pep五年级上册英语教案全英文
2004年度第一学期第五册英语
教学工作计划
学生基础知识、基本技能、智力状况及学习情感的简要分析：
五、六年级的学生，其认知特点已经以来明显的变化，他们已经意识到英语在自己生活中无处不在，但有时却又苦于无法用英语表达，所以存在着对英语学习的渴望，迫切想学更多的英语。虽然以前已经接触到了一些英语，但是这些孩子之间的差距还很大。他们强烈的求知欲使他们更自觉的想学好英语。
五年级的学生两极分化比较严重，部分同学已能达到自主学习，尝试用英语交流的水平，但也有部分同学基础知识都无法掌握。六年级也存在两极分化的问题，但较五年级而言，稍平均些，且其接受英语的能力也比五年级更好。
本学期学科教学的目的要求：
1、能听、说、读、写92个单词或短语以及13组句子和9个单句。（包括教师、课程、食
物、家务劳动、居室家具和自然景物等几个话题）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16个单词。
3、能学会6个手工制作。
4、能听懂、会唱8首歌曲。
5、能听懂、会吟唱12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知识。
提高教学质量的打算：
教学进度表
课时授课计划
UNIT 1 MY NEW TEACHER
Unit 1 Lesson1 (Let’s start Main scene Part A Let’ s learn Let’s find out Part C Let’s sing) 1.Teaching aims
(1). Be able t o ask: “who’s your art teacher? What’s he like?” and give the right answer.
(2). Be able to master those words: old, short, thin, tall, strong, in four skills.
(3). Be able to understand the orders, and to finish the tasks of “Let’s find out”.
(4). Be able to sing the song of “ My New Teacher”.
2.Key and difficult points
(1). Replace the words: old, short, thin, tall, strong, young, funny, kind, according to the sentence.
(2). Master the words: old, short, thin, tall, strong, in four skills.
3.Teaching aids
(1). English cards, teacher’s photos, castle
4.Teaching steps
(1). Warm up
a.Let’s chant: big and small, long and short.
b.Listen to the “Let’s start”.
c.T: hi, everyone! Nice to see you again. What grade are you in now?
What are we going to learn in this term? Guess!
This unit we’ll learn My New Teacher.
(2). Preview
Do you have new teachers? Who are they?
Who’s your…teacher?
Mr. / Miss…
(3). Presentation
Let’s start
a.Rabbit has many new teachers in her school.
b.Task: Sarah will introduce some new teachers to you. Who’s the new teachers?
Let’s learn
a.They are Sarah’s teachers. Describe these teachers.
(Put up the surname on the picture)
Who’s Sarah’s …teacher?
Mr. / Miss…
What’s he/she like?
He’s/ She’s …
(Review the words: strong, tall, short, thin, and present the new words: young, kind, old, funny.)
b.Learn the new words, read and spell.
c.Listen to the tape and read after it.
d.Describe your own teachers.
Who’s your …teacher?
Who’s Sarah’s …teacher?
Mr. / Miss…
What’s he/she like?
He’s/ She’s …
T-S S-S
Let’s find out
a.Guess:
This is our P.E. teacher. He’s tall and strong. He’s a little old. He’s very funny. We all like him. Who is he?
This is our math teacher. She’s tall, she’s not strong and she’s not thin. She teaches in grade 6.
b.Make the dialogue and pick up the right picture in Ss book..
Let’s sing
a.Learn to sing the song of “My New Teacher”.
(4). Consolidation and extension
a.Do listening practice in the activity book P1.
b.Write the four-skilled words four times.
c.Design the task according to the “Let’s find out”
Such as: She’s tall. She’s beautiful. She’s very young. We all like her. Who’s she?
Teaching notes:
Unit 1 Lesson2 (Part A Let’s try Let’s talk Part C Good to know)
1. Teaching aims
(1). Be able to say: Who’s your math teacher? Mr Zhao. What’s he like? He’s thin and short. He’s
very kind, and can use it freely.
(2). Be able to understand the “Let’s try”, and to finish the exercise.
(3). Be able to know the part of the “Good to know”.
2. Key and difficult points
(1). Master the sentences of this lesson, and can use it freely in daily life.
(2). Help students to catch the new words and new sentence in “Let’s try”.
3. Teaching aids
some teacher’s photos, some pictures, castle
4. Teaching steps
(1) Warm up
a. Sing: My New Teacher
b.Chant.
(2). Preview
a.Ask & Answer
Who’s your…teacher? Mr./Miss
What’s he/she like? He’s/She’s…and….
(Fill in the words we have learned.)
(3). Presentation
Let’s try (Do listening practice.)
Explain how to do.
Let’s talk
a.Show the part of photos quickly, then ask students to recall who are they?
b.Listen to the tape and read after it.
c.Make a dialogue with your partner.
A: Who’s your…teacher?
B: Mr. /Miss…
A: What’s he/ she like?
B: he’s /She’s …
T-Ss S-S ask and answer
d. Activity book P2 number 4 Talk about your teachers with your partner.
Teacher do it with a student first, Ss ask and answer with the partner.
Good to know
Person who speaks English used to call “Mr Zhang or Zhangming”, that is “Mr +surname or just name”. They never say “Mr Zhangming”.
Explain the difference between China and Western countries.
(4). Consolidation and extension
a.Do the listening practice in activity book. P2 number 3.
Explain how to do first.
b.Listen to the type and read it to your friends.
c.Tell your parents what you have learned in “Good to know”.
Teaching notes:
Unit 1 Lesson3 (Part A Read and write Pair work Part C Pronunciation )
1.Teaching aims
(1). Be able to say the dialogue and can use it in daily life.
(2). Be able to master the sentences: “Who’s your English teacher? Mr Carter. What’s he like? He’s tall and strong.”, in four skills.
(3). Be able to understand the regulation of Pronunciation, and can read these words.
2. Key and difficult points
(1). Master the sentences in four skills.
(2). Have the right pronunciation.
3. Teaching aids
some teacher’s photos, some cartoon pictures, castle, English cards
4. Teaching steps
(1). Warm-up
a.Chant.
b.Guess teacher (one student chose one of photos, and ask other students to guess who’s
he/she?)
c.Greeting
T-S: Look, I like our Chinese teacher. She’s short. What about you?
(2). Preview
a.Spell the words: old, short, thin, tall, strong.
(3). Presentation
Read and write
a.T: Zhang Peng and Tim have a short dialogue. Please listen carefully and answer my
questions.
b.Listen to the tape.
First time: What are they talking about?
Second time: (1) How many new teachers does Zhang Peng have?
(2) Who are they?
(3) Who’s Zhang’s English teacher?
(4) Where’s he from?
(5) What’s he like?
(6) Who’s he?
c.Open the book, then ask students to learn the dialogue by themselves, and to find some
difficult points.
d.Read after the tap
e.
e.Help the students to solve the difficult points, and to finish the questions.
f.Learn to write the sentences.
Teach them how to write formally.]
Pair work
Teacher prepares the cards, let the students make a dialogue.
A: Who’s that man/woman?
B: He’s/She’s…
A: What’s he like?
B: he’s /She’s …
T-Ss Ss-Ss
Pronunciation
a.Read the word according to their regulation of pronunciation.
b.Listen to the tape and read after it.
c.Practice the tongue cross.
(4). Consolidation and extension
a.Do the activity book.P3 number 5, 6.
Listen twice, filling the blank and tick or cross.
b.Listen to the tape and read it to your parents or friends.
c.Write the four sentences four times.
Teaching notes:
Unit 1 Lesson4 (Part B Let’s chant Let’s learn Part C story time)
1.Teaching aims
(1). Be able to say “Let’s chant”
(2). Be able to master the words: kind, funny, young, smart, active in four skills. Be able to read,
speak and understand some phrases about the strict, principal, university student, and can use it freely.
(3). Be able to understand the story
2. Key and difficult points
(1). Be able to use the words: principal, university, student, strict, smart, active freely, and learn
these words in four skills.
(2). The pronunciation of “university, principal, strict”.
3. Teaching aids
Some finger marks, some relative pictures, some teacher’s or student’s photos, English cards
4. Teaching steps
(1). Worm up
a.Let’s sing
b.Greeting A: Who’s your Chinese teacher? Is she quiet/ short…?
B: Yes. Miss Liu is our Chinese teacher. She’s quiet/short…
A: What’s your science teacher like?
…
(2). Preview
a.Let’s guess.
She’s a lady in our school. She has short hair, she has a pair of glasses. Now you can ask me the questions to get the answers.
Ss: Is she…?
(3). Presentation
A Let’s learn
a. Yes, she is our principal. She’s Miss/ Mrs Qiu.
Learn to say the words: principal.
b.Is she strict?
Yes, she is , but she’s very kind.
Learn to say and spell the words: strict
c.Is she active? Yes, she is, she’s very active./ No, she isn’t. she is quiet.
Learn to say and spell the words: active/ quiet.
d.Learn the new words according to some tea cher’s photos.
smart, kind, funny.
e.Pay more attention to the pronunciation of “university and strict”.
f.Listen to the tape and read after it.
B Let’s chant
a.Play the chant in Part B, and ask the students to tell the teacher what they have
understood.
b.Listen to the chant again and read after it.
C Story time
a.Listen to the story and discuss this story with your partners.
b.Read the story
4. consolidation and extension
(1). Finish the listening exercise in Activity book.
(2). Listen to the “Let’s chant” and read it to you parents.
(3). Adjust the chant according to your interesting.
Teaching notes:
Unit 1 Lesson5 (Part B Let’s try Let’s talk Group work Part C Let’s check)
1. Teaching aims
(1). Be able to say the sentences: “Who’s that young lady? She’s our principal. Is she strict? Yes,
she is. / No, she isn’t”, and can use it in situation.
(2). Be able to finish the “Let’s check”, and make the right assessment to their study in this unit.
2. Key and difficult points
(1). Be able to replace the key words in the sentences, and use these sentences freely.
(2). Be able to give the positive or negative answers to the question sentences “Is he/she…?”
3. Teaching aims
some teacher’s photos, some pictures and some English cards.
4. Teaching steps
(1). Warm-up
a.Let’s chant in Unit 1
b.Show the new chants, and choose which one is the best.
(2). Preview
a.Who’s your principal? Miss Qiu. Is she young? No, she’s old. She’s very kind.
b.To replace the key words and make the new sentences.
(3). Presentation
A. Let’s talk
a.Put up the picture. Who’s that young lady? Now listen to the dialogue between Helen and
John, and think about it.
b.Listen to the tape, ask and answer.
T: Who’s that young lady?
Is she strict / kind / active / quiet?
c.Listen to the tape and read after it.
T-S S-S
B Group work: Guess the person.
a. How many words we can describe others? What are they?
Old/ kind/ young/ thin/ strong / tall / short / pretty / active / quiet / strict / nice / smart / funny
b. Ss make a puzzle:
Such as: I have a new friend/…teacher. Guess: Who’s he/she?
Ss: A boy or a girl? Is she/he tall/short/quiet/active…?
C. Let’s try
D. Let’s check
4. consolidation and extension
(1) To finish the listening exercise in Activity book.
P5 listen and write YES and NO.
(2). Listen to the tape and read the dialogue to your friends.
(3). Try to describe your favorite teacher to your parents.
Teaching notes:
Unit 1 Lesson6 (Part B Read and write Talk and draw Part C Task time)
1. Teaching aims
(1). Be able to say the sentences: I have a new math teacher. Her class is so much fun. Really?
What’s she like? She’s young and pretty. She’s university student.
(2). Be able to master the read sentences in four skills.
(3). Be able to finish the task of “Talk and draw”.
2. Key and difficult points
(1). Master the sentences: “Is she quiet? No, she isn’t. She’s very active. Is she strict? Yes, she is,
but she’s very kind.” in four skills.
(2). Do the nice cards and introduce it in English.
3. Teaching aids
English cards, some materials
4. Teaching steps
(1). Warm-up
Let’s chant
Guess: Who’s this man? Sh e’s our …teacher. I like her.
Is he strict? Yes, he is.
(2). Preview
To spell the words
(3). Presentation
A. Read and write
a.Look at the picture and try to describe the teacher
b.Read the dialogue with your partner, and try to understand it.
T: who’s that young lady?
What about her class?
What’s she like?
Is she a university student?
Is she quiet…?
c.Listen to the tape and read after it.
d.Finish the questions.
e.Learn to write the red sentences
B. Talk and draw
One say and another draw it according to what he understand.
C. Task time
Encourage students try to solve the questions in English.
4. Consolidation and extension
(1). Do the reading exercise in Activity book.
P6. read the passage with your partner, do the excises first, and check together.
(2). Listen to the tape and read it to your parents, and write the sentences in four skills. Teaching notes:
Unit 2 My days of the week
Unit 2: lesson1( Let’s start Let’s chant A Let’s learn. Let’s play C Let’s sing)
1. Teaching Aims:
(1)Three skills for sentences: What day is it today? What do we have on Mondays?
(2)Four skills for words: Monday, Tuesday, Wednesday, Thursday, Friday.
(3) Can do “Let’s play.”
(4) Sing a song: My days of the week.
2. Key and difficult points:
Words: Monday, Tuesday, Wednesday, Thursday, Friday.
3. Teaching aids:
Pictures, cards, tape.
4. Teaching steps:
(1).Warm-up:
Free talk.
T: What time is it? Guess.
It’s … it’s time for English class.
(2). Preview:
Use the time schedule on the board: It’s 8:35. It’s time for Chinese. It’s 9:25. it’s time for math class…
Lead sentences: We have Chinese, math, English---on Mondays.
(3). Presentation:
a.Let’s chant.
T leads Ss to chant.
b.Learn the new words: Monday, Tuesday, Wednesday, Thursday, and Friday.
After chant, read the word cards and spell the words.
①Monday\/ M-O-N-D-A-Y. lead the Ss to recite.
The same to teach Tuesday.
②T: What day is it today?
Ss: It’s Wednesday. Spell.
The same way to teach Thursday and Friday.
③drill, practice.
c.Show picture and introduce the time schedule
T: What day is it today?
Ss: It’s Monday.
T: What do you have on Mondays?
Ss: We have…on Mondays.
T leads Ss to answer.
T—Ss, Ss-Ss, Ss-S1
d.Read after the tap
e.
e.Let’s play.
f.Sing a son
g.
g.T write the new words and Ss write after T and find the rule of writing and
remembering these words.
(4). Consolidation and extension:
a.Do the listening exercise in Activity book. P9 (1), (2)
T explains the exercise, listen and match, finish the sentences.
b. Write the new words four times and recite them.
c. Ss book P18: Design a time schedule and show them in the class.
Teaching notes:
Unit2 Lesson 2(A Let’s try. Let’s talk. Group work. C Good to know.)
1. Teaching Aims:
(1)Two skills for sentences: What day is it today? It’s---What do you have on---? We have---.I
like---and can talk with each other.
(2)Good to know.
2. Key and difficult points:
(1) Three skills for sentences: What day is it today? It’s---What do you have on---? We have---.I like---. Can talk with each other use sentences have learnt.
(2) Let’s try.
3. Teaching aids:
Pictures, cards, tape, calendar.
4. Teaching steps:
(1). Warm-up:
a.Sing a song: My days of the week.
b.Free talk.
T: What day is it today?
Ss: It’s Wednesday.
Spell.
What do you have on Wednesdays?
I have Chinese, math….on Wednesdays.
T uses the schedule to lead the students answer this questions.
(2). Preview:
a. Review the new words. Read and spell.
b. Do: Let’s try.
Instruct the Ss to do the exercise.
(3). Presentation:
Let’s talk.
a.Ss read the text first and think about two questions:
What day is it today? What classes should Amy learn this day?
b.Answer the questions:
Ss: It’s Wednesday. Amy has English, science, computer and P.E. on Wednesdays.
T: Does she like Wednesdays?
Ss: Yes, she like Wednesdays.
T: Do you like Wednesdays? Why?
Ss: Yes, I like Wednesdays. Because we have…/ No, I don’t like Wednesdays. c.Read after the tape.
T-Ss, Ss-Ss, recite.
d.Show the picture, T-Ss, Ss-Ss, Ss-S1 ask and answer.
Group work
Ss book P18 we have write down the time schedule. Please look at it, let’s a sk and answer. T: what do you have on ….?
Do you like ….? Why?
I like….because we have …on….
Ss say to the partners.
Activity book P10
Fill in the blank and read.
Good to know.
Mother’s Day, Father’s Day and Thanksgiving day.
(4).Consolidation and extension:
a. Do the listening exercise in Activity book. P10 (3)
T explains the exercise, listen and write the number.
b. Read to your partners, and design a new time schedule.
Teaching notes:
Unit2 lesson3( A Read and write. Pair work. C Pronunciation)
1. Teaching Aims:
(1) Can know the meaning of the story.
(2) Four skills for sentences.
(3) Pronunciation.
2. Key and difficult points:
Four skilled sentences and pronunciation.
3. Teaching aids:
Pictures, cards, tape.
4. Teaching steps:
(1).Warm-up:
a.Let’s chant.
b.Sing a song: My days of the week.
c.Free talk.
T: What day is it today/tomorrow?
What do you have on…?
Which day do you like?
(2). Preview:
Spell words.
(3). Presentation:
Read and write
a.T show picture and ask: It’s time to go bed. Mike puts away his textbooks. But he puts wrong
books in his schoolbag. Why?
b.Read the dialogue by students. Lead Ss to find the answer quickly
c.Listen to the tape, sentences by sentence.
d.T asks questions.
T: what day is it today?
What dose Mike have on Wednesdays?
What day is it tomorrow?
What dose he have tomorrow?
e.Read together after T, check the answer.
f.Write the sentences after T.
Pronunciation.
(4). Consolidation and extension:
a. Pair work: ask and answer in pairs. What do you have on…?
b. Activity book P11, P15 explains the exercise.
c. Write the sentences four times.
Teaching notes:
Unit2 lesson4(B Let’s learn. Let’s chant C Story time.)
1. Teaching aims:
(1)Can do: Let’s chant.
(2)Four skills for words: Saturday, Sunday. Can say phrases: do homework, watch TV, read
books.
(3)Story time.
2. Key and difficult points:
(1) Words: Saturday, Sunday. phrases: do homework, watch TV, read books.
3. Teaching aids:
Pictures, cards, tape.
4. Teaching steps:
(1). Warm-up:
a.Let’s chant.(P14)
(2). Preview: Pass the sentences
T: What do you have on Mondays?
S1: We have…on Mondays. What do you have on Tuesdays?
S2: We have…on Tuesdays…..
S3:
(3). Presentation:
a.You have many classes on Monday, Tuesday, Wednesday, Thursday and Friday. These are
weekdays. But we have the other two days. They’re Saturday and Sunday.
b.Read and spell Saturday and Sunday. They’re weekends.
c.What do you do on Saturdays and Sundays? Let’s chant (P19)
d.Act what do they do on weekends. Guess.
Lead to phrase: do homework, watch TV, read books.
e.Read after the tape and practise the sentences.
f.Let’s chant.
g.T act the other actions: play football, play basketball, play the violin, play the piano, paint,
play computer games, listen to music…
Ask and answer: what do you do on…? I ….on …
T-Ss Ss-Ss Ss-S1
h.Ss write the new words after T.
Story time
T put up the picture, Ss read first, and listen to the tape, read after the tape and T, act the story.
(4). Consolidation and extension:
a.Activity book P12(1) listen and match.(2)finish the sentences.
With the T’s instruction.
b.Write the new words four times.
c.Write different chants.
Teaching notes:
Unit2 lesson5( B Let’s try. Let’s talk. Pair work. C .Let’s check.)
1. Teaching aims:
(1)Two skills for sentences: What do you do on Saturdays/Sundays? I often do homework, read
books and watch TV.
(2)Can do “Let check.”
2. Key and difficult points:
(1) Three skills for sentences: What do you do on Saturdays/Sundays? I often do homework, read books and watch TV. Can talk with each other use sentences have learnt.
3. Teaching aids:
Pictures, cards, tape.
4. Teaching steps:
(1).Warm-up:
a. Let’s chant.
b.Free talk.
T: what day is it today?
What do you have on…?
(2). Preview:
On weekdays, we study hard. On Saturdays and Sundays we can do other things and have good rest. What do you do on Saturdays and Sundays?
Review the words and sentences have learnt.
(3). Presentation:
Let’s try.
Listen and circle.
Let’s talk.
a.Read by the students first.
b.Ask and answer: What does ChenJie do on Saturdays/Sundays?
c.Read after tape sentence by sentence.
Read: T-Ss Sb-Sg Ss-S1
Pair work.
Use more phrases, let the students ask and answer in pairs.
T: What do you do on…?
Do sports: play football, play basketbal l, go swimming, go fishing, go to the park…
Listen to music, play the violin, play the piano…
paint, play computer games, do some shopping.
Let’s check.
4. Consolidation and extension:
a. Activity book P13(1) listen and match.(2)read and circle YES or NO.
b. Arrange your weekends reasonable.
d.Activity book P14(5)
Teaching notes:
Unit2 lesson 6 (B.Read and write. Group work. C Task time.)
1. Teaching aims:
(1) Can know the meaning of the story.
(1)Four skills for sentences.
(2)Task time.
2. Key and difficult points:
Four skilled sentences and task time.
3. Teaching aids:
Pictures, cards, tape.
4. Teaching steps:
(1).Warm-up:
New chant (make by Ss)
(2). Preview:
a.Spell the words and phrases.
b.Group work: what do you do on…?
c.Check the Activity book P14
(3). Presentation:
a.Ss read the text and answer the question using the sentences.
b.Listen to the tape. Answer the questions:
Zoom and his aunt Cathy are talking about his weekend, now listen and answer my questions.
What time is it?
What day is it today?
What does Zoom do on Saturday?
Which is the best?
Does he like Saturdays?
Aunt Cathy also has her homework, what’s this?
c.Read after the tape. Read together, check the answer.
d.Write the sentences with T’s instructor.
Group work.
T asks one student: what do yo u do on…?
Then say I can play with you! And write down the student’s name.
Work in the groups.
Task time.
Tell the Ss the request, and ask them to do this excites after class.
(4). Consolidation and extension:
a.Check the Activity book P14 (5)
b.Write the sentences.
Teaching notes:
Unit 3 What’s your favorite food?
Unit 3 lesson1(Let’s start main scene A Let’s learn. Group work.)
1. Teaching aims:
(1)Three skills for sentences: What would you like for lunch? I’d like---.
(2)Four skills for words: tomato, tofu, green beans, fish, potato, eggplant.
(3)Three skills for words: cabbage, mutton, pork.
(4)Group work.
2. Key and difficult points:
Words: t omato, tofu, green beans, fish, potato, eggplant, cabbage, mutton, pork.
3. Teaching aids:
Pictures, cards, tape, co lour pens.
4. Teaching steps:
(1).Warm-up:
a.Sing a song. “What would you like?”
b.Let’s chant (Pep4)
(2). Preview:
a. Put up the cards(food),
T: We have many food here. What would you like?
Ss: I’d like some….
Tofu/fish spell.
b. Show a picture in “Let’s start.” and let Ss guess the food.
(3). Presentation:
Let’s learn
a.Tomato& potato
T shows card: tomato.
Read and spell.
The tomatoes are juicy and red. What about potatoes?
They’re tasty and brown. teach “potato” in the same way.
b.mutton, cabbage, pork.
T teaches words: mutton, cabbage, pork. Ss read after T. Recognize quickly and
read quickly.
c.Green beans& eggplant.
What colour is it? It’s green.
Yes, it’s green beans. Read and spell.
It’s the vegetable. It’s purple. Guess what’s this?
It’s eggplant. Read and spell.
d.Ss listen to the tape and read the words.
e.Play a game: T tells words, Ss tell the color of the vegetables, and then T tells the
vegetables’ character. Ss tell the words.
f.To consolidate the words have learnt.
Group work.
T: what would you like for lunch?
Ss: I’d like some…
T takes off a word card, say “Sure”.
Let Ss say ”Thank you”.
T takes off a word card, say “Sorry, no…”
Let Ss use small cards to talk in groups.
Let’s chant.
(4). Consolidation and extension:
a.Activity book P17(1)listen and match(2)write and say.
b.Write the new words four times.
Teaching notes:
Unit 3 lesson2(A Let’s try. Let’s talk. Talk and match. C Good to know.)
1. Teaching aims:
(1)Two skills for sentences: What do you nave for lunch today? I have eggplant---and can talk
with each other.
(2)Good to know.
2. Key and difficult points:
(1) Three skills for sentences: What do you nave for lunch today? I have eggplant--- Can talk with each other use sentences have learnt.
(2) Let’s try.
3. Teaching aids:
Pictures, cards, tape.
4. Teaching steps:
(1).Warm-up:
a.Let’s chant.
b.Free talk.
T: What would you like for lunch?
(2). Preview:
What would you like for lunch? Means “你中午想吃什么？”
But how to say“你吃了什么？”
Listen to a song: What do you have for lunch?
After the song, do you know how to say“你吃了什么？”
Yes, that’s “what do you have for lunch?”
Let’s try.
(3). Presentation:
Let’s talk.
a.Read by students first, and answer the questions.
T: What does Mike have for lunch today? what about Sarah?
Ss: Mike ha eggplant and tomatoes, and Sarah has onions and green beans.
b.Show the sentences: What do you have for lunch today? Ss read and practise the
new sentence.
c.Practise the sentences in pairs: use the picture.
T-Ss, Ss-Ss, Ss-S1, one ask and the other answer.
d.Play a game: One choose a card and the other Ss ask, the one choose card answer
using words and sentences have learnt.
e.Read the text after the tape.
T-Ss, Ss-Ss
Talk and match.
Ask your paterner: What do you have for lunch today?
Talk and match the food.
T: what does your paterner have for lunch today?
Ss: She/ he has…
Good to know.
Tell Ss the traditional Chinese food, and the festivals.
(4). Consolidation and extension:
a. Check the answers in Activity book P17, point out we should plus “es” after tomato and potato.
b. Activity book P18(3) Listen and match(4)make a survey.
c.Ss’s bookP30 make your menu. Ask Ss to write down a menu he want to give us
Ss.
Teaching notes:
PEP小学英语五年级上册课文朗读文本
五年级上册文本及词汇朗读资料 Unit 1 What’s he like? Main scene主情景图1. Miss White: This is Amy. She’s quiet这是艾米,她很安静。 She’s very hard-working. 她学习非常努力。 That is Wu Yif an. He’s very clever. 那是吴一凡，他很聪明。 He’s polite, too. 他也很有礼貌。 Oliver: Hello. My name is Oliver. 大家好我的名字叫Oliver. Amy: Hi. 嗨。Wu Yifan: Hello. 你好。Zip: We have a new PE teacher. 我们有位体育老师。 He’s a good football player. 他是个很棒的足球运动员。 Chen Jie:Ms Wang will be our new Chinese teacher. 我们新的语文老师会是王老师。John: What’s she like? 她怎么样？Chen Jie: She’s very kind. 她非常和蔼亲切。John: Is she strict? 她严格吗？Chen Jie: Yes, sometimes. 是的，有时候。 2. A Let’s talk Wu Yifan: Do you know Mr Yong? 你认识杨老师吗？Oliver: No, I don’t. Who is he? 不，我不认识。他是谁？Wu Yifan: He’s our music teacher. 他是我们的音乐老师。Oliver: Is he young? 他年轻吗？Wu Yifan: No, he isn’t. He’s old. 不，他不年轻，他很老。Oliver: Is he funny? 他幽默吗？Wu Yifan: Yes, he is. 是的。Oliver: Great! I like funny teachers. 太棒了，我喜欢幽默的老师。 3. B Let’s talk Chen Jie: Hey, Ms Wang will be our new 嘿,王老师会是我们新的Chinese teacher. 语文老师。John: Really? What’s she like? 真的吗？她怎么样？Chen Jie: She’s kind. 她很和蔼。John: Is she strict? 她很严格吗？Chen Jie: Yes, sometimes. 是的，有时候。John: Do you know her? 你认识她吗？Chen Jie: Yes, she’s my mother! 是的，她是我妈妈。John: Haha. Cool. 哈哈。酷。
pep英语五年级上册最新版课文及翻译
pep英语五年级上册最新版课文及翻译 第一单元 Let’s start你们有新的老师吗？有，我们有一位新的数学老师。他又高又壮。首页噢，不！那是我们新的科技老师！。你们好！我是你们新来的音乐老师。你好！你们有新的老师吗？有，我们有一位新的美术老师。他长得什么样子？他又高又瘦。 A部分 Let’s learn年轻的幽默风趣的高的强壮的和蔼的,亲切的年老的矮的瘦的你们的美术老师是谁？胡老师。他长得什么样子？他又矮又瘦。 Let’s find out我们的数学老师很年轻。他又矮又瘦。他很幽默风趣。我们都喜欢他。他是谁？ Let’s talk你的数学老师是谁？赵老师。他长得什么样子？他又瘦又矮。他非常和蔼可亲。 Read and write我有三位新的老师。他们是谁？一位科学老师，一位美术老师和一位英语老师。你们的英语老师是谁？卡特老师。他来自加拿大。他长得什么样子？他又高又壮。他很有趣。我知道。他是我的爸爸。真的吗?! Pair work那个人是谁？他是我们的数学老师。他长得什么样子？他长得又高又壮。
B部分 Let’s learn 校长和蔼可亲的大学生年轻的严格的聪明的有趣的活跃的你们的校长是谁？林老师。她年轻吗？不，她年纪大了。她很和善。Let’s chant 你的老师是谁？哈尔特老师她很和善吗？是的！并且她很聪明。你的老师是谁？瑞斯老师。他很严厉吗？是的，但是他很友好。 Let’s talk那位年轻的女士是谁？她是我们的校长。她严厉吗？是的，她是。她活泼吗？不，她不活泼。她很文静。 Group work她是我们的老师。她是谁？猜一猜!她很严厉吗？是的，但她也很和蔼可亲。她年老吗？不，她很年轻。噢，吴老师，我们的数学老师。 Read and write我有一位新的数学老师。她的课非常有趣。真的吗？她长得什么样子？她年轻漂亮。她是个大学生。她文静吗？不，她不文静。她很活泼。她严厉吗？是的，她严厉。但她很和善。太好了。 Talk and draw我有一位新的老师。我喜欢他。他长得什么样子？他又高又瘦。我有一位新的老师。他又矮又瘦。他严厉吗？，是的，但是他很风趣。 C部分 Task time 2猜猜看！他又高又瘦，他是谁？他是我们的数学老师！他很严格吗？是的，但他十分和蔼可亲。这是给我们美术老师的！是的，你说对了。
新版PEP小学英语五年级上册
PEP小学英语五年级上册“开学第一课” 一、教材分析： 这是孩子们学习英语的第三年，二级目标的起始年。与其他教 材一样有扉页、人物介绍等内容。话题分别是“外貌特征”“课程和周末活动”“食物与饮料”“家务活”“房间与家具”“自然界”。本册书的内容与目标记录如下： 1.能听、说、读、写92个单词或短语以及13组句子和9个单 句。（包括教师、课程、食物、家务劳动、居室家具和自然景 物等几个话题）要求能在真实语境中正确运用并呢感读懂简短 语篇。 2.能听、说、认读16个单词。 3.能学会6个手工制作。（课标中已经删除并忽略） 4.能听懂、会唱8首歌曲。 5.能听、说、吟唱12首歌谣。 6.能完成6个自我评价活动。 7.能听懂6个幽默小故事。 8.能了解6项简单的中西方文化知识。 二、学情分析： 五年级学生已学过两年多的英语，已有一定的语言基础，良好 的听、说、读、写英语的习惯已基本养成。但由于教材难度逐渐加大，少数学生由于遇到困难，学习兴趣会随之减弱，两极分化逐渐
比较严重。教师应以学生的发展为宗旨，把激发学生的学习兴趣放在首位，引导学生端正学习态度，掌握良好的学习方法，培养学生良好的学习习惯。在开学起始阶段，教师带领学生对即将学习的教材采用“巡游”的方式，将本学期的评价、习惯规范、学习内容和目标进行讲解和说明，有助于学生保持英语学习兴趣、提高学生英语学习效率。 三、教学目标 1.学生知道本学期的评价方式和基本要求。 2.学生初步了解本册书的学习内容。 3.学生明白自己在本学期的英语学习中该做哪些准备。 4.学生放松心态，更好地投入英语学习。 四、教具准备：英语书、教学课件、评价表格 五、教学流程： （一）自由交流，热身导入→师生谈话，引入教材巡游→情境创设，树立目标（学生每人两句话，写在英语书的扉 页上） （二）教材巡游的步骤： 1.阅读教材的“说明”部分，交流阅读后的收获。 2.学生阅读教材的“前言”部分，思考：本部分告诉 我们哪些？你对那几句感兴趣？你对“阅读”的理 解是什么？这一部分提到了哪些学习方法？
pep五年级英语上册教案(全册)
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（第五册）》（PEP PRIMARY ENGLISH STUDENTS’ BOOK 5）,本册教材分为六个单元，两个复 习单元。 容，重视灵活扩展，实现整体设计。 二、教材分析 本教材难易度合理，过渡平和，主要采用的是全身反应（Total Physical Response）教学法，让学生在不同的学习活动中感知并运用英语。本教材按照每单元三课时编排，每单元包含九个部分：第一部分是全单元的的主要句型、单词等语言材料及其功能的集中展示；第二部分是主要句型和单词的重点板块；第三和第四部分是巩固知识的活动板块；第五部分是阅读，是对前面的拓展；第六部分是学生间合作活动，大多是两人组活动，以便学生应用语言；第七部分是读写部分；第八部分是拼读部分；第九部分是娱乐部分。教材的设计体现了“以人为本”的教育思想，形式多样活泼，很符合该年龄阶段的儿童。 三、五年级学生情况分析 五年级的孩子在心理和生理方面都有了根本性的发展，他们看待问题有了独到的见解、具备初步独立思维的能力、逐步形成自己的价值观和社会观。他们经过两年英语的学习，具备良好的英语学习习惯；他们学习了有关衣物、国籍、交通工具、颜色、家庭成员、时间、运动等一系列的主题活动，在听、说、读、写等方面也有一定的提高。尽管这个年级的孩子有了一定的英语基础，但是五年级的学生在以下几个方面是需要我们特别关注的： 1、读写能力比较薄弱 在我们一直倡导的听说为先，读写跟后的教学思路下面，我们的学生在听说的能力上是有很大的进步，可是现在我们又面临着一个十分的严峻的问题就是孩子的读写能力十分薄弱。现在五年级的学生在英语的阅读和阅读理解能力方面还比较薄弱，语感较差，因而也导致学生害怕写，不敢动笔，即使动了也是错误百出，笑话百出，如语法错误、语序倒乱，尤其是出现非常多的中国式的英语表达。 2、学习比较被动 目前绝大部分的学生对英语的学习表现较为被动，他们只是对课堂的游戏非常感兴趣，但课后作业局限于老师布置的笔头作业。对于常规的听课文录音带，朗读课文就不会引起他们的重视，甚至不当是作业,更别说主动去多渠道地学习英语了。 但是我们应该自信的是在这个年龄阶段的孩子求知欲特别强，所以我们教学设计应该是以儿童的知识结构和其心理发展状况为依据，制定合理的教学方案。 四、教学目标 根据小学生的心理和生理特征以及发展需求，小学阶段的英语课程的目的是激发学生学习英语的兴趣，培养他们英语学习的积极态度，使他们建立初步的英语学习的自信心；培养学生一定的语感和良好语音、语调基础；在一些英语教学活动中能够运用英语进行交流或完成教学活动。
PEP小学英语五年级上册知识点归纳
新版PEP 五年级上册知识点总结 Unit 1 重点单词 old 老的，年纪大的young 年轻的，岁数不大的 funny 滑稽的，可笑的kind 体贴的，慈祥的，宽容的 strict 要求严格的，严厉的 polite 有礼貌的，客气的shy 羞怯的，腼腆的，怕生的 helpful 有用的，愿意 帮忙的 clever 聪明的，聪颖的 hard-working 工作努力的，辛勤的 music 音乐 art 美术 science 科学 English 英语 maths/math 数学 Chinese 语文，中文 sometimes 有时，间 或 robot 机器人 speak 会说，会讲（某 种语言）；用（某种语言） 说话 重点句子 1.—W ho’s your art teacher? 谁是你的美术老师？—M r. Jones. 琼斯老师。 2.—Is he young? 他年轻吗？ —Yes, he is. 是的，他年轻。—N o, he isn ’t. 不，他不年轻。3.—W hat’s Wu Yifan like ? 吴一帆怎样？—He’s hard-working. 他很勤奋。 4.Ms Wang will be our new Chinese teacher. 王老师会成为我们的新语文
老师。 5.He is very helpful at home . 他在家很能干。 6.Robin is short but strong. 罗宾个子矮，但是身体强壮。 7.He can speak Chinese and English . 他会说中文和英语。 8.He makes me finish my homework. 他让我写作业。 语音 字母y 在单词中的发音：1、双音节或多音节词末发[ i ] 。 例：bab y happ y windy sunn y sorr y cand y man y famil y part y 婴儿开心的有风的晴朗的对不起糖果许多家庭聚会 课外补充：2、y 在单音节词末发[ ai ] 例：by 乘坐my 我的wh y 为什么cry 哭fly 飞 重点知识及语法 1、询问他人的外貌或性格：-What’s he/she like? - He/She is kind/ 2、一般疑问句的问与答：—I s he/she ？—Yes, he/she is. —No, he/she isn ’ t. — Do you know ? —Yes, I do. —No, I don ’t 3、be 动词的三种形式am, is, are 与人称代词连用的用法： I + am, 识记口诀：我用am, 你用are, is 用于他、她、它，所有复数都用are 。He, she, it ，人名、物名+ is We, you, they + are 4、Ms., Miss, Mr., Mrs. 的区别:
PEP小学英语五年级上册
PEP小学英语五年级上册 UNIT1 My new teachers B Let’s talk教学反思 本节课是按“1W－3P－1E”的教学模式设计实施的。设教学过程循序渐进，从热身活动到巩固练习环节，每个教学环节都是根据学生的知识水平、接受能力而设计。注重在学生学习过程中帮助他们掌握英语口语交际的方法和策略，并使学生形成一定的综合语言运用能力。在教学过程中，充分发挥学生的主体作用，并将教学过程变成师生交流、积极互动和共同发展的过程。但本堂课没有完全按设计程序实施，在热身环节由于学生进教室较早，所以将师生间的问候和歌曲热身做了调整。在语言操练环节本来没有设计句型和单词拼写练习，而在教学时可能受到课件的影响，做了这两个练习，显得画蛇添足，而且耽误了教学时间。导致后面学生练习和语言输出时，显得走马观花。 本节课基本上达到了预定的教学目标，既让学生掌握了本课时需要掌握的教学内容。同时，让学生以极大的热情参与整个教学活动。在设计这堂课时，从歌曲热身以及Free Talk开始就为新课的导入作了铺垫。通过work in group , guess games活动激发学生学习积极性；通过层层深入的学习活动，帮助学生利用已获的知识，合理地整合新旧语言材料，培养学生的思维与使用英语的能力。在一定的语境当中，通过机械操练，通过听说训练、角色扮演练习，听力练习和小组合作猜猜游戏的语言交际方式训练本节课所学语言，让学生真正牢固掌握本课句型，真正将语言学习转化为技能。本堂课的production环节教学内容生活化，学生有话可讲，这给学生口语交际创造了条件。充分调动他们的求知欲，他们始终处于积极、主动的学习状态之中。充分发挥了教师的主导作用与学生主体作用相结合。 众所周知，英语是世界通用的一种重要的语言交际工具。作为启蒙教育的小学英语教学要遵循交际性原则，充分调动小学生学习英语的积极性，培养和保持他们学习英语的兴趣，是学生在生活化的教学场景中学习、使用语言，为他们将来更好的成长、成才奠定坚实的基础。 在本节课的教学中，我努力遵循新课程标准，我充分利用多媒体等教学资源采用歌曲、游戏和任务教学法等，使学生掌握一定的英语基础知识和听、说、读、写技能的基础上，引导、鼓励学生将所学语言用于实际生活形成语言交际能力，为真实交际打下基础，形成一定的综合语言运用能力。 然而，由于本人教学能力和教材驾驭能力较差，有没有很好的钻研、领会新课程标准对对话教学的要求，受选用课件的影响。导致出现了以下不该出现的问题：时间安排不合理；在热身复习环节，单词复习过多，占用时间过长，不仅冲淡了对话教学，而且影响了后面的教学程序；在语言操练环节练习不到位；在practice talking的环节局限了学生的思维，学生练习不够顺畅；语言输出环节里，在学生兴趣高昂的时候，下课铃响了，所以给这节课上课的老师，听课的学生和老师留下了很大的遗憾。因此便有以下改进设 想。 1、在以后的教学中认真学习教育教学理论，真正领会《义务教育英语课程标准》对每一项教学内容 的要求，认真钻研教材和新课标，上好每一节课。 2、多学习适合小学英语对话教学方法，在教学中多实践多总结。加强自己多方面的基本功训练。如： 反应能力，口语，等。提高自己的业务能力。 3、在今后的教学中，要更广泛的有意识地提高单词的重现率加强平时的听说读写训练。从多方面激 发学生的学习兴趣，培养学生的良好学习习惯和学习策略。 4、以后在课件的选用上一定要根据学生的实际，认知水平等，大胆的取舍，创新。
PEP小学英语五年级上册知识点
PEP小学英语五年级上册知识点 Unit 1 My new teachers We have a new English teacher. 我们有一个新英语老师。 Who’s your English teacher? 谁是你们的英语老师？ Mr Carter. He’s from Canada. 卡特先生。他来自加拿大。 What’s he like? 他长得怎样？ He’s tall and strong. He’s very funny. 他又高又强壮。他很滑稽。 Y oung funny tall strong kind old short thin strict active funny quiet Unit 2 My days of the week What day is it today? It’s Monday. 今天星期几？今天星期一。 What do we have on Monday? 我们星期一有什么课？ Let me see. 让我看看。 We have English, science, computer and P.E on Monday. 我们星期一有英语，科学，电脑和体育课。 What do you do on Saturday? 你星期六干什么？ I often do my homework and watch TV. 我通常做作业和看电视。 What about you? 你呢？ I often do housework and read books. 我通常做家务活和看书。 Sunday Monday Tuesday Wednesday Thursday Friday Saturday week day weekend tomorrow today English moral education social study Chinese science maths do homework read books watch TV play computer games do housework Unit 3 What’s your favouirite food? What do you have for lunch today/on Monday? 你今天/星期一中餐吃什么？ We have tomatoes, tofu and fish. 我们吃番茄、豆腐和鱼。 What’s your favorite food? 你最喜欢的食物是什么？
PEP小学英语五年级上册(全英)教案
2013年度第一学期第五册英语 教学工作计划 学生基础知识、基本技能、智力状况及学习情感的简要分析： 五、六年级的学生，其认知特点已经以来明显的变化，他们已经意识到英语在自己生活中无处不在，但有时却又苦于无法用英语表达，所以存在着对英语学习的渴望，迫切想学更多的英语。虽然以前已经接触到了一些英语，但是这些孩子之间的差距还很大。他们强烈的求知欲使他们更自觉的想学好英语。 五年级的学生两极分化比较严重，部分同学已能达到自主学习，尝试用英语交流的水平，但也有部分同学基础知识都无法掌握。六年级也存在两极分化的问题，但较五年级而言，稍平均些，且其接受英语的能力也比五年级更好。 本学期学科教学的目的要求： 1、能听、说、读、写92个单词或短语以及13组句子和9个单句。（包括教师、课程、食 物、家务劳动、居室家具和自然景物等几个话题）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16个单词。 3、能学会6个手工制作。 4、能听懂、会唱8首歌曲。 5、能听懂、会吟唱12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知识。 提高教学质量的打算：
教学进度表
课时授课计划 UNIT 1 MY NEW TEACHER Unit 1 Lesson1 (Let’s start Main scene Part A Let’ s learn Let’s find out Part C Let’s sing) 1.Teaching aims (1). Be able t o ask: “who’s your art teacher? What’s he like?” and give the right answer. (2). Be able to master those words: old, short, thin, tall, strong, in four skills. (3). Be able to understand the orders, and to finish the tasks of “Let’s find out”. (4). Be able to sing the song of “ My New Teacher”. 2.Key and difficult points (1). Replace the words: old, short, thin, tall, strong, young, funny, kind, according to the sentence. (2). Master the words: old, short, thin, tall, strong, in four skills. 3.Teaching aids (1). English cards, teacher’s photos, castle 4.Teaching steps (1). Warm up a.Let’s chant: big and small, long and short. b.Listen to the “Let’s start”. c.T: hi, everyone! Nice to see you again. What grade are you in now? What are we going to learn in this term? Guess! This unit we’ll learn My New Teacher. (2). Preview Do you have new teachers? Who are they? Who’s your…teacher? Mr. / Miss… (3). Presentation Let’s start a.Rabbit has many new teachers in her school. b.Task: Sarah will introduce some new teachers to you. Who’s the new teachers? Let’s learn a.They are Sarah’s teachers. Describe these teachers. (Put up the surname on the picture) Who’s Sarah’s …teacher? Mr. / Miss… What’s he/she like?
新版PEP小学英语五年级上册知识点总结
Unit 1 重点单词 old 老的，年纪大的 young 年轻的，岁数不大的 funny 滑稽的，可笑的 kind 体贴的，慈祥的，宽容的 strict 要求严格的，严厉的 polite 有礼貌的，客气的 shy 羞怯的，腼腆的，怕生的 helpful 有用的，愿意帮忙的 clever 聪明的，聪颖的 hard-working 工作努力的，辛勤的 music 音乐 art 美术 science 科学 English 英语 maths/math 数学 Chinese 语文，中文 sometimes 有时，间或 robot 机器人 speak 会说，会讲（某种语言）；用（某种语言）说话 重点句子 1. —Who’s your art teacher? 谁是你的美术老师？—Mr. Jones.琼斯老师。 2. —Is he young? 他年轻吗？ —Yes, he is. 是的，他年轻。—No, he isn’t. 不，他不年轻。 3. —What’s Wu Yifan like? 吴一帆怎样？—He’s hard-working. 他很勤奋。 4. Ms Wang will be our new Chinese teacher. 王老师会成为我们的新语文老师。 5. He is very helpful at home. 他在家很能干。 6. Robin is short but strong. 罗宾个子矮，但是身体强壮。 7. He can speak Chinese and English. 他会说中文和英语。 8. He makes me finish my homework. 他让我写作业。 语音 字母y在单词中的发音： 1、双音节或多音节词末发[ i ]。 例：baby happy windy sunny sorry candy many family party 婴儿开心的有风的晴朗的对不起糖果许多家庭聚会课外补充： 2、y在单音节词末发[ ai ] 例：by 乘坐 my 我的 why 为什么 cry 哭 fly 飞 重点知识及语法 1、询问他人的外貌或性格：-What’s he/she like? - He/She is kind/…
PEP5小学英语五年级上册课文及翻译
^ 五年级上册文本及词汇朗读资料 Unit 1 What’s he like 1. A Let’s talk Wu Yifan: Do you know Mr Yong 你认识杨老师吗Oliver: No, I don’t. Who is he 不，我不认识。他是谁Wu Yifan: He’s our music teacher. 他是我们的音乐老师。Oliver: Is he young 他年轻吗 Wu Yifan: No, he isn’t. He’s old. 不，他不年轻，他很老。 / Oliver: Is he funny 他幽默吗 Wu Yifan: Yes, he is. 是的。Oliver: Great! I like funny teachers. 太棒了，我喜欢幽默的老师。 2. B Let’s talk Chen Jie: Hey, Ms Wang will be our new 嘿,王老师会是我们新的Chinese teacher. 语文老师。John: Really What’s she like 真的吗她怎么样 （ Chen Jie: She’s kind. 她很和蔼。 John: Is she strict 她很严格吗Chen Jie: Yes, sometimes. 是的，有时候。John: Do you know her 你认识她吗Chen Jie: Yes, she’s my mother! 是的，她是我妈妈。 John: Haha. Cool. 哈哈。酷。 4. Read and write Meet Robin Sept. 1st, Tuesday 认识罗宾。 9月1日，星期二 【 I have a robot! His name is Robin. 我有一个机器人！他的名字叫罗宾。My grandpa made him. 我爷爷做的他。Robin is short but strong. He is really clever. 罗宾矮但是强壮。他真的很聪明。 He can speak Chinese and English. 他会说中文和英文。 He is hard-working. 他工作很努力，He is very helpful at home. 他在家很能干。He is strict, too. 他也很严格。￥ He makes me finish my homework! 他让我完成回家作业！
pep英语五年级上册全册教案【全套】
备课本人教版五年级上册英语 全册教案 班级______ 教师______ 日期______
Unit1 What’s he like? 单元备课 一、教材简析 本单元重点学习人物体貌特征和个性语言，重点学习的句型是：Who’s your art teacher? What’s he like? Is she …? Yes, she is /No, she isn’t.这单元主要描写的人物体貌特征，所以我们可以让孩子对所认识的老师进行描述。二、教学目标 （一）能力目标 1.能够简单描述自己教师的体貌特征及性格特点，如：We have a new English teacher. He’s tall and strong. He’s very funny. 2. 能够询问并介绍学校里教师的情况，如：Who’s your English teacher? Mr Ding.He’s from China. What’s he like? He’s tall and strong. 3.能够听懂一些描述人物特征的简单对话，完成学生用书中的Let’s try 部分。 4.能够听懂、会唱歌曲“My New Teacher”.能够灵活替换歌词中的 科目及表示人物特征的形容词。 （二）知识目标 1. 理解A、B部分Read and write 中的会话，并根据提示填充句子或 回答问题。 2.听、说、读、写A、B部分Let’s learn 和Read and write 中的四会单词和句子。 3.理解Let’s start、Let’s find out、Let’s sing、Let’s chant 和Pair work 等部分的内容。 4.了解Pronunciation部分的字母组合在单词中的发音，并能熟练读 出例词,了解Task time 、Story time、Good to know等部分的内容。 （三）情感、策略、文化等有关目标 1.情感态度：根据小学高年级阶段学生的特点，引导他们在英语学习 过程中更大限度发挥自主学习能力，积极主动地进行英语学习，更好地激发他们英语学习的兴趣。
PEP小学英语五年级上册教案(全册)
第一学期英语集体备课计划 一、指导思想 以英语新课标和学校教研工作计划为指导，改进教学方法，加强教学研究，发扬全体英语教师团队合作探究的精神，群策群力，做到资源共享，集思广益,充分发挥集体智慧、个人特长，体现“同伴互助”的精神，提高英语学科的课堂教学效果和教师的业务水平，不断推进课程改革，深化学校特色建设，努力提高学校教学质量。 二、工作重点 1.认真学习和领会新的课程标准，扎实开展研究活动，优化教学方式，打造高效课堂。 2.通过集体备课，提高课堂教学的质量，促进新课程标准的实施。 3.坚持“三定”、“三统一”。即：定时间、定地点、定内容；统一教学目标、统一教学重难点、统一教学进度。 三、备课内容 三到六年级每个单元的教学内容、重点、难点及突破重、难点的方法，学生容易出错的地方、教学策略等等。 四、操作程序 1.个人初备 个人备课，钻研教材，收集相关素材，按教学设计要求写好
教案。确立主备人，在集体研讨前，写出详细的教学环节设计。 2.集体议课 议课主要从教学目标，教学重难点、教法、学法、教学构思、教学设计等方面进行。主备人介绍自己的教学构思，其他教师分别发言，对本单元内容进行重难点分析、资料补充、教学环节的研讨，初步形成教学设计预案。 3.完善整理 主备教师在集体议课的基础上进一步完善、整理，形成规范的教学文本设计。 4.设计补改 设计补改主要是体现教师的个性化教学，备课组成员在主备教师上传的规范的教学设计上，根据自己的教学风格、班上的学生情况及自己对教材的独特处理等方面，再作调整补改，形成自己的课堂教学实施方案。 5.教学反思 实施课堂教学后，主备人要写出教学反思，捕捉教学中最深刻、最难忘的亮点或不足。主要方式是观察、回顾、诊断、自我监控等，主要包括以下几方面内容：一是成功的经验，二是失败的原因或不足之处，三是教学机智和技巧，四是学生创新的火花等。 6.认真做好每次集体备课情况记录，包括备课时间、参加人员、备课内容、讨论意见等。
pep英语五年级上教案
《PEP英语》总目标： 通过学习小学阶段的《PEP英语》教材使学生： 1.逐渐形成学习英语的兴趣和爱好，形成在真实环境中使用英语进行活动的积极性。 2.能运用英语在日常学校生活和课堂情景中与老师和同学进行初步的日常口头交际。 3.能参加运用英语组织和开展的日常课堂教学和生活游戏及其他课外活动。 4.能听懂简单的指令，能读懂简单的配图小故事，能根据图片进行简单的口头描述，能唱一些符合儿童特征的简单的英语歌曲，并能背诵一些简单的英语诗歌和歌谣。 5.养成良好的学习英语的基本方法，形成英语学习的自觉性和通过英语学习获得更多知识的求知欲。 6.养成良好的文明行为习惯，掌握基本的英语交际礼貌。 7.乐于了解英语国家儿童的兴趣和爱好，及外国人的一般风俗。PEP英语》第一学段目标：（五年级） 1、能识别不同的句式的语调。 2、能辨认歌谣的韵律。 3、能听懂学习活动中的指令问题，并做出适当反应。 4、能借助提示听懂老师讲述的故事。 5、能在课堂上用简短的英语进行交际。 6、能对熟悉的话题进行简单交流。能在老师的指导下参与简单的游 戏和角色扮演活动。 7、能提供有关个人情况和个人经历的信息。
8、能讲述简单的小故事，背诵一定数量的英语小诗和韵文，能唱一 些英文歌曲。 9、能正确的朗读课文，能读懂简单的故事和短文并抓住大意。 10、能看懂英文动画片和程度相当的英语教育节目。 11、能熟练书写26个英文字母，能够正确拼读和书写四会单词。 教学措施 1、认真备课，钻研教材，抓紧课堂教学，做到当堂内容当堂掌握。 2、运用各种不同的肢体语言来辅助教学。 3、在课堂上多开展一些有趣的活动、游戏让学生在活动中学习英语，在生活中学习英语。 4、多为学生营造一些学习氛围，如：创设英语角等等。 5、要求学生在课余时间尽量的运用已经学习的英语进行对话。 6、多看英语画报，多读英语故事，多看英语书籍。 7、多与学生交流，进行口语交际训练。 主要教学目标： 1、能听、说、读、写92个单词或短语以及13组句子和9个单句。要求在真实语境中正确运用并能读懂简短语篇。 2、能听、说、认读16个单词。 3、能学会6个小制作。 4、能唱8首歌曲。 5、能听、说、唱12首歌谣。 6、能完成6个自我评价活动。 7、能听懂6个幽默小故事。 8、能了解6项简单的中西方文化知识。
新版pep小学英语五年级上册各单元测试题
新版PEP五年级英语上册 Unit1检测试题 一、读一读，找出不同类的单词。（10个知识点） ( ) 1. A.old B.Mr C. kind D. young ( ) 2. A. Ms B. Miss C. funny D. Mr ( ) 3. A. strict B. polite C. helpful D.our ( ) 4. A. clever B. am C. is D.are ( ) 5. A. sometimes B. shy C.hard-working D.kind 二、把下列汉语翻译成英语。（15个知识点） 年老的年轻的搞笑的严厉的和蔼的 乐于助人的聪明的有礼貌的害羞的勤奋的 三、单项选择。（30个知识点） ( ) 1.--- Who’s your English teacher？--- ______________ A. Miss Wu. B. She’s strict. C. She is hard -working. ( ) 2. --- Is your brother helpful? ---____________ A. Yes, he is. B. Yes, I do. C.Yes, she is. ( ) 3. --- Is she young? ---_____________ A. Yes, he is. B. No, she is. C. No, she isn’t. ( ) 4. My new P.E. teacher is tall and strong. Who is he?
A. B. C. ( ) 5. ---________________ --- He’s very funny. A. Who’s that boy? B. What’s he like? C. What’s she like? ( ) 6. ---What’s she like? ---____________ A. Her name is Amy. B. She’s polite. C. She likes apples. ( ) 7. --- Who is he? ---He is _______music teacher. A. our B. me C. I ( ) 8. --- What are these? --- They ______ potatoes. A. am B. is C. are ( ) 9. --- _________ he like? --- He’s hard-working. A. what’s B. Who’s C. What’s ( ) 10. You can’t judge a book by its cover.这句谚语的意思是？ A. 熟能生巧。 B. 不能以封面断定一本书。 C. 不能以貌取人。 四、重新排列顺序，使其成为意思通顺的对话。（15个知识点） ( 1 ) Hey, Ms Wang will be our new Chinese teacher. ( ) Is she strict? ( ) Do you know her? ( ) She’s kind.