讀書筆記|五年級(jí)英語(yǔ)課件（集合17篇）

五年級(jí)英語(yǔ)課件（集合17篇）。

? 五年級(jí)英語(yǔ)課件

黃老師是我們的英語(yǔ)老師，她的小嘴巴里，會(huì)冒出發(fā)音標(biāo)準(zhǔn)的字母、單詞、句子、還會(huì)冒出自編的笑話，讓我們開懷大笑。

這天，是五年級(jí)開學(xué)以來(lái)，第一堂英語(yǔ)課。大家都期待著黃老師的精彩笑話，“同學(xué)們，不要再留戀暑假的美好時(shí)光，趕快切換成英語(yǔ)頻道！有些人的肉體還坐在這里，魂還在天上飄著呢。還有些人不想切換英語(yǔ)頻道，我將送他英語(yǔ)大禮包，里面有許多英語(yǔ)習(xí)題，讓他重新修好大腦，再切換成英語(yǔ)頻道。”哈哈，我們被黃老師說(shuō)的話，逗得捧腹大笑，樂(lè)得不可開交。她又說(shuō)：“同學(xué)們，請(qǐng)把眼睛看向我看，不看的話，小心讓我把你的眼珠拿出來(lái)，擦擦亮，耳朵不聽(tīng)我講話的，就把耳朵揪下來(lái)，幫你擦一擦。好了，言歸正傳，讓我們來(lái)學(xué)第一單元。”

黃老師在黑板上寫下了標(biāo)題“Goldilocksandthreebears”。真正的英語(yǔ)課堂開始了。這篇英語(yǔ)短文，其實(shí)是一篇童話，在黃老師講到主角Goldilocks品嘗湯味兒的時(shí)候，拿出了三個(gè)水杯，假裝是湯碗，開始喝湯了。第一碗湯很冰，當(dāng)黃老師喝下湯時(shí)，“啊！”叫了起來(lái)，還張開了嘴巴，搖晃著身體，眼神也象被冰住似的，瞪著眼睛，只往前看，看樣子，黃老師就像是在寒冷的冬天被凍住了，她說(shuō)“Thissoupistoocold”。黃老師繼續(xù)品嘗了下一碗湯，“呀！”黃老師又大叫一聲，接著用手扇風(fēng)到嘴里，臉蛋微紅，舌頭都伸出來(lái)了，可想而知，這碗湯肯定很燙，黃老師又像到了夏天，天熱的都可以在地上煎雞蛋了，黃老師說(shuō)“Thissoupistoohot！”，黃老師嘗了嘗最后一碗湯，竟一下把所有的湯，都倒進(jìn)了嘴里，喝了個(gè)精光，還不忘舔舔嘴巴周圍，看看還有沒(méi)有剩余的湯汁，也許，黃老師又到了春天或者秋天，不冷也不熱。這時(shí)，她又做了個(gè)享受的表情，并說(shuō)“Thissoupisjustright”我們都笑開了。

這堂好玩的英語(yǔ)課還將會(huì)繼續(xù)，黃老師的小嘴巴里，又會(huì)冒出更多的笑話，我在想，下次，什么時(shí)候上英語(yǔ)課？

? 五年級(jí)英語(yǔ)課件

英語(yǔ)自我介紹課件已經(jīng)為大家準(zhǔn)備好啦，老師們，大家可以參考以下教案內(nèi)容，整理好自己的`授課思路哦！

活動(dòng)目標(biāo)：

1、能大膽的在同伴或別人面前介紹自己。

2、學(xué)習(xí)用××，××××

My name is Wiwi. I am twenty-eight. I like red and yellow, I like a les and oranges. How about you ?

四、新授：

Now, listen to me: I can sing ,dance, draw and play the ball. I want to be a teacher. Who can tell me , what do you hear?你聽(tīng)到了什么？小朋友講述中文意思。

Oh , I can sing ,dance, draw and play the ball. I want to be a teacher. who can tell me , what do you hear? Who can tell me ,What can you do ? What do you want to be?

幼兒講: I can… I want to be…

? 五年級(jí)英語(yǔ)課件

1)shake

作動(dòng)詞，表示“搖動(dòng)，震動(dòng)，抖動(dòng)”，還可指“震驚，信心動(dòng)搖”。

shake one’s hand over/at sth 對(duì)……搖頭 shake hands with sb=shake sb by the hand和某人握手

作名詞，“搖動(dòng)，顛簸”。

2)rise

作動(dòng)詞，表示“上升，上漲;起身，起床”。

rise也可以表示“太陽(yáng)從地平線上生氣;(情緒)增高”。

作名詞表示“上升，進(jìn)展，振興”。

give rise to sth 引起，導(dǎo)致某事物

rise和raise的區(qū)別

rise是不及物動(dòng)詞，其主語(yǔ)是提高，上升的東西，不能用于被動(dòng)語(yǔ)態(tài)。而raise是及物動(dòng)詞，其主語(yǔ)是人，可用于被動(dòng)語(yǔ)態(tài)。

3)ruin

作動(dòng)詞，表示“毀壞，損壞”，強(qiáng)調(diào)倒塌成片，也可以指健康，價(jià)值受到嚴(yán)重?fù)p害，斷送前途等。

in ruins 嚴(yán)重受損，破敗不堪 go to rack and ruin 破壞，瓦解

4)injure

區(qū)別injure harm hurt wound

injure一般指意外事故引起的損傷，還可以表示在感情，名譽(yù)上的傷害，可用于人或者是物。

harm“損害，傷害”，指損傷有生命的，也可以是損傷無(wú)生命的東西。

hurt“傷害”，既可以指肉體的傷害，也可是精神上，感情上的傷害。

wound“傷”，一般指外傷，如槍傷，刀傷等。尤其指在戰(zhàn)場(chǎng)上受傷，也可以指感情上，榮譽(yù)上的傷。

5)destroy

destroy表示“毀滅，消滅，銷毀”，如建筑物，莊稼，森林，村莊，城市，名譽(yù)，計(jì)劃，契約，證據(jù)。

6)rescue

作名詞，表示營(yíng)救，可用單數(shù)或者是復(fù)數(shù)，若與數(shù)字連用，表示營(yíng)救的次數(shù)。

come/go to the rescue=come/go to one’s rescue “營(yíng)救某人，援救某人”。

7)disaster

作可數(shù)名詞，表示“災(zāi)難，災(zāi)害，災(zāi)禍”，也可以表示“徹底失敗的人或者是事物”。

做不可數(shù)名詞表示“失敗”。

8)judge

作動(dòng)詞，表示“斷定，估計(jì)，認(rèn)為”。其后可接that從句，或者賓語(yǔ)+形容詞，名詞等。

表示“判斷，斷定”時(shí)，后接wh—分句或者wh—不定式。

表示“裁決，充當(dāng)裁判”。

judged by/from… “從……看來(lái)，從……判斷”。是習(xí)慣用語(yǔ)，可用來(lái)引導(dǎo)獨(dú)立成分，其邏輯主語(yǔ)不一定與主句的主語(yǔ)相一致。

作名詞，表示“裁判，法官，鑒定家”。

9)prepare

作動(dòng)詞，prepare sth相當(dāng)于get sth ready，意為“準(zhǔn)備干某事”。

prepare for sth=make preparations for sth 意為“為……做準(zhǔn)備”。

prepare后接雙賓語(yǔ)，prepare sb sth為某人準(zhǔn)備……。

be prepared for為……準(zhǔn)備 be prepared to do愿意做某事 be prepared against 防備

10)honor

作不可數(shù)名詞，表示“榮譽(yù)，名譽(yù)，道義，尊敬”。

作可數(shù)名詞，表示“光榮的事或者物，榮幸”。

honors表示“成績(jī)優(yōu)異，優(yōu)等生榮譽(yù)”。

in honor of=in one’s honor為了祝賀某人，向某人表示敬意;upon/on one’s honor 以人格擔(dān)保

show honor to sb對(duì)某人表示敬意 have the honor to do很榮幸干某事

作動(dòng)詞，表示“向某人/某物致敬，給某人以榮譽(yù);承認(rèn)(某事)并如期支付款項(xiàng)”。

feel honored to do做某事感到榮幸

11)speech

make/give/deliver a speech 發(fā)言

have speech with sb和某人談話 相當(dāng)于have a word with sb

speech表示“語(yǔ)言，說(shuō)話的能力，說(shuō)話的方式”，是不可數(shù)名詞。

speech也可以表示“臺(tái)詞”，表示復(fù)數(shù)。

12)shelter

give/provide shelter to 給……庇護(hù)的地方

seek/find/take shelter from… 躲避……

shelter oneself under/behind/beneath…意為“躲在……之后，依仗，隱匿于……之下”。

shelter sb/sth from(sb/sth)給某人/某物提供庇護(hù)處，保護(hù)某人/某物。

13)crack

作動(dòng)詞，表示“破裂，裂開;打，擊，撞”。

crack down(on)… 對(duì)……采取嚴(yán)厲措施 crack up (精神)崩潰，(身體)垮掉。

作名詞，表示“裂隙，裂縫，爆炸聲”。

have a crack at sth/doing sth 試做某事物

14)happen

是不及物動(dòng)詞，無(wú)被動(dòng)語(yǔ)態(tài)，表示“發(fā)生”具有偶然性。

happen to+名詞/代詞，表示“遭到或者是發(fā)生某事物”。

happen to do 表示“碰巧做某事”。

happen upon 偶然碰到，意外發(fā)現(xiàn)。

as it happens偶然

what happen if… 如果……怎么辦?

whatever happens=happen what may 無(wú)論發(fā)生……

15)survive

表示“繼續(xù)生存或者是存在”。

表示“比……活的長(zhǎng)，比(某人)長(zhǎng)命”。

16)think little of 對(duì)……不在意，不考慮 think highly/well of 對(duì)……評(píng)價(jià)很高/印象很好

think a great deal/a lot/much of 對(duì)……印象很好

think nothing of 認(rèn)為沒(méi)什么;把……視為平常

think badly/ill/poorly of 對(duì)……評(píng)價(jià)很糟/很低

3.語(yǔ)法

定語(yǔ)從句

定語(yǔ)從句及相關(guān)術(shù)語(yǔ)

1.定語(yǔ)從句：定語(yǔ)從句是由關(guān)系代詞或關(guān)系副詞引導(dǎo)的從句，其作用是作定語(yǔ)修飾主句的某個(gè)名詞性成分，相當(dāng)于形容詞，所以又稱為形容詞性從句，一般緊跟在它所修飾的先行詞后面。

2.關(guān)系詞：引導(dǎo)定語(yǔ)從句的關(guān)聯(lián)詞稱為關(guān)系詞，關(guān)系詞有關(guān)系代詞和關(guān)系副詞。關(guān)系代詞有that, which, who, whom, whose, as等;關(guān)系副詞有where, when, why等。關(guān)系詞常有3個(gè)作用：1，引導(dǎo)定語(yǔ)從句。2，代替先行詞。3，在定語(yǔ)從句中擔(dān)當(dāng)一個(gè)成分。

注：關(guān)系代詞有主語(yǔ).賓語(yǔ)之分。一般whom作為賓語(yǔ)。

3.定語(yǔ)：定語(yǔ)用來(lái)限定、修飾名詞或代詞的，是對(duì)名詞或代詞起修飾、限定作用的詞、短語(yǔ)或句子，漢語(yǔ)中常用‘……的’表示。主要由形容詞擔(dān)任。此外，名詞，代詞，數(shù)詞，分詞，副詞，不定式以及介詞短語(yǔ)也可以來(lái)?yè)?dān)任，也可以由一個(gè)句子來(lái)?yè)?dān)任.單詞作定語(yǔ)時(shí)通常放在它所修飾的詞之前，作前置定語(yǔ)。短語(yǔ)和從句作定語(yǔ)時(shí)則放在所修飾的詞之后，作后置定語(yǔ)。

? 五年級(jí)英語(yǔ)課件

教師：準(zhǔn)備游戲時(shí)所用的圖片（食物、蔬菜、動(dòng)物）。 學(xué)生：準(zhǔn)備表演時(shí)所需道具（服裝、假發(fā)）。

Step One :Present the sentence patterns.

1. Play a game “How many words do you know?”(利用小游戲調(diào) 動(dòng)學(xué)生的積極性，同時(shí)通過(guò)對(duì)冠軍的介紹引出本課。)

Teacher: After the study of the first three starters, I think most of the students must have known a lot of words. How many

words do you know? Let’s play a game to see who know? Let’s play a game to see

who knows the most.

(Divide all the students into several groups and show a picture to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.) (Group 2 is the champion group. They can write 11 words.) 2. Introduce the champion group to the class.（引課方式貼近生活，學(xué)生易于接受）

Teacher: Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introduce yourselves to us? S1& S2:Yes.

S1:Hello.My name is Li Lei. Nice to meet you. Ss: Hello, Li Lei. Nice to meet you ,too. Ss: Hello! What’s your name? S2:I’m Sun Ping. How do you do? Ss: How do you do ? Step Two: Drills.

1. Make introductions.（通過(guò)句型的操練使學(xué)生更加熟練掌握所學(xué) 的.句式。）

Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group. Example:

Sa: Hello! I’m Li Lei. What’s your name? Sb: My name’s Zhang Feng. Nice to meet you.

Sa: Nice to meet you, too. And what’s your name, please? Sc: Lin Li. How do you do? Sa：How do you do?

2. Listen and number the conversations.

Teacher: Today I have good news for you. Three new students will come to our class. They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A.

(Students listen to the tape and give the right answers.) Step Three: Make friends.

1. Make new friends.（用談話的方式完成任務(wù)，生動(dòng)活潑，同時(shí)更 容易向?qū)W生進(jìn)行美德教育。）

Teacher: Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others, OK? Ss: OK. Example:

Sa: This is my new friend. His name is Sun Nan. Sb: Hello, Sun Nan. Nice to meet you.

Sc: Nice to meet you, too. Look! This is my new friend. Her name is He Lu. Ss: How do you do? Sd: How do you do?

(Students can stand up and introduce their friends to others freely. They can greet each other warmly. Everyone in the class can have more friends. They can also know something else about them.)

2. The New comers.（以表演的形式完成，使課堂氣氛達(dá)到高潮。）

Teacher: Just now I said three new students from other countries would come to our class. Now, look! They are here. Let’s give them a warm welcome.

(Three “foreign” students come in and all the students clap warmly.)

Teacher: It’s their first time to come to China. Would you like to listen to their introductions? Ss: Yes.

(Three students can make introductions and act out the dialogue vividly.) Step Three: Sum up.

Some students are asked to sum up this lesson. It is how to make new friends and how to greet them. It is very important in the daily life. Homework

“How do you meet new visitors at home?

教師：準(zhǔn)備歌曲磁帶（歌詞）、情景圖片及上課所需表格。 學(xué)生：需要向父母了解自已名字的含義。

Step One: Revise the sentence patterns.

1. Sing an English song.（用唱歌的方式既帶動(dòng)了氣氛，又復(fù)習(xí)了 所學(xué)內(nèi)容。） Teacher: Yesterday we’ve known each other already. Do you remember your new friends’ names? If you do, let’s sing the song “What’s your name?”. Hello! Hello! What’s your name? My name’s Gina. Hello! Hello! What’s his name? His name’s Peter. Hello! Hello! What’s her name? Her name’s Anna.

2. Listen to the conversations and finish the exercises.

Teacher: Yesterday I made a new friend. Her name is Jenny. She is very lovely. She introduces many friends of hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information.

(Students listen to the tape and give the right answers.)

3. Act out the dialogues.（在特定的情景下表演對(duì)話更符合實(shí)際， 更貼近生活。） Teacher: Now you’ve known something about introductions and greetings. But if you are in other places, how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends?

(Students can choose any picture they like and act out the dialogues.) Example:

Sa: Hello! I’m Lucy Green. What’s your name?

Sb: My name is Kate Brown, Jim’s classmate. Nice to meet you.

Sa: Nice to meet you, too. I’m Jim’s sister. Welcome to Jim’s birthday party. Make yourself at home. Sb: Thanks, I will.

Step Two: Choose English names.

1. Play a name game.（有效引出“英文名字”這一主題。）

Teacher：As we know, everyone has a name. Each name has its special meaning and so do English names. Do you want to have an English name? If you do, let’s play a name game. The winners of the game will get English names.

Rules: Every student should introduce himself or herself,but at the same time he (she ) should repeat all the above-mentioned classmates' names. Example:

S2: His name’s Tony. My name’s Linda.

S3: His name’s Tony. Her name’s Linda. My name’s Nick.

S4: His name’s Tony. Her name’s Linda. His name's Nick. My name's Kim. S5:??.

2. Choose English names.

1).Find out first names and last names.（用小組的方式完成名字的識(shí)別。）

Teacher: Congratulstions to the winners. Now you choose English names from the box. But before you choose names, you must know English names have two parts: first name and last name. Look at the box, can you classify them according to the demands?

Jenny Gina Alan Mary Jim Tony Tom Bob Mike Green Miller Jack Smith Brown Linda Nick Kim Hand

教師：準(zhǔn)備所需的歌曲磁帶、名片樣本及各項(xiàng)表格。 學(xué)生：制作名片所需的紙張、畫筆等。

Step One: Present the English numbers.

1. Sing the song “Ten Little Indian Boys”.（歌曲歡快有趣，比起單純教授單詞更

為有效。） Teacher: During the first two classes, we’ve known something about new friends names. But if we want to contact them. What shall we do? S1: A telephone call.

T: But you don’t have their telephone numbers. S1: Ask for their telephone numbers.

T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing “Ten Little Indian Boys”.

One little, two little, three little Indisns, Four little, five little, six little Indians, Seven little, eight little, nine little Indians, Ten little Indian boys.

(After singing the song, tell the students not to forget “zero”.) T: Count the number together from zero to nine. S2: Zero? 2. Listen to the conversation and write the telephone number.（通過(guò)聽(tīng)力復(fù)習(xí)單詞。）

Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down?

(Students listen to the recording of 1b in Section B and give the answer.) Step Two: Drills.

1. Make a survey about your partners’ telephone numbers.（調(diào)查組內(nèi)成員的電話號(hào)碼，重點(diǎn)練習(xí)所學(xué)句式。）

Teacher: Thank you for your help. But do you want to know your friends’ telephone numbers? Now let’s make a survey about it and try to fill in the chart. Name Telephone numbers Li Lei Liu Yu Lin Fang Yin Kailin S1: Hello, Liu Yu. What’s your telephone number? S2: My telephone number is ?

S1: Oh, thank you. What about yours, Lin Fang? S3: It’s?

S1: ? And may I know your phone number, Yin Kailin? S4: ?

S1: Thank you very much. Oh, I nearly forgot. My telephone number is? 2. Report it to the class.

(After the survey, every group can choose a student to report the survey result to the class.) Example: My telephone number is? Liu Yu’s phone number is? Lin Fang’s telephone number is? Yin Kailin’ s phone number is?

3. Listen and match the names and telephone numbers.（制作電話號(hào)碼簿這一任務(wù)能

Teacher: I will play the recording twice. The first time just listen. The second time, write the letter of the person’s telephone number in the space after that person’s name.

T: Next, I’ll play the recording again. This time, fill in the missing numbers. (Students listen to the tape again .)

T: Can you find out whose telephone numbers they are ? S:?

4. Make an address book.

Teacher: The new term begins. Our class needs an address book to contact each other. Now we can put all the information together and then we can have our own address book. Pay attention to the address book headings “Names” and “Phone numbers”. Now work in groups of six and ask your group members “What’s his /her name? And What’s his/her phone number?” Step Three: Make an ID card.

1. Show some different ID cards to the class and try to enjoy them.（向?qū)W生展示

不同種類的名片，一方面開闊學(xué)生眼界，一方面便于學(xué)生找出名片所含內(nèi)容。）（引導(dǎo)學(xué)生有效搜集名片上的信息，提高學(xué)生的閱讀能力。）

Teacher: Now our class has a very useful address book. We can use it to talk with others on the phone. But for most adults, ID cards are more important because they are easy to take along. What’s more, they are very enjoyable. Sometimes they can show the owners’ special personalities. Look at the ID cards below and try to enjoy them.

Teacher: From the cards above, what can you find out ? S1: It must have a person’s name? S2: Sometimes it has a motto.

T: Yes, It must have a person’s name, postcode, telephone number, home address and e-mail address. So if you have a chance to make an ID card, you must think about all the above. But before you make your card, first let’s learn how to get information from the card. It’s very important.

2. Read the ID card and answer the questions.（提供參考信息，但允許學(xué)生創(chuàng)新。） Teacher: Look! Here’s an ID card of my friend’s. Please look at it and find out some useful information about her. FIRST NAME: Jenny LAST NAME: Brown TELEPHONE NUMBER: 535-2375 1. What’s her telephone number? 2. What’s her family name? 3. What’s her first name?

? 五年級(jí)英語(yǔ)課件

1、A：Are you helpful at home?你在家有用嗎?

2、A： What do you do on Saturdays ???? 星期六你常常做什么?

3、A: What would you like for lunch??? 午飯你想吃什么?

4、A: What do you have on Thursdays ? 星期四你們有什么課?

5、A: Is this your bedroom? 這是你的臥室嗎?

6、當(dāng)你想詢問(wèn)別人會(huì)干什么時(shí)，用What can you do? 答句有肯定形式：Yes, I can . 否定形式：No, I can’t。

7、A:? What can you do ?? 你會(huì)干什么?

8、A：Are there any pandas in the mountains? 山里有熊貓嗎?

9、There be 句型包括單數(shù)形式的There is a/an …句型和復(fù)數(shù)形式的there are …句型。There is a/an …句型表示有一個(gè)，后面跟名詞單數(shù)。There are …句型表示有多個(gè)，后面一般接具體數(shù)字或some , many，再后面跟名詞復(fù)數(shù)。

10、A: Can you make the bed ? 你會(huì)鋪床嗎?

11、A: Can you do housework? 你能會(huì)家務(wù)嗎?

12、She’s a university student.? 她是一名大學(xué)生。

13、A:What’s he like ????? 他什么樣?

14、Her class is so much fun.? 她的課非常有趣。

15、A: What’s your favourite food?? 你最喜歡的食物是什么?

16、There be 句型中使用單數(shù)句式還是復(fù)數(shù)句式遵循就近原則。

17、A:What’s it like?? 它什么樣?

18、I like Mondays. John likes Sundays. 這里的likes是like的第三人稱單數(shù)形式，在一般現(xiàn)在時(shí)的句子中，如果主語(yǔ)是第三人稱單數(shù)，注意動(dòng)詞要變成三單形式。

19、A: What do you have for lunch on Mondays?星期一你們午飯吃什么?

20、I’m helpful!?? I can sweep the floor。我是有用的! 我能掃地。

21、I have eggplant and tomatoes for lunch. 我午飯吃茄子和西紅柿。

22、A: Who’s that young lady/? 那個(gè)年輕的女士是誰(shuí)?

23、A: Can you wash the clothes?你會(huì)洗衣服嗎?

24、I have a new math teacher. 我有一位新數(shù)學(xué)老師。

? 五年級(jí)英語(yǔ)課件

2．學(xué)生：準(zhǔn)備一份班級(jí)的課程表；制作一份英語(yǔ)課程表。

1．知識(shí)目標(biāo)：

(1)單詞：favorite，subject，science，music，math，Chinese，geography，history

(2)句型：—What's your favorite subject？—My favorite subject is art.

2．能力目標(biāo)：通過(guò)本課學(xué)習(xí)，掌握一些詞匯、句型等語(yǔ)言知識(shí)，能夠運(yùn)用所學(xué)詞匯、句型和他人交流，提高英語(yǔ)口語(yǔ)表達(dá)能力。

3．情感目標(biāo)：通過(guò)互相談?wù)撓矚g的學(xué)科，增進(jìn)同學(xué)之間的了解和友情。

4．文化意識(shí)：了解英語(yǔ)國(guó)家學(xué)生的學(xué)習(xí)生活，增強(qiáng)跨文化交際的意識(shí)。

1．單詞：favorite，subject，science，geography，history

2．句型：—What's your favorite subject？—My favorite subject is science.

1．熟練運(yùn)用所學(xué)的詞匯、句型表達(dá)和交流信息。

2．正確運(yùn)用本課中所學(xué)的表示品質(zhì)的形容詞描述事物。

建議1：教師播放各學(xué)科上課的畫面，問(wèn)學(xué)生分別是什么學(xué)科，引出各學(xué)科的名稱，最后做一個(gè)總結(jié)。

For example：

T：Class！Please look at the picture.What subject is it?

Then the teacher has a summary：Chinese，m ath，geography，science...

建議2：教師問(wèn)學(xué)生現(xiàn)在學(xué)習(xí)的學(xué)科有哪些，讓學(xué)生列舉出來(lái)，從而引出各學(xué)科的名稱，最后總結(jié)一下。

For example：

T：Class！How many subjects are you learning now？What subjects are they?

S1：We are learning Chinese，math，English...

S2：And science，music，history...

Then call some other students to have a sup plement.In the end，let the the students give a summary.

建議3：教師問(wèn)學(xué)生現(xiàn)在學(xué)的科目有哪些，找一兩個(gè)學(xué)生來(lái)回答。然后教師 和學(xué)生做一個(gè)看圖猜謎游戲。讓學(xué)生看圖，猜猜是什 么學(xué)科，最后讓學(xué)生將各學(xué)科全部總結(jié)一下。

For example：

T：Class！What subjects are you learning now？Can you say out?

S1：Chinese，math，English...

T：Class！Please look at each picture.What subject is it？Can you gue ss?

Let the students look and guess.In the end，let the students have a summary.

建議：教師引導(dǎo)學(xué)生將1a中的各學(xué)科名稱與圖畫進(jìn)行配對(duì)。

For example：

T：Class！Look at 1a and the pictures.Can you match the words with the right picture?

Call one or two individuals to check the answers.

建議1：教師問(wèn)學(xué)生是否能準(zhǔn)確流利地讀出1a中的`單詞，找?guī)酌麑W(xué)生朗讀一遍。對(duì)于讀錯(cuò)的單詞，教師糾正其發(fā)音錯(cuò)誤，并領(lǐng)讀兩遍。然后讓全班同學(xué)齊讀兩遍。

For example：

T：Class！Can you read the words in 1a correctly?

Then call some individuals to read.

S1：P.E.，art，science，music，math，Chinese，geography，history.

S2：P.E.，art，science，music，math，Chinese，geography，history.

Then the teacher corrects their pronunciation mistakes，and then has a leading reading.

In the end，let all the students read the words collectively.

建議2：教師領(lǐng)讀兩遍，然后將全班同學(xué)分成三組或四組，組織一次朗讀比賽，看哪一組讀得好。最后進(jìn)行一個(gè)看圖搶答游戲，看誰(shuí)說(shuō)得又對(duì)又快，獎(jiǎng)勵(lì)說(shuō)得又對(duì)又快的學(xué)生。

For example：

T：Class！Let's practice readi ng the words.Please read the words after me.

Then the teacher has a leading reading.The students follow the teacher.

T：Class！Now，let's play a guessing game.Look at the pictures and rush to say out the subjects.Award the students who said correctly and quickly.

建議：教師問(wèn)學(xué)生是否能熟練說(shuō)出1a中的單詞，告訴學(xué)生將進(jìn)行一次聽(tīng)力測(cè)驗(yàn)，以檢驗(yàn)學(xué)生是否完全掌握1a中的單詞。

For example：

T：Class！Have you grasped the words of the subjects in 1a？Now let's have a test.

Then let the students listen to the conversations in 1b.

建議：教師將聽(tīng)力原文投放在屏幕上，把重點(diǎn)單詞去掉。讓學(xué)生再聽(tīng)一遍錄音，填出單詞，補(bǔ)全對(duì)話。

For example：

T：Class！Look at the listening text.Listen to the tape again，write out the missing words.

After listening，call one or two individuals to check the answers.See how well they did.

建議1：教師讓學(xué)生大聲讀一遍聽(tīng)力原文，問(wèn)學(xué)生是否有不理解的地方。如果有，教師給予點(diǎn)撥講解。

For example：

T：Class！Please read the listening text aloud.

Then let the students read for some time.

T：Class！Do you have anything that you don't understand?

If they have，have a brief explanation.

建議2：讓學(xué)生熟讀幾遍1b中的對(duì)話，找?guī)酌麑W(xué)生朗讀對(duì)話，看看讀得怎么樣。教師給予語(yǔ)音、語(yǔ)調(diào)、語(yǔ)氣等方面的指導(dǎo)和糾正。然后將全班學(xué)生分成兩大組，練習(xí)對(duì)話，看看哪一組說(shuō)得好。

For example：

T：Class！Please read the conversations aloud by yourselves.Then I'll ask some of you to read.

After reading，the teacher corrects th e mistakes about their pronunciation.And tell the students what tones and intonations they should use.

T：Class！Let's practice the conversations between groups.See which group will say better.

Group A：What's your favorite subject?

Group B：My favorite subject is...

建議3：教師讓學(xué)生自己熟讀幾遍對(duì)話，然后讓學(xué)生兩人合作表演對(duì)話。

For example：

T：Class！First，please read the conversations aloud by yourselves.Next，please practice performing the conversations in pairs.Then I'll call some of you to act out.

S1：What's your favorite subject?

S2：My favorite subject is...

建議：由步驟6談?wù)摰膬?nèi)容自然過(guò)渡到問(wèn)學(xué)生最喜歡什么學(xué)科以及喜歡的原因。

For example：

T：Class！Just now we talked about some people's favorite subjects.

What about you？What's your favorite subject？Can you talk about it?

S1：My favorite subject is...

Then call some individuals to practice with the teacher in the same way.

建議1：通過(guò)步驟7的導(dǎo)入，引出要練習(xí)的句型。讓學(xué)生兩人合作編對(duì)話，并進(jìn)行表演。比一比哪一組說(shuō)得好。

For example：

T：Class！Can you make a similar dialogue in pairs？Then I'll call some of you to act out.

Then let the students work in pairs to make a dialogue.

S1：What's your favorite subject?

S2：My favorite subject is...

建議2：做一個(gè)“找朋友”的游戲。讓學(xué)生在班內(nèi)走動(dòng)，互相詢問(wèn)喜歡什么學(xué)科，找到與自己喜歡的科目相同的人。

For example：

T：Class！Let's play a game—Find friends who likes the same subject with you!

You can leave your seats and go around the class.Ask everyone what his/her favorite subject is.The one who likes the same subject with you is just your friend.

S1：What's your favorite subject?

S2：My favorite subject is...

S1：What's your favorite subject?

S3：My favorite subject is...

S1：What's your favorite subject?

S4：My favorite subject is...

建議：教師讓學(xué)生做個(gè)陳述報(bào)告，陳述自己喜歡什么學(xué)科以及喜歡的理由。

For example：

T：Class！Now let's have a report about your favorite subject and the reason why you like it.You can report like following：

Hello！Everyone！My name is...I like some subjects，such as...But my favorite subject is...Because it's...

Let the students pra ctice it for some time.Then call some students to act out.

建議：教師讓學(xué)生在小組內(nèi)做采訪調(diào)查。詢問(wèn)組內(nèi)每個(gè)成員喜歡什么學(xué)科以及喜歡的原因。然后找?guī)捉M同學(xué)進(jìn)行采訪表演。

For example：

T：Class！Now in your group，have an interview and make a survey.Ask the members of your group what their favorite subjects are，and the reasons why they like them.

Then call some groups to perform their interview.

S1：Hello！I'm a reporter.Can I ask you some questions?

S1：What's your favorite subject?

S2：My favorite subject is...

建議：教師讓學(xué)生自己總結(jié)本節(jié)課所學(xué)的內(nèi)容，包括單詞和句型。

For example：

T：Class！Let's sum up what we have learned in this class.What words did we learn?

Ss：Favorite，subject，science，music，math，Chinese，geography，history.

T：What sentences did we learn?

Ss：What's your favorite subject？My favorite subject is art.

1．和你的同伴討論各自喜歡什么學(xué)科以及喜歡的原因，編成對(duì)話并表演。

對(duì)話模式：

S1：What's your favorite subject?

S2：My favorite subject is...

2．調(diào)查你周圍的同學(xué)，問(wèn)問(wèn)他們喜歡什么學(xué)科。作好記錄，制成表格。

? 五年級(jí)英語(yǔ)課件

Unit 1 The Developing World

Topic 1 Our country has developed rapidly.

Section A

The main activities are 1a and

2. 本課重點(diǎn)活動(dòng)是1a和2。

Ⅰ. Teaching aims and demands

教學(xué)目標(biāo)

1. Learn some new words and useful expressions:

cruel, proper, by the way, bell, chairwoman, yet, grandson

2. Learn the present perfect tense:

You have just come back from your hometown.

Where have you been, Jane? I have been to Mount Huang with my parents.

By the way, where’s Maria? She has gone to Cuba to be a volunteer…

3. Learn some functional sentences:

I felt sorry for them.

There goes the bell.

Ⅱ. Teaching aids 教具

錄音機(jī)/童工圖片/小黑板/多媒體圖片或幻燈片/學(xué)生的旅游紀(jì)念照

Ⅲ. Five-finger Teaching Plan 五指教學(xué)方案

Step 1 Review 第一步 復(fù)習(xí)(時(shí)間:12分鐘)

(通過(guò)教師詢問(wèn)暑期活動(dòng)，導(dǎo)入話題，呈現(xiàn)現(xiàn)在完成時(shí)和部分生詞。)

T: Listen! The bell is ringing. Let’s begin our class! (老師解釋The bell is ringing等于There goes the bell，板書bell，要求學(xué)生掌握)

bell

Nice to see you again. Did you enjoy your summer holidays?

Ss: Yes.

T: (問(wèn)其中一學(xué)生)Hi, Li Xueqing, where did you go during your summer holiday?

S1: I went to my grandparents’ home.

T: What did you do there?

S1: I went fishing, swimming and so on.

T: Wang Xue, where did you go?

S2: I went to West Lake with my father.

T: Wow! West Lake is a beautiful place. What did you do there?

S2: I enjoyed the beautiful scenery, took photos and bought many beautiful cards.

T: Li Yang, what about you?

S3: I had to stay at home to help my mother with the housework.

T: Oh. I feel glad for what you did, and I think you’re a good girl. You’re helpful. S4, did you go to summer classes?

S4: Yes. I did. I went to an English training school to improve my English. I think the English training school is a nice place for me to improve my English.

T: The English training school is a proper place to improve your English.

(板書生詞，請(qǐng)學(xué)生猜漢語(yǔ)意思并領(lǐng)讀，要求掌握。)

proper

Step 2 Presentation 第二步 呈現(xiàn)(時(shí)間:12分鐘)

1. (創(chuàng)設(shè)對(duì)話情境。Mr. Smith組織Class 2去野營(yíng)。在校門口集合時(shí)發(fā)現(xiàn)Jim沒(méi)來(lái)。對(duì)話呈現(xiàn)have/hhas gone to…，完成2。)

Smith: Hello! Everyone. Are we all here?

Ss: No, Jim isn’t here.

Smith: Do you know where he is?(教師幫助學(xué)生用has gone to和volunteer回答。)

Ss: Yes. He has gone to Beijing to be a volunteer for the Olympics.

(板書volunteer，讓學(xué)生猜出意思。然后板書have/has gone to，解釋并稍加操練。)

volunteer

have/has gone to …

(星期一Jim返回學(xué)校，Mr. Smith和Jim展開對(duì)話，呈現(xiàn)have/has been to …)

Jim: Good morning, Mr. Smith.

Smith: Good morning, Jim. You have just come back from Beijing. How was your trip?

Jim: Cool! And I have been to many places of interest.

(教師可用簡(jiǎn)筆畫呈現(xiàn)have/has been to和have/has gone to，并講解它們的區(qū)別。)

He has been to school.

He has gone to school.

2. T: Mr. Smith and his class had a good time. By the way, do you know what Rita, Jane and Kangkang did during the holiday?

(板書by the way，要求學(xué)生掌握)

by the way

T: Now, listen to 1a. Kangkang and his friends are talking about their different experiences

during their holidays. Pay attention to what they have done.

(播放1a錄音，注意文中主人公在暑假中的活動(dòng)。)

T: From 1a, we know someone has just come back from India. Who is she, Sally or Rita?

(教師加重語(yǔ)氣讀has just come back。)

S1:Rita.

(學(xué)生若有疑問(wèn)或答錯(cuò)，可再播放一遍錄音。)

T: Yes. You have the right answer. Rita has been to her hometown in India in her summer holiday. But now she is in China. We can say she has been to India. Where has Jane been?

S2: Mount Huang.

(教師引導(dǎo)學(xué)生用現(xiàn)在完成時(shí)表達(dá)。)

T: Yes. She has been to Mount Huang. Where has Kangkang been?

S3: He has been to an English training school.

3. (重放課文1a錄音，核對(duì)答案，板書并領(lǐng)讀生詞cruel，要求學(xué)生掌握。)

T: Listen to the tape again. And then talk about what they have done.

(多媒體展示康康、簡(jiǎn)、麗塔和瑪麗亞的圖像和has been to。讓學(xué)生再聽(tīng)一遍對(duì)話，教師引導(dǎo)學(xué)生用現(xiàn)在完成時(shí)說(shuō)出四人分別在暑假中的活動(dòng)。)

S4: Kangkang has been to…

Rita has been to…

Jane has been to…

…

(教師展示印度童工圖畫。)

T: They are as old as you. What were they doing?

S4: They were working. They looked so tired and thin.

T: Rita saw them working for a cruel boss in her hometown in India. They couldn’t go to school. They lived a poor life. I felt sorry for them.

(板書cruel，要求學(xué)生掌握)

cruel

Step 3 Consolidation 第三步 鞏固(時(shí)間:10分鐘)

1. T: Now, open your books. Please read 1a. And then fill in the chart in 1b, according to 1a.

(學(xué)生讀對(duì)話，也可以三人小組分角色讀對(duì)話，教師巡視糾正學(xué)生發(fā)音。)

(學(xué)生獨(dú)立完成1b的表格。教師檢查學(xué)生所填內(nèi)容，然后學(xué)生口頭匯報(bào)，鞏固現(xiàn)在完成時(shí)have / has been to 這一基本句型。)

2. T: Kangkang has been to an English training school to improve his English. Rita has been to India. What about you? Where have you been?And what did you do?Please work in groups to talk about your summer holidays.

(學(xué)生三人一組進(jìn)行問(wèn)答。)

T: Who will try to act it out in front of class?

(挑幾組學(xué)生進(jìn)行表演，并對(duì)學(xué)生進(jìn)行適時(shí)指導(dǎo)和鼓勵(lì)。)

For example:

S1: I have been to West Lake.

S2: (指S1問(wèn)S3) Where has he/she been?

S3: He/She has been to West Lake.

S2: (問(wèn)S1) What did you do there?

S1: I went boating on the lake.

S2: (指S1問(wèn)S3) What did he/she do there?

S3: He/She went boating there.

(教師引導(dǎo)學(xué)生區(qū)別一般過(guò)去時(shí)與現(xiàn)在完成時(shí)。)

Step 4 Practice 第四步 練習(xí)(時(shí)間:6分鐘)

1. (教師讓學(xué)生兩人一組，每人拿出提前準(zhǔn)備好的`照片或圖片，操練現(xiàn)在完成時(shí)，并注意區(qū)別一般過(guò)去時(shí)和現(xiàn)在完成時(shí)，完成1c。)

A: Hi, B. Where have you been?

B: I have been to Shanghai.

A: When did you go there?

B: I went there this summer holiday.

…

C: Hi, D. Where has Lucy gone?

D: She has gone to Mount Tai.

C: Why did she go there?

D: Because she wanted to see the sunrise there.

…

2. (根據(jù)呈現(xiàn)的have/has been to…和have/has gone to…，完成2。小組完成后可討論答案，然后教師核對(duì)。在處理2時(shí)，講解并要學(xué)生掌握chairwoman, yet和grandson，板書并領(lǐng)讀。)

3. (繽紛小賽場(chǎng)。出示幻燈片或小黑板。)

(1)My teacher gave us the p answer.(首字母填空)

(2)I also want to be a v for the Olympics.(首字母填空)

(3)These (chairwoman) can’t agree with each other.(適當(dāng)形式填空)

(4)—Hi, Michael. How was your holiday?

—Wonderful! Because I to many famous mountains.(單項(xiàng)選擇)

A. went B. have been C. have gone D. has gone

(5)—Where’s Jane, Maria?

—She her hometown to see her grandparents.(單項(xiàng)選擇)

A. return to B. has gone to C. has been to D. have gone to

Step 5 Project 第五步 綜合探究活動(dòng)(時(shí)間:5分鐘)

1. (教師制作關(guān)于暑假活動(dòng)的表格，讓學(xué)生相互調(diào)查完成表格。)

Name Where has he/she been? What did he/she do?

…

…

2. Homework: Write a survey report.

(課后根據(jù)本課內(nèi)容，用過(guò)去式和現(xiàn)在完成時(shí)寫一份暑假調(diào)查報(bào)告。內(nèi)容包括：1.去了什么地方？2.做了什么事？)

? 五年級(jí)英語(yǔ)課件

1.知識(shí)目標(biāo)：new words and grammer focus

2.能力目標(biāo)：talk about likes and dislikes freely.

3.情感目標(biāo)：to ?be friendly to your friends.

4.學(xué)習(xí)策略：practising and listening for specific information.

5.文化目標(biāo)：the differences between english food and chinese food.

words and expressions.

how to talk about likes and dislikes.

let ss have more chances to practise.

實(shí)物、教學(xué)磁帶、錄音機(jī)、多媒體課件等。

本課的主要情景是在快餐店談?wù)撟约旱南埠茫鎸?duì)各種各樣的水果和食物，主要學(xué)習(xí)疑問(wèn)句do you like bananas?以及如何應(yīng)答他人的詢問(wèn). yes, i do./no, i don't.會(huì)用i like…/i don't like…句型表達(dá)自己的愛(ài)好。教學(xué)重點(diǎn)是句型的聽(tīng)、說(shuō)兩會(huì)；教學(xué)難點(diǎn)是靈活運(yùn)用所學(xué)句型完成各項(xiàng)任務(wù)。

t：guess. what's this? you can touch or smell it. it's very delicious.

t： i have a new fast food restaurant(課件呈現(xiàn)快餐店圖片), you can find it here. let's go and have a look.(ok?)

1.learn the english names for these food. look at it and tell us what you can see? you can answer in english or in chinese.(展示課件，讓同學(xué)看書上圖，說(shuō)出他們知道的食物名稱)

2.let's come to the food counter.(通過(guò)課件學(xué)單詞，每個(gè)圖片下都有單詞)畫面出現(xiàn)一個(gè)橘子說(shuō)orange，再出現(xiàn)多個(gè)橘子說(shuō)orange.(之后呈現(xiàn)：banana, hamburger, pear, tomato, strawberry, french fries, broccoli, salad and ice cream)

3.a guessing game.(一共10個(gè)標(biāo)號(hào)的盒子，通過(guò)課件點(diǎn)擊圖片，讓同學(xué)猜測(cè)里面是那種食物)學(xué)生分成4組進(jìn)行比賽。回答正確的小組可以得到一張食物圖片，并貼在黑板上。

4.match the words with the things in the picture.(準(zhǔn)備復(fù)印的紙，上面有10個(gè)單詞和10幅圖a-j)讓同學(xué)用最短的時(shí)間完成連線，同時(shí)也給最快完成連線的小組在黑板上貼上一張食物圖片作為獎(jiǎng)勵(lì)。這張紙也是下個(gè)環(huán)節(jié)的調(diào)查問(wèn)卷。)

task 2, an interview.

老師拿著裝著食物的袋子，讓同學(xué)用手觸摸，在猜出食物名稱的同時(shí)，老師呈現(xiàn)新課。

t：do you like bananas? ss： yes, i do. t： she likes bananas.

t： do you like pears? ss： no, i don't. t： she doesn't like bananas.

1.do an interview in pairs. do you like…?(用課件提供給學(xué)生應(yīng)該使用的句型并用連線的紙單，進(jìn)行兩個(gè)的問(wèn)答)(circle the food names your good friend likes.生成一份點(diǎn)菜單menu)

2.t： i have two foreign friends. they are bill and bob. please help me find out what they like and don't like.(用課件呈現(xiàn)一張調(diào)查表，學(xué)生a和學(xué)生b的各有不同，兩名同學(xué)互相提問(wèn)，完成調(diào)查)

task 3.an employment.

t： i want to find some good waters for my restaurant.還是以小組為單位，搶答，得分。(教師表演為同學(xué)服務(wù)的場(chǎng)景，表示業(yè)務(wù)忙想招聘服務(wù)員)

t： listen and fill in the blanks. please tell me what you can hear.(課件內(nèi)容為p32 2b)學(xué)生答完，集體對(duì)答案.

t： i say one sentence to see who can say it again first.“i like apples and i don't like pears.” this time you will use 2 minutes to make up sentences like me, then say yours out and let others listen and repeat.

學(xué)生互相出題，互相提問(wèn)，重復(fù)正確小組加分。

test 3. food survey.

t： make a food survey in groups.(表格見(jiàn)課件)4人為一組，一名組長(zhǎng)提問(wèn)，一名同學(xué)為記錄員。然后以組為單位匯報(bào)調(diào)查結(jié)果，通過(guò)三關(guān)測(cè)試，讓小組推舉出本組表現(xiàn)好的同學(xué)做本組waiter。帶上領(lǐng)結(jié)，伴著樂(lè)曲為同學(xué)提供食品。

task 4.enjoy yourselves.

(讓服務(wù)員走起來(lái)，為大家提供食品，大家邊吃邊用剛學(xué)習(xí)的話題進(jìn)行交談，選擇自己喜歡的話題編成對(duì)話，談話喜歡的歌曲，影星，動(dòng)物…)之后選擇一組匯取給大家。

topic 1. who do you like?(teachers, parents, singer, film star)

topic 2. which color do you like?

topic 3. what sport do you like?

topic 4. free topic.

s2： hello! who are they?

s1： they are my friends. she is rain, and he is jim.

s3,s4： nice to meet you, too!

s3： do you like hamhurgers?

s4： let's go to the restaurant, ok?

t： you can go on this step after class. it's your homework.goodbye class.

? 五年級(jí)英語(yǔ)課件

教學(xué)內(nèi)容：

A Letters and sounds Start to read

讀書筆記吧高能預(yù)警專題:
• 五年級(jí)上冊(cè)英語(yǔ)?|?人教版五年級(jí)課件?|?一年級(jí)英語(yǔ)課件?|?小學(xué)英語(yǔ)五年級(jí)教案?|?五年級(jí)英語(yǔ)課件?|?五年級(jí)英語(yǔ)課件

教材分析：

本課時(shí)主要學(xué)習(xí)Oo--Tt5個(gè)字母和這6個(gè)字母在單詞中的發(fā)音。要求學(xué)生能聽(tīng)、說(shuō)、讀、寫所學(xué)字母，并在學(xué)習(xí)字母音、形的基礎(chǔ)上，初步掌握5個(gè)字母作為單詞首字母時(shí)的發(fā)音。Listen, repeat and chant通過(guò)五組生動(dòng)形象的圖配詞讓學(xué)生有一個(gè)清楚的.感知， 12個(gè)例詞中pig,pen,tiger,red,Sarah,orange在前面單元已三會(huì)掌握，其他6個(gè)單次首次出現(xiàn)。Listen and circle是字母與其所對(duì)應(yīng)的例詞的聽(tīng)力練習(xí)。Write and say是字母的書寫學(xué)習(xí)。字母的書寫一定要規(guī)范要求，為學(xué)生的英文書寫打好堅(jiān)實(shí)的基礎(chǔ)。Start to read通過(guò)找字母的趣味形式鞏固所學(xué)的字母，培養(yǎng)學(xué)生的觀察能力。

教學(xué)目標(biāo)：

1.能力目標(biāo)

（1）能正確讀出Oo—Tt6個(gè)字母，并能夠在四線格內(nèi)正確書寫，說(shuō)出它們?cè)谧帜副碇械恼_位置。

（2）聽(tīng)到字母能說(shuō)出它對(duì)應(yīng)的發(fā)音。

（3）能夠根據(jù)圖片聽(tīng)單詞，選出正確的詞首字母。

（4）能區(qū)分Oo—Tt6個(gè)字母字母手寫體和印刷體。

2.知識(shí)目標(biāo)

（1）聽(tīng)、說(shuō)、認(rèn)讀、正確書寫字母Oo—Tt6個(gè)字母。并知道其在單詞中的發(fā)音。

（2）聽(tīng)懂、會(huì)說(shuō)以這幾個(gè)字母開頭的單詞。

3.情感目標(biāo)：進(jìn)一步培養(yǎng)學(xué)生良好的書寫習(xí)慣。

教學(xué)重點(diǎn)：

聽(tīng)、說(shuō)、認(rèn)讀字母Oo-Tt6個(gè)字母并掌握它們的正確書寫。

教學(xué)難點(diǎn)：

（1）正確說(shuō)出所給例詞的首字母。

（2）注意大寫字母Q,的讀音及書寫， 小寫字p,q的書寫。

教學(xué)過(guò)程：

Step 1 Preparation

1.教師出示字母卡學(xué)生認(rèn)讀字母，復(fù)習(xí)所學(xué)過(guò)的字母Aa-Nn。出示字母卡時(shí)單獨(dú)呈現(xiàn)大寫或小寫，讓學(xué)生認(rèn)讀。

2.游戲：教師說(shuō)出一個(gè)字母，學(xué)生迅速說(shuō)出他的左鄰右舍，對(duì)說(shuō)的又快又對(duì)的學(xué)生及時(shí)鼓勵(lì)。

Step 2 Presentation

1.教學(xué)字母Oo及相應(yīng)單詞

（1） 導(dǎo)入字母Oo，用字母詞卡教讀。 然后讓學(xué)生分別認(rèn)讀大寫字母O和小寫字母o。讓學(xué)生觀察它在字母表中的位置，說(shuō)出他的左鄰右舍。

學(xué)生觀察Write and say中字母Oo的筆順并說(shuō)一說(shuō)，師在黑板上四線格內(nèi)板書，強(qiáng)調(diào)占格，學(xué)生書空。學(xué)生觀察字母卡中的字母與黑板上四線格中的字母有什么不同，引導(dǎo)學(xué)生區(qū)分印刷體與手寫體，告訴學(xué)生字母書寫要向右稍傾斜。讓學(xué)生在練習(xí)本上仿照Write and say書寫，教師指導(dǎo)。師用肢體語(yǔ)言做出字母的形狀，生做。

（2）教師用多媒體或橘子圖片說(shuō)：This is an orange.教師領(lǐng)讀orange,另一手拿orange的詞卡，讓學(xué)生跟讀單詞，師板書單詞orange（字母o用紅筆標(biāo)出）并貼圖片或畫簡(jiǎn)筆畫。

師以同樣的方式呈現(xiàn)on，教師一手拿圖片或用動(dòng)作表示，教讀單詞，另一手拿on的詞卡，學(xué)生跟讀單詞，師板書單詞on（字母j用紅筆標(biāo)出）并貼圖片或畫簡(jiǎn)筆畫。師領(lǐng)讀黑板上的兩個(gè)單詞，讓學(xué)生感知O在單詞中的發(fā)音，引導(dǎo)學(xué)生推斷O作為單詞首字母的發(fā)音。

（3）讀后讓學(xué)生觀察，第一個(gè)字母都是O，然后老師指著例詞并領(lǐng)讀，讓學(xué)生充分感知語(yǔ)音。O,O,O,eu,eu,eu,on, orange

多次嘗試讓學(xué)生說(shuō)出他們所學(xué)過(guò)的或他們所知道的以字母Jj開頭的單詞，學(xué)生邊說(shuō)教師邊在黑板上板書。教師引導(dǎo)學(xué)生歸納字母Oo在單詞中的發(fā)音，并注意糾正學(xué)生不正確的發(fā)音。之后同桌互相合作并糾音正音，教師邊在黑板上板書。

2.同法呈現(xiàn)字母Oo-Tt及相應(yīng)的單詞，基本過(guò)程為：板書教讀字母區(qū)分大小寫-學(xué)生書空--圖卡導(dǎo)入呈現(xiàn)單詞-聽(tīng)說(shuō)單詞-板書單詞-找共同的字母-讀詞感知字母的發(fā)音-說(shuō)出學(xué)過(guò)的以此字母開頭的單詞。教師在教學(xué)字母的過(guò)程中注意強(qiáng)調(diào)大寫字母Qq,的讀音及書寫， 小寫字母p,q的書寫。

3.Listen,repeat and chant.（第一遍讓學(xué)生聽(tīng)錄音，第二遍讓學(xué)生聽(tīng)錄音并跟讀）

4.小組合作學(xué)習(xí)。教師讓學(xué)生小組內(nèi)大聲朗讀。

Step 3 Practice

1.配對(duì)子

將學(xué)生分為兩大組，教師說(shuō)出字母，A組同學(xué)舉大寫字母卡，B組舉小寫字母卡。舉的又快又對(duì)的為勝者。

2.游戲Say letters：教師出示一張圖片，如orange,生快速讀出單詞并大聲說(shuō)出相應(yīng)的字母Oo 。此活動(dòng)先由教師出示，全體學(xué)生說(shuō)，再指?jìng)€(gè)別學(xué)生說(shuō)，然后學(xué)生在小組內(nèi)進(jìn)行Say letters：學(xué)生輪流出示圖片，其他學(xué)生快說(shuō)字母。

3.Listen and circle

讓學(xué)生看課本第40頁(yè)Listen and circle，聽(tīng)錄音圈字母，教師在教室內(nèi)走動(dòng)幫助個(gè)別學(xué)生。檢查答案。

4.仿例抄寫Write and say：課堂上給學(xué)生一定的時(shí)間進(jìn)行書寫練習(xí)，教師在這一時(shí)間內(nèi)要在學(xué)生中進(jìn)行巡視，以便及時(shí)發(fā)現(xiàn)和糾正錯(cuò)誤。適時(shí)進(jìn)行情感教育：養(yǎng)成良好的英語(yǔ)書寫習(xí)慣。

Step 4 Production

1.Find and say

學(xué)生觀察圖，先在小組內(nèi)說(shuō)一說(shuō)圖中有哪些字母？然后找?guī)讉€(gè)同學(xué)來(lái)說(shuō)，用句型I see…。

2.小組內(nèi)討論生活中還有那些類似這幾個(gè)字母形狀的物品，然后在全班交流。

Step 5 Progress

1.檢測(cè)：做《基訓(xùn)》或《配練》相應(yīng)的練習(xí)題。

2.Summary：What have you learned today?引導(dǎo)學(xué)生總結(jié)本課時(shí)所學(xué)知識(shí)。

3.Homework

（1）聽(tīng)錄音跟讀。

（2）仿照Write and say抄寫6個(gè)字母Oo-Tt。

? 五年級(jí)英語(yǔ)課件

ⅰ.根據(jù)句意及漢語(yǔ)提示，填寫單詞。

1. my sister likes soft colors, such as white and ________(粉紅色).

2. you shouldn’t treat him like that. i don’t think it’s ________(公平的) to him.

3.she said that loud mus ic made her _________(緊張的).

4. we feel uncomfortable to sit on _________(硬的) seats.

5. they ma de the school a place for ________(科學(xué)的) experiments.

ⅱ.根據(jù)句意,從方框內(nèi)選擇合適的動(dòng)詞，并用其適當(dāng)形式填空。

1. do you smoke? how do you feel about ___ _____?

2. people don’t like to be kept _________.

3. the pie can be ________ hot or cold.

4. they had fun __________ football in the park last sunday.

5. — what made you so upset?

— __________ my new bicycle.

ⅲ.根據(jù)句意，從方框內(nèi)選擇合適的' 短語(yǔ)，并用其適當(dāng)形式填空。每詞限填一次。

make a decision, make a living, make friends, make it, make money, make noise

1. kelsey has ___________ to practice dancing.

2. the twins ___________ by selling clothes.

3. don’t ___________. i’m answering the phone.

4. i’m new in the class. would you like to ___________ with me?

5. the poor girl had to try her best to ___________ for the whole family.

6. wang lin should have been there at 10 am, but he didn’t _________ because of heavy traffic.

1. 輕柔的音樂(lè)使他感到很放松。

_____________________________________

2. 那場(chǎng)悲傷的電影讓我一直哭。

_____________________________________

3. 等了她那么久讓我很生氣。

______________________________________

4. 為了讓自己能被那位老人聽(tīng)見(jiàn)，我不得不大聲說(shuō)話。

_____________________________________

5. 必須讓他遵守規(guī)則。

_____________ _________________________

ⅴ. 根據(jù)漢語(yǔ)提示完成下列句子，每空 一詞。

1. 那個(gè)笑話那么有趣，以至于我們都情不自禁地笑了。

the joke was ________ funny _______ we couldn’t help laughing.

2. 昨晚你和你的朋友們玩得高興嗎？

did you _________ _________ __________ your friends last night?

3. 今天早 上因?yàn)榻煌〒頂D我遲到了。

i was late ________ ________ ________ ________.

4. 糟糕的污染使我想要組織一個(gè)清潔運(yùn)動(dòng)。

terrible pollution ________ ________ ________ ________ organ ize a clean-up campaign.

5. 這兒有一些對(duì)學(xué)生們有用的建議。

here are some ________ _________ _________ helpful to students.

ⅰ.根據(jù)句意及首字母提示，填寫單詞。

1. he usually l_________ what to buy before going to the supermarket.

2. have you packed your toothbrush and t__________?

3. the food my mother cooks for us t__________ delicious.

? 五年級(jí)英語(yǔ)課件

I. 重點(diǎn)詞組

1.learn…from…向……學(xué)習(xí)

2.in order to為了

3.give support to… 為……提供幫助

4.see sth. oneself 親眼所見(jiàn)某物

5.keep in touch with 與……保持聯(lián)系

6.sorts of各種各樣的

7.make progress 取得進(jìn)步

8.thanks to 由于

II.重點(diǎn)句型

1. Where have you been, Jane? 你去過(guò)哪里，簡(jiǎn)?

2. She has gone to Cuba to be a volunteer.她去古巴當(dāng)志愿者了。

3. There goes the bell. 鈴響了。

4. Though I had no time to travel, I still felt very happy.雖然我沒(méi)有時(shí)間去旅行，但是我仍然感到很開心。

5. Now our country has developed rapidly.現(xiàn)在我們國(guó)家發(fā)展迅速。

III.語(yǔ)法

1. 現(xiàn)在完成時(shí)態(tài)的構(gòu)成：助動(dòng)詞have/has+動(dòng)詞的過(guò)去分詞

e.g. You have just come back from your hometown.

2. 現(xiàn)在完成時(shí)態(tài)的句式:

e.g. (1) I have been to Mount Huang with my parents.

(2) I haven’t seen him for a long time.

(3) Where have you been?

(4) ——Have you ever cleaned a room? ——Yes, I have. / No, I haven’t.

3. have/ has been與 have/has gone 的區(qū)別

have/has been to sp.表示曾經(jīng)到過(guò)某地—— have/has gone to sp.表示已經(jīng)去了某地

e.g. (1) I have been to Mount Huang with my parents. (2) She has gone to Cuba to be a volunteer.

? 五年級(jí)英語(yǔ)課件

eat breakfast吃早餐 have···class上···課 play sports 進(jìn)行體育運(yùn)動(dòng)

exercise 活動(dòng)，運(yùn)動(dòng) do morning exercises早鍛煉 eat dinner吃晚飯

clean my room 打掃我的房間 go for a walk 散步 go shopping 去購(gòu)物

take學(xué)習(xí)，上(課) dancing舞蹈 take a dancing class 上舞蹈課

a.m上午 p.m.下午 usually 通常地

二、其他日常活動(dòng)。

get up起床 eat lunch吃午飯 go to bed 上床睡覺(jué)

wash my face洗臉 wash my clothes 洗我的衣服 watch TV看電視

play ping-pong打乒乓球 play the pipa彈琵琶 go swimming 去游泳

go running去跑步 do homework 做作業(yè) do kungfu練武術(shù)

play football踢足球 play basketball打籃球

三、頻度副詞。

always總是，一直(100%) usually通常(80%) often經(jīng)常(60%) sometimes(30%)有時(shí)

四、疑問(wèn)詞。 when什么時(shí)候 why 為什么

五、重點(diǎn)句型。

1、詢問(wèn)別人什么時(shí)候做某事的句型及回答。

句型結(jié)構(gòu)：?jiǎn)枺篧hen do you+動(dòng)詞短語(yǔ)原形+其他?(你/你們什么時(shí)候做某事?)

答：I/we(+頻度副詞)+動(dòng)詞短語(yǔ)原形+at+具體時(shí)間(我/我們通常在幾點(diǎn)做某事。)

例：?jiǎn)枺篧hen doyou go to bed?(你什么時(shí)候上床睡覺(jué)?)

答：I go tobed at 9：00p.m (我晚上9點(diǎn)上床睡覺(jué)。)

注意：當(dāng)主語(yǔ)是第三人稱單數(shù)(he,she,it,單個(gè)人名或單數(shù)名詞)時(shí)，助動(dòng)詞do要變成does,

句型結(jié)構(gòu)是：when does+主語(yǔ)(第三人稱單數(shù))+動(dòng)詞短語(yǔ)原形+其他?

2、詢問(wèn)別人周末做什么的句型及回答。

句型結(jié)構(gòu)：?jiǎn)枺篧hat do you do on the weekend?(你周末做什么?)

答：I(+頻度副詞)+動(dòng)詞(短語(yǔ))+其他。

例：?jiǎn)枺篧hat doyou do on the weekend?(你周末做什么?)

答：I usually read books. (我通常看書。)

注意：當(dāng)主語(yǔ)是第三人稱單數(shù)(he,she,it,單個(gè)人名或單數(shù)名詞)時(shí)，助動(dòng)詞do要變成does,

句型結(jié)構(gòu)是：what does+主語(yǔ)(第三人稱單數(shù))+do+on the weekend?

? 五年級(jí)英語(yǔ)課件

? 五年級(jí)英語(yǔ)課件

一個(gè)驚喜，正悄然降臨。下午，我們將擁有一節(jié)與眾不同的英語(yǔ)課哦！

為什么說(shuō)與眾不同呢？原來(lái)是一位外國(guó)人，要來(lái)給我們上課。怎么樣？新鮮吧！

上課鈴打響了，只見(jiàn)一位高個(gè)子、白皮膚的外國(guó)小伙走進(jìn)了教室，同學(xué)們頓時(shí)歡呼雀躍。我仔細(xì)打量了一番，他有一雙凹進(jìn)去的棕色眼睛，鼻子高挺，整個(gè)臉看上去有棱有角。

英語(yǔ)課正式開始！老師先自我介紹了一下，他的英文名叫sam。這節(jié)課學(xué)習(xí)的主要內(nèi)容是關(guān)于職業(yè)的單詞句型。sam老師給我們出了個(gè)難題：說(shuō)出一些職業(yè)單詞。同學(xué)們都踴躍舉手，我可不急，我要在最后上演壓軸好戲。很多同學(xué)說(shuō)了許多常見(jiàn)的單詞，當(dāng)只有少數(shù)同學(xué)舉手時(shí)，sam喊到了我，我連珠炮似的一連串說(shuō)出好幾個(gè)課外積累的單詞，老師頻頻點(diǎn)頭，我頓時(shí)感覺(jué)驚艷全場(chǎng)。結(jié)束后，sam老師拿出幾張圖文并茂的卡片，教了我們?cè)S多新單詞，讓我們耳目一新。

富有童心的老外玩性大發(fā)，拿來(lái)一袋積木，跟我們玩起游戲來(lái)。我們分為兩組，pig組pksun組。規(guī)則是這樣的：用英語(yǔ)說(shuō)出我將來(lái)想要做什么，獲得兩塊積木，橫豎拼搭，哪組先倒，另組積分。原來(lái)老師在激起我們對(duì)新知識(shí)的興趣，加深記憶。go！sam竟叫了我們最不放心的小陳，此人口語(yǔ)能力較差，能成功嗎？他結(jié)結(jié)巴巴地說(shuō)出句子，sam糾正了他的發(fā)音。不知是緊張，還是不會(huì)，他老是說(shuō)不準(zhǔn)。sam卻很有耐心，一遍又一遍地指著自己的嘴教小陳。在老師的悉心教導(dǎo)下，一切變得游刃有余，小陳獲得兩塊積木。他小心翼翼地放上去，成功！而對(duì)手因一個(gè)小失誤，功虧一簣。

這堂英語(yǔ)課，不像以前生硬地學(xué)，而是在快樂(lè)中學(xué)習(xí);不像以前死記硬背，而是在游戲中熟悉;不像以前難以溝通，而是在交流中運(yùn)用！

我愛(ài)這堂與眾不同的英語(yǔ)課！

? 五年級(jí)英語(yǔ)課件

一、教學(xué)重點(diǎn)

本課時(shí)的重點(diǎn)掌握句型是： Who’s your math teacher？ Mr Zhao． What’s he like？ He’s thin and short. He’s very kind要求學(xué)生能在相似的情景中完成替換練習(xí)。能靈活運(yùn)用這些句子進(jìn)行交際。

二、教學(xué)難點(diǎn)

Let’s try這一形式在學(xué)生用書中第一次出現(xiàn)，但難度不大。學(xué)生即使不能夠聽(tīng)懂句子的含義，只要明白關(guān)鍵詞語(yǔ)的意思也能找到正確答案。教師要幫助學(xué)生聽(tīng)錄音熟悉新詞和新句型，感知連讀、失去爆破和弱讀等語(yǔ)音現(xiàn)象。初步培養(yǎng)學(xué)生的聽(tīng)力技能。

三、課前準(zhǔn)備

1．教師準(zhǔn)備教學(xué)過(guò)程中所需要的圖片、聲音、課件，人物圖片最好是能夠

直接粘貼在黑板上。

2．準(zhǔn)備一些教師的照片或圖片。

3．教師準(zhǔn)備錄音機(jī)及錄音帶。

四、教學(xué)過(guò)程

1．Warm－up（熱身）

（1）教師放歌曲“My New Teacher”，讓學(xué)生感知并復(fù)習(xí)歌曲中語(yǔ)言。

（2）結(jié)合畫有人物不同相貌特征的教學(xué)圖片進(jìn)行關(guān)鍵詞的替換，引導(dǎo)學(xué)生復(fù)習(xí)上一課時(shí)所學(xué)的新詞，為本課時(shí)學(xué)習(xí)句型做好準(zhǔn)備。口語(yǔ)練習(xí)內(nèi)容可參考如下：

A： Good morning/afternoon. Look! Our math teacher is very young. He’s tall and thin.

B： This is our music teacher. She’s young. She’s very funny.

A： Who’s your art teacher？

B： Mr Hu．

A： What’s he like？

B： He’s short and thin！

2． Let’s try and talk (操練)

Let’s try

反復(fù)播放Let’s try部分錄音，指導(dǎo)學(xué)生根據(jù)聲音選出圖中相應(yīng)的人物。在學(xué)生根據(jù)錄音內(nèi)容圈出所描述教師之后，可讓學(xué)生看一看他們熟悉老師的圖片，用英語(yǔ)說(shuō)出他們是誰(shuí)，用句型：“Who’s he/ she? What’s he / she like? ”提問(wèn)學(xué)生。此后再轉(zhuǎn)入 Let’s talk部分對(duì)話的詳細(xì)學(xué)習(xí)。教師最好能放一句，停一句，并重復(fù)錄音中的話語(yǔ)，幫助學(xué)生掌握正確的語(yǔ)音、語(yǔ)調(diào)。

Let’s talk

（1）教師播放Let’s learn A中的四句話（聲音見(jiàn)媒體素材的A learn sentences.wav）。教師說(shuō)：“這位胡老師又瘦又矮，我們找一找圖中的哪位老師又瘦又矮呢？”出示Let’s talk部分的人物圖片，讓學(xué)生快速找出Mr Zhao。 然后教師分別說(shuō)出教師姓氏： Mr Ma／ Miss Liu…．這時(shí)先不要求學(xué)生描述這些教師，可把該項(xiàng)任務(wù)放到對(duì)話教學(xué)之后。

（2）聽(tīng)錄音，跟讀Let’s talk部分的對(duì)話。引導(dǎo)學(xué)生指現(xiàn)圖中的人物

Mr Zhao是English teacher, 而錄音中的人物說(shuō)的是math teacher。

（3）教師再次出示人物圖片，讓學(xué)生分別并對(duì)人物進(jìn)行描述，可利用句型：“Who’s this man / woman？ What’s he/she like？”進(jìn)行操練，先由教師示范，再結(jié)對(duì)或分小組進(jìn)行。

Good to know

此部分為選學(xué)內(nèi)容，要求學(xué)生了解中西方國(guó)家在人名稱呼習(xí)慣上的不同。漢語(yǔ)中習(xí)慣把姓放首位，名字放在后面。英語(yǔ)國(guó)家的人卻習(xí)慣把名放在首位，家族的姓氏放在后面，而且有的在兩者之間還有中間名（middle name）。這些不同需要讓學(xué)生了解。

3．Consolidation and extension（鞏固與擴(kuò)展）

（l）讓學(xué)生做A部分Let’s talk的活動(dòng)手冊(cè)配套練習(xí)。

（2）讓學(xué)生默記Let’s talk部分的錄音，將內(nèi)容說(shuō)給家長(zhǎng)或朋友聽(tīng)。

（3）讓學(xué)生利用新學(xué)的文化背景知識(shí)，試著與同學(xué)進(jìn)行交流，可分別扮演不同國(guó)家的人物。再用英語(yǔ)寫一寫自己扮演的名字。

4. 小結(jié)

句型：

Who’s your math teacher？

Mr Zhao．

What’s he like？

He’s thin and short. He’s very kind.

教學(xué)反思：

課文通過(guò)聽(tīng)聲音找圖片人物、復(fù)述對(duì)話、操練句型等方式來(lái)學(xué)習(xí)句型是

Who’s your math teacher？Mr Zhao. What’s he like？He’s thin and short. He’s very kind. 這些句子在第一課時(shí)已接觸過(guò)，本課重點(diǎn)是讓學(xué)生進(jìn)行句型操練。先學(xué)會(huì)聽(tīng)懂句型，再進(jìn)行復(fù)述句型，最后靈活運(yùn)用這幾句話進(jìn)行交談。教師主要參與學(xué)生一開始的聽(tīng)說(shuō)部分，引導(dǎo)學(xué)生掌握聽(tīng)英語(yǔ)的技巧，和說(shuō)英語(yǔ)的語(yǔ)音。在學(xué)生最后的活動(dòng)中，教師只起輔助作用，進(jìn)行評(píng)分和最后的總結(jié)。

? 五年級(jí)英語(yǔ)課件

五年級(jí)英語(yǔ)知識(shí)點(diǎn)：分?jǐn)?shù)的表示法

1. 用基數(shù)詞+序數(shù)詞表示：

分?jǐn)?shù)在英語(yǔ)中通常是借助于基數(shù)詞和序數(shù)詞來(lái)共同表達(dá)的。其中基數(shù)詞表示分子，序數(shù)詞表示分母。如：

The centimeter is one-tenth of the decimeter or one-hundredth of the meter. 厘米是分米的十分之一，或者說(shuō)是米的百分之一。

However， the number of the boys will be less than a third of the girls in the class. 但是班里男生的人數(shù)將比女生的三分之一更少。

.從以上例子可以看出：分子為1時(shí)，既可以用 one，也可用a。

2. 如果分子大于1，分母則要用復(fù)數(shù)形式。如：

三分之一 one-third;三分之二 two-thirds

3. 二分之一不能說(shuō) a(one) second，而要說(shuō) a(one) half。

四分之一和四分之三可以說(shuō) a(one) fourth 和 three-fourths，但常用 a quarter 和 three quarters 表示。

4. 分?jǐn)?shù)修飾的名詞在句子中作主語(yǔ)時(shí)，謂語(yǔ)動(dòng)詞是用單數(shù)還是復(fù)數(shù)取決于名詞，即與名詞保持一致。如：

Only one-fifth of air consists of oxygen. 氧氣只占空氣的五分之一。

About two thirds of the students are going to attend the meeting. 大約三分之二的學(xué)生都將參加會(huì)議。

5. 帶分?jǐn)?shù)的表示：

所謂帶分?jǐn)?shù)，實(shí)際上是整數(shù)+分?jǐn)?shù)，表達(dá)時(shí)分而述之，只是整數(shù)部分與分?jǐn)?shù)部分要用連詞 and 連接。如：

You should finish the work within one and a fourth hours. 你應(yīng)在1小時(shí)25分鐘內(nèi)完成工作。

6. 分?jǐn)?shù)常和of 連用，作主語(yǔ)或賓語(yǔ)，但分?jǐn)?shù)也可以不帶of 短語(yǔ)直接作主語(yǔ)或賓語(yǔ)。例如：

In U.S.， two-thirds continue to support death penalty. 在美國(guó)，三分之二的人仍然支持死刑。

小學(xué)五年級(jí)英語(yǔ)上冊(cè)知識(shí)點(diǎn)

My week

1.星期一到星期天首字母要大寫。

Monday 星期一 (Mon.) Tuesday 星期二(Tues.) Wednesday 星期三 (wed.)

Thursday 星期四 (Thur.) Friday星期五(Fri.) Saturday 星期六 (Sat.)

Sunday 星期天(Sun.)

2.watch TV 看電視 do homework 家庭 read books 看書

wash my clothes洗衣服 play football踢足球

3.本單單元重點(diǎn)學(xué)習(xí)怎樣問(wèn)星期及怎樣回答。

今天是星期幾? What day is it today?

今天是星期一。 It’s Monday.

4.問(wèn)星期的某天常干什么事及回答。

你星期六常干什么? What do you often do on Saturday?

我常做家庭作業(yè). I often do homework.

你們星期三常上些什么課? What do you have on Wednesday?

我們上語(yǔ)文、數(shù)學(xué)和英語(yǔ). We have Chinese math and English.

3. What about you? 那你呢? (用于來(lái)問(wèn)別人同樣的問(wèn)題而又不重復(fù)前面的問(wèn)句。)

4. John likes Mondays and Fridays, because he likes P.E.

小學(xué)五年級(jí)英語(yǔ)學(xué)習(xí)方法

1、上課認(rèn)真聽(tīng)講。別走神。

2、一定要按要求完成老師布置的任務(wù)，包括要求背誦的內(nèi)容。

3、要把課本上的單詞全記住。盡量背誦一些短文和對(duì)話，即使背不下來(lái)也要每天背誦幾個(gè)句子。并默寫。

4、每天結(jié)合所學(xué)內(nèi)容做些習(xí)題。遇到問(wèn)題及時(shí)查閱參考資料，或問(wèn)老師。千萬(wàn)不要拖。

5、盡量擴(kuò)大自己的詞匯量，詞匯量大了。閱讀的障礙少了。理解能力就強(qiáng)了。

? 五年級(jí)英語(yǔ)課件

今天，我們又去上了一次英語(yǔ)興趣課。

這節(jié)課，我們學(xué)習(xí)字母C和D。首先，老師讓我們?cè)贉亓?xí)一下前面的課程，讀讀前面學(xué)過(guò)的對(duì)話。我想，這下子糟了，我全忘記了呀，這怎么辦呢？我只好讀了起來(lái)，可是我始終聽(tīng)別人的，別人怎么讀，我就怎么讀。終于結(jié)束了，老師要我們?cè)僮x一遍，我的天呀！還要再讀呀！再讀我要暈了。沒(méi)辦法，我只好讀，我讀得結(jié)結(jié)巴巴。老師又來(lái)教我們讀，這下我就踏實(shí)了。我一心一意的學(xué)，過(guò)了一會(huì)兒，我會(huì)了，這下子我會(huì)讀了，沒(méi)有關(guān)系了。老師讓我們舉手來(lái)讀，可我還是不敢，嘴里說(shuō)：菩薩保佑，不要叫到我。老師叫了許多同學(xué)，就是沒(méi)有叫到我，我心里樂(lè)開了花。突然，老師用手指了指我，頓時(shí)，我的臉色蒼白，不會(huì)真叫我讀吧。我慢慢站了起來(lái)，老師說(shuō)：不是你，是后面那個(gè)。這時(shí)，我才安定下來(lái)，原來(lái)老師叫的是我后面的人。我們學(xué)完了字母C和D，老師教了我們幾遍，今天的課，我學(xué)的格外認(rèn)真。下課了，老師叫我們把今天學(xué)的內(nèi)容都背下來(lái)。回到教室，我不斷的唉聲嘆氣，我讀都讀得不太熟練，怎么能背的下來(lái)哦。下午放學(xué)回家了，我把事情的前后經(jīng)過(guò)告訴了爸爸，爸爸說(shuō)，要想很好的掌握學(xué)過(guò)的知識(shí)，不但上課要認(rèn)真聽(tīng)課，還得多溫習(xí)。我明白了，以后的每天早上，我要早早起床，多讀多背學(xué)過(guò)的知識(shí)。

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