五年級上冊英語教學設計模板5篇

作為一位不辭辛勞的人民教師，通常需要用到教學設計來輔助教學，教學設計以計劃和佈局安排的形式，對怎樣才能達到教學目標進行創造性的決策，以解決怎樣教的問題。你知道什麼樣的教學設計才能切實有效地幫助到我們嗎？以下是小編為大家收集的五年級上冊英語教學設計模板5篇，僅供參考，希望能夠幫助到大家。

五年級上冊英語教學設計模板5篇1

教學目標

1、進一步鞏固四會句子：I like …because …並能在情境中綜合運用。

2、能夠正確認讀和理解文章的含義，並正確完成選擇題。 3、能夠根據教學內容回答對四季喜好的問題，並做恰當的回答，完成句子填寫的活動。

教學重難點

1、掌握四會句型：I like …because…句型。 2、能聽懂短文內容，並完成提出的問題。

教學過程

Step 1 Warm-up

tings.

’s sing:

What’s your favourite season?

(設計意圖：通過問候，拉近師生距離;通過吟唱與本課相關的歌曲，既活躍了課堂氣氛，又讓學生在歌曲中初步感知fall的含義。)

Step 2 Pre-reading

1、T:(承接上面的歌曲)We have learnt four seasons. They are….(學生看課件依次說出四個季節名稱)Yes. We also call “autumn” “fall”.教師出示單詞卡操練，操練完後板書並讓學生拼讀。

2、Ask and answer:

T: Which season do you like best?

Why do you like spring/summer/fall/winter.

(設計意圖：通過問答覆習本單元重點句型，為本課學習作鋪墊。)

Step 3 While-reading

1、General reading

(1)讓學生帶著問題Which season does Robin like best?觀看Read and write的動畫。

(2)Read and tick:

Let the students read the passage quickly and tick.

(3)Tick or cross:

e are beautiful flowers in spring.( ) weather is cold in summer. ( ) n doesn’t like summer. ( ) e is lots of snow in winter. ( )

(設計意圖：讓學生有針對性地粗讀課文，初步感知文字，獲取關鍵資訊，做到去偽存真，從而瞭解閱讀整體。)

2、Detailed reading

(1)Get the Ss to read Paragraph 1 and answer the question: Why does Zoom like spring?

T: Yes. The spring is very beautiful. (課件出示beautiful spring，並板書beautiful)

(2)Read Paragraph 2 and answer the question: What’s the weather like in summer?

T: Yes. The summer is hot.(課件出示hot summer並板書hot)

(3)Read Paragraph 3 and answer.

T: Does Zoom like summer? How do you know?引導學生讀出句子：I go swimming。

Why do you like summer? Because I can swim in the lake.

課件呈現動態落葉圖，幫助學生理解句子：The leaves fall and fall and fall.

T: Yes. The fall is lovely.(課件出示lovely fall並板書lovely)

It’s fall. Zoom and Zip go hiking. They eat a lot.

(4)Read Paragraph 4 and answer. T: Why does Zoom like winter? Ss: Because he can play in the snow.

T: Yes. And there is lots of snow.(課件劃出lots of，讓學生根據圖片猜測其含義，並出示單詞卡操練。)

T：What colour is the snow? Ss: White.

T: Yes. The snow is white. The winter is white.(課件出示white winter，並板書。)

Because I can sleep a long time.

(設計意圖：學生通過自主閱讀課文，根據關鍵詞口頭回答教師的問題，對文字資訊進行篩選分析，充分了解文字細節，從而清楚地掌握所學內容。)

Step 4 Post-reading

1、Listen and repeat.

(1)播放課文錄音，學生仔細聽。

(2)再次播放錄音，學生逐句跟讀。

(3)學生齊讀課文。

(設計意圖：通過跟讀模仿，培養學生的語感，形成正確的語音、語調，促進學生更流暢的表達。)

2、Fill in the blanks.

(1)The trees are_____and the flowers are ____ in spring.

(2)The weather is ____ in summer. Zip likes summer but he ______swim.

(3)What _____ colours! Zip wants to _________________. (4)Zoom likes winter because he can____________.

(設計意圖：通過填空練習，不但對學生是否掌握了語篇內容起到了較好的檢測、反饋作用，還有意識地引導學生走出文字，培養其語篇運用能力。)

3、Read and choose.

Hello, I’m Zhang Peng. I like summer best. The weather is hot. The trees are very green in summer. I often go swimming with my friends. I often eat ice cream. I often eat watermelons, too. They are my favourite fruit. I have a long summer vacation, too. What a happy summer! ( )g Peng likes______ best. ng er ( )g Peng often ______ in summer. swimming ice cream and watermelons A and B

( )g Peng has a ________ summer. y ly

4、Tick or cross.

Hello, I’m Mike. I like winter best. Because I can make a snowman. My friends like different seasons. Amy likes spring. She often flies a kite in spring. John likes summer. He often goes swimming in the lake. Mary likes autumn best. She often pickes apples in autumn. What about you? likes winter best.( )

often goes swimming in spring.( ) likes fall best.( )

often picks apples in autumn.( ) ’s friends like different seasons.( )

(設計意圖：通過補充兩篇閱讀材料，讓學生自主閱讀，完成相應的練習，以鞏固、擴大學生的詞彙量及語言知識，拓展學生的思維，培養和提升學生的閱讀技能。)

5、Write a poem.

My favourite season

I like spring best.

Spring is warm. Spring is rainy. There are green trees. I can fly kites. I can go on a picnic. Spring, spring. I love you! (1)教師進行示範。 (2)學生仿寫。 (3)學生展示。

(設計意圖：通過讓學生仿寫有關季節的小詩，提高學生的語言綜合運用能力，達到學以致用的目的。)

Step 5 Summary

T: What colourful seasons! Let’s enjoy every season. Happy every day. (適時進行小結，並進行德育滲透，使學生的情感得以昇華。)

Step 6 Homework

en and read P19.

(聽錄音,朗讀,請注意語音語調。)

2. Read the poem and write poems about other seasons. (讀自己寫的小詩,試著寫一寫另外的季節。)

板書設計：

Unit 2 My favourite season

Part B Read and write

五年級上冊英語教學設計模板5篇2

教學目標

a.知識目標:能夠聽、說、認讀句型:When is your birthday? My birthday is in February. Is your birthday in February, too? No, my birthday is in…並能以分角色的形式進行運用。

b.能力目標:能夠調查同學,家長的生日。瞭解西方主要節日所在的月份.

c.情感策略,文化目標:1.用任務型語言教學途徑,讓學生在“做”中學,激發學生學習英語的興趣。培養學生學習英語的積極態度。使學生樂於合作參與,用於進行交際實踐。2.學知識的同時,不忘對學生進行情感教育。學會感恩。

教學重難點

在教師指導下學生要根據實際情況使用多樣化的表達方式,如:When is your birthday? Is your birthday in February, too? How many birthdays are there in January?以及When is Children’s Day?

教學過程

環節一、Warm—up and Review(熱身和複習)

活動一:Let’s chant

(設計意圖:活躍氣氛的同時本首歌曲的內容又和本節課的教學內容相聯絡,是學生得思緒很快從課外回到課堂中來)

活動二:由unit2的內容進行Free talk。用幻燈片複習月份單詞,並按季節劃分

(設計意圖:用自由會話的形式自然引出本課單詞,把兩個單元的知識合理的串聯起來。培養了學生得口語會話能力。)

環節二、Presentation(新課呈現)

活動一:

a.句型教學When is your birthday?

Teacher: which season do you like best? S:

T:I like winter best. Because my birthday is in February.(板書)接著問某個學生: When is your birthday? (板書)帶讀兩遍,指導學生完成問答。

T: Is your birthday in ...,too?(板書)

S: Yes./ No, my birthday is in ...

呈現句型,在引導學生說出My birthday is in ….之後,問幾個學生When is your birthday?引導學生作答,初步感知新句型。

b.連鎖問答:

When is your birthday? My birthday is in...兩人小組操練句型。

活動二:Let’s talk

a.教師在播放幻燈片,顯示三個孩子的頭像,分別是:Mike, Amy和Zhang Peng。告訴學生要聽一段對話,學生邊看書邊聽錄音,朗讀對話。

b.教師播放對話錄音兩遍,請學生說一說他們的生日,如:並提問:when is Amy’s birthday?...

c.學生三人一組,進行對話練習,自編對話,最後請若干小組作表演。

(設計意圖:採用情景教學的方法,藉助多媒體音,形,圖文並茂的優勢,開門見山,切入主題)

環節三、課堂任務

1:幻燈片出示幾張小明星的圖片,讓學生思考應該怎麼問他們的生日?此環節十對上一環節知識的進一步鞏固。

2.教師將調查表分發各小組,自行確定小記者和採訪物件。學生可在教室自由走動,既是小記者又是被採訪物件,將採訪到的同學的生日所在月份記入調查表。教師巡視,看“小記者”能否運用不同句式進行“採訪”。然後從調查結果中總結有多少同學出生在一月,二月……

(設計意圖:教師設計數個微型任務,構成任務鏈,學生一個人或小組形式完成各項任務。小記者形式可以激發學生的興趣和表現欲。通過採訪激發學生的交流慾望。進一步拓展所學知識。有助於對課文的理解。)

教師要給小組小記者回報的調查結果做彙總統計,看哪個小組採訪的人多。

(設計意圖:注重活動的.結果可為學生提供自我評價的標準,能使其產生成就感,可轉化為後續學習的動力。)

環節四:Consolidation and extension(鞏固與擴充套件)

活動一: Let’s find out。教師利用幻燈片呈現不同的節日。When is China’s birthday? It’s in October. We call it National Day.再分別教學Army Day, Children’s Day, New Year’s Day, Tree-planting Day, etc.請若干名學生就其它節日進行提問,直至把所有節日問完。

活動二:Let’s find out

a.教師提問學生:“When is Children’s Day?”,請學生答出:“It’s in June.”。

b.給學生幾分鐘把節日和相應的月份連線。

(設計意圖:給學生普及中國的傳統節日)

活動三;採訪聽課教師。

設計意圖:鍛鍊學生得膽量,學生感覺很刺激,激發學生的主動性。

環節五:課堂聽力檢測

活動:Let’s try

教師播放錄音一遍,請學生在Amy, Her mother, Her father下面的括號內填出相應的月份。

(設計意圖:本環節讓學生從聽覺上感知主要句型,並完成練習。訓練了學生得聽力能力,之所以把此環節放在這,是為了引出父母生日更順理成章。銜接更緊密)

環節六:情感態度與價值觀:

結合一段“回家只有七天”的視訊給學生進行情感教育,啟發引導學生為父母做一件事。

(學習知識的同時,不忘叫學生學會孝敬父母,有感恩之心。要知道父母的生日。自己過生日的時候不要攀比等)

環節七:課堂評估

教師對本節課各組學生的表現做一個評價。選出優勝組。給予鼓勵。

環節八:作業安排(homework):

1.回到家裡用英語詢問家庭成員、朋友的生日,並在下節課上課前用英語敘述。

Name

Birthday

(表格)

2.為父母做自己力所能及的事情,下節課和同學分享。

板書

Unit 3 My birthday

When is your birthday?課堂評價

My birthday is in February. Group1.

Is your birthday in …? Group2

Yes, it is. ( No , it isn’t.) Group3

五年級上冊英語教學設計模板5篇3

教學目標

1、能夠掌握三會句子：I like spring because there are many beautiful flowers everywhere. I like winter because I can play in the snow.

2、能理解句子：The leaves fall and fall and fall. I love fall!的中文意思。

教學重難點

教學重點：

聽、說、讀、寫句子：I like winter because I can play in the snow.

教學難點：

1、掌握because引導的原因狀語從句。

2、理解fall的兩種意思。

教學工具

ppt課件

教學過程

Step 1 Warm-up

’s sing:

What’s your favourite season?

(設計意圖：通過問候，拉近師生距離;通過吟唱與本課相關的歌曲，既活躍了課堂氣氛，又讓學生在歌曲中初步感知fall的含義。)

-talk:

T:(承接上面的歌曲)My favorite season is spring. Because it’s warm. There are many beautiful flowers everywhere. How about you? Which season do you like best? Why?

Ss: My favorite season is summer/fall/winter. Because …….

(設計意圖：通過問答覆習本單元重點句型，為本課學習作鋪墊。)

Step 2 Pre-reading

1、T: I have a good friend. He’s very handsome and he can do everything for you. If he wants to say “I like spring.” He will say “I –like- spring.”(imitate like a Robot). Can you guess who is he?

Ss: He is a robot!

T: Yes! You are so clever!(T shows the Robot Robinsin.) Do you want to know which season does Robin like best? OK! Listen carefully and answer the question.

(設計意圖：讓學生帶著興趣去讀短文)

Step 3 While-reading

1、General reading

(1)讓學生帶著問題Which season does Robin like best?觀看Read and write的動畫。

(2)Read and circle:

Let the students read the passage quickly and tick.

(3)Choose the right answer:

Q1: Which season does Robin like best?

Q2: Why?

(設計意圖：讓學生有針對性地粗讀課文，初步感知文字，獲取關鍵資訊，做到抓住關鍵資訊，從而瞭解短文整體。)

2、Detailed reading

(1)Get the Ss to read Paragraph 1 and answer the question: Why does Robin like spring?

T: Yes. The spring is very beautiful. (課件出示beautiful spring，並板書beautiful)

(2)Read Paragraph 2 and answer the question: What’s the weather like in summer?

T: Yes. The summer is hot.(課件出示hot summer並板書hot)

(3)Read Paragraph 3 and answer.

T: Does Robin like fall? How do you know?引導學生讀出句子：What lovely colours! (出示詞卡lovely)I love fall.

課件呈現動態落葉圖，幫助學生理解句子：The leaves fall and fall and fall.

T: Yes. The fall is lovely.(課件出示lovely fall並板書lovely)

(4)Read Paragraph 4 and answer.

T: Why does Robin like winter?

Ss: Because he can play in the snow.

T: Yes. And there is lots of snow.(課件劃出lots of，讓學生根據圖片猜測其含義，並出示單詞卡操練。)

T：What colour is the snow?

Ss: White.

T: Yes. The snow is white. The winter is white.(課件出示white winter，並板書。)

(設計意圖：學生通過自主閱讀課文，根據關鍵詞口頭回答教師的問題，對文字資訊進行篩選分析，充分了解文字細節，從而清楚地掌握所學內容。)

Step 4 Post-reading

1、Listen and repeat.

(1)播放課文錄音，學生仔細聽。

(2)再次播放錄音，學生逐句跟讀。

(3)學生齊讀課文。

(4)模仿機器人。

(設計意圖：通過跟讀模仿，培養學生的語感，形成正確的語音、語調，促進學生更流暢的表達。)

2、Task 1: Fill in the blanks.

(1)The trees are_____and the flowers are ____ in spring.

(2)The weather is ____ in summer. Robin likes summer but he ______swim.

(3)What _____ colours! Robin wants to _________________.

(4)Robin likes winter because he can____________.

(設計意圖：通過填空練習，對學生是否掌握了語篇內容起到了較好的檢測、反饋作用)

3、Task 2: Retell the story.

(設計意圖：有意識地引導學生通過關鍵詞來複述課文，，培養其語篇運用能力。)

4、Task 3：Write a poem.

Myfavourite season

I like spring best.

Spring is warm.

Spring is rainy.

There are green trees.

I can fly kites.

I can go on a picnic.

Spring, spring.

I love you!

(1)教師進行示範。

(2)學生仿寫。

(3)學生展示。

(設計意圖：通過讓學生仿寫有關季節的小詩，提高學生的語言綜合運用能力，達到學以致用的目的。)

Step 5 Summary

Enjoy a song : Seasons in the sun.

T:What colourful seasons! Let’s enjoy every season. Happy every day!

(適時進行小結，並進行德育滲透，使學生的情感得以昇華。)

Step 6 Homework

1. ☆: Retell the text.(複述課文)

2. ☆ ☆: Write your favourite season.(寫一寫自己最喜歡的季節。)

五年級上冊英語教學設計模板5篇4

教學目標

1、語言知識：能夠聽、說、讀、寫四會句子：What’s the date?June her birthday in June?Yes.

2、語言技能：能夠運用句型：What’s the date?June her birthday in June?Yes.詢問日期和同學的生日。

3、情感態度：懂得如何為同學、家人慶祝生日。

4、學習策略：能夠運用所學句型與同學進行對話，進行簡單的寫作。

教學重難點

1、教學重點：掌握四會句子：What’s the date?June her birthday in June?Yes.

2、教學難點：能理解Read and write的對話內容。

教學過程

1、Greeting & Warm-up

(1)Greeting T：Good morning,boys and girls!

(2)Warm-up T：Let’s chant together!(P26 Let’s chant)

2、Free talk

T：What day is it today? S：It’s Wednesday. T：What’s the date today? S：It’s March 26th. T：Oh,is Tree-planting Day in March? Ss：Yes,it is. T：What is the date?Who knows? S：It’s on March 12th. T：Is your birthday in March,too? S：Yes,it is./No, it isn’t.(詢問部分學生) T：Is her /his birthday in June?What’s the date?(利用前面問過的學生生日的資訊帶入本節課的重點句型，並板書。)

3、Lead in T：What can you do on your birthday?Do you want to get a birthday gift?Do you know birthday gift?For example,birthday cards,cake,maybe a pencil or a book.I like birthday about you?(ask some students.) T：Everyone likes to get birthday friend Mary likes birthday cards, her birthday is coming, can I do for her?Have a try,please.(ask some students.) T：Maybe I can make a birthday card for ,This is my birthday ’s on my is an I am sending my friend an

e-card.(簡單做一個傳送電子卡片的演示。)

4、Presentation

(1)First reading T：Look,Zoom has an e-card, is sending an e-card, it for you?Is it for me?Now open your book,read and find out the answer.

(2)Second reading再次閱讀短文並完成P33相應的練習。

Read and find the different one

(3)Third reading T：Now,read the dialogue again,and write down the can discuss with your partner.(學生做第三次閱讀，進一步理解短文內容並完成練習紙上的練習: Tick(√) or cross(×)

( )1)、Grandma has a computer.

( )2)、Grandma can't see the e-card.(檢查該題目時講解本課的閱讀難點：Then she won’t be able to see the card.)

( )3)、Grandma doesn't like the birthday.

播放錄影，學生跟讀，分角色朗讀，並做筆記

5、Practice PPT上呈現一人物圖片，以及不完整的日記內容，並給出單詞供學生選擇。 (1)學生根據短文內容以及給出的提示將日記補充完整;

(2)完成後朗讀日記。

6、Extension

T：What can you do on your friend’s birthday or your family’s birthday?Now discuss with your partner.(情感態度的滲透，讓學生懂得如何為自己的同學，家人慶祝生日。)

7、Summary

學生讀板書內容複習本節課的重點內容句型。

8、Homework

根據實際情況並模仿practice的內容，寫一篇關於自己同學或者家人的日記。

9、板書設計：

Unit 3 My Birthday B Read and write

A：Is your/her/his birthday in April?

C：Yes,it is./No, it isn’t.

A：What’s the date?

C：April 16th./It’s on April 16th

五年級上冊英語教學設計模板5篇5

教學目標

(1)能夠使用頻度副詞問答作息時間,如:When do you do morning exercises? I usually do morning exercises at 8:30.

(2)能夠使用頻度副詞問答週末活動,如:What do you do on the weekend? I often go shopping.

(3)能夠聽說讀寫與日常作息有關的動詞及介詞短語,如:eat breakfast, do morning exercises, play sports, eat dinner, in the evening, at noon等.

(4)能夠用所學語言知識描述一天中的生活起居以及週末活動等.

教學重難點

(1)能夠了解字母組合ai, ay, gr, gl的發音規律並能讀出例詞.

(2)瞭解Story time, Good to know等部分的內容.

教學工具

多媒體

教學過程

Step1 Warm-up

1. Free talk

---What do you do in winter holiday?

---I often ….

2.呈現大量學生已經掌握的動詞片語,讓學生快速認讀

Watch TV, read books, play computer games, play ping-pong/ football,

Listen to music, read books, do homework/ housework, cook the meals, sweep the floor, water the flowers, clean the bedroom, empty the trash, make the bed, wash the clothes, put away the clothes, set the table, do the dishes……

(設計意圖:通過緊張刺激的遊戲既複習了已學的知識,又能起到熱身的作用,使學生的注意力集中到課堂教學中來.)

Step2 Presentation

1.整體呈現部分單詞的同時複習時間的表達法

T: What time is it now? It’s time for English class.

Guess when does T get up/ eat breakfast/ go to school/ eat dinner?

(設計意圖:猜測遊戲是一種學生喜歡而非常容易操作的遊戲,通過猜一猜,讓學生勾起原來的時間表達的小知識.)

2.師生問答,呈現出並新授單詞

T: When do you eat breakfast? S1: At 6:30貼詞卡並寫出6:30,並教讀新片語.

用這種方法教授其它的片語:do morning exercises, have English class, play sports, eat dinner

the phrases follow the TV / T , read by Ss together

(設計意圖:在教學中引入生活中的經驗,自然過渡到新短語的學習.)

4. Game: Guess what’s falling?

呈現五個單詞和when在一個畫面上,讓學生猜一猜哪一個單詞掉下去,猜對的加分,直到最後一個也掉下去,遊戲結束.

(設計意圖:在遊戲中不斷重複所學的短語,讓學生在不知不覺中練習,自主地掌握學習的內容.)

’s start

T介紹自己的timetable: I get up at 6:30. I go to school at 7:00. I eat breakfast at 7:15….. What about you? Listen to me and write down your answers.

Pair work. Check it. (中途插入usually)

---When do you ….? --- I usually …. at ….

’s play

(1)學生二人一組配合表演動詞短語,一人表演,一人在他/她背後說出這個動作的名稱,如: I get up/ do morning exercises…表演完畢後全班評選最佳拍檔.

(2)學生再三人一組進行表演,第一人表演動作,第二人表演時間,第三人說出句子,如: I get up at 6:30….

(設計意圖:在鞏固中引入Let’s start/ play的教學內容,既能作為一個個人的反思,也能作為對話的練習.)

ling the phrases.

①Fill in the blank. pl_ _ sp_ _ts; br_ _kf_st…

②Guess the phrases. er – eat dinner; ay—play sports…

③Spell the phrases by Ss, check someone.

(設計意圖:這課時的難點在於短語的背誦,特別是do morning exercises,因此設計不同的拼寫活動,讓學生在不知不覺中背誦單詞.)

Step3 Sum up

Summarize what we have learned in this lesson

思想教育:合理安排時間,要讓孩子把家庭和學校的作息制度銜接起來,知道什麼時間該做什麼事情.

Step4 Homework

抄寫單詞以及背誦課文3次

課後小結

這一課時的重點放於動詞片語的掌握和句型:When do you …?這些片語與生活貼近,學生較為容易理解.而學這一課時之前學生已經掌握很多的動詞片語: cook themeals, set the table, watch TV…和知道如何表達時間的方法.