以下是小编整理的五年级上学期英语课件（共含14篇），欢迎阅读分享。同时，但愿您也能像本文投稿人“小毛虾”一样，积极向本站投稿分享好文章。
五年级上学期英语课件
一、教学目标与要求：
1、能够听、说、读、写本课时四会单词： tomato, tofu, green beans,
fish, potato, eggplant并认读者cabbage, mutton, pork三个单词及替换句型：What would you like for lunch? I’d like ……
2、能用本课时单词卡片完成小组活动，操练新单词。
3、能够说唱歌谣，并理解其含义。
二、教学重、难点：
重点：掌握有关食物的单词：tomato, tofu, green beans, fish, potato,eggplant。
难点：本课时词汇量大，要求四会掌握的单词多。
三、课前准备：
教学挂图、单词卡片、录音带、录音机、学生卡片和彩笔
四、教学过程：
1、热身
跟录音，跟唱歌曲，复习有关食物的单词。
2、预习
（1） 吟唱歌谣。
（2） Let’s start
出示Let’s start 部分的挂图，出谜语，请学生猜是什么食物。师：I’myummy to eat. I’m yellow and long. I grow on the tree. My name begins with the letter as “bee”. What an I ?
可让学生进行抢答，以此复习学过的.有关食物的单词。
（3） 回答谜底，为教授四会单词tomato做准备。
3、新授：
Let’s learn
（1） 学生说出Let’s start 部分谜语的谜底后，自然引出四会单词
tomato，教师出示单词卡片tomato。由于本词在四年级下册已出现，在此便可反重点放在该单词的拼读上。在学生拼读熟练后，教师引入potato的学习，随后呈现三个新单词：mutton,cabbage, pork,领读，让学生快速记住读音，然后教师说出其中某种食品的特点，学生认读单词。再以不同方式教读其他新单词：tofu, fish,eggplant, green beans 并拼读这些单词。
（2） 做游戏操练新单词。
（3） 听Let’s learn 部分录音，认读新单词：cabbage, tomato, tofu,eggplant, mutton, fish, potato, green beans.
（4） 教师出示六个四会单词，以四人小组为单位抢拼单词，拼读时小组成员可提供帮助。
Let’s chant
听懂、学唱本课时的歌谣，复习巩固新单词。
Group work
以小组为单位利用食物图片完成任务，以此来操练新单词和巩固已学句型。
4、巩固延伸：
做活动手册配套练习，熟记单词
doing morning exercises（正在）做早操 having···class （正在）上···课 eating lunch（正在） 吃午饭 reading a book （正在）看书 listening to music （正在）听音乐keep 保持某种状态 keep to the right靠右 keep your desk clean保持你的.课桌干净 talk quietly小声讲话 turn 顺序 take turns按顺序来
其他动词短语的-ing形式
getting up（正在）起床 watchig TV （正在）看电视 playing sports （正在）进行体育运动 playing the piano （正在）弹钢琴 sweeping the floor （正在）扫地watering the flowers（正在）浇花climbing mountains （正在）爬山 flying kites（正在）放风筝
重点句型
如何问答多个人或动物正在做什么
句型结构：
问：What are+多个人/动物+doing?（···正在做什么？）
答：They are+动词ing形式+其他。（他/她/它们正在···）
例：
问：What are the children doing ?（孩子们正在做什么？）
答：They are playing.（他们正在玩耍。）
如何问答单个人或动物正在做什么
句型结构：问：What is +单个人/动物+doing?(···正在做什么？)
答：He/She/It is +动词ing形式+其他。(他/她/它正在···).
例：
问：What is your mother doing?(你妈妈正在做什么？)
答：She is cooking lunch.（她正在做午饭）
问：What is your father doing?（你爸爸正在做什么？）
答：He is cleaning the window.（他正在擦窗户）。
Teaching aim:
Revise the grammar ------ the Attributive Clause
Teaching procedures:
Step 1,
Leading in
1. Ask students to guess some riddles.
(1) It is an animal that jumps on its strong legs and carry its young in a bag on the front of its body. (kangaroo)
(2) It is a thing that you hold above your head to keep yourself dry when it is raining. (umbrella)
(3) It is a soft, round fruit that has a red skin and can be eaten in salad or as a vegetable. (tomato)
(4) It is a building where travelers and others may get food and a room to live in. (hotel)
(5) It is a season of the year when the weather becomes warmer and plants start to grow again. (spring)
(6) It is someone who is trained to help a doctor to look after the sick or injured. (nurse)
Step 2: Revision
1. Ask students to review definition of the attributive clause and the antecedents, and then ask students to point out the antecedents, relative pronouns and relative adverbs of the following sentences.
(1) This is the doctor who saved the boy’s life.
(2) Please pass me the book which is lying on the table.
(3) She is the new student whom I want to introduce to you.
(4) The novel which Tom bought is very interesting.
(5) The professor whose daughter teaches you English is Dr. Williams.
(6) I know the reason why she studies so well.
(7) This is the room where he put up for the night.
(8) We’ll never forget the day when the People’s Republic of China was founded.
2. Ask students to summarize the relative pronouns and relative adverb.
(1) Which or that is used to introduce an Attributive Clause about things.
(2) Who, whom or that is used to introduce an Attributive Clause about people.
(3) Where is used to introduce an Attributive Clause about places.
(4) When is used to introduce an Attributive Clause about time.
(5) Why is used to introduce an Attributive Clause about reason.
3. Ask students to read the following sentences and to summarize the characters of the antecedents used as subject in the attributive clause.
(1) The house which they built in 1987 stayed up in the earthquake..
(2) The baby who I looked after yesterday is my niece.
When the antecedents used as subject in the attributive clause, the relative pronouns should be who, whom, which, that, or none.
4. Ask students to read the situation and to make the words in right order.
Situation ------
Mrs. Green got married just last month. She is learning to be a good wife. But she really has a headache about buying, keeping and cooking food. Can you give her some instructions?
(1) Don’t / buy /potatoes/ are green
Don’t buy the potatoes which/that are green.
(2) choose / vegetables / fresh
Choose the vegetables which/that are fresh.
(3) choose / fish / fresh / has bright eyes
Choose the fresh fish which/that has bright eyes.
(4) buy your food / from shopkeepers /always busy
Buy your food form the shopkeepers who are always busy.
(5) keep any cream, butter or cheese / you buy / in the fridge
Keep any cream, butter or cheese which/that/_ you buy in the fridge.
(6) put everything / you need while cooking / in a place / find it easily.
Put everything that you need while cooking in a place where you find it easily.
(7) put / the dish / left / after a meal / in the fridge
Put the fish which/that is left after a meal in the fridge.
5. Ask students to write the sentences according to the language environment.
(1) Alice is a real ice-cream fan. She can eat at least two big ice-creams a day. She even said that she was not going to make friends with anyone who didn’t like ice creams.
(2) Mr. Smith’s house was broken into and his expensive camera and golden watch were stolen. The police discovered a red hair in the room. So they are looking for those people who have red hair.
(3) Meat goes bad easily in summer. So do remember to put it in a place where it is cold.
(4) Some women are crazy about shopping. They never make a shopping list. So when they go back home after shopping they always find they have bought a lot of things they needn’t at all.
(5) Twenty-years has passed and the city of Tangshan takes on a new look. However, many people there will never forget the terrible day when the earthquake destroyed the city.
6. Ask students to fill in the blanks with the relative pronoun and to summarize the relative pronoun “that” should be used in what condition.
(1) “The Matrix” is the best movie that I have seen.
(2) English is the most difficult subject that you will learn these years.
------ 先行词是最高级形容词或是它的前面有最高级形容词时
(3) He is the last person that I want to see.
(4) It’s the first American movie of this kind that I’ve ever seen.
------ 先行词是序数词,或它前面有一个序数词时
(5) Which is the bike that you lost?
(6) Who is the woman that was praised at the meeting?
------主句已有疑问词who 或which时
(7) Do you know the things and persons that they are talking about?
(8) The bike and its rider that had run over an old man were taken to the police station.
------先行词既有人又有物
(9) You should hand in all that you have.
(10) We haven’t got much that we can offer you.
(11) I mean the one that you talked about just now.
------先行词是all, much, little, something, everything, anything, nothing, none,
the one等代词时
(12) The only thing that we can do is to give you some money.
(13) This is the same person that I met yesterday.
(14) Ken is the very person that stole my wallet.
------先行词前面only, any few, little, no, all, the same, the very等词修饰时
(15) Edison built up a factory which produced things that had never been seen before.
(16) The man who is at the table is his brother that has been serving in the army.
------有两个定语从句，其中一个关系代词已用which, 另外一个用that
7. Ask students to read the following passage and try to join sentences using the attributive clause.
Mary’s Party
Everybody went to Mary’s party last Saturday evening. Everybody had a good
time. Mary cooked the food. It was very delicious. I liked the dress. Lucy was wearing it. It suited her well. I also met someone. I had not seen him for years. His name is James. He said he never forgot the last day in college. On that day, we enjoyed ourselves. James told us that he had just flown from Greece. He had been living in Greece for the past five years. He came back here to give an exhibition. The exhibition is about Greek art.
Everybody who went to Mary’s party last Saturday evening had a good time. Mary cooked the food which was very delicious. I liked the dress which/that Lucy was wearing. It suited her well. I also met someone who/whom/_ I had not seen for years. His name is James. He said he never forgot the day when we enjoyed ourselves. James told us that he had just flown from Greece where he had been living for the past five years. He came back here to give an exhibition which is about Greek art.
8. Ask students to do true or false.
(1) An Attributive Clause is used to tell people more clearly which person or thing is being discussed. (T)
(2) While we are writing a composition, we should use Attributive Clauses as many as possible. (T)
(3) If we can use Attributive Clauses in a proper way, our writing will be improved. (T)
(4) We use more Attributive Clauses in written English than we do in oral English. (T)
9.Ask the students to read the sentences and translate the following sentences into Chinese:
1.He who knows nothing but pretends to know everything , is indeed a good-for –nothing.
不懂装懂，一事无成.
2. He that makes himself a sheep shall be eaten by the wolf.
甘当小绵羊，迟早要喂狼.
3. It’s the first step that costs.
万事开头难
4. He who would climb that ladder must begin at the bottom.
千里之行，始于足下。
5. He who is full of himself is very empty.
自满的`人腹中空.
6.Not all that glitters is gold.
闪光的未必都是金子
Period 6 Integrating Skills
Teaching aim:
Get students to know how to write a poster.
Teaching procedures:
Step 1, Fast reading
a) Read the passage and do the exercises. ( Page 120 《丰台分院紫皮练习册》)
b) Guessing the meaning of the following words.
Ask the students to match the sentences with the same meaning .
1) whisper
2) stupid
3) password
a) a secret word or phrase that one uses to gain admittance or access to information.
b) to speak quietly and privately
c) lacking or marked by a lack of intelligence
Step 2, Read in details.
1. The Ss ask and answer in pairs.
(1) What was the password?
(2) What was strange with the statue?
(3) Who told them that a password could work much?
2. Ask the students to fill in the blanks with the correct information.
Main characters Tom and Pete
Place of the event Before a statue
Reason for what happens Noise coming from behind the statue
Ending of the event
Step 3, Pre-writing
1. Work in groups of four. Let students discuss what a good poster should have.
1) Colorful and interesting.
2) Necessary information.
2. Discuss the topic they are going to choose.
3. Ask the students to list the necessary information of the chosen topic.
1) What is the name of the film?
2) Why should people watch the film?
3) What is the film about?
4) What stars are in the film?
5) Where will the film be shown?
6) When will the film start?
7) How much are the tickets?
4. Writing
The teacher should do the following before the students write a poster:
1) Go over the requirements of writing, and make sure the students know what to do.
2) Tell the students what they should do before writing.
Step 4. While writing
Get the students to write their own posters.
Step 5. Post writing
Do evaluation after finishing their poster.
1) picture
2) writing skills ( spelling, structure, grammar, capitalicalion)
Type of lesson: New Lesson
Teaching aims: Learn to use functional sentences, key structures, and words to introduce one’s friends by listening, speaking, reading and writing.
Teaching contents:
1. Topic: Art & Literature
(1) Talk about art and literature.
(2) Talk about artists, painters and writers
(3) Tell stories
(4) Make decisions and give opinions
2. Functional Sentences: Making decisions and giving opinions.
(1) What shall we do?
(2) Would you like to …?
(3) I’d like to …
(4) Maybe we could …
(5) I’d prefer to …
(6) Which do you prefer, … or …?
(7) Can’t we …?
(8) There are several things we could do.
3. Vocabulary:
(1) Word: literature, comedy, local, exhibition, power, magic, trick, series, forehead, treat, unhappy, habit, villager, shoulder, whisper, stupid, announcement, character
(2) Phrases: a series of, in trouble, come across, believe in, turn around
4. Grammar: Review the Attributive Clause (The Restrictive and Non-Restrictive Attributive Clause)
Period 1 Warming up & Listening
Teaching aims:
1. To get students to know something about art, literature, and famous painters.
2. To train students’ listening ability for catching specific information.
Teaching procedures:
Step 1 ------ Leading in (warming up)
1. Ask the students to have a competition to guess the person according to the given information. (Match the information with the given names on page78)
(1) Vincent van Gogh
He is a painter of Holland. He lived in the 19th century. He is famous for his idea of emotional expression in painting. His great works include Bedroom at Arles, Starry Night and Crows in the Wheatfields.
(2) Leonardo da Vinci
He is an Italian painter. He lived during the 15th and 16th century. He is well known for his works like The Last Supper and Mona Lisa. Besides, he is also a sculptor, architect, engineer, and scientist.
(3) Pablo Picasso
He is a Spanish painter. He is widely known as the most important artists of the 20th century. But many people say it is not easy to understand his paintings.
(4) Qi Baishi
He is a Chinese painter. He lived a very long life, crossing two centuries, from 1864 to 1957. He is not only good at painting, but also good at making poems and sculpture.
2. Ask the students to find out the right painter of each painting. ( match the given names with given pictures on page 28 Exercise 1)
3. Ask the students in a group of four to discuss what kind of paintings they like and why.
Ex: Where can they see the paintings?
Step 2 ------ Listening comprehension
1. Go through the task with the students and make sure what to do before you play the tape.
2. Play the tape for 3-4 times and give specific instructions of what to do each time.
3. Let students check their answers in pairs and then with the whole class.
I II III
Art Paintings/Picasso Beijing Opera/ Peking A Theatre play – The Tempest
Place Capital Museum Music Hall, on Green Street Grand Theater
Time Monday – Friday 4pm – 8pm Thursday at 7 pm March 3, 7pm
Prices Adults: $5
Children: $3
Groups: $2 (min. 5 people) Adults: $7
Students: $5
Under 14: $3
Groups: $4 Adults: $10
Under 18: $8
Groups: $6
Period 2 Speaking
Teaching aims:
1. To train students’ speaking ability.
2. The students are trained to explain English words in English.
Teaching procedures:
Step 1 ------ Leading in
1. Ask students to review the functional sentences of phoning.
(1) Hello. This is …
(2) May/Can/Could I speak to …?
Step 2 ------ Functional sentences learning
Task 1 ------ Inviting someone to a film
1. Ask students to read the situation (Student A part) and fill in the table.
Name Last Chance Under the Moon
Kind Action Romantic comedy
Content The hero has to save his girlfriend who has been taken away by a bad man. A funny film about a girl and her boyfriend who have an adventures vocation.
Attraction The film has lots of actions: fast cars, shootings and fights. The film is sweet and funny and has a happy ending.
Ticket price $ 3 $ 4
Time Sunday 6 pm Sunday 8 pm
Place Red Sun Cinema Green Field Cinema
2. Ask the students to read Student B part.
(1) Which film do you want to see?
(2) What kind of is it?
(3) What is the film about?
(4) What is the most attractive in the film?
(5) How much is each ticket?
(6) When and where is the film shown?
3. Ask students to act out the two situations in turn according to the card.
A: Hello, this is …
B: Hi, … Would you like to …?
4. Ask the students to present their dialogues.
Task 2 ------ Finding out the information of the festival
1. Ask the students to read the given information and the functional sentences.
2. Ask students to act out the situations according to the table.
Time Table
Saturday Sunday
9 am Classical music 9 am Play
11 am Art exhibition 11 am Lunch and Music
1 pm Pop concert 3 pm Art exhibition
5 pm Picnic 6 pm Folk Music Concert
7 pm Rock concert
Ticket Prices
One day Adults -- $ 25 Under 18 -- $15 Groups -- $10
Two days Adults -- $ 35 Under 18 -- $ 25 Groups -- $15
(1) What can I do at the festival?
(2) When is the Pop concert?
(3) What paintings can I see at the festival?
(4) When is the picnic?
(5) Is there any discount for a two-day visit?
(6) What’s the difference between a one-day ticket and a two-day ticket?
Task 3 ------ Summarizing the functional sentences of making decisions and give
opinions.
(1) What shall we do?
(2) Would you like to …?
(3) I’d like to …
(4) Maybe we could …
(5) I’d prefer to …
(6) Which do you prefer, … or …?
(7) Can’t we …?
(8) There are several things we could do.
Period 3 Reading
Teaching aims:
1. To get students to learn something about Harry Potter.
2. To train students’ reading ability.
3. To instruct students to realize the real world in a suitable way.
Teaching procedures:
Part 1 ------ Pre-reading
Step1: Show some pictures of the movie Harry Potter and ask students some questions.
1. Do you know this boy? Who is he?
2. Do you like him? Why?
Step 2: Show students the covers of Harry Potter and introduce the author.
1. Do you know who create Harry Potter you like very much?
2. The author of Harry Potter is a lady named Joanne Kathleen Rowling. Until now Rowling has published a series of books about Harry Potter. They are:
Harry Potter and the Sorcerer’s Stone
Harry Potter and the Chamber of Secret
Harry Potter and the Prison of Azkaban
Harry Potter and the Goblet of Fire
Harry Potter and the Order of the Phoenix
Part 2 ------ While-reading
Step1: Ask students to read the passage as quickly as possible, and answer the following questions.
1. The passage is about ______.
A. Rowling B. Harry C. magic D. a happy life
Step2: Reading for the detailed information and finish True or False statements on page 81.
1. Harry Potter is a world-famous writer. (F)
2. Harry Potter was born in a rich family and grew up with his mother and
father. (F)
3. Harry Potter is a boy with a scar on his forehead. (T)
4. Harry goes to an ordinary school. (F)
5. Harry learns a lot about the real world at Hogwarts. (T)
6. Harry discovers that it is easy to do the right things. (F)
Step3: Dealing with difficulties in understanding the words and sentence structures.
1. Ask students to find the sentences with the following word in the text and do the words-matching.
(1) It’s a world of magic and wonder, where anything can happen.
Magic: wonder
(2) JK Rowling has written a series of books about Harry Potter.
A series of: a number of things come one after another.
(3) A boy with scar on his forehead.
Forehead: part of a person’s face, above the eyes
(4) Harry has to fight against bad wizards and do the right things.
Wizards: a person who knows magic.
2. Ask students to translate the following sentences.
(1) The magic, many strange creatures and the adventures Harry comes across at Hogwarts help him understand the real world.
魔法、许多魔怪以及哈利在霍格沃茨的奇特经历帮助他了解了真实的世界。
(2) You must believe in what you do and who you are if you want to succeed in the world - the magic world of Hogwarts and the real one.
如果你想在世界上有所成就，无论是在霍格沃茨的魔法世界，还是在真实世界，都必须对你自己所做的事和你自己的能力充满自信。
(3) Where someone is born and what a person looks like is not as what he or she grows up to be.
一个人的出身和相貌并不重要，重要的是他或她长大后将成为什么样的人。
(4) It is not enough to be strong in heat and mind; we must also believe in ourselves and help others if we want to be happy and live a good life.
如果我们想获得幸福、过上美好的生活，仅仅一直坚强、头脑聪明还不够，我们还必须相信自己，并且帮助他人。
Part 3 ------ Post reading
Step1: Ask students to find out the topic sentence of each paragraph.
Para 1: It is a world of magic and wonders, a world where anything can happen.
Para 2: Harry seems like a normal boy, but his life is miserable.
Para 3: Hogwarts is an unusual school where the students learn about magic.
Para 4: Harry has to fight against bad wizards and so the right things.
Step2: Ask students to discuss the following questions in a group of four, and then ask some of them to answer the questions.
1. What kind of world does JK Rowling describe?
2. How does Harry’s life change?
3. Does any student have strange powers at Hogwarts?
4. What else does Harry learn besides magic at Hogwarts?
5. Why does Rowling use strange creatures in her books?
Part 4 ------ Extension
Step 1: Ask the students to make a dialogue between Daniel and the reporter.
1. Teachers’ presentation ------
The boy Daniel is world famous over night for playing the role of Harry Potter. Now he is often interviewed by many media. Now I want two students a group. One is Daniel, the other is the reporter. The reporter interviews Daniel by asking some questions.
2. Possible questions:
(1) Do you like the role?
(2) Could you introduce something about the role?
(3) What do you think of your role?
(4) What do you learn from the role?
Homework ------
Write a passage about Harry Potter in about 100 words.
Period 4 Word Study
Teaching aims:
Learn to use the following words and phrases:
Teaching procedures:
1. Treat
Read the following sentences and find out the different meaning of the word in the sentence situation in Column B.
A.1) The engineer felt that he hadn't been treated fairly. (a)
2) He treated the animal cruelly. (a)
3) He treated his mistake as a joke. (b)
4) Doctor Li treated many patients in the emergency room yesterday. (c)
5) Marry will treat her sister to the theater tomorrow. (d)
Column B.
a) To act or behave in a specified manner toward.
b) To regard and handle in a certain way. often used with as:
c) To give medical aid to (someone).
d) To provide with food, entertainment, or gifts at one's own expense:
2. used to; be / get used to doing
A. Ask the students to put the underlined phrases into Chinese and get to know the difference between used to and be/ get used to doing
1. He used to play cards a lot, but he gives it up.
2. I didn’t use to like opera, but now I’m getting interested in it.
= I used not to like opera, but now I’m getting interested in it.
3. I’ve lived in Paris for six years now, so I’m quite used to the traffic there.
B. Filling the blanks.
Use; used to; be / get used to doing
1. We ____this knife to cut the bread.
2. This knife ____________the bread.
3. You’ll soon _________________ living in the country.
4. It’s difficult to understand Scottish people if you _______________ their accent.
5. Jack is on school football team. He __________ practising football after school everyday.
6. When I was a child, I _________ take a flashlight to bed with me so that I could read comic books without my parents’ knowing about it.
Keys: 1) use; 2) is used to cut 3) be used to; 4) are not used to
5) is used to; 6) used to
3. make
A. Ask the students to read the sentences to understand the meaning of the word in different situation.
a. make + n + n
John played football very well, so they made him captain of the team.
(使…成为)
b. make + n / pron+ adj
Don’t make it too tight, This is for winter wear. (做的…)
Sit down and make yourselves comfortable. ( 使得…)
c. make + n
Now some people are just interested in making money. ( earn, 挣得)
Yao Ming made over 20 points in one of the NBA games.（get, 赢得）
d. make + sb. + do
The boss made his workers work long hours.
B. Match the structures with the sentences:
a. make + n + n
b. make + n / pron+ adj
c. make + n
d. make + sb. + do
1. How much do you make from working part-time. (c)
2. The teacher made him stay after school because he didn’t understand what the teacher taught in class. (d)
3. The classroom is so big that the teacher had to speak loud to make herself heard. (b)
4. John is a born leader, so we made him our monitor. (a)
4.believe & believe in
A. Compare the meaning of the words, let students tell the similarities and differences of custom and habit according to the sentences.
1) Do you believe the news stories?
2) I believe they will arrive shortly.
3) You can't believe anything she says.
4) Do you believe in God?
5) Some people believe in everlasting life after death.
B. Filling the blanks with believe or believe in.
My father is an engineer. He _______ where there is a will, there is a way so he works hard every day. His manager _____________ him and _______ he can set my father all kinds of task.
5.a series of; kinds of; a type of; dozens of
1) He saw _________ white arrows painted on the road, but he didn’t understand the meaning of them.
2) Hurry up, there are _________ people waiting for you over there.
3) Cotton is _____________ material.
4) The same ___________ things are produced and sold by many different companies in the U.S.
5) 1) a series of 2) dozens of 3) a type of 4) kinds of
6. forehead ( word formation)
a. Ask the students to explain the word.
Forehead: the part of the face between the eyebrows, the normal hairline, or the front part of something.
Foresee: to see or know something beforehand.
b. Ask the students to guess what the prefix “fore-” means
Fore-: (1) in front of; (2) before; earlier
c. Ask the students to figure out the meanings of the words.
Forearm, foreman, forefinger, forefather, forename, forerunner, foresight, foretell, foreword
7. Fill in the blanks with suitable phrases.
use to; come across; in trouble; a series of; believe in
(1) The key to achieving your goals is that you must ____ yourself.
(2) He________ spend much time having fun, but now he works hard on his lessons.
(3) No matter what difficulty you ____ , you should never give up practicing skiing.
(4) It is good news that there will be ____ funny movies on next month.
(5) We should try our best to help whoever is ____ .
Suggested answer
(1) believe in (2) used to (3) come across (4) a series of (5) in trouble
一、学情分析
五年级学生经过两学年的英语学习，已经有了一定的听、说、写的基本技能。大部分学生保持着对英语学习较浓厚的兴趣，能积极参与课堂活动。部分优秀学生有很强的英语求知欲望和学习能力，在课堂中表现也非常活跃。但各班仍存在百分之十左右的学困生，他们缺乏良好的学习习惯和学习方法，对英语学习怀有或畏惧或消极的情感态度，学习兴趣有待加强。
二、教学任务
1、养成良好的听英语、读英语、说英语的习惯。
2、继续养成良好的书写习惯。
3、能按三会与四会的要求掌握所学词语和句型。
4、能运用所学的日常交际用语进行简单的日常交流，并做到大胆开口，积极参与，发音清楚，语调正确。
5、能在图片、手势、情景等非语言提示的帮助下，听懂简单的话语和录音材料。
6、能在任务型学习的过程中运用相关的语言知识和技能，完成某项任务。
7、能演唱所学的英语歌曲，能诵读所学过的英语歌谣。
三、教材分析
教材具备以下特点：教学内容贴近生活，符合小学生兴趣的需求，突出对学生的兴趣培养。教科书全部采用彩色图画，紧密结合儿童特点编排和设计教材的内容与形式,情景会话贯串全套教材。
本册仍分为八个单元，其中包括两个复习单元。每单元A、B部分要求掌握，B部分是A部分语言的拓展。C部分为选学部分，为A、B部分知识的拓展和综合的语言运用。本册新增加了Let’stry部分，着重训练学生的听力。Let’stalk增加了可替换内容，旨在加强学生的语言交流训练。
教材重点：
1、掌握重点单词与句型（四会）。
2、语言的听力训练与综合运用。
教材难点：四会单词与句子的默写。
四、教学措施：
注意用英语作为课堂教学工具，使学生习惯于从情景中，从表情、手势、辅助教具中去领会意思，理解内容，提高听力理解能力。
优化教学方法和手段，设计丰富多彩的教学活动，让学生在乐中学、学中用，着重培养学生的学习兴趣，从而保证学生英语学习的可持续性发展。
采用合作学习法。让学生之间交流练习，同时展开小组竞赛，刺激他们的学习热情。
采用“任务型”教学法，让不同层次的学生都能充分体验到成功给他们带来的乐趣。
设计全面、高效的课外作业，培养学生良好的书写习惯，做到整洁、规范、正确地书写。
五、扶优辅后计划
优秀学生一般都有良好的学习习惯和较为科学的学习方法，他们在课堂上表现得比较活跃；而后进生一般都是上课注意力不能集中，课后也不能及时完成作业的学生，他们对学习缺乏足够的自信。
对于优生，在课堂上多给他们展示的机会，培养他们为小组骨干，让他们能在班干部上起到一个模范带头作用。鼓励他们课后多阅读、观看少儿英语杂志、电视节目，丰富课外英语知识。
对于后进生，多给予他们爱心与耐心，及时发现他们的进步并加以表扬，让他们也能体验到成功的乐趣，慢慢树立他们的自信心。给他们找“小老师”，比比哪个“小老师”最棒，哪个学生进步最快，促进优生与后进生同时发展。
六、教学评价措施:
形成性评价与终结性评价相结合。形成性评价以学生平时上课表现，课后作业完成情况，学习习惯的养成与否，学习兴趣和情感态度等为评价依据，对学生的英语学习进行及时的、激励性的评价。终结性评价以听力与笔试为检测形式，分优、良、合格、不合格四个等级。
五年级英语上学期教学计划（人教版）-五年级英语教学计划
一、指导思想：
坚持英语教学的实践性原则，改变过分重视语法和词汇的讲解与传授的倾向；倡导语言知识与语言技能训练相结合的开放互动的学习模式；针对小学生的特点，正确把握语言知识与语言技能之间的关系。本学期的英语教学重点在听、说、读、写的训练上，要培养学生良好的语感和良好的语音、语调基础，正确的听说读写习惯和运用语言的习惯，重要的是要养成良好的接受英语和学习英语的方法，为进一步学习打下基础。
二、学生学情分析：
五年级的学生已学过两年多的英语，学生已有一定的基础，良好的听、说、读、写英语的习惯已基本养成。但由于教材内容较以前增加，难度加大，因此学生的学习兴趣较以前难以保持，容易出现两极分。因此，本学期应注重转化后进生，因材施教，分层教学，兼顾各梯度的学生，保持学生的学习兴趣。虽然五年级学生已经升入高年级，但是他们依然保持着儿童的特性。他们活泼好动，对新事物有着强烈的好奇心，探索知识的欲望很强烈，并且有着很强的表现欲。所以老师还是应一如既往地采用新颖活泼有趣的教学形式进行教学，保持并提高学生学习英语的兴趣。
三、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，使得学生在做中学，在唱中学，在玩中学。本册教材内容在前面两年的基础上，继续选择紧密联系学生的生活和学习实际，选择了切合学生需求的话题，六个单元依次涉及了新老师、星期、食物、家务、房间、自然环境。这些语言材料真实地道、活泼有趣，使学生在学中乐，乐于学。同时教材还选编了一些与学生日常生活密切相关，与教学内容和教学进度同步的西方文化知识，比如称呼的使用公共节假日等。教材的教学形式丰富多样，其中包括对话、歌谣、歌曲、绕口令、任务、绘画、剪贴等，使学生能够在丰富多彩、生动有趣的课堂氛围中学习语言运用语言。在学生能力培养方面，本册教材通过let’s start/pair work/group work/task time/ let’s check/write and read/story time等活动循序渐进培养了学生自主学习和对立运用语言的能力。由此也发掘了学生积极求知、努力进取的潜能。
四、教学目标：
1、激发学生学习英语的兴趣
2、能听懂、回说12组会话，并能进行简单的交流
3、能听、说、认读、写92个单词并进行简单地运用
4、培养两人对话以及小组对话合作的能力
6、能唱8首歌曲
7、能听、说、吟唱歌谣
8、能了解6项简单的中西方文化知识
五、教学重难点：
重点：
1、能按四会、三会的要求掌握所学单词。
2、能按四会要求掌握所学句型。
3、使用日常交际用语，活用四会句型，进行简单的交流，做到大胆开口，发音正确
4、在任务型学习的过程中运用相关的语言知识和技能，完成某项任务
5、进一步培养良好的书写习惯，能做到书写整洁、规范
难点：
养成良好的听英语、读英语、说英语的习惯
六、教学措施：
1、根据学生的年龄特征，充分利用直观教具和电教手段，创设良好的语言氛围，调动学生的学习积极性。
2、在教学过程中，采用情景教学法，让学生身临其境，积极主动地参与到课堂教学中去，调动学生的非智力因素，提高学生 实际运用语言的`能力。
3、活用教材，根据学生会的实际情况，将每单元各个板块重现组排降低难度。
4、设计全面、高效的课后作业，落实巩固知识，并加以运用
七、培优辅差措施：
（一）培优措施
学优生的智力较好，更重要的是学习习惯好，学习积极主动。因此在教学过程中，对这部分学生在提出与其他学生相同的基本性要求的基础上，适当提高要求，增加难度。具体措施如下：
1、学生“优差”搭配，合作达标。在对子活动和小组活动中，将优生和差生作适当搭配，以利于练习活动的顺利开展，同时也能充分发挥优生对差生的辅导作用，弥补大班授课的不足。
2、鼓励优生订阅英语报刊杂志，吸收更多的课外英语知识和西方文化常识，拓展自己的知识面。
3、鼓励优生参加各种英语竞赛活动，提高其英语的运用能力。
（二）辅差措施
通常而言后进生的思维缓慢，理解、应用等能力较差，上课好动、注意力
不易集中、不求甚解，解决困难问题意志薄弱，他们并不是“朽木不可雕”的差生。他们的差主要是行为、习惯、态度等方面的缺陷。根据后进生的形成原因我制定了如下措施：
1、主动发掘他们身上的优点，并加以发扬，尽量少批评，多表扬、鼓励和帮助，让他们感受到上课时教师非常重视和理解他们。
2、在教学时由浅到深、由易及难，逐步深入，并注意方法及评价，不伤害后进生。设计适合他们梯度的知识和问题，让后进生能在学习中有成功的体验，从而激发学生学习的积极性和主动性，增强学习的自信心。
3、在课余时间进行有针对性的辅导，并与家长积极进行沟通，取得家长的配合。在课堂上，给与他们更多的关注，争取在本学期取得进步。
下面结合本学期教学实践总结一下教学情况：
一、激发学生学习兴趣。
英语是一门外语，对学生而言，既生疏又困难，尤其是在农村，要教好英语，就要让学生喜爱英语，让他们对英语产生兴趣。因此我尽量创设情景，通过实物、卡片、讲故事、简笔画等进行教学，并结合课文内容，运用表情、动作，尽量使课堂教学声情并茂，激起学生的求知欲。我经常结合所教的'内容，讲一些日常生活的事例，或浅而易懂的故事，这样既能扩大学生的视野，又能集中学生精神，使他们觉得课堂气氛不那么单调、枯燥。
同时兴趣来自儿童的好奇心，勇敢来自于希望和鼓励。没有赏识，没有成功，也就没有了自信，没有了希望。学习英语时学生需要教师的鼓励和表扬。作为老师，应珍惜儿童心灵深处的渴望，积极创造机会，不断让学生取得“我能行”的成功体验。课堂上我总是用“OK”、“Good”Youareclever”来表扬学生；本学期我还利用标有good,great,excellent等不同的小卡片作为课堂奖励表现优秀的学生。
二、英语听、说、读、写方面的情况。
我们汇贤中学小学部把小学英语作为我们办学的一种特色，从去年开始我们学校把英语的教学也纳入考核，并制定出一系列的考评细则。因此，在平时的教学中我们不但重视学生的听、说、认读的能力，写更是不可忽视的一个环节。只要这样我们才能在考试上赢得胜利。
在听课，评课方面，如果有跨部听其他老师讲课的机会，我都会好好地把握，从中吸取教学经验，取长补短，来提高自己的教学水平。同时需要理论武装自己，需要不断为自己充电，抽空学习一些先进的教学理论，新课程标准，理念，有针对性地应用于教学活动当中。
三、学生合作方面
新课堂模式，要求我们的学生在学习中必须学会合作。自己解决不了的问题，要通过他人的帮助完成，这是一个互利的过程。在互相检测的同时，要求同学们做到人人过关。
金无足赤，人无完人，”在工作中，我意识到，人只要有一刻的松缓，一刻的懒惰，你就会退步，就会落后，但别人却在不断的前进。所以，不但是对学生，要严格要求。对自己，也要严格要求，要学会不断反思自己，不断提高自己的水平。在以后的日子里，我会在今后的教学过程中逐步改正和完善教育教学方法，争取更大进步，早日成长为一名合格的英语教师。
复习能让学生巩固所学知识，还能进行查漏补缺，使学生能顺利地完成小学阶段的学习任务，能在毕业考试中取得好成绩，同时也为今后的学习打下坚实的基础。因此对于我们毕业班老师和学生来说，复习工作显得由为重要。在复习过程中要避免把复习课搞成题海战，使复习失去它应有的意义而变得枯燥乏味，在复习过程中同样要强调趣味性。复习还要从学生实际出发，做到因地制宜，因材施教，有的放矢。下面就我们学校的实际情况谈一谈我们的复习设想。
目前我校五年级学生英语学习方面存在的问题主要有：部分学生基础不够扎实，学习习惯差，学困生比较多。
针对目前我们学校的现状，在复习过程中我们准备以听说读写为主要的形式和抓手，以英语基础知识为主要内容，指导学生在听说读写的过程中系统地梳理所学知识，从单词到词组到句子到短文，全面把握所学内容。
一、全面复习抓基础，帮助学生全面地系统地复习所学过的知识。
（一）过好单词关。
单词是学习英语的基础，针对目前学生中存在的基础差，习惯差的现状，根据小学生的年龄特点以及记忆与遗忘的规律，学生在反复记忆相同的内容能使这些内容长期储存在记忆里，不易遗忘。因此我准备从不同角度，用不同方法帮助学生复习单词。
1、按词性归类复习单词。
2、按所含元音字母及字母组合归类复习单词。
3、按词汇表复习单词。
加强单词的朗读与默写，给学生明确的任务，并采用短频快的方式，这样学生一方面可以做好充分准备，一方面容易获得成功。当然对于极个别学困生来说，还要区别对待，给他们适当降低难度和要求，使他们也能尽最大努力过好单词关。
（二）过好词组关。
词组是学习英语的关键，它是复习单词的良好途径，同时又是学习句子的基础。我准备将词组复习与单词分类复习相联系，在复习的同时一起复习词组让学生在复习的同时掌握词组构成的规律。
（三）过好句子关。
句子是学习英语的重点。通过两年的学习，学生已经掌握了一定数量的句型及日常交际用语，大多数学生现在已经能比较自如地运用这些句子，但对一部分学生来说，还处于朦胧状态，因此我准备从以下几方面来帮助学生梳理所学过的句子。
1、指导学生在语境中复习句子，让学生分清日常交际用语的运用场合。
2、根据句子类型指导学生在比较中复习句子，教给学生适当的语法知识。
3、指导学生在表演中运用句子，使复习课同样生动有趣。
（四）过好阅读关。
阅读短文能让学生全面运用所学知识，因此指导学生认真阅读也是英语复习的重要环节，在复习过程中我们准备进行阅读专项训练，做到精读和导读相结合，在较短的时间内起到较高的效率。
总而言之，要把单词、词组、句子和短文作为一个有机整体，在复习过程中将它们紧密结合起来，合理安排教学内容，提高学生整体运用知识的能力。
二、以听说读写为主要途径，指导学生在复习的`过程中获得综合能力的提高。
要让学生多读，在紧张的复习阶段同样不忘培养学生朗读英语的习惯，所有单词、词组、句子等都是阅读材料，都要指导学生朗读，要让学生在多读多说的基础上不断提高学生听和写的能力。听说读写几方面不要相互独立，要有机结合，才能相辅相成。
三、注意复习过程中的趣味性，充分调动学生的学习积极性。
因为我们有一部分学生对英语学习缺乏兴趣，在复习时要选择合适的内容，把内容和形式有机结合，注意控制好知识的难度，要让学生有获得成功的机会和感受，尽量提高他们的兴趣，使他们也能投入到较紧张的复习中，并能在复习中取得进步。
四、注意因材施教，采用分层分类教育，帮助不同层次的学生获得不同的提高和收获。
在复习过程中，我们将对不同层次的学生提不同的要求。对基础较差的同学重点放在基础知识的复习上，对于一部分尖子生重点放在能力的培养和知识的综合运用上。
五、注意做好学生的心理调试工作，对于自感压力太大的同学要耐心地疏导，从思想上为他“减负”，使其能在平静宽松的氛围中进行有序的复习，较好地完成学习任务；对于没有任何心理压力，还没进入复习状态的同学要给予一定的压力，使其在压力之下也能较好地投入到紧张的复习中来；而对于学习困难且心理焦虑烦躁的同学更要给予特别的关爱，一方面要想方设法抽时间为其开小灶，一方面还要不断地鼓励赏识他们，同时要给他们适当地减压，使他们也能保持较好的情绪投入到紧张的复习中，并能尽最大努力取得最好效果。
总之，我们将以学生为主体，一切从实际出发，让所有的学生都有不同的进步与提高，顺利完成小学阶段的学习任务，并为今后的学习打下良好的基础。
Hi, everyone! I think I am a nice girl. I have many good habits. Today I will talk about my good habits.
I get up early and never go to bed late. So I always go to school on time. I brush my teeth in the morning and before bedtime a day. Because it is good for my teeth, it keeps my teeth clean.
At school, I always listen to my teachers carefully. So I can do my homework well. After class, I usually read some nice books, such as The Monkey King! I think read too many books is good for me. I usually help my friends with their subjects.
At weekends, I always finish my homework first. Because I think homework is important. I usually do well at home. I often make my bedroom clean and tidy. I help my parents do something, such as sweeping the floor.
These are my good habits. What about yours?
My family has three people,They're my father,mother and me.
My father is the tallest and strongest in my family.But my father's hair is shorter than my mother's .I think my mother is the most beautiful lady in the world。 My father is more handsome than any other men of the world.
We are very happy every day,I love my family.
五年级英语课件
教学重点
第四、五单元中单词的熟练掌握与应用
ing句型的掌握
教学难点
表达不同人称正在做某事的句型
课前准备
准备第四、五单元A、B Let’s learn 部分的卡片和一些人物卡片。
准备第四、五单元主情景挂图。
第四、五单元A、B Let’s learn 部分的卡片。
Zoom和Zip的头饰。
教学过程
Warm-up (热身)
活动一：唱一唱
教学参考时间：1-2分钟
教师播放五年级下册第四单元C部分歌曲 “What Are You Doing?”的录音，请学生跟唱，复习已学过的动词的ing形式，帮助学生回忆一些单词。
活跃课堂气氛，让学生在歌曲中重新熟悉所学句型
Preview (预习)
活动二：做一做
教学参考时间：2-3分钟
⑴ 教师准备出第四、五单元中所出现的一些动词的单词卡片，让学生随意抽出任意单词，根据所看到的单词做出相应的动作，然后请其它同学用 “He is……/ She is……. 说一句话。
⑵ 如果该同学说的句子是对的，则抽卡片的同学说: “Yes, I’m ….” 反之则说: “No. I’m ….”
检查学生掌握、认读、理解单词的情况，让学生在活动中复习现在进行时的句子，避免枯燥性，提高学生的学习兴趣
活动三：找卡片
教学参考时间：2-3分钟
⑴ 教师将第四、五单元A、B Let’s learn部分的.短语卡片一次放在黑板槽内，让每位同学都能看清。
⑵ 将学生分为每两个学生一组。教师说一个短语，学生快速找到该卡片并读出卡片上的单词或短语。
检查学生认读单词的情况和对单词理解的情况
活动四：你能做什么
教学参考时间：3-4分钟
⑴ 教师出示第四、五单元主情景图的挂图，学生轮流描述情景图里人物/动物正在做的活动。
⑵ 请两人一组上来看图作对话练习。
通过复习以前学过的知识，唤起学生对表示某人能力句子的记忆
Presentation (新课呈现)
活动五：谁的眼力好
教学参考时间：5分钟
⑴ 教师出示课前准备好的图片，内容为 “The dog is swinging; The monkey is dancing; The elephant is counting the apples; The bears are fighting.”的画面
⑵ 第一遍后请同学说说看到了什么，同学之间可以互相帮助，对于说对的同学教师应及时给予表扬。
⑶ 第二遍后请同学互相补充第一遍没有说出或说对的句子。
⑷ 第三遍请每位同跟读听到的句子。
练习某人正在做某事的句子，通过这一活动的设计使每一位同学精神力高度集中，都参与到课堂教学中。
活动六：说一说、找一找
教学参考时间;7-8分钟
⑴ 教师播放Read and match部分的录音，学生看对话并跟读。
⑵ 学生自己读短文。
⑶ 教师出示本部分的挂图，请同学合上书试着看着挂图来讲解或者是复述挂图内容。
逐步培养学生良好的英语学习习惯并逐步提高对学生的要求，能够用书上的话或者是自己的话来表达故事内容，逐渐脱离课本对自己的束缚。
⑷ 请学生分别扮演Zoom和Zip，分角色朗读课文。
⑸ 请学生带上头饰表演故事。
⑹ 完成连线活动，并用 “The dog is swinging.” 这样的句式来说句子，核对答案。
重点复习某人正在做某事的句子
活动七：哪幅图
教学参考时间：6-7分钟
⑴ 教师分别出示Let’s find out中的三幅图，请同学用自己的语言对这三幅图进行简单的描述。
⑵ 哪怕只是简单的一句话也鼓励孩子们去说。
培养学生说英语的习惯。
⑶ 教师可以对这三幅图提问： “What is the panda doing? Can the pandas swim? Do you love pandas?” 等等，也可由学生提问学生回答。
⑷ 教师播放Let’s find out部分的录音，请同学看书选出答案。
⑸ 两人一组朗读对话。
Let’s play (趣味操练)
活动八：说歌谣
教学参考时间：3-4分钟
⑴ 教师播放Let’s chant部分的录音，学生听录音看歌谣。
⑵ 教师请学生根据配图猜一猜歌谣的大意，教师做必要的讲解。
⑶ 再放一遍录音，学生轻声跟读歌谣。]
Consolidation and extension (巩固和延伸)
活动九：听力练习
教学参考时间：3分钟
完成活动手册P57—1./P58--3
⑴ 学生听录音完成I. Listen and write和Listen and match部分。
⑵ 两个人互相订正检查。
⑶ 听录音，读一读Listen and write中的句子。
活动十：小结
教学参考时间：1分钟
⑴ 表示某人正在做某事，动词后面要加ing来表示。
⑵ 不同的人要变换成相应的人称，同时be动词也要相应改变。
五、板书
Recycle 2
The dog is swinging. Can you……?
The monkey is dancing. Yes, I can.
The elephant is counting the apples. No, I can’t.
The bears are fighting.
一、学情分析
本学期我担任五年级(1)班的教学工作，由于是新接手的班级对学生的情况不是太熟悉。但他们当中的大部分学生都有一定的学习自觉性与积极性，积累了一定量的基础知识。对待学习有较高的热情及期待;个别学生的行为习惯及学习习惯还有待纠正。新生3人，都存在不同程度的基础，所以在今后的教学中注重培养学生(尤其是新生)良好的学习习惯，和课后复习习惯!使他们养成学习英语的兴趣，树立学习的自信心，始终保持高昂、积极的热情。
二、教材分析
本册教材共有十个学习模块(Module)、一个复习模块(Review Module)、一个补充阅读(Reading for Pleasure)版块以及一个综合运用实践项目(Project)。每个模块分两个单元(Unit)一般情况下，第一单元呈现本模块所要学习的语言内容，第二单元提供若干任务型(Task-basted)活动，包括一首歌曲、歌谣或韵律诗。
五年级是小学英语学习的一个“困难”阶段。也是学生能否顺利地从一级听说为重点的学习转向以听说为主、读写为中心的学习的一个关键的阶段。面对课文的篇幅加长、难度加大、单词加多、语法项加深的情况下，本学期的教学要在原有的基础上引导学生进一步强化听说能力，并同时形成初步的读写能力。所以针对这一点，我要更加用心钻研教材及重难点、易错易混淆点，做到思路清晰、心中有数，牢牢把握教材大纲及《课标》促进他们各方面能力的提高。
三、教学内容分析
Module 1 询问和谈论过去发生的事情，掌握Did you come back yesterday? We bought ice cream.语言句型结构。
Module 2 询问和陈述购物情况What did you buy?How many/much... did you buy?语言句型结构。
Module 3能运用已学语言就过去发生的事情提问、回答和陈述，掌握Where did you go?Daming took a photo of his father.语言句型结构。
Module 4陈述和询问过去的行为;对他人表示关心。掌握What’s the matter with Daming?语言句型结构。
Module 5谈论数量。
Module 6谈论能力;进一步巩固一般过去时的运用。You can play football well.语言句型结构。
Module 7 谈论能力的不足。He can’t see.语言句型结构。
Module 8谈论时间。
Module 9 谈论心情和感受。Are you feeling sad?语言句型结构。
Module 10谈论所处的位置;谈论规则。
四、教学方法及措施
(一)词汇教学方法与技巧
1、课前学习方式的词汇教学。这是现在广泛使用的词汇教学方法，就是让学生在学习课文之前，先利用早读时间观看和跟读动画学习课文中的词汇。
2、直观方式的词汇教学。直观的词汇教学能是儿童很容易地直接掌握词汇地词义。直观地方式包括：实物、图片、动作、手势、表情、幻灯投影、计算机动画等。
(二)句型教学方法和技巧
1、语用导向的句型教学。这是针对传统的注重结构的句型教学的不足而实际的句型教学方法。语用导向的句型教学强调篇章下的句型教学。这种方法把一个篇章中需要操练的句型突出出来。在篇章中实际可以用于同一篇章中进行机械型操练，达到语用能力训练语句型操练有机结合。
2、结构导向的句型教学。这是传统的注重结构的句型操练，儿童根据句型设计，运用可替换词或词组，进行句型操练，以达到准确掌握，句型结构及其语法知识的目的。
本学期担任了五年级的英语教学，由于这个班的学生学习英语的情况参差不齐。学生的基础打得不好，学习进度有很大影响。因此，我对五年级英语教学工作也不敢怠慢，认真学习，深入研究教法，虚心向前辈学习。经过一个学期的努力，获得了进步，以下是我在本学期的教学总结。
一、认真备课，面向全体，因材施教
在教学中，认真备课，认真阅读各种资料、参考书，认真编写好教学计划，根据学生的实际学习情况和向其他教师取得经验，不断的加以改善。在传授学生知识的同时，不厌其烦，耐心教导学生，还耐心的辅导学生复习，在传授学生知识的同时，并对他们进行思想教育，教育优生帮助后进生，鼓励优生课后帮助后进生。
二、在课堂中
在课堂上，认真授课，运用实物教具，情景教学手势语言等方法来启发教育学生，教学生做游戏，唱英语歌曲等来激发学生学习的兴趣，鼓励学生大胆发问，注重师生互动，培养师生感情，充分调动学生的学习积极性，并不厌其烦地领读、讲解、分析，尽力让学生多掌握知识。
三、批改作业方面
学生的作业尽量地规定按时完成并及时批改，而且详细讲解，对普遍性错误、利用晚修时间重复讲解、分析。针对个别学生的作业还采取面批方法，一一地分析讲解，帮助学生解决疑难习题，提高教学质量。
四、在语音方面
为提高学生的标准读音，常利用课外时间辅导学生的48个音标，并在教单词过程中，不断纠正学生的读音，同时，也常让学生听英语歌曲以及课文的录音磁带，还对学生的强制性地背书训练。
五、自身的学习
鉴于自己在小学英语教学方面经验不足，我抓紧一切机会向其他老师学习，用心收集课堂教学中的各种游戏、活动，同时多听录音磁带，提高自己的听力水平。
以上是我这学期在小学英语教学方面取得成绩与经验，但也存在许多不足，尤其是后进生的工作，做的不够好，以致成绩不够理想。在今后的教学工作中，我会谦虚请教别老师，弥补自己的不足，争取迈上一个新的台阶，真正实现教师的自身价值，也实现我心目中教师的定位。
五年级英语上学期教学工作总结
本学期，我担任五年级英语教学，完成了PEP小学英语五年级上册全部教学内容，具体情况总结如下：
一、扎实备课，认真上课，不断反思
在本学期的英语教学中，课前我认真备课，认真阅读各种教科参考书，全面深入了解学生，结合自己的教学经验与学生的学习情况，认真编写教案，并不断地加以修改完善。
在课堂教学中，我充分利用身边资源，为学生创设真实的交际情境，注重学生学习兴趣的激发和学习方法的培养，适时鼓励，分层教学，让所有学生都能跳一跳摘到苹果，品尝成功的喜悦。
一个班上完课我就反思，在另一班改进，再比较反思，不断改进教学方法和手段，提高课堂效率。在每节课前的Onduty中，每个学生都有机会成为课堂的主人，既锻炼了学生的交际能力，又培养了学生良好的倾听习惯和合作品质，同时课堂得到了自主、有效的延伸。
二、学生英语综合运用能力增强
1、从本册中，每一单元都有Let’s try 的内容，让学生在听力中感知新语言。学生的听力能力提高了，能根据所听的一小段话做出正确判断。而且养成了同学之间认真倾听的好习惯。
2、学生能够而且乐于交流更多自己的信息，如最喜欢的食物、水果、课程、老师等，并能结合以前所学问候语，神情大方自然。
3、能认读所学词语，并能根据拼读的规律，读出简单的单词;能正确朗读所学故事或短文，也能借助图片读懂简单的故事或小短文，逐步培养按意群阅读的习惯。
4、能正确书写单词和句子，能写一段完整的话，如自我介绍等。能基本正确地使用大小写字母和标点符号。
三、把握课堂40分钟，向课堂要效率
在课堂上，我尽量活跃课堂气氛，激励学生思考问题，回答问题，让他们主动参与，注重对学生口语的培养。运用实物教具、简笔画，情景教学、手势语言等方法来启发、教育学生。
教学生做游戏、唱英语歌等来激发学生的学习兴趣。鼓励学生大胆质疑，注重师生互动、生生互动的教学，充分调动学生的学习积极性。学生有疑难和不懂读的地方，我总是不厌其烦地讲解、分析、带读，力争让他们学了就懂，懂了会用。
为了更好地检查学生掌握知识的情况或让他们进一步巩固知识，布置适量的作业，练习，并且对试卷，作业等认真批改并加以讲评，做好总结，以便及时做到查，漏，补，缺.特别是五年级，尽量做到精讲多练，让学生做到听，说，读，写并举，眼，耳，口，鼻，脑并用，最大限度地给学生创造良好的学习氛围。
四、利用课余时间，补充课堂不足
课堂上并不是所有的学生都能掌握好的。所以要充分利用课余时间，及时培养学生良好的学习习惯。课前多预习，课堂上要求学生注意力集中，真正听懂老师所讲的内容。课后认真完成配套练习，不懂的地方，多向老师或成绩好的学生请教。
五、自身的学习
鉴于自己在小学英语教学方面没有经验，我抓紧一切机会向其他老师学习，用心收集有助于小学英语课堂教学的各种游戏、活动。同时多听录音磁带，让自己的语音和语调标准。
以上是我这学期在小学英语五年级教学方面取得的成绩和经验。但也存在较多的不足：如课堂操作欠灵活，多媒体操作不熟练，尤其是后进生，由于客观原因，做的不够，以致于成绩不理想。
在今后的教学中，我会努力填补自己在教学中不足，也会不耻下问，向其他老师学习，争取让自己尽快成长起来。
★ 五年级上学期作文
