讀書筆記|五年級英語課件（集合17篇）

五年級英語課件（集合17篇）。

? 五年級英語課件

黃老師是我們的英語老師，她的小嘴巴里，會冒出發音標準的字母、單詞、句子、還會冒出自編的笑話，讓我們開懷大笑。

這天，是五年級開學以來，第一堂英語課。大家都期待著黃老師的精彩笑話，“同學們，不要再留戀暑假的美好時光，趕快切換成英語頻道！有些人的肉體還坐在這里，魂還在天上飄著呢。還有些人不想切換英語頻道，我將送他英語大禮包，里面有許多英語習題，讓他重新修好大腦，再切換成英語頻道。”哈哈，我們被黃老師說的話，逗得捧腹大笑，樂得不可開交。她又說：“同學們，請把眼睛看向我看，不看的話，小心讓我把你的眼珠拿出來，擦擦亮，耳朵不聽我講話的，就把耳朵揪下來，幫你擦一擦。好了，言歸正傳，讓我們來學第一單元。”

黃老師在黑板上寫下了標題“Goldilocksandthreebears”。真正的英語課堂開始了。這篇英語短文，其實是一篇童話，在黃老師講到主角Goldilocks品嘗湯味兒的時候，拿出了三個水杯，假裝是湯碗，開始喝湯了。第一碗湯很冰，當黃老師喝下湯時，“啊！”叫了起來，還張開了嘴巴，搖晃著身體，眼神也象被冰住似的，瞪著眼睛，只往前看，看樣子，黃老師就像是在寒冷的冬天被凍住了，她說“Thissoupistoocold”。黃老師繼續品嘗了下一碗湯，“呀！”黃老師又大叫一聲，接著用手扇風到嘴里，臉蛋微紅，舌頭都伸出來了，可想而知，這碗湯肯定很燙，黃老師又像到了夏天，天熱的都可以在地上煎雞蛋了，黃老師說“Thissoupistoohot！”，黃老師嘗了嘗最后一碗湯，竟一下把所有的湯，都倒進了嘴里，喝了個精光，還不忘舔舔嘴巴周圍，看看還有沒有剩余的湯汁，也許，黃老師又到了春天或者秋天，不冷也不熱。這時，她又做了個享受的表情，并說“Thissoupisjustright”我們都笑開了。

這堂好玩的英語課還將會繼續，黃老師的小嘴巴里，又會冒出更多的笑話，我在想，下次，什么時候上英語課？

? 五年級英語課件

英語自我介紹課件已經為大家準備好啦，老師們，大家可以參考以下教案內容，整理好自己的`授課思路哦！

活動目標：

1、能大膽的在同伴或別人面前介紹自己。

2、學習用××，××××

My name is Wiwi. I am twenty-eight. I like red and yellow, I like a les and oranges. How about you ?

四、新授：

Now, listen to me: I can sing ,dance, draw and play the ball. I want to be a teacher. Who can tell me , what do you hear?你聽到了什么？小朋友講述中文意思。

Oh , I can sing ,dance, draw and play the ball. I want to be a teacher. who can tell me , what do you hear? Who can tell me ,What can you do ? What do you want to be?

幼兒講: I can… I want to be…

? 五年級英語課件

1)shake

作動詞，表示“搖動，震動，抖動”，還可指“震驚，信心動搖”。

shake one’s hand over/at sth 對……搖頭 shake hands with sb=shake sb by the hand和某人握手

作名詞，“搖動，顛簸”。

2)rise

作動詞，表示“上升，上漲;起身，起床”。

rise也可以表示“太陽從地平線上生氣;(情緒)增高”。

作名詞表示“上升，進展，振興”。

give rise to sth 引起，導致某事物

rise和raise的區別

rise是不及物動詞，其主語是提高，上升的東西，不能用于被動語態。而raise是及物動詞，其主語是人，可用于被動語態。

3)ruin

作動詞，表示“毀壞，損壞”，強調倒塌成片，也可以指健康，價值受到嚴重損害，斷送前途等。

in ruins 嚴重受損，破敗不堪 go to rack and ruin 破壞，瓦解

4)injure

區別injure harm hurt wound

injure一般指意外事故引起的損傷，還可以表示在感情，名譽上的傷害，可用于人或者是物。

harm“損害，傷害”，指損傷有生命的，也可以是損傷無生命的東西。

hurt“傷害”，既可以指肉體的傷害，也可是精神上，感情上的傷害。

wound“傷”，一般指外傷，如槍傷，刀傷等。尤其指在戰場上受傷，也可以指感情上，榮譽上的傷。

5)destroy

destroy表示“毀滅，消滅，銷毀”，如建筑物，莊稼，森林，村莊，城市，名譽，計劃，契約，證據。

6)rescue

作名詞，表示營救，可用單數或者是復數，若與數字連用，表示營救的次數。

come/go to the rescue=come/go to one’s rescue “營救某人，援救某人”。

7)disaster

作可數名詞，表示“災難，災害，災禍”，也可以表示“徹底失敗的人或者是事物”。

做不可數名詞表示“失敗”。

8)judge

作動詞，表示“斷定，估計，認為”。其后可接that從句，或者賓語+形容詞，名詞等。

表示“判斷，斷定”時，后接wh—分句或者wh—不定式。

表示“裁決，充當裁判”。

judged by/from… “從……看來，從……判斷”。是習慣用語，可用來引導獨立成分，其邏輯主語不一定與主句的主語相一致。

作名詞，表示“裁判，法官，鑒定家”。

9)prepare

作動詞，prepare sth相當于get sth ready，意為“準備干某事”。

prepare for sth=make preparations for sth 意為“為……做準備”。

prepare后接雙賓語，prepare sb sth為某人準備……。

be prepared for為……準備 be prepared to do愿意做某事 be prepared against 防備

10)honor

作不可數名詞，表示“榮譽，名譽，道義，尊敬”。

作可數名詞，表示“光榮的事或者物，榮幸”。

honors表示“成績優異，優等生榮譽”。

in honor of=in one’s honor為了祝賀某人，向某人表示敬意;upon/on one’s honor 以人格擔保

show honor to sb對某人表示敬意 have the honor to do很榮幸干某事

作動詞，表示“向某人/某物致敬，給某人以榮譽;承認(某事)并如期支付款項”。

feel honored to do做某事感到榮幸

11)speech

make/give/deliver a speech 發言

have speech with sb和某人談話 相當于have a word with sb

speech表示“語言，說話的能力，說話的方式”，是不可數名詞。

speech也可以表示“臺詞”，表示復數。

12)shelter

give/provide shelter to 給……庇護的地方

seek/find/take shelter from… 躲避……

shelter oneself under/behind/beneath…意為“躲在……之后，依仗，隱匿于……之下”。

shelter sb/sth from(sb/sth)給某人/某物提供庇護處，保護某人/某物。

13)crack

作動詞，表示“破裂，裂開;打，擊，撞”。

crack down(on)… 對……采取嚴厲措施 crack up (精神)崩潰，(身體)垮掉。

作名詞，表示“裂隙，裂縫，爆炸聲”。

have a crack at sth/doing sth 試做某事物

14)happen

是不及物動詞，無被動語態，表示“發生”具有偶然性。

happen to+名詞/代詞，表示“遭到或者是發生某事物”。

happen to do 表示“碰巧做某事”。

happen upon 偶然碰到，意外發現。

as it happens偶然

what happen if… 如果……怎么辦?

whatever happens=happen what may 無論發生……

15)survive

表示“繼續生存或者是存在”。

表示“比……活的長，比(某人)長命”。

16)think little of 對……不在意，不考慮 think highly/well of 對……評價很高/印象很好

think a great deal/a lot/much of 對……印象很好

think nothing of 認為沒什么;把……視為平常

think badly/ill/poorly of 對……評價很糟/很低

3.語法

定語從句

定語從句及相關術語

1.定語從句：定語從句是由關系代詞或關系副詞引導的從句，其作用是作定語修飾主句的某個名詞性成分，相當于形容詞，所以又稱為形容詞性從句，一般緊跟在它所修飾的先行詞后面。

2.關系詞：引導定語從句的關聯詞稱為關系詞，關系詞有關系代詞和關系副詞。關系代詞有that, which, who, whom, whose, as等;關系副詞有where, when, why等。關系詞常有3個作用：1，引導定語從句。2，代替先行詞。3，在定語從句中擔當一個成分。

注：關系代詞有主語.賓語之分。一般whom作為賓語。

3.定語：定語用來限定、修飾名詞或代詞的，是對名詞或代詞起修飾、限定作用的詞、短語或句子，漢語中常用‘……的’表示。主要由形容詞擔任。此外，名詞，代詞，數詞，分詞，副詞，不定式以及介詞短語也可以來擔任，也可以由一個句子來擔任.單詞作定語時通常放在它所修飾的詞之前，作前置定語。短語和從句作定語時則放在所修飾的詞之后，作后置定語。

? 五年級英語課件

教師：準備游戲時所用的圖片（食物、蔬菜、動物）。 學生：準備表演時所需道具（服裝、假發）。

Step One :Present the sentence patterns.

1. Play a game “How many words do you know?”(利用小游戲調 動學生的積極性，同時通過對冠軍的介紹引出本課。)

Teacher: After the study of the first three starters, I think most of the students must have known a lot of words. How many

words do you know? Let’s play a game to see who know? Let’s play a game to see

who knows the most.

(Divide all the students into several groups and show a picture to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.) (Group 2 is the champion group. They can write 11 words.) 2. Introduce the champion group to the class.（引課方式貼近生活，學生易于接受）

Teacher: Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introduce yourselves to us? S1& S2:Yes.

S1:Hello.My name is Li Lei. Nice to meet you. Ss: Hello, Li Lei. Nice to meet you ,too. Ss: Hello! What’s your name? S2:I’m Sun Ping. How do you do? Ss: How do you do ? Step Two: Drills.

1. Make introductions.（通過句型的操練使學生更加熟練掌握所學 的.句式。）

Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group. Example:

Sa: Hello! I’m Li Lei. What’s your name? Sb: My name’s Zhang Feng. Nice to meet you.

Sa: Nice to meet you, too. And what’s your name, please? Sc: Lin Li. How do you do? Sa：How do you do?

2. Listen and number the conversations.

Teacher: Today I have good news for you. Three new students will come to our class. They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A.

(Students listen to the tape and give the right answers.) Step Three: Make friends.

1. Make new friends.（用談話的方式完成任務，生動活潑，同時更 容易向學生進行美德教育。）

Teacher: Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others, OK? Ss: OK. Example:

Sa: This is my new friend. His name is Sun Nan. Sb: Hello, Sun Nan. Nice to meet you.

Sc: Nice to meet you, too. Look! This is my new friend. Her name is He Lu. Ss: How do you do? Sd: How do you do?

(Students can stand up and introduce their friends to others freely. They can greet each other warmly. Everyone in the class can have more friends. They can also know something else about them.)

2. The New comers.（以表演的形式完成，使課堂氣氛達到高潮。）

Teacher: Just now I said three new students from other countries would come to our class. Now, look! They are here. Let’s give them a warm welcome.

(Three “foreign” students come in and all the students clap warmly.)

Teacher: It’s their first time to come to China. Would you like to listen to their introductions? Ss: Yes.

(Three students can make introductions and act out the dialogue vividly.) Step Three: Sum up.

Some students are asked to sum up this lesson. It is how to make new friends and how to greet them. It is very important in the daily life. Homework

“How do you meet new visitors at home?

教師：準備歌曲磁帶（歌詞）、情景圖片及上課所需表格。 學生：需要向父母了解自已名字的含義。

Step One: Revise the sentence patterns.

1. Sing an English song.（用唱歌的方式既帶動了氣氛，又復習了 所學內容。） Teacher: Yesterday we’ve known each other already. Do you remember your new friends’ names? If you do, let’s sing the song “What’s your name?”. Hello! Hello! What’s your name? My name’s Gina. Hello! Hello! What’s his name? His name’s Peter. Hello! Hello! What’s her name? Her name’s Anna.

2. Listen to the conversations and finish the exercises.

Teacher: Yesterday I made a new friend. Her name is Jenny. She is very lovely. She introduces many friends of hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information.

(Students listen to the tape and give the right answers.)

3. Act out the dialogues.（在特定的情景下表演對話更符合實際， 更貼近生活。） Teacher: Now you’ve known something about introductions and greetings. But if you are in other places, how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends?

(Students can choose any picture they like and act out the dialogues.) Example:

Sa: Hello! I’m Lucy Green. What’s your name?

Sb: My name is Kate Brown, Jim’s classmate. Nice to meet you.

Sa: Nice to meet you, too. I’m Jim’s sister. Welcome to Jim’s birthday party. Make yourself at home. Sb: Thanks, I will.

Step Two: Choose English names.

1. Play a name game.（有效引出“英文名字”這一主題。）

Teacher：As we know, everyone has a name. Each name has its special meaning and so do English names. Do you want to have an English name? If you do, let’s play a name game. The winners of the game will get English names.

Rules: Every student should introduce himself or herself,but at the same time he (she ) should repeat all the above-mentioned classmates' names. Example:

S2: His name’s Tony. My name’s Linda.

S3: His name’s Tony. Her name’s Linda. My name’s Nick.

S4: His name’s Tony. Her name’s Linda. His name's Nick. My name's Kim. S5:??.

2. Choose English names.

1).Find out first names and last names.（用小組的方式完成名字的識別。）

Teacher: Congratulstions to the winners. Now you choose English names from the box. But before you choose names, you must know English names have two parts: first name and last name. Look at the box, can you classify them according to the demands?

Jenny Gina Alan Mary Jim Tony Tom Bob Mike Green Miller Jack Smith Brown Linda Nick Kim Hand

教師：準備所需的歌曲磁帶、名片樣本及各項表格。 學生：制作名片所需的紙張、畫筆等。

Step One: Present the English numbers.

1. Sing the song “Ten Little Indian Boys”.（歌曲歡快有趣，比起單純教授單詞更

為有效。） Teacher: During the first two classes, we’ve known something about new friends names. But if we want to contact them. What shall we do? S1: A telephone call.

T: But you don’t have their telephone numbers. S1: Ask for their telephone numbers.

T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing “Ten Little Indian Boys”.

One little, two little, three little Indisns, Four little, five little, six little Indians, Seven little, eight little, nine little Indians, Ten little Indian boys.

(After singing the song, tell the students not to forget “zero”.) T: Count the number together from zero to nine. S2: Zero? 2. Listen to the conversation and write the telephone number.（通過聽力復習單詞。）

Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down?

(Students listen to the recording of 1b in Section B and give the answer.) Step Two: Drills.

1. Make a survey about your partners’ telephone numbers.（調查組內成員的電話號碼，重點練習所學句式。）

Teacher: Thank you for your help. But do you want to know your friends’ telephone numbers? Now let’s make a survey about it and try to fill in the chart. Name Telephone numbers Li Lei Liu Yu Lin Fang Yin Kailin S1: Hello, Liu Yu. What’s your telephone number? S2: My telephone number is ?

S1: Oh, thank you. What about yours, Lin Fang? S3: It’s?

S1: ? And may I know your phone number, Yin Kailin? S4: ?

S1: Thank you very much. Oh, I nearly forgot. My telephone number is? 2. Report it to the class.

(After the survey, every group can choose a student to report the survey result to the class.) Example: My telephone number is? Liu Yu’s phone number is? Lin Fang’s telephone number is? Yin Kailin’ s phone number is?

3. Listen and match the names and telephone numbers.（制作電話號碼簿這一任務能

Teacher: I will play the recording twice. The first time just listen. The second time, write the letter of the person’s telephone number in the space after that person’s name.

T: Next, I’ll play the recording again. This time, fill in the missing numbers. (Students listen to the tape again .)

T: Can you find out whose telephone numbers they are ? S:?

4. Make an address book.

Teacher: The new term begins. Our class needs an address book to contact each other. Now we can put all the information together and then we can have our own address book. Pay attention to the address book headings “Names” and “Phone numbers”. Now work in groups of six and ask your group members “What’s his /her name? And What’s his/her phone number?” Step Three: Make an ID card.

1. Show some different ID cards to the class and try to enjoy them.（向學生展示

不同種類的名片，一方面開闊學生眼界，一方面便于學生找出名片所含內容。）（引導學生有效搜集名片上的信息，提高學生的閱讀能力。）

Teacher: Now our class has a very useful address book. We can use it to talk with others on the phone. But for most adults, ID cards are more important because they are easy to take along. What’s more, they are very enjoyable. Sometimes they can show the owners’ special personalities. Look at the ID cards below and try to enjoy them.

Teacher: From the cards above, what can you find out ? S1: It must have a person’s name? S2: Sometimes it has a motto.

T: Yes, It must have a person’s name, postcode, telephone number, home address and e-mail address. So if you have a chance to make an ID card, you must think about all the above. But before you make your card, first let’s learn how to get information from the card. It’s very important.

2. Read the ID card and answer the questions.（提供參考信息，但允許學生創新。） Teacher: Look! Here’s an ID card of my friend’s. Please look at it and find out some useful information about her. FIRST NAME: Jenny LAST NAME: Brown TELEPHONE NUMBER: 535-2375 1. What’s her telephone number? 2. What’s her family name? 3. What’s her first name?

? 五年級英語課件

1、A：Are you helpful at home?你在家有用嗎?

2、A： What do you do on Saturdays ???? 星期六你常常做什么?

3、A: What would you like for lunch??? 午飯你想吃什么?

4、A: What do you have on Thursdays ? 星期四你們有什么課?

5、A: Is this your bedroom? 這是你的臥室嗎?

6、當你想詢問別人會干什么時，用What can you do? 答句有肯定形式：Yes, I can . 否定形式：No, I can’t。

7、A:? What can you do ?? 你會干什么?

8、A：Are there any pandas in the mountains? 山里有熊貓嗎?

9、There be 句型包括單數形式的There is a/an …句型和復數形式的there are …句型。There is a/an …句型表示有一個，后面跟名詞單數。There are …句型表示有多個，后面一般接具體數字或some , many，再后面跟名詞復數。

10、A: Can you make the bed ? 你會鋪床嗎?

11、A: Can you do housework? 你能會家務嗎?

12、She’s a university student.? 她是一名大學生。

13、A:What’s he like ????? 他什么樣?

14、Her class is so much fun.? 她的課非常有趣。

15、A: What’s your favourite food?? 你最喜歡的食物是什么?

16、There be 句型中使用單數句式還是復數句式遵循就近原則。

17、A:What’s it like?? 它什么樣?

18、I like Mondays. John likes Sundays. 這里的likes是like的第三人稱單數形式，在一般現在時的句子中，如果主語是第三人稱單數，注意動詞要變成三單形式。

19、A: What do you have for lunch on Mondays?星期一你們午飯吃什么?

20、I’m helpful!?? I can sweep the floor。我是有用的! 我能掃地。

21、I have eggplant and tomatoes for lunch. 我午飯吃茄子和西紅柿。

22、A: Who’s that young lady/? 那個年輕的女士是誰?

23、A: Can you wash the clothes?你會洗衣服嗎?

24、I have a new math teacher. 我有一位新數學老師。

? 五年級英語課件

2．學生：準備一份班級的課程表；制作一份英語課程表。

1．知識目標：

(1)單詞：favorite，subject，science，music，math，Chinese，geography，history

(2)句型：—What's your favorite subject？—My favorite subject is art.

2．能力目標：通過本課學習，掌握一些詞匯、句型等語言知識，能夠運用所學詞匯、句型和他人交流，提高英語口語表達能力。

3．情感目標：通過互相談論喜歡的學科，增進同學之間的了解和友情。

4．文化意識：了解英語國家學生的學習生活，增強跨文化交際的意識。

1．單詞：favorite，subject，science，geography，history

2．句型：—What's your favorite subject？—My favorite subject is science.

1．熟練運用所學的詞匯、句型表達和交流信息。

2．正確運用本課中所學的表示品質的形容詞描述事物。

建議1：教師播放各學科上課的畫面，問學生分別是什么學科，引出各學科的名稱，最后做一個總結。

For example：

T：Class！Please look at the picture.What subject is it?

Then the teacher has a summary：Chinese，m ath，geography，science...

建議2：教師問學生現在學習的學科有哪些，讓學生列舉出來，從而引出各學科的名稱，最后總結一下。

For example：

T：Class！How many subjects are you learning now？What subjects are they?

S1：We are learning Chinese，math，English...

S2：And science，music，history...

Then call some other students to have a sup plement.In the end，let the the students give a summary.

建議3：教師問學生現在學的科目有哪些，找一兩個學生來回答。然后教師 和學生做一個看圖猜謎游戲。讓學生看圖，猜猜是什 么學科，最后讓學生將各學科全部總結一下。

For example：

T：Class！What subjects are you learning now？Can you say out?

S1：Chinese，math，English...

T：Class！Please look at each picture.What subject is it？Can you gue ss?

Let the students look and guess.In the end，let the students have a summary.

建議：教師引導學生將1a中的各學科名稱與圖畫進行配對。

For example：

T：Class！Look at 1a and the pictures.Can you match the words with the right picture?

Call one or two individuals to check the answers.

建議1：教師問學生是否能準確流利地讀出1a中的`單詞，找幾名學生朗讀一遍。對于讀錯的單詞，教師糾正其發音錯誤，并領讀兩遍。然后讓全班同學齊讀兩遍。

For example：

T：Class！Can you read the words in 1a correctly?

Then call some individuals to read.

S1：P.E.，art，science，music，math，Chinese，geography，history.

S2：P.E.，art，science，music，math，Chinese，geography，history.

Then the teacher corrects their pronunciation mistakes，and then has a leading reading.

In the end，let all the students read the words collectively.

建議2：教師領讀兩遍，然后將全班同學分成三組或四組，組織一次朗讀比賽，看哪一組讀得好。最后進行一個看圖搶答游戲，看誰說得又對又快，獎勵說得又對又快的學生。

For example：

T：Class！Let's practice readi ng the words.Please read the words after me.

Then the teacher has a leading reading.The students follow the teacher.

T：Class！Now，let's play a guessing game.Look at the pictures and rush to say out the subjects.Award the students who said correctly and quickly.

建議：教師問學生是否能熟練說出1a中的單詞，告訴學生將進行一次聽力測驗，以檢驗學生是否完全掌握1a中的單詞。

For example：

T：Class！Have you grasped the words of the subjects in 1a？Now let's have a test.

Then let the students listen to the conversations in 1b.

建議：教師將聽力原文投放在屏幕上，把重點單詞去掉。讓學生再聽一遍錄音，填出單詞，補全對話。

For example：

T：Class！Look at the listening text.Listen to the tape again，write out the missing words.

After listening，call one or two individuals to check the answers.See how well they did.

建議1：教師讓學生大聲讀一遍聽力原文，問學生是否有不理解的地方。如果有，教師給予點撥講解。

For example：

T：Class！Please read the listening text aloud.

Then let the students read for some time.

T：Class！Do you have anything that you don't understand?

If they have，have a brief explanation.

建議2：讓學生熟讀幾遍1b中的對話，找幾名學生朗讀對話，看看讀得怎么樣。教師給予語音、語調、語氣等方面的指導和糾正。然后將全班學生分成兩大組，練習對話，看看哪一組說得好。

For example：

T：Class！Please read the conversations aloud by yourselves.Then I'll ask some of you to read.

After reading，the teacher corrects th e mistakes about their pronunciation.And tell the students what tones and intonations they should use.

T：Class！Let's practice the conversations between groups.See which group will say better.

Group A：What's your favorite subject?

Group B：My favorite subject is...

建議3：教師讓學生自己熟讀幾遍對話，然后讓學生兩人合作表演對話。

For example：

T：Class！First，please read the conversations aloud by yourselves.Next，please practice performing the conversations in pairs.Then I'll call some of you to act out.

S1：What's your favorite subject?

S2：My favorite subject is...

建議：由步驟6談論的內容自然過渡到問學生最喜歡什么學科以及喜歡的原因。

For example：

T：Class！Just now we talked about some people's favorite subjects.

What about you？What's your favorite subject？Can you talk about it?

S1：My favorite subject is...

Then call some individuals to practice with the teacher in the same way.

建議1：通過步驟7的導入，引出要練習的句型。讓學生兩人合作編對話，并進行表演。比一比哪一組說得好。

For example：

T：Class！Can you make a similar dialogue in pairs？Then I'll call some of you to act out.

Then let the students work in pairs to make a dialogue.

S1：What's your favorite subject?

S2：My favorite subject is...

建議2：做一個“找朋友”的游戲。讓學生在班內走動，互相詢問喜歡什么學科，找到與自己喜歡的科目相同的人。

For example：

T：Class！Let's play a game—Find friends who likes the same subject with you!

You can leave your seats and go around the class.Ask everyone what his/her favorite subject is.The one who likes the same subject with you is just your friend.

S1：What's your favorite subject?

S2：My favorite subject is...

S1：What's your favorite subject?

S3：My favorite subject is...

S1：What's your favorite subject?

S4：My favorite subject is...

建議：教師讓學生做個陳述報告，陳述自己喜歡什么學科以及喜歡的理由。

For example：

T：Class！Now let's have a report about your favorite subject and the reason why you like it.You can report like following：

Hello！Everyone！My name is...I like some subjects，such as...But my favorite subject is...Because it's...

Let the students pra ctice it for some time.Then call some students to act out.

建議：教師讓學生在小組內做采訪調查。詢問組內每個成員喜歡什么學科以及喜歡的原因。然后找幾組同學進行采訪表演。

For example：

T：Class！Now in your group，have an interview and make a survey.Ask the members of your group what their favorite subjects are，and the reasons why they like them.

Then call some groups to perform their interview.

S1：Hello！I'm a reporter.Can I ask you some questions?

S1：What's your favorite subject?

S2：My favorite subject is...

建議：教師讓學生自己總結本節課所學的內容，包括單詞和句型。

For example：

T：Class！Let's sum up what we have learned in this class.What words did we learn?

Ss：Favorite，subject，science，music，math，Chinese，geography，history.

T：What sentences did we learn?

Ss：What's your favorite subject？My favorite subject is art.

1．和你的同伴討論各自喜歡什么學科以及喜歡的原因，編成對話并表演。

對話模式：

S1：What's your favorite subject?

S2：My favorite subject is...

2．調查你周圍的同學，問問他們喜歡什么學科。作好記錄，制成表格。

? 五年級英語課件

Unit 1 The Developing World

Topic 1 Our country has developed rapidly.

Section A

The main activities are 1a and

2. 本課重點活動是1a和2。

Ⅰ. Teaching aims and demands

教學目標

1. Learn some new words and useful expressions:

cruel, proper, by the way, bell, chairwoman, yet, grandson

2. Learn the present perfect tense:

You have just come back from your hometown.

Where have you been, Jane? I have been to Mount Huang with my parents.

By the way, where’s Maria? She has gone to Cuba to be a volunteer…

3. Learn some functional sentences:

I felt sorry for them.

There goes the bell.

Ⅱ. Teaching aids 教具

錄音機/童工圖片/小黑板/多媒體圖片或幻燈片/學生的旅游紀念照

Ⅲ. Five-finger Teaching Plan 五指教學方案

Step 1 Review 第一步 復習(時間:12分鐘)

(通過教師詢問暑期活動，導入話題，呈現現在完成時和部分生詞。)

T: Listen! The bell is ringing. Let’s begin our class! (老師解釋The bell is ringing等于There goes the bell，板書bell，要求學生掌握)

bell

Nice to see you again. Did you enjoy your summer holidays?

Ss: Yes.

T: (問其中一學生)Hi, Li Xueqing, where did you go during your summer holiday?

S1: I went to my grandparents’ home.

T: What did you do there?

S1: I went fishing, swimming and so on.

T: Wang Xue, where did you go?

S2: I went to West Lake with my father.

T: Wow! West Lake is a beautiful place. What did you do there?

S2: I enjoyed the beautiful scenery, took photos and bought many beautiful cards.

T: Li Yang, what about you?

S3: I had to stay at home to help my mother with the housework.

T: Oh. I feel glad for what you did, and I think you’re a good girl. You’re helpful. S4, did you go to summer classes?

S4: Yes. I did. I went to an English training school to improve my English. I think the English training school is a nice place for me to improve my English.

T: The English training school is a proper place to improve your English.

(板書生詞，請學生猜漢語意思并領讀，要求掌握。)

proper

Step 2 Presentation 第二步 呈現(時間:12分鐘)

1. (創設對話情境。Mr. Smith組織Class 2去野營。在校門口集合時發現Jim沒來。對話呈現have/hhas gone to…，完成2。)

Smith: Hello! Everyone. Are we all here?

Ss: No, Jim isn’t here.

Smith: Do you know where he is?(教師幫助學生用has gone to和volunteer回答。)

Ss: Yes. He has gone to Beijing to be a volunteer for the Olympics.

(板書volunteer，讓學生猜出意思。然后板書have/has gone to，解釋并稍加操練。)

volunteer

have/has gone to …

(星期一Jim返回學校，Mr. Smith和Jim展開對話，呈現have/has been to …)

Jim: Good morning, Mr. Smith.

Smith: Good morning, Jim. You have just come back from Beijing. How was your trip?

Jim: Cool! And I have been to many places of interest.

(教師可用簡筆畫呈現have/has been to和have/has gone to，并講解它們的區別。)

He has been to school.

He has gone to school.

2. T: Mr. Smith and his class had a good time. By the way, do you know what Rita, Jane and Kangkang did during the holiday?

(板書by the way，要求學生掌握)

by the way

T: Now, listen to 1a. Kangkang and his friends are talking about their different experiences

during their holidays. Pay attention to what they have done.

(播放1a錄音，注意文中主人公在暑假中的活動。)

T: From 1a, we know someone has just come back from India. Who is she, Sally or Rita?

(教師加重語氣讀has just come back。)

S1:Rita.

(學生若有疑問或答錯，可再播放一遍錄音。)

T: Yes. You have the right answer. Rita has been to her hometown in India in her summer holiday. But now she is in China. We can say she has been to India. Where has Jane been?

S2: Mount Huang.

(教師引導學生用現在完成時表達。)

T: Yes. She has been to Mount Huang. Where has Kangkang been?

S3: He has been to an English training school.

3. (重放課文1a錄音，核對答案，板書并領讀生詞cruel，要求學生掌握。)

T: Listen to the tape again. And then talk about what they have done.

(多媒體展示康康、簡、麗塔和瑪麗亞的圖像和has been to。讓學生再聽一遍對話，教師引導學生用現在完成時說出四人分別在暑假中的活動。)

S4: Kangkang has been to…

Rita has been to…

Jane has been to…

…

(教師展示印度童工圖畫。)

T: They are as old as you. What were they doing?

S4: They were working. They looked so tired and thin.

T: Rita saw them working for a cruel boss in her hometown in India. They couldn’t go to school. They lived a poor life. I felt sorry for them.

(板書cruel，要求學生掌握)

cruel

Step 3 Consolidation 第三步 鞏固(時間:10分鐘)

1. T: Now, open your books. Please read 1a. And then fill in the chart in 1b, according to 1a.

(學生讀對話，也可以三人小組分角色讀對話，教師巡視糾正學生發音。)

(學生獨立完成1b的表格。教師檢查學生所填內容，然后學生口頭匯報，鞏固現在完成時have / has been to 這一基本句型。)

2. T: Kangkang has been to an English training school to improve his English. Rita has been to India. What about you? Where have you been?And what did you do?Please work in groups to talk about your summer holidays.

(學生三人一組進行問答。)

T: Who will try to act it out in front of class?

(挑幾組學生進行表演，并對學生進行適時指導和鼓勵。)

For example:

S1: I have been to West Lake.

S2: (指S1問S3) Where has he/she been?

S3: He/She has been to West Lake.

S2: (問S1) What did you do there?

S1: I went boating on the lake.

S2: (指S1問S3) What did he/she do there?

S3: He/She went boating there.

(教師引導學生區別一般過去時與現在完成時。)

Step 4 Practice 第四步 練習(時間:6分鐘)

1. (教師讓學生兩人一組，每人拿出提前準備好的`照片或圖片，操練現在完成時，并注意區別一般過去時和現在完成時，完成1c。)

A: Hi, B. Where have you been?

B: I have been to Shanghai.

A: When did you go there?

B: I went there this summer holiday.

…

C: Hi, D. Where has Lucy gone?

D: She has gone to Mount Tai.

C: Why did she go there?

D: Because she wanted to see the sunrise there.

…

2. (根據呈現的have/has been to…和have/has gone to…，完成2。小組完成后可討論答案，然后教師核對。在處理2時，講解并要學生掌握chairwoman, yet和grandson，板書并領讀。)

3. (繽紛小賽場。出示幻燈片或小黑板。)

(1)My teacher gave us the p answer.(首字母填空)

(2)I also want to be a v for the Olympics.(首字母填空)

(3)These (chairwoman) can’t agree with each other.(適當形式填空)

(4)—Hi, Michael. How was your holiday?

—Wonderful! Because I to many famous mountains.(單項選擇)

A. went B. have been C. have gone D. has gone

(5)—Where’s Jane, Maria?

—She her hometown to see her grandparents.(單項選擇)

A. return to B. has gone to C. has been to D. have gone to

Step 5 Project 第五步 綜合探究活動(時間:5分鐘)

1. (教師制作關于暑假活動的表格，讓學生相互調查完成表格。)

Name Where has he/she been? What did he/she do?

…

…

2. Homework: Write a survey report.

(課后根據本課內容，用過去式和現在完成時寫一份暑假調查報告。內容包括：1.去了什么地方？2.做了什么事？)

? 五年級英語課件

1.知識目標：new words and grammer focus

2.能力目標：talk about likes and dislikes freely.

3.情感目標：to ?be friendly to your friends.

4.學習策略：practising and listening for specific information.

5.文化目標：the differences between english food and chinese food.

words and expressions.

how to talk about likes and dislikes.

let ss have more chances to practise.

實物、教學磁帶、錄音機、多媒體課件等。

本課的主要情景是在快餐店談論自己的喜好，面對各種各樣的水果和食物，主要學習疑問句do you like bananas?以及如何應答他人的詢問. yes, i do./no, i don't.會用i like…/i don't like…句型表達自己的愛好。教學重點是句型的聽、說兩會；教學難點是靈活運用所學句型完成各項任務。

t：guess. what's this? you can touch or smell it. it's very delicious.

t： i have a new fast food restaurant(課件呈現快餐店圖片), you can find it here. let's go and have a look.(ok?)

1.learn the english names for these food. look at it and tell us what you can see? you can answer in english or in chinese.(展示課件，讓同學看書上圖，說出他們知道的食物名稱)

2.let's come to the food counter.(通過課件學單詞，每個圖片下都有單詞)畫面出現一個橘子說orange，再出現多個橘子說orange.(之后呈現：banana, hamburger, pear, tomato, strawberry, french fries, broccoli, salad and ice cream)

3.a guessing game.(一共10個標號的盒子，通過課件點擊圖片，讓同學猜測里面是那種食物)學生分成4組進行比賽。回答正確的小組可以得到一張食物圖片，并貼在黑板上。

4.match the words with the things in the picture.(準備復印的紙，上面有10個單詞和10幅圖a-j)讓同學用最短的時間完成連線，同時也給最快完成連線的小組在黑板上貼上一張食物圖片作為獎勵。這張紙也是下個環節的調查問卷。)

task 2, an interview.

老師拿著裝著食物的袋子，讓同學用手觸摸，在猜出食物名稱的同時，老師呈現新課。

t：do you like bananas? ss： yes, i do. t： she likes bananas.

t： do you like pears? ss： no, i don't. t： she doesn't like bananas.

1.do an interview in pairs. do you like…?(用課件提供給學生應該使用的句型并用連線的紙單，進行兩個的問答)(circle the food names your good friend likes.生成一份點菜單menu)

2.t： i have two foreign friends. they are bill and bob. please help me find out what they like and don't like.(用課件呈現一張調查表，學生a和學生b的各有不同，兩名同學互相提問，完成調查)

task 3.an employment.

t： i want to find some good waters for my restaurant.還是以小組為單位，搶答，得分。(教師表演為同學服務的場景，表示業務忙想招聘服務員)

t： listen and fill in the blanks. please tell me what you can hear.(課件內容為p32 2b)學生答完，集體對答案.

t： i say one sentence to see who can say it again first.“i like apples and i don't like pears.” this time you will use 2 minutes to make up sentences like me, then say yours out and let others listen and repeat.

學生互相出題，互相提問，重復正確小組加分。

test 3. food survey.

t： make a food survey in groups.(表格見課件)4人為一組，一名組長提問，一名同學為記錄員。然后以組為單位匯報調查結果，通過三關測試，讓小組推舉出本組表現好的同學做本組waiter。帶上領結，伴著樂曲為同學提供食品。

task 4.enjoy yourselves.

(讓服務員走起來，為大家提供食品，大家邊吃邊用剛學習的話題進行交談，選擇自己喜歡的話題編成對話，談話喜歡的歌曲，影星，動物…)之后選擇一組匯取給大家。

topic 1. who do you like?(teachers, parents, singer, film star)

topic 2. which color do you like?

topic 3. what sport do you like?

topic 4. free topic.

s2： hello! who are they?

s1： they are my friends. she is rain, and he is jim.

s3,s4： nice to meet you, too!

s3： do you like hamhurgers?

s4： let's go to the restaurant, ok?

t： you can go on this step after class. it's your homework.goodbye class.

? 五年級英語課件

教學內容：

A Letters and sounds Start to read

讀書筆記吧高能預警專題:
• 五年級上冊英語?|?人教版五年級課件?|?一年級英語課件?|?小學英語五年級教案?|?五年級英語課件?|?五年級英語課件

教材分析：

本課時主要學習Oo--Tt5個字母和這6個字母在單詞中的發音。要求學生能聽、說、讀、寫所學字母，并在學習字母音、形的基礎上，初步掌握5個字母作為單詞首字母時的發音。Listen, repeat and chant通過五組生動形象的圖配詞讓學生有一個清楚的.感知， 12個例詞中pig,pen,tiger,red,Sarah,orange在前面單元已三會掌握，其他6個單次首次出現。Listen and circle是字母與其所對應的例詞的聽力練習。Write and say是字母的書寫學習。字母的書寫一定要規范要求，為學生的英文書寫打好堅實的基礎。Start to read通過找字母的趣味形式鞏固所學的字母，培養學生的觀察能力。

教學目標：

1.能力目標

（1）能正確讀出Oo—Tt6個字母，并能夠在四線格內正確書寫，說出它們在字母表中的正確位置。

（2）聽到字母能說出它對應的發音。

（3）能夠根據圖片聽單詞，選出正確的詞首字母。

（4）能區分Oo—Tt6個字母字母手寫體和印刷體。

2.知識目標

（1）聽、說、認讀、正確書寫字母Oo—Tt6個字母。并知道其在單詞中的發音。

（2）聽懂、會說以這幾個字母開頭的單詞。

3.情感目標：進一步培養學生良好的書寫習慣。

教學重點：

聽、說、認讀字母Oo-Tt6個字母并掌握它們的正確書寫。

教學難點：

（1）正確說出所給例詞的首字母。

（2）注意大寫字母Q,的讀音及書寫， 小寫字p,q的書寫。

教學過程：

Step 1 Preparation

1.教師出示字母卡學生認讀字母，復習所學過的字母Aa-Nn。出示字母卡時單獨呈現大寫或小寫，讓學生認讀。

2.游戲：教師說出一個字母，學生迅速說出他的左鄰右舍，對說的又快又對的學生及時鼓勵。

Step 2 Presentation

1.教學字母Oo及相應單詞

（1） 導入字母Oo，用字母詞卡教讀。 然后讓學生分別認讀大寫字母O和小寫字母o。讓學生觀察它在字母表中的位置，說出他的左鄰右舍。

學生觀察Write and say中字母Oo的筆順并說一說，師在黑板上四線格內板書，強調占格，學生書空。學生觀察字母卡中的字母與黑板上四線格中的字母有什么不同，引導學生區分印刷體與手寫體，告訴學生字母書寫要向右稍傾斜。讓學生在練習本上仿照Write and say書寫，教師指導。師用肢體語言做出字母的形狀，生做。

（2）教師用多媒體或橘子圖片說：This is an orange.教師領讀orange,另一手拿orange的詞卡，讓學生跟讀單詞，師板書單詞orange（字母o用紅筆標出）并貼圖片或畫簡筆畫。

師以同樣的方式呈現on，教師一手拿圖片或用動作表示，教讀單詞，另一手拿on的詞卡，學生跟讀單詞，師板書單詞on（字母j用紅筆標出）并貼圖片或畫簡筆畫。師領讀黑板上的兩個單詞，讓學生感知O在單詞中的發音，引導學生推斷O作為單詞首字母的發音。

（3）讀后讓學生觀察，第一個字母都是O，然后老師指著例詞并領讀，讓學生充分感知語音。O,O,O,eu,eu,eu,on, orange

多次嘗試讓學生說出他們所學過的或他們所知道的以字母Jj開頭的單詞，學生邊說教師邊在黑板上板書。教師引導學生歸納字母Oo在單詞中的發音，并注意糾正學生不正確的發音。之后同桌互相合作并糾音正音，教師邊在黑板上板書。

2.同法呈現字母Oo-Tt及相應的單詞，基本過程為：板書教讀字母區分大小寫-學生書空--圖卡導入呈現單詞-聽說單詞-板書單詞-找共同的字母-讀詞感知字母的發音-說出學過的以此字母開頭的單詞。教師在教學字母的過程中注意強調大寫字母Qq,的讀音及書寫， 小寫字母p,q的書寫。

3.Listen,repeat and chant.（第一遍讓學生聽錄音，第二遍讓學生聽錄音并跟讀）

4.小組合作學習。教師讓學生小組內大聲朗讀。

Step 3 Practice

1.配對子

將學生分為兩大組，教師說出字母，A組同學舉大寫字母卡，B組舉小寫字母卡。舉的又快又對的為勝者。

2.游戲Say letters：教師出示一張圖片，如orange,生快速讀出單詞并大聲說出相應的字母Oo 。此活動先由教師出示，全體學生說，再指個別學生說，然后學生在小組內進行Say letters：學生輪流出示圖片，其他學生快說字母。

3.Listen and circle

讓學生看課本第40頁Listen and circle，聽錄音圈字母，教師在教室內走動幫助個別學生。檢查答案。

4.仿例抄寫Write and say：課堂上給學生一定的時間進行書寫練習，教師在這一時間內要在學生中進行巡視，以便及時發現和糾正錯誤。適時進行情感教育：養成良好的英語書寫習慣。

Step 4 Production

1.Find and say

學生觀察圖，先在小組內說一說圖中有哪些字母？然后找幾個同學來說，用句型I see…。

2.小組內討論生活中還有那些類似這幾個字母形狀的物品，然后在全班交流。

Step 5 Progress

1.檢測：做《基訓》或《配練》相應的練習題。

2.Summary：What have you learned today?引導學生總結本課時所學知識。

3.Homework

（1）聽錄音跟讀。

（2）仿照Write and say抄寫6個字母Oo-Tt。

? 五年級英語課件

ⅰ.根據句意及漢語提示，填寫單詞。

1. my sister likes soft colors, such as white and ________(粉紅色).

2. you shouldn’t treat him like that. i don’t think it’s ________(公平的) to him.

3.she said that loud mus ic made her _________(緊張的).

4. we feel uncomfortable to sit on _________(硬的) seats.

5. they ma de the school a place for ________(科學的) experiments.

ⅱ.根據句意,從方框內選擇合適的動詞，并用其適當形式填空。

1. do you smoke? how do you feel about ___ _____?

2. people don’t like to be kept _________.

3. the pie can be ________ hot or cold.

4. they had fun __________ football in the park last sunday.

5. — what made you so upset?

— __________ my new bicycle.

ⅲ.根據句意，從方框內選擇合適的' 短語，并用其適當形式填空。每詞限填一次。

make a decision, make a living, make friends, make it, make money, make noise

1. kelsey has ___________ to practice dancing.

2. the twins ___________ by selling clothes.

3. don’t ___________. i’m answering the phone.

4. i’m new in the class. would you like to ___________ with me?

5. the poor girl had to try her best to ___________ for the whole family.

6. wang lin should have been there at 10 am, but he didn’t _________ because of heavy traffic.

1. 輕柔的音樂使他感到很放松。

_____________________________________

2. 那場悲傷的電影讓我一直哭。

_____________________________________

3. 等了她那么久讓我很生氣。

______________________________________

4. 為了讓自己能被那位老人聽見，我不得不大聲說話。

_____________________________________

5. 必須讓他遵守規則。

_____________ _________________________

ⅴ. 根據漢語提示完成下列句子，每空 一詞。

1. 那個笑話那么有趣，以至于我們都情不自禁地笑了。

the joke was ________ funny _______ we couldn’t help laughing.

2. 昨晚你和你的朋友們玩得高興嗎？

did you _________ _________ __________ your friends last night?

3. 今天早 上因為交通擁擠我遲到了。

i was late ________ ________ ________ ________.

4. 糟糕的污染使我想要組織一個清潔運動。

terrible pollution ________ ________ ________ ________ organ ize a clean-up campaign.

5. 這兒有一些對學生們有用的建議。

here are some ________ _________ _________ helpful to students.

ⅰ.根據句意及首字母提示，填寫單詞。

1. he usually l_________ what to buy before going to the supermarket.

2. have you packed your toothbrush and t__________?

3. the food my mother cooks for us t__________ delicious.

? 五年級英語課件

I. 重點詞組

1.learn…from…向……學習

2.in order to為了

3.give support to… 為……提供幫助

4.see sth. oneself 親眼所見某物

5.keep in touch with 與……保持聯系

6.sorts of各種各樣的

7.make progress 取得進步

8.thanks to 由于

II.重點句型

1. Where have you been, Jane? 你去過哪里，簡?

2. She has gone to Cuba to be a volunteer.她去古巴當志愿者了。

3. There goes the bell. 鈴響了。

4. Though I had no time to travel, I still felt very happy.雖然我沒有時間去旅行，但是我仍然感到很開心。

5. Now our country has developed rapidly.現在我們國家發展迅速。

III.語法

1. 現在完成時態的構成：助動詞have/has+動詞的過去分詞

e.g. You have just come back from your hometown.

2. 現在完成時態的句式:

e.g. (1) I have been to Mount Huang with my parents.

(2) I haven’t seen him for a long time.

(3) Where have you been?

(4) ——Have you ever cleaned a room? ——Yes, I have. / No, I haven’t.

3. have/ has been與 have/has gone 的區別

have/has been to sp.表示曾經到過某地—— have/has gone to sp.表示已經去了某地

e.g. (1) I have been to Mount Huang with my parents. (2) She has gone to Cuba to be a volunteer.

? 五年級英語課件

eat breakfast吃早餐 have···class上···課 play sports 進行體育運動

exercise 活動，運動 do morning exercises早鍛煉 eat dinner吃晚飯

clean my room 打掃我的房間 go for a walk 散步 go shopping 去購物

take學習，上(課) dancing舞蹈 take a dancing class 上舞蹈課

a.m上午 p.m.下午 usually 通常地

二、其他日常活動。

get up起床 eat lunch吃午飯 go to bed 上床睡覺

wash my face洗臉 wash my clothes 洗我的衣服 watch TV看電視

play ping-pong打乒乓球 play the pipa彈琵琶 go swimming 去游泳

go running去跑步 do homework 做作業 do kungfu練武術

play football踢足球 play basketball打籃球

三、頻度副詞。

always總是，一直(100%) usually通常(80%) often經常(60%) sometimes(30%)有時

四、疑問詞。 when什么時候 why 為什么

五、重點句型。

1、詢問別人什么時候做某事的句型及回答。

句型結構：問：When do you+動詞短語原形+其他?(你/你們什么時候做某事?)

答：I/we(+頻度副詞)+動詞短語原形+at+具體時間(我/我們通常在幾點做某事。)

例：問：When doyou go to bed?(你什么時候上床睡覺?)

答：I go tobed at 9：00p.m (我晚上9點上床睡覺。)

注意：當主語是第三人稱單數(he,she,it,單個人名或單數名詞)時，助動詞do要變成does,

句型結構是：when does+主語(第三人稱單數)+動詞短語原形+其他?

2、詢問別人周末做什么的句型及回答。

句型結構：問：What do you do on the weekend?(你周末做什么?)

答：I(+頻度副詞)+動詞(短語)+其他。

例：問：What doyou do on the weekend?(你周末做什么?)

答：I usually read books. (我通常看書。)

注意：當主語是第三人稱單數(he,she,it,單個人名或單數名詞)時，助動詞do要變成does,

句型結構是：what does+主語(第三人稱單數)+do+on the weekend?

? 五年級英語課件

? 五年級英語課件

一個驚喜，正悄然降臨。下午，我們將擁有一節與眾不同的英語課哦！

為什么說與眾不同呢？原來是一位外國人，要來給我們上課。怎么樣？新鮮吧！

上課鈴打響了，只見一位高個子、白皮膚的外國小伙走進了教室，同學們頓時歡呼雀躍。我仔細打量了一番，他有一雙凹進去的棕色眼睛，鼻子高挺，整個臉看上去有棱有角。

英語課正式開始！老師先自我介紹了一下，他的英文名叫sam。這節課學習的主要內容是關于職業的單詞句型。sam老師給我們出了個難題：說出一些職業單詞。同學們都踴躍舉手，我可不急，我要在最后上演壓軸好戲。很多同學說了許多常見的單詞，當只有少數同學舉手時，sam喊到了我，我連珠炮似的一連串說出好幾個課外積累的單詞，老師頻頻點頭，我頓時感覺驚艷全場。結束后，sam老師拿出幾張圖文并茂的卡片，教了我們許多新單詞，讓我們耳目一新。

富有童心的老外玩性大發，拿來一袋積木，跟我們玩起游戲來。我們分為兩組，pig組pksun組。規則是這樣的：用英語說出我將來想要做什么，獲得兩塊積木，橫豎拼搭，哪組先倒，另組積分。原來老師在激起我們對新知識的興趣，加深記憶。go！sam竟叫了我們最不放心的小陳，此人口語能力較差，能成功嗎？他結結巴巴地說出句子，sam糾正了他的發音。不知是緊張，還是不會，他老是說不準。sam卻很有耐心，一遍又一遍地指著自己的嘴教小陳。在老師的悉心教導下，一切變得游刃有余，小陳獲得兩塊積木。他小心翼翼地放上去，成功！而對手因一個小失誤，功虧一簣。

這堂英語課，不像以前生硬地學，而是在快樂中學習;不像以前死記硬背，而是在游戲中熟悉;不像以前難以溝通，而是在交流中運用！

我愛這堂與眾不同的英語課！

? 五年級英語課件

一、教學重點

本課時的重點掌握句型是： Who’s your math teacher？ Mr Zhao． What’s he like？ He’s thin and short. He’s very kind要求學生能在相似的情景中完成替換練習。能靈活運用這些句子進行交際。

二、教學難點

Let’s try這一形式在學生用書中第一次出現，但難度不大。學生即使不能夠聽懂句子的含義，只要明白關鍵詞語的意思也能找到正確答案。教師要幫助學生聽錄音熟悉新詞和新句型，感知連讀、失去爆破和弱讀等語音現象。初步培養學生的聽力技能。

三、課前準備

1．教師準備教學過程中所需要的圖片、聲音、課件，人物圖片最好是能夠

直接粘貼在黑板上。

2．準備一些教師的照片或圖片。

3．教師準備錄音機及錄音帶。

四、教學過程

1．Warm－up（熱身）

（1）教師放歌曲“My New Teacher”，讓學生感知并復習歌曲中語言。

（2）結合畫有人物不同相貌特征的教學圖片進行關鍵詞的替換，引導學生復習上一課時所學的新詞，為本課時學習句型做好準備。口語練習內容可參考如下：

A： Good morning/afternoon. Look! Our math teacher is very young. He’s tall and thin.

B： This is our music teacher. She’s young. She’s very funny.

A： Who’s your art teacher？

B： Mr Hu．

A： What’s he like？

B： He’s short and thin！

2． Let’s try and talk (操練)

Let’s try

反復播放Let’s try部分錄音，指導學生根據聲音選出圖中相應的人物。在學生根據錄音內容圈出所描述教師之后，可讓學生看一看他們熟悉老師的圖片，用英語說出他們是誰，用句型：“Who’s he/ she? What’s he / she like? ”提問學生。此后再轉入 Let’s talk部分對話的詳細學習。教師最好能放一句，停一句，并重復錄音中的話語，幫助學生掌握正確的語音、語調。

Let’s talk

（1）教師播放Let’s learn A中的四句話（聲音見媒體素材的A learn sentences.wav）。教師說：“這位胡老師又瘦又矮，我們找一找圖中的哪位老師又瘦又矮呢？”出示Let’s talk部分的人物圖片，讓學生快速找出Mr Zhao。 然后教師分別說出教師姓氏： Mr Ma／ Miss Liu…．這時先不要求學生描述這些教師，可把該項任務放到對話教學之后。

（2）聽錄音，跟讀Let’s talk部分的對話。引導學生指現圖中的人物

Mr Zhao是English teacher, 而錄音中的人物說的是math teacher。

（3）教師再次出示人物圖片，讓學生分別并對人物進行描述，可利用句型：“Who’s this man / woman？ What’s he/she like？”進行操練，先由教師示范，再結對或分小組進行。

Good to know

此部分為選學內容，要求學生了解中西方國家在人名稱呼習慣上的不同。漢語中習慣把姓放首位，名字放在后面。英語國家的人卻習慣把名放在首位，家族的姓氏放在后面，而且有的在兩者之間還有中間名（middle name）。這些不同需要讓學生了解。

3．Consolidation and extension（鞏固與擴展）

（l）讓學生做A部分Let’s talk的活動手冊配套練習。

（2）讓學生默記Let’s talk部分的錄音，將內容說給家長或朋友聽。

（3）讓學生利用新學的文化背景知識，試著與同學進行交流，可分別扮演不同國家的人物。再用英語寫一寫自己扮演的名字。

4. 小結

句型：

Who’s your math teacher？

Mr Zhao．

What’s he like？

He’s thin and short. He’s very kind.

教學反思：

課文通過聽聲音找圖片人物、復述對話、操練句型等方式來學習句型是

Who’s your math teacher？Mr Zhao. What’s he like？He’s thin and short. He’s very kind. 這些句子在第一課時已接觸過，本課重點是讓學生進行句型操練。先學會聽懂句型，再進行復述句型，最后靈活運用這幾句話進行交談。教師主要參與學生一開始的聽說部分，引導學生掌握聽英語的技巧，和說英語的語音。在學生最后的活動中，教師只起輔助作用，進行評分和最后的總結。

? 五年級英語課件

五年級英語知識點：分數的表示法

1. 用基數詞+序數詞表示：

分數在英語中通常是借助于基數詞和序數詞來共同表達的。其中基數詞表示分子，序數詞表示分母。如：

The centimeter is one-tenth of the decimeter or one-hundredth of the meter. 厘米是分米的十分之一，或者說是米的百分之一。

However， the number of the boys will be less than a third of the girls in the class. 但是班里男生的人數將比女生的三分之一更少。

.從以上例子可以看出：分子為1時，既可以用 one，也可用a。

2. 如果分子大于1，分母則要用復數形式。如：

三分之一 one-third;三分之二 two-thirds

3. 二分之一不能說 a(one) second，而要說 a(one) half。

四分之一和四分之三可以說 a(one) fourth 和 three-fourths，但常用 a quarter 和 three quarters 表示。

4. 分數修飾的名詞在句子中作主語時，謂語動詞是用單數還是復數取決于名詞，即與名詞保持一致。如：

Only one-fifth of air consists of oxygen. 氧氣只占空氣的五分之一。

About two thirds of the students are going to attend the meeting. 大約三分之二的學生都將參加會議。

5. 帶分數的表示：

所謂帶分數，實際上是整數+分數，表達時分而述之，只是整數部分與分數部分要用連詞 and 連接。如：

You should finish the work within one and a fourth hours. 你應在1小時25分鐘內完成工作。

6. 分數常和of 連用，作主語或賓語，但分數也可以不帶of 短語直接作主語或賓語。例如：

In U.S.， two-thirds continue to support death penalty. 在美國，三分之二的人仍然支持死刑。

小學五年級英語上冊知識點

My week

1.星期一到星期天首字母要大寫。

Monday 星期一 (Mon.) Tuesday 星期二(Tues.) Wednesday 星期三 (wed.)

Thursday 星期四 (Thur.) Friday星期五(Fri.) Saturday 星期六 (Sat.)

Sunday 星期天(Sun.)

2.watch TV 看電視 do homework 家庭 read books 看書

wash my clothes洗衣服 play football踢足球

3.本單單元重點學習怎樣問星期及怎樣回答。

今天是星期幾? What day is it today?

今天是星期一。 It’s Monday.

4.問星期的某天常干什么事及回答。

你星期六常干什么? What do you often do on Saturday?

我常做家庭作業. I often do homework.

你們星期三常上些什么課? What do you have on Wednesday?

我們上語文、數學和英語. We have Chinese math and English.

3. What about you? 那你呢? (用于來問別人同樣的問題而又不重復前面的問句。)

4. John likes Mondays and Fridays, because he likes P.E.

小學五年級英語學習方法

1、上課認真聽講。別走神。

2、一定要按要求完成老師布置的任務，包括要求背誦的內容。

3、要把課本上的單詞全記住。盡量背誦一些短文和對話，即使背不下來也要每天背誦幾個句子。并默寫。

4、每天結合所學內容做些習題。遇到問題及時查閱參考資料，或問老師。千萬不要拖。

5、盡量擴大自己的詞匯量，詞匯量大了。閱讀的障礙少了。理解能力就強了。

? 五年級英語課件

今天，我們又去上了一次英語興趣課。

這節課，我們學習字母C和D。首先，老師讓我們再溫習一下前面的課程，讀讀前面學過的對話。我想，這下子糟了，我全忘記了呀，這怎么辦呢？我只好讀了起來，可是我始終聽別人的，別人怎么讀，我就怎么讀。終于結束了，老師要我們再讀一遍，我的天呀！還要再讀呀！再讀我要暈了。沒辦法，我只好讀，我讀得結結巴巴。老師又來教我們讀，這下我就踏實了。我一心一意的學，過了一會兒，我會了，這下子我會讀了，沒有關系了。老師讓我們舉手來讀，可我還是不敢，嘴里說：菩薩保佑，不要叫到我。老師叫了許多同學，就是沒有叫到我，我心里樂開了花。突然，老師用手指了指我，頓時，我的臉色蒼白，不會真叫我讀吧。我慢慢站了起來，老師說：不是你，是后面那個。這時，我才安定下來，原來老師叫的是我后面的人。我們學完了字母C和D，老師教了我們幾遍，今天的課，我學的格外認真。下課了，老師叫我們把今天學的內容都背下來。回到教室，我不斷的唉聲嘆氣，我讀都讀得不太熟練，怎么能背的下來哦。下午放學回家了，我把事情的前后經過告訴了爸爸，爸爸說，要想很好的掌握學過的知識，不但上課要認真聽課，還得多溫習。我明白了，以后的每天早上，我要早早起床，多讀多背學過的知識。

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