五年级英语unit15教案

五年级英语unit15教案（精选8篇）

五年级英语unit15教案 篇1

九年级英语教案示例第十五单元Unit 15 Period 1 New function presenting

Unit 15 Period 1 New function presenting Language goals语言目标 1. Words && expressions 生词和短语 save, gentle, furry, enormous, playful, aggressive, gray, spotted, manatee, cheetah, chimpanzee, kangaroo, mangrove, swamp, habitat, aquatic, feed, underwater, vegetation 2. Key sentences 重点句子 (P119) We are trying to save the manatees. Manatees eat about 100 pounds of food a day. There used to be a lot of manatees. In 1972, it was discovered that they were endangered. Ability goals 能力目标 Enable the students to describe animals. Emotion && attitude goals 情感和态度目标 Enable the students to protect animals and environment gladly. Strategy goals 策略目标 To understand the target language by reading pictures. Culture awareness goals文化意识目标 The importance of protecting animals and the environment. Teaching important points教学重点 Talk about the animals and whether to build zoos. Teaching procedures and ways教学过程与方式 Step I Revision and Lead- in Ask the students to show their work. T: In the last unit, we’ve learned to talk about the things that we have done. Now I’ll ask you a question: Have you ever been to a zoo? What kind of animals can you see in it? S1: In the zoo of our city we can see tigers, lions, elephants, and monkeys. S2: I can see deer and sheep. S3: We can see some chickens, birds, camels and horses. ... T: Have you ever seen cheetahs, pandas or manatees in our zoos? Ss: No, we haven’t. T: Do you know why we can’t see these animals in our zoos? Ss: I think they are rare. / There aren’t any in our country ... T: Some animals can’t be seen because they are endangered. So we should protect them. Show the picture of a manatee. 15Period1Newfunctionpresenting TITLE=九年级英语教案示例第十五单元Unit15Period1Newfunction T: Now look at the picture. This animal is called manatee. It’s endangered, too. We can’t see it in the zoo, either. OK! Today we’ll learn Unit 15. We’re trying to save the manatees! Write down the topic: We’re trying to save manatees! Ask the students to look at the picture and answer the question. T: We know animals are our best friends. Now look at the picture, please tell me which animal you like best and why you like it. Show the following picture to the students. 15Period1Newfunctionpresenting TITLE=九年级英语教案示例第十五单元Unit15Period1Newfunction S1: I like pandas best because they are gentle. Write the word “gentle” on the blackboard and ask for more ideas from other students. S2: I like tigers best because they are the kings of the animals. T: We know tigers are very aggressive. Write the word “aggressive” down on the blackboard. S3: I like monkeys best because they are clever and they can climb trees very quickly. They are playful. Write down more useful words on the blackboard. Step II Brainstorming (1a: P118) T: Good. When we describe animals, we often use some adjectives, such as enormous, spotted, gray ... Now please find out the words that can describe the animals. You can use the adjectives from 1a. Kangaroos: __________ _________ _________ Manatees: __________ _________ _________ Cheetahs: __________ _________ _________ Polar bears: __________ _________ _________ Elephants: __________ _________ _________ Chimpanzees: __________ _________ _________ Sample answers: Kangaroos: playful, fast, big Manatees: gentle, shy, enormous Cheetahs: spotted, fast, aggressive Polar bears: aggressive, furry, fat Elephants: enormous, gray, strong Chimpanzees: noisy, furry, ugly Step III Listening and Oral Practice (1b, 1c: P118) T: Next you will hear Ginny and Victor talking about the animals in the picture in 1a. Please listen. For the first time, get the main idea. Keep down the words used to describe the animals while listening. OK? Play the recording. Then check the answers. T: We just now heard that manatees are gentle and very shy. I think different people are like different animals to some extent. Different animals have different characters. For example, Jim is like a monkey because he is clever and he can climb trees very quickly. Please talk with your partners about what you are like. First, read the example from 1c in the box please. Let the students work with their partners. T: Which pairs would like to act out your dialogues? Sample dialogue 1: S1: I am like this animal because I am strong and live in the forest. S2: You are like a lion. S1: No. S2: You are like a tiger. S1: No. Because I don’t eat meat. S2: You are like an elephant. S1: Yes. You are right. Sample dialogue 2: S1: I’m like this animal because I’m spotted. I like to eat meat and I can run fast. S2: You’re like a tiger. S1: No. S2: You are like a cheetah. S1: Yes. Sample dialogue 3: S1: I am like this animal because I am gentle and very shy. I live in water. S2: You’re like a manatee. S1: Yes! You are great! Step IV Listening Practice (2a, 2b: P119) T: OK. We all know that manatees are gentle and very shy. They live in water and like eating vegetables. But do you want to know more about them? First let’s look at the picture on page 119. Can you say more about manatees? Sample answers: S1: I think they are living in the water. S2: I believe that they eat aquatic food. S3: I feel that there aren’t many of them. S4: I know that they live in a place where trees grow in water. S5: I think they are endangered. Ask the students to listen to the recording. T: Very well. I think your answers are all right. Manatees in the world are fewer and fewer. We should save them. We should take care of the environment that they are living in. Now let’s listen to the tape. First listen to the recording and match the words and definitions in 2a. Play the recording for the first time. T: Listen again and check your answers. Play the recording for the second time. Check the answers. T: You’ll hear the same conversation again. This time complete the chart in 2b. Put your answers on the line. Play the recording again, then check the answers. Step V Pairwork (2c: P119) T: After listening, we know more about manatees. We know that they are fewer and fewer. The government has passed laws to protect them. They eat a lot of food every day. They are enormous. Can you make conversations about the animal in pairs? You can base on the model dialogue in 2c. A sample dialogue: S1: How many manatees are there in the US? S2: About 2,500. S1: Where are they living? S2: Their favorite habitat is in the water under the trees in mangrove swamps. S1: Why are they endangered? S2: Some of the swamps have been polluted. S1: Do they eat a lot? S2: Yes, they do. ... Step VI Grammar (Grammar Focus: P119) Help the students sum up the following patterns. 时 态 谓语动词的形式 (do) 一般现在时 do / does 一般过去时 did 现在进行时 be (am / is / are) doing 现在完成时 have / has done 一般过去时被动语态 was / were done 现在完成时被动语态 have / has been done T: Look at the Grammar Focus box on page 119. Now who’d like to read the sentences to the class? Ask a student to read the sentences in the box. T: Can you make some sentences with the different tenses and passive voice? Please write down your sentences in your exercise books. Ask the students to do more practicing exercises, such as the following: Fill in the blanks with the right forms of the given words. 1. Every day my mother _____(get) up early. 2. The dinosaur eggs _____(discover) many years ago by scientists. 3. Listen! Some children _____(sing) an English song over there. 4. In our hometown there used to _____(be) many old trees. 5. My work _____(not finish) yet. I can’t go out to play with you. Sample answers: 1. gets 2. were discovered 3. are singing 4. be 5. hasn’t been finished Step VII Homework T:

五年级英语unit15教案 篇2

然而, 在日常的英语课堂教学过程中, 教师对于语言的教学大多数集中在听, 说, 读这三方面。对于写, 他们通常会把其直接作为一项课后作业来布置, 请学生完成, 或者是抄写单词, 又或者是仿写句子。正是由于教师没有在课堂上注重训练学生写的技能, 因此, 这样的作业批改下来往往错误较多, 且大部分错误都是教师事先未预想到的。这, 在某种程度上, 也就导致了目前绝大部分学生都存在的“落笔难”问题。具体来说, 三年级的学生, 他们对于写的问题一般都集中在单词中字母的大小写以及形近字母的区分上。而四年级的学生, 问题则多偏向于句子开头字母的大小写, 标点的书写等。五, 六年级的学生更多的错误集中在单词与句型的应用上, 比如单复数搭配, 遇到第三人称单数, 动词的变化。可以看出, 小学高段的英语学习对于学生写的技能的要求更灵活, 更实际。那么教师在高段英语课堂上应该如何帮助学生适应, 并提高写的技能呢?本文将以新版PEP五年级下册第四单元When is Easter?中part B的Let’s learn板块教学为例, 阐述观点。

本节课的定位在于充分利用课本内容进行词汇教学。教师通过创建情境, 设计形式多样的教学环节, 帮助学生从听, 说, 读, 写四个方面掌握词汇。其中, 为了落实对学生书写技能的培养和提高, 教师主要采用了以下策略:

一、板书示范, 求美观

教师要重视板书的存在。通过板书, 学生不仅能有效地吸收有意义的学习内容, 还能不断地感知, 接收到规范的书写。在潜移默化中, 学生观察, 模仿, 逐步修正自己的书写方式, 继而养成较好的书写习惯, 提高技能。

[教学片段1]

教师先以月份歌作为本节课的热身, 后引导学生说出几月是一年的第几个月 (例:January is the first month of the year.) , 借此复习1-10的序数词。之后再引出本节课情境的主人公Wu Yifan。

T:Look at the calendar.Here is the first Friday of August.And Wu Yifan’s birthday is on the third Friday of August.So when is Wu Yifan’s birthday?

Ss:It is on August 21st.

T:Yes.Wu Yifan’s birthday is on Au⁃gust 21st. (PPT上重点词汇21st加亮加粗以示强调。同时, 教师板书完整的单词形式twenty-first)

[教学片段2]

T showed Wu Yifan’s birthday memo, and then asked:When is Wu Yifan’s dad’s birthday?Read the text and find out.

Ss:It’s on November 30th.

T:Good. (PPT将30th予以高亮呈现)

T:Can you spell thirty?

Ss:T-H-I-R-T-Y. (教师板书单词thirty, 随后展示单词从thirty变化成thirti⁃eth的过程, 最后引导学生认读和拼写thirtieth)

[片段分析]

从以上两个片段中可以看出, 教师采用了推理, 读文本等不同的教学活动, 引导学生找出重点词汇, 这样不仅有效避免了词汇教学过程中的的枯燥乏味, 还较好地调动了学生学习的积极性。另外, 在引出词汇后, 教师还采用了不同的处理方式示范单词的正确书写, 比如片段1中的直接呈现, 以及片段2中的基于学生已有的知识加以转变, 从而加深学习印象。

在平时的课堂教学中, 教师们常用的多媒体手段 (例如PPT) 缺乏持久的教学效果, 文字图片内容往往转瞬即逝, 给学生留下的学习印象不深。而单词卡片又常常以印刷体的方式呈现。这两样教学工具, 就学生书写方面的学习而言, 缺乏有效性。因此, 教师, 作为学生学习的榜样, 应该要加强日常的基本功训练, 在课堂上充分利用板书, 为学生做好写的示范, 同时, 凸显课堂的教学重点。教师还要注意, 在板书时, 必须要确保其书写的正确性, 标准性和工整性, 这样才能对学生写的技能产生潜在的正面影响, 鼓励他们模仿学习。

二、适当练习, 促正确

一定量的书写练习能够有效帮助学生复习和巩固学到的英语知识, 这是一个从量变到质变的过程。

[教学片段3]

教师在新授完本节课的新词后, 指导学生齐读黑板上的重点词汇, 以此作为复习, 并为接下来的书写练习做好铺垫。

T asked the students to finish the work⁃sheet.

1) Look and write (Write the abbrevia⁃tion form)

e.g.twenty-first__21st__ (请几位学生将答案写在黑板上, 然后请其他学生先反馈, 教师补充。)

2) Finish the table (Categorize ordinal numbers)

e.g.rd:3rd, 23rd (教师投影学生的练习纸进行反馈。)

[片段分析]

在本教学片段中出现的学生练习纸上的习题, 其设计与安排具有层次性。第一大题仅针对Let’s learn板块内的重点词汇进行简单的复习。而第二大题则是在此基础上加以拓展, 利用词汇教学中的归纳列举法, 要求学生对1-30的序数词缩写形式根据其后缀的不同进行系统性的归类。通过归纳整理, 学生对序数词有了更深的理解。这两轮的书写练习不仅强化了他们对重点词汇 (序数词) 的学习印象, 还能为其之后在真实的情境中的运用提供方便。而教师通过观察学生的课堂做题情况, 及时发现学生在学习序数词时出现的理解性问题, 比如误把11的序数词形式11th写成11st, 以至归错类别。教师随后核对答案, 及时将问题在课堂上指出, 并予以纠正。通过这样的过程, 学生的学习效率得到了提高。

教师在批改课后作业时, 经常会发现学生出现一些预设之外的词汇书写错误。比如重点单词quiet, 写成puiet。当让学生进行该单词的口头拼读时, 完全正确。而让其根据拼写检查自己的错误时, 学生却又无法发现。究其原因, 在于pq字母不分, 学生在下笔书写时, 无意识地把q写成了p。这类问题时常存在, 并且通过学生口头的拼读, 以及教师板书的示范, 不一定能得到解决。因此, 教师在课堂中应尽量预留5-10分钟的书写时间, 设计合适的写的练习, 来检查和落实学生对知识点的掌握。通过这种实时的书写练习, 教师能及时发现学生暴露出的问题, 发现自己在前期教学过程中存在的盲点, 并马上针对性地进行查漏补缺, 从而提高教学效果。

三、情境创设, 强应用

教师要创造性地利用各类教学资源来创设生动自然的教学情境, 鼓励学生充分运用其已有的知识和经验参与其中。学生在情境中体验, 互动, 交流, 从而更好地学习和运用知识。

[教学片段4]

教师在反馈完书写练习的完成情况后, 随即展示了自己的birthday memo, 以此回归到本节课的情境birthday memo。

After showing students teacher’s birth⁃day memo, the teacher asked the students to make their own birthday memo.Then share the memo with the partner.

(在教师的示范指导下, 通过前期了解家人, 朋友的生日信息, 学生书写制作自己的birthday memo, 以表达他们对家人和朋友的关爱, 并随后与同桌分享。)

例:

[片段分析]

这个书写活动的设计基于整节课关于birthday memo的情境设置。根据Let’s learn板块内容, 先以birthday memo的形式将所有重点词汇串联, 指导学生学习。之后将情境拓展到生活实际当中, 请学生参照范例, 完成自己的birthday memo。学生在这样一个较为真实的情境中书写自己的家人和朋友的生日信息, 不仅提高了英语学习的兴趣, 还加强了他们对本节课重点词汇的实际应用能力。

如此的情境创设符合“巧, 活, 实”三个字, 即贴近生活的情境设计能够使语言变得更加生动, 能促使学生更愿意参与到课堂活动当中, 进而其英语学习的兴趣变得更加浓厚。因此, 教师在创设情境时, 不仅要与教学内容密切相关, 还需要与生活实际自然贴合。以本节词汇课为例, 在试教阶段, 最后一个书写活动的设定原本是让学生以同桌问答的形式填写信息卡片, 以练习重点词的书写。这个设计虽然符合Let’s learn板块的内容安排, 但操练较为机械, 不仅缺乏具体的情境, 且实用意义不大。这就可能会造成学生一旦到了实际的生活场景中, 无法及时运用所学知识的情况。而之后改进的birthday memo情境恰恰类似于现实生活中留言同学录的形式, 这是一种有意义的书写。因此, 创建真实的教学情境, 设计切合生活的书写教学活动, 不仅对学生实际的语言运用用能力有积极的影响, 还能提高他们对英语书写的兴趣。

通过本节课, 笔者对如何在小学高段英语课堂中提高学生的书写技能有了更多的思考。总之, 教师要重视自己在课堂中的正面引导作用, 积极设计和打造真实巧妙的情境, 利用各种教学活动提高学生对英语的应用, 同时, 还要预留一定的课堂书写时间, 以便及时发现问题, 进行反馈, 从而更有效地提高学生的实际书写能力。

参考文献

[1]李伟伟.让英语书写的“根”扎得更深[J].中国校外教育 (中旬刊) , 2013 (9)

[2]马宏青.小学英语词汇教学中情境创设的常见问题与对策[J].小学教学研究, 2012 (1) .

[3]王慧娟.略谈小学英语词汇的情境教学策略[J].小学教学研究 (教学版) , 2014 (11) .

[4]吴琼.小学英语书写教学之我见[J]读写算 (教育教学研究) , 2014 (28) .

五年级英语unit15教案 篇3

B: Yes, I have already watered them. 是的,我已经给它们浇过水了｡

副词 yet 和 already 都表示“已经”的意思,但两者的用法不同｡前者通常与动词的一般现在时或现在完成时连用,多用于疑问句和否定句中,而后者则常用于肯定句中,通常与动词的完成时态或进行时态连用｡例如:

Have you had your lunch yet? 你吃过午饭了吗?

Is he dead yet? 他死了吗?

I have already seen the film. 我已经看过这部电影了｡

She’s already here. She’s early. 她已经到了,她来得很早｡

副词 yet 还可以用于否定句中,意为“(迄今)还/尚”｡例如:

It isn’t dark yet. 天还没有黑｡

I haven’t cleaned out the refrigerator yet. 我还没有把冰箱清理干净｡

另外, yet 还可以用作连词,意为“可是”､“却”､“然而”｡例如:

I don’t know him, yet I can get his help. 我不认识他,但我能得到他的帮助｡

2. I started about an hour ago, but I haven’t finished.(P112) 一小时前我就开始做了,但现在还没做完｡

前一分句中的 started 表示该分句用的是一般过去时,而 but 分句中的 haven’t finished 则表示该分句用的是现在完成时｡注意它们用法上的区别:

① 当句中含有一个表示过去时间点的状语时,谓语动词不能用现在完成时,而多用一般过去时｡例如:

I got to know it yesterday. 这件事我是昨天知道的｡

② 当句中含有一个表示到现在为止的一段时间状语时,谓语动词多用现在完成时｡例如:

He has learned a good deal since he joined the army. 他参军以来学到不少东西｡

③ 如果句中谓语动词单纯地表示一个过去的动作,不涉及它对现在的影响,谓语动词通常用一般过去时;如果谈一件过去已经发生的事,不考虑它是什么时候发生的,而主要考虑它对现在的影响,谓语动词多用现在完成时｡例如:

Did you get up very early? 你起来得早吗?(着眼动作本身)

Has he got up? 他起床了吗?(着眼现在情况)

3. Be sure not to miss them if they come to a city near you.(P114) 如果他们到了一个离你较近的城市,务必不要错过｡

be sure (not) to do sth 意为“一定/务必(不要)做某事”｡例如:

He is sure to win. 他一定会赢的｡

Be sure not to take any weapons. 务必不要带武器｡

注意: be/feel sure of/about sth 意为“确信……”､“对……有把握”｡例如:

You may be sure of his honesty. 你可以相信他是诚实的｡

Are you sure about this? 你对这有把握吗?

句中的 miss 是及物动词,意为“错过”｡另外,它还有“未击中”､“未领会”､“未出席”､“未赶上”､“想念”､“惦记”等意思,后接代词､名词或动名词作宾语｡例如:

The hunter fired at the deer but missed it. 猎人向鹿开了枪,但未击中｡

He missed my meaning. 他没有领会我的意思｡

She missed going to the party on Sunday. 星期日她未能出席聚会｡

I know how you miss her. 我知道你多么地想念她｡

4. Have you ever been to a concert?(P114) 你去听过音乐会吗?

have/has been to 含有“(某人)曾经去过某地,现在已经回来了”的意思,可以与 once, twice, three times 等表示“次数”的词语连用,也可和 just, never, ever 等副词连用｡例如:

My mother has been to Beijing twice. 我母亲去过北京两次｡

注意 have/has gone to 的意思是“(某人)到某地去了”,说话时此人不在现场｡例如:

Miss Zhang isn’t here. She’s gone to Shanghai. 张小姐不在这里｡她去上海了｡

另外, have/has been to 和 have/has gone to 后面接 here, there 等表示地点的副词时,应去掉 介词 to｡例如:

You have never been there before, have you? 你以前从没去过那儿,是吗?

5. Don’t forget to lock the door if you are the last person to leave.(P115) 如果你是最后一个离开的话,别忘了锁门｡

forget to do sth 意为“忘记去做某事”,而 forget doing sth 则意为“忘记了曾经做过某事”｡例如:

Don’t forget to post the letter. 别忘了去寄信｡

I forgot posting the letter. 我忘了已经把信寄出去了｡

6. We’re leaving in an hour. (P115) 我们一小时后离开｡

句中的 are leaving 并非意为“正在离开”,而是意为“将要离开”｡在英语中,某些表示位置移动的动词有时用现在进行时表示将要发生的动作｡例如:

I’m going to the supermarket. 我将去超市｡

“in + 一段时间”表示“在一段时间之后”的意思,常与动词的将来时态连用｡例如:

They’ll come to China in a week. 他们将在一周之后来中国｡

7. This program started in 1980, and so far has brought thousands of overseas Chinese students to China to look for their families’ roots. (P116) 这项活动始于1980年,到目前为止,已经成功地组织了成千上万的海外中国留学生回国寻根｡

thousands of 意为“许许多多的”､“成千上万的”,表示不确切的数目,其后接可数名词的复数形式｡例如:

He has thousands of things to do before the guests arrived. 在客人来之前,他有许多事情要做｡

I saw thousands of birds flying in the sky. 我看到数以千计的鸟在空中飞翔｡

look for 常指有目的地寻找,强调“寻找”这一动作｡注意该短语与 find 和 find out 的区别: find 意为“找到”､“发现”,通常指找到或发现具体的东西,也可指偶然发现某物或某种情况,强调的是“找”的结果｡而 find out 则意为“找出”､“发现”,多指通过调查､询问､打听之后找出较难找到的､无形的､抽象的东西｡例如:

I don’t find my pen. I’m looking for it everywhere. 我没有找到我的钢笔,我正到处寻找｡

Read this passage, and find out the answer to this question. 阅读这篇短文,并找出这个问题的答案｡

8. Most, like Robert, can hardly speak any Chinese.(P116) 绝大多数人像罗伯特一样,几乎不会讲汉语｡

hardly 是副词,意为“几乎不”｡例如:

It was so dark that I could hardly see anything. 天那么黑,我简直什么也看不见｡

There’s hardly any coffee left. 咖啡差不多喝光了｡

hard 可以用作形容词和副词｡用作形容词时,意为“硬的”､“困难的”､“勤奋的”､“严厉的”､“苛刻的”｡用作副词时,意为“努力地”､“猛烈地”､“剧烈地”｡例如:

The ground is too hard to dig. 地硬得挖不动｡

This task is too hard for me. 这项任务对我来说太难了｡

This book is hard to translate. 这本书很难翻译｡

Don’t be hard on her. 别对她太苛求｡

Both the farmers and fishermen were hard hit by the bad weather. 坏天气使农民和渔民都遭受了重大损失｡

9. They provide homes for many endangered animals, and help to educate the public about caring for them.(P120) 他们为许多濒危动物提供居住地,并且帮助教育公众关爱动物｡

provide 是及物动词,意为“提供”,“向某人提供某物”可用“provide sth for sb”或“provide sb with sth”表示｡例如:

Somehow she managed to provide her children with food and clothing. 不管怎么样她设法使她的孩子们有饭吃,有衣穿｡

care for 作“关心”､“照料”讲时,一般用于肯定句或疑问句｡例如:

She spent years caring for her sick aunt. 她花了好多年时间照顾她生病的姑妈｡

Who will care for your children when you are out? 你外出时,谁照顾你的孩子?

care about 意为“关心”､“计较”､“在乎”,尤指由于某事重要,或因责任所在而关心计较,一般用于否定句｡例如:

She doesn’t care about her clothes. 她不在乎自己的穿着打扮｡

10. I urge all of your readers to visit our wonderful zoo soon.(P120) 我恳请贵刊的读者快来参观我们奇妙的动物园｡

urge sb to do sth 意为“(诚恳地)敦促某人做某事”｡例如:

They urged us to accept the terms. 他们敦促我们接受这些条件｡

11. You have probably never heard of Amy Winterbourne.(P122) 也许你从来没有听说过艾米·温特尔鲍恩｡

hear of 意为“听说”,强调从别人那里间接得知｡可以和 hear about 换用｡例如:

I have heard of him, but I don’t know him. 我听说过他,但不认识他｡

I never heard of such a thing. 这样的事我从来没有听说过｡

hear 则指“(亲耳)听到/听见”,其后可以接省略 to 的动词不定式(短语)作宾语补足语,表示听到的动作发生的全过程;也可以接现在分词(短语)作宾语补足语,表示听到的动作正在进行;还可以接过去分词(短语)作宾语补足语,表示一个被动的动作｡例如:

I heard him sing the song. 我听他唱过这首歌｡

I heard him singing when I passed his room. 当我路过他房间时,听见他正在唱歌｡

We’ve never heard him criticized like that before. 我们从未听见他受过这样的批评｡

12. The walls are made from old glass bottles that are glued together.(P122) 墙是由旧玻璃粘贴砌成的｡

be made from 和 be made of 均意为“用……制成的”,但前者指原材料经过加工后,质地发生了改变,从成品中看不出原材料;而后者则指原材料经过加工后,质地未发生变化,从成品中仍可以看出原材料｡例如:

This kind of paper is made from wood. 这种纸是由木材制成的｡

The table is made of wood. 这张桌子是由木头制成的｡

另外, be made in 意为“由……制造的”,介词 in 后面接表示产品产地的名词｡例如:

五年级英语unit1教案 篇4

二.教学目标

1.能够正确听，说，朗读“Who is …? He/She is…What’s he/she like? He/She is … Is he/she…?Yes,he/she is. No, he/she isn’t.”等询问某人是谁，外貌或性格怎么样的相关交际用语。

2.能够正确听，说，认读表示人物外貌和性格特征的形容词old,young,funny,kind,strict等词汇。

3.能够听懂，会说，会表演let’s learn的内容并在真实场景中运用所学语言进行真实交流和运用。

三.教学重难点

重点:学生能够表演let’s learn的交际内容，能够根据实际情况用英语讨论人物。

难点:用英语准确询问并回答人物特征，如“Who is …? He/She is…What’s he/she like? He/She is … Is he/she…?Yes,he/she is. No, he/she isn’t.”等。

四.课前准备

单词卡片，录音机，磁带

五.教学过程

Step1. Warming-up

1.sing a song”Who’s your teacher”

2.show pictures and say

出示一些学科教师图片，让学生快速说出来，如Chinese teacher/math teacher/English teacher/art teacher/music teacher.

T: Who’s this man/woman?

S: He/she is ... ...

Step2. Presentation

1.Look and guess.看图片，猜一猜。

教师出示刚才展示的教师图片，让学生猜一猜教师是什么性格?

T：guess,what’s he/she like?

S: Is he/she strict/funny…?

T:Yes,he/she is.No,he/she isn’t.

两组示范后，教师将卡片交给学生，进行生生对话。

2.展示Let’s learn图片，快速让学生说出Mr还是Miss。

3.look at the pictures and say.看图说句子。

如：Mr Young is our music teacher.He is old.

4.播放课本插图，两人一组选择图片讨论。

Step3 Consolidation

Group work:小组讨论任课老师。

1.准备好一张你喜欢的老师的画像，并向你的组员介绍。

2.让学生表演，以检查学生对本课句型的掌握情况，对做得好的学生予以表扬。

Step4 Homework

1.Copy the words of let’s learn.

2.Make a dialogue about your teachers.

六.板书设计

Unit one What’s he like?

Part A let’s learn ask and answer let’s spell

old young funny kind strict

Who’s your art teacher?--Mr Jones.

Is he young?--Yes,he is.

五年级英语unit15教案 篇5

一、词汇要求(Topic vocabulary)

usually always often sometimes never quickly slowly loudly carefully

二、语言知识要求(Language focus)

学会一下表达方式：

We usually talk quietly.

Sometimes we need to line up but we never push.(注意：need to 和must一样后面接动词原形)

You mustn’t play there. You must look and listen carefully.

三、语言功能要求(Functions)

1.学会运用must和mustn’t用法，要注意一下三点：

(1) must和mustn’t的后面要跟动词原形 e.g. You must stay here.(你必须待在这儿) You must look and listen carefully. We must talk quietly.

(2)must和mustn’t市用来劝告他人必须做或不允许做某些事情的，如You mustn’t watch TV.(你不准看电视)

(3)当别人问你: Must I go away now? 否定回答应该用”No, you needn’t”，不能用No, you mustn’t

2.频度副词的`使用：表示动作发生的频率 一般可以这样理解：always(100%), usually(90%), often(75%), sometimes(50%), never(0%) 如：We never push others.(我们从来都不推别人) We always line up.(我们总是排队的) 当我们要表达我们总是会做某事时，用We always…。

五年级英语unit15教案 篇6

1、词汇：shape circle square diamond rectangle

triangle star heart.

2、句型

(1)What shape is the??It’s a/an?

(2)Show us how to?

教学目标：

1、知识目标：能听懂、会说、会读单词shape circle square diamond rectangle triangle star，并学会询问他人各种图形及其回答的句型。

2、能力目标：能运用所学句型与他人交流。

3、情感目标：在活动中培养学生的学习兴趣。

教学重点：

1、认读、拼写和运用表示各类图形的词汇。

2、运用所学词汇及句型谈论或介绍自己的卧室。

教学难点：

1、能正确运用表示图形的词汇。

2、能用一段话介绍自己的卧室。

教具准备：

准备各种类型的三角形图片数张。

教学过程：

Step1 Free talk

T: Good morning/afternoon, boys and girls. Ss: Good morning/afternoon, Miss Yuan.

T: First, let’s play a game, I say you do. Touch your head/ eyes/ mouth/ back/ foot/ heart.

设计意图：利用游戏的方式开始新课，为学生营造轻松、愉快的学习氛围，消除紧张情绪，让学生很快进入英语学习的状态，并且自然导入新课。

Step2 Presentation and practice

1、教学单词：heart shape star

(1)师生对话，引出单词heart

T: Boys and girls, look! My heart is here,(教师作手势)，can you tell me where’s your heart?

S1(模仿老师说)：My heart is here.?

(2)T: What shape is your heart? It’s a heart.解释：heart几可以指心，也可以指心形。

教授shape，由grape的发音引出shape的发音，知道学生读。 T: Show us how to a heart.教师解释

设计意图：虽然heart不困难，从heart导入对图形的学习，将所学知识和实际生活联系，使英语学习情境化，生活化。

(3)Show some words: ———— to read it)请部分同学读单词。

T: We can see many stars in the sky in the evening. Can you guess what does “star” mean? Ss: (思考作答)星星。

T: What shape is the star?

S:(试着回答) It’s a star.

解释：star既可以指星星，也可以指星形。

T：Where can we see stars?

S1: We can se stars in the sky.

S2: We can see stars in our exercise books.?

T: Show us how to draw a star.(请一位同学上黑板)设计意图：由语音引入，利用谜语引导学生自主说出相关单词及句型，并能从生活中寻找图形。这一步骤旨在培养学生自主探究的学习能力，并让学生体验学习成功的`喜悦。

2、教学单词：triangle rectangle square diamond.

(1)出示自制小三角形

T: Boys and girls, what shape is it? It’s a triangle.(教学triangle)。 In our life, what is triangle? S1: My ruler is triangle.

S2: The sandwich is triangle.?

T: I’ll show you how to draw a

triangle.(在刚才画的基础上再画一个三角形)

(2)出示两张三角形

T: What shapes are they? Ss: They’re triangles.

T: Look, Two triangles can be a rectangle.(图形拼成一)教授diamond square

(教学的同时补充diamond意思，并在右图补充完整。让学生利用自制的图形操练所学句型。)

设计意图：利用拼凑的方法呈现这四个单词，让学生在感观上能清楚认识各种图形，同时，学生在操练时能自己自由拼凑，培养了学生的动手能力和语言表达能力，激发了学生用英语交流的兴趣，也让学生在操练时有话可说，有话能说，避免了枯燥的操练。

3、教学单词circle

T: (利用简笔画，边说边画圈)：Look! This is Helen’s house. Helen is at home. Do you know what is Helen doing?

Ss: She is cooking.

T：Very good. We can guess from three circles.教学单词circle

设计意图：通过学生感兴趣的简笔画直观呈现圆，符合学生认知水平与特点。

4、Introduce the shapes in your bedroom.

教师提供一模板

This is my bedroom. Look! I have a clock. It’s red. It’s a ?

I have a desk. It’s ? It’s a ?

There are some balls. They’re ?

(斜体字可替换)

五年级英语unit15教案 篇7

总体来说, 这次课堂教学实施比较成功, 达到了公开教学应有的效果。从询问职业开始, 然后通过幻灯片展示各种职业类型, 一直到谈论理想, 整个过程如行云流水, 连贯自然。遵循了面向全体学生、倡导体验参与、开发课程资源等课标理念, 初步培养了学生的交际策略、资源策略等意识。教学任务基本完成, 各层次的学生均有所得。此外, 英语学习氛围宽松、民主、浓厚, 师生情感交融极为成功。

一、课堂优点

1.采用多媒体教学, 形象直观、省时高效。放映关于各种职业的幻灯片, 能激发学生的兴趣, 减少学生对母语的依赖。将新授的语言内容制作成演示文稿, 相比在黑板上板书省时不少, 而且高效。

2.本节课从学生熟悉的句型入手, 引出关于职业的单词, 如teacher, student, worker等, 然后放映幻灯片展示新的职业类型, 如engineer, pilot等, 最后谈论理想:What are you going to be?并进一步讨论:How are you going to do that? 这样的教学流程既科学合理、严谨有序, 又符合学生的认知规律。

3.从旧知识的复习到新知识的呈现, 过渡自然, 富有逻辑性。教师设问:What do you do? What does she/he do?自然引出关于职业的单词, 进而学习新的职业类型。这样的衔接很巧妙、很自然。

4.生词的呈现与记忆很直观, 且多样化。开展了 “Do you have quick eyes?” “Can you remember well?” “中英文互译”等教学活动。

5.教师在教学过程中基本起到了引导者、指挥者的作用, 能够立足于学生的学, 充分调动其主动性、积极性。呈现完“What are you going to be when you grow up? How are you going to do that?”后, 随即提供Tina等人的信息并要求对话操练, 起到了很好的巩固效果。

6.在“Choose one of the situations below to make conversations with your partner.”中采用了任务型教学法和合作学习法。

7.学生积极主动, 发言踊跃, 师生配合默契。

8.作业设计紧扣重点、难点, 达到巩固知识、学以致用的目的。

9.教学节奏中速, 教学容量适中。

二、美中不足

1.教学重点不够突出, 主次不分明。重点是学习关于职业的生词, 还是掌握句型“What are you going to be when you grow up? How are you going to do that?”从教学现象来看无法判断。

2.学生语言输入后未能进行充分有效的输出, 使语言停留在知识状态而没有转化为能力。

3.学生自主学习的空间与时间均不足, 教学尚未充分体现教为主导、学为主体的思想。

4.听、说、读、写四会的基本原则没有很好地遵循, 且忽视了“写”的技能培养。

5.时间分配不够合理, 花在生词教学上的时间几乎等同于句型学习的时间。

三、个人建议

1.在直观呈现生词后, 应让学生通过大量的对话操练来巩固和掌握它们。因为单词是死的, 只有在语境中才能活过来。皮之不存, 毛将焉附!

2.句型“What are you going to be when you grow up? How are you going to do that?”的操练, 应分三个阶段:控制→半控制→全开放。具体做法是:让学生先练习演示文稿中的对话例子, 然后根据所提供的信息编对话, 最后发挥想象畅谈自己的愿望与打算。

3.生词教学控制在15分钟以内, 拿出25分钟的时间学习句型“What are you going to be when you grow up? How are you going to do that?”把教学重点放在这两个句型上。

4.多一些自主, 少一些灌输。注重精讲多练。

附:教师素质

1.仪表端庄大方, 精神焕发。教态亲切自然, 富有感染力。

2.口语准确流利, 能用英语组织教学。

3.课堂驾驭能力强, 有一定的教学机智。

4.专业素质比较扎实, 有良好的教学功底。现代教学技术娴熟。

五年级英语unit15教案 篇8

1. They have organized games and the staff dress up as clowns. 他们组织游戏，工作人员装扮成小丑。

点拨:dress up意为“穿上盛装；装扮；打扮”。例如：

She dressed up for the ball. 她穿上盛装去参加舞会。

2. Peter, lend me your pen. 彼德，把你的钢笔借给我。

点拨:lend意为“借（出）”，后面可接双宾语，也可与介词to连用。borrow作“借”讲时，表示的是“借入”，后面不可接双宾语，一般与介词from连用。例如：

You cant lend it to others. 你不能把它借给别人。

You can borrow some books from the school library. 你可以从学校图书馆里借几本书。

3. For instance, they can help you to compare two different products so that you can buy the one you really need. 例如，它们能够帮助你比较两件不同的产品，以便你能够买你真正需要的那一件。

点拨:句中的so that引导的是目的状语从句。so that引导目的状语从句时，从句中常用情态动词can, could, may, might等。例如：

I took a taxi so that I could get there earlier. 我乘坐出租车，为的是早点到那里。

Speak clearly so that they may understand you. 说清楚些，以便他们能听懂你的话。

4. At times an ad can lead you to buy something you dont need at all. 有时候，广告能够让你去买你根本不需要的东西。

点拨:at times意为“有时、偶尔”，与sometimes意思相近。例如：

At times she was late for school. 有时她上学迟到。

5. Here are some things theyve learned from scientific studies. 这儿是一些他们从科学的学习中学到的东西。

点拨:learn from意为“向……学习、从……学习……”。例如：

You can learn English from magazines and newspapers. 你们可以从杂志和报纸中学习英语。

6. Many ads are aimed specially at teenagers. 很多广告是特别针对年轻人的。

aim at的意思是“针对；致力于；旨在；瞄准”等。例如：

点拨:This programme is aimed at young people. 这个节目是针对年轻人的。

7. Have you packed the beach yet? 你把行李收拾好了吗？

点拨:Ive already put it in the garage. 我已经把它放进车库了。

I havent cleaned out the refrigerator yet. 我还没有把冰箱清理干净。

already与yet都与现在完成时连用，但already(已经)一般用在肯定句中，yet（到目前为止；至这/那时“一般用在疑问句或否定句中。

8. ... and so far has brought thousands of overseas Chinese students to China to look for their families roots. ……到目前为止，已经带动成千上万的海外华人学生来寻找他们的家族根源。

点拨:so far意为“到目前为止”，是一个固定词组，一般与现在完成时连用。例如：

So far, I have received three letters. 到目前为止，我已收到了三封信。

9. Thanks to In Search of Roots, I am beginning to understand my Chinese roots, and who I am. 多亏了“寻根”，我才开始明白我的中国根以及我是谁。

点拨:thanks to意为“多亏了……；幸亏”， 用来说明原因。例如：

Thanks to your help, I worked out the math problem. 多亏了你的帮助，我才算出这道数学题。

10. Im looking forward to finding out more about my roots during my time here.我期望能找到有关我的根的更多的事情。

点拨:look forward to是一个固定短语，意为“盼望；期待”，to为介词，后面可跟名词、代词、动词-ing形式，不可跟动词原形。例如：

I am looking forward to seeing you. 我期盼着与你见面。

11. The walls are made from old glass bottles that are glued together. 墙是用粘合在一起的旧玻璃瓶子制成的。

点拨:be made from表示“由……制成”，指制成品中看不出原材料；be made of表示“由……制成”，指制成品中能看出原材料。例如：

Paper is made from wood. 纸是用木材造的。

That house is made of stones. 那座房子是用石头建造的。

巩固练习

()1. He often borrows things __________ others, but he doesnt lend anything __________ anybody. (2008福建莆田)

A. to; from B. from; toC. from; for

()2. —What would some students like to do after finishing their education?

—They would like to start to work __________ they neednt depend on their parents completely.

(2008山东青岛)

A. as soon as B. so that

C. before D. while

()3. Its rather cold in most of south China __________ in spring. （2008江苏无锡）

A. on time B. at a time

C. at times D. all the time

()4. Many teachers believe that children learn __________ life，not just from their textbooks. （2007四川乐山）

A. ofB. fromC. for D. with

()5. __________ the governments efforts, our life is becoming better and better. (2008福建漳州)

A. Instead ofB. In memory of

C. According toD. Thanks to

6. 根据汉语意思完成英语句子。每空限填一词。（2008四川攀枝花）

孩子们为庆祝儿童节穿上了盛装。

The little boys and girls have __________ __________ for the Childrens Day.

7. 许多广告是明确针对青少年的。（aim）（2008山东枣庄市）

_________________________________________

8. His mother has already called the police for help. (改为否定句)

His mother __________ called the police for help __________. （2008内蒙古乌兰察布市）

9. They have already cleaned the classroom. (改为一般疑问句)

_________ they cleaned the classroom _________? （2008新疆乌鲁木齐）

10. 到目前为止，这些士兵已经救了一百多人。

__________ __________, these soldiers have saved more than one hundred people. （2008广东湛江）

11. 用所给动词的适当形式填空。（2008福建莆田）

It is reported that thousands of people are looking forward to __________ (come) to Beijing to watch the 2008 Beijing Olympics.

12. 根据下列句子的意思及所给汉语提示，写出空缺处单词、固定短语或固定搭配的正确形式。（2008河北省）

Do you know this table __________ __________ __________ (由……制成) bamboo?