教案应根据学生的学习需求和学习目标进行合理的设计和调整，教案的内容应注重培养学生的创造力和创新意识，以下是汇报范文网小编精心为您推荐的英语必修五教案5篇，供大家参考。
英语必修五教案篇1
教学目标
i. 单词和词组
permission, nation,reduce, fetch, compare, therefore, remain, dislik, share, persuade, hardly, go ahead, burn down, compared to, give up, call for, be used to, get into the habit of
ii. 日常交际用语
1.请求
may / could / can i do that?
i wonder if i can do that.
would / do you mind if i come earlier?
will you tell me if can go now?
2.允许
yes, please. / of course. / sure. / certainly.
go ahead, please.
that’s all right. / ok.
it’s all right to me.
3.拒绝
i’m sorry, but it’s not allowed here.
you’d better not.
i’m afraid not. it’s not right.
iii.语法
复习名词性从句作宾语和表语的用法。
教学建议
教材分析
the main dialogue of this unit is to practise the students how to ask for permission, refuse and give permission ability. though learning the way of expressing are able to remind the students speaking in daily life. this dialogue is the main idea to learn to use these phrase for permission. though two men’s talking. meanwhile this lesson offer some practice to help the students to understand and learn about the content of the dialogue. in order to master these phases, this lesson has short dialogue to give the students to speak each other.
重点词汇讲解
1.catch fire与be on fire
1)catch fire：begin to burn着火;烧着。catch fire有动态含义，揩“开始燃烧”。
例如：
paper catches fire easily.纸容易着火。
the bed clothes catch fire and the whole house may be burnt down.铺盖着火了，整个房子都可能烧掉。
2)be on fire：be burning着火;失火。 be on fire有静态含义，指“燃烧的状态”。
例如：
the house was on fire.房子着火了。
she woke up at midnight and found the kitchen on fire.她半夜醒来发现厨房失火了。
英语必修五教案篇2
第五单元
1 ) confuse
表示“使糊涂，搞乱，混淆”。
confuse a and/with b 把 a 误认为是 b 。
形容词 confused 表示“糊涂的，混杂的”。
2 ) coast
表示“海岸，滑坡”。
the coast in clear 是一习惯用语，表示“没有被发现或者被捉住的危险”。
3 ) settle down
表示“定居，平静下来，专心于，舒适地躺着或者坐着”。
有关 settle 的词组：
settle on sth 决定做某事 settle sth on sb 将……转让给某人 settle for sth 勉强认可某事 settle one ’ s/an account ( with sb )为受到的伤害，侮辱等，复仇。
4 ) have a gift for
表示“对……有天赋”。
形容词 gifted 表示“有天赋的”。 be gifted at/in 表示“对……有天赋”。
gift 也可表示“礼物”。
5 ) border
作及物动词，表示“与……接壤，给……镶边”。
作不及物动词，后接介词 on 或 upon ，表示“邻近，接界，近似，近乎”。
作名词，表示“边界，国界”。指具体的边界线或边界线内的一带地方。
还表示“在……的边缘，正要，将要”。
6 ) official
official “官员，职员，公务员”通常指在政府部门工作的文职官员。
official 作形容词，表示“官方的，正式的，公务的”。
7 ) tour
作动词，表示“旅游，观光，巡回”。
作名词，表示“游历，巡行，参观”。
make/take/go on a tour ( of+ 地点名词)表示“在(某地)进行旅行”。
on tour 在巡回中。
8 ) distance
表示“距离”，也可以指长时间的久远。
in the distance 在远处。
from a distance 从远处。
keep sb at a distance 对某人疏远，冷淡地对待某人。
9 ) flow
作名词，表示“流程，流量，涨潮”。
作动词，表示“流动，畅通无阻，(讲话或写作)流畅”。
flow in/into 不断涌入。
10 ) as far as
表示“远到，直到，就……而言”，也可用 so far as 。
有关 far 的词组：
by far 很，甚，极 far and away 远远，远远超过 far and near 远近，到处 far and wide 广泛，到处普遍 far away 遥远的 far from 远非，决不，完全不 so far as 到……程度，远到，就……而论 go too far 做得太过分
11 ) speed
作动词，表示“迅速前进，快行”。
speed up (使)加快，(使)加速，其过去式和过去分词多用 speeded 。
作名词，表示“速度，速率”时是不可数名词;但当表示具体的某种速度时，是可数名词。
at speed 高速地，迅速地。
at full/top speed 全速，以最快的速度。
12 ) rather
rather … than do … 是……而不是…… 相当于 more … than… or rather 更确切地说
would rather do … than do … 宁愿做……而不愿做…… would rather+ 从句(从句谓语用虚拟语气)宁愿某人…… prefer to do … rather than… 宁愿做……而不愿意做…… would tather have done …宁愿已经做了……
13 ) measure
①量尺寸，面积，与表示数量的词(短语)连用，其主语是表示物的名词。
② take sb ’ s measure 或 take the measure of sb 给某人量尺寸。
③ take measures 采取措施，这时 measure 通常用复数形式。
14 ) manage
区别 manage to do 和 try to do ：
manage to do 表示“设法成功完成(了)较困难的事情“，强调结果，相当于 be able to do sth 或 succeed in doing sth ; try to do 表示”尽力，设法去做某事“，强调目的，结果如何，不得而知。
manage 与 can 或 could 连用，表示“能办好某件难事“，口语中还可以作“吃，渡过”; manage 还可表示“经营，管理”的意思。
英语必修五教案篇3
teaching aims and demands
words and phrases
four skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then
three skills: energy soft bar fuel chemical balance tasty boil mixture
spoken english:
in the clinic / seeing a doctor:
what’s wrong with you?/what’s the matter with you?
lie down and let me examine you.
let me have a look.
where does it hurt?
drink plenty of water and get some rest.
i’ve got a pain here. this place hurts.
there’s something wrong with back/my knee/my arm.
i don’t feel well.
grammar:
use of language:
1. master the function use of language as defined above.
2. help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.
learn the text about healthy eating. get the students know about the basic knowledge of how to eat healthily.
important points:
1. talk about different kinds of food that one favorites.
2. learn the basic knowledge of healthy eating.
3. learn how to say in the clinic.
4. grasp the language points and grammar in the text.
difficult points: the use of modal verbs --- had better, should and ought to.
teaching aids: computer or slider-projector
way of teaching: communication way of teaching, discussion and group work.
lesson 1step 1 warming-up
first show the students some pictures of dishes and so to introduce the topic of this unit.
and then show the pictures on their text books and let them to decide what is junk food and what is not.
here the students may have a short ask and answer in pairs to themselves more engaged in the topic.
step 2 listening
let the students listen to the tape and be prepared to answer the questions below.
step 3 speaking
show the students the three situations as on p2. then ask the students to prepared a dialogue according to the examples in pairs. ask several pairs of students to present their dialogue
after that list the useful expressions in their dialogue.
step 4 homework
prepare for the next class.
collect some menus if possible for the next class.
lesson 2
step 1 introduction
using the questions on p3 to introduce the new text.
step 2 fast-reading
1.what does the “fuel ” mean in the first paragraph?
(it means different kinds of materials, such as protein, calcium that we need to keep healthy.)
2.what do we have to consider when we choose to buy or eat?
(what kinds of nutrients that the food contain.)
3.what made our eating habit changing?
(many things: what people believe, advice from companies and stores.)
4. how can we feel and look fine?
(we ought to learn about our body and the fuel it needs to keep fit.)
explain the language points if necessary.
step 3 carefully-reading
how many parts can be divided into?
(three parts.)
what’s the main idea of each part?
(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)
step 4 talking
ask the students to take out their menus and read them carefully. then prepare a dialogue that may happen between a customer and a waiter/waitress.
step 5 homework
finish the exercise --- vocabulary on p5. and p72-73
lesson 3
step 1 revision
check the homework.
step 2 grammar
first present the students the modal sentences with modal verbs and ask the students to make some sentences with them.
step 3 consolidation
(1) finish the exercise on p5 and on p74
(2)take out a piece of paper with the column “ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.
1.give advice that will really help the person.
2. be polite and sincere
at last get the students to finish the following practice.
step 4 homework
finish the exercise 3 on p74 in the students’ workbook.
lesson 4
step 1 revision
let some students read their reply to the letters on p74.
step 2 reading
read the text on p6 and then get the students to find the main idea of it (snacks is also important . we need to learn something about snacks and the way to prepare it.)
step 3 writing
ask the students to work in pairs to write the recipe for their favourite dish.
we may first give the tips on p7 as a guide.
step 4 discussion
first ask the students to read the passage on p75 and then give the following questions as the topic for the students to talk: what is a couch potato?
what does one have to pay special attention to in order to keep healthy? (food and exercise etc.)
step 5 homework
do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.
英语必修五教案篇4
从容说课
this is the first period of this unit.in this period，students are expected to discuss what kind of person they are.the purpose is to give students chance to practice their oral english，at the same time，they can have a general idea about what are the qualities they should find in a great person.in this period，there is a part designed to practice speaking and reading.in order to make students have a thorough idea of qualities great people have in common，and predict the contents of reading，it is important to make good use of the six pictures，especially nelson mandela.what’s more，this is the first period of this unit，so it is necessary to deal with the new words and expressions of this part，so as to make it easy for students to begin and make them less anxious in study.
●三维目标 1.knowledge：
learn and master the new words and expressions in this period. words：hero，quality，willing，active，republic，principle，nationalism，livelihood，fight，peaceful，prison，prisoner，law，advise，continue，fee，gold，passbook，anc，youth，league，stage，vote，position，accept，violence，equal
phrases：lose heart，in trouble，worry about，out of work，youth league，as a matter of fact，blow up，put...in prison
2.ability：
(1)talk about the fine quality of great people to improve the students’ speaking ability. (2)do reading practice to improve the students’ reading abilities. 3.emotion：
(1)learn about some great people and qualities they have in common. (2)develop the students’ moral quality. ●教学重点
(1)talk about the fine quality of great people to improve the students’ speaking ability. (2)enable the students to grasp the main idea of the passage. (3)improve the students’ reading ability. ● 教学难点
(1)how to express their own opinions and ideas. (2)how to grasp the main idea of a text or a passage. ●教具准备
the multimedia and the blackboard. ●教学过程 step 1 greetings
greet the whole class as usual. step 2 lead-in t： (walk to one boy) wang bin，what do you usually do on weekends? s1：i sometimes play basketball with friends.i like basketball very much.
t：do you know who he is?
s1：of course i do.he is jordan，my idol.he is the best basketball player in the world.i have many pictures of him.
t：yes，you’re quite right.he is very famous and many people all over the world worship him.but do you know that it was not until about fifty years ago that the blacks got their freedom and were treated as equal citizens?
s2：yes，we learnt about this in our history classes.the blacks were first brought to america as slaves.they were treated badly and they had no rights.
t：that’s right.but we all know that things are different now.do you know how they could have the same rights as the whites?
s3：we don’t know much about this.please tell us more.
t：ok.many people devoted themselves to this.some were put into prison and some even lost their lives.look at the two pictures and read the notes about them.then have a discussion in groups of four.try to explain why they are great men.
(show the following pictures and their information on the screen
英语必修五教案篇5
一、教学重点：let’s learn部分的单词：old，short thin，tall，strong, young, funny, kind等。要求学生能听懂句型，并结合这些句子表达的情境，学会恰当地替换句中的单词。逐步学会听、说、读、写单词：old，short，thin，tall，strong。
二、教学难点：如何利用所提供的对话和情景，以旧引新，让学生进入学习状态。let’s start部分在学生用书当中首次出现，教师应正确理解此部分的辅垫作用，可根据实际教学需要进行使用，并帮助学生熟悉教材内容的变化。
三、课前准备
1.准备教学过程中所需要的图片、声音、课件，以及本课时的八张单词卡。
2.准备一些教师的照片或图片。
3.准备录音机及录音带。
四、教学过程
1.warm-up(热身)
(l) 播放let’s start下面歌谣的录音，让学生听歌谣猜单元话题，激发学生对新学期第一单元英语学习的兴趣。还可以使用四年级上册第三单元学过的句型：“i have a new friend. he’s tall. he’s strong, too.”并结合相关人物的图片，引导学生复习 strong， tall， short，thin等词，为本课时听、说、读、写这些单词做好准备。
(2)日常口语练习，内容可参考如下：
t：hello, everyone! welcome back to school! nice to see you!
ss: nice to meet you!
(3) 问学生几个问题，引出本课重点内容。具体会话可参考如下：
t：hi，everyone!nice to see you again.what grade are you in now?
ss：we’re in grade 5.
t：do you like your new english books(new classroom, new teacher)?
ss：yes!
t： what are we going to talk about in unit 1?guess!what’s the topic of unit 1?
2. presentation(新课呈现)
(l)出示let’s start部分图片，介绍说： rabbit has many new teachers in her school. do you have new teachers? 引导学生根据情景图的提示描述新教师。然后说：“今天我们将学习怎样描述新教师。sarah将为大家介绍几位新教师，大家在先看一看有哪些是新教师?
(2)出示let’s learn部分的图片，向学生介绍说：they are sarah’s teachers. describe these teachers.引导学生结合预习部分回答出 strong， tall， short， thin等旧词，然后结合图卡向学生呈现新词：youny，kind old，funny。可利用简笔画、单词卡片或实物图片等—一教授新词，使学生正确理解、认读。
(3)可播放单词的声音，让学生在听过一遍后跟读单词，逐步掌握正确的读音。
(4)根据以下信息请学生判断会话中描述的教师是 let’s learn配图中的哪一位： mr hu is the art teacher. what’s he like?he’s short and thin.完成前面铺垫的学习任务，让学生猜出哪位是sarah的新教师。再引导学生利用 let’s learn部分所提供的替换句型，描述sarah的其他两位新教师，练习巩固所学新词。
(4)试着写单词。
范写四会单词，让学生跟写或在单词卡片背面仿写，达到听、说、读、写四会掌握新词的目的。
3.let’s play (趣味操练)
(1)let’s find out (找一找)
指导学生用所学新词和句型描述let’s find out部分几位教师的体貌特征，然后找出正确的图片。完成这项活动后，教师引导学生充分利用八张新词卡片继续进行结对或小组活动，如：my new chinese teacher is tall and strong. who is he? 让其他学生选出正确的图片。
(2)let’s sing (唱一唱)
放歌曲“my new teacher”的.录音，学生跟唱，进一步在音乐节奏中感知新词。
4.consolidation and extension(巩固与扩展)
(l)让学生做本单元 a let’s learn部分的活动手册配套练习。
(2)让学生模仿let’s find out部分的录音，读给朋友或家长听。展示不同教师的图片，让学生猜出是教哪个科目的教师，然后用所学新词描述这些教师的外貌特征。
(3)让学生参照 let’s find out部分设计一些谜语让大家清一猜。可以参考以下语言： she is tall.she’s beautiful.she’s very young.we all like her.who’s she?
(4)让学生把新学的歌曲唱给家长或朋友听。
板书设计：
unit1 my new teachers old，short thin，tall，strong, young, funny, kind
教学反思：
本课时let’s learn部分主要是通过情景会话，谈论美术教师的样子，来让学生学习单词：old，short thin，tall，strong, young, funny, kind等。教学设计适合与学生身边的人物相联系，尤其是新老师。可引导学生复习已学过的tall, short, thin, strong等词汇，再进一步学习本课新生词。达到描述不同图片人物的要求。利用一些活动来巩固知识。教师引导学生充分利用事先准备好的人物图片，进行结对或小组活动，如：my new chinese teacher is tall and strong. who is he? 让其他学生选出正确的图片。
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