Unit5 Lesson Plan

人教版八年级英语上册第五单元教学设计(教案)Unit 5: Do You Want to Watch a Game Show?This unit focuses on TV shows。

n trends。

XXX B focuses on reading and writing。

using the topic of Mickey Mouse to develop good reading habits and XXX.The XXX are for students to master important vocabulary and phrases。

express different levels of liking。

and learn how to express their XXX activities。

students will develop good reading habits and XXX topic of watching TV and working in groups。

students will develop teamwork skills.The key points of this unit are mastering new vocabulary (game show。

think of。

mind。

stand) and sentence structures (What do you think of game shows。

I love/like them。

I don’t mind/like them。

I can’t stand them).XXX lesson plan includes:d 1: n A 1a-1cd 2: n A 2a-2dd 3: n A Grammar Focus-3cd 4: n B 1a-1ed 5-6: n B 2a-2ed 7: n B 3a-3cd 8.n B。

三年级英语上册《Unit5Thisismyfamily》教案：理解家庭成员之间的关系和互动The fifth unit of the third grade English textbook is about family and introduces students to the different members of a family and their relationships to each other. In this unit, students will learn to describe their own family members and understand the importance of family in our lives. This lesson plan aims to help students understand the dynamics of a family and appreciate the bond that exists between family members.Objectives:1.To identify and define the different members of afamily2.To understand the relationships between familymembers3.To appreciate the importance of family in our livesMaterials:-Flashcards with pictures of family members- A worksheet for students to fill out with information about their family- A book about familiesLesson Procedure:1.Introduction (10 minutes)Begin the lesson by introducing the topic of families and asking students about their own families. Ask them to describe who is in their family and what they like to do together. Write down their responses on the board to create a mind-map of the different members of a family.2.Vocabulary (15 minutes)Introduce the students to the different family members using flashcards. Show them pictures of parents, siblings, grandparents, aunts, uncles, and cousins, and ask them to repeat the words after you. Reinforce the vocabulary by asking them to identify the family members in a picture or by pointing out the family members in a story.3.Reading (20 minutes)Read a book about families, such as "The Family Book" by Todd Parr or "My Family and Other Animals" by Gerald Durrell. As you read, ask the students questions about the familymembers in the book and the relationships between them. For example, you could ask, "Who is the sister in this family? How does she feel about her brother?"4.Activity (30 minutes)Give each student a worksheet with questions about their own family. Ask them to fill out the worksheet with information about their family members, such as their names, ages, and what they like to do together. Then, ask them to draw a picture of their family. When they finish, have the students share their worksheets and drawings with each other.5.Wrap-up (5 minutes)Summarize the lesson by asking the students what they learned about families. Reinforce the importance of family and encourage the students to appreciate the relationships they have with their own family members.ConclusionIn this lesson, students learned about the different members of a family and the relationships between them. By understanding the importance of family, students can develop a deeper appreciation for their own families and the rolethey play in their lives. This lesson plan provides a foundation for future lessons on families and can be built upon in later grades to explore other aspects of family life and relationships.。

IntroductionA good lesson plan is an essential tool for any teacher. It is a roadmap that they can follow to ensure that they cover all the essential topics and that their students receive the best possible learning experience. In this article, we will take a closer look at an excellent English lesson plan – Unit 5: What does he do? Part A: Talk.Overview: Unit 5: What does he do? Part A: TalkThe Unit 5: What does he do? Part A: Talk lesson plan is designed to help young learners build their English-language speaking and listening skills. The lesson plan is part of a broader curriculum designed to teach young learners how to ask and answer simple questions related to jobs and occupations.The lesson plan is structured in a way that is easy to understand and is divided into four main sections. Each section of the lesson plan has clearly defined objectives and outcomes, which enable the teacher to track the progress of their students.Section 1: Warm-up and IntroductionThe warm-up and introduction section of the lesson plan is designed to help students become comfortable with one another and establish a good learning environment. The teacher will ask each student to introduce themselves to the class, providing their name and the name of their favorite hobby or interest.Section 2: Listening ActivityIn the second section of the lesson plan, the teacherwill play an audio file of individuals discussing their jobs and occupations. Students will be asked to listen to the audio and practice their listening and comprehension skills.The teacher will provide students with a set of questions related to the audio file, challenging them to use their listening skills to answer the questions accurately.Section 3: Speaking ActivityIn the third section of the lesson plan, the teacher will provide students with a set of vocabulary words related tojobs and occupations. Students will have to use the vocabulary to ask and answer simple questions related to jobs and occupations.The teacher will encourage the students to practice speaking and listening skills by engaging them in a question-and-answer session.Section 4: Wrap-up and ConsolidationIn the final section of the lesson plan, the teacher will ask the students to summarize what they have learned in the class. The teacher will encourage the students to use their speaking and listening skills to articulate what they have learned while using the vocabulary provided.ConclusionThe Unit 5: What does he do? Part A: Talk lesson plan is an excellent example of a well-structured English lesson plan that engages students in a fun and interactive manner. The lesson plan is designed to help students build their speaking and listening skills while providing them with a solid foundation in vocabulary related to jobs and occupations.Teachers can use this lesson plan to engage students in learning and help them develop the skills they need to succeed in their English classes.。

七年级英语下册Unit5教案 A Section A needs 1~2 periods. Section A需用1~2课时。

The main activities are 1a and 2a. 本课重点活动是1a和2a。

Ⅰ. Aims and demands目标要求1. (1)Learn days of the week:Monday, Tuesday, Wednesday, Thursday, Friday(2)Learn subjects:biology, geography, P.E. , art, math, science, history, politics(3)Learn other new words and phrases:today, meeting, outdoor activity, lesson, draw, learn2. Learn Wh-questions.What day is it today?What time does the class begin?3. Talk about subjects and timetables.They are having a music class.—What time is it over?—At a quarter to eleven.Ⅱ. Teaching aids 教具录音机/图片/小黑板/单词卡片Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间:10分钟)通过复习, 导入1a。

1. (师生共同说唱, 复习现在进行时。

)T: Let’s chant“What are you doing?”What are you doing now?I’m singing now.What are you doing now?I’m dancing now.What are you doing now?I’m walking now.What are you doing now?I’m playing now.(一边唱, 一边做动作, 全班学生跟着唱, 一起做动作, 活跃课堂气氛, 激发学生学习兴趣。

人教版三年级下册英语第五单元第二课时教学设计全文共3篇示例，供读者参考篇1Title: Lesson Plan for Unit 5, Lesson 2 of Grade 3 English textbookGrade: Grade 3Unit: Unit 5 - In the countrysideLesson: Lesson 2 - What’s in the village?Objectives:1. Students will be able to identify and recognize common places and objects in a village.2. Students will be able to use the phrases "There is" and "There are" to describe what is in a village.3. Students will be able to ask and answer questions about the village using the phrases learned.Materials needed:1. Pictures of different places and objects in a village2. Flashcards of vocabulary words3. Whiteboard and markers4. Worksheets for practiceWarm-up (10 minutes):1. Greet the students and review the vocabulary words learned in Lesson 1.2. Show pictures of different places in a village (e.g. school, park, supermarket) and ask students to identify them.3. Practice pronunciation of the words and ask students to repeat after you.Presentation (15 minutes):1. Introduce the new vocabulary words for Lesson 2: "There is" and "There are."2. Use flashcards to show different objects and places in a village and model sentences using the new phrases (e.g. "There is a school in the village").3. Explain the difference between "There is" (singular) and "There are" (plural) using examples.4. Practice pronunciation and use of the phrases with the students.Practice (20 minutes):1. Divide the students into pairs or small groups.2. Give each group a set of flashcards with pictures of objects and places in a village.3. Students take turns asking and answering questions using the phrases "Is there...?" and "Are there...?" (e.g. Student A: "Is there a park in the village?" Student B: "Yes, there is.")4. Circulate around the classroom to provide assistance and correct any mistakes.Production (15 minutes):1. Give each student a worksheet with pictures of a village scene.2. Students write sentences using "There is" and "There are" to describe the objects and places in the village.3. Encourage students to be creative and use their imagination to describe the village scene.4. Review and discuss the sentences as a class.Wrap-up (5 minutes):1. Review the vocabulary words and phrases learned in the lesson.2. Ask students to share their favorite place in the village and why they like it.3. Assign homework for students to practice writing sentences using "There is" and "There are."Assessment:1. Observe students during the practice and production activities to assess their understanding and use of the new phrases.2. Review students' worksheets to check for comprehension and correct usage of the vocabulary words and phrases.Reflection:Overall, this lesson plan is designed to engage students in learning about places and objects in a village through interactive and communicative activities. By incorporating vocabulary practice, pronunciation, and sentence structure, students are able to develop their speaking and writing skills in English. The use of visuals and hands-on activities helps reinforce the new concepts and allows for active participation from all students.篇2Title: Teaching Plan for Grade 3 Unit 5 Lesson 2 of People's Education EditionIntroduction:In this teaching plan, we will discuss the teaching strategies, activities, and assessments for Grade 3 Unit 5 Lesson 2 of the People's Education Edition. This lesson focuses on the topic of daily routines, specifically on the activities people do in the morning.Key Vocabulary:- Get up- Wash- Brush- Dress- Eat breakfast- Go to schoolObjectives:- Students will be able to understand and use the key vocabulary related to daily routines.- Students will be able to describe their own morning routine.- Students will be able to identify the daily routines of others.Teaching Strategies:1. Engage students by starting a discussion about their morning routines. This can be done through a brainstorming activity or a show-and-tell where students share items related to their morning routines.2. Introduce the key vocabulary through flashcards, visuals, and gestures to aid comprehension.3. Use realia such as a toothbrush, towel, and clothes to demonstrate the actions related to the vocabulary words.4. Practice the vocabulary through activities such as matching exercises, fill-in-the-blank sentences, and role-playing scenarios.5. Encourage students to create their own morning routine charts using the key vocabulary.Activities:1. Warm-up: Sing a song or play a game related to daily routines to energize students.2. Vocabulary Practice: Have students match pictures to key vocabulary words.3. Speaking Activity: Pair students and have them take turns describing their morning routines to each other.4. Listening Activity: Play an audio recording of a morning routine and have students write down the actions they hear.5. Role-Playing: Divide students into groups and have them act out a morning routine skit.Assessment:- Observations during speaking and role-playing activities- Written quizzes or worksheets on the key vocabulary- Individual student presentations on their morning routinesConclusion:By incorporating engaging activities, real-life examples, and varied assessments, students will be able to master the key vocabulary related to daily routines and confidently describe their own morning routines. This teaching plan aims to create adynamic and interactive learning environment for Grade 3 students in Unit 5 Lesson 2 of the People's Education Edition.篇3Title: Lesson Plan for Unit 5, Lesson 2 of People's Education Press Third Grade English BookObjective:1. Students will be able to identify and use vocabulary related to daily routines.2. Students will be able to describe their own daily routines using simple sentences.3. Students will be able to ask and answer questions about daily routines.Materials:- Flashcards with pictures of daily routines activities (e.g. brush teeth, eat breakfast, go to school)- Worksheet with sentences describing daily routines- Whiteboard and markers- CD player with the audio for the lesson- Copies of the textbookProcedure:1. Warm-up (10 minutes):- Begin the lesson by reviewing vocabulary from the previous lesson (e.g. colors, numbers).- Play a quick game of Simon Says using actions related to daily routines (e.g. brush teeth, comb hair).- Ask students questions about their own daily routines to activate prior knowledge.2. Presentation (15 minutes):- Introduce new vocabulary related to daily routines using flashcards. Model the pronunciation and use of each word.- Play the audio for the lesson and have students repeat after the speaker.- Use the whiteboard to write down the vocabulary words and their meanings.3. Practice (20 minutes):- Divide the class into pairs or small groups and give each group a worksheet with sentences describing daily routines.- Have students match the sentences to the correct pictures of daily routines activities.- Encourage students to practice asking and answering questions about daily routines with their partners.4. Production (15 minutes):- Ask students to create a simple daily routines timetable for themselves on the whiteboard.- Have students take turns presenting their timetables to the class, using the vocabulary and sentences they have learned.5. Review and Assessment (10 minutes):- Play a quick review game with the flashcards, asking students to match the words to the correct pictures.- Ask students to describe their own daily routines to a partner, using the vocabulary and sentences from the lesson.- Provide feedback and assess students' understanding of the lesson objectives.6. Homework (5 minutes):- Assign homework to reinforce the lesson objectives, such as writing a short paragraph about their daily routines orcompleting a worksheet with additional exercises on daily routines.Overall, this lesson is designed to engage students in learning vocabulary related to daily routines and practicing speaking and listening skills in a fun and interactive way. By the end of the lesson, students should feel comfortable using the new vocabulary and be able to talk about their own daily routines confidently.。

高中必修5第5单元Lesson Plan of Unit 5 First aid(第5课时)一、教材内容分析教学内容：speaking and writing教材分析：本课时教学内容是speaking and writing, 要求学生能够运用所学到的语言知识和语言技能谈论常见的意外及急救处理措施、判断紧急情况下的急救反应是否正确有效等。

在谈论这一话题时，应能较熟练地应用本单元所学词汇及语法表述自己的观点。

二、教学目标by the end of this class, the students should be able to offer first aid properly in some daily emergencydeliver a lecture about first aidexpress the dos and don’ts about first aid in written way write a letter asking for help三、教学过程step 1 lead-in （8 minutes）1. daily reportask one or two students to show their daily reports in class, which can be about what they want to tell in their daily life ,such as what they have learned last period or what they argued about first aid after class. the passage can be likethis:while walking in the street yesterday afternoon, i witnessed a terrible traffic accident. a motorcycle ran into a car and the cyclist was badly hurt, lying on the street beside the car with his nose bleeding profusely. two pass-bys dashed to the scene to help when a woman dialed 120. unfortunately they acted in a wrong way and got the wounded screaming painfully. seeing this, what i’ve learned about first aid yesterday morning occured to me. so i pushed my way to the poor cyclist to offer first aid. firstly i made sure that the cyclist’s airway was clear so that he could breathe freely, and then i left his broken left leg where it was, pressing my hankerchief onto the bleeding point. at that moment i heard the ambulance alarm and there came two doctors. they praised me for what i had done and took the man onto the ambulance cautiously. i felt so great about what i had done.2. discussionask the students try to make comments on what the two students reported and tell whether they proformed properly or not.the following expressions can help:a. it seems that what you did is …b. your experience in the rescue needs …c. it is likely that …d. maybe you can…. that’ll be better.【设计说明：本环节中daily report是学生昨天的作业，话题自选，但尽可能与所学内容有关；由于看问题的角度、层次不同，其他学生在听report时可能会有不同的观点表达。

教你如何应对紧急状况：高中英语Unit5FirstAid期中复习教案In our daily lives, emergencies may happen at any time and in any place, and being prepared to face these unexpected situations is crucial. Therefore, learning how to respond to emergencies is an important skill that every individual should have. In this article, I will share some tips on how to deal with emergencies, based on the Unit 5 First Aid mid-term review lesson plan for high school English.The first step in responding to emergencies is to remain calm and focused. Panic can only make the situation worse, and it can prevent us from making good decisions. Therefore, it is important to take a deep breath and assess thesituation before taking any actions. This means that we need to evaluate the situation and determine what is required to handle it and who needs to be involved.The next step is to call for help. If the situation is serious, such as someone is injured, it is important to call for professional help immediately. This can either be 911 or emergency services from the local hospital. When speaking to the operator, it is important to be clear and concise aboutthe emergency and to provide accurate details about the location and situation. If the situation is less serious, such as someone needs assistance, it is still important to seek help from friends, family members, or passersby.The third step is to provide first aid if necessary. If the situation involves an injured person, it is important to provide immediate first aid until professional help arrives. This could include performing CPR, stopping bleeding, or providing basic medical assistance until the medical team arrives. It is important to have some knowledge about first aid and to have a first aid kit at home or in the car.The fourth step is to stay safe while providing assistance. Safety should always be a top priority,especially when responding to emergencies. This means that we need to avoid actions that could cause additional harm to ourselves or others. For example, if there is a fire, it is essential to evacuate the premises immediately and not attempt to extinguish the fire.In conclusion, emergencies can be extremely stressful and unpredictable. However, by remaining calm, calling for help, providing first aid, and staying safe, we can effectivelyrespond to emergencies. It is important to be prepared and to have the necessary knowledge and resources to respond to such situations. By being proactive and responsible, we can ensure the safety and well-being of ourselves and those around us.。

unit5whydoyoulikepandas英文教案Unit 5: Why Do You Like Pandas - Lesson PlanObjective•To develop students’ listening, speaking, reading, and writing skills.•To enable students to express reasons for liking pandas in English.Lesson Overview1.Warm-up activity: Brainstorming about animals2.Introduction to the topic: Introducing pandas and theircharacteristics.3.Listening activity: Listening to a conversation aboutwhy people like pandas.4.Speaking activity: Discussing reasons for liking pandasin pairs.5.Reading activity: Reading a passage about the importanceof pandas.6.Writing activity: Writing a paragraph expressingpersonal reasons for liking pandas.7.Conclusion: Group discussion on the importance ofpreserving pandas.Lesson Details1. Warm-up activity: Brainstorming about animals•Ask students to brainstorm different animals they like and reasons for their preferences.•Write their answers on the board.2. Introduction to the topic: Introducing pandas and their characteristics.•Show pictures of pandas and elicit answers about what students know about pandas.•Provide information about pandas’ appearance and behavior.•Introduce the main question: Why do you think people like pandas?3. Listening activity: Listening to a conversation about why people like pandas.•Play a recorded conversation between two native English speakers discussing reasons for liking pandas.•Provide a transcript of the conversation for students to follow along.•After listening, ask comprehension questions to check understanding.4. Speaking activity: Discussing reasons for liking pandas in pairs.•Divide students into pairs and ask them to discuss their personal reasons for liking pandas.•Encourage them to use the expressions and vocabulary from the previous listening activity.5. Reading activity: Reading a passage about the importance of pandas.•Provide students with a short passage about the importance of pandas in the ecosystem.•Instruct them to read the passage silently and underline any new vocabulary.•Discuss the passage as a class and answer any questions.6. Writing activity: Writing a paragraph expressing personal reasons for liking pandas.•Ask students to write a paragraph expressing their personal reasons for liking pandas.•Provide a writing prompt and guide them with relevant vocabulary and sentence structures.•Circulate the classroom, providing assistance and feedback to students.7. Conclusion: Group discussion on the importance of preserving pandas.•Facilitate a group discussion on the importance of preserving pandas in the wild.•Encourage students to share their opinions and ideas. •Summarize the discussion and emphasize the significance of wildlife conservation.Homework•Assign students to research and write a short essay about the conservation efforts being made to protectpandas in their country.Assessment•Assess students based on their participation in class activities, their ability to communicate their ideasclearly, and the quality of their written paragraph.Additional Activities (Optional)8.Vocabulary Review: Play a game of charades orPictionary using vocabulary related to pandas andwildlife conservation.9.Listening Comprehension: Play a short audioclip of a conservationist talking about pandas. Askcomprehension questions and discuss the importance ofhis/her work.10.Reading Comprehension: Provide additionalreading passages about other endangered species anddiscuss the reasons for their decline. Connect thediscussion back to the importance of preserving wildlife.11.Group Presentation: Divide students intogroups and assign each group a different endangeredanimal to research. Have them create a presentationsharing information about the animal’s characteristicsand reasons for its decline.12.Classroom Debate: Divide the class into twogroups. One group will argue for the importance ofpreserving pandas, while the other group will argueagainst it. Encourage students to use evidence andpersuasive language.13.Quizzing Game: Create a fun quiz using Kahootor other online platforms to review the lesson contentand assess students’ understanding.14.Project Work: Assign students to createposters or flyers advocating for the preservation ofpandas. Display their work around the classroom orschool to raise awareness.Extension Activities (Advanced Level)15.Research: Assign students to conduct researchon the efforts being made to protect pandas globally.Have them present their findings to the class.16.Writing Task: Ask students to write an opinionessay on the importance of wildlife conservation,focusing on pandas. Encourage them to support theirarguments with evidence and examples.17.Guest Speaker: Invite a wildlifeconservationist to speak to the class about their workand share insights about pandas and other endangeredspecies.18.Field Trip: Organize a field trip to a zoo orwildlife sanctuary that houses pandas. Allow students toobserve live pandas and engage in guided discussionswith experts.19.Media Analysis: Assign students to analyze adocumentary or news article about pandas andconservation efforts. Have them critically evaluate the information presented and discuss its impact on publicawareness.20.Interactive Project: Collaborate with othersubject teachers (, art, science) to create aninterdisciplinary project that involves creating areplica of a panda habitat and presenting researchfindings through various mediums.Note: The above activities are suggestions and can be adapted or modified based on the level and needs of the students.。