广州版新教材小学五年级英语上册教案-全册
五年级英语上册 Module 3 Unit 8教案 广州版
3）讨论：Why mustn’t pick the flowers in the park. 老师让每个小组的代表发表意见，并进行板书归纳：
Everyone likes flowers.
We must leave them in the park.
广州市小学英语五年级上册
Module3 Plants
Unit8 We mustn’t pick the flowers
课题名称
《You Mustn’t Pick the Flower》
科目
英语
年级
五年级
教学时间
1课时（40分钟）
学习者分析
是 本节是关于植物及公园的话题学生比较感兴趣的，有利于学生理解和和掌握，
同时我对整个单元的知识进行了整合，本节课的植物词组学生已掌握，因此减少
了本节课的内容也降低了难度。本节课学生最难理解掌握的内容是be going to,
We mustn’t pick the flowers. They look like cups, don’t they?还有一些
固定搭配都是学生比较难掌握的，因此老师不但要在课堂上通过大量的信息输入
3.语法
① 一般将来时（be going to / will）
② 情态动词（can/can’t；must/mustn’t）的用法
（二）语言技能目标
1.能流利朗读课文,语音语调正确,对单词、短语和句型能熟练上口。
2.能运用句型Can I…?向别人发出请求。
3.能运用句型We must/mustn’t…向别人表示敦促和命令。
Everyone can enjoy them.
五年级英语上册Unit3Icanswimveryfast教案教科版(广州,三起)(最新整理)
Unit 3 I can swim very fast
尊敬的读者：
本文由我和我的同事在百忙中收集整编出来，本文档在发布之前我们对内容进行仔细校对，但是难免会有不尽如人意之处，如有疏漏之处请指正，希望本文能为您解开疑惑,引发思考。
文中部分文字受到网友的关怀和支持，在此表示感谢！在往后的日子希望与大家共同进步，成长。
This article is collected and compiled by my colleagues and I in our busy schedule. We proofread the content carefully before the release of this article, but it is inevitable that there will be some unsatisfactory points. If there are omissions, please correct them. I hope this article can solve your doubts and arouse your thinking. Part of the text by the user's care and support, thank you here! I hope to make progress and grow with you in the future.。
广州版小学英语五年级上册全册教案
广州版小学英语五年级上册全册教案Unit 1: Greetings and IntroductionsLesson 1: Greetings- Objectives:- Students will be able to greet others in English using appropriate language and gestures.- Students will understand the importance of greetings in different cultures.- Warm-up activity:- Play a video or song that introduces greetings in English.- Presentation:- Practice:- Students practice greeting each other in pairs or in small groups.- Follow-up activity:- Ask students to write a short dialogue using greetings and present it to the class.Lesson 2: Introducing Yourself- Objectives:- Students will be able to introduce themselves in English using their name, age, and nationality.- Students will practice asking and answering simple questions about personal information.- Warm-up activity:- Ask students to share their names in English and their favorite hobbies.- Presentation:- Teach students how to introduce themselves using sentence structures like "My name is..." and "I am... years old."- Practice:- Students take turns introducing themselves to the class and asking questions to their classmates.- Follow-up activity:- Assign a task where students have to write a short paragraph introducing themselves in English.Unit 2: Daily RoutineLesson 1: Daily Activities- Objectives:- Students will be able to talk about their daily activities in English.- Students will understand the concept of verbs and their use in sentences.- Warm-up activity:- Show pictures of different daily activities and ask students to describe what they see in English.- Presentation:- Practice:- Students create sentences to describe their own daily activities and share them with a partner.- Follow-up activity:- Assign a task where students have to create a daily routine timetable in English.Lesson 2: Telling Time- Objectives:- Students will be able to tell the time in English using both analog and digital clocks.- Students will practice asking and answering questions about time.- Warm-up activity:- Show different clock images and ask students to identify the time shown.- Presentation:- Teach students how to read analog and digital clocks and introduce vocabulary related to time.- Practice:- Students solve exercises where they have to tell the time in English.- Follow-up activity:- Ask students to create a booklet with different clock images and write the time for each.Unit 3: Family and FriendsLesson 1: Family Members- Objectives:- Students will be able to identify and describe family members in English.- Students will practice using possessive pronouns to talk about family relationships.- Warm-up activity:- Show pictures of different family members and ask students to describe their relationships in English.- Presentation:- Introduce vocabulary related to different family members and teach students how to use possessive pronouns.- Practice:- Students create sentences to describe their own family members and their relationships.- Follow-up activity:- Assign a task where students have to create a family tree in English and describe each family member.Lesson 2: Friends- Objectives:- Students will be able to talk about their friends in English.- Students will practice using adjectives to describe people.- Warm-up activity:- Ask students to share information about their best friends in English.- Presentation:- Practice:- Students write short descriptions of their friends and share them with a partner.- Follow-up activity:- Ask students to create a poster or a collage showcasing their friends using pictures and descriptive sentences.以上是广州版小学英语五年级上册全册教案的初步安排。
广州小学英语新版五年级上U6教案
一对一个性化导学教案学生姓名课次授课日期年级/ 科目五(上)英语教师授课时段学习课题Unit 6 At the weekend重难难点Unit 6的知识考点及运用熟练掌握一般现在时环节学习内容同步评价温故知新Unit5单词认读主要句型和短语音标知识导学一、Unit 6单词读默二、短语记、默及根据短语应用at the weekend 周末wake up 醒来have a big breakfast 吃一顿丰盛的早餐go to the market去市场Children’s Palace 少年宫have a swimming lesson上游泳课go out for lunch出去吃午餐have some fun 娱乐一下；开心一下go to the cinema去看电影visit friends 拜访朋友stay home 待在家里have dinner together 一起吃晚饭talk about …谈论… after class 下课后三、句型1、The Chen family is always very busy at the weekend.陈家人在周末总是很忙。
2、After bieakfast Mrs Chen usually goes to the market with Mr Chen.早餐后，陈太太常常和陈先生一起去市场。
3、Their son Jiamin always goes to the Children’s Palace on Saturday .他们的儿子Jiaming 周六总是去少年宫。
四、课文梳理1、朗读课文2、翻译句子3、根据课文内容回答问题4、句型+知识考点五、Module 3综合测试个性Unit 6单词展示周末____________忙的____________醒来____________早地；早的____________太太____________市场____________儿子____________宫殿____________少年宫__________ _________外面____________娱乐____________电影院____________极少地____________停留；呆在……（地方）_______unit 6短语默写：在周末________ _________ ________ 醒来________ _________吃一顿丰盛的早餐______ ___ ______ _________上一堂游泳课________ ____ ______ ________去看电影______ ____ _____ ________呆在家里______ _______ _______在周六________ _________ 出去吃午饭______ _________ ________ _____ 娱乐________ _________ ________unit 6句型训练：1、The Chen family is very busy .陈家人在周末总是很忙。
广州版五年级上册英语教案 Module 2 Unit 5(5)
广州版小学英语五年级上册Module 2 AbilitiesUnit 5 What can the robot do?项目描述活动名称Talk about the robot.教学知识点综合运用语言知识，对机器人的本领进行描述活动重、难点如何使用恰当的动词描述机器人的本领，特别是使用with on e’s leg/hands/…短语来描述本领；教学活动目标学生能比较准确地使用恰当、简单的句型和词汇，描述机器人的本领，并能正确理解和使用with on e’s leg/hands/…短语。
活动类型词汇复习及综合运用活动活动准备 1.利用前置性学习，布置学生课前完成复习并收集已学过的动词，并作为家庭作业完成；2.准备好相关的单词卡片，如动物卡片和机器人卡片等。
活动步骤 1.复习和回忆有关Abilities的单词，学生在规定的时间内（如5秒）说的越多得分越多，教师根据学生的表述使用概念图进行归纳：2.根据概念图归纳出来的词汇，引导学生描述所知动物的本领，运用句型如：The turtle can swim. The frog can’t fly, but it canswim very fast.3.看图进行听力练习，听老师的描述，并根据内容猜出老师所说的动物：Can you guess what animal is it? 1) It can run with its legs. And it can eat carrots with its big teeth. 2) It can eat with its mouth, and itcan climb trees with its hands. 3) It can jump with its legs, and it canprotect its baby with its bag.4.要求部分小组或学生进行反馈，教师修正教学效果。
5.呈现机器人图片，引导学生用新学句型对其功能进行描述。
新版广州英语五年级上-unit-5-教案
Let’s talk!Xiaoling:Where is Ben, Janet? Ms. White 1wants to talk with him.Jiamin:Maybe he is 2at the swimming pool. Does Ben often 3go swimming? Xiaoling:Sometimes. But he never goes swimming 4on weekdays.Janet: Sometimes he reads books at the library. I think you can 5find him there. Mike:He isn’t there today. I often play football after school in the playground.Sometimes Ben plays 6football with me.Xiaoling:OK. 7Let me go and 8look for him there.play music take exercisein the music room in the gymdo one’s homework eat ice creamin the classroom at the school shop知识点详解1. want v.（动词）意为：想，想要（某物，去做某事）区别think v.（动词）想，思考want 表示想要获得某物或者去做某事，think的意思为思考，想问题。
两者的“想”意义不一样。
want 用法：want to do sth 想要去做某事，to同学们可以理解为“去”的意思，想要“去”做某事，所以want后面的动词前面要加上一个“去”字，也就是“to”。
want sth. 想要某物。
want 后面接动词需要加上to，但是如果后面接名词的话，可以直接加名词，不需要用to来表示去做的意思。
五年级上册英语教案-Module1《Hobbies》｜教科版(广州深圳)
教案：五年级上册英语教案－Module 1《Hobbies》｜教科版（广州深圳）教学目标：1. 能听懂、会说、会读本模块中的核心词汇和句型。
2. 能用英语简单介绍自己的爱好。
3. 培养学生的观察能力、表达能力及合作意识。
教学内容：1. 词汇：draw, play the guitar, read books, ride a bike, sing, swim, watch TV, write.2. 句型：What do you like doing? I like doing sth. What does he/she like doing? He/She likes doing sth.教学重点与难点：重点：本模块的核心词汇和句型。
难点：正确运用核心词汇和句型进行交流。
教具与学具准备：1. 教学课件2. 图片3. 学生卡片教学过程：Step 1: Leadin1. Greeting2. Ask students questions about their hobbies and elicit the key words.Step 2: Presentation1. Show pictures and introduce the hobbies.2. Introduce the sentence patterns: "What do you like doing?", "I like doing sth.", "What does he/she like doing?", "He/She likes doing sth."Step 3: Practice1. Group students into pairs and ask them to ask and answer questions about their hobbies.2. Roleplay the conversation with the whole class.Step 4: Consolidation1. Ask students to write a short passage about their hobbies.2. Invite some students to read their passage to the class.板书设计：HobbiesWhat do you like doing?I like doing sth.What does he/she like doing?He/She likes doing sth.作业设计：1. 抄写本节课的核心词汇和句型。
五年级英语上册 Module 1 Unit 2教案1 广州版
课堂小结
提问学生今天所学习的新知识
学生总结今天学习的内容
对本课时学习的知识进行总结、回顾。
家庭作业
1 listen and read the text after class.
2 copy the new words
3 talk to your partner by using“when does…start?”
a)Free talk : 1How are you ? 2 Are you happy in summer holiday? 3 What’s your new plan inthe newterm?
b)Lead-in : How many terms are there in your school year?
c)由于部分学生听力水平有限，所以必须反复操练，并在练习中提出新的单词，在运用中巩固单词的作用。
d)通过两次听课文材料，在这一过程中找出我们必须掌握的词汇外也对学生提出疑问，请大家考虑我们国家与Rose and Tom所在国家的不同点。
e)在这一过程中解决重点句型。提高学生口语。
f) 通过CHANT进行操练，学生更容易上口，并能更好地提高学生的学习兴趣。用图片进行替换，能更好地对重难点进行突破。
when does theautumn termstart?
It starts in September and ends in December.
When does thewinter termstart?
It starts inJanuaryand ends in April.
When does thespring termstart?
课型：新授课
【广州市】人教版小学五年级英语上册全册教案及反思
人教版小学五年级英语上册Unit1 My new teachers第一课时一、教学重点本课时的教学重点是Let’s learn部分的单词：old，short thin，tall，strong, young, funny, kind等。
要求学生能听懂句型，并结合这些句子表达的情境，学会恰当地替换句中的单词。
逐步学会听、说、读、写单词：old，short，thin，tall，strong。
二、教学难点本课时的教学难点是如何利用所提供的对话和情景，以旧引新，让学生进入学习状态。
Let’s start 部分在学生用书当中首次出现，教师应正确理解此部分的辅垫作用，可根据实际教学需要进行使用，并帮助学生熟悉教材内容的变化。
三、课前准备1．教师准备教学过程中所需要的图片、声音、课件，以及本课时的八张单词卡。
2．准备一些教师的照片或图片。
3．教师准备录音机及录音带。
四、教学过程1．Warm－up（热身）（l）教师播放Let’s start下面歌谣的录音，让学生听歌谣猜单元话题，激发学生对新学期第一单元英语学习的兴趣。
还可以使用四年级上册第三单元学过的句型：“I have a new friend. He’s tall. He’s strong, too.”并结合相关人物的图片，引导学生复习 strong， tall， short，thin等词，为本课时听、说、读、写这些单词做好准备。
（2）日常口语练习，内容可参考如下：T：Hello, everyone！ Welcome back to school! Nice to see you!Ss: Nice to meet you!(3) 问学生几个问题，引出本课重点内容。
具体会话可参考如下：T：Hi，everyone！Nice to see you again．What grade are you in now？Ss：We’re in Grade 5．T：Do you like your new English books(new classroom, new teacher)？Ss：Yes！T： What are we going to talk about in Unit 1？Guess！What’s the topic of Unit 1？2． Presentation（新课呈现）（l）教师出示Let’s start部分图片，介绍说： Rabbit has many new teachers in her school. Do you have new teachers? 引导学生根据情景图的提示描述新教师。
五年级英语上册 Module 2 Unit 4 (Dialogue)教案 广州版
广州版小学英语《Success With English》五年级上册Module 2 AbilitiesUnit 4 What Can They Do? (Dialogue)一、教学内容分析本课是Module 2 Unit 4的第一个课时，主要是学习I can…. I can’t….这一描述自己本领的句型。
在本节课设计适量有效的活动和任务,给孩子们提供较多听、说、读所学过的动词词组和在实际中运用语言的机会。
教学中会运用到较多以前学过的动词词组，在理解知识点的基础上帮助孩子们记忆和运用，还可形成初步的语法概念。
二、教学对象分析学生是从三年级开始使用和学习，在两年的学习过程中，对新教材的特点和学习的模式有了一定的熟悉感和适应性。
尤其是成绩冒尖的部分学生，已经逐渐形成了一套适合自己的学习方法，他们学起来兴趣高，很轻松，很有自信心。
但由于我们是地处老城区的普通学校，一部分学生觉得学起来比较困难。
而且本册书相对于第1-4册，英语的输出量又大大地增加，对语言运用的要求也提高了很多，难度又大了很多，学生学起来更困难一些。
因此教学的多样性和灵活性显得非常重要，还有情景的设置对帮助学生理解和运用语言知识尤其重要。
同时老师应改变教学观念，紧密地结合新课标的要求，让学生在玩中学，学中玩，爱上英语课。
三、教学目标1、语言知识新单词：kangaroo，far，frog，turtle，fly，own，gift句型：I can’t …. , but I can…..2、语言技能（1）学生能较牢固的从听、说、读和记忆方面掌握本课的新单词，理解其正确的意义，并会实际运用。
（2）学生能用自己的语言描述自己和他人的本领。
（3）学生能运用本课所学的知识点参与各项活动和任务，成绩好的同学能灵活地运用所学的知识点，并起到做示范和带动其他同学的作用。
（4）听、说、运用所学过的旧知识。
3．情感态度目标：（1）通过学习，不断增强英语学习的兴趣和参与热情，保持良好的学习习惯。
U11 第1课时 (教案)教科版(广州)英语五年级上册
1．能够在各项活动中能与其他同学积极配合和合作。
2．遇到困难时能够大胆求助。
重点
1．能够在语境中学会本课的核心词汇。
2．能够完成课本P64的听力任务。
3．能够完成课本P64的“看图说话”任务。
4．能够尝试玩课本P65的游戏。
5．能够完成课本P65的阅读任务。
难点
1．能够完成课本P64的听力任务。
教科版（广州）小学英语五年级上册
Unit 6 Weather
Unit 11 What’s the weather like today?
第1课时教学设计（P64---65）
课题
Unit 11 What’s the weather like today?第1课时
单元
Module6
学科
英语
年级
五年级
教材分析
学生两人一组，指着图片，进行说话活动。
能够完成课本P64的“看图说话”任务。
Task 5：Let’s play
教师播放课件，呈现任务要求、课本P65 Play a game的图片和句子，要求学生三人一组，模仿范例，轮流表演，玩猜测天气的游戏。
学生三人一组，模仿范例，轮流表演，玩猜测天气的游戏。
能够尝试玩课本P65的游戏。
学生看课件，听音频，欣赏歌曲。
借助歌曲，进行热身。
Task 2：Let’s learn
教师播放课件，呈现任务要求、图片和句子，要求学生看图片，通过观察图片、分解单词、自然拼读、词不离句等方式学习单词。
学生看图片，通过观察图片、分解单词、自然拼读、词不离句等方式学习单词。
能够在语境中学会本课的核心词汇。
Task 6：Listen and write
广州版小学五年级上学期英语全册教案
五年级上学期英语教案第一课时一、教学内容分析Unit 1What Is Our Life Like?二、教学目标（一）语言知识目标1.词汇：tomorrow, start, always, never, before, London, toy, weekend, open.2.句型Would you like to go to school with Yongxian tomorrow, children?Yes, that would be fun.What time does school start?At seven thirty.（二）语言技能目标1. 学生能较流利地朗读课文，并能用所学知识自己和他人的日常生活安排；2. 通过课文的学习，学会与他人交往。
（三）学习策略目标1. 通过新旧知识的对比，提高学习的效率；2. 联系生活实际，使学习的内容更容易接受；3．积极与同学老师交往，提高说的能力；4．订出学期的学习计划。
（四）情感态度目标通过学习，体会学习的乐趣。
（五）文化意识目标了解英国学生的日常生活情况。
四、教学过程（一）热身与准备1．学习第4页的顺口溜。
（注意频度副词的理解。
）2．自由交谈（Free Talk）。
本课要谈论日期，所以在准备阶段复习星期天到星期六的说法以及如何问星期几的句型：1. T：How are you, children?What day is today?How many days are there in a week?（二）引入新内容T：Today is …, then tomorrow is… What s the Chinese for tomorrow?（板书并学习tomorrow，可以分音节记忆这个单词：to mor row）。
2. Suppose, today is … What day is tomorrow? （用日历操练这个句型。
）3. T：What time do you usually get up?Would you like to go to school with Yongxian tomorrow?4. T ：（出示学校的时间表）提问并学习单词school, start：What time do our school start? At seven thirrty？At…?（出示Yongxian学校的时间表）What time does Yongxian s school start? （二）呈现与操练通过课文课件展示Tom 和Rose以及有关他们日常生活安排（routines）的相关图片，进行介绍。
五年级上册英语教学设计-1-9单元 ｜教科版(广州深圳)
五年级上册英语教学设计－1-9单元 | 教科版（广州深圳）教学目标本教学设计旨在帮助学生掌握五年级上册1-9单元中的单词、短语、句型等基本知识，并能够用英语进行简单的日常交流。
教学内容本教学设计包含以下9个单元：1.Unit 1 Hello2.Unit 2 My family3.Unit 3 My school4.Unit 4 My day5.Unit 5 Numbers6.Unit 6 At the zoo7.Unit 7 Happy birthday8.Unit 8 Holidays9.Unit 9 Food每个单元包含以下内容：•按主题列举单词和短语•学习并掌握相关句型•听、说、读、写练习教学步骤第一步：启蒙活动在每个单元开始时，进行适当的启蒙活动，引发学生的兴趣，激发他们学习英语的欲望，并帮助他们预习今天的教学内容。
第二步：单词和短语的学习1.先让学生朗读新单词和短语，确保学生都会读、会写。
2.分开针对单词和短语进行练习。
3.采用快速记忆法，让学生快速记住新单词和短语。
第三步：句型的学习1.介绍新的句型，并讲解其基本语法。
2.给学生提供一些例句，并让他们跟读及模仿。
3.安排两个或三个简短的问答活动，让学生运用新的句型进行练习。
第四步：听、说、读、写的练习1.相关讲解后，在练习前，老师首先带领全班朗读本单元所涉及到的句型，重点是发音和语调的准确性。
2.老师通过磁带、CD等播放器或者用投影仪播放相关视频，让学生进行跟读、听力、口语等训练。
3.结合练习内容和目的，老师可以让学生进行小组活动或者做作业、写日记等。
第五步：巩固和复习课堂还要安排一定的时间进行巩固和复习，可以通过口语练习、词汇填空、文章朗读等方式进行。
教学评估教学过程中，教师要注意以下几点：1.每个单元可以进行一次小测验。
2.检查学生的作业，并给予反馈和评价。
3.班级活动、小组活动也可以作为评估的内容。
结语通过以上教学步骤，在教育教学过程中，我们应该充分发挥学生自己的主动性，引导学生变得主动积极和独立思考，实现巩固所学的目的，同时需要培养学生的语言感受力、语言理解力、语言表达力，让学生具有良好的英语语言水平，为今后深入学习英语打下坚实的基础。
教科版五年级英语(广州版)上册_Unit11_教学设计
Unit11 教学设计【内容来源】教育科学出版社（三起点）五年级上册Module6 Weather【主题】What’s the weather like today?(一) Let’s talkLearning objectivePupils learn the following language items through a dialogue:Language focus—Asking about the weather in a place:What is the weather like (today/ in England)?How is the weather (in October)?—Describing the weather:It is (cloudy)(in October).In (October), it is (very windy).The weather is ( very wet)in( April).It is usually (very sunny/ dry) in (May).—Making predictions about the weather: I think it will (rain soon).—Nouns: weather, rain, England—Adjectives: cloudy, wet, sunny, warm, dry, windy, cool, snowy—Expressions about activities: play outdoors, wear coat and hat, go swimming, eat lots of fruit, fly kite, make a snowman—Time expressions: soon, some daySuggestionsPresenting the dialogue• Have pupils look at the pictures on Pages 62-63. If you use the E-Resource, show the two pages on the screen.• Talk about the pictures on Pages 62-63 with pupils. Draw pupils’ attent ion to the fact that Peter is from another country. Use the pictures in the 2 speech bubbles to guide pupils to understand that Peter is talking about the weather in his home country, England. Present, or elicit, the words England and weather.• Set a purp ose for listening to the dialogue: Peter is from England. He is tellingXiaoling what the weather is like in England. What will Peter do in different months? Let’s listen and find out.• Play the recording all the way through; pupils follow by looking at t he text in their book. If you use the E-Resource, play the dialogue video. The video will make the meaning of the dialogue clear to the pupils.• Play the recording again, pausing after each line for pupils to repeat and for you to clarify meaning. If you use the E-Resource, click on each line. While doing this, highlight the target language items. Use the pictures and the context in the dialogue to convey the meaning, and provide further examples to illustrate each target language structure if necessary.• Conduct reading aloud practice on the dialogue. Divide the class into 2 groups; pupils will read the dialogue in the roles of Xiaoling and Peter.• If you use the E-Resource, you may use the Listen and repeat function first for pupils to repeat. Later, use the Role play function for pupils to join the conversation in the roles of Xiaoling and Peter.Presenting the vocabulary items• You may provide this lead-in to the further vocabulary items: In England, it is usually very sunny and warm in April. People like to play outdoors. So in different months, we have dif ferent weather. People will do different things. Let’s find out more about that.• Have pupils look at the pictures on Page 63. Use the pictur es to present the further vocabulary items. Go through the names of the months first. Then go over the words related to weather, and then the activity expressions.• Say each word and phrase for pupils to repeat after you. If you use the E-Resource, click on each picture/ word/ phrase for pupils to listen and repeat.• Guide pupils to produce the following sentences from the pictures:In May, it is warm. People wear T-shirts and go swimming.(and so on)• For further practice, point to, or click on, the pictures ran domly for pupils to say the sentences aloud.Substitution• Have pupils produce a dialogue similar to the one between Peter and Xiaoling, substituting the months, weather, and activities in the original dialogue with details from the pictures on Page 63. You may give pupils time to think of the new dialogue with substitutions that make sense.• Guide pupils to produce a dialogue like the following:Pupil A: What is the weather like today?Pupil B: It is so cloudy. I think it will rain soon.Pupil A: Again! The weather here is always very wet in April. What is the weather like in England in May?Pupil B: In England, it is usually warm in May. So we like to go swimming.Pupil A: And what about December?Pupil B: In December, it is very cold and snowy. We like to make a snowman.Pupil A: I hope I can visit England some day.(二) Fun with language1. Listen and write. (Page 64)Learning objectiveTo listen for the weather situation at different cities. Language focus—What’s the weather like in (Shenyang)now?—It’s ( cold and cloudy).—cold, cloudy, wet, cool, windy, warm, dry, hot, sunnySuggestions• Have pupils look at Task 1 on Page 64. If you use the E-Resource, how the task on the screen.• Ask pupils what the weather is like today: What is the weather like today?• Set a purpose for the listening: What is the weather like now in other cities in China?• If necessary, revise the weather words with pupils. The weather words that pupils will need are cold, cloudy, wet, cool, windy, warm, dry, hot, and sunny.• Explain the listening task. Pupils are to listen to 5 mini dialogu es, and writedown the weather at each city.• Play the example dialogue to show pupils how to do that.• With a less able class, you may put the weather words on the board for pupils to refer to while listening.• Play the recording, pausing after each mi ni dialogue if necessary for pupils to do write down the answer.• After the last question, play the recording again for pupils to check their answers.• Extension:When you have checked the answers with pupils, have them produce similar mini dialogues from their answers. For example:Pupils A: What’s the weather like in Beijing now?Pupil B: It’s cold and wet.Tapescript s(1) A: What’s the weather like in Shenyang now?B: It’s cold and cloudy.(2) A: What’s the weather like in Beijing now?B: It’s cold an d snowy.(3) A: What’s the weather like in Nanjing now?B: It’s cool and dry.(4) A: What’s the weather like in Guangzhou now?B: It’s warm and wet.(5) A: What’s the weather like in Haikou now?B: It’s hot and sunny.(6) A: What’s the weather like in Hong Kong now?B: It’s cloudy and windy.Answer keyCity WeatherBeijing cold and snowyNanjing cool and dryGuangzhou warm and wetHaikou hot and sunnyHong Kong cloudy and windy2. Learn and compare. (Page 64)n. sun rain wind cloud snow adj. sunny rainy windy cloudy snowy3. Look and say. (Page 64)Learning objectiveTo practise the following language items through talking about various weather situations.Language focus—What is the weather like today?—It’s sunny/ warm/ cold.Suggestions• Have pupils look at Task 2 on Page 64. If you use the E-Resource, show the task on the screen.• In this task, pupils are provided with 6 pictures that depict 6 different weather situations. Pupils work in pairs. Pupil A points to a picture and asks Pupil B the weather depicted by that picture.• If necessary, revise the weather words with pupils. For this task, pupils will need sunny, warm, cold, snowy, cloudy, dry and rainy.• Explain the task, using the example dialogue in Task 2.• Conduct the activity. In itially, pupils may work through the pictures in sequence. Later, Pupil A may ask about the 6 pictures in random order.4. Play a game. (Page 65)Learning objectiveTo use the following language items on a miming game.Language focus—Look at me. What’s the weather like?—It’s very ( hot/ cold/ etc.).Suggestions• Have pupils look at Task 3 on Page 65. If you use the E-Resource, show the task on the board.• This task is a mime-and-guess game. One pupil mimes an action that is typical of a certain weather situation. The other pupils will guess what the weather is.• Give pupils a minute or two to study the 2 pictures to find out how the game is played. Provide additional explanation if necessary.• Revise the weather words with pupils: cloudy, wet, sunny, warm, dry, windy, cool, and snowy. It is possible to mime all these weather situations.• With a less able class, you may leave the weather words on the board for pupils to refer to during the activity.• Conduct the activity. Initially, you may have indi vidual pupils to mime a weather situation for the whole class to guess. Later, pupils may play the game in groups.5. Read and say. (Page 65)Learning objectiveTo ask and state the weather situation in a city based on information given in a table.Language focus—What’s the weather like in (Beijing)?—It’s (sunny).Suggestions• Have pupils look at Task 4 on Page 65. screen.If you use the E-Resource, show the task on the screen.• In this task, pupils work in pairs. They refer to the weather information given in a table. Pupil A chooses a city and asks about its weather situation. Pupil B listens and answers the question using information from the table.• Explain the task to pupils, using the example dialogue in Task 4.• Go through the names of the cit ies orally with pupils. Have pupils repeat afteryou.• Conduct the task. Initially, pupils may work through the cities in sequence. Later, Pupil A may ask about the cities in random order.(三) Sing alongListen and sing. (Page 66)Learning objectiveTo appreciate language for describing winter through singing a song.Suggestions• Have pupils look at the picture on Page 66. If you use the E-Resource, show the page on the screen.• Give pupil s one or two minutes to study the picture.• Ask pupils what season is depicted by the picture.• Stimulate thinking by asking: Is winter a good season? Do you like winter?• Set a purpose for learning about the song: Some people like winter. Some people d on’t. What about the person who wrote this song? Let’s find out.• Invite pupils to read aloud the lyrics, correcting their pron unciation if necessary. Alternatively, demonstrate how to read the lyrics for pupils to listen. Explain briefly any words that may be unfamiliar to pupils.• Play the recording for pupils to listen. If you use the E-Resource, play the song video.• Play the recording again for pupils to Sing along.(四) Sound family1. Read the words. (Page 67)Learning objectiveTo learn the sound-spelling relationships represented by the graphemes “ing” and “y”.Suggestions• Have pupils look at the table on Page 67, or show the table from the E-Resource on the screen.• Ask pupils to look at the words in the column Words you know.• Start with th e first row. Read the words slowly to guide pupils to deduce the sound repre sented by “ing”.• Repeat the above procedures for the remaining group of words.• Play the recording for pupils to listen.• Play the recording again, pausing after each group of words for pupils to repeat.• Now, invite pupils to look at the Try more column. Ask pupils to apply the sound-spelling relationships they have learnt in sounding out the new words. Give help if necessary.2. Read aloud. (Page 67)Learning objectiveTo apply the sound-spelling relationships practised in the previous task in reading aloud a passage.Suggestions• All the target words in the reading passage have either been practised in the previous task or are familiar to pupils, except the word Browny.• The passage is primarily for pupils to apply the phonics rules they have learnt in the previous task in reading aloud a passage. However, it can also be used for reading comprehension practice.• Begin by talking about the pictures with pupils. Ask pupil s to say the season in each picture, and what the animal in each picture is doing. When you come to Picture 2, guide pupils to sound out Browny from the phonics rules they practised in the previous task.• Give pupils time to read the passage silently once f or comprehension.• You may invite pupils to try reading aloud the passage. Ask them to try sounding out the target words (words in blue)applying the phonics rules they have practised in the previous task.• Alternatively, play the recording or the E-Resource for pupils to listen to the correct pronunciation of the target words.• Invite pupils to read aloud the passage. Work on proper pronunciation, stress and rhythm.【教学反思】。
广州版小学英语五年级上册教案5篇
广州版小学英语五年级上册教案5篇广州版小学英语五年级上册教案1第二单元教学目标：1、能听懂，会说What day is it today? It’s …。
What do you haveon …? We have…。
I like …。
并能在情景中熟练运用。
2、了解西方国家一些没有固定日期的节日，如父亲节，母亲节等等。
教学重点：掌握句型：What day is it today? It's....What do you have on Wednesdays? We have English，science，computer and P.E.I like Wednesdays.学生通过学习，能够自在实际情景中自如运用这些句子。
教学难点：Let's try部分，内容多，易混淆。
应多放录音，正确引导。
必要时给出听力原文指导学生进行分句听和分段听。
另一难点是能够简单描述一周内的学习和生活情况。
教学方法：情景教学法，任务教学法教具 CAI,cards教学过程与内容设计：Step 1 Warm-up(热身)(1)教师放Start部分的歌谣Let’s chant录音，学生复习巩固有关星期的新单词和课程名称。
(2)日常口语练习，内容可参考如下：A：What day is it today?B：It's Tuesday.A：What do you have?B: We have P.E.class.I like Tuesdays.Step 2 Presentation(新课呈现)(1)教师播放Let's try的录音，让学生仔细听，尽量按选出正确的图，并说出先后顺序。
听了一遍后，老师可给出重点句型。
让学生再听录音，完成听音选图练习后，教师指导学生给出正确答案。
如果学生听了两遍后，还不能理解内容，可出示听力原文的同时播声音，让学生听懂后，在不看文字的状态下再听一遍。
反复播放录音能强化对新句型的听觉感知。
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广州版新教材五年级英语上册教学设计
Team备课小组新和学校Date日期Sep. 2nd Designer设计者朱玉嫦Topic课题Hobbies Unit 1
Title题目What’s your hobby Period课时2nd Type of lesson
课型
新授课
Objectives：教学目标1、Language knowledge语言知识：
Vocabulary词汇：hobby, model, collect, stamp, more, than, more than, country, keep, animal, every, during
Sentences 句型：What’s your hobby? My hobby is …v. +ing…
2、Language skill语言技能：1）能听、说、读新单词；hobby, model, collect, stamp, more, than, country, keep, animal, every, during
2）能熟读课文对话。
3、Affect 情感态度：能积极与他人开展口语交际，询问对方的爱好。
4、Learning Strategies学习策略：2）将语言知识尽可能运用于真实自然的情景当中。
3)通过小组合作完成学习任务。
Language focused
and difficult point 教学重难点：重点：听、说、读新单词；理解和朗读课文对话难点：新单词的理解和运用
Teaching Aids
Media and Resource
教学资源与媒体
自制课件，金太阳软件，相关的图片
Teaching Procedures 教学过程
Teaching activities & Steps
教学活动及具体的操作步骤
Learning Activities
学生学习活动
Strategies/Purpose
策略与设计意图
Warming up
Activity 1: Rhyme
展示课本P6的小诗，由此引出本单元相关的话
题hobby。
学生学习rhyme 通过学习rhyme，过度到课文
的学习。
通过读图，了解课文相关的
人物。
Activity 2: Look and say
观看课本P2-3的图片，老师让学生回忆图中三
个人物的名字。
学生说出图中三个人物的名字。
Leading in
Activity 3: 学习单词hobby
让学生注意图片中的物体，引导学生理解这三个孩
子正在谈论他们喜欢做的事情，学习单词hobby
学生学习单词hobby。
通过学习hobby,引出课文的
学习。
Presentation & practice
Activity 4: Listen to the dialogue
听课文。
The children are talking about their hobbies.
Let’s listen and find out what they like doing. 听课文
找出孩子们喜欢做的事情。
学生听课文通过听课文对话，理解课文
大意。
Activity 5: Watch the video
观看课文视频，进一步了解课文内容。
Activity 6: Follow and read
跟光盘或老师读。
读完一行，停顿下来，让学生仿
读，老师可适当解释意思，学生可在重点词句处做
笔记，划出重点。
Activity 7: Read the dialogue
分角色读课文。
将全班分为三组，学生根据课文三
个人物的角色朗读课文。
Activity 8: Learn the new words
通过课本P3图片进行新词汇的学习。
通过游戏等形
式学习新词汇。
学生观看课文视频。
学生模仿老师或光盘读，并划出重点词句。
学生分角色读课文。
学生学习新单词。
通过视频进一步了解课文内
容。
强化课文句子的读音。
熟读课文，强化课文内容。
通过新单词的学习，为后面
的替换练习做准备。