【摘要】明确教学目的、任务，体现教学内容的重点、难点，这都是一个优秀的教学设计应该做到的。威廉希尔app 为大家提供了五年级下册英语教案格式，希望帮您作出最符合学生实际的教学设计。

学生在前面已经熟练掌握了一定的地点词汇、食物，交通工具单词及一些常用的日常用语。本课主要要求学生在已经学习了大量的动词词组的基础上通过对conversation的学习，熟练掌握运用句型：What are you going to do? I am going to …一句型， 同时通过多种形式的操练、结合情景，游戏 ，小组活动充分调动学生学习的主动性，使学生能够综合，灵活运用本课以及前面所学过的句型进行实质性的英语交际!

【学习者分析】

本课例是适用于五年级的英语课，五年级的学生经过五年的英语学习，已经积累了一定的句型与丰富的词汇量，对于本课句型：What are you going to do? I’m going to…及动词词组： have a picnic, visit relatives, help Dad, take some photos, play with friends, make models, surf the net, read some books能较好地掌握和运用。 而且经过多年对学生的不断训练，学生已具备小组合作学习的能力与互相交流的胆量。

【设计理念】

儿童思维发展新论提到： “以语言应用为中心”是儿童快速学习语言的根本途径与方法。并启示我们的教学千万不要脱离开语境去孤立地记单词、背句型。特别是对于五年级的学生，经过几年的英语学习，学生不但应该懂得如何自主学习英语，而更主要一点就是我们必须在努力为学生创设理想英语学习环境的同时，要多增加他们听、说读写的任务，让他们能在和谐的小组合作中多开口，多动手，摒除他们学习语言的障碍，从而达到高年级英语阅读与写作能力的突破

【教学目标及重难点】

1.进一步掌握课本的四会词汇：have a picnic, visit relatives, help Dad, take some photos, play with friends, make models, surf the net, read some books

2.通过对对话顺序的排列可让学生主动自主性地学习课本知识。

3.通过小组合作完成：“野餐计划”游戏让学生熟练综合运用句型：

What are we going to do?

Where are we going?

How are we going?

…等与be going to 结构相关的句子。而通过相互之间对计划的修改及朗读表演，让学生的听、说、读、写能力都得到充分的提高。

4.通过幸福生活与穷苦生活图片的对比展现，让学生明白、珍惜自己幸福的生活，同时引导他们学会关心别人，并完成作文：If I have much money.

5.通过小组活动令学生潜移默化地在合作中学会互相帮助，共同学习。

【资源准备】

旧单词图片，日历图片，长城图片，野餐图片，conversation CD

顺序错乱的conversation句子，信封，白纸一张 2. 地点图片若干张。 3. 食物图片 4. 交通工具图片 5. 本课单词卡片缩小图 ,PPT图片

【教学过程】

Step I: Warming up:

Song: What are you going to do?

Free talk: (读题目) It’s a vacation.

T: What are you going to do on your vacation?

S1: I am going to (take some photos.)

S2 …

Pair Work: What are you going to do on your vacation?

Check: What’s your partner going to do on vacation?

He’s / She’s going to…

Step II: Presentation:

T: Next week is a vacation. (在黑板上贴日历图片)

What are Jenny and her friends going to do?

Look! They are going to have a picnic. ( 贴野餐图片)

And what is Gogo going to do?

Oh! He’s going to see the Great Wall of China. (贴长城图片)

But what are Jenny and her friends going to eat on the picnic and what is Gogo going to do on the Great Wall, do you know? Now let’s learn the conversation and try to find the answer!

Watch video CD and then answer the question.

(1)。 What are Jenny and her friends going to eat on the picnic?

(板书on the picnic)

(2) What is Gogo going to do on the Great Wall of China.

(板书the Great Wall of China/ do tai chi)

Read the conversation sentence by sentence and write the difficult and phrases on the blackboard.

(板书next week / on vacation)

Group Work: Put sentences in order.

(教师把对话中的句子顺序打乱， 让学生按正确的顺序把装在信封中的纸条排列起来， 最快完成者为胜。)[

Change and correct the disorder. (小组之间交换检查对错并大声朗读出来)

The whole class read the conversation together.

Step III : Practice and extension 1

T: I like picnics, do you like picnics?

Ss: Yes.

T: Great, let’s go for a picnic this weekend, Ok?

Ss: Ok!

T: But where are we going? How are we going? What are we going to eat on our picnic and what are we going to do on the picnic? Now please work in the group of four and try to make your plan and then show us.

(每组材料：1. 白纸一张 2. 地点图片若干张。 3. 食物图片 4. 交通工具图片 5. 本课单词卡片缩小图)

请小组内每个学生决定其中的一项，在粘贴的同时必须说出如下的一些句子，并把它写在白纸上：

Eg: We are going to have a picnic in the park.

(说的同时贴图park)

We are going there by bus. (贴图bus)…

Exchange the plan with other groups and correct.

(小组间交换互相批改有错的地方)

每小组成员上台读出他们的计划，教师给予评介， 给每小组分发小礼物加以鼓励。

Step III Extension 2 (PPT 呈现图片组1:开晚会、玩电脑等图片)

T: On our vacation we can make models, surf the net, have a party even have a picnic. But do you know what many poor children can do on their vacation? Let’s see (播放图片组2: 穷苦儿童令人心酸的图片)

Summary:

T: Now think it over if you have much money , what are you going to do?

S1: I am going to help the (poor children)

S2: I’m going to…

T: Please write it down: If I have much money.

Step IV: Homework:

Finish the writing: If I have much money.

Recite and retell the conversation.

五年级下册英语教案格式是我们精心为大家准备的，希望对大家有所帮助!

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