冀教版五年级上册英语新版unit1教案

冀教版五年级上册英语新版unit1教案（共9篇）

1.冀教版五年级上册英语新版unit1教案 篇一

教学功能：

Talking about past activities

Target Language: Did you…?

Yes, I did. / No, I didn’t.

教学目标：

Vocabulary: dear, met (meet)， ran (run)

Pronunciation: /i:/, /I/, /e/, / /

Song: Where did you go?

教学过程：

一、Warm-up

1. Review verb phrases.

2. Review Unit 1.

二、Introduction

1. Prepare a postcard with a picture of own city and ask the children:What’s this? What is the place? What can you see?

2. Show the back of the postcard and tell the children that Lingling wrotea letter on it.

三、Presentation

1. Play the cassette and pause after each utterance for the children torepeat and tick the actions: went to the park, met John, bought ice creams, wenthome, ran to the bus, dropped.

2. Play the cassette again and ask the children answer the followingquestions: Who wrote the postcard? Whom did Lingling send the postcard to?

3. Write down the words: met, bought, went, ran, dropped and ask thechildren to guess the original form.

4. Finish activity 2. Ask the children to ask and answer in pairs.

四、Sing a song

1. Ask the children to look at the pictures carefully.

2. Play the cassette and ask the children to listen carefully.

3. Teach the sentences of the song one by one.

4. Play the cassette several times and ask the children to sing along.

五、Homework

1. Read the letter and sing the song.

2. Finish activity 6: sentence relay.

 

2.冀教版五年级上册英语新版unit1教案 篇二

Lesson 1: What’s Wrong, Danny? I.Learning aims: Master the new words: stomach, regret, fever, pale, Sara, examination, pain, X-ray II.Learning important and difficult points: 1)Danny wakes up his parents.2)I regret eating so many donuts now.3)Need we go there right now? 4)She takes them to a small examination room.5)Danny needs to stay in the hospital today.Language Points: 1.regret 【用法】作及物动词，意为“对„„感到后悔”，后加名词、代词、动名词作宾语。

【举例】①Tony has been regretting that matter.托尼对那件事情一直感到很后悔。②I regret making such a foolish decision.我后悔做出这么愚蠢的决定。

【用法】作不可数名词，意为“遗憾、惋惜”。

【举例】His great regret is not seeing his father for the last time.他最大的遗憾是没有能最后一次见他父亲一面。

2.Danny wakes up his parents.丹尼把他的父母叫醒了。【用法】短语wake up意为“叫醒”，这是“动词+副词”短语。这类短语用名词作宾语时，名词可在副词前，也可用在副词后；如用代词作宾语时，代词则必须用在副词前。故这句话中的wake up his parents 还可说为wake his parents up。

【举例】Mum, will you please wake me up at five tomorrow morning? 妈妈，你能在明天早晨五点钟叫醒我吗？

【拓展】wake up也可不带宾语，意为“醒来”。

【举例】That baby suddenly woke up and cried.那个婴儿突然醒了，然后哭了起来。3.She takes them to a small examination room.她带他们去了一个小检查室。【用法】句式take somebody to„意为“带某人去某地”，介词to后加表示地点的名词或代词。【举例】My father took me to the zoo last Sunday.上个星期日我父亲带我去了动物园。4.Danny needs to stay in the hospital today.【用法】句中的need作实义动词用，意为“需要”，后面可加名词、代词、不定式、动名词作宾语。【举例】①They are certain to need help.他们一定需要帮助。②You don’t need to buy a new computer.你不必买新计算机。③This machine needs repairing.这台机器需要维修了。

【拓展】作情态动词用，意为“需要、必须”，后加动词原形，并且多用于否定句和疑问句中。【举例】She needn’t wait for them.她不必等他们了。

Lesson 2: A Visit to the Dentist I.Learning aims: Master the new words: dentist, refuse, toothache, rotten, fortunately, headset, aching, German, wolf II.Learning important and difficult points: 1）I’m really afraid of going to the dentist.2）I had no choice but to go with her.3）She saw right away that I was scared and told me not to worry.4）Before I knew it, my aching tooth was fixed.Language Points: 1.refuse 【用法】作不及物动词，意为“拒绝、回绝”，后面的动词可用不定式形式。

【举例】①We invited him to our party, but he refused.我邀请他参加我们的聚会，但他拒绝了。②She refused to travel with us.她拒绝和我们一起去旅行。

【用法】作及物动词，意为“拒绝给予”，后加名词或代词作宾语。

【举例】The United States has refused him a visa.美国拒绝给他发放签证。2.I’m really afraid of going to the dentist.我真的害怕去看牙医。【用法】句式be afraid of 意为“害怕„„”，后加名词、代词、动名词作介词of的宾语。

【举例】①My little sister is afraid of cats.我的小妹妹怕猫。②Tony is afraid of coming out at night.托尼害怕在晚上出来。

【拓展】句式be afraid to do „意为“害怕做某事”；另，be afraid 后还可加宾语从句，意为“恐怕„„”。

【举例】①Danny is afraid to stay at home alone.丹尼害怕独自呆在家里。②We are afraid that we can’t finish all the work today.我们恐怕今天不能完成所有的工作。

3.I had no choice but to go with her.我没有别的选择只有和她一起去了。【用法】句式have no choice but to do„表示“别无选择只能做„„”，注意but后的动词要用不定式形式。

【举例】They had no other choice but to work hard.他们没有别的选择只有努力工作。

Lesson 3: Good Food, Good Health I.Learning aims: Master the new words: grain, corn, vitamin, mineral, fiber, protein, bean, Asian, soy, calcium, bone, yogurt, contain, balanced, diet II.Learning important and difficult points: 1.They help you grow and stay healthy.2.They’re made with lots of fresh vegetables.3.Do we need to balance our diet? Language Points: 1.corn 【用法】作可数名词，意为“玉米”，复数形式是corns。

【举例】They planted a lot of corns on their farm.他们在农场上种了很多玉米。

2.Breakfast cereal is also made of different grains.早餐麦片也是由不同的谷物制成的。【用法】句中的短语be made of„意思是“由„„制成”，通过成品可以看出原材料。【举例】These tables are all made of wood.这些桌子都是木头做的。【拓展】类似的短语还有：

be made from„ “由„„制成”，通过成品不能看出原材料。be made in„ “在某地制造”。

be made by somebody “由某人制造”。be made into„ “把„„制成”，指把原料制成成品。

【举例】①This kind of paper is made from grass.这种纸是用草制成的。②That bicycle is made in Tianjin.那辆自行车是天津制造的。③This kite was made by Li Ming.这个风筝是李明做的。④Grapes can be made into wine.葡萄能酿成酒。

2.Calcium makes your bones and teeth strong.钙能使你的骨骼和牙齿坚固。

【用法】句中的形容词strong用在your bones and teeth后作宾语补足语。动词make后面可以加名词、代词、不带to的不定式、形容词、过去分词等词语构成的复合结构。

【举例】①We made Bill our monitor.我们选比尔当班长。②The boss makes the workers work long hours every day.老板迫使工人们每天工作很长时间。③What makes you so happy? 什么事情让你这么高兴？④This made her so frightened.这件事使他很害怕。

Lesson 4: Don’t Smoke, Please!I.Learning aims: Master the new words: smoke, harmful, disease, lung, breathe, harm, cigarette, whenever, risk, somebody II.Learning important and difficult points: 1)In many countries, smoking in public places is now against the law.2)Never touch cigarettes.3)If your family members smoke, encourage them to stop smoking.4)Once you get into the habit of smoking, it’s not easy to give it up.Language Points: 1.risk 【用法】作可数名词，意为“危险、冒险”。

【举例】Despite such accidents, even more people are taking the risk.尽管事故频发，但很多人仍然在冒险。

【用法】作及物动词，意为“冒„„的危险”，后面的动词要用动名词形式。

【举例】They risked losing lives to save that children.他们冒着生命危险挽救那个孩子。2.In many countries, smoking in public places is now against the law.在很多国家，在公共场所吸烟现在是违法的。【用法】这句话中的smoking in public places 是动名词短语作主语，此时谓语动词要用单数形式。【举例】Playing with children is very interesting.和孩子们在一起玩很有趣。【用法】介词短语 against the law意为“违背法律”，在句中作表语或定语。【举例】We can’t do anything against the law.我们不能做任何违法的事情。

3.If your family members smoke, encourage them to stop smoking.如果你的家人吸烟，鼓励他们戒烟。

【用法】句式encourage somebody to do something 意为“鼓励某人做某事”，这里用不定式作宾语补足语。

【举例】The teachers always encourage us to study hard.老师总是鼓励我们努力学习。【用法】句式 stop doing something 意为“停止做某事”，类似句式stop to do something 则表示“停下来去做某事”。

【举例】It is too late.Please stop playing games.时间很晚了。请不要玩游戏了。

4.Once you get into the habit of smoking, it’s not easy to give it up.一旦你养成吸烟的习惯，就不容易戒掉了。

【用法】句式get into the habit of doing„意为“养成或形成„„习惯”，介词of后加动名词作宾语。

【举例】His uncle has got into the habit of drinking wine.他叔叔养成了喝酒的习惯。

Lesson 5: Jane’s Lucky LifeI.Learning aims: Master the new words: damage, unable, dare, wheelchair, control, telephone, hers, cheer, kick, disabled, pity II.Learning important and difficult points: 1)She can answer it just by saying “hello”.2)She likes to watch her eleven-year-old son play soccer.3)If you only focus on your problems, you’ll have a life full of them.4)People who don’t know how lucky they are.Language Points: 1 control 【用法】作不可数名词，意为“控制、管理、支配”。

【举例】All the things are back in control.所有的事情都已在控制之中。【用法】作及物动词，意为“控制、管理、支配”，后加名词或代词作宾语。

【举例】The young manager controls a large company.一位年轻的经理管理一家大公司。2.She can answer it just by saying “hello”.她只能通过说“hello”回答它。【用法】介词by加动名词表示通过某种方式做某事，在句中作状语。

【举例】She learns English by reading and speaking.她通过读和说学英语。

3.She likes to watch her eleven-year-old son play soccer.她喜欢看她11岁的儿子踢足球。【用法】句式watch somebody do something 意为“看某人做了某事”，所指动作已经完成。类似句式watch somebody doing something意为“看某人正做某事”，所指动作正在进行。

【举例】I watched her dancing under the tree with her friends.我看她正在树下和她的朋友们跳舞呢。

4.If you only focus on your problems, you’ll have a life full of them.如果你只是注意你的问题，你就会过一个充满问题的生活。

【用法】句式focus on意为“注意„„，致力于，关注„„”，后加名词或代词作宾语。【举例】We should focus on something important.我们应该关注一些重要的事情。

Lesson 6: Stay Away from the Hospital 4

I.Learning aims: Master the new words: appendicitis, appendix, sleepy, mention II.Learning important and difficult points: 1)I slept all day after my appendix was taken out.2)She told me to drink plenty of water and have a good rest.3)Fortunately, you and Wang Mei are both getting much better now.4)I think we should try hard to form good habits so that we can stay healthy and stay away from the hospital!Language Points: 1.sleepy 【用法】作形容词，意为“困倦的、瞌睡的、安静的、冷清的”，在句中作定语或表语。【举例】①Why are you so sleepy, Danny? 丹尼，你为什么这么困倦呢？②This is a sleepy village, isn’t it? 这是一个寂静的小村庄，是吗？

2.She told me to drink plenty of water and have a good rest.她告诉我多喝水并且要好好休息。

【用法】这句话用不定式作宾语补足语，句式tell somebody to do something 意为“告诉某人做某事”；如果表示“告诉某人不要做某事”则用句式tell somebody not to do something。除动词tell外，ask, want, order等也有这种用法。

【举例】①She asked me to help her with her English.她请我帮她学英语。②The officer ordered the soldiers to lie down.军官命令士兵们卧倒。③Our teacher wants us to come to school on time.我们老师要我们按时到校。

3.Fortunately, you and Wang Mei are both getting much better now.幸运的是，你和王梅现在都好多了。

【用法】比较级前可以用much, even, still, far, a bit, a little, a lot 等词加以修饰。

3.冀教版五年级数学上册教案 篇三

1、认知目标：通过动手做等活动，认识平行四边形、梯形和三角形的底和高。

2、能力目标：会用三角板画三角形、平行四边形和梯形的高。

3、情感目标：培养学生动手操作、概括、语言表达等能力，树立小组合作意识。

教学重点：

由于学生对几何图形方面的知识了解不多，其认知水平还处于形式水平阶段，所以我把重点定为：通过动手操作认识平行四边形、梯形和三角形的底和高。

教学难点：

学生在学习几何图形方面的知识时，学生的操作能力和思维能力往往都存在一定的困难。所以我认为教学难点是：会用三角板画三角形、平行四边形和梯形的高。

教法学法：

在教学中，好的教、学法往往会达到事半功倍的效果。因此，在本次教学活动中，我采用问题教学法、情境教学法等，融观摩、操作等学习方法为一体，让学生体验对平形四边形、梯形和三角形的探究，注重让学生在操作体验中学习。

教具准备：

为了更好地让本节课所授的知识能够直观形象地展现在学生面前，达到理想的教学效果。因此，我准备了多媒体课件，平行四边形，三角形，梯形，卡片，剪刀，三角板，尺子等教具与学具。

教学过程：

根据本节课内容特点，并结合五年级学生的认知心理特征，我将本节课教学过程设计为4个环节。

一、创设情境，激发兴趣

课件出示万能阿曼接到求助电话的情境。通过学生熟悉的卡通形像，以及有趣的故事情境的创设，有效地激发了学生的学习兴趣，使学生产生强烈的学习动机，主动参与到学习活动中来。

二、动手操作，探索新知

新课标强调，要让学生在实践活动中进行探索性的学习。根据这一理念，我设计了三个活动，让学生在体验中学习，在学习中体验。

活动一：做桌面

我出示活动要求，问学生你们愿不愿意和阿曼一起帮忙解决这个困难?好，让我们来动手做一做。板书课题：动手做。接着我请学生拿出手中的平行四边形纸，仔细观察、认真思考，画出需要锯开的线路，并和小组的同学交流你的想法：为什么要这样设计?然后我请学生分别展示他们的不同的设计，提出问题：同学们设计了这么多不同的方案，想一想，这些设计有没有共同的地方呢?来引导学生找出两个共同点：

1、每条分割线都是垂直的;

2、它们的对边都是平行的，并让学生用一句话说一说什么是平行四边形的高和底。最后让学生动手用剪刀沿着平行四边形的高剪下来，看是否能拼成长方形。在整个活动中我留给学生充分的思考及表现自我的时间与空间，让他们能够通过动脑，动手，动口来亲身体验高的特征，从而突出本课的重点。

活动二：表述梯形的高

我出示梯形纸片，并对学生说：刚才我们已经认识了平行四边形的高，谁能说一说什么是梯形的高呢?引导学生根据平行四边形的高说出梯形的高。活动中通过教师示范说，学生自已说，生生互说等多种形式加深了学生对所学知识的认识，并能运用这种方法进行新的学习，再一次突出了本节课的教学重点。

活动三：分三角形

我首先让学生拿出手中的三角形纸片：看谁在最短的时间内，画一条线段，把这张三角形纸片分成两个直角三角形。然后让学生自由操作。通过这种具有挑战性，探索性同时又具有操作性的活动，从而把抽象的高的概念形象化，在此基础上引导学生用语言表述对高的认识。然后我再通过课件的动态演示，让学生更准确的掌握了三角形的高的画法，从而突破本课的难点。

三、巩固应用、深化认识

练习是掌握知识，形成技能，发展智力的重要手段。这里，我设计了三道不

同形式的练习题。

1、试一试，标出图形的底和高，加深对图形的底和高的认识。

2、练一练，画出图形的高，让学生进一步体会高的画法

3、画一画，在方格纸上画出图形

(由浅入深的题型设计，针对各层次的学生，真正关注每一个学生，使每一个学生学习都得到提高，个性得到发展)

四、总结评价、课外延伸

通过总结评价、课外延伸这个环节既能及时反馈本节课的教学效果，又可以让学生体会到数学的应用价值。所以，我设计了以下两个问题以达到教学目的。

(1)这节课你学到了哪些知识?有什么收获?

4.冀教版五年级上册英语新版unit1教案 篇四

一、教材分析

本课是七年级第一册第一单元第4课，本文主要让学生学习各种学习用品的词汇，并学会如何对事物提问，借用教室内的各种事物，让学生参与游戏、对话、表演等活动，搞活课堂气氛，促使学生在生活中巩固旧知识，逐步掌握和拓展新内容。1.教学目标 ● 语言知识

(1)复习词汇：blackboard pen pencil pencil box ruler(2)复习句子：What’s this/that? This/That/It is„ ●语言技能

(1)能听、说、读、写与教室有关的词汇：blackboard pen pencil pencil box ruler(2)能理解并使用以下句子：

You go first.It’s your turn.It’s on the wall.● 情感与态度：通过生动直观的多媒体教学手段，激发学生的学习兴趣。

● 学习策略：课堂教学始终坚持自主学习、合作探究、讨论练习等各个有效环节，让每一个学生都积极投入到课堂活动当中，培养学生用英语进行思考和做事情的意识。2.教学重点: What is it? It’s a(an)...3.教学难点:句型的准确理解和灵活运用。

二、教学步骤

Step I Class Opening（10 minutes）

1.Sing a song “How Are You Today” 2.Say something about the classroom.T: Do you have the pen/pencil/„? Today we will learn something about the classroom.(设计意图：图片导入，激起学生强烈的求知欲望)T: Look, boys and girls.What’s this ?/What’s that? Ss: It’s a blackboard/pen„ T:Do you have one?

S1:Yes./No.T: What’s in your pencil box?

S2:A pen./A ruler.T: Good job.Now make a new dialogue with your partner.SS: A: This is a ruler.B: Oh, it’s new/yellow/nice„

(设计意图：通过师生问答、图片展示的方式展开复习，为后面教学做好铺垫)

Step II.New Concepts(10 minutes)1.New words Teaching

The teacher and the students learn the new words by explaining the words.Eg.T: It’s long and thin.You can write with it.It’s a_________.Ss :Pen.T: Where（哪里）is the blackboard？

Ss: On the wall.(设计意图：通过师生问答、图片展示的方式学习本课的重点词汇，同时使学生对老师所提的特殊疑问句初步熟悉)2.Listen and read

（设计意图：内容涵盖了本节课的重点词汇和句型，让学生在练习听力的过程中进一步掌握本课知识。）

Step III Consolidation(20 minutes)1.Guessing game

T:Ok, Class, are you tired? Let’s play the guessing game.Choose one picture and guess what it is.（The students guess）

（设计意图：通过猜谜的方式穿插课文第二部分，让学生在学习中享受学习的乐趣）2.Make new sentences with the pictures.3.Do some exercises.Step IV Class Closing（5 minutes）

1.Summing up 2.Homework(设计意图：目的在于复习本课，为学习下一课做准备。)板书设计：

Lesson 4 What Is It ?

What is this/that/it? It’s„

三、教学反思

5.冀教版五年级上册英语新版unit1教案 篇五

一、指导思想

以“英语课程标准”为宗旨，适应新课程改革的需要，面向全体学生，提高学生的人文素养，增强实践能力和创新精神。正确把握英语学科特点，积极倡导合作探究的学习方式。培养学生积极地情感态度和正确的人生价值观，提高学生综合素质为学生全面发展和终身发展奠定基础。

二、全期教学总目标

学生应有较明确的英语学习动机和积极主动的学习态度。能听懂教师对有关熟悉话题的陈述并能参与讨论。能读供七至八年级学生阅读的简单读物和报纸杂志，克服生词障碍，理解大意。能根据阅读目的运用适当的阅读策略。能与他人合作，解决问题并报告结果，共同完成学习任务。能在学习中互相帮助，克服困难。能合理计划和安排学习任务，积极探索适合自己的学习方法。在学习和日常交际中能注意到中外文化的差异。

三.教材简要分析

《新目标英语》五年级(下册)，全书共有十个模块，另一个复习模块。本教材各单元话题灵活，贴近生活实际。本册书将学习的一些语法知识点有：一般将来时、过去进行时、现在完成时等。同最后提供了一篇阅读文章，用以训练学生的阅读能力，扩大学生的阅读量。

四、学情简要分析

五年级共有学生人数32人，其中男生13人，女生19人。通过两年半的英语学习，大多数学生已能听懂有关熟悉话题的语段和简短的故事。能与教师或同学就熟悉的话题交换信息。能读懂短篇故事，但由于各种因素的影响，学生发展参差不齐。有少数学生因为基础不够好，学习很吃力而自暴自弃，有的因此扰乱课堂次序，这给教学带来不少困难。

五、提高教学质量的可行措施及教改措施1、面向全体学生，注重素质教育。2、以学生为主体，尊重学生个体差异。3、采用活动途径，倡导体验与参与。4、开发课程资源，拓展学用渠道。

具体来说：

1.认真专研教材和课标，精心备课，认真上好每一堂课。确定每堂课的基础内容，预备内容和拓展内容，满足不同层次学生的不同需求。

2.充分利用现有的现代化教学设备，加强直观教学，提高课堂效率。

3.多与学生沟通，了解学生学习状况和需求，及时改进教学中存在的问题和不足。

4.积极开展丰富多彩的英语活动，提高学生兴趣。如英语演讲比赛、单词听写比赛、朗读比赛、英语手抄报比赛、学唱英文歌曲，课前五分钟活动等。

6.冀教版五年级上册英语新版unit1教案 篇六

教学目标 知识目标：

1、描述芽的类型和叶芽的结构，识别常见植物的叶芽、花芽和混合芽

2、阐明芽和枝条之间的发育关系

3、举例例说明植物的顶端优势及其在农业生产中的实际应用 能力目标：

1、尝试整枝打杈的一般方法

2、运用顶端优势原理解决生产生活中常见的整枝、打杈等问题 情感目标: 参加农业生产中的摘心、除芽练习，养成热爱劳动的良好习惯 教学重难点 重点：叶芽的结构 难点：叶芽与枝条的关系

三、课时安排(1课时)

四、教具准备

教师准备：多媒体课件，枝条

五、教学过程

（一）情境导入

教师：出示古诗【咏柳】，万千枝条是由什么发育而来的？ 学生：思考回答。新授

教师：展示植物的枝条，讲述侧芽和顶芽。学生：观察枝条侧芽和顶芽的位置。

教师：展示叶芽、花芽和混合芽的图片，讲述三者的区别。学生：观看图片。

教师：出示三种不同类型的芽，让学生区分。学生：观察图片，区分芽的类型。

教师强调：顶芽和侧芽是根据芽的位置来区分的，叶芽、花芽和混合芽是根据芽的发育来区分的。

教师：展示叶芽的结构图，学生：观看图片，识记叶芽的结构。观察教材图3-1-7，识记叶芽的发育。教师：播放叶芽的发育视频。学生：观看视频，巩固所学知识。

教师：展示雪松、水杉的图片，提问：它们为什么会出现这样的树形？讲解顶端优势。学生：观察图片，了解顶端优势。教师：出示图片，顶端优势原理的应用。

学生：观察图片，了解顶端优势原理在生活中的应用。

（三）课堂小结

学生：畅谈收获，构建知识体系。

教师：指导学生总结概括，尽可能扩大学生的参与度。

（四）达标训练

教师：通过多媒体出示达标练习。学生：独立完成练习教师：反馈、释疑

六、板书设计 第三节 芽的发育

一、芽的分类 叶芽的结构及发育

三、顶端优势

七、课下作业

完成教材P614【试试看】 教学反思

7.冀教版五年级上册英语新版unit1教案 篇七

1.第一遍跟录音机读课文，孩子们更多的是模仿录音机中的语言语调，这也达到了我教学设计的.目的。

2.第二遍跟我读课文，我们边读边画一些重点句子，如the U.k.在世界地图中的位置，语言，首都，国旗特征等。这样较之前相比起来，孩子们能够自己找到我所要求画的句子也是一个很好提高听力水平的机会。

3.我同样将学习卡交给孩子自己去完成，刚开始有几个孩子还觉得很为难，不自觉地说：“老师，怎么做呀？”我就告诉他们这和我们课文上的图片是一一对应的，孩子们不会的他们会问，我也会在黑板上板书示范讲解。孩子们自己提出的问题，也许得到答案之后印象更深刻了。

当然，这种自学的方式也有很多弊端。如孩子们对于一些生僻的词汇还是不熟悉说不出来，如今天我们所学的Backingham Palace，知识生疏无法避免，但是对于这些生词，我们还是该进行一定程度的操练。因此，我想在下节课我们读课文自学之前，先将这些词汇板书到黑板上，先进行操练然后再读课文，这样孩子们不仅读起课文来更轻松，也能知道该节课的重点是什么。

8.冀教版五年级上册英语新版unit1教案 篇八

一.教学目标：

知识目标：1.能正确地听、说、读、写oninunderbox

2.能综合运用所学的语句进行交际。

Whereisthecat ?It’soninunderthebox.What’sin thebox?It’saan...二.能力目标：学生能了解字母m, n, l,i在单词中的发音极其规则。

情感目标：促使学生积极运用所学知识进行表达与交流。

三.教学重、难点：能够运用介词oninunder 来正确表达动物在什么地方。

四、教具：录音机和磁带，课件.五.教学过程：

Step

1、（1）Greeting: Hello, boys and girls!

（2）师生同唱“Let’schant”，（可以边做动作边唱）

Step

2、引入课题：用张贴画出示本课主题图.引导学生：oninunder

Step

3、学生模仿读音，找同学领读，分组读。

学习in the box,on thebox,under thebox.Step

4、What’sin thebox?

What’sin thebox?Ananimal.Isit a cat? No, itisn’t.Canitswim ?Yes, it can.Step

5、Lettersandsounders练习单词的读音部分。

mmouthswim

ndancenose

lleglake

ininefive

Step

6、练习

师生互动，采取不同的形式做本课句型的练习。如分组说，男女生交换说等。设计意图：使学生能比较熟练地说句型。

Step

7、Class Closing

六、板书:

Lesson 5where?

oninunder

9.冀教版五年级上册英语新版unit1教案 篇九

Title Lesson 25: What is wrong with Danny

Teaching Aims:

1. Mastery words and expressions.

2. Teach how to see a doctor in foreign countries.

Teaching Important Points:

1. Compound Sentences.

Teaching Difficult Points:

1. Some words and expressions about the illness and seeing a doctor.

Teaching Preparation: Audiotape picture

Teaching Steps Activity Design Language Notes

Step1. Warming up.

Talk about the question: How often are you ill? What is the last time that you are ill? What’s wrong with you?

Step2. Come to “THINK ABOUT IT”.

Step3.Listen to the tape and answer the following questions:

1.What’s wrong with Danny?

2.Does Danny have to stay in hospital?

Step4. Read the text.

Read the text and check the answers in listening part. Encourage the students to ask more questions about this part. Such as:

When does Danny feel unwell?

What does Mr. Dinosaur think of Danny’s illness?

Does Danny have a fever?

Is the hospital always open?

Who is the doctor?

What does the doctor say to Danny?

Check the answers and give them enough hints to answer the questions.

Step5. Act out:

Act out the dialogue in front of the class. Make another dialogue to perform in the class. The roles are doctors and patients and the patients’ family members.

Step6.Come to “LET’S DO IT.”

Make up a dialogue in front of the class. When they are acting, help them when it is necessary. Teach them more new words about illness and parts of the body

Step7. Homework

1. Finish off the activity book.

2.Go on the next reading in the student book. * Let the students talk about the questions in groups. Then give a report to the class. They can make up a dialogue in pairs or in three or four.

If time is not enough, you can choose several groups to perform in front of the class.

* This is a difficult task for the students. If the questions are a little difficult, they can’t answer them. But we don’t have time to let them listen again

* Divide the class into several groups and act out the role-play in front of the class. Choose the best one and give them praise.

* Teach them more new words about illness and parts of the body

Blackboard Writing Design：

After Class(教学反思)：

Title Lesson 26: Where Is Danny ?

Teaching Aims:

1.Learn more expressions for describing illness and treatment.

2.Know how to see a doctor in foreign countries

Teaching Important Points:

1.Know some knowledge about the illness and the treatment.

2.Go to see a doctor.

Teaching Difficult Points:

1.Know some words and expressions about the illness and the treatment

Teaching Preparation:

Teaching Steps Activity Design Language Notes

Step1.Warming-up

Talk in groups about the showings about the cold. The teacher asks the students “When you catch a cold, how do you feel?” Let the students sum the phenomenon of the cold. Then give a report in the class. They can begin like this: when I have a fever, I…

Step2. Come to “THINK ABOUT IT”.

Talk about the following question: “What do your father and mother usually tell you to do when you catch a cold?”

At the same time, ask the students to talk about the question: “What do your parents do when you are ill? How do they feel when you are ill?”

Step3.Listening task

Listen to the tape and answer the following questions:

What’s wrong with Brian?

What does Jenny do to help Brian?

Finish the exercises in oral in class.

Step4. Reading task

Read the text and fill in the blanks according to the text.

1. _______ almost never gets sick.

2.Brian’s ________ and _______ hurt.

Jenny brought some _______ _______ for lunch.

Jenny says to Brain: “_______ _______.”

Finish the blanks in class in oral.

Step5.Come to “PROJECT”

Divide the class into groups in three or four. Complete the dialogues. In the group, one is a patient. Another is a doctor. The others can be the nurses or the patients’ family members.

Let the students grasp the words and expressions of illness and treatment. Encourage the students to read their student books and readers to find out facts about cases and symptoms of common illness.

Step6. Homework

Finish off the activity book.

Go on the next reading in the student book.

*S1: When I have a cold, I have a fever.

S2: When I have a cold, I often cough day and night.

S3: When I have a cold, I often have a running nose.

S4: When I have a cold, I often have a headache.

*S5: My father and mother usually tell me to drink more water and take medicine three times a day.

When I’m ill, my mother looks after me at home. She can’t go to work.

S6: My parents tell me to keep warm and drink more water. When I have to get an injection, my parents are sad.

S7: My parents often tell me to play inside and take medicine. When I am ill, my parents are worried.

*After they grasp more words and expressions about the illness, they can begin the role-play.

Blackboard Writing Design：

After Class(教学反思)：

Title Lesson 27: Good Food, Good Health

Teaching Aims:

1.We must eat healthy and keep healthy.

2.Know about the balanced diet.

Teaching Important Points:

1.Know more words about the names of the grain in our daily life.

2.How to eat healthy and keep healthy.

Teaching Difficult Points:

What is a balanced diet?

Teaching Preparation:

Teaching Steps Activity Design Language Notes

Step1.warming up:

Talk about the question: what do you eat in your daily life? Do you think what the foods you eat contain?

Step2.Read the text and answer the following questions:

1.What do bread, noodles and rice come from?

2.Is fruit different from vegetables?

Answer the questions in class in oral. If they can’t answer them correctly, let them read the text. Help them find the correct answer.

Step3. Read the text in details and finish the exercises.

Read the text and fill in the blanks:

1.Bread, noodles and rice are made from _______.

2 ______and _______are very good source of ________, _______ and _______.

3. ______ ______ are made from potatoes.

4.Salad is made of _______ ________.

5.Many people think that only meat and chicken have _______.

______ makes your bones and teeth strong.

Step4.Listen to the tape and let the students follow it for two time. Let them have the correct pronunciation and intonation.

Step5. Ask some students to read the text in the class. Don’t read the whole text, read only the important words, expressions and sentences.

Step6. Come to “LET’S DO IT”.

Fill in the chart to compare the eating habits of your classmates.

Interview four or more students to fill in the chart. They can design more questions to ask the others.

Step7.Homework

Finish off the activity book.

Go on the next reading in the student book * Some words are too difficult for them to answer, so the teacher shows some new words to them with pictures.

Blackboard Writing Design：

After Class(教学反思)：

Title Lesson 29:Don’t Smoke, Please!

Teaching Aims:

1.Know more about disease.

2.Learn the harm of smoking and drinking.

Teaching Important Points:

1.Some words and expressions about the disease.

2.Know how to keep healthy.

Teaching Difficult Points:

Help people keep healthy.

Teaching Preparation:

Teaching Steps Activity Design Language Notes

Step1.Warming up:

Divide the class into groups of three or four. Talk about the following questions: what do you think of smoking?

The teacher: Some boy students think smoking makes them look more handsome. Is it right? No, it’s very wrong. Smoking is more harmful to all the people around the world. Now let’s talk about the topic in groups. After a while, every group will give a talk in front of the class.

Step2. Come to “THINK ABOUT IT”.

When we are talking the two questions, we can use the Internet to help us. Search more information for the students. Search more pictures to show the students how many pains have the diseases brought us.

Ask some students to answer the questions.

S1: When I eat too cold food, my stomach always hurts..

S2: When I have a fever, I know I have a cold.

S3: I have a headache when I wear fewer clothes in winter.

Step3. Listen to the tape and answer the following questions:

What’s wrong with Danny?

How is Brian today?

Step4. Read the text and Fill in the blanks:

Brian feels ______ on Monday.

Brian wants to make a poster about ________.

Smoking is also bad for your _______.

Step5. Make sentences with the following language points:

be away from

Li Ming has been away from school for ten days.

if

If the weather is fine, we will go the park tomorrow.

also

He is also a doctor.

Step6. Come to “PROJECT”.

Divide the class into groups of three or four to finish the task. Discuss the diseases causes by smoking and drinking. It can be divided into two steps. The first step, talk the harm of smoking. Drinking is more harmful than smoking. Many people died from drinking every year. They drink too much, but they still drive their cars. Now too many accidents happen on the road.

Make a poster to show the harm of smoking and drinking for people. Every group makes their posters and explains to the others what it means.

Put the posters up in the class. Every group sends a poster to the teachers in the school. Let all the teachers tell the students about the harm of smoking and drinking.

Step7. Homework:

Finish off the activity book.

Go on the next reading in the student book.

* Group1: We all think smoking is a great harmful to the bodies. Many people die of lung cancer every year. Lung diseases sometimes causes by smoking.

Group2: I also think smoking is bad for health. So give your friends or relatives advice. Let them give up smoking.

Every group gives their report. Then the teacher sums their talks in class.

.

* After playing the tape, the teacher checks the answers.

Blackboard Writing Design：

After Class(教学反思)：

Title Lesson 30: Jane’s Lucky Life

Teaching Aims:

1.The spirit of the disabled.

2.Know more about the disabled people.

Teaching Important Points:

Learn the spirit of the disabled people.

Teaching Difficult Points:

Know about the difficulties that the disabled people have to face in the world.

Teaching Preparation:

Teaching Steps Activity Design Language Notes

Step1.Warming up:

If you are a disabled person, what problems will you meet?

Divide the class into groups of three or four. The teacher can design the task for every group.

Step 2. Come to “THINK ABOUT IT”.

Ask some students to talk about the questions in pairs. Then let some students demonstrate their opinions in class.

Step3. Look at the picture of Jane. Do you think what’s wrong with Jane? Do you think she is happy? Why?

Step4. Read the text and let’s learn more about Jane. Encourage the students to ask more questions about this part.

S1: How old is Jane?

S2: She is forty years old.

S3: What is she unable to do?

S4: She is unable to brush her teeth. She can’t run or jump. She can’t make breakfast.

S5: Is she married?

S6: Yes, she has a daughter and a son.

If some students can’t answer some of the students, the teacher helps them.

Step5. Demonstrate the dialogue in part 2.

Let some students act out the dialogue in front of the class.

Step6: Listen to the tape and read after it for several times. Play the tape for several times in order to let them have correct answers.

Step7. Imagine you are Jane. What difficulties will you meet in your life?

Step8. Come to “LET’S DO IT”.

Divide the class in groups and discuss the questions. Let them demonstrate their opinions freely. The teacher should help them if they are in trouble. Remember them to think about the problem in right ways.

Step9. Homework

Finish off the activity book.

Go on the next reading in the student book.

* Group1 lost an arm in an accident. Now what difficulties will you meet?

Group 2 lost a leg in an accident. Now what difficulties will you meet?

Group 3 is deaf.

Group4 is blind.

Let the students talk about their problems for five minutes. Then give a report in the class.

*Ask some students to answer the questions in class. Do you think when you are happy?

*The teacher should help them if they are in trouble. Remember them to think about the problem in right ways.

Blackboard Writing Design：

After Class(教学反思)：

Title Lesson 31: Danny Tells All

Teaching Aims:

1.Know more about the disease.

2.Learn more about the hospital in foreign country.

Teaching Important Points:

1.Know something about the disease and hospital in foreign countries.

2.How do we feel when we are in hospital?

Teaching Difficult Points:

Demonstrate the feeling in hospital.

Teaching Preparation:

Teaching Steps Activity Design Language Notes

Step1.Warming up:

What do you think of Danny? Do you miss him? What do you want to know about him?

Step2. Listen to the tape and answer the following questions:

What’s wrong with Danny?

Where is Danny now?

Let the students answer the questions in class in oral.

Step3.Read the text and encourage students to ask more questions:

S1: Who went to see Danny in hospital?

S2: Brian and Jenny.

S3: What did Danny feel about missing school?

S4: He felt terrible.

S5: Is everyone quiet as Brian reads the letter?

S6: Yes.

S7: What did the doctor take from Danny’s stomach?

S8: An appendix.

Give them hints and let them ask more questions.

Step4. Make sentences with the following language points:

1.I have something to tell you.

They have a lot of homework to do.

2.in hospital; in the hospital

I was ill in hospital last year.

We went to see my uncle in the hospital.

I’m feeling much better.

Much equals a lot, even, far, a little

Step5.Come to “LET’S DO IT”.

Divide the class into groups. Talk about the questions. After a while, let some students give their report to the class.

Step6. Homework

Finish off the activity book.

Go on next reading in the student book.

* Let some students answer the questions in class in oral. Pay attention to the words that they are using. If you think it is necessary to show more words, you can show some new words to them.

* Show them more words and expressions about disease with the cards.

When the students are discussing, the teacher walk around the classroom and give them help if it is necessary.

Blackboard Writing Design：