五年级英语教案(实用3篇)

五年级英语教案 篇一

Title: Learning Colors in English

Objective: By the end of the lesson, students will be able to identify and name different colors in English.

Warm-up: Start the lesson by showing flashcards of various colors and asking students to say the color names in English. This will help activate their prior knowledge and get them engaged in the lesson.

Presentation: Introduce new colors to the students by showing them flashcards or real objects in different colors. Repeat the color names several times and have students repeat after you. Use gestures and visuals to help students understand and remember the color names.

Practice: Divide the class into small groups and give each group a set of colored objects. Have students take turns picking up an object and saying its color in English. Encourage peer correction and provide feedback as needed.

Production: To assess student learning, have each student draw a picture of their favorite object in a specific color and write the color name below the picture. This will allow students to demonstrate their understanding of color vocabulary in English.

Closure: Review the colors learned in the lesson by playing a game of "Simon Says" where students have to touch objects of a specific color when called out in English. This will reinforce learning and make the lesson fun and interactive.

Homework: Assign students to find objects of different colors at home and write down the color names in English. This will help students practice and reinforce their understanding of color vocabulary outside of the classroom.

Evaluation: Observe student participation and understanding throughout the lesson. Use informal assessments such as group work and individual drawings to gauge student learning and adjust teaching strategies as needed.

五年级英语教案 篇二

Title: Learning Daily Routines in English

Objective: By the end of the lesson, students will be able to describe their daily routines in English using simple present tense verbs.

Warm-up: Start the lesson by asking students to share their morning routines in their native language. This will help activate their prior knowledge and provide a context for learning daily routines in English.

Presentation: Introduce new daily routine vocabulary to the students by showing flashcards or pictures of common activities such as waking up, brushing teeth, eating breakfast, going to school, etc. Model sentences using the vocabulary and have students repeat after you.

Practice: Have students work in pairs to create a daily routine schedule using the vocabulary learned. Encourage them to use complete sentences in English and provide support as needed. Monitor and provide feedback to help students improve their language skills.

Production: To assess student learning, have each student present their daily routine schedule to the class using sentences in English. This will allow students to practice speaking and listening skills in a real-world context.

Closure: Review the daily routine vocabulary and sentences learned in the lesson by playing a memory game where students have to match the activity with the correct time of day. This will reinforce learning and make the lesson interactive and engaging.

Homework: Assign students to write a short paragraph describing their daily routine in English. Encourage them to use the vocabulary and sentence structures learned in class to practice their writing skills.

Evaluation: Observe student participation and understanding throughout the lesson. Use informal assessments such as pair work and presentations to gauge student learning and provide feedback for improvement.

五年级英语教案 篇三

五年级英语教案

五年级英语教案 第一课时 备时：9、6 授时：9、7 教学目标与要求 1、能听说认读，并理解本课的五个新单词：young old kind funny strong 2、能掌握句型Who’s your …….?What’s he /she like ?并能在具体的语境中运用。 一 Warm-up 1．Show a picture of some classrooms.(Music room Art room Computer room Lab ) 2．教师自编一个chant ： 二 、Presentation 1．设计一位转学来学校的新朋友Zip（让他做个有趣的动作） T: This is Zip .He is …….. S: Funny . T: Yes, he is funny. Do you like him ? This term he will be ournew classmate. 2．点击Zip, 让Zip介绍自己的学校和老师。（出示主情景图） 1）Zip: Look! This is my math teacher . He’s tall and thin . T: Who’s your Chinese teacher ? Zip 假装没听到，教师适时让全班学生一起问： Who’s your Chinese teacher ? Zip: Miss Zhang . T: What’s he like ? (教师用体态语帮助学生理解 ) 2）Ss(教师启发学生问)Who’s your music teacher and who’s your art teacher ? Zip: Guess. (

Ss guess.) Ss: What’s she /he like ? Zip: She’s young and he’s old . Practise “ young old “ 三、Practise : 活动设计1： Make a new chant . 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、Funny time Listen to the song: My new teacher 教学反思 课堂教学过程中要始终把学生放在教学的主体，学生通过教师的适时引导、启发和点拨来完成学习活动，从而建构起自己新的知识结构体系，最终实现教学与学的最佳结合。 第二课时 备时：9、8 授时：9、9 教学目标与要求 1、听懂会说并在实际情景中运用以下对话 Do you have new teachers.? Yes, we have a new English/math/ art/science teacher. Who’s your English /science teacher ? Mr/Miss……What’s he/she like ? He’s/ She’s …… 2、了解歌谣的含义，并能吟唱歌谣的内容。 3、能将所学句子运用到游戏中去，并能在实际中进行运用。 教学建议 一Warm up 1、Let’s chant . 2、出示各种体形特征的人物图片让学生来猜他们是哪学科的老师。（复习上节课的词汇和句型） 二Presentation and practise 活动设计1 让学生当“小导游”，介绍各个学科的教师风采。 板书： Who’s your ……teacher ? Mr/Miss…… What’s he /she like ? He’s/She’s ……. 教师提问，学生回答。 活动设计2 （事先请学生准备好） 请几个学生上台表演各种神态和动作，并挂上准备好表示人物职业的胸卡给学生看。 T: Look ! There are many new teachers. They want to meet us . Do you have new teachers.? Ss: Yes, we have a new English/math/ art/science teacher. T: Who’s your English/math/art/science teacher ? (可让学生提问) Ss: Mr/Miss…… T: What’s he/she like ? Ss: He’s/ She’s …… 活动设计3 让学生三人一组，自编对话，也可扩充谈论computer / P.E./music teacher 越多越好。 活动设计4 听录音Let’s talk 部分，让学生对话表演。 活动设计5 CAI 课件Let’s chant (page 2)先请学生根据看到的内容来描述，再播放录音，学生根据节奏跟读。 三、 Good to know 让学生了解英语国家姓名的表述方式。 四、Homework 口头作业： 学会描述自己的老师或家庭成员。 教学反思 在教学过程中注意创设各种游戏活动和竞赛活动，给学生创设一个轻松愉快的语言学习氛围，让学习过程充满乐趣并同时使他们感受到一定的挑战，满足他们的竞争意识和成功感，从而使他们达到积极思维，创造潜能得以开发。 第三课时 备时 ：9、9 授时：9、10 教学目标与要求 1、读懂对话。 2、听说读写Read and write 中加粗的单词和句子。 课前准备 1、请学生课前设计好一张他们心目中最理想的学科老师的`图片。 教学建议 一、Warm-up 1．Let’s chant (Page 2) 2．反馈第二堂课的口头作业。 3．用学生课前设计的图片，请学生进行自由对话。 二．Presentation and practise 1．T: Zhang Peng has three new teachers. Who are they ?然后让学生带着问题去看课件，然后提问Who are they? Ss: A science teacher ,an art teacher and an English teacher . 教师再问： Who’s Zhang Peng’s English teacher ? What’s he like? 2．让学生带着问题阅读对话，可以同桌或小组合作形式。 3．通过提问以考察学生理解程度，并引导学生完成填充句子的练习。 三．Story time 1．Watch the story(CAI) 2．Learn to say 教学反思 上课一开始，播放Part B Let’s chant这首歌谣，让学生再次感受这首歌谣的节奏和韵律，为新句型的教学作好铺垫。 另外，课中还让学生来代替教师的角色，真正实现师生角色的互换，缩短了师生的情感距离，以达到良好的教学效果。