简单的配图对话。
2.能正确朗读所学对话。
3.能在教师的帮助和图片的提示下描述或表演对话。
4.能在口头表达中做到发音清楚，语调基本达意。
3.打开U1 A Let’s talk课堂基础练/拔高练，即学即练，检测当堂学习情况。
小结
(Summary)
根据板书内容，引导学生回顾
When do you ...?
I usually … at …
作业设计
1.登录“优教同步学习网”，朗读对话。
2.根据对话内容，写两句话，说说自己的日常生活。
3.登录“优教同步学习网”，预习A Let’s learn。
2.快速认读
教师点击课件，出示活动词组图片，学生快速准确地认读课件中的活动词组。
3.师生话题交流，“When do you read books/draw cartoons?”问题引出新课：“When do you go to school?”并复习关于时间的表达。7:30 = seven thirty
2.在课文对话中，划出Pedro提到的时间点及其对应的活动。
教材版本：PEP小学英语五年级下册第一单元
课题
Unit 1 My day
课型
单词课
内容
Part A Let’s learn Ask and write
主备人
复备教师
一、课程标准
1.能认读所学词语；
2.能就所熟悉的个人和家庭情况进行简短对话；

2024年五年级下册英语人教版第一单元教案

2024年五年级下册英语人教版第一单元教案一、教学目标通过本单元的教学，使学生能够：掌握本单元的基本词汇和表达方式，能够熟练运用新学的词汇进行简单的英语对话。

理解本单元课文的主要内容，包括日常活动、学校生活等，能够运用所学知识进行简单的阅读理解。

培养学生的听、说、读、写综合能力，提高学生的英语交际能力，鼓励学生大胆开口说英语。

增强学生的跨文化意识，了解不同国家的文化习惯，培养国际视野。

二、教学重点和难点教学重点：词汇学习：掌握本单元的重点词汇，如日常活动、学校生活等相关的词汇。

句型结构：学习和运用本单元出现的重点句型，如现在进行时、一般现在时等。

对话交流：培养学生使用所学英语进行简单的日常对话的能力。

教学难点：语法运用：正确掌握并运用现在进行时、一般现在时等时态。

文化差异：理解并适应不同文化背景下的语言表达方式。

英语口语表达：鼓励学生克服害怕开口的心理障碍，大胆进行英语口语表达。

三、教学过程导入新课通过播放与单元主题相关的视频或图片，激发学生的学习兴趣。

提问学生关于日常活动和学校生活的问题，引导学生用英语回答。

简要介绍本单元的学习目标，让学生了解本课的重点。

词汇学习展示本单元的生词，并逐一讲解其含义和用法。

利用图片、实物或情境模拟等方式帮助学生理解和记忆新词汇。

通过小组活动，让学生互相提问并回答关于新词汇的问题，巩固记忆。

课文学习阅读课文前，先提出几个问题，让学生带着问题去阅读。

引导学生逐句阅读课文，理解句子结构和意思，并重点讲解语法点。

组织学生进行角色扮演，模拟课文中的对话，以加深对课文内容的理解。

口语练习设计与学生日常生活紧密相关的口语练习活动，如描述一天的日程、谈论学校生活等。

鼓励学生分组进行对话练习，相互纠正发音和语法错误。

通过小组合作，完成一个与单元主题相关的英语对话表演。

语法巩固通过例句让学生理解并掌握本单元的语法点。

设计填空题、选择题等练习，帮助学生巩固所学语法知识。

组织学生进行小组竞赛，通过游戏化的方式检验学生对语法的掌握情况。

小学英语五年级下册《Unit 1 My day》教学设计(人教PEP版)

小学英语五年级下册《Unit 1 My day》教学设计（人教PEP版）一、教学目标1. 知识目标•学习并掌握My day这一话题中的词汇及短语，如：get up, have breakfast, brush teeth, go to school, have lunch, do homework, watch TV, go to bed等。

•了解和描述一般现在时的基本语法结构及其用法。

•学会问答与日常生活有关的基本问题。

2. 能力目标•提高学生听、说、读、写英语的能力，特别是口语表达和听力理解的能力。

•培养学生的英语学习兴趣，激发学习英语的热情。

•培养学生的自我管理和合作精神，帮助学生形成良好的学习习惯。

3. 情感目标•培养学生爱学习的态度，乐观向上的心态。

•培养学生与他人进行良好的交流和合作的能力，帮助学生形成良好的自我形象。

二、教学重难点1. 教学重点•My day话题中的词汇及短语。

•基本的一般现在时的语法结构及其用法。

•能够问答与日常生活有关的基本问题。

2. 教学难点•能够正确运用一般现在时谈论自己的日常活动。

•培养语音语调，以及口语表达和听力理解的能力。

三、教学过程1. 导入新课（10分钟）•利用图片引出话题：My day。

•让学生通过图片描述“洗脸”、“刷牙”等日常活动，引导学生进入Myday这一话题。

•引导学生回答问题：“What do you usually do in the morning?”2. 新课讲解（30分钟）•通过图片和语音练习帮助学生学习词汇及短语，如：get up, have breakfast, brush teeth, go to school, have lunch, do homework, watch TV, go to bed等。

•通过示范和训练，教授一般现在时的语法结构及其用法，包括：主语+动词原形+其他，例如：I get up at six o’clock. He goes to school by bus. They have lunch at noon.等。

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。

Unit1MydayPartALet'slearn(教案)-人教PEP版英语五年级下册

6.Presentation：展示对话，When do you do morning exercises? At 7 o'clock.通过图片，音频，句子补充，相关知识等帮助学生记忆单词,并逐步巩固新词汇和句型等。
7.Game time：打地鼠，巩固所学词汇。
8.Let’s learn：播放learn部分动画，学生跟读，并模仿语音语调，讲解句型
人教PEP英语五年级下册Unit 1 My day PA Let's learn课时教案
课题
PA Let'slearn
单元
Unit1
学科
英语
年级
五下
核心素养教学目标
（一）语言知识目标:
1.能在图片和文本语境的帮助下，熟练运用本单元的核心单词和句型，
2.能正确运用所学词汇和句型日常活动的时间等相关问答，大胆说英语。
2.Lead in!呈现图片What do you often do on school days?提出疑问并根据Mike的表进行回答!
3.Lead in!呈现图片Who is he?Pedro，A newstudent here.提出问题，What does Pedro do on school days?引出新知
的学习兴趣。
4.突心语用功能，通过创设合理的情景，帮助学生在情景中真实自然地使用所学语言。
4.展示图片，Look. This is Pedro’s timetable.Let’s go and see.
5.Presentation：展示图片，呈现单词exercise和短语do morning exercises，讲解单词发音，书写，通过图片，音频，巧记等巩固单词。exercise意思为做早操，作为可数名词要加s

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。

小学英语五年级下册《Unit1Myday》教学设计(人教PEP版)

小学英语五年级下册《Unit 1 My day》教学设计（人教PEP版）一、教学目标1. 知识与技能：（1）能够正确听、说、读、写本课的生词和重点句子。

（2）能够运用本课所学词汇和句型描述自己的日常生活。

（3）能够理解并运用一般现在时态描述日常活动。

2. 过程与方法：（1）通过图片、情景创设等方式，培养学生英语学习的兴趣。

（2）通过小组合作、角色扮演等活动，提高学生的英语口语表达能力。

（3）通过任务驱动法，培养学生自主学习和合作学习的能力。

3. 情感态度与价值观：（1）培养学生积极向上的生活态度，珍惜时间，热爱生活。

（2）培养学生乐于分享、善于合作的团队精神。

二、教学内容1. 词汇：morning, afternoon, evening, night, time, get up, have breakfast, go to school, have lunch, play, have dinner, go to bed等。

2. 句型：What time is it? It's o'clock. It's time for What do you do in the morning/afternoon/evening? I三、教学重点与难点1. 教学重点：（1）正确掌握本课的生词和重点句子。

（2）能够运用一般现在时态描述日常活动。

2. 教学难点：（1）词汇的读音和拼写。

（2）句型的正确运用。

四、教具与学具准备1. 教具：多媒体课件、图片、卡片、时钟模型等。

2. 学具：课本、练习册、笔、纸等。

五、教学过程1. 导入：通过唱英文歌曲《Hello, how are you?》来营造英语学习氛围，激发学生学习兴趣。

2. 新课展示：利用多媒体课件展示本课的生词和句型，引导学生跟读、模仿。

3. 情境创设：创设不同的生活场景，让学生运用本课所学词汇和句型进行口语练习。

4. 小组合作：将学生分成小组，进行角色扮演活动，提高学生的英语口语表达能力。

(完整版)人教版五年级下册第一单元英语教案设计

(完整)新人教版五年级下册英语第一单元教案

(完整版)人教版五年级下册第一单元英语教案

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五年级下册英语人教版第一单元教案

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最新人教版PEP小学英语五年级下册第一单元教案Unit1Myday

人教版英语五年级下册第一单元教学设计

(完整版)新人教版小学五年级英语下学期Unit1MyDay教案

2024年五年级下册英语人教版第一单元教案

小学英语五年级下册《Unit 1 My day》教学设计(人教PEP版)

五年级下册英语人教版第一单元教案(精选8篇)

Unit1MydayPartALet'slearn(教案)-人教PEP版英语五年级下册

人教版五年级英语下册第一单元教案

人教版英语五年级下册第一单元教学设计

小学英语五年级下册《Unit1Myday》教学设计(人教PEP版)