PEP小学五年级英语教案设计(黄晓丹)--“教学中的互联网搜索”优秀教学案例评选_教案设计

PEP小学五年级英语下册全册教案Title: PEP Primary School Fifth Grade English Book II Full Teaching Plan。

Introduction:The PEP (Primary English Project) curriculum is designed to provide students with a comprehensive understanding of the English language. The fifth grade curriculum focuses on building upon the foundation of English language skills that students have acquired in previous grades. This teaching plan will provide a detailed outline of the topics, activities, and assessments that will be covered in the PEP fifth grade English Book II.Unit 1: My School Life。

In this unit, students will learn to talk about their school life, including subjects, school facilities, and daily routines. The unit will begin with a vocabulary review of school-related words and phrases. Students will then engage in activities such as role-playing, pair work, and group discussions to practice using the new vocabulary in context. The unit will also include a project where students will create a poster about their school life.Unit 2: My Family and Friends。

Unit1 This is my day第一课时一、学习目标1．能够听、说、读、写以下动词短语：eat breakfast, do morning exercises, have English class, play sports, eat dinner.2．能理解并说唱Let’s chant部分的歌谣。

3．能够了解Good to know 部分的内容。

二、学习重、难点1．本课时的教学重点是掌握A部分Let’s learn中的五个动词短语，并能用这五个短语回答询问作息时间的问题。

2．本课时的教学难点是掌握五个四会短语和单词exercise, usually的正确发音。

三、学习过程1．热身（Warm-up）（1）教师站在黑板上的钟前面，张开手臂演示一个时间，比如：9：30，注意演示时将一只手臂略缩短一些表示时针，另一只手臂表示分针。

然后教师提问学生：What time is it? 学生回答：It’s … 教师请几名学生来演示并提问：What time is it? 其他学生回答。

（2）教师播放五年级第二单元B部分的歌谣，复习巩固句型：“What do you do on Saturdays?”2．预习（Preview）游戏：“梦想剧场”3．新课呈现（Presentation）（1）教师请“今日之星”给大家表演一节广播体操。

教师出示单词卡片：do morning exercises.教师领读，学生跟读，教师注意提醒学生exercise的发音，可分音节由慢到快地教读。

之后教师提问一名学生：Can you do morning exercises? 该学生答：Yes, I can.这名学生再问其他学生，做连锁操练。

操练可以不按座位进行，让每名学生始终保持积极的状态。

建议教师引入do eye exercises 来拓宽学生的词库，丰富操练内容。

（2）教师请另一位“今日之星”给大家表演动词短语play spots。

人教版pep五年级英语下册unit5教学设计全文共3篇示例，供读者参考篇1Unit 5 of the People's Education Press (PEP) Fifth Grade English textbook covers the topic of "What did you do on vacation?" This unit focuses on past tense verbs and the concept of recounting past events. In this teaching design, I will outline a nine-lesson plan to cover the content of Unit 5 in an engaging and effective manner.Lesson 1: Introduction to Past TenseObjective: Introduce the concept of past tense verbs.Activities: Present sentences in present and past tense, have students identify the differences.Lesson 2: Past Tense Verbs (Simple Past)Objective: Teach the simple past tense of regular verbs.Activities: Practice regular past tense verbs through exercises and games.Lesson 3: Past Tense Verbs (Irregular Verbs)Objective: Introduce irregular past tense verbs.Activities: Have students memorize common irregular verbs and use them in sentences.Lesson 4: Asking and Answering QuestionsObjective: Teach students to ask and answer questions about past events.Activities: Role-play conversations about vacation activities using question words.Lesson 5: Writing about VacationsObjective: Practice writing short paragraphs about past vacation experiences.Activities: Provide prompts for students to write about their own vacations.Lesson 6: What Did You Do on Vacation?Objective: Teach the structure of past tense questions.Activities: Have students ask and answer questions about their vacations in pairs.Lesson 7: Listening ComprehensionObjective: Practice listening for specific information.Activities: Play recordings of vacation stories and ask questions based on the content.Lesson 8: Vocabulary ReviewObjective: Review key vocabulary words from Unit 5.Activities: Play vocabulary games like charades or Pictionary to reinforce learning.Lesson 9: Unit TestObjective: Assess students' understanding of Unit 5 content.Activities: Administer a written test covering past tense verbs, question formation, and vocabulary.Overall, this nine-lesson plan aims to help students grasp the concept of past tense verbs and effectively communicate about their past experiences. By incorporating interactive activities and games, students will stay engaged and motivated throughout the unit. The activities are designed to cater to different learning styles and promote active participation in the classroom.篇2PEP (Primary English Program) is a teaching material issued by the People's Education Press in China. PEP English textbooks are widely used in primary schools across the country. In thislesson plan, I will focus on Unit 5 from the fifth grade of the PEP English textbook.Unit 5 is titled "What Does She Look Like?" and the main topic of the unit is describing people's physical appearances. This unit includes vocabulary related to physical appearance such as hair, eyes, nose, etc. It also covers grammar points such as the verb "to be" and adjectives.Here is a detailed breakdown of the lesson plan for Unit 5:1. Warm-up (10 minutes)Start the lesson by reviewing the vocabulary related to physical appearances. Use flashcards or pictures to help students remember the words. You can also ask students to describe their own physical appearances to practice the vocabulary.2. Presentation (15 minutes)Introduce the grammar point "to be" and adjectives to describe people. Show examples on the board and explain how to use them in sentences. Encourage students to create their own sentences using the grammar point.3. Practice (20 minutes)Divide the class into pairs or small groups and ask them to describe each other's physical appearances using the vocabulary and grammar they've learned. Monitor and provide feedback to each group.4. Listening (15 minutes)Play a recording of a dialogue where two people are describing a third person. Ask students to listen carefully and answer comprehension questions based on the dialogue. This will help them improve their listening skills.5. Speaking (15 minutes)Have students work in pairs and take turns describing a picture of a person to their partner. The partner must listen carefully and draw what they hear. This activity will test students' speaking and listening skills.6. Writing (15 minutes)Ask students to write a short paragraph describing a person's physical appearance. Encourage them to use the vocabulary and grammar they've learned in the unit. Review their writing and provide feedback on grammar and vocabulary usage.7. Review and Homework (10 minutes)Summarize the key points of the lesson and review the vocabulary and grammar covered in Unit 5. Assign homework for students to practice describing people's physical appearances.By following this lesson plan, students will be able to effectively describe people's physical appearances using the vocabulary and grammar they've learned in Unit 5 of the PEP English textbook. It's important to provide a variety of activities to engage students and help them practice their language skills. With the right guidance and support, students will be able to master the content of the unit and improve their English proficiency.篇3Unit 5 of the People's Education Press (PEP) Grade 5 English textbook focuses on the theme of "What Would You Like?" This unit covers vocabulary related to food and drinks, as well as phrases and sentences to express preferences. In this lesson plan, I will outline a series of activities and exercises to help students practice and engage with the material in a fun and interactive way.Lesson Objectives:1. To introduce and teach new vocabulary related to food and drinks.2. To practice using phrases and sentences to express preferences.3. To engage students in speaking and listening activities to reinforce new vocabulary and language structures.4. To promote group work and collaboration among students.Warm-up:To start the lesson, I would begin with a warm-up activity to introduce the theme of the unit. I would show pictures of various food and drink items and ask students to identify them. This will help activate prior knowledge and get students thinking about the topic of the lesson.Vocabulary Presentation:Next, I would introduce the new vocabulary related to food and drinks. I would use flashcards, realia, and other visual aids to help students understand and remember the words. I would also provide pronunciation practice to ensure students are comfortable using the new vocabulary.Practice Activities:After introducing the vocabulary, I would engage students in a series of practice activities to reinforce their understanding. This could include matching games, role-plays, and group discussions. For example, students could work in pairs to practice ordering food and drinks at a restaurant using the new vocabulary.Language Structures:In this section of the lesson, I would focus on teaching students phrases and sentences to express preferences. This could include sentences like "I would like a hamburger, please" or "I don't like broccoli." I would provide examples and opportunities for students to practice using these language structures in context.Speaking and Listening Activities:To promote speaking and listening skills, I would design activities where students can communicate with their peers using the new vocabulary and language structures. For example, students could participate in a role-play where they take on different roles in a restaurant setting and practice ordering food and drinks.Group Work:Finally, I would incorporate group work activities to encourage collaboration and teamwork. Students could work together to create a menu for a restaurant, with each group member contributing different food and drink items. This will allow students to practice using the new vocabulary in a creative and engaging way.Assessment:Throughout the lesson, I would assess students' understanding through observation, participation, and informal assessment tasks. At the end of the lesson, I would provide feedback to students on their progress and encourage them to continue practicing and using the new vocabulary and language structures outside of the classroom.By following this lesson plan, students will have the opportunity to engage with the material in a variety of ways and develop their language skills in a fun and interactive environment. This will help them build confidence in using English to express their preferences and communicate effectively in real-world situations.。

人教版PEP英语五年级下册《Unit 1 My day PartB》（第一课时）教学设计一. 教材分析《人教版PEP英语五年级下册》中的《Unit 1 My day Part B》主要围绕日常活动进行展开，通过描述人们的日常活动，让学生能够熟练运用一般现在时进行表达。

本节课主要涉及到三个活动：Mike, Wu Yifan和Chen Jie的日常生活。

通过本节课的学习，学生能够掌握一般现在时的表达方式，以及如何用英语描述日常活动。

二. 学情分析五年级的学生已经掌握了基本的一般现在时语法知识，具备一定的日常英语交流能力。

但是，对于一些复杂的日常活动表达，学生可能还不太熟悉。

因此，在教学过程中，需要注重对学生语言运用能力的培养，提高他们的口语表达水平。

三. 教学目标1.知识目标：学生能够掌握一般现在时的表达方式，学会用英语描述日常活动。

2.能力目标：学生能够在日常生活中运用英语进行交流，提高口语表达能力。

3.情感目标：培养学生对英语学习的兴趣，增强自信心。

四. 教学重难点1.重点：学生能够熟练运用一般现在时进行日常活动的表达。

2.难点：如何让学生在实际情境中运用英语进行流畅的交流。

五. 教学方法采用情境教学法、交际法和生活化教学法，通过设置真实的生活情境，让学生在实际交流中掌握英语知识。

同时，运用任务型教学法，引导学生主动参与课堂活动，提高他们的实践能力。

六. 教学准备1.教师准备：提前准备好相关的教学材料，如PPT、图片、日常活动卡片等。

2.学生准备：学生需预习本节课的内容，了解一般现在时的基本用法。

七. 教学过程1.导入（5分钟）教师通过提问方式引导学生回顾一般现在时的基本用法，如“What do you do?”“What does he/she do?”等。

然后，展示本节课的主题“My day”，激发学生的学习兴趣。

2.呈现（10分钟）教师通过PPT展示Mike, Wu Yifan和Chen Jie的日常生活图片，引导学生用英语描述他们的活动。

PEP Book 5 Unit 5 Look at the monkeysB Let’s learn教学设计嵩阳一小李利芳教学目标：1、能够听、说、读、写单词：sleep, climb, fight, swing, drink water 的ing形式。

2、能够听说认读，并使用句型：What are …doing ? 提问，并能回答They are…教学重点：掌握有关动物行为的单词：sleep, climb, fight, swing, drink water。

教学难点：掌握行为动词进行时态的形式并能正确运用。

教具准备：CAI、word cards教学过程：Step 1: Warm-up (3 minutes )1. Let’s sing.2. T shows the word cards to revise these words : flying, swimming, running, walking, jumping.Step 2: Presentation (20 minutes)1.T: Do you like animals ? Let’s go to the zoo together. What are the animals doing ? Let’s see.2.Teach drinking water:T: Look at the elephants. What are the elephants doing ? They are drinking water. Let’s spell these sentences .T Shows word card “drink”, let student read it, and then teach “drinking”. Spell ,ask and answer.Look at the picture. Guess! What are they doing? Teach drinking milk, drinking Coke and drinking orange juice.3.Teach climbing.T: What are these? What are the pandas doing? They are climbing.T Shows word card “climb”, let students read it, and then teach “climbing”. Spell it and read sentence together.T: Look at the picture. What are they doing? Teach the phrases climbing mountains and climbing a tree.3.Teach the word sleeping.T: What are these? What are the bears doing?T Shows word card “sleep”, let students read it, and then teach “sleeping”. Spell it and read sentence together.4. Teach the word fighting.T: What are these? What are the lions doing?T Shows word card “fight”, let students read it, and then teach “fighting”. Spell it and read sentence together.5. Teach the word swinging.T: What are the monkeys doing?T Shows word card “swing”, let students read it, and then teach “swinging”. Spell it and read sentence together.6. listen and read.Step 3: Practice (6 minutes)1.Guess! What’s missing?2.Guessing game . What are they doing?Step 4. Consolidation : (8 minutes)1. Ask and answer in groups of four.2.Describe the activities of animals.Step 5. Summary (3 minutes)What did you learn from this lesson ?Homework:1.Try to describe the animals using the words and sentences youhave learnt at home.2.Copy the words and sentences in part B Let’s learn.Board writing：Unit 5 Look at the monkeys(B Let’s learn) What are the elephants doing? They are drinking water.climbingsleepingfightingswinging。

五年级下册英语pep教案5篇教学打算是课程设置的整体规划，它规定不同课程类型相互构造的方式，也规定了不同课程在管理学习方式的要求及其所占比例，同时，对学校的教学、生产劳动、课外活动等作出全面支配，详细规定了学校应设置的学科、课程开设的依次及课时安排，并对学期、学年、假期进展划分。

以下是我带来的五年级下册英语pep教案内容，感谢您的阅读，盼望能协助到您!五年级下册英语pep教案1where are you going to go教学目标：1、能够识别单词：list airport shoe ticket toothbrush.2、学习目标语句：Where are you going to go? What are you going to take? When areyou going to go? Who’s going to go with you?3、功能：能够谈论旅行前的打算和详细事宜。

教学重点：1、驾驭新单词，并能够理解旅行所打算的物品。

2、能够口头运用Where are you going to go? What are you going to take?When are yougoing to go to the airport?Who’s going to go to the airport?这类问句就详细信息提问。

教学难点：能够和同学用“where、what、when、who”这四个单词开头的疑问句谈论旅行前的准备。

教学用具：录音机、PPT教学过程：Step1、Warm-up师生之间相互问候Step2、Presentation Free talkT：the summer holiday is coming ,so Where are you going to go in yoursummerholidays? When are you going to go there? What are you going to take? Whatare you going to do there? Who is going to go with you ? (生逐一答复后,师总结):I thinkyou had a lovely time, Yes? 由此活动引出Where, When, What, Who?等特别疑问词，并带着同学们复习一般将来时的用法。

pep小学英语五下优秀说课稿PEP小学英语五年级下册的课程设计旨在培养学生的综合语言运用能力，通过各种教学活动激发学生的学习兴趣，提高学生的英语听说读写能力。

以下是一份PEP小学英语五年级下册的优秀说课稿：课程名称：PEP小学英语五年级下册教学目标：1. 知识与技能：学生能够掌握本单元的重点词汇、句型和语法结构。

2. 过程与方法：通过多种教学活动，如角色扮演、小组讨论等，提高学生的语言运用能力。

3. 情感态度与价值观：培养学生学习英语的兴趣，增强跨文化交流意识。

教学重点：- 词汇：本单元的核心词汇。

- 句型：日常交流中常用的句型结构。

- 语法：本单元涉及的语法点。

教学难点：- 语法结构的准确运用。

- 词汇在不同语境中的恰当使用。

教学方法：- 情景教学法：通过创设情境，让学生在实际语境中学习和使用英语。

- 合作学习法：鼓励学生进行小组合作，共同完成学习任务。

- 任务型教学法：设计具体的学习任务，引导学生在完成任务的过程中学习英语。

教学准备：- 教学PPT：包含本单元的重点词汇、句型和语法点。

- 教学音频：用于听力训练和发音模仿。

- 角色扮演卡片：用于角色扮演活动。

教学过程：1. 导入（Warming-up）- 通过播放与本单元主题相关的英文歌曲或视频，激发学生的兴趣。

- 简单复习上一单元的内容，为新课内容做铺垫。

2. 呈现（Presentation）- 利用PPT展示本单元的词汇和句型，通过图片、实物等辅助教学，帮助学生理解记忆。

- 通过听力练习，让学生熟悉词汇的发音和用法。

3. 练习（Practice）- 分组进行角色扮演，让学生在模拟的情境中使用新学的词汇和句型。

- 设计填空、连线等练习题，巩固学生对词汇和句型的掌握。

4. 应用（Application）- 组织小组讨论，让学生运用所学知识表达自己的观点。

- 通过游戏或竞赛形式，提高学生运用英语的积极性。

5. 总结（Summary）- 回顾本节课的重点内容，强调词汇和句型的用法。

人教PEP 版五年级英语上册教学设计Unit 5 There is a big bed一、单元整体分析本单元是义务教育人教版（pep）小学英语教科书五年级上册的第五单元，本单元的学习主题是利用There be…句型讨论家居陈设的摆放位置，总共设置了A、B、C 三个板块的内容。

A、B 部分呈现两组情景对话、一些重点词汇和一篇阅读小短文等新知识点，C 部分是以讲趣味故事形式巩固或延展知识面。

本单元的学习主题是讨论家居陈设的摆放位置，通过参观张鹏同学的卧室，为学生们展示了一些有关家居摆设的单词，并用一些表示相对位置关系的方位介词来讨论这些家居物品的具体摆放位置,重点呈现核心句型There be，具体包括There is…和There are…。

家，是我们从一出生就一直居住的地方，这是每个人最熟悉的场所，把自己家的样子介绍给其他同学，让他们了解自己的居住环境，这个与自己的生活息息相关的话题，可以瞬间激发学生们的浓厚情趣，让他们有话可说，使他们自然而然地把新的知识点融入到自己的真实生活中，并能很快达到内化的程度。

本单元共分六个课时，A、B 两部分中的情景对话都是展示重点知识内容即本单元两个核心句型的具体语言环境，Let’s learn 中所教学的重点词汇为学生练习使用关键句型提供多元化的素材，让学生们掌握更多常见的日常家居物品。

包括A 部分出现的photo, clock, water bottle, bike, plant, 以及B 部分出现的in front of, between, behind, above, beside。

这些词汇能够拓宽学生们的知识面，增加学生们的词汇量，为提高表达能力打下基础。

第五课时的Read and write 和Let’s check 均是为巩固本单元重点知识而设计的精简训练。

第六课时中的情趣故事是学生们最喜欢的板块，通过观看动画课件视频，模仿表演，学生们把本单元学会的新知识融入到虚构的故事情节当中，把故事内容活灵活现的展现在众人面前，让学生们感受着自己的进步、成功与喜悦s。

第一课时课时内容A Let’s try Let’s talk课时分析本课时是人教版五年级下册第五单元的第一课时，围绕“学校画展”这个话题展开。

主要是通过对话的情景学会询问和回答某物属于某人的句型The yellow picture is mine. Are these all ours? Whose is it? It’s Zhang Peng’s.。

培养学生学习英语的兴趣和树立学好英语的信心。

本课时是整个单元的首课时，在本单元中起引领与铺垫作用.本课时的重点是核心句型的灵活运用。

本课时包括Let’s try 和Let’s talk 两个板块。

Let’s try是听力训练，通过陈杰和Mike 在参观学校美术展时的问答，帮助学生初步理解A部分Let’s talk 的核心句型。

Let’s talk通过呈现陈杰和Mike 参观学校画展的情景，引出句型The yellow picture is mine. Are these all ours? Whose is it? It’s Zhang Peng’s. 此版块的话题贴近学生的生活，学生们都非常感兴趣，很能激发学生求知的欲望。

在课堂教学中，首先要整体把握本单元教学内容，教学重点和教学难点，借助师生照片、图片等多种方式呈现，采用猜一猜、找一找等多种教学活动，全面调动学生的积极性，培养学生灵活运用语言的能力。

本课时的教学内容是四年级下册第五单元教学内容的延续，Whose... is/are this/these? It’s/They’re...’s . Are these yours? 的句型学生们在四年级已经接触过，为本单元的教学打下了很好的基础。

课时目标1. 能够听、说、读、写句型：The yellow picture is mine. Are these all ours? Whose is it?It’s Zhang Peng’s.2. 能够在教师和图片的帮助下理解对话大意。

最新人教PEP版小学英语五年级下册Unit 5第2课时优质课教学设计教学内容本课时为小学英语五年级下册Unit 5的第2课时，主要围绕家庭成员的介绍和描述。

学生将学习如何用英语介绍家庭成员，包括父母的职业、家庭成员的兴趣爱好等。

通过本课时的学习，学生能够掌握家庭成员的词汇，运用There be句型和一般现在时描述家庭成员的特点。

教学目标1. 知识与技能：学生能够掌握家庭成员的词汇，如father, mother, brother, sister等；能够运用There be句型和一般现在时描述家庭成员的特点。

2. 过程与方法：通过小组合作、情境模拟等方式，提高学生的英语听说能力和交际能力。

3. 情感态度与价值观：培养学生对家庭的热爱和责任感，增进家庭成员间的感情。

教学难点1. 正确运用There be句型和一般现在时描述家庭成员的特点。

2. 区分家庭成员的词汇，如father, mother, brother, sister 等。

3. 运用英语介绍家庭成员的兴趣爱好和职业。

教具学具准备1. 多媒体设备：用于播放PPT、视频等教学资源。

2. 教学卡片：展示家庭成员的图片和单词。

3. 小组活动道具：用于小组合作和情境模拟。

教学过程1. 导入：通过播放一首关于家庭的英文歌曲，激发学生的学习兴趣，引导学生进入本课时的主题。

2. 新课内容呈现：利用PPT展示家庭成员的图片和单词，教授学生如何用英语介绍家庭成员。

通过讲解和示例，让学生掌握There be句型和一般现在时的运用。

3. 小组合作：将学生分成小组，每组选择一个家庭成员进行描述。

学生需要运用所学知识，合作完成描述任务。

4. 情境模拟：创设一个家庭聚会场景，让学生模拟介绍自己的家庭成员。

通过实际操作，提高学生的英语交际能力。

5. 巩固练习：设计一些关于家庭成员的练习题，让学生巩固所学知识。

板书设计1. 板书Unit 5 My Family2. 板书内容：家庭成员的图片和单词，There be句型和一般现在时的例句。

2023学年人教PEP版五年级英语下册公开课教案Unit 5第2课时A (Let's try & Let's talk)教学目标一、知识与技能1. 听录音完成Let's try部分的练习题。

2. 熟练掌握对话及重点句型：The yellow picture is mine. Are these all ours? There is picture of Shanghai. Whose is it?二、过程与方法通过设计多种活动并创设真实的情景，调动学生的学习积极性，激发学生的学习兴趣，帮助学生完成任务。

三、情感、态度与价值观培养学生自主学习英语、乐于交流与合作、善于观察身边的事物、运用英语解决问题的能力。

教学重点1. 能听录音完成相应的练习题。

2. 能熟读对话和灵活地进行句型替换练习。

教学难点能熟读对话和灵活的进行句型替换练习。

教法导航在教学过程中及时对学生的参与进行鼓励性评价，有利于保护和提高学生主动参与教学的积极性，注重过程评价，促进学生发展，让学生在自主学习、合作学习、探究学习中逐渐形成学习英语的兴趣和爱好。

学法导航学生通过扮演角色，对所学知识进行操练。

教学准备多媒体课件，书包，各学科教科书，录音机，磁带，教学图片，单词卡片，学生活动手册等。

教学过程1. Warm-up（热身及预习展示）（1）T: Is this his cat?S: Yes，it is.T: Is this her bag?S: No，it isn’t. ( 板书)T: Whose book / pen /ruler is that?S1: It’s mine/ yours/his.（2）Review sentences :T: It’s his dog. S: The dog is his. (用上节课的图片)T: It’s her book. S: The book is hers.T: It’s their dog. S: The dog is theirs. (…)2. Presentation and practice（精讲点拨）Let's try（1）Listen to the tape of Let's try and finish exercises. (老师讲解录音中的重点句子)（2）Teach key words and sentences: yellow picture，picture of，beautiful，There is … (板书在黑板上)（3）T: Is this a yellow picture? S: Yes，it is.T: That is a picture of Beijing. S: Read it.T: There is a beautiful picture. S: Read it “beautiful”.（4）Listen to the tape of Let's talk and follow reading.T: Look here .There are so many pictures. S：Yes.T: The yellow picture is Chen Jie’s . The yellow picture is hers.T: Whose is that picture of Beijing? S: It’s Zhang Peng’s .T: Whose is that picture of Shanghai? S: It’s Wu Yifan’s .（5）Role play reading of Let's talk.（6）Pair-work. (ask and find out 失物招领)灵活掌握本节课的句型）S1: Whose storybooks are these? S2: They are mine.S1: Whose book is this? S2: It’s Mike’s. / It’s his.3. Consolidation and extension（拓展延伸）同义句对对碰。

最新人教PEP版小学五年级英语下册全册优质教案Unit 1 My day单元教学总览教材分析本单元重点学习一天中不同时间段内学习和生活起居情况的表达，尤其是学会使用频度副词谈论日常生活。

表示时间的单词在学习问候语“Good morning/evening/afternoon/night.”等时学生已经比较熟悉，本单元新增添了介词in和at。

问答时间的句型“What time is it? It’s ...”也已经学过，可在本单元进一步巩固。

本单元实际上是五年级上册第二单元课程安排与周末活动的延续，weekend的概念在五年级上册第二单元中已经出现；动词短语学习过play ping-pong/ football, watch TV, read books, play computer games, do homework /housework等，频度副词often也已经学习过。

本单元的教学难点在于频度副词always, usually, sometimes的准确使用、掌握询问他人作息的句型：When do you get up/...? 以及询问他人周末活动安排的句型：What do you do on the weekend?学情分析五年级学生对英语的学习兴趣整体有所下降，两极分化比较严重，所以本学期应做好后进生的转化工作。

教师应该面向全体学生，以学生的发展为宗旨，始终把激发学生的学习兴趣放在首位，注意分层教学，引导学生端正学习态度，掌握良好的学习方法，养成良好的学习习惯。

教学目标1. 知识与能力目标（1）句型：①能够听、说、读、写句型：When do you finish class in the morning? We finish class at 1 o’clock. What do you do on theweekend? I often watch TV and play ping-pong with my father. Iusually wash my clothes. Sometimes I cook dinner.②能够在情景中运用句型When do you finish class in the morning? We finishclass at 1 o’clock. What do you do on the weekend? I often watchTV and play ping-pong with my father.询问并回答某人的日常作息与周末安排。

PEP五年级英语下册教案第二学期教学计划一、内容分析：本学期使用教材是《九年义务教育六年制小学教科书英语（五年级下）》（PEP PRIMARY ENGLISH STUDENTS’BOOK 6）,本册教材分为六个单元，两个复习单元。

融合学科内容，重视灵活扩展，实现整体设计。

二、班级情况分析三、主要教学目标：1、能听、说、读、写81个短语和单词以及16组句子和11个单句（包括日常活动、季节、生日、电话用语、动物和野营等几个话题）。

要求能在真实语境中正确运用并能读懂简短语篇。

2、能听、说、认读21个单词。

3、能学会4个手工制作。

4、能听懂、会唱8首歌曲。

5、能听懂、会吟唱10首歌谣。

6、能完成6个自我评价活动。

7、能理解6个幽默小故事。

8、能了解6项简单的中西方文化生活知识。

四、提高教学质量措施：1、融会话教学与情景表演之中2、巧用实物、头饰、卡片、chant 等来帮助进行单词教学。

3、利用读写课等时间对学生进行单词书写的指导Unit 1 This is My Day第一课时一、教学目标与要求1、能够听、说、读、写以下动词短语：eat breakfast , do morning exercises , have English class , play sports , eat dinner .2、能够听懂问句：When do you do morning exercises/……并能用所学动词短语替换句型“I usually …at…”中的关键词回答问句。

3、能够理解并说唱Let’s chant 部分的歌谣。

4、能够了解Good to know 部分的内容。

二、教学重点、难点1、重点是掌握A部分中的五个动词短语，并能用这些回答询问作息时间的问题。

2、难点是exercises , ususlly 的发音。

三、课前准备1、录音机和相关的录音带2、五个动词短语的教学卡片四、教学步骤1、热身（1）对话练习：询问时间What time is it now ? It’s ……（2）复习五年级第一学期所学的一些动词，如：cook the meals , wash clothes 等。

Pep小学英语五年级下册Unit1MyDay教学案例一、设计说明1. 话题：MyDay(适合2 级目标)2. 课题说明：本课题出自PEP小学英语五年级下册第一单元。

本单元是五年级上册第二单元关于“课程安排与周末活动〞的延续。

本单元重点学习一天中不同时间段内学习和生活起居情况以及周末活动安排的表达，尤其是学会使用频度副词谈论日常生活。

本单元新增加了介词“in 〞和“at〞的用法。

3.课时说明：本单元分6个课时设计，该课时为本单元的第二课时，教学内容为ALet's tryLet'stalkLet'sfindout 4. 学生情况说明：本案例适合小学六年制五年级的学生。

我所教的学生是以一年级为起点学习英语的五年级学生。

学生的英语口语能力和语言组织能力比较强，已经有了一定的英语思维能力。

他们的兴趣广泛，对日常的学习和娱乐生活安排有自己的理解和喜恶，因此谈论起日常生活时，他们都有亲身经历和体验，有话可说，有感而发。

学生在学本节课内容之前，已掌握了一些常用的反映日常生活和学习情况的单词或词组。

本节课的主要任务是让学生如何运用的语言知识和已具备的技能，在真实或接近真实的语言环境中运用英语。

5．设计理念：英语新课标指出：英语课程的学习，是学生通过体验、实践、参与、合作与交流的学习方式和任务型的教学途径，开展学生的综合语言运用能力。

根据小学生学习的特点，小学英语教学要创立以活动课为主的教学模式。

小学英语课堂教学中，围绕教学目标，结合学生的身心特点，开展一系列旨在稳固课堂所学知识，符合学生生活实际，能产生新的思想，发现新的规律，学生乐于参与的活动，是每一位英语教师都在一直探索的问题。

本节课中教师以活动组织教学，并且根据各个不同教学阶段的教学要求来设计相应的教学活动。

从感知性的模仿活动到机械性的操练活动到意义性的练习活动直至真实有意义的交际活动，按照由易到难、指导性到自主性的结构编排，以保证任务的顺利完成，从而把教学要求变成学生内心真正的需要，充分挖掘学生的语言潜能，促使他们英语思维能力的形成与开展。